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# Reporting measures of central tendency or measures of variability do not tell the whole story

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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.

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#### Solution Preview

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 ...

#### Solution Summary

The solution assists with reporting measures of central tendency or measures of variability.

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## American Intellectual Union (AIU) Labor

Use American Intellectual Union (AIU) labor data (attached). Examine extrinsic job satisfaction (quantitative) and gender (qualitative) variables.

1. Identify the data you selected.
2. Explain why the data was selected.
3. Explain what was learned by examining these sets of data.
4. Your analysis should include three measures of central tendency (mean, median, mode).
5. Your analysis should also include the use of two measures of variability (standard deviation and variance).
6. If a measure is not applicable, then explain why.
7. You will have to also provide one chart/graph for each of the results of the two processed sections of data (2 total), such as a pie or bar chart or a histogram. (A table is not a chart/graph.)
8. Discuss what you learned from the result.
9. Explain why charts/graphs are important in conveying information in a visual format and why standard deviation and variation are important.

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