Writing samples for correlations

Below are some examples of written explanations of correlations, with suggested alternatives that are a bit more descriptive. Remember, statements about correlations should include direction and magnitude. They might also include the Pearson or Spearman values.

Example 1.

There is a moderated high-high relationship between DRA scores and Reading Screen scores.

Alternative: There is a high positive correlation (r=.74) between DRA scores and Reading Screen scores

Example 2.

Looking at spring DRP and prompt scores, there was a strong, positive linear correlation at the 0.01 level.

Alternative: (the word strong does not have a quantitative value associated with it.) Looking at spring DRP and prompt scores, there was a high, positive linear correlation (r=.88) at the 0.01 level of significance.

OR

Looking at spring DRP and prompt scores, there was a high, positive linear correlation (r=.88) with p<.01.

Example 3.

The relationship between the OLSAT 07 score and the DRP 07 score is moderately significant at the .05 level

Alternative: There is a statistically significant (p<.05) moderate positive correlation (r=.5466) for OLSAT and DRP scores.

Example 4.

Using the scatterplot graph as well as the Pearson test for correlation I have found out that there is a positive correlation between CMT reading and math scores. There is also a very high significance

Alternative (remember, APA is written in the third person.): Scatterplots and Pearson coefficient identify a statistically significant very high positive correlation between CMT reading and math scores.

Example 5.

All Pearson correlation coefficients for Figures 1-3 show extremely high relationships between scores on the two tests being compared.

Alternative: All Pearson correlation coefficients for Figures 1-3 show a very high positive correlation between scores on the two tests being compared.

Example 6.

There is a high correlation (r=.72) between math and reading scores on the grade 4 Connecticut Mastery Test (CMT). Similarly, when grade 4 CMT reading and writing scores are compared, the correlation (r=.74) is high. The correlation (r=.51) between grade 4 CMT math and writing scores is moderate.

Alternative: There is a high positive correlation (r=.72) between math and reading scores on the Grade 4 CMT. Similarly CMT reading and writing scores have a high positive correlation (r=.74). CMT Math and writing scores have a moderately positive correlation (r=.51).

Example 7.

Writing scores 07-08 is significant at the 0.05 level with a correlation of 0.450. The relationship is statistically significant but is considered a low-level relationship,

Alternative: Writing scores from 2007 compared to 2008 is statistically significant (p<.05) with a low positive correlation (r=.45).

contributed by WCSU EdD Cohort 3 ED860 students and Frank LaBanca, EdD