Question 1

Which of these is not an advantage of percentile ranks?

Accepted Answer

A)  they have universal meaning. 
B)  they can be interpreted in the context of zero to 100 percent. 
C)  equal differences in percentile ranks have the same meaning at all points in the scale. 
D)  they are rank statistics. 
A)  they have universal meaning. 
B)  they can be interpreted in the context of zero to 100 percent. 
C)  equal differences in percentile ranks have the same meaning at all points in the scale. 
D)  they are rank statistics.

Question 2

Exhibit 6-5: Indicate your choice of statistics for solving the following questions.
-Refer to Exhibit 6-5.We want to determine how a student's score compares with the scores of the rest of the class.

Accepted Answer

A)  mean 
B)  standard deviation 
C)  z-score 
D)  Pearson's r 
A)  mean 
B)  standard deviation 
C)  z-score 
D)  Pearson's r

Question 3

A student with a z-score of 2.5

Accepted Answer

A)  got three-fourths of the answers correct. 
B)  scored at the 75 percentile. 
C)  scored in the highest 1 percent of the cases. 
D)  None of these are true. 
A)  got three-fourths of the answers correct. 
B)  scored at the 75 percentile. 
C)  scored in the highest 1 percent of the cases. 
D)  None of these are true.

Question 4

If you could have one wish granted concerning this test, you should choose a score

Accepted Answer

A)  above the mean. 
B)  above both the mean and the median. 
C)  equal to the first quartile. 
D)  equal to a z-score of +1.5. 
E)  equal to a T-score of 55. 
A)  above the mean. 
B)  above both the mean and the median. 
C)  equal to the first quartile. 
D)  equal to a z-score of +1.5. 
E)  equal to a T-score of 55.

Question 5

Which of the following is a bivariate distribution?

Accepted Answer

A)  Incomes of Denver teachers 
B)  Reading test scores of 50 children taught by the phonics method 
C)  Nursing license examination results for only male candidates 
D)  Home-economics aptitude test scores of this year's freshmen 
E)  Number of arrests made and years of experience of San Francisco policemen 
A)  Incomes of Denver teachers 
B)  Reading test scores of 50 children taught by the phonics method 
C)  Nursing license examination results for only male candidates 
D)  Home-economics aptitude test scores of this year's freshmen 
E)  Number of arrests made and years of experience of San Francisco policemen

Question 6

The measure of central tendency that indicates the point below which half the scores fall is the:

Accepted Answer

A)  standard deviation. 
B)  mean. 
C)  median. 
D)  mode. 
E)  Spearman rho. 
A)  standard deviation. 
B)  mean. 
C)  median. 
D)  mode. 
E)  Spearman rho.

Question 7

The Pearson's r is not appropriate when the data are

Accepted Answer

A)  from a population. 
B)  heterogeneous. 
C)  bivariate. 
D)  curvilinear. 
A)  from a population. 
B)  heterogeneous. 
C)  bivariate. 
D)  curvilinear.

Question 8

A T-score of 40 is higher than about what percent of the scores in a distribution?

Accepted Answer

A)  16 percent 
B)  50 percent 
C)  68 percent 
D)  84 percent 
A)  16 percent 
B)  50 percent 
C)  68 percent 
D)  84 percent

Question 9

Standard deviation is

Accepted Answer

A)  from the same statistical family as the mean. 
B)  used in conjunction with the median. 
C)  less stable than variance. 
D)  a measure of central tendency. 
A)  from the same statistical family as the mean. 
B)  used in conjunction with the median. 
C)  less stable than variance. 
D)  a measure of central tendency.

Question 10

You would find curves rather than right angles in a

Accepted Answer

A)  Polygon. 
B)  Histogram. 
C)  frequency distribution. 
D)  Scatterplot. 
A)  Polygon. 
B)  Histogram. 
C)  frequency distribution. 
D)  Scatterplot.

Question 11

A positive correlation between self-concept and reading achievement would indicate

Accepted Answer

A)  high self-concept is a cause of high achievement. 
B)  low self-concept is a cause of low achievement. 
C)  high achievement is a cause of high self-concept. 
D)  one is justified in predicting low achievement for those with low self-concept. 
E)  both a and b are correct. 
A)  high self-concept is a cause of high achievement. 
B)  low self-concept is a cause of low achievement. 
C)  high achievement is a cause of high self-concept. 
D)  one is justified in predicting low achievement for those with low self-concept. 
E)  both a and b are correct.

Question 12

A 100-point math test has a mean of 40 and a standard deviation of 15.A 60-point English test has a mean of 40 and a standard deviation of 5.Pat scored a 50 on both tests.

Accepted Answer

A)  Pat scored better on the English test. 
B)  Pat scored better on the math test. 
C)  Pat scored about the same on both tests. 
D)  None of these are true. 
A)  Pat scored better on the English test. 
B)  Pat scored better on the math test. 
C)  Pat scored about the same on both tests. 
D)  None of these are true.

Question 13

Explain a research situation when you would run a Pearson's product moment correlation, with attention given to the types of variables under study, the variables' level of measurement(s), and what the potential findings might mean in terms of the directionality and magnitude of the correlation.

Accepted Answer

One research situation where you might r

Question 14

Why do z-scores have universal meaning?

Accepted Answer

Z-scores have universal meaning because

Question 15

Standard procedure in organizing a frequency distribution is to

Accepted Answer

A)  list scores from the lowest at bottom to highest at top. 
B)  list scores from the lowest at top to highest at bottom. 
C) include score values that are higher than the lowest and lower than the highest that have zero frequency. 
D) a and c. 
E) b and c. 
A)  list scores from the lowest at bottom to highest at top. 
B)  list scores from the lowest at top to highest at bottom. 
C) include score values that are higher than the lowest and lower than the highest that have zero frequency. 
D) a and c. 
E) b and c.

Question 16

If your test score was one standard deviation above the mean score, your best estimate is that you scored better than what percent of the test takers?

Accepted Answer

A)  50% 
B)  68% 
C)  84% 
D)  98% 
A)  50% 
B)  68% 
C)  84% 
D)  98%

Question 17

The coefficient of correlation reflects the

Accepted Answer

A)  relation of a score to its distribution. 
B)  relation between variables. 
C)  typical performance of a group of students. 
D)  heterogeneity of performance of a group of students. 
A)  relation of a score to its distribution. 
B)  relation between variables. 
C)  typical performance of a group of students. 
D)  heterogeneity of performance of a group of students.

Question 18

In order to compute a correlation coefficient between traits A and B, it is necessary to have:

Accepted Answer

A)  one group of subjects, some of whom possess characteristics of trait A, the remainder possessing those of trait B. 
B)  measures of trait A on one group of subjects and of trait B on another. 
C)  one group of subjects, some of whom have both A and B, some have neither, and some have one but not the other. 
D)  two groups of subjects, one which could be classified as A or not A, the other as B or not B. 
E)  measure of traits A and B on each subject in one group. 
A)  one group of subjects, some of whom possess characteristics of trait A, the remainder possessing those of trait B. 
B)  measures of trait A on one group of subjects and of trait B on another. 
C)  one group of subjects, some of whom have both A and B, some have neither, and some have one but not the other. 
D)  two groups of subjects, one which could be classified as A or not A, the other as B or not B. 
E)  measure of traits A and B on each subject in one group.

Question 19

What purpose does meta-analysis serve?

Accepted Answer

The main purpose of meta-analysis it to

Question 20

The closer the coefficient of correlation is to plus or minus 1, the greater will be the

Accepted Answer

A)  effect size. 
B)  significance of the study. 
C)  strength of the correlation. 
D)  standard error. 
A)  effect size. 
B)  significance of the study. 
C)  strength of the correlation. 
D)  standard error.

Exam 6: Descriptive Statistics

Which of these is not an advantage of percentile ranks?

Exhibit 6-5: Indicate your choice of statistics for solving the following questions. -Refer to Exhibit 6-5.We want to determine how a student's score compares with the scores of the rest of the class.

A student with a z-score of 2.5

If you could have one wish granted concerning this test, you should choose a score

Which of the following is a bivariate distribution?

The measure of central tendency that indicates the point below which half the scores fall is the:

The Pearson's r is not appropriate when the data are

A T-score of 40 is higher than about what percent of the scores in a distribution?

Standard deviation is

You would find curves rather than right angles in a

A positive correlation between self-concept and reading achievement would indicate

A 100-point math test has a mean of 40 and a standard deviation of 15.A 60-point English test has a mean of 40 and a standard deviation of 5.Pat scored a 50 on both tests.

Explain a research situation when you would run a Pearson's product moment correlation, with attention given to the types of variables under study, the variables' level of measurement(s), and what the potential findings might mean in terms of the directionality and magnitude of the correlation.

Why do z-scores have universal meaning?

Standard procedure in organizing a frequency distribution is to

If your test score was one standard deviation above the mean score, your best estimate is that you scored better than what percent of the test takers?

The coefficient of correlation reflects the

In order to compute a correlation coefficient between traits A and B, it is necessary to have:

What purpose does meta-analysis serve?

The closer the coefficient of correlation is to plus or minus 1, the greater will be the

The Nature of Scientific Inquiry

The Scientific Approach in Education

he Research Problem

Reviewing the Literature

The Hypothesis

Sampling and Inferential Statistics

Tools of Research

Validity and Reliability

Experimental Research

Experimental Research Design

Ex Post Facto Research

Correlation Research

Survey Research

Defining and Designing Qualitative Research

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Analyzing and Reporting Qualitative Research

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