For the Unit I assignment, you will use what you learned about research methodologies, primary and secondary sources, and reviewing literature to develop a literature review. This literature review will become part of the final course project due in Unit VII. Please click here to access and utilize a template for this assignment.Review articles in the CSU Online Library databases and other credible resources to locate six peer-reviewed, scholarly articles that relate to the Sun Coast business problems identified in the Course Project Guidance document. The articles you use should help inform your knowledge about the issues you are trying to solve for Sun Coast. The articles should also be quantitative research articles from primary and secondary sources. Try including words like correlation, regression, t test, and ANOVA in your keyword search criteria.The article discussion should include the qualifications of the authors, purpose of the studies, research methodologies and designs used, results from the studies, and explanations of how the articles relate to Sun Coast’s problem. Ensure that you also describe how you believe the research made a positive organizational impact.The title and reference pages do not count toward the page requirement for this assignment. This assignment should be a minimum of two pages in length, follow APA-style formatting and guidelines, and use references and citations as necessary.
For the Unit I assignment, you will use what you learned about research methodologies, primary and secondary sources, and reviewing literature to develop a literature review. This literature review wi
Running head: INSERT TITLE HERE 0 Insert Title Here Insert Your Name Here Insert University Here Literature Review Include the literature review information here. Important Note: Students should refer to the information presented in the Unit I Study Guide and the Unit I Syllabus instructions to complete this section of the project. Delete this before you begin. References Include references here using hanging indentations. Remember to remove this information. Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Thousand Oaks, CA: Sage.
For the Unit I assignment, you will use what you learned about research methodologies, primary and secondary sources, and reviewing literature to develop a literature review. This literature review wi
Cou rs e S ylla b u s Qualit y M atte rs 2 019 Cours e D escrip tio n In tr o duces b oth th e th eory a nd p ra ctic e o f u sin g q uantit a tiv e a nd q ualit a tiv e r e searc h meth odolo gic al a ppro aches to s olv e p ro ble m s, le ve ra ge o pportu nit ie s, a nd h elp achie ve o rg aniz atio nal g oals . A pplie d r e searc h m eth ods a re illu str a te d, in clu din g surv e ys , in te rv ie w s, fo cus g ro ups, c ase s tu die s, o bserv a tio ns, a nd e xp erim enta tio n. Conte m pora ry a nd a ctio nable s ta tis tic al p ro cedure s a s w ell a s d ata a naly s is to ols are e xa m in ed. B est p ra ctic es fo r p re senta tio n o f r e searc h r e sult s a ls o a re a ppra is ed. Cours e T extb ook(s ) Cre sw ell, J . W ., & C re sw ell, J . D . ( 2 018). Researc h d esig n: Q ualit a tiv e, q uantit a tiv e, and m ix ed m eth ods a ppro aches ( 5 th e d.) . Thousand O aks , C A: S age. Addit io nal R equir e d C ours e M ate ria l( s ) See e ach U nit S tu dy G uid e fo r a ddit io nal r e quir e d c ours e m ate ria l( s ). Cours e L earn in g O utc o m es Upon c om ple tio n o f th is c ours e, s tu dents s hould b e a ble to : 1 . Dis cuss h ow r e searc h-b ased d ecis io n-m akin g c an d ir e ctly a ffe ct o rg aniz atio nal p ra ctic es. 2 . Exa m in e th e d eve lo pm enta l c om ponents o f th e r e searc h p ro cess. 3 . Com pare a nd c ontr a st th e d if fe re nces b etw een q ualit a tiv e a nd q uantit a tiv e r e searc h m eth odolo gie s. 4 . Eva lu ate d if fe re nt ty p es o f r e searc h m eth ods. 5 . Exa m in e th e a dva nta ges a nd d is adva nta ges o f c olle ctin g p rim ary a nd s econdary d ata . 6 . Dif fe re ntia te b etw een v a rio us r e searc h-b ased to ols c om monly u sed in b usin esses. 7 . Test d ata fo r a b usin ess r e searc h p ro je ct. 8 . Syn th esiz e th e r e sult s o f a r e searc h-b ased p la n. Pre re quis it e (s ) No p re re quis it e c ours es a re r e quir e d fo r e nro llm ent in th is c ours e. Cre dit s Upon c om ple tio n o f th is c ours e, th e s tu dents w ill e arn 3 .0 0 h ours o f c olle ge c re dit . CSU O nlin e L ib ra ry The C SU O nlin e L ib ra ry is a va ila ble to s upport y o ur c ours es a nd p ro gra m s. T he o nlin e lib ra ry in clu des d ata bases, jo urn als , MBA 5 652, R esearc h M eth ods M BA 5 652, R ese arc h M eth ods 1 e-b ooks , a nd r e searc h g uid es. T hese r e sourc es a re a lw ays a ccessib le a nd c an b e r e ached th ro ugh th e lib ra ry w eb p age. To a ccess th e lib ra ry , lo g in to th e m yC SU S tu dent P orta l, a nd c lic k o n “ C SU O nlin e L ib ra ry .” Y ou c an a ls o a ccess th e C SU Onlin e L ib ra ry fr o m th e “ M y L ib ra ry ” b utto n o n th e c ours e m enu fo r e ach c ours e in B la ckb oard . The C SU O nlin e L ib ra ry o ffe rs s eve ra l r e fe re nce s erv ic es. E -m ail ( lib ra ry @ colu m bia south ern .e du ) a nd te le phone (1 .8 77.2 68.8 046) a ssis ta nce is a va ila ble M onday – T hurs day fr o m 8 a .m . to 5 p .m . a nd F rid ay fr o m 8 a .m . to 3 p .m . T he lib ra ry ’s c hat r e fe re nce s erv ic e, Ask a L ib ra ria n , is a va ila ble 2 4/7 ; lo ok fo r th e c hat b ox o n th e o nlin e lib ra ry p age. Lib ra ria ns c an h elp y o u d eve lo p y o ur r e searc h p la n o r a ssis t y o u in fin din g r e le va nt, a ppro pria te , a nd tim ely in fo rm atio n. Refe re nce r e quests c an in clu de c usto m iz ed k e yw ord s earc h s tr a te gie s, lin ks to a rtic le s, d ata base h elp , a nd o th er s erv ic es. Lib G uid es Thin k o f a L ib G uid e ( a L ib ra ry G uid e) a s a m in i- w ebsit e to h elp y o u w it h y o ur a ssig nm ents . It h as r e le va nt in fo rm atio n s uch as d ata bases, e -b ooks , a nd w ebsit e s s pecif ic to y o ur c ours es. If y o u h ave a ny q uestio ns, p le ase r e ach o ut to y o ur fr ie ndly lib ra ry s ta ff. Clic k here fo r th e L ib G uid e fo r th is c ours e. Unit A ssig nm ents Unit I L it e ra tu re R evie w Wit h in th is c ours e y o u w ill s ubm it p arts o f a r e searc h p aper in e ach u nit th at w ill c om e to geth er in U nit V II a s th e c om ple te pro je ct. C lic k here to r e vie w th e C ours e P ro je ct G uid ance d ocum ent, w hic h o utlin es a ll o f th e w ork y o u w ill s ubm it fo r th e cours e a nd p ro vid es a te m pla te fo r th e fin al p aper. R evie w in g th e d ocum ent w ill p ro vid e in sig ht a nd m enta l p re para tio n fo r th e s cope o f th e c ours e s in ce th e a ssig nm ents w ill b uild u pon o ne a noth er. It a ls o in tr o duces th e s cenario y o u w ill u tiliz e fo r eve ry a ssig nm ent in th is c ours e. C lic k here to r e vie w th e S un C oast R em edia tio n D ata F ile s d ocum ent. T his d ocum ent w ill be th e s ourc e o f d ata fo r y o ur p ro je ct, h ow eve r, y o u w ill n ot b egin w ork in g w it h th e d ata u ntil U nit IV . N ote : T he te m pla te pro vid ed is fo r th e U nit V II R esearc h P aper; y o u w ill s ubm it p arts o f th is p aper in e ach u nit . S ee th e te m pla te s in e ach u nit assig nm ent. For th e U nit I a ssig nm ent, y o u w ill u se w hat y o u le arn ed a bout r e searc h m eth odolo gie s, p rim ary a nd s econdary s ourc es, and r e vie w in g lit e ra tu re to d eve lo p a lit e ra tu re r e vie w . T his lit e ra tu re r e vie w w ill b ecom e p art o f th e fin al c ours e p ro je ct d ue in Unit V II. P le ase c lic k here to a ccess a nd u tiliz e a te m pla te fo r th is a ssig nm ent. Revie w a rtic le s in th e C SU O nlin e L ib ra ry d ata bases a nd o th er c re dib le r e sourc es to lo cate s ix p eer-re vie w ed, s chola rly artic le s th at r e la te to th e S un C oast b usin ess p ro ble m s id entif ie d in th e C ours e P ro je ct G uid ance d ocum ent. T he a rtic le s yo u u se s hould h elp in fo rm y o ur k n ow le dge a bout th e is sues y o u a re tr y in g to s olv e fo r S un C oast. T he a rtic le s s hould a ls o be q uantit a tiv e r e searc h a rtic le s fr o m p rim ary a nd s econdary s ourc es. T ry in clu din g w ord s lik e corre la tio n, r e gre ssio n, t te st, a nd AN O VA in y o ur k e yw ord s earc h c rit e ria . The a rtic le d is cussio n s hould in clu de th e q ualif ic atio ns o f th e a uth ors , p urp ose o f th e s tu die s, r e searc h m eth odolo gie s a nd desig ns u sed, r e sult s fr o m th e s tu die s, a nd e xp la natio ns o f h ow th e a rtic le s r e la te to S un C oast’s p ro ble m . E nsure th at y o u als o d escrib e h ow y o u b elie ve th e r e searc h m ade a p osit iv e o rg aniz atio nal im pact. The tit le a nd r e fe re nce p ages d o n ot c ount to w ard th e p age r e quir e m ent fo r th is a ssig nm ent. T his a ssig nm ent s hould b e a min im um o f tw o p ages in le ngth , fo llo w A P A-s ty le fo rm attin g a nd g uid elin es, a nd u se r e fe re nces a nd c it a tio ns a s n ecessary . Refe r to th e C ours e P ro je ct G uid ance d ocum ent fo r in sig ht. F or a ssis ta nce in c re atin g y o ur lit e ra tu re r e vie w , r e ach o ut to th e W rit in g C ente r. Unit II S ch ola rly A ctiv it y For th is a ssig nm ent, y o u w ill d efin e th e r e searc h o bje ctiv e s a nd d eve lo p th e r e searc h q uestio ns a nd h yp oth eses to s et th e sta ge fo r th e S un C oast R em edia tio n r e searc h p ro je ct. You w ill u tiliz e th is te m pla te to c om ple te th e U nit II a ssig nm ent. Be s ure to in clu de th e fo llo w in g s ectio ns in y o ur s ubm is sio n, a nd r e m em ber to u se A P A-fo rm atte d s ectio n h eadin gs a nd subheadin gs. In tr o ductio n Researc h p ro ble m s Researc h o bje ctiv e s: R efe r to th e In tr o ductio n a nd S ta te m ent o f P ro ble m s s ectio ns p ro vid ed in th e U nit II A ssig nm ent Tem pla te to m ake e xp lic it s ta te m ents a s to th e o bje ctiv e s o f th is s tu dy. F or e xa m ple , “ O ne o bje ctiv e o f th is r e searc h stu dy is to d ete rm in e th e d ir e ctio n ( e it h er p osit iv e o r n egativ e ) a nd th e s tr e ngth o f r e la tio nship s b etw een A B C C om pany’s va rio us c onsum er p ro m otio ns a nd s ale s r e ve nue. T his o bje ctiv e is in te nded to d ete rm in e w hic h p ro m otio ns m ay b e more e ffe ctiv e a nd s tr a te gic ally im porta nt.” R esearc h o bje ctiv e s s hould b e d is cussed fo r e ach p ro ble m id entif ie d. Researc h q uestio ns a nd h yp oth eses: P ro vid e r e searc h q uestio ns a nd n ull a nd a lt e rn ativ e h yp oth eses th at a lig n w it h th e re searc h o bje ctiv e s a nd p ro ble m s. F or e xa m ple : RQ 1 : W hat is th e r e la tio nship b etw een P ro m otio n 1 a nd s ale s r e ve nue? M BA 5 652, R ese arc h M eth ods 2 Ho1 ( n ull h yp oth esis ): T here is n o s ta tis tic ally s ig nif ic ant c orre la tio n b etw een P ro m otio n 1 ( in dependent v a ria ble ) and s ale s r e ve nue ( d ependent v a ria ble ). Ha1 ( a lt e rn ativ e h yp oth esis ): T here is a s ta tis tic ally s ig nif ic ant c orre la tio n b etw een P ro m otio n 1 a nd s ale s r e ve nue. RQ 2 : W hat is th e r e la tio nship b etw een P ro m otio n 2 a nd s ale s r e ve nue? Ho2 : T here is n o s ta tis tic ally s ig nif ic ant c orre la tio n b etw een P ro m otio n 2 a nd s ale s r e ve nue. Ha1 : T here is a s ta tis tic ally s ig nif ic ant c orre la tio n b etw een P ro m otio n 2 a nd s ale s r e ve nue. RQ 3 : A re th ere d if fe re nces in r e tu rn o n in ve stm ent ( R O I) b etw een th e v a rio us p ro m otio ns? Ho3 : T here a re n o s ta tis tic ally s ig nif ic ant d if fe re nces in R O I b etw een P ro m otio n 1 a nd P ro m otio n 2 . Ha3 : T here a re s ta tis tic ally s ig nif ic ant d if fe re nces in R O I b etw een P ro m otio n 1 a nd P ro m otio n 2 . The tit le a nd r e fe re nce p ages d o n ot c ount to w ard th e p age r e quir e m ent fo r th is a ssig nm ent. T his a ssig nm ent s hould b e a min im um o f tw o p ages in le ngth , fo llo w A P A-s ty le fo rm attin g a nd g uid elin es, a nd u se r e fe re nces a nd c it a tio ns a s n ecessary . Unit III S ch ola rly A ctiv it y Researc h D esig n Researc h d esig n r e fe rs to th e s pecif ic ty p e o f s tu dy th at y o u w ill c onduct. R esearc h d esig n is n orm ally c onsis te nt w it h one’s p hilo sophic al w orld vie w a nd th e m eth odolo gic al a ppro ach th e r e searc her c hooses. In th is c ase, y o u a re u sin g a quantit a tiv e m eth odolo gy. A s w e h ave d is cussed in th is c ours e, q uantit a tiv e r e searc h d esig ns c an b e e xp erim enta l a nd n on- exp erim enta l. Y ou w ill b e u sin g a n on-e xp erim enta l d esig n th at c an in clu de d escrip tiv e s ta tis tic s, c orre la tio nal o r c ausal- com para tiv e r e searc h m eth ods. Researc h m eth ods r e fe r to s pecif ic p ro cedure s s ele cte d b ased o n th e c hosen d esig n. T his is w here y o u w ill p ro vid e d eta il on h ow y o u c olle cte d a nd a naly z ed y o ur d ata . F or q uantit a tiv e m eth odolo gie s, r e searc h m eth ods c an b e q uit e d eta ile d a nd re quir e th at a tte ntio n b e p aid to r e cru it m ent, s am plin g, s am plin g fr a m e, s am ple s iz e, s urv e ys , p ilo t te sts , o bserv a tio ns, d ata colle ctio n, d ata a naly s is , s ta tis tic al p ro cedure s, d ata in te rp re ta tio n, c odin g, v a lid it y , r e lia bilit y , g enera liz abilit y , r e portin g, e tc . For th is a ssig nm ent, y o u w ill d eve lo p th e r e searc h d esig n fo r th e S un C oast p ro je ct, u tiliz in g th is te m pla te to c om ple te y o ur assig nm ent. Your U nit III r e searc h d esig n s ubm is sio n s hould in clu de th e b elo w e le m ents . Researc h M eth odolo gy: D escrib e a nd ju stif y th e c hoic e o f r e searc h m eth odolo gy a nd w hy it w as m ost s uit a ble to solv e th e p ro ble m s. B e s ure to c om pare a nd c ontr a st th is c hoic e w it h th e d esig n th at w as n ot s ele cte d. Researc h D esig n: E xp la in w heth er th e r e searc h d esig n is e xp lo ra to ry , c ausal, o r d escrip tiv e . P ro vid e th e r a tio nale fo r th e choic e. Researc h M eth ods: R evie w th e r e searc h q uestio ns a nd h yp oth eses y o u d eve lo ped in U nit II, a nd th en d ecid e o n th e most a ppro pria te r e searc h m eth ods to te st y o ur h yp oth eses. T hey m ig ht in clu de a c om bin atio n o f e xp erim enta tio n, descrip tiv e s ta tis tic s, c orre la tio n, a nd c asual- c om para tiv e m eth ods. B e s ure to s pecif y w hic h m eth od w ill b e u sed to te st whic h r e searc h q uestio n a nd h yp oth eses, a nd e xp la in w hy th at m eth od w as m ost a ppro pria te . Data C olle ctio n M eth ods: S pecif y h ow th e d ata w ere m ost lik e ly c olle cte d to te st th e h yp oth eses. D ata c olle ctio n meth ods in clu de, b ut a re n ot lim it e d to , s urv e y, o bserv a tio n, a nd r e cord s a naly s is . B e s ure to s pecif y w hic h d ata colle ctio n m eth od w as u sed to c olle ct th e d ata n eeded fo r e ach r e searc h q uestio n a nd h yp oth esis . P le ase n ote th at o ne data c olle ctio n m eth od c ould c aptu re th e d ata fo r s eve ra l r e searc h q uestio ns a nd h yp oth eses. Sam plin g D esig n: B rie fly d escrib e th e ty p e o f s am plin g d esig n th at w as m ost lik e ly u sed fo r th e d ata th at w ere c olle cte d. Choic es in clu de, b ut a re n ot lim it e d to , r a ndom s am ple , c onve nie nce s am ple , e tc . E xp la in y o ur r a tio nale fo r y o ur sam plin g d esig n s ele ctio n(s ). Data A naly s is P ro cedure s: S pecif y w hic h s ta tis tic al p ro cedure s w ill b e u sed to te st e ach o f y o ur h yp oth eses fr o m a m ong corre la tio n, r e gre ssio n, t te st, a nd A N O VA. E xp la in w hy e ach p ro cedure w as th e m ost a ppro pria te c hoic e. The tit le a nd r e fe re nce p ages d o n ot c ount to w ard th e p age r e quir e m ent fo r th is a ssig nm ent. T his a ssig nm ent s hould b e n o le ss th an tw o p ages in le ngth , fo llo w A P A-s ty le fo rm attin g a nd g uid elin es, a nd u se r e fe re nces a nd c it a tio ns a s n ecessary . Unit IV S ch ola rly A ctiv it y Descrip tiv e S ta tis tic s A naly s is Describ e th e S un C oast d ata u sin g th e d escrip tiv e s ta tis tic s to ols d is cussed in th e u nit le sson. E sta blis h w heth er assum ptio ns a re m et to u se p ara m etr ic s ta tis tic al p ro cedure s. R epeat th e ta sks b elo w fo r e ach ta b in th e S un C oast re searc h s tu dy d ata s et. U tiliz e th e U nit IV S chola rly A ctiv it y te m pla te here . You w ill u tiliz e M ic ro soft E xc el T oolP ak. T he lin ks to th e T oolP ak a re here in th e C ours e P ro je ct G uid ance d ocum ent. Here a re s om e o f th e it e m s y o u w ill c ove r. Pro duce a fr e quency d is tr ib utio n ta ble a nd h is to gra m . Genera te d escrip tiv e s ta tis tic s ta ble , in clu din g m easure s o f c entr a l te ndency ( m ean, m edia n, a nd m ode), k u rto sis , a nd ske w ness. Describ e th e d ependent v a ria ble m easure m ent s cale a s n om in al, o rd in al, in te rv a l, o r r a tio . Analy z e, e va lu ate , a nd d is cuss th e a bove d escrip tiv e s ta tis tic s in r e la tio n to a ssum ptio ns r e quir e d fo r p ara m etr ic te stin g. Confir m w heth er th e a ssum ptio ns a re m et o r a re n ot m et. The tit le a nd r e fe re nce p ages d o n ot c ount to w ard th e p age r e quir e m ent fo r th is a ssig nm ent. T his a ssig nm ent s hould b e n o le ss th an fiv e p ages in le ngth , fo llo w A P A-s ty le fo rm attin g a nd g uid elin es, a nd u se r e fe re nces a nd c it a tio ns a s n ecessary . M BA 5 652, R ese arc h M eth ods 3 Unit V S ch ola rly A ctiv it y Corre la tio n a nd R egre ssio n A naly s is U sin g S un C oast D ata S et Usin g th e S un C oast d ata s et, p erfo rm a c orre la tio n a naly s is , s im ple r e gre ssio n a naly s is , a nd m ult ip le r e gre ssio n a naly s is , and in te rp re t th e r e sult s . Ple ase fo llo w th e U nit V S chola rly A ctiv it y te m pla te here to c om ple te y o ur a ssig nm ent. You w ill u tiliz e M ic ro soft E xc el T oolP ak fo r th is a ssig nm ent. Exa m ple : Corre la tio n A naly s is Resta te th e h yp oth eses. Pro vid e d ata o utp ut r e sult s fr o m E xc el T oolp ak. In te rp re t th e c orre la tio n a naly s is r e sult s Sim ple R egre ssio n A naly s is Resta te th e h yp oth eses. Pro vid e d ata o utp ut r e sult s fr o m E xc el T oolp ak. In te rp re t th e s im ple r e gre ssio n a naly s is r e sult s Mult ip le R egre ssio n A naly s is Resta te th e h yp oth eses. Pro vid e d ata o utp ut r e sult s fr o m E xc el T oolp ak. In te rp re t th e m ult ip le r e gre ssio n a naly s is r e sult s . The tit le a nd r e fe re nce p ages d o n ot c ount to w ard th e p age r e quir e m ent fo r th is a ssig nm ent. T his a ssig nm ent s hould b e n o le ss th an tw o p ages in le ngth , fo llo w A P A-s ty le fo rm attin g a nd g uid elin es, a nd u se r e fe re nces a nd c it a tio ns a s n ecessary . Unit V I S ch ola rly A ctiv it y Usin g t T est a nd A N O VA W it h S un C oast R em edia tio n D ata S et Usin g th e S un C oast R em edia tio n d ata s et, p erfo rm a n in dependent s am ple s t T est, d ependent s am ple s t T est, a nd AN O VA, a nd in te rp re t th e r e sult s . You w ill u tiliz e M ic ro soft E xc el T oolp ak fo r th is a ssig nm ent. Exa m ple : In dependent S am ple t T est Resta te th e h yp oth eses. Pro vid e d ata o utp ut r e sult s fr o m E xc el T oolp ak. In te rp re t th e t T est r e sult s Dependent S am ple t T est Resta te th e h yp oth eses. Pro vid e d ata o utp ut r e sult s fr o m E xc el T oolp ak. In te rp re t th e t T est r e sult s AN O VA Resta te th e h yp oth eses. Pro vid e d ata o utp ut r e sult s fr o m E xc el T oolp ak. In te rp re t th e A N O VA r e sult s . Ple ase fo llo w th e U nit V I S chola rly A ctiv it y te m pla te here to c om ple te y o ur a ssig nm ent. The tit le a nd r e fe re nce p ages d o n ot c ount to w ard th e p age r e quir e m ent fo r th is a ssig nm ent. T his a ssig nm ent s hould b e n o le ss th an tw o p ages in le ngth , fo llo w A P A-s ty le fo rm attin g a nd g uid elin es, a nd u se r e fe re nces a nd c it a tio ns a s n ecessary . Unit V II R ese arc h P ap er Fin al P ro je ct Now th at y o u h ave c om ple te d th e fir s t s ix a ssig nm ents , it is tim e to c om ple te y o ur r e searc h p ro je ct fo r th e c ours e. In clu de th e fo llo w in g s ectio ns in y o ur s ubm is sio n. Tit le P age Table o f C onte nts Exe cutiv e S um mary In tr o ductio n Sta te m ent o f th e P ro ble m s Lit e ra tu re R evie w Researc h O bje ctiv e s Researc h Q uestio ns a nd H yp oth eses Researc h M eth odolo gy, D esig n, a nd M eth ods M BA 5 652, R ese arc h M eth ods 4 Researc h M eth odolo gy Researc h D esig n Researc h M eth ods Data C olle ctio n M eth ods Sam plin g D esig n Data A naly s is P ro cedure s Data A naly s is : D escrip tiv e S ta tis tic s a nd A ssum ptio n T estin g Data A naly s is : H yp oth esis T estin g Fin din gs Recom mendatio ns Refe re nces Ple ase fo llo w th e U nit V II p ro je ct te m pla te here to c om ple te y o ur a ssig nm ent. Ple ase r e fe r to th e C ours e P ro je ct G uid ance d ocum ent here fo r h elp . The tit le a nd r e fe re nce p ages d o n ot c ount to w ard th e p age r e quir e m ent fo r th is a ssig nm ent. T his a ssig nm ent s hould b e n o le ss th an th re e p ages in le ngth , fo llo w A P A-s ty le fo rm attin g a nd g uid elin es, a nd u se r e fe re nces a nd c it a tio ns a s n ecessary . Unit V III P ow erP oin t P re se nta tio n Cre ate a P ow erP oin t p re senta tio n fo r th e S un C oast R em edia tio n r e searc h p ro je ct to c om munic ate th e fin din gs a nd suggest r e com mendatio ns. P le ase u se th e fo llo w in g fo rm at: Slid e 1 : In clu de a tit le s lid e. Slid e 2 : O rg aniz e th e a genda. Slid e 3 : In tr o duce th e p ro je ct. Sta te m ent o f th e P ro ble m s Researc h O bje ctiv e s Slid e 4 : D escrib e in fo rm atio n g ath ere d fr o m th e lit e ra tu re r e vie w . Slid e 5 : In clu de r e searc h m eth odolo gy, d esig n, a nd m eth ods. Researc h M eth odolo gy Researc h D esig n Researc h M eth ods Data c olle ctio n Slid e 6 : In clu de r e searc h q uestio ns a nd h yp oth eses Slid es 7 a nd 8 : E xp la in y o ur d ata a naly s is . Slid es 9 a nd 1 0: E xp la in y o ur fin din gs. Slid e 1 1: E xp la in r e com mendatio ns in clu din g a n e xp la natio n o f h ow r e searc h-b ased d ecis io n-m akin g c an d ir e ctly a ffe ct org aniz atio nal p ra ctic es. Slid e 1 2 a nd 1 3: R efle ct o n y o ur e xp erie nce th ro ughout th e c ours e. P ro vid e s om e o f th e th in gs y o u le arn ed a nd s om e o f th e c ours e’s ta ke aw ays th at y o u c an a pply to y o ur c urre nt o r fu tu re jo b. Slid e 1 4: In clu de r e fe re nces fo r y o ur s ourc es. Your P ow erP oin t m ust b e a m in im um o f fo urte en s lid es in le ngth ( in clu din g th e tit le s lid e a nd a r e fe re nce s lid e). You a re r e quir e d to n arra te y o ur p re senta tio n. U tiliz e th e n ote s ectio n to w rit e o ut y o ur tr a nscrip t p er s lid e. E nsure th e pre senta tio n y o u c re ate is y o ur o w n a uth entic w ork . E nsure th at y o u fo llo w A P A g uid elin es a nd c it e a ny r e sourc es y o u u se. For a ssis ta nce w it h a ddin g n arra tio n to y o ur p re senta tio n, c lic k here fo r a n in str u ctio nal d ocum ent. APA G uid elin es The a pplic atio n o f th e A P A w rit in g s ty le s hall b e p ra ctic al, fu nctio nal, a nd a ppro pria te to e ach a cadem ic le ve l, w it h th e prim ary p urp ose b ein g th e d ocum enta tio n ( c it a tio n) o f s ourc es. C SU r e quir e s th at s tu dents u se A P A s ty le fo r c erta in p apers and p ro je cts . S tu dents s hould a lw ays c are fu lly r e ad a nd fo llo w a ssig nm ent d ir e ctio ns a nd r e vie w th e a ssocia te d g ra din g ru bric w hen a va ila ble . S tu dents c an fin d T he C SU C it a tio n G uid e b y c lic kin g here . This d ocum ent in clu des e xa m ple s a nd sam ple p apers a nd p ro vid es in fo rm atio n o n h ow to c onta ct th e C SU W rit in g C ente r. Gra d in g R ubric s This c ours e u tiliz es a naly tic g ra din g r u bric s a s to ols fo r y o ur p ro fe ssor in a ssig nin g g ra des fo r a ll le arn in g a ctiv it ie s. E ach ru bric s erv e s a s a g uid e th at c om munic ate s th e e xp ecta tio ns o f th e le arn in g a ctiv it y a nd d escrib es th e c rit e ria fo r e ach le ve l of a chie ve m ent. In a ddit io n, a r u bric is a r e fe re nce to ol th at lis ts e va lu atio n c rit e ria a nd c an h elp y o u o rg aniz e y o ur e ffo rts to meet th e r e quir e m ents o f th at le arn in g a ctiv it y . It is im pera tiv e fo r y o u to fa m ilia riz e y o urs elf w it h th ese r u bric s b ecause th ese a re th e p rim ary to ols y o ur p ro fe ssor u ses fo r a ssessin g le arn in g a ctiv it ie s. Rubric c ate gorie s in clu de ( 1 ) D is cussio n B oard , ( 2 ) A ssessm ent ( W rit te n R esponse), a nd ( 3 ) A ssig nm ent. H ow eve r, it is possib le th at n ot a ll o f th e lis te d r u bric ty p es w ill b e u sed in a s in gle c ours e ( e .g ., s om e c ours es m ay n ot h ave Assessm ents ). The D is cussio n B oard r u bric c an b e fo und w it h in U nit I’s D is cussio n B oard s ubm is sio n in str u ctio ns. M BA 5 652, R ese arc h M eth ods 5 The A ssessm ent ( W rit te n R esponse) r u bric c an b e fo und e m bedded in a lin k w it h in th e d ir e ctio ns fo r e ach U nit Assessm ent. H ow eve r, th ese r u bric s w ill o nly b e u sed w hen w rit te n-re sponse q uestio ns a ppear w it h in th e A ssessm ent. Each A ssig nm ent ty p e ( e .g ., a rtic le c rit iq ue, c ase s tu dy, r e searc h p aper) w ill h ave it s o w n r u bric . T he A ssig nm ent r u bric s are b uilt in to B la ckb oard , a llo w in g s tu dents to r e vie w th em p rio r to b egin nin g th e A ssig nm ent a nd a gain o nce th e Assig nm ent h as b een s core d. T his r u bric c an b e a ccessed v ia th e A ssig nm ent lin k lo cate d w it h in th e u nit w here it is to b e subm it te d. S tu dents m ay a ls o a ccess th e r u bric th ro ugh th e c ours e m enu b y s ele ctin g “ T ools ” a nd th en “ M y G ra des.” Again , it is v it a lly im porta n t f o r y o u t o b eco m e f a m ilia r w it h t h ese r u bric s b ecau se t h eir a p plic atio n t o y o ur Dis cu ssio n B oard s, A sse ssm ents , a n d A ssig nm ents is t h e m eth od b y w hic h y o ur in str u cto r a ssig ns a ll g ra d es. Com munic atio n F oru m s These a re n ongra ded d is cussio n fo ru m s th at a llo w y o u to c om munic ate w it h y o ur p ro fe ssor a nd o th er s tu dents . Partic ip atio n in th ese d is cussio n fo ru m s is e ncoura ged b ut n ot r e quir e d. Y ou c an a ccess th ese fo ru m s w it h th e b utto ns in th e C ours e M enu. Clic k h ere fo r in str u ctio ns o n h ow to s ubscrib e/u nsubscrib e a nd p ost to th e C om munic atio n F oru m s. Ask t h e P ro fe sso r This c om munic atio n fo ru m p ro vid es y o u w it h a n o pportu nit y to a sk y o ur p ro fe ssor g enera l o r c ours e c onte nt q uestio ns. Questio ns m ay fo cus o n B la ckb oard lo catio ns o f o nlin e c ours e c om ponents , te xtb ook o r c ours e c onte nt e la bora tio n, addit io nal g uid ance o n a ssessm ent r e quir e m ents , o r g enera l a dvic e fr o m o th er s tu dents . Questio ns th at a re s pecif ic in n atu re , s uch a s in quir ie s r e gard in g a ssessm ent/a ssig nm ent g ra des o r p ers onal accom modatio n r e quests , a re N O T to b e p oste d o n th is fo ru m . If y o u h ave q uestio ns, c om ments , o r c oncern s o f a n on- public n atu re , p le ase fe el fr e e to e -m ail y o ur p ro fe ssor. R esponses to y o ur p ost w ill b e a ddre ssed o r e -m aile d b y th e pro fe ssor w it h in 4 8 h ours . Befo re p ostin g, p le ase e nsure th at y o u h ave r e ad a ll r e le va nt c ours e d ocum enta tio n, in clu din g th e s ylla bus, assessm ent/a ssig nm ent in str u ctio ns, fa cult y fe edback, a nd o th er im porta nt in fo rm atio n. Stu dent B re ak R oom This c om munic atio n fo ru m a llo w s fo r c asual c onve rs atio n w it h y o ur c la ssm ate s. C om munic atio n o n th is fo ru m s hould alw ays m ain ta in a s ta ndard o f a ppro pria te ness a nd r e spect fo r y o ur fe llo w c la ssm ate s. T his fo ru m s hould N O T b e u sed to share a ssessm ent a nsw ers . Sch edule /G ra d in g The fo llo w in g p ages c onta in a p rin ta ble C ours e S chedule to a ssis t y o u th ro ugh th is c ours e. By fo llo w in g th is s chedule , y o u will b e a ssure d th at y o u w ill c om ple te th e c ours e w it h in th e tim e a llo tte d. Unit I Sele ctin g a R ese arc h A ppro ach a nd th e L ite ra tu re R evie w [ W eig ht: 1 1% ] Read/V ie w : Unit I S tu dy G uid e Chapte r 1 : T he S ele ctio n o f a R esearc h A ppro ach, p p. 3 -8 , 1 1-1 4, 1 6-2 0 Chapte r 2 : R evie w o f th e L it e ra tu re , p p. 2 5-3 4, 3 6-3 9, 4 4-4 5 Chapte r 4 : W rit in g S tra te gie s a nd E th ic al C onsid era tio ns, p p. 7 7-8 8 Unit I V id eos (2 v id eos): S ee S tu dy G uid e Dis c u ss: Unit I D is cussio n B oard 2% Subm it: Unit I L it e ra tu re R evie w 9% M BA 5 652, R ese arc h M eth ods 6 Unit II Rese arc h Q uestio ns a nd H yp oth ese s [ W eig ht: 1 2% ] Read/V ie w : Unit II S tu dy G uid e Chapte r 3 : T he U se o f T heory , p p. 4 9-5 2 Chapte r 5 : T he In tro ductio n, p p. 1 01-1 10 Chapte r 7 : R esearc h Q uestio ns a nd H ypoth eses, p p. 1 36-1 41 Readin g A ssig nm ent (1 a rtic le ): S ee S tu dy G uid e Dis c u ss: Unit II D is cussio n B oard 2% Subm it: Unit II S chola rly A ctiv it y 10% Unit III Rese arc h D esig n [ W eig ht: 1 2% ] Read/V ie w : Unit III S tu dy G uid e Chapte r 8 : Q uantit a tiv e M eth ods Chapte r 9 : Q ualit a tiv e M eth ods, p p. 1 79-1 88 Readin g A ssig nm ents (2 a rtic le s): S ee S tu dy G uid e Unit III V id eo (1 v id eo): S ee S tu dy G uid e Dis c u ss: Unit III D is cussio n B oard 2% Subm it: Unit III S chola rly A ctiv it y 10% Unit IV Data A naly sis : D esc rip tiv e S ta tis tic s [ W eig ht: 1 2% ] Read/V ie w : Unit IV S tu dy G uid e Readin g A ssig nm ents (2 a rtic le s): S ee S tu dy G uid e Unit IV V id eos (6 v id eos): S ee S tu dy G uid e Dis c u ss: Unit IV D is cussio n B oard 2% Subm it: Unit IV S chola rly A ctiv it y 10% Unit V Data A naly sis : C orre la tio n a nd R egre ssio n [ W eig ht: 1 2% ] Read/V ie w : Unit V S tu dy G uid e Unit V V id eos (7 v id eos): S ee S tu dy G uid e Dis c u ss: Unit V D is cussio n B oard 2% Subm it: Unit V S chola rly A ctiv it y 10% Unit V I Data A naly sis : t T est a nd A NO VA [ W eig ht: 1 2% ] Read/V ie w : Unit V I S tu dy G uid e Readin g A ssig nm ent (1 a rtic le ): S ee S tu dy G uid e Unit V I V id eos (4 v id eos): S ee S tu dy G uid e Dis c u ss: Unit V I D is cussio n B oard 2% Subm it: Unit V I S chola rly A ctiv it y 10% M BA 5 652, R ese arc h M eth ods 7 Unit V II Writin g th e R eport [ W eig ht: 1 5% ] Read/V ie w : Unit V II S tu dy G uid e Chapte r 4 : W rit in g S tra te gie s a nd E th ic al C onsid era tio ns, p p. 7 5-7 6, 8 9-9 8 Readin g A ssig nm ent (1 a rtic le ): S ee S tu dy G uid e Dis c u ss: Unit V II D is cussio n B oard 2% Subm it: Unit V II R esearc h P aper 13% Unit V III Pre se ntin g th e F in din gs [ W eig ht: 1 4% ] Read/V ie w : Unit V III S tu dy G uid e Readin g A ssig nm ent (1 a rtic le ): S ee S tu dy G uid e Dis c u ss: Unit V III D is cussio n B oard 2% Subm it: Unit V III P ow erP oin t P re senta tio n 12% M BA 5 652, R ese arc h M eth ods 8
For the Unit I assignment, you will use what you learned about research methodologies, primary and secondary sources, and reviewing literature to develop a literature review. This literature review wi
Running head: INSERT TITLE HERE 0 Insert Title Here Insert Your Name Here Insert University Here Sun Coast Remediation Course Project Guidance Background To help make a connection between business research and its use in the real world, this course will use an iterative course project. Throughout the term, you will serve as the health and safety director for Sun Coast Remediation (Sun Coast). Sun Coast provides remediation services to business and governmental organizations. Most of their contracts involve working within contamination sites where they remove toxic substances from soil and water. In addition to the toxicity of the air, water, and soil their employees come into contact with, the work environment is physically demanding and potentially contributory to injuries involving musculoskeletal systems, vision, and hearing. Sun Coast genuinely cares about the health, safety, and well-being of their 5,500 employees, but they are also concerned about worker compensation costs and potential long-term litigation from injuries and illness related to employment. Health and Safety Director Task Sun Coast hired you last month to replace the previous health and safety director, who left to pursue other opportunities. This is a critical position within the company because there are many health and safety-related issues due to the nature of the work. The former health and safety director was in the midst of analyzing these issues through the implementation of a research project when she left the organization. Throughout the term, you will use your knowledge of research methods to bring the research project to fruition. You will conduct a literature review, develop research questions and hypotheses, create the research design, test data, interpret data, and present the findings. Each unit will accomplish one of these tasks. It has already been decided that the business problems will be best addressed using a quantitative research methodology. You will not collect any data for this project. The former health and safety director had already collected the data, which is provided for you in an Excel spreadsheet. Statistical Tools You will conduct the data analysis using Microsoft Excel Toolpak. View these links for information: https://support.office.com/en-us/article/load-the-analysis-toolpak-in-excel-6a63e598-cd6d-42e3-9317-6b40ba1a66b4 and https://www.excel-easy.com/data-analysis/analysis-toolpak.html Sun Coast Remediation Course Project Sections Since this is a quantitative research study, there are specific steps that should be followed. The following is a template that will help you develop your project. (It is also provided as a template in Unit VII.) Use this information to guide your completion of the course project. Table of Contents Include the table of contents here. There is a tool for creating a table of contents in the References tab of the Microsoft Word tool bar at the top of the screen. Remember to delete this text and the instructions from the previous page before you begin. Executive Summary The executive summary will go here. The paragraphs are not indented, and it should be formatted like an abstract. The executive summary should be composed after the project is complete. It will be the final step in the project. Delete this text before you begin. Sun Coast Remediation Course Project Introduction Note: The following introduction should remain in the research project unchanged. Delete this note before you begin. Senior leadership at Sun Coast has identified several areas for concern that they believe could be solved using business research methods. The previous director was tasked with conducting research to help provide information to make decisions about these issues. Although data were collected, the project was never completed. Senior leadership is interested in seeing the project through to fruition. The following is the completion of that project and includes the statement of the problems, literature review, research objectives, research questions and hypotheses, research methodology, design, and methods, data analysis, findings, and recommendations. Statement of the Problems Note: The following statement of the problems should remain in the research project unchanged. Delete this note before you begin. Six business problems were identified: Particulate Matter (PM) There is a concern that job-site particle pollution is adversely impacting employee health. Although respirators are required in certain environments, PM varies in size depending on the project and job site. PM that is between 10 and 2.5 microns can float in the air for minutes to hours (e.g., asbestos, mold spores, pollen, cement dust, fly ash), while PM that is less than 2.5 microns can float in the air for hours to weeks (e.g. bacteria, viruses, oil smoke, smog, soot). Due to the smaller size of PM that is less than 2.5 microns, it is potentially more harmful than PM that is between 10 and 2.5 since the conditions are more suitable for inhalation. PM that is less than 2.5 is also able to be inhaled into the deeper regions of the lungs, potentially causing more deleterious health effects. It would be helpful to understand if there is a relationship between PM size and employee health. PM air quality data have been collected from 103 job sites, which is recorded in microns. Data are also available for average annual sick days per employee per job-site. Safety Training Effectiveness Health and safety training is conducted for each new contract that is awarded to Sun Coast. Data for training expenditures and lost-time hours were collected from 223 contracts. It would be valuable to know if training has been successful in reducing lost-time hours and, if so, how to predict lost-time hours from training expenditures. Sound-Level Exposure Sun Coast’s contracts generally involve work in noisy environments due to a variety of heavy equipment being used for both remediation and the clients’ ongoing operations on the job sites. Standard ear-plugs are adequate to protect employee hearing if the decibel levels are less than 120 decibels (dB). For environments with noise levels exceeding 120 dB, more advanced and expensive hearing protection is required, such as earmuffs. Historical data have been collected from 1,503 contracts for several variables that are believed to contribute to excessive dB levels. It would be important if these data could be used to predict the dB levels of work environments before placing employees on-site for future contracts. This would help the safety department plan for procurement of appropriate ear protection for employees. New Employee Training All new Sun Coast employees participate in general health and safety training. The training program was revamped and implemented six months ago. Upon completion of the training programs, the employees are tested on their knowledge. Test data are available for two groups: Group A employees who participated in the prior training program and Group B employees who participated in the revised training program. It is necessary to know if the revised training program is more effective than the prior training program. Lead Exposure Employees working on job sites to remediate lead must be monitored. Lead levels in blood are measured as micrograms of lead per deciliter of blood (μg/dL). A baseline blood test is taken pre-exposure and postexposure at the conclusion of the remediation. Data are available for 49 employees who recently concluded a 2-year lead remediation project. It is necessary to determine if blood lead levels have increased. Return on Investment Sun Coast offers four lines of service to their customers, including air monitoring, soil remediation, water reclamation, and health and safety training. Sun Coast would like to know if each line of service offers the same return on investment. Return on investment data are available for air monitoring, soil remediation, water reclamation, and health and safety training projects. If return on investment is not the same for all lines of service, it would be helpful to know where differences exist. Literature Review After providing a brief introduction to this section, students should include the literature review information here. Important Note: Students should refer to the information presented in the Unit I Study Guide and the Unit I Syllabus instructions to complete this section of the project. Delete this before you begin. Research Objectives After providing a brief introduction to this section, students should include research objectives here. Students should compose short, direct statements about the objectives of the study. Research objectives should relate to the problems that have been identified above, and there should be one objective for each problem as shown in the example below. Important Note: Students should refer to the information presented in the Unit II Syllabus instructions to complete this section of the project. Delete this before you begin. Example: RO1: Determine if a person’s height is related to weight. RO2: RO3: RO4: RO5: RO6: Research Questions and Hypotheses After providing a brief introduction to this section, students should state the research questions and hypotheses. Each research objective should have a corresponding research question and a null and alternative hypothesis as shown in the example below. In total, there should be six research questions and twelve hypotheses. Important Note: Students should refer to the information presented in the Unit II Study Guide and the Unit II Syllabus instructions to complete this section of the project. Delete this before you begin. Example: RQ1: Is there a relationship between height and weight? H01: There is no statistically significant relationship between height and weight. HA1: There is a statistically significant relationship between height and weight. RQ2: H02: HA2: RQ3: H03: HA3: RQ4: H04: HA4: RQ5: H05: HA5: RQ6: H06: HA6: Research Methodology, Design, and Methods After providing a brief introduction to this section, students should detail the research design they have selected and why it is an appropriate research approach for addressing the business problems. Use the following subheadings to include all required information. Important Note: Students should refer to the information presented in the Unit III Study Guide and the Unit III Syllabus instructions to complete this section of the project. Delete this before you begin. Research Methodology Explain the research methodology chosen for this research project and provide rationale for why it is appropriate given the problems. Research Design Students should explain whether the research design is exploratory, causal, or descriptive. Provide rationale for the choice. Research Methods Students should describe the research methods used for this research study based on the research methodology, research design, and research questions, and provide a rationale as to why they were chosen. They might include a combination of experimentation, descriptive statistics, correlation, and causal-comparative methods. Data Collection Methods Students should specify how the data were most likely collected to test the hypotheses. Data collection methods include, but are not limited to, survey, observation, and records analysis. Sampling Design Students should briefly describe the type of sampling design that was most likely used for the data that were collected. Choices include, but are not limited to, random sample, convenience sample, etc. Explain your rationale for your sampling design selection(s). Data Analysis Procedures Students should specify the statistical procedures used to test each set of hypotheses from among correlation, regression, t test, and ANOVA. They should explain why each procedure was the most appropriate choice. Example: Correlation is the preferred procedure to use to test the RQ1 hypotheses since the interest is whether a relationship exists between an independent variable (IV) and dependent variable (DV). Correlation will indicate if there is a relationship between height (IV) and weight (DV), the strength of the relationship, and the direction of the relationship. Data Analysis: Descriptive Statistics and Assumption Testing After providing a brief introduction to this section, students should provide the Excel Toolpak results of their descriptive analyses. Frequency tables, histograms, and descriptive statistics tables should be cut and pasted from Excel directly into the final project document. Important Note: Students should refer to the information presented in the Unit IV Study Guide and the Unit IV Syllabus instructions to complete this section of the project. Delete this before you begin. Correlation: Descriptive Statistics and Assumption Testing Students should include this information here. Include frequency table, histogram, and descriptive statistics table. Evaluate and discuss the descriptive statistics and make an explicit statement about whether the assumptions for parametric statistical testing were met or not met. Delete these statements before you begin. Simple Regression: Descriptive Statistics and Assumption Testing Students should include this information here. Include frequency table, histogram, and descriptive statistics table. Evaluate and discuss the descriptive statistics, and make an explicit statement about whether the assumptions for parametric statistical testing were met or not met. Delete these statements before you begin. Multiple Regression: Descriptive Statistics and Assumption Testing Students should include this information here. Include frequency table, histogram, and descriptive statistics table. Evaluate and discuss the descriptive statistics and make an explicit statement about whether the assumptions for parametric statistical testing were met or not met. Delete these statements before you begin. Independent Samples t Test: Descriptive Statistics and Assumption Testing Students should include this information here. Include frequency table, histogram, and descriptive statistics table. Evaluate and discuss the descriptive statistics, and make an explicit statement about whether the assumptions for parametric statistical testing were met or not met. Delete these statements before you begin. Dependent Samples (Paired-Samples) t Test: Descriptive Statistics and Assumption Testing Students should include this information here. Include frequency table, histogram, and descriptive statistics table. Evaluate and discuss the descriptive statistics, and make an explicit statement about whether the assumptions for parametric statistical testing were met or not met. Delete these statements before you begin. ANOVA: Descriptive Statistics and Assumption Testing Students should include this information here. Include frequency table, histogram, and descriptive statistics table. Evaluate and discuss the descriptive statistics, and make an explicit statement about whether the assumptions for parametric statistical testing were met or not met. Delete these statements before you begin Data Analysis: Hypothesis Testing After providing a brief introduction to this section, students should provide the Excel Toolpak results of their hypothesis testing. The statistical output tables should be cut and pasted from Excel directly into the final project document. For the regression hypotheses, the students should display and discuss the predictive regression equations. Important Note: Students should refer to the information presented in the Units V and VI Study Guides and the Units V and VI Syllabus instructions to complete this section of the project. Delete this before you begin. Correlation: Hypothesis Testing Students should include this information here. Restate the null and alternative hypotheses, cut and paste the statistical output from Excel Toolpak, discuss the p-value in relation to alpha and explicitly accept or reject the null and alternative hypotheses. Delete these statements before you begin. Simple Regression: Hypothesis Testing Students should include this information here. Restate the null and alternative hypotheses, cut and paste the statistical output from Excel Toolpak, and interpret and explain the simple regression analysis results below the Excel output. Your explanation should include: multiple R, R square, alpha level, ANOVA F value, accept or reject the null and alternative hypotheses for the model, statistical significance of the x variable coefficient, and the regression model as an equation with explanation. Delete these statements before you begin. Multiple Regression: Hypothesis Testing Students should include this information here. Restate the null and alternative hypotheses, cut and paste the statistical output from Excel Toolpak, and interpret and explain the simple regression analysis results below the Excel output. Your explanation should include: multiple R, R square, alpha level, ANOVA F value, accept or reject the null and alternative hypotheses for the model, statistical significance of the x variable coefficients, and the regression model as an equation with explanation. Independent Samples t Test: Hypothesis Testing Students should include this information here. Restate the null and alternative hypotheses, cut and paste the statistical output from Excel Toolpak, discuss the p-value in relation to alpha and explicitly accept or reject the null and alternative hypotheses. Delete these statements before you begin. Dependent Samples (Paired Samples) t Test: Hypothesis Testing Students should include this information here. Restate the null and alternative hypotheses, cut and paste the statistical output from Excel Toolpak, discuss the p-value in relation to alpha and explicitly accept or reject the null and alternative hypotheses. Delete these statements before you begin. ANOVA: Hypothesis Testing Students should include this information here. Restate the null and alternative hypotheses, cut and paste the statistical output from Excel Toolpak, discuss the p-value in relation to alpha and explicitly accept or reject the null and alternative hypotheses. Delete these statements before you begin. Findings After providing a brief introduction to this section, students should discuss the findings in the context of Sun Coast’s problems and the associated research objectives and research questions. Important Note: Students should refer to the information presented in the Unit VII Study Guide and the Unit VII Syllabus instructions to complete this section of the project. Restate each research objective, and discuss them in the context of your hypothesis testing results. The following are some things to consider. What answers did the analysis provide to your research questions? What do those answers tell you? What are the implications of those answers? Delete these statements before you begin. Example: RO1: Determine if a person’s height is related to weight. The results of the statistical testing showed that a person’s height is related to their weight. It is a relatively strong and positive relationship between height and weight. We would, therefore, expect to see in our population taller people having a greater weight relative to those of shorter people. This determination suggests restrictions on industrial equipment should be stated in maximum pounds allowed rather than maximum number of people allowed. RO2: RO3: RO4: RO5: RO6: Recommendations After providing a brief introduction to this section, students should include recommendations here in paragraph form. This section should be your professional thoughts based upon the results of the hypothesis testing. You are the researcher, and Sun Coast’s leadership team is relying on you to make evidence-based recommendations. Delete these statements before you begin. References Include references here using hanging indentations, and delete these statements and example reference. Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Thousand Oaks, CA: Sage.




Why Choose Us

  • 100% non-plagiarized Papers
  • 24/7 /365 Service Available
  • Affordable Prices
  • Any Paper, Urgency, and Subject
  • Will complete your papers in 6 hours
  • On-time Delivery
  • Money-back and Privacy guarantees
  • Unlimited Amendments upon request
  • Satisfaction guarantee

How it Works

  • Click on the “Place Order” tab at the top menu or “Order Now” icon at the bottom and a new page will appear with an order form to be filled.
  • Fill in your paper’s requirements in the "PAPER DETAILS" section.
  • Fill in your paper’s academic level, deadline, and the required number of pages from the drop-down menus.
  • Click “CREATE ACCOUNT & SIGN IN” to enter your registration details and get an account with us for record-keeping and then, click on “PROCEED TO CHECKOUT” at the bottom of the page.
  • From there, the payment sections will show, follow the guided payment process and your order will be available for our writing team to work on it.