Relationship Between Disruptive Behavior And Socio-Economic Status Ethnicity And Sex of the Student:
Relationship Between Disruptive Behavior And Socio-Economic Status Ethnicity And Sex of the Student:
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Pet. 2.5 5.3 0.6 Total Column 60 210 90 360 Total Column Pet. 16.7 58.3 25.0 100.0 Chi square was run to determine any statistical relationship between disruptive and non-disruptive white 9 4 American students in schools of different sizes. The obtained chi square of 8.031 with 2 degrees of freedom had a probability of 0.018. Hence, the null hypothesis is rejected. The proportions of disruptive and non- disruptive white American students in small and large schools obtained a z value of 2.95 whi...ch is statistically significant at the 0.01 level. The z value obtained of 2.12 in medium and large schools is statistically significant at the 0.05 level.
H 2 „, There is no significant difference between the expected and the observed proportions of disruptive and non-disruptive Hispanic-origin students in schools of different sizes.
TABLE 3 2 DISRUPTIVE AND NON-DISRUPTIVE HISPANIC-ORIGIN STUDENTS BY SIZE OF SCHOOL Row Small Medium Large Total Non- Count 54 193 79 326 Disruptive Row Pet. 16.6 59.2 24.2 90.6 Col.
What to read after Relationship Between Disruptive Behavior And Socio-Economic Status Ethnicity And Sex of the Student:?
You can find similar books in the "Read Also" column, or choose other free books by Garrido, Armando Raul, 1932- to read onlineMoreLess
To quickly assess the difficulty of the text, read a short excerpt:
Pet. 2.5 5.3 0.6 Total Column 60 210 90 360 Total Column Pet. 16.7 58.3 25.0 100.0 Chi square was run to determine any statistical relationship between disruptive and non-disruptive white 9 4 American students in schools of different sizes. The obtained chi square of 8.031 with 2 degrees of freedom had a probability of 0.018. Hence, the null hypothesis is rejected. The proportions of disruptive and non- disruptive white American students in small and large schools obtained a z value of 2.95 whi...ch is statistically significant at the 0.01 level. The z value obtained of 2.12 in medium and large schools is statistically significant at the 0.05 level.
H 2 „, There is no significant difference between the expected and the observed proportions of disruptive and non-disruptive Hispanic-origin students in schools of different sizes.
TABLE 3 2 DISRUPTIVE AND NON-DISRUPTIVE HISPANIC-ORIGIN STUDENTS BY SIZE OF SCHOOL Row Small Medium Large Total Non- Count 54 193 79 326 Disruptive Row Pet. 16.6 59.2 24.2 90.6 Col.
What to read after Relationship Between Disruptive Behavior And Socio-Economic Status Ethnicity And Sex of the Student:?
You can find similar books in the "Read Also" column, or choose other free books by Garrido, Armando Raul, 1932- to read onlineMoreLess
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