Argosy University s9

Argosy University COURSE SYLLABUS R7031 Methods and Analysis of Quantitative Research

Faculty Information Faculty Name: Dr. Kelly Chrouser Campus: Contact Information: Office Hours: Short Faculty Bio:

Course description: This seminar focuses on the structure and process of descriptive research across the disciplines of business, education, and behavioral science. It presents the concepts of relationships, correlations, and descriptive paradigms. Upon completion of the seminar, the student will be able to design a descriptive research study. The student will be able to utilize correct descriptive sampling techniques, collect and organize data systematically, adhere to acceptable reliability and validity standards in measurement, apply appropriate descriptive methodology, perform descriptive statistical analysis including mean, mode, median, correlations, chi square and t-tests with matched groups, and fully present findings. The student will also master the language of descriptive research, distinguish between various methodologies, conduct literature surveys that provide the foundation of investigation, critique descriptive research, review the dissertation research process, and construct effective descriptive research proposals. Computer applications, logistical issues, and ethical considerations are examined.

Course Pre-requisites: None

Required Textbooks:

Abbott, J. E., Arismedni-Pardi, E. J., & Bosnjak, B. A. The dissertation process and research methods. Ann Arbor, MI: XanEdu. ISBN: ISBN 1-59399-103-7

Graham-Dodge, L. (2003). Dr. Laurie’s introduction to statistical methods. Los Angeles: Pyrczak. ISBN: 1-884585-46-9 Isaac, S. & Michael, W. B. (1995). Handbook in research and evaluation: A collection of principles, methods, and strategies useful in the planning, design, and evaluation studies in education and the behavioral sciences. San Diego, CA: EdITS. ISBN: 0912736321

Publication manual of the American psychological association. (2001). Washington, DC: American Psychological Association. ISBN: 1-55798-791-2

Stephen, D. (2003). PHStat2: Statistics add-in system for Microsoft ®. Upper Saddle River: Prentice Hall. ISBN: 0-13-615367-4

Recommended Textbooks:

Cronk, B. C. (2002). How to use SPSS®: A step-by-step guide to analysis and interpretation (2nd ed.). Los Angeles: Pyrczak. Gall, M., Borg, W., & Gall, J. (1996). Educational research: An introduction. (6th ed.). New York: Longman. Huff, D. (1993). How to lie with statistics. (reissue). New York: W. W. Norton & Company, Ltd. McMillan, J. H., & Schumacher, S.(2001). Research in education: A conceptual introduction. (5th ed.). New York: Addison Wesley Longman. McMillan, J. (1992). Educational research: Fundamentals for the consumer. New York: Harper Collins.

Technology: Pentium III CPU/ Windows XP; 128MB RAM, printer; Microsoft Office 2000 or XP, Acrobat (full version), Microsoft Internet Explorer 6.0 (PC) 5.0 (MAC) or Netscape Navigator 8, and Norton Antivirus. .

Course length: 7.5 weeks

Contact Hours: 45 Hours

Credit Value: 3.0

Program Outcomes: 1. Research and Theory - Educational Leaders make decisions based on research and supported theory. They use their knowledge and skills to: 1.1. Performing - Analyze, design, conduct, and defend research in an educational context using action research and other appropriate designs. 1.2. Performing - Demonstrate knowledge of the role of research in professional development of faculty and students. 1.3. Understanding 1.3.1. Evaluate and apply research and reflective practices to complex educational problems, including the assessment of improvement and accountability systems. 1.3.2. Exhibit a broad and systematic understanding of the role of research and theory in professional education. 1.4. Analysis 1.4.1. Critically analyze current research in education and related fields to inform curricular and instructional decisions 1.4.2. Analyze student achievement data for program improvement. 1.5. Applying - Evaluate and apply theory and research to select, integrate, implement and assess educational practices and materials 1.6. Decision Making - Make decisions about curriculum, instructional strategies, assessment and professional development that are based on sound research, best practice, school and district data and other contextual information 2. Communication and Information Literacy - Educational leaders effectively communicate a vision of educational excellence to the learning community. They use their oral and written language skills and their knowledge of informational literacy and organizational communication to: 2.1. Oral and Written Communication - Orally or in writing, present educational documents (including recommendations, critiques or justifications) that are clear, concise, organized and well supported in a professional manner using media appropriate to the education context and audience, using appropriate media and technology. 2.2. Organizational Communication - Exhibit skills in building trust, gauging climate understanding, assessing perception, facilitating systemic processes associated with organizational communication and promoting a positive learning culture. 2.3. Information Literacy - Demonstrate multiple literacies (including information technology, knowledge of media, conflict resolution, etc.) to effectively support improved achievement, communicate educational messages and promote harmony. 2.4. Using Technologies - Promote the use of a broad range of software applications or Web-based tools to facilitate systematic investigation, to enrich curriculum and instruction, to monitor instructional practices and to provide staff the assistance needed for improvement. 2.5. Integration - Demonstrate effective integration of instructional technology into the teaching and learning process and to manage the assessment and reporting of student learning. 2.6. Accountability - Use technology to measure, assess, and evaluate information related to institutional effectiveness and accountability. 3. Critical Thinking and Problem Solving - Educational leaders develop systems to check their own thinking, to reflect on present and past practices in considering the future and to analyze complex issues and to evaluate potential solutions. They use their knowledge and skills to: 3.1. Critical Thinking - Analyze contemporary theoretical concepts at all levels of educational leadership, in design, implementation, and evaluation of personnel preparation programs at pre-service and in-service levels. 3.2. Problem Solving/Decision Making - Identify a problem, diagnose its underlying causes, evaluate possible solutions in relation to foundation theoretical foundations in education, and determine and defend an appropriate course of action. 3.3. Evaluation - Evaluate relevance of established theory to current education practice and identify gaps in current literature. 4. Collaboration - Educational leaders promote democratic values by respecting the ideas and gifts of those with whose care they are charged. They continuously seek improvement and use their knowledge and skills to: 4.1. Team Building - Build teams to accomplish the goals of complex organizations with educational missions. 4.2. Families and Community - Work with families and various stakeholders of the educational community in addressing, selecting and implementing an optimal course of action to deal with the issues that face educational leaders, including, but not limited to, resource acquisition and management, policy development and analysis, program development and evaluation, staff selection and development, school-community relations, and curriculum development. 4.3. Focus on Achievement - Use observation and collaboration to design, implement and evaluate meaningful and effective experiences that improve student achievement. 5. Leadership - Educational leaders have an evolved leadership style that supports the development of others, is harmonious with democratic principles and best educational practices and focuses on student achievement as the ultimate goal of the learning community. They use their knowledge and skills to: 5.1. Leading - Provide leadership in various roles and responsibilities to work effectively in achieving common goals. 5.2. Motivating, Coaching, and Delegating - Train, coach, delegate, and motivate faculty, staff, students, parents and other members of the educational community. 5.3. Supervision - Evaluate teaching and staff performance using a variety of supervisory models. 5.4. Professionalism - Meet research, teaching, and service requirements of faculty positions in public, private or higher education. 5.5. Change Management - Develop clear initiatives and adapt his/her leadership behavior to assist an educational institution, district or school reach its vision, mission, and goals in a changing environment. 5.6. Contemporary Issues - Promote the success of all students by understanding, responding to and influencing the larger political, social, economic, legal and cultural context on the local, state and national levels. 5.7. Curriculum, Instruction, and Assessment - Use best practices and sound educational research to improve instructional programs. 5.8. Data-driven Decision Making - Apply data and information to solve educational problems. 5.9. Managing Resources - Manage the organization, operations and resources in a way that promotes a safe, efficient and effective learning environment 6. Ethics/Principles - Educational leaders are bold in exhibiting and expecting accountability in integrity, fairness and ethical behavior. Their actions 6.1. Integrity - Demonstrate a respect for the rights of others with regard to confidentiality and honesty 6.2. Fairness – Demonstrate their ability to combine impartiality, sensitivity to diversity and a concern for others in dealing with all constituencies 6.3. Ethical Behavior - Demonstrate personal and professional values of their organizations and the ideals of our democratic society 7. Diversity – Educational leaders appreciate the value of every individual and are committed to their success. They use their knowledge and skills to: 7.1. Managing – Design and implement educational policies, instruction and curricular reform that reflect culture and diversity. 7.2. Theory & Research - Apply human development theory, proven learning and motivational theories, and concern for diversity to the learning process 7.3. Leading - Capitalize on diversity to create a culture that promotes respect and success for all students. 8. Internship - Through a program of field study, educational leaders have had the opportunity to demonstrate their knowledge and skills situations that contribute to their professional development. They have used their knowledge and skills to: 8.1. Applying - Participate in a sustained and extensive internship activity that provides opportunities to apply skills and to develop new skills in real world settings. 8.2. Facilitating and Engaging - Arrange and engage in course embedded field experiences that use best practices and sound educational research to improve instructional programs. 9. Human Growth & Development - Educational leaders consider the personal and professional continuum of development of their various constituencies and use this knowledge in all phases of their work from curriculum planning to staff development. They use their knowledge of human intellectual, physical, social and emotional growth to: 9.1. Human Development – Help form comprehensive professional growth plans that focus on authentic problems and tasks, mentoring, coaching, observation, conferencing and collaborative reflection, and other techniques that promote new knowledge and workplace skills. 9.2. Organizational Development – Design procedures and techniques of inquiry-based organizational development and leadership to assist school and district personnel in understanding and applying best practices for student learning. 9.3. Personal Leadership – Promote the success of all students of a school, district or educational institution of higher learning of learning by facilitating the development, articulation, implementation, and stewardship of a vision supported by the educational community. 9.4. Lifelong Learning - Develop personal professional growth plans that reflect commitment to lifelong learning and best practices. Continuously access, reflect on, and integrate knowledge to remain current in educational profession and practice. 10. Program Specific – Curriculum and Instruction 10.1.1. Application of Curriculum & Instruction – Formulate instructional design competencies related to strategies for growth in curriculum planning, decision making, problem solving and change management. 10.1.2. Analysis of Curriculum & Instruction Principles - Use supported research and theory to plan, implement and evaluate curricular and instructional practices. 10.1.3. Curriculum Theory & Design - Demonstrate advanced skills in synthesizing and merging curriculum and instructional theory to design, implement and assess instructional programs that lead to improved student achievement. 10.1.4. Evaluation - Evaluate the instructional processes, strategies, techniques and methodologies (e.g., strategies for growth in planning, decision-making, problem solving, and change management) in an educational institution. 10.1.5. Monitoring – Monitor and evaluate operational systems to ensure they enhance student learning and reflect accountability to the community. 10.1.6. Promote Technology - Use and promote technology and information systems to enrich district curriculum and instruction, monitor instructional practices and provide assistance to administrators who have needs for improvement 10.1.7. Staff Development - Assist school and district personnel in understanding and applying best practices for student learning 10.1.8. Professional Responsibility - Apply theoretical concepts for all levels of curriculum design, implementation and assessment of educational preparation programs

Course Objectives: 1. Perform statistical analysis including descriptive statistics, parametric and non-parametric statistics. (15%) 2. Apply design and analysis procedures to problem solving and decision-making. (10%) 3. Deduce qualitative conclusions from data analysis based on tests of significance and hypothesis testing. (10%) 4. Describe an acceptable format for structuring and writing a research proposal. (10%) 5. Apply statistical techniques to appropriate situations. (15%) 6. Identify uses and limitations of descriptive research. (10%) 7. Carry out statistical analysis using computer software applications, like Excel and PHStat® or SPSS. (10%) 8. Distinguish between terminologies of descriptive and other research methodologies. (10%) 9. Apply ethical standards for the treatment of human subjects in research. (10%)

Assignment Table

Week Module Topics Readings Assignments 1  Scientific Method and Isaac & Michael Discussion Questions: Statistical Methodology Chapter 1  Philosophy of Science and the Chapter 2 1. Describe the variables to determine faculty satisfaction about Language of Quantitative Chapter 3 the current administrative practices at your institution. Research Chapter 4 Determine whether the variables would be quantitative,  Types of Research and Chapter 5 qualitative, discrete, continuous, univariate, bivariate, or Research Terminology Chapter 6 multivariate.  Researching Methodologies Chapter 7  Nine Steps of the Literature Chapter 8 2. Keeping in mind general criteria such as workability, personal Review Chapter 9 interest, theoretical value and application, analyze the  Measures of Central importance of applied research in behavioral and social Tendency and Variability Graham-Dodge sciences. Chapter 1  Practical Hands-on Chapter 2 3. Evaluate the usefulness of literature review in relation to Application: A Case Study Chapter 3 quantitative research. Appendix Assignments: Abbott, et al. Chapter 6 1. Group Exercise 1 Complete assignments as directed by the Facilitator and submit it to the Discussion Board. Your facilitator may choose to assign groups of two or three to complete this assignment. a. Describe the measures of central tendency and measures of dispersion for the following data set: A = {8,1,2,9,3,2,,8,1,2}

b. The answers to this assignment should indicate the statistical test, the degrees of freedom, level of significance, rejection region, the critical value, the calculated test statistics, and the probability. Also, indicate whether the null hypothesis is rejected, the type of error possibly made, and the conclusion or answer to the stated research question.

The Business Administration department at a local university delivers some of its courses using online instruction. Of the two statistics courses offered, one is delivered online and the other is delivered on campus. Eighteen pairs of students are selected, who are well matched on a number of years and grades of mathematics courses in high school and college, class status (i.e., freshmen, sophomore, junior, senior), and previous GPA. Use the 8-step hypothesis testing procedure to report the findings and include a copy of the computer printout.  Null Hypothesis  Alternative Hypothesis  Selection and justification of statistical test  Level of significance  Critical region  Test statistic  Decision about the null hypothesis  Interpretation of results, that is, do the mean grades on this examination differ for the two groups? What conclusions can be reached about the two types of delivery methods from this analysis? What are some possible recommendations?

The grade of the 18 pairs of students on the final examination common to both groups is listed below:

Table: Final Examination Grades According to Instructional Delivery

Pair Online On-Campus 1 85 88 2 73 78 3 81 79 4 92 88 5 65 66 6 78 72 7 88 85 8 75 72 9 78 79 10 84 80 11 86 90 12 70 68 13 83 88 14 90 86 15 88 92 16 74 70 17 60 64 18 94 92

Use Microsoft Word 2000 or higher. Your report should not exceed three pages and should be double-spaced and in 12 pt font. Remember to follow APA 5th edition style.

2. Project Task I In order to determine the efficacy of a particular computer assisted instructional product as a support instructional method to traditional lecture/discussion in a course in developmental basic algebra, the instructors at Bryston College want to conduct a research project. The Descriptive Test of Mathematics Skills (DTMS) published by the Bryston College Board of Education will provide an operational definition for the dependent variable. The following hypotheses were set to provide direction of the proposed study.

The formulated research hypothesis is: The mean test scores on the DTMS of students who receive instruction through the lecture method with computer assisted instruction will be significantly greater than the mean test score on the DTMS of students who receive instruction through the lecture method only when compared at the 0.05 level of statistical significance.

The formulated null hypothesis is: There will be no significant difference between the mean test scores on the DTMS of students receiving instruction through the lecture method with computer assisted support and students receiving instruction through the lecture method only when compared at the 0.05 level of statistical significance.

Seventy students have been registered for the course on Monday/Wednesday mornings and seventy students have registered for the course on Monday/Wednesday evenings. Each of these may be split into two groups of 35 students each. a. Discuss a detailed set of procedures to be used in the study. Be sure to address the following:  Random selection  Validity and reliability of the instrument  Possible control for pre-existing differences among the group of students  Control for differences among instructors  Testing procedures  Data collection  Type of procedure required to test the null hypothesis b. In particular, your report should, succinctly and specifically, address the following:  Problem  Purpose  Research Question(s)  Research hypothesis  Null Hypothesis  Independent Variable  Dependent Variable  Measurement  Statistic  Threats to Internal Validity  Threats to External Validity c. Use Microsoft Word 2000 or higher. Your report should not exceed three pages and should be double-spaced and in 12 pt font. Remember to follow APA 5th edition style.

3. Project Task II Scenario I Suppose that you are the chief negotiator on behalf of the faculty at your institution and that you are faced with the issue of compensation in relation to online instruction versus on campus instruction. How would you, from a quantitative perspective, advocate and present to management an argument in favor of greater compensation for faculty teaching online courses? Discuss the problem formulation, hypothesis to be tested, data collection procedures, statistical tests and justification for those tests. 2  The Empirical Rule Isaac & Michael Discussion Questions:  Qualitative and Quantitative Chapter 3 Methods—A Comparative Chapter 4 1. Describe the internal and external validity factors that affect Analysis the quantitative research study. Why do these factors affect  Hypothesis Testing Graham-Dodge the research study?  Eight Steps of Hypothesis Chapter 4 Testing Chapter 5 2. In a relative frequency histogram for a large set of GPAs, the  Internal/External Validity and Chapter 8 mean and the standard deviation are 2.10 and 0.21 Reliability respectively. What proportion of GPAs falls within 1.68 and  Conceptual Overview of the t- Abbott, et al. 2.52? What about the proportion of measurements that are at Test for an Unpaired Design Chapter 8 most 1.89? Discuss how you arrived at these results.  Practical Hands-on Application: A case study 3. What is a p-value? Discuss its relevance in quantitative analysis.

Assignments:

1. Group Exercise Complete assignments as directed by the Facilitator and submit it to the Discussion Board. Your facilitator may choose to assign groups of two or three to complete this assignment.

The answers to this individual assignment should indicate the statistical test, the degrees of freedom, the level of significance, the region of rejection, the critical value, the calculated value of the test statistic, and the probability. Also indicate whether the null hypothesis is rejected or not rejected, the type of error possibly made, and the conclusion or answer to the stated research question. Use the 8-step of hypothesis testing procedure to report the findings and include a copy of the computer printout.

Situation A

The number of new US book titles increased from almost 47,000 in 1990 to over 48,000 in 1991. However, this was still below the historic high of about 56,000 titles attained in 1987 (Grannis, 1992). Can we expect an increase or decrease in price of books, especially hardbacks, if there are more competitors in the market? The following table gives the number of titles and the average price of hardback books classified according to 23 standard subject categories representing one or more specific Dewey Decimal Classification numbers.

Book Subject Categories Based on Dewey Decimal Classification 1990 1991 Category Volume Average Price Volume ($) Agriculture 359 52.24 371 Art 759 42.18 717 Biography 1337 28.58 1416 Business 748 45.48 790 Education 562 38.72 556 Fiction 1962 19.83 2062 General Works 1035 54.77 1071 History 1450 36.43 1442 Home Economics 357 23.80 341 Juveniles 3675 13.01 3705 Language 312 42.98 240 Law 596 60.78 240 Literature 1312 35.80 1265 Medicine 2215 72.24 2078 Music 184 41.86 173 Philosophy/Psychology 963 40.58 945 Poetry/Drama 486 32.19 511 Religion 977 31.31 958 Science 2028 74.39 958 Sociology/Economics 4504 42.10 4306 Sports/Recreation 403 30.52 440 Technology 1521 76.48 1620 Travel 181 30.41 156

a. Consider the number of volumes and average price per volume in 1990 and in 1991 as paired samples for two randomly selected years of 23 categories of books. b. Determine whether the difference in the average number of volumes per category for 1991 differs significantly from the 1990 average. c. Determine whether the change in the average price of a hardback book per category in 1991 differs significantly from that in the 1990 average. d. Summarize your results concerning the difference in the number and price of books per category in 1991 compared with 1990. e. Do the data provide sufficient evidence to indicate volume and price variability between 1990 and 1991? f. Justify your response.

2. Field Experience Seek out a maturing educational institution with maturing faculty. Interview one senior faculty member and one administrative member of the institute. Discuss one major concern (e.g. “faculty burn-out”) that the institute faced in the past. Research the factors that were behind the major concern. Find out the measures that were taken to tackle that problem. Based on the two interviews, explore the relationship between the causes and the major concern. 3  Hypothesis Testing Isaac & Michael Discussion Questions: Concerning the Difference Chapter 5 between Two Population 1. Discuss the ways to reduce variability between subjects when Means Graham-Dodge conducting a test of hypothesis for two population means. In  The Paired Difference t-Test Chapter 7 your opinion, which of these ways is the best and why? for Dependent Random Chapter 8 a. Is it reasonable to use several t-tests for comparing three Populations Chapter 9 or more population means? Explain why or why not.  Practical Hands-on b. How do you determine the F-score from the Excel output Application Using the Paired Abbott, et al. for a 1-Way ANOVA? t-Test Chapter 9  Analysis of Variance Assignments:  Practical Hands on Application Using Analysis of 1. Group Exercise Variance Complete the assignment as directed by the Facilitator and submit it to the Discussion Board. Your facilitator may choose to assign groups of two or three to complete this assignment.

Suppose you want to compare the mean size of healthcare claims submitted by five groups of policy holders. Ten claims are randomly selected from amongst existing claims of each of five groups. The data is shown in the following table:

Table Insurance Claims Submitted by Five Health Insurance Companies

Group 1 Group 2 Group 3 Group 4 Group 5 ($) ($) ($) ($) ($) 763 1335 596 3742 1632 4365 1262 1448 1833 5078 2144 217 1183 375 3010 1998 4100 3200 2010 671 5412 2948 630 743 2145 957 3210 942 867 4063 1286 867 1285 1233 1232 311 3744 128 1072 1456 863 1635 844 3105 2735 1499 643 1683 1767 767

Does the data contained in the five samples provide sufficient evidence to indicate a difference in the mean levels of insurance claims among the five healthcare groups? Justify your response.

2. Project Scenario II Suppose that faculty at your college are assigned overload courses with additional compensation, beyond the required contract hours, based on seniority. There is a concern that new faculty may not be able to enjoy the same financial compensation as their senior faculty counterparts. How would you, from a quantitative perspective, address issues of financial compensation equity? What statistical strategy and procedures would you use to design the study and investigate the issues of equity affecting faculty compensation? 4  The Method of Least Squares Isaac & Michael Discussion Questions:  Analysis of Variance for a Chapter 6 Linear Model 1. Analyze a situation in education in which using the 1-Way  Global Usefulness Analysis Graham-Dodge ANOVA for the analysis of four instructional treatments is a Using the Slope Chapter 10 disadvantage.  Basic Correlation Analysis Chapter 11  Practical Hands-on Chapter 12 2. Evaluate two situations: Application: A case study a. Using the 1-Way ANOVA for the analysis of four Abbott, et al. instructional treatments is a disadvantage. Chapter 10 b. Using the 1-Way ANOVA for the analysis of four instructional treatments is an advantage.

3. How would you design a study in terms of data sampling and organization to analyze the comparative effectiveness of online instruction, classroom instruction, and a blended instruction to teach disputation and argumentation?

4. What is the importance of degrees of freedom in a randomized design?

Assignments:

1. Group Exercise 1 Complete assignments as directed by the Facilitator and submit it to the Discussion Board. Your facilitator may choose to assign groups of two or three to complete this assignment. An experiment was conducted to compare mean reaction time to two types of traffic signs, prohibitive (No Left Turn) and permissive (Left Turn Only). Ten subjects were included in the experiment. Each subject was presented with 40 traffic signs: Twenty prohibitive and 20 permissive in random order. The mean time to reaction and the number of correct actions were recorded for each subject. The mean reaction times to the both the 20 prohibitive and 20 permissive traffic signs are listed in the table below:

Mean Reaction Times for Twenty Traffic Signs

Subject Prohibitive Permissive 1 824 702 2 866 725 3 841 744 4 770 663 5 829 792 6 764 708 7 857 747 8 831 685 9 846 742 10 759 610

i) Explain why or why not this study is a paired- difference design. Provide reasons why pairing or un- pairing should be useful in increasing information regarding the difference between the mean reaction times to prohibitive and permissive traffic signs. ii) Conduct a test of hypothesis using the 8-step hypothesis testing procedure to determine if the data presents sufficient evidence to indicate a difference in the mean reaction times of prohibitive and permissive traffic signs. Be sure to include a copy of the computer output. iii) When writing your response, follow APA 5 edition style guidelines. Remember to briefly summarize your findings in two pages or less.

2. Project A study was conducted to determine the effects of sleep deprivation on student’s ability to solve problems. The amount of sleep deprivation varied over 8, 12, 16, 20, and 24 hours without sleep. A total of ten subjects participated in the study, two at each deprivation levels. After a specified sleep deprivation period, each subject was administered a set of simple addition problems, and the number of errors was recorded. The following results were obtained:

Number of Number of Hours Errors (y) Without Sleep 8 8 6 8 6 12 10 12 8 16 14 16 14 20 12 20 16 24 12 24

a. Find the least squares regression model 2 b. Calculate S and interpret the result c. Does the data present sufficient evidence to conclude that there is a relationship between the number of errors and the number of hours without sleep? d. Find the observed significance level for the test and interpret its value e. Find the coefficient of determination and interpret its value f. Find the coefficient of correlation and interpret its value g. Find the significance level for the regression model and interpret its value. h. Determine the 95% confidence interval and interpret its value

When writing your response, follow APA 5 edition style guidelines. Remember to briefly summarize your findings in two pages or less. 5  The Multinomial Experiment Isaac & Michael Discussion Questions: 2 Chapter 7  Pearson’s c Statistic Chapter 8 1. Are baby boomers more likely to increase their investing now  Contingency Tables: Test of that they are reaching middle age? A poll was conducted in Independence Graham-Dodge which 400 investors were classified according to their age 2  Applications of the c Test Chapter 13 group and their likely investment over the next five years  Practical Hands-on Chapter 14 versus the last five years. Two hundred investors were Application: A Case Study Chapter 15 included from each group.

Abbott, et al. Age Group More Less Some Chapter 11 35-54 90 18 92 55+ 40 60 100

Does the data provide sufficient information to conclude that the investment patterns of the baby boomer age group differs from that of the older age group?

Determine the following: a. Purpose b. Research question c. Research hypothesis d. Null hypothesis e. Statistical test 2. Most high school required reading lists have changed little over the last 25 years, despite conservative critics’ allegations of watered-down curricula and retreat from the classics. Dr. Arthur Applebee, the author of a survey conducted by the Center for the Leadership of Literature at SUNY, indicated that only one of the ten most frequently assigned titles was written by a woman—To Kill a Mockingbird by Harper Lee— and none by ethnically/culturally diverse authors. This survey indicated that 69 percent of the 322 public schools, 67percent of the 80 Catholic Schools, and 47 percent of the private schools surveyed included To Kill a Mockingbird on their reading lists. Do these data provide sufficient statistical evidence to suggest that the proportion of schools that include Harper Lee’s book as a required reading varies according to school classification?

Schools Required Public Catholic Private Yes 222 54 40 No 100 26 46 ______

Determine the following: a. Purpose b. Research question c. Research hypothesis d. Null hypothesis e. Statistical test f. Research paradigm 2 3. Summarize the various applications of Pearson’s c Statistic. Assess how you can use it in your organization.

Assignments:

1. Group Exercise Complete the assignment as directed by the Facilitator and submit it to the Discussion Board. Your facilitator may choose to assign groups of two or three to complete this assignment.

How is the cost of a plane flight related to the length of the trip? The following table shows the average round-trip airfare paid by American Airline customers on each of 18 heavily traveled US air routes in 1996.

Route Distance (miles) Cost (US $) Dallas-Austin 178 125 Houston-Dallas 232 123 Chicago-Detroit 238 148 Chicago-St. Louis 262 136 Chicago Cleveland 301 129 Chicago-Atlanta 593 162 New York-Miami 1092 224 New York-San Juan 1608 264 New York-Chicago 714 287 Chicago-Denver 901 256 Dallas-Salt Lake City 1005 356 New York-Dallas 1374 459 Chicago-Seattle 1736 424 LA-Chicago 1757 361 LA-Atlanta 1946 309 New York-LA 2463 444 LA-Honolulu 2556 323 New York-San Francisco 2574 513

Construct a linear regression model and conduct a global usefulness analysis based on the computer printout.

2. Assignment: Project In Module1 you were asked to suppose that you are the chief negotiator on behalf of the faculty at your institution and that you are faced with the issue of compensation in relation to online instruction versus on campus instruction. How would you, from a quantitative perspective, advocate and present to management an argument in favor of greater compensation for faculty teaching online courses? Discuss the problem formulation, hypothesis to be tested, data collection procedures, statistical tests and justification for those tests. 6  Nonparametric Tests Graham-Dodge Discussion Questions:  Mann-Whitney U Test for Chapter 16 Independent Samples Chapter 17 1. Analyze a situation in education that fits a multinomial (Unpaired Design) experiment. Justify your selection.  Practical Hands-on Abbott, et al. Application: A Case Study Chapter 12 2. Explain, with reasons, whether the results from a Likert-scale  Wilcoxon Signed-Rank Sum survey are appropriate for analysis of categorical data. Discuss Test for Dependent Samples in what situations and how you would use them in your (Paired Design) institution.  Practical Hands-on Application: A Case Study 3. Analyze and report on how you would design an experiment to determine the degree of relationship between gender and faculty rank at your institution. Assignments:

1. Group Exercise Complete the following activity as directed by the Facilitator and submit to the Discussion Board. Your facilitator may choose to assign groups of two or three to complete this assignment.

A political science professor is interested in finding out whether there is a relation between political affiliation and attitude towards a recent Supreme Court ruling about challenges to federal affirmative-action programs. He samples a group of registered voters at random and organizes the data collated in the contingency table provided below. According to the information, what can be concluded about the relationship he is interested in studying? Use the 8-step hypothesis testing procedure and include a computer printout of your analysis.

Table Voter Attitudes Political Approve Do Not Not Sure TOTAL Affiliation Approve Democrats 10 15 5 30 Republicans 15 15 10 40 Independents 6 4 5 15 TOTAL 31 34 20 85

When writing your response, follow APA 5th edition style guidelines. Remember to briefly summarize your findings in two pages or less.

2. Project The table below shows the scores of a group of 15 students in mathematics and art:

Student Math Art 1 22 53 2 37 68 3 36 42 4 38 49 5 42 51 6 58 65 7 58 51 8 60 71 9 62 62 10 65 65 11 66 66 12 56 56 13 66 66 14 67 67 15 62 65

Determine if the locations of distribution of scores for these students differ significantly for the two subjects. Use the hand calculation method and then use PHStat® or any other software. Compare the results and draw conclusions and recommendations based on those results. When writing your response, follow APA 5th edition style guidelines. Remember to briefly summarize your findings in two pages or less. 7  Wallis H Test Abbott, et al. Discussion Questions:  Practical Hands-on Chapter 12 Application: Case Study 1. Discuss the advantages of non-parametric methods. As an educator, how would they be useful to you? In what situations would you use them?

2. What is the non-parametric alternative to the ANOVA? Discuss some educational situations, where it can be used.

3. Discuss reasons, why an IRB approval is important in terms of conducting an experiment, especially in a school scenario.

Assignments:

1. Group Exercise Complete the assignment as directed by the Facilitator and submit it to the Discussion Board. Your facilitator may choose to assign groups of two or three to complete this assignment.

Suppose that you want to compare the mean size of health care claims submitted by five groups of policyholders. Ten claims are randomly selected from amongst the existing claims for each of the five groups. The data is shown in the following table:

Assume that the data violates the assumptions of linearity, Group 1 Group 2 Group 3 Group 4 Group 5 ($) ($) ($) ($) ($) 763 1,335 596 3,742 1,632 4,365 1,262 1,448 1,833 5,078 2,144 217 1,183 375 3,010 1,998 4,100 3,200 2,010 671 5,412 2,948 630 743 2,145 957 3,210 942 867 4,063 1,286 867 1,285 1,233 1,232 311 3,744 128 1,072 1,456 863 1,635 844 3,105 2,735 1,499 643 1,683 1,767 767 robustness, and normality. Do the data contained in the five samples provide sufficient evidence to indicate a difference in the mean levels of insurance claims among the five healthcare plans? Use the 8-step of hypothesis testing sheet and provide a copy of the computer output.

2. Six groups of randomly selected students matched for IQ and age were formed. Each student was taught a concept of time by using one of three methods: Lecture, demonstration, or teaching machine. The scores are shown in the table below indicated the student’s performance when they were tested on how well the grasped the concept.

Group Lecture Demonstration Teaching Machine

1 20 23 24 2 25 25 27 3 30 40 39 4 37 26 41 5 24 20 21 6 16 18 25

Is there sufficient evidence to indicate that the teaching methods differ in effectiveness?

3. Project Scenario II In Module 3, you were asked to suppose that faculty at your college are assigned overload courses hence additional compensation beyond the required contract hours based on seniority. There is a concern that new faculty may not be able to enjoy the same financial compensation as their senior faculty counterparts. How would you, from a quantitative perspective, address issues of financial compensation equity? What statistical strategy and procedures would you use to design the study and investigate the issues of equity affecting faculty compensation?

4. Field Experience Seek out a maturing educational institution with maturing faculty. Interview one senior faculty member and one administrative member of the institute. Discuss one major concern (e.g. “faculty burn-out”) that the institute faced in the past. Research the factors that were behind the major concern. Find out the measures that were taken to tackle that problem. Based on the two interviews, explore the relationship between the causes and the major concern. 8  Ethics Abbott, et al. Discussion Questions: Chapter 12 1. Guba and Lincoln (1989) view the allowance of deception in research settings as one of the main failings of the post- positivist paradigm. They argue that the professional associations’ codes of ethics that focus on harm are inadequate in protecting human subjects. On the other hand the idea of truth through science may be in diametrically opposed to the view of informed consent. Discuss how can subjects give their fully informed consent to participate in a research study in a research study if they do not know what the real purpose of research is.

2. What aspect of the course did you find most useful?

3. How has your knowledge of quantitative information made you a more critical consumer and user of quantitative data?

4. Discuss your personal experience as a student in relation to the goals and objectives of this course. In particular, what techniques do you think you will be using in your dissertation and why?

5. How has your academic writing changed as result of the assignments in the course? Do you feel that you have acquired quantitative literacy skills as a consumer and user of statistical methods in relation to future courses in your doctoral program? Grading Criteria:

Grading Scale Grading requirements A 100 -93 A- 92 - 90 B+ 89 - 88 B 87 - 83 B- 82 – 80 C+ 79 – 78 C 77 – 73 C- 72 – 70 F 69 and below

Final Project 30% Final Project Assessments 5% 100% Library

Library Resources: Argosy University’s core online collection features nearly 21,000 full-text journals and 23,000 electronic books and other content covering all academic subject areas including Business & Economics, Career & General Education, Computers, Engineering & Applied Science, Humanities, Science, Medicine & Allied Health, and Social & Behavior Sciences. Many titles are directly accessible through the Online Public Access Catalog at http://library.argosyu.edu. All resources in Argosy University’s online collection are available through the Internet. The library will provide students with links, user IDs, and passwords. A detailed list of online resources is located at http://library.argosyu.edu/misc/onlinedblist.html. In addition to online resources, Argosy University’s onsite collections contain a wealth of subject-specific research materials searchable in the Online Public Access Catalog. Catalog searching is easily limited to individual campus collections. Alternatively, students can search combined collections of all Argosy University Libraries. Students are encouraged to seek research and reference assistance from campus librarians.

Information Literacy: Argosy University’s Information Literacy Tutorial was developed to teach students fundamental and transferable research skills. The tutorial consists of five modules where students learn to select sources appropriate for academic-level research, search periodical indexes and search engines, and evaluate and cite information. In the tutorial, students study concepts and practice them through interactions. At the conclusion of each module, they can test their comprehension and receive immediate feedback. Each module takes less than 20 minutes to complete. Please view the tutorial at http://library.argosyu.edu/infolit/

Academic Policies

Academic Dishonesty/Plagiarism: In an effort to foster a spirit of honesty and integrity during the learning process, Argosy University requires that the submission of all course assignments represent the original work produced by that student. All sources must be documented through normal scholarly references/citations and all work must be submitted using the Publication Manual of the American Psychological Association, 5th Edition (2001). Washington DC: American Psychological Association (APA) format. Please refer to Appendix A in the Publication Manual of the American Psychological Association, 5th Edition for thesis and paper format. Students are encouraged to purchase this manual (required in some courses) and become familiar with its content as well as consult the Argosy University catalog for further information regarding academic dishonesty and plagiarism.

Scholarly writing: The faculty at Argosy University is dedicated to providing a learning environment that supports scholarly and ethical writing, free from academic dishonesty and plagiarism. This includes the proper and appropriate referencing of all sources. You may be asked to submit your course assignments through “Turnitin,” (www.turnitin.com), an online resource established to help educators develop writing/research skills and detect potential cases of academic dishonesty. Turnitin compares submitted papers to billions of pages of content and provides a comparison report to your instructor. This comparison detects papers that share common information and duplicative language.

Americans with Disabilities Act Policy

It is the policy of Argosy University to make reasonable accommodations for qualified students with disabilities, in accordance with the Americans with Disabilities Act (ADA). If a student with disabilities needs accommodations, the student must notify the Director of Student Services. Procedures for documenting student disability and the development of reasonable accommodations will be provided to the student upon request.

Students will be notified by the Director of Student Services when each request for accommodation is approved or denied in writing via a designated form. To receive accommodation in class, it is the student’s responsibility to present the form (at his or her discretion) to the instructor. In an effort to protect student privacy, the Department of Student Services will not discuss the accommodation needs of any student with instructors. Faculty may not make accommodations for individuals who have not been approved in this manner.

The Argosy University Statement Regarding Diversity

Argosy University prepares students to serve populations with diverse social, ethnic, economic, and educational experiences. Both the academic and training curricula are designed to provide an environment in which students can develop the skills and attitudes essential to working with people from a wide range of backgrounds.