Course
Instructor
Credits
Term
Meetings
Math 314 01 OL Statistics and Research
Donato J. Summa Ph.D.
3
Fall 2010
Online-no on campus meetings are required
Problem Solving Sessions - Mondays 9:00PM - 10:00 PM
Instructor’s Contact Information
Office Phone 570-945-8573
In the event of an emergency, contact 570 - 961-5477 (Home Phone) OR contact
Emergency Contact
Cheryl Guse Coordinator of Online Learning. Cheryl.guse@keystone.edu
Office Location Kemmerer 105 Please use email to set up a face to face meeting.
Email Address donato.summa@keystone.edu
Virtual office hours using chat on Bb are on Sunday evening from 9 to 10 PM.
Office Hours Face to Face office hours are available by appointment and on Tuesday and
Thursday from 2:00PM - 3:00PM , and Monday and Friday 1:00PM - 2:00 PM.
Instructors reserve the right to make changes to the syllabus as needed, and you
Syllabus Changes are responsible for keeping up with those changes. Please logon regularly to
Blackboard to get the most current information.
Response time for emails – 1 day maximum
Other Information
Response time for assignments - 3 days maximum
Course Description & Information
Prerequisite: MATH 205 with a grade of “C” or better, or consent of
instructor.
Pre-requisites, Corequisites, & other
restrictions
Course Description
Online Learning Expectations: To be successful academically, online
students must be able to navigate & search the internet, use email, attach and
upload documents, download & save files, and have access to and use
Microsoft Word, & PowerPoint. A scanner, webcam and some simple
programs like snag it are also helpful.
Investigates the importance of research, variables and measurement,
samples, normal distributions, and hypothesis testing. Emphasizes computers
using SPSS to help organize, analyze, interpret, and present data
Fall, Spring and Summer, $65 fee, 3 hours lecture, discussion, and
laboratory work, 3 credits.
Elementary Statistics: a step by step approach,
Allen G. Bluman, 7th ed. McGraw Hill, 2009.
Required Readings
SPSS for Introductory Statistics. Use and Interpretation,
Third Edition, Barrett, K.C. Gloeckner G.W.,
Leech ,N.L., Morgan, G. A. Psychology Press,
2006
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Buying Textbooks
Please note that the Keystone College Bookstore has the most complete and
up-to-date information about your course textbooks. Be sure you are
purchasing the correct edition and receive all the materials you need.
Exploring Research 7th ed., Neil J. Salkind,
Prentice Hall, 2009
(ON RESERVE IN MILLER LIBRARY)
Recommended Readings
All students enrolled in online courses are required to have active Keystone
e-mail and Blackboard accounts. Students are expected to begin participation
in their virtual classroom on Blackboard the first day of the semester. Each
course requires the completion of an online orientation. Failure to complete
the orientation will result in students being dropped from the class.
Basic computer skills such as word processing, use of e-mail including
sending file attachments, and searching the Internet are necessary. Installed
software should include a web browser, Microsoft Office, (Microsoft
Word/Excel) Windows Media Player, and Adobe Acrobat Reader. Some
courses may require additional software. DSL or cable connection to the
internet is recommended. Internet Connection to Blackboard is only
supported using Internet Explorer 5.0 or higher. Note: Javascript & Cookies
must be enabled.
SPSS software


Special
Software/Hardware




SPSS will be on samurai02.keystone.edu, which is a terminal server
that is available in all on-campus computer labs.
To get to Samurai02 from on or off campus using an XP or Vista
PC, click Start, then Run, enter mstsc /v:samurai02.keystone.edu
in the box, then hit ENTER. We do not support anything other than
XP or Vista, but it’s possible to get on via Mac or Linux (sorry,
those folks are on their own for figuring out how to connect but, as
a hint, it’s a Remote Desktop Protocol, aka RDP, connection).
A bit of terminal server etiquette: When you are done, do not click
the “X” to close your session. Instead, click Start, then Log Off.
More terminal server etiquette: It’s a shared resource that you are
remote controlling. Running too many things at a time slows it
down for everyone.
Samurai02 is available now, so you can test getting on, but Minitab
isn’t there yet.
Samurai02 is NOT for general computing use. If we catch people
using it for web surfing (especially gaming, which really slows it
down), general office use, etc, we will lock them out of the server
so their misuse does not interfere with other people who need the
machine. Accessing Blackboard/E-Mail to download or submit
work files is fine. If someone wants to get onto a terminal server
for general use, use the same MSTSC command, but replace
samurai02.keystone.edu with 216.37.198.29 from off-campus or
ixs01.keystone.edu from on-campus. These machines are NOT
good for web surfing, especially multimedia, and are intended for
access to academic resources.
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

Browser/Plugin/Viewer
Info
Other Required
Materials
Course
Goals
1
2
3
4
5
6
7
8
9
10
11
12
6
7
8
9
For standard Browser/Plugin/Viewer visit this page:
http://web.keystone.edu/library/syllabus/browser.htm
or add your own info below
None
The Goals of the course is to help students learn how to:
Provide students with an introduction to the research process using SPSS software.
Make the appropriate choice of a statistical test that is influenced by the design of the research.
Use SPSS to help the researcher answer research questions.
Interpret SPSS outputs in order to make appropriate decisions concerning statistical significance.
Write about the outputs in the Results section of a paper.
Provide students with the skills to become analytical and critical learners.
Provide students with skills to critically read and analyze graphs and charts provided through SPSS.
Provide students with skills to collect and analyze data.
Provide students with opportunities of problem solving through collaborative work in the areas of
statistics and research.
Encourage independent mathematical thinking and exploration.
Connect statistics to other disciplines.
Provide students with preparation needed for data collection and research projects.
Measurable
Learning
Outcomes
1
2
3
4
5
All of these systems are unavailable every Monday from 12:01 AM
until as late as 7:00 AM when the system that hosts them is backed
up. We also reserve the right to take any system down without
notice from 2:00 AM until 7:00 AM any day for backups and/or
maintenance. We will soon be publishing a backup schedule to
give those outages better predictability.
Think Samurai02 is an odd name? The machine is an IBM Blade
Server (entire system in a plug-in module). The word Samurai,
which most of us think of as a warrior, really translates as “to
serve.” The Blade Center that Samurai02 sits in has 14 numbered
slots. Guess which slot number Samurai02 sits in?
Upon completion of this course, a student should be able to:
Write a research paper with findings in the APA ( American Psychological Association) format.
Identify the appropriate parametric and nonparametric statistics to use in research
Access and use established databases and internet sources.
Be an informed consumer of social science research by being able to evaluate published research on issues
of validity, reliability, sampling, data collection and analysis.
Conceptualize and operationalize a research question by developing research hypotheses, identifying
appropriate research designs, choosing appropriate measurement instruments, planning the sampling and
data collection strategy, and statistically processing the data.
Conduct secondary and primary source literature reviews.
Design studies for empirical research, including problem stating, hypothesizing or posing research
questions, sampling, data gathering and analysis, reporting of results, and discussion of results.
Use SPSS to enter, organize, describe, analyze and present data
Discuss research studies (purpose, findings, implications)
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Course Assessment Chart
Number
1
2
3
4
5
6
7
Assessment
Research Project
Oral Presentation
Literature Review
Quizzes
Tests
Research Article Summaries
SPSS Assignments
Goal(s)
1 2 3 4 5 8 11 12
6 7 10 11 12
4 6 8 10 11
1 2 3 4 5 6 7 8 11
1 2 3 4 5 6 7 8 11
6 7 10 11 12
1 3 4 7 9 11 12
Outcomes(s)
1235678
1259
1346
12578
12578
13469
12578
Grading
Tests: There will be three (3) timed tests during the semester.
(timed test = 75 min)
Quizzes: There will, also be ten (10) online Quizzes one per chapter. They will
be online but will not be timed.
Note: Each test/quiz will have a due date and time to be completed. If
you cannot take a test/quiz on the designated day due to extreme circumstances,
please contact the instructor as soon as possible (the day of the test at the latest)
so that arrangements can be made for another testing time. Quizzes will become
unavailable one hour after the due date and time. You may be required to provide
a doctor’s note if the extreme circumstance is medical.. The make-up exam must
be taken within 24 hrs. or a zero will be given for that test or quiz
Evaluation and Assessment: The following will be used in the assessment of
student outcomes:
Grading (credit)
Criteria
* SPSS Lab Assignments (10 @ 10 points each)
*Discussion Board Projects(10 @ 10 pts each)
* Literature Review Assignment
* Examinations (3 @ 100 points each)
* Quizzes (10 @ 10 points each)
* Final Project
* Presentation
TOTAL
100 points
100 points
20 points
300 points
100 points
150 points
50 points
820 POINTS
Students will not be allowed to make up any assignments, exercises and/or tests
that were missed because they were not prepared, or had forgotten the due date.
A grade of zero will be recorded in this case. Assignments can only be made up
when missed due to extenuating circumstances, and may be graded with no or
partial credit. (Rarely will make-ups be accepted. Documentation of the
extenuating circumstances is required in these cases.)
To figure out your final grade, divide the total number of points by 820. Grades
will be assigned as follows:
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Grade
A
AB+
B
BC+
C
D
F
Percentage
94 - 100
90-93
87-89
84-86
80-83
77-79
70-76
60-69
below 60
*Note: Failure to do a good job on the final project/oral presentation could result
in a low grade/failure of the course.
Online students will be completing online assignments in the form of labs,
lectures, testing, individual projects, and participating in a discussion board as a
problem solving session each week/module. Most online students say the most
important thing about taking an online class is to set aside time each week to
work on the class assignments, just as you would in a regular classroom. In this
course you will probably not be able to work ahead and get your course work
completed in a shorter time frame. Reading, studying and homework will require
additional time just as it does in a traditional classroom environment. Most
people are busy and choose online to fit education into an already busy life. Most
students log in everyday for 5 to 15 minutes just to see what is going on. There is
a student lounge and frequently asked questions area. Students often ask each
other questions there and answer each others questions. The instructor is not the
only one who answers the questions in this area. It is a great source for nearly
instant help and support; someone is often online and working at the same time.
Assignments
You will be required to complete:
10 SPSS Assignments
15 Discussion Board Projects
1 Literature Review Assignment
3 Examinations
10 Quizzes
1 Final Project
1 Final project Oral Presentation
Submitting Article Summaries and SPSS Exercises
These assignments will be submitted through Blackboard on the due date.
Discussion Board
Criteria
Online Problem Solving Sessions will be held through the Discussion Board.
These sessions are mandatory, and are also tied into the Extra Credit
Assignments Each student will be expected to post comments on the discussion
board every week. This is a major portion of your grade. There will be problem
solving assignments posted each week. Everyone must participate and you will
be graded on your comments. Each week some students will have special
assignments as group leader (facilitator) or group summarizer and poster (key
observer). Everyone will have this responsibility at one time or another. The
facilitator makes sure the discussion board stays on topic and the key observer
summarizes the discussion and posts the results of the week in the Report Out
section for the assignment. Each week you will have the potential to earn 10
points from the discussion board. The instructor expects a student to post to the
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discussion three times during each assignment, which is one week long. The first
post is expected by Tuesday at midnight, a second post by Thursday at midnight
and a third by Saturday at midnight. Our Online Problem Solving Sessions will
run a weekly schedule of Sunday 10:00 PM to the next Sunday at 10:00 PM.
Posts are graded on quality as well as timing. Saying "I agree" is not a
substantive post. Please explain your thoughts completely.
You will start out the Semester with Eligibility to do Extra Credit Assignments
worth up to 30 points.
Extra Credit Criteria
1st Online Problem Solving Session absence- 10 points deducted
2nd Online Problem Solving Session absence – 10 more points deducted
3 or more Online Problem Solving Session absences – you will loose eligibility
for the Extra Credit Assignments.
The Final Project and Oral Presentation is an integral component of this course.
This project will be on a topic chosen by the student that relates to their
undergraduate major. It will use second–hand data unless the student wants to
conduct new research. Any new research will require compliance with Keystone
College's IRB (Institutional Review Board ) Policy and Guidelines.
Final Project
The final project consists of :
1.
2.
3.
4.
writing a research hypothesis,
doing research on your topic,
creating and carrying out a research design,
and reporting the results through a paper and oral presentation.
The Oral Presentation will be given during final exam week. The student will
speak briefly on their research project: the purpose, hypothesis, participants,
methodology, findings, and any limitations/problems they may have had in
carrying out the project. The presentation should be between 5 and 10 minutes
long, and should include at least one of the following: PowerPoint, handouts,
and/or other pre-approved visual aids.
Submitting the Oral Presentation of the Final project
On Campus Options:
Oral Presentation
1. Make an appointment with the instructor to hear the Oral presentation
during Final Exam Week.
2. Make an appointment with the Media Lab prior to the last week of class to
a. Use Adobe presenter to add audio to their powerpoint presentation.
b. or to videotape their oral presentation.
Off Campus Options:
1. Make an appointment with the instructor to hear the Oral presentation
during Final Exam Week.
2. Make an appointment with the Media Lab prior to the last week of class to
come on campus to
a. Use Adobe presenter to add audio to their powerpoint presentation.
b. or to videotape their oral presentation.
3. To export your powerpoint slides as images, video tape your presentation
using a webcam, and integrate the powerpoint slides into the video using
windows movie maker or other video editing software (unless you have an
LCD projector to project your powerpoint and videotape the entire
presentation).
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All options require that the finished presentation be sent to the instructor by the
last day of classes. The instructor will then post a Discussion Board thread with
the presentation. All members of the class will then comment on this
presentation.
The instructor will then post a Discussion Board thread with the presentation.
All members of the class will then comment on this presentation.
Make-Up& Late
Work
Class Preparation &
Participation
Note: Failure to complete the final project or the Oral presentation will result in
an “F” for the course regardless of the grade up to that time
Examinations and other assignments are to be done in the time frame allotted.
Exams can only be made up with an excuse from the Dean’s Office. Should you
need to miss a class for vacation or other reasons please inform the instructor and
make arrangements to do your work ahead of the due date.
SPSS Projects & Research Article Summaries
Each project will have a due date and time to be turned in. there is no
grace period
Students should prepare for an online class just as they would for a face to face
class. Class participation is required using the Discussion Board for the Online
Problem Solving Sessions.
Course Policies
Tests and Quizzes
Make-Up
Exams
Extra Credit
Late Work
Special
Assignments
Class
Attendance
Student
Conduct/
Netiquette
Each test/quiz will have a due date and time to be completed. If you cannot take a
test/quiz on the designated day due to extreme circumstances, please contact the instructor
as soon as possible (the day of the test/quiz at the latest) so that arrangements can be made
for another testing time. Quizzes and tests will become unavailable one hour after the due
date and time. An test or quiz that is not taken on the scheduled day of the test will not be
identical to the test or quiz that was given in class.
Eligibility based on Discussion Board Problem Solving Sessions
Each Assignment will have a due date and time to be turned in. there is no grace period for
projects not handed in on time.
None
Students are expected to come to class in the online setting on a regular basis just as in a
face to face classroom. Make sure you set aside time and make a schedule that works for
you to be in class. Most students log in everyday just to see what is going on. The
students' Blackboard work will be monitored by the instructor. Inactivity will cause the
instructor to report this finding to the appropriate counselor.
For Netiquette information, visit this webpage:
http://web.keystone.edu/library/syllabus/netiquette.htm
All quizzes and exams will be taken online. Check out this web site.
Special
Procedures
Blackboard
Support
Taking Exams and Proctoring:
http://www.keystone.edu/onlinelearning/studentresources/takingtest.dot
For Blackboard assistance http://blackboard.keystone.edu/ or e-mail the Blackboard
administrator at blackboard@keystone.edu
For a New Student Orientation to Blackboard, visit:
http://academic.keystone.edu/ksussman/blackboard_student_training.htm
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For tutorials on using specific aspects of Blackboard, visit
http://academic/ksussman/blackboard_student_training.htm
Technical
Support
Plagiarism &
Academic
Integrity
You can get technical support or assistance by visiting the Technology Support page here:
http://www.keystone.edu/current_students/technology_support/ or by contacting the IT
Helpdesk at (570) 945-8778 or helpdesk@keystone.edu
Academic misconduct and dishonesty includes any activity that compromises the
academic integrity of the College or subverts the educational process. For information on
dishonest acts including plagiarism, cheating, and fraud, consult your Student Information
Guide or click on the link below. If you have any questions, talk with your instructor.
http://web.keystone.edu/Library/syllabus/integrity.htm
Copyright
Notice
The copyright law of the United States (Title 17, United States Code) governs the making
of photocopies or other reproductions of copyrighted materials, including music and
software. Copying, displaying, reproducing, or distributing copyrighted works may
infringe the copyright owner’s rights and such infringement is subject to appropriate
disciplinary action as well as criminal penalties provided by federal law. Usage of such
material is only appropriate when that usage constitutes “fair use” under the Copyright
Act. As a Keystone College student, you are required to follow the College’s copyright
policy. For more information about the fair use exemption, see the Miller Library’s
copyright page: http://web.keystone.edu/library/copyright.html
Email Use
Keystone College states that all official student email correspondence be sent only to a
student’s Keystone email address and that faculty and staff consider email from students
official only if it originates from a Keystone account. This allows the College to maintain
a high degree of confidence in the identity of all individuals and the security of transmitted
information. Keystone College furnishes each student with a free email account that is to
be used in all communication with College personnel.
Withdrawal
from Class
The College has set deadlines for withdrawing from courses. These dates and times are
published in the course catalog and on the Academic Calendar. It is the student's
responsibility to handle withdrawal requirements from any class. You must do the proper
paperwork to ensure that you will not receive a final grade of "F" in a course if you choose
not to attend once you are enrolled. If you are considering withdrawing from a class, talk
with your Advisor and consult the College Catalog.
Academic
Grievance
Procedures
Incomplete
Grades
Procedures for student grievances are found in the College Catalog. Please consult the
procedures before taking action.
Please note: The first step in attempting to resolve any student grievance regarding grades,
evaluations, or other fulfillments of academic responsibility, is to make a serious effort to
resolve the matter with the instructor. The College Catalog outlines any subsequent steps.
According to the College Catalog, an Incomplete (“I”) will only be awarded in the case of
exceptional circumstances. Mere inability to submit work on time, or missing the final
exam, is not valid reasons for an Incomplete.
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Students must make arrangements with the instructor prior to the final exam it they wish
to receive a grade of incomplete. (Forms are available in the Office of the Registrar.) The
deadline for the completion of the coursework is four weeks into the next semester. If the
course work is not completed within the specified time frame, the incomplete grade will
become an “F.”
Keystone College does not discriminate in any of its programs on the basis of disability.
ADA
Statement
KC Connect
Tutoring
Info
Advising &
Other
Student
Support Info
Bookstore
Info
Library Info
While there is not a deadline for the disclosure of a disability by a student, in order to
facilitate the documentation and accommodation processes, students are encouraged to
voluntarily and confidentially disclose and disability requiring an accommodation prior to
the beginning of class. This disclosure should be made to Owen Conaghan,
owen.conaghan@keystone.edu College Counselor & Coordinator of Disability Services.
Students who disclose a disability, and who are seeking an accommodation, ultimately
will be expected to provide documentation verifying the disability.
For information about classes & advisers, to check midterm and final grades or to register
for classes, logon to KC Connect.
The College does offer tutoring assistance for many courses. For more information or to
schedule an appointment, consult the Tutoring webpage here:
http://www.keystone.edu/studentlife/studentresources/studentsuccess/tutoring.dot
For information about academic advising, visit the Academic Advising Center homepage
here:
http://www.keystone.edu/studentlife/studentresources/studentsuccess/academicadvising.do
t
For a list of Student Support Services, visit the Support Services webpage here:
http://www.keystone.edu/studentlife/studentresources/
Visit the Bookstore at this link:
http://www.bkstr.com/webapp/wcs/stores/servlet/StoreCatalogDisplay?storeId=10117&la
ngId=-1&catalogId=10001
Exploring Research 7th ed., Neil J. Salkind, Prentice Hall, 2009
(ON RESERVE IN MILLER LIBRARY)
Schedule of Assignments
Math 314OL Modules
Modules New
Module # and date
Module # 0
Orientation
Aug 24
Modular Learning Objectives
Learn to use the online classroom
Assignments
Meet the other members of the class
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Module #1
Research Process
.Exploring Research 7th ed., Neil J. Salkind, Prentice
Hall, 2009
Chapter 2. The Research Process: Coming to Terms
Quiz #1
Aug 28 - Sept 4
At the conclusion of this chapter, students should be
able to:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Describe the research process from formulating
questions to seeking and finding solutions.
Describe the difference between dependent and
independent variables.
Identify other types of variables that may
interfere with the research process.
Define a hypothesis and describe how it works.
Discuss the value of the null hypothesis.
Describe the difference between a null
hypothesis and a research hypothesis.
List the characteristics of a good hypothesis.
Explain the difference between a sample and
the population.
Define statistical significance and explain its
importance.
Exploring Research 7th ed., Neil J. Salkind, Prentice
Hall, 2009
Chapter 3A. Selecting a Problem and Reviewing the
Research
Quiz #2
At the conclusion of this chapter, students should be
able to:
1.
Discuss how to find a topic for a research
process.
2. Discuss how to develop an idea into a research
question, then a hypothesis.
3. Develop a research hypothesis.
4. Define the three types of sources typically
consulted when conducting a literature review
(i.e., general, primary, secondary).
5. Discuss how to use general, primary, and
secondary sources.
6. Define terms related to a literature review.
7. Summarize how to use sources such as reviews,
indices and journals to conduct a literature
review.
8. Describe how scholarly journals work,
including the criteria for judging a research
study.
9. Define electronic tools available via the World
Wide Web and discuss their uses.
10. Discuss how to use a bibliographic database
program.
11. Demonstrate how to write a literature review.
Literature Review
Assignment
Research Article Summary #1
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Module #2
Descriptive
Statistics
Review of Math 205
SPSS for Introductory Statistics. Use and Interpretation, Third
Edition, Barrett, K.C. Gloeckner G.W., Leech ,N.L.,
Morgan, G. A. Psychology Press, 2006
Chapter 1: Variables, Research Problems and
Questions
Quiz #3
Research Article Summary #2
At the conclusion of this chapter, students should be
able to:
1.
Sept 7 - Sept 18
2.
3.
4.
5.
6.
7.
Explain the difference between research
problems, research hypotheses and research
questions.
Provide definitions for different types of
variables.
Identify the research question, research
hypothesis, and types of variables used in a
study.
Determine if a research question is a difference
research question, an associational research
question, or a descriptive research question.
Explain the relationship between the type of
independent variable used in a study and the
type of research question that can be answered
(difference, associational, descriptive).
Discuss how the type of research questions
drives the selection of the type of statistic.
Utilize the SPSS data editor and variable view
features to examine the variables of an existing
dataset.
Chapter 2: Data Coding, Entry, and Checking
At the conclusion of this chapter, students should be
able to:
1.
2.
3.
4.
5.
6.
1. Describe the steps necessary to plan, pilot
test and collect data.
Prepare data for entry into SPSS or a
spreadsheet
Define and label variables.
Display your SPSS codebook (dictionary).
Enter data into SPSS or a spreadsheet.
Check accuracy of data entry using SPSS
Descriptive Statistics.
Exploring Research 7th ed., Neil J. Salkind, Prentice
Hall, 2009
Chapter 7 Data Collection and Descriptive Statistics
Quiz #4
Research Article Summary #3
At the conclusion of this chapter, students should be
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Page 11
able to:
1. Explain the steps in the data collection process.
2. Construct a data collection form and code data
collected.
3. Identify 10 “commandments” of data collection.
4. Define the difference between inferential and
descriptive statistics.
5. Compute the different measures of central
tendency from a set of scores.
6. Explain measures of central tendency and when
each one should be used.
7. Compute the range, standard deviation, and
variance from a set of scores.
8. Explain measures of variability and when each
one should be used.
9. Discuss why the normal curve is important to the
research process.
10. Compute a z-score from a set of scores.
11. Explain what a z-score means.
SPSS #1 Plots & Measures of
Central Tendency &
Dispersion
SPSS for Introductory Statistics. Use and Interpretation, Third
Edition, Barrett, K.C. Gloeckner G.W., Leech ,N.L.,
Morgan, G. A. Psychology Press, 2006
Chapter 3: Measurement and Descriptive Statistics
The student will be able to:
1.
Utilize frequency distributions to determine if
data is normally distributed.
2. Define the various levels of measurement
(nominal, ordinal, interval, ratio, etc.) and
recognize terms that are used interchangeably.
3. Distinguish between the types of measurement
(e.g. nominal vs. ordered, ordinal vs. normal).
4. Utilize SPSS to generate descriptive statistics
(frequency distributions, measures of central
tendency, measures of variability) for a data
set.
5. Select the appropriate descriptive statistics
based upon the level of measurement of the
data.
6. Describe the difference between parametric and
non-parametric statistics.
7. Describe the properties of the normal curve.
8. Determine whether data is normally distributed
and describe types of non-normality exhibited
(skewness, kurtosis, etc.).
9. Explain the relationship between the area under
the normal curve and probability distributions.
10. Explain the purpose of converting data to a
standard normal curve and generating z-scores.
Module #3
Exploring Research 7th ed., Neil J. Salkind, Prentice
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Hall, 2009
Writing a Research
Manuscript
Chapter 14. Writing a Research Manuscript
Quiz #5
Research Article Summary #4
At the conclusion of this chapter, students should be
able to:
1.
Sept 21 - Sept 25
2.
3.
Identify the essential components of a typical
manuscript and summarize the purpose of each.
Discuss why the abstract is such an important
part of the manuscript.
List the basic “rules of thumb” for formatting
manuscripts using APA style.
SPSS for Introductory Statistics. Use and Interpretation, Third
Edition, Barrett, K.C. Gloeckner G.W., Leech ,N.L.,
Morgan, G. A. Psychology Press, 2006
Chapter 5: Data File Management
At the conclusion of this chapter, students
should be able to:
1.
2.
3.
4.
5.
Module #4
Inferential Statistics
Review of Math 205
Explain why data transformations might be
necessary.
Count data.
Recode and relabel data.
Compute scale scores using either the numeric
expression or function features of the SPSS
Compute Variable command.
Check transformed data for errors and
normality.
Research Article Summary #5
Test #1 On Modules 1,2 & 3
Exploring Research 7th ed., Neil J. Salkind, Prentice
Hall, 2009
Chapter 8 Introducing Inferential Statistics
Quiz #6
Research Article Summary #6
At the conclusion of this chapter, students should be
able to:
Sept 28 - Oct 9
1. Explain the difference between descriptive and
inferential statistics.
2. Define the central limit theorem and explain why
it is important to the world of inferential
statistics.
3. List the steps in completing a test of statistical
significance.
4. Discuss the basic types of statistical tests and
how they are used.
5. Explain Type I and Type II errors in null
hypothesis testing.
6. Discuss the distinction between statistical
significance and meaningful significance.
SPSS #2 One Sample t Test
SPSS #3 Independent
Samples t Test
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SPSS for Introductory Statistics. Use and Interpretation, Third
Edition, Barrett, K.C. Gloeckner G.W., Leech ,N.L.,
Morgan, G. A. Psychology Press, 2006
SPSS #4 Paired Samples t
Test
Research Article Summary #7
Chapter 6: Selecting and Interpreting Inferential
Statistics
After completing this chapter, you should be able to:
1. Identify the general design classification for
difference research questions.
2. Explain the distinctions of within subjects design
versus between groups design classifications.
3. Utilize a decision tree (Figure 6.1) to guide the
selection of appropriate inferential statistics
(Tables 6.1-6.4).
a. Identify the research problem.
b. Identify the variables and their level of
measurement.
c. Select appropriate inferential statistic.
4. Describe the relationship between difference and
associational inferential statistics as a function
of the general linear model.
5. Interpret the results of a statistical test.
a. Determine whether to reject the null
hypothesis.
b. Determine the direction of the effect.
c. Evaluate the size of the effect.
6. Discuss the relationship between statistical
significance and practical significance.
Chapter 9
Comparing Two Groups with t Tests
and Similar Nonparametric Tests
After completing this chapter, you should be able to:
1. Analyze data using a One Sample t Test
2. Analyze data using a Independent Samples t Test
3. Analyze data using a Paired Samples t Test
Module #5
Correlation and
Regression
Oct 12 - Oct 16
Elementary Statistics: a step by step approach, Allen G.
Bluman, 7th ed. McGraw Hill, 2009.
10 Correlation and Regression
Quiz #7
After completing this chapter, you should be able to
Research Article Summary #8
1.
2.
3.
4.
5.
6.
7.
8.
Draw a scatter plot for a set of ordered pairs.
Compute the correlation coefficient.
Test the hypothesis H0:  = 0.
Compute the equation of the regression line.
Compute the coefficient of determination.
Compute the standard error of the estimate.
Find a prediction interval.
Be familiar with the concept of multiple
regression.
SPSS #5: Bivariate or Simple
Linear Regression
SPSS #6: Multiple Regression
9.
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SPSS for Introductory Statistics. Use and Interpretation, Third
Edition, Barrett, K.C. Gloeckner G.W., Leech ,N.L.,
Morgan, G. A. Psychology Press, 2006
Chapter 8
Correlation and Regression
After completing this chapter, you should be able to:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Module #6
Other Chi-Square
Tests
Elementary Statistics: a step by step approach, Allen G.
Bluman, 7th ed. McGraw Hill, 2009.
11 Other Chi-Square Tests
Quiz #8
After completing this chapter, you should be able to
SPSS #7: Chi square and Phi
(or Cramer's V)
1.
2.
Oct 19 - Oct 30
Create and interpret scatterplots.
Explain the assumptions and conditions for the
Pearson Correlation versus the Spearman rho.
Compute and interpret the Pearson Correlation.
Compute and interpret the Spearman Rho.
Compute a correlation matrix to indicate the
associations among the pairs of three or more
variables.
Compute and interpret Chronbach’s alpha as a
measure of reliability.
Compute and interpret a bivariate regression.
Compute and interpret a multiple regression
(Enter method).
Write about the results of the statistical tests
performed in this chapter.
3.
Test a distribution for goodness- of -fit, using
chi-square.
Test two variables for independence, using chisquare.
Test proportions for homogeneity, using chisquare.
SPSS 8: Cross Tabulation and
Eta
SPSS for Introductory Statistics. Use and Interpretation, Third
Edition, Barrett, K.C. Gloeckner G.W., Leech ,N.L.,
Morgan, G. A. Psychology Press, 2006
Chapter 7
Cross Tabulation, Chi
Square, and Nonpararmetric Measures of
Association
After completing this chapter, you should be able to:
1.
2.
3.
Create cross-tabulation tables from two
variables which both have few levels.
State the assumptions and conditions for the
use of Chi-square, Phi and Cramer’s V.
Determine if there is a statistically significant
relationship between two nominal variables
using Chi-square.
Test #2 On Modules 4,5 & 6
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Page 15
4.
5.
6.
7.
8.
Module #7
Assess the strength of the relationship (effect
size) between two nominal variables using phi
(or Cramer’s V).
Compute and interpret Kendall’s tau-b for
ordinal and categorical variables.
Compute and interpret eta for the relationship
between one nominal and one normal/scale
variable.
Compute Cohen’s Kappa to assess
interobserver reliability for two nominal
variables.
Write about the results of the statistical tests
performed in this chapter.
Elementary Statistics: a step by step approach, Allen G.
Bluman, 7th ed. McGraw Hill, 2009.
Analysis of Variance
12 Analysis of Variance
Quiz #9
After completing this chapter, you should be able to
SPSS #9: One Way (or Single
Factor) ANOVA & Post Hoc
Multiple Comparisons Tests
Nov 2 - Nov 13
1.
2.
3.
Use the one-way ANOVA technique to
determine if there is a significant difference
among three or more means.
Determine which means differ, using the
Scheffé or Tukey test if the null hypothesis is
rejected in the ANOVA.
Use the two-way ANOVA technique to
determine if there is a significant difference in
the main effects or interaction.
SPSS #10: Two Way (or
Factorial) ANOVA
SPSS for Introductory Statistics. Use and Interpretation, Third
Edition, Barrett, K.C. Gloeckner G.W., Leech ,N.L.,
Morgan, G. A. Psychology Press, 2006
Chapter 10:
Analysis of Variance (ANOVA)
After completing this chapter, you should be able to:
1. Analyze data by using a One Way (or Single
Factor) ANOVA
2. Analyze data by using Post Hoc Multiple
Comparisons Tests
3. Analyze data by using a Two Way (or Factorial)
ANOVA
Module #8
Nonparametric
Statistics
Elementary Statistics: a step by step approach, Allen G.
Bluman, 7th ed. McGraw Hill, 2009.
13 Nonparametric Statistics
Quiz #10
After completing this chapter, you should be able to
1.
Nov 16 - Nov 26
2.
3.
State the advantages and disadvantages of
nonparametric methods.
Test hypotheses, using the sign test.
Test hypotheses, using the Wilcoxon rank sum
Test #3 On Modules 7 & 8
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4.
5.
6.
7.
test.
Test hypotheses, using the signed-rank test.
Test hypotheses, using the Kruskal-Wallis test.
Compute the Spearman rank correlation
coefficient.
Test hypotheses, using the runs test.
SPSS for Introductory Statistics. Use and Interpretation, Third
Edition, Barrett, K.C. Gloeckner G.W., Leech ,N.L.,
Morgan, G. A. Psychology Press, 2006
After completing this chapter, you should be able to:
1. Analyze data by using Other (Nonparametric)
Associational Statistics
2. Analyze data by using the Nonparametric Mann
Whitney U Test
3. Analyze data by using theNonparametric
Wilcoxon Test for Two Related Samples
4. Analyze data by using the Nonparametric
Kruskal Wallis Test
Module #9
Sampling and
Simulation
Elementary Statistics: a step by step approach, Allen G.
Bluman, 7th ed. McGraw Hill, 2009.
14 Sampling and Simulation
After completing this chapter, you should be able to
Nov 30 - Dec 4
1.
2.
3.
Dec 7 - 11
Demonstrate a knowledge of the four basic
sampling methods.
Recognize faulty questions on a survey and
other factors that can bias responses.
Solve problems, using simulation techniques.
Final Exam Week
Final Presentation -
Weekly Schedule
Week/ Module
Module #0
Topics & Assignments
Due Dates
Introduction
Orientation
Aug 24
Module #1
Research Process
.Exploring Research 7th ed., Neil J. Salkind, Prentice Hall, 2009
Aug 28 - Sept 4
Chapter 2. The Research Process: Coming to Terms - Quiz #1 ........
Chapter 3A. Selecting a Problem and
Reviewing the Research - Quiz #2…………………………….
Aug
Aug
Sept
Module #2
Descriptive
Statistics
SPSS for Introductory Statistics. Use and Interpretation, Third Edition, Barrett,
K.C. Gloeckner G.W., Leech ,N.L., Morgan, G. A. Psychology Press,
2006
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]
Page 17
Review of Math
205
Chapter 1: Variables, Research Problems and Questions
Chapter 2: Data Coding, Entry, and Checking - Quiz #3
Sept
Exploring Research 7th ed., Neil J. Salkind, Prentice Hall, 2009
Chapter 7 Data Collection and Descriptive Statistics - Quiz #4
Sept 7 - Sept 18
Literature Review Assignment ...............................................................
SPSS #1 Plots & Measures of Central Tendency & Dispersion .......
Sept
SPSS for Introductory Statistics. Use and Interpretation, Third Edition, Barrett,
K.C. Gloeckner G.W., Leech ,N.L., Morgan, G. A. Psychology Press,
2006
Chapter 3: Measurement and Descriptive Statistics
Module #3
Exploring Research 7th ed., Neil J. Salkind, Prentice Hall, 2009
Writing a
Research
Manuscript
Chapter 14. Writing a Research Manuscript - Quiz #5 ………….
Sept 21 - Sept 25
Sept
SPSS for Introductory Statistics. Use and Interpretation, Third Edition, Barrett,
K.C. Gloeckner G.W., Leech ,N.L., Morgan, G. A. Psychology Press,
2006
Chapter 5: Data File Management
Test #1 On Modules 1, 2 & 3 ……………………………………….
Module #4
Inferential
Statistics
Review of Math
205
Sept 28 - Oct 9
Sept
Exploring Research 7th ed., Neil J. Salkind, Prentice Hall, 2009
Chapter 8. Introducing Inferential Statistics - Quiz #6.....................
Sept
SPSS for Introductory Statistics. Use and Interpretation, Third Edition, Barrett,
K.C. Gloeckner G.W., Leech ,N.L., Morgan, G. A. Psychology Press,
2006
Chapter 6: Selecting and Interpreting Inferential Statistics
Chapter 9
Comparing Two Groups with t Tests and Similar
Nonparametric Tests
Module #5
Correlation and
Regression
SPSS #2 One Sample t Test.....................................................................
Oct
SPSS #3 Independent Samples t Test ………………………………..
Oct
SPSS #4 Paired Samples t Test ………………………………………
Oct
Elementary Statistics: a step by step approach, Allen G. Bluman, 7th ed.
McGraw Hill, 2009.
10 Correlation and Regression - Quiz #7 ……………………………
Oct
Oct 12 - Oct 16
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Page 18
SPSS for Introductory Statistics. Use and Interpretation, Third Edition, Barrett,
K.C. Gloeckner G.W., Leech ,N.L., Morgan, G. A. Psychology Press,
2006
Chapter 8
Module #6
Correlation and Regression
SPSS #5: Bivariate or Simple Linear Regression …………………
Oct
SPSS #6: Multiple Regression ……………………………………..
Oct
Elementary Statistics: a step by step approach, Allen G. Bluman, 7th ed.
McGraw Hill, 2009.
Other Chi-Square
Tests
11 Other Chi-Square Tests - Quiz #8 ……………………………….
Oct 19 - Oct 30
SPSS for Introductory Statistics. Use and Interpretation, Third Edition, Barrett,
K.C. Gloeckner G.W., Leech ,N.L., Morgan, G. A. Psychology Press,
2006
Oct
Chapter 7
Cross Tabulation, Chi-Square, and Nonpararmetric
Measures of Association
Module #7
Analysis of
Variance
Nov 2 - Nov 13
SPSS #7: Chi square and Phi (or Cramer's V) ……………………
Oct
SPSS 8: Cross Tabulation and Eta …………………………………
Oct
Test #2 On Modules 4,5 & 6 ………………………………………….
Oct
Elementary Statistics: a step by step approach, Allen G. Bluman, 7th ed.
McGraw Hill, 2009.
12 Analysis of Variance - Quiz #9 …………………………………..
Nov
SPSS for Introductory Statistics. Use and Interpretation, Third Edition, Barrett,
K.C. Gloeckner G.W., Leech ,N.L., Morgan, G. A. Psychology Press,
2006
Chapter 10:
Analysis of Variance (ANOVA)
SPSS #9: One Way (or Single Factor) ANOVA & Post Hoc Multiple
Comparisons Tests ………………..
Nov
SPSS #10: Two Way (or Factorial) ANOVA ……………………..
Elementary Statistics: a step by step approach, Allen G. Bluman, 7th ed.
McGraw Hill, 2009.
Nov
Module #8
Nonparametric
Statistics
13 Nonparametric Statistics - Quiz #10 ………………………………
Nov
Nov 16 - Nov 26
Test #3 On Modules 7 & 8 …………………………………………….
Nov
Module #9
Sampling and
Simulation
Nov 30 - Dec 4
Elementary Statistics: a step by step approach, Allen G. Bluman, 7th ed.
McGraw Hill, 2009.
14 Sampling and Simulation
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Last Day to turn in ………………………………………………………
1. Hard copy of Final Paper
2. Digital copy of Final Paper
3. Digital copy of the Final Paper Dataset.
Oral Presentation of Final Project
Dec 2
By
appointment
Extra Credit SPSS Assignments ( In Blackboard under Assignments)
Pick only one from each chapter for a maximum of three (3) Assignments worth 10 points each.
Chapter
Assignment
Due Dates
Using your College Student data file, on the CD in the back of this book,
do the following problems. Print your outputs and circle the key parts
that you discuss.
Chapter 2 – Data Coding,
Entry, and Checking
2.1 Compute the N, minimum, maximum, and mean, for all the
variables in the college student data file. How many students have
complete data? Identify any statistics on the output that are not
meaningful. Explain.
2.2 What is the mean height of the students? What about the average
height of the same sex
parent? What percentage of students are males? What percentage
have children?
Use the hsbdata.sav file from the CD in the back of the book to do these
problems with one or more of these variables: math achievement,
mother's education, ethnicity, and gender. Use Tables 3.2, 3.3, and the
SPSS instructions in the text to produce the following plots or
descriptive statistics, when appropriate or OK, for each of the four
variables.
Chapter 3: Measurement
and Descriptive Statistics
Chapter 5: Data File
Management
3.1 Create bar charts. Discuss why you did or didn't create a bar chart
for each variable.
3.2 Create histograms. Discuss why you did or didn't create a histogram
for each variable.
3.3 Create frequency polygons. Discuss why you did or didn't create a
frequency polygon for
each variable. Compare the plots in 3.1, 3.2, and 3.3.
3.4 Compute the range, standard deviation, and skewness. Discuss
which measures of
variability are meaningful for each of the four variables.
3.5 Compute the mean, median, and mode. Discuss which measures of
central tendency are
meaningful for each of the four variables.
Using the college student data, solve the following problems:
5.1. Compute a new variable labeled average overall evaluation
(aveevao by computing the average score (evalinst + evalprog +
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Page 20
evalphys + evalsocl)/4.
5.2 Compute a similar variable (meanevao, using the Mean command.
Compare the two (5.1 and 5.2) scores. Why do they differ?
5.3 Count the number of types of TV shows that each student watches.
5.4 Recode the student's current gpa into three categories
1 = 1.00 - 1.99; 2 = 2.00 - 2.99; 3 = 3.00 - 4.00. Produce a
frequency table for the recorded values.
Using the College Student data file, do the following problems. Print
your outputs after typing your interpretations on them. Please circle the
key parts of the output that you discuss.
Chapter 7 Cross
Tabulation, Chi Square,
and Nonpararmetric
Measures of Association
7.1. Run crosstabs and interpret the results of chi square, and phi (or
Cramer's P), as discussed in Chapter 6 and in the interpretation of
Output 7. 1, for: a) gender and marital status and b) age group and
marital status.
7.2. Select two other appropriate variables, run and interpret the output
as we did in Output 7.1.
7.3. Is there an association between having children or not and watching
TV sitcoms?
7.4. Is there a difference between students who have children and those
who do not in regard to their age group?
7.5. Compute an appropriate statistic and effect size measure for the
relationship between gender and evaluation of social life.
Using the College Student data on the CD included with this book, do
the following problems. Print your outputs after typing your
interpretations on them. Please circle the key parts of the output that you
discuss.
Chapter 8: Correlation
and Regression
Chapter 9: Comparing
Two Groups with t Tests
and Similar
Nonparametric Tests
8.1. What is the correlation between student's height and parent's
height? Also produce a scatterplot. Interpret the results, including
statistical significance, direction, and effect size.
8.2. Write a question that can be answered via correlational analysis
with two approximately normal or scale variables. Run the
appropriate statistics to answer the question. Interpret the results.
8.3. Make a correlation matrix using at least four appropriate variables.
Identify, using the variable names, the two strongest and two
weakest correlations. What were the r and p values for each
correlation?
8.4. Is there a combination of gender and same sex parent's height that
significantly predicts student's height?
8.5. Is there a combination of hours of TV watching, hours of studying,
and hours of work that predicts current GPA?
Using the College Student data file, do the following problems. Print
your outputs after typing your interpretations on them. Please circle the
key parts of the output that you use for your interpretation.
9.1. Is there a significant difference between the genders on average
student height? Explain. Provide a full interpretation of the results.
9.2. Is there a difference between the number of hours students study
and the hours they work? Also, is there an association between the
two?
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9.3. Write another question that can be answered from the data using a
paired sample t test. Run the t test and provide a full interpretation.
9.4. Are there differences between males and females in regard to the
average number of hours they (a) study, (b) work, and (c) watch
TV? Hours of study is quite skewed so compute an appropriate
nonparametric statistic.
Using your College Student data file, do the following problems. Print
your outputs after typing your interpretations on them. Please circle the
key parts of the output that you use for your interpretation.
Chapter 10:Analysis of
Variance (ANOVA)
10.1.Identify an example of a variable measured at the scale/normally
distributed level for which there is a statistically significant overall
difference (E) between the three marital status groups. Complete the
analysis and interpret the results. Do appropriate post hoc tests.
10.2. Use the Kruskal Wallis test, with Mann Whitney post hoc follow
up tests if needed, to run the same problem as 10. 1. Compare the
results.
10.3.Do gender and marital status seem to have an effect on student's
height and do gender and marital status interact? Run the
appropriate SPSS analysis and interpret the results.
10.4.Do gender and having children interact and do either seem to affect
current GPA?
10.5.Are there differences between the age groups in regard to the
average number of hours they (a) study, (b) work, and (c) watch
TV?
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