Costaatt spss presentation
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The document describes how to use SPSS software to analyze survey data. It discusses the main SPSS windows, how to enter data and work with variables, performing descriptive statistics, correlations between variables, and creating scatter plots. Sample survey data is entered for 10 participants collecting information like age, gender, employment status and confidence in learning SPSS. Descriptive statistics are calculated and a correlation run to examine the relationship between age and confidence, with the results plotted in a scatter plot.
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Assignment InstructionsCounselors have the responsibility of kn
Assignment Instructions:
Counselors have the responsibility of knowing and understanding their profession’s codes of ethics. Codes of ethics are viewed as the minimum standards for a given profession (and professional identity) which are based off best practices. These codes serve as guidelines for practice but do not tell counselors what to do in a given situation; counselors are given the autonomy to make decisions based on the circumstances. Depending on the individual counselor’s professional license, professional memberships, and specialty area(s), this may include one or more codes of ethics. For example, members of the of the American Counseling Association and Licensed Professional Counselors (or state of practice equivalent) follow the ACA (2014) Code of Ethics and members of the American Association for Marriage and Family Therapists and Licensed Marriage and Family Therapist are expected to follow the AAMFT (2015) Code of Ethics.
Students will evaluate the license they are pursuing and then proceed accordingly. Students who would like to pursue licensure as a Licensed Professional Counselor will evaluate the
ACA (2014) Code of Ethics along with their state of practices’ current rules and regulations for Licensed Professional Counselors (for example, in Texas this would be the
Texas State Board of Examiners of Professional Counselors [TSEBPC]).
This assignment includes two parts:
Part 1:
For this assignment and to ensure understanding of best practices in counseling individuals, couples, and families, students are to rewrite their professional code(s) of ethics (section by section) in their own words. Please note, in the ACA (2014) Code of ethics Section A: The Counseling Relationship includes subsections A.1.-A.12, therefore the student will write one to four paragraphs per section. Students must provide an applicable example to further indicate understanding for each section.
Part 2:
The students will clearly identify the specific license they are pursuing and their state of practice.
Additionally, students will evaluate how their current state of practice’s licensing standards and ethical codes (rules and regulations) compare to the national code (ACA, 2014). Student should utilize the national code(s) used in Part 1 of the assignment and explore at least three specific similarities and three specific difference with the current state of practice’s standards and national standards. In discussing the similarities and differences students should make note of how the differences may impact their professional behaviors, interactions, and their license(s).
I am pursuing LPC so this paper should be based on that.
Copy of the questionnaire used in survey.sav
On the pages that follow, I have included a portion of the actual questionnaire used to
collect the data included in the survey.sav file. The first page includes the demographic
questions, followed by the Life Orientation Test (6 i ...
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Counselors have the responsibility of knowing and understanding their profession’s codes of ethics. Codes of ethics are viewed as the minimum standards for a given profession (and professional identity) which are based off best practices. These codes serve as guidelines for practice but do not tell counselors what to do in a given situation; counselors are given the autonomy to make decisions based on the circumstances. Depending on the individual counselor’s professional license, professional memberships, and specialty area(s), this may include one or more codes of ethics. For example, members of the of the American Counseling Association and Licensed Professional Counselors (or state of practice equivalent) follow the ACA (2014) Code of Ethics and members of the American Association for Marriage and Family Therapists and Licensed Marriage and Family Therapist are expected to follow the AAMFT (2015) Code of Ethics.
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ACA (2014) Code of Ethics along with their state of practices’ current rules and regulations for Licensed Professional Counselors (for example, in Texas this would be the
Texas State Board of Examiners of Professional Counselors [TSEBPC]).
This assignment includes two parts:
Part 1:
For this assignment and to ensure understanding of best practices in counseling individuals, couples, and families, students are to rewrite their professional code(s) of ethics (section by section) in their own words. Please note, in the ACA (2014) Code of ethics Section A: The Counseling Relationship includes subsections A.1.-A.12, therefore the student will write one to four paragraphs per section. Students must provide an applicable example to further indicate understanding for each section.
Part 2:
The students will clearly identify the specific license they are pursuing and their state of practice.
Additionally, students will evaluate how their current state of practice’s licensing standards and ethical codes (rules and regulations) compare to the national code (ACA, 2014). Student should utilize the national code(s) used in Part 1 of the assignment and explore at least three specific similarities and three specific difference with the current state of practice’s standards and national standards. In discussing the similarities and differences students should make note of how the differences may impact their professional behaviors, interactions, and their license(s).
I am pursuing LPC so this paper should be based on that.
Copy of the questionnaire used in survey.sav
On the pages that follow, I have included a portion of the actual questionnaire used to
collect the data included in the survey.sav file. The first page includes the demographic
questions, followed by the Life Orientation Test (6 i ...
Page 1 of 13Psyc-E1900 Start of Block Default
Page 1 of 13
Psyc-E1900
Start of Block: Default Question Block
Q35
This survey should take about 5 minutes. Your answers are anonymous, but if there are any
questions you don't feel comfortable answering, simply skip them.
ImaginaryFriend
Did you have an imaginary friend as a kid?
o Yes (1)
o Maybe (0)
o No (-1)
Display This Question:
If Did you have an imaginary friend as a kid? = Yes
ImaginaryFriendAge
How old were you when you stopped having an imaginary friend?
________________________________________________________________
Page 2 of 13
Ghosts
How much do you agree with the following statement?
"Ghosts are real."
o Strongly agree (1)
o Agree (2)
o Somewhat agree (3)
o Neither agree nor disagree (4)
o Somewhat disagree (5)
o Disagree (6)
o Strongly disagree (7)
God
How much do you agree with the following statement?
"There is a god."
o Strongly agree (1)
o Agree (2)
o Somewhat agree (3)
o Neither agree nor disagree (4)
o Somewhat disagree (5)
o Disagree (6)
o Strongly disagree (7)
Page 3 of 13
UFO
How much do you agree with the following statement?
"Extraterrestrial aliens have already visited earth."
o Strongly agree (1)
o Agree (2)
o Somewhat agree (3)
o Neither agree nor disagree (4)
o Somewhat disagree (5)
o Disagree (6)
o Strongly disagree (7)
SETI
How much do you agree with the following statement?
"It is likely that there is life in the universe besides planet Earth."
o Strongly agree (1)
o Agree (2)
o Somewhat agree (3)
o Neither agree nor disagree (4)
o Somewhat disagree (5)
o Disagree (6)
o Strongly disagree (7)
Page 4 of 13
GMOs
How much do you agree with the following statement?
"GMOs are dangerous and need to be banned."
o Strongly agree (1)
o Agree (2)
o Somewhat agree (3)
o Neither agree nor disagree (4)
o Somewhat disagree (5)
o Disagree (6)
o Strongly disagree (7)
MoreAttractive
Thinking of 100 people your same sex and age, how many of them do you think you are more
attractive than?
________________________________________________________________
Page 5 of 13
AttractiveConfident
On a scale of 1-7, how confident are you regarding your response to the previous question?
(You indicated you were more attractive than ${MoreAttractive/ChoiceTextEntryValue} of 100
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o 1 - Not at all Confident (1)
o 2 (2)
o 3 (3)
o 4 - Moderately Confident (4)
o 5 (5)
o 6 (6)
o 7 - Completely Confident (7)
Stronger
Thinking of 100 people your same sex and age, how many of them do you think you are
stronger than?
________________________________________________________________
Page 6 of 13
StrongerConfident
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questio ...
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1RUNNING HEAD METHODS AND RESULTS1RUNNING HEAD METHODS.docx
1
RUNNING HEAD: METHODS AND RESULTS
1
RUNNING HEAD: METHODS AND RESULTS
Methods and Results
PSY 520
Diamond Newton
April 21, 2019
Methods
Participants
This study was conducted using SNHU graduate level students in classes PSY 510/520. The link to the survey as well as the introduction was placed in an email to current classmates and in the SNHU MS Psychology Lounge where students were recruited to take the survey voluntarily. Each student was made aware that the survey was completely voluntary and any content provided will remain confidential. There were 12 people total to take the survey, and there was a mix of male and female students; only the first ten students were selected.
Materials
There were a couple of different materials used to complete this study. I utilized the participation of ten PSY 510/520 students from SNHU. I also utilized SPSS to analyze data obtained from the survey. The survey had 29 questions that included questions that were not broken into any category, but they measured the current choices and feelings made by the participants due to their childhood. The questions were not charged in nature. Special precautions to questions were taken to be sure not to trigger anyone’s past emotions if they may have had any. Qualtrics was also utilized as the platform for where students will be participating in the survey.
Methodological Procedures
The data collection heavily relied upon the Qualtrics. Qualtrics is a system utilized by SNHU for administering the questionnaire for students to participate. Once the questionnaires are completed, Qualtrics will analyze the data and group them.
Results
Raw Data
This raw data was reduced by eliminating unnecessary and repetitive questions. By simplifying the questionnaire, you can focus on the questions that will provide the necessary data. The Likert scale format will remain the same for this data set. The statistical analysis will consist of the current feelings and tasks of each participant in relations to their childhood. The statistical analysis will not include questions removed that provided no bearing to the research question, as the questions were multifaceted and created too much ambiguity.
Descriptive Statistics
Below I have included a table outlining the descriptive statistics. There will be three separate tables; 1. Demographics table, 2. Childhood challenges, and 3. Current feelings and actions.
Table 1: Demographics
Descriptive Statistics
N
Minimum
Maximum
Mean
Std. Deviation
What is your sex?
10
1
2
1.80
.422
What is the highest level of school you have completed or the highest degree you have received?
10
5
5
5.00
.000
Are you Spanish, Hispanic, or Latino or none of these?
10
2
2
2.00
.000
Choose one or more races that you consider yourself to be: - Selected Choice White
7
1
1
1.00
.000
Choose one or more races that you consider yourself to be: - Selected Choice Black or African American
3
1
1
1.00
.000
Were you raise.
Complete Parts A & BPart ASome questions in Part A r.docx
Complete
Parts A & B
Part A
Some questions in Part A require that you access data from
Statistics for People Who (Think
T
hey) Hate Statistics
.
This data is available on the student website under the Student Text Resources link.
Using the data in the file named Ch. 11 Data Set 2, test the research hypothesis at the .05 level of significance that boys raise their hands in class more often than girls. Do this practice problem by hand using a calculator. What is your conclusion regarding the research hypothesis? Remember to first decide whether this is a one- or two-tailed test.
Using the same data set (Ch. 11 Data Set 2), test the research hypothesis at the .01 level of significance that there is a difference between boys and girls in the number of times they raise their hands in class. Do this practice problem by hand using a calculator. What is your conclusion regarding the research hypothesis? You used the same data for this problem as for Question 1, but you have a different hypothesis (one is directional and the other is nondirectional). How do the results differ and why?
Practice the following problems by hand just to see if you can get the numbers right. Using the following information, calculate the
t
test statistic.
Using the results you got from Question 3 and a level of significance at .05, what are the two-tailed critical values associated with each? Would the null hypothesis be rejected?
Using the data in the file named Ch. 11 Data Set 3, test the null hypothesis that urban and rural residents both have the same attitude toward gun control. Use IBM
®
SPSS
®
software to complete the analysis for this problem.
A public health researcher tested the hypothesis that providing new car buyers with child safety seats will also act as an incentive for parents to take other measures to protect their children (such as driving more safely, child-proofing the home, and so on). Dr. L counted all the occurrences of safe behaviors in the cars and homes of the parents who accepted the seats versus those who did not. The findings: a significant difference at the .013 level. Another researcher did exactly the same study; everything was the same—same type of sample, same outcome measures, same car seats, and so on. Dr. R’s results were marginally significant (recall Ch. 9) at the .051 level. Which result do you trust more and why?
In the following examples, indicate whether you would perform a
t
test of independent means or dependent means.
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A researcher in nursing wanted to know if the recovery of patients was quicker when some received additional in-home care whereas when others received the standard amount.
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Do boys or girls have a larger growth spurt between the grades o.docx
Do boys or girls have a larger growth spurt between the grades of two and six?
By Nerlande Monfort
CMATH 6114
Comparative Study
The Plan
Ask a Question: Do boys or girls have a larger growth spurt between the grades of two and six?
Observational Unit: The boys and girls
Variable: Heights at grades 2 and 6
Collect Appropriate Data:
Since school is closed. I will be collecting data from students at our local Elementary and Middle School. The information is housed in the nurse’s office and is accessible through her. I will take the student information which is in alphabetical order and choose every third student until I gather heights for 20 girls and 20 boys. There are a total of 100 sixth graders in the school to choose from.
Analyze the Data: My data will be organized by grade and by gender. I will use a double line plot for boys and a separate double line plot for girls. I will find the mean of each plot to determine who had the larger growth spurt over those two grades.
Interpret the Results:
My expectations are to find that at this level girls will have the larger growth spurt. I am basing this simply on past observations. Boys seem to have their growth spurt in Middle school. Possible biases may include convenience sampling since my data is only being taken from one school. I may also have a measurement bias since these student’s heights were taken by hand and then copied onto a medical card. This information was then put into the computer.
ABSTRACT
In the study, the design applied to get the data will be simple random sampling without replacement.
The data will be analyzed and conclusions made by comparison of the students total heights in their genders at the two different grades.
Background
The previous research on this topic have reported the general growth but failed to count on the ages between these two grades. The applications of the previous research reports have shown reliance and believe in the general growth pattern of growth in young school going children though they have not specified on these two ages to explain whether it’s a just a believe that girls grow faster between these grades or its true from practical research findings.
Design of the research and data collection techniques
To ensure the collection of high-quality data, the data will be obtained from the identified population to get reliable and make conclusions. There will be a proper way of designing the sampling strategy used to ensure that potential boys and girls are picked who will be drawn from a representative sample of the intended population.
Design of the research and data collection techniques cont…
The samples will be obtained in a scientifically rigorous manner to ensure the findings will be generalizable to the intended population. The analysis of the data will not be homogenously because the selected survey compares two different grades and in different genders significantly.
Design of the research and data collect ...
Math 009 Final Examination Spring, 2015 1 Answer Sheet M.docx
Math 009 Final Examination Spring, 2015 1
Answer Sheet
Math 009 Introductory Algebra Name______________________________
Final Examination: Spring, 2015 Instructor __________________________
Answer Sheet
Instructions:
This is an open-book exam. You may refer to your text and other course materials as you work on the exam and
you may use a calculator. Record your answers and show your work on this document. You must show your
work to receive credit: answers given with no work shown will not receive credit. You may type your work
using plain-text formatting or an equation editor, or you may hand-write your work and scan it. If you choose
to scan your work, note that most scanners have a setting that will allow you to create one PDF document from
all of the pages of your Answer Sheet – please make use of this option if it is available on your scanner.
Whether you type your work or write it by hand, show work neatly and correctly, following standard
mathematical conventions. Each step should follow clearly and completely from the previous step. If
necessary, you may attach extra pages.
You must complete the exam individually. Neither collaboration nor consultation with others is allowed.
Your exam will receive a zero grade unless you complete the following honor statement.
Please sign (or type) your name below the following honor statement:
I have completed this final examination myself, working independently and not consulting
anyone except the instructor. I have neither given nor received help on this final examination.
Name _______________ Date___________________
Math 009 Final Examination Spring, 2015 2
Answer Sheet
Problem
Number
Solution
1
WORK:
ANSWER:
2
WORK:
ANSWER:
3
WORK:
ANSWER:
4
WORK:
ANSWER:
Math 009 Final Examination Spring, 2015 3
Answer Sheet
5
WORK:
ANSWER:
6
WORK:
ANSWER:
7
WORK:
ANSWER:
8
WORK:
ANSWER:
Math 009 Final Examination Spring, 2015 4
Answer Sheet
9
WORK:
ANSWER:
10
WORK:
ANSWER:
11
WORK:
ANSWER:
12
WORK:
ANSWER:
Math 009 Final Examination Spring, 2015 5
Answer Sheet
13
WORK:
ANSWER:
14
WORK:
ANSWER:
15
WORK:
ANSWER:
16
WORK:
ANSWER:
Math 009 Final Examination Spring, 2015 6
Answer Sheet
17
WORK:
ANSWER:
18
WORK:
ANSWER:
19
WORK:
ANSWER:
20
WORK:
ANSWER:
Math 009 Final Examination Spring, 2015 7
Answer Sheet
21
WORK:
ANSWER:
22
WORK:
ANSWE ...
TitleABC123 Version X1Student Textbook Resource Acces.docx
Title
ABC/123 Version X
1
Student Textbook Resource Access
PSYCH/625 Version 2
1
University of Phoenix Material
PSYCH/625 Statistics for the Behavior Sciences
Text Resources for Students
Use the following links to access the data sets for the textbooks used in this course:
Click here to access the Sage materials
Statistics for People Who (Think They) Hate Statistics(5th ed.) (Salkind)
Click here to access the Pearson materials
Using SPSS for Windows and Macintosh. Analyzing and Understanding Data (6th ed.) (Green & Salkind)
Copyright © XXXX by University of Phoenix. All rights reserved.
Copyright © 2014 by University of Phoenix. All rights reserved.
Title
ABC/123 Version X
1
Time to Practice – Week Five
PSYCH/625 Version 2
1
University of Phoenix Material
Time to Practice – Week Five
Complete Parts A, B, and C below.
Part A
Some questions in Part A require that you access data from Statistics for People Who (Think They) Hate Statistics. This data is available on the student website under the Student Text Resources link.
1. Use the following data to answer Questions 1a and 1b.
Total no. of problems correct (out of a possible 20)
Attitude toward test taking (out of a possible 100)
17
94
13
73
12
59
15
80
16
93
14
85
16
66
16
79
18
77
19
91
a. Compute the Pearson product-moment correlation coefficient by hand and show all your work.
b. Construct a scatterplot for these 10 values by hand. Based on the scatterplot, would you predict the correlation to be direct or indirect? Why?
2. Rank the following correlation coefficients on strength of their relationship (list the weakest first):
+.71
+.36
–.45
.47
–.62
3. Use IBM® SPSS® software to determine the correlation between hours of studying and grade point average for these honor students. Why is the correlation so low?
Hours of studying
GPA
23
3.95
12
3.90
15
4.00
14
3.76
16
3.97
21
3.89
14
3.66
11
3.91
18
3.80
9
3.89
4. Look at the following table. What type of correlation coefficient would you use to examine the relationship between sex (defined as male or female) and political affiliation?
How about family configuration (two-parent or single-parent) and high school GPA? Explain why you selected the answers you did.
Level of Measurement and Examples
Variable X
Variable Y
Type of correlation
Correlation being computed
Nominal (voting preference, such as Republican or Democrat)
Nominal (gender, such as male or female)
Phi coefficient
The correlation between voting preference and gender
Nominal (social class, such as high, medium, or low)
Ordinal (rank in high school graduating class)
Rank biserial coefficient
The correlation between social class and rank in high school
Nominal (family configuration, such as intact or single parent)
Interval (grade point average)
Point biserial
The correlation between family configuration and grade point average
Ordinal (height converted to rank)
Ordinal (weight converted to rank)
Spearman rank correlation coefficient
The correlation between hei ...
Part ASome questions in Part A require that you access data .docx
Part A
Some questions in Part A require that you access data from
Statistics for People Who (Think
T
hey) Hate Statistics
.
This data is available on the student website under the Student Text Resources link.
Using the data in the file named Ch. 11 Data Set 2, test the research hypothesis at the .05 level of significance that boys raise their hands in class more often than girls. Do this practice problem by hand using a calculator. What is your conclusion regarding the research hypothesis? Remember to first decide whether this is a one- or two-tailed test.
Using the same data set (Ch. 11 Data Set 2), test the research hypothesis at the .01 level of significance that there is a difference between boys and girls in the number of times they raise their hands in class. Do this practice problem by hand using a calculator. What is your conclusion regarding the research hypothesis? You used the same data for this problem as for Question 1, but you have a different hypothesis (one is directional and the other is nondirectional). How do the results differ and why?
Practice the following problems by hand just to see if you can get the numbers right. Using the following information, calculate the
t
test statistic.
Using the results you got from Question 3 and a level of significance at .05, what are the two-tailed critical values associated with each? Would the null hypothesis be rejected?
Using the data in the file named Ch. 11 Data Set 3, test the null hypothesis that urban and rural residents both have the same attitude toward gun control. Use IBM
®
SPSS
®
software to complete the analysis for this problem.
A public health researcher tested the hypothesis that providing new car buyers with child safety seats will also act as an incentive for parents to take other measures to protect their children (such as driving more safely, child-proofing the home, and so on). Dr. L counted all the occurrences of safe behaviors in the cars and homes of the parents who accepted the seats versus those who did not. The findings: a significant difference at the .013 level. Another researcher did exactly the same study; everything was the same—same type of sample, same outcome measures, same car seats, and so on. Dr. R’s results were marginally significant (recall Ch. 9) at the .051 level. Which result do you trust more and why?
In the following examples, indicate whether you would perform a
t
test of independent means or dependent means.
Two groups were exposed to different treatment levels for ankle sprains. Which treatment was most effective?
A researcher in nursing wanted to know if the recovery of patients was quicker when some received additional in-home care whereas when others received the standard amount.
A group of adolescent boys was offered interpersonal skills counseling and then tested in September and May to see if there was any impact on family harmony.
One group of adult men was given instructions in reducing their hi.
Week 4Confidence Intervals and Chi Square (Chs 11 - 12).docx
Week 4
Confidence Intervals and Chi Square (Chs 11 - 12)
For questions 3 and 4 below, be sure to list the null and alternate hypothesis statements. Use .05 for your significance level in making your decisions.
For full credit, you need to also show the statistical outcomes - either the Excel test result or the calculations you performed.
1
Using our sample data, construct a 95% confidence interval for the population's mean salary for each gender.
Interpret the results. How do they compare with the findings in the week 2 one sample t-test outcomes (Question 1)?
Mean
St error
t value
Low
to
High
Males
Females
Interpretation:
2
Using our sample data, construct a 95% confidence interval for the mean salary difference between the genders in the population.
How does this compare to the findings in week 2, question 2?
Difference
St Err.
T value
Low
to
High
Yes/No
Can the means be equal?
Why?
How does this compare to the week 2, question 2 result (2 sampe t-test)?
a.
Why is using a two sample tool (t-test, confidence interval) a better choice than using 2 one-sample techniques when comparing two samples?
3
We found last week that the degree values within the population do not impact compa rates.
This does not mean that degrees are distributed evenly across the grades and genders.
Do males and females have athe same distribution of degrees by grade?
(Note: while technically the sample size might not be large enough to perform this test, ignore this limitation for this exercise.)
What are the hypothesis statements:
Ho:
Ha:
Note: You can either use the Excel Chi-related functions or do the calculations manually.
Data input tables - graduate degrees by gender and grade level
OBSERVED
A
B
C
D
E
F
Total
If desired, you can do manual calculations per cell here.
M Grad
A
B
C
D
E
Fem Grad
M Grad
Male Und
Fem Grad
Female Und
Male Und
Female Und
Sum =
EXPECTED
M Grad
For this exercise - ignore the requirement for a correction factor
Fem Grad
for cells with expected values less than 5.
Male Und
Female Und
Interpretation:
What is the value of the chi square statistic:
What is the p-value associated with this value:
Is the p-value <0.05?
Do you reject or not reject the null hypothesis:
If you rejected the null, what is the Cramer's V correlation:
What does this correlation mean?
What does this .
Running head INRODUCTION TO QUANTITATIVE ANALYSIS1Introduction.docx
Running head: INRODUCTION TO QUANTITATIVE ANALYSIS 1
Introduction to Quantitative Analysis 6
Introduction to Quantitative Analysis: Descriptive Analysis
Walden University
Introduction to Quantitative Analysis: Descriptive Analysis
According to Frankfort-Nachmias and Leon-Guerrero (2018), descriptive analysis or descriptive statistics the procedure that is used to organize and describe data that were collected from a sample or population. When using descriptive statistics, Frankfort-Nachmias and Leon-Guerrero (2018) believes the best way to organize data are in a frequency distribution which is a table that provides the number of observations that belongs into each category of the variable that is being analyzed. For this week’s assignment, we will used one categorical variable and one continuous variable to execute the appreciate descriptive analysis that will cover central tendency and variability of both variables.
Continuous Variable: Years Math Teacher Has Taught High School Math
Statistics
Years math teacher has taught high school math
N
Valid
17020
Missing
6483
Mean
10.14
Median
7.00
Mode
3
Std. Deviation
8.487
Minimum
1
Maximum
31
Percentiles
25
3.00
50
7.00
75
15.00
Categorical Variable: Parent Highest Level of Education
For the categorical variable, there are six categories: less than high school, high school diploma/GED, associate’s degree, bachelor’s degree, master’s degree or decorate.
Statistics
T1 Parent 1: highest level of education
N
Valid
16784
Missing
6719
Mean
3.00
Median
3.00
Mode
2
Variance
1.892
Range
6
Percentiles
25
2.00
50
3.00
75
4.00
T1 Parent 1: highest level of education
Frequency
Percent
Valid Percent
Cumulative Percent
Valid
Less than high school
1342
5.7
8.0
8.0
High school diploma or GED
6795
28.9
40.5
48.5
Associate's degree
2562
10.9
15.3
63.7
Bachelor's degree
3893
16.6
23.2
86.9
Master's degree
1614
6.9
9.6
96.6
Ph.D/M.D/Law/other high lvl prof degree
578
2.5
3.4
100.0
Total
16784
71.4
100.0
Missing
Missing
4
.0
Unit non-response
6715
28.6
Total
6719
28.6
Total
23503
100.0
Analysis of Data
The first data presented is the continuous data with the variable: years math teacher has taught high school math. For continuous data, we presented the mode, median and mean, which represents the central tendency of distribution (Wagner, 2016). As we can see the mode- the area in which the largest frequency in the distribution- is 3 years, the median- the middle of the distribution is 7.0 years and the mean -or average- is 10.14 years. Frankfort-Nachmias and Leon-Guerrero (2018) states that the standard deviation provides a measurement of variation for interval-ratio and ordinal variables which or the expected value. In this case, the standard deviation is 8.487 years which is the extent of deviation for the teachers that taught math in high school.
In examining the categorical variable, it’s great to see data that can be seen at quick glace like the level of educat ...
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- 8. Tree diagram of the Current Output Results of Statistical Analysis
- 22. First Name: _Mark_ Gender: M F Age:_ 51 _ Employment Status: Part Time Full Time Marital Status: Single Married Divorced Widowed On a scale of 1 to 10, how confident are you that you will learn to use SPSS? 1 2 3 4 5 6 7 8 9 10 Not at All Very
Editor's Notes
- There are 6 different windows that can be accessed when using SPSS. The first and main window is the data editor. This is the window where most of the action happens. The data editor has two views: the data view and the variable view. The data view is for entering data into the data editor and the variable view allows us to define the various characteristics of the variables within the data editor. The output navigator window displays the statistical results, tables and charts from any analysis you perform. The output Navigator window opens automatically when you run a procedure that generates output. In the output navigator window you can edit, move, delete and copy your results in a Microsoft Explorer-like environment . Using the pivot table editor, output displayed in pivot tables can be modified. You can edit text, swap data in rows and columns, add colour, create multidimensional tables and selectively hide and show results. The chart editor for a certain chart can be invoked by double clicking the chart. Here, you can modify and save high resolution charts and graphs. You can change the colours, select different type fonts or sizes, switch horizontal and vertical axes, rotate 3-D scatter plots and change chart types. The text output editor can be used to modify any text output that is not displayed in your pivot tables. Here, you can edit the output and change font characteristics such as the style, type, colour or size. The syntax editor is useful for performing analyses that are not associated with a dialog box in SPSS. Here, you can use SPSS syntax to write your own commands. In this lesson, we will concentrate only on the first two windows and we will revisit the other windows in upcoming lessons.
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