Statistics

Activity

This activity has two parts. The first part involves matching statistical analyses terms and
definitions from Chapters 19 & 20. The second part involves problem solving of basic
statistical problems. [One person in the group can write the answers in and then
scan/save/upload to D2L]

Part I
Matching. Match the term on the left with a definition from the right.

Chapter 19

Term

1. Range

2. Mode

3. Variance

4. Mean

5. Type I error

6. Statistic

7. Type II error

8. Interquartile range

9. Dispersion

10. Descriptive Statistics

11. Associational Statistics

12. Parametric Statistics

13. Median

14. Standard Deviation

15. Non-Parametric Statistics

16. Confidence Interval

17. Inferential Statistics

18. Levels of Significance

Definition
A. failing to reject the null hypothesis when it is false
B. mathematical formulas that test the hypotheses based on
three assumptions: 1) samples come from populations
that are normally distributed, 2) there is homogeneity of
variance, and 3) data generated from the measures are
interval level
C. rejecting the null hypothesis when it is true
D. estimate range of values in which an unknown
population parameter is likely to exist
E. point in a distribution at which 50% of the cases fall
above and 50% below
F. number derived from a mathematical procedure as part
of the analytical process in experimental-type research
G. type of statistic to draw conclusions about population
parameters, based on findings from a sample
H. difference between the highest and lowest observed
value in a collection of data
I. set of procedures designed to identify relationships
between multiple variables
J. distribution of values for a given variable and the number
of times each value occurs
K. average score calculated by adding the objects or items
and then dividing the sum by the number of objects or
items.
L. indicator of the average deviation of scores around the
mean
M. summary measure, such as range or standard deviation,
that describes distribution of observed values
N. probability that defines how rare or unlikely the sample
data must be before the researcher can reject the null
hypothesis
O. value that occurs most frequently in a data set
P. formulas used to test hypotheses when 1) normality of
variance in the population is not assumed, 2)
homogeneity of variance is not assumed, 3) data
generated from measures are ordinal or nominal, and 4)
sample sizes may be small
Q. procedures used to reduce large sets of observations into
more compact and interpretable forms
R. descriptive statistic for interpreting variability; derived
by squaring the difference between each score from the
mean, which are then summed

19. Sum of Squares

S. reflects the mean or average of the sum of squares

20. Frequency Distribution

21. Confidence Level

T. usually represented as percentage, the probability value

associated with a confidence interval
U. measure of variability in experimental-type research that
refers to the range of scores that compose the middle
50% of subjects, or the majority of the responses

Chapter 20

1. triangulation

2. constant comparison

3. categories

4. truth value

5. taxonomic analysis

6. interpretation

7. saturation

8. credibility

9. theme

A. term used in naturalistic inquiry to refer to the accuracy

of interpretation or how closely the analytical scheme
reflects the natural context or focus of the investigation
B. use of multiple strategies or methods as a means to
strengthen credibility of an investigators findings
related to the phenomenon under study
C. truthfulness and accuracy of findings in naturalistic
inquiry
D. naturalistic data analysis technique in which each datum
is compared and contrasted with previous information
to fit all the pieces together inductively into a bigger
puzzle
E. analytical process used in naturalistic inquiry in which
the investigator identified patterns and topics from
which a theme is derived
F. point at which an investigator has obtained sufficient
information from which to obtain an understanding of
the phenomena
G. analytical step in naturalistic inquiry in which the
investigator examines the derived categories and themes
and develops a conceptual understanding of the
phenomenon.
H. naturalistic data analysis technique in which the
researcher organizes similar or related categories into
larger categories and identifies differences between sets
of subcategories and larger or overarching categories
I. basic analytical step used in naturalistic inquiry in which
the investigator groups phenomena according to
similarities and labels the groups

Part II
Problems Solving.

Measures of Central Tendency

1. Retailers who sell travel packages want to know the average age at
which people get married. Travel professionals believe that couples
who are older when they marry spend significantly more on
honeymoons than those who marry younger, therefore they will
create more elaborate packages if the average age of marriage is
getting higher. The following ages of bridal couples were gathered in
an unscientific sampling at a bridal show.

Find the mean, median, and mode for:

a. women: Mean ______; Median ______; Mode ______

b. men:
Mean ______; Median ______; Mode ______

2. Advertising executives are working on a campaign to sell a blood pressure medicine.
These executives want to select (3) actors to use in the ads that will appeal to the
broadest market in need of such medications.

Find the mean, median, and mode BP for:
a. Caucasian women
b. Caucasian men
c. African-American women
d. African-American men
e. Latino women
f. Latino men
g. All women combined
h. All men combined

Note: In some cases there may be no mode. Also, depending on the text/instructor, a data set may be
viewed as having no mode (rather than 2 modes) since no single solitary number was replicated
more often than any other. With no consensus on the correct definition of mode, we will use no
mode for any data set with 2 modes.

Race/Gender

Age
Range

Systolic
BP

Race/Gender

Age
Range

Systolic
BP

Caucasian Women
Caucasian Women
Caucasian Women
Caucasian Women
Caucasian Women
Caucasian Women
African-American Women
African-American Women
African-American Women
African-American Women
African-American Women
African-American Women
Latino Women
Latino Women
Latino Women
Latino Women
Latino Women
Latino Women

30-39
40-49
50-59
60-69
70-79
80-89
30-39
40-49
50-59
60-69
70-79
80-89
30-39
40-49
50-59
60-69
70-79
80-89

110
116
125
130
129
127
126
132
141
147
155
160
122
125
130
136
145
151

Caucasian Men
Caucasian Men
Caucasian Men
Caucasian Men
Caucasian Men
Caucasian Men
African-American Men
African-American Men
African-American Men
African-American Men
African-American Men
African-American Men
Latino Men
Latino Men
Latino Men
Latino Men
Latino Men
Latino Men

30-39
40-49
50-59
60-69
70-79
80-89
30-39
40-49
50-59
60-69
70-79
80-89
30-39
40-49
50-59
60-69
70-79
80-89

141
152
158
173
179
175
156
161
172
183
188
187
146
150
159
167
172
172


Measures of Variability

3. Find the range for the following sets of data in problem #2:
State the range with low to high values and the difference (e.g. 109 125, 16)
a. Caucasian women
b. Caucasian men
c. African-American women
d. African-American men
e. Latino women
f. Latino men
g. All women
h. All men

4. Sum of the Squares finding the sum of the squares is an interim step to finding the
standard deviation. Use the test score data sets below and find the sum of the
squares. Remember, you must first find the mean, then subtract the mean from each
score, then square the answer. Add all the squared numbers for each data set.

Set I
Mean
Sum
Squared
Set II
Mean
Sum
Squared
94




98



76




94



52




88



98




90



80




84



78




86

5. Standard Deviation using the sum of the squares from question 4, find the
standard deviations for:
a. Set I
b. Set II

6. Find the standard deviation for the following sets of data representing the number
of books read by students in (4) different classrooms.

a. Class I
b. Class II
c. Class III
d. Class IV




7. Z-scores: Z scores translate data from numbers specific to a data set to a score that
represents where that number would fall on a normal curve that represents the data
set. The z-score is the distance, in standard deviations, from the mean. Z-scores can
be negative, the number is less than the mean, or positive, more than the mean. The
closer the z-score is to 0 the closer the number is to the mean.

Using the data for Class I in question 6, find the z-scores for the 16 scores.
a. Score = 4, z =
b. Score = 1, z =
c. Score = 10, z =
d. Score = 7, z =
e. Score = 6, z =
f. Score = 2, z =
g. Score = 11, z =
h. Score = 6, z =
i. Score = 22, z =
j. Score = 5, z =
k. Score = 8, z =
l. Score = 10, z =
m. Score = 3, z =
n. Score = 4, z =
o. Score = 9, z =
p. Score = 6, z =