The document provides explanations and examples for different types of statistical questions:
- Difference questions compare two or more groups on an outcome.
- Relationship questions examine if a change in one variable is associated with a change in another variable.
- Independence questions determine if two variables with multiple levels are independent of each other.
- Goodness of fit questions assess how well a claim matches reality.
Examples are given for each type of question to illustrate key concepts like comparing groups, examining associations between variables, assessing independence, and evaluating how a claim fits observed data.
For each of the research questions below, identify the variables a.docxbudbarber38650
For each of the research questions below, identify the variables and the method of analysis to best answer the question.
Present your answer with the following template where IV= Independent Variable(s) and DV= Dependent Variable(s). For each Variable identify if it is continuous or categorical/dichotomous, or not applicable n/a to help you identify the best method:
IV=
DV=
Best method of analysis=
1. Do mental health counselors with doctoral degrees earn a higher yearly income than those with masters degrees 5 years post graduation? Provide the IV, DV, Covariate, and best method of analysis.
IV=
DV=
Best method of analysis=
2. Are patient depression scores different depending on patient’s family status: single, married, or married with children? Provide the IV, DV, Covariate, and best method of analysis.
IV=
DV=
Best method of analysis=
3. What are the effects of training group (blue, red or yellow group) and gender on work performance scores? Provide the IV, DV, Covariate, and best method of analysis
IV=
DV=
Best method of analysis=
4. Taking into consideration SAT scores, is there a difference in the first year GPA for students who have or have not selected a major by the end of the first year? Provide the IV, DV, Covariate, and best method of analysis.
IV=
DV=
Best method of analysis=
5. Is there a relationship between age and hours of sleep? Provide the IV, DV, Covariate, and best method of analysis.
6. How much of the variance in annual income can be explained by years of education, and years of experience and which is a better predictor of yearly income? Provide the IV, DV, Covariate, and best method of analysis.
7. Is there a relationship between years of education and income? Provide the IV, DV, Covariate, and best method of analysis
8. Does SAT score predict GPA at the end of Freshman year in college? Provide the IV, DV, Covariate, and best method of analysis.
9. Is BMI score or time spent exercising a better predictor of physical fitness scores? Provide the IV, DV, Covariate, and best method of analysis.
10. Is there a significant decrease in body weight for patients after participating in a 7 week special weight loss diet? Provide the IV, DV, Covariate, and best method of analysis.
11. What is the relationship between gender (male/female) and high school degree (yes/ no)? Provide the IV, DV, Covariate, and best method of analysis
12. Does the distribution of the educators (highschool, college, and graduate school) attending the conference differ than what one would expect by chance? Provide the IV, DV, Covariate, and best method of analysis.
13. Is there a difference in SAT scores for high school seniors attending Bass High, Flounder High and Minnow High? Provide the IV, DV, Covariate, and best method of analysis
14. Is there a relationship between job satisfaction and vacation time? Provide the IV, DV, Covariate, and best method of analysis.
15. Does the amount of vacation days predic.
Private Schools in India: More Learning, More InequalityYoung Lives Oxford
Caine Rolleston and Rhiannon Moore tackle the following questions: What are the characteristics of children attending different school types? How do learning and learning progress compare across different types of school? How does this change when we include controls for student background? Within private schools, what is the relationship between fees paid and learning gains? Considering all of these things, what are the implications for equity within the Indian education system?
A Study on the Relationship between Education and Income in the USEugene Yan Ziyou
What is the relationship between education and income? Is education truly the great equalizer or do factors such as gender and family income at the age of 16 affect current income?
As part of the Coursera Data Analysis and Statistical Inference course, these issues were examined using data from the US General Social Survey in R.
For each of the research questions below, identify the variables a.docxbudbarber38650
For each of the research questions below, identify the variables and the method of analysis to best answer the question.
Present your answer with the following template where IV= Independent Variable(s) and DV= Dependent Variable(s). For each Variable identify if it is continuous or categorical/dichotomous, or not applicable n/a to help you identify the best method:
IV=
DV=
Best method of analysis=
1. Do mental health counselors with doctoral degrees earn a higher yearly income than those with masters degrees 5 years post graduation? Provide the IV, DV, Covariate, and best method of analysis.
IV=
DV=
Best method of analysis=
2. Are patient depression scores different depending on patient’s family status: single, married, or married with children? Provide the IV, DV, Covariate, and best method of analysis.
IV=
DV=
Best method of analysis=
3. What are the effects of training group (blue, red or yellow group) and gender on work performance scores? Provide the IV, DV, Covariate, and best method of analysis
IV=
DV=
Best method of analysis=
4. Taking into consideration SAT scores, is there a difference in the first year GPA for students who have or have not selected a major by the end of the first year? Provide the IV, DV, Covariate, and best method of analysis.
IV=
DV=
Best method of analysis=
5. Is there a relationship between age and hours of sleep? Provide the IV, DV, Covariate, and best method of analysis.
6. How much of the variance in annual income can be explained by years of education, and years of experience and which is a better predictor of yearly income? Provide the IV, DV, Covariate, and best method of analysis.
7. Is there a relationship between years of education and income? Provide the IV, DV, Covariate, and best method of analysis
8. Does SAT score predict GPA at the end of Freshman year in college? Provide the IV, DV, Covariate, and best method of analysis.
9. Is BMI score or time spent exercising a better predictor of physical fitness scores? Provide the IV, DV, Covariate, and best method of analysis.
10. Is there a significant decrease in body weight for patients after participating in a 7 week special weight loss diet? Provide the IV, DV, Covariate, and best method of analysis.
11. What is the relationship between gender (male/female) and high school degree (yes/ no)? Provide the IV, DV, Covariate, and best method of analysis
12. Does the distribution of the educators (highschool, college, and graduate school) attending the conference differ than what one would expect by chance? Provide the IV, DV, Covariate, and best method of analysis.
13. Is there a difference in SAT scores for high school seniors attending Bass High, Flounder High and Minnow High? Provide the IV, DV, Covariate, and best method of analysis
14. Is there a relationship between job satisfaction and vacation time? Provide the IV, DV, Covariate, and best method of analysis.
15. Does the amount of vacation days predic.
Private Schools in India: More Learning, More InequalityYoung Lives Oxford
Caine Rolleston and Rhiannon Moore tackle the following questions: What are the characteristics of children attending different school types? How do learning and learning progress compare across different types of school? How does this change when we include controls for student background? Within private schools, what is the relationship between fees paid and learning gains? Considering all of these things, what are the implications for equity within the Indian education system?
A Study on the Relationship between Education and Income in the USEugene Yan Ziyou
What is the relationship between education and income? Is education truly the great equalizer or do factors such as gender and family income at the age of 16 affect current income?
As part of the Coursera Data Analysis and Statistical Inference course, these issues were examined using data from the US General Social Survey in R.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
3. Difference
How do two or more groups compare with one another in
terms of some outcome?
4. Difference
How do two or more groups (younger/older drivers) compare
with one another in terms of some outcome (average driving
speed)?
5. Difference
How do two or more groups (younger/older drivers) compare
with one another in terms of some outcome (average driving
speed)?
vs.
average MPHolder driver younger driver
in terms of
6. Difference
How do two or more groups (those with migraines / those
without migraines) compare with one another in terms of
some outcome (average sugar intake)?
vs.
migraine no migraine
average sugar
intake
in terms of
7. Difference
How do two or more groups (sophomores/juniors/seniors)
compare with one another in terms of some outcome
(average amount of homework)?
sophomore
vs.
average amount
of homework
in terms of
junior senior
vs.
9. Difference
How do two or more groups compare with one another in
terms of some outcome?
vs.
average MPHolder driver younger driver
in terms of
vs.
migraine no migraine
average sugar
intake
in terms of
sophomore
vs.
average amount
of homework
in terms of
junior senior
vs.
11. Relationship
Is a change in one characteristic accompanied by a change in
another characteristic?
12. Relationship
Is a change in one characteristic (age) accompanied by a
change in another characteristic (flexibility)?
13. Relationship
Is a change in one characteristic (age) accompanied by a
change in another characteristic (flexibility)?
Is an increase in accompanied by a decrease in
14. Relationship
Is a change in one characteristic (height) accompanied by a
change in another characteristic (weight)?
Is an increase in accompanied by a increase in
15. Relationship
Is a change in one characteristic (speed) accompanied by a
change in another characteristic (road rage incidents)?
Is an decrease in accompanied by a decrease in
17. Relationship
Is a change in one characteristic accompanied by a change in
another characteristic?
Is an decrease in accompanied by a decrease in
Is an increase in accompanied by a increase in
Is an increase in accompanied by a decrease in
20. Independence
Is one variable (university enrollment) with two or more levels
(enrolled or not enrolled) independent of another variable
(state residence) with two or more levels (resident or not)?
21. Example 1 – Independent
Independence
Is one variable (university enrollment) with two or more levels
(enrolled or not enrolled) independent of another variable
(state residence) with two or more levels (resident or not)?
22. enrolled not enrolled
resident 20 students 20 students
not a resident 20 students 20 students
Example 1 – Independent
Independence
Is one variable (university enrollment) with two or more levels
(enrolled or not enrolled) independent of another variable
(state residence) with two or more levels (resident or not)?
23. enrolled not enrolled
resident 20 students 20 students
not a resident 20 students 20 students
Example 1 – Independent
Enrollment and state residence are
independent, because being a
resident or non resident doesn’t
make it more likely you are enrolled.
Independence
Is one variable (university enrollment) with two or more levels
(enrolled or not enrolled) independent of another variable
(state residence) with two or more levels (resident or not)?
24. enrolled not enrolled
resident 20 students 20 students
not a resident 20 students 20 students
enrolled not enrolled
resident 10 students 30 students
not a resident 30 students 10 students
Example 1 – Independent
Enrollment and state residence are
dependent, because being a non-
resident makes it more likely you are
enrolled.
Enrollment and state residence are
independent, because being a
resident or non resident doesn’t
make it more likely you are enrolled.
Example 2 - Dependent
Independence
Is one variable (university enrollment) with two or more levels
(enrolled or not enrolled) independent of another variable
(state residence) with two or more levels (resident or not)?
25. Independence
Is one variable (year in school) with two or more levels (9th,
10th, 11th, 12th) independent of another variable (foreign
language ability) of two or more levels (fluent or not)?
26. Independence
Is one variable (year in school) with two or more levels (9th,
10th, 11th, 12th) independent of another variable (foreign
language ability) of two or more levels (fluent or not)?
9th 10th 11th 12th
fluent 200 300 200 250
not fluent 200 300 200 250
Example 1 – Independent
27. Independence
Is one variable (year in school) with two or more levels (9th,
10th, 11th, 12th) independent of another variable (foreign
language ability) of two or more levels (fluent or not)?
9th 10th 11th 12th
fluent 200 300 200 250
not fluent 200 300 200 250
Example 1 – Independent
Fluency is independent of year in
school because being in a lower or
upper class doesn’t make it more
likely that you are fluent.
28. Independence
Is one variable (year in school) with two or more levels (9th,
10th, 11th, 12th) independent of another variable (foreign
language ability) of two or more levels (fluent or not)?
9th 10th 11th 12th
fluent 200 300 200 250
not fluent 200 300 200 250
Example 1 – Independent
Fluency is independent of year in
school because being in a lower or
upper class doesn’t make it more
likely that you are fluent.
9th 10th 11th 12th
fluent 100 100 200 400
not fluent 300 400 100 100
Example 2 – Independent
29. Independence
Is one variable (year in school) with two or more levels (9th,
10th, 11th, 12th) independent of another variable (foreign
language ability) of two or more levels (fluent or not)?
9th 10th 11th 12th
fluent 200 300 200 250
not fluent 200 300 200 250
Example 1 – Independent
Fluency is independent of year in
school because being in a lower or
upper class doesn’t make it more
likely that you are fluent.
9th 10th 11th 12th
fluent 100 100 200 400
not fluent 300 400 100 100
Example 2 – Independent
Fluency is dependent on year in
school because being in an upper
class makes it more likely that you
are fluent.
32. Independence
Is one variable with two or more levels independent of
another variable with two or more levels?
enrolled not enrolled
resident 20 students 20 students
not a resident 20 students 20 students
Is university enrollment
independent of state residency?
33. Independence
Is one variable with two or more levels independent of
another variable with two or more levels?
9th 10th 11th 12th
fluent 200 300 200 250
not fluent 200 300 200 250
enrolled not enrolled
resident 20 students 20 students
not a resident 20 students 20 students
Is university enrollment
independent of state residency?
Is year in school independent
foreign language fluency?
35. Goodness of Fit
Does your claim fit reality?
(4 out of 5 dentist recommend flavored floss) (3 out of 5 of
your dentist friends recommend flavored floss)
36. Goodness of Fit
Does your claim (4 out of 5 dentist recommend flavored floss)
fit reality (3 out of 5 of your dentist friends recommend
flavored floss)?
37. Goodness of Fit
Does your claim (4 out of 5 dentist recommend flavored floss)
fit reality (3 out of 5 of your dentist friends recommend
flavored floss)?
Does the CLAIM . . . FIT REALITY?
4 out of 5
recommend
3 out of 5
recommend
38. Goodness of Fit
Does your claim (72% of the county will vote democrat) fit
reality (65% of the county actually voted democrat)?
Does the CLAIM . . . FIT REALITY?
65% 72%
18%35%
40. Goodness of Fit
Does your claim fit reality?
(4 out of 5 dentist recommend flavored floss) (3 out of 5 of
your dentist friends recommend flavored floss)
41. Goodness of Fit
Does your claim fit reality?
(4 out of 5 dentist recommend flavored floss) (3 out of 5 of
your dentist friends recommend flavored floss)
4 out of 5
recommend
3 out of 5
recommend
65% 72%
18%35%
The Claim The Reality
The Claim The Reality
43. Final Summary
Difference – (average) between groups. vs.
Relationship – increase or decrease in two variables
Independence – two+ levels by two+ levels.
Does the CLAIM . . . FIT REALITY?
Goodness of Fit – claim versus reality
enrolled not enrolled
resident 20 students 20 students
not a resident 20 students 20 students
45. Does employee moral increase significantly the
longer employees work at Company X? You
sample a group of 45 and generalize the results.
Difference? Relationship?
Independence? Goodness of Fit?
46. Does employee moral increase significantly the
longer employees work at Company X? You
sample a group of 45 and generalize the results.
Difference? Relationship?
Independence? Goodness of Fit?
47. Does employee moral increase significantly the
longer employees work at Company X? You
sample a group of 45 and generalize the results.
Difference? Relationship?
Independence? Goodness of Fit?
48. Does employee moral increase significantly the
longer employees work at Company X? You
sample a group of 45 and generalize the results.
Is a change in one characteristic (moral) accompanied by a
change in another characteristic (time worked)?
Difference? Relationship?
Independence? Goodness of Fit?
50. How do management and staff compare in
terms of average work satisfaction? You sample
both groups and generalize the results.
Difference? Relationship?
Independence? Goodness of Fit?
51. How do management and staff compare in
terms of average work satisfaction? You sample
both groups and generalize the results.
Difference? Relationship?
Independence? Goodness of Fit?
52. How do management and staff compare in
terms of average work satisfaction? You sample
both groups and generalize the results.
Difference? Relationship?
Independence? Goodness of Fit?
53. How do management and staff compare in
terms of average work satisfaction? You sample
both groups and generalize the results.
Difference? Relationship?
Independence? Goodness of Fit?
How do two or more groups (management/staff) compare
with one another in terms of some outcome (average work
satisfaction)?
55. A salesman claims that 95% of employees
increase their work productivity using his
software. You test that claim with a sample of 26
employees and find that 86% increase their
productivity.
Difference? Relationship?
Independence? Goodness of Fit?
56. A salesman claims that 95% of employees
increase their work productivity using his
software. You test that claim with a sample of 26
employees and find that 86% increase their
productivity.
Difference? Relationship?
Independence? Goodness of Fit?
57. A salesman claims that 95% of employees
increase their work productivity using his
software. You test that claim with a sample of
26 employees and find that 86% increase their
productivity.
Difference? Relationship?
Independence? Goodness of Fit?
58. A salesman claims that 95% of employees
increase their work productivity using his
software. You test that claim with a sample of
26 employees and find that 86% increase their
productivity.
Difference? Relationship?
Independence? Goodness of Fit?
Does your claim (95% increase work productivity) fit reality
(86% increase work productivity)?
59. Is religious affiliation independent of age levels
(young, prime, mature, and seasoned)?
Difference? Relationship?
Independence? Goodness of Fit?
60. Is religious affiliation independent of age levels
(young, prime, mature, and seasoned)?
Difference? Relationship?
Independence? Goodness of Fit?
61. Is religious affiliation independent of age levels
(young, prime, mature, and seasoned)?
Difference? Relationship?
Independence? Goodness of Fit?
62. Is religious affiliation independent of age levels
(young, prime, mature, and seasoned)?
Difference? Relationship?
Independence? Goodness of Fit?
Is one variable with two or more levels (religious affiliation)
independent of another variable with two or more levels
(age levels)?
64. Of the 24 statistical methods you will learn in
this course, 6 are descriptive and 18 are
inferential.
65. Of the 24 statistical methods you will learn in
this course, 6 are descriptive and 18 are
inferential.
Mean Median Mode Range Stdev IQR Single t Ind t
Paired t ANOVA ANCOVA F-ANOV RM Split Pearson Partial
Point-B Phi Spearmn Kendall S-Linear M-Linear Chi-Ind Chi-Fit
66. Of the 24 statistical methods you will learn in
this course, 6 are descriptive and 18 are
inferential.
Mean Median Mode Range Stdev IQR Single t Ind t
Paired t ANOVA ANCOVA F-ANOV RM Split Pearson Partial
Point-B Phi Spearmn Kendall S-Linear M-Linear Chi-Ind Chi-Fit
67. Of the 24 statistical methods you will learn in
this course, 6 are descriptive and 18 are
inferential.
Mean Median Mode Range Stdev IQR Single t Ind t
Paired t ANOVA ANCOVA F-ANOV RM Split Pearson Partial
Point-B Phi Spearmn Kendall S-Linear M-Linear Chi-Ind Chi-Fit
68. Of the 24 statistical methods you will learn in
this course, 6 are descriptive and 18 are
inferential. Those 18 under inferential break
down further as follows:
Mean Median Mode Range Stdev IQR Single t Ind t
Paired t ANOVA ANCOVA F-ANOV RM Split Pearson Partial
Point-B Phi Spearmn Kendall S-Linear M-Linear Chi-Ind Chi-Fit
69. Of the 24 statistical methods you will learn in
this course, 6 are descriptive and 18 are
inferential. Those 18 under inferential break
down further as follows:
Mean Median Mode Range Stdev IQR Single t Ind t
Paired t ANOVA ANCOVA F-ANOV RM Split Pearson Partial
Point-B Phi Spearmn Kendall S-Linear M-Linear Chi-Ind Chi-Fit
Difference? Relationship? Goodness of Fit?Independence?
70. Of the 24 statistical methods you will learn in
this course, 6 are descriptive and 18 are
inferential. Those 18 under inferential break
down further as follows:
Mean Median Mode Range Stdev IQR Single t Ind t
Paired t ANOVA ANCOVA F-ANOV RM Split Pearson Partial
Point-B Phi Spearmn Kendall S-Linear M-Linear Chi-Ind Chi-Fit
Difference? Relationship? Goodness of Fit?Independence?
71. Of the 24 statistical methods you will learn in
this course, 6 are descriptive and 18 are
inferential. Those 18 under inferential break
down further as follows:
Mean Median Mode Range Stdev IQR Single t Ind t
Paired t ANOVA ANCOVA F-ANOV RM Split Pearson Partial
Point-B Phi Spearmn Kendall S-Linear M-Linear Chi-Ind Chi-Fit
Difference? Relationship? Goodness of Fit?Independence?
72. Of the 24 statistical methods you will learn in
this course, 6 are descriptive and 18 are
inferential. Those 18 under inferential break
down further as follows:
Mean Median Mode Range Stdev IQR Single t Ind t
Paired t ANOVA ANCOVA F-ANOV RM Split Pearson Partial
Point-B Phi Spearmn Kendall S-Linear M-Linear Chi-Ind Chi-Fit
Difference? Relationship? Goodness of Fit?Independence?
73. Of the 24 statistical methods you will learn in
this course, 6 are descriptive and 18 are
inferential. Those 18 under inferential break
down further as follows:
Mean Median Mode Range Stdev IQR Single t Ind t
Paired t ANOVA ANCOVA F-ANOV RM Split Pearson Partial
Point-B Phi Spearmn Kendall S-Linear M-Linear Chi-Ind Chi-Fit
Difference? Relationship? Goodness of Fit?Independence?
74. Is your question a question of:
Difference? Relationship?
Goodness of Fit?Independence?