8210WK4 ASSGN

Visually Displaying Data Results

Name

Institution

Course

Professor's name

Date

1

Categorical and Continuous Variables

It is possible to use a variety of factors to convey one's point of view through visual representations (Frankfort-Nachmias & Leon-Guerrero, 2018). This assignment required the selection of one category and one explanatory variable from a data collection. The variables were then presented in a graphic format. Categorical variables have only a few possible values and a restricted number of categories, such as yes or no questionnaire survey or gender (Kosara, 2013). For categorical variables, quantitative techniques and pie charts should be used.

Continuous variables are those whose values are always changing and are more complicated than discrete values (Kosara, 2013). Weight and height are both deterministic variables that do not change over time. In order to better visualize interval and ratio data, histograms, line charts, and frequency and percentage graphs should all be used (Kosara, 2013).

Dataset and Visual Display

High School Longitudinal Research data were selected for the study period, socioeconomic demographics, teacher effectiveness, and educational and job histories. It was decided that the school instructors' criteria for student learning would be the categorical variable. It was decided to use the impression of collective responsibility held by teachers as a continuous variable (HSLongstudy student. sav, 2009). Understanding how instructors create criteria and how they motivate pupils to meet them is one of the aims of this study. It is important to understand these elements to identify potential avenues for social change. The categorical variable was represented by a pie chart, while a histogram represented the continuous variable.

Social Change

The visual display and data set supplied by the pie chart show that the teachers' norms and expectations are "high" for students. The fact that the labeling concerning the teacher's accountability did not include any representation of responsibility from the teachers is disturbing. Some say that the designations given appear to imply a lack of obligation on the part of instructors in helping these pupils meet the requirements established by them. To put it another way, if instructors have established high expectations for their pupils, what would they be doing to help their students to reach those expectations?

Programs like tutoring, mentorship, and rewards might help instructors aid their students in fulfilling these goals, as well as motivate students and enables students to have a responsibility in facilitating their student standards are met. Teachers may guarantee they do everything they can to assist students in achieving by removing the mentality of "do as I say, not as I do," Complex thoughts and information may be conveyed in a single visual presentation, which may seem impossible. A picture is, in fact, worth an old saying when it comes to research.

References

Frankfort-Nachmias, C., & Leon-Guerrero, A. (2018). Social statistics for a diverse society (8th

ed.). Thousand Oaks, CA: Sage Publications.;

High School Longitudinal Study 2009 Dataset (data set file). Retrieved from: HSLongstudy_student.sav [DataSet 1]- IBM SPSS Statistics Data Editor;

Kosara, R. (2013, April 17). Data: Continuous vs. Categorical. Retrieved from https://eagereyes.org/basics/data-continuous-vs-categorical;