What Makes Kids Popular

The participants for this study were students in grades 4–6 from three school districts in Ingham and Clinton Counties, Michigan. Chase and Dummer stratified their sample, selecting students from urban, suburban, and rural school districts with approximately one third of their sample coming from each district. Students indicated whether good grades, athletic ability, or popularity was most important to them. They also ranked four factors in order of their importance for popularity: grades, sports, looks, and money. The questionnaire also asked for gender, grade level, and other demographic information.

Number of cases: 478.

Variable Names (refer to the What Makes Kids Popular Data Table below):

1. Gender: (Boy=1 or Girl=2).
2. Grade: 4th, 5th or 6th grade.
3. Age: Age in years.
4. Urban/Rural: (Rural=1, Suburban=2, or Urban school district=3).
5. Goals: Student's choice in the personal goals question (1=Make Good Grades, 2=Be Popular, 3=Be Good in Sports.)
6. Grades: Rank of make good grades (1=most important for popularity, 4=least important).
7. Sports: Rank of being good at sports (1=most important for popularity, 4=least important).
8. Looks: Rank of being handsome or pretty (1=most important for popularity, 4=least important).
9. Money: Rank of having lots of money (1=most important for popularity, 4=least important).

The information above describes the dataset, What Makes Kids Popular . Use SPSS to analyze the data file and to answer the following questions. Include the following for each answer:

• The rationale or justification for your analysis.
• An interpretation of your results.
• Use all the statistical results terminology (e.g. t = 3.45, p = .000; r = .75, p = .000; X 2 (2) = 7.89, p = .000)  when reporting your  results.

Questions:

1. What was the percent of students were from rural, suburban, and urban schools?
2. What percent of students felt that grades were the most important goal?
3. What was the frequency of responses—ranging from 1 to 4—to the question that asked students to rate the importance of being popular in relation to having lots of money?
4. Is there a significant relationship between gender and the type of personal goals (variable 5) that students indicated were important to them? How do you know? Interpret the results from the analysis that you would conduct to answer this question.
5. Describe how students ranked responses for the response, make good grades .
   • Did the boy’s average ranking for this question differ from that of the girls?
   • Was the difference significant? Interpret the results from the analysis that you would conduct to answer this question.

For questions 4 and 5, what does it mean when we make the decision that a result is significant? Be sure to address issues of:

• Probability.
• Type I errors (Alpha).
• Type II errors (Beta).

Make sure that you explain these concepts using the results you obtained from all parts of question 5.

PART 2 – analysis will be in a word document with tables as attachments

Using attachment - File D data set 4:

1) Calculate the t statistic for the difference between males and females in terms of ADDSC. Submit your results with a brief explanation in the assignment area.

2) Repeat, with the F statistic instead of the t statistic . Submit your results with a brief explanation in the assignment area.

Price: $22.31

Solution: The downloadable solution consists of 10 pages, 1231 words and 12 charts.
Deliverable: Word Document