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Feb 20, 2024
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Multiple Regression
Doctor of Philosophy in Criminal Justice, Walden University
CRJS-8210 J-1: Quantitative Reasoning and Analysis
Dr. Dan David Jones
November 4, 2023
Week 10 assignment
Part One The HS Long Survey dataset was used for part one of this assignment. The regression analysis examined the relationship between the years a math teacher has taught high school math
and students' mathematics self-efficacy. The results showed that the coefficient for the years a math teacher has taught high school math was not statistically significant (Beta = 0.003, p = 0.128), indicating that there is no significant relationship between the predictor and the dependent variable. Therefore, the alternate hypothesis, stating that there is a significant relationship, will be rejected in favor of the null hypothesis.
Research Question:
What is the relationship between the years math teachers have taught high school math and students' mathematics self-efficacy?
Hypotheses
:
- Null Hypothesis (H0): There is no significant relationship between the years math teachers have taught high school math and students' mathematics self-efficacy.
- Alternative Hypothesis (H1): There is a significant relationship between the years math teachers have taught high school math and students' mathematics self-efficacy (Rejected in this case).
Social Implications:
These findings have important social implications for the field of education. The rejection of the alternative hypothesis suggests that the years of experience of math teachers may not be a significant predictor of students' mathematics self-efficacy. This implies that educational institutions should focus on other factors to enhance students' self-efficacy, such as implementing effective teaching strategies, promoting active student engagement, and fostering positive teacher-student relationships. It raises questions regarding the effectiveness of relying solely on years of experience for hiring or evaluating educators in terms of their impact on students' self-efficacy and overall academic success. By prioritizing evidence-informed
instructional practices and comprehensive professional development programs, educational stakeholders can work towards providing the best possible learning environments for students (Erturan & Jansen, 2015).
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Part Two
For part two of this assignment, The General Society dataset was used. Research Question: Relationship between Age and Gender among Females who Trust in the Government
In this analysis, I aim to examine the relationship between age and gender among females who trust in the government. By focusing on this subgroup, I can explore whether there is a significant association between age and gender within the context of trust in the government.
Results
:
The multiple regression analysis provides the following coefficient estimate for the female dummy variable: - Female (dummy variable): B = -0.305; Std. Error = 0.143
The coefficient estimate being statistically significant (p < 0.001) indicates that there is a significant relationship between gender and age among females who trust in the government. Specifically, being female is associated with a decrease in age by approximately 0.305 units.
Social Implications
:
The finding that gender (female) has a significant association with age among females who trust in the government may have several social implications:
1. Gender disparities in attitudes towards government: The result suggests that within this subgroup, gender may influence how individuals perceive or trust in the government. Understanding the factors contributing to these disparities can help policymakers improve government-citizen relationships and address any potential biases (Van Donk, 2000).
2. Intersectionality and trust in government: Exploring the intersectionality of gender and trust in
the government can shed light on the experiences of different female subgroups (e.g., ethnic minorities, different socio-economic backgrounds). This insight can be useful for designing policies and initiatives that promote inclusivity and equal access to governance processes (Van Donk, 2000).
3. Women's participation and representation: Identifying the connection between gender and age within the context of trust in the government raises questions about women's participation and representation in decision-making processes. Encouraging women's engagement in political and civic activities can help address gender imbalances and contribute to more inclusive governance (Van Donk, 2000).
4. Trust-building measures: Recognizing the association between gender and trust in the government among females could prompt efforts to strengthen trust through targeted initiatives that address specific concerns or barriers faced by women. This may involve enhancing transparency, communication, and responsiveness to the needs of diverse female populations (Van Donk, 2000).
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References
Erturan, S., & Jansen, B. (2015). An investigation of boys’ and girls’ emotional experience of math, their math performance, and the relation between these variables. European Journal of Psychology of Education, 30(4), 421–435. http://www.jstor.org/stable/24763249
.
Mirjam Van Donk. (2000). Introduction: Local Government: A Strategic Site of Struggle for
Gender Equity. Agenda: Empowering Women for Gender Equity, 45, 4–12. https://doi.org/10.2307/4066310
.