STATISTICS – 8

 

Create a Presentation for Statistical Analysis in Research

Hide Folder InformationInstructions

In this Signature Assignment, you will use what you have learned in this course to conduct three statistical tests: a Pearson correlation, an independent t-test, and an ANOVA.

You will use SPSS to conduct the statistical tests.

You will then prepare a PowerPoint presentation in which you share the results of each statistical test. Each slide should contain notes (at least 100 words) describing the analysis in narrative form.

Prepare the PowerPoint presentation and include a voice-over.  For instructions on how to include a narration to a PowerPoint presentation, search for “how to create voice-over narration in MSWord PowerPoint.”

 Use the attached SPSS file to complete the following: 

Select variables appropriate to conduct each of the statistical tests below: 

• Pearson Correlation for three variables
• Independent Samples t-test

  Recall from week 5 that the t-test compares means for two groups. 

• ANOVA

  Recall from week 5 that the ANOVA test compares means for three or more groups. 

PowerPoint 

Introduction 

Introduce the assignment by stating the importance of hypothesis testing in research and how statistics are used to accomplish this.

Present the statistical tests one at a time. For each statistical test: 

1. Identify the null and alternative hypothesis for the statistical test.
2. Identify the Independent and Dependent variables, as appropriate. (Note: not applicable for the Pearson Correlation statistical test) 
3. Display appropriate graphics, and descriptive statistics for each of the variables in the statistical test. Describe the central tendency and dispersion of each variable in the slide notes using formal writing. 
4. Display the statistical output for the test.               

           a. Describe the statistical output in the slide notes using formal writing.          

           b. Reflect on the use and value of the statistical test.

Summary

Close the assignment with a formally written reflection on building a statistical mindset and developing statistical confidence. 

Resources:  

BUS-7105 Signature Assignment SPSS Data Set

Length: 13 slides not including title page and reference page

References: Include a minimum of 10 scholarly resources.

Your presentation should demonstrate thoughtful consideration of the ideas and concepts presented in the course and provide new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current  7TH EDITION APA standards.

DatasetCodebook

BUS7105, Week 8

Name Source Representation Measurement Meaning

Subject’s Identification
Number

Qualtrics Identification
Number. Auto generated
by Qualtrics software.

Anonymous identification
of survey taker

N/A Sequential numbers in order
of survey taker completion.
Dataset organization
purposes only.

Gender Self-reported by survey-
taker:
Survey Question #1

Survey-taker gender
affiliation

Categorical,
Dichotomous

1 = Female
2 = Male

Age Self-reported by survey-
taker:
Survey Question #2

Survey-taker reported age
in years

Continuous, Scale Age in whole years.

Education Self-reported by survey-
taker:
Survey Question #3

Survey-taker education
level

Categorical, Nominal 1 = High School Completion
2 = Bachelor’s degree
Completion
3 = Master’s Degree
Completion

Personality Self-reported by survey-
taker:

Average of Survey
Questions: #4(Reverse
Scored), 5, 6, 7 (Reverse
Scored), 8, 9(Reverse
Scored)

Composite score of
Survey-taker degree of
introversion to
extroversion personality
traits.

Likert scale 1 – 7,
Interval*

1 = Survey Response: Highly
Disagree (Introvert)

To

7 = Highly Agree (Extrovert)

Job Satisfaction Self-reported by survey-
taker:

Average of Survey
Questions: #10, 11, 12, 13

Composite score of
Survey-taker satisfaction
with their current job.

Likert scale 1 – 10,
Interval

1 = Very Dissatisfied

To

10 = Very Satisfied

Engagement Self-reported by survey-
taker:

Average of Survey
Questions: #18, 19,
22(Reverse Scored)

Composite score of
Survey-taker engagement
in their current job.

Likert scale 1 – 7,
Interval*

1 = Survey Response: Almost
None of the Time (Very Low
Engagement)

To

7 = Survey Response: Almost
All of the Time (Very High
Engagement)

Trust in Leader Self-reported by survey-
taker:

Average of Survey
Questions: # 15, 16, 17,
21

Composite score of
Survey-taker trust in
direct leader in their
current job.

Likert scale 1 – 7,
Interval*

1 = Survey Response: Almost
None of the Time (Very Little
Trust in Leader)

To

7 = Survey Response: Almost
All of the Time (Great Deal of
Trust in Leader)

Motivation Self-reported by survey-
taker:

Average of Survey
Questions: #14 (Reverse
Scored), 20 (Reverse
Scored), 23, 24, 25

Composite score of
Survey-taker motivation
in performing their
current job.

Likert scale 1 – 7,
Interval*

1 = Survey Response: Almost
None of the Time (Not
Motivated At All)

To

7 = Survey Response: Almost
All of the Time (Highly
Motivation)

Intent to Quit Job Self-reported by survey-
taker:

Composite score of
Survey-taker intent to quit
their current job.

Likert scale 1 – 7,
Interval*

1 = Survey Response: Almost
None of the Time (High
Intent to Quit Job)

Average of Survey
Questions: #26, 27, 28

To

7 = Survey Response: Almost
All of the Time (Low Intent to
Quit Job)

* Composite scores of multiple Likert scaled survey questions may be deemed interval in most situations. Exceptions include a single Likert

scaled survey question, scale range options less than 5, sample data that are not normally distributed, and certain variable characteristics

(Carifio & Perla, 2008; Sullivan & Artino, 2013). Measurement level assignment in SPSS is nominal, ordinal, and scale. Because meaningful

computations may be performed with interval data; SPSS assumes interval level variables as metric, and they are assigned to the scale

measurement level. See Measurement column in the Variable View tab.

Carifio, J., & Perla, R. (2008). Resolving the 50-year debate around using and misusing Likert scales. Medical Education, 42(12), 1150
1152. https://doi-org.proxy1.ncu.edu/10.1111/j.1365-2923.2008.03172.x

Sullivan, G. M., & Artino, A. R., Jr. (2013). Analyzing and interpreting data from likert-type scales. Journal of Graduate Medical
Education, 5(4), 541–542. https://doi-org.proxy1.ncu.edu/10.4300/JGME-5-4-18

https://doi-org.proxy1.ncu.edu/10.4300/JGME-5-4-18