Posted: February 20th, 2015

MHS 506 SLP#3

Paper, Order, or Assignment Requirements

Module 3 – SLP

One-Sample and Two-Sample Tests

Using the provided dataset in Excel, calculate the appropriate descriptive statistics for the following variables comparing diabetes with no diabetes status: gender, race, salary, education, height, weight, BMI, allergies, family history diabetes, family history allergies. For chi-square tests, report the chi-square value and the p-value (if p-value < 0.05, then the test is significant). For t-tests, report the t-test value and the p-value. Include a 2-3 page description of the descriptive statistics including tables of the summarized data, similar to a “Results” section in a published manuscript or journal article. Use the following online calculators to obtain the results for this analysis.

Chi-Square for Categorical Data: http://www.vassarstats.net/ (Choose “Frequency Data” from the far left, then “Chi-Square, Cramer’s V, and Lambda” from the middle of the page)

Enter in the number of people in each category (e.g. number of women who have diabetes, number of men with diabetes, etc.). Example of a table below:

Diabetes No Diabetes

Female 86 214

Male 36 264

Choose a 2 x 2 table and where A1 = 86, A2 = 36; B1 = 214; B2 = 264

Report the percent of people in each category and the chi-square and p-value. A possible sentence to interpret the results could be:

There are significantly more women (64%) who have diabetes than men (36%).

T-Tests for Continuous Data: http://www.vassarstats.net/ (Choose “t-Tests & Procedure” from the far left, then “Two-Sample t-Test” then click “Independent Samples” under Setup)

Copy and Paste the values for those with diabetes into Sample A and those without diabetes into Sample B, then click Calculate. For instance, copy and paste all of the ages of those with diabetes into Sample A and all of the ages of those without diabetes into Sample B. From the Data Summary window, report the Mean of those with Diabetes (Sample A) and those without Diabetes (Sample B); also report the “t” from the Results box, as well as the two-tailed p-value. A “P” that is <0.05 suggests the result is statistically significant. One way to report such a finding would be to use the following language:

The average age of those with diabetes is __ years and for those without diabetes is ___ years. Those with diabetes were significantly older/younger (p<0.05).

SLP Assignment Expectations

Length: SLP assignments should be at least 2 pages (500 words) in length.

References: At least two references must be included from academic sources (e.g. peer-reviewed journal articles). Required readings are included. Quoted material should not exceed 10% of the total paper (since the focus of these assignments is critical thinking). Use your own words and build on the ideas of others. When material is copied verbatim from external sources, it MUST be enclosed in quotes. The references should be cited within the text and also listed at the end of the assignment in the References section (APA format recommended).

Organization: Subheadings should be used to organize your paper according to question

Format: APA format is recommended for this assignment. See Syllabus page for more information on APA format.

Grammar and Spelling: While no points are deducted for minor errors, assignments are expected to adhere to standards guidelines of grammar, spelling, punctuation, and sentence syntax. Points may be deducted if grammar and spelling impact clarity.

The following items will be assessed in particular:

• Achievement of learning outcomes for SLP assignment.
• Relevance—all content is connected to the question.
• Precision—specific question is addressed; statements, facts, and statistics are specific and accurate.
• Depth of discussion—points that lead to deeper issues are presented and integrated.
• Breadth—multiple perspectives and references, multiple issues/factors considered/
• Evidence—points are well-supported with facts, statistics, and references.
• Logic—presented discussion makes sense; conclusions are logically supported by premises, statements, or factual information.
• Clarity—writing is concise, understandable, and contains sufficient detail or examples.
• Objectivity—use of first person and subjective bias are avoided.

Module 3 – Background

One-Sample and Two-Sample Tests

Required Reading

StatTrek: One Sample T-Test. Retrieved from http://stattrek.com/hypothesis-test/mean.aspx?Tutorial=Stat

Ludford, Pamela J. University of Minnesota, College of Science and Engineering. 1-Sample T-Test. Retrieved from http://www-users.cs.umn.edu/~ludford/Stat_Guide/1_Sample_t.htm

StatTrek: Two Sample T-Test. Retrieved from http://stattrek.com/hypothesis-test/difference-in-means.aspx?Tutorial=Stat

Ludford, Pamela J. University of Minnesota, College of Science and Engineering. 2 Independent Sample T-Test. Retrieved from http://www-users.cs.umn.edu/~ludford/Stat_Guide/2_Independent_Sample_t.htm

StatTrek: Paired Sample T-Test. Retrieved from http://stattrek.com/hypothesis-test/paired-means.aspx?Tutorial=Stat

Ludford, Pamela J. University of Minnesota, College of Science and Engineering. Paired Sample T-Test. Retrieved from http://www-users.cs.umn.edu/~ludford/Stat_Guide/Paired_t.htm

Optional Reading

StatTrek: How to Measure Variability in Statistics. Retrieved from http://stattrek.com/descriptive-statistics/variability.aspx?Tutorial=Stat

StatTrek: Estimation in Statistics. Retrieved from http://stattrek.com/estimation/estimation-in-statistics.aspx?Tutorial=Stat

StatTrek: Standard Error. Retrieved from http://stattrek.com/estimation/standard-error.aspx?Tutorial=Stat

StatTrek: Confidence Intervals. Retrieved from http://stattrek.com/estimation/confidence-interval.aspx?Tutorial=Stat