Assignment Results

The results were expressed in the form of descriptive statistics. Descriptive statistics help to portray different measures of central location and dispersion (Nick, 2007).

ADDSC IQ GPA

mean 52.75044 102.644 2.509738
median 53 104 2.6
Mode 51.66667 95 3
Standard deviation 10.37259 12.80795 0.826243
Maximum 76.33333 137 4
Minimum 24.66667 55 0.25
Table 1: Represents the descriptive statistics of ADDSC, IQ, and GPA scores

Frequency Cumulative Frequency

E 0 3
D 20 23
C 66 89
B 74 163
A 28 191
Table 2: Represents the frequency and cumulative frequency of Grades of children received in English
Most of the children received Grade B in English

Frequency Cumulative Frequency

Gender 1 95 95
Gender 0 96 191
Table 3: represents the frequency and cumulative frequency of gender of the participating children. The results reflect that both the genders equally participated in the study.

Frequency Cumulative frequency

SOC PROB 22 22
No SOPROB 169 191
Table 4: represents the frequency and cumulative frequency of the persistence of social problem across participating children. The results reflect that most of the participating children did not exhibit social problem.

Frequency Cumulative frequency

DROPOUT 19 19
No Dropout 172 191
Table 5: represents the frequency and cumulative frequency of school dropouts. The frequency of school dropouts was much lesser than their counterparts.

Frequency Cumulative Frequency
Remedial 28 28
General 138 166

College Preparatory 25 191
Table 6: represents the frequency and cumulative frequency of school dropouts.

The frequency of school dropouts was much lesser than their counterparts.

Frequency Cumulative Frequency

Remedial 28 28
General 138 166
College Preparatory 25 191
Table 7: represents the frequency and cumulative frequency of school children on the level of English Class to which they were exposed. Most of the children were exposed to General level English class.

Frequency Cumulative Frequency

Repeat 174 174
not Repeat 17 191
Table 8: represents the frequency and cumulative frequency of grades that were repeated and not repeated by school children. The results reflect that most children had to repeat a grade.

References

Nick, T. (2007). “Descriptive Statistics”. Topics in Biostatistics. Methods in Molecular Biology.  New York: Springer. pp. 33–52