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Statistics Activity

This activity has two parts. The first part involves matching statistical analyses terms and

definitions from Chapters L9 &20. The second part involves problem solving ofbasic

statistical problems. [One person in the group can write the answers in and then

scan/save/upload to D2Ll

Part I

Matching. Match the term on the left with a definition from the right,

ChaDter L9

1. Range

Definition

A. failing to reject the null hypothesis when it is false

2. Mode

3. Variance

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

t/

4. Mean

5. Type I

Term

H

It

t--

h

r/

M

&

error

6. Statistic

7. Type II

error

8. Interquartile range

9. Dispersion

10. Descriptive Statistics

11. Associational Statistics

7

4

point in a distribution atwhich 500/o ofthe 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 ofstatistic to draw conclusions about population

Darameters. based on findinss from a samDle

H. difference between the highest and lowest observed

value in a collection of data

I. set of procedures designed to identify relationships

between multiDle variables

J. distribution ofvalues 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 ofobjects or

E.

Items.

12. Parametric Statistics

L. indicator

D

.t?-

13. Median

N.

D.

1-5.

Non-Parametric Statistics

D

G

18. Levels of Significance

mean

O.

probability that defines how rare or unlikely the sample

data must be before the researcher can reiect the null

hvDothesis

value that occurs most frequently in a data set

variance in the population is not assumed, 2)

homogeneity ofvariance is not assumed,3) data

generated from measures are ordinal or nominal, and 4)

samDle sizes mav be small

procedures

used to reduce large sets ofobservations into

Q,

more comoact and internretable forms

R. descriptive statistic for interpreting variability; derived

by squaring the difference between each score from the

mean, which are then summed

P.

S.

U.

T

Cha

measure ofvariability in experimental-type research that

refers to the range of scores that compose the middle

500/o of subiects, or the maiority of the

r 20

1.

triangulation

B

2. constant comparison

of interpretation or how closely the analytical scheme

reflects the natural context or focus ofthe investisation

B. use of multiple strategies or methods as a means to

strengthen credibility of an investigator's findings

related to the phenomenon under study

truthfulness and accuracy offindings in naturalistic

3. categories

C.

4. truth value

D.

is compared and contrasted with previous information

to fit all the pieces together inductively into a bigger

5. taxonomic analysis

E.

the investigator ldentified patterns and topics from

lnoulrv

puzzle

which

theme is derived

6.

interpretation

F.

information from which to obtain an understandins of

7.

saturation

G.

investigator examines the derived categories and themes

and develops a conceptual understanding ofthe

8.

credibility

9, theme

the Dhenomena

Dhenomenon.

researcher organizes similar or related categories into

larger categories and identifies differences between sets

of subcategories and larqer or overarchins cateeories

I. basic analytical step used in naturalistic inquiry in which

the investigator groups phenomena according to

similarities and labels the groups

DePoy E, Gitlin LN. Statistical analysis for experimental-type re,search. ln: Introduclion

to Reiearch [Jnderstaruling antl Applying Multiple Sttotegies.4'n ed' St' Louis' MO;

Elsevier Inc. 201 1: 242-268.

Chapter 20 Terms Reference:

DePoy E, Gitlin LN. Analysis in naturalistic inquiry' In: Introduction to Research

Understanding antl Applying Multiple Strutegies.4'h ed. St. Louis. MO; Elsevier Inc.

2011:270-281.

Partll

Problems Solving.

,

y'l.

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 ifthe average age of marriage is

getting higher. The following ages of bridal couples were gathered in

an unscientific sampling at a bridal show.

Women

Men

22

24

28

26

30

27

L9

a. women: rr1sanlS,7,1"4i^n24Jvod"

uZ.

men:

zs

37

20

25

24

25

39

b,

27

27

22

23

22

25

LL

These executives want to select (3) actors to use in the ads that will appeal to the

broadest market in need of such medications.

,""!:: ;)1Y

i

! fu t l,^

;[

F

T,:'

izx

#" i i.',li',1,

^,,

't "'(^: ta'5

d. African-American men fvvctn : l1L[ '71 -."*

e. Latino-on,,"n 6^.r'i'rl i'A:i,t r o#:. N L l.'^;Y,ii"'fb'e''".

" 'v"r", ctl u'1 -- o

yq

:]'il*ffi1ffii:"'fffdffg"

l :il::::T#:l" #: fi "' n

f.

g.

h'

B,J,r?E

, vu'

--

Nq

Ii

: l1A

,, ,YJ*Y,

*oy

,

:: '- ^ ^ ^r trtn

v'' : lvj .f

m ad! = [1L ) fvwc^/'

',ry

All women combinei r"1<g'm13i 'l

All men combined q/(^n =- I Ut? 'L

Note: In some cases there may be no mode. Also, depending on the text/instructor, a data set may be

viewed as having no mode (rather than 2 modes) since no single solitary number was replicated

more often than any other. With no consensus on the correct definition of mode, we will use 'no

Race/Gender

Caucasian

Caucasian

Caucasian

Caucasian

Caucasian

Caucasian

Women

Women

women

Women

women

Women

African-American Women

African-American women

African-American Women

African-American Women

African-American Women

African-American women

Latino Women

Latino Womn

Latino Women

Lalino Women

Latino Women

Latino women

Age

Systolic

Range

BP

30-39

40-49

50-59

60-69

110

115

70-79

129

80-89

30-39

40-+9

50-59

60-69

70-79

80-89

30-39

40-49

50-59

127

60.69

70-79

80-89

125

130

726

r32

141

147

160

122

r30

136

145

151

Race/Gender

Caucasian

Caucasian

Caucasian

Caucasian

Caucasian

Caucasian

Men

Men

Men

Men

Men

Men

African-American Men

African-American Men

African-American Men

Africen-American Men

African-American Men

African-American Men

Latino Men

Latino Men

Latino Men

Latino Men

Latino Men

Latino Men

Age

Systolic

Range

BP

30-39

40-49

50-s9

60-69

141

70-79

158

173

179

80-89

30-39

40-49

50-59

60-69

t?5

70-79

188

147

146

150

159

167

172

172

80-89

30-39

40-49

50-59

60-69

70-79

80.89

155

161

172

183

Measures of Variability

u/

S. fina

State the range with low to high values and the difference (e.g, 109

Di+krtn c(

a, Caucasian women ( ltJ

b. Caucasian

Di+krf n,f^._n , o

11 ol

I

c. African-American women I LA | e-0

Dl ff<r '-'' '<-

- lt\

L0

men q\, Zb

, aLl

d. African-American men r (ln-, rt,, '.to r-r; lP?r-(" *

e. Latino*o^"n ffi

f. Latino men I L(L/ - l-1 Z ,'ZV pic{{C!4n<L

g. Atl women rl 0 - \LZc a'c, Dtl+(!ef,<a

h. All men l,t I - | g ?t ', u'i Dt kf(r'(rtu

,/4.

tLL-15I

,LI

a-tf4rPnu

standard deviation. Use the test score data sets below and find the sum ofthe

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.

Sum of the Squares

I

94

Set

Mean

*1q.t^r''^

76

Sum

t14,5'B

Squared

US,4taq*7

'-ltr9.qqwz

52 *1q uatLl '21,wvu1

^

98 ^ 1q -t,i.dt|' )Q),53t12' '44t'lt9eA

B0 -l .ttUtAt' ,3;9bt 1' .||lu?)\tf)

78 - -tq t^tuti - t ,\,/tjtJtrl ' Z;11n Xb?)

''tr////////rt l3lLt,\13

T//A

Set

II

98

94

88

90

84

UCr

,/s.

- 725,16)

Stanclard Deviation

Mean

4t's

qa

q0

qi)

qa

qo

Sum

0"L

t,t L

\/

4L

L

,)

- i/t't

()

4/

It!

l'5v

"'::111i"'il".{i \

Squared

UL

the

jr-1

b. Setil 5 -L\t3(o112-\

/6.

Find the standard deviation for the following sets of data representing the number

of bocks read by students in (4) different classrooms.

a.

b.

c.

ci.

Class I q.q11qt4

Class II !,11u|'1u

Class ili L.q5415t-l

Class IV .3.5b5t!3iI

\- 5,US

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.

(-,vZz6SOz)

a. Score =+,r= .

( -r. uloqOZO-'tl\

b. Score = l,y=

c. Score = to,z= ,

, abLLzqS)

d. Score =7,7= - .615 G,oZ9ULtl'L) .

- bZ7

- I,LIIO

'

6gL |

e. Score=6,2= -, LLh,, (-.zztgy6as)

f. Score= 2,2= - i. u-c0 l-t,or1tg1 ,t,tb\

g. Score = n,z= , 105. i,tOq-tqrlvY

h. Score =6,2= - ,LLb (_. U_-rbz_t,c1rS

-?':_= b,?)+ a. ,r.',,so;i1

:::::

[

-.,\2u

(-.''u oios!

i. l:::: =i:,X=

r, score =Lo,z= , iUr, ,l;;tr1:;:?,ii'{

m. Score = 3, z =

. irlS'(1-.Eirl-r rsi)

n. Score=a,z= -i_.i.tzgSOz\',

"u45 l.giq1t43(r'L\

o. Score=e,z= .1gO

gLbq|l

p, score 6,

.it-O

= -

1: ,tL-t

L .er rvlu4lq i

'

(sco"t

- *^"Y*'v:ah*)

References

Questions I . 2. 3, 4" 5, 6:

DePoy E. Gitlin LN. Statistical analysis for experimental-type research. Inl Introduction

to Research L,nderstanding und Applying Multiple Strategies.4'n ed. St. Louis, MO;

Elsevier Inc. 201 I : 247 -252.

Question 7:

Published Januar1 20.20l l. Accessed April 15, 2016.

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