¶ … parameter is a specified value that is usually represented by a number that describes a particular population. From such population a researcher will select a smaller group which will represent the population in general.
A statistic is the result of the measurements taken from the sample group that was representative of the population in question.
In a perfectly designed and administered testing program, if a treatment program is effective there should be measurable differences between how the tested groups respond to the treatment. Such differences should appear in that measured results.
Sampling error can occur in a number of ways. For instance, the sample used may be too generalized when compared with the population being tested, or the sample may, by chance, have some unpredictable, unsystemic differences that were unknown at the time of the sampling.
This would be an example of a non-experimental study as the researcher does not possess the capacity to control one of the variables.
9. This would be an example of a correlation study in that the researcher is merely comparing the results between independent variables and measuring the results. In order for it to be an experimental study, the researcher would have to have the ability to manipulate and control one of the variables.
10. This example would be an experimental study due to the fact that the researcher now has the ability to manipulate the results by altering the amount of caffeine given to the sample group and the additional ability to control said amount in order to measure the results of any changes in the variables.
18. a. 16
b. 256
c. 66
d. 11
20. a. 0
b. 0
c. 15
Chapter 2
2. a. 9
b. 31
c.119
4. a.
b.
x f x f
13
1
13
1
18
1
23
0
23
0
33
1
28
0
43
1
33
1
53
0
38
1
43
1
48
0
53
0
58
1
6. In situations where there are a large number of scores covering a wide range it is best to use a group frequency distribution as opposed to using a regular frequency distribution. As the purpose of using tables is to obtain a relatively simple, organized picture of data, in situations where a large number of scores are available, the use of grouping serves to clarify the distribution.
10. a. histogram
b. bar graph
c. bar graph
d. polygon
e. histogram
12.
a.
b. Bar graph x f
Art
2
1
1
Health
3
1
1
Phy Ed
2
Pol Sci 1
9
4
20.
x f cf c%
10
2
50
9
5
48
96%
8
8
43
86%
7
15
35
70%
6
10
20
40%
5
6
10
20%
4
4
4
8%
Power point Reviews
Chapter One
This chapter provides the basis of the various elements of what social scientists use to produce their research studies. Although exposure to graphs and the rhetoric used to describe the findings that social scientists use to describe the results of their studies are well-known the individual elements are not as familiar to the general public. The first chapter powerpoint presentation describes each of these elements and relates how each element is incorporated into the final result. The chapter does a good job of explaining the purpose behind research and how the methods used to accumulate the data are important to the final product.
Chapter Two
In the second chapter it is explained how the individual techniques described in Chapter One are incorporated in order to produce the final product. The use and design of the different types of graphs is clearly set forth and the purposes behind the use of tables and graphs are defined. The method of interpreting graphs and their related tables is also explained.
Frequency Distribution
The U.S. Department of Justice's review of the operations of Local Police Departments, 2007 was examined for purposes of understanding the practical use of frequency distributions. A number of tables were examined with one specific one being chosen for review. Table 5 on page 11 compares the educational levels of hired officers based on the population in which they serve. Unlike most of the examples contained in the text, the tables in the Department of Justice article put all values in terms of percentages and use at least two variables. In Table 5 the two variables are education level and population size. The table, in question, reveals what police departments serving cities of various sizes require in the way of minimum educational requirements for its newly hired police officers. The table reveals that the larger the city's population the higher the minimum educational requirements. Surprisingly, the table clearly exposes the fact that a great number of jurisdictions still do not require even a high school diploma and that very few demand a college degree.
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