8210 wk3 assignment
Introduction to Quantitative Analysis: Descriptive Analysis
Lua Shanks
Dr. Billings
EDDD8210
6-20-2022
1
Introduction to Quantitative Analysis: Descriptive Analysis
This analysis was conducted on both US and non-US citizens. The categorization considered the population elements as the Categorical Nominal Variable.
Descriptive analysis
|
|
Frequency |
Valid Percent |
Cumulative Percent |
|
|
Valid |
YES |
1186 |
93.4 |
93.4 |
NO 84 6.6 100.0
Total 1270 100.0
Total 2538
The frequency is used to illustrate the overall number of persons who attempted to reply to the survey - 93.4 percent of the participants were American citizens - (6.6 percent) were responsive.
Continuous Variable
SPSS output: Descriptive Statistics Output is as follows (Frankfort & Guerrero, 2018):
Since it is a categorical variable, the "mode" suggests that the information presented above is superior. This indicates that the majority of adolescents concur with the findings of the survey on the significance of scientific education (De Philippis 2015). The use of graphs and pie charts is one method of presenting information in order to make it easier to grasp (Freund, J. E., & Miller, I. 2004). The frequency distribution on the table reveals this information. In the table, it is shown that (4,073) of all adolescents strongly believe that the topic of Sciences presented in their institutions is extremely beneficial. Based on the preceding findings, 49.4 percent = 9,897 youths are in agreement. Both of the surveyed groups provided more information than was requested by chance (50 percent), indicating that (69.7 percent). This further suggests that the majority of American teenagers consider science to be essential to their daily lives and futures.
This knowledge is helpful to our societies since it demonstrates that scientific curriculums are productive and influential in our educational institutions. The goal is to generate a generation of American engineers, software coders and technologists, mathematicians/scientists, and health care professionals. As an employee at a leading academic medical center, I can see where this data may be useful to our program manager in promoting our services. Now that I have done the study and seen the results, I am in a position to tell my superiors that we need to step up our activities to satisfy Chicago's youth and show them how vital science is to their future success. This was a difficult job that consumed most of my day, but the information I gleaned from it might have significant ramifications for our society. It is time for the United States government and higher education institutions to realize the need for expanded STEM programs and successful career bridge programs (De Philippis, 2015). As a result, the return on that investment may be beneficial to communities across the United States and maybe the rest of the globe.
References
De Philippis, M. (2015). STEM Graduates and High School Curriculum: Does Early Exposure to Science Matter?
Frankfort-Nachmias, C. (2018). Social statistics for a diverse society. Thousand Oaks: Sage
Freund, J. E., & Miller, I. (2004). John E. Freund's mathematical statistics with applications. Upper Saddle River, NJ: Prentice hall.
GSS General Social Survey | NORC. (n.d.). Retrieved December 3, 2017.