07 Jun In this weeks Discussion, you determined the benefits of visually displaying your data. You also learned that different types of data require differe

REFERENCES

Frankfort-Nachmias, C., Leon-Guerrero, A., & Davis, G. (2020). Social statistics for a diverse society (9th ed.). Thousand Oaks, CA: Sage Publications.

· Chapter 2, “The Organization and Graphic Presentation Data” (pp. 27-74)

Wagner, III, W. E. (2020). Using IBM® SPSS® statistics for research methods and social science statistics (7th ed.). Thousand Oaks, CA: Sage Publications.

· Chapter 5, “Charts and Graphs”

· Chapter 11, “Editing Output”

http://waldenwritingcenter.blogspot.com/2013/02/general-guidance-on-data-displays.html

Required media

https://content.waldenu.edu/44f23dae414782b0c7ee3623246d9adb.html#section_container0:~:text=Walden%20University%2C%20LLC.%20(Producer).%20(2016j).%20Visual%20displays%20of%20data%20%5BVideo%20file%5D.%20Baltimore%2C%20MD%3A%20Author.

Optional

https://content.waldenu.edu/44f23dae414782b0c7ee3623246d9adb.html#section_container0:~:text=Skill%20Builders%3A,for%20this%20week.

Assignment: Introduction to Quantitative Analysis: Visually Displaying Data Results

In this week’s Discussion, you determined the benefits of visually displaying your data. You also learned that different types of data require different visual displays to adequately “tell the story” of the phenomena. Although the Discussion was difficult, what is even more difficult and challenging will be deciding on how best to display the data for presentation purposes. As you move further along in your dissertation or doctoral study, you will find that displaying data will be critical component in presenting a robust and clear capstone project.

For this Introduction to Quantitative Analysis Assignment, you will explore how to visually display data for optimal use.

To prepare for this Assignment:

· Review this week’s Learning Resources and consider visual displays of data.

· For additional support, review the Skill Builder: Unit of Analysis and the Skill Builder: Levels of Measurement, which you can find by navigating back to your Blackboard Course Home Page. From there, locate the Skill Builder link in the left navigation pane.

· Using the SPSS software, open the Afrobarometer dataset or the High School Longitudinal Study dataset (whichever you choose) found in this week’s Learning Resources.

· From the dataset you chose, choose one categorical and one continuous variable and perform the appropriate visual display for each variable.

· Once you visually display each variable, review Chapter 11 of the Wagner text to understand how to copy and paste your output into your Word document.

For this Assignment:

Write a 2- to 3-paragraph analysis of your results and include a copy and paste of the appropriate visual display of the data into your document.

Based on the results of your data, provide a brief explanation of what the implications for social change might be. Early in your Assignment, when you relate which dataset you analyzed, please include the mean of the following variables. If you are using the Afrobarometer Dataset, report the mean of Q1 (Age). If you are using the HS Long Survey Dataset, report the mean of X1SES.

Use appropriate APA format. Refer to the APA manual for appropriate citation.

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Analysis and Results–

Levels of Achievement: Excellent 36 (60%) – 40 (66.67%) Paper includes a clear description of the chosen variables, their unit of analysis, and their levels of measurement. A clear visual display of the data (if appropriate) is also provided, and a detailed description is given about how these quantitative reasoning and analysis skills will translate into the ability to enact positive social change. Overall, the paper demonstrates an excellent understanding of the chosen variables and their utility. Good 32 (53.33%) – 35 (58.33%) Paper includes a description of the chosen variables, their unit of analysis, and their levels of measurement. A visual display of the data (if appropriate) is also provided, and a description is given about how these quantitative reasoning and analysis skills will translate into the ability to enact positive social change. Overall, the paper demonstrates a good understanding of the chosen variables and their utility. Fair 28 (46.67%) – 31 (51.67%) Paper includes a description of the chosen variables, but the description is missing one or more of the following details: their unit of analysis, their levels of measurement, and/or a visual display of the data (if appropriate). A description is given about how these quantitative reasoning and analysis skills will translate into the ability to enact positive social change, but the description is vague. Overall, the paper demonstrates a fair understanding of the chosen variables and their utility. Poor 0 (0%) – 27 (45%) Paper includes a description of the chosen variables, but the description is missing several of the following details: their unit of analysis, their levels of measurement, and/or a visual display of the data (if appropriate). A description is not given about how these quantitative reasoning and analysis skills will translate into the ability to enact positive social change. Overall, the paper demonstrates a poor understanding of the chosen variables and their utility. Feedback:

Writing–

Levels of Achievement: Excellent 18 (30%) – 20 (33.33%) Paper is well organized, uses scholarly tone, follows APA Style, uses original writing and proper paraphrasing, contains very few or no writing and/or spelling errors, and is fully consistent with graduate-level writing style. Paper contains multiple, appropriate and exemplary sources expected/required for the assignment. Good 16 (26.67%) – 17 (28.33%) Paper is mostly consistent with graduate-level writing style. Paper may have some small or infrequent organization, scholarly tone, or APA Style issues, and/or may contain a few writing and spelling errors, and/or somewhat less than the expected number of or type of sources. Fair 14 (23.33%) – 15 (25%) Paper is somewhat below graduate-level writing style, with multiple smaller or a few major problems. Paper may be lacking in organization, scholarly tone, APA Style, and/or contain many writing and/or spelling errors, or shows moderate reliance on quoting versus original writing and paraphrasing. Paper may contain inferior resources (number or quality). Poor 0 (0%) – 13 (21.67%) Paper is well below graduate-level writing style expectations for organization, scholarly tone, APA Style, and writing, or relies excessively on quoting. Paper may contain few or no quality resources. Feedback:

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