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- September 13, 2020
- By menge

In this assignment, you will use the StatCrunch U data set that you developed in Module 2 (HWStatCrunch#1) as part of the first StatCrunch assignment.

As you did in StatCrunch Assignment 1B, look at the items in the StatCrunch U survey and develop a question regarding population proportions that can be answered using the survey data you collected.

Look over the StatCrunch_Assignment_3_0515 document. Answer all the questions in that document using the data I have from the previous documents (#1 and #2). I have also provided a PDF example on how Assignment #3 should look like.

From the past, I noticed that Course Hero Tutors are just using other people’s work that has already been posted in Course Hero. DO NOT use their data as my data is different from theirs. All the answers in my previous homework’s are highlighted in yellow.

StatCrunch

Assignment 1 ? Part B (1B)

This page explains the assignment.

The questions you need to answer are on the next page.

A key part of research involves formulating interesting questions then developing a methodology

and collecting appropriate data to answer those questions. The final project in this course will

follow this usual path for research. For this assignment, however, the data is already available

and you must write questions that could have been in the mind of the survey developer that led

to the collection of this data.

For convenience, the survey items are shown below. qattachments_eaf9f12e52170af0ca0fbec432c5c708f1227e26.docx Here are a variety questions (from the StatCrunch website) that could be answered using the

data collected by the student survey: The items below ask you to formulate a question, describe your methodology for answering the

question, carry out the methodology you described, then answer your question. Although not as

detailed, this mirrors the format used in many research reports such as the one due at the end

of the term for this course, in RSCH 202, and capstone courses for some degree programs.

Respond to the following items.

1. In Part A of this assignment, you selected a random sample of 30 StatCrunch U students and

created a StatCrunch file containing data from the above survey for those students. You will use

the StatCrunch data file you created in Part A to complete this assignment. Following the

instructions at the end of Part A, paste your StatCrunch data file in the space below. This will

allow your instructor to see your data. Be sure that your data is properly aligned in columns. qattachments_eaf9f12e52170af0ca0fbec432c5c708f1227e26.docx PASTE YOUR SAMPLE DATA HERE:

1088

1251

8629

10558

11812

12049

16897

17803

19512

22384

24218

24427

24941

26468

29081

30926

31324

31848

33458

33483

34152

37088

37115

37144

37412

38917

39127

40834

43199

43427 Male 1

Female

Male 2

Male 2

Female

Female

Male 4

Female

Female

Female

Male 2

Female

Male 2

Female

Female

Male 3

Female

Male 4

Female

Female

Female

Female

Female

Male 4

Female

Female

Male 4

Female

Male 2

Male 2 12

3

6

8

1

2

16

1

1

1

15

1

11

3

4

15

4

14

4

1

1

1

1

13

2

4

16

1

14

11 0

15

36.5

28.5

12

12

0

15

15

13

0

15

25.5

8

17

0

15

0

18

17

20

15

15

21

15

13

0

15

17

0 0

14.5

8467

0

20

0

0

0

0

0

0

17

0

29.5

0

0

0

0

0

0

0

0

0

15416

23

0

0

0

8215

0 1333

12674

0

6249

2813

0

9424

0

3743

0

2979

0

2592

12307

0

3459

0

6661

14521

5325

3629

0

0

4665

0

14899

3746

5586

3082

3439 3875

1127

1650

1394

1204

1258

1281

4042

6876

5493

0

922

1082

1093

1037

2621

7761

1283 2a. State a single question related to a categorical variable that can be answered using your

survey data and the techniques you have studied thus far in this course. You are encouraged to

develop your own question, but you may use an appropriate question from the StatCrunch

website. The question you use should be about the entire population of StatCrunch U students

?not just about those in the sample. Assume that your sample is representative of the

population.

Question:Is the distribution of males and females equal in sophopmore,freshman,junior and

senior? qattachments_eaf9f12e52170af0ca0fbec432c5c708f1227e26.docx b. Explain the methodology you will use to answer the question you posed. Your explanation

should include answers to the following questions. Do not include your analysis or answers to

your question here?only describe how you will do the analysis. What is the variable of interest?

Variable is the gender across student classification.

What graphical techniques will you use to describe your data?

Bar chart is used to describe the data.

Why are those techniques appropriate for analyzing this data? c. Carry out the methodology described in b above. Use StatCrunch and paste copies of the

graphs/charts from StatCrunch in the space below.

Gender * Classification Crosstabulation

Count

Classification

Freshman

Gender Female

Male Total Student Classification

Freshman

Sophomore

Junior

Senior Sophomore Junior Senior Total 10 2 2 4 18 1 6 1 4 12 11 8 3 8 30 Proportion of female

0.91

0.25

0.67

0.5 qattachments_eaf9f12e52170af0ca0fbec432c5c708f1227e26.docx Proportion of female

1

0.9

0.8

0.7

0.6

0.5

0.4

0.3

0.2

0.1

0 Freshman Sophomore Junior Senior d. Based on the results of b and c above, answer your question. Include an explanation of how

you used the graphs and charts to formulate your answer. From the above we can see that the distribution of gender varies across the various student

classification as it is maximum in case of freshman and minimum in case of sophomore. As the

sample size is equal to 30 therefore it would be a better estimate(Central Limit theorem) to

generalise it to the whole population that the distribution of male and female of student

classification varies.

3a. State a single question related to a numerical variable that can be answered using your

survey data and the techniques you have studied thus far in this course. You are encouraged to

develop your own question, but you may use an appropriate question from the StatCrunch

website. The question you use should be about the entire population of StatCrunch U students

?not just about those in the sample. Assume that your sample is representative of the

population.

Question:

What is the mean number of credit hours per student?Is the mean credit hour is less than 15 in

both male and female?Is the mean credit hours for male and female vary significantly at the

0.05 level of significance?

b. Explain the methodology you will use to answer the question you posed. Your explanation

should include answers to the following questions. Do not include your analysis or answers to

your question here?only describe how you will do the analysis. What is the variable of interest?

Variable:Credit Hours What graphical techniques will you use to describe your data?

To compare the mean credit hours across gender we can use the bar graph. qattachments_eaf9f12e52170af0ca0fbec432c5c708f1227e26.docx Why are those techniques appropriate for analyzing this data?

Bar graph will be a good technique to analyses whether the mean credit hours across

gender differ and if the mean credit hours of either male and female is greater than or

less than 15. What numerical measures will you use to describe your data?

Numerical measure-Mean of the credit hours of the male and female. Why are those measures appropriate for analyzing this data?

As we care comparing whether the credit hours vary significantly with respect to the

gender. c. Carry out the methodology described in b above. Use StatCrunch and paste copies of the

graphs/charts and numerical summaries from StatCrunch in the space below.

Bar graph of mean Credit hours of male and female: Mean Credit hour

15

14.5

14

13.5

13

12.5

12

11.5 Female Male We will use independent sample t-test to determine whether the mean credit hours for male and

female differ.

Group Statistics

Gender

Credithours N Mean Std. Deviation Std. Error Mean Male 12 12.58 3.147 .908 Female 18 14.72 2.608 .615 Independent Samples Test qattachments_eaf9f12e52170af0ca0fbec432c5c708f1227e26.docx Levene's Test

for Equality of

Variances t-test for Equality of Means

95% Confidence

Interval of the F Sig. t df Sig. (2- Mean Std. Error tailed) Difference Difference Difference

Lower Upper Credithours Equal

variances 1.184 .286 -2.027 28 .052 -2.139 1.055 -4.301 .023 -1.950 20.587 .065 -2.139 1.097 -4.423 .145 assumed

Equal

variances not

assumed d. Based on the results of b and c above, answer your question. Include an explanation of how

you used the graphs, charts, and numerical summaries to formulate your answer.

Analysis from Graph:

From the bar graph it is clear that the mean credit hours in case of both male and female is less

than 15 because the y-axis value of 15 is not crossed by any of the gender which shows the

mean credit hours of male and female..However for female it is close to 15, which is 14.72.

Determining whether mean credit hours varies significantly across gender?

Null Hypothesis:Ho:µ(male)=µ(female)

Alternative Hypothesis:Ha:µ(male)?µ(female)

µ is the mean credit hours.

Consider the null hypothesis that the mean credit hours for male and female are equal against

the alternative hypothesis that the mean credit hours differ significantly at the 0.05 level of

significance. From the above numerical summaries the p-value is 0.0523 is greater than 0.05

therefore we will conclude that the mean credit hours is equal with respect to gender. qattachments_eaf9f12e52170af0ca0fbec432c5c708f1227e26.docx