Draft a reply to another student’s discussion board post. Here are the instructions: The student must
then post 1 reply to another student’s post. The reply must summarize the student’s findings and
indicate areas of agreement, disagreement, and improvement. It must be supported with scholarly
citations in the latest APA format and corresponding list of references. Here is the students post you are
responding to:
D3.4.1 Using Outputs 4.1a and 4.1b: (a) What is the mean visualization test score? (b) What is the
skewness statistic for math achievement tests? What does this tell us? (c) What is the minimum
score for mosaic pattern test? How can that be?
The mean of the visualization test score is 5.2433.
The Skewness statistic for the math achievement test is .044. This tells us the data for math
achievement is not significantly different from normal, with a slight positive skew from a normal
distribution (Mason, 2013).
-4.0 is the minimum score for the mosaic pattern test. This was the bare minimum possible
score which means that at least one answer for all the students had to score the minimum. This
could also be an error that needs to be investigated to ensure that the data is correct. It would
be challenging to believe that this score result is accurate (Mason, 2013).
D3.4.2.Using Output 4.1b: (a) For which variables that we called scale, is the skewness statistic
more than 1.00 or less than 1.00? (b) Why is the answer important? (c) Does this agree with the –
boxplot for Output 4.2? Explain.
The data from 4.1b shows that the skewness for all but one variable was between -1.00 and
1.00. The one statistic was the competence scale and had a result of -1.634 (Mason, 2013).
This answer is important because further investigation is needed to discover what caused the
competence score skewness outside the normal range. This can be caused by multiple outliers
that generated the data to pull the skewness to one side significantly (Mason, 2013).
The boxplot explains the previous answer in output 4.2. The box plot shows data from the
competence score having four significant outliers well below the rest of the participants. The
low scores from the outliers caused the skewness statistic to be below -1.00 (Mason, 2013).
D3.4.3.Using Output 4.2b: (a) How many participants have missing data? (b) What percent of
students have a valid (non-missing) motivation scale or competence scale score? (c) Can you
tell from Outputs 4.1 and 4.2b how many are missing both motivation scale and competence
scale scores? Explain.
Based on the output from 4.2b, there are 4 participants missing data.
The percent of students with valid data for motivation scale and competence scale is 94.7%
(Mason, 2013).
The outputs from 4.1 do show data missing; however, for motivation score and competence
score, it shows 73 for each variable, meaning there are two missings. The N value in 4.1 does
show 71 valid. The output from 4.2b shows this is not the case, and the number is 71 with four
