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Idenbfy the tpe df data (qualtativalquantitatve) and the leve measurement for Ihe performance rating ol survey respondents Explain your choiceNumbar oft respondents...

Question

Idenbfy the tpe df data (qualtativalquantitatve) and the leve measurement for Ihe performance rating ol survey respondents Explain your choiceNumbar oft respondents 151 782 217Rating Belaw Expectalions Moots Expoctations Above ExpectationsAre the data Qualialive or quanliabive?

Idenbfy the tpe df data (qualtativalquantitatve) and the leve measurement for Ihe performance rating ol survey respondents Explain your choice Numbar oft respondents 151 782 217 Rating Belaw Expectalions Moots Expoctations Above Expectations Are the data Qualialive or quanliabive?



Answers

Ballot Preferences. In Issue 338 of the $A m$ stat $N e w s,$ thenpresident of the American Statistical Association, F. Scheuren, reported the results of a survey on how members would prefer to receive ballots in annual elections. On the WeissStats CD, you will find data for preference and highest degree obtained for the 566 respondents.

All right? You kind of have to have a good laugh at this question, because this is the author kind of telling you a story of his life. His professional conference got together and they want to find out how people wanted to vote on the president of their conference for his professional peers. And they took a survey, they printed the data of how everybody voted. So you got to enjoy him sharing his life with you, but you still got to scratch your head about how to find the range of that or the standard deviation of that. So let's think about what that data looks like just to kind of wrap our minds around it. Um The choices were you could get a mail in ballot, or you could get an email ballot, or there are people who just said they don't care, okay, So people didn't care how they voted. Um and then they said, well, I wonder if there's a difference and, you know, do the statistics teachers who have their phds care differently than the statistics teachers who only have their master's, you know, So it's cute and interesting and you could tally those up, but how do you take your range and standard deviation on that? So again, this is a qualitative set of data. You're just looking at categories. In other words, for that would be categorical data. Okay? You've got you can get tallies of how many in each category, but that's not the same as a measurement where we can find the range of that. You really want to look for measurement data when you're saying quantitative data that you could take a range of standard deviation on. Okay. So the answer on this one is that you cannot there's there's no you can't find the range and can't find the standard deviation. Okay. Because its qualitative data not quantitative data. Okay? Or you can use that word categorical data and not measurement or numerical data. Okay. Yeah.

Now, in this question, the answers would very. What we have to do is we have to develop a survey, an online survey, and we have to analyze it completely. What was the objective? What were the questions that we put in? What were the errors? Whatever, What was the ordering of the questions and if there was any bias, So we have to keep these things in mind. The first one is very important, this objective okay and objective. For example, if I want to find out if Children from a certain age group prefer to learn chess more than some other age group. For example, for students who study in the classes fifth to eighth do they prefer to learn chess more than students who study in, Let's say for us to four give me that they're younger or some older students, that is, from ninth to ninth and older, right, so this is the first thing it is objective. Then I have to make sure that the questions are correct. The questions are correct there, correct, and they're properly ordered. Another very important thing, ordering of the questions can also introduce bias, so I have to make sure that the order is also correct and then I have to. And then I have to analyze and compare the results of the survey, analyze and compare the results of the survey, analyze and compared the results of the survey between the various groups. For example, I will have some entries from this group, some entries from this one and some entries from this one, right? And then in the end, I have to present. In the end, I have tow present. My findings present my findings. Now in this question, you can do the survey based on any objective that you want, right? And what does the question asked us to do? The question says we have to the check if the responses accurately reflect our goals for each question and then we also have toe understand the types off non sampling errors in the survey and then what was the response rate, or what approach that we take in order to increase the response rate right? Because in these kinds, off surveys, if let's say there is an email, if you are performing the survey using an email, there is a high chance of non response bias high chance of non response vice non response bias, right? And in order to overcome this strategy that we may use can be the strategy that involves callbacks, right? And since we are all students and we are, well, we're not very much interested in giving rewards since we're doing this for our own class assignment. So there is also another strategy that which says you can also offer rewards, but we're not going to go here. We can use the strategy of call backs in orderto improve this. So this is how we go about performing this question. This is an activity, and the surveys can vary from students to students.

This is there? S regression result dependent variable is a lot of duration and the explanatory variables are work program. Myers tab served, Fallon, alcohol drugs being black, being married, mm. Education. Yeah. Age and finally there intercept. We have 552 observations and our square is .071. There are some differences between the old estimates using the ancestors durations and the estimates here we have. Mhm. Mhm. Yeah. The estimate on drug it has become positive and insignificant. It was negative and significant In Table 17.4. The work programme done me become positive but still significant. Mhm. The rest of the estimates retain their signs but the magnitude all becomes smaller. They all tend towards zero. We call that attenuation effect. Okay. Yeah the attenuation is specifically severe before black dummy. The estimate changed from minus point 543 in the sensor regression to this India ancestor regression.

Now This time you say it will that we have is responses on an opinion poll. Is this qualitative or quantitative? This is qualitative because the poor responses are attributes and hence this is qualitative. This is coordinative.


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