Title of Assessment: Data Analysis Research Report
The final examination is a critical assessment as it composes 60% of overall assessments in the course. It is therefore vital to determine which factor influences the exam performances of the students. The purpose of the research is to be able to determine if there are factors, among considered in this research, have an influence on studentsâ€™ examination results. If findings are significant, it can be used to predict patterns of these factors and may be able to assist in structuring the course in a way that will allow students to achieve best possible outcomes.
The sample for this study was 705 students who took BSB123 at Queensland University of Technology. Data collected on this research includes: gender, number of degrees, and their assessments results in BSB123. Summary charts of data collected are provided in the Appendix. All calculations and charts were done in Excel, to minimise human error. However, the research may provide limited information, as factors measured were limited.
|BSB123 Examination Results|
|Variance||153.66785||Coefficient of Variation||0.43471|
|Standard Deviation||12.39628||Mean Deviation||10.14061|
|Range||54.||Percentile 25% (Q1)||19.5|
|Sum||20,104.1||Percentile 75% (Q3)||36.875|
|Sum Standard Error||329.1441||IQR||17.375|
|Total Sum Squares||681,479.81||MAD||8.|
There is much information that can be gathered just by looking at the histogram. First, it shows how data are distributed. Second, the modal interval or most frequent marks the students received were 20-25. Last, it shows the shape of the data, which have a slight skew to the right. Figure 1, provides more detailed calculations for the data set. First, it shows that the mode is 20, which agrees to the histogram. Second, it provides the mean and median, which are 28.51645 and 26.5 respectively. This supports the histogram that there is a slight skew on the right, since mean is greater than the median but not by much. Meaning, most studentsâ€™ got marks below the median. However it is slightly pulled up by some higher marks, which makes the average slightly greater than the middle score. In this case, the data was checked for outliers to ensure that the mean was not abnormally affected by an extreme value. It was found out that the highest and lowest standard scores are 2.45908745 and -1.897056742 respectively. Neither of which is considered an outlier and therefore the mean is a reliable measure of central tendency. Lastly, Figure 1 gives us the Inter Quartile Range (IQR), which provides a robust measure of dispersion since it is not affected by outliers. Given that the IQR is 17.375, the data are quite dispersed since the IQR or middle 50% of the data is relatively small compared to the Range that is 54. In the following graphs, it will be explained whether there are any of the other factors collected have an influence over the exam results. A table of coefficient of correlation, and sample covariance is provided below and will be used to discuss the linear relationship between variates.
|QUIZ – EXAM||0.53645469||0.287783635||22.55628546|
|REPORT – EXAM||0.292805681||0.085735167||11.91386535|
There is a positive relationship between the exam and report results as their covariance is 11.91386535. This means as the report results increases, the exam result increases too. However, the strength of the relationship should be considered, which is given by the coefficient of correlation. Given the coefficient of correlation is 0.292805681; it is considered a weak relationship since it belongs under 0 â‰¤ r < 0.3. This is easily seen in the graph. The data points are scattered away from the line of best fit, which shows there is a weak relationship between exam results and report results.
Concentrating on the exam and report results of single degree students, it can be analysed through the graph. It shows that there is also a positive relationship between the two results for both genders. Also, with the data points scattered, it can be analysed as a weak relationship for both genders. This is supported by their coefficient of correlation: 0.225212514 for females, 0.267650839 for males, and 0.245318119 for all single degree students. These are all considered weak relationship as it is also under 0 â‰¤ r â‰¤ 0.3.
It can be seen in the graph that there is a positive relationship as well. However, there is a recognisable difference between the slope of line of best fit of males and females. It is evident on their covariance: males have 9.04393424, while females have 12.69093497. This will also reflect on their coefficient of correlation in which females have 0.359306148, while males have 0.250645118. It shows that being a female doing a double degree have a higher relationship between their report and exam results. Although, it is still considered a moderate relationship as it belongs under 0.3 â‰¤ r â‰¤ 0.7.
As seen on the graph the quiz results and exam results have a positive linear relationship as the direction of the line of best fit is going upwards. This is also supported by the covariance 22.55628546. To determine the strength of this relationship, coefficient of correlation is calculated and given as 0.53645469. Although, this is the highest correlation so far, this is still considered as a moderate relationship. Following are the breakdown of relationship of exam and quiz results by number of degrees and gender.
As the graph shows, there is also a positive relationship between the results of students doing a single degree. It can also be seen that the linear relationship of males are steeper than females. This is reflected through their covariance with males as 27.02006961, and females as 16.30120052. Then use the coefficient of correlation to determine the strength of the relationship. Males have 0.583767491, and females have 0.425786454. Even though males have a higher coefficient of correlation, the relationship between the exam and quiz results of both genders are considered a moderate relationship.
From the graph, it can be said that there is a positive relationship between the quiz results and exam results of both genders doing double degree. To prove this, the sample covariance was given: males with 19.09510926, and females with 23.80332634. It is apparent that female covariance is greater than the male covariance. These values will give an indication that the coefficient of correlation of females would also be greater than of the malesâ€™. As calculated, females have 0.607654528, while males have 0.515221913. Although the coefficient of correlation for females is higher, both are still considered to have moderate relationship between their quiz and exam results.
In conclusion, both report and quiz results have a positive relationship with the exam results. However, the quiz results showed a stronger relationship to the exam results than the report results. The report results have a weak relationship with the exam results, with only the exception of females doing double degree having a moderate relationship between their results. On the other hand, the quiz results have a moderate relationship with the exam results. Unfortunately, there is no relationship to be considered significant to be a basis for predicting the exam results. Appendix
|Mean||15.22199||Skewness Standard Error||0.09193|
|Mean UCL||15.51985||Kurtosis Standard Error||0.18307|
|Variance||11.50498||Alternative Skewness (Fisher’s)||-1.02063|
|Standard Deviation||3.3919||Alternative Kurtosis (Fisher’s)||1.24506|
|Mean Standard Error||0.12775||Coefficient of Variation||0.22283|
|Sum Standard Error||90.06117||Median||16.|
|Total Sum Squares||171,454.25||Median Error||0.00603|
|Adjusted Sum Squares||8,099.50922||Percentile 25% (Q1)||13.|
|Geometric Mean||14.69729||Percentile 75% (Q3)||17.5|
|Mean||13.85248||Skewness Standard Error||0.09193|
|Mean UCL||14.14072||Kurtosis Standard Error||0.18307|
|Variance||10.77366||Alternative Skewness (Fisher’s)||-0.98594|
|Standard Deviation||3.28233||Alternative Kurtosis (Fisher’s)||1.54673|
|Mean Standard Error||0.12362||Coefficient of Variation||0.23695|
|Sum Standard Error||87.15177||Median||14.|
|Total Sum Squares||142,868.||Median Error||0.00584|
|Adjusted Sum Squares||7,584.65816||Percentile 25% (Q1)||12.|
|Geometric Mean||13.29844||Percentile 75% (Q3)||16.|
|Mean||28.51645||Skewness Standard Error||0.09193|
|Mean UCL||29.60504||Kurtosis Standard Error||0.18307|
|Variance||153.66785||Alternative Skewness (Fisher’s)||0.4614|
|Standard Deviation||12.39628||Alternative Kurtosis (Fisher’s)||-0.4863|
|Mean Standard Error||0.46687||Coefficient of Variation||0.43471|
|Sum Standard Error||329.1441||Median||26.5|
|Total Sum Squares||681,479.81||Median Error||0.02204|
|Adjusted Sum Squares||108,182.16913||Percentile 25% (Q1)||19.5|
|Geometric Mean||25.65771||Percentile 75% (Q3)||36.875|
We will send an essay sample to you in 2 Hours. If you need help faster you can always use our custom writing service.Get help with my paper