Benchmark – Analyzing and Reporting Data

Benchmark – Analyzing and Reporting Data

Benchmark – Analyzing and Reporting Data


In public health, data are  often gathered from separate groups in order to describe health-related  behavior for a topic of interest. In practice, a larger sample is often  surveyed, and then focus groups or interviews can be conducted with a  smaller subset of the sample. The quantitative survey data from a larger  group helps to identify health-related trends and patterns within the  sample group. The qualitative data collected with the smaller group  complements the quantitative survey data and helps to determine why and  how a phenomenon exists. The cumulative findings can then help public  health professionals form a conclusion about the health issue and inform  future public health research, policy, and practice. Benchmark – Analyzing and Reporting Data


The purpose  of this assignment is to analyze qualitative and quantitative data from  two separate groups, propose a research question, and then disseminate  your findings in a mixed-methods manuscript. The survey and focus group  are both on the topic of nutrition. The quantitative data is adapted  from the Youth Risk Behavior Surveillance System (YRBSS), and the  qualitative data is from a focus group transcript in which 9th grade  girls discussed healthy eating. Benchmark – Analyzing and Reporting Data

For this assignment, you will use:

  1. IBM  SPSS Statistics and the “Youth Risk Behavior Surveillance System  Dataset” to conduct a basic quantitative statistical analysis.
  2. The “9th Grade Girls Healthy Food Focus Group Transcription” to conduct a qualitative analysis and identify key themes.

Part 1: Analyzing Data

Using  the resources indicated above, conduct the following analyses and  record the results on the “Results and Outputs” template. Attach this  document as an Appendix in your paper.

Qualitative Analysis: Read  the “9th Grade Girls Healthy Food Focus Group Transcription.” This  transcript is from a focus group of 9th grade girls discussing healthy  eating with the moderator. Generate codes and summarize the qualitative  data.

Quantitative Analysis: 

  1. Review  the “Youth Risk Behavior Surveillance System Dataset.” Identify two or  three variables of interest and identify a study topic for your paper.  Conduct a literature search for three to five peer-reviewed articles  from the last 5 years that have studies supporting your topic. Develop a  research question for your study based on the selected variables. The  research question should demonstrate support for the focus group results  and should be supported by existing literature.
  2. Prepare the data to complete the analysis based on your research question.
  3. Using SPSS, conduct descriptive statistics to summarize the sample.
  4. Using SPSS, select an appropriate quantitative inferential statistical test to analyze the data.

Part 2: Reporting Data

Prepare  a 1,250-1,500 word manuscript to disseminate the findings of your  proposed study. The study should be based on your proposed research  question and supported by the findings from the qualitative and  quantitative analyses above, as well as by current literature. Include  the following:


  1. A 150-250 word summary of the manuscript.


  1. Summarize the purpose of the research, the problem being addressed, and your proposed research question.
  2. Support  your summary using three to five peer-reviewed articles from the last 5  years that are relevant to your topic and that support why the study is  being conducted.


Qualitative Methods (Focus Group)

  1. Describe the focus group sample and data collection process.
  2. Describe the process used to analyze the qualitative data.

Quantitative Methods (YRBSS Survey)

  1. Discuss how the data were collected.
  2. Identify and describe the variables used in the analysis.
  3. Describe the descriptive and inferential statistical tests that were conducted.
  4. Identify the software that was used to conduct the analysis.


Qualitative Results (Focus Group)

  1. Summarize the results of the qualitative analysis from the “9th Grade Girls Healthy Food Focus Group Transcription.”

Quantitative Results (YRBSS Survey)

  1. Summarize the sample using the results of the descriptive statistics.
  2. Describe the main outcomes of the inferential statistical analysis.
  3. Include at least one table or figure to support the results.


  1. Interpret the study results in relation to the related literature and study purpose.
  2. Discuss the study limitations.
  3. Based on the interpreted results of the study, provide recommendations for future public health research, policy, or practice.


  1. “Results and Outputs” analysis document.

General Requirements

You  are required to cite to a minimum of three sources to complete this  assignment. Sources must be published within the last 5 years and  appropriate for the assignment criteria and public health content.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. Benchmark – Analyzing and Reporting Data

You are required to submit this assignment to LopesWrite.

Benchmark Information

This benchmark assignment assesses the following programmatic competencies:

Master Public Health

2.2Select quantitative and qualitative data collection methods appropriate for a given public health context.

2.3Analyze quantitative and qualitative data using biostatistics, informatics, computer-based programming, and software, as appropriate. 

2.4Interpret results of data analysis for public health research, policy, or practice.

MSN Public Health Nursing

6.3: Interpret results of data analysis for public health research, policy, or practice.


Review Chapter 16 in Using and Interpreting Statistics: A Practical Text for the Behavioral, Social, and Health Sciences.


View “Talk Nerdy to Me,” by Marshall (2012), located on the TED website. URL:

Read “Conducting High-Value Secondary Dataset Analysis: An Introductory Guide and Resources,” by Smith et al., from Journal of General Internal Medicine (2011). URL:

Read “Successful Scientific Writing and Publishing: A Step-by-Step Approach,” By Iskander, Wolicki, Leeb, and Siegel, from Tools and Techniques (2018), located on the Centers for Disease Control and Prevention (CDC) website. URL:

Read “The Belmont Report,” by the Department of Health, Education, and Welfare (1979), located on the U.S. Department of Health and Human Services (HHS) website. URL:

Read “IRB FAQs” on the IRB Institutional Review Board, located on the Grand Canyon University website. URL:

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    9th Grade Girls Healthy Food Focus Group Transcription


    ?(word)? Transcriber is unsure of accuracy of statement made by speaker.

    ( ) Empty parenthesis indicate the transcriber’s inability to hear what was said.

    [word] Brackets indicate sounds and emotions, e.g., laugh, hum, sneeze.

    {.} Short pause

    {…} Long pause

    … Ellipses indicate speaker’s trailing off at the end of a statement.

    P1= Participant 1

    P2= Participant 2

    P3= Participant 3

    P4= Participant 4

    P5= Participant 5



    M: For your homework, you all made a list of healthy foods that you like to eat. So, what did you put on your list? Just one at a time, yell out. Benchmark – Analyzing and Reporting Data

    P4: Pineapple.

    M: Pineapple. Anybody else put pineapple?

    ?P? ()

    P4: Me.

    M: Okay, so one more. Okay, okay so what else?

    ?P? Apples.

    P1: I was gonna put that but…

    M: How many people said apples?

    P2: 2

    P1: I was gonna but then my dad told me not to because I brought an apple so.

    M: [laughter] Okay so would you put it?

    P4: Um, strawberries.

    P1: I’m… woulda put it but…

    P4: Strawberries.

    P: ()

    M: Okay.

    P4: Mandarin oranges.

    M: Mandarin ooooh mandarin oranges are those in the can, or are they fresh?

    P4: Fresh.

    P: Fresh, without a doubt.

    P2: I put that too.

    M: And you eat them fresh also?

    P2: Yes.

    M: Anybody else put strawberries. I forgot to ask. Is there more than one? How many people had strawberries?

    M: Just one. Go ahead, I like strawberries. What else? What else…

    P2: Peaches.

    M: Well, this is Georgia.

    P4: I put peanut butter crackers. That’s not really…

    M: Peanut butter crackers.

    P1: That’s our first nonfruit.

    M: Peanut butter crackers is… healthy to you?

    P: ()

    P3: Tangerines.

    M: I’m sorry, what?

    P3: Tangerines.

    M: Okay and are those fresh are they in another… You eat them fresh?

    P3: Fresh.

    M: Okay.

    P4: Grapes.

    M: Grapes? What kind of grapes?

    P4: It doesn’t matter to me, I just like grapes.

    M: It doesn’t matter if it’s red, green, seedless, seeds.

    P2: Ugh, I hate seeds. ()

    P4: Grapes are grapes.

    M: All seedless, and grapes are grapes. Mmmk.

    P: I put…

    M: How many people like grapes? Unanimous. Okay, this is a grape group. Get it [laughter]? Okay, so um any other?

    P2: Uh huh, I put lettuce, just because sometimes I like to eat it.

    P1: Yeah.

    P2: Put it in school lunch in a little container, and I just eat it.

    M: So, they put it in school. What does it look like in a container in school lunch?

    P2: Um, it’s an open container that’s just like at least that big, and clear it’s like yeah, it’s clear, and they just put lettuce in it.

    P1: And you eat it. And it’s plastic?

    P2: Yeah, it’s plastic, and you can like crumple it.

    M: So, a little bit about the container makes it fun too, it sounds like. So, is it just lettuce or is there anything else in there?

    P: Tomatoes, but I don’t eat them.

    M: So, you don’t eat tomatoes?

    P2: Yeah.

    P1: And I put scoops of hummus.

    M: Ooo scoops of hummus. So how, how do you eat that?

    P1: Um, I put a chip and ?dump the chip in the hummus?

    M: Um with what kind of chip?

    P1: Um, the Tostitos. Just Tostitos. Whatever ()

    P2: I put pears because a lot of schools have pears.

    P1: Ew, I like fruit, but I don’t like pears that much.

    M:[coughing] So are the pears are they like fresh, are they canned, are they…

    P2: They’re fresh. Yeah, I think they are fresh, they’re not canned.

    M: And you like them fresh? And you eat them?

    P2: Yeah.

    M: So, you just eat them at school, or you eat them at home?

    P2: I eat them, I just eat them at school, my mom doesn’t buy them.

    M: Your mom doesn’t buy them, but just in school. Okay. {…} Okay so you like them, but you eat them at school, but your mom doesn’t buy them. Okay. Anybody else, um, is there more they want to add to the list?

    P3: Granola bars.

    M: Granola bars.

    M: What kind of granola bars do you like?

    P3: Chocolate.

    M: With chocolate. Okay everybody likes it with chocolate, or you like them different?

    P1: There’s this one that I like with like salted caramel or something I don’t know. It’s a granola bar, that’s all I know. And I steal it from my friend every day at lunch. [laughter]

    P1: Yeah next time that I have it she’s going to steal it from me. Then I’m going to steal it back. We’re just going to go on forever.

    M: So, the salted caramel one you steal, or you steal chocolate too?

    P1: Whichever one she has basically.

    M And is it just those two flavors or do you like other ones?

    P2: Sometimes I have peanut butter, marshmallow, and chocolate.

    P1: Yes.

    P2: Those are so good, but they have itty bitty pieces of marshmallow.

    P1: Yeah.

    M: Okay. Great. Are there any other things that we like that are healthy?

    P1: Goldfish. I don’t know if that’s healthy.

    M: Goldfish. If you think it’s healthy its healthy for right here.

    P2: I feel like fruit snacks.

    P1: Yeah.

    M: What kind of fruit snacks do you eat?

    P2: Every kind. The kind that has the less sugar, like these. The strawberry artificially flavored ones.

    P: The gluten free.

    M: Less sugar, glu… gluten free. Do you know what brand is that?

    P2: Um it’s Kellogg fruity snacks.

    M: Okay.

    P2: They have the best cereal. Kellogg’s. (Kellogg’s is great.)

    M: Okay, anybody else. Any other things that are healthy that they eat.

    P3: I think fat free ham, honey ham.

    M: O, fat free honey ham.

    P2: O, cool.

    P1: Ham is ham.

    P1: I like ham.

    P2: Any ham is just good.

    P2: Turkey ham. Fried ham.

    M: So, there’s a lot of you. How many of you say that () ham is healthy? [raised hands] Unanimous.

    P1:Now I’m getting hungry.

    M: That’s the purpose. That’s what this group is. We’re gonna get hungry, and then there’s food later. Okay Um, does this look like a good list, or would you add anything?

    P5: Bananas.

    M: Who eats bananas?

    M:Okay, was that everybody? I can’t see.

    M: () Good I’m glad you are speaking your opinion. We’re all good, good.

    P2: Yogurt.

    M: And yogurt. What kind of yogurt?

    P2: Um. Yoplait yogurt. Any type of Yoplait yogurt.

    M: Okay.

    P1: I like yogurt. I just don’t eat it ever.

    M: Okay.

    P3: Water.

    M: Water, yes.

    P2: I like to chew on water because of the ice.

    M: O, you like it with ice. Okay.

    P1: I can’t chew it anymore because of my braces. ()

    M: Okay, does this all look good. You’re feeling good about these as healthy foods? Awesome.


    © 2020. Grand Canyon University. All Rights Reserved.



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    Results and Outputs

    Attach your completed analyses as an Appendix in your paper.

    Focus Group Transcription – Key Themes

    Code Number Code Name Summary Describing Code




    YRBSS Dataset – SPSS Output


    © 2020. Grand Canyon University. All Rights Reserved.