Global Journal of Human Social Science, G: Linguistics and Education, Volume 23 Issue 3

instance, does a student who responds positively to “I like math” also react positively to “I am good at math”? Correlation analysis can be performed through several methods, the most popular being the Pearson and Spearman correlation. Both ways identify a degree of association between variables. However, the Spearman correlation is a non-parametric test suitable for ordinal data. For this analysis, the Spearman correlation is conducted with two questions simultaneously, ensuring one relates to ability and feelings. The questions will also be from the same subject. Finally, the compared questions have the same perspective, meaning they must be either positive or negative. Two statements from each subject are compared to determine the correlation between students’ attitudes and abilities. For mathematics, “I like math” (M1) and “I can get good grades in math” (M8) are analyzed. The science questions included are “I am sure of myself when I do science” (S1) and “I would consider a career in science” (S2). Lastly, the questions considered for engineering and technology are “I like to imagine creating new products” (ET1) and “I am good at building and fixing things” (ET3). Several aspects of the resulting analysis can be used to determine the strength of the association between variables. A correlation coefficient is a number that lies between -1 and +1. A positive correlation coefficient indicates a positive relationship, while a negative correlation coefficient signifies a negative relationship. A value of 0 allows the researchers to know that no connection exists. The significance value is another important attribute, enabling one to understand if the result is statistically significant. The correlation coefficient at the cross-sections of the questions, .865, is essential to note. This denotes a positive relationship between people who like math and people who can achieve good grades in math. The significance level of <.001 further supports this result. The coefficient of .926 indicates a high positive correlation between students who are sure of themselves in science and would consider a career in science. Once again, the significance level, <.001, supports the correlation. Volume XXIII Issue III Version I 30 ( ) Global Journal of Human Social Science - Year 2023 G © 2023 Global Journals Using Hands-on Experiences including Various Forms of ARTS to Increase Ninth-Grade Female Students’ Interest in STEM – Final Results Figure 11: Spearman’s Correlations for Math Figure 12: Spearman’s Correlations for Science