Your team members were interested in (a) how students were connecting with their professors and lecture content, (b) how in control students felt over their learning, and (c) how much they valued what they were learning during online lectures given the switch from in-person to virtual learning at the start of the pandemic. They collected data by briefly interrupting students at three-time points throughout an online lecture (similar to Dataset 1) to answer three different questions. They were asked “did you generate a personal connection with the information you were learning?” on a scale of 1 (not at all) to 9 (extremely), “I have the impression that my learning the content from this lecture so far has been under my control” on a scale from 1 (strongly disagree) to 5 (strongly agree), and “I believe that the content I learned from this lecture so far has been valuable for me to learn” on a scale from 1 (strongly disagree) to 5 (strongly agree). Each answer that participants provided across the three-time points was averaged so that there is only one value per person. After class, students completed a brief quiz about the information they had learned Your team thinks that personal connections are powerful for learning. They have one research question they need you to answer for this dataset: 1) Is there a correlational relationship between the average amount of personal connections students make during learning and their quiz performance? However, you think there could be more to this answer than just that given your dataset, so you decide to do some extra analyses to see if (a) students’ perceptions of control are related to whether they generate a personal connection during learning and (b) if students’ perceptions of value are related to whether they generate a personal connection. All in all, you will thus conduct three analyses.What are the outcome and predictor variables for each of the three analyses you plan to run?The outcome (dependent) variable?The predictor variables (independent?What type of statistical analysis do you need to use and why?

The data was collected on a Likert scale related to three questions: The question, “Did you generate a personal connection with the information you were learning?” was analyzed on a 9-point Likert scale with 1 (not at all) to 9 (extremely). Let us denote this score by "Personal connection score". The question, “I have the impression that my learning the content from this lecture so far has been under my control” was analyzed on a 5-point Likert scale from 1 (strongly disagree) to 5 (strongly agree). Let us denote this score by "Control score". The question, “I believe that the content I learned from this lecture so far has been valuable for me to learn” on a scale from 1 (strongly disagree) to 5 (strongly agree). Let us denote this score by "Value score". After class, students completed a brief quiz about the information they had learned. The scores of the quiz were recorded.A) The first analysis is "Is there a correlational relationship between the average amount of personal connections students make during learning and their quiz performance?" The team thinks that personal connections are powerful for learning. So, the scores of the quiz are determined by the personal connections students make during learning. So, the dependent variable or outcome is Quiz score and the independent variable or predictor is the score given by each student for the Likert scale question 1 "Personal connection score". B) The second analysis is "Is students’ perceptions of control related to whether they generate a personal connection during learning?" Here, the students' perception of control is likely to be influenced by the development of personal connection during learning.So, the dependent variable or outcome is the Likert score for question 2 "Control score" and the independent variable or predictor is the score given by each student for the Likert scale question 1 "Personal connection score". C) The third analysis is "Is students’ perceptions of value related to whether they generate a personal connection?" Here, the students' perception of value gained from the lecture is likely to be influenced by the development of personal connection during learning.So, the dependent variable or outcome is the Likert score for question 3 "Value score" and the independent variable or predictor is the score given by each student for the Likert scale question 1 "Personal connection score".Type of Statistical analysis: Generally, we use Pearson's correlation to find the correlation between two variables which is used to study the correlation for continuous data. But in our analysis, we have three ordinal variables under study. So, we use the non-parametric correlation known as Spearman's rank correlation. The Spearman’s rank correlation coefficient can be used to test the strength and direction of the correlational relationship between two ordinal variables. The hypothesis is: H0: There is no correlation between the two variables. Ha: There is significant correlation between the two variables. The scores are converted into ranks for two variables under study Xi and Yi and the differences between two column ranks is computed as di=Xi-Yi for i=1,2,....,n The Spearman's correlation coefficient is given by: rs=1-6∑i=1ndi2nn2-1 The test statistic is: t=rn-21-r2 follows t-distribution with (n-2) degrees of freedom. Based on the p-value, we do not reject or reject the null hypothesis at a given level of significance. Since all the three analysis planned in the above scenarios have ordinal variables, we use same statistical analysis in each scenario.

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MATLAB: An Introduction with Applications

6th Edition

ISBN:9781119256830

Author:Amos Gilat

Publisher:Amos Gilat

Chapter1: Starting With Matlab

Section: Chapter Questions

Problem 1P

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Your team members were interested in (a) how students were connecting with their professors and lecture content, (b) how in control students felt over their learning, and (c) how much they valued what they were learning during online lectures given the switch from in-person to virtual learning at the start of the pandemic. They collected data by briefly interrupting students at three-time points throughout an online lecture (similar to Dataset 1) to answer three different questions. They were asked “did you generate a personal connection with the information you were learning?” on a scale of 1 (not at all) to 9 (extremely), “I have the impression that my learning the content from this lecture so far has been under my control” on a scale from 1 (strongly disagree) to 5 (strongly agree), and “I believe that the content I learned from this lecture so far has been valuable for me to learn” on a scale from 1 (strongly disagree) to 5 (strongly agree). Each answer that participants provided across the three-time points was averaged so that there is only one value per person. After class, students completed a brief quiz about the information they had learned Your team thinks that personal connections are powerful for learning. They have one research question they need you to answer for this dataset: 1) Is there a correlational relationship between the average amount of personal connections students make during learning and their quiz performance? However, you think there could be more to this answer than just that given your dataset, so you decide to do some extra analyses to see if (a) students’ perceptions of control are related to whether they generate a personal connection during learning and (b) if students’ perceptions of value are related to whether they generate a personal connection. All in all, you will thus conduct three analyses.