SWRS 205 Research Methods & Data Analysis

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HOWARD UNIVERSITY SCHOOL OF SOCIAL WORK

Research Methods & Data Analysis: SWRS 205-03

COURSE INFORMATION

Format: Online
Learning Management System (LMS): Canvas
Weekdays: Mondays
Time: 7:30p EST – 8:50p EST/6:30p CST – 7:50p CST (1 hour, 20 minutes)

COURSE INSTRUCTOR

Tiffanie Victoria Jones, PhD, LMSW

Contact: Canvas inbox
Office Hours: By appointment through Canvas inbox

COURSE OVERVIEW

Professional social work practice requires competencies that promote human and community well-being. This
course is one of two required research courses toward the MSW degree that develop competencies critical to
social work practice. This course is designed to introduce students to the logical, analytical framework of
research, as well as statistical skills and data analysis procedures, which can be used to enhance
assessment, planning, execution, and evaluation of interventions in social work practice.

The content of this course is guided by the standards of the major accrediting body for social work education
(CSWE), the Black Perspective, the ethics and values of professional social work associations, and the
principles of logic and scientific inquiry. Application of Black Perspective principles to the learning experiences
of this course means that students examine the current and past roles that research has played in oppressed
and underserved communities in American society. Understanding the role of scientific knowledge can then
be used to promote social and economic justice in oppressed and underserved communities.

BLACK PERSPECTIVE

The Black Perspective is an expression of the guiding philosophy of the School of Social Work. The Black
Perspective is an affirmation of the strengths, diversity, and contributions of African Americans and people
of African ancestry. The Black Perspective is a distinctive but not monolithic stance that celebrates the
richness, productivity and vigor of the lives of African Americans and people of African ancestry. Because
the Black Perspective is an affirmation of strength, it insists on utilizing a strengths-based and
empowerment approach to respond to and eliminate oppression in all forms as experienced by diverse
groups of people. As a positive and vivifying stance, the Black Perspective is not exclusionary but instead
promotes social justice and respect for diverse cultures within the United States and the global community.

COURSE OBJECTIVES

The primary objectives of this course are to provide:

1. Knowledge of the methods and procedures of scientific problem-solving
2. Knowledge of the similarities and differences between problem-solving within the
context of research and problem-solving in research-informed social work practice
3. Awareness of the potential hazards and risks research procedures may have for
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clients/research subjects, particularly for people of color

4. Skills for identifying and evaluating research evidence that informs social work practice
5. Skills in the critical appraisal of the questions, methods, and findings of empirical studies that
influence research-informed social work practice
6. Knowledge and skills of various univariate and bivariate statistical methods that enable students to
evaluate their data, analyze their research questions and hypotheses, and report their study findings

EDUCATIONAL OUTCOMES

At the end of the course, students should be able to:

1. Develop a proposal for a researchable social work practice related topic
2. Design an appropriate methodology to examine research questions, including methods for the collection and
analysis of data
3. Critically assess the strengths, limitations, and areas for future research of published, practice-related
research articles
4. Apply the values of the social work profession and the Black Perspective in assessing the benefits and
hazards of research designs for human subjects, particularly for people of color and vulnerable populations
5. Choose and utilize a statistical technique appropriate for examining their research questions and hypotheses
and write their research report

CORE COMPETENCIES

The Council on Social Work Education (CSWE) is the major accrediting body for social work educational
programs in the United States. CSWE mandates Educational Policy and Accreditation Standards (EPAS)
which must be met for a program to receive reaffirmation of its accreditation. The educational program of
the Howard University School of Social Work is competency-based and designed around learning
experiences that promote the integration of dimensions such as knowledge, skills, values, and cognitive and
affective processes. Through the Master of Social Work (MSW) curriculum, students are expected to
achieve competence in nine core areas:

1. Demonstrate Ethical and Professional Behavior

2. Advance Human Rights and Social, Racial, Economic, and Environmental Justice
3. Engage Anti-Racism, Diversity, Equity, and Inclusion (ADEI) in Practice
4. Engage in Practice-informed Research and Research-informed Practice
5. Engage in Policy Practice
6. Engage with Individuals, Families, Groups, Organizations, and Communities
7. Assess Individuals, Families, Groups, Organizations, and Communities
8. Intervene with Individuals, Families, Groups, Organizations, and Communities
9. Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities

The competencies specifically addressed in this course are listed in Table 1 along with the requisite
course content, activities, readings and assignments, and dimensions highlighted for each competence.
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Table 1. Competencies Addressed in this Course

Core Competencies and Description Course Content Relevant Dimensions Location in

to Dimensions* That Syllabus
Comprise the
Competency

1: Demonstrate Ethical and Professional Behavior Online Ethics Course (CITI) K, S, V, C/A Week 3
Social workers understand the value base of the
profession and its ethical standards, as well as relevant
laws and regulations that may impact practice at the
micro, mezzo, and macro levels. Social workers
understand frameworks of ethical decision-making and
how to apply principles of critical thinking to those
frameworks in practice, research, and policy arenas.
Social workers recognize personal values and the
distinction between personal and professional values. Midterm K, S, V, C/A Week 8
They also understand how their personal experiences
and affective reactions influence their professional
judgment and behavior. Social workers understand the Mini Critical Analysis Assignment K, S, V, C/A Weeks 4 through 7
profession’s history, its mission, and the roles and
responsibilities of the profession. Social Workers also Canvas Engagement K, S, V, C/A Weeks 1 through
understand the role of other professions when engaged 15
in inter- professional teams. Social workers recognize the
importance of life-long learning and are committed to
continually updating their skills to ensure they are
relevant and effective. Social workers also understand
emerging forms of
technology and the ethical use of technology in social work
practice.
4. Engage in Practice-Informed Research Midterm K, S, V, C/A Week 8
Social workers understand quantitative and qualitative
research methods and their respective roles in advancing
a science of social work and in evaluating their practice.
Social workers know the principles of logic, scientific Mini Critical Analysis K, S, V, C/A Weeks 4 through 7
inquiry, and culturally informed and ethical approaches to Assignment
building knowledge. Social workers understand that
evidence that informs practice derives from multi-
disciplinary sources and multiple ways of knowing. They Research Proposal K, S Week 12
also understand the processes for translating research
findings into effective practice.
Group Data Analysis Report K, S Week 15

Canvas Engagement K, S, V, C/A Weeks 1 through

15
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TEXT AND READINGS

Required Textbooks

Abu-Bader, S. H. (2021). Using statistical methods in social science research with a complete SPSS guide
(3rd ed.). Oxford University Press.

Engel, R., & Schutt, R. (2017). The practice of research in social work (4th ed.). SAGE Publications,
Inc.

American Psychological Association. (2020). Publication manual of the American Psychological Association (7th
ed.). Author.

UNIVERSITY-BASED POLICIES

Class Attendance Restricted to Registered Students

Only students whose names appear on the official course roster are permitted to attend class meetings.
Students who are not registered are not permitted to attend or participate in course activities, cannot
submit course assignments, and will not receive a grade for this course. It is each student’s responsibility
to ensure that they are properly registered by the published registration deadline. Requests to add
courses after the deadline will not be considered.

Academic Code of Conduct

Howard University is a community of scholars composed of faculty and students, both of whom must hold
the pursuit of learning and search for truth in the highest regard. Such regard requires adherence to the
goal of unquestionable integrity and honesty in the discharge of teaching and learning responsibilities.
Such regard allows no place for academic dishonesty. To better assure the realization of this goal, any
student enrolled for study at the University may be disciplined for the academic infractions found in the
Student Handbook (Howard University Student H-Book). The entire Howard University Student H-Book
can be accessed here. Specifically, cheating “shall include (but is not limited to) utilization of the assistance
of any additional individual(s), organization, document, or other aid not specifically and expressly
authorized by the instructor or department involved. (Note: This infraction assumes that with the exception
of authorized group assignments or group take-home assignments, all course or program assignments
shall be completed by an individual student only without any consultation or collaboration with any other
individual, organization, or aid).” University-approved software is used to detect academic infractions; thus
students should be diligent in the proper documentation of all class materials.

Students should pay particular attention to plagiarism, cheating, and the usage of artificial intelligence aids.
Plagiarism, cheating, and the usage of artificial intelligence aids can result in heavy penalties, including
course failure and possible expulsion from the program. It is the student's responsibility to learn about
these dishonorable behaviors and what constitutes their usage. In accordance with the University’s policy
that cheating includes the use of additional aids not permitted by the professor, specifically, utilization of
artificial intelligence tools constitutes inappropriate collaboration. Students are expected to know the nature
of the tools that they choose to use to assist with the formatting of their assignments. (While there are
plenty of tools – some acceptable and some not – one example is Grammarly; Grammarly assists with
improving the grammar of a sentence, while Grammarly Go is an AI tool that constitutes cheating).
Ignorance of the act or the tool’s intention, as well as the detection tool’s “false positive” disclaimer will not
be acceptable excuses. If there is evidence to support cheating through the AI detection tool, Turnitin, or
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any other University- approved software, it will be the student’s responsibility to prove that no such act of
dishonor occurred.

Special Student Services

Howard University is committed to providing access and reasonable accommodations to persons with
documented disabilities in accordance with the American with Disabilities Act (ADA) of 1990, section 504 of
the Rehabilitation Act of 1973, and other pertinent federal, state, and local disability and antidiscrimination
laws. The University, through its disability services in the Office of Student Services, will coordinate support
services to assist students with disabilities to maximize their educational potential through their awareness
of available services. Students who need accommodations relative to their disabilities and assistance in
their academic program of study must officially notify the Office of Special Student Services at the time of
initial enrollment or at any time during their enrollment at Howard University. It is strongly encouraged that
students with disabilities contact the OSS at the beginning of the academic year to ensure that appropriate
services can be established. Although students can request accommodations at any time, it is advisable to
request them as early as a problem that could impair learning is recognized. The Office of Student Services
will inform the student of all policies, procedures, requirements, and documentation needed to secure
accommodations in accordance with ADA regulations. (Refer to the Howard University Student H-Book
here.) Additional information is available at 202-238-2420 or the following website:
https://studentaffairs.howard.edu/diversity-incluison/disability-services. After receiving accommodations from
OSS, students should inform and provide appropriate documentation to the course instructor within the first
week of class. Students may also consult with their assigned academic advisor or the Office of the
Associate Dean at (202-806-7300).

Statement on Sex and Gender-Based Discrimination, Harassment and Violence

Howard University’s Policy Prohibiting Sex and Gender-Based Discrimination, Sexual Misconduct and
Retaliation (aka, the Title IX Policy) prohibits discrimination, harassment, and violence based on sex,
gender, gender expression, gender identity, sexual orientation, pregnancy, or marital status. With the
exception of certain employees designated as confidential, note that all Howard University employees –
including all faculty members – are required to report any information they receive regarding known or
suspected prohibited conduct under the Title IX Policy to the Title IX Office ([email protected] or 202-806-
2550), regardless of how they learn of it. For confidential support and assistance, you may contact the
Interpersonal Violence Prevention Program (202-836-1401) or the University Counseling Service (202-806-
7540). To learn more about your rights, resources, and options for reporting and/or seeking confidential
support services (including additional confidential resources, both on and off campus), visit
titleix.howard.edu.

Howard University Policy on Equal Opportunity

Howard University does not discriminate on the basis of race, color, national or ethnic origin, sex, marital
status, religion, handicap, age, sexual preference, political affiliation, or any other status as is prohibited by
Federal or District of Columbia law. This policy covers administration of the University’s educational policies,
admission policies, scholarship and loan programs, and other University-administered programs and
employment. Inquiries regarding provisions for students with disabilities, equal opportunity, and Title X
should be addressed to the following offices: Disability Services, https://studentaffairs.howard.edu/diversity-
inclusion/disability- services; Office of Student Affairs, https://studentaffairs.howard.edu; and Title IV and
EEO, https://www2.howard.edu/sites/default/files/EEO%20and%20Title%20IX%20-
%20Where%20to%20Report.pdf.
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COURSE ENVIRONMENT

Writing Matters

Writing is an essential tool for thinking and communicating in virtually every discipline and profession. It is critical to
develop strong writing skills. Therefore, in this course it is expected that you produce writing that is not only
thoughtful and accurate but also organized, clear, grammatical, and consistent with the conventions of the field.
Writing that does not meet these standards may result in deducted points, or students may be asked to submit a
revision. Two texts that can assist in this area are:

American Psychological Association (2020). Publication manual of the American Psychological Association
(7th ed.). Author.

Szuchman, L. T., & Thomlison, B. (2007). Writing with style: APA style for social work (3rd ed.). Wadsworth
Publishing.

For additional information on APA formatting and style, see http://owl.english.purdue.edu/owl/resource/560/01/.

Management, Completion, and Submission of Assignments

Standards of presentation will be strictly enforced to foster the development of good academic and
professional habits. All papers and written work are to be completed on a computer. Papers must be
academically sound and presented professionally.

To reinforce professional development, assignments will be judged on clarity of writing, clear organization of
ideas, ability to incorporate class readings and lectures, demonstration of additional research, and analysis
of content. All assignments should be written using the most current version of the APA Manual (see Writing
Matters section, above), unless otherwise specified. Final grade determinations are in accordance with the
Student Manual. Incomplete grades are given only in extenuating circumstances (see H-Book).

Additionally, all assignments are expected to be completed by the deadline. Late assignments will not be
accepted unless the student has requested and received an extension from the instructor at the
latest, 24 hours prior to the assignment’s deadline. If an assignment is submitted within 24 hours
following the due date, the assignment will be graded with a five-point deduction. Beyond that,
barring documented emergencies, approved extended assignments will begin scoring at 85%, which
includes a 15-point deduction for late submission, and must be submitted within four days from the due
date. (This policy does not apply to the last assignment, which does not permit a late submission).

Mutual Aid

The exchange of telephone numbers/email addresses with at least two cohorts is strongly recommended
for keeping up with assignments if you do have to miss a class (absence is not an acceptable excuse for
not knowing or accomplishing tasks). Students may request a recording of synchronous class sessions from
faculty.

Shared Client and Agency Information

Students must protect client confidentiality in the classroom, in assignments, and in the field agency. All
identifying information about clients must be disguised or eliminated in classroom assignments. Students
must disguise the identity of clients in written assignments, including changing the name of the client.
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Online Learning Environment

Within the Howard University School of Social Work, a positive learning environment in the online classroom
is critical to student success. Thus, all students are required to conduct themselves in a manner that
respects members of the class, both individually and collectively. Additionally, the use of additional
technology unrelated to the specific class activity is not allowed. Specifically, accessing social networking
sites and other unrelated Internet sites during class is not allowed. As well, students are only permitted
to post on social media sites any class photographs or video clips with approval from the instructor and other
students in class. A detailed outline of class expectations is posted on Canvas.

Class Attendance

It is expected that students will arrive to class on time, attend each class session, remain the entire class
period, and be prepared to discuss the scheduled topics and readings. Students must be clearly visible
during class sessions with no obvious distractions, including but not limited to, other people and animals.
Missing class will impact the class Canvas Engagement grade adversely. If a student cannot attend a class,
he or she should inform the instructor by email in advance if possible.

Instructional Methods

Several methods will be used throughout the semester. Please check the course calendar at the end of the
syllabus and monitor announcements from the instructor via Canvas.

● Lecture presentations by the professor

● Reading and research assignments (including regular review of research articles)
● Writing assignments
● Peer support and learning
● Use of CANVAS to complete assignments
● Discussions
● Skills demonstrations

EVALUATION OF STUDENT PERFORMANCE

The final grade each student receives in this course is determined by the evaluations of performance
on the performance measures listed below. The final grade is a summary score.

Grading Criteria

A = 90–100%, B = 80–89%, C = 70–79%, D = 60–69%, F = < 60%

Assignment Points Weights (%)

1. Canvas Engagement 10 10
2. Online Ethics Course (CITI) 100 10
3. Three Mini Critical Analysis Assignments 3 x 25 15
4. Midterm 100 15
5. Research Proposal 100 25
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6. Small Group Data Analysis Report 100 25

Description of Assignments, Examinations, and Papers

All assignments and papers must be submitted on Canvas. They must follow APA formatting unless otherwise
specified by the instructor.

1. Canvas Engagement

Students are expected to complete weekly readings and async content, as well as participate in the weekly
synchronous lab session. Canvas engagement will consist of the student’s active engagement in the Canvas
classroom and active attendance in the virtual sessions. Progress with async content will be assessed through
Canvas Analytics, which reports how many times the student participates in the async activities. These are
documented in Canvas as “participations.” Engagement on Canvas is worth 75% of the Canvas engagement
grade. Active attendance in the virtual sessions – this includes meaningful engagement in the class with the video
on throughout the session – will be worth 25% of the Canvas engagement grade. All Canvas module work must be
submitted during the second to last week of class.
Engagement counts will be assessed according to the following:
o 0-50 participations = 1 point
o 51-100 participations = 4 points
o 101-150 participations = 7 points
o >151 participations = 10 points

2. Online Ethics Course (CITI)

This assignment provides students with an understanding of the ethics involved in the research process.
Students will complete all the modules for the online ethics course entitled “Social/Humanistic/Behavioral
Research” offered through the CITI training program related to the university’s Institutional Review Board
(IRB). Following completion of the training, students will upload their score report, which contains a list of all
the modules completed and their corresponding scores. This report will serve as the grade for this
assignment. Do not upload the certificate. Please take great care in completing the correct course – the full,
basic course for group 2 – with all modules.

(Students may be permitted to take the refresher course only if they have already taken the full, basic
course with the same modules at another institution, and their certificate only needs to be renewed; if this is
the case, please upload both the score report with the original modules and the current refresher course
score report. If the previous certificate, which contains the same modules, is not due for renewal, that score
report may be uploaded, without taking a refresher course).

Incorrect courses, refresher courses with no basic course completion, incomplete courses, certificate
uploads only, or any other submission outside of the required course modules and score report submission
will result in a failing grade for this assignment. Please see the following instructions for accessing the
online ethics course.

A. Click the following link. https://www.citiprogram.org/index.cfm?pageID=14

B. Register for a new account or login with your information.
C. Add an affiliation.
D. Check terms and conditions and affiliate boxes.
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E. Click “Continue.”
F. Complete identifying information.
G. Select the following responses to gain access to the course:
• Question 1: Group 2
• Question 2: I have not previously completed an approved basic course.
• Question 3: Skip this question.
• Question 4: Not at this time.
• Question 5: I am not required…
• Question 6: Not at this time.
• Question 7: No
• Question 8-11: Not at this time.
• Question 12: No
H. Click submit.
I. Begin the modules.
J. After completing the modules, download your score report, and upload it as an assignment.

3. Mini Critical Assignments

Students are expected to complete three mini critical assignments that will help them understand how to access
and review research articles in their area of interest. Each mini critical assignment will require a new article for a
total of three articles. Part one of each analysis is to be completed and submitted on or before the due date, as it
will be graded. Part two of each analysis will be completed in the lab for that week’s due date and will not be
graded. Be prepared to complete and discuss this portion of your assignment during the lab. The analyses are as
follows:

Critical Analysis # 1 Introduction – (25 Points)

Part One: (to be completed and submitted by the due date)

Research consists of various components, including a research design, research questions, variables, and
information for those variables, amongst other components. Briefly review these components in the selected article
to answer the following questions:

1. Include the APA citation and article link here. The link should open directly to the article.
2. What type of research design did the author(s) use? If no research design was identified, then tell whether
the article utilizes a quantitative or qualitative research design and why?
3. Select only one research question to discuss. What is the research question?
4. State your study’s research hypothesis.
5. For the selected hypothesis, identify only one of the IVs.
6. Is the IV categorical or continuous? Explain your response.
7. What is the level of measurement for the IV? How do you know?
8. For the selected hypothesis, identify only one of the DVs.
9. Is the DV categorical or continuous? Explain your response.
10. What is the level of measurement for the DV? How do you know?
Part Two: (to be completed during the lab)

Now think about your research proposal to answer these questions. Remember, for your research question, you will
propose a bivariate relationship, so you will present only one IV and one DV.
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1. Discuss the quantitative research design. What are its nuances that distinguish it from a qualitative design?
2. What is the research question?
3. State your study’s research hypothesis.
4. For your proposed hypothesis, identify the IV.
5. Is the IV categorical or continuous? Explain your response.
6. What is the level of measurement for the IV? How do you know?
7. For your proposed hypothesis, identify the DV.
8. Is the DV categorical or continuous? Explain your response.
9. What is the level of measurement for the DV? How do you know?
Critical Analysis # 2 Sample – (25 Points)

Part One: (to be completed and submitted by the due date)

Researchers must be thoughtful in how they determine who participates in their studies. Briefly review the sampling
methods in your article to answer the following questions:

1. Include the APA citation and article link here. The link should open directly to the article.
2. Who is the target population?
3. What is the n?
4. Briefly describe the sampling method – probability or non-probability – that is used in your article? How do
you know?
5. What specific type of probability or non-probability sampling method is used? How do you know?
Part Two: (to be completed during the lab)

Thinking about your research proposal, answer the following questions about your sampling plan.

1. Who is the target population?

2. What will your n be?
3. Briefly describe the sampling method – probability or non-probability – that you will use to select your
sample.
4. What specific type of probability or non-probability sampling method will you propose? Explain your
response.
Critical Analysis # 3 Data Collection – (25 Points)

Part One: (to be completed and submitted by the due date)

Researchers must gather data from their study participants to answer research questions. This is called primary data
collection. What data collection method was used by the researchers in the article you selected? Briefly review how
the data was collected in your article to answer the following questions:

1. Include the APA citation and article link here. The link should open directly to the article.
2. Identify one IV in the study.
3. How was the IV operationalized by the researchers? In other words, how did the researchers measure the
IV?
4. For interval/ratio level scaled IV, present the title of the scale, author, range of scores, the psychometric
properties, and the interpretation of the scores.
5. Identify one DV in the study.
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6. How was the DV operationalized by the researchers? In other words, how did the researchers measure the
DV?
7. For interval/ratio level scaled DV, present the title of the scale, author, range of scores, the psychometric
properties, and the interpretation of the scores.
8. How was the survey data collected (ie. mail, telephone, internet)?

Part Two: (to be completed during the lab)

Now think about your research proposal to answer these questions. Remember, for your research question, you will
propose a bivariate relationship, so you will present only one IV and one DV.

1. Identify the IV in the study.

2. How will you operationalize the IV? In other words, how will you measure the IV?
3. For an interval/ratio level scaled IV, present the title of the scale, author, range of scores, the psychometric
properties, and the interpretation of the scores.
4. Identify the DV in the study.
5. How will you operationalize the DV? In other words, how will you measure the DV?
6. For an interval/ratio level scaled DV, present the title of the scale, author, range of scores, the psychometric
properties, and the interpretation of the scores.
7. Describe how you would collect survey data (ie. mail, telephone, internet) and why.
Critical Analysis # 4 - Data Analysis - (Class Assignment)

There are two major types of analyses that researchers must undertake for quantitative data: descriptive statistics
and inferential statistics. What data analysis techniques were used in the article you selected? Review your article’s
information about the characteristics of the sample participants and the study results/findings to answer the following
questions:

1. Include the APA citation and article link here. The link should open directly to the article.
2. What descriptive statistics are reported in the article?
3. What is/are the appropriate measure(s) of central tendency to report for the IV? How do you know?
4. What is/are the appropriate measure(s) of variability to report for the IV? How do you know?
5. What is/are the appropriate measure(s) of central tendency to report for the DV? How do you know?
6. What is/are the appropriate measure(s) of variability to report for the DV? How do you know?
7. Identify one type of inferential statistic conducted in the study.
Thinking about your research proposal, answer the following questions about your plan to incorporate descriptive and
inferential statistics for data analysis. Remember, for your research question, you will propose a bivariate
relationship, so you will present only one IV and one DV.

1. What descriptive statistics do you plan to conduct? Explain.

2. What is/are the appropriate measure(s) of central tendency to report for the IV? Explain your response.
3. What is/are the appropriate measure(s) of variability to report for the IV? Explain your response.
4. What is/are the appropriate measure(s) of central tendency to report for the DV? Explain your response.
5. What is/are the appropriate measure(s) of variability to report for the DV? Explain your response.
6. Identify your inferential statistic. Why is it appropriate?
4. Midterm
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A midterm exam will directly relate to materials covered in the classroom discussions, lectures, and reading
assignments. The midterm covers content from Weeks 1–7.

5. Research Proposal

A research proposal is a paper that proposes an experiment to examine an aspect of social work practice by
using scientific methods to gather empirical evidence to answer research questions. A research proposal is
not a research report. The final assignment asks you to propose a primary research experiment in your area
of interest. The sections to be included, as well as their descriptions, are as follows:

❖ Cover page
❖ Abstract
❖ Introduction
❖ Literature review
❖ Research methods
❖ Limitations of study
❖ References
❖ Appendices

1. The cover page includes the APA 7th edition requirements for the student cover page.
2. The abstract consists of a brief statement about the type of research study, problem to be
studied, specific aims/objectives of the study, research methodology, and anticipated
implications.
3. The introduction consists of the following:
❖ The problem statement presents the dependent and independent variables and includes the
background of the problem. This discussion should include historical factors contributing to the
problem; the local and national scope of the problem; and relevant statistics. The problem
statement also identifies the two study variables.
❖ Specific aims/objectives of the proposed research – this section presents the study purpose,
which is directly aligned with the goals of the research design.
❖ Research question – what is the question that the proposed research seeks to answer?
❖ Hypotheses will include both the null and alternative hypotheses.
❖ The significance of the study to social work practice will address the ways that the proposed
study can positively impact social work practice.
4. The literature review will present the major themes from the scholarship on the topic. This document
conceptually defines the variable(s) under study and strategically presents recent, relevant research. Students
will be expected to demonstrate proficiency in writing the literature review in a brief writing sample on the
midterm exam. This write-up should present the results of the student’s search for existing evidence and
information on his or her research topic using a certain set of skills. These skills include the following:
extracting themes for the topic; synthesizing information; and analyzing synthesized information. Students will
be expected to present an introduction paragraph for the literature review and one themed body paragraph,
providing a sample demonstration of these skills.
5. Research methodology covers the following:
❖ Research design – this section will discuss the nuances of the study design and its application to the
research question.
❖ Both the independent and dependent variables will be presented again, along with their
operational definitions and their levels of measurement.
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❖ Data collection methods will include administrative procedures, measurements, their titles, psychometric
characteristics, scales, range of scores, and examples of items. This section should include a detailed
explanation of the appropriateness of the data collection methods selected.
❖ The sampling plan will include the sample, sampling size and its appropriateness, and sampling method.
This section should include a detailed explanation of the appropriateness of the sampling methods
selected.
❖ Data analysis methods will include descriptive statistics, hypothesis testing, and inferential statistics. This
section should include a detailed explanation of the appropriateness of the data analysis methods
selected.
6. Limitations of study include the areas of the methodology that can be improved in a future study of the same
nature.
7. APA style reference list should include all references used in the paper.
8. Appendices include an informed consent form, research instruments, and a detailed timetable/schedule,
including a Gantt chart or calendar of events.

The research proposal assignment must be written in APA style and shall be between 7 and 9 double-spaced pages
(excluding items 7-8) with one-inch margins and using a 12-point Times New Roman font. This paper must include
headings and sub-headings.

6. Small Group Data Analysis Report

Students will be expected to demonstrate beginning proficiency in univariate and bivariate data analysis
using the assigned data files in SPSS. The assignment will consist of descriptive statistics and hypothesis
testing. Students will work in small groups, in which each student will identify the portion of the assignment
they have completed. The assignment covers content from Weeks 7-13.
Groups will present the statistical results for each assigned relationship, in 5 to 7 pages. First, regarding descriptive
statistics, groups will report the appropriate measures of central tendency and measures of variability for all variables.
Groups will also present the appropriate graphs for each variable.
Next, regarding inferential statistics, students will conduct hypothesis testing on two assigned relationships. (Treat
each relationship separately). Examine the relationship between the assigned variables by writing out each step of
hypothesis testing and responding to each step. The steps of hypothesis testing should be completed and discussed
separately and presented in order. Be sure to inspect graphs for normal distributions and include histograms and q-q
plots in their appropriate step. Finally, along with the document, be sure to include the group log sheet attached for
each group member's specific contribution to the project. (Any project without all group members' detailed individual
contributions will receive a score of zero percent). Each student is expected to contribute the same amount of effort
to the project; students will be graded according to their documented effort to the project. (Typically, students receive
the same score, barring an unusual disparate work effort). Groups will be assigned weeks before the project is due.

COURSE CALENDAR

The following topics, assigned readings, and assignment due dates are subject to change. Any changes in the
course outline will be announced in class and/or on the digital campus. It is the responsibility of the student to
monitor and adhere to any and all such changes. The student is responsible for completing the assigned
readings by the date listed and is expected to be prepared to discuss the assigned readings in class on that
date. In the lab, students will be introduced to “Lab Spotlights” – brief mini-lectures on research topics that
give additional insight into the nuances of research methodology. The following describes the weekly outlines:
 SWRS 205 Research Methods & Data Analysis
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WEEK CONTENT ASSIGNMENT DUE

1 Introduction to the Research Methods

Topics:
1. Introduction, review of course syllabus, and
working with the digital campus
2. Everyday errors in reasoning
3. The social scientific approach
4. EBP- social work and the diverse, social world
5. Strengths and limitations of social work
research

2 The Process and Problems of Social Work Research

Topics:
1. Social work research questions and proposals
2. Foundations of social work strategies and
philosophies

Readings:
● Engle & Schutt, Chapter 1: Science, Society, and
Social Work Research, pp. 1–2; Chapter 2: The
Process and Problems of Social Work Research,
pp. 27– 46

3 NO CLASS: MEMORIAL DAY HOLIDAY—UNIVERSITY Online Ethics Course (CITI)

CLOSED due 24 hours after the Week 3
live session
The Process and Problems of Social Work Research

Topics:
3. Social work research questions and proposals
4. Foundations of social work strategies and
philosophies

Readings:
● Engle & Schutt, Chapter 1: Science, Society, and
Social Work Research, pp. 1–2; Chapter 2: The
Process and Problems of Social Work Research,
pp. 27– 46

4 Measurement Critical Analysis (Intro) due 24

hours after the Week 4 live
Topics: session
1. Concepts
2. Operationalization
 SWRS 205 Research Methods & Data Analysis
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3. Levels of measurement
4. Measurement error
5. Evaluating measures
6. Measurement in a diverse society

Readings:
● Engle & Schutt, Chapter 4: Measurement, pp. 71–
102; Appendix A

***
Lab Spotlight: The Problem Statement

5 Sampling

Topics:
1. Sample planning
2. Recruitment strategies with diverse
populations
3. Sampling methods
4. Sampling distributions

Readings
● Engle & Schutt, Chapter 5: Sampling,
pp. 103–134

***
Lab Spotlight: The Literature Review

6 Single-Subject and Survey Designs (Data Collection) Critical Analysis (Sampling)

due 24 hours after the Week 6
Topics: live session
1. Survey research in social work
2. Secondary data surveys
3. Survey research design in a diverse society
4. Ethical issues in single-subject designs and
survey

Readings
● Engle & Schutt, Chapter 9: Survey
Research, pp. 219–256

***
Lab Spotlights: Single-Subject Designs, Group Designs,
Causation

7 SPSS and Data Organization (Data Analysis) Critical Analysis (Data Collection)
due 24 hours after the Week 7
Topics: live session
1. Working with SPSS
2. Preparing data for data entry in SPSS
 SWRS 205 Research Methods & Data Analysis
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3. Data cleaning, recoding, and computing total

scores
4. Data organization, frequency tables, and
graphs

Readings
● Abu-Bader, Chapter 2: Creating SPSS Data
Files, pp. 27-64; Chapter 3: Data Organization
and Summary: Frequency Tables and Graphs,
pp. 69-100

8 SPSS and Data Organization (Data Analysis) Midterm due 24 hours after the
Week 8 live session
Topics:
1. Working with SPSS
2. Preparing data for data entry in SPSS
3. Data cleaning, recoding, and computing total
scores
4. Data organization, frequency tables, and
graphs

Readings
● Abu-Bader, Chapter 2: Creating SPSS Data
Files, pp. 27-64; Chapter 3: Data Organization
and Summary: Frequency Tables and Graphs,
pp. 69-100

9 NO CLASS: MENTAL HEALTH DAY—UNIVERSITY CLOSED

Descriptive Statistics

Topics:
1. Measures of central tendency
2. Measures of variability
3. Percentile

Readings
● Abu-Bader, Chapter 4: Descriptive Statistics:
Measures of Central Tendency, Variability, and
Percentiles, pp. 105-132

***
Lab Spotlight: Normality of Distributions

10 Descriptive Statistics

Topics:
1. Measures of central tendency
2. Measures of variability
3. Percentile
 SWRS 205 Research Methods & Data Analysis
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Readings
● Abu-Bader, Chapter 4: Descriptive Statistics:
Measures of Central Tendency, Variability, and
Percentiles, pp. 105-132

11 Hypothesis Testing

Topics:
1. Errors in hypothesis testing
2. Selecting a test statistic
3. Steps in hypothesis testing

Readings
● Abu-Bader, Chapter 6: Hypothesis Testing and
Selecting a Statistical Tests, pp. 169–192

12 Correlations and Associations Research Proposal due 24 hours

after the Week 12 live session
Topics:
1. Pearson’s r/Spearman’s rho correlation tests
2. Chi-square test of association

Readings
● Abu-Bader, Chapter 6: Hypothesis Testing and
Selecting a Statistical Tests, pp. 169–192; Chapter 7:
Bivariate Correlation: Pearson’s Product Moment
Correlation Coefficient, pp. 193–212; Chapter 11:
Chi- Square Test of Association, pp. 333–362

13 Means Comparison

Topics:
1. Independent t-test/Mann-Whitney U
2. Dependent t-test/Wilcoxin Signed Ranks

Readings
● Abu-Bader, Chapter 8: Independent t-Test, pp. 249-
261; Chapter 9: Dependent t-test, pp. 265-290
***
Lab Spotlight: One-way ANOVA/Kruskal-Wallis H

14 Qualitative Research Methods Canvas Engagement module

work due 24 hours after the
Topics: Week 14 live session
1. Features of qualitative research
2. Participant observation
3. Intensive interviewing
4. Focus groups
5. Midterm review
 SWRS 205 Research Methods & Data Analysis
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6. Qualitative data analysis

Readings
● Engle & Schutt, Chapter 10: Qualitative Methods,
pp. 257–291

***
Lab Spotlight: Questions to Ask About a Qualitative Research
Article and How to Read a Qualitative Research Article

15 Class Conclusion: Research Methods Review Small Group Data Analysis Report
due 24 hours after the Week 15
Topics: live session
1. Course evaluations
2. Review of research methods
3. Small group data analysis report

SUPPLEMENTARY TEXTS AND REFERENCES

Auerbach, C. F. & Silverstein, L. B. (2003). Qualitative data: An introduction to coding and analysis. New
York University Press.

Berg, B. L. & Lune, H. (2011). Qualitative research methods for the social sciences (8th ed.).
Pearson Higher Education.

Corbin, J. C. & Strauss, A. (2008). Basic of qualitative research (3rd ed.). SAGE Publications, Inc.

Creswell, J. (2013). Research design: Qualitative, quantitative, and mixed methods approaches
(4th ed.). SAGE Publications, Inc.

Cronk, B. C. (2016). How to use SPSS: A step-by-step guide to analysis and interpretation
(9th ed.). Pyrczak Publishing.

Gibbert, M., Ruigrok, W., & Wicki, B. (2008). What passes as a rigorous case study? Strategic Management Journal,
29, 1465–1474.

Grinnell, R. M. & Unrau, Y. A. (Eds.) (2005). Social work research and evaluation: Quantitative and
qualitative approaches (7th ed.). Oxford University Press.

Holcomb, Z. C. (2014). SPSS® basics: Techniques for a first course in statistics (5th ed.).
Pyrczak Publishing.

Holcomb, Z. C. (2014). Interpreting basic statistics: A guide and workbook based on excerpts from journal
articles (7th ed.). Pyrczak Publishing.

Howell, D. C. (2013). Statistical methods for psychology (8th ed.). Cengage Wadsworth.

Kellar, S. P. & Kelvin, E. (2013). Munro’s statistical methods for health care research
 SWRS 205 Research Methods & Data Analysis
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(6th ed.). Lippincott Williams and Wilkins.

Pyrczak, F. & Bruce, R. (2014). Writing empirical research reports (8th ed.). Pyrczak Publishing.

Rubin, A. & Babbie, E. (2017). Research methods for social work (9th ed.). Brooks/Cole.

Sieber, J. E. (1992). Planning ethically responsible research. SAGE Publications, Inc.

Siegel, S. & Castellan, N. J. (1988). Nonparametric statistics for the behavioral sciences
(2nd ed.). McGraw-Hill, Inc.

Weinbach, R. W. & Grinnell, R. M. (2014). Statistics for social workers (9th ed.). Pearson Higher
Education.

Willard, C. (2010). Statistical methods: A worktext approach. Pyrczak Publishing.

Yin, R. K. (2009). Case study research: Design and methods (4th ed., Vol. 5). SAGE Publications, Inc.