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Activity

This
activity
has
two
parts.
The
first
part
involves
matching
statistical
analyses
terms
and
definitions
from
Chapters
19
&
20.
The
second
part
involves
problem
solving
of
basic
statistical
problems.
[One
person
in
the
group
can
write
the
answers
in
and
then
scan/save/upload
to
the
discussion
forum]
Part
I
Matching.
Match
the
term
on
the
left
with
a
definition
from
the
right.
Chapter
19

1.
Range
2.
Mode
Term
Definition
A.
failing
to
reject
the
null
hypothesis
when
it
is
false
B.
mathematical
formulas
that
test
the
hypotheses
based
on
three
assumptions:
1)
samples
come
from
populations
that
are
normally
distributed,
2)
there
is
homogeneity
of
variance,
and
3)
data
generated
from
the
measures
are
interval
level
C.
rejecting
the
null
hypothesis
when
it
is
true
D.
estimate
range
of
values
in
which
an
unknown
population
parameter
is
likely
to
exist
E.
point
in
a
distribution
at
which
50%
of
the
cases
fall
above
and
50%
below
F.
number
derived
from
a
mathematical
procedure
as
part
of
the
analytical
process
in
experimental-type
research
G.
type
of
statistic
to
draw
conclusions
about
population
parameters,
based
on
findings
from
a
sample
H.
difference
between
the
highest
and
lowest
observed
value
in
a
collection
of
data
I.
set
of
procedures
designed
to
identify
relationships
between
multiple
variables
J.
distribution
of
values
for
a
given
variable
and
the
number
of
times
each
value
occurs
K.
average
score
calculated
by
adding
the
objects
or
items
and
then
dividing
the
sum
by
the
number
of
objects
or
items.
L.
indicator
of
the
average
deviation
of
scores
around
the
mean
M.
summary
measure,
such
as
range
or
standard
deviation,
that
describes
distribution
of
observed
values
N.
probability
that
defines
how
rare
or
unlikely
the
sample
data
must
be
before
the
researcher
can
reject
the
null
hypothesis
O.
value
that
occurs
most
frequently
in
a
data
set
P.
formulas
used
to
test
hypotheses
when
1)
normality
of
variance
in
the
population
is
not
assumed,
2)
homogeneity
of
variance
is
not
assumed,
3)
data
generated
from
measures
are
ordinal
or
nominal,
and
4)
sample
sizes
may
be
small
Q.
procedures
used
to
reduce
large
sets
of
observations
into
more
compact
and
interpretable
forms
R.
descriptive
statistic
for
interpreting
variability;
derived
by
squaring
the
difference
between
each
score
from
the
mean,
which
are
then
summed

3. Variance 4. Mean 5. Type I error 6. Statistic 7. Type II error 8. Interquartile range 9. Dispersion 10. Descriptive Statistics 11. Associational Statistics 12. Parametric Statistics 13. Median 14. Standard Deviation 15. Non-Parametric Statistics 16. Confidence Interval

S. reflects the mean or average of the sum of squares T. usually represented as percentage, the probability value associated with a confidence interval U. measure of variability in experimental-type research that refers to the range of scores that compose the middle 50% of subjects, or the majority of the responses

Chapter
20

1.
triangulation
2.
constant
comparison
3.
categories
4.
truth
value
A.
term
used
in
naturalistic
inquiry
to
refer
to
the
accuracy
of
interpretation
or
how
closely
the
analytical
scheme
reflects
the
natural
context
or
focus
of
the
investigation
B.
use
of
multiple
strategies
or
methods
as
a
means
to
strengthen
credibility
of
an
investigators
findings
related
to
the
phenomenon
under
study
C.
truthfulness
and
accuracy
of
findings
in
naturalistic
inquiry
D.
naturalistic
data
analysis
technique
in
which
each
datum
is
compared
and
contrasted
with
previous
information
to
fit
all
the
pieces
together
inductively
into
a
bigger
puzzle
E.
analytical
process
used
in
naturalistic
inquiry
in
which
the
investigator
identified
patterns
and
topics
from
which
a
theme
is
derived
F.
point
at
which
an
investigator
has
obtained
sufficient
information
from
which
to
obtain
an
understanding
of
the
phenomena
G.
analytical
step
in
naturalistic
inquiry
in
which
the
investigator
examines
the
derived
categories
and
themes
and
develops
a
conceptual
understanding
of
the
phenomenon.
H.
naturalistic
data
analysis
technique
in
which
the
researcher
organizes
similar
or
related
categories
into
larger
categories
and
identifies
differences
between
sets
of
subcategories
and
larger
or
overarching
categories
I.
basic
analytical
step
used
in
naturalistic
inquiry
in
which
the
investigator
groups
phenomena
according
to
similarities
and
labels
the
groups

8. credibility

9. theme

Part II Problems Solving. Measures of Central Tendency 1. Retailers who sell travel packages want to know the average age at which people get married. Travel professionals believe that couples who are older when they marry spend significantly more on honeymoons than those who marry younger, therefore they will create more elaborate packages if the average age of marriage is getting higher. The following ages of bridal couples were gathered in an unscientific sampling at a bridal show. Find the mean, median, and mode for: a. women: Mean ______; Median ______; Mode ______ b. men: Mean ______; Median ______; Mode ______

2. Advertising
executives
are
working
on
a
campaign
to
sell
a
blood
pressure
medicine.
These
executives
want
to
select
(3)
actors
to
use
in
the
ads
that
will
appeal
to
the
broadest
market
in
need
of
such
medications.
Find
the
mean,
median,
and
mode
BP
(in
some
cases
there
may
be
no
mode)
for:
a. Caucasian
women
b. Caucasian
men
c. African-American
women
d. African-American
men
e. Latino
women
f. Latino
men
g. All
women
combined
h. All
men
combined

Race/Gender

Caucasian
Women
Caucasian
Women
Caucasian
Women
Caucasian
Women
Caucasian
Women
Caucasian
Women
African-American
Women
African-American
Women
African-American
Women
African-American
Women
African-American
Women
African-American
Women
Latino
Women
Latino
Women
Latino
Women
Latino
Women
Latino
Women
Latino
Women

Age
Range

30-39
40-49
50-59
60-69
70-79
80-89
30-39
40-49
50-59
60-69
70-79
80-89
30-39
40-49
50-59
60-69
70-79
80-89

Systolic
BP

110
116
125
130
129
127
126
132
141
147
155
160
122
125
130
136
145
151

Race/Gender

Caucasian
Men
Caucasian
Men
Caucasian
Men
Caucasian
Men
Caucasian
Men
Caucasian
Men
African-American
Men
African-American
Men
African-American
Men
African-American
Men
African-American
Men
African-American
Men
Latino
Men
Latino
Men
Latino
Men
Latino
Men
Latino
Men
Latino
Men

Age
Range

30-39
40-49
50-59
60-69
70-79
80-89
30-39
40-49
50-59
60-69
70-79
80-89
30-39
40-49
50-59
60-69
70-79
80-89

Systolic
BP

141
152
158
173
179
175
156
161
172
183
188
187
146
150
159
167
172
172

Measures of Variability 3. Find the range for the following sets of data in problem #2: a. Caucasian women b. Caucasian men c. African-American women d. African-American men e. Latino women f. Latino men g. All women h. All men 4. Sum of the Squares finding the sum of the squares is an interim step to finding the standard deviation. Use the test score data sets below and find the sum of the squares. Remember, you must first find the mean, then subtract the mean from each score, then square the answer. Add all the squared numbers for each data set. Set I Mean Sum Squared Set II Mean Sum Squared 94 98 76 94 52 88 98 90 80 84 78 86 5. Standard Deviation using the sum of the squares from question 4, find the standard deviations for: a. Set I b. Set II 6. Find the standard deviation for the following sets of data representing the number of books read by students in (4) different classrooms. a. Class I b. Class II c. Class III d. Class IV

7. Z-scores: Z scores translate data from numbers specific to a data set to a score that represents where that number would fall on a normal curve that represents the data set. The z-score is the distance, in standard deviations, from the mean. Z-scores can be negative, the number is less than the mean, or positive, more than the mean. The closer the z-score is to 0 the closer the number is to the mean. Using the data for Class I in question 6, find the z-scores for the 16 scores. a. Score = 4, z = b. Score = 1, z = c. Score = 10, z = d. Score = 7, z = e. Score = 6, z = f. Score = 2, z = g. Score = 11, z = h. Score = 6, z = i. Score = 22, z = j. Score = 5, z = k. Score = 8, z = l. Score = 10, z = m. Score = 3, z = n. Score = 4, z = o. Score = 9, z = p. Score = 6, z =

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