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Final Exam: SPSS Assignment Instructions

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Description:This portion of the Final Exam draws upon the knowledge and skills you acquired throughout this course by asking you to perform an SPSS analysis. For each case study, choose the appropriate correlation or regression procedure. Then, using the SPSS Assignment Data Set, run the appropriate procedure and analyze the data. In a Word document, write an APA results section. At the end of the document, copy and paste the SPSS output used for the assignment. Note that SPSS output is rarely in APA format; therefore, refrain from copying and pasting SPSS output into your results.

Include the following elements in your results:

1. The assumption tests and their results, including a conclusion about the tenability of the assumption and how it may influence the results (include graphs if you used them.);

2. Adequate descriptive statistics (e.g. M, SD, n, N);

3. The null hypothesis;

4. Identification of the appropriate procedureand a justification for its use using analysis resources;

5. The results of the procedure, in statistical and narrative form;

6. The decision regarding the null hypothesis; and

7. The effect size, including an interpretation (be sure to cite the convention used), and power.

For the purpose of the final exam, do not transform or change any variables if assumptions are not met. Conduct and report the most appropriate parametric procedure; simply note violations and identify the nonparametric alternative that could be conducted.

You may consider the following parametric statistical procedures to respond to the questions:

NOTE: While you were allowed to work with your peers for the other SPSS Assignments, you must work individually for this final exam. You may not receive any assistance from any outside person or peer as this is considered cheating.

The Final Exam: SPSS Assignment is due by 11:59 p.m. (ET) on Friday of Module/Week 8.

Final Exam Case Studies

Case Study 1

The university requires a faith based orientation course focused on religious commitment. Effectiveness data collected and analyzed for this orientation course data indicates that the orientation increases students’ intrinsic religious motives. The researcher is interested to know if students’ intrinsic religious motives are related to their faith development. The researcher develops the following research question and asks you to analyze the data to answer it: What is the relationship between university students’ intrinsic religious commitment as measured by the Religious Orientation Scale–Revised (Gorsuch & McPherson, 1989) subscale and faith development as measured by the Faith Development Scale (FDS; Leak, Loucks, & Bowlin, 1999)? If a relationship is found between these variables, then the university may explore the possibility of adding a faith development piece to their orientation and data collection.

Case Study 2

The Faith Development Scale (FDS; Leak, Loucks, & Bowlin, 1999) was given to students upon entrance into the university and then again given for the purpose of this research. As the university is a faith based institution, the researcher recognizes the importance of measuring students’ faith development to examine if the school is meeting its mission. Thus, the researcher asks the question, is there a statically significant difference in students’ faith development from the time of entrance to now?

Choose either Case 3 or 4

Case Study 3

The university wants the researcher to determine whether students differ in their faith development as measured by the Faith Development Scale (Leak, Loucks, & Bowlin, 1999) and their sense of community based their choice of delivery environment (online, blended). If differences are found, then they may need to evaluate teaching and learning strategies used within each learning environment and how they influence faith development as well as community. The following question is posed: Do university students differ in terms of faith development and sense of community based on delivery environment?

Case Study 4

The university wants the researcher to determine whether there are differences in GPA based on delivery environment and race. If differences are found, then they may need to evaluate course ethnic sensitivity and the teaching and learning strategies used within each learning environment. Thus, the following question is posed: Do university students differ in terms of GPA based on race and delivery environment? (Hint: Since you have learned about the importance of power, be sure to note and discuss observed power for each non-significant effect. Are there any possible Type I or II errors?)

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