combine all the information gathered into an essay please

The standard deviation utilizes the average of the results as a point of reference and measures the variability through the distance between the average and all of the individual scores (Gravetter & Wallnau, 2017). Moreover, the purpose of the standard deviation score

is to decipher whether the results are grouped narrowly around the mean or if the scores are broadly disseminated away from the mean (Gravetter & Wallnau, 2017). The standard deviation indicated similar levels of proximity to the mean for the Monday group, but a slightly wider range of variability for the Saturday group in this statistical analysis; the standard deviation for the Monday group is 4.89 and the standard deviation for the Saturday group is 1.20 ("Teton Grand Training Course Data", n.d.). The aforementioned mean for the Monday

group is 3.43, meaning that the standard deviation of 4.89 is considered to illustrate a low level of variability for the standard deviation from the mean with a difference of only 1.46 ("Teton Grand Training Course Data", n.d.). Moreover, the Saturday group indicated a standard deviation of 1.20 and indicated a difference of 2.06 between the standard deviation and the mean; illustrating the low levels of variation among the satisfaction scores in the environmental

immersion survey ("Teton Grand Training Course Data", n.d.).

The results presented in this discussion can be applied in formulating an insight to the prospective experience in future environmental immersion courses provided by Teton Grand. The objective of the survey questions presented aimed at obtaining the overall experience of the students in both groups; I will re-visit the theme of the questions and integrate the aforementioned statistical findings in efforts to formulate potential indications regarding

expectations for future environmental immersion courses offered by Teton Grand.

The aim of the survey questions focused on assessing the acquired knowledge in the realm of animal/environmental health and welfare, quality of course instructions and resource availability,

integrating course concepts beyond the classroom and evaluating if the delivery of the course curriculum had been in accordance to the objectives, missions and values at Teton Grand. On average, the participants in the Monday and Saturday group both averaged the response of '4 - Agree' on the satisfaction scale of 1-5 throughout the environmental immersion

survey. The averaged

responses sets the standard for future expectations that the course provides effective teaching strategies that equips students with the necessary tools to be successful in their prospective careers. Furthermore, the averaged responses are indicative of how future

students should expect a similar curriculum experience across the courses offered on Mondays or Saturdays. The mode for both the Monday group and Saturday group was also '4 - Agree', which was the most frequent response among the participants in both surveys. Furthermore, the fact that most people agreed with the prompts formulates the segway for potential course expectations in which students should expect to learn effective strategies for living in nature, sustaining the natural environment and analyzing environmental concerns derived from the premise of the comprehensive learning experience as indicated by the statistical findings in the survey.

The standard deviation for the Monday group is 4.89 and for the Saturday group it is 1.20.Moreover, the averaged distance of the individual score from the comprehensive mean of the results for the Monday group indicates that responses showed higher levels of variation and inconsistencies. The higher levels of variation shows that the Monday group had either a very satisfactory experience, or a very negative experience in the course; extremities on both ends of the satisfaction spectrum. Furthermore, this highlights profound inconsistencies in the course evaluation and satisfaction levels experienced in the Monday group.

The Saturday group shared similar levels of satisfaction, as the responses were closer to the average, highlighting that the course curriculum and learning experience was more consistent in the Saturday course opposed to the Monday course. The data analysis of the satisfaction scores of students in the environmental immersion course sets the precedent that future students will acquire the adequate tools and knowledge in the process of integrating Teton Grand's vision of sustaining and preserving our natural environment.

Moreover, the data analysis highlights how the environmental immersion course

indicates the effectiveness of the course curriculum in ensuring students apply their acquired academic skills and knowledge in the process of advocating for real-world environmental change. I recommend that the Teton Grand Corporation offer opportunities for graduates to provide help for current students; the guidance from a post-graduate will stimulate the Adlerian values of encouragement, social interest and role modelling via inspiration from a graduate who has overcome the barriers that current and prospective students will face (Preiss & Molina-Ray, 2007).

The statistical findings indicates that the students have a competent

understanding of the animal/environmental health and welfare,

received excellent course instructions, showed the ability to implement

course findings into the real-world and showed how the course

curriculum had instilled the objectives, missions and values at Teton

Grand in efforts to be socially responsible practitioners outside of the

academic arena ("Teton Grand Training Course Data", n.d.).

The data provided includedstudent satisfaction scores for an Environmental Immersion class of 501 students. The student satisfaction scores are represented across 20 items regarding the student's experience in the course. There are courses on two different days: Monday (185 students) and Saturday (316 students). To begin understanding certain statistical insights of the data, we ran the mean, median, mode, and standard deviation of each of the 20 questions. Each question can be responded with strongly disagree (1), disagree (2), neutral (3), agree (4), strongly agree (5).

The mean represents the arithmetic average. Based on the scale noted above, a higher mean for any question indicates a higher agreement with the statement, which needs to be interpreted to determine un/favorability. Various differences occurred between the Saturday and Monday classes. In about seven questions, the Monday class had higher favorability in satisfaction over the Saturday class. For example, in Q17 'My instructor was timely and effective', the Saturday class had a mean response of 3.18 versus Monday's mean of 3.45. This indicates that the Monday class was, on average, more satisfied with the instructor's timeliness and effectiveness. Other questions regarding the instructor, book content, training, and understanding of the material had similar results. It is recommended that the company investigate these results to understand what differences (potentially the instructor) drove this difference in satisfaction.

The median represents the midpoint of the data, or the 50th percentile. The median gives insights into the central tendencies that occur within a question. In this case, 18 of the 20 questions (across both days) resulted in an 'agree' (4) statement. This indicates that the students agreed with the prompt for most of the customer satisfaction questions. This is a favorable trend as the questions generally seek a 4/agree or 5/strongly agree response. Saturday had a lower median than Monday for questions 12 & 14, indicating the Saturday class had lower satisfaction in the books used in the course & the organization's implementation of environmental change. This is an interesting difference between the two course days, as they use the same book materials. It would be interesting for the organization to investigate what book content was used on either day to identify the driver of the difference.

The mode represents the most frequently occurring response. In the satisfaction survey, both Monday and Saturday courses had similar results. Almost all of the questions had a mode of 4 (for both days), which indicates an agree response was most frequently occurring. Only one difference between Monday (strongly disagree) and Saturday (disagree) occurred regarding Q7 'I understand the organization's mission statement and philosophy'. This does not have a significant indication of the satisfaction score, but does give insight that the students in general do not fully grasp the company's mission.

Finally, the standard deviation represents how spread out or wide the data distribution is. The smaller the standard deviation, the more closely clustered the responses are to the average. The standard deviation resulted in a range of .994-1.401 for Monday, and .953-1.363 on Saturday. There was some variability between the questions. One that stood out was in Q7 regarding understanding the mission statement. Saturday (1.294) and Monday (1.401) both had high standard deviations, indicating that there was a wide range of responses provided across the 501 students. This indicates some attention may be needed to educate the students on the mission statement and organization philosophy.

other variables that might be useful at some point in terms of understanding patterns in the data? For example - age, gender, race, ethnicity, class, native language, and others - are such variables helpful in understanding differences in this dataset - potentially? Are there others?

the statistics that I found is that with the location everyone on the survey indicated the Birdville location. Everyone on the survey indicated they were male. Most indicated they learned online. Everyone suggested that their instructor had two to five years of experience.

People were neutral that the course advanced their understanding of animal health and welfare. People were neutral that the course advanced their understanding of environmental health and welfare. People were neutral that the class incorporated Tetron Grand's mission. People were neutral (almost agreed) that environmental preservation is one of Tetron Grand's top priorities. People were neutral that the instructors are committed to a strong, effective education program. People agreed that the course was beneficial. People did not understand the company's mission and philosophy. People were neutral, and the teacher taught effectively. People barely were neutral the instructor wanted them to have a good experience. It scored disagreed with 2.95 and 3 being neutral. People are open-minded to the company's objectives. The people liked the rooms used but didn't find the books helpful for learning. The people agreed that they liked the immersion activities. The people agree that the organization is effective in environmental change. People didn't feel that they got regular feedback on the course from the instructor. People disagree and are neutral that they have been adequately trained to handle the different aspects of environmental preservation. People disagree that the instructor was timely and effective and showed a mastery of the course material. People agreed that the course advanced their appreciation of animal and environmental health and welfare. People agreed that the course gave them a sense of accomplishment.

The key theme is that people are open-minded toward the class and the company's objectives, but don't like the instructor and don't feel that they learned. The people liked the classroom and the immersion activity but didn't find the book helpful.

What suggestions you would make to the client based on these statistics?

They change the instructor and in the training incorporate Teton Grand's mission and philosophy.

Overall, the Monday courses are rated higher in satisfaction scores. The mean was 3.431, the median and mode were 4, and the overall standard deviation was between .994 and 1.401. More clients rated that they agree with the course evaluations, though the mean is in the neutral range.

Saturday's scores were roughly the same, the mean being 3.265, the median and mode also being 4, and the standard deviation between .953 and 1.363. The standard deviations were lower in this case, so the answers were more grouped toward the average score.

The lowest-rated questions from both courses are item 7 and item 15. Item 7 states, "I understand the organization's mission statement and philosophy," and item 15 is, "I got regular feedback on how I was performing in the course." This suggests that students in both courses do not understand the organization's mission statement and do not receive regular feedback about their performance. More time may be needed to review the mission statement and the organization's goals and beliefs. Another suggestion is to have instructors give more feedback to the students in these courses regarding their performance in the class. This can also increase understanding and involvement in these courses.

Questions 4 and 6 were the highest scores among both classes. These items are "Environmental preservation is one of Teton Grand's top priorities" and "I really believe that what I am doing in my immersion course is important for the preservation of The Great Outdoors," respectively. Both being highly rated (4.18 for Monday and 3.91 average for Saturday for item 4, and 4.15 for Monday and 4.13 for Saturday for item 6) suggest that clients understand the organization's goals/priorities and those taking the class align with these values.

In conclusion, while Monday courses generally received higher satisfaction scores than Saturday courses, both showed similar mean, median, and mode trends. However, the lowest-rated questions indicate a need to improve understanding of the organization's mission statement and provide regular feedback to students. On a positive note, the high scores for questions 4 and 6 suggest a strong alignment between clients' understanding of Teton Grand's priorities and the values of participants in the immersion courses. Adjustments in reviewing the mission statement and providing more feedback could enhance overall course engagement and comprehension.

For both Monday and Saturday, the majority of the student satisfaction scores have medians and modes of 4, with average values between 3 and 4. Standard deviations vary a bit, but tend to be around 1. In general, however, I noticed that scores for Saturday tended to be somewhat lower than Monday's scores. For example, the top 3 mean scores for Monday are 4.18, 4.15, and 3.99, while the top 3 for Saturday are 4.13, 3.91, and 3.87. These scores were for the same items, though - understanding environmental preservation as a top priority of Teton Grand, feeling that the immersion course is effective for environmental preservation, and reporting that the rooms used were conducive to learning. These scores also had lower standard deviations (between .9 and just above 1) on both days, suggesting a higher degree of agreement among students than on other items.

Interestingly, both Monday and Saturday courses also shared the two lowest scoring items (according to the mean): 2.52 and 2.55 for understanding the organization's mission and philosophy, and 2.27 and 2.35 for receiving regular feedback about performance. Beyond these measures, the Saturday course also received relatively low mean scores in two additional areas - 2.66 for the books used and 2.89 for the perception of Teton Grand's effectiveness in affecting environmental change.

Given these scores, I would suggest to the organization that they: 1) revise their course to include more about Teton Grand's mission and philosophy and 2) train instructors to give more regular performance feedback. I would also want to drill down deeper to learn more about the differences between instructors and books used between Monday and Saturday in order to determine the source of the differences between Monday's and Saturday's scores.