Design and Analysis of Experiments System †MyAssignmenthelp.com

Question: Discuss about the Design and Analysis of Experiments System. Answer: Introduction It is critical to understand students perception about environmental issues and how they take part in saving both energy and water. This can help in understanding future generation and whether a sustainable environment can be attained through this young generation. In accordance with (UNICEF, 2015), youth and children are an important part of society that can help in creating a sustainable future. UNICEF targets this group on their sensitization program about creating a sustainable future. Severn Cullis-Suzuki, in the 1992 speech silenced the world and pointed that the only way to create a sustainable future is through educating the youths (Orfalea, 2017). Therefore, this report will investigate how sensitive the students from the NSW are about environmental issues. The research will evaluate some of the students characteristics and how different aspects of life can impact their academic achievement. The key components that this report will highlight include the hours of sleep during a school night, the time taken to travel to school (minutes), time spent on different issues such as doing homework, doing things with friends/family among others. The variables measuring time is on an interval scale, and those asking for an opinion about environmental issues are nominal scale. Lastly, how important the students value some issues both personal and environmental are on an ordinal scale. The data analysis was performed to illustrate the distribution of various variables under investigation. First, it was determined the distribution of gender in the sample obtained from the NSW state. Second, the distribution of how student spent their time, especially playing video games was assessed. The summary of the descriptive statistics and measure of dispersion is as summarized below. Summary measures for selected variables Q9 Doing homework Q9 Doing things with family Q9. Playing computer/video games Q9. Watching TV Count 40.000 40.000 40.000 40.000 Mean 5.900 11.825 10.150 8.700 Median 4.500 7.000 5.500 6.500 Standard deviation 5.486 10.476 11.023 7.803 Minimum 0.000 0.000 0.000 0.000 Maximum 25.000 40.000 40.000 29.000 First quartile 2.000 3.000 1.750 2.000 Third quartile 8.000 17.500 18.000 10.750 Mean absolute deviation 4.185 8.799 9.138 6.105 On average, students spent 5.90 hours doing their homework with a standard deviation of 5.48 hours. The middle 50% of the students spent 2 hours and 8.00 hours, doing their homework (Afifi Azen, 2014). Students spent, on average, 11.83 hours with their family members, with some spending no time and some up to 40 hours. On average, students spends 10.15 hours playing video games with a standard deviation of 11.02 hours. This shows that there might be a possibility that students spent more time playing video games than they do taking their homework and with their family (Gelman, et al., 2014). However, to ascertain if this is true, a hypothesis was tested to determine whether an on average student spent more time playing video games than they spend with their family and doing homework. Lastly but not least, the average time the students spent watching is 8.70 hours with a standard deviation of 7.80 hours. The p-value .05, which purport that the hypothesis that the average time spends doing homework and doing things with the family is equal (Montgomery, 2017). This implies that students spend less time reading than they do doing things with their family. The summary shows that there is enough evidence to support the claim that student spent more time playing computer/video games than they spent doing their homework (Gelman, et al., 2014). In particular, with 95% confidence, a student selected randomly from the population spends more time playing computer/video games than they spent doing their homework. Lastly, it was evaluated whether students spend more time watching TV than doing their homework. The p-value 0.034 is less than 0.05, supporting that the rejection of the null hypothesis (Peck, Olsen, Devore, 2015). Therefore, it should be noted that with the 95% confidence, we can claim that students spend more time watching than doing their homework. Environmental Issues The assessment on whether there was a relationship between gender and switching off the power at the main switch. First, the distribution of the data was illustrated in Figure 2. The chart shows that most of the female students do not power off the main switch to save the electricity. On the other hand, most male student power off the main switch. Therefore, there might be an association between the gender and the powering off the main switch. Chi-square test was performed to determine whether the claim that there is a connection between gender and powering off the main switch to save energy. The p-value 0.1098 is greater than .05. Thus, fail to reject the null hypothesis (Schumacker Sara, 2015). This means that there is no association between gender and powering off the main switch. This means that both male and female have the same behavior of powering off the main switch to save energy. There is enough evidence to reject the null hypothesis at the level .10 (Schumacker Sara, 2015). This suggests that with 90% confidence, we can say that the gender of a student is associated with the installation of the water saving shower head. It was important to determine whether there exists an association between the number of paid working hours and the amount received as pocket money. Therefore, a linear regression model was run, and the direction and strength of the association noted. The model is not significant since the p-value is greater than 0.05 (Chatterjee Hadi., 2015). The coefficient of the number of hours is positive. The R2-value shows that the model can take into account to 0.02% sources of error. This is a very low source of variation since 99.98% could not be accounted. Conclusion The findings point important aspect of students time utilization. It was established that students spent more time, watching TV, playing computer/video games and with their families. Therefore, parents need to schedule their students well, so that they can adequately utilize their time well to improve their academic performance. For instance, playing video game long may have negative effects on academic achievement. The results also pointed that there is a correlation between students gender and installing water saving shower head to save water. Also, no connection was established between gender and powering off the main switch to save energy. This means that both male and female students were equally sensitive about water conservation, but not about power energy conservation. Lastly but not least, there was no relationship between the number of hours student spent on a paid work and the amount they receive as pocket money. It should be noted that there might be one gender that is more sensitive on water conservation than the other. Therefore, the government should conduct a sensitization program to increase water conservation strategies like installing water saving shower head to all people. The parents should discourage a lot of video game playing and Tv watching. Students should be encouraged to use most of their time improving their studies. References Afifi, A. A., Azen, S. P. (2014). Statistical analysis: a computer oriented approach. Academic press. Chatterjee, S., Hadi., A. S. (2015). Regression analysis by example. John Wiley Sons. Gelman, A., Carlin, J. B., Stern, H. S., Dunson, D. B., Vehtari, A., Rubin, D. B. (2014). Bayesian data analysis. 2. Boca Raton, FL: CRC press. Montgomery, D. C. (2017). Design and analysis of experiments. John Wiley Sons. Orfalea, M. (2017, June 26). Girl Who Silenced the World (25 yrs later). Retrieved from Youtube: https://www.youtube.com/watch?v=3ipOdsd1SmA Peck, R., Olsen, C., Devore, J. L. (2015). Introduction to statistics and data analysis. Cengage Learning. Schumacker, R., Sara, T. (2015). Chi-square test. Understanding Statistics Using R, 169-175. UNICEF. (2015, Februalt 13). Environment and climate change. Retrieved October 2, 2017, from UNICEF: https://www.unicef.org/environment/index_60524.html