The value of skewness for abstract reasoning scores is -0.79. Negative skewness suggests that the distribution is skewed to the left, with the tail on the left side longer or fatter than the right side. This indicates that the scores are slightly skewed to the left in the context of abstract reasoning scores.
The performance of respondents in analytical problem solving is Poor, based on the value of the mode, which is 3. This indicates that the most common response among respondents in analytical problem solving is "Poor."
The sampling technique used in this study was the stratified random sampling technique, specifically employing the proportionate stratification approach. This means that the study's population was divided into subgroups (strata) based on certain characteristics, and within each stratum, a random sample was selected in proportion to the size of that stratum. This approach helps ensure that each subgroup is adequately represented in the sample.
A standardized test was used to determine the level of abstract reasoning of the respondents in this study. Standardized tests are designed to assess specific cognitive abilities, skills, or knowledge in a consistent and objective manner, allowing for comparisons between individuals.
The value of kurtosis for practical problem solving is 7.28. This suggests that the distribution of scores for practical problem solving has relatively heavy tails and a higher peak (leptokurtic distribution), indicating that scores are more concentrated around the mean, with some extreme values in the distribution.
A descriptive correlational design was used in this study. This design is typically used to explore and understand relationships between variables and does not involve manipulating variables, as in experimental research. It is well-suited for examining associations and patterns within data.
The value of 0.05 for p suggests that there is no significant difference between the categories of problem-solving. In statistical hypothesis testing, a p-value of 0.05 or less is often used as a significance level. When the p-value is greater than 0.05, it indicates that there is no strong evidence to reject the null hypothesis, suggesting that there is no significant difference between the categories being compared.
The test used to measure the Creative Problem Solving of the students was most likely a standardized test specifically designed to assess creative problem-solving abilities. These tests are structured assessments aimed at evaluating an individual's capacity to think creatively, generate innovative solutions, and address complex problems using creative thinking and problem-solving skills. They are commonly used in research and educational settings to understand and measure students' creative problem-solving abilities.
The statistic that suggests the distribution of scores is approximately symmetrical for abstract reasoning is the value of the skewness. When the skewness is close to zero, it indicates that the distribution is symmetric. Positive skewness suggests a right-skewed distribution (tail on the right), while negative skewness suggests a left-skewed distribution (tail on the left). A skewness value around zero suggests a roughly symmetric distribution, which is often the case in abstract reasoning tests when test scores are distributed normally.
The overall weighted mean for creative problem solving is 3.41. This indicates that, on average, respondents tend to "Sometimes" take care to define each problem carefully before trying to solve it as part of their creative problem-solving approach.
The total number of respondents in this study was 225. This represents the number of individuals who participated in the research or responded to the survey or questionnaire used in the study.
