HLT 362V Week 3 Workbook Assignment Exercise 16, 17, 20, 31 and 32
HLT 362V Week 3 Workbook Assignment Exercise 16, 17, 20, 31 and 32
Exercise # 16: Understanding Independent Samples t-Test
What do degrees of freedom (df ) mean? Canbulat et al. (2015) did not provide the dfs in their study. Why is it important to know the df for a t ratio? Using the df formula, calculate the df for this study.
What are the means and standard deviations (SDs) for age for the Buzzy intervention and control groups? What statistical analysis is conducted to determine the difference in means for age for the two groups? Was this an appropriate analysis technique? Provide a rationale for your answer.
What are the t value and p value for age? What do these results mean?
What are the assumptions for conducting the independent samples t-test?
Are the groups in this study independent or dependent? Provide a rationale for your answer.
What is the null hypothesis for procedural self-reported pain measured with the Wong Baker Faces Scale (WBFS) for the two groups? Was this null hypothesis accepted or rejected in this study? Provide a rationale for your answer.
Should a Bonferroni procedure be conducted in this study? Provide a rationale for your answer.
What variable has a result of t = −6.135, p = 0.000? What does this result mean?
In your opinion, is it an expected or unexpected finding that both t values on Table 2 were found to be statistically significant. Provide a rationale for your answer.
Describe one potential clinical benefit for pediatric patients to receive the Buzzy intervention that combined cold and vibration during IV insertion.
Exercise # 17
Understanding Paired or Dependent Samples t-Test
What are the assumptions for conducting a paired or dependent samples t-test in a study? Which of these assumptions do you think were met by the Lindseth et al. (2014) study?
In the introduction, Lindseth et al. (2014) described a “2-week washout between diets.” What does this mean? Why is this important?
What is the paired t-test value for mood (irritability) between the participants’ consump¬tion of high- versus low-aspartame diets? Is the result statistically significant? Provide a rationale for your answer.
State the null hypothesis for mood (irritability) that was tested in this study. Was this hypothesis accepted or rejected? Provide a rationale for your answer.
Which t value in Table 2 represents the greatest relative or standardized difference between the high- and low-aspartame diets? Is this t value statistically significant? Provide a rationale for your answer.
Discuss why the larger t values are more likely to be statistically significant.
Discuss the meaning of the results regarding depression for this study. What is the clinical importance of this result?
What is the smallest, paired t-test value in Table 2? Why do you think the smaller t values are not statistically significant?
Discuss the statistical and clinical importance of these study results about the consump¬tion of aspartame. Document your answer with a relevant source.
Are these study findings related to the consumption of high- and low-aspartame diets ready for implementation in practice? Provide a rationale for your answer.
Exercise # 20
Which patient scored the highest on the preoperative CVLT Acquisition? What was his or her T score?
Which patient scored the lowest on postoperative CVLT Retrieval? What was this patient’s T score?
Did the patient in Question 2 have more of a memory performance decline than average on the CVLT Retrieval? Provide a rationale for your answer.
What is the mean ( ) and standard deviation (SD) for preoperative T score for CVLT Acquisition?
Is the preoperative Retrieval T score for Patient 5 above or below the mean for the norm of the group? Provide a rationale for your answer.
Assuming that the distribution of the preoperative CVLT Retrieval T scores is normal, the middle 68% of the patients had T scores between what two values?
Assuming that the distribution of scores for the postoperative CVLT Retrieval T scores is normal, the middle 68% of the patients had T scores between what two values?
The researchers state that it appears that the functional integrity of the left temporal lobe, despite evidence of structural abnormality, plays a considerable role when it comes to memory outcomes following left ATL. Can the findings from this study be generalized to a larger population? Provide a rationale for your answer.
If a patient had a raw score = 30, what would his/her postoperative CVLT Retrieval T score be?
Did patients demonstrate more postoperative memory declines among CVLT Retrieval T scores than CVLT Acquisition T scores?
Provide a rationale for your answer.
Exercise # 31: Calculating t-tests for Independent Samples
Do the example data meet the assumptions for the independent samples t-test? Provide a rationale for your answer.
If calculating by hand, draw the frequency distributions of the dependent variable, wages earned. What is the shape of the distribution? If using SPSS, what is the result of the Shapiro-Wilk test of normality for the dependent variable?
What are the means for two group’s wages earned?
What is the independent samples t-test value?
Is the t-test significant at a = 0.05? Specify how you arrived at your answer.
If using SPSS, what is the exact likelihood of obtaining a t-test value at least as extreme or as close to the one that was actually observed, assuming that the null hypothesis is true?
Which group earned the most money post-treatment?
Write your interpretation of the results, as you would in an APA-formatted journal.
What do the results indicate regarding the impact of the supported employment voca¬tional rehabilitation on wages earned?
Was the sample size adequate to detect significant differences between the two groups in this example? Provide a rationale for your answer.
Exercise # 32: Calculating t-tests for Paired (Dependent) Samples
Do the data meet the assumptions for the paired samples t-test? Provide a rationale for your
If calculating by hand, draw the frequency distributions of the two variables. What are the shapes of the distributions? If using SPSS, what are the results of the Shapiro-Wilk tests of normality for the two variables?
What are the means for the baseline and post-treatment affective distress scores, respectively?
What is the paired samples t-test value?
Is the t-test significant at α = 0.05? Specify how you arrived at your answer.
If using SPSS, what is the exact likelihood of obtaining a t-test value at least as extreme as or as close to the one that was actually observed, assuming that the null hypothesis is true?
On average, did the affective distress scores improve or deteriorate over time? Provide a rationale for your answer.
Write your interpretation of the results as you would in an APA-formatted journal.
What do the results indicate regarding the impact of the rehabilitation on emotional dis¬tress levels?
What are the weaknesses of the design in this example?
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HLT 362V Week 3 Workbook Assignment Exercise 16, 17, 20, 31 and 32 -
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 2 Discussion Question 2 How Large Would Your Population