Team Project Assignments

Statistics Lab

t-tests

Each team will run an independent or dependent t-test (as appropriate) on the variables I tell them. See the bottom of this page.

 

Each team will create and submit two pptx slides: one slide for their t-test information and EXCEL graph, one slide for the relevant SPSS output with the numbers used hi-lighted. Make sure you include the SPSS output showing the means and SEMs used in your graph, and not just the t-test results. If doing an independent t-test, include the Levene's test results.

 

On the t-test slide, you are asked to report the statistical results in correct APA format. This is illustrated below:

 

Submit after you review your feedback from SPSS assignment 6.

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 t(df) = actual value for t, = the sig. value, d = the value for Cohen's d

 

e.g.  (36) = 4.43, p = .043, d = .34   Note that t, p, and d are italicized. Also, you can choose between reporting the actual sig. value, p >.05 or p<.05 as appropriate and whichever will look more impressive. Remind me to talk about this.

If you get a significant t-test, you must tell me the direction of the difference (who scored higher or lower). Do not just say that the groups are different.

 

Please see the sample pptx for what goes on the t-test slide. Note: the sample slide did not include Cohen's d, however, you must.

The video library has a clip on how to add SEMs (also called y-error bars) to graphs.

 

Please let me know if you have any questions!

 

Climate change: First, calculate the mean score for each participant's 6 answers to the question "To what extent do you try to minimize your use/consumption of each of the following". Then use a t-test to compare male and female participants to see if there is an effect of gender on resource use/consumption.

American immigrants: First, calculate the mean score for each participant's 7 answers to the question "Indicate the degree to which you agree or disagree with the following statements" where the statements were all very negative (e.g. The number of immigrants legally allowed to enter the United States is too high). Then, use a t-test to compare male and female participants to see if there is an effect of gender on negative perceptions of immigrants.

 

COVID vaccine and other mandates: First, calculate the mean score for each participant's 5 answers to the COVID-19 myths question (e.g. COVID-19 is no more dangerous than the flu). Then, use a t-test to compare male and female participants to see if there is an effect of gender on belief in COVID-19 myths.

 

Gun violence:  First, calculate the mean score for each participant's 5 answers to the question about gun restrictions (e.g. Except for hunting rifles, personal gun ownership should be completely banned). Then, use a t-test to compare male and female participants to see if there is an effect of gender on support for firearm restrictions.

 

Transgender participation in sports:  Each particpant indicated the extent to which they agreed with two statements: Transmen are discriminated against in the U.S. and Transwomen are discriminated against in the U.S.  Use a t-test to see if there is an effect of the gender of the transperson on the extent to which people believe they are disciminated against.

 

Perceptions of discrimination USA-UT-SUU:  First, calculate the mean score for each participant's 7 answers to the question about the severity of discrimination at SUU (e.g. Sex discrimination is a serious problem). Then, use a t-test to compare male and female participants to see if there is an effect of gender on the perception of discrimination at SUU.

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