One-Way ANOVA

M ARQUITA D URANT SPSS O NE -W AY ANOVA A SSIGNMENT I NSTRUCTIONS O VERVIEW This assignment is designed to increase your statistical literacy and proficiency in conducting and interpreting the one-way ANOVA. You will be completing two one-way ANOVA analyses in SPSS, using data that are related to specific research scenarios in the behavioral sciences, such as psychology, social work, and counseling. You will also be completing one Cumulative Knowledge Question that will use an analysis learned in a previous week. Behind the scenes knowledge of how this test is conducted is fundamental to being able to understand and apply research in your related field to your practice. Additionally, SPSS skills are professionally valuable, as it is one of the most commonly used statistical software packages in behavioral science settings, both academic and professional. I NSTRUCTIONS  This assignment includes three problem sets that contain research scenarios and related questions.  For each scenario, you will run an analysis in SPSS. The required product will include the SPSS output, an APA-style Results section describing the results, and the appropriate graph inserted as a Figure in APA style.  For all problems, interpret results based on an alpha level of a = .05 .  This assignment is worth 90 points. Please review the SPSS Homework Tutorial in this module for directions on how to run the statistical test, as well as the Results Sections in APA Style presentation , which includes a template for completing the APA-style Results sections for the one-way ANOVA. The scenarios begin on the next page.

CB T P T CBT + PT 30 25 26 31 29 24 32 35 29 21 28 32 25 27 29 30 19 19 24 30 26 23 27 28 1. Paste SPSS output. (10 pts) 2. Write an APA-style Results section based on your analysis. Include your boxplot as an APA-style Figure, with figure number and title, as demonstrated in the Results Section presentation. (Results = 12 pts; Figure = 8 pts) Results Problem Set 1: The One-way ANOVA Research Scenario: Twenty-four male adolescents who have been diagnosed with conduct disorder with a callous-unemotional presentation (CD-CU) are randomly assigned to one of 3 group therapy conditions: cognitive behavioral therapy only (CBT), behavioral parent training only (PT), and a combination of the two (CBT + PT). Following six months of therapy, the participants are assessed using the Inventory of Callous Unemotional Traits (ICU; Frick, 2004). On this instrument, higher scores indicate higher levels of conduct problems and callous-unemotional traits. The scores for each group are shown in the table below. Using this table, enter the data into a new SPSS data file and run a one-way ANOVA to test whether there is a difference in ICU scores among the three groups. Create a boxplot to show the difference between the groups. Follow the directions below the table to complete the homework.

First- generation immigrants Second- generation immigrants Non- immigrants 29 39 40 37 36 23 25 36 37 28 18 36 25 28 19 10 17 8 19 28 16 1. Paste SPSS output. (10 pts) Problem Set 2: The One-way ANOVA Research Scenario: As part of a new prevention program, a clinical psychologist wants to see whether feelings of alienation differ as a function of immigration status in a local high school. She divides volunteer students into three categories: first-generation immigrants, second- generation immigrants, and non-immigrants. She then administers an instrument assessing feelings of alienation, where higher scores indicate stronger feelings of alienation from peers, adults, and society in general. Is there a difference in alienation scores among these three groups? Using this table, enter the data into a new SPSS data file and run a one-way ANOVA to test whether there is a difference in feelings of alienation among the three groups. Create a boxplot to show the difference between the groups. Follow the directions below the table to complete the homework.

2. Write an APA-style Results section based on your analysis. Include your boxplot as an APA-style Figure, with figure number and title, as demonstrated in the Results Section presentation. (Results = 12 pts; Figure = 8 pts) Results This test was conducted to determine whether feelings of alienation differ as a function of immigration status at a local high school and to determine if higher scores indicated stronger feelings of alienation from peers, adults, and within society. The 3 groups are first- generation immigrants, second-generation immigrants, and non-immigrants. Figure 1 shows the feelings of alienation in the different groups. The results are a significant effect, F(2,18) = 10.77, p = .001, partial eta squared = .55. Because the results show significance, post hoc tests were conducted using Tukey’s HSD test. The comparison shows a significant difference between first- generation (M=3.00 SD= 3.67), p= .001 and non-immigrants (M= 16.00, SD= 3.67) p=.006 and second-generation (M= 3.00, SD= 3.67) p=.001 and non-immigrants (M= 13.00, SD = 3.67) p=.006. Therefore, we reject the null hypothesis. Figure 1

1. Paste SPSS output. (10 pts) Mean N Std. Deviation Std. Error Mean Pair 1 twin_1 621.10 10 99.967 31.612 twin_2 612.20 10 100.570 31.803 Paired Differences t df Significance Mean Std. Deviation Std. Error Mean 95% Confidence Interval of the Difference One- Sided p Two- Sided p Lower Upper Pai twin_1 - r 1 twin_2 8.900 34.889 11.033 -16.058 33.858 .807 9 .220 .441 2. Write an APA-style Results section based on your analysis. Include your boxplot as an APA-style Figure, with figure number and title, as demonstrated in the Results Section presentation. (Results = 12 pts; Figure = 8 pts) Problem Set 3: Cumulative Knowledge Question Research Scenario: A researcher is interested in how pairs of identical twins score on the Math Subject SAT in late high school. She collects scores from 11 twin pairs (related subjects). The data appear in the table below. Using this table, enter the data into a new SPSS data file. Choose the correct analysis (it will be one learned in a previous module ) to determine whether there is a difference in the Math SAT scores of identical twins. Follow the directions below the table to complete this part.Fee Twin 1 Twin 2 630 577 698 409 499 701 634 656 723 684 621 503 723 450 474 659 617 683 702 690

Results This test was conducted to determine if there was any difference with Math SAT scores between identical twins. Figure 1 shows the difference of the scores between each group of twins. The results show there is not a significant difference between the group Twin 1 (M= 621.10, SD = 99.97) and the group Twin 2 (M = 612.20, SD = 100.57). t (9) = .807, p = .441, two-tailed. The 95% confidence interval of the difference ranges from -16.058 to 33.858. This is not a significant difference between the means of the samples. We fail to reject the null hypothesis that there is no difference between the sample means between these groups. Figure 1 Score Differences of Twins on Math SAT

Submit this assignment by 11:59 p.m. (ET) on Monday at the end of Module/Week 3.