What are the advantages and disadvantages of an experimental design in an educational study?

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BTM8106 – Statistics
Paper , Order, or Assignment Requirements

Week 1
Answer the following questions:
1. Jackson (2012) even-numbered Chapter Exercises (p. 244).
2. What is the purpose of conducting an experiment? How does an experimental design accomplish its purpose?
3. What are the advantages and disadvantages of an experimental design in an educational study?
4. What is more important in an experimental study, designing the study in order to make strong internal validity claims or strong external validity claims? Why?
5. In an experiment, what is a control? What is the purpose of a control group? Of single or multiple comparison groups?
6. What are confounds? Give an example of a design that has three confounds. Describe three ways to alter the design to address these confounds and explain the advantages and disadvantages of each.
7. What does “cause” mean and why is it an important concept in research? How are correlation and causation related?
8. You are a researcher interested in addressing the question: does smiling cause mood to rise (i.e., become more positive)? Sketch between-participants, within-participants, and matched-participants designs that address this question and discuss the advantages and disadvantages of each to yielding data that help you answer the question. Describe and discuss each design in 4-5 sentences.

Week 2

This is a two part assignment that will be submitted within one document.
Part I
Part I checks your understanding of key concepts from Jackson and Trochim & Donnelly.

Answer the following questions:
1. Jackson even-numbered Chapter exercises (pp. 220-221; 273-275)
2. What are degrees of freedom? How are the calculated?
3. What do inferential statistics allow you to infer?
4. What is the General Linear Model (GLM)? Why does it matter?
5. Compare and contrast parametric and nonparametric statistics. Why and in what types of cases would you use one over the other?
6. Why is it important to pay attention to the assumptions of the statistical test? What are your options if your dependent variable scores are not normally distributed?
Part II
Part II introduces you to a debate in the field of education between those who support Null Hypothesis Significance Testing (NHST) and those who argue that NHST is poorly suited to most of the questions educators are interested in. Jackson (2012) and Trochim and Donnelly (2006) pretty much follow this model. Northcentral follows it. But, as the authors of the readings for Part II argue, using statistical analyses based on this model may yield very misleading results. You may or may not propose a study that uses alternative models of data analysis and presentation of findings (e.g., confidence intervals and effect sizes) or supplements NHST with another model. In any case, by learning about alternatives to NHST, you will better understand it and the culture of the field of education.

Answer the following questions:
1. What does p = .05 mean? What are some misconceptions about the meaning of p =.05? Why are they wrong? Should all research adhere to the p = .05 standard for significance? Why or why not?
2. Compare and contrast the concepts of effect size and statistical significance.
3. What is the difference between a statistically significant result and a clinically or “real world” significant result? Give examples of both.
4. What is NHST? Describe the assumptions of the model.
5. Describe and explain three criticisms of NHST.
6. Describe and explain two alternatives to NHST. What do their proponents consider to be their advantages?
7. Which type of analysis would best answer the research question you stated in Activity 1? Justify your answer.
Week 3

Answer the Following Questions
1. Jackson, even-numbered Chapter Exercises, pp. 308-310.
2. What is an F-ratio? Define all the technical terms in your answer.
3. What is error variance and how is it calculated?
4. Why would anyone ever want more than two (2) levels of an independent variable?
5. If you were doing a study to see if a treatment causes a significant effect, what would it mean if within groups, variance was higher than between groups variance? If between groups variance was higher than within groups variance? Explain your answer
6. What is the purpose of a post-hoc test with analysis of variance?
7. What is probabilistic equivalence? Why is it important?

Week 4
Answer the Following Questions:
1. Jackson, even-numbered Chapter Exercises, pp. 335-337.
2. Explain the difference between multiple independent variables and multiple levels of independent variables. Which is better?
3. What is blocking and how does it reduce “noise”? What is a disadvantage of blocking?
4. What is a factor? How can the use of factors benefit a design?
5. Explain main effects and interaction effects.
6. How does a covariate reduce noise?
7. Describe and explain three trade-offs present in experiments.
Week 5
Quasi-Experimental Designs
Part I – Answer the following questions:
1. Jackson (2012), even-numbered chapter exercises, p 360.
2. Describe the advantages and disadvantages of quasi-experiments? What is the fundamental weakness of a quasi-experimental design? Why is it a weakness? Does its weakness always matter?
3. If you randomly assign participants to groups, can you assume the groups are equivalent at the beginning of the study? At the end? Why or why not? If you cannot assume equivalence at either end, what can you do? Please explain.
4. Explain and give examples of how the particular outcomes of a study can suggest if a particular threat is likely to have been present.
5. Describe each of the following types of designs, explain its logic, and why the design does or does not address the selection threats discussed in Chapter 7 of Trochim and Donnelly (2006):
a. Non-equivalent control group pretest only
b. Non-equivalent control group pretest/posttest
c. Cross-sectional
d. Regression-Discontinuity
6. Why are quasi-experimental designs used more often than experimental designs?
7. One conclusion you might reach (hint) after completing the readings for this assignment is that there are no bad designs, only bad design choices (and implementations). State a research question for which a single-group post-test only design can yield relatively unambiguous findings.
Part II – Answer the following questions:
1. What research question(s) does the study address?
2. What is Goldberg’s rationale for the study? Was the study designed to contribute to theory? Do the results of the study contribute to theory? For both questions: If so, how? If not, why not?
3. What constructs does the study address? How are they operationalized?
4. What are the independent and dependent variables in the study?
5. Name the type of design the researchers used.
6. What internal and external validity threats did the researchers address in their design? How did they address them? Are there threats they did not address? If so how does the failure to address the threats affect the researchers’ interpretations of their findings? Are Goldberg’s conclusions convincing? Why or why not?
Week 6

Your study could:
Examine the literature in your topic area and identify five articles published within the past five years that investigate mediating, moderating, or independent variables in an attempt to contribute to theory in the topic area. Write a paper in which for each article, you:
1. Describes the theory the researchers explore. What are the key constructs in the theory? How are they related? Identify which ones are cause, effect, mediating, or moderating constructs. How are the constructs operationalized?
2. Briefly describe the study, including the number of participants and research methods.
3. Briefly describe the statistical analyses used
4. Briefly described the findings and how the researchers interpreted them and their contribution to theory.
Using some or all of the five articles, argue for a gap in the knowledge in the topic area and briefly describe a study involving mediator and or moderator variables that can contribute to theory.

Week 7
Samples, Power Analysis, and Design Sensitivity
Warm-up Activity
Download G*Power and play around with it. See how changes in assumptions and parameters affect sample size estimates.
Part 1
1. Compare and contrast internal and external validity. Describe and give examples of research questions for which external validity is a primary concern. Describe and give examples of research questions in which internal validity is a primary concern. Discuss strategies researchers use in order to make strong claims about the applicability of their findings to a target population.
2. Compare and contrast random selection and random assignment. Be sure to include a discussion of when you would want to do one or the other and the possible consequences of failing to do random selection or random assignment in particular situations.
3. Explain the relationship between sample size and the likelihood of a statistically significant difference between measured values of two groups. In other words, explain why, all else being equal, as sample size increases the likelihood of finding a statistically significant relationship increases.
4. Compare and contrast probability and non-probability sampling. What are the advantages and disadvantages of each?

 

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What is the predicted range for the mean grade for an average future student enrolling in the CHEM 103 course?

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Homework Assignment #1 – Statistics and Probability
Paper , Order, or Assignment Requirements

Scenario: The head of the chemistry department at a local university has tasked a student teaching assistant to prepare a variety of statistics pertaining to the final course grades earned by students who have completed the university’s CHEM 103 course during the past ten years. These statistics will be used as a basis for predicting the potential performance of future students who enroll in the course. A total of 1,125 students have completed the course during the past ten years. Rather than trying to have the teaching assistant collect and analyze data for all 1,125 students, the department head has agreed to allow the teaching assistant to prepare the necessary statistics using a small random sample consisting of 25 students who completed the course during the past ten years. The following table summarizes the final course grades earned by the 25 randomly selected students.

Student No. Course Grade Student No. Course Grade
1 83.17 14 86.76
2 82.31 15 88.69
3 90.18 16 86.89
4 93.63 17 88.57
5 92.38 18 96.93
6 96.06 19 86.48
7 83.75 20 92.15
8 85.17 21 92.32
9 86.67 22 78.70
10 94.27 23 92.67
11 83.11 24 74.56
12 82.16 25 78.48
13 89.48

Data: For the purposes of this assignment, assume that: (1) the small sample consisting of 25 students is truly representative of the population of 1,125 students from which it was drawn; and (2) the 1,125 students who have completed the course during the past ten years constitute a truly representative sample of all future students who will eventually enroll in the course. Based upon these assumptions, use the sample data provided in the preceding table to answer the following questions. This HW is worth a total of 100 total points. The points for each question may vary.

Question 1. What is the predicted range for the mean grade for an average future student enrolling in the CHEM 103 course? (3 points)

Question 2. What is the predicted mean grade for an average future student enrolling in the CHEM 103 course? (3 points)

Question 3. What is the predicted median grade for an average future student enrolling in the CHEM 103 course? (3 points)

Question 4. What is the predicted standard error of the mean grade for an average future student enrolling in the CHEM 103 course? (3 points)

Question 5. Assuming the level of confidence for the interval estimate is not specified, what is the predicted interval estimate for the mean grade for an average future student enrolling in the CHEM 103 course? (4 points)

Question 6. Assuming that a 99% level of confidence for the interval estimate is desired, using the sample data, what is the predicted interval estimate for the mean grade for an average future student enrolling in the CHEM 103 course? (4 points)

Question 7. Using the sample data, calculate the predicted variance for the grades for average future students enrolling in the CHEM 103 course? (4 points)

Question 8. Using the sample data, calculate the predicted standard deviation for the grades for average future students enrolling in the CHEM 103 course? (4 points)

Data: Using the previously provided sample data for the final course grades earned by the 25 randomly selected students, determine the frequency, relative frequency and cumulative frequency for each of the following eleven grade classes.

Grade Classes Grade Classes
0.00-10.00 60.00-70.00
10.00-20.00 70.00-80.00
20.00-30.00 80.00-90.00
30.00-40.00 90.00-100.00
40.00-50.00 100.00 or more
50.00-60.00

Question 9. Assuming that student grades would theoretically be symmetrically distributed around the 70.00 – 80.00 grade class, does the histogram indicate that the distribution of actual student grades is skewed (either positively skewed or negatively skewed)? (3 points)

Question 10. Which grade class evidences the highest frequency of actual student grades? (3 points)

Question 11. What is the relative frequency for the 70.00 – 80.00 grade class? (3 points)

Question 12. What is the cumulative frequency for the 80.00 – 90.00 grade class? (3 points)

Data: The following table summarizes the grades for ten group projects for two groups of high school students. Use the information in the table below to answer the following question.

Project No. Group 1 Grades Group 2 Grades
1 96.11 99.22
2 87.65 96.44
3 74.56 73.61
4 92.01 85.07
5 98.69 68.51
6 90.25 95.58
7 78.35 96.97
8 88.89 76.35
9 94.94 89.35
10 77.22 86.99

Question 13. What is the mean project grade for Group 1? (3 points)

Question 14. What is the mean project grade for Group 2? (3 points)

Question 15. What is the standard deviation for the mean project grade for Group 1? (3 points)

Question 16. What is the standard deviation for the mean project grade for Group 2? (3 points)

Question 17. Which group of students exhibits the least degree of central tendency about the mean value for their project grades? (3 points)

Data: A standard deck of playing cards consists of fifty-two cards. The cards in each deck consist of four suits, namely spades (♠), clubs (♣), diamonds (♦) and hearts (♥). Each suit consists of thirteen cards, namely ace, king, queen, jack, 10, 9, 8, 7, 6, 5, 4, 3, and 2. In the game of poker, a royal flush consists of the ace, king, queen, jack, and 10 of the same suit (e.g., ace of spades, king of spades, queen of spades, jack of spades and 10 of spades).

Question 18. What is the probability of randomly selecting five cards from a randomly shuffled deck of playing cards that constitute a royal flush, assuming the order in which the cards are selected is irrelevant (i.e., not important) and the suit is irrelevant (i.e., not important)? (4 points)

Question 19. What is the probability of randomly selecting five cards from a randomly shuffled deck of playing cards that constitute a royal flush, assuming the cards must be selected in a specific order, namely ace, king, queen, jack and 10, and the suit is irrelevant (i.e., not important)? (4 points)

Data: 45 students in two sections of a college Physics 101 course recently took a mid-term exam. 12 students earned an A, 9 students earned a B, 8 students earned a C, 8 students earned a D and 8 students earned an F on the exam. The students were queried regarding the number of hours they had devoted to studying for the exam, 10 of the students who earned an A, 6 of the students who earned a B, 6 of the students who earned a C, 4 of the students who earned a D, and 2 of the students who earned an F reported that they had devoted more than 8 hours to studying for the exam. The remaining students reported that they had devoted no more than 8 hours to studying for the exam.

Question 20. What is the probability of a randomly selected student having earned an A on the exam? (3 points)

Question 21. What is the probability of a randomly selected student having earned a B on the exam? (3 points)

Question 22. What is the probability of a randomly selected student having devoted no more than 8 hours to studying for the exam? (3 points)

Question 23. What is the probability of a randomly selected student having earned an A on the exam given they devoted no more than 8 hours to studying for the exam? (3 points)

Question 24. What is the probability of a randomly selected student having earned an F on the exam given they devoted more than 8 hours to studying for the exam? (3 points)

Question 25. What is the probability of a randomly selected student having earned an A or a B on the exam given they devoted more than 8 hours to studying for the exam? (3 points)

Data: Scores for a certain exam follow a normal distribution with a mean of 82.54 and a standard deviation of 3.15. Answer questions 26 and 27 using the preceding information.

Question 26. What is the standard Z-score associated with a score of 88.12? (3 points)

Question 27. What is the probability that a randomly selected student’s score will fall between a standard Z-score of -1.65 and a standard Z-score of 1.88? (3 points)

Data: The mean time required to complete a certain type of construction project is 61 weeks with a standard deviation of 4.15 weeks. Answer questions 28-31 using the preceding information and modeling this situation as a normal distribution.

Question 28. What is the probability of the completing the project in no more than 58 weeks? (3 points)

Question 29. What is the probability of the completing the project in more than 62 weeks? (3 points)

Question 30. What is the probability of completing the project between 58 weeks and 65 weeks? (3 points)

Question 31. What is the probability of completing the project within plus or minus one standard deviation of the mean? (3 points)

 

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If the design load is considered to be the mean + 2 standard deviation value, what is the probability that it will be exceeded?

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Statistics and Probability
Paper , Order, or Assignment Requirements

Prob 1.
The magnitude of a load acting on a structure can be modeled by a normal distribution with a mean of 100 kip and a standard deviation of 20 kip.
(a) If the design load is considered to be the 90th percentile value, determine the design load.
(b) If the design load is considered to be the mean + 2 standard deviation value, what is the probability that it will be exceeded?
(c) A load of magnitude less than zero is physically illogical: calculate its probability. Is a normal distribution appropriate to model the load?

Prob 2.
The annual rainfall for a city is assumed to be normally distributed with a mean of 100 cm, and its mean ±3 standard deviation values are estimated to be 160 and 40 cm. respectively.
(a) Calculate the standard deviation of the annual rainfall.
(b) What is the probability that the rainfall will be less than 0?
(c) What is the probability that the annual rainfall will be within the ±3 standard deviation values?
(d) Is normal distribution appropriate in this case?

Prob 3.
Solve problem 1 again using the lognormal assumption of the load.

Prob 4.
The compressive strength of concrete delivered by a supplier can be modeled by a lognor-mal random variable. Its mean and the coefficient of variation are estimated to be 4.7 ksi and 0.21, respectively.
(a) If the 10th percentile value is the design value, calculate the value of the compressive strength to be used in a design.
(b) Suppose the COV of the compressive strength is reduced to 0.10 without affecting its mean value by introducing quality control procedures. Calculate the design value of the compressive strength if it is assumed to be the 10th percentile value.
(c) By comparing the results obtained in Parts (a) and (b), discuss whether quality control measures are preferable.

Prob 5.
If the load S applied on a bar is assumed to be a normal distribution with a mean of 200 MPa and a standard deviation of 20 MPa. The bar’s ultimate strength R is also a normal distribution with a mean of 210 MPa with a standard deviation of 5 MPa. It is known that a summation or subtraction of two normal distribution also follows the normal distribution.
Please calculate the failure probability of the bar.
Hint: The failure happens when difference of the bar strength and the applied load is less than zero.

 

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Analyze the connections or relationships between the variables.

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Statistics (PROJECT PART A: Exploratory Data Analysis)
Paper , Order, or Assignment Requirements

PROJECT PART A: Exploratory Data Analysis
• Open the files for the Course Project and the data set in Doc Sharing.
• For each of the five variables, process, organize, present and summarize the data. Analyze each variable by itself using graphical and numerical techniques of summarization. Use MINITAB as much as possible, explaining what the printout tells you. You may wish to use some of the following graphs: stem-leaf diagram, frequency/relative frequency table, histogram, boxplot, dotplot, pie chart, bar graph. Caution: not all of these are appropriate for each of these variables, nor are they all necessary. More is not necessarily better. In addition be sure to find the appropriate measures of central tendency, the measures of dispersion, and the shapes of the distributions (for the quantitative variables) for the above data. Where appropriate, use the five number summary (the Min, Q1, Median, Q3, Max). Once again, use MINITAB as appropriate, and explain what the results mean.
• Analyze the connections or relationships between the variables. There are ten possible pairings of two variables. Use graphical as well as numerical summary measures. Explain what you see. Be sure to consider all 10 pairings. Some variables show clear relationships, while others do not.
• Prepare your report in Microsoft Word, integrating your graphs and tables with text explanations and interpretations. Be sure that you have graphical and numerical back up for your explanations and interpretations. Be selective in what you include in the report. I’m not looking for a 20 page report on every variable and every possible relationship (that’s 15 things to do).
• In particular, what I want you do is to highlight what you see for three individual variables (no more than 1 graph for each, one or two measures of central tendency and variability (as appropriate), the shapes of the distributions for quantitative variables, and two or three sentences of interpretation). For the 10 pairings, identify and report only on three of the pairings, again using graphical and numerical summary (as appropriate), with interpretations. Please note that at least one of your pairings must include the qualitative variable and at least one of your pairings must not include the qualitative variable.
• All DeVry University policies are in effect, including the plagiarism policy.
• Project Part A report is due by the end of Week 2.
• Project Part A is worth 100 total points. See grading rubric below.
Submission: The report including all relevant graphs and numerical analysis along with interpretations.
Format for report:
1. Brief Introduction
2. Discuss your 1st individual variable, using graphical, numerical summary and interpretation
3. Discuss your 2nd individual variable, using graphical, numerical summary and interpretation
4. Discuss your 3rd individual variable, using graphical, numerical summary and interpretation
5. Discuss your 1st pairing of variables, using graphical, numerical summary and interpretation
6. Discuss your 2nd pairing of variables, using graphical, numerical summary and interpretation
7. Discuss your 3rd pairing of variables, using graphical, numerical summary and interpretation
8. Conclusion

 

 

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Evaluate and interpret measures of center – mean, median, and mode.

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Introduction To Data Analysis (Statistics)
Paper , Order, or Assignment Requirements

*Range from 150 to 300 words per subject
*Integrate theory, research, and/or professional experience
*Include specific examples and/or substantiating evidence
*Include in-text citations and references in APA format (Referenced necessary)
*Stay on topic and address the course objectives
*Demonstrate proper spelling, grammar, and scholarly tone
* This assignment requires to contribute 8 substantive post

Subjects are the following
1. Understand the types of data: qualitative and quantitative.
2. Read the bar, pie, and line charts and analyze information to make decisions.
3. Use Microsoft Excel® pivot tables to create frequency distributions and charts for qualitative data – bar and pie. Interpret information and make decisions.
4. Use Microsoft Excel® to create charts for quantitative data – time-series chart. Interpret information and make decisions.
5. Use Microsoft Excel® pivot tables to create frequency Distributions for quantitative data. Analyze information.
6. Introduction to descriptive statistics.
7. Evaluate and interpret measures of center – mean, median, and mode.
8. Evaluate and interpret measures of variation – range, standard deviation, and variance.

 

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Describe a work task, a hobby, or another activity that you regularly do, and sequentially list the various actions you take in order to complete this activity.

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Business Statistics Discussion And Assignment
Paper , Order, or Assignment Requirements

Discussion 1 1/2 Paragraphs
Use the Internet to research a global business or an organization of your choice. Do not use McDonalds, Target, or Ford. Next, analyze the overall effect of global competition on the business or the organization that you researched. Suggest one (1) strategy that the business leader can use in order to improve business competition and efficiency. Provide a rationale for your response. Search the Internet for an article that supports your position and post the link in your thread for everyone to read.

Assignment 1 Page minimum
Describe a work task, a hobby, or another activity that you regularly do, and sequentially list the various actions you take in order to complete this activity. Consider the complexity of your list and the amount of steps required to complete the activity.

Answer the following questions pertaining to your task, hobby, or other activity: 1. Differentiate the main actions between doing and improving your activities.
2. Determine the overall manner in which variation has affected your activities.

 

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Explain the importance of variation to health-care organizations

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Business Statistics Discussion And Assignment
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Discussion-1 1/2 Paragraphs of substance(no copying and pasting)
Compare and contrast the fundamental differences between special-cause variation and common-cause variation. Provide one (1) business process example of each variation to support your response. Search the Internet for an article that supports your position and post the link in your thread for everyone to read and references directly below the discussion.(APA format)

Assignment-1 page minimum of substance(no copying and pasting)
Answer and explain the following and post references directly below the assignment(APA format)
Explain the importance of variation to health-care organizations and answer the following questions.
a) What might be the key processes for health-care organizations?
b) What are the potential common causes of variation that would have an impact on the key processes of health-care organizations?
c) What special causes might be more important than the others?
d) How might health-care organizations’ business environment be dynamic and change over time?

 

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describe the strength and direction of a relationship between two variables.

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Correlations Statistics
Paper , Order, or Assignment Requirements

Correlations are used to describe the strength and direction of a relationship between two variables. A correlation between two variables is known as a bivariate correlation. In this module, the Pearson Product-Moment Correlation will be used when running a correlation matrix. The Pearson correlation coefficient ranges from a value of –1.0 to 1.0. A correlation coefficient is never above 1.0 or below –1.0. A perfect positive correlation is 1.0, and a perfect negative correlation is –1.0. The size of the coefficient determines the strength of the relationship and the sign (i.e., + or –) determines the direction of the relationship. The closer the value is to zero, the weaker the relationship, and the closer the value is to 1.0 or –1.0, the stronger the relationship. A correlation coefficient of zero indicates no relationship between the variables.
A scatterplot is used to depict the relationship between two variables. The general shape of the collection of points indicates whether the correlation is positive or negative. A positive relationship will have the data points group into a cluster from the lower left-hand corner to the upper right-hand corner of the graph. A negative relationship will be depicted by points clustering in the lower right-hand corner to the upper left-hand corner of the graph. When the two variables are not related, the points on the scatterplot will be scattered in a random fashion.
Part I
Using Polit2SetB data set, create a correlation matrix using the following variables: Number of visits to the doctor in the past 12 months (docvisit), body mass index (bmi), Physical Health component subscale (sf12phys), and Mental Health component subscale (sf12ment). Run means and descriptives for each variable, as well as the correlation matrix.

Follow these steps using SPSS:

1. Click on Analyze, then correlate, then bivariate.
2. Select each variable and move them into the box labeled “Variables.”
3. Be sure the “Pearson and two-tailed” box is checked.
4. Click on the Options tab (upper-right corner) and check “means and standard deviations.” The “Exclude cases pairwise” box should also be checked. Click on Continue.
5. Click on OK.

To run descriptives for docvisit, bmi, sf12phys, and sf12ment, do the following in SPSS:

1. Click on Analyze, then click on Descriptives Statistics, then Descriptives.
2. Click on the first continuous variable you wish to obtain descriptives for (docvisit) and then click on the arrow button and move it into the Variables box. Then click on bmi, and then click on the arrow button and move it into the Variables box. Then click on sf12phys, and then click on the arrow button and move it into the Variables box. Then click on sf12ment, and then click on the arrow button and move it into the Variables box.
3. Click on the Options button in the upper right corner. Click on mean and standard deviation.
4. Click on Continue and then click on OK.

Assignment: Answer the following questions about the correlation matrix.

1. What is the strongest correlation in the matrix? (Provide correlation value and names of variables)
2. What is the weakest correlation in the matrix? (Provide correlation value and names of variables)
3. How many original correlations are present on the matrix?
4. What does the entry of 1.00 indicate on the diagonal of the matrix?
5. Indicate the strength and direction of the relationship between body mass index and physical health component subscale.
6. Which variable is most strongly correlated with body mass index? What is the correlational coefficient? What is the sample size for this relationship?
7. What is the mean and standard deviation for BMI and doctor visits?

Part II

Using Polit2SetB data set, create a scatterplot using the following variables: x-axis = body mass index (bmi) and the y-axis = weight-pounds (weight).

Follow these steps in SPSS:

1. Click on Graphs, then click on Legacy Dialogs, then click on Scatter/Dot.
2. Click on Simple Scatter and then click on Define.
3. Click on weight-pounds and move it to the y-axis box and then click on body mass index and move it to the x-axis box.
4. Click on OK.

To run descriptives for bmi and weight, do the following in SPSS:

5. Click on Analyze, then click on Descriptives Statistics, then Descriptives.
6. Click on the first continuous variable you wish to obtain descriptives for (body mass index), and then click on the arrow button and move it into the Variables box. Then click on weight-pounds, and then click on the arrow button and move it into the Variables box.
7. Click on the Options button in the upper-right corner. Click on mean and standard deviation.
8. Click on Continue and then click on OK.
Assignment:
1. What is the mean and standard deviation for weight and bmi?
2. Describe the strength and direction of the relationship between weight and bmi.
3. Describe the scatterplot. What information does it provide to a researcher?

 

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Run the appropriate two way ANOVA analysis and interpret your results. Be sure to evaluate how well the data meet the required assumptions.

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Statistics Homework With SPSS
Paper , Order, or Assignment Requirements

Problem 1
Use the Salary data set complete the following problem:
You are interested in seeing whether salary (variable: salary) is related to gender and/or cultural identity. Variables: sex and minority.
a) What are the hypotheses you are considering? There are a number to be examined.
b) Run the appropriate two way ANOVA analysis and interpret your results. Be sure to evaluate how well the data meet the required assumptions. To run this analysis: Analyze>General Linear Model>Univariate placing current salary in the dependent variable box and the other two variables in the Fixed Factor(s) box.
c) Do you reject or not reject the null hypotheses at a confidence level of 95%?
d) Is there evidence of an interaction between gender and cultural identity? If there is, what does it mean?
Problem 2
Use the Salary data set complete the following problem:
You are interested in creating a predictive model of current salary (variable salnow). Specifically, you want to know if the interval variables employee age, job seniority and education (variables: age, edlevel, time) would comprise a predictive model of current salary. Use multiple linear regression to answer the following questions:
a) Is the overall model predictive of salary? Interpret r2 to support your answer.
b) Which (if any) of the independent variables are statistically significant? What is the evidence for this?
Problem 3
In this problem, we will do a formal test of alleged discrimination using the data from Week 1 (Problem 2). Using the California data set, conduct a two factor ANOVA test of impact of ethnicity, age cohort and their interaction on mean expenditure payments. Do you find any evidence of ethnic discrimination?
Problem 4
Use the 04cars data set. You are interested in creating a predictive model of highway miles per gallons.

(a) What variables would you consider as potential independent variables?
(b) What is the correlation between highway miles per gallon and your choice of independent variables?
(c) Estimate a multiple regression model explaining highway miles per gallon using your independent variables.
(d) Is the overall model predictive of highway miles per gallon? Interpret r2 to support your answer.
(e) Which (if any) of the independent variables are statistically significant? What is the evidence for this?

 

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