Using empathy to target different audiences

Subject: Using empathy to target different audiences.

The Information below is a compressive analysis of the data provide by the organization.

Graphical representation of the qualitative (nominal and often ordinal) data.

The graphs displayed below display the same data; the frequency tables for participants’ classes. The frequency table tells us how many participants are in each class. Participants ID is a nominal value; it is a numerical index assigned to the participants taking part in the survey. Class, on the other hand, represents the ordinal data. The pie chart represents the proportion of participants available in each class as part of a whole, and the bar graph simply represents the number of people in each class. The class with the highest number is two, and the lowest number is four.

Figure 1

Figure 2

A graphical representation of the quantitative (interval and/or ratio).

The charts (bar charts, scatter plot, and box plot) below represent quantitative variables. The first bar chart (figure 3) represents the average of all the ten levels of empathy. It shows the highest and lowest classification of empathy. The graph also includes reverse scores of empathy used to calculate average empathy. The highest category of empathy is three, and the lowest is 5, which has also been reversed, meaning it was most likely asked as a reverse or negative question. The second bar graph (figure 6) helps us visualize the difference in average empathy between the two years. The graph is similar to the scatter plot (figure 5), representing the trend that average empathy is taking through the years; it is increasing. The box plot (figure 4)  helps us identify extreme values in the average empathy. The extreme values are scores between two and zero.

Figure 3

Figure 4

Figure 5

Figure 6

Main Analysis.

From the analysis distributions, we can tell that the second class has the highest number of participants and the fourth class has the least. After calculating the average scores for each category of empathy, the categories with the least empathy are reversed, meaning the questions asked in these categories were negative and had to be reversed. The average empathy increased between the year two thousand and two and two thousand and four. The lowest average empathy score is one, and it is an outlier according to the box plot. The mean and median are almost the same, which means that this data will most likely not have problems with homogeneity of variance. Even if we can not create a histogram with this data, the data is normally distributed because the skewness is close to zero.

Statistics
N	Valid	660
	Missing	1
Mean		4.03
Median		4.00
Mode		5
Std. Deviation		.691
Variance		.478
Skewness		-.599
Std. Error of Skewness		.095
Range		4
Minimum		1
Maximum		5
Sum		2662

Table 1

Recommendations.

There were a few outliers in the data, which might signify that some of the audience or participants filled in their responses without reading the questions. If this is the case, I recommend that all participants read all parts of the survey carefully without assuming anything.

To the organization, I would recommend adding more variables to the research so that it becomes easy to generalize the results and reach more conclusions.

Also, let there be an equal number of participants or almost equal number of participants from each class to avoid problems with internal validity or homogeneity of variance.

Limitations.

 This study has a couple of limitations. The first is that we were not given the meanings of our valuable labels. This has made it very difficult to analyse our variables. The second limitation is that the variables being examined in this research are limited. The research should have included variables like amount donated to analyse a negative or positive relationship between empathy and the amount donated using a correlation test. 

Conclusions.

   The third category of empathy is the best way to motivate empathy. It has the highest mean score, which means it caused the most empathy. The category is neither a reverse variable nor a reverse; it is a positive way of motivating empathy.

The method used to motivate empathy was more effective as time went by. The mean average empathy scores increase between the year two thousand and two and two thousand and four.

There might be some form of sampling error or biasness. Some participants from a particular class seem to have participated more in the research. There is also the probability that some participants did not answer some of the survey questions correctly.