results chapter conducting, interpreting, and writing
DESCRIPTION
A must see for graduate students. This presentation describes how to conduct common quantitative statistical analyses, interpret the results, and present them in APA format. Dr. James Lani covers both quantitative and qualitative analyses, such as: descriptive statistics, chi-square, pearson correlation, t-test, ANOVA, regression, mediation, and moderation. He also discusses grounded theory and phenomenological analysisTRANSCRIPT
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Quantitative and Qualitative Results Chapter 4:
Conducting, Interpreting, and Writing
by Dr. James Lani
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Results Chapter and Threading a Needle
Threading a Needle Conducting a Results Chapter
Once per sewed button
Not an end in itself (it’s to get a button on to hold something together)You need the right ingredients: needle, thread, and good eyes.Right attitude: you don’t quit if you can’t thread it 3 times.
Do it once in your life
Software, knowledge, and time.
It’s one part of one project in one degree, in one part of your life
Right attitude: you never give up having come this far!
To schedule a consultation call 877-437-8622 or email [email protected]
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Today’s Webinar• Quantitative Results • Quantitative Results Strategy• Data cleaning and Screening • Descriptive statistics• Conducting common analyses and
reporting findings• Qualitative Results• Qualitative Analysis Overview • Grounded theory: Open, Axial,
Selective coding• Phenomenological: Lived experiences
• Q & A
To schedule a consultation call 877-437-8622 or email [email protected]
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Quantitative Results
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Quantitative Results Strategy
To schedule a consultation call 877-437-8622 or email [email protected]
• Select the correct analysis (RQ and level of measurement)
• Clean your data• Describe variables• Conduct the analyses/assess
assumptions • Present the findings• Summarize the findings
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Data Cleaning and Preparation
To schedule a consultation call 877-437-8622 or email [email protected]
• Assess data for outliers (±3.29);• Multiple imputation for missing
data;• Create composite score (with
reverse coding if necessary);• Conduct Cronbach’s alpha (α)
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Descriptive Statistics
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Means and Standard Deviations
Frequency and Percentages
Variables n %
Location
Urban 72 48.0Rural 78 52.0
Ethnicity
White 36 24.0 Hispanic 43 28.7
Other 71 47.3
Table 1Frequencies and Percentages for Nominal Variables
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Conducting Frequently Used Statistical
Analyses
To schedule a consultation call 877-437-8622 or email [email protected]
o Chi-square: Goodness of fit and Test of independence
o Pearson correlationo Independent samples t-testo One way ANOVAo Dependent samples t-testo Repeated-measures ANOVAo Linear regressiono Multiple, Logistic, Ordinal, Multinominal
regressiono Mediation and Moderation
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Chi-square: Goodness of Fit and
Test of Independence
To schedule a consultation call 877-437-8622 or email [email protected]
• Chi-square analysis answers what research question?
• Assumptions of analysis:o Each cell has count of 1; o 80% of cells have an expected
value of 5.• Conducting analysis;• Presenting findings;
o Write-up in narrative;o Tables and figures.
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Chi-Square: Goodness of Fitand Test of Independence
To schedule a consultation call 877-437-8622 or email [email protected]
Republican
Democrat Green Independent
Libertarian
x x x x x
Republican
Democrat
Green Indep. Libert.
Male x x x x x
Female
x x x x x
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Pearson Correlation
To schedule a consultation call 877-437-8622 or email [email protected]
• Correlation analysis answers what research question?
• Assumptions of analysisLinearity, homoscedacity,
normality • Conducting analysis (e.g., IQ and
Creativity)• Presenting findings
Write-up in narrativeTables and figures
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Pearson Correlation Assumptions
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Linearity Non-linear
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Pearson Correlation Assumptions
To schedule a consultation call 877-437-8622 or email [email protected]
HomoscedasticityMet
Hetroscedasticity
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Pearson Correlation Assumptions
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Normal Non-Normal
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Independent Samples t-test
To schedule a consultation call 877-437-8622 or email [email protected]
Independent t-test analysis answers what research question?
Assumptions of analysis (IQ by gender)
Homogeneity of varianceNormality
Conducting analysis
Presenting findingsWrite-up in narrativeTables and figures
Males Females
Part 1=1 Part 4=2
Part 2=2 Part 5=3
Part 3=3 Part 6=4
X=2 X=3
Males Females
Part 1=1.9 Part 4=2.9
Part 2=2.0 Part 5=3.0
Part 3=2.1 Part 6=3.1
X=2 X=3
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One-Way ANOVA
To schedule a consultation call 877-437-8622 or email [email protected]
ANOVA answers what research question?
Assumptions of analysisHomogeneity of varianceNormality
Conducting analysis
Presenting findingsWrite-up in narrativeTables and figures
Repub Dem Indep
Part 1=1.9
Part 4=2.9
Part 2=2.0
Part 5=3.0
Part 3=2.1
Part 6=3.1
X=2 X=3 X=
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Dependent Samples t-test
To schedule a consultation call 877-437-8622 or email [email protected]
Dependent sample t-test analysis answers what research question?
Assumptions of analysisNormality
Conducting analysis
Presenting findingsWrite-up in narrativeTables and figures
Science Pretest
Science Posttest
Part 1=1 Part 1=2
Part 2=2 Part 2=3
Part 3=3 Part 3=4
X=2 X=3
Science Pretest
Science Posttest
Part 1=1.9 Part 1=2.9
Part 2=2.0 Part 2=3.0
Part 3=2.1 Part 3=3.1
X=2 X=3
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Repeated-Measures ANOVA
To schedule a consultation call 877-437-8622 or email [email protected]
Repeated-measures ANOVA answers what research question?
Conducting analysisSphericity
(homogeneity of variance)
Presenting findingsWrite-up in narrativeTables and figures
Science Pretest
Science Posttest
Science Follow-
up
Part 1=1.9
Part 1=2.9
Part 1=
Part 2=2.0
Part 2=3.0
Part 2=
Part 3=2.1
Part 3=3.1
Part 3=
X=2 X=3 X=
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Linear Regression
To schedule a consultation call 877-437-8622 or email [email protected]
Linear regression analysis answers what research question? (e.g., Does IQ predict Creativity)
Assumptions of analysisNormality, Multicollineality,
Homoscedasticity(residual vs. predicted values)
Conducting analysis
Presenting findingsWrite-up in narrativeTables and figures
DVIV
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Regressions: Multiple, Logistic,
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Ordinal, Multinominal
Its all about the level of measurement of the DV
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Mediation Analysis
To schedule a consultation call 877-437-8622 or email [email protected]
Mediation analyses answers what kind of research questions?
Assumptions of analysisAssumptions of regression
Conducting analysis
Presenting findingsWrite-up in narrativeTables and figures
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Mediation Analysis Example
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IQ (IV) Creativity (DV)
Education (M)
3 Regression Equations
IVM; must be significantIVDV; must be significantM, IV DV; IV is no longer significant
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Moderation Analysis
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Moderation analyses answers what kind of research questions?
Assumptions of analysisAssumptions of regression
Conducting analysis
Presenting findingsWrite-up in narrativeTables and figures
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Moderation Analysis
To schedule a consultation call 877-437-8622 or email [email protected]
IQ (IV)
CreativityAge (Mod)IQ x Age
InteractionRegression with 2 blocks
Step 1: IQ and Age enteredStep 2: Interaction term entered
Moderation is supported if interaction is significant.
Note. To avoid multicollinearity, center IV/Mod (subtract mean), then create the interaction term.
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Qualitative Results
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Qualitative Analysis Overview
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• Sample size: no definitive requirement
• Grounded theory: Open, Axial, Selective coding
(~20-30 participants)
• Phenomenological: Lived experiences
• (~5-25 participants)
• Inter-rater reliability: Kappa coefficient
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Data Preparation
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• Transcribe interviews
• Line number transcripts
• If thematizing without software, organize
interviews by interview question rather than
interviewee;
• If you are using NVIVO software,
• Sources: Separate document by each
interviewee;
• Node: Separated for each interview
question, themes, and subthemes.
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Grounded Theory Example:Effectiveness of Block Scheduling
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Research Question 1: During the first year of block scheduling, how did students perceive the effectiveness of the new class schedule?
Interview Question 1. “During the first year of block scheduling, how did you feel about your class load?”
Open coding revealed two sets of theme related information based on the level of difficulty and amount of information taught. (1) The majority of participants cited the level of difficulty associated with block scheduling. Level of difficulty was related to overall course load and class schedules. (2) The amount of information taught in the classes was also mentioned by the students.
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Qualitative Analysis: Grounded Theory
Part. Them
e
Phrases/descriptive words
Level of
difficulty
2Initially it was very frustrating juggling so many classes, but eventually it got easier
3
In the beginning the classes were overwhelming, and there were problems, but eventually I was able to manage
4
I think I had about the same amount of homework as before, so my classes are pretty easy
5
It was easy and having a staggered schedule helped
6
The tests were a lot harder because we were able to cover more information in a shorter amount of time, and we were tested on all of it
8
In the beginning it was hard, but for the second half of the year I had figured out how to manipulate my schedule so I had an even work load most of the week
10
It was fine, pretty easy transition
Table 1: Effectiveness Interview Question 1 Open Coding Responses
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Qualitative Analysis: Grounded Theory
To schedule a consultation call 877-437-8622 or email [email protected]
Axial coding for feelings about the class load revealed the following thematic relationships (in order from strongest to weakest associations):
Four of the ten (40.0%) specified more information was taught/covered (e.g., covered chapters a lot faster, not used to learning this much, more information in a shorter amount of time).
Three of the ten (30.0%) specified the year started out difficult but got easier (e.g., frustrating but got easier, overwhelming but eventually I could manage, and hard but eventually I figured it out).
Three of the ten (30%) specified the class load was pretty easy (e.g., classes are easy, easy transition, and having a staggered schedule made it easier).
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Qualitative Analysis: Grounded Theory
To schedule a consultation call 877-437-8622 or email [email protected]
Selective coding of interview question 1, feelings about the class load, generated a composite response of block scheduling was easy once an understanding was gained (e.g., frustrating but got easier, overwhelming but eventually I could manage, fine, pretty easy transition, and hard but eventually I figured it out), followed by the theme of more information was taught (e.g., covered chapters a lot faster, not used to learning this much, more information in a shorter amount of time).
The researcher selected one participant’s statement that reflected the axial coding composite with the most congruence. Participant 3 stated, “In the beginning the classes were overwhelming, and there were problems, but eventually I was able to manage. Having the block schedule allows me to have a study period, so even though the tests cover more information now I can be prepared because I have more time to study.”
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Qualitative Analysis: Phenomenological
To schedule a consultation call 877-437-8622 or email [email protected]
• Read entire set of transcripts to get a
feel for what is being said;
• Read across each interview question
for all participants, pulling themes
out of passages and then quoting
(excerpts)
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Qualitative Analysis: Kappa Coefficient
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Rater 1
Rater 2 Present Absent Subtotal
Present A B A+B
Absent C D C+D
Subtotal A+C B+D A+B+C+D
Observed agreement = (A + D)
Expected Agreement = (((A + B) * (A + C)) + ((C + D) * (B + D))) / (A + B + C + D)
Kappa = ((observed agreement) – (expected agreement)) / ((A + B + C + D) – (expected agreement)) Note: A, B, C, and D are the frequencies in which a theme is identified in same excerpt between rater 1 and rater 2.
For Theme
1
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Qualitative Analysis References
To schedule a consultation call 877-437-8622 or email [email protected]
Creswell, J. W. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage Publications.
Glaser, B. G. & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Piscataway, New Jersey: Transaction.
Morse, J. M. (1994). Designing funded qualitative research. In Denizin, N. K. & Lincoln, Y. S., Handbook of qualitative research (2nd Ed). Thousand Oaks, CA: Sage.
Moustakas, C. (1994). Phenomenological research methods. Thousand Oaks, CA: Sage.
Patton, M. Q. (1990). Qualitative evaluation and research methods (2nd Ed.). Thousand Oaks, CA: Sage.
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All Yours:Questions & Answers
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Personalized 1-1 Quantitative and
Qualitative Consulting
To schedule a consultation call 877-437-8622 or email [email protected]
Email: [email protected]
877-437-8622
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Thank You for your Participation
and Attention!
Join us for our next webinar on Wednesday, January 22nd
at 8:30pm ET