Discussion: Research Design And T Tests: How Are They Connected?
Whether in a scholarly or practitioner setting, good research and data analysis should have the benefit of peer feedback. For this Discussion, you will perform an article critique on t tests. Be sure and remember that the goal is to obtain constructive feedback to improve the research and its interpretation, so please view this as an opportunity to learn from one another.
To prepare for this Discussion:
- Review the Learning Resources and the media programs related to t tests.
- Search for and select a quantitative article specific to your discipline and related to t tests. Help with this task may be found in the Course guide and assignment help linked in this week’s Learning Resources. Also, you can use as a guide the Research Design Alignment Table located in this week’s Learning Resources
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Order Paper NowWrite a 3- to 5-paragraph critique of the article. In your critique, include responses to the following:
- Which is the research design used by the authors?
- Why did the authors use this t test?
- Do you think it’s the most appropriate choice? Why or why not?
- Did the authors display the data?
- Do the results stand alone? Why or why not?
- Did the authors report effect size? If yes, is this meaningful?
Be sure to support your Main Post and Response Post with reference to the week’s Learning Resources and other scholarly evidence in APA Style.
Required Readings
Frankfort-Nachmias, C., Leon-Guerrero, A., & Davis, G. (2020). Social statistics for a diverse society (9th ed.). Thousand Oaks, CA: Sage Publications.
Chapter 8, “Testing Hypothesis” (pp. 243-279)
Wagner, III, W. E. (2020). Using IBM® SPSS® statistics for research methods and social science statistics (7th ed.). Thousand Oaks, CA: Sage Publications.
Chapter 6, “Testing Hypotheses Using Means and Cross-Tabulation” (previously read in Week 5)
Chapter 11, “Editing Output” (previously read in Week 2, 3, and 4)
https://academicguides.waldenu.edu/rsch8210r
Article is attached
Rubric Detail – Blackboard Learn
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Excellent Good Fair Poor
Discussion Posting Content
7.2 (36%) – 8 (40%)
Discussion posting demonstrates an excellent understanding of all of the concepts and key points presented in the text(s) and Learning Resources. Posting provides significant detail (including multiple relevant examples), evidence from the readings and other scholarly sources, and discerning ideas.
6.4 (32%) – 7.1 (35.5%)
Discussion posting demonstrates a good understanding of most of the concepts and key points presented in the text(s) and Learning Resources. Posting provides moderate detail (including at least one pertinent example), evidence from the readings and other scholarly sources, and discerning ideas.
5.6 (28%) – 6.3 (31.5%)
Discussion posting demonstrates a fair understanding of the concepts and key points as presented in the text(s) and Learning Resources. Posting may be lacking or incorrect in some area, or in detail and specificity, and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.
0 (0%) – 5.5 (27.5%)
Discussion posting demonstrates poor or no understanding of the concepts and key points of the text(s) and Learning Resources. Posting is incorrect and/or shallow, and/or does not include any pertinent examples or provide sufficient evidence from the readings.
Peer Feedback and Interaction
7.2 (36%) – 8 (40%)
Response posting is excellent and fully contributes to the quality of interaction by offering substantive
6.4 (32%) – 7.1 (35.5%)
Response posting is good and partially contributes to the quality of interaction by
5.6 (28%) – 6.3 (31.5%)
Response posting is fair and partially contributes to the quality of interaction but offers insufficient
0 (0%) – 5.5 (27.5%)
Student does not interact with peers (0 points) or the response posting does not contribute to the
Name: RSCH_8210_Week6_Discussion_Rubric
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Rubric Detail – Blackboard Learn
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constructive critiques, suggestions, in- depth questions, additional resources, and stimulating thoughts and/or probes that draw from the readings and other scholarly sources.
offering adequate constructive critiques, suggestions, in- depth questions, additional resources, and stimulating thoughts and/or probes that draw from the readings and other scholarly sources.
constructive critiques or suggestions, shallow questions, or provides poor quality additional resources.
quality of interaction by offering any constructive critiques, suggestions, questions, or additional resources.
Writing 3.6 (18%) – 4 (20%) Postings are well organized, use scholarly tone, contain original writing and proper paraphrasing, follow APA Style, contain very few or no writing and/or spelling errors, and are fully consistent with graduate- level writing style.
3.2 (16%) – 3.5 (17.5%)
Postings are mostly consistent with graduate- level writing style. Postings may have some small organization, scholarly tone, writing, or APA Style issues, and/or may contain a few writing and spelling errors.
2.8 (14%) – 3.1 (15.5%)
Postings are somewhat below graduate-level writing style. Postings may be lacking in organization, scholarly tone, APA Style, and/or contain many writing and/or spelling errors, or show moderate reliance on quoting versus original writing and paraphrasing.
0 (0%) – 2.7 (13.5%)
ostings are well below graduate- level writing style expectations for organization, scholarly tone, APA Style, and writing, or show heavy reliance on quoting.
Total Points: 20
Name: RSCH_8210_Week6_Discussion_Rubric
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- Rubric Detail – Blackboard Learn
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