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Whether in a scholarly or practitioner setting, good research and data analysis should have the benefit of peer feedback. For this Discussion, you will perform an article critique on ANOVA testing. 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.

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Discussion 7: Research Design for One-Way ANOVA
Whether in a scholarly or practitioner setting, good research and data analysis should have the benefit of peer feedback. For this Discussion, you will perform an article critique on ANOVA testing. 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 the Learning Resources and the media programs related to ANOVA testing.
· Search for and select a quantitative article specific to your discipline and related to ANOVA testing. Help with this task may be found in the Course guide and assignment help linked in this week’s Learning Resources. Also, you can use as guide the Research Design Alignment Table located in this week’s Learning Resources.
By Day 3
Write a 3- to 5-paragraphs critique of the article. In your critique, include responses to the following:
1. Which is the research design used by the authors?
2. Why did the authors use ANOVA test?
3. Do you think it’s the most appropriate choice? Why or why not?
4. Did the authors display the data?
5. Do the results stand alone? Why or why not?
6. Did the authors report effect size? If yes, is this meaningful?
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.

Frankfort-Nachmias, C., Leon-Guerrero, A., & Davis, G. (2020). Social statistics for a diverse society (9th ed.). Thousand Oaks, CA: Sage Publications.
· Chapter 11, “Analysis of Variance” (pp. 373-399)

Wagner, III, W. E. (2020). Using IBM® SPSS® statistics for research methods and social science statistics (7th ed.). Thousand Oaks, CA: Sage Publications.
· Chapter 10, “Analysis of Variance”
· Chapter 11, “Editing Output” (previously read in Week 2, 3, 4, 5. and 6)

Klugkist, I. (2008). Analysis of variance (ANOVA). In P. J. Lavrakas (Ed.), 
Encyclopedia of survey research methods
 (pp. 27-27). Thousand Oaks, CA: SAGE Publications Ltd. doi: 10.4135/9781412963947.n18

 

Goal & objectives

For this week’s discussion, you will learn how to search for and locate a quantitative article involving analysis of variance (ANOVA) that relates to your discipline by:
· choosing an appropriate subject database
· conducting a search with relevant keywords
· identifying a quantitative research article that uses ANOVA
· find and identify a post hoc study article

Choose a database

Start your search by entering a database that fits your subject area with these steps:

1. On the 

Library Homepage
, click the Research by Subject drop-down.
 

 

2. Click on the subject area that matches your program of study from the list.

3. Once you have clicked on a subject, scroll down until you see the list of databases and click on the title to enter the database.

Note: The databases are organized with the largest collections at the top of the

Student Name:       Date:      
Research Design Alignment Table | Using an alignment table can assist with ensuring the alignment of your research design.

Research Problem, Purpose, and Framework
Provide one sentence for each. These must align with all rows.

Research Question(s), Method, & Design
List one or more RQs, as needed; select method; identify design. Use a separate form for additional RQs.

Data Collection Tools & Data Sources
List the instrument(s) and people, artifacts, or records that will provide the data for each RQ.

Data Points
List the variables, specific interview questions, scales, etc. that will be used for each RQ.

Data Analysis
Briefly describe the statistical or qualitative analysis that will address each RQ.

Problem:      

Purpose:      

Framework:      

RQ1:      

Design:      

     

     

     

RQ2:      

Design:      

     

     

     

RQ3:      

Design:      

     

     

     

Note. The information in the first column must align with all rows, and each individual RQ row must show alignment across the columns for that row.

Once your Research Design Alignment Table is completed, reflect on your design alignment. Ask yourself:
1. Is there a logical progression from the research problem to the purpose of the study?
2. Does the identified framework ground the investigation into the stated problem?
3. Do the problem, purpose, and framework in the left-hand column align with the RQ(s) (all rows)?
4. Does each RQ address the problem and align with the purpose of the study?
5. Does the information across each individual row match/align with the RQ listed for that row?
· By row, will the variables listed address the RQ?
· By row, will the analysis address the RQ?
· By row, can the analysis be completed with the data points that will be collected?

Rubric Detail

Select Grid View or List View to change the rubric’s layout.

Content
Name: RSCH_8210_Week7_Discussion_Rubric

Grid View

List View

 
Excellent

Good

Fair

Poor

Discussion Posting Content

Points:

Points Range:
7.2 (36%) – 8 (40%)

Discussion posting demonstrates an excellent understanding of all of the concepts and key points presented in the text(s) and Learning Resources. Posting provides significant detail (including multiple relevant examples), evidence from the readings and other scholarly sources, and discerning ideas.

Feedback:

Points:

Points Range:
6.4 (32%) – 7.1 (35.5%)

Discussion posting demonstrates a good understanding of most of the concepts and key points presented in the text(s) and Learning Resources. Posting provides moderate detail (including at least one pertinent example), evidence from the readings and other scholarly sources, and discerning ideas.

Feedback:

Points:

Points Range:
5.6 (28%) – 6.3 (31.5%)

Discussion posting demonstrates a fair understanding of the concepts and key points as presented in the text(s) and Learning Resources. Posting may be lacking or incorrect in some area, or in detail and specificity, and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.

Feedback:

Points:

Points Range:
0 (0%) – 5.5 (27.5%)

Discussion posting demonstrates poor or no understanding of the concepts and key points of the text(s) and Learning Resources. Posting is incorrect and/or shallow, and/or does not include any pertinent examples or provide sufficient evidence from the readings.

Feedback:

Peer Feedback and Interaction

Points:

Points Range:
7.2 (36%) – 8 (40%)

Response posting is excellent and fully contributes to the quality of interaction by offering substantive constructive critiques, suggestions, in-depth questions, additional resources, and stimulating thoughts and/or probes that draw from the readings and other scholarly sources.

Feedback:

Points:

Points Range:
6.4 (32%) – 7.1 (35.5%)

Response posting is good and partially contributes to the quality of interaction by offering adequate constructive critiques, suggestions, in-depth questions, additional resources, and stimulating thoughts and/or probes that draw from the readings and other scholarly sources.

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