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– 2 years ago **files (1)** – ## WEEK7PRICIPLEOFETHIC.docx **## WEEK7PRICIPLEOFETHIC.docx** WEEK 3 ASSIGNMENT TOPIC: **Abortion and Ethics** Instructions Return to the topic you chose in the week three assignment. Articulate a specific dilemma in a situation faced by a particular person based on tha…
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**files (1)**
– ## WEEK7PRICIPLEOFETHIC.docx
**## WEEK7PRICIPLEOFETHIC.docx**
WEEK 3 ASSIGNMENT TOPIC:
**Abortion and Ethics**
Instructions
Return to the topic you chose in the week three assignment. Articulate a specific dilemma in a situation faced by a particular person based on that topic. The situation can be real or fictional.
· Summarize the dilemma.
· Define any needed key terms associated with the dilemma.
· Analyze the conflicts or controversies involved in the dilemma.
Revise and rewrite based on any feedback you received in your previous draft (week three). Reference and discuss any professional code of ethics relevant to your topic such as the AMA code for doctors, the ANA code for nurses, etc. State whether and how your chosen topic involves any conflicts between professional and familial duties or conflicts between loyalty to self and loyalty to a community or nation.
What in your view is the most moral thing for that person to do in that dilemma? Why is that the most moral thing? Use moral values and logical reasoning to justify your answer
Next, apply the following:
· Aristotle’s Golden Mean to the dilemma
· Utilitarianism to the dilemma
· Natural Law ethics to the dilemma
Which of those three theories works best ethically speaking? Why that one?
Why do the other two not work or not work as well?
Is it the same as what you said is the most moral thing earlier? Why or why not?
Use the 5 articles from your annotated bibliography to support your answers. (Additional academic scholarly research from the past 5 years can be included as well.)
Include a reference page at the end of your paper in APA format that includes your bibliography with the annotations
**removed** and any other sources used in your final paper.
Odd to cite Esmer & Aribas when discussing abortion given that the authors are concerned with ethical dilemmas related to information, such as information crimes, cyber attacks, etc.
**## WEEK7PRICIPLEOFETHIC.docx**
WEEK 3 ASSIGNMENT TOPIC:
**Abortion and Ethics**
Instructions
Return to the topic you chose in the week three assignment. Articulate a specific dilemma in a situation faced by a particular person based on that topic. The situation can be real or fictional.
· Summarize the dilemma.
· Define any needed key terms associated with the dilemma.
· Analyze the conflicts or controversies involved in the dilemma.
Revise and rewrite based on any feedback you received in your previous draft (week three). Reference and discuss any professional code of ethics relevant to your topic such as the AMA code for doctors, the ANA code for nurses, etc. State whether and how your chosen topic involves any conflicts between professional and familial duties or conflicts between loyalty to self and loyalty to a community or nation.
What in your view is the most moral thing for that person to do in that dilemma? Why is that the most moral thing? Use moral values and logical reasoning to justify your answer
Next, apply the following:
· Aristotle’s Golden Mean to the dilemma
· Utilitarianism to the dilemma
· Natural Law ethics to the dilemma
Which of those three theories works best ethically speaking? Why that one?
Why do the other two not work or not work as well?
Is it the same as what you said is the most moral thing earlier? Why or why not?
Use the 5 articles from your annotated bibliography to support your answers. (Additional academic scholarly research from the past 5 years can be included as well.)
Include a reference page at the end of your paper in APA format that includes your bibliography with the annotations
**removed** and any other sources used in your final paper.
Odd to cite Esmer & Aribas when discussing abortion given that the authors are concerned with ethical dilemmas related to information, such as information crimes, cyber attacks, etc.
attached – 2 years ago **files (2)** – ## Discussion2.docx – Regus-Complete-WORD-2023-Update-copy.pdf **## Discussion2.docx** **After studying the materials on the corresponding Modules and Textbook chapters for this discussion, respond, in your own words, to the topic assigned to you. It is also en…
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– 2 years ago
**files (2)**
– ## Discussion2.docx
– Regus-Complete-WORD-2023-Update-copy.pdf
**## Discussion2.docx**
**After studying the materials on the corresponding Modules and Textbook chapters for this discussion, respond, in your own words, to the topic assigned to you. It is also encouraged to not only base your response on what you have studied from the textbook and modules, but also on any previous knowledge you may have, or any other source that you have studied related to the topic.**
**Discussion Format and Topic Assignment**
·
**For your assigned Discussion 2 Topic and Instructions go to page 87 of our required textbook**
·
**Answering any topic other than the one assigned to you is not acceptable and will earn zero points.**
**Length & Grade:**
Your discussion post will be graded on originality, coherence, completeness of your idea. All the questions and content of your assigned topic must be answered and incorporated in your discussion.
The
**maximum length** of your discussion post is
**one paragraph**, which is between 100-150 words, or 5-6 sentences.
If your discussion post exceeds the maximum number of words or sentences it will have points deduced.
**Last name start with G**
**Topic 1: Why was the early sixties musical “British Invasion” so successful and warmly embraced in the United States? Be as specific as possible.**
**Regus-Complete-WORD-2023-Update-copy.pdf**
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**Regus-Complete-WORD-2023-Update-copy.pdf**
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**## Discussion2.docx**
**After studying the materials on the corresponding Modules and Textbook chapters for this discussion, respond, in your own words, to the topic assigned to you. It is also encouraged to not only base your response on what you have studied from the textbook and modules, but also on any previous knowledge you may have, or any other source that you have studied related to the topic.**
**Discussion Format and Topic Assignment**
·
**For your assigned Discussion 2 Topic and Instructions go to page 87 of our required textbook**
·
**Answering any topic other than the one assigned to you is not acceptable and will earn zero points.**
**Length & Grade:**
Your discussion post will be graded on originality, coherence, completeness of your idea. All the questions and content of your assigned topic must be answered and incorporated in your discussion.
The
**maximum length** of your discussion post is
**one paragraph**, which is between 100-150 words, or 5-6 sentences.
If your discussion post exceeds the maximum number of words or sentences it will have points deduced.
**Last name start with G**
**Topic 1: Why was the early sixties musical “British Invasion” so successful and warmly embraced in the United States? Be as specific as possible.**
**Regus-Complete-WORD-2023-Update-copy.pdf**
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**## Discussion2.docx**
**After studying the materials on the corresponding Modules and Textbook chapters for this discussion, respond, in your own words, to the topic assigned to you. It is also encouraged to not only base your response on what you have studied from the textbook and modules, but also on any previous knowledge you may have, or any other source that you have studied related to the topic.**
**Discussion Format and Topic Assignment**
·
**For your assigned Discussion 2 Topic and Instructions go to page 87 of our required textbook**
·
**Answering any topic other than the one assigned to you is not acceptable and will earn zero points.**
**Length & Grade:**
Your discussion post will be graded on originality, coherence, completeness of your idea. All the questions and content of your assigned topic must be answered and incorporated in your discussion.
The
**maximum length** of your discussion post is
**one paragraph**, which is between 100-150 words, or 5-6 sentences.
If your discussion post exceeds the maximum number of words or sentences it will have points deduced.
**Last name start with G**
**Topic 1: Why was the early sixties musical “British Invasion” so successful and warmly embraced in the United States? Be as specific as possible.**
**Regus-Complete-WORD-2023-Update-copy.pdf**
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– 2 years ago
Using the library continue to search for more journal articles on **Transmitted Culture** . Write a proposal for a study about your topic (Transmitted Culture). Design a potential study to explore a relevant _human behavior_ related to your topic about culture. – 2 years ago
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Order on TutorsGallery →Using the library continue to search for more journal articles on **Transmitted Culture** .
Write a proposal for a study about your topic (Transmitted Culture). Design a potential study to explore a relevant _human behavior_ related to your topic about culture.
– 2 years ago
– 2 years ago **files (1)** – ## Dis.docx **## Dis.docx** **Part 1:** Report on either Exercise 7.4 Grief Therapy or Exercise 7.5 Spirituality answering the questions from page 179 (see page 179, _Exercise 7.4 Grief Therapy and Exercise 7.5 Spirituality_ as the last two sections on page 179) (5 pts)…
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**files (1)**
– ## Dis.docx
**## Dis.docx**
**Part 1:**
Report on either Exercise 7.4 Grief Therapy or Exercise 7.5 Spirituality answering the questions from page 179 (see page 179,
_Exercise 7.4 Grief Therapy and Exercise 7.5 Spirituality_ as the last two sections on page 179) (5 pts). ~~ Respond to 2 other classmates’ postings for full credit. Response credit follows Discussion rubric available on Canvas. Remember: 1) The discussion deadline for all initial discussion posts and response posts is 11:59p CT on the Sunday that marks the end of each class week (see syllabus for discussion deadlines). 2) You must respond meaningfully (no simple “I agree” replies) to 2 classmates for full credit on discussion posts (3 pts for the original post, 1 pt each response to the discussions).
**6-10 paragraphs**
Remember:
1) The discussion deadline for all initial discussion posts
**and** response posts is 11:59p CT on the Sunday that marks the end of each class week (see syllabus for discussion deadlines).
2) You must respond meaningfully (no simple “I agree” replies) to 2 classmates for full credit on discussion posts (3 pts for the original post, 1 pt each for each response to the discussions).
3) Also remember that the Rubric for Online Discussion Posting (in the Files section of this course) deducts points for discussion or response postings late in the timeline for the week’s discussion assignment as last day/last hour postings restrict other student’s opportunity to read and respond to your posting, or to read your responses to their postings. As discussions are most beneficial when the discussants are able to interact in the discussion, I am using the Discussion Rubric to engender a greater opportunity for them to do so. So please be aware that posting within 12 hours of the discussion deadline will deduct 33% of the available points and posting within 4 hours of the deadline will cost from 66%-90% of the available points.
4) No discussion or response points will be gained if the discussion post, or the response posts are after the discussion deadline.
**Part 2: Respond to two other students’ response.**
Student #1 response:
Exercise 7.4 Grief Therapy
This was an uncomfortable section to read as I feel I am in this place right now. I am mourning the apparent loss of two significant friendships.
Recently, I have experienced anxiety in both of these situations, wanting to find a resolution, but knowing that I cannot control the wishes or behaviors of others. There has been a lot of self-doubt as well as ruminating and wondering “what if?” I have created narratives on both ends of the spectrum of a happy outcome and a disastrous outcome.
There are so many “messages” that could speak to my anxiety and grief as well as how to approach these situations for a positive outcome. It can be confusing and frustrating as they are all over the spectrum and not necessarily helpful.
However, I actually had this thought earlier, how would I counsel someone in my shoes? I think ultimately is to understand that situations can change, so never close the door to the future. Because of that, I think a person (myself in this case) should guard against false hope while recognizing that sadness of loss. Fight acting out in a way that makes things worse. Don’t seek revenge toward a person. Don’t seek coping or medicating through unwise or bad behaviors. Feel it. Grieve it. Leave an opening for reconciliation in the future, but knowing it may never come. There’s also a need to own my part of the conflict. I should make peace with myself over those actions and forgive myself. I should write a letter or inventory of the friendships, acknowledging their great value and the sadness of their great loss.
Student 2 response:
A weakness is that I do not know much about spirituality, but a strength is that I do have a strong desire and the curiosity to learn more about it. I do believe that my curiosity to gather information in my daily life will be helpful in terms of future work in whatever work environment and population I will work with. Strength – I like being prepared, having a variety of info, and I don’t like leaving things unfinished, so I think I can draw on that to focus on a client situation on spirituality. Really get deep into a specific topic or so, though hopefully I don’t get to zone into one area that I lack balance with other tasks such as my health or with other areas of spirituality which is a weakness. It depends on the specific topic and my level of interest in it (a little bit of interest, a lot of interest, etc.) which would influence my level of knowledge in an area of spirituality. Another weakness is that even if I do expand my knowledge on the topic, there is that slight worry in the back of my mind that I may still feel that I don’t know enough to be able to connect with my client – that there will be a feeling of inadequacy I suppose. Though, hopefully with time and with steadily learning more, this worry will lessen. Yet another strength is my religion I suppose. Religions vary and it’s different yet also similar to spirituality in that there can be shared values. Those values such as empathy, hope, compassion, and gratitude can be helpful for myself and with working with clients. It could help the client feel hopeful about their situation and help me stay encouraged in my role in helping them and also my job as a counselor. Counseling can be hard on a person, especially with certain work environments and cases. Having compassion for yourself, especially when things don’t go as one would like is important. A lot of values emphasized in religions can be seen in counselors and even expected from them (e.g. empathy, respect).
When it comes to reducing the impact of my weaknesses, I could develop some kind of outline and plan of study for spirituality. That way I could decrease the feelings of being overwhelmed while also being able to steadily improve my awareness and knowledge in spirituality which would then lead to an increase of self-confidence in this area as well as my overall ability to aid clients. Another thing I can do is work on my own spirituality as self-awareness is important as a counselor. It would also help me better understand spirituality overall and be able to understand others with their journey in spirituality as well. If you have experience in something, it can help you better understand it and connect with those who have similar experiences and struggles too. Also there is the whole practice what you preach kind of thing here too.
## image1.png
**## Dis.docx**
**Part 1:**
Report on either Exercise 7.4 Grief Therapy or Exercise 7.5 Spirituality answering the questions from page 179 (see page 179,
_Exercise 7.4 Grief Therapy and Exercise 7.5 Spirituality_ as the last two sections on page 179) (5 pts). ~~ Respond to 2 other classmates’ postings for full credit. Response credit follows Discussion rubric available on Canvas. Remember: 1) The discussion deadline for all initial discussion posts and response posts is 11:59p CT on the Sunday that marks the end of each class week (see syllabus for discussion deadlines). 2) You must respond meaningfully (no simple “I agree” replies) to 2 classmates for full credit on discussion posts (3 pts for the original post, 1 pt each response to the discussions).
**6-10 paragraphs**
Remember:
1) The discussion deadline for all initial discussion posts
**and** response posts is 11:59p CT on the Sunday that marks the end of each class week (see syllabus for discussion deadlines).
2) You must respond meaningfully (no simple “I agree” replies) to 2 classmates for full credit on discussion posts (3 pts for the original post, 1 pt each for each response to the discussions).
3) Also remember that the Rubric for Online Discussion Posting (in the Files section of this course) deducts points for discussion or response postings late in the timeline for the week’s discussion assignment as last day/last hour postings restrict other student’s opportunity to read and respond to your posting, or to read your responses to their postings. As discussions are most beneficial when the discussants are able to interact in the discussion, I am using the Discussion Rubric to engender a greater opportunity for them to do so. So please be aware that posting within 12 hours of the discussion deadline will deduct 33% of the available points and posting within 4 hours of the deadline will cost from 66%-90% of the available points.
4) No discussion or response points will be gained if the discussion post, or the response posts are after the discussion deadline.
**Part 2: Respond to two other students’ response.**
Student #1 response:
Exercise 7.4 Grief Therapy
This was an uncomfortable section to read as I feel I am in this place right now. I am mourning the apparent loss of two significant friendships.
Recently, I have experienced anxiety in both of these situations, wanting to find a resolution, but knowing that I cannot control the wishes or behaviors of others. There has been a lot of self-doubt as well as ruminating and wondering “what if?” I have created narratives on both ends of the spectrum of a happy outcome and a disastrous outcome.
There are so many “messages” that could speak to my anxiety and grief as well as how to approach these situations for a positive outcome. It can be confusing and frustrating as they are all over the spectrum and not necessarily helpful.
However, I actually had this thought earlier, how would I counsel someone in my shoes? I think ultimately is to understand that situations can change, so never close the door to the future. Because of that, I think a person (myself in this case) should guard against false hope while recognizing that sadness of loss. Fight acting out in a way that makes things worse. Don’t seek revenge toward a person. Don’t seek coping or medicating through unwise or bad behaviors. Feel it. Grieve it. Leave an opening for reconciliation in the future, but knowing it may never come. There’s also a need to own my part of the conflict. I should make peace with myself over those actions and forgive myself. I should write a letter or inventory of the friendships, acknowledging their great value and the sadness of their great loss.
Student 2 response:
A weakness is that I do not know much about spirituality, but a strength is that I do have a strong desire and the curiosity to learn more about it. I do believe that my curiosity to gather information in my daily life will be helpful in terms of future work in whatever work environment and population I will work with. Strength – I like being prepared, having a variety of info, and I don’t like leaving things unfinished, so I think I can draw on that to focus on a client situation on spirituality. Really get deep into a specific topic or so, though hopefully I don’t get to zone into one area that I lack balance with other tasks such as my health or with other areas of spirituality which is a weakness. It depends on the specific topic and my level of interest in it (a little bit of interest, a lot of interest, etc.) which would influence my level of knowledge in an area of spirituality. Another weakness is that even if I do expand my knowledge on the topic, there is that slight worry in the back of my mind that I may still feel that I don’t know enough to be able to connect with my client – that there will be a feeling of inadequacy I suppose. Though, hopefully with time and with steadily learning more, this worry will lessen. Yet another strength is my religion I suppose. Religions vary and it’s different yet also similar to spirituality in that there can be shared values. Those values such as empathy, hope, compassion, and gratitude can be helpful for myself and with working with clients. It could help the client feel hopeful about their situation and help me stay encouraged in my role in helping them and also my job as a counselor. Counseling can be hard on a person, especially with certain work environments and cases. Having compassion for yourself, especially when things don’t go as one would like is important. A lot of values emphasized in religions can be seen in counselors and even expected from them (e.g. empathy, respect).
When it comes to reducing the impact of my weaknesses, I could develop some kind of outline and plan of study for spirituality. That way I could decrease the feelings of being overwhelmed while also being able to steadily improve my awareness and knowledge in spirituality which would then lead to an increase of self-confidence in this area as well as my overall ability to aid clients. Another thing I can do is work on my own spirituality as self-awareness is important as a counselor. It would also help me better understand spirituality overall and be able to understand others with their journey in spirituality as well. If you have experience in something, it can help you better understand it and connect with those who have similar experiences and struggles too. Also there is the whole practice what you preach kind of thing here too.
## image1.png
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2-3 pages – 2 years ago **files (3)** – ## feedback.docx – ## wk5ass15015.docx – ## wk7ass21.docx **## feedback.docx** Feedback Brian Roland at Wed Feb 12, 2025 10:35am at Wed Feb 12, 2025 10:35am Hi Kiara Your evaluation plan is well thought out and demonstrates a strong grasp of program evaluation…
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**files (3)**
– ## feedback.docx
– ## wk5ass15015.docx
– ## wk7ass21.docx
**## feedback.docx**
Feedback
Brian Roland
at Wed Feb 12, 2025 10:35am
at Wed Feb 12, 2025 10:35am
Hi Kiara
Your evaluation plan is well thought out and demonstrates a strong grasp of program evaluation in social work. You did a great job structuring your study with a clear research design that integrates both qualitative and quantitative methods. Your focus on both immediate and long-term effects of the program is particularly strong, as it provides a well-rounded understanding of the impact on teen parents. The way you defined your variables, especially distinguishing between independent and dependent ones, was precise and well-articulated.
One of your biggest strengths is how you framed your hypotheses and research questions. They are clear, measurable, and directly tied to evaluating the program's success. Your choice of using standardized instruments, such as the Parenting Sense of Competence (PSOC) Scale and the Perceived Stress Scale (PSS), adds credibility to your study. It’s also great that you included qualitative interviews to capture the participants' experiences—this mixed-methods approach makes your evaluation more comprehensive.
One area for improvement is providing a bit more detail on how participants will be recruited and ensuring diversity in the sample. While you mention purposive and convenience sampling, discussing potential challenges in recruitment and how you would address them would strengthen your evaluation. Also, while your ethical considerations are well thought out, you could briefly touch on how you will ensure that the intervention remains culturally responsive.
In practice, your evaluation plan could be invaluable for a social worker assessing the effectiveness of a teen parenting program in a community center. For example, if a program director wanted to expand services, your study design could help provide the data necessary to justify additional funding by demonstrating measurable improvements in parenting competence and stress reduction.
**## wk5ass15015.docx**
SWK5015: t-tests
Kiara Bonds
SWK 5015 Adv Stat Rsch Pgm Evl
Independent samples T-test
| | | | |
| — | — | — | — |
| Act Score | t | df | p |
| | 3.464 | 63 | <.001 |
| Note. | Student’s | T test | |
Descriptives
Group Descriptives
| | | | | | |
| — | — | — | — | — | — |
| ACT score | Group N | Mean | SD | SE | Coefficient of Variation |
| Yes | 29 | 24.966 | 3.877 | 0.720 | 0.155 |
| No | 36 | 21.750 | 3.589 | 0.598 | 0.165 |
Bar Plots
Act Score
T-Test
966 and 36 21.75
The goal of the after-school program manager is to assess whether involvement in the program leads to improved ACT scores. My role is to evaluate the benefits of this program in enhancing ACT performance. The study includes a total sample of 65 students, with 39 not participating in the program and 26 who did. Among those who took part, the average ACT score is 24.56, compared to 21.75 for non-participants. An independent samples t-test will be used to measure the program's effectiveness, yielding a t-value of 3.464 with 63 degrees of freedom, indicating statistical significance. Based on these findings, the null hypothesis should be retained. However, a key limitation is that participation in the program appears to be linked to higher ACT scores among students compared to those who did not engage in the program.
**## wk7ass21.docx**
### **Assignment Overview**
The analysis plan is your opportunity to describe the statistical methods and qualitative analysis you would use to complete the program evaluation.
By successfully completing this assignment, you demonstrate your proficiency in the following competency and specialized behaviors:
· Competency 4:
_Engage in practice-informed research and research-informed practice._
· C4.SP.A:
_Apply leadership skills, ethical use of technology and research findings to inform and improve practice, policy, and programs in the specialization of advanced generalist practice settings._
· Related Assignment Criteria:
·
_1: Create a detailed analysis plan using the appropriate statistical techniques._
·
_3: Evaluate the research assumptions that guided the selection of methodology and data analysis._
· C4.SP.B:
_Analyze and respond to ethical, culturally informed, anti-racist, and anti-oppressive strategies in the specialization of advanced generalist social work practice that address inherent biases for use in quantitative and qualitative research methods. _
· Related Assignment Criteria:
·
_2: Evaluate data analysis tests to select appropriate tests pertinent to the sampling methodology and program evaluation design._
·
_4: Develop an aligned research question and/or hypothesis relevant to the chosen program evaluation design._
### **Assignment Description**
As there are many methods to analyze data, be sure that the tests you select are appropriate to both the case study, your guiding research questions, and your proposed methodology. Refer to the Methodology section to ensure the analysis plan and methodology align.
### **Assignment Instructions**
Complete the following:
· Create your detailed analysis plan using the appropriate statistical techniques for analyzing data on descriptive measures and outcome measures based on the methodology you proposed.
· Evaluate data analysis tests to select appropriate tests pertinent to the sampling methodology and program evaluation design. How will you answer your guiding research question (or questions)?
· Evaluate the research assumptions that guided your selection of methodology and data analysis. For example, to conduct paired
_t_ tests, you must have a minimum of 30 participants in your sample size.
· Describe any qualitative data you might collect and how you would analyze that data.
· Describe the alignment of your research question and/or hypothesis and your chosen program evaluation design.
Remember that your instructor provides feedback on your assignments. Use that feedback to improve the content of your course project.
### **Additional Requirements**
Your assignment should meet the following requirements:
·
**Written communication**: Written communication is free of errors that detract from the overall message.
·
**APA formatting**: Resources and citations are formatted according to current APA style and formatting standards. Use
Academic Writer
·
Links to an external site.
· for guidance in citing sources in proper APA style. See the
Writing Center
·
Links to an external site.
· for more APA resources specific to your degree level.
·
**Resources**: Citations will be necessary in justifying choices in analyzing data. If you need help using the library, review the
Social Work Masters Program (MSW) Library Guide
·
Links to an external site.
· .
·
**Length of paper**: 2–3 double-spaced pages.
·
**Font and font size**: Times New Roman, 12 point.
·
**Due date**: Submit your assignment no later than 11:59 p.m. on Sunday of this week.
### **Competencies Measured**
By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and rubric criteria:
· Competency 1: Apply leadership skills, ethical use of technology and research findings to inform and improve practice, policy, and programs in the specialization of advanced generalist practice settings. (C4.SP.A)
· Create a detailed analysis plan using the appropriate statistical techniques. (C4.SP.A)
· Evaluate the research assumptions that guided the selection of methodology and data analysis. (C4.SP.A)
· Competency 2: Analyze and respond to ethical, culturally informed, anti-racist, and anti-oppressive strategies in the specialization of advanced generalist social work practice that address inherent biases for use in quantitative and qualitative research methods. (C4.SP.B)
· Evaluate data analysis tests to select appropriate tests pertinent to the sampling methodology and program evaluation design. (C4.SP.B)
· Develop an aligned research question and/or hypothesis relevant to the chosen program evaluation design. (C4.SP.B)
· Competency 3: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the social work profession.
· Express ideas clearly, employing correct grammar, usage, and mechanics.
· Use proper APA style to cite and reference sources.
**View Rubric**
| | | |
| — | — | — |
| | | |
| **Analysis Plan** |
| **Criteria** | **Ratings** | **Pts** |
| Create a detailed analysis plan using the appropriate statistical techniques. (C4.SP.A) | **17 to >14.45 pts**<br>**DISTINGUISHED**<br>Creates a detailed analysis plan using the appropriate statistical techniques with justification of why this statistical technique was best method.<br>**14.45 to >11.9 pts**<br>**PROFICIENT**<br>Creates a detailed analysis plan using the appropriate statistical techniques.<br>**11.9 to >0 pts**<br>**BASIC**<br>Creates an analysis plan using the appropriate statistical techniques.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not create a detailed analysis plan using the appropriate statistical techniques. | / 17 pts |
| Evaluate data analysis tests to select appropriate tests pertinent to the sampling methodology and program evaluation design. (C4.SP.B) | **17 to >14.45 pts**<br>**DISTINGUISHED**<br>Evaluates data analysis tests to select appropriate tests pertinent to the sampling methodology and program evaluation design with justification of how the statistical tests connect to the methodology.<br>**14.45 to >11.9 pts**<br>**PROFICIENT**<br>Evaluates data analysis tests to select appropriate tests pertinent to the sampling methodology and program evaluation design.<br>**11.9 to >0 pts**<br>**BASIC**<br>Selects appropriate tests pertinent to the sampling methodology and program evaluation design.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not evaluate data analysis tests to select appropriate tests pertinent to the sampling methodology and program evaluation design. | / 17 pts |
| Evaluate the research assumptions that guided the selection of methodology and data analysis. (C4.SP.A) | **17 to >14.45 pts**<br>**DISTINGUISHED**<br>Evaluates the research assumptions that guided the selection of methodology and data analysis and justifies the selection of methodology based on these assumptions.<br>**14.45 to >11.9 pts**<br>**PROFICIENT**<br>Evaluates the research assumptions that guided the selection of methodology and data analysis.<br>**11.9 to >0 pts**<br>**BASIC**<br>Identifies the research assumptions that guided the selection of methodology and data analysis.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not identify the research assumptions that guided the selection of methodology and data analysis. | / 17 pts |
| Develop an aligned research question and/or hypothesis relevant to the chosen program evaluation design. (C4.SP.B) | **17 to >14.45 pts**<br>**DISTINGUISHED**<br>Develops an aligned research question and/or hypothesis relevant to the chosen program evaluation design with justification of how it aligns.<br>**14.45 to >11.9 pts**<br>**PROFICIENT**<br>Develops an aligned research question and/or hypothesis relevant to the chosen program evaluation design.<br>**11.9 to >0 pts**<br>**BASIC**<br>Develops a research question and/or hypothesis that is not relevant to the chosen program.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not develop an aligned research question and/or hypothesis relevant to the chosen program evaluation design. | / 17 pts |
| Express ideas clearly, employing correct grammar, usage, and mechanics. | **16 to >13.6 pts**<br>**DISTINGUISHED**<br>Expresses ideas clearly, employing correct grammar, usage, and mechanics in an outstanding and consistent manner.<br>**13.6 to >11.2 pts**<br>**PROFICIENT**<br>Expresses ideas clearly, employing correct grammar, usage, and mechanics.<br>**11.2 to >0 pts**<br>**BASIC**<br>Uses proper grammar, usage, and mechanics, but not in a consistent manner.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not use proper grammar, usage, and mechanics. | / 16 pts |
| Use proper APA style to cite and reference sources. | **16 to >13.6 pts**<br>**DISTINGUISHED**<br>Uses proper APA style to cite and reference sources in an outstanding and consistent manner.<br>**13.6 to >11.2 pts**<br>**PROFICIENT**<br>Uses proper APA style to cite and reference sources.<br>**11.2 to >0 pts**<br>**BASIC**<br>Uses proper APA style to cite and reference sources but not in a consistent manner.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not use proper APA style to cite and reference sources. | / 16 pts |
| Total Points: 0 |
**## wk7ass21.docx**
### **Assignment Overview**
The analysis plan is your opportunity to describe the statistical methods and qualitative analysis you would use to complete the program evaluation.
By successfully completing this assignment, you demonstrate your proficiency in the following competency and specialized behaviors:
· Competency 4:
_Engage in practice-informed research and research-informed practice._
· C4.SP.A:
_Apply leadership skills, ethical use of technology and research findings to inform and improve practice, policy, and programs in the specialization of advanced generalist practice settings._
· Related Assignment Criteria:
·
_1: Create a detailed analysis plan using the appropriate statistical techniques._
·
_3: Evaluate the research assumptions that guided the selection of methodology and data analysis._
· C4.SP.B:
_Analyze and respond to ethical, culturally informed, anti-racist, and anti-oppressive strategies in the specialization of advanced generalist social work practice that address inherent biases for use in quantitative and qualitative research methods. _
· Related Assignment Criteria:
·
_2: Evaluate data analysis tests to select appropriate tests pertinent to the sampling methodology and program evaluation design._
·
_4: Develop an aligned research question and/or hypothesis relevant to the chosen program evaluation design._
### **Assignment Description**
As there are many methods to analyze data, be sure that the tests you select are appropriate to both the case study, your guiding research questions, and your proposed methodology. Refer to the Methodology section to ensure the analysis plan and methodology align.
### **Assignment Instructions**
Complete the following:
· Create your detailed analysis plan using the appropriate statistical techniques for analyzing data on descriptive measures and outcome measures based on the methodology you proposed.
· Evaluate data analysis tests to select appropriate tests pertinent to the sampling methodology and program evaluation design. How will you answer your guiding research question (or questions)?
· Evaluate the research assumptions that guided your selection of methodology and data analysis. For example, to conduct paired
_t_ tests, you must have a minimum of 30 participants in your sample size.
· Describe any qualitative data you might collect and how you would analyze that data.
· Describe the alignment of your research question and/or hypothesis and your chosen program evaluation design.
Remember that your instructor provides feedback on your assignments. Use that feedback to improve the content of your course project.
### **Additional Requirements**
Your assignment should meet the following requirements:
·
**Written communication**: Written communication is free of errors that detract from the overall message.
·
**APA formatting**: Resources and citations are formatted according to current APA style and formatting standards. Use
Academic Writer
·
Links to an external site.
· for guidance in citing sources in proper APA style. See the
Writing Center
·
Links to an external site.
· for more APA resources specific to your degree level.
·
**Resources**: Citations will be necessary in justifying choices in analyzing data. If you need help using the library, review the
Social Work Masters Program (MSW) Library Guide
·
Links to an external site.
· .
·
**Length of paper**: 2–3 double-spaced pages.
·
**Font and font size**: Times New Roman, 12 point.
·
**Due date**: Submit your assignment no later than 11:59 p.m. on Sunday of this week.
### **Competencies Measured**
By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and rubric criteria:
· Competency 1: Apply leadership skills, ethical use of technology and research findings to inform and improve practice, policy, and programs in the specialization of advanced generalist practice settings. (C4.SP.A)
· Create a detailed analysis plan using the appropriate statistical techniques. (C4.SP.A)
· Evaluate the research assumptions that guided the selection of methodology and data analysis. (C4.SP.A)
· Competency 2: Analyze and respond to ethical, culturally informed, anti-racist, and anti-oppressive strategies in the specialization of advanced generalist social work practice that address inherent biases for use in quantitative and qualitative research methods. (C4.SP.B)
· Evaluate data analysis tests to select appropriate tests pertinent to the sampling methodology and program evaluation design. (C4.SP.B)
· Develop an aligned research question and/or hypothesis relevant to the chosen program evaluation design. (C4.SP.B)
· Competency 3: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the social work profession.
· Express ideas clearly, employing correct grammar, usage, and mechanics.
· Use proper APA style to cite and reference sources.
**View Rubric**
| | | |
| — | — | — |
| | | |
| **Analysis Plan** |
| **Criteria** | **Ratings** | **Pts** |
| Create a detailed analysis plan using the appropriate statistical techniques. (C4.SP.A) | **17 to >14.45 pts**<br>**DISTINGUISHED**<br>Creates a detailed analysis plan using the appropriate statistical techniques with justification of why this statistical technique was best method.<br>**14.45 to >11.9 pts**<br>**PROFICIENT**<br>Creates a detailed analysis plan using the appropriate statistical techniques.<br>**11.9 to >0 pts**<br>**BASIC**<br>Creates an analysis plan using the appropriate statistical techniques.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not create a detailed analysis plan using the appropriate statistical techniques. | / 17 pts |
| Evaluate data analysis tests to select appropriate tests pertinent to the sampling methodology and program evaluation design. (C4.SP.B) | **17 to >14.45 pts**<br>**DISTINGUISHED**<br>Evaluates data analysis tests to select appropriate tests pertinent to the sampling methodology and program evaluation design with justification of how the statistical tests connect to the methodology.<br>**14.45 to >11.9 pts**<br>**PROFICIENT**<br>Evaluates data analysis tests to select appropriate tests pertinent to the sampling methodology and program evaluation design.<br>**11.9 to >0 pts**<br>**BASIC**<br>Selects appropriate tests pertinent to the sampling methodology and program evaluation design.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not evaluate data analysis tests to select appropriate tests pertinent to the sampling methodology and program evaluation design. | / 17 pts |
| Evaluate the research assumptions that guided the selection of methodology and data analysis. (C4.SP.A) | **17 to >14.45 pts**<br>**DISTINGUISHED**<br>Evaluates the research assumptions that guided the selection of methodology and data analysis and justifies the selection of methodology based on these assumptions.<br>**14.45 to >11.9 pts**<br>**PROFICIENT**<br>Evaluates the research assumptions that guided the selection of methodology and data analysis.<br>**11.9 to >0 pts**<br>**BASIC**<br>Identifies the research assumptions that guided the selection of methodology and data analysis.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not identify the research assumptions that guided the selection of methodology and data analysis. | / 17 pts |
| Develop an aligned research question and/or hypothesis relevant to the chosen program evaluation design. (C4.SP.B) | **17 to >14.45 pts**<br>**DISTINGUISHED**<br>Develops an aligned research question and/or hypothesis relevant to the chosen program evaluation design with justification of how it aligns.<br>**14.45 to >11.9 pts**<br>**PROFICIENT**<br>Develops an aligned research question and/or hypothesis relevant to the chosen program evaluation design.<br>**11.9 to >0 pts**<br>**BASIC**<br>Develops a research question and/or hypothesis that is not relevant to the chosen program.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not develop an aligned research question and/or hypothesis relevant to the chosen program evaluation design. | / 17 pts |
| Express ideas clearly, employing correct grammar, usage, and mechanics. | **16 to >13.6 pts**<br>**DISTINGUISHED**<br>Expresses ideas clearly, employing correct grammar, usage, and mechanics in an outstanding and consistent manner.<br>**13.6 to >11.2 pts**<br>**PROFICIENT**<br>Expresses ideas clearly, employing correct grammar, usage, and mechanics.<br>**11.2 to >0 pts**<br>**BASIC**<br>Uses proper grammar, usage, and mechanics, but not in a consistent manner.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not use proper grammar, usage, and mechanics. | / 16 pts |
| Use proper APA style to cite and reference sources. | **16 to >13.6 pts**<br>**DISTINGUISHED**<br>Uses proper APA style to cite and reference sources in an outstanding and consistent manner.<br>**13.6 to >11.2 pts**<br>**PROFICIENT**<br>Uses proper APA style to cite and reference sources.<br>**11.2 to >0 pts**<br>**BASIC**<br>Uses proper APA style to cite and reference sources but not in a consistent manner.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not use proper APA style to cite and reference sources. | / 16 pts |
| Total Points: 0 |
**## feedback.docx**
Feedback
Brian Roland
at Wed Feb 12, 2025 10:35am
at Wed Feb 12, 2025 10:35am
Hi Kiara
Your evaluation plan is well thought out and demonstrates a strong grasp of program evaluation in social work. You did a great job structuring your study with a clear research design that integrates both qualitative and quantitative methods. Your focus on both immediate and long-term effects of the program is particularly strong, as it provides a well-rounded understanding of the impact on teen parents. The way you defined your variables, especially distinguishing between independent and dependent ones, was precise and well-articulated.
One of your biggest strengths is how you framed your hypotheses and research questions. They are clear, measurable, and directly tied to evaluating the program's success. Your choice of using standardized instruments, such as the Parenting Sense of Competence (PSOC) Scale and the Perceived Stress Scale (PSS), adds credibility to your study. It’s also great that you included qualitative interviews to capture the participants' experiences—this mixed-methods approach makes your evaluation more comprehensive.
One area for improvement is providing a bit more detail on how participants will be recruited and ensuring diversity in the sample. While you mention purposive and convenience sampling, discussing potential challenges in recruitment and how you would address them would strengthen your evaluation. Also, while your ethical considerations are well thought out, you could briefly touch on how you will ensure that the intervention remains culturally responsive.
In practice, your evaluation plan could be invaluable for a social worker assessing the effectiveness of a teen parenting program in a community center. For example, if a program director wanted to expand services, your study design could help provide the data necessary to justify additional funding by demonstrating measurable improvements in parenting competence and stress reduction.
**## wk5ass15015.docx**
SWK5015: t-tests
Kiara Bonds
SWK 5015 Adv Stat Rsch Pgm Evl
Independent samples T-test
| | | | |
| — | — | — | — |
| Act Score | t | df | p |
| | 3.464 | 63 | <.001 |
| Note. | Student’s | T test | |
Descriptives
Group Descriptives
| | | | | | |
| — | — | — | — | — | — |
| ACT score | Group N | Mean | SD | SE | Coefficient of Variation |
| Yes | 29 | 24.966 | 3.877 | 0.720 | 0.155 |
| No | 36 | 21.750 | 3.589 | 0.598 | 0.165 |
Bar Plots
Act Score
T-Test
966 and 36 21.75
The goal of the after-school program manager is to assess whether involvement in the program leads to improved ACT scores. My role is to evaluate the benefits of this program in enhancing ACT performance. The study includes a total sample of 65 students, with 39 not participating in the program and 26 who did. Among those who took part, the average ACT score is 24.56, compared to 21.75 for non-participants. An independent samples t-test will be used to measure the program's effectiveness, yielding a t-value of 3.464 with 63 degrees of freedom, indicating statistical significance. Based on these findings, the null hypothesis should be retained. However, a key limitation is that participation in the program appears to be linked to higher ACT scores among students compared to those who did not engage in the program.
**## wk7ass21.docx**
### **Assignment Overview**
The analysis plan is your opportunity to describe the statistical methods and qualitative analysis you would use to complete the program evaluation.
By successfully completing this assignment, you demonstrate your proficiency in the following competency and specialized behaviors:
· Competency 4:
_Engage in practice-informed research and research-informed practice._
· C4.SP.A:
_Apply leadership skills, ethical use of technology and research findings to inform and improve practice, policy, and programs in the specialization of advanced generalist practice settings._
· Related Assignment Criteria:
·
_1: Create a detailed analysis plan using the appropriate statistical techniques._
·
_3: Evaluate the research assumptions that guided the selection of methodology and data analysis._
· C4.SP.B:
_Analyze and respond to ethical, culturally informed, anti-racist, and anti-oppressive strategies in the specialization of advanced generalist social work practice that address inherent biases for use in quantitative and qualitative research methods. _
· Related Assignment Criteria:
·
_2: Evaluate data analysis tests to select appropriate tests pertinent to the sampling methodology and program evaluation design._
·
_4: Develop an aligned research question and/or hypothesis relevant to the chosen program evaluation design._
### **Assignment Description**
As there are many methods to analyze data, be sure that the tests you select are appropriate to both the case study, your guiding research questions, and your proposed methodology. Refer to the Methodology section to ensure the analysis plan and methodology align.
### **Assignment Instructions**
Complete the following:
· Create your detailed analysis plan using the appropriate statistical techniques for analyzing data on descriptive measures and outcome measures based on the methodology you proposed.
· Evaluate data analysis tests to select appropriate tests pertinent to the sampling methodology and program evaluation design. How will you answer your guiding research question (or questions)?
· Evaluate the research assumptions that guided your selection of methodology and data analysis. For example, to conduct paired
_t_ tests, you must have a minimum of 30 participants in your sample size.
· Describe any qualitative data you might collect and how you would analyze that data.
· Describe the alignment of your research question and/or hypothesis and your chosen program evaluation design.
Remember that your instructor provides feedback on your assignments. Use that feedback to improve the content of your course project.
### **Additional Requirements**
Your assignment should meet the following requirements:
·
**Written communication**: Written communication is free of errors that detract from the overall message.
·
**APA formatting**: Resources and citations are formatted according to current APA style and formatting standards. Use
Academic Writer
·
Links to an external site.
· for guidance in citing sources in proper APA style. See the
Writing Center
·
Links to an external site.
· for more APA resources specific to your degree level.
·
**Resources**: Citations will be necessary in justifying choices in analyzing data. If you need help using the library, review the
Social Work Masters Program (MSW) Library Guide
·
Links to an external site.
· .
·
**Length of paper**: 2–3 double-spaced pages.
·
**Font and font size**: Times New Roman, 12 point.
·
**Due date**: Submit your assignment no later than 11:59 p.m. on Sunday of this week.
### **Competencies Measured**
By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and rubric criteria:
· Competency 1: Apply leadership skills, ethical use of technology and research findings to inform and improve practice, policy, and programs in the specialization of advanced generalist practice settings. (C4.SP.A)
· Create a detailed analysis plan using the appropriate statistical techniques. (C4.SP.A)
· Evaluate the research assumptions that guided the selection of methodology and data analysis. (C4.SP.A)
· Competency 2: Analyze and respond to ethical, culturally informed, anti-racist, and anti-oppressive strategies in the specialization of advanced generalist social work practice that address inherent biases for use in quantitative and qualitative research methods. (C4.SP.B)
· Evaluate data analysis tests to select appropriate tests pertinent to the sampling methodology and program evaluation design. (C4.SP.B)
· Develop an aligned research question and/or hypothesis relevant to the chosen program evaluation design. (C4.SP.B)
· Competency 3: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the social work profession.
· Express ideas clearly, employing correct grammar, usage, and mechanics.
· Use proper APA style to cite and reference sources.
**View Rubric**
| | | |
| — | — | — |
| | | |
| **Analysis Plan** |
| **Criteria** | **Ratings** | **Pts** |
| Create a detailed analysis plan using the appropriate statistical techniques. (C4.SP.A) | **17 to >14.45 pts**<br>**DISTINGUISHED**<br>Creates a detailed analysis plan using the appropriate statistical techniques with justification of why this statistical technique was best method.<br>**14.45 to >11.9 pts**<br>**PROFICIENT**<br>Creates a detailed analysis plan using the appropriate statistical techniques.<br>**11.9 to >0 pts**<br>**BASIC**<br>Creates an analysis plan using the appropriate statistical techniques.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not create a detailed analysis plan using the appropriate statistical techniques. | / 17 pts |
| Evaluate data analysis tests to select appropriate tests pertinent to the sampling methodology and program evaluation design. (C4.SP.B) | **17 to >14.45 pts**<br>**DISTINGUISHED**<br>Evaluates data analysis tests to select appropriate tests pertinent to the sampling methodology and program evaluation design with justification of how the statistical tests connect to the methodology.<br>**14.45 to >11.9 pts**<br>**PROFICIENT**<br>Evaluates data analysis tests to select appropriate tests pertinent to the sampling methodology and program evaluation design.<br>**11.9 to >0 pts**<br>**BASIC**<br>Selects appropriate tests pertinent to the sampling methodology and program evaluation design.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not evaluate data analysis tests to select appropriate tests pertinent to the sampling methodology and program evaluation design. | / 17 pts |
| Evaluate the research assumptions that guided the selection of methodology and data analysis. (C4.SP.A) | **17 to >14.45 pts**<br>**DISTINGUISHED**<br>Evaluates the research assumptions that guided the selection of methodology and data analysis and justifies the selection of methodology based on these assumptions.<br>**14.45 to >11.9 pts**<br>**PROFICIENT**<br>Evaluates the research assumptions that guided the selection of methodology and data analysis.<br>**11.9 to >0 pts**<br>**BASIC**<br>Identifies the research assumptions that guided the selection of methodology and data analysis.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not identify the research assumptions that guided the selection of methodology and data analysis. | / 17 pts |
| Develop an aligned research question and/or hypothesis relevant to the chosen program evaluation design. (C4.SP.B) | **17 to >14.45 pts**<br>**DISTINGUISHED**<br>Develops an aligned research question and/or hypothesis relevant to the chosen program evaluation design with justification of how it aligns.<br>**14.45 to >11.9 pts**<br>**PROFICIENT**<br>Develops an aligned research question and/or hypothesis relevant to the chosen program evaluation design.<br>**11.9 to >0 pts**<br>**BASIC**<br>Develops a research question and/or hypothesis that is not relevant to the chosen program.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not develop an aligned research question and/or hypothesis relevant to the chosen program evaluation design. | / 17 pts |
| Express ideas clearly, employing correct grammar, usage, and mechanics. | **16 to >13.6 pts**<br>**DISTINGUISHED**<br>Expresses ideas clearly, employing correct grammar, usage, and mechanics in an outstanding and consistent manner.<br>**13.6 to >11.2 pts**<br>**PROFICIENT**<br>Expresses ideas clearly, employing correct grammar, usage, and mechanics.<br>**11.2 to >0 pts**<br>**BASIC**<br>Uses proper grammar, usage, and mechanics, but not in a consistent manner.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not use proper grammar, usage, and mechanics. | / 16 pts |
| Use proper APA style to cite and reference sources. | **16 to >13.6 pts**<br>**DISTINGUISHED**<br>Uses proper APA style to cite and reference sources in an outstanding and consistent manner.<br>**13.6 to >11.2 pts**<br>**PROFICIENT**<br>Uses proper APA style to cite and reference sources.<br>**11.2 to >0 pts**<br>**BASIC**<br>Uses proper APA style to cite and reference sources but not in a consistent manner.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not use proper APA style to cite and reference sources. | / 16 pts |
| Total Points: 0 |
**## feedback.docx**
Feedback
Brian Roland
at Wed Feb 12, 2025 10:35am
at Wed Feb 12, 2025 10:35am
Hi Kiara
Your evaluation plan is well thought out and demonstrates a strong grasp of program evaluation in social work. You did a great job structuring your study with a clear research design that integrates both qualitative and quantitative methods. Your focus on both immediate and long-term effects of the program is particularly strong, as it provides a well-rounded understanding of the impact on teen parents. The way you defined your variables, especially distinguishing between independent and dependent ones, was precise and well-articulated.
One of your biggest strengths is how you framed your hypotheses and research questions. They are clear, measurable, and directly tied to evaluating the program's success. Your choice of using standardized instruments, such as the Parenting Sense of Competence (PSOC) Scale and the Perceived Stress Scale (PSS), adds credibility to your study. It’s also great that you included qualitative interviews to capture the participants' experiences—this mixed-methods approach makes your evaluation more comprehensive.
One area for improvement is providing a bit more detail on how participants will be recruited and ensuring diversity in the sample. While you mention purposive and convenience sampling, discussing potential challenges in recruitment and how you would address them would strengthen your evaluation. Also, while your ethical considerations are well thought out, you could briefly touch on how you will ensure that the intervention remains culturally responsive.
In practice, your evaluation plan could be invaluable for a social worker assessing the effectiveness of a teen parenting program in a community center. For example, if a program director wanted to expand services, your study design could help provide the data necessary to justify additional funding by demonstrating measurable improvements in parenting competence and stress reduction.
**## wk5ass15015.docx**
SWK5015: t-tests
Kiara Bonds
SWK 5015 Adv Stat Rsch Pgm Evl
Independent samples T-test
| | | | |
| — | — | — | — |
| Act Score | t | df | p |
| | 3.464 | 63 | <.001 |
| Note. | Student’s | T test | |
Descriptives
Group Descriptives
| | | | | | |
| — | — | — | — | — | — |
| ACT score | Group N | Mean | SD | SE | Coefficient of Variation |
| Yes | 29 | 24.966 | 3.877 | 0.720 | 0.155 |
| No | 36 | 21.750 | 3.589 | 0.598 | 0.165 |
Bar Plots
Act Score
T-Test
966 and 36 21.75
The goal of the after-school program manager is to assess whether involvement in the program leads to improved ACT scores. My role is to evaluate the benefits of this program in enhancing ACT performance. The study includes a total sample of 65 students, with 39 not participating in the program and 26 who did. Among those who took part, the average ACT score is 24.56, compared to 21.75 for non-participants. An independent samples t-test will be used to measure the program's effectiveness, yielding a t-value of 3.464 with 63 degrees of freedom, indicating statistical significance. Based on these findings, the null hypothesis should be retained. However, a key limitation is that participation in the program appears to be linked to higher ACT scores among students compared to those who did not engage in the program.
**## wk7ass21.docx**
### **Assignment Overview**
The analysis plan is your opportunity to describe the statistical methods and qualitative analysis you would use to complete the program evaluation.
By successfully completing this assignment, you demonstrate your proficiency in the following competency and specialized behaviors:
· Competency 4:
_Engage in practice-informed research and research-informed practice._
· C4.SP.A:
_Apply leadership skills, ethical use of technology and research findings to inform and improve practice, policy, and programs in the specialization of advanced generalist practice settings._
· Related Assignment Criteria:
·
_1: Create a detailed analysis plan using the appropriate statistical techniques._
·
_3: Evaluate the research assumptions that guided the selection of methodology and data analysis._
· C4.SP.B:
_Analyze and respond to ethical, culturally informed, anti-racist, and anti-oppressive strategies in the specialization of advanced generalist social work practice that address inherent biases for use in quantitative and qualitative research methods. _
· Related Assignment Criteria:
·
_2: Evaluate data analysis tests to select appropriate tests pertinent to the sampling methodology and program evaluation design._
·
_4: Develop an aligned research question and/or hypothesis relevant to the chosen program evaluation design._
### **Assignment Description**
As there are many methods to analyze data, be sure that the tests you select are appropriate to both the case study, your guiding research questions, and your proposed methodology. Refer to the Methodology section to ensure the analysis plan and methodology align.
### **Assignment Instructions**
Complete the following:
· Create your detailed analysis plan using the appropriate statistical techniques for analyzing data on descriptive measures and outcome measures based on the methodology you proposed.
· Evaluate data analysis tests to select appropriate tests pertinent to the sampling methodology and program evaluation design. How will you answer your guiding research question (or questions)?
· Evaluate the research assumptions that guided your selection of methodology and data analysis. For example, to conduct paired
_t_ tests, you must have a minimum of 30 participants in your sample size.
· Describe any qualitative data you might collect and how you would analyze that data.
· Describe the alignment of your research question and/or hypothesis and your chosen program evaluation design.
Remember that your instructor provides feedback on your assignments. Use that feedback to improve the content of your course project.
### **Additional Requirements**
Your assignment should meet the following requirements:
·
**Written communication**: Written communication is free of errors that detract from the overall message.
·
**APA formatting**: Resources and citations are formatted according to current APA style and formatting standards. Use
Academic Writer
·
Links to an external site.
· for guidance in citing sources in proper APA style. See the
Writing Center
·
Links to an external site.
· for more APA resources specific to your degree level.
·
**Resources**: Citations will be necessary in justifying choices in analyzing data. If you need help using the library, review the
Social Work Masters Program (MSW) Library Guide
·
Links to an external site.
· .
·
**Length of paper**: 2–3 double-spaced pages.
·
**Font and font size**: Times New Roman, 12 point.
·
**Due date**: Submit your assignment no later than 11:59 p.m. on Sunday of this week.
### **Competencies Measured**
By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and rubric criteria:
· Competency 1: Apply leadership skills, ethical use of technology and research findings to inform and improve practice, policy, and programs in the specialization of advanced generalist practice settings. (C4.SP.A)
· Create a detailed analysis plan using the appropriate statistical techniques. (C4.SP.A)
· Evaluate the research assumptions that guided the selection of methodology and data analysis. (C4.SP.A)
· Competency 2: Analyze and respond to ethical, culturally informed, anti-racist, and anti-oppressive strategies in the specialization of advanced generalist social work practice that address inherent biases for use in quantitative and qualitative research methods. (C4.SP.B)
· Evaluate data analysis tests to select appropriate tests pertinent to the sampling methodology and program evaluation design. (C4.SP.B)
· Develop an aligned research question and/or hypothesis relevant to the chosen program evaluation design. (C4.SP.B)
· Competency 3: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the social work profession.
· Express ideas clearly, employing correct grammar, usage, and mechanics.
· Use proper APA style to cite and reference sources.
**View Rubric**
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| **Analysis Plan** |
| **Criteria** | **Ratings** | **Pts** |
| Create a detailed analysis plan using the appropriate statistical techniques. (C4.SP.A) | **17 to >14.45 pts**<br>**DISTINGUISHED**<br>Creates a detailed analysis plan using the appropriate statistical techniques with justification of why this statistical technique was best method.<br>**14.45 to >11.9 pts**<br>**PROFICIENT**<br>Creates a detailed analysis plan using the appropriate statistical techniques.<br>**11.9 to >0 pts**<br>**BASIC**<br>Creates an analysis plan using the appropriate statistical techniques.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not create a detailed analysis plan using the appropriate statistical techniques. | / 17 pts |
| Evaluate data analysis tests to select appropriate tests pertinent to the sampling methodology and program evaluation design. (C4.SP.B) | **17 to >14.45 pts**<br>**DISTINGUISHED**<br>Evaluates data analysis tests to select appropriate tests pertinent to the sampling methodology and program evaluation design with justification of how the statistical tests connect to the methodology.<br>**14.45 to >11.9 pts**<br>**PROFICIENT**<br>Evaluates data analysis tests to select appropriate tests pertinent to the sampling methodology and program evaluation design.<br>**11.9 to >0 pts**<br>**BASIC**<br>Selects appropriate tests pertinent to the sampling methodology and program evaluation design.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not evaluate data analysis tests to select appropriate tests pertinent to the sampling methodology and program evaluation design. | / 17 pts |
| Evaluate the research assumptions that guided the selection of methodology and data analysis. (C4.SP.A) | **17 to >14.45 pts**<br>**DISTINGUISHED**<br>Evaluates the research assumptions that guided the selection of methodology and data analysis and justifies the selection of methodology based on these assumptions.<br>**14.45 to >11.9 pts**<br>**PROFICIENT**<br>Evaluates the research assumptions that guided the selection of methodology and data analysis.<br>**11.9 to >0 pts**<br>**BASIC**<br>Identifies the research assumptions that guided the selection of methodology and data analysis.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not identify the research assumptions that guided the selection of methodology and data analysis. | / 17 pts |
| Develop an aligned research question and/or hypothesis relevant to the chosen program evaluation design. (C4.SP.B) | **17 to >14.45 pts**<br>**DISTINGUISHED**<br>Develops an aligned research question and/or hypothesis relevant to the chosen program evaluation design with justification of how it aligns.<br>**14.45 to >11.9 pts**<br>**PROFICIENT**<br>Develops an aligned research question and/or hypothesis relevant to the chosen program evaluation design.<br>**11.9 to >0 pts**<br>**BASIC**<br>Develops a research question and/or hypothesis that is not relevant to the chosen program.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not develop an aligned research question and/or hypothesis relevant to the chosen program evaluation design. | / 17 pts |
| Express ideas clearly, employing correct grammar, usage, and mechanics. | **16 to >13.6 pts**<br>**DISTINGUISHED**<br>Expresses ideas clearly, employing correct grammar, usage, and mechanics in an outstanding and consistent manner.<br>**13.6 to >11.2 pts**<br>**PROFICIENT**<br>Expresses ideas clearly, employing correct grammar, usage, and mechanics.<br>**11.2 to >0 pts**<br>**BASIC**<br>Uses proper grammar, usage, and mechanics, but not in a consistent manner.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not use proper grammar, usage, and mechanics. | / 16 pts |
| Use proper APA style to cite and reference sources. | **16 to >13.6 pts**<br>**DISTINGUISHED**<br>Uses proper APA style to cite and reference sources in an outstanding and consistent manner.<br>**13.6 to >11.2 pts**<br>**PROFICIENT**<br>Uses proper APA style to cite and reference sources.<br>**11.2 to >0 pts**<br>**BASIC**<br>Uses proper APA style to cite and reference sources but not in a consistent manner.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not use proper APA style to cite and reference sources. | / 16 pts |
| Total Points: 0 |
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