Mayra Sierra

Dr. Holloway-Friesen
CCSD 575
December 2, 2014
Problem A: Wellness
1) Sorted by Weight
Student
Paula
Mary
Joy
Cynthia
Beth
Sherry
Will
Pat
Evelyn
Bill
Brian
Joe
Mark
David
Jeff
Scott

Weight
115.00
118.00
128.00
133.00
133.00
135.00
139.00
140.00
150.00
163.00
167.00
175.00
180.00
190.00
197.00
220.00

Exercise
8.00
8.00
2.00
8.00
7.00
4.00
14.00
3.00
2.00
14.00
12.00
6.00
5.00
4.00
2.00
2.00

Sex
2.00
2.00
2.00
2.00
2.00
2.00
1.00
2.00
2.00
1.00
1.00
1.00
1.00
1.00
1.00
1.00

Age
19.00
24.00
20.00
19.00
22.00
21.00
18.00
22.00
22.00
22.00
19.00
23.00
19.00
22.00
23.00
20.00

Cholesterol
196.00
189.00
210.00
197.00
195.00
205.00
178.00
246.00
245.00
187.00
193.00
210.00
233.00
279.00
222.00
210.00

Age
18.00
22.00
24.00
19.00
22.00
19.00
19.00
21.00
20.00
23.00
20.00
23.00
19.00
22.00
22.00
22.00

Cholesterol
178.00
187.00
189.00
193.00
195.00
196.00
197.00
205.00
210.00
210.00
210.00
222.00
233.00
245.00
246.00
279.00

Sorted by Cholesterol Level

Student
Will
Bill
Mary
Brian
Beth
Paula
Cynthia
Sherry
Joy
Joe
Scott
Jeff
Mark
Evelyn
Pat
David

Weight
139.00
163.00
118.00
167.00
133.00
115.00
133.00
135.00
128.00
175.00
220.00
197.00
180.00
150.00
140.00
190.00

Exercise
14.00
14.00
8.00
12.00
7.00
8.00
8.00
4.00
2.00
6.00
2.00
2.00
5.00
2.00
3.00
4.00

Sex
1.00
1.00
2.00
1.00
2.00
2.00
2.00
2.00
2.00
1.00
1.00
1.00
1.00
2.00
2.00
1.00

An observation I can say for the first data is that as weight increases cholesterol level
increases as well. By looking at the data we can say that female tends to have lower weight, and
lower cholesterol. On the other hand, males tend to weigh more and have higher cholesterol. On
the second data, we can infer that students who exercise more tend to obtain a lower cholesterol
level than students who work out less often. It is not really clear but for some students who work
out more they usually obtain a lower weigh.
2) Identifying Average, lowest value, highest value
Descriptive Statistics
N
Student's Weight
Student's Exercise
Student's Age
Student's Cholesterol
Valid N (listwise)

Minimum Maximum
16
115.00
220.00
16
2.00
14.00
16
18.00
24.00

Mean
155.1875
6.3125
20.9375

16

212.1875

178.00

279.00

16

3) Exercise > 2
Descriptive Statistics
N
Student's Cholesterol
Valid N (listwise)

Minimum Maximum
12

178.00

12

Problem B: CSEQ Overview: Information

279.00

Mean
209.0000

1) What kinds of things does this instrument measure? Why are they important?
This questionnaire measures college activities, conversations regarding topics and the
content, reading and writing involvement, opinions about your college or university, the
college environment and estimate of gains referring to your growth. I feel like these
questions are important because they get to understand how students learn and how they
spend their time during their college careers.
2) How could this information be used for a single institution and for research purposes?
This will help the college better serve their students and therefore might help their retention
rate as well as the resources they can offer. For a research purpose, it can be helpful because
they can compare it to older research done and see if the education experience has been
improving, or if students are more satisfied with their decision on pursuing a higher
education.
3) How is learned measured?
There is about 26 ways how learned was measured in this questionnaire. From asking how
much was learned by acquiring knowledge and skills applicable to a specific job or type of
job to writing clearly and effectively. They also measured by asking how much was learned
on developing the ability to get along with different kinds of people, understanding the nature
of science and experimentation to developing an understanding and enjoyment of art, music,
and drama.
4) How is involvement measured?
Involvement is measured by how often students were engaged in college activities. The
questions were referring the library, computer and information technology, course learning,
writing experiences, experiences with faculty, campus facilities, clubs and organizations,
personal experiences, student acquaintances, and scientific and quantitative experiences.
Within those categories there were more than 5 sub-questions regarding how often students
engaged in such activities or took part in a center.

Problem C: CSEQ Problem Set: Problems

1 & 2) Frequency Distribution, Bar Chart and Mean

Frequency Distribution and Bar Chart for Quality of relationships with faculty
Statistics
Relationships: Faculty members
N

Valid

921

Missing

Mean

5.23
Relationships: Faculty members
Frequency

Percent

Valid Percent

Cumulative
Percent

Valid

Missing
Total

remote

12

1.3

1.3

1.3

33

3.6

3.6

4.9

65

7.0

7.1

11.9

133

14.3

14.4

26.4

230

24.8

25.0

51.4

278

29.9

30.2

81.5

approachable

170

18.3

18.5

100.0

Total

921

99.1

100.0

.9

929

100.0

System

Frequency Distribution and Bar Chart for Quality of relationships with students

Statistics
Relationships: Other students
N

Valid
Missing

Mean

919
10
5.42

Relationships: Other students

Frequency

Percent

Valid Percent

Cumulative
Percent

Valid

Missing
Total

competitive

10

1.1

1.1

1.1

23

2.5

2.5

3.6

59

6.4

6.4

10.0

105

11.3

11.4

21.4

209

22.5

22.7

44.2

306

32.9

33.3

77.5

friendly

207

22.3

22.5

100.0

Total

919

98.9

100.0

10

1.1

929

100.0

System

Frequency Distribution and Bar Chart for Quality of relationships with administrators

Statistics
Relationships: Administrative
personnel
N

Valid
Missing

Mean

919
10
4.65

Relationships: Administrative personnel

Frequency

Percent

Valid Percent

Cumulative
Percent

Valid

Missing
Total

rigid

52

5.6

5.7

5.7

65

7.0

7.1

12.7

94

10.1

10.2

23.0

158

17.0

17.2

40.2

232

25.0

25.2

65.4

211

22.7

23.0

88.4

helpful

107

11.5

11.6

100.0

Total

919

98.9

100.0

10

1.1

929

100.0

System

3) Split the File by Age, Mean

Statistics
Relationships: Faculty members

20-23 years old

Valid
Missing

Mean

24 years and older

477
5
5.23

Valid
Missing

Mean

444
3
5.22

Statistics
Relationships: Other students

20-23 years old

Valid
Missing

Mean
24 years and older

477
5
5.58

Valid
Missing

Mean

442
5
5.25

Statistics
Relationships: Administrative personnel

20-23 years old

Valid
Missing

Mean

24 years and older

N
Mean

477
5
4.69

Valid
Missing

442
5
4.60

4) Summary what this date tells about student relationships with other students, faculty,
and administrators

From the data above, we can say that student relationships with faculty members are pretty much
approachable, helpful, understanding and encouraging. Most students rated this with a 6/7. The
mean was a 5.23 so overall we can say faculty members are somewhat approachable. The student
relationships with other students are somewhat friendly, supportive and a feeling of sense of
belonging. The mean is 5.42. Finally the student relationships with administrative personnel is a
bit flexible, considerate and flexible. The mean was 4.65, so as you can see it is the lowest
compared to the other two. Students feel more comfortable approaching and building
relationships with other students. Also there is a bit of a difference between the age groups when
analyzing their students relationships.
Problem D: SAT scores
The mean SAT score for students from your state is 1010. Thirty first year students analyzed
below. Calculate mean, median, min and max
Statistics
Student's Score
N
Valid
30
Missing
0
Mean
912.3333
Median
895.0000
Minimum
630.00
Maximum
1450.00
These students are below the average score of the students in your state which was 1010.
The average score of these students is 912.33.
Problem E: In print