Statistics 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
Term Definition
1. Range A. failing to reject the null hypothesis when it is false
2. Mode 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
3. Variance C. rejecting the null hypothesis when it is true
4. Mean D. estimate range of values in which an unknown
population parameter is likely to exist
5. Type I error E. point in a distribution at which 50% of the cases fall
above and 50% below
6. Statistic F. number derived from a mathematical procedure as part
of the analytical process in experimental-type research
7. Type II error G. type of statistic to draw conclusions about population
parameters, based on findings from a sample
8. Interquartile range H. difference between the highest and lowest observed
value in a collection of data
9. Dispersion I. set of procedures designed to identify relationships
between multiple variables
10. Descriptive Statistics J. distribution of values for a given variable and the number
of times each value occurs
11. Associational Statistics K. average score calculated by adding the objects or items
and then dividing the sum by the number of objects or
items.
12. Parametric Statistics L. indicator of the average deviation of scores around the
mean
13. Median M. summary measure, such as range or standard deviation,
that describes distribution of observed values
14. Standard Deviation N. probability that defines how rare or unlikely the sample
data must be before the researcher can reject the null
hypothesis
15. Non-Parametric Statistics O. value that occurs most frequently in a data set
16. Confidence Interval 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
17. Inferential Statistics Q. procedures used to reduce large sets of observations into
more compact and interpretable forms
18. Levels of Significance R. descriptive statistic for interpreting variability; derived
by squaring the difference between each score from the
mean, which are then summed
 19. Sum of Squares S. reflects the mean or average of the sum of squares
20. Frequency Distribution T. usually represented as percentage, the probability value
associated with a confidence interval
21. Confidence Level 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 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
2. constant comparison B. use of multiple strategies or methods as a means to
strengthen credibility of an investigators findings
related to the phenomenon under study
3. categories C. truthfulness and accuracy of findings in naturalistic
inquiry
4. truth value 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
5. taxonomic analysis E. analytical process used in naturalistic inquiry in which
the investigator identified patterns and topics from
which a theme is derived
6. interpretation F. point at which an investigator has obtained sufficient
information from which to obtain an understanding of
the phenomena
7. saturation G. analytical step in naturalistic inquiry in which the
investigator examines the derived categories and themes
and develops a conceptual understanding of the
phenomenon.
8. credibility 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
9. theme I. basic analytical step used in naturalistic inquiry in which
the investigator groups phenomena according to
similarities and labels the groups
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 Age Systolic Race/Gender Age Systolic

Range BP Range BP
Caucasian Women 30-39 110 Caucasian Men 30-39 141
Caucasian Women 40-49 116 Caucasian Men 40-49 152
Caucasian Women 50-59 125 Caucasian Men 50-59 158
Caucasian Women 60-69 130 Caucasian Men 60-69 173
Caucasian Women 70-79 129 Caucasian Men 70-79 179
Caucasian Women 80-89 127 Caucasian Men 80-89 175
African-American Women 30-39 126 African-American Men 30-39 156
African-American Women 40-49 132 African-American Men 40-49 161
African-American Women 50-59 141 African-American Men 50-59 172
African-American Women 60-69 147 African-American Men 60-69 183
African-American Women 70-79 155 African-American Men 70-79 188
African-American Women 80-89 160 African-American Men 80-89 187
Latino Women 30-39 122 Latino Men 30-39 146
Latino Women 40-49 125 Latino Men 40-49 150
Latino Women 50-59 130 Latino Men 50-59 159
Latino Women 60-69 136 Latino Men 60-69 167
Latino Women 70-79 145 Latino Men 70-79 172
Latino Women 80-89 151 Latino Men 80-89 172
 Measures of Variability

3. Find the range for the following sets of data in problem #2: (e.g. 109 - 125)
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 =