Description
In your Week 2 Assignment, you displayed data based on a categorical variable and continuous variable from a specific dataset. In Week 3, you used the same variables as in Week 2 to perform a descriptive analysis of the data. For this Assignment, you will calculate a confidence interval in SPSS for one of the variables from your Week 2 and Week 3 Assignments.
To prepare for this Assignment:
- Review the Learning Resources related to probability, sampling distributions, and confidence intervals.
- For additional support, review the Skill Builder: Confidence Intervals and the Skill Builder: Sampling Distributions, which you can find by navigating back to your Blackboard Course Home Page. From there, locate the Skill Builder link in the left navigation pane.
- Using the SPSS software, open the Afrobarometer dataset or the High School Longitudinal Study dataset (whichever you chose) from Week 2.
- Choose an appropriate variable from Weeks 2 and 3 and calculate a confidence interval in SPSS.
- Once you perform your confidence interval, review Chapter 5 and 11 of the Wagner text to understand how to copy and paste your output into your Word document.
For this Assignment:
Write a 2- to 3-paragraph analysis of your results and include a copy and paste of the appropriate visual display of the data into your document.
Based on the results of your data in this confidence interval Assignment, provide a brief explanation of what the implications for social change might be.
GSS2014_student_8210 (8).sav
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3/20/19 11:34 PM
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GSS2014_student_8210 (8).sav
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3/20/19 11:34 PM
2/2
WEEK 2
WEEK 2 ASSIGNMENT
Dr.Rohrer
Telia Garry
March 9, 2019
WEEK 2 ASSIGNMENT
2
Introduction
This analysis is from a high school longitudinal study. This study is a data set that
describes the study of 23,000 9th graders from 944 schools in 2009. It is followed up in 2012
and in 2016. The variables considered in the analysis is the quantitative variable. It includes
certain questions and mathematics. The higher the student utilizes mathematics, the higher
perception of its importance. Inside the school geographic region is the qualitiative variable
(Wagner 2014). The region includes Northeast as 1, Midwest as 2, South as 3 and West as 4.
Descriptive Analysis
Inside table 1 is the descriptive statistics of student mathematics. It shows 18802
individuals being interviewed. The mean of students is -0.0169 and the average deviation
from the mean is 0.9971.The minimum measured is -3.51 with the max being 1.31.The
descriptive statistics is 50% of the individuals utilized mathematics greater than -0.3. The
range of the mathematics utility is 4.82 indicating mathematics perception of the student. The
Skewness value is -0.592 to the left. The average value of mathematics utility lies between 0.0311 and 0.0026 with 95% confidence.
Table 1.
WEEK 2 ASSIGNMENT
The four categories below describes the qualitative variable. The measure of
descriptive statistics would is the frequency distribution of the geographic areas or regions.
Table 2
3
WEEK 2 ASSIGNMENT
4
The table shows the maximum number of sampled members are located in the South
region. It has a value of 40.8 percent. The minimum amount lies in the Northeast region with
15.6%. The Midwest region has 26.5% and the West region has 17.1%.
Crosstab results
While further studying the analysis, it shows the central tendency and variation of
mathematics are separated into 4 different regions. Central tendency and mathmathetics are
separated into 4 regions.
Look at table 3 below.
Table 3.
The highest mathematics is utilized in the West region. The average deviation is
0.0123 and the mean is 0.96891. The West region also has least value of deviation. The
lowest value of mathematics being utilized is the northeast region. The mean is 0.0493 and
standard deviation is 1.0026. Plot of mathematics perception is shown below.
WEEK 2 ASSIGNMENT
5
Fig1.Means plot of student’s mathematic utility across different school geographic region
Social Change
As for as the results, they are based on certain questions being asked in the interview.
Often times mathematics are based on how someone else perceives them. In order to increase
student’s understanding it is best to allow mathematics being accessed more. It will increase
higher interest towards the mathematics subject. Based on results, it is best to increase
mathematics in the north east region. Social change is something that needed to be embraced
by everyone. Mathematics can be taught and motivate students for the rest of their lives.
References:
Wagner, William E. Using IBM SPSS Statistics For Research Methods And Social Science
Statistics. (2014).
Purchase answer to see full
attachment
Name
Type
Width
Decimals
Label
Values
1
prestg10
Numeric
8
0
Rs occupational… {0, IAP,DK,…
2
sei10
Numeric
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1
R’s socioecono… {.0, IAP,DK,…
3
age
Numeric
2
0
AGE OF RESP… {89, 89 OR …
4
childs
Numeric
1
0
NUMBER OF C… {8, EIGHT O…
5
citizen
Numeric
1
0
ARE YOU A CI… {0, IAP}…
6
colscinm
Numeric
2
0
NUMBER OF C… {0, IAP}…
7
coninc
Numeric
6
0
FAMILY INCOM… {0, IAP}…
8
conrinc
Numeric
6
0
RESPONDENT …{0, IAP}…
9
degree
Numeric
1
0
RS HIGHEST D… {0, LT HIGH …
10
dwelown
Numeric
1
0
DOES R OWN … {0, IAP}…
11
educ
Numeric
2
0
HIGHEST YEA… {97, IAP}…
12
emailhr
Numeric
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0
EMAIL HOURS … {-1, IAP}…
13
grass
Numeric
1
0
SHOULD MARI… {0, IAP}…
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hrs2
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marital
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POLITICAL PA… {0, STRONG…
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RESPONDENT… {0, IAP}…
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0
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SEXORNT
Numeric
1
0
SEXUAL ORIE… {0, IAP}…
23
size
Numeric
4
0
SIZE OF PLAC… {-1, NOT AS…
24
tvhours
Numeric
2
0
HOURS PER D… {-1, IAP}…
25
union
Numeric
1
0
DOES R OR S… {0, IAP}…
26
USCITZN
Numeric
1
0
IS R US CITIZEN {0, IAP}…
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Numeric
1
0
R FEELS DISC… {0, IAP}…
28
wksexism
Numeric
1
0
R FEELS DISC… {0, IAP}…
29
wrkslf
Numeric
1
0
R SELF-EMP O… {0, IAP}…
30
wrkstat
Numeric
1
0
LABOR FORCE… {0, IAP}…
31
wwwhr
Numeric
3
0
WWW HOURS … {-1, IAP}…
3/20/19 11:34 PM
1/2
GSS2014_student_8210 (8).sav
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Align
Measure
Role
1
0
10
Right
Scale
Input
2
.0
10
Right
Scale
Input
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8
Right
Ordinal
Input
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8
Right
Ordinal
Input
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0, 8, 9
8
Right
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6
0, 98, 99
8
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Input
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8
Right
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10
0, 8, 9
8
Right
Nominal
Input
11
97, 98, 99
8
Right
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Input
12
-1, 998, 999
8
Right
Scale
Input
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-1, 998, 999
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Input
3/20/19 11:34 PM
2/2
WEEK 2
WEEK 2 ASSIGNMENT
Dr.Rohrer
Telia Garry
March 9, 2019
WEEK 2 ASSIGNMENT
2
Introduction
This analysis is from a high school longitudinal study. This study is a data set that
describes the study of 23,000 9th graders from 944 schools in 2009. It is followed up in 2012
and in 2016. The variables considered in the analysis is the quantitative variable. It includes
certain questions and mathematics. The higher the student utilizes mathematics, the higher
perception of its importance. Inside the school geographic region is the qualitiative variable
(Wagner 2014). The region includes Northeast as 1, Midwest as 2, South as 3 and West as 4.
Descriptive Analysis
Inside table 1 is the descriptive statistics of student mathematics. It shows 18802
individuals being interviewed. The mean of students is -0.0169 and the average deviation
from the mean is 0.9971.The minimum measured is -3.51 with the max being 1.31.The
descriptive statistics is 50% of the individuals utilized mathematics greater than -0.3. The
range of the mathematics utility is 4.82 indicating mathematics perception of the student. The
Skewness value is -0.592 to the left. The average value of mathematics utility lies between 0.0311 and 0.0026 with 95% confidence.
Table 1.
WEEK 2 ASSIGNMENT
The four categories below describes the qualitative variable. The measure of
descriptive statistics would is the frequency distribution of the geographic areas or regions.
Table 2
3
WEEK 2 ASSIGNMENT
4
The table shows the maximum number of sampled members are located in the South
region. It has a value of 40.8 percent. The minimum amount lies in the Northeast region with
15.6%. The Midwest region has 26.5% and the West region has 17.1%.
Crosstab results
While further studying the analysis, it shows the central tendency and variation of
mathematics are separated into 4 different regions. Central tendency and mathmathetics are
separated into 4 regions.
Look at table 3 below.
Table 3.
The highest mathematics is utilized in the West region. The average deviation is
0.0123 and the mean is 0.96891. The West region also has least value of deviation. The
lowest value of mathematics being utilized is the northeast region. The mean is 0.0493 and
standard deviation is 1.0026. Plot of mathematics perception is shown below.
WEEK 2 ASSIGNMENT
5
Fig1.Means plot of student’s mathematic utility across different school geographic region
Social Change
As for as the results, they are based on certain questions being asked in the interview.
Often times mathematics are based on how someone else perceives them. In order to increase
student’s understanding it is best to allow mathematics being accessed more. It will increase
higher interest towards the mathematics subject. Based on results, it is best to increase
mathematics in the north east region. Social change is something that needed to be embraced
by everyone. Mathematics can be taught and motivate students for the rest of their lives.
References:
Wagner, William E. Using IBM SPSS Statistics For Research Methods And Social Science
Statistics. (2014).
Purchase answer to see full
attachment
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