Important Note: Thiscourse contains two types of activities that occur within an onlineDiscussion Board. This week you complete a traditional, gradedDiscussion in which you must post and then respond to your peers. Nextweek (and for a number of weeks thereafter), you will participate in aCollaboration Lab, an ungraded activity in which you can work with yourpeers as you master statistical concepts and learn how to perform testsusing SPSS.
Somelearning is robust. Are you familiar with the phrase “just like riding abike?” Once you master the skills necessary to balance on two wheels,your muscle memory locks this skill in for life. Even if years and yearspass between jaunts on a bicycle, you do not have to relearn thenecessary skills—you just jump on and go. Unfortunately, statistics isutterly unlike riding a bike in almost every conceivable way. If monthsand years pass between uses of statistical tests, often the knowledgebegins to fade away. A different adage applied: “If you don’t use it,you lose it.”
Asyou know, conducting research plays an important role in providinganswers about natural and social phenomena. Researchers employ a varietyof techniques when collecting and analyzing empirical data. In thiscourse you will be introduced to more designs dealing specifically withquantitative analysis and reasoning, which you will examine in greaterdetail.
Whenchoosing a research design, the design to use depends on your socialproblem, research problem, gap in the literature, and the researchquestion you’re asking. For this Discussion, you will work a bitbackwards as you will be given a design and then you provide anexplanation of that design, when it would be appropriately used, theassumptions of the design, strengths/weaknesses, of the design, and ananalysis of that research design. By looking at the design from bothends, you will learn this vital concept in more depth than if you hadonly approached it in one way.
Discuss the quantitative research design below in at least 1 and a half pages (4 to 5 paragraphs):
- Recurrent Institutional Cycle Design
Warner, R. M. (2013). Applied statistics: From bivariate through multivariate techniques (2nd ed.). Thousand Oaks, CA: SAGE Publications.
- Chapter 1, “Review of Basic Concepts” (pp. 1–40)
Chapter1 of Warner provides a succinct overview of basic research conceptsthat were addressed in the previous quantitative analysis course,including descriptive versus inferential statistics and levels ofmeasurement. At the end of this chapter, you will find a helpful tablethat illustrates a typical research process for a capstone study.
- Chapter 14, “Multiple Regression With More Than Two Predictors” (pp. 547–610)
Chapter14 of Warner might seem like a giant leap forward at this point in thecourse but do not worry. It is a natural progression from the regressionyou learned in the previous quantitative analysis course, and itexplains in straightforward language how to shift your thinking to workwith regression models with more than two predictor variables.
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