HLT 362V Week 2 Assignment Workbook Exercise 10, 18, 26

HLT 362V Week 2 Assignment Workbook Exercise 10, 18, 26

Sample Answer for HLT 362V Week 2 Assignment Workbook Exercise 10, 18, 26 Included After Question

HLT 362V Week 2 Assignment Workbook Exercise 10 18 26

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Exercise # 10

What demographic variables were measured at the nominal level of measurement in the Oh et al. (2014) study? Provide a rationale for your answer.

What statistics were calculated to describe body mass index (BMI) in this study? Were these appropriate? Provide a rationale for your answer.

Were the distributions of scores for BMI similar for the intervention and control groups? Provide a rationale for your answer.

Was there a significant difference in BMI between the intervention and control groups? Provide a rationale for your answer.

Based on the sample size of N = 41, what frequency and percentage of the sample smoked? What frequency and percentage of the sample were nondrinkers (alcohol)? Show your calculations and round to the nearest whole percent.

What measurement method was used to measure the bone mineral density (BMD) for the study participants? Discuss the quality of this measurement method and document your response.

What statistic was calculated to determine differences between the intervention and control groups for the lumbar and femur neck BMDs? Were the groups significantly different for BMDs?

The researchers stated that there were no significant differences in the baseline character­istics of the intervention and control groups (see Table 2). Are these groups heterogeneous or homogeneous at the beginning of the study? Why is this important in testing the effec­tiveness of the therapeutic lifestyle modification (TLM) program?

Oh et al. (2014, p. 296) stated that “the adherence rate to the TLM program was 99.6%.” Discuss the

HLT 362V Week 2 Assignment Workbook Exercise 10 18 26
HLT 362V Week 2 Assignment Workbook Exercise 10 18 26

importance of intervention adherence, and document your response.

Was the sample for this study adequately described? Provide a rationale for your answer.

 

Exercise # 18

Assuming that the distribution is normal for weight relative to the ideal and 99% of the male participants scored between (–53.68, 64.64), where did 95% of the values for weight relative to the ideal lie? Round your answer to two decimal places.

Which of the following values from Table 1 tells us about variability of the scores in a distribution? a. 60.22
b. 11.94 c. 22.57 d. 53.66

Assuming that the distribution for General Health Perceptions is normal, 95% of the females’ scores around the mean were between what values? Round your answer to two decimal places.

Assuming that the distribution of scores for Pain is normal, 95% of the men’s scores around the mean were between what two values? Round your answer to two decimal places.

Were the body image scores significantly different for women versus men? Provide a rationale for your answer.

Assuming that the distribution of Mental Health scores for men is normal, where are 99% of the men’s mental health scores around the mean in this distribution? Round your answer to two decimal places.

Assuming that the distribution of scores for Physical Functioning in women is normal, where are 99%of the women’s scores around the mean in this distribution? Round your answer to two decimal places.

Assuming that the distribution of scores is normal, 99% of HIV-positive body image scores around the mean were between what two values? Round your answer to two decimal places.

Assuming that the distribution of scores for Role Functioning is normal, 99% of the men’s scores around the mean were between what values? Round your answer to two decimal places.

What are some of the limitations of this study that decrease the potential for generalizing the findings to the target population?

 

Exercise # 26

Plot the frequency distribution for “Age at Enrollment” by hand or by using SPSS.

How would you characterize the skewness of the distribution in Question 1—positively skewed, negatively skewed, or approximately normal? Provide a rationale for your answer.

Compare the original skewness statistic and Shapiro-Wilk statistic with those of the smaller dataset (n = 15) for the variable “Age at First Arrest.” How did the statistics change, and how would you explain these differences?

Plot the frequency distribution for “Years of Education” by hand or by using SPSS.

How would you characterize the kurtosis of the distribution in Question 4————, mesokurtic, or platykurtic? Provide a rationale for your answer.

What is the skewness statistic for “Age at Enrollment”? How would you characterize the magnitude of the skewness statistic for “Age at Enrollment”?

What is the kurtosis statistic for “Years of Education”? How would you characterize the magnitude of kurtosis for “Years of Education”?

Using SPSS, compute the Shapiro-Wilk statistic for “Number of Times Fired from Job.” What would you conclude from the results?

In the SPSS output table titled “Tests of Normality,” the Shapiro-Wilk statistic is reported along with the Kolmogorov-Smirnov statistic. Why is the Kolmogorov-Smirnov statistic inappropriate to report for these example data?

How would you explain the skewness statistic for a particular frequency distribution being low and the Shapiro-Wilk statistic still being significant at p < 0.05?

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  • Grading Rubric
    Performance Category 100% or highest level of performance

    100%

    16 points

    		 Very good or high level of performance

    88%

    14 points

    		 Acceptable level of performance

    81%

    13 points

    		 Inadequate demonstration of expectations

    68%

    11 points

    		 Deficient level of performance

    56%

    9 points

     

    		 Failing level

    of performance

    55% or less

    0 points
     Total Points Possible= 50           16 Points    14 Points 13 Points        11 Points           9 Points          0 Points
    Scholarliness

    Demonstrates achievement of scholarly inquiry for professional and academic topics.

    		 Presentation of information was exceptional and included all of the following elements:

    • Provides evidence of scholarly inquiry relevant to required TD topic(s).
    • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
    • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
    • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
    		 Presentation of information was good, but was superficial in places and included all of the following elements:

    • Provides evidence of scholarly inquiry relevant to required TD topic(s).
    • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
    • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
    • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
    		 Presentation of information was minimally demonstrated in all of the following elements:

    • Provides evidence of scholarly inquiry relevant to required TD topic(s).
    • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
    • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
    • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
    		  

    Presentation of information is unsatisfactory in one of the following elements:

    • Provides evidence of scholarly inquiry relevant to required TD topic(s).
    • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
    • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
    • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
    		  

    Presentation of information is unsatisfactory in two of the following elements:

    • Provides evidence of scholarly inquiry relevant to required TD topic(s).
    • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
    • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
    • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
    		 Presentation of information is unsatisfactory in three or more of the following elements

    • Provides evidence of scholarly inquiry relevant to required TD topic(s).
    • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
    • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
    • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information
     16 Points  14 Points  13 Points 11 Points 9 Points  0 Points
    Application of Course Knowledge

    Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations

    		 Presentation of information was exceptional and included all of the following elements:

    • Applies principles, knowledge and information from scholarly resources to the required topic.
    • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
    • Application of information is comprehensive and specific to the required topic.
    		 Presentation of information was good, but was superficial in places and included all of the following elements:

    • Applies principles, knowledge and information from scholarly resources to the required topic.
    • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
    • Application of information is comprehensive and specific to the required topic.
    		 Presentation of information was minimally demonstrated in the all of the following elements:

    • Applies principles, knowledge and information from scholarly resources to the required topic.
    • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
    • Application of information is comprehensive and specific to the required topic.
    		 Presentation of information is unsatisfactory in one of the following elements:

    • Applies principles, knowledge and information from scholarly resources to the required topic.
    • Applies facts, principles or concepts learned from and scholarly resources to a professional experience.
    • Application of information is comprehensive and specific to the required topic.
    		 Presentation of information is unsatisfactory in two of the following elements:

    • Applies principles, knowledge and information from scholarly resources to the required topic.
    • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
    • Application of information is comprehensive and specific to the required topic.
    		 Presentation of information is unsatisfactory in three of the following elements

    • Applies principles, knowledge and information and scholarly resources to the required topic.
    • Applies facts, principles or concepts learned scholarly resources to a professional experience.
    • Application of information is comprehensive and specific to the required topic.
       10 Points 9 Points  6 Points  0 Points
    Interactive Dialogue

    Initial post should be a minimum of 300 words (references do not count toward word count)

    The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count)

    Responses are substantive and relate to the topic.

    		 Demonstrated all of the following:

    • Initial post must be a minimum of 300 words.
    • The peer and instructor responses must be a minimum of 150 words each.
    • Responses are substantive
    • Responses are related to the topic of discussion.
    		 Demonstrated 3 of the following:

    • Initial post must be a minimum of 300 words.
    • The peer and instructor responses must be a minimum of 150 words each.
    • Responses are substantive
    • Responses are related to the topic of discussion.
    		 Demonstrated 2 of the following:

    • Initial post must be a minimum of 300 words.
    • The peer and instructor responses must be a minimum of 150 words each.
    • Responses are substantive
    • Responses are related to the topic of discussion.
    		 Demonstrated 1 or less of the following:

    • Initial post must be a minimum of 300 words.
    • The peer and instructor responses must be a minimum of 150 words each.
    • Responses are substantive
    • Responses are related to the topic of discussion.
      8 Points 7 Points  6 Points         5 Points          4 Points  0 Points
    Grammar, Syntax, APA

    Points deducted for improper grammar, syntax and APA style of writing.

    The source of information is the APA Manual 6th Edition

    Error is defined to be a unique APA error. Same type of error is only counted as one error.

    		 The following was present:

    • 0-3 errors in APA format

    AND

    • Responses have 0-3 grammatical, spelling or punctuation errors

    AND

    • Writing style is generally clear, focused on topic,and facilitates communication.
    		 The following was present:

    • 4-6 errors in APA format.

    AND/OR

    • Responses have 4-5 grammatical, spelling or punctuation errors

    AND/OR

    • Writing style is somewhat focused on topic.
    		 The following was present:

    • 7-9 errors in APA format.

    AND/OR

    • Responses have 6-7 grammatical, spelling or punctuation errors

    AND/OR

    • Writing style is slightly focused on topic making discussion difficult to understand.
    		  

    The following was present:

    • 10- 12 errors in APA format

    AND/OR

    • Responses have 8-9 grammatical, spelling and punctuation errors

    AND/OR

    • Writing style is not focused on topic, making discussion difficult to understand.
    		  

    The following was present:

    • 13 – 15 errors in APA format

    AND/OR

    • Responses have 8-10 grammatical, spelling or punctuation errors

    AND/OR

    • Writing style is not focused on topic, making discussion difficult to understand.

    AND/OR

    • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor.
    		 The following was present:

    • 16 to greater errors in APA format.

    AND/OR

    • Responses have more than 10 grammatical, spelling or punctuation errors.

    AND/OR

    • Writing style does not facilitate communication
      0 Points Deducted 5 Points Lost
    Participation

    Requirements

    		Demonstrated the following:

    • Initial, peer, and faculty postings were made on 3 separate days
    		 Failed to demonstrate the following:

    • Initial, peer, and faculty postings were made on 3 separate days
      0 Points Lost 5 Points Lost
    Due Date Requirements Demonstrated all of the following:

    • The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

    A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.

    		Demonstrates one or less of the following.

    • The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

    A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.

    Also Read: HLT 362V Week 1 Discussion Question 2 What Are The Characteristics Of A Population 

As we begin this session, I would like to take this opportunity to clarify my expectations for this course:

Please note that GCU Online weeks run from Thursday (Day 1) through Wednesday (Day 7).

 

Course Room Etiquette:

  • It is my expectation that all learners will respect the thoughts and ideas presented in the discussions.
  • All postings should be presented in a respectful, professional manner. Remember – different points of view add richness and depth to the course!

 

Office Hours:

  • My office hours vary so feel free to shoot me an email at Kelly.[email protected] or my office phone is 602.639.6517 and I will get back to you within one business day or as soon as possible.
  • Phone appointments can be scheduled as well. Send me an email and the best time to call you, along with your phone number to make an appointment.
  • I welcome all inquiries and questions as we spend this term together. My preference is that everyone utilizes the Questions to Instructor forum. In the event your question is of a personal nature, please feel free to post in the Individual Questions for Instructor forum I will respond to all posts or emails within 24 or sooner.

 

Late Policy and Grading Policy

Discussion questions:

  • I do not mark off for late DQ’s.
  •  I would rather you take the time to read the materials and respond to the DQ’s in a scholarly way, demonstrating your understanding of the materials.
  • I will not accept any DQ submissions after day 7, 11:59 PM (AZ Time) of the week.
  • Individual written assignments – due by 11:59 PM AZ Time Zone on the due dates indicated for each class deliverable.

Assignments:

  • Assignments turned in after their specified due dates are subject to a late penalty of -10%, each day late, of the available credit. Please refer to the student academic handbook and GCU policy.
  • Any activity or assignment submitted after the due date will be subject to GCU’s late policy
  • Extenuating circumstances may justify exceptions, which are at my sole discretion. If an extenuating circumstance should arise, please contact me privately as soon as possible.
  • No assignments can be accepted for grading after midnight on the final day of class.
  • All assignments will be graded in accordance with the Assignment Grading Rubrics

Participation

  • Participation in each week’s Discussion Board forum accounts for a large percentage of your final grade in this course.
  • Please review the Course Syllabus for a comprehensive overview of course deliverables and the value associated with each.
  • It is my expectation that each of you will substantially contribute to the course discussion forums and respond to the posts of at least three other learners.
  • A substantive post should be at least 200 words. Responses such as “great posts” or “I agree” do not meet the active engagement expectation.
  • Please feel free to draw on personal examples as you develop your responses to the Discussion Questions but you do need to demonstrate your understanding of the materials.
  • I do expect outside sources as well as class materials to formulate your post.
  • APA format is not necessary for DQ responses, but I do expect a proper citation for references.
  • Please use peer-related journals found through the GCU library and/or class materials to formulate your answers. Do not try to “Google” DQ’s as I am looking for class materials and examples from the weekly materials.
  • I will not accept responses that are from Wikipedia, Business dictionary.com, or other popular business websites. You will not receive credit for generic web searches – this does not demonstrate graduate-level research.
  • Stay away from the use of personal pronouns when writing. As a graduate student, you are expected to write based on research and gathering of facts. Demonstrating your understanding of the materials is what you will be graded on. You will be marked down for lack of evidence to support your ideas.

Plagiarism

  • Plagiarism is the act of claiming credit for another’s work, accomplishments, or ideas without appropriate acknowledgment of the source of the information by including in-text citations and references.
  • This course requires the utilization of APA format for all course deliverables as noted in the course syllabus.
  • Whether this happens deliberately or inadvertently, whenever plagiarism has occurred, you have committed a Code of Conduct violation.
  • Please review your LopesWrite report prior to final submission.
  • Every act of plagiarism, no matter the severity, must be reported to the GCU administration (this includes your DQ’s, posts to your peers, and your papers).

Plagiarism includes:

  • Representing the ideas, expressions, or materials of another without due credit.
  • Paraphrasing or condensing ideas from another person’s work without proper citation and referencing.
  • Failing to document direct quotations without proper citation and referencing.
  • Depending upon the amount, severity, and frequency of the plagiarism that is committed, students may receive in-class penalties that range from coaching (for a minor omission), -20% grade penalties for resubmission, or zero credit for a specific assignment. University-level penalties may also occur, including suspension or even expulsion from the University.
  • If you are at all uncertain about what constitutes plagiarism, you should review the resources available in the Student Success Center. Also, please review the University’s policies about plagiarism which are covered in more detail in the GCU Catalog and the Student Handbook.
  • We will be utilizing the GCU APA Style Guide 7th edition located in the Student Success Center > The Writing Center for all course deliverables.

LopesWrite

  • All course assignments must be uploaded to the specific Module Assignment Drop Box, and also submitted to LopesWrite every week.
  • Please ensure that your assignment is uploaded to both locations under the Assignments DropBox. Detailed instructions for using LopesWrite are located in the Student Success Center.

Assignment Submissions

  • Please note that Microsoft Office is the software requirement at GCU.
  • I can open Word files or any file that is saved with a .rtf (Rich Text Format) extension. I am unable to open .wps files.
  • If you are using a “.wps” word processor, please save your files using the .rtf extension that is available from the drop-down box before uploading your files to the Assignment Drop Box.

Grade of Incomplete

  • The final grade of Incomplete is granted at the discretion of the instructor; however, students must meet certain specific criteria before this grade accommodation is even possible to consider.
  • The grade of Incomplete is reserved for times when students experience a serious extenuating circumstance or a crisis during the last week of class which prevents the completion of course requirements before the close of the grading period. Students also must pass the course at the time the request is made.
  • Please contact me personally if you are having difficulties in meeting course requirements or class deadlines during our time together. In addition, if you are experiencing personal challenges or difficulties, it is best to contact the Academic Counselor so that you can discuss the options that might be available to you, as well as each option’s academic and financial repercussions.

Grade Disputes

  • If you have any questions about a grade you have earned on an individual assignment or activity, please get in touch with me personally for further clarification.
  • While I have made every attempt to grade you fairly, on occasion a misunderstanding may occur, so please allow me the opportunity to learn your perspective if you believe this has occurred. Together, we should be able to resolve grading issues on individual assignments.
  • However, after we have discussed individual assignments’ point scores, if you still believe that the final grade you have earned at the end of the course is not commensurate with the quality of work you produced for this class, there is a formal Grade Grievance procedure which is outlined in the GCU Catalog and Student Handbook.

A Sample Answer For the Assignment: HLT 362V Week 2 Assignment Workbook Exercise 10, 18, 26

Title: HLT 362V Week 2 Assignment Workbook Exercise 10, 18, 26

 

Article Analysis 1 

Article Citation and Permalink (APA format)  Zhang, Y. P., Zuo, X. C., Huang, Z. J., Kuang, Z. M., Lu, M. G., Duan, D. D., & Yuan, H. (2015). The impact of blood pressure on kidney function in the elderly: a cross-sectional study. Kidney and Blood Pressure Research, 38(2-3), 205-216. 

Permalink: https://doi.org/10.1159/000355769 

 Kruk, P. J., & Nowicki, M. (2018). Effect of the physical activity program on the treatment of resistant hypertension in primary care. Primary health care research & development, 19(6), 575-583. 

 

Permalink:  

10.1017/S1463423618000154 

 Herakova, N., Nwobodo, N. H. N., Wang, Y., Chen, F., & Zheng, D. (2017). Effect of respiratory pattern on automated clinical blood pressure measurement: an observational study with normotensive subjects. Clinical hypertension, 23(1), 15. 

Permalink 

10.1186/s40885-017-0071-3 
Point  Description  Description  Description 
Broad Topic Area/Title  The main topic of the quantitative article is the effects or impact of blood pressure on the kidney functioning among the elderly patients.  From the theoretical perspectives it has been stated that high blood pressure may have some negative impacts on the condition and functioning of the kidney especially among the elderly population. The study uses primary data collected from different healthcare institutions and home-based care to determine the effects of blood pressure on the kidney functioning.   The main topic of the study is Effect of the physical activity program on the treatment of resistant hypertension in primary care. Physical activities are believed to reduce the effects hypertension. Physical activities are always recommended for the individuals suffering from hypertension as it is one of the component of lifestyle modification. The study therefore attempts to investigate the effects of physical activities in reducing hypertension.   The main topic of the study is Effect of respiratory pattern on automated clinical blood pressure measurement. From the theoretical perspectives, there is always a strong correlation between the respiratory patterns on the automated blood pressure. The study therefore aims at proving the facts through the application of the primary data selected from the respondents identified to take part in the process of the study.  

 
Identify Independent and Dependent Variables and Type of Data for the Variables  Independent variable: Blood pressure (Type: continuous variable) 

Dependent variable: Rate of renal function (Type: continuous variable) 

 Independent Variable: Physical activity (Type: continuous variable) 

Dependent variable: Blood pressure (Type: continuous variable) 

 Independent variable: respiratory pattern (continuous variable) 

Dependent variable: blood pressure (continuous variable) 

 
Population of Interest for the Study  The population of interest under the study is elderly patients suffering from high blood pressure and renal operational problems. With the decreased physical activities, some of the elderly people often experience increased high blood pressure, a condition that can also interfere with the normal operation of the renal system or kidney. Elderly patients are therefore ideal for the study.   The population under the study include patients with primary hypertension from various healthcare institutions. Only the patients with the mild and severe hypertension were considered in the study. The sample was drawn from this population to be used in the process of the study.  

 

 The population of interest in the study involved patients with high blood pressure. The sample was selected from different healthcare institutions and they included different patients with mild and severe symptoms of high blood pressure. Forty patients were selected to take part in the study. The population under the study was between the age of 18 and 60 years.   

 

   
Sample   The sample size used in the study is 28,258. Respondents consisted of elderly patients from different healthcare institutions and homes. The sample size used was a reflection of the entire population under the study. In other words, the sample size used was a perfect representation of the population of the elderly patients under the study.   The sample size used in the study was 53. In other words, a total of 53 respondents were used in the whole process of the study.  

 

 

 The sample size used was 40. There were 20 males and 20 females between the age 18 and 60 years. Systolic and diastolic blood pressure were then measured from the respondents and recorded.   

 

 
Sampling Method   Simple random sampling method was used to identify the study participants from the population under the study. The method was used since it is always considered to be much more efficient and easier to use.   From the study, random sampling technique was used to identify the study participants. 53 patients suffering from hypertension were selected to take part in the study. The method was used since it is always considered to be much more efficient and easier to use.   

 

 From the study, there was the use of simple random sampling method to identify the participants for the study.  
Descriptive Statistics (Mean, Median, Mode; Standard Deviation) 

Identify examples of descriptive statistics in the article. 

 The data analysis involved descriptive statistics to explain different attributes of the variable. The descriptive statistics used include mean, median, standard deviation, mode, summation, and frequencies. Some of the variables described by the descriptive statistics included age, number of respondents, blood pressure, and condition of the renal functioning.   

 

 

 The descriptive statistics approach was considered in the processes of analysis and presentation of data. Some of the approaches used include: 

  • Mean 
  • Median 
  • Mode and 
  • Summation of some of the variables employed in the study.   
  • There was the use of frequencies to show the distribution of the variables used 
 Some of the descriptive statistics considered in the study include 

  • Summary 
  • Mean  
  • Median 
  • Frequencies 
  • Mode  
Inferential Statistics  

Identify examples of inferential statistics in the article. 

 Some of the inferential statistics used in the article include: 

  • One-way ANOVA   

 

  • Analysis of covariance 

 

  • Chi-square test 

 

  • t-test 

 

  • Multiple linear regression  

 

  • Binary logistic regression 

 

  • Odds ratio 
 Some of the inferential statistics used in the quantitative article include: 

  • t-test 
  • Mann-Whitney U-test to compare the two variables 
  • Q Cochrane test  
 From the study, there was also the use of inferential statistics to test the hypothesis and to answer the research questions. Some of the inferential statistics that were used include: 

  • Chi-square statistics 
  •  Analysis of variance (ANOVA)  
  • Post-hoc multiple comparison in the ANOVA test