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Rudra,I notice that you are a highly rated tutor, I do not have much confidence in a few that I have interacted

Rudra,<br/>I notice that you are a highly rated tutor, I do not have

much confidence in a few that I have interacted with (one approaced me offline against CourseHero policy, one delivered an irrelevant  incomplete response not using the dataset provided, and one waoking from incomplete instructions).  I notice that you had asked for my complete question in a recent inquiry that I submitted to CourseHero last week.
Might you be willing to assist me?  I am seeking a tutor that may be able amenable to an ongoing professional working relationship who can ongoing assistance with statistical analysis and SPSS.
My question follows:
Using SPSS software and the High School Longitudinal Study dataset
From the High School Longitudinal Study dataset, select a categorical variable and a continuous variable
Determine the appropriate type of chart/graph for each variable and construct using SPSS Chart Builder (replicable results required).  Copy and paste chart/graph into MS-Word document.
Also within the MS-Word Document, deliver an APA formatted 3-paragraph analysis of results (including x-axis, y-axis, trends, interpretation of graph, observations, why the types of display were selected, etc.) with references.

HS Long Study_[student].sav

$FL2@(#) IBM SPSS STATISTICS 64-bit MS Windows 21.0.0.0
####D###########�[########Y@31 Mar 1614:41:08
###########################STU_ID
###Student ID ########################X1SEX
####T1 Student’s
sex######&quot;�###### �#######�############����########X1PAR1ED’###T1 Parent 1:
highest level of education ######&quot;�####################����########X1SES
&quot;###T1 Socio-economic status composite
######&quot;�#######�############����########X1MTHID *###T1 Scale of student’s
mathematics identity ######&quot;�#######�############����########X1MTHUTI)###T1
Scale of student’s mathematics utility
######&quot;�#######�############����########X1MTHEFF/###T1 Scale of student’s
mathematics self-efficacy ######&quot;�#######�############����########X1SCIID &amp;###T1
Scale of student’s science identity
######&quot;�#######�############����########X1SCIUTI%###T1 Scale of student’s
science utility
######&quot;�#######�############����########X1SCIEFF+###T1 Scale
of student’s science self-efficacy
######&quot;�#######�############����########X1TMEFF (###T1 Scale of math teacher’s
self-efficacy######&quot;�#######�############����########X1TMPRIN;###T1 Scale of
math teacher’s perceptions of principal support
######&quot;�#######�############����########X1TMRESPC###T1 Scale of math teacher’s
perceptions of collective responsibility
######&quot;�#######�############����########X1TSEFF +###T1 Scale of science
teacher’s self-efficacy ######&quot;�#######�############����########X1TSPRIN&gt;###T1
Scale of science teacher’s perceptions of principal support
######&quot;�#######�############����########X1TSRESPF###T1 Scale of science
teacher’s perceptions of collective responsibility
######&quot;�#######�########################X1CONTRO####T1 School control
############����########X1LOCALE####T1 School locale (urbanicity)
######&quot;�#######�############����########X1REGION####T1 School geographic region
######&quot;�#######�############����########X2SEX
####T2 Student’s
sex######&quot;�#######�############����########X2PAR1ED’###T2 Parent 1: highest
level of education ######&quot;�####################����########X2PAR1EM####T2 Parent
1: employment status ######&quot;�#######�############����########X2MTHID *###T2

 
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