Effects of Attention on Out-Of-Seat Classroom Behavior
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Effects of Attention on Out-Of-Seat Classroom Behavior
University of Phoenix Material
Time to Practice – Week Three
Complete both Part A and Part B below.
Part A
Some questions in Part A require that you access data from Statistics for People Who (Think They) Hate Statistics. This data is available on the student website under the Student Test Resources link.
- For the following research questions, create one null hypothesis, one directional research hypothesis, and one nondirectional research hypothesis.
- What are the effects of attention on out-of-seat classroom behavior?
- What is the relationship between the quality of a marriage and the quality of the spouses’ relationships with their siblings?
- What is the best way to treat an eating disorder?
- Provide one research hypothesis and an equation for each of the following topics:
- The amount of money spent on food among undergraduate students and undergraduate student-athletes
- The average amount of time taken by white and brown rats to get out of a maze
- The effects of Drug A and Drug B on a disease
- The time to complete a task in Method 1 and Method 2
- Why does the null hypothesis presume no relationship between variables?
- Create a research hypothesis tested using a one-tailed test and a research hypothesis tested using a two-tailed test.
- What does the critical value represent?
- Given the following information, would your decision be to reject or fail to reject the null hypothesis? Setting the level of significance at .05 for decision making, provide an explanation for your conclusion.
- The null hypothesis that there is no relationship between the type of music a person listens to and his crime rate (p< .05).
- The null hypothesis that there is no relationship between the amount of coffee consumption and GPA (p= .62).
- The null hypothesis that there is a negative relationship between the number of hours worked and level of job satisfaction (p= .51).
- Why is it harder to find a significant outcome (all other things being equal) when the research hypothesis is being tested at the .01 rather than the .05 level of significance?
- Why should we think in terms of “failing to reject” the null rather than just accepting it?
- When is it appropriate to use the one-sample ztest?
- What similarity does a ztest have to a simple zor standard score?
- For the following situations, write out a research hypothesis:
- Bob wants to know if the weight loss for his group on the chocolate-only diet is representative of weight loss in a large population of middle-aged men.
- The health department is charged with finding out if the rate of flu per thousand citizens for this past flu season is comparable to the average rate of the past 50 seasons.
- Blair is almost sure that his monthly costs for the past year are not representative of his average monthly costs over the past 20 years.
- There were about 15 flu cases per week, this flu season, in the Oshkosh school system. The weekly average for the entire state is 16 and the standard deviation, is 2.35. Are the kids in Oshkosh as sick as the kids throughout the state?
From Salkind (2011). Copyright © 2012 SAGE. All Rights Reserved. Adapted with permission.
Part B
Complete the following questions. Be specific and provide examples when relevant.
Cite any sources consistent with APA guidelines.
Question Answer The average raw math achievement score for third graders at a Smith elementary school is 137; third graders statewide score an average of 124 with a standard deviation of 7. Are the Smith third graders better at math than third graders throughout the state? Perform the correct statistical test, applying the eight steps of the hypothesis testing process as demonstrated on pp. 185–187 of Statistics for People Who (Think they) Hate Statistics. What is a research question that you would like to answer? Write the null and research hypotheses. Would you use a one- or two-tailed test? Why? What do we mean when we say that a statistical result is significant? What is the difference between a statistically significant and a meaningful result? Why is statistical significance important? Describe a Type I error for the previous study that compares third graders’ math achievement. Describe a Type II error for that study. Copyright © XXXX by University of Phoenix. All rights reserved.
Copyright © 2013 by University of Phoenix. All rights reserved.
Effects of Attention on Out-Of-Seat Classroom Behavior
RUBRIC
Excellent Quality
95-100%
Introduction 45-41 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Literature Support
91-84 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Methodology
58-53 points
Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score
50-85%
40-38 points
More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.
83-76 points
Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.
52-49 points
Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality
0-45%
37-1 points
The background and/or significance are missing. No search history information is provided.
75-1 points
Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.
48-1 points
There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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