RSC 2010: Module III Research Design Appraisal Sample Assignment

00:24:24
https://www.youtube.com/watch?v=-PyaSmnLJcw

الملخص

TLDRÎn acest video, prezentatorul explică modul de completare a unui formular de evaluare a designului de cercetare adresat studenților. Se subliniază aspecte precum căutarea articolului în PubMed, generarea citării APA, identificarea scopului studiului și analiza informațiilor despre participanți. De asemenea, se discută despre metodele de colectare a datelor și despre importanța detaliilor în replicabilitatea studiilor.

الوجبات الجاهزة

  • 📊 Folosiți formularul de evaluare pentru a structura analiza cercetării.
  • 🔍 Corectați citările folosind funcția 'Cite' din PubMed.
  • 📄 Obțineți o înțelegere detaliată a scopului studiului din introducerea articolului.
  • 📝 Completarea formularului ajută la organizarea informațiilor esențiale.
  • 🤔 Asigurați-vă că detaliile privind participanții sunt corecte și complete.

الجدول الزمني

  • 00:00:00 - 00:05:00

    Introducerea modulului trei se concentrează pe utilizarea unui formular de evaluare a designului de cercetare pentru studii descriptive. Exemple de studii descriptive sunt cercetarea prin sondaj și cercetarea normativă. Se va folosi un articol de exemplu pentru a ilustra cum se completează formularul, facilitând astfel realizarea sarcinii alocate în săptămâna respectivă.

  • 00:05:00 - 00:10:00

    Forma de cercetare se va realiza accesând portalul online și căutând articole în baza de date PubMed. Utilizatorii vor învăța cum să obțină o citație în stil APA și să găsească informațiile necesare din articole, ilustrând procesul de căutare al unui articol specific, inclusiv eventualele probleme întâmpinate în accesarea textului integral.

  • 00:10:00 - 00:15:00

    Se discută despre identificarea scopului studiului, folosind informațiile din rezumatul și introducerea articolului selectat. Obiectivul studiului este detaliat, incluzând examinarea funcționării biopsihosociale a studenților în științele sănătății în timpul pandemiei COVID-19, evidențiind importanța unei înțelegeri cuprinzătoare a acestuia pentru formularea corectă a sarcinii.

  • 00:15:00 - 00:24:24

    Pe măsură ce se completează formularul, se abordează aspecte precum participanții studiului, numărul de chestionare trimise și rata de răspuns. De asemenea, se discută despre criteriile de includere și excludere ale participanților, modalitățile de recrutare, precum și instrumentele utilizate pentru colectarea datelor.

اعرض المزيد

الخريطة الذهنية

فيديو أسئلة وأجوبة

  • Care este scopul acestui video?

    Scopul este de a ajuta studenții să completeze un formular de evaluare a designului de cercetare pentru studii descriptive.

  • Ce tipuri de studii descriptive sunt menționate?

    Studiile descriptive menționate includ cercetarea prin sondaj și cercetarea normativă.

  • Unde pot găsi articolul necesar pentru evaluare?

    Articolul poate fi găsit în baza de date PubMed.

  • Cum se obține citarea APA?

    Se poate utiliza butonul 'Cite' din PubMed pentru a obține citarea APA.

  • Ce informații sunt necesare despre participanți?

    Este necesară informația despre modalitatea de selecție a participanților și numărul acestora.

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الترجمات
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التمرير التلقائي:
  • 00:00:05
    hey everyone I wanted to give an example
  • 00:00:07
    of the assignment that is going to be in
  • 00:00:10
    module three um and so this is working
  • 00:00:13
    with a research design appraisal form
  • 00:00:16
    specific for descriptive research
  • 00:00:18
    studies um we saw in the online lecture
  • 00:00:22
    in this module that there are several
  • 00:00:24
    different types of descriptive studies
  • 00:00:26
    we can have survey research um we can
  • 00:00:30
    have normative research um and other
  • 00:00:33
    options um so I we have a form that
  • 00:00:37
    we're going to use and I thought what I
  • 00:00:39
    would do is share that form and go
  • 00:00:41
    through a sample um and hopefully this
  • 00:00:44
    helps you out um with your assignment
  • 00:00:46
    this week all right so I'm going to
  • 00:00:48
    share my screen so you guys can see so
  • 00:00:51
    you will have access to the same
  • 00:00:52
    research designed appraisal form and um
  • 00:00:55
    again you'll be doing it on a different
  • 00:00:57
    article for the assignment but we're
  • 00:00:59
    going to do is go through it with a
  • 00:01:01
    sample article um so what we're going to
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    do is um go to the portal so you're
  • 00:01:08
    going to log in through my.cuw.edu
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    and again we are going to go over to the
  • 00:01:16
    library and you know my favorite we're
  • 00:01:18
    going to use Library quick links um
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    we're going to go to databases a toz and
  • 00:01:24
    we're going to go to p and find our
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    PubMed
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    and what we're going to do is search for
  • 00:01:33
    the author's last name um we have a
  • 00:01:37
    publication year and then um Co we're
  • 00:01:41
    going to see what we can find oh and I
  • 00:01:44
    have a filter here from last time so I'm
  • 00:01:46
    going to open that up a little bit and
  • 00:01:47
    this is actually the article that we're
  • 00:01:49
    looking for um so the first task on the
  • 00:01:54
    assignment form is to get the APA
  • 00:01:57
    Citation and instead of having to type
  • 00:01:59
    every everything out and look up those
  • 00:02:01
    citation rules um which drives me crazy
  • 00:02:05
    um we have an amazing button here in
  • 00:02:07
    PubMed called site and if you click that
  • 00:02:10
    um you can always change the form so if
  • 00:02:13
    another instructor ever asks for a
  • 00:02:15
    different type of form some of the most
  • 00:02:17
    common ones are here but for this
  • 00:02:19
    assignment we're looking for APA and you
  • 00:02:22
    can just copy that citation and we're
  • 00:02:25
    going to go back again to our form it's
  • 00:02:29
    my lovely family and um we are going to
  • 00:02:33
    paste that in so here we have the APA
  • 00:02:36
    Citation and we don't have to worry
  • 00:02:38
    about any problems I guess there's a
  • 00:02:40
    small little problem there but it's an
  • 00:02:42
    easy fix um so we already have the first
  • 00:02:46
    um number done all right next we're
  • 00:02:49
    going to be looking for the purpose of
  • 00:02:52
    the study and so according to the
  • 00:02:53
    authors what was the purpose of the
  • 00:02:55
    study and we might be able to find that
  • 00:02:58
    both from um this abstract area here
  • 00:03:02
    looks like we do have some information
  • 00:03:05
    here about the objective um but to be
  • 00:03:08
    make sure that we have the full
  • 00:03:10
    objective and for other parts of the
  • 00:03:12
    assignment we're going to need to get
  • 00:03:13
    the full text of this so I'm going to
  • 00:03:16
    click on the first option here and see
  • 00:03:18
    what we can find and it looks like this
  • 00:03:21
    is directly through um the Journal of
  • 00:03:24
    the American
  • 00:03:25
    College of health and I'm pretty sure we
  • 00:03:29
    can get a PDF here I'm searching
  • 00:03:33
    around maybe you guys have found it
  • 00:03:38
    in let's see Maybe not maybe
  • 00:03:43
    we let's go back and take a peek at the
  • 00:03:48
    other fex
  • 00:03:50
    link sometimes they're not as
  • 00:03:54
    straightforward and so then this will
  • 00:03:55
    take us into the library system through
  • 00:03:58
    Primo
  • 00:04:07
    there we go all right I just need to
  • 00:04:09
    sign into the library system through the
  • 00:04:18
    portal and we are going to click on here
  • 00:04:22
    and see if we can find
  • 00:04:26
    this well that is not going well
  • 00:04:35
    interesting all right well this is a
  • 00:04:37
    great example so it looks like even
  • 00:04:39
    though we get full text links this would
  • 00:04:42
    not be accessible immediately but this
  • 00:04:45
    is an example of how we can request it
  • 00:04:47
    from another library and you could send
  • 00:04:50
    this request in again remember you're
  • 00:04:52
    never paying for an article um but I can
  • 00:04:56
    guarantee you that the one for your
  • 00:04:57
    assignment is going to be accessible I'm
  • 00:04:59
    going to try one more time going into
  • 00:05:01
    this full text link and see if I am
  • 00:05:05
    missing something
  • 00:05:08
    here aha full
  • 00:05:12
    article sure enough and it is not happy
  • 00:05:15
    with that so this is a great example of
  • 00:05:18
    where the inter Library loan would be
  • 00:05:20
    needed now I will tell you that I do
  • 00:05:22
    have a copy of this article so we're
  • 00:05:24
    just going to presume that you were able
  • 00:05:26
    to grab that article um or you got it
  • 00:05:29
    through inter
  • 00:05:30
    loan and here we have the article and
  • 00:05:33
    again we have information about the
  • 00:05:36
    authors and the citation publication
  • 00:05:39
    date um and here we have the main
  • 00:05:42
    abstracts so as mentioned when we were
  • 00:05:45
    out in PubMed the objective is here to
  • 00:05:48
    understand the bioc psychosocial
  • 00:05:49
    dimensions of University Health Sciences
  • 00:05:52
    students experiences during the covid
  • 00:05:54
    pandemic now the abstract is always
  • 00:05:56
    going to have a little bit of a shorter
  • 00:05:58
    objective though so I think it's really
  • 00:06:00
    important to find the full objective and
  • 00:06:03
    that is typically found in this first
  • 00:06:05
    introduction or background information
  • 00:06:08
    section and it's normally in one of the
  • 00:06:10
    last paragraphs before the methodology
  • 00:06:13
    starts out so let's keep um looking
  • 00:06:16
    through here have some great background
  • 00:06:19
    information on a variety of topics and
  • 00:06:22
    then sure enough here we have the
  • 00:06:24
    purpose of the study and it's in a lot
  • 00:06:27
    more detail right so we have to examine
  • 00:06:29
    Health Sciences students bioc
  • 00:06:31
    psychosocial functioning during covid
  • 00:06:34
    pandemic and then there's some distinct
  • 00:06:37
    separate aims here describing and
  • 00:06:39
    looking at associations among physical
  • 00:06:42
    activity patterns mental health
  • 00:06:44
    functioning and perceived covid-19
  • 00:06:46
    threat and also describing
  • 00:06:48
    characteristics of health science
  • 00:06:50
    students is who change their commitment
  • 00:06:52
    to the profession um during the covid-19
  • 00:06:55
    pandemic so we have a much more detailed
  • 00:06:58
    um purpose here I'm going to just do a
  • 00:07:01
    little export of this back into
  • 00:07:07
    word so that we can do some copying and
  • 00:07:16
    pasting all right and so if we head here
  • 00:07:20
    we can highlight this after this purpose
  • 00:07:24
    statement there is a hypothesis from the
  • 00:07:27
    authors um and some additional
  • 00:07:30
    information but what we're going to do
  • 00:07:32
    is we're going to copy that and we are
  • 00:07:34
    going to insert that into here all right
  • 00:07:38
    and number two is done all right so next
  • 00:07:41
    then we are looking for information
  • 00:07:43
    about the participants there are two
  • 00:07:45
    questions here the first one always
  • 00:07:47
    relates to more survey research and um
  • 00:07:50
    the second question for the participants
  • 00:07:53
    might be more about a study where
  • 00:07:55
    participants are completing um different
  • 00:07:58
    tasks or other things um so definitely
  • 00:08:00
    take a look at both questions and base
  • 00:08:03
    whichever one is more appropriate based
  • 00:08:05
    on the descriptive study that you have
  • 00:08:08
    we definitely have survey research
  • 00:08:10
    though um because if we go back to our
  • 00:08:14
    study um we go back to our assessment
  • 00:08:18
    I'm sorry our abstract here says
  • 00:08:20
    participants um completed a web-based
  • 00:08:22
    survey so we know that this is survey
  • 00:08:24
    research there were questions about
  • 00:08:26
    depression anxiety physical activity
  • 00:08:29
    Corona virus threat and career
  • 00:08:31
    commitment um so what I'm going to do is
  • 00:08:34
    I'm just going to go um back to our word
  • 00:08:38
    version so it's a little bit easier and
  • 00:08:40
    so again as a reminder we are looking
  • 00:08:44
    for um how the survey hold on one second
  • 00:08:48
    we're looking for how the authors
  • 00:08:51
    acquired the names of potential
  • 00:08:53
    participants for their survey
  • 00:08:56
    research so it looks like here we go all
  • 00:09:00
    information about the participants so
  • 00:09:02
    now we've entered the methodology
  • 00:09:05
    section and it says approximately 2,000
  • 00:09:08
    undergrad and grad students um excluding
  • 00:09:12
    incoming first year students studying at
  • 00:09:14
    a h in a health science discipline at
  • 00:09:17
    two private Midwestern universities were
  • 00:09:20
    sent a link and completed the question
  • 00:09:23
    there um I'm just going to actually
  • 00:09:26
    pull a bit of this information because I
  • 00:09:29
    think we can use this for a couple of
  • 00:09:32
    the next questions um so how did the
  • 00:09:34
    authors acquire the names of the
  • 00:09:37
    potential participants I'm just going to
  • 00:09:40
    dump this into here um and it looks like
  • 00:09:44
    um if you look back and actually take a
  • 00:09:47
    peek at the authors um the authors are
  • 00:09:50
    faculty at two private Midwestern
  • 00:09:53
    universities um they are Marquette
  • 00:09:56
    University and our own Concordia
  • 00:09:58
    University Wisconsin
  • 00:10:01
    um so these um students were most likely
  • 00:10:04
    on
  • 00:10:06
    um lists um
  • 00:10:09
    within accessible um via enrollment um
  • 00:10:13
    and that so from this information um
  • 00:10:17
    we're going to just put um faculty
  • 00:10:20
    obtained lists of current
  • 00:10:24
    undergraduate and graduate students at
  • 00:10:27
    to
  • 00:10:29
    private Midwestern
  • 00:10:32
    universities I guess a little bit more
  • 00:10:34
    detailed information would be that these
  • 00:10:37
    would be students um
  • 00:10:41
    studying a health
  • 00:10:43
    science
  • 00:10:46
    discipline now you guys get to see me
  • 00:10:48
    type have
  • 00:10:50
    fun oh dear all right great um so it
  • 00:10:55
    looks like we have some information
  • 00:10:57
    about that I am going to cut this out
  • 00:11:00
    because I think we might use some of
  • 00:11:02
    this information in the next um how do
  • 00:11:04
    the authors recruit the participants
  • 00:11:06
    that's not the more applicable question
  • 00:11:08
    um so we are just going to um leave that
  • 00:11:11
    one blank and focus on the first one how
  • 00:11:13
    many surveys were sent out and how many
  • 00:11:16
    did they get back all right well from
  • 00:11:18
    this information that I just cut um we
  • 00:11:21
    had 2,000 students okay so we have
  • 00:11:27
    2,000 undergraduate and grad graduate
  • 00:11:29
    students um those are the ones that
  • 00:11:32
    actually received the survey okay um I'm
  • 00:11:38
    going to delete this here and I think
  • 00:11:40
    we're going to need to go back and see
  • 00:11:43
    about the response rate how many were
  • 00:11:44
    sent out and now we're looking for how
  • 00:11:47
    many they got back so let's go back here
  • 00:11:51
    and from that um I think we might
  • 00:11:53
    actually um sometimes there's a
  • 00:11:55
    flowchart um does not look like we have
  • 00:11:58
    that we have information about the
  • 00:12:00
    questionnaires um and I think we're
  • 00:12:04
    going to actually pull into the results
  • 00:12:06
    here so population characteristics is
  • 00:12:09
    where we would look for this um so you
  • 00:12:12
    can see of the 297 students who
  • 00:12:15
    completed the questionnaire all right so
  • 00:12:19
    297 is how many these researchers had as
  • 00:12:24
    a response rate
  • 00:12:29
    all right so
  • 00:12:31
    297 out of
  • 00:12:33
    2000 you might be feeling like wow that
  • 00:12:37
    seems like a really low response rate
  • 00:12:40
    unfortunately four surveys though that's
  • 00:12:44
    a pretty average response rate um
  • 00:12:46
    sending out surveys um if you're looking
  • 00:12:48
    for hundreds of responses you're going
  • 00:12:51
    to need to send out many many um
  • 00:12:54
    requests and sometimes even reminder
  • 00:12:57
    requests all right so so again this
  • 00:13:00
    second question isn't really applicable
  • 00:13:02
    um we are going to skip that and we're
  • 00:13:05
    going to go on to the response rate all
  • 00:13:07
    right did the authors make an attempt to
  • 00:13:09
    increase the response rate and if so
  • 00:13:11
    what did they do um so we're going to
  • 00:13:13
    have to dig a little bit and see if
  • 00:13:15
    there's anything in their methodology
  • 00:13:17
    here I'm going to go back to this
  • 00:13:20
    participants right says they were sent a
  • 00:13:23
    link okay um does say upon completion of
  • 00:13:28
    the survey particip were given the
  • 00:13:29
    option to enter a gift card raffle um
  • 00:13:33
    but nowhere in here do we really have
  • 00:13:35
    any information about the amount of
  • 00:13:37
    emails that were sent um the spacing
  • 00:13:41
    between those emails reminder emails
  • 00:13:43
    things like that um just checking in
  • 00:13:46
    here looks like these are more of the
  • 00:13:49
    questions and like I said all of these
  • 00:13:51
    relate to the questionaires so
  • 00:13:54
    unfortunately for this study um I think
  • 00:13:59
    think we have to say the authors did not
  • 00:14:01
    report any attempts to increase the
  • 00:14:06
    response
  • 00:14:08
    rate with additional email reminders at
  • 00:14:13
    any specific
  • 00:14:16
    frequency now I do happen to know some
  • 00:14:19
    of these authors and I do know that that
  • 00:14:21
    happened um but that was not published
  • 00:14:23
    in the study um so that is um definitely
  • 00:14:28
    a ique that we could have all right um
  • 00:14:31
    within the response rate we do want to
  • 00:14:33
    make sure do both of these questions
  • 00:14:36
    apply um to the aspect that we're
  • 00:14:38
    looking at um so for this one it is
  • 00:14:40
    appropriate to answer the second
  • 00:14:42
    question so what were the inclusion and
  • 00:14:45
    exclusion
  • 00:14:46
    criteria um so again let's go back to
  • 00:14:49
    our study and we have a few of these
  • 00:14:53
    things that we used um before so I'm
  • 00:14:55
    going to copy this again um and we're
  • 00:14:59
    going to add in some information
  • 00:15:08
    here all
  • 00:15:12
    right okay so it looks like they had to
  • 00:15:17
    be one of our first criteria is an
  • 00:15:21
    undergraduate or graduate student right
  • 00:15:24
    because you don't have to be both um you
  • 00:15:28
    would not I would say no fall 2020
  • 00:15:32
    incoming first year
  • 00:15:35
    students um the
  • 00:15:38
    students must
  • 00:15:42
    study a health science
  • 00:15:45
    discipline
  • 00:15:47
    um the students must
  • 00:15:51
    attend one of two private Midwestern
  • 00:15:57
    universities um
  • 00:16:00
    and I think that might be it I though I
  • 00:16:02
    would also say I think we should talk um
  • 00:16:05
    and add in about the participants being
  • 00:16:08
    greater than or equal to 18 years of age
  • 00:16:11
    um so that would mean that they are all
  • 00:16:13
    adults um and that also makes us realize
  • 00:16:18
    that the consent was a adult consent
  • 00:16:21
    process again if they would have
  • 00:16:23
    included participants who were under the
  • 00:16:24
    age of 18 there would have had to been
  • 00:16:28
    uh child ascent and a parental consent
  • 00:16:32
    process all right so I think we have
  • 00:16:35
    everything that we need here
  • 00:16:39
    um all right the raffle really is in
  • 00:16:44
    appropriate and looks like they all did
  • 00:16:46
    do informed consent electronically so
  • 00:16:49
    here we have our inclusion and our
  • 00:16:52
    exclusion
  • 00:16:54
    criteria for the rest of number five all
  • 00:16:58
    right
  • 00:16:59
    and next the survey psychometrics what
  • 00:17:02
    efforts did the authors make to ensure
  • 00:17:04
    their survey tool was ready to send and
  • 00:17:08
    psychometrically sound so let's take a
  • 00:17:11
    peek
  • 00:17:17
    at one second here all right so we do
  • 00:17:21
    have some demographic information that
  • 00:17:24
    was gathered okay participants had the
  • 00:17:27
    options to skip so we're just going to
  • 00:17:29
    pull some of that information into our
  • 00:17:32
    Word document um so we
  • 00:17:35
    know that they completed demographic
  • 00:17:39
    information okay and then I know there
  • 00:17:42
    was a few other surveys so let's take a
  • 00:17:44
    peek at what those surveys
  • 00:17:46
    were we have the gotten Leisure Time
  • 00:17:51
    exercise questionnaire okay we have the
  • 00:17:55
    patient Health questionnaire 9 or the
  • 00:17:58
    phq9
  • 00:17:59
    we have the generalized anxiety disorder
  • 00:18:03
    7 and the perceived Corona virus threat
  • 00:18:06
    questionnaire and the revised career
  • 00:18:09
    commitment scale so all of these are
  • 00:18:12
    standardized questionnaires um so it's
  • 00:18:14
    not like the researchers were making up
  • 00:18:16
    a survey on their own certainly that is
  • 00:18:18
    an option in survey research it just
  • 00:18:21
    takes a few additional steps so it is
  • 00:18:24
    appropriate that these were all used now
  • 00:18:28
    we don't need all of this information um
  • 00:18:30
    but I'm just going to pull it so that we
  • 00:18:32
    can have a little bit of that um to
  • 00:18:37
    remember as we type in our response
  • 00:18:41
    here oh who wrong way sorry not driving
  • 00:18:45
    good today all right so we're going to
  • 00:18:48
    insert that all in there and again this
  • 00:18:50
    is going to be way more than what you
  • 00:18:51
    really need for that response um but
  • 00:18:54
    we're talking about um so I would say
  • 00:18:57
    you know this demograph graic
  • 00:18:59
    information that's pretty basic
  • 00:19:01
    information um so we could comment about
  • 00:19:04
    this is standard information to provide
  • 00:19:09
    Baseline um
  • 00:19:11
    descriptives about the
  • 00:19:16
    population and the other questionnaires
  • 00:19:19
    that they used so this
  • 00:19:22
    Goen
  • 00:19:23
    this right all of these are standardized
  • 00:19:27
    questionnaires
  • 00:19:29
    so we can take that
  • 00:19:32
    information
  • 00:19:35
    and kind of pull this out
  • 00:19:38
    here and I would say here the
  • 00:19:42
    researchers used
  • 00:19:46
    standardized
  • 00:19:49
    questionnaires that were
  • 00:19:52
    valid and
  • 00:19:54
    reliable for the current
  • 00:19:59
    participant population right so it's
  • 00:20:03
    really important that researchers make
  • 00:20:05
    sure that they're not just pulling
  • 00:20:07
    scales out um that really aren't
  • 00:20:10
    appropriate right we wouldn't want to
  • 00:20:12
    use a pediatric questionnaire if we're
  • 00:20:15
    studying adults or vice versa or we
  • 00:20:18
    wouldn't want to use a questionnaire for
  • 00:20:20
    patients with Parkinson's disease if
  • 00:20:22
    we're really studying patients with
  • 00:20:25
    obesity all right so um ready to send um
  • 00:20:30
    and psychometrically sound so that helps
  • 00:20:32
    us with that um I think we can skip this
  • 00:20:37
    because the research tools we talked
  • 00:20:38
    about above here that was all of our
  • 00:20:41
    questionnaires and then we're going to
  • 00:20:42
    pull in let's see what we got here we
  • 00:20:45
    have our data collection methods I'm
  • 00:20:47
    just going to move this onto the next
  • 00:20:49
    page so describe the specific methods of
  • 00:20:51
    data collection employed in this study
  • 00:20:54
    and then do you feel the author has
  • 00:20:56
    provided enough detail to promote trans
  • 00:20:58
    transparency and
  • 00:21:00
    replicability all right so let's take a
  • 00:21:03
    peek at what happened all here um we
  • 00:21:07
    know that they were sent this survey
  • 00:21:09
    link and they completed the
  • 00:21:11
    questionnaire at two different time
  • 00:21:13
    points okay so 297 students
  • 00:21:19
    completed and we know they were entered
  • 00:21:23
    for a gift raffle gift card raffle um
  • 00:21:31
    and we also have some very detailed
  • 00:21:34
    information about statistical analysis
  • 00:21:38
    um and there's information about
  • 00:21:40
    statistical analysis over here we have
  • 00:21:42
    some information that's qualitative in
  • 00:21:44
    nature and then we also have some other
  • 00:21:48
    information about um some quantitative
  • 00:21:51
    information so there's a lot of great
  • 00:21:54
    descriptives here that would help us use
  • 00:21:57
    these same survey instrument and also
  • 00:21:59
    complete the statistical analysis in the
  • 00:22:01
    same way um so this is actually a really
  • 00:22:05
    quite detailed statistical analysis
  • 00:22:08
    section um before we get to the results
  • 00:22:11
    so let's pull some of this information
  • 00:22:13
    in here all right so I'm going to
  • 00:22:15
    transfer so
  • 00:22:17
    297 participants completed the
  • 00:22:20
    questionnaire um including um
  • 00:22:25
    demographic and several
  • 00:22:30
    standardized
  • 00:22:32
    questionnaires um detailed
  • 00:22:35
    information was given about the
  • 00:22:39
    quantitative and qualitative statistical
  • 00:22:46
    analysis okay I can't spell today
  • 00:22:51
    statistical all right and then this is a
  • 00:22:54
    little bit for you guys to think about
  • 00:22:56
    So based on what we were given here
  • 00:22:59
    do you feel that we have enough detail
  • 00:23:01
    to promote transparency and
  • 00:23:03
    replicability do you feel like you
  • 00:23:04
    really know what they did and do feel
  • 00:23:07
    like if you were to recreate this at a
  • 00:23:10
    different University or maybe with a
  • 00:23:14
    just a new time point at the same
  • 00:23:16
    universities would you be able to
  • 00:23:18
    replicate it from there so I'm going to
  • 00:23:20
    leave that one a little open-ended um
  • 00:23:22
    and give you some evaluative thoughts on
  • 00:23:25
    of your own um to complete so what
  • 00:23:29
    you're going to do then is complete this
  • 00:23:31
    and then um once you have all of your
  • 00:23:34
    answers I highly recommend um dumping
  • 00:23:36
    them into the word document first and
  • 00:23:38
    then you can open up the um assignment
  • 00:23:42
    and it's going to be a short answer free
  • 00:23:44
    text where you can copy and paste these
  • 00:23:46
    in the questions are the exact same um
  • 00:23:49
    it just be that you'll enter them into
  • 00:23:51
    the learning management system um a
  • 00:23:53
    little bit for easier um grading um and
  • 00:23:57
    just having everything in one place
  • 00:23:58
    place instead of being on different
  • 00:24:00
    uploaded documents which can sometimes
  • 00:24:02
    be problematic so if you have questions
  • 00:24:05
    about this please feel free to reach out
  • 00:24:07
    remember you're going to be doing it on
  • 00:24:09
    the article that's indicated in the
  • 00:24:11
    assignment um so you're not doing it on
  • 00:24:14
    this this was just as an example I hope
  • 00:24:17
    your assignments go well and reach out
  • 00:24:18
    with any questions
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