School dataschoolsnumber of studentsaverage family incomeaverage pr

1. SchoolDataSchoolsNumber of StudentsAverage Family
IncomeAverage Property ValueWelfare PercentAvg SalarySpend
per StudentAverage Attendance PercentPassing PercentExample
Descriptive StatisticsBluffton1132$ 24,487$ 62,678.001.80$
31,221$ 2,13095.785Shawnee2472$ 29,777$
130,910.002.60$ 34,860$ 2,57094.773Teachers
SalarySpencerville1026$ 23,161$ 51,645.005.40$ 30,155$
2,26295.568Delphos1104$ 21,792$ 88,453.006.20$ 32,273$
2,50696.565Mean Teachers Salary$ 33,181.40Elida3204$
24,446$ 65,550.008.90$ 32,876$ 2,25094.162Median
Teachers Salary$ 32,708.00Lima5963$ 18,394$
44,138.0033.80$ 33,142$ 2,65792.340Standard Deviation$
3,548.50Northeastern1194$ 26,428$ 88,789.001.70$
30,919$ 2,43196.172Coefficient of Skew0.67Ayersville921$
28,228$ 82,707.003.90$ 32,850$
2,69395.668Defiance3046$ 23,812$ 56,333.0011.20$
34,750$ 2,43894.263Number of StudentsHicksville990$
22,448$ 56,411.007.00$ 34,224$ 2,35195.759Central1216$
24,189$ 53,923.004.60$ 34,430$ 2,49694.856Mean Number
of Students2,134Berlin-Milan1593$ 25,223$ 76,878.004.00$
32,166$ 2,56496.177Median Number of
Students1,227Perkins2038$ 25,586$ 117,545.003.30$
39,352$ 2,86195.874Standard Deviation3,880Huron1494$
27,135$ 105,588.004.60$ 33,433$ 2,96895.474Coefficient
of Skew7.80Margaretta1560$ 23,849$ 74,601.002.80$
37,084$ 2,46495.566Sandusky4426$ 19,529$
72,425.0025.20$ 36,042$ 2,7669337Kelleys Island20$
19,854$ 802,081.0011.40$ 27,144$
11,22695100Pettisville503$ 25,079$ 53,948.003.90$
31,159$ 2,83496.178Wauseon1864$ 23,408$
60,896.004.90$ 32,499$ 2,25295.375Evergreen1238$
23,826$ 69,432.005.20$ 32,353$ 2,2509572Archbold-
Area1401$ 26,706$ 107,547.004.10$ 35,982$
2,83796.269Pike-Delta-York1559$ 23,396$ 48,638.006.10$

2. 31,310$ 2,30994.866Gorham-Fayette487$ 22,405$
57,221.006.90$ 33,166$ 2,49294.651Swanton1725$ 24,596$
69,320.006.30$ 33,690$ 2,61594.950Arlington685$ 26,175$
55,478.002.70$ 31,821$ 2,20596.584Vanlue346$ 24,709$
49,606.004.10$ 28,411$ 2,42096.283Liberty-Benton954$
28,718$ 77,503.001.50$ 30,330$ 2,06396.778Van
Buren840$ 28,964$ 151,992.001.80$ 33,447$
2,58496.475Cory-Rawson794$ 23,904$ 69,242.002.40$
31,241$ 2,41696.473Arcadia597$ 24,305$ 78,102.002.50$
30,738$ 2,75295.964McComb805$ 23,754$ 69,347.005.70$
28,986$ 2,32195.961Findlay5758$ 24,269$ 92,648.007.60$
35,879$ 2,86094.960Ada855$ 23,029$ 52,655.005.30$
28,479$ 2,38095.969Kenton2228$ 20,418$ 61,155.0013.80$
30,907$ 2,51293.754Liberty Center1009$ 24,723$
57,685.004.10$ 30,904$ 2,43195.882Patrick Henry1176$
23,061$ 63,134.005.20$ 31,895$ 2,55295.975Napoleon
Area2331$ 25,304$ 84,245.006.60$ 32,773$
2,42294.673Holgate605$ 23,962$ 49,709.006.00$ 31,324$
2,45494.971Monroeville686$ 22,942$ 63,103.004.30$
30,838$ 2,47495.864Bellevue2276$ 24,025$
66,912.006.90$ 32,164$ 2,37495.155Willard2300$ 23,304$
58,832.0014.30$ 35,042$ 2,34794.653Norwalk2650$
21,551$ 72,266.0012.20$ 37,145$ 2,3849450Ottawa
Hills933$ 45,723$ 122,356.000.20$ 43,256$
4,15095.795Anthony Wayne3178$ 29,215$ 88,004.003.10$
35,617$ 2,84495.375Sylvania7822$ 32,114$
101,503.003.80$ 39,684$ 2,94395.572Maumee3009$
27,604$ 117,921.003.90$ 41,634$ 3,9339569Oregon3594$
24,525$ 123,599.008.70$ 35,848$
2,94194.752Washington7154$ 23,507$ 102,485.0011.80$
39,155$ 2,99793.751Springfield3575$ 26,048$
98,346.0012.20$ 34,437$ 2,77493.849Toledo36790$
21,079$ 62,668.0042.80$ 36,190$ 2,61190.728Benton
Carroll Salem2063$ 23,899$ 237,206.004.70$ 42,734$
3,44495.681Danbury635$ 21,325$ 182,360.003.20$ 34,971$
3,15895.365Genoa1584$ 25,321$ 53,120.004.80$ 34,661$

3. 2,84595.965Port Clinton2238$ 20,941$ 129,961.0010.50$
39,542$ 2,92694.550Put-in-Bay70$ 19,266$
426,419.001.40$ 30,242$ 7,82494.533Paulding1993$
22,677$ 46,163.008.60$ 32,928$ 2,56094.559Ottoville610$
24,128$ 46,582.000.20$ 26,125$ 2,58899.886Columbus
Grove866$ 23,562$ 55,568.008.40$ 30,476$
2,17496.284Kalida775$ 24,456$ 44,267.000.70$ 28,962$
2,27496.881Continental792$ 23,625$ 37,277.0010.00$
28,945$ 2,22595.579Ottawa-glandorf1749$ 25,363$
64,288.006.50$ 31,185$ 2,15496.577Pandora-Gilboa632$
23,806$ 55,446.001.20$ 27,693$ 2,07896.567Leipsic748$
20,941$ 62,648.0016.10$ 30,282$
2,81193.947Gibsonburg983$ 23,312$ 46,098.0017.80$
31,244$ 2,24294.471Lakota1332$ 22,678$ 55,933.0010.50$
30,765$ 2,30695.266Fremont5156$ 22,327$
74,874.0016.20$ 37,759$ 2,61694.757Woodmore1141$
26,460$ 90,484.0010.90$ 32,296$ 2,22796.556Clyde-Green
Springs2368$ 23,854$ 55,724.007.00$ 33,998$
2,38394.647Bettsville347$ 22,103$ 37,269.006.10$ 27,466$
2,39495.883Seneca East1183$ 22,656$ 50,895.004.80$
29,940$ 2,43595.980Old Fort540$ 23,208$ 50,712.0019.30$
28,195$ 2,7439678Hopewell-Loudon870$ 22,103$
72,201.004.70$ 30,644$ 2,56494.674New Riegel459$
23,314$ 41,376.002.70$ 29,099$ 2,5019773Tiffin3632$
21,246$ 65,291.009.00$ 35,513$ 2,50694.767Fostoria2742$
20,809$ 62,268.0020.40$ 34,241$ 2,45592.734Van
Wert2504$ 22,728$ 67,932.007.10$ 33,885$
2,51195.361Edon-Northwest744$ 23,035$ 38,462.002.70$
30,833$ 1,91695.173Milcreek-West Unity788$ 21,302$
40,239.003.20$ 31,582$ 2,38295.971Bryan2266$ 22,607$
81,152.004.20$ 32,643$ 2,70695.269North Central757$
21,871$ 59,396.002.90$ 31,978$
2,34995.668Montpelier1172$ 20,787$ 44,383.008.20$
33,243$ 2,65494.867Edgerton767$ 22,429$ 54,040.004.10$
28,975$ 2,47095.961Stryker579$ 24,084$ 65,532.003.40$
33,855$ 2,61795.747Perrysburg3839$ 32,773$

4. 97,888.002.60$ 40,320$ 3,01196.198Elmwood1237$
22,179$ 47,644.007.50$ 30,434$ 2,64395.268Bowling
Green3534$ 21,307$ 84,682.007.50$ 37,983$
2,84994.768Otsego1643$ 24,614$ 57,601.005.00$ 36,065$
2,53995.464Northwood1091$ 25,905$ 77,077.007.90$
35,536$ 2,97994.961Eastwood1739$ 25,043$
67,929.004.70$ 35,742$ 2,49995.960Lake1665$ 23,559$
95,859.006.20$ 38,046$ 2,82095.255Rossford2087$
25,360$ 123,725.007.20$ 39,476$ 3,25894.954North
Baltimore839$ 22,075$ 58,383.0010.60$ 29,579$
2,33194.550Upper Sandusky1801$ 21,063$ 68,348.003.90$
32,778$ 2,26795.662Carey915$ 21,658$ 51,497.006.00$
30,968$ 2,51395.559
VariablesVariablesX1 = Name of districtX2 = Number of
studentsX3 = Mean family income in the district ($)X4 = Mean
property value in the district ($)X5 = Percent of families
receiving welfareX6 = Mean salary of classroom teachers ($)X7
= Amount spent per pupil ($)X8 = Mean daily attendanceX9 =
Percent passing 12th grade proficiency exam
TITLE OF THE PAPER 1
TITLE OF THE PAPER 3
SOCIO-ECONOMIC DETERMINANTS OF STUDENTS’
PERFORMANCE IN 12TH GRADE PROFICIENCY EXAM
By
Antonio Gilbert
STAT 535

5. INDIANA WESLEYAN UNIVERSITY
TITLE OF THE PAPER iii
01/2021
Contents
PROJECT BACKGROUND 2
Purpose of the Study 2
Context of the Problem, Challenge Opportunity or Issue 2
Objectives of the Study 2
Limitations of the Study 2
Assumptions of the Study 2
Significance of the Study 2
What are the goals of the Study 2
Significance of the Topic to the Writer 2
Significance of the Topic to Stakeholders 2
Broader Implications of the Topic 2
INFORMATION and LITERATURE REVIEW 3
Brief Summary of the Literature on the Subject 3
Systematic Review of the Literature 3
Descriptive Statistics 3
Descriptive Graphs 4
PROJECT ANALYSIS 5
Analysis of the Literature Review Research Findings 5
Simple Linear Regression Analysis 5
Single Sample Hypothesis Test of the Mean 5
Chi-Square Analysis 5
PROJECT SUMMARY 6
Conclusions 6
Specific Recommendations 6
Suggestions for Future Research 6
References 6
Appendices 8

6. Appendix A: Data Set 8
Appendix B: Pictures of Analysis 9
PROJECT BACKGROUNDPurpose of the Study
This study seeks to determine the role of socio-economic factors
in influencing the performance of students in 12th Grade
proficiency exams.
Context of the Problem
There have been concerns about deteriorating performance in
12th grade proficiency exams. In both 2015 and 2019, the
majority of the students failed to attain proficiency in the three
tested subjects- English, Science and reading (AMACAD, 2021;
Wexler, 2020). In 2019 examinations, for instance, only 24%
attained proficiency in math, while the proficiency attainment in
reading was just 37%. The performance was worse in
mathematics, where 40% of the students recorded below basic
performance (Wexler, 2020). While the performance ion reading
was better, still 30% performed below basic performance. The
performance of the students have been generally been on the
decline, and presently worse than it was two decades ago
(AMACAD, 2021). High failure rates in 12th grade performance
has serious implications in educational development of the
country, as it jeopardizes the proportion of students who qualify
for the final stage in the high school (high school graduation),
and by extension transition to college. In the long run, it
adversely affects human resource building-which primarily
depends on educational pathways.
There are indications, though not conclusive, that the failures
are linked to socio-economic factors. For instance, in 2019, the
majority of the students in the 90th lowest percentile were from
socio-economically disadvantaged ethnic groups- namely the
Black, Hispanics or the low-income groups (Wexler, 2020).
These trends reflect the findings from international evidence to
the effect that there is a link between student’s poor

7. performance and low-socio-economic background (Bellibas,
2016). Other studies also points that the poor performance can
be mitigated through provision of economic incentives to the
schools, teachers and learners (Braum et al., 2011). Despite the
growing scholarly interest on the possible contributors to low
attainment in students’ performance across socio-economic
categories, the evidence specific to American context,
particularly 12th grade proficiency exams, remains scarce. The
scholarly gaps lead to limited appreciation of the role of
specific socio-economic factors in the performance of students
in 12th grade proficiency examinations.
Objectives of the Study
The study will seek to attain the following objectives:
a) To determine the role of specific socio-economic background
(family income, family welfare, and property value) in
determining students score in 12th grade proficiency
examinations.
b) To assess the role of specific monetary incentives (spent per
pupil, and salary of classroom teachers) in influencing student
scores in 12th grade proficiency examination.
Limitations of the Study
The study is limited by the low sample size (N=94), thereby
exposing the outcome to possible errors of probability. Further,
the study used school-level data, thereby failing to reflect
student-level attributes which would be more representative of
the individual learners. The school-level data uses mean values
for each variable, therefore depicting central tendencies rather
than real socio-economic and performance data of every
student.

8. Assumptions of the Study
This study assumes that the mean values in the data set are
representative of individual students. It further assumes that the
sample used is representative of the entire population (all
American schools).
Significance of the Study
What are the goals of the Study
The goal study is to determine the role of socio-economic
factors in determining student performance in 12th Grade
proficiency examinations in the United States.
Significance of the Topic to the Writer
The researcher has a scholarly interest in educational welfare of
American students at elementary level. This topic advances this
interest by allowing the researcher to delve into the role of
specific socio-economic variables.
Significance of the Topic to Stakeholders
The persistent performance of significant proportion of
candidates sitting for 12th Grade proficiency exams is
unresolved challenge in the US, and an educational issue
attracting extensive media coverage and criticism (Wexler,
2012). The study offers empirical evidence on the role of socio-
economic factors in shaping the performance. It therefore offers
evidence-based avenue for educationists, curriculum policy
stakeholders, the government and school management to address
the ongoing concerns over the poor performance in 12th grade
proficiency exams.

9. Broader Implications of the TopicIndustry implications.
This study has a potential to generate an outcome that
facilitates understanding of the underlying socio-economic
factors for the massive failures in 12th grade proficiency
examinations. The education sector (industry) would be able to
assess the extent to which socio-economic backgrounds
accounts for the failures, and whether addressing socio-
economic barriers would help address high failure rates.
Global implications.
This study offers comparative evidence on the influence of
socio-economic background and financial incentives on
educational performance. There are already evidence from
Germany (Akukwe & Schroeders, 2016), New Zealand
(Rubie‐ Davies et al., 2012) Turkey (Bellibus, 2016), and
Canada (Braun et al., 2011) affirming their effect of socio-
demographical factors. This study offers American perspectives,
allowing comparative study.
INFORMATION and LITERATURE REVIEWBrief Summary of
the Literature on the Subject
Family background, including socio-economic status is found
to affect student attainment, with students from low status being
disadvantaged (Akukwe & Schroeders, 2016; Bellibas, 2016;
Gonzalez, 2012).
Past research (Rubie-Davies, 2012) finds that community socio-
economic context constitute vital school-level contextual factor
impacting on performance. Schools POOR communities tend to
be well resourced through government spending and capitation,

10. leading to better performance. In absence of government
funding, low-socio-economic status schools would perform
poorer. Further, Braun et al. (2011) has found that student-level
incentives and support would significantly improve their
performance. High support empowers student ability to buy
reading materials and learning resources leading to better
performance. Systematic Review of the LiteratureSummary and
Relevance of the Literature to the problem or questions
Bellibas (2016) examined the link between socio-economic
background and student attainment, in the context of Turkish
Program for International Student Assessment (PISA)-2012.
Using multiple regression analysis, the study established a
negative correlation between low socio-economic status and
student attainment. However, the socio-economically
disadvantaged groups performed better that those in the higher
status where the disadvantaged group had educational support,
in terms of ICT availability and home educational resources.
Similarly, Akukwe and Schroeders (2016) similarly investigate
how family factors, including socio-economic factors, impact on
academic achievement ninth graders (studying Biology) in
Germany. The study finds that parent competency and number
of books bought at home predicts performance. While the
current study does not investigate parent attainment, Akukwe
and Schroeders (2016) underscore the need to focus on family
condition as a crucial socio-economic factor to impact on
performance. Ability to buy books is closely knitted with family
income, and support, which is subject of the current research.
Studies in the US have affirmed that LOW socio-economic
disadvantages at family level negatively disadvantages pre-k–
grade 12 students when it comes to language (Gonzalez,
2012The study offers insights that household factors impact on
attainment, so this investigation incorporate household socio-
economic attributes.
A study by Rubie-Davies (2012) utilized data obtained from
teachers in urban New Zealand schools to establish that socio-
economic level of the school impacts on educational attainment.

11. This study underscores the significance of school contextual
factors. They indicate that school neighborhood-whether it is
located in affluent or poor community affect performance.
Consequently the study focuses on school level monetary
incentives directed to the teacher and the learner- spent per
pupil, and salary of classroom teachers.
Baun et al. (2011) investigates the socio-economic factors
impacting on 12th-Grade NAEP reading assessment in Canada.
The study established that monetary incentives to students
significantly increased student engagement and overall
performance. This study will focus on spent per child as an
indication of student-level financial support. Thematic Findings
in Literature as Applied to the Topic
Past research (Akukwe & Schroeders, 2016; Bellibas, 2016) has
examined socio-economic factors that increase likelihood of
student’s attainment. These include household factors that
benefits student education (including home educational
resources, parental education and access to ICT resources). This
study focuses on family income and support though welfare as
family-level socio-economic factors.
Research is further focusing on student-level financial support
and incentives. International evidence (Braun et al., 2011) finds
such incentives effective in promoting student attainment.
The role of school-level socio-economic factors is another
dominant theme in the extant literature. (Rubie-Davies, 2012).
Rubie-Davies (2012) finds that low socio-economic schools
well-funded low socio-economic schools performs better than
less funded schools in high socio-economic zones (low socio-
economic schools). Without funding, schools in low socio-
economic zones would be disadvantaged. The study focuses on
teacher salary and spent per pupil as proxies of government
financial incentives, and by extension indicators of school
socio-economic factors.
Key Definitions.
For purposes of this study, the following terms have been
accorded the meanings as defined below:

12. · Monetary incentives – these include monetary support and
motivation provided to learners and teachers in the context of
learning environment. They encompass spent per pupil, and
salary of classroom teachers.
Ethical Consideration from the Literature Review.
The past research using human subjects (Akukwe and
Schroeders, 2016; Rubie-Davies, 2012) have c9onsidered
pertinent ethical issues of informed consent, participant privacy
and confidentiality. These will not be germane to this Study,
since data are secondary. However, honesty and data integrity
will be ensured by using true data as obtained from US
government official education databases.
Descriptive StatisticsType of Variables in the Data Set.
The dependent variables include family level socio-economic
background (family income, family welfare, and property value)
and monetary incentives (spent per pupil, and salary of
classroom teachers).
Table 1: Descriptive Statitics for Independent Variable
Average Family Income
Average Property Value
Welfare Percent
Avg Salary
Spend per Student
Mean
24068.56
85259.06
7.23
33181.40
2724.61

13. Median
23689.50
65411.50
5.35
32708.00
2508.50
Standard Deviation
3380.20
88874.66
6.52
3548.50
1095.22
Sample Variance
11425740.42
7898705499.72
42.54
12591883.28
1199502.28
Kurtosis
17.71
48.06
11.52
0.28
44.00
Skewness
3.19
6.44
2.92
0.67
6.26
Minimum
18394.00
37269.00
0.20
26125.00
1916.00

14. Maximum
45723.00
802081.00
42.80
43256.00
11226.00
Count
94.00
94.00
94.00
94.00
94.00
The dependent variable includes student scores in 12th grade
proficiency examination. Descriptive statitics is summarized
below:
Table 2: Descriptive Statitics for Dependent Variable
Passing Percent
Mean
65.86
Median
67.00
Standard Deviation
13.61
Sample Variance
185.22
Kurtosis
0.45
Skewness
-0.26
Minimum
28.00
Maximum
100.00
Count

15. 94.00
The following are the research questions:
i. What is the relationship between family-level socio-economic
statuses on student attainment?
ii. How do monetary incentives (to teachers and students)
impact on student performance?
References
AMACAD (2021). Student Proficiency in Reading, Math, and
Science. Retrieved from https://www.amacad.org/humanities-
indicators/k-12-education/student-proficiency-reading-math-
and-science
Bellibas, M. S. (2016). Who Are the Most Disadvantaged?
Factors Associated with the Achievement of Students with Low
Socio-Economic Backgrounds. Educational Sciences: Theory
and Practice, 16(2), 691-710. https://eric.ed.gov/?id=EJ1101216
Braun, H., Kirsch, I., & Yamamoto, K. (2011). An
Experimental Study of the Effects of Monetary Incentives on
Performance on the 12th-Grade NAEP Reading Assessment.
Teachers college record, 113(11), 2309-2344.
https://eric.ed.gov/?id=EJ951108
Akukwe, B., & Schroeders, U. (2016). Socio-economic,
cultural, social, and cognitive aspects of family background and
the biology competency of ninth-graders in Germany. Learning
and Individual Differences, 45, 185-192.

16. https://doi.org/10.1016/j.lindif.2015.12.009
Wexler, N. (October 29, 2020). Why 12th-Grade Test Scores
Are Even Worse Than They Appear. Forbes.
https://www.forbes.com/sites/nataliewexler/2020/10/29/why-
12th-grade-test-scores-are-even-worse-than-they-
appear/?sh=3e4346ad70f5
Rubie‐ Davies, C. M., Flint, A., & McDonald, L. G. (2012).
Teacher beliefs, teacher characteristics, and school contextual
factors: What are the relationships?. British Journal of
Educational Psychology, 82(2), 270-288.
https://doi.org/10.1111/j.2044-8279.2011.02025.x
Gonzalez, V. (2012). Assessment of bilingual/multilingual pre-
k–grade 12 students: A critical discussion of past, present, and
future issues. Theory into Practice, 51(4), 290-296.

17. Appendices
Appendix A: Data Set

18. Appendix B: Pictures of Analysis
TITLE OF THE PAPER 1
TITLE OF THE PAPER 5

19. TITLE OF THE PAPER (all caps)
By
STUDENT NAME
STAT 535
A paper submitted in partial fulfillment of the requirements for
the degree of
Masters of Business Administration
INDIANA WESLEYAN UNIVERSITY
TITLE OF THE PAPER iii
Month Year
Contents
PROJECT BACKGROUND 2
Purpose of the Study 2
Context of the Problem, Challenge Opportunity or Issue 2
Objectives of the Study 2
Limitations of the Study 2
Assumptions of the Study 2
Significance of the Study 2
What are the goals of the Study 2
Significance of the Topic to the Writer 2
Significance of the Topic to Stakeholders 2

20. Broader Implications of the Topic 2
INFORMATION and LITERATURE REVIEW 3
Brief Summary of the Literature on the Subject 3
Systematic Review of the Literature 3
Descriptive Statistics 3
Descriptive Graphs 4
PROJECT ANALYSIS 5
Analysis of the Literature Review Research Findings 5
Simple Linear Regression Analysis 5
Single Sample Hypothesis Test of the Mean 5
Chi-Square Analysis 5
PROJECT SUMMARY 6
Conclusions 6
Specific Recommendations 6
Suggestions for Future Research 6
References 6
Appendices 8
Appendix A: Data Set 8
Appendix B: Pictures of Analysis 9
PROJECT BACKGROUND 2
Purpose of the Study 2
Context of the Problem, Challenge Opportunity or Issue 2
Objectives of the Study 2
Limitations of the Study 2
Assumptions of the Study 2
Significance of the Study 2
What are the goals of the Study 2
Significance of the Topic to the Writer 2
Significance of the Topic to Stakeholders 2
Broader Implications of the Topic 2
Information and Literature Review 3
Brief Summary of the Literature on the Subject 3
Systematic Review of the Literature 3
Descriptive Statistics 3
Descriptive Graphs 4
PROJECT ANALYSIS 5

21. Analysis of the Literature Review Research Findings 5
Simple Linear Regression Analysis 5
Single Sample Hypothesis Test of the Mean 5
Chi-Square Analysis 5
PROJECT SUMMARY 6
Conclusions 6
Specific Recommendations 6
Suggestions for Future Research 6
Ethical considerations 6
References 7
Appendices 8
Appendix A: Data Set 9
Appendix B: Pictures of Analysis 10
PROJECT BACKGROUNDPurpose of the Study
Context of the Problem, Challenge OpportunityOpportunity, or
Issue
[Insert the background or a description of the problem or
challenge that prompted the research]
Objectives of the Study
[Insert any objectives in performing this research]
Limitations of the Study
[Insert any limitations you had in writing up the results]
Assumptions of the Study
[Insert any assumptions for this research]
Significance of the Study

22. What are the goals of the Study
[Insert any goals for the research]
Significance of the Topic to the Writer
[Insert any significance this research has to the researcher]
Significance of the Topic to Stakeholders
[Insert the significance of the topic to the people reading the
study]
Broader Implications of the TopicIndustry implications.
[Insert any industry implications from the research]
Global implications.
[Insert any global implications from the research]
INFORMATIONnformation and LITERATUREiterature
REVIEWeviewBrief Summary of the Literature on the Subject
[Insert a summary of the literature found on the research topic]
Systematic Review of the LiteratureSummary and Relevance of
the Literature to the problem or questions
[Insert any relevance the literature sources had to the research
questions involved in this study]
Thematic Findings in Literature as Applied to the Topic
[Insert any research themes found in this study]
Key Ddefinitions.
[Insert any key abbreviations or definitions of terms in this
study]
Ethical Cconsideration from the Lliterature Rreview.
[Insert any ethical considerations that the literature review
brought up]
Descriptive StatisticsType of Vvariables in the Ddata Sset.
[Insert any research variables involved in this study]
[Insert any research questions involved in this study]

23. Descriptive Graphs
[Insert any research graphs involved in this study]
PROJECT ANALYSISAnalysis of the Literature Review
Research Findings
Simple Linear Regression Analysis
[Insert which research question(s) you are answering]
[Insert a table or paragraph of any regression statistics like the
regression formula and r-squared value]
[Insert simple linear regression scatterplot]
[Insert your judgment based on the analysis performed]
[Insert any ethical considerations that the analysis brought up]
Single Sample Hypothesis Test of the Mean
[Insert which research question(s) you are answering]
[Insert a table or paragraph of any regression statistics like t
statistic value, p-value, sample size, and level of significance]
[Insert a picture of the analysis done in the spreadsheet]
[Insert your judgment based on the analysis performed]
[Insert any ethical considerations that the analysis brought up]
Chi-Square Analysis
[Insert which research question(s) you are answering]
[Insert a table or paragraph of any chi-square statistics like the
chi-square value, p-value, sample size, and level of
significance]
[Insert a picture of the contingency table in the spreadsheet]
[Insert your judgment based on the analysis performed]
[Insert any ethical considerations that the analysis brought up]
PROJECT SUMMARYConclusions
[Insert any conclusions you have drawn from the research]
Specific Recommendations

24. [Insert any recommendations you have drawn from the research]
Suggestions for Future Research
[Insert any suggestions for future research]
Ethical considerations
[Insert any ethical considerations you have drawn from the
research]
References

25. Appendices
Appendix A: Data Set

26. Appendix B: Pictures of Analysis