Descriptive statistics of ACT scores and related variables

Using JASP/SSPS/excel Use one of the three options described above to complete this homework assignment. In the RSH Data Set there are seven variables. First Attempt Grade Level: Grade level student was in during his or her first ACT attempt. Composite ACT Score First Attempt: The ACT composite score for his or her first attempt. ACT Prep: 1 = student completed a semester long ACT prep course, 0 = Did not complete prep Composite ACT Score Second Attempt: The ACT composite score for his or her second attempt. Attendance: 1 = Attendance greater than 90%, 2= Attendance greater than 95% F/R Lunch: 1 = Free and Reduced Lunch Eligible, 0 = Not eligible GPA = Cumulative GPA 1. For each variable, identify the data as nominal, ordinal, interval, or ratio (3 pt): Composite ACT Score First Attempt: The ACT composite score for his or her first attempt. ACT Prep: 1 = student completed a semester long ACT prep course, 0 = Did not complete prep Composite ACT Score Second Attempt: The ACT composite score for his or her second attempt Attendance: 1 = Attendance greater than 90%, 2= Attendance greater than 95% F/R Lunch: 1 = Free and Reduced Lunch Eligible, 0 = Not eligible GPA = Cumulative GPA 2. For each variable, report the following (3 pt): Composite ACT Score First Attempt Mean (all students) Composite ACT Score First Attempt Mean for students taking ACT prep Composite ACT Score First Attempt Mean for students not taking ACT prep Composite ACT Score Second Attempt Mean (all students) Composite ACT Score Second Attempt Mean for students taking ACT prep Composite ACT Score Second Attempt Mean for students not taking ACT prep For each variable, report the following (3 pt): Composite ACT Score First Attempt Variance (all students) Composite ACT Score First Attempt Variance for students taking ACT prep Composite ACT Score First Attempt Variance for students not taking ACT prep Composite ACT Score Second Attempt Variance (all students) Composite ACT Score Second Attempt Variance for students taking ACT prep Composite ACT Score Second Attempt Variance for students not taking ACT prep. 4. For each variable, report the following (3 pt): Composite ACT Score First Attempt Skew (all students) Composite ACT Score First Attempt Skew for students taking ACT prep. Composite ACT Score First Attempt Skew for students not taking ACT prep Composite ACT Score Second Attempt Skew (all students) Composite ACT Score Second Attempt Skew for students taking ACT prep Composite ACT Score Second Attempt Skew for students not taking ACT prep. 5. For each variable, report the following (3 pt): Composite ACT Score First Attempt Kurtosis (all students) Composite ACT Score First Attempt Kurtosis for students taking ACT prep Composite ACT Score First Attempt Kurtosis for students not taking ACT prep Composite ACT Score Second Attempt Kurtosis (all students) Composite ACT Score Second Attempt Kurtosis for students taking ACT prep Composite ACT Score Second Attempt Kurtosis for students not taking ACT prep. 6. Descriptive statistics provides general information about data prior to performing inferential statistics. General information is critical because many inferential statistics maintain assumptions about the data. For example, to do an independent t-test, the data must be normally distributed and the variances for each group must be similar. Normality of data can be established by ensuring that the skew and kurtosis is between +/- 1.0. Similarity of variances can be established by ensuring that one group variance is not more than double any other group variance (5 pt). Based on establishing the assumptions of normality and equal variances: o Could composite ACT Score First Attempt be statistically compared between students who took the test prep and those that did not based upon variance, skew, and kurtosis? Explain. o Could composite ACT Score Second Attempt be statistically compared between students who took the test prep and those that did not based upon variance, skew, and kurtosis? Explain. Statistics Homework 2 part Graphs and Charts of Categorical (nominal/ordinal) and Continuous Data (interval/ratio) Categorical data does not need to be normally distributed. Assumptions of normality and variance are not considerations when comparing categorical data among groups. Categorical data might be binary, discrete, or ordinal. Analysis of binary data requires non-parametric statistics. The term non-parametric essentially means that the assumptions of normality and variance do not need to be met. Refer to page 38 and 39 for additional information regarding parametric and non-parametric statistics. First read Chapter Six, Distributions and Graphs In the RSH Data Set there are seven variables. First Attempt Grade Level: Grade level student was in during his or her first ACT attempt. Composite ACT Score First Attempt: The ACT composite score for his or her first attempt. ACT Prep: 1 = student completed a semester long ACT prep course, 0 = Did not complete prep Composite ACT Score Second Attempt: The ACT composite score for his or her second attempt. Attendance: 1 = Attendance greater than 90%, 2= Attendance greater than 95% F/R Lunch: 1 = Free and Reduced Lunch Eligible, 0 = Not eligible GPA = Cumulative GPA 1. Create an appropriately labelled histogram of composite ACT score First Attempt. (3 pt) 2. Create an appropriately labelled histogram of composite ACT score Second Attempt. (3 pt) 3. 3. Create an appropriately labelled pie chart for attendance. (3 pt) 4. Create an appropriate labelled pie chart for ACT Prep. (3 pt) 5. Create an appropriately labelled pie chart for F/R Lunch. (3 pt)