sta

u09a1SPECIALWORKSHEET.journalarticle.12.xlsx

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SPECIAL WORKSHEET u09a1

ENTER NAME HERE--->				0
Variable	What kind of Variable Is This?		What is the Scale of the Variable?
Presence of Music (Whether Music Was Played) =	Please select a choice		Please select a choice	0	0
Reading Comprehension Scores =	Please select a choice		Please select a choice	0	0
What is the overall sample size?	Please select a choice			0
Assumptions	Select 'Yes' for each assumption that needs to be satisfied when conducting the main test (the ONE-WAY ANOVA) featured in the article
Independence of observations	Please select a choice			0
Outcome (or dependent) variable is quantitative and normally distributed	Please select a choice			0
Homogeneity of variance	Please select a choice			0
Variables are linearly related	Please select a choice			0
The numbers look pretty in pink font	Please select a choice			0
Presence of bivariate outliers	Please select a choice			0
Articulate a research question relevant to the main statistical test	Please select a choice	0		0
Articulate the null hypothesis	Please select a choice	0		0
Articulate the alternative hypothesis	Please select a choice	0		0
Specify the alpha level	Please select a choice			0
(The alpha level can be inferred from the article, though it isn't explicitly stated. If you get stuck, just list the typical alpha level and you'll be right!)
Fill in the blanks to report the results from the main One-Way ANOVA you saw in the article.
F value =				0
p-value =				0
effect size (eta2) =				0
Select answers from the drop-down boxes to interpret the main One-Way ANOVA you saw in the article.
Degrees of freedom =	Please select a choice			0
Is the effect size big or small? Use Table 5.2 in Warner (2013) to help you.	Please select a choice			0
Based on the results of the ANOVA, should the null hypothesis be rejected?	Please select a choice			0
What is the primary conclusion that can be drawn from the main test in this study?
Please select a choice				1
What was a strength of the study as reported in the article?
Please select a choice				1
What is the main limitation of the study as reported in the article?
Please select a choice				1

Hold on! You're not done. You still have 22 question(s) to answer.
(and your name is one of them)

SPECIAL REQUIRED WORKSHEET FOR U09A1 - Journal Article Assignment This worksheet is absolutely positively required. In fact, it is the ONLY thing you'll need to submit for this assignment. No other DAA form or template is required. 2 other important notes: (1) This worksheet is based on the journal article and instructions I posted in Updates / Handouts. You must answer based on that article and that article alone. Contrary to the original instructions for this assignment, NO OTHER ARTICLE will be accepted for this assignment. (2) In this assignment, you will ONLY be looking at the main test featured in the article. We are NOT interested in the other tests. The article talks about a breakdown by gender, for example. We are not interested in that for the purposes of this assignment. It also talks about correlations; we aren't interested in those either. We are interested ONLY in the main test: the ONE-WAY ANOVA. If you're not sure what I'm talking about, you should be able to figure it out from the article itself. If you still can't, then please note the variables below. So, please answer all the questions below with the main test alone in mind.

Section 1 - DATA CONTEXT: In this section, you'll be making choices from drop-down menus. Remember that even though the article talks about gender as a variable, for example, we are not looking at that in this assignment. We are ONLY LOOKING at the main test in the article: the ONE-WAY ANOVA. If you're not sure what I'm talking about, you should be able to figure it out from the article itself. If you still can't, then please note the variables below. Those should help.

Section 2 - TESTING ASSUMPTIONS: In this section, you'll be using drop-down menus to choose 'yes' or 'no'. Please note that the article does not talk about the assumptions of a ONE-WAY ANOVA (which is, of course, the main test used in the article). You'll have to call upon your own learning from the course materials (and beyond) to identify the testing assumptions here.

Section 3 - RESEARCH QUESTION, HYPOTHESES, AND ALPHA LEVEL: In this section, you'll be using drop-down menus. REMINDER: We are analyzing the main One-Way ANOVA in the study, the one that relates the variables specified in Section 1.

Section 4 - RESULTS AND INTERPRETATION: In this section, you'll be using drop-down menus and you'll be filling in the blanks. Remember that you're only evaluating the main One-Way ANOVA in the article. If you're not sure what that is, please see instructions all the way at the top of this worksheet.

Section 5 - CONCLUSION: In this section, you'll be using drop-down menus

OUTPUT

33%

ENTER NAME HERE--->

GREAT!

VERY GOOD!

NOT GOOD

Okay, as for sample size, this one should have been a piece of cake, as it comes directly from the article. Either you just selected the wrong choice from the drop-down by accident, or something went wrong. I would recheck the article and see where things went a little sideways.

Locate scholarly article

100%

20%

Section 1: Data Context

In any study involving a t-test or One-Way ANOVA, we are always testing to see if one variable has an effect on another. That’s the whole reason for doing these types of studies and tests. So, if you wanted to do one of these tests, what’s the first thing you’d do? Figure out which variable you believe will have an effect on the other. Well, that’s what you were (sort of) asked to do in this assignment. In this case, you had to figure out which variable the researchers considered to be the predictor (or independent) variable, and which they considered to be the outcome (or dependent) variable. Think of this as your ‘ticket to ride,’ so to speak: You can’t really evaluate what’s happening in the article if you don’t know which variable is being tested for an effect on which other. I noticed at least one error in your answers so this is something you’re just going to have to buckle down and figure out. Either you selected the incorrect answer(s) in the drop-down or something is missing from your learning. I would figure this out before you hit the final assignment for sure.

Scale of measurement for one of these variables could be tricky, which is why I gave full credit for reasonable answers. That said, there were some unreasonable ones among your choices, so you did have to think this through and figure out which would be reasonable, particularly for the Reading Comprehension variable. The “Presence of Music” variable was fairly straightforward: That had to be nominal. No, it can’t be ordinal. If you have any doubt of this, just check out a number of Web sites that list “yes / no” as a nominal variable (what I’m trying to hint at here is that if you understood that “Presence of Music” has the values of “yes” or “no,” then this was a fairly straightforward scale of measurement to knock out). I also pushed hard in my comments on previous work to make sure you understood the predictor for a t-test as a nominal variable (see? There's always method to the madness). As for Reading Comprehension, that was the tricky one. I could see arguments for Ratio or Interval, so you know what? I took both! If you were able to understand that we were dealing with a quantitative variable, then you were on the right track so I gave you credit. But something must have gone wrong because I noticed you misidentified at least one of these scales of measurement. I would take a look at the feedback I just provided, study the variable types again, and see if you can make sure these concepts are yours.

Provide context

15%

Hi , Good, solid effort! Let’s think about what this means. You’ve now begun moving down a path toward parsing a real, honest-to-goodness research article into its statistical and conceptual components. Not bad for a few weeks of statistics work, huh? Here are some more specific comments:

Hi , I’m grateful you gave this a shot. With some more focus, this might have come together. Let me be candid: This should have come together. There’s no reason it should not have come together. The first and last components of the rubric were given to you by virtue of the worksheet. The rest of it depended largely on making an effort to read the article – not even reading it well or thinking about it – just reading it. So, if things didn’t quite work out, then this may be the right time to step back and ask yourself why you didn’t ace this. Why am I saying this? I really don’t want you walking away from this assignment thinking that what happened here had anything to do with your ability to do statistics. I don’t know what happened here, but the one thing of which I’m absolutely confident, is that your ability to do statistics didn’t get a fighting chance at bat. What I’m trying to say is that if this had been about your ability to do statistics, then you would have done a whole lot better. Yes, I know that about you at this point. Here are some more specific comments:

Please select a choice

Presence of Music (Whether Music Was Played) =

Please select a choice

Predictor (or Independent) variable

Nominal

Assumptions

10%

Yes

Reading Comprehension Scores =

Please select a choice

Outcome (or Dependent) Variable

Ordinal or Ratio or Interval

Research Questions, Null Hypothesis, Alpha Level

15%

Onward and upward -- one assignment to go -- this one, as you know, is due June 17 at 5 pm CST. Both a worksheet AND a Word doc (DAA) are required for this one. I've posted the worksheet in Updates / Handouts, so you're free to get started on it. Looking forward to your strong finish! -Dr. Reynolds

Please select a choice

Results and Interpretation

17%

20%

Predictor (or Independent) variable

What is the overall sample size?

Please select a choice

334

Conclusion

10%

CLEAN SWEEP, ! Congratulations on a well-earned victory. Let’s think about what this means. You’ve now parsed a real, honest-to-goodness research article into its statistical and conceptual components. Not bad for a few weeks of statistics work, huh? Some parts of this assignment may have been a breeze, and they probably were. But some required some critical thinking around the concepts for the unit. You executed those beautifully. Again, congratulations! Onward and upward -- one assignment to go -- this one, as you know, is due June 17 at 5 pm CST. Both a worksheet AND a Word doc (DAA) are required for this one. I've posted the worksheet in Updates / Handouts, so you're free to get started on it. Looking forward to your strong finish! -Dr. Reynolds

Please select a choice

Outcome (or Dependent) Variable

Writing

100%

10%

Nominal

Moderator variable

Section 2: Testing Assumptions

Now, let’s talk about assumptions. I won’t lie: Assumptions are a bit of a pain in the neck. I’d love to be able to do these tests without having to worry about whether certain assumptions are satisfied. But there’s no getting around them. From a learning perspective, assumptions are important because if we understand the concepts behind the tests, then we should know why those assumptions matter. As for the article, it didn’t contain any notations on how the researchers dealt with assumptions. Fortunately, that shouldn’t be a problem for us because we know the researchers did an ANOVA and we learned about the assumptions for those. It turns out that ANOVAs require independence of observations, the outcome (or dependent) variable must be quantitative and normally distributed, and there must be homogeneity of variance. Of course, you’ll recognize these from t-tests, which makes sense because ANOVA is really just a way of doing t-testing without compounding the risk of Type I error. The rest of the assumptions are not required for a One-Way ANOVA. It goes without saying, obviously, that the numbers should never look pretty in pink font: that’s a big no-no in scholarly writing. From what I can tell, you made at least one error in this section. You’ll want to compare your worksheet with the answers I just put in this feedback, figure out where you went wrong, and then make sure you’re locked and loaded for the next assignment which turns out to be about what? You guessed it: ANOVA!

Ordinal

Mediator variable

COMMENTS

Ratio

Assumptions

Select 'Yes' for each assumption that needs to be satisfied when conducting the main test (the ONE-WAY ANOVA) featured in the article

Hi , Congratulations on a well-earned victory! You did a marvelous job on this!!! Let’s think about what this means. You’ve now parsed a real, honest-to-goodness research article into its statistical and conceptual components. Not bad for a few weeks of statistics work, huh? Here are some more specific comments: In any study involving a t-test or One-Way ANOVA, we are always testing to see if one variable has an effect on another. That’s the whole reason for doing these types of studies and tests. So, if you wanted to do one of these tests, what’s the first thing you’d do? Figure out which variable you believe will have an effect on the other. Well, that’s what you were (sort of) asked to do in this assignment. In this case, you had to figure out which variable the researchers considered to be the predictor (or independent) variable, and which they considered to be the outcome (or dependent) variable. Think of this as your ‘ticket to ride,’ so to speak: You can’t really evaluate what’s happening in the article if you don’t know which variable is being tested for an effect on which other. I noticed at least one error in your answers so this is something you’re just going to have to buckle down and figure out. Either you selected the incorrect answer(s) in the drop-down or something is missing from your learning. I would figure this out before you hit the final assignment for sure. Scale of measurement for one of these variables could be tricky, which is why I gave full credit for reasonable answers. That said, there were some unreasonable ones among your choices, so you did have to think this through and figure out which would be reasonable, particularly for the Reading Comprehension variable. The “Presence of Music” variable was fairly straightforward: That had to be nominal. No, it can’t be ordinal. If you have any doubt of this, just check out a number of Web sites that list “yes / no” as a nominal variable (what I’m trying to hint at here is that if you understood that “Presence of Music” has the values of “yes” or “no,” then this was a fairly straightforward scale of measurement to knock out). I also pushed hard in my comments on previous work to make sure you understood the predictor for a t-test as a nominal variable (see? There's always method to the madness). As for Reading Comprehension, that was the tricky one. I could see arguments for Ratio or Interval, so you know what? I took both! If you were able to understand that we were dealing with a quantitative variable, then you were on the right track so I gave you credit. But something must have gone wrong because I noticed you misidentified at least one of these scales of measurement. I would take a look at the feedback I just provided, study the variable types again, and see if you can make sure these concepts are yours. Okay, as for sample size, this one should have been a piece of cake, as it comes directly from the article. Either you just selected the wrong choice from the drop-down by accident, or something went wrong. I would recheck the article and see where things went a little sideways. Now, let’s talk about assumptions. I won’t lie: Assumptions are a bit of a pain in the neck. I’d love to be able to do these tests without having to worry about whether certain assumptions are satisfied. But there’s no getting around them. From a learning perspective, assumptions are important because if we understand the concepts behind the tests, then we should know why those assumptions matter. As for the article, it didn’t contain any notations on how the researchers dealt with assumptions. Fortunately, that shouldn’t be a problem for us because we know the researchers did an ANOVA and we learned about the assumptions for those. It turns out that ANOVAs require independence of observations, the outcome (or dependent) variable must be quantitative and normally distributed, and there must be homogeneity of variance. Of course, you’ll recognize these from t-tests, which makes sense because ANOVA is really just a way of doing t-testing without compounding the risk of Type I error. The rest of the assumptions are not required for a One-Way ANOVA. It goes without saying, obviously, that the numbers should never look pretty in pink font: that’s a big no-no in scholarly writing. From what I can tell, you made at least one error in this section. You’ll want to compare your worksheet with the answers I just put in this feedback, figure out where you went wrong, and then make sure you’re locked and loaded for the next assignment which turns out to be about what? You guessed it: ANOVA! At this point in the course, you should have a pretty solid sense of how to state a research question, null hypothesis, alternative hypothesis, and alpha level. Having read the article, you should also have a good handle on how each of those plays out in this specific case. As the worksheet emphasized repeatedly, you are asked to analyze the primary effect in this study which is whether there’s an effect of lyrical music on reading comprehension scores for junior high school students. The null hypothesis is that there’s no effect. The alternative is that there is. As for alpha level (and as the worksheet pointed out), none was specified in the article but you could either have figured it out from the way the article talked about the threshold of significance, OR you could have just listed the alpha level that’s most customarily used. That alpha level is, of course, .05. At least one of these elements was incorrect in your worksheet so you’ll want to dive back into the material to make sense you’ve got this locked down. Onto the next section . . . F value (193.6), p-value (.001), and Degrees of freedom (1,332) were plainly spelled out in the article. How plainly were they spelled out? Pretty much as I spelled them out in the worksheet. As for effect size (0.61), I pointed you to the table. All you had to do was pull the right effect size from the article, compare it to that table, and then look through the answer choices in the worksheet. The answer was literally in the question. Finally, as for the question about whether the null should have been rejected (answer = yes), that should have been feasible to figure out IF you understand how null hypothesis testing works, if you’d studied the article and understood it, and if you’d worked to understand the principles of one-way ANOVA. Those are a lot of IFs so if they didn’t all come together, please jump on them now before you hit the next assignment. My review of your worksheet shows at least one thing went wrong in this section, so I would do some review. The last part required a touch of critical thinking but more just good ol’ fashioned reading skills than anything else. The strength and limitation were pulled directly from the article. The strength answer should have been "All of the above." and the limitation should have been, "The researchers didn't test for reading and attentional ability." If you’re in doubt, just check the article. The main conclusion could be derived with a little bit of logic grounded in the work you did in the null hypothesis testing section of the assignment, combined with a good reading of the article. I did see at least one incorrect answer in this section, so you might want to backtrack and see where you might have been misled. Onward and upward -- one assignment to go -- this one, as you know, is due June 17 at 5 pm CST. Both a worksheet AND a Word doc (DAA) are required for this one. I've posted the worksheet in Updates / Handouts, so you're free to get started on it. Looking forward to your strong finish! -Dr. Reynolds

Interval

Please select a choice

Independence of observations

Please select a choice

Yes

Supercilious

Is there an effect of reading comprehension on lyrical music response in jr. high school students?

Outcome (or dependent) variable is quantitative and normally distributed

Please select a choice

Yes

Is there an effect of lyrical music on gender identification for adolescents?

Homogeneity of variance

Please select a choice

Yes

Is there an effect of lyrical music on reading comprehension for jr. high school students?

Variables are linearly related

Please select a choice

Is there an effect of reading comprehension on math skills in jr. high school students?

The numbers look pretty in pink font

Please select a choice

Presence of bivariate outliers

Please select a choice

There is an effect of reading comprehension on math skills in jr. high school students.

There is no effect of lyrical music on reading comprehension for jr. high school students.

Section 3: Research Question, Hypotheses, Alpha Level

There is an effect of lyrical music on reading comprehension for jr. high school students.

At this point in the course, you should have a pretty solid sense of how to state a research question, null hypothesis, alternative hypothesis, and alpha level. Having read the article, you should also have a good handle on how each of those plays out in this specific case. As the worksheet emphasized repeatedly, you are asked to analyze the primary effect in this study which is whether there’s an effect of lyrical music on reading comprehension scores for junior high school students. The null hypothesis is that there’s no effect. The alternative is that there is. As for alpha level (and as the worksheet pointed out), none was specified in the article but you could either have figured it out from the way the article talked about the threshold of significance, OR you could have just listed the alpha level that’s most customarily used. That alpha level is, of course, .05. At least one of these elements was incorrect in your worksheet so you’ll want to dive back into the material to make sense you’ve got this locked down.

There is no correlation between male and female students.

Articulate a research question relevant to the main statistical test

Please select a choice

Is there an effect of lyrical music on reading comprehension for jr. high school students?

Please select a choice

Articulate the null hypothesis

Please select a choice

There is no effect of lyrical music on reading comprehension for jr. high school students.

72 (but with no striation)

Please select a choice

Articulate the alternative hypothesis

Please select a choice

There is an effect of lyrical music on reading comprehension for jr. high school students.

334

There is an effect of lyrical music on reading comprehension for jr. high school students.

Specify the alpha level

Please select a choice

0.05

420

There is a difference in GPA based on school location.

Unknown

There is an effect of reading comprehension on math skills in jr. high school students.

Section 4: Results and Interpretation

There is no effect of lyrical music on reading comprehension for jr. high school students.

Onto the next section . . . F value (193.6), p-value (.001), and Degrees of freedom (1,332) were plainly spelled out in the article. How plainly were they spelled out? Pretty much as I spelled them out in the worksheet. As for effect size (0.61), I pointed you to the table. All you had to do was pull the right effect size from the article, compare it to that table, and then look through the answer choices in the worksheet. The answer was literally in the question. Finally, as for the question about whether the null should have been rejected (answer = yes), that should have been feasible to figure out IF you understand how null hypothesis testing works, if you’d studied the article and understood it, and if you’d worked to understand the principles of one-way ANOVA. Those are a lot of IFs so if they didn’t all come together, please jump on them now before you hit the next assignment. My review of your worksheet shows at least one thing went wrong in this section, so I would do some review.

Please select a choice

Yes

It cannot evaluate the means between more than 2 groups.

F value =

193.6

It doesn't require assumptions to be satisfied before we can use it.

p-value =

0.001

Not Applicable

It can evaluate whether there's a statistically significant difference between 2 groups.

effect size (eta2) =

0.00

0.61 or .37

It can predict the required sample size for a follow-up study.

Degrees of freedom =

Please select a choice

(1,332)

Is the effect size big or small? Use Table 5.2 in Warner (2013) to help you.

Please select a choice

It's extremely large, exceeding the highest value of .5 in Table 5.2 of the text.

It's small. It shows up at the lower end of the table in Warner's textbook.

Please select a choice

Based on the results of the ANOVA, should the null hypothesis be rejected?

Please select a choice

Yes

Does the previous GPA correlate with the number of correct final exam scores?

It cannot evaluate the means between more than 2 groups.

Does gender correlate with previous GPA?

It can evaluate the means between more than 2 groups.

Do the final exam scores correlate with the geographical areas?

It can evaluate whether there's a statistically significant difference between 2 groups.

The last part required a touch of critical thinking but more just good ol’ fashioned reading skills than anything else. The strength and limitation were pulled directly from the article. The strength answer should have been "All of the above." and the limitation should have been, "The researchers didn't test for reading and attentional ability." If you’re in doubt, just check the article. The main conclusion could be derived with a little bit of logic grounded in the work you did in the null hypothesis testing section of the assignment, combined with a good reading of the article. I did see at least one incorrect answer in this section, so you might want to backtrack and see where you might have been misled.

Does socioeconomic status correlate with the final exam scores?

It can predict the required sample size for a follow-up study.

Section 5: Conclusion

Please select a choice

nullhyp

What is the primary conclusion that can be drawn from the main test in this study?

Please select a choice

Lyrical music has an effect on reading comprehension for adolescents.

Previous GPA does not correlate with the number of correct final exam scores.

What was a strength of the study as reported in the article?

Please select a choice

All of the above.

Gender does not correlate with the previous GPA.

What is the main limitation of the study as reported in the article?

Please select a choice

The researchers didn't test for reading and attentional ability.

The previous GPA correlates with the number of correct final exam scores.

Gender correlates with the previous GPA.

Please select a choice

althyp

The previous GPA correlates with the number of correct final exam scores.

Gender correlates with the previous GPA.

The previous GPA does not correlate with the number of correct final exam scores.

Please select a choice

0.50

0.00

Please select a choice

0.05

Gender/GPA

0.50

Gender/Final

0.90

Gender/Total

0.00

GPA/Final

GPA/Total

Final/Total

Please select a choice

Gender/GPA

Gender/Final

GPA/Final

GPA/Total

Final/Total

Please select a choice

(1,332)

(2,333)

(13,32)

18.72 ~ 19.4

Cannot be Determined

Please select a choice

Reading comprehension is different for males vs. females.

Lyrical music has an effect on reading comprehension for adolescents.

Daniel Powter's Bad Day has the strongest effect on reading comprehension.

Point biserial correlations showed no effect of reading comprehension on gender bias.

Results were inconclusive. More work needs to be done.

Please select a choice

It added to the literature of a topic for which conflicting findings have emerged.

It made use of a population that isn't well represented in the literature.

The researchers chose music that would appeal to the participants.

All of the above.

None of the above.

Please select a choice

The researchers used a one-way ANOVA but should have used a histogram instead.

The researchers didn't test for reading and attentional ability.

It made use of a population that isn't well represented in the literature.

The researchers did not use SPSS.

All of the above.

Please select a choice

strongcorr

Strong positive

Strong negative

Weak negative

Weak positive

Please select a choice

evallp

It can evaluate whether there is a relationship between 2 variables.

It can evaluate whether one of the variables causes another variable.

It can evaluate whether the sample size needs to be larger.

It can evaluate whether there is a relationship between homoscedacity and homogeneity.

Please select a choice

astudio

It cannot evaluate whether there is a relationship between 2 variables.

It cannot evaluate whether one of the variables causes another variable.

It can evaluate whether the sample size needs to be larger.

It can evaluate whether there is a relationship between homoscedacity and homogeneity.

Please select a choice

It's extremely large, exceeding the highest value of .5 in Table 5.2 of the text.

It's big but still under the max in Table 5.2 of Warner's textbook.

It's small. It shows up at the lower end of the table in Warner's textbook.

We can't determine this.