Is there a difference between students who have children and those who do not in regard to their age group?

Using the CollegeStudentData.sav file, do the following problems. Print your outputs after typing your interpretations on them. Please circle the key parts of the output that you discuss, and answer the following questions.
7.1 Run crosstabs and interpret the results of chi-square and phi (or Cramer’s V), as discussed in Chapter 7 and in the interpretation of Output 7.1, for: (a) academic track and marital status and (b) age group and marital status.
7.2 Select two other appropriate variables; run and interpret the output as we did in Output 7.1.
7.3 Is there an association between having children or not and watching TV sitcoms?
7.4 Is there a difference between students who have children and those who do not in regard to their age group?
7.5 Compute an appropriate statistic and effect size measure for the relationship between academic track and evaluation of social life.
Make Sure to:
1. Write the problem number and the problem title as a level one heading (Example ‐ A.1.1: Chapter 2, Problem 2.1, and then provide your response.
2. Use level two headings with short titles for multi part questions (Example ‐ A1.1.a, Short Title, A1.1.b, Short Title II, etc.)
3. Use appropriate level headings for key elements of your discussion such as Research Questions, Hypotheses, Descriptive Statistics, Assumptions & Conditions, Interpretation, Results, and others. Your goal is to make your analysis easy to follow and logical.
4. Ensure that all tables and graphs are legible and include a figure number.
5. Carefully review your document prior to submission for formatting, flow, and readability. Keep in mind that running the statistical tests is only the first half of the challenge; you must be able to clearly communicate your findings to the reader.