In the Week 2 Dataset 1 [DOCX], find baseline data for the youth who have entered the program. From this data, identify all of the variables represented a
In the Week 2 Dataset 1 [DOCX], find baseline data for the youth who have entered the program. From this data, identify all of the variables represented and input the data into an Excel file. Save the file as a "comma separated values" (.csv) file and open this .csv file in JASP. Make sure to modify the data types of each variable to the correct scale of measurement (nominal, ordinal, or scale).
Refer to the JASP Tutorial Video: Adjusting Data Types (Nominal, Ordinal, Scale)Links to an external site. for help.
Save your .jasp file and upload it for grading.
Note that you are not completing any analysis at this point in time. You are simply practicing entering data in Excel and saving it in a format that is then opened in JASP. You need to demonstrate the ability to identify the correct level of measurement for each variable.
Competencies Measured
By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and rubric criteria:
- Competency 1: Apply leadership skills, ethical use of technology and research findings to inform and improve practice, policy, and programs in the specialization of advanced generalist practice settings. (C4.SP.A)
- Devise accurate datasets. (C4.SP.A)
- Describe and report the statistical method or test outcomes using the appropriate statistical method or test. (C4.SP.A)
- Competency 2: Analyze and respond to ethical, culturally informed, anti-racist, and anti-oppressive strategies in the specialization of advanced generalist social work practice that address inherent biases for use in quantitative and qualitative research methods. (C4.SP.B)
- Enter appropriate statistical data that assists in program evaluation. (C4.SP.B)
- Competency 3: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the social work profession.
- Apply critical thinking in verbal and written communication through the use of leadership and technology. (C4.SP.B)
View RubricIdentifying and Inputting VariablesIdentifying and Inputting VariablesCriteriaRatingsPtsDevise accurate datasets. (C4.SP.A)7.5 ptsDEMONSTRATEDYES0 ptsNOT_DEMONSTRATEDNO/ 7.5 ptsEnter appropriate statistical data that assists in program evaluation. (C4.SP.B)7.5 ptsDEMONSTRATEDYES0 ptsNOT_DEMONSTRATEDNO/ 7.5 ptsDescribe and report the statistical method or test outcomes using the appropriate statistical method or test. (C4.SP.A)7.5 ptsDEMONSTRATEDYES0 ptsNOT_DEMONSTRATEDNO/ 7.5 ptsApply critical thinking in verbal and written communication through the use of leadership and technology. (C4.SP.B)7.5 ptsDEMONSTRATEDYES0 ptsNOT_DEMONSTRATEDNO/ 7.5 pt
SWK5015
Week 2 Dataset 1
The Sunville Youth Services Organization developed a mentoring program for youth, ages 15–19, currently enrolled in high school and at risk of dropping out of school. The program manager believes that giving the youth a mentor will influence the youth’s grades, attendance, self-esteem, and behavior at home. Therefore, the program manager is collecting data to track outcomes associated with this program.
Prior to entering the mentoring program, the following data were collected about the youth participants:
· Current number of high school credits and whether the youth is on track to graduate (22 credits is required to graduate).
· Current grade point average (GPA) on a 4-point scale.
· A self-esteem measurement completed by the youth. This scale ranged from 1–30, with 30 indicating a high level of self-esteem.
· Attendance records from school that represent the average number of days the youth missed each week over the past 30 school days.
· A parent report on the youth’s behavior. The measurement asks: “How would you rate your child’s behavior on a scale of 1–10? 10 indicates the child is cooperative all of the time and 1 indicates that the child rarely is cooperative with the household rules.”
Data:
1. Maribel is a 15-year-old Hispanic female. She currently has two high school credits and is not on track for graduation. Her current GPA is 1.5. When she completed the self-esteem measurement, she scored a “17.” Attendance records indicate she misses an average of 1.4 days of school each week. Her mother reported a score of “3” on the parent report.
2. Luisa is a 17-year-old Hispanic female. She currently has six high school credits and is not on track for graduation. Her current GPA is 1.7. When she completed the self-esteem measurement, she scored a “10.” Attendance records indicate she misses an average of 3 days of school each week. Her mother reported a score of “2” on the parent report.
3. Susan is a 15-year-old White female. She currently has six high school credits and is on track for graduation. Her current GPA is 2.4. When she completed the self-esteem measurement, she scored a “9.” Attendance records indicate she misses an average of 0.5 days of school each week. Her mother reported a score of “8” on the parent report.
4. Keisha is a 16-year-old African-American female. She currently has 1.5 high school credits and is not on track for graduation. Her current GPA is 0.9. When she completed the self-esteem measurement, she scored a “21.” Attendance records indicate she misses an average of 3.2 days of school each week. Her mother reported a score of “1” on the parent report.
5. Jose is a 15-year-old Hispanic male. He currently has three high school credits and is not on track for graduation. His current GPA is 1.7. When he completed the self-esteem measurement, he scored a “15.” Attendance records indicate he misses an average of 1.4 days of school each week. His mother reported a score of “3” on the parent report.
6. Rico is a 17-year-old Hispanic male. He currently has 15 high school credits and is on track for graduation. His current GPA is 2.5. When he completed the self-esteem measurement, he scored a “10.” Attendance records indicate he misses an average of 1 day of school each week. His mother reported a score of “7” on the parent report.
7. Darnell is a 15-year-old African-American male. He currently has seven high school credits and is on track for graduation. His current GPA is 2.7. When he completed the self-esteem measurement, he scored a “9.” Attendance records indicate he misses an average of 0.5 days of school each week. His mother reported a score of “8” on the parent report.
8. John is a 16-year-old White male. He currently has 1.5 high school credits and is not on track for graduation. His current GPA is .9. When he completed the self-esteem measurement, she scored a “25.” Attendance records indicate he misses an average of 4.3 days of school each week. His mother reported a score of “1” on the parent report.
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