you will differentiate between the proper use of summary statistics for categorical and continuous level data. In this exercise, you will explore wha
you will differentiate between the proper use of summary statistics for categorical and continuous level data. In this exercise, you will explore what output is provided for each of these variables and provide some meaning from these statistics for your reader. The ability to place the statistics into a context that your reader understands and can make sense of is a highly desirable skill.
REFERENCES
Frankfort-Nachmias, C., Leon-Guerrero, A., & Davis, G. (2020). Social statistics for a diverse society (9th ed.). Thousand Oaks, CA: Sage Publications.
· Chapter 2, “The Organization and Graphic Presentation Data” (pp. 27-74)
Wagner, III, W. E. (2020). Using IBM® SPSS® statistics for research methods and social science statistics (7th ed.). Thousand Oaks, CA: Sage Publications.
· Chapter 5, “Charts and Graphs”
· Chapter 11, “Editing Output”
http://waldenwritingcenter.blogspot.com/2013/02/general-guidance-on-data-displays.html
Required media
Optional
Assignment: Introduction to Quantitative Analysis: Descriptive Analysis
In this Assignment, you will differentiate between the proper use of summary statistics for categorical and continuous level data. In this exercise, you will explore what output is provided for each of these variables and provide some meaning from these statistics for your reader. The ability to place the statistics into a context that your reader understands and can make sense of is a highly desirable skill.
For this Introduction to Quantitative Analysis: Descriptive Analysis Assignment, you will examine the same two variables you used from your Week 2 Assignment and perform the appropriate descriptive analysis of the data given.
To prepare for this Assignment:
· Review this week’s Learning Resources and the Central Tendency and Variability media program.
· For additional support, review the Skill Builder: Measures of Central Tendency for Continuous Variables, Skill Builder: Standard Deviation as a Measure of Variability for Continuous Variables and the Skill Builder: Measures of Central Tendency and Variability for Categorical Variables, which you can find by navigating back to your Blackboard Course Home Page. From there, locate the Skill Builder link in the left navigation pane.
· Using the SPSS software, open the Afrobarometer dataset or the High School Longitudinal Study dataset from your Assignment in Week 2.
· Choose the same two variables you chose from your Week 2 Assignment and perform the appropriate descriptive analysis of the data.
· Once you perform your descriptive analysis, review Chapter 11 of the Wagner text to understand how to copy and paste your output into your Word document.
Write a 2- to 3-paragraph analysis of your descriptive analysis results and include a copy and paste your output from your analysis into your final document.
Based on the results of your data, provide a brief explanation of what the implications for social change might be. Early in your Assignment, when you relate which dataset you analyzed, please include the mean of the following variables. If you are using the Afrobarometer Dataset, report the mean of Q1 (Age). If you are using the HS Long Survey Dataset, report the mean of X1SES.
Use appropriate APA format, citations and referencing. Refer to the APA manual for appropriate citation
,
Rubric Detail
Select Grid View or List View to change the rubric's layout.
Content
Name: RSCH_8210_Week3_Assignment_Rubric
| Excellent | Good | Fair | Poor | |
|---|---|---|---|---|
| Analysis and Results | Points: Points Range: 36 (60%) – 40 (66.67%) Paper includes a clear description of the appropriate descriptive analysis of both continuous and categorical data (measures of central tendency and variability for both continuous and categorical variables),and a detailed description is given about how these quantitative reasoning and analysis skills will translate into the ability to enact positive social change. Overall, the paper demonstrates an excellent understanding of the descriptive analysis and its utility. Feedback: | Points: Points Range: 32 (53.33%) – 35 (58.33%) Paper includes a description of the appropriate descriptive analysis of both continuous and categorical data (measures of central tendency and variability for both continuous and categorical variables), and a description is given about how these quantitative reasoning and analysis skills will translate into the ability to enact positive social change. Overall, the paper demonstrates a good understanding of the descriptive analysis and its utility. Feedback: | Points: Points Range: 28 (46.67%) – 31 (51.67%) Paper includes a description of the descriptive analysis of both continuous and categorical data, but the description is missing one or more of the following details: the appropriate measures of central tendency and variability for both continuous and/or categorical variables. A description is given about how these quantitative reasoning and analysis skills will translate into the ability to enact positive social change, but the description is vague. Overall, the paper demonstrates a fair understanding of the descriptive analysis and its utility. Feedback: | Points: Points Range: 0 (0%) – 27 (45%) Paper includes a description of the descriptive analysis of both continuous and categorical data, but the description is missing several of the following details: the appropriate measures of central tendency and variability for both continuous and/or categorical variables. A description is not given about how these quantitative reasoning and analysis skills will translate into the ability to enact positive social change. Overall, the paper demonstrates a poor understanding of the descriptive analysis and its utility. Feedback: |
| Writing | Points: Points Range: 18 (30%) – 20 (33.33%) Paper is well organized, uses scholarly tone, follows APA Style, uses original writing and proper paraphrasing, contains very few or no writing and/or spelling errors, and is fully consistent with graduate-level writing style. Paper contains multiple, appropriate and exemplary sources expected/required for the assignment. Feedback: | Points: Points Range: 16 (26.67%) – 17 (28.33%) Paper is mostly consistent with graduate-level writing style. Paper may have some small or infrequent organization, scholarly tone, or APA Style issues, and/or may contain a few writing and spelling errors, and/or somewhat less than the expected number of or type of sources. Feedback: | Points: Points Range: 14 (23.33%) – 15 (25%) Paper is somewhat below graduate-level writing style, with multiple smaller or a few major problems. Paper may be lacking in organization, scholarly tone, APA Style, and/or contain many writing and/or spelling errors, or shows moderate reliance on quoting versus original writing and paraphrasing. Paper may contain inferior resources (number or quality). Feedback: | Points: Points Range: 0 (0%) – 13 (21.67%) Paper is well below graduate-level writing style expectations for organization, scholarly tone, APA Style, and writing, or relies excessively on quoting. Paper may contain few or no quality resources. Feedback: |
Show Descriptions Show Feedback
Analysis and Results–
Levels of Achievement: Excellent 36 (60%) – 40 (66.67%) Paper includes a clear description of the appropriate descriptive analysis of both continuous and categorical data (measures of central tendency and variability for both continuous and categorical variables),and a detailed description is given about how these quantitative reasoning and analysis skills will translate into the ability to enact positive social change. Overall, the paper demonstrates an excellent understanding of the descriptive analysis and its utility. Good 32 (53.33%) – 35 (58.33%) Paper includes a description of the appropriate descriptive analysis of both continuous and categorical data (measures of central tendency and variability for both continuous and categorical variables), and a description is given about how these quantitative reasoning and analysis skills will translate into the ability to enact positive social change. Overall, the paper demonstrates a good understanding of the descriptive analysis and its utility. Fair 28 (46.67%) – 31 (51.67%) Paper includes a description of the descriptive analysis of both continuous and categorical data, but the description is missing one or more of the following details: the appropriate measures of central tendency and variability for both continuous and/or categorical variables. A description is given about how these quantitative reasoning and analysis skills will translate into the ability to enact positive social change, but the description is vague. Overall, the paper demonstrates a fair understanding of the descriptive analysis and its utility. Poor 0 (0%) – 27 (45%) Paper includes a description of the descriptive analysis of both continuous and categorical data, but the description is missing several of the following details: the appropriate measures of central tendency and variability for both continuous and/or categorical variables. A description is not given about how these quantitative reasoning and analysis skills will translate into the ability to enact positive social change. Overall, the paper demonstrates a poor understanding of the descriptive analysis and its utility. Feedback:
Writing–
Levels of Achievement: Excellent 18 (30%) – 20 (33.33%) Paper is well organized, uses scholarly tone, follows APA Style, uses original writing and proper paraphrasing, contains very few or no writing and/or spelling errors, and is fully consistent with graduate-level writing style. Paper contains multiple, appropriate and exemplary sources expected/required for the assignment. Good 16 (26.67%) – 17 (28.33%) Paper is mostly consistent with graduate-level writing style. Paper may have some small or infrequent organization, scholarly tone, or APA Style issues, and/or may contain a few writing and spelling errors, and/or somewhat less than the expected number of or type of sources. Fair 14 (23.33%) – 15 (25%) Paper is somewhat below graduate-level writing style, with multiple smaller or a few major problems. Paper may be lacking in organization, scholarly tone, APA Style, and/or contain many writing and/or spelling errors, or shows moderate reliance on quoting versus original writing and paraphrasing. Paper may contain inferior resources (number or quality). Poor 0 (0%) – 13 (21.67%) Paper is well below graduate-level writing style expectations for organization, scholarly tone, APA Style, and writing, or relies excessively on quoting. Paper may contain few or no quality resources. Feedback:
| Total Points: 60 |
|---|
Name: RSCH_8210_Week3_Assignment_Rubric
Collepals.com Plagiarism Free Papers
Are you looking for custom essay writing service or even dissertation writing services? Just request for our write my paper service, and we'll match you with the best essay writer in your subject! With an exceptional team of professional academic experts in a wide range of subjects, we can guarantee you an unrivaled quality of custom-written papers.
Get ZERO PLAGIARISM, HUMAN WRITTEN ESSAYS
Why Hire Collepals.com writers to do your paper?
Quality- We are experienced and have access to ample research materials.
We write plagiarism Free Content
Confidential- We never share or sell your personal information to third parties.
Support-Chat with us today! We are always waiting to answer all your questions.
