Statistical Paper on Correlation & Regression Analyses
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Statistical Paper on Correlation & Regression Analyses
Learning Outcomes
Describe correlations and regression analyses.
Analyze the relationship between correlations and predictions.
Introduction
In contrast to Week Three where statistical tests focusing on differences were introduced, in Week Four, you will explore relationships in statistical tests. Correlations and linear regression techniques will be utilized and results will be evaluated and interpreted. The written assignments in Weeks One, Two, and Three prepared you for analyzing and evaluating research articles. In the written assignment this week, you will focus less on actual research and more on the report writing process.
If you work in a social/behavioral sciences field, you will likely be asked to conduct research (i.e., conduct an experiment or study) and create a report based on your findings. Generally speaking, people who investigate a scientific hypothesis have a responsibility to the scientific community to share those results. This is particularly true when that investigation adds to/or contradicts previous research. The research report outlines each step that was done during the research and summarizes the results and conclusions. The goal is to give the reader enough information so that the methods and results can be accurately evaluated, and the conclusions can be replicated if necessary. Although the research report this week will be based on hypothetical and/or fictitious data, the process of creating a correctly formatted research report with all the necessary components will provide you with important skills as you progress through your degree and as you continue into the world of the social/behavioral sciences.
Required Resources
Required Text
Read from the course text, Statistics for the Behavioral & Social Sciences:
Chapter 8: Correlation
Chapter 9: Linear Regression
Recommended Resources
Articles
Kirwan, J., Lounsbury, J., Gibson, L. (2010). Self-direction in learning and personality: The Big Five and narrow personality traits in relation to learner self-direction. International Journal of Self-Directed Learning, 7(2), 21-34. Retrieved from http://sdlglobal.com/IJSDL/IJSDL7.2-2010.pdf#page=25
This is an article about personality, self-directed learning, and scale development and the major traits that may affect them. These include: agreeableness, conscientiousness, emotional stability, and openness. It incorporates correlation and regression procedures with tables that display the statistical results.
Stark, P.B. (2013). Chapter 9: Regression. Retrieved from http://www.stat.berkeley.edu/~stark/SticiGui/Text/regression.htm
This website contains several video lectures and examples of how regression is used.
Trochim, W. M. (2006). Correlation. In Research Methods Knowledge Base. Retrieved from http://www.socialresearchmethods.net/kb/statcorr.php
This website contains many tutorials and tools for statistical analyses and methods used in the social sciences. This particular page is a detailed description, with examples and graphs, to help understand correlation statistics.
Websites
VassarStats: Website for Statistical Computation. (http://vassarstats.net)
This website includes tools to calculate many of the statistical tests we cover in this course including t-tests, ANOVA, correlation, and regression. Each calculator includes a tutorial and/or walkthrough.
Web Center for Social Research Methods. (http://socialresearchmethods.net)
This website includes links to numerous tools and tutorials relating to statistical concepts, calculations, and scale development.
.
Correlation
In this post, you will be challenged to look at how statistical tests, such as correlation are commonly used and the possible limitations of such analyses. In addition, you will need to identify the appropriate application of course-specified statistical tests, examine assumptions and limitations of course specified statistical tests, and communicate in writing critiques of statistical tests.
Much has been written about the relationship between students’ SAT test scores and their family’s income. Generally speaking, there is a strong positive correlation between income and SAT scores. Consider and discuss the following questions as you respond:
- What does this correlation tell you?
- Is this correlation evidence that having a high family income causes one to have high SAT scores?
- Is this correlation evidence that high SAT scores are a cause of higher income? Or, does this tell you something else? Explain your answer.
- Explain why correlation alone is rarely sufficient to demonstrate cause.
- 1 –Correlation – Looking at the Pearson Correlation, positive and negative correlations and the relationship between correlation and causation.
- In a separate area with references, if applicable, answer these questions:
- How strong do you feel your explanations are?
- What might you do to strengthen their arguments?
When grading the Correlation paper I will be looking for your answer to contain:
Week 4 Paper 1 Board Rubric |
|
Earned |
Weight |
Content Criteria |
|
0.5 |
Student identifies and defines what the concept of what a Pearson correlation means. |
Student applied concept of correlation to income and SAT Scores to show working knowledge of material. |
|
0.5 |
Student identifies type of data used in correlation. |
|
0.5 |
Student explores why correlation does not equal causation |
|
0.5 |
APA 6th Edition |
|
1 |
Format |
|
2 |
Student uses correct spelling, grammar and sentence structure. |
Total |
|
5 |
Additional Resources (web links, videos, and articles):
Correlation: http://www.nvcc.edu/home/elanthier/methods/correlation.htm
Please Watch the Video: Tests of Difference
References:
Lanthier, E. (2002). Correlation. Retrieved from http://www.nvcc.edu/home/elanthier/methods/correlation.htm
Tanner, D. (2011). Statistics for the behavioral & social sciences. San Diego, CA: Bridgepoint Education, Inc.
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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