1. Fraenkel/Wallen, How to Design and Evaluate Research in Education, Fifth Edition. © 2000 by The McGraw-Hill Companies, Inc. All rights reserved. Example of a Frequency Distribution a Table 10.1, page 213 58 a Technically, the table should include all scores, including those for which there are zero frequencies. We have eliminated those to simplify the presentation.

2. Fraenkel/Wallen, How to Design and Evaluate Research in Education, Fifth Edition. © 2000 by The McGraw-Hill Companies, Inc. All rights reserved. Example of a Grouped Frequency Distribution Table 10.2, page 213 59

3. Fraenkel/Wallen, How to Design and Evaluate Research in Education, Fifth Edition. © 2000 by The McGraw-Hill Companies, Inc. All rights reserved. Example of a Positively Skewed Polygon Figure 10.2 60

4. Fraenkel/Wallen, How to Design and Evaluate Research in Education, Fifth Edition. © 2000 by The McGraw-Hill Companies, Inc. All rights reserved. Example of a Negatively Skewed Polygon Figure 10.3 61

5. Fraenkel/Wallen, How to Design and Evaluate Research in Education, Fifth Edition. © 2000 by The McGraw-Hill Companies, Inc. All rights reserved. Two Frequency Polygons Compared Figure 10.4 62

6. Fraenkel/Wallen, How to Design and Evaluate Research in Education, Fifth Edition. © 2000 by The McGraw-Hill Companies, Inc. All rights reserved. Different Distributions Compared with Respect to Averages and Spreads Figure 10.6 63

7. Fraenkel/Wallen, How to Design and Evaluate Research in Education, Fifth Edition. © 2000 by The McGraw-Hill Companies, Inc. All rights reserved. Boxplots Figure 10.7 64

8. Fraenkel/Wallen, How to Design and Evaluate Research in Education, Fifth Edition. © 2000 by The McGraw-Hill Companies, Inc. All rights reserved. Calculation of the Standard Deviation of a Distribution Table 10.5, page 221 65

9. Fraenkel/Wallen, How to Design and Evaluate Research in Education, Fifth Edition. © 2000 by The McGraw-Hill Companies, Inc. All rights reserved. Standard Deviations for Boys’ and Men’s Basketball Teams Figure 10.8 66

10. Fraenkel/Wallen, How to Design and Evaluate Research in Education, Fifth Edition. © 2000 by The McGraw-Hill Companies, Inc. All rights reserved. Percentages Under the Normal Curve Figure 10.10 67

11. Fraenkel/Wallen, How to Design and Evaluate Research in Education, Fifth Edition. © 2000 by The McGraw-Hill Companies, Inc. All rights reserved. Comparison of Raw Scores and z Scores on Two Tests Table 10.6, page 224 68

12. Fraenkel/Wallen, How to Design and Evaluate Research in Education, Fifth Edition. © 2000 by The McGraw-Hill Companies, Inc. All rights reserved. Probabilities Under the Normal Curve Figure 10.12 69

13. Fraenkel/Wallen, How to Design and Evaluate Research in Education, Fifth Edition. © 2000 by The McGraw-Hill Companies, Inc. All rights reserved. Table Showing Probability Areas Between the Mean and Different z Scores Figure 10.13 70

14. Fraenkel/Wallen, How to Design and Evaluate Research in Education, Fifth Edition. © 2000 by The McGraw-Hill Companies, Inc. All rights reserved. Examples of Standard Scores Figure 10.14 71

15. Fraenkel/Wallen, How to Design and Evaluate Research in Education, Fifth Edition. © 2000 by The McGraw-Hill Companies, Inc. All rights reserved. Data Used to Construct Scatterplot; and Scatterplot of Data Table 10.7, page 228 72 Figure 10.15

16. Fraenkel/Wallen, How to Design and Evaluate Research in Education, Fifth Edition. © 2000 by The McGraw-Hill Companies, Inc. All rights reserved. Further Examples of Scatterplots Figure 10.17 73

17. Fraenkel/Wallen, How to Design and Evaluate Research in Education, Fifth Edition. © 2000 by The McGraw-Hill Companies, Inc. All rights reserved. Examples of Nonlinear (Curvilinear) Relationships Figure 10.20 74

18. Fraenkel/Wallen, How to Design and Evaluate Research in Education, Fifth Edition. © 2000 by The McGraw-Hill Companies, Inc. All rights reserved. More About Research: Correlation in Everyday Life Box 10, page 233 75 1.“Spare the rod and spoil the child” implies a negative correlation between punishment and spoiled behavior. 2.“Idle hands are the devil’s workplace” implies a positive correlation between idleness and mischief. 3.“There’s no fool like an old fool” suggests a positive correlation between foolishness and age. 4.“A stitch in time saves nine” suggests a negative correlation between how quickly one begins a corrective action and amount of work required. 5.“The early bird catches the worm” suggests a positive correlation between early rising and success. 6.“You can’t teach an old dog new tricks” implies a negative correlation between age of adults and ability to learn. 7.“An apple a day keeps the doctor away” suggests a negative correlation between the consumption of apples and illness. 8.“Faint heart never won fair maiden” suggests a positive correlation between assertiveness and female receptivity. Many commonplace relationships (true or not) can be expressed as correlations. For example, Boyle’s law states that the relationship between volume and pressure of a gas is V = P/K. Another way to express this is that the correlation between volume and pressure is – 1.00. This relationship, however, is only theoretically true — that is, it exists only for a perfect gas in a perfect vacuum. In real life, the correlation is lower. Consider the following sayings:

19. Fraenkel/Wallen, How to Design and Evaluate Research in Education, Fifth Edition. © 2000 by The McGraw-Hill Companies, Inc. All rights reserved. Example of a Bar Graph Figure 10.21 76

20. Fraenkel/Wallen, How to Design and Evaluate Research in Education, Fifth Edition. © 2000 by The McGraw-Hill Companies, Inc. All rights reserved. Position, Gender, and Ethnicity of School Leaders (Hypothetical Data) Table 10.11, page 235 77