RES/710 v4 Variables and Levels of Measurement
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RES/710 v4 Variables and Levels of Measurement
Variables and Levels of Measurement
RES/710 v4
Page 2 of 2
Variables and Levels of Measurement
Define the IV and DV and level of measurement in the following examples.
Specifically note whether the variables are nominal, ordinal, interval, or ratio along with IV and DV, using the following table.
Example IV DV Levels of Measurement Nominal, Ordinal, Interval, Ratio
What is the difference between PTSD avoidance symptom severity post scores of critical illness survivors who receive nurse-initiated diaries during hospitalization and critical illness survivors who do not receive nurse-initiated diaries during hospitalization at a large military medical center in the Pacific Region? IV= DV=
Do males and females differ on their level of math anxiety? IV= DV=
There is no significant difference among students who manifests high, moderate, and low achievement motivation with regards to their mathematics performance. IV= DV=
Gender has no significant influence on students’ achievement motivation and attitude with regards to their Mathematics performance. IV= DV=
To what extent does an administrator’s knowledge of eminent domain law contribute to his or her use of eminent domain for economic development? IV= DV=
People who are clinically depressed will have different sleep patterns than those who are not clinically depressed. IV= DV=
In routine office work, the introduction of a four-day work week will lead to higher productivity among millennials. IV= DV=
Does weight and blood pressure affect sleep efficiency in elder adults? IV= DV=
Does Melatonin 1 mg and Melatonin 5 mg have the same effect on sleep patterns in HIV-positive individuals? IV= DV=
Is teacher effectiveness, as a measure of professionalism, higher for schools that have implemented sustained Professional Learning Communities (PLCs) than those schools that have not implemented sustained PLCs? IV= DV=
Copyright 2020 by University of Phoenix. All rights reserved.
Copyright 2020 by University of Phoenix. All rights reserved.
RE
S
/
710
v
4
Copyright 2020 by University of Phoenix. All rights reserved.
Variables and Levels of
Measurement
Define
the IV and DV and level of measurement in the following examples.
Specifically
note
whether the variables are nominal, ordinal, interval
,
or ratio along with IV and DV
,
using
the following table.
Example
IV
DV
Levels of Measurement
Nominal, Ordinal,
Interval,
Ratio
What is the difference between PTSD?
avoidance symptom severity post scores
of critical illness survivors who receive
nurse
–
initiated diaries
during
hospitalization and critical illness
survivors who do not receive nurse
–
initiated diaries
during hospitalization at
a large military medical center in the
Pacific Region?
IV=
DV=
Do males and females differ on their
level of math anxiety?
IV=
DV=
There is no significant difference among
students who manifests high, moderate
,
and low achievement motivation with
regards to their mathematics
performance.
IV=
DV=
Gender has no significant influence on
students’ achievement motivation and
attitude with
regards to their
Mathematics performance.
IV=
DV=
To what extent does an administrator’s
knowledge of eminent domain law
contribute to his or her use of eminent
domain for economic development?
IV=
DV=
RES/710 v4
Copyright 2020 by University of Phoenix. All rights reserved.
Variables and Levels of
Measurement
Define the IV and DV and level of measurement in the following examples.
Specifically note whether the variables are nominal, ordinal, interval, or ratio along with IV and DV, using
the following table.
Example IV DV
Levels of Measurement
Nominal, Ordinal,
Interval, Ratio
What is the difference between PTSD
avoidance symptom severity post scores
of critical illness survivors who receive
nurse-initiated diaries during
hospitalization and critical illness
survivors who do not receive nurse-
initiated diaries during hospitalization at
a large military medical center in the
Pacific Region?
IV=
DV=
Do males and females differ on their
level of math anxiety?
IV=
DV=
There is no significant difference among
students who manifests high, moderate,
and low achievement motivation with
regards to their mathematics
performance.
IV=
DV=
Gender has no significant influence on
students’ achievement motivation and
attitude with regards to their
Mathematics performance.
IV=
DV=
To what extent does an administrator’s
knowledge of eminent domain law
contribute to his or her use of eminent
domain for economic development?
IV=
DV=
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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