Introductory Statistics Reliability Study of Turkish

Question: Describe about the Introductory Statistics for Reliability Study of Turkish. Answer: Activity 02: According to the output of the frequency table, it was seen that the frequency of the year enrolled in 2012 is 30 while the frequency for 2013 is 34 and the frequency of 2014 is 34. The score of 29 was found to be having maximum frequency in HI001 FINAL EXAM while the score of 34 was found to have a frequency of 10 (Weiss Weiss, 2012). The frequency of marks in HI001 ASSIGNMENT 01 was highest for marks 18, second highest for the marks 19 and third highest for the marks 16. The frequency for the variable HI001 ASSIGNMENT 02 was found to be highest for the value 17 while the second highest frequency was for the value 15. On analyzing the frequency for HI002 FINAL EXAM it was seen that the highest frequency was for the values 25, 26 and 27. The value 20 was found to have the maximum frequency for the variable HI002 ASSIGNMENT 01 while the value of 18 was found to have the second highest frequency. The value of 14, 13 and 12 was found to have the highest, second highest and third highest frequency respectively for the variable HI002 ASSIGNMENT 02 (Weiss Weiss, 2012). The value 25 had the highest frequency for the variable HI003 FINAL EXAM, while the value of 20 and 19 had the highest frequency for the variable HI003 ASSIGNMENT 01. The value of 33 had the highest frequency for the variable HI003 ASSIGNMENT 02. On performing descriptive statistics it was seen that the average value of Year Enrolled was 2013.04 while the standard deviation was 0.811. The average value of HI001 FINAL EXAM was 31.7245 while the standard deviation was6.754. The maximum marks for this variable was 45. The average values of HI001 ASSIGNMENT 01 were 17.21, HI001 ASSIGNMENT 02 was 15.46, HI002 FINAL EXAM was 26.50, HI002 ASSIGNMENT 01 was 17.816 and HI002 ASSIGNMENT 02 was 12.418. The average value of HI003 FINAL EXAM was 25.9898; HI003 ASSIGNMENT 01 was 18.1939 while the average value of HI003 ASSIGNMENT 02 was 13.5408 (Weiss Weiss, 2012). It was seen that the variable HI002 FINAL EXAM had the maximum mean among all the variables. The standard deviations for HI001 ASSIGNMENT 01 were 1.99, HI001 ASSIGNMENT 02 was 2.31, HI002 FINAL EXAM was 5.91, HI002 ASSIGNMENT 01 was 3.44 and HI002 ASSIGNMENT 02 wasb1.989. The standard deviation of HI003 FINAL EXAM was 8.27; HI003 ASSIGNMENT 01 was 3.90 while the standard deviation for HI003 ASSIGNMENT 02 was 1.759. It was seen that the variable HI003 FINAL EXAM had the maximum value of standard deviation among all the variables. Activity 3: The correlation between HI001 Final Exam and Year Enrolled was found to be -0.246, between HI002 Final Exam and Year Enrolled was -0.028, between HI003 Final Exam and Year Enrolled was 0.097 while between HI003 Assignment 01 and Year Enrolled was 0.271. The correlation coefficient between HI001 Final Exam and HI002 Final Exam was 0.049, between HI001 Final Exam and HI003 Final Exam was 0.122 while between HI001 Final Exam and HI003 Assignment 01 was -0.044. The correlation coefficient between HI002 Final Exam and HI003 Final Exam was 0.116 and HI002 Final Exam and HI003 Assignment 01 was -0.060. The correlation coefficient between HI003 Final Exam and HI003 Assignment 01 was 0.197. There exists a negative and weak relationship between the variables HI001 Final Exam and Year Enrolled, HI002 Final Exam and Year Enrolled, HI003 Assignment 01 and HI001 Final Exam and HI003 Assignment 01 and HI002 Final Exam. There exist a positive and weak relationship between the variables HI003 Final Exam and Year Enrolled, HI003 Assignment 01 and Year Enrolled, HI002 Final Exam and HI001 Final Exam, HI003 Final Exam and HI001 Final Exam and HI003 Final Exam and HI002 Final Exam. The significant value of the test was considered to be 0.05 and the test between the variables HI001 Final Exam and Year Enrolled and HI003 Assignment 01 and Year Enrolled was found to be significant. The tests between all the other variables are found to be not significant. This suggests that the test between the variables HI001 Final Exam and Year Enrolled and HI003 Assignment 01 and Year Enrolled have too many errors in the result obtained. Activity 04: The Cronbachs alpha reliability test on the 9 variables was found to be 0.388. This value shows that the internal consistency of the test is unacceptable as the value of the test is less than 0.5. It can be interpreted that the reliability of the test is unacceptable. In order to improve the reliability of the test, the variables HI001_Final_Exam, HI002_Final_Exam, HI003_Final_Exam, HI002_Assignment_01, HI002_Assignment_02, HI003_Assignment_01, HI003_Assignment_02 must be deleted in order to improve the reliability of the test. The value of Cronbachs alpha reliability test after deleting these variables was found to be 0.789, which lies in the acceptable region of 0.7 to 0.8. It can be interpreted the reliability of the test could be increased and it would fall in the acceptable region on deleting the above variables. The variables HI001 Assignment 01 and HI001 Assignment 02 must never be deleted from the data in order to maintain the reliability of the data. It could be interpreted that these two variables have high importance in the data set and deleting these two variables would highly decrease the reliability of the test to a great extent. Thus, these two variables shall never be deleted from the data set and it would be given utmost importance in performing the reliability of the data set. On performing Cronbachs alpha reliability test on the 9 variables, it was seen that that seven variables must be deleted in order to attain the maximum reliability of the data set. Deleting the seven variables mentioned previously would increase the reliability of the data set to its maximum value of 0.789 (HacÄÂ ±meroÄÅ ¸lu Bulut, 2016). This value would lie in the acceptable region of reliability of the range thereby making the data set reliable. References HacÄÂ ±meroÄÅ ¸lu, G., Bulut, A. S. (2016). Integrative stem teaching intention questionnaire: A validity and relaibility study of the Turkish form. Weiss, N. A., Weiss, C. A. (2012).Introductory statistics. London: Pearson Education..