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Agenda

Agenda. Review assignment five Presenting data Reporting research Tables and figures. Univariate description and recoding. Bivariate relationship. Educational level and newspaper reading.  2 ( 6, N=12,275) = 317.79, p < .001  = .18, p < .001. Elaboration.

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Agenda

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  1. Agenda • Review assignment five • Presenting data • Reporting research • Tables and figures

  2. Univariate descriptionand recoding

  3. Bivariate relationship • Educational level and newspaper reading

  4. 2 (6, N=12,275) = 317.79, p < .001  = .18, p < .001

  5. Elaboration • Does gender explain the relationship?

  6. 2 (2, N=12,310) = 42.67, p < .001 Cramer’s V= .06, p < .001

  7. 2 (2, N= 16,748 ) = 82.83, p < .001 Cramer’s V = .06, p < .001

  8. Male: 2 (6, N=5,239) = 244.73, p < .001  = .25, p < .001 Female: 2 (6, N=7,036) = 104.27, p < .001  = .12, p < .001

  9. Elaboration, cont. • Does age condition the relationship?

  10. 31 or younger: 2 (6, N=3,298) = 92.02, p < .001  = .19, p < .001 32-42: 2 (6, N=2,987) = 117.99, p < .001  = .22, p < .001 43-58: 2 (6, N=2,925) = 158.31, p < .001  = .28, p < .001 59 or older: 2 (6, N=3,029) = 216.01, p < .001  = .41, p < .001

  11. Elaboration, cont. • Does the relationship operate through ability to read?

  12. 2 (6, N=11,627) = 2864.51, p < .001  = .56, p < .001

  13. 2 (4, N= 11,622 ) = 310.87, p < .001  = .23, p < .001

  14. Five or fewer: 2 (6, N=4,514) = 83.50, p < .001  = .13, p < .001 Six or seven: 2 (6, N=4,337) = 20.66, p < .01  = .03, ns Eight or more: 2 (6, N=2,750) = 15.34, p < .05  = .06, p < .05

  15. Education Newspaper reading Wordsum

  16. Presenting results • Report writing • Tables • Graphical representations

  17. Report writing • Usual guidelines for good expository writing apply • Organize your ideas • Be selective • Be brief • Know your audience • Draft and re-draft

  18. Outline for an article • Introduction • Problem and main point • Background and significance • Review of literature • Hypotheses • Methods • Design, sample, measures • Results • Selected tables (e.g., 1-3) • Discussion • Main findings, limitations, and implications

  19. Introduction Conclusion Hypothesis Revision or Expansion of Hypothesis Review Discussion Research Design Definition of Test Inference Methods Results Development of Measures Data Analysis Methods Observation Data Collection

  20. Tables • Should be necessary to relate the findings • Should be clear and understandable • Should stand on their own • But always refer to and explain in text

  21. Effective tables • Uncluttered • Clear titles and labels • Variable labels covey both meaning and direction of measures • Consistent design across full set of tables in a given article • Follow APA Guidelines • Not merely cut and pasted from statistical output

  22. Figures • Should be necessary to relate the findings • Should be clear, accurate and understandable • Much less common than tables

  23. Skyrocketing Computer Adoption

  24. 65 60 Skyrocketing Computer Adoption 55 50 45 40 Feb 00 Apr 00 Jun 00 Feb 01 Apr 01 Jun 01 Date

  25. 65 60 Skyrocketing Computer Adoption 55 50 45 40 Feb 00 Apr 00 Jun 00 Feb 01 Apr 01 Jun 01 Date

  26. 100 80 Percent Computer Adoption 60 40 20 0 Feb 00 Apr 00 Jun 00 Feb 01 Apr 01 Jun 01 Date

  27. Common errors • Missing zero on vertical axis • Distorted horizontal axis • False proportions • Confusing labels and legend • Distorted axes • Edward Tufte recommends a 2 x 3 aspect ratio (i.e., horizontal dimension roughly 50% longer than vertical dimension)

  28. For Thursday • Last class! • Professional norms, practices and processes • Sieber (1998) “Planning ethically responsible research” • Wrap up

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