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Excerpt from ‘Data Analysis’ phase:
594
1 . 409
N
Understanding
Pearson Relationship
. 117
you
Sig. (2-tailed)
. 128
Quantity of Squares and Cross-products
42054. 186
Covariance
1 . 409
And
There is no statistically significant relationship between regarding the participator and the self-assessed knowledge regarding the use of computers.
Descriptive Statistics
Mean
Std. Deviation
In
Gender
1 ) 92
. 274
Experience
three or more. 87
1 . 463
Correlations
Gender
Encounter
Gender
Pearson Correlation
1
-. 246**
Sig. (2-tailed)
. 001
Sum of Potager and Cross-products
12. 860
-16. 872
Covariance
. 075
-. 099
N
Encounter
Pearson Relationship
-. 246**
1
Sig. (2-tailed)
. 001
Sum of Squares and Cross-products
-16. 872
Covariance
-. 099
2 . a hundred and forty
N
**. Correlation is usually significant on the 0. 01 level (2-tailed).
There is a statistically significant relationship between the male or female of the player and their self-assessed degree of knowledge relating to the ability regarding and use of personal computers. Women (f=2) outnumber males astronomically within this sample, as such this effect is highly prejudiced and should not be taken to stand for male as well as female pc experience in the nursing career.
Descriptive Statistics
Mean
An std. Deviation
D
Gender
1 . 92
. 274
Usage
sixty two. 41
12-15. 492
Correlations
Gender
Consumption
Gender
Pearson Correlation
one particular
-. 038
Sig. (2-tailed)
. 625
Amount of Squares and Cross-products
12. 860
-27. 302
Covariance
. 075
-. 160
N
Utilization
Pearson Relationship
-. 038
1
Sej. (2-tailed)
. 625
Sum of Squares and Cross-products
-27. 302
41041. 512
Covariance
-. 160
N
You cannot find any statistically significant correlation involving the gender in the participant and their self-assessed level of computer usage either at work or at your home.
Descriptive Figures
Mean
Std. Deviation
And
Gender
1 ) 92
. 274
Knowledge
62. 63
12-15. 682
Correlations
Gender
Expertise
Gender
Pearson Correlation
you
-. 036
Sig. (2-tailed)
. 643
Sum of Potager and Cross-products
12. 860
-26. 209
Covariance
. 075
-. 153
N
Understanding
Pearson Relationship
-. 036
1
Sej. (2-tailed)
. 643
Sum of Squares and Cross-products
-26. 209
42054. 186
Covariance
-. 153
N
There is absolutely no statistically significant correlation between gender with the participant and their self-assessed amount of knowledge concerning computers and their usage.
Detailed Statistics
Suggest
Std. Deviation
N
Male or female
1 . 92
. 274
Classes
1 . 73
1 . 511
Correlations
Male or female
Courses
Sexuality
Pearson Relationship
1
-. 040
Sej. (2-tailed)
. 603
Sum of Squares and Cross-products
12. 860
-2. 826
Covariance
. 075
-. 017
N
Courses
Pearson Correlation
-. 040
1
Sig. (2-tailed)
. 603
Total of Squares and Cross-products
-2. 826
Covariance
-. 017
installment payments on your 282
D
There is no statistically significant relationship between player gender as well as the number of training they required towards increasing their computer proficiency and/or knowledge.
Descriptive Statistics
Indicate
Std. Change
N
Training
1 . 73
1 . 511
Experience
three or more. 87
1 . 463
Correlations
Courses
Experience
Courses
Pearson Correlation
one particular
. 047
Sig. (2-tailed)
. 541
Sum of Squares and Cross-products
seventeen. 715
Covariance
2 . 282
. 104
N
Experience
Pearson Correlation
. 047
1
Sej. (2-tailed)
. 541
Sum of Squares and Cross-products
17. 715
Covariance
. 104
installment payments on your 140
In
There is no statistically significant correlation between the number of courses a participant had taken and their self-assessed experience level with pcs.
Descriptive Stats
Mean
Std. Deviation
In
Courses
1 . 73
1 . 511
Consumption
62. forty one
15. 492
Correlations
Classes
Usage
Training
Pearson Correlation
1
. 131
Sig. (2-tailed)
. 087
Sum of Pieces and Cross-products
Covariance
2 . 282
a few. 059
N
Usage
Pearson Correlation
. 131
1
Sej. (2-tailed)
. 087
Sum of Squares and Cross-products
41041. 512
Covariance
3. 059
N
There is absolutely no statistically significant correlation between number of classes participants required and the volume of computer system usage they will indicated.
Detailed Statistics
Mean
Std. Change
N
Training
1 . 73
1 . 511
Knowledge
62. 63
12-15. 682
Correlations
Courses
Know-how
Courses
Pearson Correlation
you
. 150*
Sej. (2-tailed)
. 050
Sum of Squares and Cross-products
Covariance
2 . 282
3. 547
N
Know-how
Pearson Correlation
. 150*
1
Sig. (2-tailed)
. 050
Sum of Squares and Cross-products
42054. 186
Covariance
several. 547
N
*. Relationship is significant at the 0. 05 level (2-tailed).
There is also a significant great correlation between the number of training taken and self-assessed computer knowledge. The more computer programs a player took, a lot more generally experienced they were about computers and computer utilization.
Above can be described as chart describing the rate of recurrence distribution of self-assessed hurdles to laptop usage as well as the application of computer-based courses to continued specialist development. (See Appendix a for statistical Data)
Appendix a
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