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Understanding Physical Activity and Self-Efficacy in High School Students

March 01, 2024
Kimberley Taylor
Kimberley Taylor
🇺🇸 United States
Data Analysis
Kimberley Taylor, a seasoned statistician with 8+ years of expertise, holds a master's degree in Statistics from Radford University. Specializing in data analysis, Kimberley aids students in assignment completion with precision and proficiency.
Key Topics
  • Problem Statement:
  • Conclusion:

In this assignment, we delved into the dynamics of physical activity and self-efficacy among high school students from three distinct schools participating in the "Don't Just Sit There" program. The objective was to analyze and interpret the collected data, providing insights into various aspects of student engagement and beliefs related to physical activity.

Problem Statement:

Despite the recognized importance of promoting an active lifestyle, there exists a need for a comprehensive data analysis that explores students' attitudes, beliefs, and demographic variations. This study seeks to unravel the complexities surrounding students' engagement in physical activities, providing insights that can inform targeted interventions and contribute to fostering a healthier and more active high school community.

Data Consolidation:

  • We combined datasets from Clara Barton HS, Frederick Douglass HS, and Harvey Milk High School into a unified dataset named DJSTpre1.sav.
  • A total of 100 students were sampled from each school, with an equal representation of males and females across grades 9-12.

Response Frequencies:

  • Detailed frequency tables were constructed for students' responses to questions regarding Physical Activity and Self-Efficacy.
  • The tables provide a snapshot of the distribution of responses, showcasing the diverse range of opinions among participants.

Mean Scores:

  • Mean scores were calculated for each variable, offering a condensed view of the participants' overall sentiments.
  • The scores reflect the average response on a scale from Strongly Disagree to Strongly Agree, illuminating trends in beliefs and expectations.

Value of Physical Activity Outcomes:

  • Mean scores were computed for responses to questions about the value of physical activity outcomes, shedding light on the perceived impact of such activities.

Sample Representation:

  • The sample was categorized based on various factors such as school, gender, race, grade, and group assignment (control or treatment).
  • The representation percentages provide a clear overview of the diversity within the participant pool.

Descriptive Statistics:

  • Descriptive statistics were presented for physical activity (mean cycles per minute) and heart rate (beats/minute) at baseline.
  • The statistics offer a quantitative understanding of the participants' baseline physical metrics.

Reliability Analysis:

  • A reliability analysis indicated high Cronbach's Alpha values (0.883 and 0.892) for the self-efficacy measures, attesting to the consistency and reliability of the data.

Correlations:

  • Correlation coefficients were computed to explore relationships between physical activity, heart rate, value of outcomes, and self-efficacy.

Program and Participant Distribution:

  • A comprehensive summary was provided, highlighting the distribution of program participants into control and treatment groups.
  • Mean values and standard deviations were presented for key variables, offering insights into group-wise variations.

Demographic Breakdown:

  • A breakdown by gender, race, grade, and heart rate categories provided a nuanced understanding of the participant demographics.

Conclusion:

This assignment offers a multifaceted analysis of high school students' attitudes toward physical activity and self-efficacy. The findings provide a foundation for further exploration and potential interventions in promoting a healthy and active lifestyle among high school students.

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