Descriptive Statistics

PART I
For this discussion, look for an empirical article using quantitative research methods. Be sure to use permalinks and/or hyperlinks to all sources used in discussion posts citing within the text. Identify where descriptive statistics are used and the purpose for which they are being used. Following your summary of the use of descriptive statistics, provide your impression of how clearly conveyed the statistics were conveyed by the author. In your critique, you may think of these questions:

Answer the following question.

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Was there an adequate description of the sample with descriptive statistics?
If descriptive statistics were used to convey the results of the study, did this seem appropriate to answer the research question?
If measures of central tendency were provided, was there an accompanying measure of dispersion?
Was there any discussion of how missing data had to be dealt with? Were descriptive statistics used to test assumptions such as skewness for continuous level data? If so, was this clearly conveyed?

PART 2

Review these two discussion posts, comments and respond to both of them separately with 2 short answers with the following instructions: provide a constructive assessment of the summary and whether the critique of the presentation of the statistics is a fair one. In your assessment, if you thought that additional analyses could be provided, or additional points made in the critique made by the learner, state those. Create one question for each of them

discussion 1
Descriptive statistics include procedures used to describe sample characteristics such as frequency, percentage, mean, median, and range of values (Module 7). The study evaluated teachers’ and students’ perceptions of learning; their interaction with learning. Based on the article, the descriptive statistic was tested by including 255 faculty members (mean age = 32.71 years, SD = 7.09) and 255 matched students with learning disabilities (mean age = 14.06 years, SD = .74). (Wang & Kuo, 2018). In the survey, the researchers created a five-point Likert-scale from totally agree to totally disagree. The 20-item scale tapping the six different positive discipline strategies used by teachers was developed based on our review of the literature (Wang & Kuo, 2018).
The statistical results of the study were very effective. In the end, student and teacher positivity in the classroom was shown to have a positive effect on their ability to learn the material. In the present study, the path coefficient was used as an independent variable.
the results showed that the well-being of students with LD significantly influenced their perception of teachers’ teaching, implying that in a happy classroom, the teaching quality of resource room teachers is better, and vice versa (Wang & Kuo, 2018).

Wang, W.-L., & Kuo, C.-Y. (2018). Relationships Among Teachers’ Positive Discipline, Students’ Well-being and Teachers’ Effective Teaching: A Study of Special Education Teachers and Adolescent Students With Learning Disabilities in Taiwan. International Journal of Disability, Development, and Education, 66(1), 1–17. https://doi.org/10.1080/1034912x.2018.1441978

discussion 2

The researchers used a self-administered survey sent to medical students in their clinical training years at six medical schools during the initial peak phase of the COVID-19 pandemic (Harries et al., 2021). Of the 2511 students who responded to a survey, 794 students responded, and all of those respondents were not in a clinical rotation during the study. The reactions to being removed from in-person clinical treatment were mixed, with 75.8% feeling this was appropriate, 34.7% guilty, 33.5% disappointed, and 27% relieved (Harries et al., 2021). Results from the survey revealed that students from across the country desired to continue with in-person clinical rotations and accepted the risk of infection with COVID-19. The discussion portion of the paper focused on the impact of the closing of rural schools and how remote learning has affected students and their self-esteem. The descriptive statistics table was at the end of the research paper and gave a summary of the data. I could not find any information regarding any discrepancies, the results were clearly defined, and the demographics were recorded naturally.

https://eds-b-ebscohost-com.chamberlainuniversity.idm.oclc.org/eds/pdfviewer/pdfviewer?vid=6&sid=96a7a801-abac-4fb5-a1d0-aeb7dfb09669%40pdc-v-sessmgr06
(Links to an external site.)

Harries, A. J., Lee, C., Jones, L., Rodriguez, R. M., Davis, J. A., Boysen-Osborn, M., Kashima, K. J., Krane, N. K., Rae, G., Kman, N., Langsfeld, J. M., & Juarez, M. (2021). Effects of the COVID-19 pandemic on medical students: A multicenter quantitative study. BMC Medical Education, 21(1). https://doi.org/10.1186/s12909-020-02462-1

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