Please see the assignment attachment (ten problems, including sample expected responses), two SPSS files, and three supporting notes documents.
FOUN 823_Final Exam Final Exam FOUN 823 Directions: 1. The significance level (α) for all significance tests on this exam will be .05. 2. Please use the SPSS data files in the same Blackboard folder for this final exam. 3. No partial credit will be assigned for a correct verbal conclusion supported by the incorrect statistics or an incorrect verbal conclusion supported by the correct statistics. 4. Please submit the exam by the designated submission deadline. Zero point will be assigned to an overdue exam. A researcher intended to investigate various effects of Teaching Method (i.e., teaching methods 1, 2, 3, & 4), and Personality Style of teachers (i.e., 1: liberal; 2: rigid) on students’ Reading learning outcome (on a 0 – 20 scale, the higher the better). Therefore, in the beginning of the semester, he randomly selected 60 fifth-grade students from the N City then randomly assigned them to 8 groups representing different combinations of Teaching method and Personality Style. Prior to the actual implementation of different teaching methods by teachers of different personality styles, the IQ of those students were measured with a standardized IQ test. Then, after one semester of teaching, students were measured on reading learning outcome with a standardized reading test. Please conduct a two-way analysis of variance (ANOVA) with the SPSS data file entitled FOUN 823_Final Exam-1 using Teaching Method and Personality Style of teachers as the independent variables and Reading as the dependent variable. Then use the results to answer the questions 1 - 3: 1. Will the effect of teaching method on reading learning outcomes among fifth-grade students in the N City change across personality styles of teachers? Please support your verbal conclusion with the relevant significance test results and effect size index in APA style. (3 points) 2. Will teaching method affect reading learning outcomes among fifth-grade students in the N City? Please support your verbal conclusion with the relevant significance test results and effect size index in APA style. (3 points) 3. Will personality style of teachers affect reading learning outcomes among fifth-grade students in the N City? Please support your verbal conclusion with the relevant significance test results and effect size index in APA style. (3 points) SAMPLE EXPECTED RESPONSES: Please conduct an analysis of covariance (ANCOVA) with the SPSS data file entitled FOUN 823_Final Exam-1 using Teaching Method as the focal independent variable, IQ as the covariate, and Reading as the dependent variable. Then use the results to answer the questions 4 - 6: 4. Is the homogeneity of regression assumption violated? In other words, can the same pooled within-group regression coefficient of IQ be applied to all Teaching Method groups to statistically adjust Reading? Please support your verbal conclusion with the relevant significance test results and effect size index in APA style. (3 points) 5. Will there be an effect of teaching method on reading learning outcomes among fifth-grade students in the N City controlling for IQ? Please support your verbal conclusion with the relevant significance test results and effect size index in APA style. (3 points) 6. According to the ANCOVA results, which teaching method group will receive the largest adjustment in absolute value and how much adjustment will be made to that group? (3 points) SAMPLE EXPECTED RESPONSES: A researcher studied the effect of a new antidepressant by measuring the depressive symptoms of 30 patents over time (Time 1: 2 weeks before the treatment; Time 2; 1 week before the treatment; Time 3: 1 day after the treatment; Time 4: 1 week after the treatment; Time 5: 2 weeks after the treatment). Please conduct a within-subjects (repeated measures) ANOVA with the SPSS data file entitled FOUN 823_Final Exam-2 to answer the questions 7 - 10: 7. According to the Mauchly’s test results, is the sphericity assumption violated? Please support your verbal conclusion with the relevant significance test results in APA style. (3 points) 8. Did the patients’ depressive symptom change over time? Please support your verbal conclusion with the relevant significance test results and effect size index in APA style. (3 points) 9. Please implement a planned comparison of depressive symptoms between the pre-treatment time period (Time 1 + Time 2) and the post-treatment time period (Time 3 + Time 4 + Time 5) to assess the possible effect of the new antidepressant. Then support your verbal conclusion with the relevant significance test results and effect size index in APA style. (3 points) 10. Please implement a planned comparison of depressive symptoms between the pre-treatment time period (Time 1 + Time 2) and the post-treatment time period (Time 4 + Time 5) to assess the possible effect of the new antidepressant. Then support your verbal conclusion with the relevant significance test results and effect size index in APA style. (3 points) SAMPLE EXPECTED RESPONSES (next page) SAMPLE EXPECTED RESPONSES: Questions/6foun-823two-way-anova-nnxr1huf.pdf 1 Two-Way Fixed-Effect ANOVA FOUN 823 Cherng-Jyh Yen, Ph.D. 2 Two-Way ANOVA • ANOVA with 2 independent variables • Two-way ANOVA and Factorial Experimental Designs • Two types of effects • Interaction effect between 2 independent variables on the dependent variable • Main effect of each independent variable on the dependent variable • The test of the interaction effect precedes the test of main effect • Given the presence of the interaction effect, the results from the main effect assessment can be partially correct or even completely incorrect 3 Two-Way ANOVA • Interaction effect between 2 independent variables • Effect of the combination of levels in 2 independent variables • Is the “simple effect” of an independent variable constant across levels of the other independent variable? • Main effect of an independent variable • Effect of an independent variable without regard to the other independent variable • Variation among column means or row means 4 Two-Way ANOVA • Numerical example Type of teacher 1 Type of teacher 2 Method 1 3, 5, 2, 4 8, 4, 3, 9 .1Y = 4.75 11Y = 3.5 12Y = 6 Method 2 4, 4, 3, 8 7, 4, 2, 5 .2Y = 4.625 (3 row means) 21Y = 4.75 22Y = 4.5 Method 3 6, 7, 8, 6 7, 9, 10, 9 .3Y = 7.75 31Y = 6.75 32Y = 8.75 (6 cell means) 1.Y = 5 2.Y = 6.417 (2 column means) TY = 5.708 (1 grand mean) Independent Variable #1: Teaching Method (TM 1, TM 2, & TM 3) Independent Variable #2: Type of Teacher 1: Junior teachers with < 5-year teaching experiences 2: senior teachers with 5-year or more teaching experiences dependent variable: reading achievement 5 two-way anova • research questions in an experimental design: • is there any interaction effect between method and teacher on student reading achievement? • interaction effect: does the effect (simple effects) of method vary across different levels of teacher? does the effect (simple effects) of teacher vary across different levels of method? given the presence of interaction effect • interaction contrast: where does the effect (simple effects) of method vary across different levels of teacher? where does the effect (simple effects) of teacher vary across different levels of method? specificity of the finding given no interaction effect • main effect of method: does method affect reading achievement of students regardless of teacher? • main effect of teacher: does teacher affect reading achievement of students regardless of method? generalizability of the finding 6 two-way anova • an example of the presence of the interaction effect between method and teacher on reading teacher 1 teacher 2 method 1 11y = 4 12y = 6 .1y = 5 method 2 21y = 4 22y = 12 .2y = 8 1.y = 4 2.y = 9 5-year="" teaching="" experiences="" 2:="" senior="" teachers="" with="" 5-year="" or="" more="" teaching="" experiences="" dependent="" variable:="" reading="" achievement="" 5="" two-way="" anova="" •="" research="" questions="" in="" an="" experimental="" design:="" •="" is="" there="" any="" interaction="" effect="" between="" method="" and="" teacher="" on="" student="" reading="" achievement?="" •="" interaction="" effect:="" does="" the="" effect="" (simple="" effects)="" of="" method="" vary="" across="" different="" levels="" of="" teacher?="" does="" the="" effect="" (simple="" effects)="" of="" teacher="" vary="" across="" different="" levels="" of="" method?="" given="" the="" presence="" of="" interaction="" effect="" •="" interaction="" contrast:="" where="" does="" the="" effect="" (simple="" effects)="" of="" method="" vary="" across="" different="" levels="" of="" teacher?="" where="" does="" the="" effect="" (simple="" effects)="" of="" teacher="" vary="" across="" different="" levels="" of="" method?="" specificity="" of="" the="" finding="" given="" no="" interaction="" effect="" •="" main="" effect="" of="" method:="" does="" method="" affect="" reading="" achievement="" of="" students="" regardless="" of="" teacher?="" •="" main="" effect="" of="" teacher:="" does="" teacher="" affect="" reading="" achievement="" of="" students="" regardless="" of="" method?="" generalizability="" of="" the="" finding="" 6="" two-way="" anova="" •="" an="" example="" of="" the="" presence="" of="" the="" interaction="" effect="" between="" method="" and="" teacher="" on="" reading="" teacher="" 1="" teacher="" 2="" method="" 1="" 11y="4" 12y="6" .1y="5" method="" 2="" 21y="4" 22y="12" .2y="8" 1.y="4" 2.y="">