Final Exam Focus of the Final Exam The purpose of the Final Exam is to assess your understanding of the main statistical concepts covered in this course and to evaluate your ability to critically review a quantitative research article.  The exam will consist of two parts: Part I includes three essay questions and Part II includes a research critique.  All of your responses should be included in a single Word document for submission.  Please include the following general headings for each section of the written exam within your Word document: Part I: Essay Questions Essay 1 Essay 2 Essay 3 Part II: Research Study Critique   Introduction   Methods   Results   Discussion Your complete Word document must include a title page with the following: Student’s name Course name and number Instructor’s name Date submitted Part I: Essay Questions There are three essay questions in this section.  You must answer all three questions.  The length of each essay should be one to two double-spaced pages (excluding title and reference pages).  Use 12-point font and format your paper with regular 1-inch margins.  Do not include the essay prompt in your document.  It will not count toward the length requirement for your essays. Essay 1 A group of researchers conducted an experiment to determine which vaccine is more effective for preventing getting the flu. They tested two different types of vaccines: a shot and a nasal spray. To test the effectiveness, 1000 participants were randomly selected with 500 people getting the shot and 500 the nasal spray. Of the 500 people were treated with the shot, 80 developed the flu and 420 did not. Of the people who were treated with the nasal spray, 120 people developed the flu and 380 did not. The level of significance was set at .05. The proportion of people who were treated with the shot who developed the flu = .16, and the proportion of the people who were treated with the nasal spray was .24. The calculated p value = .0008.  For this essay, describe the statistical approaches (e.g., identify the hypotheses and research methods) used in this excerpt from a research study.  Interpret the statistical results and examine the limitations of the statistical methods.  Finally, evaluate the research study as a whole and apply what you have learned about hypothesis testing and inferential statistics by discussing how you might conduct a follow-up study. Your essay must address the following points: Describe the research question for this experiment. What were the null and alternative hypotheses? Were the results of this test statistically significant? If so, why were they significant? Would the researchers reject or fail to reject the null hypothesis? Do the results provide sufficient evidence to support the alternative hypothesis? Was the sample appropriate for this study?  Explain your answer. What are some possible limitations to this study? Discuss how you would conduct a follow up study to this one. Explain your answe ...

1. Final Exam
Focus of the Final Exam
The purpose of the Final Exam is to assess your understanding
of the main statistical concepts covered in this course and to
evaluate your ability to critically review a quantitative research
article. The exam will consist of two parts: Part I includes
three essay questions and Part II includes a research critique.
All of your responses should be included in a single Word
document for submission.
Please include the following general headings for each section
of the written exam within your Word document:
Part I: Essay Questions
Essay 1
Essay 2
Essay 3
Part II: Research Study Critique
Introduction
Methods
Results
Discussion
Your complete Word document must include a title page with
the following:
Student’s name
Course name and number
Instructor’s name
Date submitted
Part I: Essay Questions
There are three essay questions in this section. You must

2. answer all three questions. The length of each essay should be
one to two double-spaced pages (excluding title and reference
pages). Use 12-point font and format your paper with regular 1-
inch margins. Do not include the essay prompt in your
document. It will not count toward the length requirement for
your essays.
Essay 1
A group of researchers conducted an experiment to determine
which vaccine is more effective for preventing getting the flu.
They tested two different types of vaccines: a shot and a nasal
spray. To test the effectiveness, 1000 participants were
randomly selected with 500 people getting the shot and 500 the
nasal spray. Of the 500 people were treated with the shot, 80
developed the flu and 420 did not. Of the people who were
treated with the nasal spray, 120 people developed the flu and
380 did not. The level of significance was set at .05. The
proportion of people who were treated with the shot who
developed the flu = .16, and the proportion of the people who
were treated with the nasal spray was .24. The
calculated p value = .0008.
For this essay, describe the statistical approaches (e.g., identify
the hypotheses and research methods) used in this excerpt from
a research study. Interpret the statistical results and examine
the limitations of the statistical methods. Finally, evaluate the
research study as a whole and apply what you have learned
about hypothesis testing and inferential statistics by discussing
how you might conduct a follow-up study.
Your essay must address the following points:
Describe the research question for this experiment.
What were the null and alternative hypotheses?
Were the results of this test statistically significant?
If so, why were they significant?

3. Would the researchers reject or fail to reject the null
hypothesis?
Do the results provide sufficient evidence to support the
alternative hypothesis?
Was the sample appropriate for this study? Explain your
answer.
What are some possible limitations to this study?
Discuss how you would conduct a follow up study to this one.
Explain your answer.
Describe the difference between practical and statistical
significance.
Essay 2
A researcher has investigated the relationship between IQ and
grade point average (GPA) and found the correlation to be .75.
For this essay, critique the results and interpretation of a
correlational study.
Evaluate the correlational result and identify the strength of the
correlation.
Examine the assumptions and limitations of the possible
connection between the researcher’s chosen variables.
Identify and describe other statistical tests that could be used to
study this relationship.
Your essay response must address the following questions:
How strong is this correlation?
Is this a positive or negative correlation?
What does this correlation mean?
Does this correlation imply that individuals with high
Intelligence Quotients (IQ) have high Grade Point Averages
(GPA)?
Does this correlation provide evidence that high IQ causes GPA
to go higher?
What other variables might be influencing this relationship?
What is the connection between correlation and causation?

4. What are some of the factors that affect the size of this
correlation?
Is correlation a good test for predicting GPA?
If not, what statistical tests should a researcher use, and why?
Essay 3
A researcher has recorded the reaction times of 20 individuals
on a memory assessment. The following table indicates the
individual times:
2.2
4.7
7.3
4.1
9.5
15.2
4.3
9.5
2.7
3.1
9.2
2.9
8.2
7.6

5. 3.5
2.5
9.3
4.8
8.5
8.1
In this essay, demonstrate your ability to organize data into
meaningful sets, calculate basic descriptive statistics, interpret
the results, and evaluate the effects of outliers and changes in
the variables. You may use Excel, one of the many free online
descriptive statistics calculators, or calculate the values by hand
and/or with a calculator.
Next, separate the data into two groups of 10; one group will be
the lower reaction times, and the second group will be the
higher reaction times. Then, address the following points in
your essay response:
Calculate the sum, mean, mode, median, standard deviation,
range, skew, and kurtosis for each group.
How do the two groups differ?
Are there any outliers in either data group?
What effect does an outlier have on a sample?
Lastly, double each sample by repeating the same 10 data points
in each group. You will have a total of 20 data points for each
group. After completing this, address the following in your
essay response:

6. Calculate the following for the new data groups: sum, mean,
mode, median, standard deviation, range, skew, and kurtosis.
Did any of the values change?
How does sample size affect those values?
Part B: Research Study Critique
In this second portion of the Final Exam, you will identify and
critically evaluate a quantitative research article based on a
social science topic. Your selected article must include a
research question(s) and/or hypothesis(es) and utilize statistical
analyses covered in the course. The article must be peer-
reviewed and published within the last 10 years.
In the body of your critique, describe the statistical approaches
used, the variables included, the hypothesis(es) proposed, and
the interpretation of the results. In your conclusion, suggest
other statistical approaches that could have been used and, if
appropriate, suggest alternative interpretations of the results.
This process will allow you to apply the concepts learned
throughout the course in the interpretation of actual scientific
research. Your critique must include the following sections:
Introduction: This section will include a general introduction of
the quantitative study from a peer-reviewed source published
within the last 10 years. The research questions and/or
hypothesis(es) as well as the purpose of the study should be
clearly defined.
Methods: Describe and evaluate the procedures and methods of
data collection, measures/instruments used, the participants and
how they were selected, and the statistical techniques used.
Results: In this section describe and critique the results
presented in the study.
Discussion: Discuss and evaluate the efficacy of the results
presented in the study. Address, the strengths, weaknesses, and
limitations of the study, and suggest future research directions.
Include additional forms of statistical analyses as part of the
suggestions for future research.

7. The Research Study Critique:
Must be three to four double-spaced pages in length (excluding
title and reference pages) and formatted according to APA style
as outlined in the Ashford Writing Center. Use 12-point font,
with 1-inch margins.
Must use the sections and headings described above.
Must address the article with critical thought by examining,
reflecting, and evaluating the article from an objective
viewpoint and by using facts to support your argument. Refer to
the Critical Thinking Community website for further assistance.
Must end with a conclusion that summarizes your critical
evaluation.
Must use one quantitative research study from a peer-reviewed
source that was published within the last 10 years.
Must properly cite the source article in APA style as outlined in
the Ashford Writing Center.
Must include a separate reference page, formatted according to
APA style as outlined in the Ashford Writing Center.
Carefully review the Grading Rubric for the criteria that will be
used to evaluate your assignment.
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Content Review
1
Content Review
Motivating and Guiding School-Age Children and Adolescents
(EDUC - 3303 - 1)
Instructor(s): Robin Sachs
Yvonne Abron
Walden University
September 10, 2017

9. 1. Choose at least two aspects of culture (e.g. religion,
socioeconomic status, geography, race/ethnicity, etc.) and
explain how growing up within this culture might affect how a
child or adolescent expresses motivation in school. For each
aspect of culture, provide at least two specific examples of its
potential effect on motivation.
Race/Ethnic culture can be one of the most challenging of the
culture. Growing up in today’s society children are getting
bullied and physically assaulted due to the color of their skin.
The children are sometimes being judged by the teacher.
Assuming if the child is not from America they can’t speak
English at an acceptable standard. Every child no matter what
ethnic background deserves to be treated the same and given the
same education. That’s why as professionals we should build a
relationship with the child to see where they stand and
Race/Ethnic decent shouldn’t dictate that. A child can be
withdrawn from feeling different. Or not interact with the other
children. Lack of motivation may cause the child to be isolated
or not participate in class activity. For example, because racial
and ethnic stereotypes are pervasive in our culture, it is not
surprising that URM students` awareness of these stereotypes
plays a role in shaping their identity, which can in turn
influence the extent to which they value STEM disciplines and
careers (Aronson & McGlone,2009; Hudley & Graham,2001;
Sinclair, Hardin & Lowery,2006) Another example, The positive
influence of Race/Ethnic diversity for educational success is
observed as early as elementary school, and this work early in
the life course highlights diversity benefits for both children’s
academic performance and their socioemotional well-being
(Benner & Crosnoe, 2011) ( Borman & Eitle, 2004).

10. Locale is a major cultural element. Were you grow up can make
a child feel less fortune. It can also cause the child to be less
motivated in class feeling as thou there from poverty and that’s
where they will probably remain. The child may lack motivation
to participate because they haven’t been taught that gaining an
education con not only help you, but your family as well. Kids
are often bullied for cultural differences as well. The Locale can
also place the child in a school district were they don’t receive
the same education as a child living in the Suburb vs. The
Lower Housing. For example, found that children whose
families were lifted out of poverty when a gambling casino
opened on an Indian reservation showed improvement in both
psychiatric symptoms and conduct problems, (Huston et al.
2003). Another example, Mazano and Kendall (1996) tell us that
most children from poverty come to the classroom with about
half of the vocabulary of their learning” (pg.17).
2. In Chapter 2 of your course text, Donna Tileston describes
the construct developed by Robert Marzano to map the mental
processes involved in motivation. Define and describe the self-
system and the metacognitive system as conceptualized by
Marzano. What roles do each play in motivation? What is the
relationship between the two? Explain.
The Self-system often referred to as the “Do I want to?” system.
This system allows us to determine what we will put into the
learning process. Will we be excited and Enthusiastic about
what we are about to learn. The more joy you get out of
learning the more you will. Take pride in receiving the
information and putting the information into further use. Meta
Cognitive system on the other hand is the “How will I?” The
Self-system has sent a signal letting the Meta cognitive system
its ready and excited to learn. It`s the part of the system that
helps us form a plan and the order in which we need to follow
in which to achieve the goals or task at hand. The two play off
each other one getting the ball rolling the other formulating a
plan to get the child there, to accomplish his/her goal.

11. When learning the task at hand passes through the Self-system.
If the task has a possibility of being completed then you will
see the motivation in the child to want to participate. If the task
has low probability it will result in low or lack thereof
motivation (Harter, 1980; Markus, Ruvulo, 1990). Which leads
us to the metacognition referring to the ability to reflect on
one’s performance. The two go hand in hand with each other.
You need to be able to implicate these two systems to be able to
complete assignments and accomplish things in life.
3. What is the cognitive system, and how can knowledge of how
the cognitive system works be used to motivate children and
adolescents? Provide at least one specific example.
The Cognitive system is the information processing system. It`s
hardest job is assessing emotional and social situations.
“Processing them then trying to keep the emotions under control
and the need for social belonging in perspective” (Given, 2017).
This system also preforms the work of knowing, understanding,
planning, deciding, problem solving, analyzing, synthesizing,
assessing and judging as they are fully integrated with
perceiving and acting.
By teachers knowing that human behavior is influenced by the
way people think about themselves and their environment we
can implicate in certain leaning technical that can direct their
path of learning. At an early age children begin to pick up on
things very quickly. For example, a young child can, with no
loss of enthusiasm, sing the same song, tell the same story, and
play the same game over and over and why they repeatedly open
and shut doors to rooms and cupboards with no seeming
purpose. It also explains why older children take great delight
in collecting and organizing almost everything they can get
their hands on and why adolescent who have begun to attain
formal operational thinking will argue incessantly about all the
unfairness in the world and how it can be eliminated (Stipek,
1993).

12. Reference:
Bergin, D. A. (1999). Influences on classroom interest.
Educational Psychologist, 34(2), 87–98. Retrieved from the
Academic Search Complete database.
Duerden, M. D., & Witt, P. A. (2010). An ecological systems
theory perspective on youth programming. Journal of Park &
Recreation Administration, 28(2), 108–120. Retrieved from the
Academic Search Complete database
Given, B. (2017) Teaching to the Brains Natural Learning
Systems
Thompson, G. (2008). Beneath the apathy. Educational
Leadership, 65(6), 50–54. Retrieved from the Academic Search
Complete database.
Tileston, D. W. (2010). What every teacher should know about
student motivation (2nd ed.). Thousand Oaks, CA: Corwin