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In your Week 2 Assignment, you displayed data based on a categorical

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In your Week 2 Assignment, you displayed data based on a categorical

variable and continuous variable from a specific dataset. In Week 3, you used the same variables as in Week 2 to perform a descriptive analysis of the data. For this Assignment, you will calculate a confidence interval in SPSS for one of the variables from your Week 2 and Week 3 Assignments.
To prepare for this Assignment:

-Review the Learning Resources related to probability, sampling distributions, and confidence intervals.
-Using the SPSS software, open the Afrobarometer dataset or the High School Longitudinal Study dataset (whichever you chose) from Week 2.
-Choose an appropriate variable from Weeks 2 and 3 and calculate a confidence interval in SPSS.
-Once you perform your confidence interval, review Chapter 5 and 11 of the Wagner text to understand how to copy and paste your output into your Word document.

HS Long Study_[student].sav

HS Long Study_[student].sav

$FL2@(#) IBM SPSS STATISTICS 64-bit MS Windows 21.0.0.0
####D###########�[########Y@28 Jun 1609:31:33
###########################STU_ID
###Student ID ########################X1SEX
####T1 Student’s
sex######"�###### �#######�############����########X1PAR1ED’###T1 Parent 1:
highest level of education ######"�####################����########X1SES
"###T1 Socio-economic status composite
######"�#######�############����########X1MTHID *###T1 Scale of student’s
mathematics identity ######"�#######�############����########X1MTHUTI)###T1
Scale of student’s mathematics utility
######"�#######�############����########X1MTHEFF/###T1 Scale of student’s
mathematics self-efficacy ######"�#######�############����########X1SCIID &###T1
Scale of student’s science identity
######"�#######�############����########X1SCIUTI%###T1 Scale of student’s
science utility
######"�#######�############����########X1SCIEFF+###T1 Scale
of student’s science self-efficacy
######"�#######�############����########X1TMEFF (###T1 Scale of math teacher’s
self-efficacy######"�#######�############����########X1TMPRIN;###T1 Scale of
math teacher’s perceptions of principal support
######"�#######�############����########X1TMRESPC###T1 Scale of math teacher’s
perceptions of collective responsibility
######"�#######�############����########X1TSEFF +###T1 Scale of science
teacher’s self-efficacy ######"�#######�############����########X1TSPRIN>###T1
Scale of science teacher’s perceptions of principal support
######"�#######�############����########X1TSRESPF###T1 Scale of science
teacher’s perceptions of collective responsibility
######"�#######�########################X1CONTRO####T1 School control
############����########X1LOCALE####T1 School locale (urbanicity)
######"�#######�############����########X1REGION####T1 School geographic region
######"�#######�############����########X2SEX
####T2 Student’s
sex######"�#######�############����########X2PAR1ED’###T2 Parent 1: highest
level of education ######"�####################����########X2PAR1EM####T2 Parent
1: employment status ######"�#######�############����########X2MTHID *###T2
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