00017: Quantitative Analysis 300-QA1-DW Section Assignment 1

Due: Hard copy due in class on Wednesday, February 12, 2025. Late assignments will not be accepted. If you are unable to complete and submit the assignment on time, speak to me before the due date.

Format: Must be typed and double-spaced. Where appropriate, answers should be given in full sentences. Marks may be deducted for poor writing style, grammar, or general presentation. Please round answers to two decimal places (including those within tables).

Levels of Measurement 

Following several complaints about cafeteria services at the college, the administration conducts a survey among individuals who spend time there. The questions posed to the population are:

1. What is your occupation?

   • Options: Student, Faculty, Maintenance, Administration, Other

2. How often do you eat at the cafeteria?

   • Options: Never, Rarely, A few times per week, Every day, More than once per day

3. Altogether, how many hours did you spend at the college yesterday?

   • Open response (please specify)

4. How much money did you spend on lunch today (in dollars)?

   • Open response (please specify)

5. Level of satisfaction with the cafeteria

   • Options: n/a, 1 – very satisfied, 2 – satisfied, 3 – somewhat satisfied, 4 – unsatisfied, 5 – very unsatisfied

Tasks

a) Identify the population and all of the variables measured in the survey.

b) Determine whether each variable is qualitative or quantitative. Provide a brief explanation for each.

c) Indicate the level of measurement of each variable (nominal, ordinal, interval, ratio).

d) State whether each variable is discrete or continuous, and give a brief explanation.

Frequency Distributions 

Sixty employees of a major chain store were asked how much money they spend on lunch on an average weekday. Their responses in dollars (rounded to nearest integer) are:

Tasks

a) Using Excel and your class/lab notes, construct a grouped cumulative frequency table. Include a cumulative percentages column. Group the frequencies using intervals of width equal to 3, beginning at zero dollars spent.

b) Use your table to create a histogram in Excel. Do not include cumulative frequencies and cumulative percentages in the histogram.

c) Indicate how many employees spent no more than 5 dollars on lunch and calculate what percentage of the total employees this represents.

Cross-Tabulations 

Table 1 Example: Employment Status by Language Competence of Graduates One Year After Graduation (n=190)

Tasks:

a) Reproduce this cross-tabulation in Excel, calculate the missing percentages, and enter them so as to show how knowledge of official languages influences employment status.

b) Identify the dependent variable and the independent variable.

c) Determine the percentage of unilingual individuals who remain unemployed one year after graduation.

Assessment Brief Summary

Overview:
This assignment evaluates students’ understanding of quantitative data analysis, including levels of measurement, frequency distributions, and cross-tabulations. Students are required to conduct surveys, organize and interpret numerical data, and analyze relationships between variables using Excel. The assignment emphasizes accurate calculations, clear presentation, and professional academic writing.

Key Pointers to Be Covered:

1. Levels of Measurement: Identify population, variables, determine qualitative vs quantitative, assign measurement levels (nominal, ordinal, interval, ratio), and classify as discrete or continuous.

2. Frequency Distributions: Construct a grouped cumulative frequency table in Excel, include cumulative percentages, create a histogram, and analyze spending patterns.

3. Cross-Tabulations: Reproduce employment status vs language competence data in Excel, calculate missing percentages, identify dependent/independent variables, and determine key percentages.

Approach Taken by Academic Mentor

Step 1 – Understanding Requirements:
The mentor reviewed the assignment instructions with the student, highlighting the need for clarity, correct rounding to two decimal places, and proper Excel usage for frequency tables and histograms.

Step 2 – Step-by-Step Guidance:

• Levels of Measurement: The student identified the population (college cafeteria users) and each variable, classified them as qualitative or quantitative, determined measurement levels, and assessed discrete vs continuous variables.

• Frequency Distributions: The mentor guided the student to group spending data in intervals of 3 dollars, calculate cumulative frequencies and percentages in Excel, and then create a histogram to visualize the data. The mentor also helped calculate employees spending no more than 5 dollars and determine the corresponding percentage.

• Cross-Tabulations: The student reproduced the employment vs language competence table, calculated missing percentages, identified independent (language competence) and dependent (employment status) variables, and derived the unemployment percentage for unilingual individuals.

Step 3 : Presentation and Accuracy:
The mentor emphasized professional presentation, including double-spacing, full sentences, and rounding rules. Students were encouraged to check all calculations and ensure tables and histograms were correctly labeled.

Final Outcome

• All variables were classified correctly with clear explanations.

• The frequency distribution table and histogram accurately represented employee lunch spending data.

• Cross-tabulation percentages were calculated correctly, and dependent/independent variables were clearly identified.

• The assignment demonstrated proficiency in data organization, statistical reasoning, and Excel skills.

• Learning objectives achieved included: understanding variable types, constructing and interpreting frequency distributions, using cross-tabulations for analysis, and professional data presentation.

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