What is important for a new student to remember about the process or interpretation of running Frequencies?

Running Frequencies in SPSS
This is a two-part post. The first part is based on your study activity, “Running Frequencies in SPSS,” performed in the studies in this unit. The second part asks you to impart a bit of wisdom to an imaginary student you may (hypothetically) tutor someday.
Data Description and Data Validation
Review the results of your Frequency or Explore (tables and charts) study activity and discuss what you have seen in the numbers. Touch on the following:
What did you see in frequencies for categorical and ordinal data?
What was used for the scale data in this data set?
What were the measures of central tendency, quartiles, interquartile range, standard deviation, minimum, maximum, skewness, and kurtosis?
Lessons Learned Scenario
Imagine that you were going to tutor a high school student on how to run Frequencies in SPSS. Reflect on your first experience using SPSS:
What flowed easily for you, and what was confusing or could possibly be confusing to someone else?
What is important for a new student to remember about the process or interpretation of running Frequencies?
Response Guidelines
Please respond to posts that have had few responses thus far. Address all of the following:
Engage your peers. Tell them specifically why you chose to respond to their posts.
Seek clarification. Talk about what is unclear. Ask questions. Offer suggestions.
Add perspective. Include personal examples or work experiences to add perspective to your reply.
Be a practitioner/scholar. In addition to your personal or work experience, include at least one academic reference in your reply, citing it by using APA style and format. Refer to the APA Module for tips.
Refer to the Faculty Expectations for Response Guidelines.
Learning Components
This activity will help you achieve the following learning components:
Practice working in statistical software.
Develop statistical literacy.
View examples of SPSS interpretations.
Personal Glossary of Statistical Terms
Your Personal Glossary of Statistical Terms is designed to be a tool that can be used as a personal reference sheet in subsequent assignments. Format your document in Microsoft Word.
In your personal glossary, define the terms listed below. In addition to the definition of the term, you must include the following:
Identify 2–3 statistical terms that could be challenging for the general public to understand. Provide a tip on how someone unfamiliar with statistics might be able to better understand the term.
Use an image to help clarify the meaning of at least one statistical term.
Identify where you found the definition of the term, and apply current APA style and format when citing your source.
Define the following terms:
Mode.
Median.
Mean.
Range.
Minimum.
Maximum.
Quartiles.
Quartile range.
Variance.
Standard deviation.
Standard error.
Confidence interval.
Skewness.
Kurtosis.
Additional Requirements
Page count: 2–3 double-spaced pages, not including cover or reference page. This is a working document that will follow you through the course.
Font and font size: Times New Roman, 12 point.
APA formatting: Resources and citations are formatted according to current APA style and format.

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