Urgnent 3
Discussion - Week 7
Quantitative Reasoning and Analysis (RSCH - 8201Z - 1)
Discussion - Week 7
Research Design for One-Way ANOVA
Student: Agha Bakht, [email protected]
Student ID # A00136458
Program: PhD in Management
Specialization: Leadership and Organizational Change
Faculty: Dr. Tom Spencer: [email protected]
Walden University
January 11, 2017
Hi Dr. Thomas Spencer,
Discussion - Week 7
Research Design for One-Way ANOVA
In response to discussion for the week 7, I used General Social Survey Data to construct a research questions and answered by ANOVA. In the day 3 posting please see below responses.
Q: 1 what is your research question?
There is a correlation between the Groups and within Groups. Sum of squares for Groups=474058.682, within Groups=743670.506 and Total=1217729.188.
Q: 2 what is the null hypothesis for your question?
In the research hypothesis there is a correlation between the Groups and within Groups. Sum of squares for Groups=474058.682, within Groups=743670.506 and Total=1217729.188. In the null hypothesis mean square relation is calculated between the group=118514.671 and within Groups=307.048.
Q: 3 what research design would align with this question?
A quantitative research method would be the ideal research design for this question, specifically because it is an analysis of the correlation between two variables (R's socioeconomic index (2010) and sei10.
Q: 4 what dependent variable was used and how is it measured?
R's socioeconomic index (2010).
Q: 5 what independent variable is used and how is it measured?
sei10.
Q: 6 if you found significance, what is the strength of the effect?
The significance level is .000, which is well below ONEWAY sei10 BY degree
/MISSING ANALYSIS/POSTHOC=BONFERRONI GH ALPHA (0.05).
Q: 7 explain your results for a lay audience and further explain what the answer is to your research question.
Based upon the post hoc test it is determined that we have to reject our null hypothesis that Bonferroni and Games-Howell
|
HIGH SCHOOL |
LT HIGH SCHOOL |
10.6923* |
1.1432 |
.000 |
|
|
JUNIOR COLLEGE |
-9.2956* |
1.3924 |
.000 |
|
|
BACHELOR |
-21.7874* |
.9580 |
.000 |
|
|
GRADUATE |
-35.5267* |
1.1732 |
.000 |
GET
FILE='D:\Walden_RSCH-820Z-1\Assignment\GSS2014_agha bakht_8210 (1).sav'.
DATASET NAME DataSet1 WINDOW=FRONT.
ONEWAY sei10 BY degree
/MISSING ANALYSIS.
Oneway
[DataSet1] D:\Walden_RSCH-820Z-1\Assignment\GSS2014_agha bakht_8210 (1).sav
|
ANOVA |
|||||
|
R's socioeconomic index (2010) |
|||||
|
|
Sum of Squares |
df |
Mean Square |
F |
Sig. |
|
Between Groups |
474058.682 |
4 |
118514.671 |
385.981 |
.000 |
|
Within Groups |
743670.506 |
2422 |
307.048 |
|
|
|
Total |
1217729.188 |
2426 |
|
|
|
ONEWAY sei10 BY degree
/MISSING ANALYSIS
/POSTHOC=BONFERRONI GH ALPHA(0.05).
Oneway
|
ANOVA |
|||||
|
R's socioeconomic index (2010) |
|||||
|
|
Sum of Squares |
df |
Mean Square |
F |
Sig. |
|
Between Groups |
474058.682 |
4 |
118514.671 |
385.981 |
.000 |
|
Within Groups |
743670.506 |
2422 |
307.048 |
|
|
|
Total |
1217729.188 |
2426 |
|
|
|
Post Hoc Tests
|
Multiple Comparisons |
|||||||
|
Dependent Variable: R's socioeconomic index (2010) |
|||||||
|
|
(I) RS HIGHEST DEGREE |
(J) RS HIGHEST DEGREE |
Mean Difference (I-J) |
Std. Error |
Sig. |
95% Confidence Interval |
|
|
|
|
|
|
|
|
Lower Bound |
Upper Bound |
|
Bonferroni |
LT HIGH SCHOOL |
HIGH SCHOOL |
-10.6923* |
1.1432 |
.000 |
-13.904 |
-7.480 |
|
|
|
JUNIOR COLLEGE |
-19.9879* |
1.6560 |
.000 |
-24.640 |
-15.335 |
|
|
|
BACHELOR |
-32.4796* |
1.3119 |
.000 |
-36.166 |
-28.794 |
|
|
|
GRADUATE |
-46.2190* |
1.4764 |
.000 |
-50.367 |
-42.071 |
|
|
HIGH SCHOOL |
LT HIGH SCHOOL |
10.6923* |
1.1432 |
.000 |
7.480 |
13.904 |
|
|
|
JUNIOR COLLEGE |
-9.2956* |
1.3924 |
.000 |
-13.208 |
-5.383 |
|
|
|
BACHELOR |
-21.7874* |
.9580 |
.000 |
-24.479 |
-19.096 |
|
|
|
GRADUATE |
-35.5267* |
1.1732 |
.000 |
-38.823 |
-32.230 |
|
|
JUNIOR COLLEGE |
LT HIGH SCHOOL |
19.9879* |
1.6560 |
.000 |
15.335 |
24.640 |
|
|
|
HIGH SCHOOL |
9.2956* |
1.3924 |
.000 |
5.383 |
13.208 |
|
|
|
BACHELOR |
-12.4918* |
1.5340 |
.000 |
-16.802 |
-8.182 |
|
|
|
GRADUATE |
-26.2311* |
1.6768 |
.000 |
-30.942 |
-21.520 |
|
|
BACHELOR |
LT HIGH SCHOOL |
32.4796* |
1.3119 |
.000 |
28.794 |
36.166 |
|
|
|
HIGH SCHOOL |
21.7874* |
.9580 |
.000 |
19.096 |
24.479 |
|
|
|
JUNIOR COLLEGE |
12.4918* |
1.5340 |
.000 |
8.182 |
16.802 |
|
|
|
GRADUATE |
-13.7394* |
1.3382 |
.000 |
-17.499 |
-9.980 |
|
|
GRADUATE |
LT HIGH SCHOOL |
46.2190* |
1.4764 |
.000 |
42.071 |
50.367 |
|
|
|
HIGH SCHOOL |
35.5267* |
1.1732 |
.000 |
32.230 |
38.823 |
|
|
|
JUNIOR COLLEGE |
26.2311* |
1.6768 |
.000 |
21.520 |
30.942 |
|
|
|
BACHELOR |
13.7394* |
1.3382 |
.000 |
9.980 |
17.499 |
|
Games-Howell |
LT HIGH SCHOOL |
HIGH SCHOOL |
-10.6923* |
.9292 |
.000 |
-13.235 |
-8.149 |
|
|
|
JUNIOR COLLEGE |
-19.9879* |
1.6288 |
.000 |
-24.459 |
-15.517 |
|
|
|
BACHELOR |
-32.4796* |
1.2173 |
.000 |
-35.808 |
-29.151 |
|
|
|
GRADUATE |
-46.2190* |
1.2495 |
.000 |
-49.639 |
-42.799 |
|
|
HIGH SCHOOL |
LT HIGH SCHOOL |
10.6923* |
.9292 |
.000 |
8.149 |
13.235 |
|
|
|
JUNIOR COLLEGE |
-9.2956* |
1.5125 |
.000 |
-13.455 |
-5.137 |
|
|
|
BACHELOR |
-21.7874* |
1.0566 |
.000 |
-24.677 |
-18.898 |
|
|
|
GRADUATE |
-35.5267* |
1.0936 |
.000 |
-38.523 |
-32.531 |
|
|
JUNIOR COLLEGE |
LT HIGH SCHOOL |
19.9879* |
1.6288 |
.000 |
15.517 |
24.459 |
|
|
|
HIGH SCHOOL |
9.2956* |
1.5125 |
.000 |
5.137 |
13.455 |
|
|
|
BACHELOR |
-12.4918* |
1.7047 |
.000 |
-17.167 |
-7.817 |
|
|
|
GRADUATE |
-26.2311* |
1.7279 |
.000 |
-30.970 |
-21.492 |
|
|
BACHELOR |
LT HIGH SCHOOL |
32.4796* |
1.2173 |
.000 |
29.151 |
35.808 |
|
|
|
HIGH SCHOOL |
21.7874* |
1.0566 |
.000 |
18.898 |
24.677 |
|
|
|
JUNIOR COLLEGE |
12.4918* |
1.7047 |
.000 |
7.817 |
17.167 |
|
|
|
GRADUATE |
-13.7394* |
1.3470 |
.000 |
-17.424 |
-10.055 |
|
|
GRADUATE |
LT HIGH SCHOOL |
46.2190* |
1.2495 |
.000 |
42.799 |
49.639 |
|
|
|
HIGH SCHOOL |
35.5267* |
1.0936 |
.000 |
32.531 |
38.523 |
|
|
|
JUNIOR COLLEGE |
26.2311* |
1.7279 |
.000 |
21.492 |
30.970 |
|
|
|
BACHELOR |
13.7394* |
1.3470 |
.000 |
10.055 |
17.424 |
|
*. The mean difference is significant at the 0.05 level. |
Summary
In Week 6, I gained an understanding of how t tests can assist with determining whether differences exist between samples. The t test has significant utility in hypothesis testing, but its inherent weakness is that it cannot compare more than two groups in one test. As a social researcher, I often have multiple samples/groups to compare. For instance, I might want to test for differences in socioeconomic status across racial identity, determine which educational intervention has the greatest potential across different treatment groups, or determine whether there are differences in disease risk factors across levels of education attainment. These are all examples where you likely have three or more groups that I want to compare. To perform this task, we call upon the one-way ANOVA.
References:
Frankfort-Nachmias, C., & Leon-Guerrero, A. (2015). Social statistics for a diverse society (7th
ed.). Thousand Oaks, CA: Sage Publications.
Wagner, W. E. (2016). Using IBM® SPSS® statistics for research methods and social science
Statistics (6th ed.). Thousand Oaks, CA: Sage Publications.
Walden University Library. (n.d.). Course Guide and Assignment Help for RSCH 8210.
Retrieved from http://academicguides.waldenu.edu/rsch8210
Datasets
Document: Data Set 2014 General Social Survey (dataset file)
Use this dataset to complete this week’s Discussion.
Note: You will need the SPSS software to open this dataset.
Document: Data Set Afrobarometer (dataset file)
Use this dataset to complete this week’s Assignment.
Note: You will need the SPSS software to open this dataset.
Document: High School Longitudinal Study 2009 Dataset (dataset file)
Use this dataset to complete this week’s Assignment.
Note: You will need the SPSS software to open this dataset.
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