complete the Tasks using the skills you developed through the Workbook Exercises in the first three weeks of the course. All the information you need to complete the Tasks is contained in the Workbook Exercises No 1 to 4 and related references. A spreadsheet of data is provided for analysis, called “Assessment 2 data”. No other resources are required
You will be assessed on your answers to the five questions,
Using the data contained in the spread sheets construct a frequency table for the five countries and identify the mode.
Using the spread sheets for each country, calculate the range of scores for Maths in each of the five countries (ie the lowest score and the highest score)
Using the spread sheets for each country, estimate the median for Maths in each of the five countries. Identify which country has the highest median for Maths.
Using the spread sheets, estimate the mean for Maths in each of the five countries. Identify which country has the highest mean for Maths.
Using the spread sheet for New Zealand (NZ) only, calculate the standard deviation for Maths in NZ.
Construct a cross tabulation of country and the Maths mean for each country.
Q1) Briefly describe the results you obtained in Tasks 2, 3 and 4 (100-200 words).
Q2) From your results in Task 5, how many schools in NZ are within one standard deviation of the mean, and how many are within two standard deviations of the mean?
Q3) From your cross tabulation in Task 6, identify which of the two variables is the dependent variable? Explain why. (20-50 words)
Q4) From your cross tabulation in Task 6, which of the two variables is the independent variable? Explain why. (20-50 words)
Q5) When and why is it useful to calculate a chi-square statistic? (50-100 words)
Q6) Imagine that you are a researcher interested in whether there is any difference in the mathematical performance of students in these five English-speaking countries. Using these data, write the discussion section of a research paper to answer the following research question: “How might we explain differences in the mathematical performance of students in Australia, Canada, Great Britain, New Zealand and the United States of America?”