8210 wk3 assignment

Introduction to Quantitative Analysis: Descriptive Analysis

Lua Shanks

Dr. Billings

EDDD8210

6-20-2022

1

Introduction to Quantitative Analysis: Descriptive Analysis

Introduction

The purpose of the following paper is…..Descriptive statistics play an important role in summarizing data in an organized way for interpretation. Decision-makers and analysts use them descriptive statistics to first explore the relationship between variables in a sample or population and the present interpretive results. The process of calculating forms of descriptive data represents a critical component of research and should be performed before drawing the asserting inferential statistical comparisons. The main Types of variable data applicable to s that fall under descriptive statistics include nominal, ordinal, interval, and ration. Others include measures of frequency, central tendency, dispersion, and position.

New paragraph. Which study is “this” one and what are you about to do with the study? From where did the study come? This study uses different types of descriptive statistics to compare teenagers’ perception of the importance of science.

Categorical Variables

Categorical variables comprise generate measurement scales that hold a set of categories that are assigned to each item. No idea what the phrase means? It what is “it”? refers to a collection of information that is divided into groups. With no context I do not understand what statement means? What groups? Why? In this study, for instance, nationality is regarded as a categorical variable. It comprises data types in the form of Responses are either ‘US citizen” or ‘non-US citizen”. This which data is “this”? data is also referred to as a categorical nominal variable since it is used to name variables without necessarily providing any numerical value. I do not understand In the table [label the table and use name here] below, validity of citizenship which means? is a nominal categorical variable, reported as frequency, since it is what is “it”? represented in either ‘yes’ or ‘no’ and lacks numerical values [No: will be reported as frequency of occurrence which is nominal? (*)

Table 1 (maybe?)

What follows? Without labels to what are numbers assigned?Incomplete.

	Frequency	Valid Percent	Cumulative Percent
Valid	YES	1186	93.4	93.4

NO 84 6.6 100.0

Total 1270 100.0

Total 2538

Frequency is a descriptive statistical tool that is widely utilized to illustrate the number of times a particular phenomenon occurs. It refers to the count of a certain event, phenomenon, or process. In the above table, for instance, [*move what follows into paragraph above where signaled by asterisk] Frequency is utilized to indicate the number of valid American citizens (1186) and non-US citizens (84) who took taking part in the study.

Continuous Variable

What is a continuous variable? Where is audience to be led now? Use section above to mirror product development here.

There is no dedicated explanatory text preparing an audience for what will follow [required: see course announcements]. Proposed visual display of data is not labeled or titled [see prior curse announcements/discussion threads].

“Case Processing Summary” as specifically discussed, within course threads, as a visual display not to be offered to a passive audience and yet appears here?

There are two data displays listed one after another [Not allowed: see course announcements].

SPSS output: Descriptive Statistics Output is as follows (Frankfort & Guerrero, 2018):

Continuous variables are some of the major pillars [colloquialism not allowed within APA] of modern descriptive statistics. Not a topic sentence. Should appear immediately under heading above. To what scholarly source is the statement attributed: otherwise a mere opinion? It what is “it”? It is singular and you have used plural antecedent? refers to a type of variable that can takeing an uncountable or infinite set of values. The frequency of students who [erros are no reurring] strongly agree, disagree, or strongly disagree can be continuous in that it can take an infinite set of real values (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.

Gaining insights into the use of different descriptive statistical tools is helpful in understanding the importance of science in learning institutions. From the above findings, the goal of science subjects is to produce 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.