Reference no: EM131050671

Part 1-

Answer these questions using correct grammar and English:

• Discuss examples of research questions that might be appropriately analyzed using a 2-way ANOVA.
• How does using a 2-way ANOVA extend our understanding of the effects of factors on dependent variables?
• Why do you think interactions are important factors to consider in our interpretation of data?

Do the problem below using Excel.

2-way Analysis of Variance

The Effects of Age of Kindergarten Entry and Gender on Children's End of Kindergarten Reading Scores

Between-Subjects Factors   Value Label N CHILD GENDER 1 MALE 8296 2 FEMALE 8027 KEntryAge 1.00 Young 6861 2.00 Old 9462
KEntryAge	GENDER	Mean	Std. Deviation	N
Young	MALE	33.4527	9.53336	3374
	FEMALE	34.7340	9.19047	3487
	Total	34.1039	9.38187	6861
Old	MALE	35.7974	10.89088	4922
	FEMALE	37.1197	10.75892	4540
	Total	36.4319	10.84733	9462
Total	MALE	34.8438	10.42350	8296
	FEMALE	36.0833	10.17587	8027
	Total	35.4534	10.32077	16323

 

Tests of Between-Subjects Effects
Dependent Variable:  READING SCALE SCORE AT THE END OF KIDNERGARTEN
Source	Type III Sum of Squares	df	Mean Square	F	Sig.
Corrected Model	28498.809	3	9499.603	90.652	.000
Intercept	19779798.342	1	19779798.342	188753.654	.000
KAge	22230.822	1	22230.822	212.143	.000
GENDER	6734.142	1	6734.142	64.262	.000
KAge * GENDER	1.677	1	1.677	.016	.899
Error	1710094.200	16319	104.792
Total	22255644.056	16323
Corrected Total	1738593.009	16322

 

CHILD GENDER BY KINDERGARTEN ENTRY AGE
Count
		KEntryAge		Total
		Young	Old
CHILD COMPOSITE GENDER	MALE	3805	5371	9176
	FEMALE	3953	4937	8890
Total		7758	10308	18066

A study was conducted to determine if age of kindergarten entry and gender affected children's reading scores at the end of kindergarten.  In this study, a child was considered young if they entered kindergarten when they were 5 years, 5 months or younger.  The child was considered old if they entered kindergarten older than this.  A 2-way ANOVA was conducted to answer the research question (KEntryAge X Gender).  The results of the ANOVA yielded the above four tables.  Using the information in the tables answer the following questions about the results:

1. Describe the participants of the study.

2. What is the Null Hypothesis for this study?

3. What is the alternative hypothesis for this study?

4. What are the independent variables?

5. What is the dependent variable?

6. What are the main effects of the study?

7. What is the interaction?

8. Which among the main effects and interaction are significant?  What does this mean?

9. What can be concluded from these results?

Part 2-

Answer these questions using correct grammar and English:

• Discuss tests or measures that you or your school or current employer uses. Do you feel they are reliable and valid for the purposed use? Go into the Mental Measure Yearbook and locate a possible measure for your research. Share reliability and validity information on the measure.
• Share possible measures you will use for your dissertation. What information do you have on the reliability and validity of the measure?
• Why is it easy to measure physical traits such as weight but harder to measure mental traits?

Measurement-

1. A Spanish teacher is using a new instrumental unit that he developed that includes songs, dances, and video clips.  The teacher wants to assess his students' opinions towards this new unit.  He develops a 15-item survey that measures students' attitudes.  Each item has 4 response choices: strongly agree (4 points); agree (3 points); disagree (2 points); and strongly disagree (1 point).  After administering the survey once to the students, the teacher wants to assess the survey's reliability.  What method should the teacher use to assess the survey's reliability and why?

2. A middle school psychologist is interested in the validity of a group IQ test that is used by the school to assess students' aptitudes and cognitive abilities.  The group IQ test is included in a norm-referenced achievement test battery that is administered to all sixth-grade students in the district.  To determine whether the group IQ test is a valid measure of students' aptitudes, the school psychologist chooses at random 30 sixth-grade students and gives them an individually administered IQ test that is well-known for being a reliable and valid IQ measure.

a. Which type of validity would be most appropriate to assess in this case? Explain.

b. What analysis can the psychologist carry out to assess the validity of the group IQ test?