Class Feedback Analysis

2020-2021

Describing Graphs of Categorical Data

Your job: Interpret the graph for your reader

Tips:

• Describe your graph as if someone is not able to see the picture
• Write a summary of what your graph is showing including numbers
• Include the “W’s”
• Who does the data represent?
• What variable was being collected?
• When and where was the data collected
• Why is this important?
• (w)How are you analyzing your data (what type of graph did you make)?
• Point out any anomalies that you see
• Assume that your reader is smart, but lazy

Cameron

This data shows a pie chart of responses to the anything else question from a feedback form given to former AP Stats students that were enrolled in the 2020-2021 first semester. Nothing has the highest percentage in the pie chart with 30.4%. This suggests that when a lot of the students got to the end of the form they had already written down everything they wanted to.

Anything else to say question

Hanna H.

This bar graph represents the frequency of which students gave feedback on how the first term of AP statistics could be improved (question 2). It was mentioned 13 times that clarity about assignments would be useful. Being such a high frequency, it can be concluded that increased communication of assignments between the teacher and students is necessary.

Ethan B.

The data shown in this pie chart represents students who took AP stats in semester 1. The thing being looked at here was what worked well for certain students for class. This data was collected after students had completed their AP stats class at SBHS. This data is important because it shows that 37% (more than one third!) of the students thought that taking class notes was successful. I made a pie chart to analyze the data. It is a good visual that is easy to understand.

Sunny W.

The data pictured in this pie chart is a representation of the most suggested advice for incoming students given by former AP Stat students that enrolled in the 2020-2021 first semester class. The most frequently given advice was to complete the homework (as well as read chapters) with 33.3% (exactly one third) of the students mentioning this topic in their responses. I analyzed this data in a pie chart to visually understand what advice is most recommended (do homework assignments with the majority)and therefore what would be the most help to me.

19.4%

19.4%

33.3%

22.2%

5.6%

chapters)

Eliana A

This is a pie chart describing the tools that worked the best for past AP Stats students. This data is taken from the first semester section of AP Stats students from the 2020-2021 school year. The most helpful thing from this class seemed to be the Google website. 26.1% of the class described the website as a great tool for organization for the course. This shows that most of the things we need to succeed in this class will be within the website. To analyze this data, I chose a pie chart because it visually describes data and is one of the easiest graphs for me to analyze data with.

What Worked Well For This Class

26.1%

14.3%

21.7%

19.0%

14.3%

Tenzin G

The data in the pie chart shows how AP stats students ( SBHS 2021-2022) chose to fill out the reflection’s additional information portion.

59.1% (13 students) of the responses were related to appreciation for the class; this is important since most responses mentioned what they were specifically appreciative of (such as fun projects). These kinds of information are useful to the teacher for gaining insight on what they should continue for future classes. It’s also useful for future students as they gain a sneak peak at what the 2021-2022 students experienced (I’m personally looking forward to the Barbie Drop haha!).

I chose to format my data using a pie chart because I felt it would be the most visually appealing with the divided sections. You can quickly see what the majority of responses were etc, It also has both percentages and numbers!

Siddhant N

This bar graph shows advice for future AP Statistics students from the 2020-21 Semester 1 class. The most suggested advice was homework. 14 responses were related to doing your homework. The second most suggested was class activity. 5 responses were related to class activity (Paying attention/asking questions). The least most suggested activities were Organization/Notes and Formulas. 4 responses were related to being organized/taking notes and 4 responses were related to understanding the formulas. While it is likely that all of the advice is helpful and will lead to you being successful in this class the advice you should likely take is doing the homework because it is the advice that most people gave by far.

​

Emily Bellows

I chose to focus on the results from the question “what advice would you give to someone taking this class next semester”. I took notes on what advice each student gave and started a tally. I felt this question was most important because they have already experienced the class and what has made them most successful, however every person learns and works differently so that is why there was some variety of the answers to the question. My conclusions were that doing the homework and online work along with reading the textbook helped people the most to be prepared for the tests and stay caught up with the class. What i have gained out of reading the responses to the questions was that doing the preparation work before class and staying engaged and participating in class will make you the most successful.

Who Are You?

Graph description

Include all six of the W’s in paragraph form

Who Are You?

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Include all six of the W’s in paragraph form

Who Are You?

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Include all six of the W’s in paragraph form

Who Are You?

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Include all six of the W’s in paragraph form

Who Are You?

Graph description

Include all six of the W’s in paragraph form

Who Are You?

Graph description

Include all six of the W’s in paragraph form

Who Are You?

Graph description

Include all six of the W’s in paragraph form

Who Are You?

Graph description

Include all six of the W’s in paragraph form

Who Are You?

Graph description

Include all six of the W’s in paragraph form

Who Are You?

Graph description

Include all six of the W’s in paragraph form

Who Are You?

Graph description

Include all six of the W’s in paragraph form

Who Are You?

Graph description

Include all six of the W’s in paragraph form

Who Are You?

Graph description

Include all six of the W’s in paragraph form

Who Are You?

Graph description

Include all six of the W’s in paragraph form

Who Are You?

Graph description

Include all six of the W’s in paragraph form

Who Are You?

Graph description

Include all six of the W’s in paragraph form

Who Are You?

Graph description

Include all six of the W’s in paragraph form

Who Are You?

Graph description

Include all six of the W’s in paragraph form

Who Are You?

Graph description

Include all six of the W’s in paragraph form

Who Are You?

Graph description

Include all six of the W’s in paragraph form

Who Are You?

Graph description

Include all six of the W’s in paragraph form

Who Are You?

Graph description

Include all six of the W’s in paragraph form

Who Are You?

Graph description

Include all six of the W’s in paragraph form

Who Are You?

Graph description

Include all six of the W’s in paragraph form

Who Are You?

Graph description

Include all six of the W’s in paragraph form

Who Are You?

Graph description

Include all six of the W’s in paragraph form

Who Are You?

Graph description

Include all six of the W’s in paragraph form

Who Are You?

Graph description

Include all six of the W’s in paragraph form

Who Are You?

Graph description

Include all six of the W’s in paragraph form

Who Are You?

Graph description

Include all six of the W’s in paragraph form

Who Are You?

Graph description

Include all six of the W’s in paragraph form

Who Are You?

Graph description

Include all six of the W’s in paragraph form