Simply reporting measures of central tendency or measures of variability will not tell the whole story. Using the following information, what else does a psychologist need to know or think about when interpreting this information?
A school psychologist decided to separate some classes by gender to see if learning improved. She looked at students scores on the final exams and obtained the following information: Students in boy-girl classrooms obtained an average of 71.4 on their final exams with a standard deviation of 10.8 whereas students in single-gendered classrooms obtained an average of 75.9 on their final exams with a standard deviation of 8.2. She concluded that the single-gendered classrooms lead to a better learning environment.
In order to make conclusions that a single-gendered classroom leads to a better learning environment, we first need to make sure that the ratios between girl and boy in the boy-girl classrooms should be equal to 0.5 or not significantly different from 0.5. Then, to compare boy-girl classrooms with single gendered classroom, we need to have three sets of data: one is the boy-girl classroom, the second is the boy alone classroom, and the third is the ...
The solution assists with reporting measures of central tendency or measures of variability.