Present Recommendations
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order_75937_1846261.docRunning head: PRESENT DATA 1
PRESENT DATA 5
Present Data
Student’s name
University Affiliation
Present Data
1. What is the best way to graphically represent your data?
2. What is the story the graph or chart is telling you?
There are two best ways to represent the data and information gathered from the secondary sources. Both of these methods show a clear graphical image of the data and came out as the best way to interpret the quantitative information.
i. Use of Line Graphs
Line graphs have been used to compare different variables by indicating their relation, whether a decrease or a decrease (Hoffmann, 2017). One of the data represented in this form is the proficiency in reading level of American students in different stages of their elementary education; fourth grade and eighth grade.
This graph clearly indicates that there is not much of a difference between the level of proficiency in reading between the fourth graders (31%) and the eighth graders (33%). This is way below the nationally accepted standard which a represented by an assumed data. The expectation is that there should be a reasonable growth in reading proficiency in reading as learners continue advancing in their education. In the case of the graph, this growth is not there. Thus it has adequately represented the low level of education in elementary school students.
The second use of line graph is in the presentation of data about the population of college graduates which has been stagnant over the years. I chose a 20-year margin to present this data as follows.
ii. Pie chart
A pie chart has been used to show the comparison between the different age groups who have a college degree. According to the data, the population of the older population (55—64 years) owns a college degree is higher than that of the younger population (25-34). This indicates a substantial decline in the level of education of the American population.
3. Based on what you now know, what would you do different with regards to gathering data?
During data presentation in the different forms, there was a challenge of showing a clear connection between the different variables. These data gaps limited the accuracy of information that was presented. Therefore I would consider collecting data which continuous and that which can show a clear relation between variables. For example, in the second line graph, the information would have been more accurate if it was not just generalized as “over the years” but it should have given the specific years to make representation easy. By doing this, I would have reduced the level of assumptions made during data presentation.
References
Hoffmann, J. (2017). Principles of data management and presentation. Oakland, California: University of California Press.
Argyrous, G. (2009). Evidence for policy and decision-making: a practical guide. Sydney: University of New South Wales Press.
_1574233409.xls
Chart1
| 1991-1995 |
| 1996-2000 |
| 2001-2005 |
| 2006-2010 |
Sheet1
| Level of education | |||||||||
| Fourth graders | Eighth graders | Nationally accepted standards | |||||||
| 31% | 33% | 80% | |||||||
| 55-64 years | 25-34 years | ||||||||
| 65 | 35 | ||||||||
| College Graduates | College Graduates | ||||||||
| Year | Percentage | Year | 1991-1995 | 1996-2000 | 2001-2005 | 2006-2010 | |||
| 1991-1995 | 40 | Percentage | 40 | 40 | 40 | 40 | |||
| 1996-2000 | 40 | ||||||||
| 2001-2005 | 40 | ||||||||
| 2006-2010 | 40 |
Sheet1
_1574234345.xls
Chart1
| Fourth graders Level of education |
| Eighth graders |
| Nationally accepted standards |
Sheet1
| Level of education | |||||||||
| Fourth graders | Eighth graders | Nationally accepted standards | |||||||
| 31% | 33% | 80% | |||||||
| 55-64 years | 25-34 years | ||||||||
| 65 | 35 | ||||||||
| College Graduates | College Graduates | ||||||||
| Year | Percentage | Year | 1991-1995 | 1996-2000 | 2001-2005 | 2006-2010 | |||
| 1991-1995 | 40 | Percentage | 40 | 40 | 40 | 40 | |||
| 1996-2000 | 40 | ||||||||
| 2001-2005 | 40 | ||||||||
| 2006-2010 | 40 |
Sheet1
_1574232746.xls
Chart1
| 55-64 years |
| 25-34 years |
Sheet1
| Level of education | |||||
| Fourth graders | Eighth graders | Nationally accepted standards | |||
| 31% | 33% | 80% | |||
| 55-64 years | 25-34 years | ||||
| 65 | 35 |
