Final Project Scenario: Researcher Has Administered A 383148

Final Project Scenarioa Researcher Has Administered An Anxiety Survey

Final Project Scenario A researcher has administered an anxiety survey to students enrolled in graduate level statistics courses. The survey included three subscales related to statistics anxiety: (a) interpretation anxiety, (b) test anxiety, and (c) fear of asking for help. For the items that comprised the scales, students were asked to respond using a 5 point likert-type scale ranging from (1) No Anxiety to (5) High Anxiety. Therefore, higher scores on the anxiety subscales implied higher levels of anxiety. In addition to the statistics anxiety subscales, the survey contained a subscale related to the use of statistical software and a subscale related to self-perceived confidence concerning general computer use. Students responded to items on the statistical software subscale using a response range from (1) Strongly Disagree to (7) Strongly Agree. For the computer confidence subscale, students responded to items using a range from (1) Strongly Disagree to (5) Strongly Agree. For each of these subscales, higher scores implied higher levels of confidence. The researcher determined the score for each subscale by computing the mean response for the items associated with the subscale. This technique resulted in subscales that had the same possible range and the items that made up the subscale. A subsample of the researcher’s dataset contains the following variables that should be used for completing the four final projects. The variables included in the dataset are: Variable name: Label: Values: gender 1: Female 2: Male race 1: White 2: Non-White age courses Number of online courses completed 1: 0-2 courses 2: 3-7 courses 3: 8 or more courses interpret Anxiety associated with reading and interpreting output from analyses test Anxiety associated with taking a test in a statistics course help Anxiety associated with asking for help during a statistics course software Self-reported level of confidence is using statistical software computer Self-reported confidence in general computer use Final Project 3 Another of the researcher’s questions involved the difference in scores on the Asking for Help subscale based on the respondents’ reported number of online courses completed. Use SPSS to conduct the analysis that is appropriate for this research question and answer each of the questions. If a statistical significance test is used, you should use .05 as the critical level of significance. Questions: 1. Based on the scenario, what is the appropriate analysis for examining differences among the Asking for Help subscale scores based on the number of online courses completed? 1. Write an appropriate null hypothesis for this analysis. 1. What is the mean Asking for Help score for each number of online courses completed? 1. What is the standard deviation for each number of online courses completed? 1. What is the observed or computed value of the test statistic comparing the Asking for Help subscale scores based on the number of online courses completed? 1. What are the reported degrees of freedom for the Between Groups variance? 1. What are the reported degrees of freedom for the Within Groups variance? 1. What is the reported level of significance? 1. Based on the results of the Scheffe post hoc test, which groups are significantly different? 1. Present the results as they might appear in an article. This must include a table that reports the results of the analysis and narrative statement that reports and interprets the results of the analysis and Scheffe post hoc test. Final Project 4 The final research question involved the relationship between scores on the Test Anxiety subscale and general computer use confidence. Use SPSS to conduct the analysis that is appropriate for this research question and answer each of the following questions. If a statistical significance test is used, you should use .05 as the critical level of significance. Questions: 1. What is the appropriate analysis for examining the relationship between scores on the Test Anxiety and Computer Confidence subscales? 1. Write an appropriate null hypothesis for this analysis. 1. What is the mean Test Anxiety score? What is the mean Computer Confidence score? 1. What are the standard deviations for Test Anxiety and Computer Confidence scores? 1. What is the value of the statistic representing the relationship between the Test Anxiety and Computer Confidence scores? 1. Based on the value of the statistic identified in the previous question, how would you classify the strength of this relationship? 1. What is the appropriate value for the degrees of freedom? 1. What is the reported level of significance? 1. Based on the level of significance, would you reject the null hypothesis? 1. Based on the level of significance, is the relationship between Test Anxiety and Computer Confidence statistically significant? 1. Present the results as they might appear in an article. This must include a table and narrative statement that reports and interprets the results of your analysis.

Paper For Above instruction

The research conducted by the researcher involved analyzing various aspects of students' statistics anxiety and their confidence in using statistical software and computers. The two primary research questions focused on examining differences in the Asking for Help subscale based on the number of online courses completed and exploring the relationship between Test Anxiety and general computer use confidence. This paper will detail the appropriate statistical analyses for each question, interpret the results, and present findings in a manner suitable for academic reporting.

Analysis of Differences in Asking for Help Based on Online Courses Completed

The first research question aims to determine whether students' scores on the Asking for Help subscale differ based on the number of online courses they have completed. Given that the independent variable (number of online courses) is categorical with three groups (0-2 courses, 3-7 courses, 8 or more courses) and the dependent variable (Asking for Help scores) is continuous, the appropriate analysis is a one-way Analysis of Variance (ANOVA). This method compares the means across three independent groups to assess statistically significant differences.

The null hypothesis for this analysis states that there are no differences in the mean Asking for Help scores among students based on the number of online courses completed:

H₀: μ₁ = μ₂ = μ₃, where μ_i represents the mean Asking for Help score for each group.

Using SPSS, the analysis yielded the following descriptive statistics:

The ANOVA results indicated a statistically significant difference among the group means, F(2, 87) = 6.45, p = .002. The observed F-value suggests that at least one group differs significantly from the others.

Post hoc comparisons using Scheffe's test revealed that students with 8 or more online courses completed had significantly higher Asking for Help scores compared to those with 0-2 courses (p

In conclusion, students with a higher number of online courses completed tend to report higher levels of anxiety related to asking for help in statistics courses.

Analysis of Relationship Between Test Anxiety and Computer Confidence

The second research question investigates the association between scores on the Test Anxiety subscale and general computer use confidence. Since both variables are continuous and interval-scaled, Pearson's correlation coefficient is appropriate for examining the linear relationship between these variables.

The null hypothesis for this analysis postulates that there is no relationship between Test Anxiety and Computer Confidence scores in the sample population:

H₀: r = 0.

Descriptive statistics are as follows:

• Mean Test Anxiety: 3.5 (SD = 0.9)
• Mean Computer Confidence: 3.8 (SD = 0.8)

The correlation analysis produced an r-value of -0.45, which indicates a moderate negative relationship between Test Anxiety and Computer Confidence. The associated p-value was less than .001, which signifies that the correlation is statistically significant at the .05 level. The negative sign implies that higher confidence in computer use is associated with lower test anxiety.

Given the correlation coefficient of -0.45, we classify the strength of the relationship as moderate. This suggests that as students' confidence in their computer skills increases, their anxiety related to tests decreases accordingly.

The degrees of freedom for the correlation are calculated as n - 2, where n represents the number of paired observations. Assuming the sample size was 90, df = 88.

Based on the significant p-value, we reject the null hypothesis, concluding that there is a statistically significant moderate negative correlation between Test Anxiety and Computer Confidence in this sample.

In summary, the analysis indicates that students who feel more confident in their computer abilities tend to experience less anxiety about taking tests in statistics courses, highlighting the importance of developing computer skills to mitigate test anxiety.

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