From Previous assignments..............See attachment Will send some info from previous work.

1. Due Thursday

Last week you completed the hypothesis test application, where you reviewed each of the common statistical tests in detail. Refer to the information from that assignment and the data you have been working with throughout this course.

Write a 250- to 300-word response to the following:

• Which statistical test would be most appropriate for your variables? Why?

Include your own experience as well as 2 citations that align with or contradict your comments as sourced from peer-reviewed academic journals, industry publications, books, and/or other sources. Cite your sources according to APA guidelines. If you found information that contradicts your experience, explain why you agree or disagree with the information.

Due Monday 

Review your classmates’ initial post and provide additional information and/or insights related to the examples they offered. You should respond to at least one classmate in a minimum of 150 words.

Respond to Jalen

The choice of an appropriate statistical test depends on the nature of the variables involved and the research questions being addressed. From my experience, when analyzing relationships between categorical variables—such as gender and whether someone prefers online or in-person learning— a chi-square test of independence is most suitable. This test evaluates whether there is a significant association between the two categorical variables without assuming any specific relationship pattern.

For continuous variables, like age and income, correlation analysis, such as Pearson’s correlation coefficient, can measure the strength and direction of the linear relationship between them. If I need to compare the means of a continuous variable across two groups, such as test scores between different teaching methods, an independent samples t-test would be appropriate.

Frankfort-Nachmias and Leon-Guerrero (2021) emphasize that selecting the correct statistical test hinges on understanding the measurement level of the variables involved. They highlight that using the wrong test can lead to invalid conclusions, which I have found true in practice. Conversely, Salkind and Frey (2019) warn that misapplication of statistical tests often stems from confusion about variable types, which can compromise research validity. I agree with their perspective, as clear understanding of data types is essential for accurate analysis.

In summary, for categorical data, I typically use chi-square tests; for continuous data, correlation or t-tests are appropriate depending on the research aim. Both sources reinforce that proper test selection is vital to obtain valid, reliable results, aligning with my own experience in conducting statistical analyses.

References

Frankfort-Nachmias, C., & Leon-Guerrero, A. (2021). Social statistics for a diverse society (9th ed.). SAGE Publications.

Salkind, N. J., & Frey, B. B. (2019). Statistics for people who (think they) hate statistics (7th ed.). SAGE Publications.

2.  Due Saturday

Providing scholarly support for your research project is a necessary part of the process. Find two scholarly sources that offer additional insight into your course project/mock study research topic (as defined by the research question and/or hypothesis you’ve been working with throughout this course).

Write a 250- to 300-word response to the following:

• Briefly summarize each article and explain why each is relevant to your project.

Include 2 citations from peer-reviewed academic journals, industry publications, books, and/or other sources. Cite your sources according to APA guidelines. 

Due Monday 

Review your classmates’ initial posts and respond to least one classmate by providing one additional source (with a brief summary) to support their topic. 

Respond to Derrick

Topic: The Role of Leadership in Curriculum Design and Instructional Strategies to

Enhance Retention and Academic Success of Underrepresented and Marginalized

Students in Higher Education

Higher education institutions play a crucial role in supporting underrepresented

students' academic success and persistence. Leadership plays a vital role in developing inclusive, equitable, and culturally responsive curriculum design and instructional strategies. Effective leadership fosters an institutional climate that prioritizes student-centered learning and addresses achievement gaps. Two recent scholarly sources support the connection between leadership, inclusive curriculum practices, and academic success of underrepresented students, highlighting the impact of innovative instructional strategies and intentional program design on retention and success.

1. Paul, C. A., & Webb, D. J. (2024). Course Deficit Model and the CLASP Curriculum: Examining Equity and Graduation Rates at Two Institutions. arXiv preprint arXiv:2408.11964.

The study by Paul and Webb (2024) evaluates the Collaborative Learning through Active Sense-Making in Physics (CLASP) curriculum at two universities. The research shows that students in the CLASP program, particularly those from historically marginalized backgrounds, have lower dropout and failure rates compared to traditional courses. The study also found that those who engaged in the CLASP curriculum were more likely to graduate in STEM fields. The research emphasizes the importance of leadership in adopting and scaling evidence-based, equity-focused instructional models that promote active learning and inclusivity. The study highlights the need for leadership support in adopting and scaling equity-centered curriculum reforms across institutions, providing resources, training, and institutional encouragement to shift teaching cultures and ensure faculty buy-in. The study is relevant to the research project because it demonstrates a clear link between curriculum innovation, supported by institutional leadership, and improved academic outcomes for underrepresented students.

  2. Theobald, E. J., Hill, M. J., Tran, E., Agrawal, S., Arroyo, E. N., Behling, S., ... & Freeman, S. (2020). Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math. Proceedings of the National Academy of Sciences, 117(12), 6476–6483. https://doi.org/10.1073/pnas.1916903117

Theobald et al.'s (2020) Analyzing data from 42 studies across numerous institutions. Meta-analysis found that active learning significantly improved outcomes for all students, with the most significant gains seen among underrepresented groups. The study found that achievement gaps in exam scores were reduced by 33% and course failure rates by 45% when active learning methods were used. The authors advocate for systemic change, arguing that leadership in higher education must prioritize inclusive pedagogies to dismantle structural barriers that hinder student success. This article is relevant to the project as it underscores the importance of strategic leadership in instructional design, ensuring teaching methods foster equity, promote engagement, and are responsive to diverse student needs. The "heads-and-hearts" hypothesis suggests that meaningful reductions in achievement gaps occur when course designs combine deliberate practice with inclusive teaching. This research highlights the importance of leadership in implementing active learning strategies to promote equity in higher education, directly supporting the project's focus on instructional strategies that enhance retention and academic success for marginalized students.

Both The articles emphasize the importance of leadership in driving curriculum and instructional reforms that directly impact student retention and academic success. They suggest that culturally responsive and active learning-based instruction, guided by committed institutional leadership, is crucial in closing equity gaps in higher education, especially as institutions serve diverse student populations.

References

Paul, C. A., & Webb, D. J. (2024). Course deficit model and the CLASP curriculum: Examining equity and graduation rates at two institutions. arXiv preprint arXiv:2408.11964. https://arxiv.org/abs/2408.11964

 Theobald, E. J., Hill, M. J., Tran, E., Agrawal, S., Arroyo, E. N., Behling, S., ... & Freeman, S. (2020). Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math. Proceedings of the National Academy of Sciences, 117(12), 6476–6483. https://doi.org/10.1073/pnas.1916903117