1. Two-Way ANOVA #2
   This assignment requires students to use SPSS to input and analyze a data set. Students should compose their answers to the assignment in a doc file, which should be uploaded along with the sav (data set) and spv (output) files.
   
   1. Enter the data from the following table into SPSS. All fields in the "Variable View" window should be completed for each variable. [Note: Self-efficacy scores were
   measured via a psychological sound test, which scores ranging from 0 to 100.]

   Participant	Sex	Feedback	Self-efficacy
   1	Male	None	75
   2	Male	None	79
   3	Female	None	50
   4	Female	None	55
   5	Male	None	70
   6	Female	None	45
   7	Male	None	80
   8	Female	None	52
   9	Female	None	55
   10	Male	None	72
   11	Female	Informational	85
   12	Female	Informational	90
   13	Male	Informational	75
   14	Male	Informational	86
   15	Male	Informational	87
   16	Female	Informational	92
   17	Male	Informational	90
   18	Female	Informational	88
   19	Male	Informational	76
   20	Female	Informational	91

2. 
   Create frequency tables and obtain the mean, median, mode, standard deviation, and variance for the self-efficacy variable.
   
   3. Run a two-way ANOVA, conducting any appropriate post-hoc tests and graphing any interactions.
   
   4. Save the data set as a sav file, and save the output with the tables and data as a spv file. Upload both of these SPSS files with the doc file when submitting the
   assignment for grading.
   
   5. Answer the following questions in a doc file, based on the results you obtained:
   a. List the variables and explain their scale of measurement (nominal, ordinal, interval, or ratio).
   b. You are told that this data set represented the following study: "Participants were assigned to either the no feedback or informational feedback condition, where they
   were either not provided with feedback on a recent computer task (none) or were provided with detailed feedback on their performance and what they could do to
   improve (informational). Equal number of males and females were assigned to each condition. After exposure to the feedback condition, participants were asked to
   complete a self-efficacy test. It was expected that the informational group would have higher self-efficacy than those in the no feedback group. In addition, males were
   expected to have higher self-efficacy than the females. Lastly, females who received informational feedback were expected to have the highest self-efficacy scores."
   What are the independent and dependent variables in this study?
   c. What is the mean, median, mode, range, standard deviation, and variance for self-efficacy scores?
   d. What are the null and alternative hypotheses for the study? Provide the statistical notation and written explanation for each.
   e. Complete the following ANOVA table based on the results obtained from SPSS (not all cells require a number):
   
   Summary of two-way ANOVA of math test scores:

f. Why did we run a two-way ANOVA on this data set?
g. What are the main effects and are they statistically significant? How do you know?
h. What is the interaction and is it statistically significant? Describe the graph of the interaction.
i. Should you conduct a Tukey’s HSD test on the means for either main effect or the interaction? Why or why not? If so, after conducting the test, which means are
significantly different from each other for the tested main effect(s) and/or interaction? How do you know?
j. What conclusion might you draw from all of these results? Do we retain or reject our null hypotheses? Explain.

2. Statistical Decisions

1. Create a decision tree that includes a series of questions to help you decide what statistical test is appropriate for a study. Consider the number, type, and scale of measurement
   of the variables, as well as what you may want to know about the variables (e.g., relationship, difference, etc.). Also, include what test results you will get and how they will help you
   draw conclusions regarding a study.
   b. Create a study of interest to you.
   c. Describe how you would utilize your decision tree to choose the appropriate, specific tests for your study. What results do you need to know in order to draw conclusions regarding
   your study?
   d. Why might a decision tree be useful in statistics and research methods? What are its limitations?
   e. What obstacles did you encounter in creating the decision tree? How did you overcome these obstacles?
   f. What did you learn or gain from this assignment?

3.

Enter the data from the following table into SPSS. All fields in the "Variable View" window should be completed for each variable. Save the data set as a sav file, and save the output with the tables and histograms as a spv file. Students should compose their answers to the assignment in a doc file, which should be uploaded along with the sav (data set) and spv (output) files for grading.

[Note: Class is defined as taking a course completely online (online), in the traditional face-to-face setting (face), and a mixture of online and face-to-face (hybrid), with participants only exposed to one of the three classes. Pre-test and post-test represent the scores obtained on a comprehensive statistics exam taken at the beginning of the course (pre-test) and at the end of the course (post-test), with scores ranging from 0 to 100. Self-efficacy was measured at the end of the course via a psychometrically sound test that reports scores ranging from 0 to 20, with larger scores representing higher levels of self-efficacy. Grade was reported as A (90-100), B (80-89), and U (under 80) for each student’s final grade in the course.]

Part 1: Descriptive Statistics
Instructions: Answer each of the following questions using the data set for this assignment.

1. List all of the variables in the data set and explain their scale of measurement (nominal, ordinal, interval, or ratio).
2. Describe the shape of the frequency distributions for the post-test and the self-efficacy variable according to symmetry, skewness, and modality.
3. What percentage of participants had a pre-test score of 62? Over 55? Less than or equal to 49? From 57 to 61?
4. What percentage of participants had a self-efficacy score of 14 or higher? Score equal to 12? Score equal to 13 or less? Score from 12 to 16?
5. What is the mean, median, mode, range, standard deviation, and variance for pre-test, post-test, and self-efficacy? What do these results tell you about each variable?
Why did we not calculate these statistics for sex, class, or grade?
6. What is the z score for the following participants’ self-efficacy score? What does each of these z scores tell you about the participant’s raw score?
a. Participant 1
b. Participant 5
c. Participant 9
d. Participant 20
7. Calculate the area under the normal curve for the following post-test scores: between 80 and 90; below 75; above 85; between 91 and 98. What do these areas
represent?

Part 2: Inferential Statistics
Instructions: Five studies are described below. For each study, answer the following questions using the study description and the data set:

A. What are the variables in this specific study? Identify each as an independent or dependent variable.
B. What are the null and alternative hypotheses for this specific study? Provide the statistical notation and written explanation for each.
C. Explain the specific Type I and Type II errors for this study.
D. Would the researcher want to conduct a one- or two-tailed test for significance for this study? Explain.
E. What statistical test (correlation, regression, Chi-Square test, t test, or ANOVA) would you conduct to test the hypothesis(es) for this study? What specific type of the
test (e.g., independent samples, repeated measures, one-way, etc.) would you conduct? Explain your choices.
F. Provide a summary of the results, including the necessary information based on the test conducted, as noted below. You only need to provide the information related to
the one test conducted, thus only one of the following should be completed for each study:

• Correlation & Regression – include results in sentence format, correlation coefficient, description of type of correlation and significance, interpretation of the results, scatterplot with the regression line, regression equation for the data set (choose which of the variables from this specific study should be used for X and Y), predictions using the regression equation (choose at least 4 values for X to plug into your regression equation to get Y), description of the standard error of estimate, and conclusions regarding the hypothesis.
• Chi-Square Test – include results in sentence format, Chi-Square statistic for relationship between and within individual variables, description of significance and frequencies, interpretation of the results, and conclusions regarding the hypothesis.
• t Test – include results in sentence format, t value, statistical significance of difference, explanation of how you know, comparison of means, 95% confidence interval, and conclusions regarding the hypothesis.
• ANOVA – include results in sentence format for each main effect and interaction, significance of difference for each, explanation of how you know, ANOVA table, interaction graph and explanation (if applicable), post-hoc comparisons (if applicable), and conclusions regarding the hypothesis(es).

Studies : Answer questions A-F above for each of the following research studies. Treat each study separately.

1. A researcher wants to look at the effect of time on test scores, believing test scores will change over the semester from the pre-test to the post-test.

2. A researcher wants to look at the relationship between pre-test scores and post-test scores. If the relationship is significant, the researcher would like to predict post-test
scores from pre-test scores.

3. A researcher exposes participants to an online, face-to-face, or hybrid class, and then measures their knowledge via a post-test. The researcher believes that post-test
scores for those in the face-to-face class will be higher than those in the online or hybrid class.

4. A researcher wants to look at the relationship between sex and grade and determine whether the variables are dependent on each other.

5. A researcher wants to look at the effects of sex and class on self-efficacy. The researcher believes that those who are in the face-to-face class will have higher levels of
self-efficacy than those who are in the online or hybrid class. In addition, males are expected to have higher levels of self-efficacy than females. The females in the face-to-
face class are expected to have higher levels of self-efficacy than all other groups (males in any class and females in the online and hybrid classes).

Price: $49.99

Solution: The downloadable solution consists of 24 pages, 2819 words and 22 charts.
Deliverable: Word Document