1.	ERMA 7300
 Design and Analysis I
3 credit hours

2.	Semester SP 2010		
Instructor:	Margaret E. Ross
			4018 Haley Center
			(334) 844-3084	rossma1@mail.auburn.edu   (the first 1 = one)
Office Hours:	Tuesday 9:30 - 11:30 am and Monday 2 - 4 pm
_____________________________________________________________________________________

3.	Resources

Ross, M. E. & Shannon, D. M. (2008).  Applied Quantitative Methods in Education.  Kendall/Hunt,
Publishing Company, Dubuque, Iowa.

Shannon, D. M. & Davenport M. A. (2000).  Using SPSS to Solve Statistical Problems: A Self
Instructional Guide.  Merrill Prentice Hall, Upper Saddle River, New Jersey.

Publication Manual of the American Psychological Association (any recent edition). Washington D.C.,
American Psychological Association.	

(also see attached bibliography for other suggested texts and resources)

4.	Course Description
This course is designed to provide students the understanding of statistical methods pertaining to the design and analysis of experiments in educational research. Descriptive statistics will be reviewed and inferential statistics used to analyze the relationship between one or more categorical variables and a continuous variable will be studied.  This course emphasizes the conceptual application of statistics with little emphasis placed on the mathematical derivation of the formulas. Emphasis will be placed on conceptual understanding of t-test and ANOVA designs, correctly identifying the proper statistical test, and interpreting the output using SPSS for Windows. 

5.	Course Objectives
Students will:
•	Gain an understanding of inferential statistics.
•	Apply knowledge of inferential statistics by analyzing research problems and making decisions about the appropriate use of inferential procedures.
•	Apply knowledge of inferential statistics using SPSS to determine significance.
•	Apply knowledge of inferential statistics by interpreting results of statistical analyses.
•	Interpret the results of the analyses in terms of the research hypothesis 

6.	Tentative Course Content and Schedule

Class 1  Jan. 11, 2010
Topics
Introduction to the Course			
Basics of Statistics
Authentic School Based Project (a ‘real’ problem, issue or research deficit that needs to be addressed)
Authentic Project Team Formation (3 per team)
Lab
	IRB modules
Readings
	Text Introduction

Class 2  Jan. 25, 2010
Review
Topics
Introduction to Research Design
Measures of Central Tendency (review)
Measures of Variability (review)
Distributions
Overview of T-test and ANOVA designs
Authentic Project Team Project Planning/Guidance
Readings and Assignment
	Chapters 2 and 3
Computer Activity/Lab...IRB modules  (due next week)

Class 3  Feb. 1. 2010
Review 
Topics
	Validity and Reliability
	Internal/External validity
IRB module certificate due
Readings and Assignment
	Chapter 15
	Prepare for Exam

Class 4  Feb. 8, 2010
Exam 1 
Authentic Project Team Project Planning/Guidance
Assignment
	Outline of Team Project 
	Possible Project Questions
	
Class 5   Feb. 15, 2010
Class Discussion of Team Projects (project questions, data collection, analyses)
Topics
Z-test and Hypothesis Testing (an eight step approach)
One-sample t-test
Project Planning/Guidance
Readings and Assignment
Chapter 4
Lab Activity
Research Article/Z-test or One-sample t-test

Class 6  Feb. 22, 2010
Review and Article Discussion
Topics
One-way ANOVA with two levels
Independent Samples t-test
Authentic Project Planning/Guidance
Readings and Assignment
	Chapters 5
	Lab Activity
	Research Article/Independent Samples t-test
		
Class 7   March 1, 2010
Review and Article Discussion
Project Discussion
Topics
One-way ANOVA with 3 or more groups
Rubrics for authentic project distributed/discussed
Authentic Project Planning/Guidance
Readings and Assignment
	Chapter 6
	Lab Activity
	Research Article/One-Way ANOVA

Class 8 	 March 8, 2010	
Review and Article Discussion
Topics
Planned Comparisons (follow-up) 
Post-Hoc Comparisons
Test Preparation
Authentic Project Planning/Guidance (outline due next class)
	Guidelines for outline points
		outline complete (2 points)
		research question appropriate for this class (2 points)
		writing mechanics (1 point)
		word choice (1 point)
		tone (1 point)
		organization and flow (1 point)
		APA (1 point)
Readings and Assignment
	Chapter 6
	Lab Activity
	Research Article/One-Way ANOVA with post-hoc Analyses

Class 9  March 22, 2010
Exam 2
Authentic Project Planning/Guidance (outline due)

Class 10 March 29, 2010
Review and Article Discussion
Topics
Two-way ANOVA/Three-way ANOVA 
Follow-up analyses to multi-way ANOVA 
(simple effects, interaction contrasts)
Authentic Project Planning/Guidance
Project paper due week 12
Readings and Assignment
	Chapter 7
	Lab Activity
	Research Article/Two-Way ANOVA

Class 11 April 5, 2010
Review and Article Discussion
Topics
Paired Sample t-test
Within Subjects Designs
Authentic Project Planning/Guidance	
Readings and Assignment
	Chapter 8
	Lab Activity
	Research Article/Paired Sample t-test or Within Subjects Design

Class 12  April 12, 2010
Review and Article Discussion
Topics
Mixed designs
Chi Square
Binomial
Project paper due
Presentation discussion and discussion of submission
Lab

Class 13  April 19, 2010
Preparation for exam 

Class 14  April 26, 2010
Exam 3

Class 15  May 3, 2010
Authentic Project Presentations and discussion of submission
presentation one-page overview as handout due

7.	Course Requirements and Evaluation
Learning Methods
Lectures, discussions, readings, class exercises and lab assignments.

Student Assessment*
	Three Tests 			60% (10% test 1, 20% test 2, and 30% test 3)
	IRB modules			10%
	Project outline			05%
Authentic Research Project Paper	15% 
Presentation**	 		05%
Assignments			05%

Labs will double as an assignments.  You can work in pairs on lab assignments and turn in one lab assignment per pair if you wish.  You CANNOT make up more than two lab assignments or in-class activity points.

See next page for authentic research project outline
Authentic Project

Introduction

Statement of Problem 
Significance of problem (based on stated needs of school personnel and  literature review) 
Specific research questions to be answered. 
     	Are they clearly stated?
	Are they feasible/legitimate?
		Does it lend itself to t-test or ANOVA procedures?

Methodology

Participants
Full description of participants 

Measures
Instrumentation Description in detail (Validity and Reliability important here!)

Procedures
Procedures (detailed description of what you did – step by step)  
Data processing and analysis (how will you analyze the data and why)? 

Results

Are all appropriate statistics clearly stated in APA style?
Are tables or graphs appropriately used?

Discussion

Results in words
Recommendations
Limitations discussed

A more detailed rubric will be handed out closer to the time the proposal and presentation are due.
The paper is to be written in APA style.

Grading Scale
A:	90 – 100% 
B:	80 – 89% 
C:	70 – 79%
D:	60 – 69%
F: 	below 60%

8.	Class Policy Statements

Attendance Policy
·	Excellent attendance is expected.
·	I will start class on time so if you are late you will need to get notes from another student.  
·	I will allow only two lab make-ups.  If you miss more classes you will not be able to earn the points for the lab.

Late Assignments Policy  
•	Assignments turned in late will receive a 2% reduction in earned points per day.  The only exception will be in the case of emergency.
•	Except for work requiring calculations, all work must be typed or it will not be graded.  Late penalty will be applied to work completed in writing and then turned in late in typed format for a grade.

Incompletes and Withdrawals   
Grades associated with incomplete course work or withdrawal from class will be assigned in strict conformity to University policy (see Auburn University Bulletin).  If you wish to drop this course you may do so by the 10th class day with no grade assignment. From the 10th class day to mid-quarter a W (withdrawn-passing) grade will be recorded in your transcripts. After this period withdrawal from the course will only be granted under unusual circumstances and must be approved by the Dean of the College of Education.

Note that a new incomplete grade (IN) policy is in effect.  The new policy requires that students complete a form requesting that an IN grade be assigned.  If this form in not completed and given to the instructor of the class, a grade will be assigned with a score of zero (0) for work that has not been completed and turned in by the time the instructor reports grades.

Academic Misconduct 
The Department of EFLT recognizes university policy regarding academic misconduct. Violations include, but are not limited to: plagiarism, unauthorized assistance during examinations, submitting another’s work product as your own, using another’s words as your own without appropriate citation, sharing unauthorized materials with another that contain questions or answers to examinations, altering or attempting to alter assigned grades. In accordance with University policy regarding academic misconduct, students may be subject to several sanctions upon violations of the Student Academic Honesty Code. See the Tiger Cub publication for the current year for specifics regarding academic misconduct as well as student’s rights and responsibilities associated with the Code.

Disability Accommodations 
Students who need special accommodations in class, as provided for by the American Disabilities Act, should arrange a confidential meeting with the instructor during office hours the first week of classes ‑ or as soon as possible if accommodations are needed  immediately. You must bring a copy of your Accommodation Memo and an Instructor Verification Form to the meeting.  If you do not have these forms but need accommodations, make an appointment with the Program for Students with Disabilities, 1244 Haley Center, 844‑2096.

Bibliography

The following text books provide excellent overviews of analyses covered in this class.  These texts are also useful for further study in statistics and research design and/or as reference books.  You might check for later editions of the books.

	Gravetter, Frederick J. & Wallnau, Larry B. ( 2002).  Essentials of Statistics for the Behavioral Sciences.  Wadsworth.

Keppel, Geoffrey & Zedeck, Sheldon (1998).  Data Analysis for Research Designs. W. H. Freeman and Company, New York.

Maxwell, Scott E. & Delaney, Harold D.  Designing Experiments and Analyzing Data: A Model Comparison Perspective.  Lawrence Erlbaum Associates, Publishers, Mahwah, New Jersey

Meyers, Lawrence S., Gamst, Glenn, Guarino, A. J. (2006).  Applied Multivariate Research: Design and Interpretation.  Sage Publications.

Shavelson, Richard (1988).  Statistical Reasoning for the Behavioral Sciences.  Allyn and Bacon, Inc. Boston.