STAT2001 Foundations of Evidence for Health Science Practitioners

STAT2001 Foundations of Evidence for Health Science Practitioners

Assessment Summary

Assessment task number 3

Assessment title Full Report

Due Date Sunday 8th Oct 2023 at 11:59 pm

Length 1,500 2,000 words (tables, graphs, titles, legends, in-text citations, reference list, appendices not included)

Weighting 50%

Submission Word document submitted to Turnitin

Unit Learning Outcomes You will demonstrate the following Unit Learning Outcomes on the successful completion of this task:

ULO 2: Explain and apply ethical principles of a proposed inquiry

ULO 3: Conduct and interpret basic data analyses

ULO 4: Apply aspects of the scientific method to solve a problem

Task Description

This project is a research report of the findings from data analyses, using the various techniques that we have been working on throughout the session.

Rationale

This project involves conducting research and presenting findings based on data analysis techniques learned during the term. The purpose of assessment 3 is to provide hands-on experience in applying the scientific method to solve a problem (ULO 4). Using hypothesis testing and p-values, you will gain the skills to assess the strength of evidence for a hypothesis, a common practice in science and the scientific literature. This will prepare you to read and understand research papers in your professional practice and uphold accreditation standards that require evidence-based decision-making. This assignment provides you with a practical opportunity to generate new evidence and discuss its real-world implications.

Task Instructions

This assessment involves two major aspects:

Analysis of data to answer the research questions, and

Presentation of the findings as a scientific report.

Analysis of Data to Answer the Research Questions

Use data analysis techniques taught in Modules 2 - 5 to address the research questions.

Refer to your Assessment 2 and incorporate any feedback received.

Expand your Assessment 2 report to include the Assessment 3 research questions.

For each question, use paragraph format to report your findings in the Results section. Use the templates provided in the Tutorial Worksheets to help write up the report of the analysis into a paragraph structure.

Presentation of the Findings as a Scientific Report

Structure your report using the IMRaD format: Introduction, Methods, Results, and Discussion, in addition to the References section.

Use the Assessment 3 Report Template for formatting guidance.

See below for tips on what to include in each section.

The research questions

What percentage of participants were classified with elevated stress (as defined by DASS-Stress scores corresponding with moderate, severe or extremely severe categories)?

Hint: Use the Stress Binary variable that categorises the DASS-stress scores into a binary variable with two categories (0 = low or mild stress; 1 = moderate or severe or extremely severe stress). See Module 2 online learning materials and Week 2 Tutorial for guidance on how to create a bar graph and table to answer this question.

Is the percentage of participants classified with elevated stress associated with relationship status?

Hint: Use a Chi-square test using the Stress Binary variable and the Relationship Status variable (relate). Report the numbers and percentages in each of the categories along with the Chi-square statistics, and its degrees of freedom and p value. See Module 3 online learning materials and Week 3 Tutorial for guidance.

Is there a difference in mean wellbeing between age groups (Age Binary)?

Hint: Use a t-test. The outcome variable is Wellbeing Total Scores. The grouping variable is Age Binary. See Module 4 online learning materials and Week 4 Tutorial for guidance.

Is FoMO correlated with stress?

Hint: Use a correlation test with the FoMO Total Scores and DASS-Stress Total Scores variables. First produce a scatter plot to assess for evidence of a linear relationship. See Module 5 online learning materials and Week 5 Tutorial for guidance.

Guide to writing up the results as a scientific research report

Structure the report using the following headings (IMRaD): Introduction, Methods, Results, and Discussion, and of course References. Please check the Assessment 3 Marking Rubric and the Assessment 3 Report Template before you begin and again before your submit. There is an additional heading Research Questions and Hypotheses between the Introduction and Methods required for this report.

Title

Give your report a title that clearly and accurately reflects the content of the report.

Tip: Include key word(s) from the primary (i.e. first) question.

Introduction (1 3 short paragraphs)

Introduce the topic: Provide an overview of the research topic without delving into an extensive literature review. Define key concepts such as stress, wellbeing, and FoMO as needed, cite relevant literature following APA 7th style.

Use the guidance from Module 6's Library demonstration to identify credible, scholarly sources for citation.

Highlight Research Significance: Explain the possible significance of this research project, considering its potential contributions to knowledge, practice, or policy.

State Research Goals: Conclude the introduction by clearly stating the overarching aims of the research.

For further information on how to write an introduction section for a report, see this Quick GuideResearch Questions and Hypotheses

State each of the four research questions exactly as they are written.

Provide the null and alternative hypotheses for each of the three inferential tests.

Model your hypotheses based on the work done in the corresponding tutorials but adapt them as needed.

Methods

Include the amended version of your methods section, after incorporating the feedback received from Assessment 2.

Expand the Data Analysis subheading section to incorporate all the analyses for the additional questions.

Utilise the templates provided in the tutorial worksheets to help you to describe the tests you will be using, the assumptions associated with each test and the method of checking the assumption.

Do not put any results in this section.

Results

Describe the sample, usually under a heading Participant Characteristics. (Same as assessment 2).

Present findings for each research question separately, adding new subheadings for the new questions.

Maintain paragraph format throughout the report.

Reserve interpretation of the analyses for the Discussion section; the Results section should contain data summaries only.

Discussion

Start by summarising the main findings of the study at a high level, providing answers to the research questions (do not include statistics).

Compare and contrast your findings with relevant literature cited in the Introduction.

Consider the strengths and limitations of the study's design.

Speculate on the practical implications of the findings for practice, policy, or future research.

Conclude with a brief summary of the answer to the research questions and any major limitations to consider when using the research for practice.

References

List all references cited in the report using APA 7th formatting style.

Appendices

Include appendices after the references if necessary. Appendices do not form part of the assessment and will not be read by the marker, but this is where you can place any related items that you wish to keep together with the report (for example a copy of the survey, although this is not necessary for Assessment 3).

Resources

The template uses APA 7 formatting style for the whole report, including references.

You can find a helpful Concise Guide to APA Style in the library, which explains the key principles.

Additionally, refer to the APA Numbers and Statistics Guide for using numbers correctly and this Guide to Tables and Figures.

For assistance with writing a scientific report, both live and recorded workshops are available at the Learning Zone how to write a scientific report.

You can also schedule time with Learning Coaches to get help with your assignment. Prepare a draft to bring for review during your session, book a time.

Referencing

Follow SCU Academic Integrity rules by properly attributing and citing sources in APA formatting style guide.

For this scientific report, use scientific evidence from peer-reviewed sources whenever possible. Module 6 provides guidance on finding scholarly evidence.

As a co-researcher with data ownership, you do not need to cite the data, common scientific tests (e.g., chi-square, t-test, correlation), or provided paragraph templates from the tutorial worksheets. However, adapt the templates as needed and ensure they align with your analysis. Templates are meant as guides, not restrictions. Feel free to use your own expressions while using them as checklists to ensure comprehensive reporting.

Submission

Submit your report as a Microsoft Word document via the Turnitin activity titled "Assessment 3: Full Report" in the Assessments Tasks & Submission section on the Blackboard STAT2001 site.

Label your submission with your surname and initials, followed by the assessment task's name (e.g., SmithJ_Assessment3.doc).

Academic Integrity - Checking the Turnitin report

Familiarise yourself with how to use Turnitin to ensure academic integrity, Turnitin Videos.

If the Turnitin Report indicates overlaps with other sources, especially in the Introduction and Discussion sections, ensure proper citation and rephrase the content into your own words.

Continue this process until you are satisfied with the Turnitin Report.

Seek assistance from the Learning Zone if you are unsure about checking the Turnitin report.GenAI May be Used Following These Guidelines

Generative Artificial Intelligence (GenAI) tools, such as ChatGPT, may be used for this Assessment Task but you may NOT use these tools to write your assessments. If you use GenAI tools you must ensure you use these responsibly, ethically and you must acknowledge the use of such tools. If you do use a GenAI tool in an assessment item, you mustprovide a statement in an appendixthat shows which tool you used and how you used it. Provide the prompts and the generated text as evidence. All use should be completely transparent. To find out more about how to use GenAI responsibly see the Library Quick Guide to GenAI. To find out how to reference any GenAI use in your work, consult the SCU Library guide toAPA7. To find out more, you can make an appointment with a Learning Coach via Learning Zone or contact me as your Unit Assessor, if you are not sure how, or how much you can use GenAI tools in your studies. If you use GenAI tools without proper acknowledgment or beyond these guidelines, it may result in an academic integrity breach with penalties as described in the Student Academic and Non-Academic Misconduct Rules, Section 3Assessment Rubric

The rubric will be uploaded to Blackboard in a different file.

Description of Grades

High Distinction:

The students performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and applying relevant skills and concepts, and shows exceptional ability to synthesise, integrate and evaluate knowledge. The students performance could be described as outstanding in relation to the learning requirements specified.

Distinction:

The students performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and applying relevant skills and concepts, and shows a well-developed ability to synthesise, integrate and evaluate knowledge. The students performance could be described as distinguished in relation to the learning requirements specified.

Credit:

The students performance, in addition to satisfying all of the basic learning requirements specified, demonstrates insight and ability in researching, analysing and applying relevant skills and concepts. The students performance could be described as competent in relation to the learning requirements specified.

Pass:

The students performance satisfies all of the basic learning requirements specified and provides a sound basis for proceeding to higher-level studies in the subject area. The students performance could be described as satisfactory in relation to the learning requirements specified.

Fail:

The students performance fails to satisfy the learning requirements specified.