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    Basics of Statistics

    Uploaded by

    hamidshahbulk

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    Download as docx, pdf, or txt
    of 3

    Basics of Statistics

    SPSS Basics

    Data Collection:
    There are different types of data collections

    Qualitative
    Its Non-numerical data like interviews, observations open-ended survey responses.

    Qualitative data analysis:


    Coding: Assigning labels or categories to data to identify themes and patterns.
    Thematic Analysis: Identifying, analyzing, and reporting patterns (themes) within the data.
    Content Analysis: Quantifying and analyzing the presence of certain words, themes, or concepts
    in qualitative data.

    Quantitative:
    Its Numerical data like test scores, ratings, or survey responses. It Used for statistical analysis
    and identifying different patterns.

    Quantitative Analysis:
    Descriptive Statistics: Summarizing data (e.g., mean, median, mode, standard deviation).
    Inferential Statistics: Making inferences about a population based on a sample (e.g., t-tests,
    ANOVA).
    Regression Analysis: Examining the relationship between variables like how learning time
    predicts test scores).

    Data Sampling:

     Random Sampling: Every individual in the population has an equal chance of being
    selected.
     Stratified Sampling: Dividing the population into groups (e.g., by age, gender) and
    sampling from each group.
     Convenience Sampling: Selecting individuals who are readily available.
    Measures of Central Tendency
     Mean (Average): The central value of a dataset.
     Median: The middle value when data are ordered.
     Mode: The most frequently occurring value.
     Standard Deviation (SD): Measures the spread of data around the mean.
     Variance: The square of the standard deviation.
    Reliabliltiy: it shows the impact of scales on samples of data
    Note:
    High mean or mode in a dataset might indicate a impact.
    If the standard deviation is too high, the data may be too dispersed, making the mean less
    representative of the dataset.

    Regression Analysis
     It is used understand the relationship between a dependent variable and one or more independent
    variables
     p-value (typically <0.05) indicates a significant relationship between the variables in regression
    analysis.

    Anova:
     ANOVA tests are for statistically significant differences between the means of three or more
    groups.
     If the p-value is less than the significance level (e.g., 0.05),t the null hypothesis will be rejected, it
    will conclude that not all group means are equal.

    Independent T-Test
     t-test compares the means of two groups if they are significantly different from each other.
     the t-value and p-value are important. A p-value <0.05 typically indicates a significant difference.

    Effect size
    Effect size is a way to measure the strength or size of a relationship or difference in a study.unlike
    Unlike p-values, which only tell if an effect exist
    Correlation:
    It measures the strength and direction of the relationship between two variables.
    The correlation coefficient (r) ranges from -1 to 1
    An r close to 1 or -1 indicates a strong relationship, while an r near 0 indicates a weak relationship of
    correlation

    Confidence Interval (CI) 95%


    It contains the true mean of the population of data ,it makes sure the of the population you are
    studying is 95% correct .

    Diagnostics:

    Formative Assessment:

     It Provides ongoing feedback to adjust instruction and improve student learning.


     It can be time-consuming to implement and may not be standardized.

    Summative Assessment

     It Evaluates student learning at the end of a unit or course.


     It May not capture the full range of student learning or provide detailed feedback.

    Norm-Referenced Tests:

     It compares an individual's performance to that of a larger group.


     It May not reflect individual strengths or weaknesses or the specific curriculum.

    Criterion-Referenced Tests

     Assesses whether an individual has met specific learning objectives.


     May not provide information about relative performance compared to others.

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