The given data is: 4, 5, 7, 9, 11, 13, 13, 16, 18
Input this data is SPSS and go to Analyze -> Descriptive Statistics -> Explore:
So, we can see that Mean is 10.6667, Median is 11 and Mode (as the most frequent value in data set) is 13.
- The number of respondents is the number of observations
- Our variables are: Controlling government spending (CGS), Cutting property taxes (CPT), Reducing I-4 congestion (RIC).
- We can code the values from Very Important to Unimportant with numbers from 3 to 0. We don’t need to code the missing value as a “9”, because SPSS understands the missing value if we just will not fill the box.
Input the data to SPSS table. We will have the following:
This is how the variable should be named:
And this is how the values should be input:
a. The level of measurement of the variable ‘community’ is: Nominal (5 points)
b. The level of measurement of the variable ‘religion’ is: Nominal (5 points)
c. The level of measurement of the variable ‘academic ability’ is: Ratio (5 points)
d. The level of measurement of the variable ‘gender’ is: Nominal (5 points)
e. Calculate: use SPSS to calculate the mean and standard deviation for the variables academic ability and parents’ education. Interpret your results. (20 points)
f. Please include (copy – paste) SPSS outputs to your answer. (10 points)
The calculations are below in SPSS output (Analyze -> Descriptive Statistics -> Descriptives):
We can see that the average parents’ education in the data set is 13.82 and the average level of academic ability is 71.38.
Parents’ education data is not so much dispersed as standard deviation is very low (2.738), but academic ability data is quite dispersed as the standard deviation is high (17.417).
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Velleman, Paul F.; Wilkinson, Leland (1993). "Nominal, Ordinal, Interval, and Ratio Typologies Are Misleading". The American Statistician (American Statistical Association) 47 (1): 65–72. doi:10.2307/2684788. JSTOR 2684788.
Chrisman, Nicholas R. (1998). Rethinking Levels of Measurement for Cartography. Cartography and Geographic Information Science, vol. 25 (4), pp. 231-242