EDU515 – Measurement

and Metrics
Unit 3 Case Study
Due Date: 11:59 pm EST on Sunday at the end of Unit 3
Points: 20

Name: Bridget Sandoval  

Instructor: Dr. C
Mod: EDU515 – Measurement and Metrics

Overview:

This is the first set of Case Study Exercises (CSEs). These exercises are provided to
assess your skills and to provide an opportunity to ensure mastery of the content. They
should not be attempted until you have read the assigned readings and reviewed the
course presentations for Unit 3. When you are ready, please submit the CSEs for
review. When you receive your feedback, if everything is correct, you are ready for the
Application Quiz #1 in Unit 4! If there are errors, you will be provided with feedback and
the opportunity to resubmit the CSEs. No partial credit is applied to the CSEs. Provided
that the CSEs were submitted by the unit deadline, the 20 points will be awarded once
you have successfully completed the entire exercise. You may retry it as often as
necessary until you have strengthened your skills. Since there is a developmental
sequence to the acquisition of measurement skills, you must be proficient at each level
before continuing to the next unit.

Questions:

Please answer the questions by typing your responses after each question.  Save
the file when you are finished and submit it using the assignment link in Unit 3.

#3-A Response Formats

The process of transitioning from high school to college is difficult for many students.
Accessing campus support services and becoming involved in campus activities eases
this transition.  As a student affairs employee at Century University, you are charged
with finding out why some students dropped out and why some remain enrolled. You
administer a survey to current and past students to gain some information about their
life on campus.

Read the description of the survey below and then indicate the type of response format
used in each section:  
 Description Response Format
1.  The first section of the survey asks the Unstructured
students to describe their living
arrangements while attending school.
2.  The second section of the survey Structured
provides students with a list of 10 support
services on campus and asks the students
to indicate whether or not they were aware
the activities were available on campus by
answering yes (1) or no (0) to each activity.
3.  The third section of the survey presents Structured
a list of 10 campus activities and asks the
students to respond on a five-point Likert-
type scale as to how involved they were in
each activity.
4.  The final section of the survey asks the Unstructured
students to describe other activities they
would like to see available on campus.

#3-B Measurement Levels

After the surveys have been completed and returned you review them and begin your
analysis.  Read the statements below and indicate the measurement level used for
each.

Description Measurement Level

1.  You review their descriptions of living Nominal
arrangements and assign students to the
categories of “on-campus housing”, “off-
campus housing”, or “with family/relatives”.
2.  Using student responses to the Ordinal
awareness question you rank the support
services from those that students were most
aware of to those they were least aware of
on campus.
3.  You assign values of 0 to 4 to each of Ordinal
the selections on the Likert-type scale, sum
the responses to the ten questions, and
obtain a total “involvement” score for each
student.
#3-C Frequencies and Frequency Distributions

Continuing in your role as a student affairs employee at Century University, you also are
concerned about the stress freshmen experience when making the transition to college.
The University Stress Questionnaire is an instrument that measures perceived stress.  It
consists 30 items describing potentially stressful situations.  Students respond to each
item using a five-point Likert-type response format that ranges from “not at all” to
“extremely”.  The total score for the questionnaire can range from 0 to 120.  The higher
the total score, the greater the perceived stress.

You administered the questionnaire to a group of 50 freshmen and obtained the

following scores:

36 16 104 83 56 24 36 77 62 73
92 39 36 25 58 84 74 80 110 80
52 54 31 60 29 67 46 11 93 88
53 68 73 14 81 62 99 69 65 72
22 80 71 79 49 78 64 85 86 17

First, in order to make sense of these scores, you need to reorder them in descending
order.  The reordering would look like this:

110 88 81 78 72 67 60 52 36 22
104 86 80 77 71 65 58 49 31 17
99 85 80 74 69 64 56 46 29 16
93 84 80 73 69 62 54 39 25 14
92 83 79 73 68 62 53 36 24 11

Next, you are going to create a grouped cumulative distribution table that has 20 class
intervals.  To do this, calculate the interval size by answering the following:

a. What is the highest score received?   110

b. What is the lowest score received?  11

c. What is your interval size?  5

Using the scores above and the interval size you calculated, complete the grouped
cumulative frequency table and answer the questions below.  

Class Interval f cf
106-110 1 50
101-105 1 49
96-100 1 48
 91-95 2 47
86-90 2 45
81-85 4 43
76-80 6 39
71-75 5 33
66-70 4 28
61-65 4 24
56-60 3 20
51-55 3 17
46-50 2 14
41-45 0 12
36-40 3 12
31-35 1 9
26-30 1 8
21-25 3 7
16-20 2 4
11-15 2 2
              N=50                  i =5

1.  A student of interest, Ana, earned a score of 76.  Using the class intervals:

a. How many students reported being more stressed than Ana?  11

b. How many students reported being less stressed than Ana?  33

2.  Another student, Theo, earned a score of 46. Using the class intervals:

a. How many students reported being more stressed than Theo?  36

b. How many students reported being less stressed than Theo?  12