14/09/2016

**论文代写**：学生成绩的统计分析

分布显示，只有3.9%（即19的479）的学生获得高分数的范围从50.1到60，在他们的考试，而大多数的学生获得20.1至30，即145名学生，这使得仅约33.3至50%的最高得分。检查结果的平均值为26.91，标准偏差为12.01。计算平均值和标准差后，Z分数也被计算，如附录。Z分数显示从平均值的条目的差异。Z得分“0”显示，值等于平均值。正Z得分表明，值大于平均值和负Z得分表明，值小于平均值。

为了研究性别对考试成绩的影响，将频率分配方法应用于男女数据分离。每个班的学生的数量进行了观察，并计算他们的百分比进行比较。下面给出的条形图将有助于解释观测结果。

条形图显示，男、女学生考试成绩没有显著性差异。最突出的差异仅仅是在最低的范围，结果是，男学生获取结果的范围在0.1-10的百分比分别为7.7%，而女性的比例是4.7%

研究学生考试成绩与考试成绩之间的关系，采用趋势线相关的比较。计算两个结果的百分比。测验的结果以提升的顺序排列，并与考试结果进行比较。散点图被用来绘制这些结果，并与线性趋势线相比。对于结果的观察后，R2的因素。

考试结果并没有显示出与测验结果的线性关系。很明显，两者的R2值。R2为测验出现0.9033，即接近1，而考试是0.158，即接近0，这意味着这两个值之间并没有线性相关。

**论文代写**：学生成绩的统计分析

The distribution shows that only 3.9% (i.e. 19 out of 479) students obtained high scores in the range from 50.1 to 60 in their examination while most the students obtained 20.1 to 30, i.e. 145 students, which makes just about 33.3 to 50% of the highest score. The average of examination results is found to be 26.91 with standard deviation 12.01. After calculating average and standard deviation, z scores were also calculated as shown in appendix. Z scores show the difference of entry from mean value. Z score ‘0’ shows that value is equal to mean. Positive z score shows that the value is greater than mean and negative z score shows that the value is less than mean.

To study the effect of gender on examination results, frequency distribution method was applied separate on male and female data. The number of students lying in each class was observed and their percentages were calculated for comparison. The bar chart given below will help to interpret the observations.

The bar chart shows that there is not a significant difference in the examination results of male and female students. The most prominent difference is only in the lowest range of result, that is, the percentage of male students that obtain results in the range 0.1-10 were 7.7% while female percentage is 4.7%

To study the relation between quiz results and exam results of the students, the comparison of trend lines correlation is used. Percentages were calculated for both results. The results of quiz were arranged in ascending order and then compared to the examination results. Scatter points graph was used to plot these results and compared with linear trend lines. Later the R^{2} factor was observed for both results.

The exam results did not show linear relationship with quiz results. It is evident from R^{2} values of both factors. R^{2} for quiz appeared 0.9033, i.e. near to 1, while for exam it is 0.158, i.e. near to 0 which means these two values are not linearly related to each other.