Continuing adult education: not sure you're making type I errors or type II. This will help.

Descriptive statistics mean, skewness, kurtosis, D, range, min, ma! "use on small group when not much data# $ : %naly&e'Descriptive statistics'(re)uencies Skewness should *e +, i, over - then very skewed positively skewed "right.tailed# / negative num*er on $ negatively skewed "le,t.tailed# / positive num*er on $ Kurtosis shows clustering o, scores + shows clustering around average 0+ greater then + shows clustering around other num*ers 1+ smaller then + shows no clustering, spread out Average To ,ind on $ : Trans,orm'Compute'Target varia*le, choose mean, add all varia*les to *e averaged Average advantage o, average, use in case o, missing data, so generally use average Sum advantage o, using sum, gives more in,ormation and shows larger picture Standard Deviation 2.scores: average /+, D / T.scores: average/3+, D /-+ Frequency how many people got particular score Percent -percent o, sample that got score Percentiles and Z-scores $ : (irst 2.scores, then percents 2.scores: %naly&e'Descriptive statistics'Descriptives' then check save standard values $ercent: Trans,orm'Compute'then name new varia*le "per.#, pick CD(.4567%8"2varia*le,+,-#9-++ :ere, + and - are mean and standard deviation ,or 2.scores Valid percent takes into account missing scores umulative percent running sum ;asic Concepts "p.-<+, 7ason and ;ram*le# 4ull hypothesis no connection *etween varia*les, or means are same %lternative hypothesis is connection *etween varia*les, or means are di,,erent Type I error ,alse negative, call a sick person healthy, ,alse re=ection o, a null hypothesis Type II error. ,alse positive, call healthy person sick, ,alse re=ection o, alternative hypothesis

In,erential statistics Statistical signi!icance want a <3> chance that a type I error was not made, e!pressed as p1.+3, or called the alpha criterion "on!eronni as retesting increases the pro*a*ility o, ,inding connection, divide .+3 *y num*er o, tests done. Choosing a test T.test: ,or one dependent varia*le, and one independent varia*le with two groups only 5ne.way %45?%: one dependent varia*le, one independent varia*le with more then two groups %45?%: one dependent varia*le, two@ independent varia*les #-testA Three types: one sample, paired samples, independent samples 5ne ample: three ways o, determining anchor "middle score, previously e!cepted, item guessing# $aired samples: ,or one group where each su*=ect has two scores, or ,or two groups where scores are connected. (our e!amples: pre.post testing with intervention, one group pre.post testing without intervention, one group matched groups with intervention matched groups without intervention: su*=ects can not *e in *oth groups, scores must *e )uantitative and continuous Independent samples: three situations e!perimental, )uasi, and ,ield study $ : %naly&eECompare meansE then choose t.test, ,or one.sample, put in test value "3+ ,or t.score, such as IF, GHDI#, ,or paired samples *ut in two varia*les, ,or independent samples put in test varia*le "continuous score "dependent# and grouping varia*le "one and two#, also options "levene etc# Choose a t score, i, 8evene is not signi,icant, groups are similar, use top score I, 8evene is signi,icant p1.+3, groups are di,,erent , use *ottom score I, doing more then one t.test, divide alpha criterion ".+3# *y num*er o, tests to get ad=usted level o, signi,icance. Calculate e,,ect si&e: put in means, Ds, t.score, n and n A$out t%e t statistic assumes large sample "C+ D+#, random sampling and normal distri*ution t statistic rises with si&e o, sample is meaning,ul only when read with signi,icance use with e,,ect si&e, which does not change with sample si&e, shows strength o, association e!!ect si&e'.B is small .3 is medium .I is large e,,ect si&e e,,ect si&e is e!pressed as d/ null hypothesis ,or t.test is that there is no di,,erence *etween the means (ne-way A)(VA compares means o, three groups and one dependent varia*le Dependent varia*le is called continuous "range o, scores#

-. B. C. D.

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Independent varia*le is called ,actorial and is divided into ,actors "the groups, values# Two stagesA omni*us checks to see i, there is di,,erence *etween means, post hoc shows e!actly where di,,erence is J,,ect si&e no longer e!pressed as d *ut as eta s)uared:.+D small, .+K medium, .-D large. %ssumptions o, one.way %45?%: similar variance *etween groups, random grouping and normal distri*ution J!pressed as , statistic Hse two num*ers ,or degrees o, ,reedom, LgroupM and MerrorM $ : %naly&e'general linear models'univariate, get plate, put in groups",i!ed ,actor# and continuous varia*le "dependent varai*le#, push options, choose descriptive and e,,ect si&e, press post hoc, choose Tukey, continue, 5G. A)(VA !or one dependent continuous varia$le* two independent !actorial varia$les ame as a*ove *ut also in $ press plots, and put in all possi*le com*inations ince there are two independent varia*les look ,or possi*le interactions Connection *etween varia*les shown as main e,,ect 7ain e,,ect can *e ,or ,actor -, ,actor B, or ,or interaction. I( ,ind interaction, disregard other main e,,ects Jach su*=ect has three varia*le, one dependent and two independent ",actorial# J!amples #-test (ne Sample J!ampleNNNNNNNNN #-#est +atc%ed Samples* one group* retested* wit%out intervention Do teacher have more interest in tenure or salaryN Oive same group o, teachers two )uestionnaires, one measuring interest in tenure, the other in salary. 56: 5ne group o, women with handicapped children was tested at age D3 and K3 ,or stress levels. Two sets o, scores compared. #-#est +atc%ed Samples *one group retested wit% intervention Does seminar improve leadershipN Take one group o, principles, test *e,ore and a,ter leadership seminar. #-#est +atc%ed Samples * matc%ed groups wit%out intervention Do mother or ,athers e!perience more an!iety with *irth o, special needs childN %re matched *ecause *oth in,luenced *y same event, Compare an!iety scores. #-test* +atc%ed Samples wit% intervention Do teachers who are e!posed to violence e!perience more or less depressionNOive test to D+ teachers, then rank ,rom least to most depressed. Choose matched pairs and assign them a school, one violent, one not. 6etest later and see i, pairs are still matched ,or mood. "this is e!perimental *ecause o, controlled groupings#. #-test -ndependent Samples.e/perimental Do people with 8D talk more when nervousN 6andomly divide group o, people with 8D into two groups. 5ne group told they will *e interviewed on ,riendliness, another told will ,ill in )uestionnaire. :ave waiting time, minutes spent talking

recorded and compared. :ave two sets o, data, one relating to group "one or two#, and one num*er o, minutes. #-test -ndependent Samples.quasi-e/perimental Do male teachers have ,ewer pro*lem *ehaviors in classroom then ,emale teachersN (ind B+ male and B+ ,emale teachers, record percentage o, distur*ances and compare. :ave two sets o, data, one row o, group "one or two# and one o, percentage o, distur*ances. #-test -ndependent Samples.!ield study Do depressed prisoners eat more or less then non.depressed. Took 3++ prisoners, 3+ diagnosed as depressed. (rom remaining D3+ chose randomly 3+. Compare weight o, ,ood eaten. (neway A)(VA Pant to check i, 6italin e,,ective ,or %D:D. Take C+ kids and divide randomly into groups, place*o, low.dose 6italin, and high.dose 6italin. 5ver two month period check how many days symptoms o, %D:D occurred. Do *e,ore and a,ter 6italin. 5n $ , su*tract di,,erence *etween *e,ore and a,ter, compare average di,,erence "now have three groups#. A)(VA Phat method o, note taking instruction is most e,,ectiveN Take C+ volunteers with 8D and C+ without, e!pose each su*=ect to one o, three interventions , %45?% B"ld# ! C"instruction#. Interventions are, no support, support every day ,irst semester, or support ,irst month o, each semester. Dependent varia*le is O$%. Check results, i, di,,erence *etween 8D and non 8D, *etween types o, instruction, or interaction.