英国教育学论文代写：学生成绩统计
大学为学生提供高等教育的主要来源在澳大利亚和在世界各地。课程和学习模式的设计拥有与大学生的性能至关重要。因此,有必要检查统计分析结果及影响因素协助澳大利亚大学审查和重新设计他们的方法以达到最优的结果和最佳性能从学生(元,2012)。这份报告是:考虑因素
•性别
•测试结果
•评课
•sgt出席
这些因素是故意选择要分析这些因素是重要的角色在学生教育学家和研究人员观察到的性能。为目的的分析这些因素的影响,信息收集的抽样479名学生学习课程“BSB123”在前面的会话。
离群值是错误的读数聚集在记录数据集。这些异常值开始前必须清除数据集的分析。在这种情况下,没有异常值观察和分析执行完整的数据集。识别异常值是在附录的方法。
为了分析各种因素对结果的影响检测的样本,它主要是需要观察结果分布在整个数据集。为此频率分布分析已经应用于给定数据集。得分最高的样本中被记录,而最低的是2。首先,分数分为6类相同的间隔,从0.1到60。之后,躺在每堂课的学生人数被观察到,这给下面的分布。
英国教育学论文代写：学生成绩统计
Universities are a major source of providing higher education to the students in Australia and throughout the globe. The designing of curriculum and study patterns holds a vital importance in relation to the performance of university students. Therefore, it is necessary to statistically analyze the results of examination and influencing factors to assist the universities in Australia to review and redesign their methodologies in order to achieve optimum outcome and best performance from their students (Yuan, 2012). The factors considered in this report are:
• Gender
• Quiz results
• Lecture attendance
• SGT attendance
These factors are purposely selected to be analyzed as each of these factors holds significant role in the performance of students as observed by educationalists and researchers. For the purpose of analyzing the effect of these factors, information was gathered by sampling 479 students who studied the course ‘BSB123’ in the previous session.
Outliers are the false readings gathered while recording the dataset. These outliers must be removed before starting analysis of data set. In this case, no outliers are observed and analysis is performed on complete dataset. The method of identifying outliers is stated in Appendix.
In order to analyze the effect of various factors on the results of examination of the sample, it is primarily required to observe the result distribution throughout the data set. For this purpose the frequency distribution analysis has been applied on the given data set. The highest score among the samples has been recorded to be 60, while the lowest is 2. Firstly, the scores were divided into six classes of same interval, from 0.1 to 60. After that, the number of students lying in each class were observed, which gave the following distribution.
