You will explore analysis of variance (ANOVA) including a two-way or factorial ANOVA. Also, post hoc tests to determine which groups have statistically significant diffe

8 Introduction

Overview

You will explore analysis of variance (ANOVA) including a two-way or factorial ANOVA. Also, post hoc tests to determine which groups have statistically significant differences will also be explored.

Learning Outcomes

Upon successful completion of this module, you will be able to:

• Understand the assumptions and conditions for ANOVA.
• Analyze and interpret a one-way (single factor) ANOVA.
• Evaluate appropriate post-hoc tests for a statistically significant one-way ANOVA.
• Analyze and interpret post-hoc tests to determine which pairs of means from the one-way ANOVA are significantly different.
• Evaluate the results of the statistics performed in this module.

• Read Article: Larson, M. (2008) Analysis of Variance. Circulation. AHA Journal.
• Watch: One-Way ANOVA vs. Two-Way ANOVA

https://www.youtube.com/watch?v=nvAMVY2cmok

Discussion Thread: Comparing Groups

Respond to the following short answer questions from Morgan, Leech, Gloeckner, & Barrett textbook:

D.8.9.6 In Output 9.6: (a) Describe the F, df, and p values for each dependent variable as you would in an article. (b) Describe the results in nontechnical terms for visualization and grades. Use the group means in your description.

D.8.9.7 In Outputs 9.7 a and b, what pairs of means were significantly different?

D.8.9.8 In Output 9.8, interpret the meaning of the sig. values for math achievement and competence. What would you conclude, based on this information, about differences between groups on each of these variables?

D.8.9.9 Compare Outputs 9.6 and 9.8 with regard to math achievement. What are the most important differences and similarities?

D.8.9.10 In Output 9.9: (a) Is the interaction significant? (b) Examine the profile plot of the cell means that illustrates the interaction. Describe it in words. (c) Is the main effect of academic track significant? Interpret the eta squared. (d) How about the “effect” of math grades? (e) Why did we put the word effect in quotes? (f) Under what conditions would focusing on the main effects be misleading?

DISCUSSION ASSIGNMENT INSTRUCTIONS
The student will complete 8 short-answer discussions in this course and 1 long-answer
Integrating Faith and Learning discussion. In the thread for each short-answer discussion the
student will post short answers to the prompted questions. The answers must demonstrate
course-related knowledge and support their assertions with scholarly citations in the latest APA
format. Minimum word count for all short answers cumulatively is 200 words. The minimum
word count for Integrating Faith and Learning discussion is 600 words. For each thread the
student must include a title block with your name, class title, date, and the discussion forum
number; write the question number and the question title as a level one heading (e.g. D1.1
Variables) and then provide your response; use Level Two headings for multi part questions (e.g.
D1.1 & D1.1.a, D1.1.b, etc.), and include a reference section.
The student must then post 1 reply to another student’s post. The reply must summarize the
student’s findings and indicate areas of agreement, disagreement, and improvement. It must be
supported with scholarly citations in the latest APA format and corresponding list of references.
The minimum word count for Integrating Faith and Learning discussion reply is 250 words.