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BML224: Data Analysis for Research 2012

Practical Paper A Student Number: ............................................................................................. Exam Account:................................................................................................... Notes: Please make sure that you read through the paper and complete all tasks accurately and thoroughly. Please save your output file to the coursework folder - saving the file as your student number. Mark allocations: Section 1: 20%; Section 2: 30%; Section 3: 50% SPSS Reminders Student T-Test: - Analyze>Compare Means>Independent Samples T-test Paired Samples T-Test: - Analyze>Compare Means>Paired Samples T-test Mann Whitney: - Analyze>Nonparametric Tests>Legacy dialogs>2 Independent Samples Wilcoxon: Analyze>Nonparametric Tests>Legacy dialogs>2 Related Samples Chi-Square: - Analyze>Descriptive Statistics>Crosstab Correlation: - Analyze>Correlate>Bivariate - Split File = Data>Split File Descriptive Statistics: - Analyze>Descriptive Statistics>Frequencies - Analyze>Descriptive Statistics>Descriptives - Analyze>Descriptive Statistics>Explore - Analyze>Descriptive Statistics>Crosstab Mark Allocations:

Section 1:

/15

=

@20%

=

Section 2:

/30

=

@30%

=

Section 3:

/63

=

@50%

=

Total

Office Use Only

= 1|


Section 1:

Answers

Q1. Descriptive statistics are:

Please put the answer in the boxes below.

a. The number of adjectives b. The methods used to describe the essential characteristics of the data c. About whether or not you can generalise from a sample d. All of these things Q2. What is the median of the following numbers? 78,56,62,67

[Q1: 1pt]

[Q2: 1pt]

Q3. In case there are too many outliers in the data set, the most representative average value is: a. Mean b. Median c. Mode

[Q3:1pt]

Q4. One way to measure the spread is to calculate the difference between the third and first quartile. This measure is called: a. The median b. The mid quartile c. The interquartile range d. None of the above

[Q4: 1pt]

Q5. Parametric tests, unlike the non-parametric tests, make certain assumptions about: a. The population size b. The underlying distribution c. The sample size

[Q5: 1pt]

Q6. If a distribution is abnormally tall and peaked, then it can be said that the distribution is: a. Mesokurtic b. Platykurtic c. Leptokurtuc d. Pyrokurtic

[Q6: 1pt]

Q7. Rejection of the null hypothesis is conclusive proof that the alternative hypothesis is: a. True b. False c. Neither

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[Q7: 1pt]


Q8. A study found a correlation of r = -0.58 between hours per week watching television and hours per week spent exercising. That is, the more hours spent watching television, the less hours spent exercising per week.

Which one of the following statements is accurate? a. About one third of the variation in hours spent exercising can be explained by hours spent watching television b. A person who watches less television will exercise more c. For each hour spent watching television, the predicted decrease in hours spent exercising is 0.58 hours d. There is a cause and effect relationship between hours spent watching television and a decline in hours spent exercising e. 58% of the hours spent exercising can be explained by the number of hours watching television

[Q8: 1pt]

Q9. What is the difference between stratified random and systematic sampling?

[Q9: 1pt]

Q10: By taking a level of significance of 5% it is the same as saying: a. We are 5% confident the results have not occurred by chance b. We are 95% confident that the results have not occurred by chance c. We are 95% confident that the results have occurred by chance Q11: When do you apply Yates correction factor when using a chi-square test?

[Q10: 1pt] [Q11: 1pt]

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Q12. Look at the following box plots showing Entry (UCAS points) against Gender.

Identify which of the following statements are true. [Marks will only be awarded if ALL true statements are identified] a. The mean UCAS entry points for females was approximately 250 points b. The range for females was 290 compared to 220 for males c. The interquartile range for males and females is comparable d. Females are coming into SEMAL with higher UCAS tariffs e. The median points score for males is approximately 220 points

[Q12: 2pts]

Q13. Look at the following showing data types against descriptive statistics. Two options have been labelled incorrectly. Can you identify them? Write the numbers of the two incorrect options here:

Section 1: |4

/15

[Q13: 2pts]


Section 2a: Descriptive Statistics Use the appropriate descriptive statistics in SPSS to answer the following: Q14: What is the average Level 6 (Year 3) mark for ALL students? Q15: What is the average Level 6 (Year 3) mark for Tourism Management students? Q16: What is the average Level 6 (Year 3) mark for domestic students on the Tourism Management Degree? Q17: How many students got a first class degree at Level 6 (Year 3)? Q18: How many Tourism Management students got a first class degree at Level 6 (Year 3)? Q19: How many domestic Tourism Management students got a first class degree at Level 6 (Year 3)?

Answers Please put the answer in the boxes below.

[1pt]

[2pts]

[3pts]

[1pt]

[2pts]

[3pts]

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Section 2b: Crosstabs Your next task is to explore relationships between the different variables by completing a series of crosstabulations. Please complete the following tables. Note that full marks will only be awarded if the correct crosstabulation is evident, and all cells are completed accurately. Q20: Degree Route v BML301 Classification

Degree Route Tourism Management

BML301 Classification First

2:1

2:2

Third

Fail

Total

Percentage (%) Combined Business Percentage (%) [6pts]

Q21: Degree Route v BML301 Classification for Domestic Students

Degree Route Tourism Management

BML301 Classification First

2:1

2:2

Third

Fail

Total

Percentage (%) Combined Business Percentage (%) [12pts]

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Section 3a: Advanced Analysis A student has attempted to map out potential areas of analysis using the dataset guide provided. However, they need some help. Can you identify which combinations of variables go with each test. Q22:

Student T-Test

Mann Whitney

Paired Samples

Chi-Squared

None of these

1. Gender v L6Average

n

n

n

n

n

2. Nationality v %CHL4L5

n

n

n

n

n

3. Restatus v L6Max

n

n

n

n

n

4. Mode v ITFac

n

n

n

n

n

5. Route v Exp

n

n

n

n

n

6. L5Max v L6Max

n

n

n

n

n

7. Gender v Level5 Overall

n

n

n

n

n

8. Mode v AgeCat

n

n

n

n

n

9. L5Moodle v L6Overall

n

n

n

n

n

10. Route v BML301Class

n

n

n

n

n

11. Gender v Entry

n

n

n

n

n

12. Mode v L6Class

n

n

n

n

n

Combinations:

[12pts]

Section 2:

/30 7|


Section 3b: Statistical Tests Q23: Student Test Context SEMAL is looking at the relative performance of domestic and international students at Level 6. Conduct a

suitable Student T-Test that examines the difference between the residential status of students and the

average grade profile at Level 6. [Note: answers must correspond to the required test output to gain full marks]

Step 1: Descriptive Statistics Please complete the following table - using descriptive options in SPSS:

Level 6 Average Domestic

International

Average Median Max Approximate interquartile range [8pts]

Step 2: Hypotheses Complete the appropriate null and alternative hypotheses:

Ho:

[2pts]

H1:

[2pts] |8


Step 3: Reporting the Output Please conclude by reporting your output fully, including the inclusion of your test statistic.

[4pts]

Section 3:

/16 9|


Section 3b: Statistical Tests Q24: Paired Samples T-Test Context SEMAL would like to establish if there has been a change in grade profiles between Level 5 and Level 6,

following the introduction of Moodle, and the platform this has provided for additional student support. [Note: answers must correspond to the required test output to gain full marks].

Step 1: Descriptive Statistics Please complete the following table - using descriptive options in SPSS:

Paired Samples T-Test L5Average

L6Average

Average Median Max Approximate interquartile range

Step 2: Hypotheses

[8pts]

Complete the appropriate null and alternative hypotheses:

Ho:

[2pts]

H1:

[2pts]

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Step 3: Reporting the Output Please conclude by reporting your output fully, including the inclusion of your test statistic.

[4pts]

Section 3:

/16 11 |


Section 3b: Statistical Tests Q25: Chi-Squared Context SEMAL would like to establish if there is any difference in the overall degree classificaton at Level 6 between

full-time and part-time students. [Note: answers must correspond to the required test output to gain full marks].

Step 1: Descriptive Statistics Please complete the following table - using descriptive options in SPSS:

L6 Classification

Mode

70+ (1st)

60-60% (2:1)

50-59% (2:2)

40-49% (3rd)

<40% (Fail)

Total

Full-time (Observed) Full-time (Expected) Part-Time Observed Part-Time (Expected) [10pts]

Step 2: Hypotheses Complete the appropriate null and alternative hypotheses:

Ho:

[2pts]

H1:

[2pts]

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Step 3: Reporting the Output Please conclude by reporting your output fully, including the inclusion of your test statistic and any other relevant observations.

[5pts]

Section 3:

/19 13 |


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15 |


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BML224 PRACTICAL PAPER  

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