Expert answer:Continous Variables

Expert answer:For this Introduction to Quantitative Analysis: Descriptive Analysis Assignment, you will examine the same two variables you used from your Week 2 Assignment and perform the appropriate descriptive analysis of the data givenReview this week’s Learning Resources and the Central Tendency and Variability media program. For additional support, review the Skill Builder: Measures of Central Tendency for Continuous Variables, Skill Builder: Standard Deviation as a Measure of Variability for Continuous Variables and the Skill Builder: Measures of Central Tendency and Variability for Categorical Variables, which you can find by navigating back to your Blackboard Course Home Page. From there, locate the Skill Builder link in the left navigation pane. Using the SPSS software, open the Afrobarometer dataset or the High School Longitudinal Study dataset from your Assignment in Week 2. Choose the same two variables you chose from your Week 2 Assignment and perform the appropriate descriptive analysis of the data. Once you perform your descriptive analysis, review Chapter 11 of the Wagner text to understand how to copy and paste your output into your Word document.Write a 2- to 3-paragraph analysis of your descriptive analysis results and include a copy and paste your output from your analysis into your final document. Based on the results of your data, provide a brief explanation of what the implications for social change might be.Use appropriate APA format, citations and referencing. Refer to the APA manual for appropriate citation.Wagner, W. E. (2016). Using IBM® SPSS® statistics for research methods and social science statistics (6th ed.). Thousand Oaks, CA: Sage Publications. Chapter 4, “Organization and Presentation of Information” Chapter 11, “Editing Output”
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Tamillia Cherry
RSCH 8201
Walden University
Dataset Afrobarometer
Quantitative Analysis
For this paper my two variables of interest are:
•
X1SEX- T1 student’s Sex
•
X1MTHUTI – Scale of student’s Math utility
X1SEX
This variable is a categorical variable. Based on the variable, the following pie chart was created
Figure 1: Pie chart of student’s Sex
X1MTHUTI
This variable is a continuous quantitative variable. Based on the variable, the following
histogram was created.
Figure 2: Histogram of Scale of student’s Math utility
Analysis
Based on the pie chart of the students’ sex, the number of male and female respondents
are almost equal. There were about 50.94% males and 49.03 % females. Males are just slightly
more than females. There were also 0.03% of missing values in this variable. The implication for
this results is that there is no gender bias in terms of school attendance. There should, therefore,
be sustained efforts to ensure that this trend continues.
Based on the histogram of Scale of student’s Math utility, we can see that majority of
students have a below average perception on the usefulness of mathematics. The standardized
scores thus indicate that majority of the student’s do not believe that mathematics is useful. The
histogram is also skewed to the left. The skewedness indicates that there are students who have
extremely low opinion on the utility of mathematics.
Implication for Social Change.
The poor perception of utility of Mathematics by students should be a reason of concern
to education policy makers, mathematics curriculum developers and mathematics teachers. There
is a need for the curriculum to be changed so as to focus more on how mathematical concepts
can be applied in the real world. Mathematics teachers should also be required to emphasize on
how mathematics concepts can be applied in day to day daily activities.
References:
Frankfort-Nachmias, C., & Leon-Guerrero, A. (2018). Social statistics for a diverse society (8th
ed.). Thousand Oaks, CA: Sage Publications.
• Chapter 2, “The Organization and Graphic Presentation Data” (pp. 23-62)
Wagner, W. E. (2016). Using IBM® SPSS® statistics for research methods and social science
statistics (6th ed.). Thousand Oaks, CA: Sage Publications.
• Chapter 5, “Charts and Graphs”
Wagner, W. E. (2016). Using IBM® SPSS® statistics for research methods and social science
statistics (6th ed.). Thousand Oaks, CA: Sage Publications.
• Chapter 11, “Editing Output”
…
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