Chapter 8 Liberty University SOP 04 20 2018 Note: This Is An ✓ Solved

```html

Chapter 8liberty University Soe 04 20 2018notethis Is An Example

The research question for this study was: RQ1: Is there a difference in learning attitude among traditional, adult, and senior vocational learners at a Northwestern public college?

The null hypothesis for this study was: H01: There is no significant difference in learning attitude as measured by the Learning Attitude Learning Inventory among traditional, adult, and senior vocational learners at a Northwestern public college.

Data obtained for the dependent variable learning attitude for traditional, adult, and senior learners can be found in Table 1.

Data screening was conducted on each group’s dependent variables (TL, AL, SL attitude) regarding data inconsistencies and outliers. The researcher sorted the data on each variable and scanned for inconsistencies. No data errors or inconsistencies were identified. Box and whiskers plots were used to detect outliers on each dependent variable. No outliers were identified.

An Analysis of Variance (ANOVA) was used to test the first null hypothesis that looked at the differences among type of learner and their learning attitudes. The ANOVA required that the assumptions of normality and homogeneity of variance are met.

Normality was examined using a Shapiro-Wilk test. Shapiro-Wilk was used because the sample size was less than 50. No violations of normality were found. The assumption of homogeneity of variance was examined using the Levene’s test. A violation was found (p = .009), so the assumption of homogeneity was not met. However, the ANOVA is considered a robust test against the homogeneity assumption.

Results indicated that the first null hypothesis was rejected at a 95% confidence level where F(2, 27) = 4.40, p = .02, η² = .25. The effect size was very large. Post hoc analysis was conducted using a Tukey Test HSD, revealing a significant difference between the attitude scores of traditional and senior vocational learners.

Paper For Above Instructions

The learning attitudes of students are a crucial aspect of educational psychology and can significantly influence their academic performance. This study explores whether there are differences in learning attitudes among traditional, adult, and senior vocational learners at a Northwestern public college.

The primary research question (RQ1) was framed to investigate these differences comprehensively. It aimed to identify whether the learning environment and personal background (i.e., age and learning history) influence attitudes towards learning. The study's null hypothesis (H01) proposed that there are no significant differences among these groups.

To begin the analysis, descriptive statistics were compiled for the measures of learning attitudes across the different learner groups. The gathered data indicated varying mean scores (M) with standard deviations (SD) that suggest differing attitudes: traditional learners had a mean of 18.70 (SD = 2.91), adult learners had a mean of 19.67 (SD = 1.73), and senior learners had a mean of 22.82 (SD = 4.47). This descriptive analysis indicates a trend suggesting that senior learners exhibited significantly more positive learning attitudes compared to traditional and adult learners.

A detailed data screening was employed to ensure the integrity of the data collected. The researcher meticulously checked for inconsistencies and outliers using box plots. No errors were identified in the dataset, affirming the reliability of the statistical analyses conducted. This thorough examination is vital for validating the subsequent analysis and ensuring that findings are based on robust data.

The normality of the data was assessed utilizing Shapiro-Wilk tests, which indicated that the distribution of learning attitudes across the three groups did not significantly deviate from a normal distribution. In contrast, the assumption of homogeneity of variances was tested using Levene's test, which revealed a violation (p = .009). Despite this violation, the ANOVA test is generally considered robust against homogeneity assumption violations in small samples, which justified the continuation of the analysis.

The ANOVA results demonstrated a significant difference in learning attitudes across the three learner types. Specifically, the hypothesis was rejected, indicating the presence of significant variances (F(2, 27) = 4.40, p = .02). The effect size calculated as η² = .25 indicates a large effect, meaning that the type of learner accounts for a substantial portion of variance in learning attitudes.

To further explore the dynamics of attitudes, a post hoc analysis using Tukey's HSD test revealed significant differences between traditional and senior learners (\(p = .02\)), elaborating on the pronounced differences in attitudes as one transitions from a traditional learning environment to a more vocational and potentially experience-based learning scenario.

The educational implications of these findings are significant. Understanding that different learner demographics exhibit distinct learning attitudes can inform pedagogical strategies tailored to each group. Recognizing that senior vocational learners may be more positively inclined towards learning points to the necessity of fostering environments that enhance engagement and motivation among traditional and adult learners. This could be achieved through community building efforts, mentorship programs, and creating inclusive environments that value the diverse experiences of all learners.

Furthermore, these findings suggest that educators and curriculum developers must account for these differences when designing courses and instructional materials. The provision of additional resources and support tailored for those with less favorable attitudes could help bridge the gap in learning engagement and outcomes.

In conclusion, the study establishes a clear variance in learning attitudes among traditional, adult, and senior vocational learners at the Northwestern public college. By identifying these differences, educators can adapt strategies and resources to foster a more effective learning environment for all students. The results encourage ongoing research into learning attitudes, advocating the exploration of underlying factors influencing learner engagement across diverse demographic groups.

References

• Warner, R. M. (2013). Applied Statistics: From Bivariate Through Multivariate Techniques. SAGE Publications.
• American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.
• Field, A. (2013). Discovering Statistics Using IBM SPSS Statistics (4th ed.). SAGE Publications.
• Hinton, P. R., McMurray, I., & Brownlow, C. (2014). Statistics Explained. Taylor & Francis.
• Jaccard, J., & Becker, M. A. (2003). Statistics for the Behavioral Sciences. Cengage Learning.
• Pallant, J. (2016). SPSS Survival Manual: A Step by Step Guide to Data Analysis Using SPSS (6th ed.). Allen & Unwin.
• Anastasi, A. & Urbina, S. (1997). Psychological Testing (7th ed.). Prentice Hall.
• Leech, N. L., Barrett, K. C., & Morgan, G. A. (2014). SPSS for Intermediate Statistics: Use and Interpretation (5th ed.). Taylor & Francis.
• Tabachnick, B. G., & Fidell, L. S. (2013). Using Multivariate Statistics (6th ed.). Pearson.
• Brown, J. D. (2014). Understanding Research in Second Language Learning: A Teacher's Guide to Statistics and Research Design. Cambridge University Press.

```