Malik_BUSI820_Assignment2

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School of Business, Liberty University Faizan Malik Quantitative Analysis: Variables, Z Scores, Population, and Output Assignment Author Note: Faizan Malik I have no known conflict of interest to disclose. Correspondence concerning this article should be addressed to Faizan Malik: Fmalik@Liberty.edu

BUSI820 Assignment 2 Table of Contents Quantitative Analysis: Variables, Z Scores, Population, and Output Assignment 3 Bar Charts 3 Histograms 6 Frequency Polygrams 7 Range, Standard Deviation, and Skewness 8 Mean, Median, and Mode 9 References 10 2

BUSI820 Assignment 2 3.1. Create bar charts. Discuss why you did or did not create a bar chart for each variable Figure 1 Figure 2 3

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BUSI820 Assignment 2 Figure 3 4

BUSI820 Assignment 2 Figure 4 3.1.a According to Morgan et al. (2020), bar charts are optimized for nominal, dichotomous, and ordinal variables (Morgan et al., 2020). From the dataset, ethnicity and mother's education would be considered nominal, math achievement would be ordinal, and academic track would be dichotomous – thus all are included. 5

BUSI820 Assignment 2 3.2. Create histograms. Discuss why you did or did not create a histogram for each variable. Figure 5 3.2.a Morgan et al. (2020) go on to explain that histograms are best used with ordinal data and normal variables, of which only the math achievement test would be included. The remaining variables would not be seen as continuous, and thus would not be represented as a histogram. 3.3 Create frequency polygons. Discuss why you did or did not create a frequency polygon for 6

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BUSI820 Assignment 2 each variable. Compare the plots in Extra SPSS Problems 3.1, 3.2, and 3.3 Figure 6 3.3.a Frequency polygons are best used with ordinal and normal data, as reported by Morgan et al. (2020). Again, from this data set, only the math achievement test would be represented as a frequency polygon. 3.4. Compute the range, standard deviation, and skewness. Discuss which measures of variability are meaningful for each of the four variables. 7

BUSI820 Assignment 2 Figure 7 N Range Mean Std. Deviation Skewness Statistic Statistic Statistic Statistic Statistic Std. Error academic track 75 1 .55 .501 -.191 .277 mother's education 75 8 4.11 2.240 1.124 .277 math achievement test 75 25.33 12.5645 6.67031 .044 .277 ethnicity reported by student 72 3 1.71 .985 1.168 .283 Valid N (listwise) 72 3.4.a From this dataset, the mother's education (nominal) and ethnicity (nominal) would be less meaningful in terms of range, when compared somewhat for math achievement (ordinal) and significantly for academic track (dichotomous). The standard deviation would be less meaningful for math achievement, academic track, or ethnicity. Skewness would only be meaningful for math achievement and less so for the remaining variables. 3.5. Compute the mean, median, and mode. Discuss which measures of central tendency are meaningful for each of the four variables 8

BUSI820 Assignment 2 Figure 8 math achievement test mother's education ethnicity academic track N Valid 75 75 73 75 Missing 0 0 2 0 Mean 12.5645 4.11 1.77 .55 Median 13.0000 3.00 1.00 1.00 Mode 14.33 3 1 1 3.5.a Mean would not be meaningful for the mother's education and ethnicity (nominal), somewhat meaningful for the academic track (dichotomous), and significantly meaningful for math achievement (ordinal). The median would not be meaningful mother's education or ethnicity, somewhat for the academic track, and significantly for math achievement. The mode would be meaningful for the mother's education, academic track, and ethnicity, but less so for math achievement. References 9

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BUSI820 Assignment 2 Morgan, G., Leech, N., Gloeckner, G., Barrett, K. (2020). IBM SPSS for Introductory Statistics (5th Ed.). New York, NY 10

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