Categorical Analysis Worksheet

what their major is, for example students who want to major in programing or computer

1. The author (Ostrander) emphasizes that students should not stress out over choosing a major. He tells us that what one majors in is less important than the overall qualities, knowledge base, and the skills that one develops. Ostrander also points out that a major is much less important than the skills that people gain by using a quote from an executive, “I look for people who take accountability, responsibility and are good team people over anything else. I can teach the technical.”

Research Question #3: “Does a relationship exist between dual credit enrollment and English courses?” An Anova test was used to compare the GPA earned and college persistence. Table 4 represents the results which portrays no difference in the groups, (F

13 The classification of student major (accounting, economics, management, marketing, other) is an example of:

A half a century ago the traditional college degree was a bachelors in a liberal arts discipline. Recently a large number of degrees acquired are in a specific profession or in business, or business administration type discipline. While that worked for a long period of time, we are now in a changing world of

When it’s time to starting making solid decisions about enrolling in college, many people have questions about how to choose a college major. Selecting a

The students are the direct recipients of this study that they should know their interest. Through this study, the students’ choosing a major is a choice that should be intentional and based on knowledge of one’s self. As a result of this study the number of students who shift a major must be reduce and lessen.

Everyone who decides to enroll in college must, at some point, think about what area they want to major in. There are many things that students consider when choosing a major. Some make their decision based on what they think can make them the most money once they begin their lives in the work force. However, many students believe that if you choose a major that interests you and challenges you then you can use those skills that can help you in any career. (R. Landrum & S. Davis, 2014) Let’s face it. Employers know that when they hire someone straight out of college they are not immediately going to know

The table below shows the preferences for elective courses of students who are undecided about their majors.

A big concern in todays’ world for graduating college students is being able to find a job right out of school. More times than not, there are many problems that occur when a student chooses a specific career path. In the short exert “Why Focusing Too Narrowly In College Could Backfire”, written by Peter Cappelli, he discusses in his opinion, as well as many others, the right path students should be taking. The lead way students should be following to secure they get a job in a field they will enjoy. Many students have trouble picking a college to go to let alone what major they want to focus on. Students are told to pick a major and start taking the classes for it as soon as possible without realizing they might not even enjoy that field of work. There are many struggles in college with picking the correct classes and

College is a stepping stone into the real world. Many students would agree they pursue a college degree to obtain more money in their career. However, this pursuit isn’t only because of money, but also led by the heart-felt desires of the students. Conversely, Harvey Bump comments “Only those who are independently wealthy can afford the luxury of developing their souls while in college. College education in 2015 must be job training”. There is no exclusiveness to students who want to follow what majors they’re interested in. Lynn O’Shaughnessy clarifies in her article, “8 Reasons Not to Get a Business Degree”, that parents pressure their children into selecting “practical majors” based on their perception of what the job market needs. Many

A categorical analysis is when you use categorical variables that are qualitative in nature and absent of any measurement to draw conclusions, to make predictions, or to make business decisions based from the gathered data (Mirabella, 2011). Based on the data set provided in the sample, I conducted an analysis on the categorical variables regarding their gender, major, if employed and whether they work fulltime or not. I used the data to come to a few conclusions. I found that male students were more indecisive on a major compared to the women. Thirty five percent of the males were listed to have no major and only fifteen percent of the females were without a major. Out of all the students, Leadership was the most selected major at 35%

Factors to be considered are salaries, what will I start off with? What degree do I need to earn what I actually want? What am I good at? For sure the decision is complicated. Throughout this essay, we have compiled the three most popular fields of study chosen by college students.

One thing that varies faster than the gasoline price may be the debate around the value of a right path for a young adult— which major guarantees a smooth access to a decent job offer. According to the article, “Not All College Majors Are Created Equal”, the author, Michelle Singletary, indicates that college degrees are not the same based on the different majors. She starts her article with a question that she asked her college students, “What’s your major?” Singletary immediately determines her student’s future by the major that the student is choosing. Later in the article, she states her opinions on how majors have played a great important role in one’s career life by using different examples and statistics. Indeed, college majors are not

As a matter of fact, I decided the Goodness of Fit test for unequal expected distributions since we have four different categories of majors with different percentages expected. In addition, if I had chosen the Goodness of Fit test for equal expected results, the results would have been invalid as the model selected was not applicable. Most statistical models are based on some sort of underlying assumptions, and goodness-of-fit procedures are necessary in order to trust any conclusions that are drawn from the model (Hansen, Jeske, & Kirsch, 2015). As a result, the actual number of students with Leadership as their major was 70 with the expected percentage of 40% equates to 80 MBA students supposed to have Leadership as a major; 10 less than expected. Similarly, the actual number of students enrolled with Finance as their major is 55 with the expected percentage of 30% of 200 MBA students equating to 60 students expected to have Finance as a major; 5 less than expected. In addition, the actual number of students enrolled with Marketing as their major is 25 with the expected percentage of 20% of the MBA students equating to 40 students expected to have Marketing as their major; which is 15 students less than expected which is a significant difference. Ironically, there are 50 students with no major declared with