Basic knowledge and practical applicability of Mean median mode is given which is useful for MSc Microbiology ,BCom II, BBA I,BA students.References has been taken from economics books and websites
The document discusses the importance of converting raw scores to standardized z-scores. It provides the formula for calculating a z-score and explains that a z-score indicates how many standard deviations a score is from the mean. Several examples are given of calculating z-scores based on different hypothetical scores and population means and standard deviations. The key benefits of z-scores are that they allow for comparison of scores from different distributions and indicate whether a score is above, below, or at the average.
This document discusses measures of central tendency, which are statistical values that describe the center of a data set. The three main measures are the mean, median, and mode.
The mean is the average value found by dividing the total of all values by the number of values. The median is the middle value when data is arranged from lowest to highest. The mode is the most frequently occurring value.
While the mean is most commonly used, the median and mode are better in some situations, such as when outliers are present or data is categorical. The geometric mean measures rate of change over time. Choosing the appropriate measure depends on the data type and distribution.
The document provides details about conducting an item analysis of a test. It discusses the key steps in item analysis which include: 1) arranging student answer sheets in order of performance and dividing them into high and low groups, 2) calculating the difficulty level and discrimination power of each item, and 3) using the results to select items to keep, modify, or eliminate from the test. The item analysis helps evaluate the quality of individual test items and identify areas for improving the test and future item writing.
This document discusses various measures of central tendency including arithmetic mean, median, mode, and quartiles. It provides definitions and formulas for calculating each measure, and describes how to calculate the mean and median for different types of data distributions including raw data, continuous series, and less than/more than/inclusive series. It also covers weighted mean, combined mean, and properties and limitations of the arithmetic mean.
The document discusses various measures of central tendency and standard scores used to compare scores from different tests. It defines mean, median and mode as measures of central tendency, and explains how the normal distribution results in a bell-shaped curve. It then discusses converting raw scores to standard scores using z-scores and t-scores in order to compare scores from different tests on a common scale. Z-scores indicate the distance from the mean in standard deviations, while t-scores have a mean of 50 and standard deviation of 10.
This document discusses z-scores and how they are used to standardize distributions. A z-score specifies the position of a data point within a distribution by measuring its distance from the mean in units of standard deviations. The mean of a standardized distribution with z-scores is 0 and the standard deviation is 1. Converting raw scores to z-scores transforms distributions to have the same shape while accounting for different means and standard deviations. Z-scores allow for comparison of data points from different distributions.
This document discusses measures of central tendency including the mean, median, and mode. It provides definitions and formulas for calculating each measure. The mean is the average and is calculated by summing all values and dividing by the total number of items. The median is the middle value when items are arranged from lowest to highest. The mode is the value that occurs most frequently in a data set. Examples are given to demonstrate calculating each measure using raw data.
The document discusses different measures of central tendency including the mean, median, and mode. The mean is the average value calculated by adding all values and dividing by the total number of values. The median is the middle value when values are arranged from lowest to highest. The mode is the most frequently occurring value in the data set. The document provides examples of calculating each measure and discusses their advantages and disadvantages.
The document discusses the importance of converting raw scores to standardized z-scores. It provides the formula for calculating a z-score and explains that a z-score indicates how many standard deviations a score is from the mean. Several examples are given of calculating z-scores based on different hypothetical scores and population means and standard deviations. The key benefits of z-scores are that they allow for comparison of scores from different distributions and indicate whether a score is above, below, or at the average.
This document discusses measures of central tendency, which are statistical values that describe the center of a data set. The three main measures are the mean, median, and mode.
The mean is the average value found by dividing the total of all values by the number of values. The median is the middle value when data is arranged from lowest to highest. The mode is the most frequently occurring value.
While the mean is most commonly used, the median and mode are better in some situations, such as when outliers are present or data is categorical. The geometric mean measures rate of change over time. Choosing the appropriate measure depends on the data type and distribution.
The document provides details about conducting an item analysis of a test. It discusses the key steps in item analysis which include: 1) arranging student answer sheets in order of performance and dividing them into high and low groups, 2) calculating the difficulty level and discrimination power of each item, and 3) using the results to select items to keep, modify, or eliminate from the test. The item analysis helps evaluate the quality of individual test items and identify areas for improving the test and future item writing.
This document discusses various measures of central tendency including arithmetic mean, median, mode, and quartiles. It provides definitions and formulas for calculating each measure, and describes how to calculate the mean and median for different types of data distributions including raw data, continuous series, and less than/more than/inclusive series. It also covers weighted mean, combined mean, and properties and limitations of the arithmetic mean.
The document discusses various measures of central tendency and standard scores used to compare scores from different tests. It defines mean, median and mode as measures of central tendency, and explains how the normal distribution results in a bell-shaped curve. It then discusses converting raw scores to standard scores using z-scores and t-scores in order to compare scores from different tests on a common scale. Z-scores indicate the distance from the mean in standard deviations, while t-scores have a mean of 50 and standard deviation of 10.
This document discusses z-scores and how they are used to standardize distributions. A z-score specifies the position of a data point within a distribution by measuring its distance from the mean in units of standard deviations. The mean of a standardized distribution with z-scores is 0 and the standard deviation is 1. Converting raw scores to z-scores transforms distributions to have the same shape while accounting for different means and standard deviations. Z-scores allow for comparison of data points from different distributions.
This document discusses measures of central tendency including the mean, median, and mode. It provides definitions and formulas for calculating each measure. The mean is the average and is calculated by summing all values and dividing by the total number of items. The median is the middle value when items are arranged from lowest to highest. The mode is the value that occurs most frequently in a data set. Examples are given to demonstrate calculating each measure using raw data.
The document discusses different measures of central tendency including the mean, median, and mode. The mean is the average value calculated by adding all values and dividing by the total number of values. The median is the middle value when values are arranged from lowest to highest. The mode is the most frequently occurring value in the data set. The document provides examples of calculating each measure and discusses their advantages and disadvantages.
This document discusses measures of variability, which refer to how spread out a set of data is. Variability is measured using the standard deviation and variance. The standard deviation measures how far data points are from the mean, while the variance is the average of the squared deviations from the mean. To calculate the standard deviation, you take the square root of the variance. This provides a measure of variability that is on the same scale as the original data. The standard deviation and variance are widely used statistical measures for quantifying the spread of a data set.
In statistics, the standard score is the (signed) number of standard deviations an observation or datum is above the mean. Thus, a positive standard score represents a datum above the mean, while a negative standard score represents a datum below the mean. It is a dimensionless quantity obtained by subtracting the population mean from an individual raw score and then dividing the difference by the population standard deviation. This conversion process is called standardizing or normalizing (however, "normalizing" can refer to many types of ratios; see normalization (statistics) for more).Standard scores are also called z-values, z-scores, normal scores, and standardized variables; the use of "Z" is because the normal distribution is also known as the "Z distribution". They are most frequently used to compare a sample to a standard normal deviate (standard normal distribution, with μ = 0 and σ = 1), though they can be defined without assumptions of normality.
This document discusses two measures of variability: quartile deviation and average deviation. Quartile deviation indicates the distance above and below the median needed to include the middle 50% of scores. It is calculated by taking the difference between the third (Q3) and first (Q1) quartiles and dividing by 2. Average deviation is the mean of the absolute deviations from the mean. It is calculated by taking the sum of the absolute value of each score's deviation from the mean and dividing by the total number of scores. The document provides examples of calculating both measures using sample data sets.
The document provides standardized test scores for 5 subjects for a student. The student scored average in Filipino, History, and English with z-scores between 0.33-0.57 and stanines of 17%. The student scored lower in Science with a z-score of -0.32 and stanine of 14% and average in Math with z-scores of 0.71 and 0.57 and stanine of 17%.
Z-scores, also called standard scores, measure how many standard deviations a raw score is above or below the mean of its distribution. A z-score indicates where a particular score lies in relation to all other scores in the distribution. To calculate a z-score, the raw score is subtracted from the mean and divided by the standard deviation of the distribution. Z-scores can be positive, negative, or zero, depending on whether the raw score is above, below, or equal to the mean. Several examples are provided to demonstrate calculating z-scores from raw scores, means, and standard deviations.
The document discusses skew and kurtosis, which are statistical measures that help describe the shape of a distribution. Skew measures the symmetry of a distribution and indicates if the mean is pulled towards higher or lower values. Kurtosis measures the "peakedness" or "flatness" of a distribution compared to a normal distribution. Both skew and kurtosis provide additional information about a distribution beyond measures of central tendency and dispersion.
This document discusses different measures of variability in data sets. It outlines that variability measures the spread of a data set and identifies the most common measures as range, variance, and standard deviation. Variance is calculated as the mean of the squared deviations from the mean. Standard deviation takes the square root of the variance and provides a measure of how far data points typically are from the average.
This document provides information about item analysis, including:
- Item analysis examines student responses to test questions to assess question and test quality. It helps improve questions for future tests or identify problems for a single test.
- Item analysis also helps instructors develop better test construction skills and identify areas of course content needing more emphasis or clarity.
- Steps provided calculate the percentage of students answering each question correctly, and classify question difficulty to determine if a question should be accepted or rejected.
Understanding the Z- score (Application on evaluating a Learner`s performance)Lawrence Avillano
Application of Z-score or standard score on evaluating a students performance. It includes the formula for z-value, interpretation of in relation to the mean and stdev, sample step by step calculation and interpretationof z-score, and sample real scenario application.
presentation of data
Tabulated data can be easily understand and interpreted.
Graphical forms makes it possible to easily draw visual impression of data.
It makes comparisons easily.
This kind of method create an imprint on mind for a long period of time.
This document defines and provides examples of key statistical concepts used to describe and analyze variability in data sets, including range, variance, standard deviation, coefficient of variation, quartiles, and percentiles. It explains that range is the difference between the highest and lowest values, variance is the average squared deviation from the mean, and standard deviation describes how distant scores are from the mean on average. Examples are provided to demonstrate calculating these measures from data sets and interpreting what they indicate about the spread of scores.
2.-Measures-of-central-tendency.pdf assessment in learning 2aprilanngastador165
This document discusses measures of central tendency used in educational assessment, including the mean, median, and mode. It provides examples of how to calculate each measure using both raw data and grouped frequency data. The mean is defined as the average and is calculated by summing all values and dividing by the total number of data points. The median identifies the middle value of a data set. The mode is the most frequently occurring value. Calculating these statistics from student performance data provides insights into trends and common strengths or weaknesses to help educators improve teaching strategies.
1. The document discusses the normal probability curve, including its key properties and applications.
2. The normal curve is a bell-shaped curve that is symmetrical around the mean. It is used to model many natural phenomena and is important in statistics.
3. Some key properties are that about 68%, 95%, and 99% of the data fall within 1, 2, and 3 standard deviations of the mean, respectively. The total area under the curve equals 1 or 100%.
A Report in Educ. 404 (Statistics for Educational Research) under Dr. Felimon Pimentel in Filamer Christian University, Roxas City, Philippines (1st Sem., A.Y. 2014-2015)
The document discusses standard scores and normal distributions. It defines standard scores as transformed raw scores that allow comparison across different scales by putting them on a common scale. It then focuses on z-scores, which convert values to standardized units relative to the mean and standard deviation. The document also discusses how sample means are distributed normally as sample size increases, with a mean equal to the population mean and standard deviation called the standard error that decreases with larger samples. This allows determining if a sample mean is representative of the population.
This document defines and provides examples for measures of central tendency including mean, median, and mode. It explains that the mean is the average value found by summing all data points and dividing by the total number of data points. The median is the middle value when data points are arranged in order. The mode is the data point that occurs most frequently. It also discusses how to find the mean, median, and mode for grouped data using formulas and calculations involving class marks, frequencies, and cumulative frequencies.
This document discusses measures of central tendency. It defines central tendency as a statistical measure that identifies a single value that best represents an entire data set. The three main measures are the mean, median, and mode.
The mean is the average value, calculated by summing all values and dividing by the total number. The median is the middle value when data is arranged in order. The mode is the most frequently occurring value.
The document provides examples and formulas to calculate each measure. It also discusses advantages and disadvantages of each, and gives examples of how they are used in daily life situations like measuring student test scores or transportation usage.
Central tendency refers to identifying a single value that represents the center of a data set. There are three common measures of central tendency: mean, median, and mode. The mean is the average value, found by adding all values and dividing by the total number. The median is the middle value when data is arranged from lowest to highest. The mode is the most frequently occurring value. These measures help analyze and summarize data in a concise manner.
This document discusses measures of variability, which refer to how spread out a set of data is. Variability is measured using the standard deviation and variance. The standard deviation measures how far data points are from the mean, while the variance is the average of the squared deviations from the mean. To calculate the standard deviation, you take the square root of the variance. This provides a measure of variability that is on the same scale as the original data. The standard deviation and variance are widely used statistical measures for quantifying the spread of a data set.
In statistics, the standard score is the (signed) number of standard deviations an observation or datum is above the mean. Thus, a positive standard score represents a datum above the mean, while a negative standard score represents a datum below the mean. It is a dimensionless quantity obtained by subtracting the population mean from an individual raw score and then dividing the difference by the population standard deviation. This conversion process is called standardizing or normalizing (however, "normalizing" can refer to many types of ratios; see normalization (statistics) for more).Standard scores are also called z-values, z-scores, normal scores, and standardized variables; the use of "Z" is because the normal distribution is also known as the "Z distribution". They are most frequently used to compare a sample to a standard normal deviate (standard normal distribution, with μ = 0 and σ = 1), though they can be defined without assumptions of normality.
This document discusses two measures of variability: quartile deviation and average deviation. Quartile deviation indicates the distance above and below the median needed to include the middle 50% of scores. It is calculated by taking the difference between the third (Q3) and first (Q1) quartiles and dividing by 2. Average deviation is the mean of the absolute deviations from the mean. It is calculated by taking the sum of the absolute value of each score's deviation from the mean and dividing by the total number of scores. The document provides examples of calculating both measures using sample data sets.
The document provides standardized test scores for 5 subjects for a student. The student scored average in Filipino, History, and English with z-scores between 0.33-0.57 and stanines of 17%. The student scored lower in Science with a z-score of -0.32 and stanine of 14% and average in Math with z-scores of 0.71 and 0.57 and stanine of 17%.
Z-scores, also called standard scores, measure how many standard deviations a raw score is above or below the mean of its distribution. A z-score indicates where a particular score lies in relation to all other scores in the distribution. To calculate a z-score, the raw score is subtracted from the mean and divided by the standard deviation of the distribution. Z-scores can be positive, negative, or zero, depending on whether the raw score is above, below, or equal to the mean. Several examples are provided to demonstrate calculating z-scores from raw scores, means, and standard deviations.
The document discusses skew and kurtosis, which are statistical measures that help describe the shape of a distribution. Skew measures the symmetry of a distribution and indicates if the mean is pulled towards higher or lower values. Kurtosis measures the "peakedness" or "flatness" of a distribution compared to a normal distribution. Both skew and kurtosis provide additional information about a distribution beyond measures of central tendency and dispersion.
This document discusses different measures of variability in data sets. It outlines that variability measures the spread of a data set and identifies the most common measures as range, variance, and standard deviation. Variance is calculated as the mean of the squared deviations from the mean. Standard deviation takes the square root of the variance and provides a measure of how far data points typically are from the average.
This document provides information about item analysis, including:
- Item analysis examines student responses to test questions to assess question and test quality. It helps improve questions for future tests or identify problems for a single test.
- Item analysis also helps instructors develop better test construction skills and identify areas of course content needing more emphasis or clarity.
- Steps provided calculate the percentage of students answering each question correctly, and classify question difficulty to determine if a question should be accepted or rejected.
Understanding the Z- score (Application on evaluating a Learner`s performance)Lawrence Avillano
Application of Z-score or standard score on evaluating a students performance. It includes the formula for z-value, interpretation of in relation to the mean and stdev, sample step by step calculation and interpretationof z-score, and sample real scenario application.
presentation of data
Tabulated data can be easily understand and interpreted.
Graphical forms makes it possible to easily draw visual impression of data.
It makes comparisons easily.
This kind of method create an imprint on mind for a long period of time.
This document defines and provides examples of key statistical concepts used to describe and analyze variability in data sets, including range, variance, standard deviation, coefficient of variation, quartiles, and percentiles. It explains that range is the difference between the highest and lowest values, variance is the average squared deviation from the mean, and standard deviation describes how distant scores are from the mean on average. Examples are provided to demonstrate calculating these measures from data sets and interpreting what they indicate about the spread of scores.
2.-Measures-of-central-tendency.pdf assessment in learning 2aprilanngastador165
This document discusses measures of central tendency used in educational assessment, including the mean, median, and mode. It provides examples of how to calculate each measure using both raw data and grouped frequency data. The mean is defined as the average and is calculated by summing all values and dividing by the total number of data points. The median identifies the middle value of a data set. The mode is the most frequently occurring value. Calculating these statistics from student performance data provides insights into trends and common strengths or weaknesses to help educators improve teaching strategies.
1. The document discusses the normal probability curve, including its key properties and applications.
2. The normal curve is a bell-shaped curve that is symmetrical around the mean. It is used to model many natural phenomena and is important in statistics.
3. Some key properties are that about 68%, 95%, and 99% of the data fall within 1, 2, and 3 standard deviations of the mean, respectively. The total area under the curve equals 1 or 100%.
A Report in Educ. 404 (Statistics for Educational Research) under Dr. Felimon Pimentel in Filamer Christian University, Roxas City, Philippines (1st Sem., A.Y. 2014-2015)
The document discusses standard scores and normal distributions. It defines standard scores as transformed raw scores that allow comparison across different scales by putting them on a common scale. It then focuses on z-scores, which convert values to standardized units relative to the mean and standard deviation. The document also discusses how sample means are distributed normally as sample size increases, with a mean equal to the population mean and standard deviation called the standard error that decreases with larger samples. This allows determining if a sample mean is representative of the population.
This document defines and provides examples for measures of central tendency including mean, median, and mode. It explains that the mean is the average value found by summing all data points and dividing by the total number of data points. The median is the middle value when data points are arranged in order. The mode is the data point that occurs most frequently. It also discusses how to find the mean, median, and mode for grouped data using formulas and calculations involving class marks, frequencies, and cumulative frequencies.
This document discusses measures of central tendency. It defines central tendency as a statistical measure that identifies a single value that best represents an entire data set. The three main measures are the mean, median, and mode.
The mean is the average value, calculated by summing all values and dividing by the total number. The median is the middle value when data is arranged in order. The mode is the most frequently occurring value.
The document provides examples and formulas to calculate each measure. It also discusses advantages and disadvantages of each, and gives examples of how they are used in daily life situations like measuring student test scores or transportation usage.
Central tendency refers to identifying a single value that represents the center of a data set. There are three common measures of central tendency: mean, median, and mode. The mean is the average value, found by adding all values and dividing by the total number. The median is the middle value when data is arranged from lowest to highest. The mode is the most frequently occurring value. These measures help analyze and summarize data in a concise manner.
This document discusses various methods of scoring, grading, and reporting student achievement. It describes traditional scoring methods like scoring keys and stencils. It also covers different grading systems such as letter grades, pass/fail, checklists, letters to parents, and parent-teacher conferences. It defines measures of central tendency like mean, median and mode. It also discusses measures of variability like range and standard deviation. The document provides guidelines for developing multiple grading systems and discusses using software for record keeping and grading.
This document discusses measures of central tendency including the mean, median, and mode. It provides definitions and formulas for calculating the arithmetic mean, geometric mean, harmonic mean, median, and mode. Examples are given for calculating each measure. The merits and demerits of each measure are outlined. In conclusion, the mean is affected by outliers while the median and mode are robust to outliers, and the mode is easiest to calculate by counting frequencies.
PSYC 317 – Spring 2015 Exam 1Answer the questions below to .docxamrit47
PSYC 317 – Spring 2015: Exam 1
Answer the questions below to the best of your ability. Partial credit will be awarded where possible. You MUST SHOW YOUR WORK for full credit for calculation problems.
Short Answer (17 points)
Dr. Franzen wants to examine a new form of therapy he’s been reading about. The therapy is designed to help those who experience severe anxiety. To assess how well this new therapy works, he collects a sample of 20 participants who had extreme anxiety at the start of the study. He randomly assigns participants to receive either the new therapy or traditional anxiety therapy. After one month, he assesses the level of anxiety for each participant using a survey with a scale from 0 to 7, where 0 represents having no anxiety whatsoever and 7 represents having extreme anxiety. Assume equal distances between consecutive numbers.
1.
What type of design is this (1 point)?
2.
What is the independent variable / predictor (1 point)?
3.
What is the dependent variable / criterion (1 point)?
4.
On what scale of measurement is the dependent variable / criterion measured (1 point)?
Dr. Bristow believes that where a student lives influences how much alcohol they consume such that students who live closer to campus will drink more and those who live farther away will drink less. She gives a survey to students asking them how far from campus they live (in miles) and how much alcohol they consume each week (in number of drinks).
5.
What type of design is this (1 point)?
6.
What is the independent variable / predictor (1 point)?
7.
What is the dependent variable / criterion (1 point)?
8.
On what scale of measurement is the dependent variable / criterion measured (1 point)?
9.
What does it mean if a set of scores has a s = 0? (1 point)
10.
What does your data distribution look like if mean < median < mode? Please describe it in words (though you may also draw a picture if you wish). (1 point)
11.
Suppose M = 8 and s = 12. If I subtracted 3 from every score in my sample, what would happen to the sample mean and standard deviation? (2 points)
12.
Statistics have two general purposes. Describe both ways that we use statistics. (3 points)
13.
If someone has a Z-score of -2, what can you conclude? (1 point)
14.
What transformation allows researchers to compare two measurements of the same construct with different operational definitions (i.e., different metrics)? (1 point)
Problems (41 points)
Remember you MUST show your work to receive full credit.
X
f
0
1
1
1
2
1
3
3
4
3
5
5
6
5
7
3
1.
Using the above data, find the mean, median, and mode (3 points):
Mean =
Median =
Mode =
Are the data skewed? If so, in which direction are they skewed? (2 points):
2.
Standardize the following set of scores (use σ, nots; 5 points): 5, 8, 9, 11, 12
3.
Using the concept of real limits, compute the range of the following data (1 point):
2, 8, 6, 5, 10, 14, 7, 9, 13
4.
The following set of scores has a mean of 10. Find SS, s2, and ...
#06198 Topic PSY 325 Statistics for the Behavioral & Social Scien.docxAASTHA76
#06198 Topic: PSY 325 Statistics for the Behavioral & Social Sciences
Number of Pages: 3 (Double Spaced)
Number of sources: 10
Writing Style: APA
Type of document: Other (Not listed)
Academic Level:Undergraduate
Category: Physics
Language Style: English (U.S.)
Order Instructions: ATTACHEDS
follow the requirements as answer the questions and one of them is to answer instead.
Basically is to make comments in each of the person names and make some questions as the requirements acquire as I copy and paste in the first page.
I don't really have much time for this assignment because is due tomorrow as you can I have no time remaining because I already use my accommodations because I was sick.
Please like the time I play because otherwise, I will get 0 grade which I don't want it. we had this problem in the past.
Thank you for your understanding
Guided Response: Review several of your classmates’ posts. Provide a substantive response to at least three of your peers, and respond to comments on your post. Do you agree with your classmate’s selection of the best value based upon their data? What suggestions might you make for other options? Explain your suggestions citing relevant information from the article and/or your text. Cite your sources in APA format as outlined in the Ashford Writing Center. FOLLOWW THE REQUIREMENTS AS NEEDED. ALL IS TO MAKE COMMENTS AND QUESTIONS. UNDER THE ANGELA ONLY NEED TO ANSWER INSTEAD ASK QUESTION.
1) Esther Landsberg
· Begin your discussion by reporting your results for each of the values listed above.
My data points were 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, and 20.
Mean: 10.5
Standard error: 1.32287566
Median: 10.5
Mode: no mode
Standard deviation: 5.91607978
Sample variance: 35
Kurtosis: 1.70428571
Skewness: 0
Range: 19
Minimum: 1
Maximum: 20
Sum: 210
Count: 20
· Based on this output, which single value best describes this set of data and why?
Based on this output, I would say that the single value that best describes this set of data would be the mean because it tells us the average of the data points.
· If you could pick three of these values instead of only one, which three would you choose and why?
If I could pick three values, I would say the mean, standard deviation, and sample variance would best describe the set of data. The mean because it tells us the average, sample deviation because it tells us how close to the average or spread out the numbers actually are, and sample variance because it helps to estimate unbiasedly.
ANSWER THE QUESTIONS AND MAKE COMMENTS AS FOLLOWING THE REQUIREMENTS ABOVE.
2) Brenda Kyle
Brenda Kyle
PSY 325 Statistics for the Behavioral & Social Sciences
Instructor: Nikola Lucas
Week 1-Discussion
June 4, 2019
At first, I had chosen number 1 through 20 but then seen another classmate had the same thing so had to change it. The chosen numbers are 10, 20, 30, 40, 50, 60, 70, 80, 90, 100, 110, 120, 130, 140, 15.
Statistical Processes
Can descriptive statistical processes be used in determining relationships, differences, or effects in your research question and testable null hypothesis? Why or why not? Also, address the value of descriptive statistics for the forensic psychology research problem that you have identified for your course project. read an article for additional information on descriptive statistics and pictorial data presentations.
300 words APA rules for attributing sources.
Computing Descriptive Statistics
Computing Descriptive Statistics: “Ever Wonder What Secrets They Hold?” The Mean, Mode, Median, Variability, and Standard Deviation
Introduction
Before gaining an appreciation for the value of descriptive statistics in behavioral science environments, one must first become familiar with the type of measurement data these statistical processes use. Knowing the types of measurement data will aid the decision maker in making sure that the chosen statistical method will, indeed, produce the results needed and expected. Using the wrong type of measurement data with a selected statistic tool will result in erroneous results, errors, and ineffective decision making.
Measurement, or numerical, data is divided into four types: nominal, ordinal, interval, and ratio. The businessperson, because of administering questionnaires, taking polls, conducting surveys, administering tests, and counting events, products, and a host of other numerical data instrumentations, garners all the numerical values associated with these four types.
Nominal Data
Nominal data is the simplest of all four forms of numerical data. The mathematical values are assigned to that which is being assessed simply by arbitrarily assigning numerical values to a characteristic, event, occasion, or phenomenon. For example, a human resources (HR) manager wishes to determine the differences in leadership styles between managers who are at different geographical regions. To compute the differences, the HR manager might assign the following values: 1 = West, 2 = Midwest, 3 = North, and so on. The numerical values are not descriptive of anything other than the location and are not indicative of quantity.
Ordinal Data
In terms of ordinal data, the variables contained within the measurement instrument are ranked in order of importance. For example, a product-marketing specialist might be interested in how a consumer group would respond to a new product. To garner the information, the questionnaire administered to a group of consumers would include questions scaled as follows: 1 = Not Likely, 2 = Somewhat Likely, 3 = Likely, 4 = More Than Likely, and 5 = Most Likely. This creates a scale rank order from Not Likely to Most Likely with respect to acceptance of the new consumer product.
Interval Data
Oftentimes, in addition to being ordered, the differences (or intervals) between two adjacent measurement values on a measurement scale are identical. For example, the di ...
Executive Program Practical Connection Assignment - 100 poinBetseyCalderon89
This document discusses descriptive statistics and how to calculate and interpret various descriptive statistics, including mean, median, mode, range, variance, and standard deviation. It provides examples and formulas for computing each statistic using data on employee productivity. The key points are:
- Descriptive statistics are used to summarize and describe data through measures of central tendency (mean, median, mode) and variability (range, variance, standard deviation).
- The appropriate statistic to use depends on the level of measurement of the data (nominal, ordinal, interval, ratio).
- Examples are provided to demonstrate how to calculate and interpret the mean, median, mode, range, variance, and standard deviation using data on the number of items employees produced.
Tools To Assess The Quality Of The Curriculumdbrady3702
How can we assess the quality of the documented curriculum, the enacted curriculum, the assessed curriculum, and the impact of the curriculum on students? From data analysis, to looking at student work, to power standards, to calibration, to professional learning communities, these tools help us to assess the curriculum.
This document discusses various measures of central tendency including:
- Arithmetic mean, which is the most widely used measure. It is defined as the sum of all values divided by the number of values.
- Geometric mean, which gives more weight to smaller values. It is used to average rates of change.
- Median, which is the middle value when data is arranged from lowest to highest. Half of the data will be above and below the median.
- Mode, which is the most frequently occurring value in the data set. It indicates the most typical or probable value.
The document also discusses choosing an appropriate measure based on the data characteristics and purpose of the analysis. Quartiles, deciles, and
The lesson plan introduces measures of central tendency including mean, median, and mode. For the mean, students will learn to calculate the average by summing all values and dividing by the total number. The median is the middle value when data is arranged in order. To find the mode, students identify the most frequent score. Finally, the lesson provides a table to help students determine when to use the mean, median, or mode depending on the type of variable being measured.
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b) Observational
The study in a) manipulates one variable (giving one group a herb vs placebo) and observes the effect on another variable (respiratory tract infections), making it an experimental study.
The study in b) passively observes behaviors or events without manipulation, making it an observational study.
This document discusses measures of central tendency, including the mode, median, and mean. The mode is the most frequently occurring value in a data set. The median is the middle value when data is arranged from lowest to highest. The mean is the average and is calculated by summing all values and dividing by the total number of data points. Each measure is best used in different situations depending on the type and distribution of the data.
Statistics is the study of collecting, analyzing, and presenting quantitative data. It involves planning data collection through surveys and experiments, as well as analyzing the data using measures of central tendency like the mean, median, and mode. The mean is the average value found by summing all values and dividing by the total number of values. The median is the middle value when data is arranged in order. The mode is the most frequent value. Statistics has limitations as it does not study qualitative data or individuals, and statistical laws may not be universally applicable. Frequency distributions organize data values and their frequencies to understand patterns in the data.
Measures of central tendency dispersionAbhinav yadav
This document discusses measures of central tendency (mean, median, mode) and dispersion (range, standard deviation). It explains how to calculate each measure and states their strengths and weaknesses. For example, the mean is more sensitive than the median but can be skewed by outliers, while the median is not affected by extremes but is less sensitive. Standard deviation measures the average distance from the mean and helps determine what percentage of data falls within certain ranges. The document provides examples to illustrate these concepts.
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Applications of statistics in daily lifeminah habib
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Information and Communication Technology in Education
Measures of central tendency
1. By
Dr. Raksha Singh
Principal
Shri Shankaracharya Mahavidyalaya,
Junwani,Bhilai,C.G
Dr. Raksha Singh,15 February 2019
rakshasingh20@hotmail.com
2. Statistics
Statistics is the process of organising raw
data(unorganised)in organised way to understand
information
Statistics is important for understanding, describing
and predicting the world around you.
Descriptive statistics summaries present information
that you have found . Summaries can be graphs or
small groups of numbers that are easier to understand
than long lists of numbers.
Inferential statistics is using data to make predictions.
Both inferential statistics and descriptive statistics
help you understand the world around you and
communicate it effectively.
Dr. Raksha Singh,15 February 2019
rakshasingh20@hotmail.com
3. Measures of
Central Tendency
Central tendency is a loosely defined concept
that has to do with the location of the center of
a distribution.
Represent or describe large group of data with
a single number
When working on a given set of data, it is not
possible to remember all the values in that set.
But we require an inference of the data given
to us. This problem is solved by mean median
and mode.
Dr. Raksha Singh,15 February 2019
rakshasingh20@hotmail.com
4. Introduction……
Three measures of Central Tendency/Central
location :Mean, Median and Mode
Sets of data show a distinct tendency to group
or cluster around a central point
For any particular set of data, a single typical
value can be used to describe the entire set of
data
Measures of central tendency are the center
values of a data set.
Dr. Raksha Singh,15 February 2019
rakshasingh20@hotmail.com
5. Introduction……
Mean is the average of all the data. Its symbol
is x¯.
Median is the middle value of the data set,
arranged in ascending order.
Mode is the data value appearing most often in
the data set.
Dr. Raksha Singh,15 February 2019
rakshasingh20@hotmail.com
6. Mean
The mean is the preferred measure of central
tendency because it considers all of the values in
the data set.
However, the mean is not without limitations. In
order to calculate the mean, data must be
numerical.
You cannot use the mean when you are working
with nominal data, which is data on characteristics
like gender, appearance, and race. For example,
there is no way that you can calculate the mean of
the girls' eye colors.
Dr. Raksha Singh,15 February 2019
rakshasingh20@hotmail.com
7. Which Measure Is Best?
While the mean, mode, and median represent centers of
data, one is usually more beneficial than another when
describing a particular data set.
For example, if the data has a wide range, the median is a
better choice to describe the center than the mean.
The income of a population is described using the median,
because there are very low and very high incomes in one
given region.
If the data were categorical, meaning it can be separated
into different categories, the mode may be a better choice.
If a sandwich shop sold ten different sandwiches, the mode
would be useful to describe the favorite sandwich.
Dr. Raksha Singh,15 February 2019
rakshasingh20@hotmail.com
8. How it is useful
Central tendency is also useful when you want to compare
one piece of data to the entire data set.
Let's say you received a 59% on your last statistics test,
which is usually in the D range.
You go around and talk to your classmates and find out
that the average score on the test was 45%.
In this instance, your score was significantly higher than
those of your classmates. Since your teacher grades on a
curve, your 59% becomes an A grade.
Had you not known about the measures of central
tendency, you probably would have been really upset by
your grade and assumed that you performed badly/poorly
in the test.
Dr. Raksha Singh,15 February 2019
rakshasingh20@hotmail.com
9. What should you use?
A.Data Set: 1,1,2,2,2,3,3,4,5,5
Mean
Median
Mode
B.Modified Data 1,1,2,2,2,3,3,4,5,5,600
Mean-
Median
Mode
Dr. Raksha Singh,15 February 2019
rakshasingh20@hotmail.com
10. Solution
A.
Mean =2.8
Median=2.5
Mode=2
B
Mean =57.09
Median=3
Mode=2
In situation with outliers mean is
not a good measure instead of it
median and mode will be useful
depending upon the type of
information we are dealing with
Dr. Raksha Singh,15 February 2019
rakshasingh20@hotmail.com
11. Example
a) There were 29 books on the first shelf, 41 books on
the second shelf, and 23 books on the third shelf. Mary
rearranged the books so that there were the same
number of books on each shelf. After Mary rearranged
the books, how many were on the first shelf?
b) On an exam, two students scored 60, five students
scored 90, four students scored 75, and two students
scored 81. If the answer is 90, what is being asked in
the question (mean, median, mode, or range)?
Dr. Raksha Singh,15 February 2019
rakshasingh20@hotmail.com
12. When not to use the Mean
Mean of the following is 30.7k,whereas salary of
workers revolves around 12 to 18k range. A.M skewed
by two outliers 90k & 95k
Staff 1 2 3 4 5 6 7 8 9 10
Salary 15k 18k 16k 14k 15k 15k 12k 17k 90k 95k
Dr. Raksha Singh,15 February 2019
rakshasingh20@hotmail.com
13. Median
The Median is always in the middle. The median
is the value that cuts the data set in half.
Arrange the data either in ascending or
descending order
Outlier &skewed data have smaller effect on median
For Individual and discrete series
Median=( N+1)/2 (Individual and discrete)
Continuous=L1 +(M-c/f) *L2-L1 For M=N/2
Dr. Raksha Singh,15 February 2019
rakshasingh20@hotmail.com
14. Example
Values 1 2 3 4 5 6 7 8
Freq 4 6 4 4 3 2 1 1
Q- Median is 3. Data is skewed to right so
mean will be higher
Values 1 4 6 8 9 10 11 12
Freq 1 1 2 3 4 4 5 5
Q- Median is 10. Data is skewed to left so mean is pulled
to left
Dr. Raksha Singh,15 February 2019
rakshasingh20@hotmail.com
15. Puzzle
Mr A wanted to join Swimming class
he enquired mean age it was 17 and
median age also 17. So he thought
that class will be perfect.
When he went to class guard stopped
him and asked where is your baby
Mr A Confused… WHY?
Dr. Raksha Singh,15 February 2019
rakshasingh20@hotmail.com
16. Solution
Mean & Median - 17
In this class no person belongs to age 17???
If we add another 3. Median will be 3. Not
consider adult
If we add another 31. Median will be 31. Not
consider kids
Age 1 2 3 31 32 33
Frequency 3 4 2 2 4 3
Dr. Raksha Singh,15 February 2019
rakshasingh20@hotmail.com
17. Mode
Third type of average
Mode- Number with Highest
frequency
Useful in categorical Data
Last example. Mode = age 2 and 32.
which represents both category data
Mode=3 Median – 2 Mean
Dr. Raksha Singh,15 February 2019
rakshasingh20@hotmail.com
18. Dr. Raksha Singh,15 feb 2019
rakshasingh20@hotmail.com
The Effect of Skew on the Mean and Median and Mode
Positive Skew Mode < Median < Mean Negative Skew Mode > Median > Mean
19. Best method for
Qualitative Vs Quantitative
If the data being analyzed is
qualitative, then the only measure of
central tendency that can be reported
is the mode.
However, if the data is quantitative
in nature (ordinal or interval/ratio)
then the mode, median, or mean
can be used to describe the data.
Dr. Raksha Singh,15 February 2019
rakshasingh20@hotmail.com
Single score to describe(represent) entire data set
With descriptive statistics, your goal is to describe the data that you find in a sample or is given in a problem. Because it would not make sense to present your findings as long lists of numbers, you summarize important aspects of the data. One important aspect of the data is the measure of central tendency, which is a measure of the “middle” value of a set of data. There are three ways to measure central tendency:
1.Small data you can describe , say what represents 2 ans either by showing finger or by adding 1+1=2. but for large set of data you take help of central tendecy to describe the data
As such, measures of central tendency are sometimes called measures of central location. A measure of central tendency is a single value that attempts to describe a set of data by identifying the central position within that set of data.
These measures indicate where most values in a distribution fall and are also referred to as the central location of a distribution.
2.The mean, median and mode are all valid measures of central tendency, but under different conditions, some measures of central tendency become more appropriate to use than others.this works on quantitative data
Mean is a kid who considers views of all persons to conclude anything. However, in a skewed distribution, the mean can miss the mark. When to use the mean: Symmetric distribution, Continuous data
Median always search for middle person ,few person above him few below him
Mode i s a kid who selects things who roar mostly
Mode is useful when most popular drink or design we have to decide means categorican al data
Mean useful in symmetrical data, most common method.Mean is used almost in all occasion except outliers
Median with outliers this give fine results when mean misleadshttps://www.youtube.com/watch?v=QzcgSCmWcVo
In situation with outliers mean is not a good measure instead of it median and mode will be useful depending upon the type of information you are dealing with
A mean
B mode
The mean salary for these ten staff is $30.7k. However, inspecting the raw data suggests that this mean value might not be the best way to accurately reflect the typical salary of a worker, as most workers have salaries in the $12k to 18k range. The mean is being skewed by the two large salaries.
The median is the middle value. It is the value that splits the dataset in half. To find the median, order your data from smallest to largest, and then find the data point that has an equal amount of values above it and below it.
Sometimes median is better than mean. Most of the time you have to use mean because it usually offers significant advantage over the median
Swimming classes is for kids ,where parents are expected to accompany them. He asked mean and median age of person present in the class?
not the other information. So he concluded..
The above example is of category data because representing kids and adult two categories
EgThe staff at company raised voice against injustice. They said most of them paid rs 500 whereas salary is