Discuss the conclusions of the one-way ANOVA as it relates to the research question. Conclude with an analysis of the strengths and limitations of one-way ANOVA.

/in /by

One-Way ANOVA

As with your previous assignments, you will complete this assignment with the DAA Template. Links to additional resources are available in the Resources area.

Reminder: The format of this SPSS assignment should be narrative with supporting statistical output (table and graphs) integrated into the text in the appropriate places (not all at the end of the document).

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

  • section
  • quiz3

Step 1: Write Section 1 of the DAA.

  • Provide the 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 one-way ANOVA.
  • Paste the SPSS histogram output for quiz3 and discuss your visual interpretations.
  • Paste SPSS descriptives output showing skewness and kurtosis values for quiz3 and interpret them.
  • Paste SPSS output for the Shapiro-Wilk test of quiz3 and interpret it.
  • Report the results of the Levene test and interpret it.
  • Summarize whether or not the assumptions of the one-way ANOVA are met.

Step 3: Write Section 3 of the DAA.

  • Specify a research question related to the one-way ANOVA.
  • Articulate the null hypothesis and alternative hypothesis.
  • Specify the alpha level.

Step 4: Write Section 4 of the DAA.

  • Begin by pasting SPSS output of the means plot and providing an interpretation.
  • Also report the means and standard deviations of quiz3 for each level of the section variable.
  • Next, paste the SPSS ANOVA output and report the results of the F test, including:
    • Degrees of freedom.
    • F value.
    • p value.
    • Calculated effect size.
    • Interpretation of the effect size.
  • Finally, if the omnibus F is significant, provide the SPSS post-hoc (Tukey HSD) output.
    • Interpret the post-hoc tests.

Step 5: Write Section 5 of the DAA.

  • Discuss the conclusions of the one-way ANOVA as it relates to the research question.
  • Conclude with an analysis of the strengths and limitations of one-way ANOVA.

Submit your DAA Template as an attached Word document in the assignment area.

Note: Your instructor may also use the Writing Feedback Tool to provide feedback on your writing. In the tool, click the linked resources for helpful writing information.

Resources

  • One-Way ANOVA Scoring Guide.
  • DAA Template [DOCX].
  • SPSS Data Analysis Report Guidelines.
  • Copy/Export Output Instructions.
  • APA Style and Format.
  • Writing Feedback Tool.
  • IBM SPSS Step-by-Step Guide: One-Way ANOVA [DOC].

Introduction – Purpose: Writer’s purpose or central argument is readily apparent to the reader. Identify the social movement that will be presented by its name and capture attention linking the social movement with the class topics. 

/in /by
  1. 1. Introduction – Purpose: Writer’s purpose or central argument is readily apparent to the reader. Identify the social movement that will be presented by its name and capture attention linking the social movement with the class topics.

    2. Content: Presentation of relevant and legitimate information clearly supports a central purpose or argument and shows a thoughtful, in-depth analysis of a significant topic. Reader gains important insights. Student addressed diverse perspective from a variety of sources to qualify analysis

    Information to include in the content:

    • Historic background of the movement.
    • Population serves
    • Characteristics of the population
    • Precursors
    • Strategies of the movement
    • Purpose and social role
    • Detractors
    • Implications for social justice
    • Relevance for social work profession
    • Future vision

    3. Organization: Ideas are arranged in a logical order to support the purpose or argument. They flow smoothly from one to another and are clearly linked to each other. Reader can easily follow the line of reasoning and transition topics with connecting arguments.

    4. Critical Thinking: Critiques context of the scholarly discourse in terms of the student’s assumptions. Position demonstrates ownership, identifies own position, presenting reflexive tone.

    5. Relevance: Presented the social movement strategies to reduce prejudice, categorization and oppression.

    6. Standards of cultural competence: Student presented concretes ideas on the role of social worker on working with clients served by the movement.

    7. Ethics and Values: Demonstrates a comprehensive grasp of concept related to ethics and values in social work.

    8. Demonstrates a command of the English language, including academic vocabulary, syntax, and flow of ideas. Spelling, punctuation

    9. Uses of APA style correctly.

    10. Draws conclusions based on research-based facts. Incorporates personal and professional point of view.

    NOTE: The work will be on essay and power point.

Find and include a passage of Scripture relating to integrity, honesty, or another related concept, and explain why it applies in the context of this situation and how it affects your response (required).

/in /by
  •   See attached Discussion Board Instructions and Grading RubricDiscussion Board Forum Prompts

    Discussion Board Forum 1: Handling Ethical Issues in Data Analysis (Module/Week 3)

    Preliminary Reading: So far you have studied ethical issues in the display of data (Nolan and Heinzen, Ch. 3), but the discipline of statistics is governed by ethical guidelines that cover other areas including data analysis, interpretation, and reporting. Read the following sources concerning ethics in working with data and statistics:

    1. Ethical Guidelines for Statistical Practice. (1999). Committee on Professional Ethics, American Statistical Association. (Required sections: Part I (“Preamble”), and Part II (Ethical Guidelines, Sections A, C, E, F, and G)

    2. Ethical Principles of Psychologists and Code of Conduct. (2010). American Psychological Association. (Required sections: Standard 5.01 and Standards 8.10 through 8.15)

    3. Kromrey, J.D. 1993. Ethics and data analysis. Educational Researcher, 22(4), p. 24–27. (Not required, but a highly recommended and related short article. Full text available through the Jerry Falwell Library)

    Scenario: Imagine you are working on a research paper with a partner. The two of you have been studying the effect of two types of therapy on combat-related PTSD symptoms, and your research hypothesis is that one treatment will be superior to the other. You have collected the data and are finished analyzing the numbers, and the results show that the treatments are not significantly different from one another in their effects. Though you are both disappointed, you yourself accept the results and are ready to start writing them up, when your research partner suggests going back and making some “small changes” to the data in order to try to make the preferred treatment look more successful. You have reviewed the ethical standards listed above and understand the expectation of integrity involved in research. After hearing your partner’s proposal, you decide to write him/her a letter in response.

    Thread Prompt: Write a professional letter to your partner responding to his/her suggestion to manipulate data.

    1.  Include supporting information from the 2 required sources listed in the reading (required), and any additional sources (optional). You may want to include the possible consequences of data manipulation in this particular field of study (PTSD).

    2. Find and include a passage of Scripture relating to integrity, honesty, or another related concept, and explain why it applies in the context of this situation and how it affects your response (required).

    3. Include current APA-style references at the bottom of the letter, in case your research partner wants to review the guidelines mentioned in your letter or find the verses you share (required).

Describe ways you agree and/or disagree with their strategies. How might you handle the situations presented in the article differently? Explain ways these strategies promote empowerment.

/in /by

Discussion1: Involuntary Group Members

Involuntary members have been ordered to attend a group in exchange for some reward. Many times, this is a result of judicial system intervention. Often, these members are not interested in participating and getting to know others. The clinical social worker must understand the potential issues or problems that arise within a group of involuntary members and ways to address these issues. It can be especially difficult to create a sense of empowerment when these members have been mandated to attend.

For this Discussion, pay particular attention to the Schimmel & Jacobs (2011) piece.

Post your description of the strategies for working with involuntary group members presented in the Schimmel & Jacobs (2011) article. Describe ways you agree and/or disagree with their strategies. How might you handle the situations presented in the article differently? Explain ways these strategies promote empowerment.

References (use 3 or more)

Toseland, R. W., & Rivas, R. F. (2017). An introduction to group work practice (8th ed.). Boston, MA: Pearson.

  • Chapter 7, “The Group Begins” (pp. 197–230)
  • Chapter 8, “Assessment” (pp. 230-263)

Yalom, I. D., & Leszcz, M. (2005). Theory and practice of group psychotherapy (5th ed.). New York, NY: Basic Books.

  • Chapter 13,      “Problem Group Members” (pp. 391–428)

Lietz, C. A. (2007). Strengths-based group practice: Three case studies. Social Work With Groups, 30(2), 73–87.

Schimmel, C. J., & Jacobs, E. (2011). When leaders are challenged: Dealing with involuntary members in groups. Journal for Specialists in Group Work, 36(2), 144–158.

Laureate Education. (Producer). (2013a). Bradley (Episode 1) [Video file]. In Sessions. Baltimore, MD: Producer. Retrieved from https://class.waldenu.edu

Discussion 2: Week 8 Blog

Refer to the topics covered in this week’s resources and incorporate them into your blog.

Post a blog post that includes:

· An explanation of potential challenges for evaluation during your field education experience

· An explanation of personal action plans you might take to address evaluation in your field education experience

References (use 2 or more)

Thyer, B. A. (2013). Evidence-based practice or evidence-guided practice: A rose by any other name would smell as sweet [Invited response to Gitterman & Knight’s “evidence-guided practice”]. Families in Society, 94(2), 79–84.

Wharton, T. C., & Bolland, K. A. (2012). Practitioner perspectives of evidence-based practice. Families in Society, 93(3), 157–164.