Data Analysis Research Report - Free Essay Example

Title of Assessment: Data Analysis Research Report Introduction 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 studentsà ¢Ã¢â€š ¬Ã¢â€ž ¢ 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. Method 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 Count 705 Skewness 0.46042 Mean 28.51645 Mode 20. Variance 153.66785 Coefficient of Variation 0.43471 Standard Deviation 12.39628 Mean Deviation 10.14061 Minimum 5. Median 26.5 Maximum 59. Median Error 0.02204 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. Analysis Examination Results Figure 1. Descriptive Statistics Table (extract) Figure 2. Distribution of BSB123 Exam Results 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 studentsà ¢Ã¢â€š ¬Ã¢â€ž ¢ 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 sc ores 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. Figure 3. Coefficient of Correlation and Sample Covariance CORRELATION R ² COVARIANCE QUIZ EXAM 0.53645469 0.287783635 22.55628546 Single Degree 0.514820061 0.265039695 21.82571032 Females 0.425786454 0.181294104 16.30120052 Males 0.583767491 0.340784483 27.02006961 Double Degree 0.578089177 0.334187097 22.50394623 Females 0.607654528 0.369244026 23.80332634 Males 0.515221913 0.265453619 19.09510926 REPORT EXAM 0.292805681 0.085735167 11.91386535 Single Degree 0.245318119 0.06018098 10.0141343 Females 0.225212514 0.050720677 7.711304064 Males 0.267650839 0.071636972 12.32651487 Double Degree 0.326278023 0.106457349 11.85340249 Females 0.359306148 0.129100908 12.69093497 Males 0.250645118 0.062822975 9.04393424 Exam to Report Results Figure 4. Exam to Report Results Chart 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 à ¢Ã¢â‚¬ °Ã‚ ¤ r lt; 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. Figure 5. Exam to Report Results à ¢Ã¢â€š ¬Ã¢â‚¬Å" Single Degree 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 à ¢Ã¢â‚¬ °Ã‚ ¤ r à ¢Ã¢â‚¬ °Ã‚ ¤ 0.3. Figure 6. Exam to Report Results à ¢Ã¢â€š ¬Ã¢â‚¬Å" Double Degree 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 à ¢Ã¢â‚¬ °Ã‚ ¤ r à ¢Ã¢â‚¬ °Ã‚ ¤ 0.7. Exam to Quiz Results Figure 7. Exam to Quiz Results Chart 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. Figure 8. Exam to Quiz Results à ¢Ã¢â€š ¬Ã¢â‚¬Å" Single Degree 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. Figure 9. Exam to Quiz Results à ¢Ã¢â€š ¬Ã¢â‚¬Å" Double Degree 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 malesà ¢Ã¢â€š ¬Ã¢â€ž ¢. 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. Conclusion 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 Respondents Quiz Results Chart Report Results Chart Descriptive Statistics Tables Quiz Results Count 705 Skewness -1.01846 Mean 15.22199 Skewness Standard Error 0.09193 Mean LCL 14.92413 Kurtosis 4.22775 Mean UCL 15.51985 Kurtosis Standard Error 0.18307 Variance 11.50498 Alternative Skewness (Fishers) -1.02063 Standard Deviation 3.3919 Alternative Kurtosis (Fishers) 1.24506 Mean Standard Error 0.12775 Coefficient of Variation 0.22283 Minimum 0.E+0 Mean Deviation 2.70997 Maximum 20. Second Moment 11.48867 Range 20. Third Moment -39.6596 Sum 10,731.5 Fourth Moment 558.01774 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 Harmonic Mean 14.00011 IQR 4.5 Mode #N/A MAD 2. Report Results Count 705 Skewness -0.98384 Mean 13.85248 Skewness Standard Error 0.09193 Mean LCL 13.56424 Kurtosis 4.52728 Mean UCL 14.14072 Kurtosis Standard Error 0.18307 Variance 10.77366 Alternative Skewness (Fishers) -0.98594 Standard Deviation 3.28233 Alternative Kurtosis (Fishers) 1.54673 Mean Standard Error 0.12362 Coefficient of Variation 0.23695 Minimum 0.E+0 Mean Deviation 2.49031 Maximum 20. Second Moment 10.75838 Range 20. Third Moment -34.71719 Sum 9,766. Fourth Moment 523.99999 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. Harmonic Mean 12.8176 IQR 4. Mode 14. MAD 2. Exam Results Count 705 Skewness 0.46042 Mean 28.51645 Skewness Standard Error 0.09193 Mean LCL 27.42787 Kurtosis 2.50864 Mean UCL 29.60504 Kurtosis Standard Error 0.18307 Variance 153.66785 Alternative Skewness (Fishers) 0.4614 Standard Deviation 12.39628 Alternative Kurtosis (Fishers) -0.4863 Mean Standard Error 0.46687 Coefficient of Variation 0.43471 Minimum 5. Mean Deviation 10.14061 Maximum 59. Second Moment 153.44989 Range 54. Third Moment 875.192 Sum 20,104.1 Fourth Moment 59,070.61064 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 Harmonic Mean 22.55482 IQR 17.375 Mode 20. MAD 8. 1

Illusions and Realities in Ibsen’s Plays The Wild Duck...

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Is Adhd over-Diagnosed Among School Children - 1409 Words

Is ADHD Over-diagnosed Among School Children? After reading the review, (Is ADHD over-diagnosed among school children?) by C. Collins, I am in agreement with T. E. Elder in that yes, ADHD is over-diagnosed. I chose to accompany the review by C. Collins with the article, Attention Deficit/Hyperactivity Disorder, which originated from the Facts on File; Issues and Controversies Database. After reading both the review and the article I highly believe that ADHD is definitely over-diagnosed. In the article, Attention Deficit/Hyperactivity Disorder, the disorder is defined, as well as the current treatment for the disorder which tends to be the drug Ritalin. While there are many other drugs available for treatment, Ritalin is the most†¦show more content†¦Parents and teachers have given up on these children and they have been the ones who drop out of school or end up in prison. 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An Introduction to Rhythm and Blues

Analysis Of Samuel Huntington s The Clash Of The...

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The Wife Of Bath Prologue And John Webster s The Duchess...

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Project Problem Evaluation and Project Charter

Question: Discuss about the Project Problem ,Evaluation and Project Charter. Answer: Introduction The report is based on Jazz Co, which was established in late 70's. The owner of the company has the vision to expand their organization so that they can gain profitability and productivity in Australia and makes a competitive advantage in the marketplace. The report reflects on current state assessment of the situation of the company due to an implementation of the new system with a project charter to show the progress of their project plan. Current state assessment of Jazz Cos situation The business of Jazz Co Hair faces some issues in their operations due to lack of technological advancement. The company does not use Facebook and Twitter account to reach their customers. The vision of the company is to expand their salons around Melbourne Victoria in coming ten years. The owner of Jazz Co Hair, Jordon has the vision to introduce new technologies. Then technology requires introducing a new system to support appointments by the customers. Due to implementation of the new system, many changes occur in the business operations of Jazz Co Hair as follows: Change in business culture and process: Customer loyalty system should be used by Jazz Co Hair to build trust and honesty for the customers. The paper-based cards are replaced with an online system (Young 2013). It helps to attract more customers towards their hair cut services. In order to reduce the staffing cost, this is increasing on a yearly basis. Due to the use of a new system, there is a change in business process and culture as the customers should appoint specific type of services online using online system and mobile phone application. Change in organizational structure: Due to an implementation of new system, there is a requirement of system analyst who analyzes if the proposed system should meet their business requirements. Executives require looking at an entire business system in order to ensure all the changes are implemented to support strategies (Schwalbe 2015). Hierarchical organizational structure with strict processes requires management approval to implement the new system. Change in business and revenue model: As the customers can buy their products online at anywhere and anytime. Therefore the organization should promote and sell new hair care products to gain revenue. The cash register system should use to have payroll automated. The business model of Jazz Co is centralized by their new systems functions and decentralized by their hair cut services. Change in business capability: Income report should automatically generate on a weekly basis to monitor the income of Jazz Co Hair. The new system should have the capability to manage product order management to send a list of ordered products to high-level managers. Role of project management The project team is one of the keys to manage system implementation project. Communication and resource allocation are other key factors of the project plan to utilize time and skills (Young 2013). The project management team should be responsive to change the business requirements of Jazz Co. They have strong communication and problem solving skills. The main role is the project manager who should establish the plan with input from the vendor, system specialist and customers. Key Schedule milestones Milestone Duration Start date End date Start the project plan 3 days 8/29/2016 8/31/2016 Gathering of system requirements 12 days 9/01/2016 9/12/2016 Design of the system 15 days 9/13/2016 9/27/2016 Testing of the system 5 days 9/28/2016 9/02/2016 Implementation 10 days 9/03/2016 9/12/2016 Risk identification 9 days 9/13/2016 9/21/2016 Go and live support 6 days 9/22/2016 9/27/2016 Budget information Items Cost (in $) Project Planning 6300 Tools and equipment cost 5890 Internal production cost 9168 Standard items cost 46,17 Server 3000 Backup unit 1200 Software 10,000 Services (in-house trainer) 50,000 Design, development, and testing 95,000 Total cost of the project 185175 Project Objectives To implement an online system for making customers appointment To generate income report and payroll using cash register system To save time of the employees To keep the information system up-to-date To interact with the customers with the use of Facebook and Twitter account Main project success criteria The success criteria are as follows: The factors are involvement of the users, support from the high-level managers, and identify the system requirements and internet access in a business environment of Jazz Co Hair. Proper schedule, as well as budget estimation, is required. Technical training is given to the employees to handle the new system. Proper estimation of resources is required to implement the new system. Project Management Approach This particular project plan consists of a traditional approach that the scope and goals of the project are remaining constant until the completion date of the project plan. The project manager plans as well as requires the project resources based on their assumption. The traditional approach consists of five project phases. The phases are: Project Initiation: The project manager requires clarifying the requirements of the new system in Jazz Co Hair and its project scope. Planning and Design: Estimation of schedule and budget is required. Project team selection is made and planning for project risks (Kerzner 2013). Then, the system administrative designs the system as per the business requirements. Monitoring and Control: As the project is kicked off, the project team members start to work on deliverables of the project. The project manager requires tracking the progress, interacting with senior management (Marcelino-Sadaba et al. 2014). In order to monitor and control the project plan, collection the progress updates, check the deliverables for quality and take regular feedback from team members. Project Execution: During this phase, the project should have clear requirements and avoid project scope creep. Project Completion: At the final phase, the issues are identified, train the trainer and run a pilot (Young 2013). The project should complete with estimated time and budget. Roles and Responsibilities Stakeholders Role Respective Responsibilities Project Manager The manager ensures that the project should complete on time and budget. The project objectives are met and hire project people to achieve a set of specific objectives (Eskerod and Jepsen 2013). System Administrator The person is responsible for setting up and maintaining the system. Monitoring of system performance and create backup policy are required. IT Consultant The person works in partnership with clients to meet business objectives (Whitaker 2016). Overcome with problems and improve the structure of IT system are the roles. Project Sponsor The project sponsor is responsible for securing spending and resources for the project. The person collects funds for the project. System Analyst The person is responsible for the development of hardware and software solutions. Interacts with the customer to identify problems, give a solution to it and implement the new system (Schwalbe 2015). Risk Officer The person can manage the implementation of aspects of risk functions, development of risk policies and monitor the risk issues. Sign-off Stakeholder Signature Project Manager System Administrator IT Consultant Project Sponsor System Analyst Risk Officer Conclusion It is concluded that the project manager handles the plan efficiently so that Jazz Co Hair should meet with their future vision to expand their business in coming ten years. The business also plans to reduce their staffing cost and innovating new technological and online system for the customers. The project charter completes with proper monitoring and controlling techniques. All the components are captured correctly. References Eskerod, P. and Jepsen, A.L., 2013.Project stakeholder management. Gower Publishing, Ltd.. Kerzner, H.R., 2013.Project management: a systems approach to planning, scheduling, and controlling. John Wiley Sons. Marcelino-Sdaba, S., Prez-Ezcurdia, A., Lazcano, A.M.E. and Villanueva, P., 2014. Project risk management methodology for small firms.International Journal of Project Management,32(2), pp.327-340. Schwalbe, K., 2015.Information technology project management. Cengage Learning. Whitaker, S., 2016. Stakeholder Management. InPass the PMP Exam(pp. 445-474). Apress. Young, T.L., 2013.Successful project management(Vol. 52). Kogan Page Publishers.