DAT 530 Quantitative Research and Statistics
Research Project
The purpose of this project is to demonstrate proficiency with the selection and use of
statistical methods to answer a research question. Students will use real data to conduct
a correlation and regression analysis, which are primarily covered during week six
(chapters 14 & 15). Students must gather and use data already available in public
databases to answer a question of interest.
Potential sources for data:
U.S. Census Bureau has the results of the ongoing American Community Survey
at [Link]
Unicef State of the World’s Children statistics [Link]
PEW Internet and American Life Project
[Link]
U.S. Government Open Data Source: [Link]
Center for Disease Control, and World Health Organization also have great data
sets.
There are many others, so explore the internet by typing in “free online data.”
The best way to tackle this project is by the following steps:
1. The first task is to choose an idea or question to investigate. Students will need two
quantitative variables: an explanatory (independent) variable and a response
(dependent) variable. The explanatory (independent) variable (on the x axis) explains
the response (dependent) variable (on the y axis). For example, students could have any
of the following research questions:
Do obesity rates (explanatory) correlate with life expectancy (response)?
Do poverty rates (explanatory) correlate with high school graduation rates
(response)?
Does the percentage rate of gun ownership (explanatory) correlate with homicide
rates (response)?
Do college graduation rates (explanatory) correlate with median household
income (response)?
2. Next students will locate data. For purposes of this course, students do not need to
authenticate the data as the purpose is for learning and it is not a real study. Students
will need between 30 and 50 data points. A data point consists of an explanatory and
response variable – together they make the data point. (Hint: locating data via US
states provides just the right amount of data points, and locating data in the form of rates,
frequencies, or percentages is a good way to assure students have the correct type of data.)
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3. Next, students will utilize Microsoft Excel’s statistical functions to analyze and interpret
the data, including: Descriptive Statistics, Frequency Distribution, Histograms, Box
Plots, Scatter plot, Correlation, and Regression analyses.
Deliverables:
1. Power Point and Recorded Presentation of the findings
2. Excel file containing all calculations
Presentation Minimum Requirements:
The Power Point presentation must contain a minimum of the following (Note: it may
take additional slides, depending upon the project):
Introduction (name, class, etc.)
Clearly state the research question and what is being investigated
State the null and alternative hypotheses
Clearly define the population
Display the data
Display the descriptive statistics
Display the histograms and box plots and explain their shapes (skewness)
Explain the inferential/statistical analysis performed (Correlation &
Regression)
Display the scatter plot
Explain the results of the statistical analysis and if it was significant or not (It
might not be, and that is okay! About half the class will not find significance.)
Conclusion (Sum it all up)
Critical thinking! – Explain potential confounding or lurking variables (other
things that may be affecting the results) and make recommendations for
future research based on the results
References (where the data was obtained, course text, etc.)
Personal Reflection (Explain what was learned from doing this assignment –
not from the research)
The presentation must be recorded using an app such as MyScreenPal,
ScreenCastify, Zoom or GoogleMeet. Do not use the recording function
within PowerPoint to record your presentation.
This research project will be completed in stages (scaffolded) throughout the course
within the discussion forums.
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