## Description

### Unformatted Attachment Preview

MATH 315, Fall 2022
Problem Set 4
September 16, 2022
Homework Team (team number): (team name)
This assignment is associated with Chapter 3, Solution of Linear Systems. It illustrates
numerical methods for solving linear systems of equations, i.e. Ax = b, and also some
complexities introduced when solving this problem on a computer.
1. Consider the following system of equations:
x1 + x2 + 2x3 = 8
−x1 − 2x2 + 3x3 = 1
3x1 − 7x2 + 4x3 = 10
(a) Use Gaussian elimination to find the A = LU factorization of A (by hand).
Which built-in MATLAB function can be used to determine the LU factorization?
Discuss the results you obtain when you implement this function.
(b) Use Gaussian elimination to find the P A = LU factorization of A (by hand).
Which built-in MATLAB function can be used to determine this factorization?
(c) Use your factorization from 1a to determine A−1 . (Hint: Recall that A ∗ A−1 =
A ∗ X = I.) Discuss one benefit of using the factorization for this problem. (Hint:
The next problem might give you some ideas.)
2. In this problem we consider solving Ax = bk for a given n × n matrix A, and multiple
right hand side vectors, b1 , b2 , . . . , bm . We will assume these vectors are stored in an
n × m matrix B; that is,
B = b1 b2 · · · bm .
We could:
• Use Gaussian elimination to solve each system Ax = bk , or
• first compute the P A = LU factorization, and then compute the solutions by
using only backward and forward solves.
1
The purpose of this problem is to compare the time it takes for these two approaches.
Here is code to illustrate how to do this comparison with 50 right hand side vectors:
function [t1, t2] = CompareSpeed(n)
% (add comments here)
n_rhs = 50; n_runs = 10;
A = rand(n); B = rand(n,n_rhs);
t1_sum = 0;
for j = 1:n_runs
tic
for k = 1:n_rhs
x = A\B(:,k);
end
t1_sum = t1_sum + toc;
end
t1 = t1_sum/n_runs;
t2_sum = 0;
for j = 1:n_runs
tic
[L, U, P] = lu(A);
for k = 1:n_rhs
x = U\(L\(P*B(:,k)));
end
t2_sum = t2_sum + toc;
end
t2 = t2_sum/n_runs;
(a) Implement and run the above function, and test for n = 50.
(b) Add a few lines of comments (see the line (add comments here)) to explain the
purpose of this function, inputs and outputs.
(c) What is the purpose of the loop for j = 1:n runs?
(d) Write a script that will run the function for n = 50, 100, 200, 400, 800, 1600, and
plot the timings using both plot and semilogy. Your plots should have matrix
size, n, on the x-axis, and time to solve on the y-axis. That is, your plots should
look similar to the following, but you should add a legend to each of the plots to
indicate which approach is associated with the blue curve, and which is associated
with the red.
2
2
10
10 0
time to solve
1.5
time to solve
1
1
10 -1
10 -2
0.5
10 -3
10 -4
0
0
500
1000
1500
matrix size, n
0
500
1000
matrix size, n
3
1500

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## Explanation & Answer

View attached explanation and answer. Let me know if you have any questions..m file is inside the zip file. I have also attached the code in txt file and word file for 2c. Let me know if there is any queries.

The purpose of the loop for j=1:n_runs is to do multiple runs o...

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South Western College Weight IAT Variables Questions

(9) Weight IAT Variables
Quantitative Variable
IAT-Weight-Score: Score on the Weight IAT
Categorical Variable (choose one) ...

South Western College Weight IAT Variables Questions

(9) Weight IAT Variables
Quantitative Variable
IAT-Weight-Score: Score on the Weight IAT
Categorical Variable (choose one)
Race: 1=American Indian/Alaska Native; 2=East Asian; 3=South Asian; 4=Native Hawaiian or other Pacific Islander; 5=Black or African American; 6=White; 7=Other or Unknown; 8=Multiracial
Political-ID: 1=strongly conservative; 2=moderately conservative; 3=slightly conservative; 4=neutral; 5=slightly liberal; 6=moderately liberal; 7=strongly liberal
Religiosity: 1=Not at all; 2=Slightly; 3=Moderately; 4=Very; 5=Extremely
Prefers: Subject reports: 1=Strong preference for fat people; 2=Moderate preference for fat people; 3=Slight preference for fat people; 4=Likes thin people and fat people equally; 5=Slight preference for thin people; 6=Moderate preference for thin people; 7=Strong preference for thin people
Most-Prefer: Subject’s perception of what most people prefer: 1=Strong preference for fat people; 2=Moderate preference for fat people; 3=Slight preference for fat people; 4=Likes thin people and fat people equally; 5=Slight preference for thin people; 6=Moderate preference for thin people; 7=Strong preference for thin people
Body-Image: Subject’s reported body image: 1=Very underweight; 2=Moderately underweight; 3=Slightly underweight; 4=Neither underweight nor overweight; 5=Slightly overweight; 6=Moderately overweight; 7=Very overweight
Important: Importance of weight to subject’s sense of self: 1=Not at all important; 2=Moderately unimportant; 3=Somewhat unimportant; 4=Neither unimportant nor important; 5=Somewhat important; 6=Moderately important; 7=Very important
Weight IAT variable descriptions (opens in a new tab).
Prompt
Work through each of the following items to conduct an ANOVA F-test using the variables listed above for your unique IAT sample.
What is the explanatory variable, and what is the response variable?
What are the populations for the F-test?
State your hypotheses.
Create side-by-side (or stacked) boxplots for the quantitative variable (IAT Score) grouped by your chosen categorical variable. Select the option to display the mean within the boxplots (directions) .
Download the StatCrunch output window (your boxplots) and embed the .png file with your response.
Do the boxplots suggest that the samples come from populations with different means? Briefly explain.
Next, we need to create a table with these summary statistics: sample size, mean, and standard deviation for each of the populations you listed above. To do this, use StatCrunch to create a table of the indicated summary statistics for the quantitative variable (IAT Score) grouped by your chosen categorical variable. The summary statistics should be listed in the order given with no other statistics in your table.
Copy the table in the StatCrunch output window and paste it into your response.
To make your table readily understood by any reader, complete each of the following.
Enter a descriptive title above your table.
In your table, each group from your chosen categorical variable is labeled with a number. A reader will not understand what the number represents. Replace the numeric labels with descriptive words for each group of your selected categorical variable (see the Variables section above for your data set).
Determine whether conditions are met to use the ANOVA F-test. For each condition explain why the condition is met or not met.
Conducting the ANOVA F-test at the 5% significance level:
If conditions are met, use StatCrunch to conduct the ANOVA F-test (copy and paste the contents of the StatCrunch output window into your response). Identify the F-statistic and the P-value. Then state your conclusion in context.
If conditions are not met for your selected categorical variable, start over and use the list of categorical variables provided in the Variables section above to select a different categorical variable for which conditions are met.

Central Michigan University Business Statistics Homework Paper

i have done working on the all of the questions accept the last two if you could help me as soon as possible i only have 1 ...

Central Michigan University Business Statistics Homework Paper

i have done working on the all of the questions accept the last two if you could help me as soon as possible i only have 1 hour left for the due date. so for the last two questions you have to look at the instructions first and then see the other two files

T test analysis computation, computer science homework help

For this assessment, you will complete an SPSS data analysis report using t-test output for assigned variables.You will re ...

T test analysis computation, computer science homework help

For this assessment, you will complete an SPSS data analysis report using t-test output for assigned variables.You will review the theory, logic, and application of t-tests. The t-test is a basic inferential statistic often reported in psychological research. You will discover that t-tests, as well as analysis of variance (ANOVA), compare group means on some quantitative outcome variable.By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:Analyze the computation, application, strengths and limitations of various statistical tests.Develop a conclusion that includes strengths and limitations of an independent samples t-test.Analyze the decision-making process of data analysis.Analyze the assumptions of the independent samples t-test.Apply knowledge of hypothesis testing.Develop a research question, null hypothesis, alternative hypothesis, and alpha level.Interpret the results of statistical analyses.Interpret the output of the independent samples t-test.Apply a statistical program's procedure to data.Apply the appropriate SPSS procedures to check assumptions and calculate the independent samples t-test to generate relevant output.Apply the results of statistical analyses to a field of interest or career.Develop a context for the data set, including a definition of required variables and scales of measurement.Communicate in a manner that is scholarly, professional, and consistent with the expectations for members in the identified field of study.Communicate in a manner that is scholarly, professional, and consistent with the expectations for members in the identified field of study.Read the Assessment 3 Context document for important information on the following topics:Logic of the t-test.Assumptions of the t-test.Hypothesis testing for a t-test.Effect size for a t-test.Testing assumptions: The Shapiro-Wilk test and Levene's test.Proper reporting of the independent samples t-test.t, degrees of freedom, and t value.Probability value.Effect size.As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.VARIOUS FORMS OF THET-TESTIn what research situations should the paired samples t-test be used rather than the independent samples t-test?TWO VERSIONS OF THE INDEPENDENT SAMPLEST-TESTWhy are there are two different versions of the t-test on the SPSS printout and how you decide which one is more appropriate?APPLICATION OFT-TESTSIs there a research question from your professional life or career specialization that can be addressed by an independent samples t-test?Why would a t-test be the appropriate analysis for this research question?What are the variables and their scale of measurement?What is the expected outcome? (For example, "The group 1 mean score will be significantly greater than the group 2 mean score because…").REQUIRED RESOURCESThe following resources are required to complete the assessment.Assessment 3 Context.DAA Template.SPSS Data Analysis Report Guidelines.IBM SPSS Step-By-Step Instructions:t-Tests.Copy/Export Output Instructions.In addition, you will need the grades.savfile that you created from the grades2.datfile in Assessment 1.SPSS SoftwareThe following statistical analysis software is required to complete your assessments in this course:IBM SPSS Statistics (recent version for PC or Mac).This course requires the following as a minimum:IBM SPSS Statistics Standard GradPack. (The Base GradPack is not acceptable for use in this course.)Versioning:This software is routinely updated. While it is recommended that you use the latest version of the software, you may use an older version if you already own it or have access to it, but it mustbe version 22 or higher. Be sure to use the version that is compatible with your operating system (PC or Mac).SUGGESTED RESOURCESThe resources provided here are optional. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The XX-FP7864 – Quantitative Design and Analysis Library Guidecan help direct your research, and the Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you.ResourcesGeorge, D., & Mallery, P. (2016). IBM SPSS statistics 23 step by step: A simple guide and reference(14th ed.). New York, NY: Routledge.Chapter 11, "The t-Test Procedure."Internet ResourcesLane, D. M. (2013). HyperStat online: An introductory statistics textbook and online tutorial for help in statistics courses. Retrieved from http://davidmlane.com/hyperstatStatSoft, Inc. (2013). Electronic statistics textbook. Tulsa, OK: StatSoft. Retrieved fromhttp://www.statsoft.com/textbookSophia. (2014). Retrieved from http://www.sophia.org/Browse Sophia for tutorials that explore statistical topics.StatisticsLectures.com. (2012). Free statistic lectures. Retrieved fromhttp://statisticslectures.com/Khan Academy. (2013). Retrieved from https://www.khanacademy.orgThis Web site offers resources covering a range of subjects, including statisticsHall, R. (1998). Between subjects one-way ANOVA example. Psychology World. Retrieved from http://web.mst.edu/~psyworld/anovaexample.htmElliot, A. C. (2012). ANOVA using Microsoft Excel: One-way analysis of variance. Excel Tutorials for Statistical Data Analysis. Retrieved fromhttp://www.stattutorials.com/EXCEL/EXCEL_ANOVA.htm...Onwuegbuzie, T. (Producer). (2009). Mixed methods research[Video] | Transcript. Available from http://videolectures.net/ssmt09_onwuegbuzie_mmrResourcesGeorge, D., & Mallery, P. (2016). IBM SPSS statistics 23 step by step: A simple guide and reference (14th ed.). New York, NY: Routledge.Chapter 11, "The t Test Procedure."Field, A. (2013). Discovering statistics using IBM SPSS (4th ed.). Thousand Oaks, CA: Sage.Warner, R. M. (2013). Applied statistics: From bivariate through multivariate techniques(2nd ed.). Thousand Oaks, CA: Sage.Chapter 5, "Comparing Group Means Using the Independent Samples t Test.".American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.Read the Assessment 3 Context document (linked in the Resources, under the Required Resources heading) to learn about the concepts used in this assessment.You will use the following resources for this assessment. They are linked in the Resources, under the Required Resources heading.Complete this assessment using the DAA Template.Read the SPSS Data Analysis Report Guidelines for a more complete understanding of the DAA Template and how to format and organize your assessment.Refer to IBM SPSS Step-By-Step Instructions:t-Tests for additional information on using SPSS for this assessment.If necessary, review the Copy/Export Output Instructions to refresh your memory on how to perform these tasks. As with your previous assessments, your submission should be narrative with supporting statistical output (table and graphs) integrated into the narrative in the appropriate place (not all at the end of the document).You will analyze the following variables in the grades.savdata set:gender.gpa.Step 1: Write Section 1 of the DAAProvide a context of the grades.sav data set.Include a definition of the specified variables (predictor, outcome) and corresponding scales of measurement.Specify the sample size of the data set.Step 2: Write Section 2 of the DAAAnalyze the assumptions of the t-test.Paste the SPSS histogram output for gpa and discuss your visual interpretations.Paste SPSS descriptives output showing skewness and kurtosis values for gpa and interpret them.Paste SPSS output for the Shapiro-Wilk test of gpa and interpret it.Report the results of the Levene's test and interpret it.Summarize whether or not the assumptions of the t-test are met.Step 3: Write Section 3 of the DAASpecify a research question related to gender and gpa.Articulate the null hypothesis and alternative hypothesis.Specify the alpha level.Step 4: Write Section 4 of the DAAPaste the SPSS output of the t-test.Report the results of the SPSS output using proper APA guidelines. Include the following:t.Degrees of freedom.tvalue.pvalue.Effect size.Interpretation of effect size.Means and standard deviations for each group. Mean difference.Interpret the results against the null hypothesis.Step 5: Write Section 5 of the DAADiscuss the implications of this t-test as it relates to the research question.Conclude with an analysis of the strengths and limitations of t-test analysis.

Statistics Two Sides of The Same Issue Discussion

I’m trying to study for my Statistics course and I need some help to understand this question.Post at least three times ...

Statistics Two Sides of The Same Issue Discussion

I’m trying to study for my Statistics course and I need some help to understand this question.Post at least three times to this discussion forum, following the guidelines below. Your posts should include responses to any questions asked, as well as replies to classmates.In your textbook, look at Focus on Politics: Who Benefits from a Tax Cut? This shows how two groups (Democrats and Republicans) with opposing beliefs and agendas can use the same data to support radically different conclusions.Do you think either of the two charts fairly communicates the impact of the proposed tax cut? If so, which one and why? If not, why not? Can you think of a way to present the numbers more fairly?Do a web search to find another example of opposing views which are supported with statistics. (Any contested, polarizing issues of the day like universal health insurance, immigration, and green-house gases should provide ample source material.) Post links to the resources you've found, and in your own words, briefly summarize the issue and the opposing views.Summarize the statistical data being used to support each position.Which view do you believe more fairly represents the issue? Why? What might be another way to present the numbers more fairly?

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South Western College Weight IAT Variables Questions

(9) Weight IAT Variables
Quantitative Variable
IAT-Weight-Score: Score on the Weight IAT
Categorical Variable (choose one) ...

South Western College Weight IAT Variables Questions

(9) Weight IAT Variables
Quantitative Variable
IAT-Weight-Score: Score on the Weight IAT
Categorical Variable (choose one)
Race: 1=American Indian/Alaska Native; 2=East Asian; 3=South Asian; 4=Native Hawaiian or other Pacific Islander; 5=Black or African American; 6=White; 7=Other or Unknown; 8=Multiracial
Political-ID: 1=strongly conservative; 2=moderately conservative; 3=slightly conservative; 4=neutral; 5=slightly liberal; 6=moderately liberal; 7=strongly liberal
Religiosity: 1=Not at all; 2=Slightly; 3=Moderately; 4=Very; 5=Extremely
Prefers: Subject reports: 1=Strong preference for fat people; 2=Moderate preference for fat people; 3=Slight preference for fat people; 4=Likes thin people and fat people equally; 5=Slight preference for thin people; 6=Moderate preference for thin people; 7=Strong preference for thin people
Most-Prefer: Subject’s perception of what most people prefer: 1=Strong preference for fat people; 2=Moderate preference for fat people; 3=Slight preference for fat people; 4=Likes thin people and fat people equally; 5=Slight preference for thin people; 6=Moderate preference for thin people; 7=Strong preference for thin people
Body-Image: Subject’s reported body image: 1=Very underweight; 2=Moderately underweight; 3=Slightly underweight; 4=Neither underweight nor overweight; 5=Slightly overweight; 6=Moderately overweight; 7=Very overweight
Important: Importance of weight to subject’s sense of self: 1=Not at all important; 2=Moderately unimportant; 3=Somewhat unimportant; 4=Neither unimportant nor important; 5=Somewhat important; 6=Moderately important; 7=Very important
Weight IAT variable descriptions (opens in a new tab).
Prompt
Work through each of the following items to conduct an ANOVA F-test using the variables listed above for your unique IAT sample.
What is the explanatory variable, and what is the response variable?
What are the populations for the F-test?
State your hypotheses.
Create side-by-side (or stacked) boxplots for the quantitative variable (IAT Score) grouped by your chosen categorical variable. Select the option to display the mean within the boxplots (directions) .
Download the StatCrunch output window (your boxplots) and embed the .png file with your response.
Do the boxplots suggest that the samples come from populations with different means? Briefly explain.
Next, we need to create a table with these summary statistics: sample size, mean, and standard deviation for each of the populations you listed above. To do this, use StatCrunch to create a table of the indicated summary statistics for the quantitative variable (IAT Score) grouped by your chosen categorical variable. The summary statistics should be listed in the order given with no other statistics in your table.
Copy the table in the StatCrunch output window and paste it into your response.
To make your table readily understood by any reader, complete each of the following.
Enter a descriptive title above your table.
In your table, each group from your chosen categorical variable is labeled with a number. A reader will not understand what the number represents. Replace the numeric labels with descriptive words for each group of your selected categorical variable (see the Variables section above for your data set).
Determine whether conditions are met to use the ANOVA F-test. For each condition explain why the condition is met or not met.
Conducting the ANOVA F-test at the 5% significance level:
If conditions are met, use StatCrunch to conduct the ANOVA F-test (copy and paste the contents of the StatCrunch output window into your response). Identify the F-statistic and the P-value. Then state your conclusion in context.
If conditions are not met for your selected categorical variable, start over and use the list of categorical variables provided in the Variables section above to select a different categorical variable for which conditions are met.

Central Michigan University Business Statistics Homework Paper

i have done working on the all of the questions accept the last two if you could help me as soon as possible i only have 1 ...

Central Michigan University Business Statistics Homework Paper

i have done working on the all of the questions accept the last two if you could help me as soon as possible i only have 1 hour left for the due date. so for the last two questions you have to look at the instructions first and then see the other two files

T test analysis computation, computer science homework help

For this assessment, you will complete an SPSS data analysis report using t-test output for assigned variables.You will re ...

T test analysis computation, computer science homework help

For this assessment, you will complete an SPSS data analysis report using t-test output for assigned variables.You will review the theory, logic, and application of t-tests. The t-test is a basic inferential statistic often reported in psychological research. You will discover that t-tests, as well as analysis of variance (ANOVA), compare group means on some quantitative outcome variable.By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:Analyze the computation, application, strengths and limitations of various statistical tests.Develop a conclusion that includes strengths and limitations of an independent samples t-test.Analyze the decision-making process of data analysis.Analyze the assumptions of the independent samples t-test.Apply knowledge of hypothesis testing.Develop a research question, null hypothesis, alternative hypothesis, and alpha level.Interpret the results of statistical analyses.Interpret the output of the independent samples t-test.Apply a statistical program's procedure to data.Apply the appropriate SPSS procedures to check assumptions and calculate the independent samples t-test to generate relevant output.Apply the results of statistical analyses to a field of interest or career.Develop a context for the data set, including a definition of required variables and scales of measurement.Communicate in a manner that is scholarly, professional, and consistent with the expectations for members in the identified field of study.Communicate in a manner that is scholarly, professional, and consistent with the expectations for members in the identified field of study.Read the Assessment 3 Context document for important information on the following topics:Logic of the t-test.Assumptions of the t-test.Hypothesis testing for a t-test.Effect size for a t-test.Testing assumptions: The Shapiro-Wilk test and Levene's test.Proper reporting of the independent samples t-test.t, degrees of freedom, and t value.Probability value.Effect size.As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.VARIOUS FORMS OF THET-TESTIn what research situations should the paired samples t-test be used rather than the independent samples t-test?TWO VERSIONS OF THE INDEPENDENT SAMPLEST-TESTWhy are there are two different versions of the t-test on the SPSS printout and how you decide which one is more appropriate?APPLICATION OFT-TESTSIs there a research question from your professional life or career specialization that can be addressed by an independent samples t-test?Why would a t-test be the appropriate analysis for this research question?What are the variables and their scale of measurement?What is the expected outcome? (For example, "The group 1 mean score will be significantly greater than the group 2 mean score because…").REQUIRED RESOURCESThe following resources are required to complete the assessment.Assessment 3 Context.DAA Template.SPSS Data Analysis Report Guidelines.IBM SPSS Step-By-Step Instructions:t-Tests.Copy/Export Output Instructions.In addition, you will need the grades.savfile that you created from the grades2.datfile in Assessment 1.SPSS SoftwareThe following statistical analysis software is required to complete your assessments in this course:IBM SPSS Statistics (recent version for PC or Mac).This course requires the following as a minimum:IBM SPSS Statistics Standard GradPack. (The Base GradPack is not acceptable for use in this course.)Versioning:This software is routinely updated. While it is recommended that you use the latest version of the software, you may use an older version if you already own it or have access to it, but it mustbe version 22 or higher. Be sure to use the version that is compatible with your operating system (PC or Mac).SUGGESTED RESOURCESThe resources provided here are optional. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The XX-FP7864 – Quantitative Design and Analysis Library Guidecan help direct your research, and the Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you.ResourcesGeorge, D., & Mallery, P. (2016). IBM SPSS statistics 23 step by step: A simple guide and reference(14th ed.). New York, NY: Routledge.Chapter 11, "The t-Test Procedure."Internet ResourcesLane, D. M. (2013). HyperStat online: An introductory statistics textbook and online tutorial for help in statistics courses. Retrieved from http://davidmlane.com/hyperstatStatSoft, Inc. (2013). Electronic statistics textbook. Tulsa, OK: StatSoft. Retrieved fromhttp://www.statsoft.com/textbookSophia. (2014). Retrieved from http://www.sophia.org/Browse Sophia for tutorials that explore statistical topics.StatisticsLectures.com. (2012). Free statistic lectures. Retrieved fromhttp://statisticslectures.com/Khan Academy. (2013). Retrieved from https://www.khanacademy.orgThis Web site offers resources covering a range of subjects, including statisticsHall, R. (1998). Between subjects one-way ANOVA example. Psychology World. Retrieved from http://web.mst.edu/~psyworld/anovaexample.htmElliot, A. C. (2012). ANOVA using Microsoft Excel: One-way analysis of variance. Excel Tutorials for Statistical Data Analysis. Retrieved fromhttp://www.stattutorials.com/EXCEL/EXCEL_ANOVA.htm...Onwuegbuzie, T. (Producer). (2009). Mixed methods research[Video] | Transcript. Available from http://videolectures.net/ssmt09_onwuegbuzie_mmrResourcesGeorge, D., & Mallery, P. (2016). IBM SPSS statistics 23 step by step: A simple guide and reference (14th ed.). New York, NY: Routledge.Chapter 11, "The t Test Procedure."Field, A. (2013). Discovering statistics using IBM SPSS (4th ed.). Thousand Oaks, CA: Sage.Warner, R. M. (2013). Applied statistics: From bivariate through multivariate techniques(2nd ed.). Thousand Oaks, CA: Sage.Chapter 5, "Comparing Group Means Using the Independent Samples t Test.".American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.Read the Assessment 3 Context document (linked in the Resources, under the Required Resources heading) to learn about the concepts used in this assessment.You will use the following resources for this assessment. They are linked in the Resources, under the Required Resources heading.Complete this assessment using the DAA Template.Read the SPSS Data Analysis Report Guidelines for a more complete understanding of the DAA Template and how to format and organize your assessment.Refer to IBM SPSS Step-By-Step Instructions:t-Tests for additional information on using SPSS for this assessment.If necessary, review the Copy/Export Output Instructions to refresh your memory on how to perform these tasks. As with your previous assessments, your submission should be narrative with supporting statistical output (table and graphs) integrated into the narrative in the appropriate place (not all at the end of the document).You will analyze the following variables in the grades.savdata set:gender.gpa.Step 1: Write Section 1 of the DAAProvide a context of the grades.sav data set.Include a definition of the specified variables (predictor, outcome) and corresponding scales of measurement.Specify the sample size of the data set.Step 2: Write Section 2 of the DAAAnalyze the assumptions of the t-test.Paste the SPSS histogram output for gpa and discuss your visual interpretations.Paste SPSS descriptives output showing skewness and kurtosis values for gpa and interpret them.Paste SPSS output for the Shapiro-Wilk test of gpa and interpret it.Report the results of the Levene's test and interpret it.Summarize whether or not the assumptions of the t-test are met.Step 3: Write Section 3 of the DAASpecify a research question related to gender and gpa.Articulate the null hypothesis and alternative hypothesis.Specify the alpha level.Step 4: Write Section 4 of the DAAPaste the SPSS output of the t-test.Report the results of the SPSS output using proper APA guidelines. Include the following:t.Degrees of freedom.tvalue.pvalue.Effect size.Interpretation of effect size.Means and standard deviations for each group. Mean difference.Interpret the results against the null hypothesis.Step 5: Write Section 5 of the DAADiscuss the implications of this t-test as it relates to the research question.Conclude with an analysis of the strengths and limitations of t-test analysis.

Statistics Two Sides of The Same Issue Discussion

I’m trying to study for my Statistics course and I need some help to understand this question.Post at least three times ...

Statistics Two Sides of The Same Issue Discussion

I’m trying to study for my Statistics course and I need some help to understand this question.Post at least three times to this discussion forum, following the guidelines below. Your posts should include responses to any questions asked, as well as replies to classmates.In your textbook, look at Focus on Politics: Who Benefits from a Tax Cut? This shows how two groups (Democrats and Republicans) with opposing beliefs and agendas can use the same data to support radically different conclusions.Do you think either of the two charts fairly communicates the impact of the proposed tax cut? If so, which one and why? If not, why not? Can you think of a way to present the numbers more fairly?Do a web search to find another example of opposing views which are supported with statistics. (Any contested, polarizing issues of the day like universal health insurance, immigration, and green-house gases should provide ample source material.) Post links to the resources you've found, and in your own words, briefly summarize the issue and the opposing views.Summarize the statistical data being used to support each position.Which view do you believe more fairly represents the issue? Why? What might be another way to present the numbers more fairly?

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