Chi-Square And One T-Test Model Essay

The article “Motivating Firs-Generation Students For Academic Success and College Completion” by Tanjula Petty describes the additional challenges first generation students have to overcome while attending college. A well-heeled diversity and world of opportunities are a few of the positive outcomes of attending college. According to Tanjula Petty (2014), “Yet, the most cited and widely used definition for first- generation students is someone whose parents has not completed a college degree”. Students whose parents did not acquire a college degree, have a lack of support at home. Their family members are not equipped to provide information required for college difficulties students may have. They lack knowledge and resources that students that students with college-educated parents have. The article states that these students are less psychologically prepared for college. Many low-income families do not understand the benefits of graduating from college. First generation students spend more time working and less time studying unlike their classmates. (Petty 2014) Coming from low-income families, many of these students have to divide their time between college and working. Leading students to prioritize money before school. Many work full time while going to school. Working more hours than studying can potentially harm students ' success.

Evaluating: This essay has good detail, such as comparing and contrasting the first-generation student to college. Where do they face the biggest challenge of their lives and solving the problem with a help of older peers, teachers and guiding

First generation college students are those who are seeking to be the first in their family to earn a degree, according to UCLA. First- generation students can come from low, middle, or high income families without a history of going to college. Families of first generation students can either be supportive of the students plan for a high education or make them feel family pressure to enter the workforce right after high school like they did. First generation students often do not know their options regarding higher education and have fears about going to college and it’s cost. Currently, 42% of UC undergraduates are first generation.

Study conducted by Hicks (2006), compared educational barriers of first-generation to non-first-generation students; first-generation students had dissimilar expectations of college, poorer academic abilities, lack of social preparation, lack of self-esteem, and more financial constraints (Hicks, 2003; Thayer, 2000).

For first-generation students, their college experiences are knowing what they don't know. In the article "Taking My Parents To College", Jennine Crucet, says that it's harder for first-generation students to believe that their families have left. Some may argue that as soon as your parent leave you soon then realize that you are on your own, however, Crucet says In the article "perhaps because, when you're the first in your family to go to college, you never truly feel like they've let you go". First- generation college student they go to college knowing what they don't know.

Going to college as a first generation college student is a hard experience to go through, students whose parents did not go to college have a disadvantage because they do not know how to adjust well to living at college.

Are you aware that at least forty percent of the United States is made up of first-generation students? (Earl, 1987.) Being given the label “first-generation,” by definition, means that a student is the first in his or her family to attend and finish college with a college degree. In Hicks 2006 study, he compared the educational barriers of first-generation students to those non-first-generation students. As a result, Hicks found out the first-generation students had different expectations of college, poor academic abilities, lack of social skills, low self-esteem, and more financial restrictions (Hicks, 2003; Thayer, 2000). There are many challenges that first-generation students face in pursuit of a college degree: academic challenges,

If 9 t tests were conducted and the set alpha for this study is 0.05, then the alpha level that should be used to determine the differences between the two groups is 0.05/9=0.0056 and the resulting alpha will be used to determine significant differences.

Over many years college has been known as a main path to success, yet many students find themselves being first-generation college student and face many challenges that come with it, despite the efforts colleges make to remove this stigma. “Thirty percent of higher ed students today are the first in their family to attend college, while 24 percent-4.5 million- are both first generation and low income” (Opidee, 2015, P.1). These percentages are very high, with 30% of students attending college being the first in their family many students and their families don’t know what they’re getting themselves into when they get to school. Students find that being a first-generation college students affects them even before they start college.

The decision of a first generation student to pursue higher education comes with the price past the inherent financial cost, of leaving their families behind. Many of these kids may feel like they are abandoning their parents or siblings, although, sometimes they feel like they are being abandond as well. They are leaving everything they know behind to pursue something that they have either dreamed of, or pushed towards their entire life. There are a few conflicting feelings that they may have, first generation students desire

    The chi squared test is used to determine if two variables are independent or dependent. This test will determine if free throw percentage and height are independent or dependent.

When thinking about the variables the agency is measuring, a chi-square statistic would help the agency measure the association and agreement for nominal and ordinal data in the intervention, which in this case is employment level and treatment condition. If the treatment condition (intervention) is reliable and effective and shows this was what caused the employment level (outcome) of the participants. Therefore, the agency chose the chi-square statistic to show if there was a relationship between the two variables (independent and dependent). The variables have to be categorical to show by attending the treatment the employment level increased for

The chi-square statistical measurement is an inferential statistic to determine differences among groups. It compares frequency observed with frequency expected. It does not determine where the differences are, just that they do exist. The chi-square measurement is used a lot in business to compare projected budgeted items with actual expense and revenue items to determine any significant differences that could indicate problems or areas for new innovations of products.

2. If we use the [pic] method of analysis to test for the differences among 4 proportions, the degrees of freedom are equal to:

The study employed independent t-test and chi-square test to make a comparison (to make sure the presence or absence of difference) between the participant and non-participant households. The mean values of continuous variables in the two categories were compared using independent t-test. The result of independent t-test pointed out the presence of a significant mean difference between the two categories in terms of age of household head, total household income, frequency of extension contact and distance to market. The result indicated that the mean age of participant households (44.73 years) was less than the non-participant households (48.59 years). The study also showed that those farmers who were participating in off-farm and non-farm activities had relatively better mean total income than non-participants. The mean value of total household income earned by those farmers who were engaged in off-farm and non-farm employment opportunities was Birr 17103.55, while it was birr 7628.77 for non-participant households. Furthermore, it also indicated that those households who were engaged in off-farm and non-farm employment income generating activities had less frequency of extension contact than those households who were not participants in off-farm and non-farm activities. The mean value of extension contact received by participant households was 12.35 contacts, while it was 17.38 for the non-participant household. Moreover, the finding of the study showed that the mean