The Analysis os Students Characteristics on

Exam Marks

Presented by :
Surya Aji Utomo
1411011127

To
Johannis Damiri, SE.,M.Sc,Ph.D

As a Partial Fulfilment of ESP 202 : Macroeconomic Theory

Economic and Business Faculty

University of Lampung

Abstract
The purpose of this paper is to explain the result of variable we get from
statistical software SAS. The explainatory will be deliver by regression statistics
before KU and after KU. The Data based on textbook Researc Methods For
Business by Uma Sekaran and Roger Bougie consisting of dependent variable is
exam mark of students, and the independent variable are age, paper mark, sex,
year in college, and IQ. This paper suggest to use principle component
regression.

Introduction
The achievement of the college student usually depend on several aspect such an
age, gender, year in college , and IQ. these variable can affect the student's
achievement in different proportion. Usually, IQ is the variable that affect the
achievement in the biggest proportion. The IQ is a measurement of the
intelligence and is expressed in a number.After IQ is gender. Gender can affect the
strength of learning of the student. Usually, Male student is stronger than female
student in learning.
Actually, there are a lot of variable that can affect the achievement of the college
students, but in this paper, we just assume that the variable is only 5. This paper
will explain about the variable that can affect the students exam mark. The
explainatory will deliver by regression statistic before KU and after KU.
The absence of multi-collinearity is essential to a multiple regression model. In
regression when several predictors (regressors) are highly correlated, this problem
is called multicollinearity or collinearity. Collinearity is problematic when one's
purpose is explanation rather than more prediction. Collinearity makes it more
difficult to achieve significance of the collinear parameters. But if such estimates
are significant, they are as reliable as any other variabels in a model. And even if
they are not significant, the sum of the coefficientis likely to reliable. In this case,
increasing the sample size is a viable remedy for collinearity

Discussion
Age

Exam

Paper

Mark

Mark

Sex

Year in

IQ

College

21

87

83 M

80

19

83

80 M

100

23

85

86 M

98

21

81

75 F

76

21

81

75 F

82

20

67

68 F

99

26

75

88 F

102

24

92

78 F

115

26

78

92 M

126

30

89

95 F

129

21

72

80 F

86

19

81

65 M

80

17

75

77 M

70

19

76

85 F

99

35

80

83 F

99

27

75

60 F

60

21

85

80 M

89

27

79

75 M

70

21

90

93 F

140

22

97

95 M

165

21

90

82 M

115

19

87

86 F

119

32

95

90 M

120

19

68

57 F

89

Based on the data, there are several task that will solved with the SAS

a.
b.
c.
d.
e.
f.
g.

Create a pie chart for year in college

Create a histogram for IQ
Make a scatter plot with IQ on the x-axis and exam grade on the y-axis
Recode the sex variable such that it is for females and for males
Make a scatter plot with sex on the x-axis and IQ on the y-axis
Compute the mean IQ for female and male
Create a new dummy variable.

And the last, we will use regession to analyze about the effect of Age, Paper mark,
sex, and year in college on Exam mark.

Analysis
a. Create a pie chart for year in college

DATA Surya;
INPUT exam_mark age paper_mark sex year_in_college IQ @@;
DATALINES;
87 21 83 m 2 80
83 19 80 m 1 100
85 23 86 m 4 98
81 21 75 f 1 76
81 21 75 f 3 82
67 20 68 f 3 99
75 26 88 f 2 120
92 24 78 f 4 115
78 26 92 m 4 126
89 30 95 f 3 129
72 21 80 f 1 86
81 19 65 m 2 80
75 17 77 m 1 70
76 19 85 f 1 99
80 35 83 f 3 99
75 27 60 f 2 60
85 21 80 m 3 89
79 27 75 m 4 70
90 21 93 f 3 140
97 22 95 m 3 165
90 21 82 m 2 115
87 19 86 f 3 119
95 32 90 m 2 120
68 19 57 f 3 89
;
run;
Title='Pie Chart with Discrete';
proc gchart data=Surya;
pie year_in_college/discrete value=inside percent=inside
slice=outside;
run;

After we run the formula above, we will get the pie chart

b. Create Histogram for IQ and include the normal distribution

DATA exam_mark;
INPUT exam_mark age paper_mark sex
year_in_college IQ @@;
DATALINES;
87 21 83 m 2 80
83 19 80 m 1 100
85 23 86 m 4 98
81 21 75 f 1 76
81 21 75 f 3 82
67 20 68 f 3 99
75 26 88 f 2 120
92 24 78 f 4 115
78 26 92 m 4 126
89 30 95 f 3 129
72 21 80 f 1 86
81 19 65 m 2 80
75 17 77 m 1 70
76 19 85 f 1 99
80 35 83 f 3 99
75 27 60 f 2 60
85 21 80 m 3 89
79 27 75 m 4 70
90 21 93 f 3 140
97 22 95 m 3 165
90 21 82 m 2 115
87 19 86 f 3 119
95 32 90 m 2 120
68 19 57 f 3 89
;
run;
Title='IQ data of student';
ods graphics ods graphics off;
proc univariate data=exam_mark
noprint;
histogram IQ;
run;

After we run the editor, we will get the histogram

c. Make scatter plot with IQ on the x-axis and exam grade on the Y-axis.
DATA exam_mark;
INPUT exam_mark age paper_mark sex year_in_college IQ @@;
DATALINES;
87 21 83 1 2 80
83 19 80 1 1 100
85 23 86 1 4 98
81 21 75 0 1 76
81 21 75 0 3 82
67 20 68 0 3 99
75 26 88 0 2 120
92 24 78 0 4 115
78 26 92 1 4 126
89 30 95 0 3 129
72 21 80 0 1 86
81 19 65 1 2 80
75 17 77 1 1 70
76 19 85 0 1 99
80 35 83 0 3 99
75 27 60 0 2 60
85 21 80 1 3 89
79 27 75 1 4 70
90 21 93 0 3 140
97 22 95 1 3 165
90 21 82 1 2 115
87 19 86 0 3 119
95 32 90 1 2 120
68 19 57 0 3 89
;
PROC gPLOT DATA=exam_mark;
plot IQ*exam_mark;

After we run the editor, we will get the scatter plot

The conclusion of the scatter plot above is , college student with higher IQ will
achieve better grade in exam mark.
d. Recode the sex variable such that it is for females and for males
DATA exam_mark;
INPUT exam_mark age paper_mark sex $ year_in_college IQ;
if sex='F' then mutu='1';
else mutu='0';
cards;
87 21 83 M 2 80
83 19 80 M 1 100
85 23 86 M 4 98
81 21 75 F 1 76
81 21 75 F 3 82
67 20 68 F 3 99
75 26 88 F 2 120
92 24 78 F 4 115
78 26 92 M 4 126
89 30 95 F 3 129
72 21 80 F 1 86
81 19 65 M 2 80
75 17 77 M 1 70
76 19 85 F 1 99
80 35 83 F 3 99
75 27 60 F 2 60
85 21 80 M 3 89
79 27 75 M 4 70
90 21 93 F 3 140
97 22 95 M 3 165
90 21 82 M 2 115
87 19 86 F 3 119
95 32 90 M 2 120
68 19 57 F 3 89
;
proc print data=exam_mark;
run;

after we run the formula, we will get the output

The SAS System

Obs

exam_
mark

age

23:46 Friday, June 2, 1995 1

paper_
mark

year_in_
sex
college

IQ

mutu

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24

87
83
85
81
81
67
75
92
78
89
72
81
75
76
80
75
85
79
90
97
90
87
95
68

21
19
23
21
21
20
26
24
26
30
21
19
17
19
35
27
21
27
21
22
21
19
32
19

83
80
86
75
75
68
88
78
92
95
80
65
77
85
83
60
80
75
93
95
82
86
90
57

M
M
M
F
F
F
F
F
M
F
F
M
M
F
F
F
M
M
F
M
M
F
M
F

2
1
4
1
3
3
2
4
4
3
1
2
1
1
3
2
3
4
3
3
2
3
2
3

80
100
98
76
82
99
120
115
126
129
86
80
70
99
99
60
89
70
140
165
115
119
120
89

0
0
0
1
1
1
1
1
0
1
1
0
0
1
1
1
0
0
1
0
0
1
0
1

e. Make a scatter plot with sex on the x-axis and IQ on the y-axis
DATA exam_mark;
INPUT exam_mark age paper_mark sex year_in_college IQ @@;
DATALINES;
87 21 83 1 2 80
83 19 80 1 1 100
85 23 86 1 4 98
81 21 75 0 1 76
81 21 75 0 3 82
67 20 68 0 3 99
75 26 88 0 2 120
92 24 78 0 4 115
78 26 92 1 4 126
89 30 95 0 3 129
72 21 80 0 1 86
81 19 65 1 2 80
75 17 77 1 1 70
76 19 85 0 1 99
80 35 83 0 3 99
75 27 60 0 2 60
85 21 80 1 3 89
79 27 75 1 4 70
90 21 93 0 3 140
97 22 95 1 3 165
90 21 82 1 2 115
87 19 86 0 3 119
95 32 90 1 2 120
68 19 57 0 3 89
;
run;
title='Scatter Plot Sex and IQ';
PROC gPLOT DATA=exam_mark;
plot sex*IQ;
RUN;

After we run the editor, we will get the scatter plot

The conclusion of the scatter plot above is sex doesnt affect the IQ.
f. Compute the mean IQ for males and for females
options nodate pageno=1 linesize=80 pagesize=60;
DATA exam_mark;
INPUT exam_mark age paper_mark sex $ year_in_college IQ;
datalines;
87 21 83 m 2 80
83 19 80 m 1 100
85 23 86 m 4 98
81 21 75 f 1 76
81 21 75 f 3 82
67 20 68 f 3 99
75 26 88 f 2 120
92 24 78 f 4 115
78 26 92 m 4 126
89 30 95 f 3 129
72 21 80 f 1 86
81 19 65 m 2 80
75 17 77 m 1 70
76 19 85 f 1 99
80 35 83 f 3 99
75 27 60 f 2 60
85 21 80 m 3 89
79 27 75 m 4 70
90 21 93 f 3 140
97 22 95 m 3 165
90 21 82 m 2 115
87 19 86 f 3 119
95 32 90 m 2 120
68 19 57 f 3 89
;proc means data=exam_mark maxdec=3;
var IQ;
class sex;
types () sex;

title 'Means of IQ for Female and Male';

run;

After we run the editor, we will get this output

Means of IQ for Female and Male

The MEANS Procedure

Analysis Variable : IQ
N
Obs
N
Mean
Std Dev
Minimum

24 24
101.083
25.082
60.000

Maximum
165.000

Analysis Variable : IQ
N
sex
Obs N
Mean
Std Dev
Minimum

f
13 13
101.000
22.793
60.000

Maximum
140.000

m
11 11
101.182
28.698
70.000

165.000

from the output above, we can conclude that the male students have stronger IQ
than the female students.

g. Create a new dummy variable, IQdum, which is 1 if the IQ is larger

than or equal to 100, and 0 otherwise.
DATA exam_mark;
INPUT exam_mark age paper_mark sex $
year_in_college IQ @@;
If IQ>=100 then mutu="1";
else mutu="0";
cards;
87 21 83 m 2 80
83 19 80 m 1 100
85 23 86 m 4 98
81 21 75 f 1 76
81 21 75 f 3 82
67 20 68 f 3 99
75 26 88 f 2 120
92 24 78 f 4 115
78 26 92 m 4 126
89 30 95 f 3 129
72 21 80 f 1 86
81 19 65 m 2 80
75 17 77 m 1 70
76 19 85 f 1 99
80 35 83 f 3 99
75 27 60 f 2 60
85 21 80 m 3 89

79 27
90 21
97 22
90 21
87 19
95 32
68 19
;proc
run;

75 m 4 70
93 f 3 140
95 m 3 165
82 m 2 115
86 f 3 119
90 m 2 120
57 f 3 89
print data=exam_mark;

After we run the editor, we will get this output

The SAS System

Obs
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24

exam_
mark
87
83
85
81
81
67
75
92
78
89
72
81
75
76
80
75
85
79
90
97
90
87
95
68

00:50 Saturday, June 3, 1995 1

age

21
19
23
21
21
20
26
24
26
30
21
19
17
19
35
27
21
27
21
22
21
19
32
19

paper_
mark

83
80
86
75
75
68
88
78
92
95
80
65
77
85
83
60
80
75
93
95
82
86
90
57

m
m
m
f
f
f
f
f
m
f
f
m
m
f
f
f
m
m
f
m
m
f
m
f

year_in_
sex
college
2
1
4
1
3
3
2
4
4
3
1
2
1
1
3
2
3
4
3
3
2
3
2
3

80
100
98
76
82
99
120
115
126
129
86
80
70
99
99
60
89
70
140
165
115
119
120
89

IQ
0
1
0
0
0
0
1
1
1
1
0
0
0
0
0
0
0
0
1
1
1
1
1
0

mutu