Social Work 4810

Research Methods, Data Analysis, and Practice Evaluation II

Instructor:
Mickey Sperlich, PhD, MA, MSW, CPM

Email: mickeys@wayne.edu
Mail Box: 3rd Floor Thompson Home

Class will be held at:

Thursdays, 8/28/2014 to 12/11/2014

11:45am- 2:30pm

1137 Old Main

Office Hours: Thursdays, immediately following class or by appointment

COURSE DESCRIPTION
This course is a continuation of S W 3810. The course includes information on the integration of
inferential statistics and components of quantitative and qualitative designs appropriate for evaluating
service delivery and related policy.
This course builds on and expands knowledge and skills for social work research covered in SW 3810,
including the application of data analysis and statistical techniques, and the use the Statistical Package for
the Social Sciences (SPSS).
COURSE COMPETENCIES AND PRACTICE BEHAVIORS FOR THIS COURSE
Competency 3: Apply critical thinking to inform and communicate professional judgments
Practice Behavior: 3B) analyze models of assessment, prevention, intervention and evaluation
Competency 6: Engage in research-informed practice and practice-informed research
Practice Behavior: 6B) use research evidence to inform practice
Competency 10: Engage, assess, intervene, and evaluate with individuals, families, groups,
organizations, and communities
Practice Behaviors:
ASSESSMENT: B1. collect, organize and interpret client data
EVALUATION: D2. evaluate and assess interventions
INTRODUCTION:
Specific topics for this course include:
An introduction to descriptive and inferential statistics with particular emphasis placed on bivariate and
basic regression analyses.
1. Ethical and human diversity issues associated with analyzing and interpreting data collected from

culturally diverse, disenfranchised, and at-risk populations.

2. Specific emphasis will be given to the use of practice knowledge to inform social work research
and the use of research findings to inform social work practice.
REQUIRED TEXT/MATERIALS (All books are available at Barnes & Noble Bookstores)
Required Text:
Rubin, A. (2013). Statistics for Evidence-Based Practice and Evaluation. Belmont, CA: Cengage
Learning.
Required Software:
SPSS (Statistical Package for the Social Sciences) is available to students for FREE at the
WSU Software clearinghouse:
https://commerce.wayne.edu/clearinghouse/customer/account/login/
For further assistance with installing SPSS, contact C&IT support at (313) 577-4778 or at
helpdesk@wayne.edu
Recommended Text:
Rubin, A. & Babbie, E. (2009). Essential research methods for social work. Belmont, CA:
Wadsworth/Thompson Learning. (Rubin & Babbie was purchased in previous semester)
Helpful Online Tools:
APA Referencing
http://owl.english.purdue.edu/owl/resource/560/19/
Kellogg Foundation Evaluation Handbook
http://www.wkkf.org/knowledge-center/resources/2010/W-K-Kellogg-Foundation-EvaluationHandbook.aspx
NIH OBSSR e-textbook
http://www.esourceresearch.org/DefaultPermissions/ELearningBook/tabid/226/Default.aspx
PERFORMANCE CRITERIA
Through written assignments, tests, small group projects and class participation, the students will
be expected to achieve the learning outcomes identified above.
Grading criteria for the major written assignments include:
1.

Substantive Content: Full and adequate response to each of the required sections and
adequacy and unity of argument and presentation.

2.

Technical Format: Soundness of technical writing, professional appearance, appropriate

use of references (APA style), adherence to the prescribed format for submission of each
assignment, appropriate use of grammar and punctuation, and the absence of
typographical and spelling errors. Papers must be well written and carefully presented to
receive a grade in the A range.

3.

Terminology and Concepts: Adequate, full and appropriate use of evaluation research
knowledge, resource and statistical terminology and concepts, command of material
conveys a message that the terms and concepts are fully understood.

ASSIGNMENTS & GRADES

Percentage of Grade

Related Core
Competencies

Attendance & Participation

10

3,6,10

Test #1

20

3,6,10

Test #2

20

3,6,10

Assignment #1: Measurement in Social Work Research

25

3,10

Assignment#2: Data Presentation

25

6,10

Total

100

Assignment

Benchmark Assignments
Measurement Assignment:
Students will demonstrate the ability to develop measurement tools and apply understanding of
practice context and peer-reviewed literature as they relate to measurement. Students will convey
understanding of the concepts of level of measurement and show the ability to translate
measurement instruments to SPSS data format.
Data Presentation Assignment:
Students will demonstrate the ability to independently analyze and interpret descriptive and
inferential statistical analyses and to report on the meaning and implications of the results.
Grading Policy
Students may pass the course with a grade of D but must maintain a C average during the junior and
senior year. (See Undergraduate Bulletin, Wayne State University: http://www.bulletins.wayne.edu/ubkoutput/index.html)
Grade Scale:
100-95 A

94.9-90 A-

89.9-87 B+

86.9-83 B

82.9-80 B-

79.9-77 C+

79.9-77 C+

76.9-73 C

72.9-70 C-

69.9-67 D+

66.9-63 D

62.9-60 D-

ORGANIZATION OF THE COURSE

This is a three-credit course composed of lecture, discussion, and practice in data analysis. Course
sessions will focus on:

1.
2.
3.

4.

5.
6.

7.

Describing the basic principles of hypothesis testing and probability theory

Developing reports of statistical findings, including descriptive and inferential analyses
Identifying and addressing ethical, cultural and political issues associated with the
analysis, interpretation, and dissemination of empirical data evaluating social work
interventions, programs and policy outcomes with culturally diverse, disenfranchised, and
or at-risk populations
Using research findings as an essential component for ongoing professional development
by engaging in evidence-based social work practice Identify, critically analyze and
evaluate published sources of research appropriate for the research question and
population and assess their implications for social work practice and social welfare policy
in varied social work contexts Use practice knowledge to identify research problems and
design measurable research questions
Identification and description of the steps of the research process and their
interrelationships
The development of measurement instruments with consideration for the relationship
between operational definitions and quantifying variables, including reliability and
validity considerations salient to the measurement process Understand the basic
application and interpretation of descriptive and inferential statistics; and
Instruction in the use of SPSS to test hypotheses and conduct basic descriptive and
inferential analyses.

ROLE OF THE STUDENT AND INSTRUCTOR

The instructor is expected to facilitate learning by providing an environment that encourages students to
maximize their natural talents and abilities. Teachers may use lectures, class assignments, and experiences
to promote an atmosphere of intellectual curiosity and contemplation. Teachers will be timely and
attentive for every class session with the necessary class materials prepared in advance.
Students are responsible for their own learning. They are expected to attend class regularly, complete all
reading and assignments to the best of their ability, and seek help from the instructor in a timely manner if
they encounter problems with the course.
For further details, see the University Statement of Obligation of Students and Faculty Members of the
teaching - learning process: http://www.bulletins.wayne.edu/fib/fib2d.html
Safe and Respectful Learning Environment
Students are expected to be respectful of themselves, their classmates, and the teacher. Incivility inhibits
the development of a safe and respectful learning environment which is paramount for learning.
Electronic Devices
Laptops, tablet pc's, I-pads, cell phones, beepers and other electronic equipment is permitted in class for
learning purposes only. These devices must be silenced or on vibrate for the duration of the class.
Students who do not use electronic equipment appropriately (i.e. surf the internet, texting) may lose this
privilege and classroom participation points.

Food/ Drink
Food is acceptable in the classroom as long as it is not distracting (i.e. malodorous, messy, or noisy).
Drinks should be contained in a spill resistant container. Food and drink are not allowed in the computer
lab and will have to be consumed outside the room.
Accommodations
Any student that has a documented disability that requires accommodation will need to register with
Student Disability Services (SDS). The Student Disability Services office is located in the Adamany
Undergraduate Library and can be called at # 313-577-1851 or (for videophone for deaf/hearing impaired
students) #313-202-4216. Students are not required to disclose to professors but may choose to do so to
help the professor better meet the student's educational needs and provide accommodations.
Religious Holidays
Because of the extraordinary variety of religious affiliations of the University student body and staff, the
Academic Calendar makes no provision for religious holidays. However, it is university policy to respect
the faith and religious obligations of the individual. Students with classes or examinations that conflict
with their religious observances are expected to notify the instructor well in advance so that mutually
agreeable alternatives may be worked out.
Plagiarism & Cheating
Academic behavior that compromises the academic integrity of Wayne State University or the
educational process includes plagiarism, cheating, or fabrication. Students caught plagiarizing will be
removed from the class and will not receive credit for the work completed. Additional action may be
taken by the school which can include disciplinary probation, suspension, and expulsion.
Attendance Policy
With the understanding that some students may encounter a situation necessitating their absence from
class, students are permitted one absence from this course before losing points from their grade. For each
subsequent absence, students will lose their participation points for the class they miss. Due to a variety
of reasons, such as weather conditions or traffic congestion, some students might occasionally arrive late.
In consideration of such possibilities, students are permitted two late class arrivals before losing
attendance points. For every subsequent late arrival, students will lose half of the participation points for
that day.
This policy is subject to modification at the instructors discretion should a students life circumstances
warrant alteration of the policy. Such circumstances may include severe illness of the student, severe
illness of an immediate family member, or a death in the family. Should any such situations occur, a
request for modification of the attendance policy must be discussed with the instructor.
Late Papers
Papers are due at the beginning of class on the due date of the assignment; the assignment should be
submitted to the Blackboard site. Late papers are only accepted with teacher permission prior to the due
date of the assignment and will be subject to a reduced grade. Papers turned in late, regardless of reason
will be subject to a 5 point reduction each day from the overall grade. Late papers will not be accepted
beyond 4 days of lateness.

Incompletes
Incompletes, i. e., I grades are only given in extreme circumstances. The instructor must be apprised of
the circumstances that prohibit the student from completing course assignments as outlined in the
syllabus. These situations must be discussed well in advance of the end of the semester. The instructor
reserves the right to determine if the circumstances are sufficient to justify an incomplete in the course.
SEVERE WEATHER CLOSURE POLICY
Wayne State University will close affected units when severe weather conditions compromise the safety
of its students, faculty and staff, both at the University and in transit to or from the University. Generally,
the University may be closed when severe weather conditions exist. Severe weather could consist of
excessive accumulation of snow during a single snow period and/or prediction of excessive accumulation
of snow, and excessive or dangerous accumulation of ice. Closure will be publicized through the
University Newsline (313-577-5345), WSU Homepage (www.wayne.edu), WSU Pipeline
(www.pipeline.wayne.edu), WDET-FM (Public Radio 101.9) and by local radio and television stations.
A message will also be sent to registered cell phones and email addresses using the Broadcast Messaging
Services. If conditions are such that you suspect the University or School may be closed, please feel free
to call the Newsline at the above listed number.
LIBRARY/WRITING CENTER SERVICES
All students have access to Wayne States Writing Center, which provides a variety of helpful services,
including one-on-one tutoring sessions, tutorials, and online writing assistance. Their website also has
additional resources available such as style guides, suggestions for writing essays, and information about
avoiding common grammar mistakes. Their website is http://clasweb.clas.wayne.edu/writing. In order to
schedule a tutoring session you can follow the online scheduling instructions, call (313) 577-2544 or
email engwc2310@wayne.edu.
ADDITIONAL WSU STUDENT RESOURCES
Students with disabilities:
http://studentdisability.wayne.edu/rights.php.
Academic integrity and student code of conduct:
http://www.doso.wayne.edu/assets/codeofconduct.pdf
Counseling and Psychological Services (CAPS) at Wayne State:
http://www.caps.wayne.edu/

COURSE LEARNING UNITS (note: Our schedule may change slightly depending on the needs of the
class, as determined by the instructor)
Class Date
August 28th

Reading
Rubin: Chapter 1
Chapter 2

Agenda
Introduction to Course Goals and Objectives,
Overview of Evidence-Based Practice and
Brief Introduction to Various Statistics

September 4th

Rubin: Chapter 3
Chapter 4
Chapter 5
Appendices A & B

Intro to Research Process, Levels of

Measurement, Descriptive Statistics

September 11th

Homework: Chapter 3 #1
Chapter 4 #1
Chapter 5 #1&2
Rubin: Chapter 6
Chapter 7
Chapter 8

Measures of Central Tendency, Measures of

Dispersion, Normal and Skewed Distributions.

Homework:
Chapter 6 #1&2
Chapter 7 #1&2
Chapter 8 #1-3
September 18th

NO CLASS THIS DAY

September 25th

COMPUTER LAB #1
Rubin: Chapter 9
Chapter 10

October 2nd

October 9th

October 16th

Homework: Chapter 9 #1-3

Chapter 10 #1-2
Rubin: Chapter 11
Chapter 12
Chapter 13
Homework: Chapter 12# 1-3
Chapter 13# 1-3
Blackboard:
Questionnaire Design (TaylorPowell 1998)
Analyzing Qualitative Data (TaylorPowell & Renner 2003)
TEST#1
COMPUTER LAB #2
Rubin: Chapter 14

Standard Scores, Percentiles, Effect size, and

Error, Probability and Sampling Distributions,
Data Entry, Coding, Introduction to
Descriptive Statistics in SPSS.

Hypothesis Testing, Statistical Significance,

Type I & Type II errors, Measures of
Association, Power, Review for the Test.

Designing strong research, how to evaluate

strengths and weaknesses in research. Discuss
Assignment #1.

Introduction to Univariate and Bivariate

Analyses in SPSS, t-Tests

October 23rd

THIS CLASS WILL MEET AT THE

UNDERGRADUATE LIBRARY,
LAB B, Second Floor

October 30th

Librarian Monique Oldfield will provide

instruction on the conduct of scholarly
literature searches and library resources
Finish t-test lab
Review Expectations for the Assignment #1
In-class time to work on Assignment #1
Correlation
Cross Tabulation, Chi-Squares

November 6th

Assignment #1 Due Today

COMPUTER LAB #3
Rubin: Chapter 16, 17

November 13th

COMPUTER LAB #4
Rubin: Chapter 15

ANOVA/ANCOVA, MANOVA/MANCOVA
ANOVA in SPSS, Review for Test #2.

November 20th
November 27th
December 3rd

TEST#2
Day before Thanksgiving- No Class
COMPUTER LAB #5
Rubin: Chapter 19

Review Final Paper Assignment

Eat lots of delicious food!
Preparation for the Final Assignment, SingleSystem Evaluation Designs

December 11th

Final Assignment Due by

Midnight

Submit papers electronically in

Blackboard.

COURSE ASSIGNMENTS (Assignments and Rubrics are included on the following pages)

Assignment #1
Measurement in Social Work Research
Competencies 3 & 10
Total Points: 25
Purpose
The purpose of this assignment is for students to gain exposure to the development of measurement tools
and proficiency in applying understanding of practice context and peer-reviewed literature as it relates to
measurement. In addition, the assignment gives students the opportunity to demonstrate understanding of
the concepts of level of measurement and ability to translate measurement instruments to SPSS data
format.
Assignment Requirements
Imagine that you are developing an instrument to assess client outcomes at an agency where you work,
intern or volunteer. Your objective is to create a short survey to assess at least one of the desired
outcomes for the client population. As an evidence-based social work practitioner, you know that part of
creating an appropriate outcome measure is to consult available resources, including the peer-reviewed
literature, for guidance as well as your understanding of the ethical, cultural and political issues associated
with conducting research with culturally diverse, disenfranchised and at-risk populations. You may
decide to revise the existing survey or adapt/adopt an outcome instrument from another source, such as
the peer-reviewed social work literature.
HELPFUL READINGS:
1) Review the Rubin chapter on measurement
2) Review the Asking Questions with a Purpose handout, posted on Blackboard
Your final assignment should include:
Part 1. Paper: Approximately 2-3 page paper that provides a justification or rationale for why you are
recommending use of this survey tool. Your justification should include:
A. Description of the agency setting, services provided in the program and client population and
brief discussion of how this impacts measurement,
B. Conceptual definition of the outcomes assessed and discussion of why they are selected,
C. At least one peer-reviewed article that speaks to some element of measurement. That article
should be attached to your assignment.
Part 2. Survey: A survey instrument measuring the desired client outcome(s) (approximately one page):
A. It should be formatted as if you were going to administer the survey to a client
B. Response options and instructions on how to complete the survey should be included
Part 3. Codebook: A codebook for the questions and responses:
A. Include the variable name associated with each question on the survey

B. Include numbers for the response categories for individual questions, particularly for scaled
responses.
C. The idea is that any person even someone unfamiliar with your survey could look at your
SPSS data set and understand how the variables in the data set link to the questions in the
survey. The codebook provides that link.
Example Codebook
Question #1 in the survey: What is your gender?
Variable label: Sex
Variable description: Gender of the respondent.
Variable values: 1= Female, 2=Male, SYSMIS= 999
Level of Measurement: Nominal
Question #2 in the survey: How old are you in years?
Variable label: Age
Variable description: Age of Respondent in Years
Variable values: Range from 1- 95, SYSMIS=9999
Level of Measurement: Interval
Question #15 in the survey: How satisfied are you with your job?
Variable label: Q15JobSat
Variable description: Satisfaction with Job
Variable values: 1= Very Dissatisfied, 2= Dissatisfied, 3= Neither Satisfied nor Dissatisfied, 4=
Satisfied, 5= Very Satisfied, SYSMIS= 999.
Level of Measurement: Ordinal
Part 4. Data Set: An SPSS data set that is linked to that codebook . Your SPSS data set should include:
A. The name of the variable. The name of the variable should be directly linked to the question
as indicated in the codebook. The name of the variable in the codebook and the SPSS file
should be the same.
B. A label for the variable that is appropriate and linked to the survey/ codebook.
C. The values for that variable, again linked to the responses for the question as indicated in the
codebook.
D. Values to be entered for missing data
E. The appropriate level of measurement (nominal, ordinal, scale).
Assignment #1 Grading Rubric
You will be graded based on the extent to which you meet the following criteria:
1.
2.
3.
4.

Thoroughness of the paper.

The appropriateness of the outcome measure for your practice context and population.
Degree to which the conceptual definition is translated into the survey instrument.
Application of content from peer-reviewed literature. Did you attach a copy of the article you used?
Is it from a peer-reviewed research journal?

5. Appearance of survey instrument, including readability and ease of use.

6. Consistency through the survey instrument, codebook and dataset and accuracy of dataset.
7. Quality of the paper with regard to writing. Your paper should be succinct and clearly written. You
should proof-read your paper carefully.
Part 1. (5 points) A justification or rationale for why you are recommending use of this survey tool.
Your justification should include:
A. Description of the agency setting, services provided in the program and client population and brief
discussion of how this impacts measurement.
Did the student do a good job telling me about the agency setting, client population, and the
impact of the measurement? 1.5 points
B. Conceptual definition of the outcomes assessed and discussion of why they are selected.
After reading the paper do I understand what outcomes the student is looking for and why they
thought these outcomes were important? 1.5 points
C. At least one peer-reviewed article that speaks to some element of measurement. That article should be
attached to your assignment.
Did the student pick a strong peer-reviewed article that talks about the outcome they have chosen
to measure? 1 point
Did the student incorporate information from the article into their own measure?
1 point
Part 2. (5 points) A survey instrument measuring the desired client outcome(s) (approx. one page)
A. It should be formatted as if you were going to administer the survey to a client.
Does the survey appear to be formatted as if the student were actually going to administer this to
a client? 1.5 points
Do the questions appear to be asked in a manner that is clear and easy for client to understand
(no double barreled questions)? 1.5 points
B. Response options and instructions on how to complete the survey should be included
Are their instructions included at the beginning of the survey and are they clear and
understandable? 2 points
Part 3. (5 points) Your codebook should include:
The name of the variable. The name of the variable should be directly linked to the survey instrument
question.
A. Include variable name, include question numbers for the response categories for individual questions,
label, description, value, and level of measurement.
Did the student include the variable name, label, description, value, and level of measurement 2.5
points
B. The idea is that any person even someone unfamiliar with your survey could look at your SPSS
data set and understand how the variables in the data set link to the questions in the survey. The codebook
provides that link.

Is the codebook understandable and well-organized? Are questions in the same order on the
survey and the codebook? 2.5 points
Part 4. (10 points) You need to create an SPSS data file with the variable information associated with
your survey included. You do NOT need to enter any data into the data file, just make sure you establish
your variable definitions using variable view. The idea is that any person even someone unfamiliar
with your survey could look at your SPSS data set and understand how the variables in the data set link
to the questions in the survey. For example, if you were to give me a completed survey and the data file, I
should be able to enter the data from the survey into the SPSS data file.
Is their a data file with variable information included with the survey? 5 points
Are variables, labels, and values included in the SPSS file? 2.5points
Is the SPSS file arranged in a clear and well-organized manner that is easy to understand (ie. are
variable names in the same order as on the survey)? 2.5 points

Assignment #2
Data Presentation
Competencies 6 & 10
Total Points: 25
Purpose
The purpose of this assignment is to assess students ability to compute and interpret descriptive and
inferential statistical analyses using the Statistical Package for the Social Sciences (SPSS). Ultimately, this
assignment is designed to strengthen students practice evaluation skills by enhancing their overall data
analysis and interpretation skills and competencies.
General Information
Review the variables in the General Social Survey 2008. Explore the variables in the dataset and choose
several that may be of interest to you for the assignment. Ultimately, you will be testing hypotheses that
relate two (or more) variables. With this in mind, you will need to select variables that have the
appropriate level of measurement for the three statistical tests outlined below. You may work in pairs or
groups for this assignment. However, keep in mind that your write-up should be original and reflect your
own work! You may NOT use statistics tutors for this assignment.
Assignment Requirements
Part 1: Pose three research questions concerning the relationship between variables in the data set.
The requirements for each question are described below.
1. One question must examine the relationship between two variables that are nominal or ordinal-level.
This will be the chi-square statistical test. For statistically significant relationships conduct partial
correlation analysis to determine if extraneous demographic variables influence the original
statistically significant relationship.

2.

One question must test for statistically significant correlations between interval or ratio-level
variables.
3. One question must test for statistically significant differences between the means of two groups
(the t-test) or between the means of three or more groups (the analysis of variance or ANOVA
test).
Part I Example:
Jane Jones
Data Presentation Assignment, Part I
Research Questions, null and alternative hypotheses
1. Pearson r
a. Research Question: What is the relationship between years of education and reported
hours of TV watching?
b. Null hypothesis: There is not a relationship between years of education and reported
hours of TV watching
c. Alternative hypothesis: There is a relationship between years of education and reported
TV watching.

2. Chi Square
a. Research Question: Is there an association between gender and religious affiliation?
b. Null hypothesis: There is not an association between gender and religious affiliation
c. Alternative hypothesis: There is an association between gender and religious affiliation
3. Analysis of Variance (you need ANOVA OR T-test)
a. What is the relationship between racial group and reported hours of TV watching?
b. Null hypothesis: There is not a relationship between racial group and reported hours of
TV watching
c. Alternative hypothesis: There is a relationship between racial group and reported hours of
TV watching.
You might want to use a planning table as you begin to write this paper to think about each of your
research questions and the level of measurement of all your outcome variables. (Dont just copy the
examples that the instructor has presented in class. Come up with your own research inquiries that
YOU find interesting!)
Planning Table
Statistical Test

Example of Independent
Variable (level of
measurement)

Pearson r (correlation)

Years of education

Dependent Variable (level of

measurement)

Number of TV hours (ratio)

(ratio)
Chi-Square

Gender (nominal)

Religious affiliation
(nominal)

ANOVA

Racial group (nominal)

Number of TV Hours (ratio)

Part 2: Conduct your analyses in SPSS and write a report. The report must be organized in the following
manner.
1. Introduction (3 points)
a. Describe the rationale for your study and present your three research questions.
2. Descriptive Statistics (6 points)
a. Conduct appropriate descriptive analyses of the independent and dependent variables you
will be using in the data set
b. Report frequency distributions or means (and standard deviations), as appropriate for each
variable based on the variables level of measurement. Present the results of your analyses in
table form. Consult the APA manual for instructions concerning the presentation of
empirical data in research reports.

c. Write a brief one-paragraph summary of the data presented in the descriptive statistics table.
The summary should not simply restate the statistics presented in the table. Instead, the
summary should direct the reader to the most important statistics while summarizing
the statistics for all variables presented in the table.
d. Discuss the degree to which this sample could be considered representative
e. Discuss how the sample characteristics might impact generalizability
3. Bivariate Analysis (8 points)
a. State a null and alternative hypothesis for each of the three research questions and their
related statistical test, and the significance level you are establishing for rejecting the null
hypothesis. Please state the independent and dependent variables for each of your
hypotheses.
b. Describe the statistical techniques you used to answer the research question.
c. Conduct appropriate analyses for each of the three research questions and report the
findings in APA format. Present appropriate tables or charts to illustrate the results of
your analysis. Consult the APA manual for guidance.
d. Write a brief one-paragraph summary of the meaning of the results. Briefly summarize the
meaning of the data in terms of statistical and practical significance. What were the
significant differences or relationships? Are they meaningful? Consider the strength and
direction of relationships, the amount of variance explained and the meaning of differences.
4. Implications (5 points)
a. Discuss how the results of your analyses have implications for social work
practice or social welfare policy? What are the specific implications for social work
practice with at-risk, disenfranchised or culturally diverse populations?
b. How can these findings inform further research in the area?
5. Both Syntax and Output files associated with your paper are submitted to instructor (3
points).
B. EXAMPLE: DESCRIPTIVE STATISTICS TABLE
Table 1: Example of Categorical, Ordinal, or Nominal Descriptives.
n (%)
Gender
Male

44 (50%)

Female

44 (50%)

Race
Black

22 (25%)

White

44 (50%)

Other

22 (25%)

Table 2: Example of Interval Level Descriptives.

n

Mean

SD

Age (in years)

88

34.4

5.3

Years of Education

84

12.5

7.7

Other Important
Demographic Variable

88

Part 3: Submit both syntax and output files associated with your paper.
Additional Notes on Reporting Statistical Tests
There a several ways of reporting each statistical tests. Examples are shown belowyou may use other
methods of presentation that are shown in your textbook.
1.
2.
3.
4.

(2 =2.8, df=2, p > .05)

T-test (t=1.8, df=10, p <.05)
Analysis of Variance (F=2.3, df=12, p< .05)
Correlation (Pearson R): (r=0.40, r2=0.16, p < 0.05)

Before you submit your paper check the following:

1.
2.
3.
4.
5.

Are your hypotheses appropriately stated (null and alternative hypothesis)?

Did you identify the significance level? IV? DV?
Did you state whether to accept or reject the null hypothesis?
Did you present appropriate results?
Did your conclusions follow appropriately from the results you presented?

Assignment #2 Grading Rubric

Introduction (3 points) Pose three research questions concerning the relationship between
variables in the data set. The requirements for each question are described below.
Question #1. Is this a good question that can be analyzed using a chi square test? 1 point
Question #2. Is this a good question that can be analyzed using a correlation? 1point
Question #3. Is this a good question that can be analyzed using a t-test?,
-or- Is this a good question that can be analyzed using an ANOVA? 1 point
Descriptive Statistics (6 points) The report must be organized in the following manner.
A. Describe how each of the demographic variables used in the analysis were measured.
Does the student tell me how each of the demographic variables are measured? .5 point

B. Conduct appropriate descriptive analyses of the demographic variables in the data set and present the
results of your analyses and your interpretation of the data, using both tables and text. Consult the
APA manual for instructions concerning the presentation of empirical data in research reports.
Is there a demographic table included here in the paper? Is it in APA format? 1 point
C. Write a brief one-paragraph summary of the data presented in the descriptive statistics table. The
summary should not simply restate the statistics presented in the table. Instead, the summary
should direct the reader to the most important statistics while summarizing the statistics for all
variables presented in the table.
Is the one paragraph a good summary of the descriptives? Does the student bring attention to at least
one important demographic variable? 1 point
D. Discuss the degree to which this sample could be considered representative.
Does the student address if their sample can be representative of the greater population? .5 point
E. Discuss how the sample characteristics might impact generalizability.
Does the student do a good job at talking about the populations that this study might be generalizable to?
Do they talk about populations that might not be as well represented? .5 point
F. Describe how each of the outcome variables used in the analysis are measured.
Did the student describe each of the outcome variables in the analysis and what level they were measured
at? .5 point
G. Conduct appropriate descriptive analyses of the outcome variables in the research questions and
present the results of your analyses and your interpretation of the data, using both tables and text.
Did the student give me the descriptives for each of the research questions they asked in part I?
1 point
H. Write a brief one-paragraph summary of the data presented in the descriptive statistics table. The
summary should not simply restate the statistics presented in the table. Instead, the summary
should direct the reader to the most important statistics while summarizing the statistics for all
variables presented in the table.
Is the one paragraph a good summary of the data presented in the table? Does the student bring
attention to at least one important statistic? 1 point
Bivariate and Multivariate Analysis (8points)
a. State the research question.
Did the student state a research question? 2points
b. Describe the statistical techniques you used to answer the research question.
Did the student tell me what statistical technique they used? 2 points
c. Conduct appropriate analyses for each of the three research questions and report the findings
in APA format. Present appropriate tables or charts to illustrate the results of your analysis.
Consult the APA manual for guidance.
Is the analysis appropriate for each of the three research questions? Are the findings in APA
format? 2 points

d. Write a brief one-paragraph summary of the meaning of the results. Briefly summarize the meaning
of the data in terms of statistical and practical significance. What were the significant differences
or relationships? Are they meaningful? Consider the strength and direction of relationships, the
amount of variance explained and the meaning of differences.
Did the student include a brief one- paragraph summary of the meaning of the results? 2 points
Implications (5 points) Discuss how the results of your analyses have implications for social work
practice or social welfare policy? What are the specific implications for social work practice with atrisk, disenfranchised or culturally diverse populations. How can these findings inform further
research in the area?
Does the student do a through job of telling me the implications of their work for social work? Does
their work promote social justice? (5 points)
Syntax and Output Files (3 Points) Submit both Syntax and Output files associated with your paper.

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