1 MATH 309 - Statistics Portfolio Project Directions and Rubric This Assessment is worth 28% of your overall grade Outcomes Completing this Assessment will help you to: Course Outcomes 1.Organize data for analysis in the form of graphs, tables, and frequency distributions. 2.Calculate statistical data for measures of central tendency and dispersion. 3.Investigate dispersion through normal distributions using range, mean, standard deviation and z scores, 4.Collect, organize, and interpret data to perform regression analysis. 5.Measure location, variation, probabilities, distributions, and expectations. 6.Formulate a hypothesis, test a hypothesis, and interpret the results. Institutional Outcomes Information Literacy and Communication - Please demonstrate how you utilized appropriate current technology and resources to locate and evaluate information needed to accomplish a goal, and then illustrate how you communicated your findings in visual, written, and/or oral formats. Relational Learning - Provide an example and discuss the ways in which you were able to transfer knowledge, skills, and behaviors acquired through formal and informal learning, and life experiences to new situations. Thinking Abilities - Please provide an example of how you employed strategies for reflection on learning and practice. How did you utilize this process in order to adjust your learning process for continual improvement? Quantitative and Scientific Reasoning - Provide an example and discuss the ways in which you followed established methods of inquiry and mathematical reasoning to form conclusions and make decisions. Community and Career - Provide an example through which you were able to participate in social, learning, and professional communities for personal and career growth. Evaluate your participation and what you learned from your involve. Deadline Deliverable items for the Portfolio Project will be required at different points during the course. Details for each submission are included below. The timeline is as follows: Deadline Due by the end of Week 2 at 11:59 pm, ET. Due by the end of Week 3 at 11:59 pm, ET. Due by the end of Week 5 at 11:59 pm, ET. Due by the end of Week 7 at 11:59 pm, ET. Due by the end of Week 7.5 at 11:59 pm, ET. Activity Develop a Hypothesis Part 1 Portfolio Project Essential Questions Part 2 Portfolio Project Research Method Part 3 Portfolio Project Portfolio Project Final submission Reflection In Week 7, upload your Power Point file to your electronic portfolio (ePortfolio) account by Saturday at 11:59 pm, ET. 2 Directions In this statistical research project, you will be analyzing, creating, describing, and synthesizing results based on a real-world situation. Scenario: As a student, you have recently graduated, and you have secured an entry level professional position with an employer in your field of study (or you could also be self-employed). You have completed your degree at Bryant & Stratton College. Your employer would like you to use Google or the Internet to research a specific area based on your field of study in the medical, business, the IT industry etc. that is related to your college degree. Your employer has given you the latitude to research and select two columns of 30 data items (each column should have 30 data items) related to your field of study. Your research study must follow the data requirements below in the project directions, and the Power Point Format Requirements listed below must be followed. This is an opportunity for you to showcase to your employer your statistical analysis, analyzing, and synthesis skills using Excel and Power Point. Your results of your research should provide evidence and persuasion for your employer to act on your research findings. Remember, that you want to select real data from Google that relates to your degree and field of study for your employer. Your goal is to make this project as realistic as possible for your future employer or for yourself if you will be self-employed. You will be selecting only one of three methods for your project to analyze your data: (a) Correlation or (b) Linear Regression or a (c) t-test. Weekly Directions (items you must complete and turn in based on the week below - you will submit the below items in Blackboard): Week 2 - Part 1: Review the Portfolio Project Directions and develop a hypothesis for your project. A hypothesis is a proposed explanation made on the basis of limited evidence as a starting point for further investigation in your research project. If you are going to use a t-test, your Hypothesis must also include a null and alternative hypothesis to ensure that you appropriately use the t-test p-value correctly in your analysis. For regression and correlation studies, a p-value null and alternative hypotheses are not required. In this case, you just state your hypothesis. Please submit this in Blackboard in a Power Point file with a Title Page as page 1 and Hypothesis as page 2 of your Power Point. Week 3 - Part 2: Create (2) Essential Questions and Respond to our (2) Essential Questions. Your Essential Question should be related to your project research. For instance, if you are in a business field of study, an Essential Question could be How is customer service impacted by the sales in a business unit? If you are in the medical field, an Essential Question could be What impact does overtime have on patient care? These are your Essential Questions so you want them to relate to a real-life scenario connected to your research project. The Essential Questions and 3 your response to them will be page 3 of your Power Point file. Please use the Virtual Library or the Internet to respond to your Essential Questions. In Blackboard, please submit pages 1, 2, and 3 of your Power Point file research project this week. Week 5 - Part 3: Select, Analyze, and Synthesize your research data by selecting a research method (see data requirements), and implement the research method using your data. In Blackboard, submit pages 1, 2,3, 4, 5, and 6 of your Power Point research project this week. Week 7 - Turn in your entire research project Power Point file this week by including all 11 pages of your power point file in Blackboard. See the Power Point Format and Requirements below for all the requirements for each page of your Power Point file. Specific items graded and areas of focus on your research project: Power Point the analysis, statistical components, and using the statistical method correctly and points for formatting and use of references and definitions correctly. Data Requirements: **You will be using Google or the Internet to identify and synthesize data related to your project field of study** For the t-test, use two sets of data with 30 data items in each set For a correlation method, use two sets of data with 30 data items in each set For a regression method, use two sets of data with 30 data items in each set Linear Regression and Correlation do not use hypothesis testing, but you should still just state a singular hypothesis. If you use a t-test, you must incorporate hypothesis testing by stating the p value and the alternative and null hypothesis. You are going to upload one document to this folder that is 8 pages in length... Power Point format and Requirements: Your Power Point file will be 11 pages long. Page 1 - Title Page Page 2 - Hypothesis Page 3 - (2) Essential Questions and Response to the (2) Essential Questions Page 4 - Research Method - State which research method you will use and why Page 5 - Histogram - Include a Histogram of your Data - Describe what it means to your research and describe what a histogram is... 4 Page 6 - Scatterplot - Since you have two columns of data, include two scatterplots indicating each column of data Page 7 - Descriptive Statistics - Include the Standard Deviation and Mean - Interpret what the Standard Deviation and Mean tell you about your data Page 8 - Results of your Research - Highlight the results of your research in an Executive Summary by addressing: What you found? Why is this important? How should your employer use the results of your research? What aspects of your research will influence your workplace? Page 9 - Conclusions based on what you found in your research - Based on your results of the research, what do you what your employer to do with your results? How will your research benefit them? Page 10 - Reflection page - On this page, please discuss how your research project ties in and is connected to your other classes in your field of study at Bryant & Stratton College, and how it is related to your future workplace. Keep in mind that you want to include how you will use quantitative reasoning and analysis in your future workplace to assist your place of employment to act on your research and findings Page 11 - Reference Page - Be sure to use a standard APA format and use citations throughout your Power Point file per the APA guidelines. 5 MATH309 Statistics - Portfolio Project Rubric Criteria Above Expectations 45-50 points Accuracy and Precision 50 points Student synthesizes and analyzes statistical concepts learned. With zero to two mistakes through identified connections to life, community, career, and other courses. Student provides a significant, scholarly level analysis and relates concepts to life, community, career, and/or other courses. 18-20 points Synthesi s (Opening Paragrap h) 20 points Analysis (Metacognit ive Paragraph) 10 points Researc h 10 points Meets Expectations Below Expectations 35-44 points 0-34 points Student somewhat synthesizes and analyzes statistical concepts learned. With three to six mistakes through identified connections to life, community, career, and other courses. Student provides some, scholarly level analysis and relates concepts to life, community, career, and/or other courses. Student did not complete the case with any precision or accuracy. Or, student inadequately synthesizes and analyzes statistical concepts learned. With more than six errors through identified connections to life, community, career, and/or other courses. Student provides a limited, scholarly level analysis and fails to relate concepts to life, community career, course. 0-13 points 14-17 points Student summarizes and integrates (in his/her own words) main points from the week's lectures, discussion, activities, and assigned readings. When summarizing discussion, student includes and builds on thoughts shared by classmates. Student creates new meaning, structure, or problem 9-10 points Student summarizes and integrates (in his/her own words) most of the week's main points from lectures, discussion, activities, and assigned readings. When summarizing discussion, student includes and builds on thoughts shared by classmates. Student attempts to create new meaning, structure, or 7-8 points Student does not include an opening paragraph. Or, student summarizes some points from lecture, discussion, activities, and assigned readings. When summarizing discussion, student neglects to address thoughts shared by classmates. Student effectively compares and/or contrasts the week's learning and thinking processes. Student relates concepts to life, community, career, and other courses. 9-10 points Student compares and/or contrasts the week's learning and thinking processes in general terms. Student attempts to relate some concepts to life, community, career, and/or other courses. 7-8 points Student does not include a metacognitive paragraph. Or, student analysis does not compare and/or contrast the week's learning and thinking processes. Student may attempt to relate a few 0-6 points Student references more than one resource (as in-text citations and in an end-of-summary reference list). Student references at least one resource (as an in-text citation and in an end-of- summary list). Reference citations adhere to APA style, with two-three errors in formatting. Student references or cites a scholarly or academic Student references no resources, uses only the required textbook, or references a non-credible resource that is not scholarly or academic, i.e., a non- academic site such as Wikipedia. Reference citations adhere to APA style, with zero-one errors. Student 0-6 points Points 6 9-10 points Mechani cs 10 points Student writes at a scholarly level in complete sentences and welldeveloped paragraphs. Student makes zero errors to one error in grammar, spelling, and punctuation. Student's meaning is 7-8 points Student writes in complete sentences and paragraphs. Student makes two to four errors in grammar, spelling, and punctuation. Errors do not distract the reader and student's 0-6 points Student writes in incomplete sentences and paragraphs are poorly developed. Student makes five or more errors in grammar, spelling, and punctuation. Portfolio Project Vanessa DeGraffenreid Math 309 Spring 2017 Hypothesis There is a great disparity among the different races of women and those who breastfeed. Essential Questions 1. Why is there such a disparity of nursing mothers between Caucasians and African Americans? 2. How does income play a part in the disparity? Essential Questions Answers 1. Minority women have many barriers to breastfeeding. Major barriers to breastfeeding reported by low-income minority women include lack of social, work, and cultural acceptance/support, language and literacy barriers, lack of maternal access to information that promotes and supports breastfeeding, acculturation, and lifestyle choices, including tobacco and alcohol use. In addition to the possible disincentive to breastfeed due to access to free infant formula, low breastfeeding rates specifically among African American mothers may also reflect a negative perception of breastfeeding in the African American community. Another frequently reported barrier by African American women is lack of access to information that promotes and supports breastfeeding. 2. Income plays a part in the disparity. Mothers with lower rates of breastfeeding tend to be young, low-income, African American, unmarried, less educated, participants in the Supplemental Nutrition Program for Women, Infants, and Children (WIC), overweight or obese before pregnancy, and more likely to report their pregnancy was unintended. Many low-income jobs are not covered under the Family and Medical Leave Act, forcing low-income women to return to work sooner than other women and possibly before breastfeeding is well established. The majority of women in the United States return to work between 3 and 6 months after birth; however, African American women typically return to work 2 weeks earlier and are more likely to have jobs that are not welcoming to breastfeeding. Research Method Add your first bullet point here Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 Add your second bullet point here Add your third bullet point here Histogram Caption Scatterplot Click icon to add picture Click icon to add picture Descriptive Statistics Click icon to add picture Click icon to add picture Click icon to add picture Click icon to add picture Click icon to add picture Results of Research Click icon to add picture Conclusion Reflection Reference Breast feeding basic competence in primary care: Development and validation of the CAPA questionnaire Pol-Pons, RN IBCLC, Anna et al. Midwifery , Volume 42 , 87 - 92 71.39 28.61 55.38 10.97 5.82 15.57 0.7 4.07 7.49 0 0 23.81 76.19 39.45 60.55 7.06 92.94 40.01 59.99 7.32 74.51 18.17 24.33 27.3 48.37 45.86 24.27 29.86 66.92 33.08 56.57 43.43 84.27 2.45 1.3 8.6 1.56 0.52 1.3 0 0 27.21 72.79 51.22 48.78 7.47 92.53 39.8 60.2 8.12 80.89 10.99 23.46 38.62 37.92 50.22 26.69 23.09 69.25 30.75