Category: Statistics

Question 1 : How many observations and variables are in the table?

Question 4:

Question: 6 https://www.openintro.org/book/ims/

Question 7: https://www.openintro.org/book/ims/

First, read CHAPTER 7 Percentiles and Percentile Ranks from An Introduction to Statistical Reasoning in Quantitative Research Percentiles and percentile ranks are measurement of position within a reference group. Chances are that you scored above the 85th percentile of your high school graduating class. Lets say, for arguments sake, that you were listed as scoring at the 90th percentile. What does that mean In the RSH Data Set, look specifically at the variable Composite ACT Score Second Attempt. Determine the frequency of each ACT score. This can be done by viewing the number counts from a histogram. Report the frequency of each ACT second attempt score in the data set. (5 pt) Create a cumulative frequency table consisting of each X value (ACT score). Reference p. 66 as needed. (4 pt) What is the percentile rank for students scoring 23 on the ACT second attempt? (3 pt) What is the percentile rank for students scoring 27 on the ACT second attempt? (3 pts) Statistics Homework Five (15 pt) The Concept of Standard Scores. On page 95-99 of the required text, there is a section called the concept of standard scores. An example of a standard score is the Z-score. Z-scores are standard score translations of raw scores often used when interpreting a score within a distribution of scores (p. 96). In the RSH Data Set, look specifically at the variables Composite ACT Score First Attempt and Composite ACT Score Second Attempt. For each ACT datum point, calculate and report the respective Z-score (5 pt). What is the percentile rank for an individual with a Composite ACT First Attempt Score of 24? Use the Z table for the area under the curve on page 181 from the text (5 pt) What is the percentile rank for an individual with a Composite ACT Second Attempt Score of 24? Use the Z table for the area under the curve on page 181 from the text (5 pt)

After attending this week’s live session or watching the recording, click on the Week 3 Participation link to submit the answer to the question posed during session:

What is the answer to the question I asked during this week’s live session?

MODULE 2: ORGANIZING DATA ASSIGNMENT Questions are taken directly from Brase, Brase, Dolor, and Seibert Chapter 2, page 79. In case an eBook page number differs, the questions are listed below: Discuss each of the following topics in class or review the topics on your own. Then, write a brief but complete essay in which you summarize the main points. Please include formulas and graphs as appropriate. 1. In your own words, explain the differences among histograms, relative-frequency histograms, bar graphs, circle graphs, time-series graphs, Pareto charts, and stem-and-leaf displays. If you have nominal data, which graphic displays might be useful? What if you have ordinal, interval, or ratio data? 2. What do we mean when we say a histogram is skewed to the left? To the right? What is a bimodal histogram? Discuss the following statement: A bimodal histogram usually results if we draw a sample from two populations at once. Suppose you took a sample of weights of college football players, and with this sample, you included the weights of cheerleaders. Do you think a histogram made from the combined weights would be bimodal? Explain. 3. Discuss the statement that stem-and-leaf displays are quick and easy to construct. How can we use a stem-and-leaf display to make the construction of a frequency table easier? How does a stem-and-leaf display help you spot extreme values quickly? General Instructions As doctoral students, your assignments are expected to follow the principles of high-quality scientific standards and promote knowledge and understanding in the field of criminal justice. You should apply a rigorous and critical assessment of a body of theory and empirical research, articulating what is known about the phenomenon and ways to advance research about the topic under review. Research syntheses should identify significant variables, a systematic and reproducible search strategy, and a clear framework for studies included in the larger analysis. Assignments may be written in first person (I). All assignments should be clearly and concisely written, with technical material set off. Please do not use jargon, slang, idioms, colloquialisms, or bureaucratese. Use acronyms sparingly and spell them out the first time you use them. Please do not construct acronyms from phrases you repeat frequently in the text. Structure of Assignment Paper For purposes of this assignment, there is no layout structure required as far as the setup of this paper, with one exception. I would appreciate it if you used separate headers for question 1 and question 2. Sub-headers are also allowed but not required. Questions should strive to be no less than 500 words each with no maximum limit. I expect all papers to be in the latest APA edition, properly cited, and additional resources used besides classroom textbooks. Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

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Using JASP/SSPS/excel Use one of the three options described above to complete this homework assignment. In the RSH Data Set there are seven variables. First Attempt Grade Level: Grade level student was in during his or her first ACT attempt. Composite ACT Score First Attempt: The ACT composite score for his or her first attempt. ACT Prep: 1 = student completed a semester long ACT prep course, 0 = Did not complete prep Composite ACT Score Second Attempt: The ACT composite score for his or her second attempt. Attendance: 1 = Attendance greater than 90%, 2= Attendance greater than 95% F/R Lunch: 1 = Free and Reduced Lunch Eligible, 0 = Not eligible GPA = Cumulative GPA 1. For each variable, identify the data as nominal, ordinal, interval, or ratio (3 pt): Composite ACT Score First Attempt: The ACT composite score for his or her first attempt. ACT Prep: 1 = student completed a semester long ACT prep course, 0 = Did not complete prep Composite ACT Score Second Attempt: The ACT composite score for his or her second attempt Attendance: 1 = Attendance greater than 90%, 2= Attendance greater than 95% F/R Lunch: 1 = Free and Reduced Lunch Eligible, 0 = Not eligible GPA = Cumulative GPA 2. For each variable, report the following (3 pt): Composite ACT Score First Attempt Mean (all students) Composite ACT Score First Attempt Mean for students taking ACT prep Composite ACT Score First Attempt Mean for students not taking ACT prep Composite ACT Score Second Attempt Mean (all students) Composite ACT Score Second Attempt Mean for students taking ACT prep Composite ACT Score Second Attempt Mean for students not taking ACT prep For each variable, report the following (3 pt): Composite ACT Score First Attempt Variance (all students) Composite ACT Score First Attempt Variance for students taking ACT prep Composite ACT Score First Attempt Variance for students not taking ACT prep Composite ACT Score Second Attempt Variance (all students) Composite ACT Score Second Attempt Variance for students taking ACT prep Composite ACT Score Second Attempt Variance for students not taking ACT prep. 4. For each variable, report the following (3 pt): Composite ACT Score First Attempt Skew (all students) Composite ACT Score First Attempt Skew for students taking ACT prep. Composite ACT Score First Attempt Skew for students not taking ACT prep Composite ACT Score Second Attempt Skew (all students) Composite ACT Score Second Attempt Skew for students taking ACT prep Composite ACT Score Second Attempt Skew for students not taking ACT prep. 5. For each variable, report the following (3 pt): Composite ACT Score First Attempt Kurtosis (all students) Composite ACT Score First Attempt Kurtosis for students taking ACT prep Composite ACT Score First Attempt Kurtosis for students not taking ACT prep Composite ACT Score Second Attempt Kurtosis (all students) Composite ACT Score Second Attempt Kurtosis for students taking ACT prep Composite ACT Score Second Attempt Kurtosis for students not taking ACT prep. 6. Descriptive statistics provides general information about data prior to performing inferential statistics. General information is critical because many inferential statistics maintain assumptions about the data. For example, to do an independent t-test, the data must be normally distributed and the variances for each group must be similar. Normality of data can be established by ensuring that the skew and kurtosis is between +/- 1.0. Similarity of variances can be established by ensuring that one group variance is not more than double any other group variance (5 pt). Based on establishing the assumptions of normality and equal variances: o Could composite ACT Score First Attempt be statistically compared between students who took the test prep and those that did not based upon variance, skew, and kurtosis? Explain. o Could composite ACT Score Second Attempt be statistically compared between students who took the test prep and those that did not based upon variance, skew, and kurtosis? Explain. Statistics Homework 2 part Graphs and Charts of Categorical (nominal/ordinal) and Continuous Data (interval/ratio) Categorical data does not need to be normally distributed. Assumptions of normality and variance are not considerations when comparing categorical data among groups. Categorical data might be binary, discrete, or ordinal. Analysis of binary data requires non-parametric statistics. The term non-parametric essentially means that the assumptions of normality and variance do not need to be met. Refer to page 38 and 39 for additional information regarding parametric and non-parametric statistics. First read Chapter Six, Distributions and Graphs In the RSH Data Set there are seven variables. First Attempt Grade Level: Grade level student was in during his or her first ACT attempt. Composite ACT Score First Attempt: The ACT composite score for his or her first attempt. ACT Prep: 1 = student completed a semester long ACT prep course, 0 = Did not complete prep Composite ACT Score Second Attempt: The ACT composite score for his or her second attempt. Attendance: 1 = Attendance greater than 90%, 2= Attendance greater than 95% F/R Lunch: 1 = Free and Reduced Lunch Eligible, 0 = Not eligible GPA = Cumulative GPA 1. Create an appropriately labelled histogram of composite ACT score First Attempt. (3 pt) 2. Create an appropriately labelled histogram of composite ACT score Second Attempt. (3 pt) 3. 3. Create an appropriately labelled pie chart for attendance. (3 pt) 4. Create an appropriate labelled pie chart for ACT Prep. (3 pt) 5. Create an appropriately labelled pie chart for F/R Lunch. (3 pt)

You are going to develop an experiment like we discussed in class. Then you will write a quasi-experiment, and then a non-experiment (retro and prospective). Begin by writing your experiment below, then continue with the quasi and non-experiments on the following pages. You can use the same topic or a different topic for each, but they must be new and not used during class.

Experimental Project Title:

Description of your Study:

List the three main components to an experiment and clearly write about them. Ensure I know what you are describing, so dont simply use bullets.

Independent variable(s): ______________________________________________________

Dependent variable(s):________________________________________________________

Extraneous (Confounding) variable(s): ______________________________________________________

Quasi-Experimental Project Title:

Description of your Study. Describe your study and what is different compared to the experiment. Why does that make it a quasi-experiment?

Independent variable(s): ______________________________________________________

Dependent variable(s):________________________________________________________

Extraneous (Confounding) variable(s): ______________________________________________________

Non-Experimental Project Title:

Description of your Study. One is Retrospective and one is Prospective (give an example of each, in detail).

Independent variable(s): ______________________________________________________

Dependent variable(s):________________________________________________________

Extraneous (Confounding) variable(s): ______________________________________________________