Please see the attached document as agreed, Okease do this task adn you have already reviewed it so you know what is going on, you already have the ID and Password
statistical_report_fall_2018_soc_304.docx

Unformatted Attachment Preview

SOC 304 – Social Statistics
STATISTICAL REPORT
Your statistical report is based on demonstrating three skills:

Your ability to use SPSS in order to generate the findings needed for the write-up
of your report
Your ability to do some calculation of statistics based on some findings from the
output.
Your ability to interpret and make sense of your output.
This report is a means to assess your level of quantitative literacy (see rubric table
attached at the end of this document).
Your quantitative report should be organized as follows:
1. Analysis: Answer ALL questions below as each step is graded. Having the
answers ready on this word document will help you submit the graded answers in
the Statistical Literacy report quiz. Submit your answers via the Statistical
Literacy Report Quiz on D2L. You have unlimited attempts. Don’t press the
submit button unless you are done. There is no time limit. There is however a
deadline.
2. Submit in the Statistical Literacy Report assignment dropbox: your
complete SPSS output used for the analysis (you can export your output as an
RTF file or you can copy and paste into your word document) and submit it in the
dropbox for the “Statistical Project.” Note that the deadline for the output is
earlier than the Statistical Literacy Report. I will be checking your output file to
see if you made some
Guidelines/requirements for the analysis to find under this module
“Statistical Literacy Report”:
1. You will need to use the GSS 2014 data (GSS2014.sav) file (available on
D2L)
2. You will need to use the Fall 2018 SCSU survey SPSS data file
(FallSurvey2018_SOC 304.sav file) (available on D2L).
3. Remember that you can only open this SPSS (.sav) files from SPSS
accessed via Apps Anywhere AFTER you have uploaded those files using
Web/Files Space (See “how to” Adobe Recording on D2L)
SOC 304 – Social Statistics
1. UNIVARIATE ANALYSIS (31 POINTS)
This section 1 on univariate analysis is based on using both data sets (GSS 2014
and SCSU 2018 Fall survey). Remember to choose appropriate measures of
descriptive statistics based on the level of measurement of each variable. In
addition, for EACH variable, you need to describe with one sentence or two the
descriptive statistics you computed. Nominal and ordinal variables require you to
mention valid percent (not percent) . For the univariate analysis of HRS1 and
HRSRELAX, provide the mean and the standard deviation.
1) SEX.
a. In your GSS 2014 file, describe the SEX composition. Use valid percent
in your statement. (1 point)
b. Also, based on this data file, and this SEX variable, what is the ratio of
men to women? For every 10 women, there are ___ men. (1 point)
c. In your SCSU 2018 Fall survey file, describe the sex composition (use the
SGender variable). Use valid percent in your statement. (1 point)
d. Also, Also, based on this data file, and this SGender variable, what is the
ratio of men to women? For every 10 women, there are ___ men. (1
point)
2) HRSRELAX. (“After an average work day, about how many hours do you have to
relax or pursue activities that you enjoy?”) (from the GSS 2014 file)
a. Provide the mean and standard deviation. (2 points)
b. provide the values for approximately 68% of the middle respondent
sample (between – 1 and +1 SD). (2 points)
c. For HRSRELAX, compute the confidence interval and provide the
following missing information. (2 points) At a 99% confidence level, the
confidence interval for the population mean of HRSRELAZ is between
____ and ____. (Hint: you need to use the EXPLORE menu from
ANALYZE and change the confidence level in “Statistics” from 95 to 99)
3) CHILDS. (from the GSS 2014 data file)
a. Recode CHILDS into CHILDSR with only 4 categories so as “0,” “1,” “2,”
are coded respectively “0,” “1,” and “2” and collapse values “3” through “8”
into value “3.” Label the values of your new variable CHILDSR (in the
SOC 304 – Social Statistics
variable view window) so that “0” = “no children,” “1” = “1 child,” “2” = “2
children,” and “3” = “3 children or more.” (See the SPSS primer for using
the “transform into different variable” instructions). Then run a frequency
distribution of CHILDSR making sure the value labels are visible on your
table.
Fill in the blank. There are ___ respondents who have 3 children or more. (.5
point)
b. Use valid percent to describe CHILDSR in your statement. (2 points)
4) HRS1. (from the GSS 2014 data file)
a. Provide the mean and standard deviation. (2 points)
b. provide the values for approximately 68% of the middle respondent
sample (between – 1 and +1 SD). (2 points)
5) Q28IMM_MUS1. (SCSU 2018 Fall survey file)
a. Use valid percent values to describe respondents’ stand on the statement
“Muslim immigrants are more difficult to integrate into American society
because of their religion.” Treat values 88, and 99 as missing (see
“using SPSS primer” specific to missing and recoding or the Adobe
Connect recording for SPSS assignments 11, 12, and 13). Make sure you
set the missing values so that you end up with only 5 categories (strongly
agree, somewhat agree, neutral, somewhat disagree, and strongly
disagree). Set “Don’t Know” and “Refused” as system missing.
Remember that you can set the missing values on the variable view
window in the “missing” cells for that variable. (2.5 points)
b. Then adding valid percentages, fill in the blanks. ___ % of respondents
overall agree with this statement compared to ___ % disagree with this
statement. (2 points)
6) Q16JOB_TRUMP. (SCSU 2018 Fall survey file)
a. Use valid percent values to describe respondents’ rating of president
Trump’s overall performance. Treat values 88 and 99 as missing values.
Make sure you set the missing values so that you end up with only 5
categories (Excellent, pretty good, only fair, poor, very poor). Remember
that you can set the missing values on the variable view window in the
“missing” cells for that variable (2 points).
b. Then adding valid percentages, fill in the blanks. ____ % of all
respondents who answered this question rate president Trump at least as
SOC 304 – Social Statistics
“pretty good” compared to ____ % who view president Trump at the best
as “pretty poor.”. (2 points)
7) Q5PARTY1 (SCSU 2018 Fall survey file)
a. Only set “refused” value 99 as missing. NOTE: In part 5 of this
assignment, you will need to set values 3 to 9 as missing system
(SYSMIS) using the recoding into a different variable command so that
you are only looking at 2 categories (Democrat and Republican). Run the
frequency distribution of Q5PARTY1.
b. The number of respondents who see themselves as “Not political” is ____.
(1 point)
c. Use valid percent values to describe respondents’ political affiliation. (5
points)
2. COMPARING TWO GROUPS MEANS (15 POINTS)
For this section, you need to use the GSS 2014 data. Does SEX of the respondent
matter in terms of how many hours one has to relax at the end of the day? Run the
independent samples T-test on SPSS in order to answer this question. You will need to
select “Options” to get some information about sample means. Hint: Pay attention to
the value numbers for male and female when selecting two groups to run the
independent samples T-test. (See SPSS assignment covering chapter 9 for illustration)
Make sure you review the chapter on two-independent samples testing before you do
the following:
a. Run the independent samples T-test on SPSS (make sure the output
for this is in the output file submitted in the dropbox (2 points)
b. Address the 3 required assumptions (Step 1 of hypothesis testing) (2
points)
c. State the hypotheses (H0 and H1) (1 point)
d. Provide values for sample means of each subgroup/categorical group. (2
points)
e. Calculate the sample mean difference between those two groups. (1 point)
f. Provide the value of the obtained t. (1 point)
g. Provide probability of t (p-value for T). Hint: look for “sig.” (1 point)
SOC 304 – Social Statistics
h. Answer the following question. Based on the number found for the pvalue, did the test statistic fall into the critical region? If so, at what alpha
level (.05?, .02?, .01?, .001?)? Remember that the P-value must be
smaller than the alpha and that we want to use the smallest alpha as
possible (2 points)
i. Make a decision (Reject or fail to reject) (1 point)
j. Interpret the results in terms of what you were testing and what it means in
comparing those two groups on your dependent variable. (2 points)
3. ANALYSIS OF VARI ANCE – ANOVA (18 POINTS)
You are still using GSS 2014 in this section. You will need to run a “One-Way
ANOVA” in order to answer the following question. Use HRSRELAX in the
“dependent list” and CHILDSR in “factor.” Also, make sure you select
“Descriptive” from the “Options” menu as well as “Bonferroni” from the “Post
Hoc…” menu. (See SPSS assignment 10 covering ANOVA for illustration)
Does the number of children matter in terms of how many hours to relax
respondents have?
a. Run ANOVA (make sure the output is in the dropbox)
b. Address the 4 required assumptions (Step 1 of hypothesis testing). (4
points)
c. State the hypotheses. (2 points)
d. Provide the value of the F ratio (obtained) (1 point)
e. Provide probability of F ratio (obtained) or the P-value of F. (1 point)
f. Indicate from your output how was calculated the MSW and MSB. Hints:
Use the actual values from the output. (4 points)
MSW = _____ / _____.
MSB = _____ /___.
g. Use your results from the Bonferroni post hoc test in order to interpret
the mean difference between each of the three categorical groups. You
should describe the mean differences regarding statistical significance.
For each comparison you need to provide the value for the mean
difference as well as information about being statistically significant at .05.
Hint: Look for stars. For each two groups comparison, make a statement
about the difference in means between these groups. For instance, “there
SOC 304 – Social Statistics
is no statistically significant mean difference between democrats and
republicans.” If you have a total of 4 categories, you need to make 6
comparative statements (group 1 with group 2, group 1 with group 3,
group 1 with group 4, group 2 with group 3, group 2 with group 4, group 3
with group 4). (6 points)
4. CORRELATION AND COEFFICIENT OF DETERMINATION (5 POINTS)
Now using HRS1 and HRSRELAX, what is the relationship between the number of
hours one works and number of hours to relax? Review chapter 13 for this section.
a. Run a bivariate correlation between those two variables.
b. Provide the value for Pearson’s r. (1 point)
c. Provide the significance level for Pearson’s r (P-value). Is r statistically
significant? At what alpha level? (0.5 point)
d. Interpret (based on r) the strength of the relationship, the direction of the
relationship and pattern between those two variables (Greater the number
of working hours per week…). (1.5 points)
e. Calculate r2 based on r and interpret r2 as a PRE measure. Hints: how
much is explained by the variance in …) (2 points).
5. NOMINAL AND ORDINAL BIVARIATE RELATIONSHIPS (31 POINTS)
In this section, you need to use the SCSU Fall 2018 data file. Make sure you have
dealt with missing values prior to exploring those relationships.
Explore the following relationships.
1. Does being a democrat or a republican matter in terms of agreeing or
disagreeing with the statement “Muslim immigrants are more difficult to
integrate into American society because of their religion”? Hint: you need
to create a new variable called PARTYR recoding the Q5PARTY1
variable and setting as system missing (SYSMIS any value that is NOT
either democrat or republican (values 3-9). You should then end up with a
binary variable (dichotomous variable). You will also need to use the
dependent variable “Q28IMM_MUS1.” Make sure you set the missing
values so that you end up with only 5 categories (strongly agree,
somewhat agree, neutral, somewhat disagree, and strongly disagree).
SOC 304 – Social Statistics
Remember that you can set the missing values on the variable view
window in the “missing” cells for that variable. (15.5 points)
2. Does the rating of Trump’s overall performance matter in predicting
attitudes towards the statement “Muslim immigrants are more difficult to
integrate into American society because of their religion”? Use the
variable “Q28IMM_MUS1” as previously used (only 5 categories) as the
dependent variable. Use the variable “Q16JOB_TRUMP” after making
sure that you only keep 5 categories (Excellent, Pretty good, Only fair,
Poor, Very poor). (15.5 points)
For each of them (1. And 2.) you need to do the following:
k. Run appropriate bivariate tables (column percentages). Hint: make
sure you select the appropriate variable for column or row and that you
check “column” percentage in the “cells” option.
l. Interpret percent values in cell (you need to write sentences that includes
percentages for each cell). Remember to compare percentages across
after you obtain them within each column. (2 points)
m. State the hypotheses for Chi-square, (1 point)
n. compute Chi-square and provide the value of Chi-square, (1 point)
o. What is the p-value (sig.) for Chi-square? State the alpha level for Chisquare. Is it statistically significant? If so, at .05? at .01? at .001? (2
points)
p. Make a statement about your decision to reject/fail to reject the null
hypothesis, (1 point)
q. Interpret the results from chi-square (be specific about the variables). Is
there a relationship between those variables? (1 point)
r. Compute the appropriate measure of association (pay attention to level of
measurement of each variable). Use Cramer’s V and Lambda for nominal
variables. (2 points) Use Gamma for ordinal variables. (1 point)
s. State the alpha level (p-value) associated with that measure of
association. (2 points)
t. Describe the:
i. Strength of the relationship (weak, moderate, strong) while
providing the value of the measure of association, (1 point)
ii. Pattern of the relationship (Example: Democrat respondent are
more likely to… than…) reading the bivariate table’s column
percentages across, (1 point)
iii. Direction of the relationship when appropriate (positive/negative)
based on your measure of association. (1 point)
SOC 304 – Social Statistics
u. Use the measure of association that is appropriate for PRE and provide
the PRE value in % in a sentence interpreting the bivariate relationship.
(1.5 points)
SOC 304 – Social Statistics
Capstone
4
Interpretation
Ability to explain information
presented in mathematical
forms (e.g., equations,
graphs, diagrams, tables,
words)
Representation
Ability to convert relevant
information into various
mathematical forms (e.g.,
equations, graphs, diagrams,
tables, words)
Calculation
Milestones
3
2
1
Provides accurate
explanations of information
presented in mathematical
forms. Makes appropriate
inferences based on that
information. For example,
accurately explains the trend
data shown in a graph and
makes reasonable predictions
regarding what the data
suggest about future events.
Provides accurate explanations of
information presented in
mathematical forms. For instance,
accurately explains the trend data
shown in a graph.
Provides somewhat accurate
explanations of information
presented in mathematical forms,
but occasionally makes minor
errors related to computations or
units. For instance, accurately
explains trend data shown in a
graph, but may miscalculate the
slope of the trend line.
Attempts to explain
information presented in
mathematical forms, but
draws incorrect
conclusions about what
the information means.
For example, attempts to
explain the trend data
shown in a graph, but will
frequently misinterpret the
nature of that trend,
perhaps by confusing
positive and negative
trends.
Skillfully converts relevant
information into an insightful
mathematical portrayal in a
way that contributes to a
further or deeper
understanding.
Competently converts relevant
information into an appropriate and
desired mathematical portrayal.
Completes conversion of
information but resulting
mathematical portrayal is only
partially appropriate or accurate.
Completes conversion of
information but resulting
mathematical portrayal is
inappropriate or
inaccurate.
Calculations attempted are
essentially all successful and
sufficiently comprehensive to
solve the problem.
Calculations are also
presented elegantly (clearly,
concisely, etc.)
Calculations attempted are
essentially all successful and
sufficiently comprehensive to solve
the problem.
Calculations attempted are either Calculations are attempted
unsuccessful or
but are both unsuccessful
and are not
represent only a portion of the
comprehensive.
calculations required to
comprehensively solve the
problem.
SOC 304 – Social Statistics
Application / Analysis
Uses the quantitative analysis
Uses the quantitative analysis of
Uses the quantitative analysis of
Uses the quantitative
of data as the basis for deep
data as the basis for competent
data as the basis for workmanlike
analysis of data as the
Ability to make judgments and
and thoughtful judgments,
judgments, drawing reasonable and
(without inspiration or nuance,
basis for tentative, basic
draw appropriate
drawing insightful, carefully
appropriately qualified conclusions
ordinary) judgments, drawing
judgments, although is
conclusions based on the
qualified conclusions from this
from this work.
plausible conclusions from this
hesitant or uncertain about
quantitative analysis of data,
work.
work.
drawing conclusions from
while recognizing the limits of
this work.
this analysis
Assumptions
Ability to make and evaluate
important assumptions in
estimation, modeling, and
data analysis
Communication
Explicitly describes
assumptions and provides
compelling rationale for why
each assumption is
appropriate. Shows
awareness that confidence in
final conclusions is limited by
the accuracy of the
assumptions.
Explicitly describes assumptions
and provides compelling rationale
for why assumptions are
appropriate.
Explicitly describes assumptions.
Uses quantitative information
Uses quantitative information in
Uses quantitative information, but
in connection with the
connection with the argument or
does not effectively connect it to
Expressing quantitative
argument or purpose of the
purpose of the work, though data
the argument or purpose of the
evidence in support of the
work, presents it in an
may be presented in a less than
work.
argument or purpose of the
effective format, and
completely effective format or some
work (in terms of what
explicates it with consistently
parts of the explication may be
evidence is used and how it is
high quality.
uneven.
formatted, presented, and
contextualized)
Attempts to describe
assumptions.
Presents an argument for
which quantitative
evidence is pertinent, but
does not provide adequate
explicit numerical support.
(May use quasiquantitative words such as
“many,” “few,” “increasing,”
“small,” and the like in
place of actual quantities.)

Purchase answer to see full
attachment