This document appears to be a statistics project analyzing data from an survey given to students. It includes the survey questions, confidence intervals calculated for various questions, and hypothesis tests conducted. Confidence intervals are provided for means of questions regarding grade, age, number of siblings, people in household, and days of homework. Confidence intervals are also given for proportions of questions regarding gender, preferred sports to watch, phone type, food preference, and activities preference. A hypothesis test is described for number of homework days and a test comparing video game preference between males and females. Links to related larger studies are also provided.
This is an example of a logical step on a statistical investigation. A group of students as research team came up with a problem statement, did data gathering, presented and analyzed the data and then interpreted the results...
I heard about this contest from this website, as I have had uploaded my Cyprus education presentation months ago.
Predicting properties of cognitive pupillometry in human computer interaction...Pierre-Majorique Léger
Authors : Léger, Charland, Sénécal, Cyr
This paper aims to investigate the predictive property of pupil dilation in an IT-related task. Previous work in the field of cognitive pupillometry has established that pupil size is associated with cognitive load. We conducted a within-subject experiment with 22 children aged between 7 and 9. For the hard questions, visit duration, pupil size and its quadratic effect were significant predictors. We discuss the potential of using this unobtrusive approach for neuro-adaptive and auto-adaptive applications.
This is an example of a logical step on a statistical investigation. A group of students as research team came up with a problem statement, did data gathering, presented and analyzed the data and then interpreted the results...
I heard about this contest from this website, as I have had uploaded my Cyprus education presentation months ago.
Predicting properties of cognitive pupillometry in human computer interaction...Pierre-Majorique Léger
Authors : Léger, Charland, Sénécal, Cyr
This paper aims to investigate the predictive property of pupil dilation in an IT-related task. Previous work in the field of cognitive pupillometry has established that pupil size is associated with cognitive load. We conducted a within-subject experiment with 22 children aged between 7 and 9. For the hard questions, visit duration, pupil size and its quadratic effect were significant predictors. We discuss the potential of using this unobtrusive approach for neuro-adaptive and auto-adaptive applications.
An Introduction to Saville Analysis Aptitude JobTestPrep
Find out more about Saville's Analysis and Executive Aptitude series. If you are invited to take one of these assessments, JobTestPrep is here to assist in your preparation process.
Creation of an on-line survey about Mc Donalds services; after collecting 113 surveys, an analysis of output (SPSS) was conducted in order to understand how critical variables (price, demographics, perceived quality of food, services, brand image) affect overall customer satisfaction
Team Members: Chiara Cilardo, Cristina Munoz Garcia; Azzurra Maria Barausse; Valeria Di Persio D'Agostino
An Introduction to Saville Analysis Aptitude JobTestPrep
Find out more about Saville's Analysis and Executive Aptitude series. If you are invited to take one of these assessments, JobTestPrep is here to assist in your preparation process.
Creation of an on-line survey about Mc Donalds services; after collecting 113 surveys, an analysis of output (SPSS) was conducted in order to understand how critical variables (price, demographics, perceived quality of food, services, brand image) affect overall customer satisfaction
Team Members: Chiara Cilardo, Cristina Munoz Garcia; Azzurra Maria Barausse; Valeria Di Persio D'Agostino
I decided to investigate the correlation between the number of hours spent in front of a screen for entertainment and the corresponding average letter grade. I was curious to find out the extent at which entertainment affects a student letter grade. I did this posing these questions to the respondent:
What is your average letter grade in school?
Check your solutions from the practice. Please be sure you f.docxspoonerneddy
Check your solutions from the practice. Please be sure you fully understand all
solutions before taking your exam.
1 . a. The type of study is observational with the variable of interest being the
age of the student.
2 . (41.1, 50.9)
3. a. 36 movies
b . 29 movies
c. 23 movies
d. About 230 minutes
4. Part a: Median 139,500 Mean: 163,125
Part b: Outlier 34,000 Median: 140,000 Mean: 182, 000
Part c: outlier 434,000 Median: 139,000 Mean: 124,428.57
5 . a. The goal is to determine how many teachers would choose a different
career if given the opportunity
b . All US teachers
c. Percentage of teachers who would choose a different career
d. 2150 teachers who were questioned
e . Raw data is teacher responses (yes no) to question if they would choose a
different career.
f. 60% of teachers who said they would choose a different career
g. 55%---65%
6. Red: (0.85,0.97)
Yellow: (0.86, 0.98)
Blue: (0.86,0.94)
7 . F ro m st at di sk
Source: DF: SS: MS: Test Stat, F: Critical F: P---Value:
Treatment: 2 0.00224 0.00112 0.505269 6.112108 0.612123
Error: 17 0.03769 0.002217
Total: 19 0.03993
Fail to Reject the Null Hypothesis
There is not sufficient evidence to reject equality of means
The p value 0.61
We have sufficient evidence to claim the mean of all colors is the same.
8. Expected probability of rolling a 2: 0.16
Actual results: 0.44
Difference 0.28, this is statistically significant
9 . Null hypothesis: The mean of all three players are the same
Alternative hypothesis: the mean of at least one player is different
The p value is 0.036
At this level we must reject Ho and conclude at least one mean is statistically
different.
1 0 . The minimum sample size is 365 students
1 1 . a. 58%
b . 74%
c. 82%
d . 7 8
1 2 . H0: p=0.095
a. Ha: P<---.095
b . P hat= 0.0920
c. Z=---0.33
d. No
Test results from stat disk are as follows:
Claim: p < p(hyp)
Sample proportion: 0.0920304
Test Statistic, z: ---0.3288
Critical z: ---1.6449
P---Value: 0.3712
90% Confidence interval:
0.0773847 < p < 0.106676
Fail to Reject the Null Hypothesis
Sample does not provide enough evidence to support the claim
1 3 . a. 2 standard deviations
b . 97.72%
1 4. FROM STAT DISK:
Descriptive Statistics
Column 3
Sample Size, n: 15
Mean:8.2
Median: 8
Midrange: 8.5
RM S : 8.306624
Variance, s^2: 1.885714
St Dev, s:1.373213
Mean Abs Dev: 1.066667
Range: 5
Coeff. Of Var. 16.75%
Minimum: 6
1 st Quartile: 7
2 nd Quartile: 8
3 rd Quartile: 9
Maximum: 11
Sum: 123
Sum Sq: 1035
c. The best estimate for the mean is 8.2 people
d. The 95% confidence interval is (from stat disk)
Margin of error, E = 0.7586815
95% Confident the population mean is within the range:
7. 44 1 3 1 9 < mean <8.958681
No this is not representative of the entire nation
1 5 . Type I error: reject the fact that males and females are equal in GPA when
that is in fact true
Type II error--- Conclude the GPA of males .
Effective Use of Surveys in UX | Triangle UXPA WorkshopAmanda Stockwell
On a scale of 1-10, how much do you love this workshop?
Ok, hopefully that is an obviously bad question, both because it hasn't happened yet and because it has some bias baked right in. But take a quick look around all the surveys floating out in the world, and they often don't seem much better. Surveys can be a powerful tool for a UX researcher, but many of us haven't learned how to get the most out of them. In this workshop we'll cover:
Best use cases for surveys (and when to avoid them)
An overview of question types
Guidelines for writing effective, unbiased survey questions
Tips to increase overall engagement and participation
Hands on practice crafting surveys
Basic survey analysis
Assignment 1: Research Guidelines
Student`s name
Institution
Assignment 1: Research Guidelines
(A) My Purpose (research question) ( /5 pts)
My research question is: Is there a correlation between stress and job satisfaction?
I chose this topic because it represents one of the most important factors that influence a person’s beliefs and attitudes. Both variables have cognitive and behavioral aspects.
(B) All About GSS 2016 data ( /5 pts)
1. Who are the participants? They are a population of people who are 18 years and above living in a household in the United States. They are English and Spanish speakers and they have not moved out of the United States.
2. What population does the sample represent? It represents 50,000 households.
3. Who is funding the research? National science foundation
4. When was the data collected? It was collected in 2016
5. How was the data collected? It was obtained in face to face interviews and through computer-assisted personal interviewing (CAPI)
(C) Variables (You are expected to have only one dependent variable (DV) and one or two independent variables (IV). ( /10 pts)
IV Variable name in SPSS: Stress
IV Question (as asked to the respondent verbatim): how often do you find work stressful?
IV Answer categories: “Always =1 “,” Often =2 “,Sometimes =-3”, “ Hardly ever = 4 “, and “Never = 5”.
IV Level of Measurement (nominal, ordinal, interval/ratio): Ordinal
DV variable name in SPSS: jobs the
DV Question (as asked to the respondent verbatim) Is there a correlation between stress and job satisfaction?”
DV Answer categories: “Very satisfied = 1”, “Moderately satisfied = 2” , “ A little dissatisfied= “, and “very dissatisfied = 5“.
DV Level of Measurement (nominal, ordinal, interval/ratio): Ordinal
(D) Frequency Tables ( /10 pts)
Stress
Frequency
Percent
Valid Percent
Cumulative Percent
Valid
ALWAYS
96
10.3
10.3
10.3
OFTEN
207
22.2
22.2
32.5
SOMETIMES
467
50.1
50.1
82.6
HARDLY EVER
130
13.9
13.9
96.6
NEVER
32
3.4
3.4
100.0
Total
932
100.0
100.0
According to the analysis from the frequency table above, it is clear that 50.1% of the respondents express the idea that they sometimes find work stressful. However, those who never find work stressful constitute the smallest percentage with only 3.4 %, while those who express the idea that they always find work stressful hold 10.3 %. This implies that there are many people who find work stressful than those who are always happy at work.
Job description
Job satisfaction
Frequency
Percent
Valid Percent
Cumulative Percent
Valid
Very satisfied
118
40.1
40.1
40.1
Moderately satisfied
134
45.6
45.6
85.7
A little dissatisfied
32
10.9
10.9
96.6
Very dissatisfied
10
3.4
3.4
100.0
Total
294
100.0
100.0
Out of 294 respondents, 134 (45%) are moderately satisfied with their job. Those who express high job satisfaction constitute 40.1% of the total respondents, while those who indicated high jo.
The relationship between cognitive styles and social influence in dyad group ...Jingdan "Diana" Zhu
• Conducted experiment sessions with Psychology Department Participation Pool students
• Reviewed literature and developed hypotheses with faculty advisor through weekly meetings
• Presented research poster at Annual Western Psychology Conference for Undergraduate Research and was awarded the Best Poster Presentation
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Chapter 3 - Islamic Banking Products and Services.pptx
Stats survey project
1. AP Statistics Survey Project Desiree Acevedo, Frank Palomarez, Paul Ortiz Mr. Eastvedt Period 4 June 4, 2011
2. Survey Questions Q1 - What grade are you in? Q2 - How old are you? Q3 - Are you male or female? Q4 - How many siblings do you have? Q5 - How many people live in your house? Q6 - How many days of the week do you typically get homework? Q7 - How many pairs of jeans do you own?
3. Questions continued …. Q8 - Which do you prefer to watch: College Football or Professional Football Q9 - What type of phone do you prefer: Touch screen or Full Keyboard Q10 - Which do you prefer: Fast Food or Home-made Food Q11 - Would you rather play videogames or physical sports?
4. Confidence Intervals for Means Question 1: Grade level of participants x= 9.93 s= 1.095 n= 84 df= 83 9.93 ± (T*)×(1.095/√84) = (9.70, 10.16) This confidence interval means that we are 95% confident that the true mean grade level of survey participants is between 9.70 and 10.16
5. Confidence Intervals for Means Question 2: Age of participants x= 15.27 s= 1.19 n= 84 df= 83 15.27 ± (T*)×(1.19/√84) = (15.02, 15.53) This confidence interval means that we are 95% confident that the true mean age of survey participants is between 15.02 and 15.53
6. Confidence Intervals for Means Question 4: Number of siblings participants have x= 2.63 s= 1.63 n= 84 df= 83 2.63 ± (T*)×(1.63/√84) = (2.28, 2.98) This confidence interval means that we are 95% confident that the true mean of number siblings of survey participants is between 2.28 and 2.98
7. Confidence Intervals for Means Question 5: Number of people in participant’s household x= 5.71 s= 2.39 n= 84 df= 83 5.71 ± (T*)×(2.39/√84) = (5.20, 6.23) This confidence interval means that we are 95% confident that the true mean of people in the household of survey participants is between 5.20 and 6.23
8. Confidence Intervals for Means Question 6: Day of week participants typically receive homework x= 4.44 s= 1.13 n= 73 df= 72 4.44 ± (T*)×(1.13/√73) = (4.17, 4.70) This confidence interval means that we are 95% confident that the true mean of days per week survey participants receive homework is between
9. Confidence Intervals for Means Question 7: Pairs of jeans participants own x= 10.91 s= 12.87 n= 67 df= 66 10.91 ± (T*)×(12.87/√67) = (7.77, 14.05) This confidence interval means that we are 95% confident that the true mean age of survey participants is between 7.77 and 14.05
10. Confidence Intervals for Proportions Question 3: Gender (p=female q=male) p= .548 q= .452 z*= 1.960 n= 84 .548 ± 1.960√((.548×.452)/84) = (.442, .654) This means that we are 95% confident that the true proportion of affirmative participants (females) is between .442 and .654
11. Confidence Intervals for Proportions Question 8: Watching NFL vs. NCAA Football (p = prefer NFL ; q = prefer NCAA) p= .868 q= .132 z*= 1.960 n= 76 .868 ± 1.960√((.868×.132)/76) = (.792, .944) This means that we are 95% confident that the true proportion of affirmative participants (prefer watching NFL) is between .792 and .944
12. Confidence Intervals for Proportions Question 9: Touch screen vs. Full Keyboard (p= Full keyboard q= Touch screen) p= .561 q= .439 Z*= 1.960 n= 82 .561 ± 1.960√((.561×.439)/82) = (.454, .668) This means that we are 95% confident that the true proportion of affirmative participants (prefer a full keyboard cell phone) is between .454 and .668
13. Confidence Intervals for Proportions Question 10: Fast food vs. Home-made (p= Fast Food q= Home-made) p= .296 q= .701 Z*= 1.960 n= 81 .296 ± 1.960√((.296×.701)/81) = (.197, .396) This means that we are 95% confident that the true proportion of affirmative participants (prefer fast food) is between .197 and .396
14. Confidence Intervals for Proportions Question 11: Videogames vs. Physical sports (p= Videogames q= Sports) p= .266 q= .742 Z*= 1.960 n= 79 .266 ± 1.960√((.266×.742)/79) = (.168, .364) This means that we are 95% confident that the true proportion of affirmative participants (prefer playing videogames) is between .168 and .364
15. Hypothesis Test: Question 6 How many days of the week do you typically get homework? “ … researchers say that American students have just the right amount of homework.” 1. Ho: x=4.44 Ha: x≠4.44 2. Assumptions/Conditions: *Randomness-our sample was randomly selected *10%-our sample is less than 10% of the student population *Distribution-we can assume that the sample is randomly distributed 3. We will conduct a 1 sample T-test 4. p-value= .612 5. With such a high p-value we cannot reject the null hypothesis. This means that we can assume that the average student receives homework about four to five days a week.
17. Males vs. Females: Question 11 Would you rather play videogames or physical sports? 1. Ho: proportion of males > proportion of females (prefer playing video games) Ha: proportion of males < proportion of females (prefer playing video games) 2. Assumptions/Conditions: *Randomness-our sample was randomly selected *10%-our sample is less than 10% of the student population *Distribution-we can assume that the sample is randomly distributed 3. We will conduct a 2-proportion Z-test 4. females = .256 males = .286 p-value = .322 5. With a high p-value we cannot reject the null hypothesis. This means that we can assume that the average teenage male prefers to play video games over physical sports than the average teenage female.
