• Numeric variables have values that describe a measurable quantity as a number, like 'how many' or 'how much'. Therefore numeric variables are quantitative variables. Categorical variables have values that describe a 'quality' or 'characteristic' of a data unit, like 'what type' or 'which category'. Therefore, categorical variables are qualitative variables and tend to be represented by a non-numeric value. A continuous variable is a numeric variable. Observations can take any value between a certain set of real numbers. The value given to an observation for a continuous variable can include values as small as the instrument of measurement allows. Examples of continuous variables include height, time, age, and temperature. A discrete variable is a numeric variable. …show more content…
A discrete variable cannot take the value of a fraction between one value and the next closest value. Examples of discrete variables include the number of registered cars, number of business locations, and number of children in a family, all of which measured as whole units (i.e. 1, 2, 3 cars). An ordinal variable is a categorical variable. Observations can take a value that can be logically ordered or ranked. Examples of ordinal categorical variables include academic grades (i.e. A, B, C), clothing size (i.e. small, medium, large, extra large) and attitudes (i.e. strongly agree, agree, disagree, strongly disagree). A nominal variable is a categorical variable. Observations can take a value that is not able to be organized in a logical sequence. Examples of nominal categorical variables include sex, business type, eye color, religion and brand (What are
In this scenario, I have to calculate the quiz scores by adding 94 + 93 + 85 + 0 = 272, and then divide by 4. The average of my quiz score is 68. This is a numeric data. Numerical data are numbers; we can count or measure it (Yakir, 2011).
For our data set, we will explore the association amongst quiz 3 and the section that was given to us to evaluate for unit 10 Assignment 1. We will create a sample size which is 105 for this data set. Our predictor variable will be referred to within the class section because there are 3 class sections which make up our
Sam and Chellani are at the bar throwing back shots one after the other racing to see who could get a buzz first. So far they had guzzled down a whole bottle of whiskey and were now consuming vodka. Both of them hated vodka but It was the only way to break their year long tie. Sam threw up twice between the transition of alcoholic beverages, but Chellani remained unfazed. Grillby, the bartender, watched the two hardheads closely everytime they walked into the bar. If they were with friends, usually they would both drink one beer then turn to sweet tea later. When they arrived in matching t-shirts along with handfuls of cash, that meant Grillby needed to hide the whiskey. Grillby was the so called “referee” for the two and was also one of their
12). These are the most common methods that are being used. The difference between qualitative and quantitative methods concerns how the data are collected, where basically qualitative data focus on words while quantitative focus on numbers (Denscombe, 1998, p. 173-174).
the variable for gender (male or female) is used as the intervention or control variable while the variable assessing commitment to agency (committed or not committed) is set as the dependent variable. Both gender and commitment to agency are nominal level measurements comprising two categories each. The independent variables include variables assessing whether the current pay is commensurate to the skills, education and experience of the jail staff, employee involvement in decision-making and whether the junior staff are accorded respect by the senior staff. All the independent variables are nominal level measurements with two categories each (yes or
12) Did not state how many of each gender was in each survey or how each one was selected.
There is a chain that leads up to a top classification. Everything under one classification is recognized as part of that set as well as being independently it’s own set. For a set of numbers an operation is either closed or open. Closed means that performing this operation using terms out of that set and getting a result that is a part of that same set. For an operation to be open means that when performing this operation using numbers from that set would not result in a number included in that set.The first classification is natural numbers. These are commonly referred to as counting number because they are the most common numbers that you count with. These numbers are all positive, whole numbers that are greater than zero. The symbol for this is N. The next classification is whole numbers. This is all whole numbers excluding negative numbers, but including zero. This is recognized as W. The next is integers. These are whole numbers that can be negative, zero, or positive. The symbol is Z. The fourth classification is rational numbers. These are any positive or negative number that can be written as a fraction, including zero, and is commonly known as Q. Not above, but beside rational numbers are irrational numbers. These are numbers that can not be written as a fraction, such as decimals that continue forever, such as pi. The symbol is R/Q, which represents real numbers excluding
how much there is, and numbers tell you how many there are. This is cause for
Numeracy involves the functional, social, and cultural dimensions of mathematics. Numeracy is the type of math skills needed to function in everyday life, in the home, workplace, and community (Withnall 1995). Although not always recognized as such, math is used in many everyday situations-cooking, shopping, crafts, financial transactions, traveling, using VCRs and microwave ovens, interpreting information in the media, taking medications. Different people need different sets of math skills, and their numeracy needs change in response to changes in life circumstances, such as buying a car or house or learning a new hobby (Gal 1993; Withnall 1995). Like literacy, numeracy "is not a fixed entity to be earned and possessed once and for all" (Steen 1990, p. 214), nor a skill one either has or doesn't have. Instead, people's skills are situated along a continuum of different purposes for and levels of accomplishment with numbers.
An example of a null hypothesis for the variables used in this data collection would be, “Does GPA predicts final exam scores? An alternative hypothesis would be that GPA scores do determine the exam scores.
Pure, hard numbers allow researchers to fully understand and evaluate their work. With Qualitative research producing good quality facts is a bit harder as it only produces descriptions and translation of the research. Quantitative and qualitative research can be used in conjunction with each other but in maybe in something outside of business. For example, if you were to pair the two research functions when looking at a real world issue like domestic violence. Quantitative research/analysis could be used to show how many people in the study are affected by domestic violence, and qualitative analysis to explain the symptoms of those who have suffered through a relationship where domestic violence was problematic. If I had a business of my own, I would much prefer to use quantitative research and analysis, as I would be motivated by numbers to have a better understanding of my production and rates of success and
Dependent variable (pg. 39) – a type of variable that is influenced by the independent variable. An example of a dependent variable would be the amount of hits the football players takes compared to how much time they play.
__C__ 8. Which of the following scales would be used when the information is qualitative rather than quantitative?
This representation is called preverbal number knowledge, which occurs during infancy. Preverbal number knowledge occurs when children begin representing numbers without instruction. For instance, children may be familiar with one or two object groupings, but as they learn strategies, such as counting they can work with even larger numbers. As stated in Socioeconomic Variation, Number Competence, and Mathematics Learning Difficulties in Young Children “Thus only when children learn the count list and the cardinal meanings of the count words, are they able to represent numbers larger than four” (Jordan & Levine 2009, pp.61). Typical development occurs along a continuum where children develop numerical sense, represent numbers and then begin to understand the value of the numbers. These components are required when differentiating numbers and
Quantitative means it can be measured or expressed in numerical form. Qualitative is related to the character of something. Test scores and assessments of students are quantitative and teacher observations of students are qualitative. In their article, Jupp and Education (2009) strongly feel teacher effectiveness cannot be looked at based on one point in time; instead students learning should be evaluated from the beginning of a school year to the end looking at what students know before and what they know exiting. In a Farr (2010) book, Teacher as Leadership: the Highly Effective Teachers Guide to Closing the Achievement Gap, effective teachers are defined by looking at six characteristics or skills.... ...