BUSI 820 Week 3 Discussion

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WEEK 3 DISCUSSION 1 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 Test? What Does This Tell Us? (c) What Is the Minimum Score for Mosaic Pattern Test? How Can That Be? D3.4.1.(a) What Is the Mean Visualization Test Score? According to Table 1 , the mean visualization test score is 5.2433. Table 1 Descriptive Statistics: Scale Variables D3.4.1.(b) What Is the Skewness Statistic for Math Achievement Test? What Does This Tell Us? According to Table 1 , the skewness statistic for math achievement test is 0.044 and the standard error for the skewness statistic is 0.277. The result of the skewness statistic divided by its standard error is 0.1588 which is less than 2.5. As such, the skewness is not significantly different from normal. We can conclude that math achievement test is normal. A simpler alternative way is to compare the absolute value of the skewness statistic to 1. If it is less than 1, then the variable is approximately normal (Morgan et al., 2022). D3.4.1.(c) What Is the Minimum Score for Mosaic Pattern Test? How Can That Be?

WEEK 3 DISCUSSION 2 According to Table 1 , the minimum score for mosaic pattern test is -4.0. Looking at the codebook, the range of visualization scores spans from -4 to 16. The presence of a -4 score serves as confirmation that at least one individual received the lowest attainable score, likely indicating a negative score resulting from a penalty for incorrect guesses. 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. D3.4.2.(a) For Which Variables That We Called Scale, Is the Skewness Statistic More Than 1.00 or Less Than –1.00? According to Table 1 , there is one variable, that we call scale and that the skewness statistic is more than 1.00 or less than –1.00. It is competence scale . D3.4.2.(b) Why Is the Answer Important? The answer is important because we can conclude that competence scale is not a normal variable. Parametric tests on such variables are less reliable (Ateş, et al, 2019). It may be helpful to label it to ordinal variable (Morgan et al., 2022). D3.4.2.(c) Does This Agree with The Boxplot for Output 4.2? Explain. Yes. According to Figure 1 , competence scale shows more data points in the higher scores, implicating a negative skewness. This is confirmed by a skewness of -1.634. In addition, there are several outlines in the left tail. Figure 1 The Boxplot: Competence Scale and Motivation Scale

WEEK 3 DISCUSSION 3 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. D3.4.3.(a) How Many Participants Have Missing Data? According to Table 2 , there are 4 participants having missing data on at least one of the variables. Table 2 Case processing Summary: Competence Scale and Motivation Scale

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WEEK 3 DISCUSSION 4 D3.4.3.(b) What Percent of Students Have a Valid (Non-Missing) Motivation Scale or Competence Scale Score? According to Table 2 , 94.7% of students have a valid (non-missing) motivation scale or competence scale score. D3.4.3.(c) Can You Tell from Outputs 4.1 And 4.2b How Many Are Missing Both Motivation Scale and Competence Scale Scores? Explain. In Table 1 , there are 73 competence scale scores and 73 motivation scale scores. In Table 2 , there are 71 had both scores. Therefore, none is missing both motivation scale and competence scales scores, because two are missing each of the scores, and four are missing at least one of the scores. D3.4.4. Using Output 4.4: (a) Can You Interpret the Means? Explain. (b) How Many Participants Are There Altogether? (c) How Many Have Complete Data (Nothing Missing)? (d) What Percent Are in The Fast Track? (e) What Percent Took Algebra 1 In H.S.? D3.4.4.(a) Can You Interpret the Means? Explain. For dichotomous variables, the mean statistic shows the percentage of participant who selected an answer that is coded as 1. Table 3 Descriptive Statistics for Dichotomous Variables

WEEK 3 DISCUSSION 5 D3.4.4.(b) How Many Participants Are There Altogether? According to Table 3 , 75 participants are there altogether. D3.4.4.(c) How Many Have Complete Data (Nothing Missing)? According to Table 3 ,75 participants have complete data. D3.4.4.(d) What Percent Are in The Fast Track? According to Table 3 , 55% was in regular track. As such, 45% selected fast track. D3.4.4.(e) What Percent Took Algebra 1 In H.S.? According to Table 3 , 79% took algebra 1 in high school. D3.4.5. Using Output 4.5: (a) 9.6% of What Group Are Asian-Americans? (b) What Percent of Students Have Visualization 2 Scores of 6? (c) What Percent Had Such Scores Of 6 or Less? D3.4.5.(a) 9.6% of What Group Are Asian-Americans? According to Table 4 , 9.6% of valid (non-missing) group are Asian-Americans. It does not include who left bank or have more than one ethnic group. Table 4 Frequency Table: Ethnicity

WEEK 3 DISCUSSION 6 D3.4.5.(b) What Percent of Students Have Visualization 2 Scores of 6? According to Table 5, 8% of students who have visualization 2 scores of 6. Table 5 Frequency Table: Visualization 2

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WEEK 3 DISCUSSION 7 D3.4.5. (c) What Percent Had Such Scores Of 6 or Less? According to Table 5 , 66.7% of students how had such scores of 6 or less

WEEK 3 DISCUSSION 8 References Ateş, C., Kaymaz, Ö., Kale, H. E., & Tekindal, M. A. (2019). Comparison of test statistics of nonnormal and unbalanced samples for multivariate analysis of variance in terms of type- I error rates. Computational and Mathematical Methods in Medicine, 2019 , 2173638- 8. https://doi.org/10.1155/2019/2173638 Morgan, G. A.; Barrett, K. C.; Leech, N. L.; Gloeckner, G. W. (2020) IBM SPSS for introductory statistics: Use and interpretation, sixth edition . Taylor and Francis. Kindle Edition.

BUSI 820 Week 3 Discussion

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