lab report(psychology) spss

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PSY3RPB: PSYCHOLOGY RESEARCH PROJECT B •Tutorial 8:

Working through the DDP and Final Report

Coordinator: Dr Melanie Murphy [email protected]

Assistant Coordinator: Aly Alipan [email protected]

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ASSIGNMENT 2: GROUP POSTER PRESENTATION (DDP)

•Extended Instructions and rubric in the Assignment Section of LMS

• And files page of MS Teams

•A PDF of your poster MUST be submitted online by Wednesday Sept 23rd

•The posters will be presented to your student peers and staff members on Thursday September 24th

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PRESENTATION DAY THURSDAY 24TH SEPTEMBER

• Careers Week in Psychology • Interview preparation and strategies webinar

• Monday 21st September, 3.30 – 4.30pm Zoom Link: https://latrobe.zoom.us/j/98213470950

• No tutes week (Week 9), all project meetings on Thursday • DDP Day

• Poster Presentations • 11.15 – 1.15

• Live Careers Q and A Seminar • Industry Panel for Psychology students • 1.30 – 2.45

• Extended Project Meetings • All groups • 3pm – 5pm

• If you can’t attend you MUST apply for an excused absence on LMS • Otherwise you will miss out on 25% of the DDP mark coming from the peer-marking

component. • You will also need to let your group know you can’t attend ahead of time and ensure that you have

contributed to the development of the DDP as best you can. • Face to face sessions will focus on write-up information

• This will be an important opportunity to ask questions about results and analysis

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PSYCHOLOGY CAREERS PANEL • The Career Options in Psychology event will be a panel discussion

of diverse employers or industry partners who employ Psych graduates. • Not always as psychologists

• Topics will include hints and tips for getting a job, what to put on your resume to highlight your skills, and what employers are looking for when they are hiring. Further details are posted on LMS.

Time: 1.30 – 2.45 pm via Zoom Webinar

Presenters include: • NAB • Dept of Home Affairs • Department of Justice and Community Safety

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DDP CONTENT • The poster should be divided into sections and address the following

points. You can use the following as headings but don’t have to if you prefer something different. • You will notice that the rubric does not allocate marks according to each

section, so there is flexibility for you in terms of layout.

1. Position Description • General info about what the role involves, organisation or membership

structure, salary 2. Key Elements of Role

• What are the key tasks/aspects associated with the position? 3. Aligned Skills

• How do the skills of a psychology graduate (either 3rd year or beyond as appropriate) match the abilities needed to fulfil the role?

4. Further Information 5. Additional training required beyond 3rd year?

• This may be in the form of an additional university qualification or further professional development within the role.

6. Promotion possibilities beyond this role?

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SUBMISSION AND ASSESSMENT GUIDELINES

• Peer assessment of posters (25%): each student will be randomly assigned up to three posters to assess during the Poster Presentation Session.

•Peer assessment of posters will be via a Qualtrics link as provided in the announcements sections on the LMS.

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STAFF AND PEER ASSESSMENT OF POSTERS

QUALTRICS LINK VIA LMS ON THE DAY

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STAFF AND PEER ASSESSMENT OF POSTERS

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SUBMISSION AND ASSESSMENT GUIDELINES

uGroup participation marks for group members (25%) will be submitted electronically via LMS in a link in the assignments folder.

•Students who fail to submit participation marks for their group members will receive a score of zero for the participation component of this assignment.

Participation marks should be submitted by 4pm, Friday October 4th.

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GROUP PARTICIPATION MARKS VIA A LINK IN ASSIGNMENTS FOLDER ON THE LMS – OPENS AT

THE END OF DDP DAY (AFTER PROJECT MEETINGS) Dimension Needs Work Good Well Done

Product Achievement

• Contribution to project ideas

• Helping to produce the poster

• Meeting deadlines

• Taking initiative in getting the poster finished

One rating out of 5 for each criteria

Communication Skills

• Initiating dialogue and discussion

• Seeking information from others in the group

• Giving information to others in the group

• Seeking consensus among group members Emotional Intelligence

• Being sympathetic and encouraging other group members

• Showing interest and including all members of the group

• Sensing and dealing effectively with other’s emotions

• Coping with conflict and different opinions

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DDP GROUP TIME

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WRITING THE FINAL REPORT Writing the final report

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WRITING YOUR PROJECT REPORT

Research Report

§ 2500 words – describing the findings from your group research project

§ No 10% rule for this assignment – the body of the report (excluding abstract) must be 2500 words or fewer.

§ 40% of total mark (includes project leader participation mark)

§ Submitted as formal report – this means strict compliance with APA

§ Due before 9 AM Monday October 19th, 2020

§ Please be advised: Extensions will be considered only in exceptional circumstances because it is important that the marks for this project are finalized before selection for Fourth Year courses takes place.

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WRITING YOUR PROJECT REPORT

Things you need to know

§ You need to demonstrate your competency in describing all aspects of project development, design, analysis and interpretation

§ Somewhat like a mini-honours thesis! § Detailed assessment criteria/marking rubric is on the

LMS in the document entitled: “Final Report Instructions, Rubric, and Checklist.pdf” u Please see checklist before submitting your assignment

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WRITING YOUR PROJECT REPORT

Things you need to know § We know groups have had different experiences and challenges so all

marking is within group – how well can you report what your group was able to achieve?

§ This is similar to Honours, where students undertake individual projects with unique demands. It is also similar to the workplace, where challenges and resources vary dramatically across different contexts.

§ Cutting and pasting from previous work from RPA is NOT acceptable as it means that you have not evolved your understanding of the research area.

§ The focus of the project may have dramatically shifted.

§ The aims and voice of the Final Report is very different to the literature review and ethics. It is more active, directed and technical

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WRITING YOUR PROJECT REPORT

Things you need to know § The students who do best in this assignment tend to be those

who start writing early and invest time writing multiple drafts.

§ The difference in quality between a first and second draft is enormous because it means:

̶ You have time to think (consciously and subconsciously) about your work

̶ You have time to get feedback and clarification about things you don’t fully understand

§ All experts (scientists, journalists, musicians, artists, chefs, film- makers, surgeons….) spend a lot of time practicing and preparing drafts or sketches. This report is the culmination of your undergrad degree so we are expecting high standards.

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DAI TRANSFERABLE SKILLS Skill DAI Final report

Critical appraisal and selective synthesis of information: Provide clear, succinct and relevant background information and definitions directly pertinent to study. Propose a set of logically justified aims, operationalised and testable hypotheses. Clear outline of parameters of study including sample, relevant materials and procedure. Understand the variables to be used in the analysis, how to appropriately clean the data in respect to this and how to prepare them for statistical analysis. Know which type of analyses are needed to test your hypotheses and describe and perform the appropriate steps for assumption testing associated with these tests. Perform correct analysis, provide and interpret statistical outcomes accompanied by correct notation with describe reference to supporting tables/graphs when appropriate. Summarise key statistical outcomes with reference to study aims and hypothesis, and critically assess in context with existing literature. Understand and describe methodological considerations, and present logical solutions and adaptions to advance future investigations. Present a clear and evidence-based conclusion for the investigation and how this informs/enhances the field and/or area of practice.

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ABSTRACT (5%)

• Is there a persuasive introductory statement? • Does the abstract clearly present the main aims and

hypotheses? • Are important aspects of the method described? • Are key results presented coherently? • Is there a clear statement of the main conclusion? • Are the components presented in a structured, logical

and coherent manner?

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INTRODUCTION (15%)

Inquiry/Research • Are all key concepts clearly defined? • Is there evidence of careful selection and evaluation of

previous work? • Is the information 2haracter into a logical and well-

justified argument? • Is the research question valid given the literature

included? • Are the aims and hypotheses well justified?

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INTRODUCTION (15%) Critical Thinking

• Has the context of the inquiry been described and justified? • Are key elements important to the research question/s

carefully assessed and presented? • Is the validity and reliability of information clearly and

effectively questioned? • Are concepts employed to arrive at the aims and

hypotheses well integrated, well understood and appropriately applied?

• Are relevant alternative viewpoints constructively compared to help justify the study aims and hypotheses?

• Are the aims and hypotheses defended with firm supporting evidence and well-reasoned arguments?

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INTRODUCTION (15%) • Review the Group Ethics Application that

received Approval from the relevant committee • Make a note of the key points outline for the

study in terms of background literature, rationale, aim and hypotheses.

• Build and expand on this to develop a skeleton for the Intro

• Make sure the study aims and hypotheses are clearly articulated and justified in report style

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INTRODUCTION (15%) • Some group members may be focusing on

different hypotheses as there may have been multiple components to the study and freedom may have been given as to what to consider in your final report.

• Speak with your project leader for guidance if unsure

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METHODS (15%) Critical Thinking • Are all separate key elements important to

exploring the question carefully assessed and presented?

• Is selection of methodology clearly detailed and justified, including important validity and reliability information when appropriate?

• Is all relevant information regarding the sample and tasks provided?

• Is a clear explanation of testing conditions (environment and/or groups) provided?

• Is the procedure logically sequenced?

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METHODS (15%) Creative Problem Solving • Are important details regarding recruitment of the participants,

exclusion criteria, demographics and conditions • Are important details regarding the nature of the materials, the

construct being assessed and justification for use discussed? • Are the materials selected demonstrated to be appropriate and

valid and the important characteristics of the materials described?

• Is the manner in which each material was administered (including any instructions given) as they apply to the experimental conditions (groups) and the testing situation clearly described?

• Is the process of data management and the analyses used sufficiently detailed (Including level of significance, assumptions tested and decision criteria)?

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RESULTS (25%) Critical Thinking • Is the logic behind analysis selection explained in terms

appropriate to the intended audience?

• Are the results presented effectively? • Are statistical outcomes translated in a meaningful way

in terms of concrete information for the reader? • Are the statistical outcomes related back to the

context of the project? • Are there clear statements of conclusion regarding the

outcomes of the analyses?

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RESULTS (25%) Quantitative Literacy • Has the process of data screening and cleaning been explained?

• Is information regarding decision-making criteria used for the analyses reported when appropriate?

• Are descriptive statistics characterizing the sample included? • Are appropriate inferential statistics used?

• Is the layout of tables or figures clear and is all necessary information provided?

• For each of the tests described, are; • the assumptions behind each analysis mentioned, • important results highlighted in the text and/or in a table or figure (when

appropriate), • the results interpreted accurately in light of the data presented?

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DISCUSSION (30%) Inquiry/Research

• Is the key question of the investigation illustrated and the context of the inquiry described (including restatement of aims and hypotheses)?

• Is a statement of support or lack of support for the hypotheses integrated with a summary of the main results?

• Are the results effectively interpreted with regard to existing literature?

• Is the information evaluated relevant in addressing the outcomes of the study?

• Does a statement of conclusion effectively tie up the findings of the current study?

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DISCUSSION (30%) Critical Thinking • Are the theoretical underpinnings of the results elaborated upon, in

comparison to findings of current literature in the same field and to findings in the literature more generally?

• Is the value of the study assessed critically in terms of methodology and theory?

• Has the generalizability, or external validity, of the findings been examined? • Are limitations of the research, which limit the conclusions that can be drawn

from the results, addressed? • Are potential solutions for methodological issues presented? • Is the discussion of future research directions effective? • Is the significance of the research and the implications for the broader field

within which the research is based adequately considered? • Does the conclusion acknowledge the value of the results and is it sufficiently

detailed with good insight for future applications?

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Writing Style (5%) • Are all required components of the task present? • Are the English language skills demonstrated excellent or do they hinder understanding?

• Has correct, discipline-specific terminology been used to describe the content and, where appropriate, has care been taken to explain this terminology?

• Is the information presented succinctly, with no repetition or verbosity?

• Is the work very well written, in that the writing is fluent, engaging and interesting to read, with word choice, sentence variety and expression in general being of a high quality?

APA Format (5%) – where appropriate

• Is there a correctly formatted title page with a descriptive title?

• Are page numbers and headers included on each page? • Is the report double spaced?

• Is non-biasing language used? • Are references in correct APA format

• In text? • In the reference list?

Research Project Participation (10%)

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NEXT WEEK • No tutorials • Monday 21st 3.30 – 4.30

• Careers Webinar: Interview preparation and strategies Zoom Link: https://latrobe.zoom.us/j/98213470950

• Thursday 24th • 11.15 – 1.15

• DDP Sessions • See LMS for correct link

• 1.30 – 2.45 • Careers Panel • Zoom link will be

• 3.00 – 5.00 • Extended Project Meetings

• (Replacing regularly scheduled project meetings)

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