Walden University Week 5 Evaluating Significance of Findings Analysis Paper

Walden University Week 5 Evaluating Significance of Findings Analysis Paper

Walden University Week 5 Evaluating Significance of Findings Analysis Paper

Assignment: Evaluating Significance of Findings

Part of your task as a scholar-practitioner is to act as a critical consumer of research and ask informed questions of published material. Sometimes, claims are made that do not match the results of the analysis. Unfortunately, this is why statistics is sometimes unfairly associated with telling lies. These misalignments might not be solely attributable to statistical nonsense, but also “user error.” One of the greatest areas of user error is within the practice of hypothesis testing and interpreting statistical significance. As you continue to consume research, be sure and read everything with a critical eye and call out statements that do not match the results.

For this Assignment, you will examine statistical significance and meaningfulness based on sample statements.

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To prepare for this Assignment:

  • Review the Week 5 Scenarios found in this week’s Learning Resources and select two of the four scenarios for this Assignment.
  • For additional support, review the Skill Builder: Evaluating P Values and the Skill Builder: Statistical Power, which you can find by navigating back to your Blackboard Course Home Page. From there, locate the Skill Builder link in the left navigation pane.

For this Assignment:

Critically evaluate the two scenarios you selected based upon the following points:

  • Critically evaluate the sample size.
  • Critically evaluate the statements for meaningfulness.
  • Critically evaluate the statements for statistical significance.
  • Based on your evaluation, provide an explanation of the implications for social change.

Use proper APA format and citations, and referencing.

 

 

UNFORMATTED ATTACHMENT PREVIEW

Week 5 Scenarios 1. The p-value was slightly above conventional threshold, but was described as “rapidly approaching significance” (i.e., p =.06). An independent samples t test was used to determine whether student satisfaction levels in a quantitative reasoning course differed between the traditional classroom and on-line environments. The samples consisted of students in four face-to-face classes at a traditional state university (n = 65) and four online classes offered at the same university (n = 69). Students reported their level of satisfaction on a fivepoint scale, with higher values indicating higher levels of satisfaction. Since the study was exploratory in nature, levels of significance were relaxed to the .10 level. The test was significant t(132) = 1.8, p = .074, wherein students in the face-to-face class reported lower levels of