I have a research paper and I need to create fictitious data, and analyze the SPSS output. I need at least 50 sample participants and at least 3 variables (at least one of these variables must invol

ThompsonSEDR8202-8 3

NORTHCENTRAL UNIVERSITY

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EDR-8202	Dr. Rodriguez

Statistics II	Analyze a Fictitious Statistical Study

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Analyze a Fictitious Statistical Study

Suzan Thompson

Northcentral University

Analyze a Fictitious Statistical Study

A rapid increase in the growth of e-learning and distance education has propelled much research into best approaches for increasing academic growth in distance education courses. Students in the online setting are expected to possess specific attributes for online study such as self-efficacy, intrinsic motivation, and computer savvy. Badri, Rashedi, Yang, Mohaidat, and Hammadi (2016) reported that digital learning requires adolescents to be more self-sufficient or self-disciplined due to the nature of online studies, which does not offer the same amount of face-to-face or personal interactions that traditional classrooms offer. Kuo, Walker, Schroder, and Belland (2014) noted that students in the online setting with low self-reliance, are prone to losing focus, which may lead to less interaction with teachers and a decision to drop out along the way. As a result, researchers continue to seek out ways to improve academic outcomes.

Research has shown that what students believe about themselves, their peers, and their environment affects how they perceive learning. Mindset approaches or incremental learning points to Carol Dweck’s (2006) study, in which she developed Brainology intervention; a computer program used to teach students that intelligence is not fixed (Donohoe, Topping, & Hannah 2012). Interventions for increasing self-efficacy and growth mindset are relevant areas of examination as one looks at adolescent learners in the online setting. Growth mindset also deals with opportunities for learning as suggested by McNiff and Aicher (2017); and based on the research, individualized online learning provides learning opportunities and is a strategy one could use for developing students’ growth mindset. The idea is that students with growth mindset beliefs do better than students with fixed mindset beliefs about themselves. Many factors such as students’ maturity level, socio-economics, and students’ learning preferences affect academic outcomes. Researchers in this study are interested in academic outcomes when students are given similar interventions. Yeager et al. (2016) showed that mindset interventions improve academic outcome such as increased course grades. Even educational interventions such as tutoring are considered helpful for building academic resilience in students and increasing learning outcomes. What matters is that these interventions can help teachers foster growth mindset and build self-efficacy in students. Further study into what interventions will work for online students will help in fueling research in growth mindset development in the online setting.

Statement of the Problem

The key problem is that although many factors affect low-income, minority students taking high school courses online, their academic performance and self-efficacy may also be affected by their mindset (growth, fixed).

Purpose of the Research

Researcher’s aim is to develop an understanding of factors affecting learning outcomes for low-income, minority students taking high school courses online and who live in various parts of the United States; the aim is to study growth-mindset interventions that may help to increase academic outcomes and self-efficacy scores. This study will provide a quantitative analysis with descriptive statistics for explaining situations and variables affecting learner’s attitudes and learner outcomes.

Research Questions and Hypotheses

The researcher is interested in exploring how mindset (growth or fixed) affects student / learner outcomes. How much does mindset (growth or fixed) affect learner outcomes? What is the relationship between mindset (growth / fixed) and academic achievement and mindset (growth / fixed) and self-efficacy?

Hypotheses

H0: Scores related to online students’ self-efficacy are not affected in an online course of study created for teaching growth vs. fixed mindset principles.

H1: Scores related to online students’ self-efficacy are affected in an online course of study created for teaching growth vs. mixed mindset principles.

H0: Scores related to academic success are not affected by an online course of study created for teaching growth vs. fixed mindset principles

H1: Scores related to academic success are affected by an online course of study created for teaching growth vs. fixed mindset principles.

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