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PSY-FP7864 – Section 02

[u03a1] – t Test

Moore , Ashley

Use the following scoring guide, along with the project information, for evaluating each learner’s work.

Assessment Instructions

Read Assessment 3 Context (linked in the Resources) to learn about the concepts used in this assessment.

You will use the following resources for this assessment. They are linked in the Resources.

  • Complete this assessment using the DAA Template.
  • Read the SPSS Data Analysis Report Guidelines for a more complete understanding of the DAA Template and how to format and organize your assessment.
  • Refer to IBM SPSS Step-By-Step Instructions: t Tests for additional information on using SPSS for this assessment.
  • If necessary, review the Copy/Export Output Instructions to refresh your memory on how to perform these tasks. As with your previous assessments, your submission should be narrative with supporting statistical output (table and graphs) integrated into the narrative in the appropriate place (not all at the end of the document).

You will analyze the following variables in the grades.sav data set:

  • gender.
  • gpa.

Step 1: Write Section 1 of the DAA

  • Provide a context of the grades.sav data set.
  • Include a definition of the specified variables (predictor, outcome) and corresponding scales of measurement.
  • Specify the sample size of the data set.

Step 2: Write Section 2 of the DAA

  • Analyze the assumptions of the t test.
  • Paste the SPSS histogram output for gpa and discuss your visual interpretations.
  • Paste SPSS descriptives output showing skewness and kurtosis values for gpa and interpret them.
  • Paste SPSS output for the Shapiro-Wilk test of gpa and interpret it.
  • Report the results of the Levene’s test and interpret it.
  • Summarize whether or not the assumptions of the t test are met.

Step 3: Write Section 3 of the DAA

  • Specify a research question related to gender and gpa.
  • Articulate the null hypothesis and alternative hypothesis.
  • Specify the alpha level.

Step 4: Write Section 4 of the DAA

  • Paste the SPSS output of the t test.
  • Report the results of the SPSS output using proper APA guidelines. Include the following:
    • t.
    • Degrees of freedom.
    • t value.
    • p value.
    • Effect size.
    • Interpretation of effect size.
    • Means and standard deviations for each group. Mean difference.
    • Interpret the results against the null hypothesis.

Step 5: Write Section 5 of the DAA

  • Discuss the implications of this t test as it relates to the research question.
  • Conclude with an analysis of the strengths and limitations of t-test analysis.

 

Overall Comments

 

Ashley, you did a great job using SPSS to analyze the data and the results were interpreted correctly.  The research question and hypotheses were not quite right.  The t-test is not a correlational statistic, but Section 1 and Section 3 talk about it like it is.  Please see my comments and let me know if you have any questions.

Lorie

Criterion

Non-performance

Basic

Proficient

Distinguished

Criterion

Apply the appropriate SPSS procedures to check assumptions and calculate the independent-samples t test to generate relevant output.

(14%) Competency

Apply a statistical program’s procedure to data.

not selected Does not provide SPSS output. not selected Provides SPSS output with errors. not selected Applies the appropriate SPSS procedures to check assumptions and calculate the independent-samples t test to generate relevant output. selected Distinguished Analyzes the SPSS procedures to check assumptions and calculate the independent-samples t test to generate relevant output.

Comments:

Great job using SPSS to analyze the data with an ANOVA!

Criterion

Develop a context for the data set, including a definition of required variables and scales of measurement.

(14%) Competency

Apply the results of statistical analyses (your own or others) to your field of interest or career.

not selected Does not identify a context for the data set. selected Basic Identifies a context for the data set. not selected Develops a context for the data set, including a definition of required variables and scales of measurement. not selected Analyzes the context for the data set, demonstrating insight and understanding of relevant data required variables and scales of measurement.

Comments:

You say that the variables included in this assessment are GPA, total, ethnicity, final and gender. Only two of those were supposed to be used for this assessment. When you say a variable is scale you need to identify which scale. There shouldn’t be a discussion about correlations in this assessment.

Criterion

Analyze the assumptions of the independent-samples t test.

(14%) Competency

Analyze the decision-making process of data analysis.

not selected Does not identify the assumptions of the independent-samples t test. not selected Identifies the assumptions of the independent-samples t test. selected Proficient Analyzes the assumptions of the independent-samples t test. not selected Evaluates the assumptions of the independent-samples t test.

Comments:

Good job! You say skew is not statistically significant. There aren’t statistics that tell if the skew or kurtosis is statistically significant. You can only say if the values fall within the acceptable range.

Criterion

Develop a research question, null hypothesis, alternative hypothesis, and alpha level.

(14%) Competency

Apply knowledge of hypothesis testing.

not selected Does not develop a research question, null hypothesis, alternative hypothesis, and alpha level. selected Basic Develops a research question, but does not include a null hypothesis, alternative hypothesis, or alpha level. not selected Develops a research question, null hypothesis, alternative hypothesis, and alpha level. not selected Develops a research question, null hypothesis, alternative hypothesis, and alpha level, demonstrating insight and understanding of the relevant data.

Comments:

You say, “We would want to establish if gender can explain the gpa; that is to check for correlation between the two variables.” The t-test is not a correlational test. In t-tests, we aren’t looking for relationships between variables. We are looking for differences between groups, and the research question and hypotheses should reflect that.

Criterion

Interpret the output of the independent-samples t test.

(14%) Competency

Interpret the results of statistical analyses.

not selected Does not interpret the output of the independent-samples t test. not selected Generates, but does not interpret, the output of the independent-samples t test. not selected Interprets the output of the independent-samples t test. selected Distinguished Analyzes the independent-samples t test output.

Comments:

Great job interpreting the results of the t-test!

Criterion

Develop a conclusion that includes strengths and limitations of an independent-samples t test.

(15%) Competency

Analyze the computation, application, strengths, and limitations of various statistical tests.

not selected Does not develop a conclusion that includes the strengths and limitations of an independent-samples t test. not selected Develops a conclusion that does not include, or only partially includes, strengths and limitations of the independent-samples t test. not selected Develops a conclusion that includes strengths and limitations of an independent-samples t test. selected Distinguished Analyzes the strengths and limitations of an independent-samples t test, demonstrating insight and understanding of the relevant data.

Comments:

Good job!

Criterion

Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the identified field of study.

(15%) Competency

Communicate in a manner that is scholarly, professional, and consistent with the expectations for members in the identified field of study.

not selected Does not communicate in a manner that is scholarly, professional, or consistent with expectations for members of the identified field of study. not selected Inconsistently communicates in a manner that is scholarly, professional, and consistent with expectations for members of the identified field of study. not selected Communicates in a manner that is scholarly, professional, and consistent with expectations for members of the identified field of study. selected Distinguished Communicates in a manner that is scholarly, professional, and consistent with expectations for members of the identified field of study. Adheres to APA guidelines, and work is appropriate for publication.

Comments:

This assessment was well-written.

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