Discussion - Week 7 Quantitative Reasoning and Analysis (R.docx

Discussion - Week 7
Quantitative Reasoning and Analysis (RSCH - 8201Z - 1)
Discussion - Week 7
Research Design for One-Way ANOVA
Student: Agha Bakht, [email protected]
Student ID # A00136458
Program: PhD in Management
Specialization: Leadership and Organizational Change
Faculty: Dr. Tom Spencer: [email protected]
Walden University
January 11, 2017
Hi Dr. Thomas Spencer,
Discussion - Week 7
In response to discussion for the week 7, I used General Social
Survey Data to construct a research questions and answered by
ANOVA. In the day 3 posting please see below responses.
Q: 1 what is your research question?
There is a correlation between the Groups and within Groups.
Sum of squares for Groups=474058.682, within
Groups=743670.506 and Total=1217729.188.
Q: 2 what is the null hypothesis for your question?
In the research hypothesis there is a correlation between the
Groups and within Groups. Sum of squares for
Groups=474058.682, within Groups=743670.506 and
Total=1217729.188. In the null hypothesis mean square relation
is calculated between the group=118514.671 and within
Groups=307.048.

Q: 3 what research design would align with this question?
A quantitative research method would be the ideal research
design for this question, specifically because it is an analysis of
the correlation between two variables (R's socioeconomic index
(2010) and sei10.
Q: 4 what dependent variable was used and how is it measured?
R's socioeconomic index (2010).
Q: 5 what independent variable is used and how is it measured?
sei10.
Q: 6 if you found significance, what is the strength of the
effect?
The significance level is .000, which is well below ONEWAY
sei10 BY degree
/MISSING ANALYSIS/POSTHOC=BONFERRONI GH ALPHA
(0.05).
Q: 7 explain your results for a lay audience and further explain
what the answer is to your research question.
Based upon the post hoc test it is determined that we have to
reject our null hypothesis that Bonferroni and Games-Howell
HIGH SCHOOL
LT HIGH SCHOOL
10.6923*
1.1432
.000
JUNIOR COLLEGE
-9.2956*
1.3924
.000
BACHELOR
-21.7874*
.9580
.000
GRADUATE

-35.5267*
1.1732
.000
GET
FILE='D:Walden_RSCH-820Z-1AssignmentGSS2014_agha
bakht_8210 (1).sav'.
DATASET NAME DataSet1 WINDOW=FRONT.
ONEWAY sei10 BY degree
/MISSING ANALYSIS.
Oneway
[DataSet1] D:Walden_RSCH-820Z-
1AssignmentGSS2014_agha bakht_8210 (1).sav
ANOVA
R's socioeconomic index (2010)
Sum of Squares
df
Mean Square
F
Sig.
Between Groups
474058.682
4
118514.671
385.981
.000
Within Groups
743670.506
2422

307.048
Total
1217729.188
2426
ONEWAY sei10 BY degree
/MISSING ANALYSIS
/POSTHOC=BONFERRONI GH ALPHA(0.05).
Oneway
ANOVA
R's socioeconomic index (2010)
Sum of Squares
df
Mean Square
F
Sig.
Between Groups
474058.682
4
118514.671
385.981
.000
Within Groups
743670.506
2422
307.048

Total
1217729.188
2426
Post Hoc Tests
Multiple Comparisons
Dependent Variable: R's socioeconomic index (2010)
(I) RS HIGHEST DEGREE
(J) RS HIGHEST DEGREE
Mean Difference (I-J)
Std. Error
Sig.
95% Confidence Interval
Lower Bound
Upper Bound
Bonferroni
LT HIGH SCHOOL
HIGH SCHOOL
-10.6923*
1.1432
.000
-13.904
-7.480

JUNIOR COLLEGE
-19.9879*
1.6560
.000
-24.640
-15.335
BACHELOR
-32.4796*
1.3119
.000
-36.166
-28.794
GRADUATE
-46.2190*
1.4764
.000
-50.367
-42.071
HIGH SCHOOL
LT HIGH SCHOOL
10.6923*
1.1432
.000
7.480
13.904
JUNIOR COLLEGE
-9.2956*
1.3924
.000

-13.208
-5.383
BACHELOR
-21.7874*
.9580
.000
-24.479
-19.096
GRADUATE
-35.5267*
1.1732
.000
-38.823
-32.230
JUNIOR COLLEGE
LT HIGH SCHOOL
19.9879*
1.6560
.000
15.335
24.640
HIGH SCHOOL
9.2956*
1.3924
.000
5.383
13.208

BACHELOR
-12.4918*
1.5340
.000
-16.802
-8.182
GRADUATE
-26.2311*
1.6768
.000
-30.942
-21.520
BACHELOR
LT HIGH SCHOOL
32.4796*
1.3119
.000
28.794
36.166
HIGH SCHOOL
21.7874*
.9580
.000
19.096
24.479
JUNIOR COLLEGE
12.4918*
1.5340
.000

8.182
16.802
GRADUATE
-13.7394*
1.3382
.000
-17.499
-9.980
GRADUATE
LT HIGH SCHOOL
46.2190*
1.4764
.000
42.071
50.367
HIGH SCHOOL
35.5267*
1.1732
.000
32.230
38.823
JUNIOR COLLEGE
26.2311*
1.6768
.000
21.520
30.942

BACHELOR
13.7394*
1.3382
.000
9.980
17.499
Games-Howell
LT HIGH SCHOOL
HIGH SCHOOL
-10.6923*
.9292
.000
-13.235
-8.149
JUNIOR COLLEGE
-19.9879*
1.6288
.000
-24.459
-15.517
BACHELOR
-32.4796*
1.2173
.000
-35.808
-29.151
GRADUATE
-46.2190*
1.2495
.000

-49.639
-42.799
HIGH SCHOOL
LT HIGH SCHOOL
10.6923*
.9292
.000
8.149
13.235
JUNIOR COLLEGE
-9.2956*
1.5125
.000
-13.455
-5.137
BACHELOR
-21.7874*
1.0566
.000
-24.677
-18.898
GRADUATE
-35.5267*
1.0936
.000
-38.523
-32.531
JUNIOR COLLEGE

LT HIGH SCHOOL
19.9879*
1.6288
.000
15.517
24.459
HIGH SCHOOL
9.2956*
1.5125
.000
5.137
13.455
BACHELOR
-12.4918*
1.7047
.000
-17.167
-7.817
GRADUATE
-26.2311*
1.7279
.000
-30.970
-21.492
BACHELOR
LT HIGH SCHOOL
32.4796*
1.2173
.000

29.151
35.808
HIGH SCHOOL
21.7874*
1.0566
.000
18.898
24.677
JUNIOR COLLEGE
12.4918*
1.7047
.000
7.817
17.167
GRADUATE
-13.7394*
1.3470
.000
-17.424
-10.055
GRADUATE
LT HIGH SCHOOL
46.2190*
1.2495
.000
42.799
49.639

HIGH SCHOOL
35.5267*
1.0936
.000
32.531
38.523
JUNIOR COLLEGE
26.2311*
1.7279
.000
21.492
30.970
BACHELOR
13.7394*
1.3470
.000
10.055
17.424
*. The mean difference is significant at the 0.05 level.
Summary
In Week 6, I gained an understanding of how t tests can assist
with determining whether differences exist between samples.
The t test has significant utility in hypothesis testing, but its
inherent weakness is that it cannot compare more than two
groups in one test. As a social researcher, I often have multiple
samples/groups to compare. For instance, I might want to test
for differences in socioeconomic status across racial identity,
determine which educational intervention has the greatest
potential across different treatment groups, or determine
whether there are differences in disease risk factors across

levels of education attainment. These are all examples where
you likely have three or more groups that I want to compare. To
perform this task, we call upon the one-way ANOVA.
References:
Frankfort-Nachmias, C., & Leon-Guerrero, A. (2015). Social
statistics for a diverse society (7th
ed.). Thousand Oaks, CA: Sage Publications.
Wagner, W. E. (2016). Using IBM® SPSS® statistics for
research methods and social science
Statistics (6th ed.). Thousand Oaks, CA: Sage Publications.
Walden University Library. (n.d.). Course Guide and
Assignment Help for RSCH 8210.
Retrieved from http://academicguides.waldenu.edu/rsch8210
Datasets
Document: Data Set 2014 General Social Survey (dataset file)
Use this dataset to complete this week’s Discussion.
Note: You will need the SPSS software to open this dataset.
Document: Data Set Afrobarometer (dataset file)
Use this dataset to complete this week’s Assignment.
Document: High School Longitudinal Study 2009 Dataset
(dataset file)
Use this dataset to complete this week’s Assignment.
Page 6 of 6
Major Assessment #4
Doctorate in Nursing Practice NURS 8200

Rubric
Article Critique Assignment
Program LO: 1
1: Scholar/Evidence-based Practitioners
DNP Essential: 3
3: Clinical Scholarship and Analytical Methods for Evidence-
Based Practice
(Scroll down for table)
ASSIGNMENT PROMPT
Target
6.6 points
Acceptable
4.6 points
Unacceptable
2.6 point
Score/Level
Article Critique Evaluation
Part 1: Overview of the study
(6.6 points)

Program LO: 1
DNP Essential: 3
Exemplary quality.
Content is of a professional portfolio quality; addresses every
major subsection in the assignment [fully developed overview
of the selected research study] using advanced critical thinking
skills; does not summarize or paraphrase the content of the
selected article, rather demonstrates content mastery using
examples of and/or personalized reflections about the content of
the article; demonstrates an applied level of understanding
through personalized reflections about the content area. Excels
in meeting expectations for graduate level work.
Fully meets expectations for LO 1
Fully meets expectations for Essential 3
Well-developed good quality work.

Content is of a professional portfolio quality; addresses at least
80% of the major subsections in the assignment using adequate
critical thinking skills; includes some summarizing or
paraphrasing of article; demonstration of content mastery using
the selected research article; demonstration of an applied level
of understanding through personalized reflections about the
content area. It fully meets expectations for graduate level
work.
Meets expectations for LO 1
Meets expectations for Essential 3
Superficially developed, unacceptable quality.
Content needs substantial revision for it to be of a professional
portfolio quality; addresses less than 50% of the major
subsections in the assignment using weak critical thinking
skills; consists primarily of a summary of main ideas from the
research article; does not demonstrate an applied level of
understanding. Lags behind expectations for graduate level
work.
Insufficient to meet expectations for LO 1

Insufficient to meet expectations for Essential 3
Part 2: Strengths of the research study
(6.6 points)
Program LO: 1

DNP Essential: 3
Exemplary quality.
major subsection in the assignment, clearly identifying two or
three strengths with support that demonstrates advanced critical
thinking skills; does not summarize or paraphrase the content of
the research article, rather demonstrates content mastery using
examples of and/or personalized reflections about the strengths
of the research study; demonstrates an applied level of
understanding through personalized reflections about the
strengths of the research study. Excels in meeting expectations
for graduate level work.
80% of the major subsections in the assignment, clearly
identifying two or three strengths of the research study, which
are supported using adequate critical thinking skills; includes
some summarizing or paraphrasing of the research article;
demonstration of content mastery using examples of and/or
personalized reflections about the strengths of the research
study; demonstration of an applied level of understanding
through personalized reflections about the strengths of the
research study. It fully meets expectations for graduate level
work.

skills; consists primarily of a summary of strengths of the
research study; does not demonstrate an applied level of
work.
Part 3: Weaknesses of the research study
(6.6 points)

Program LOs: 1
DNP Essential: 3
Exemplary quality.
major subsection in the assignment, clearly identifying two or
three weaknesses with support that demonstrates advanced
critical thinking skills; does not summarize or paraphrase the
content of the research study, rather demonstrates content
mastery using examples of and/or personalized reflections about
the weaknesses of the research study; demonstrates an applied
level of understanding through personalized reflections about
the weaknesses of the research study. Excels in meeting
expectations for graduate level work.

80% of the major subsections in the assignment identifying two
or three weaknesses with support demonstrating adequate
paraphrasing of research study; demonstration of content
the weaknesses of the research study; demonstration of an
applied level of understanding through personalized reflections
about the weaknesses of the research study. It fully meets
skills; consists primarily of a summary of weaknesses of the
research study; does not demonstrate an applied level of
work.

Part 4: Proposed changes to improve the quality of the research
study
(6.6 points)
Program LO: 1
DNP Essential: 3
Exemplary quality.
major subsection in the assignment, fully and clearly describes
changes to improve the quality of the research study using
advanced critical thinking skills; does not summarize or
paraphrase the content of research article, rather demonstrates
content mastery using examples of and/or personalized
reflections about the proposed changes and how they will
improve the quality of the study; demonstrates an applied level
proposed changes. Excels in meeting expectations for graduate
level work.

80% of the major subsections in the assignment using adequate
paraphrasing of the proposed changes to improve the quality of
the research study; demonstration of content mastery using
the research article; demonstration of an applied level of
proposed changes and how they will improve the quality of the
study. It fully meets expectations for graduate level work.
Needs substantial revision to be of a professional portfolio
quality; addresses less than half the major subsections in the
assignment using weak critical thinking skills; consists
primarily of a summary of the proposed changes; does not
demonstrate an applied level of understanding. Lags behind

Part 5: Summary of the implications for nursing practice
(6.6 points)

Program LO: 1
DNP Essential: 3
Exemplary quality.
major subsection in the assignment [summarizing the
implications of the research study for nursing practice] using
advanced critical thinking skills; demonstrates content mastery
using examples of and/or personalized reflections about the
implications for practice; demonstrates an applied level of
content area. Excels in meeting expectations for graduate level
work.
80% of the major subsections in the assignment summarizing
the implications of the research study for nursing practice using
adequate critical thinking skills;; demonstration of content
the implications for practice; demonstration of an applied level
content area. It fully meets expectations for graduate level
work.

Needs substantial revision to be of a professional portfolio
quality; addresses less than half the major subsections in the
assignment using weak critical thinking skills; weak summary
of the implications for practice; does not demonstrate an applied
level of understanding. Lags behind expectations for graduate
level work.
Up to 5 points (20%) may be deducted for errors in grammar
and/or APA style, as described below.

Assignment:
Select one of the four articles listed on the Week 2 Learning
Resources page and referenced below.
· Fouquier, K.F. (2011). The concept of motherhood among
three generations of African American women. Journal of
Nursing Scholarship, 43(2), 145–153.
· Grey, M., Whittemore, R., Jaser, S., Ambrosino, J.,
Lindemann, E., Liberti, L. … Dziura, J. (2009). Effects of
coping skills training in school-age children with Type 1
diabetes. Research in Nursing & Health, 32, 405-418.
· Methey, N.A., Davis-Jackson, J., & Stewart, B.J. (2010).
Effectiveness of an aspiration risk-reduction protocol. Nursing
Research, 59, 18-25.
· Newhouse, R.P., Morlock. L., Pronovost, P., & Breckenridge-
Sproat, S. (2011). Rural hospital nursing: Results of a national
survey of nurse executives. Journal of Nursing Administration,
41(3), 129-137.
In a 5- to 7-page paper written in APA format you will:
· Provide a brief one to two paragraph overview of the study.
· Identify two to three strengths of the study and support your
selection (i.e. why is this a strength)
· Identify two to three weaknesses of the study and support your
selection (i.e. why is this a weakness)
· Note: The strengths and weaknesses should be in relation to:
· Design
· Sampling
· Data collection
· Statistical analysis

· Results and discussion.
· Propose changes to improve the quality of the study
capitalizing on the strengths and improving on the weaknesses
you identified in the study.
· Summarize the implications for nursing practice.
Due by Day 7 of Week 9
Writing (5 points): Up to 5 points (20%) may be deducted for
grammar and APA style errors.
(Total points possible: 25)
Application 1: Article Critique [Major Assessment 4]
DNP graduates are expected to apply research findings and
integrate nursing science into
evidence-based practice. To develop your ability to engage in
this high level of nursing practice,
you will analyze the strengths and weaknesses of a research
study over the next several weeks
using the concepts presented throughout Weeks 1 through 9 of
the course. Your final analysis
will be a 5- to 7-page paper that includes the following:
Brief one to two paragraph overview of the study
Two to three strengths of the study and support for your
selection (i.e. why is this a strength)
Two to three weaknesses of the study and support for your
selection (i.e. why is this a

weakness)
Note: The strengths and weaknesses you identified should be in
relation to design, sampling,
data collection, statistical analysis, results and discussion of the
study
Proposed changes to improve the quality of the study,
capitalizing on the strengths and
improving on the weaknesses identified in the study
Summary of the implications for nursing practice
The purpose of the analysis is to help you develop a deeper
understanding of the research
process, to inspire you to think critically and deeply about
research on a specific topic, and to
strengthen your ability to integrate research findings into
evidence-based nursing practice. This
assignment also gives you practice in analyzing the research
literature, which will support you
when you begin your DNP project. Before you proceed, please
review the rubric for this
assignment, which is located in the Grading section in the left-
hand navigation menu of this
course. Keep in mind that you will be working on your article
critique throughout Weeks 2
through 9 with your critique due by Day 7 of Week 9.
To prepare for this week's assignment complete the following:
Select one of the four research articles cited in this week's
required readings.
Review the various quantitative research designs presented in
the textbook readings and
research articles and discussed in the "Musings: Aligning
Research Question and Methodology"
media.
Consider the research design used in your selected article. Ask
yourself the following questions.

Is the design appropriate for the study? Would a different
design provide better results?
You are not required to submit this assignment this week.
Resources to Use:
Fouquier, K.F. (2011). The concept of motherhood among three
generations of African
American women. Journal of Nursing Scholarship, 43(2), 145–
153. Retrieved from the Walden
Library databases.
Grey, M., Whittemore, R., Jaser, S., Ambrosino, J., Lindemann,
E., Liberti, L., Northrup, V., &
Dziura, J. (2009). Effects of coping skills training in school-age
children with Type 1 diabetes.
Research in Nursing & Health, 32, 405–418. Retrieved from the
Walden Library databases.
Methey, N.A., Davis-Jackson, J., & Stewart, B.J. (2010).
Effectiveness of an aspiration risk-
reduction protocol. Nursing Research, 59, 18–25. Retrieved
from the Walden Library databases.
Newhouse, R.P., Morlock. L., Pronovost, P., & Breckenridge-
Sproat, S. (2011). Rural hospital
nursing: Results of a national survey of nurse executives.
Journal of Nursing Administration,
41(3), 129–137. Retrieved from the Walden Library databases.
GSS2014_student_8210_(3) (1).sav

Similar to the previous week’s Discussion, this Discussion
assists in solidifying your understanding of statistical testing by
engaging in some data analysis. This week, you will once again
work with a real, secondary dataset to construct a research
question, perform a one-way ANOVA, and interpret the results.
Whether in a scholarly or practitioner setting, good research and
data analysis should have the benefit of peer feedback. For this
Discussion, you will post your response to the hypothesis test,
along with the results. Be sure and remember that the goal is to
obtain constructive feedback to improve the research and its
interpretation, so please view this as an opportunity to learn
from one another.
To prepare for this Discussion:
Review this week’s Learning Resources and media program
related to one-way ANOVA testing.
Using the SPSS software, open the General Social Survey
dataset found in this week’s Learning Resources.
Using the General Social Survey dataset, construct a research
question that can be answered by a one-way ANOVA.
By Day 3
Use SPSS to answer the research question. Post your response
to the following:
What is your research question?
What is the null hypothesis for your question?
What research design would align with this question?
What dependent variable was used and how is it measured?
What independent variable is used and how is it measured?
If you found significance, what is the strength of the effect?
Explain your results for a lay audience and further explain what
the answer is to your research question.
Be sure to support your Main Post and Response Post with
reference to the week’s Learning Resources and other scholarly
evidence in APA Style.

Discussion - Week 7 Quantitative Reasoning and Analysis (R.docx

Discussion - Week 7 Quantitative Reasoning and Analysis (R.docx

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