DATA ANALYSIS AND APPLICATION Data Analysis and Application < Your Name > Capella University 1 DATA ANALYSIS AND APPLICATION 2 [Introduction.] Use this file for all assignments that require the DAA Template. Although the statistical tests will change from week to week, the basic organization and structure of the DAA remains the same. According to the sixth edition of Publication Manual of the American Psychological Association, the introduction of a manuscript is clearly identified by its position within it, and therefore does not have a heading to label it as the introduction. Remove this text and provide a brief introduction. Data File Description [one paragraph] 1) Describe the context of the data set. Cite a previous description if the same data set is used from a previous assignment. To increase the formal tone of the DAA, avoid first-person perspective \"I.\" For example, do not write, \"I ran a scatter plot shown in Figure 1.\" Instead, write, \"Figure 1 shows...\" All paragraphs are indented. Your paragraphs will not be numbered as these are in the template. 2) Specify the variables used in this DAA and the scale of measurement of each variable. 3) Specify sample size (N). Testing Assumptions [multiple paragraphs] 1) Articulate the assumptions of the statistical test. 2) Paste SPSS output that tests those assumptions and interpret them. Properly embed SPSS output where appropriate. Do not string all output together at the beginning of the section. In other words, interpretations of figures and tables should be near (i.e., immediately above or below) where the output appears. Format figures and tables per APA (6th edition) style and formatting rules. Refer to the following examples on the next page. DATA ANALYSIS AND APPLICATION 3 Figure 1. Scatter plot of IQ scores and ADDSC scores taken from a Howell (2011) data set. Figure 1 above shows the negative linear relationship between... Table 1 below shows the intercorrelations, means, and standard deviations of... Table 1 Intercorrelations, Means, and Standard Deviations for Scores on IQ, ADDSC, and GPA _____________________________________________________________________________ _ Measure 1 2 3 M SD _____________________________________________________________________________ _ 1. IQ -- 2. ADDSC -.63** -- 3. GPA .50** -.62** -- 100.26 12.99 52.60 12.42 2.46 .86 ______________________________________________________________________________ DATA ANALYSIS AND APPLICATION 4 Note. Intercorrelations taken from a Howell (2011) data set (N = 88). **p < .01. 3) Summarize whether or not the assumptions are met. If assumptions are not met, discuss how to ameliorate violations of the assumptions. Research Question, Hypotheses, and Alpha Level [one paragraph] 1) Articulate a research question (or questions) relevant to the statistical test. 2) Articulate the null hypothesis and alternative hypothesis for the research question(s). 3) Specify the alpha level. Interpretation [multiple paragraphs] 1) Paste SPSS output for an inferential statistic and report it. Properly embed SPSS output where appropriate. Do not string all output together at the beginning of the section. In other words, interpretations of figures and tables should be near (i.e., immediately above or below) where the output appears. Format figures and tables per APA formatting rules. 2) Report the test statistics. Refer to Warner (2013) \"Results\" examples at the end of the appropriate chapter for guidance. 3) Interpret statistical results against the null hypothesis. Conclusion [two paragraphs] 1) Provide a brief summary (i.e., one paragraph) of the DAA conclusions. 2) Analyze strengths and limitations of the statistical test. DATA ANALYSIS AND APPLICATION 5 DATA ANALYSIS AND APPLICATION 6 References Howell, D. C. (2011). Fundamental statistics for the behavioral sciences. (7th ed.). Belmont, CA: Wadsworth. 1) Provide references if you include in-text citations. Do not cite Capella course materials (e.g., instructor notes, handouts, class announcements, and so on). Only cite primary and secondary sources (e.g., textbooks and empirical journal articles). Be sure that your reference page remains on a separate page. PRINTED BY: Shawnee McPhail . Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted. 342 343 6. What information should be included in the report of a chi-square test of contingency? 7. The table below gives the percentage of people who were saved (vs. lost) when the Titanic sank. The table provides information divided into groups by class (first class, second class, third class, and crew) and by gender and age (children, women, men). SOURCE: British Parliamentary Papers, Shipping Casualties (Loss of the Steamship 'Titanic\"). 1912, cmd. 6352, 'Report of a Formal Investigation into the circumstances attending the foundering on the 15th April, 1912, of the British Steamship 'Titanic,\" of Liverpool, after striking ice in or near Latitude 41 = 46' N., Longitude 50 = 14' W., North Atlantic Ocean, whereby loss of life ensued.' (London: His Majesty's Stationery Office, 1912), page 42. The information in the table is sufficient to set up some simple chi-square tests. For example, let's ask, Was there a difference in the probability of being saved for women passengers in first class versus women passengers in third class? There were a total of 309 women in first and third class. The relevant numbers from the table on page 336 appear in the table below. Women Passengers Saved Lost Total N First Class Third Class 140 76 4 89 144 165 Total N 216 93 309 Compute a phi coefficient using the observed cell frequencies in the table above. Also, compute a chi-square statistic for the observed frequencies in the table above. Write up your results in paragraph form. Applied Statistics: From Bivariate Through Multivariate Techniques, 2nd Edition Page 1 of 2 PRINTED BY: Shawnee McPhail . Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted. Was there a statistically significant association between being in first class and being saved when we look at the passenger survival data from the Titanic? How strong was the association between class and outcome (e.g., how much more likely were first-class women passengers to be saved than were third-class women passengers)? Applied Statistics: From Bivariate Through Multivariate Techniques, 2nd Edition Page 2 of 2 $FL2@(#) IBM SPSS STATISTICS DATA FILE 64-bit MS Windows 19.0.0 ################5#########Y@24 Mar 1310:36:37 ###########################CLASS ####Passenger Class ########################SAVED ####Survival##############?#First Class #######@#Third Class ##########################?#Saved #######@#Lost ########################################################################## ############################################ ###########CLASS=Class SAVED=Saved########################5################### %###Class:$@Role('0' )/Saved:$@Role('0' )############ ###windows1252#######eeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeee eeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeee eeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeee eeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeefefefeffefefefefefefefefefe fefefefefefefefefefefefefefefefefefefefefefefefefefefefefefefefefefefefefefefefe fefefefefefefefefefefefefefefefefefefefefefefefefefeffffffffffffffffffffffffffff ffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffff ffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffff###### 3/2/2017 Unit 9 Data Analysis and Application Scoring Guide Unit 9 Data Analysis and Application Scoring Guide Due Date: End of Unit 9. Percentage of Course Grade: 9%. CRITERIA NONPERFORMANCE BASIC PROFICIENT DISTINGUISHED Apply the appropriate SPSS procedures to check the expected frequency assumption and generate required output for chi square. 20% Does not apply the appropriate SPSS procedures to check the expected frequency assumption and generate required output for chi square. Partially applies the appropriate SPSS procedures to check the expected frequency assumption and generate required output for chi square. Applies the appropriate SPSS procedures to check the expected frequency assumption and generate required output for chi square. Applies, in an exemplary manner, the appropriate SPSS procedures to check the expected frequency assumption and generate required output for chi square. Provide context for the data set including a definition of required variables and scales of measurement. 13% Does not provide context for the data set including a definition of required variables and scales of measurement Provides partial context for the data set including a definition of required variables and scales of measurement. Provides context for the data set including a definition of required variables and scales of measurement. Provides exemplary context for the data set including a definition of required variables and scales of measurement. Articulate a research question, null hypothesis, alternative hypothesis, and alpha level. 13% Does not articulate a research question, null hypothesis, alternative hypothesis, and alpha level. Partially articulates a research question, null hypothesis, alternative hypothesis, and alpha level. Articulates a research question, null hypothesis, alternative hypothesis, and alpha level. Evaluates a research question, null hypothesis, alternative hypothesis, and alpha level. Interpret the chi square output. 30% Does not interpret the chi square output. Partially interprets the chi square output. Interprets the chi square output. Evaluates the chi square output. Generate a conclusion including strengths and limitations of chi square. 12% Does not generate a conclusion including strengths and limitations of chi square. Generates a conclusion including a partial list of strengths and limitations of chi square. Generates a conclusion including strengths and limitations of chi square. Generates an exemplary a conclusion including strengths and limitations of chi square. Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the psychological professions. 12% Does not communicate in a manner that is scholarly, professional, and consistent with expectations for members of the psychological professions. Inconsistently communicates in a manner that is scholarly, professional, and consistent with expectations for members of the psychological professions. Communicates in a manner that is scholarly, professional, and consistent with expectations for members of the psychological professions. Communicates in an exemplary manner that is scholarly, professional, and consistent with expectations for members of the psychological professions. https://courseroomc.capella.edu/bbcswebdav/institution/PSY/PSY8625/170100/Scoring_Guides/u09a1_scoring_guide.html 1/1