Velazquez

Educ707Dr.Last
LAB 5
Part 1: Statistical Set- CHI TEST
Research Question a) Dependent Variable: Perception of identity
Independent Variable: Classroom work
Alternative Hypothesis (two-tailed): There will be relationship between arts-based creative work
in the formation of identity of heritage language learners.
Null Hypothesis: There is no relationship between arts-based creative work in the formation of
identity of heritage language learners.
With chi square I am trying to figure out the relationship between two categorical variables.
Assumption 1 is that both of my variables are measured at an ordinal level.
The used the Crosstabs function to define categories for each variable. For example,
Code 1:Completed
100% of classwork

Code 2:completed
80% of classwork

Code 3:completed
60% of classwork

Code 4: completed
40% of classwork

Code5:
Did not participate in classwork

Crosstabs displays the count, or the number of cases actually observed in each cell. 93.8% of
my cases are valid according to the Crosstabs graph. This is positive in terms of my data. With
the crosstabs graph I am trying to show the joint distribution of the following variables:
Students who participated in classwork and if the Heritage Learner class helped each student
understand his or her culture. The following contingency table (crosstabs graph) will reject the
null hypothesis. Whereas a frequency distribution that I used before, provides the distribution of
one variable, a contingency table describes the distribution of two or more variables
simultaneously. The dependent areas to test include: student participation in gender, classwork,
understanding ones classwork and identity.
Each cell shows the number of respondents that gave a specific combination of responses, that is,
each cell contains a single cross tabulation. The categories include:
*This class has helped me understand myself and my culture
*Participated in classwork for Heritage Learner class
*Gender
These categories are all inclusive so the columns sum to 100%.
Each cell shows the total number of responses and the percentage of subjects that share that combination
of traits.
Based upon a total of 30 valid cases (n=30), male (n=16 ) and female (n=14).
19 cells (95%) have expected count less than 5.
20 cells (100%) have expected count less than 5.
24 cells (96%) have expected count less than 5.
P<.05 reject the null hypothesis. The chi test is conveying the existence of the relationships
between the variables, not the strength of the variables. The Chi-square basically shows that I
must reject the null hypothesis. Chi-Square Tests - All cells have expected count less than 5.

Velazquez
Educ707Dr.Last
Since this is a positive number, I am rejecting my null hypothesis. Therefore, my hypothesis
stands for this tabulation.
D-F Note: I tried to run a non-parametric independent test. Due to my dependent and independent data
being nominal and ordinal, this type of data cannot be allowed in the test.

Velazquez
Educ707Dr.Last

This class has helped me understand myself and my culture * Participated in classwork for Heritage Le
Crosstabulation
Participated in classwork for Heritage Learner class
Completed
completed
completed
completed
Did
100% of
80% of
60% of
40% of
particip
Gender
classwork
classwork
classwork
classwork
classw
M
This class has helped
never
Count
1
0
0
0
me understand myself
Expected
.5
.4
.1
.1
and my culture
Count
not often Count
0
2
0
0
Expected
1.0
.8
.1
.1
Count
neutral
Count
2
0
0
0
Expected
1.0
.8
.1
.1
Count
very
Count
0
1
0
0
often
Expected
.5
.4
.1
.1
Count
always
Count
5
3
1
1
Expected
5.0
3.8
.6
.6
Count
Total
Count
8
6
1
1
Expected
8.0
6.0
1.0
1.0
Count
FThis class has helped
never
Count
0
1
0
me understand myself
Expected
.4
.2
.3
and my culture
Count
not often Count
1
1
0
Expected
.9
.4
.6
Count
neutral
Count
2
0
1
Expected
1.3
.6
.9
Count
very
Count
2
0
0
often
Expected
1.3
.6
.9
Count
always
Count
1
1
3
Expected
2.1
1.1
1.4
Count
Total
Count
6
3
4
Expected
6.0
3.0
4.0
Count
TThis class has helped
never
Count
1
1
0
0
ome understand myself
Expected
.9
.6
.3
.1

Velazquez
Educ707Dr.Last

This class has helped

me understand myself
and my culture *
Participated in
classwork for Heritage
Learner class * Gender

This class has helped

me understand myself
and my culture
Participated in
classwork for Heritage
Learner class

30

93.8%

Pearson
Correlation
Sig. (2-tailed)
N
Pearson
Correlation
Sig. (2-tailed)
N

6.3%

32

This class has

helped me
understand
myself and
my culture
1

Participated
in classwork
for Heritage
Learner class
.182

30
.182

.336
30
1

.336
30

30

100.0%

Part 2: Selection of the Three Analyses

Dissertation topic: Heritage language learners
Questions:
a.Whatcontributionswillartsbasedcreativeworkformintheperceptionofidentityofheritage
languagelearners?
b.Willtherebearelationshipbetweenartsbasedcreativeworkandidentityofheritagelanguage
learners?
AlternativeHypothesis(twotailed):Therewillberelationshipbetweenartsbasedcreativeworkintheformationof
identityofheritagelanguagelearners.
NullHypothesis:Thereisnorelationshipbetweenartsbasedcreativeworkintheformationofidentityofheritage
languagelearners.

t-Test

Velazquez
Educ707Dr.Last
This test is one of the most common and most used of all the analysis. It is easy to use and is
important in order to make sure that one can reject the null hypothesis. In simple terms, the t-test
compares the actual difference between two means in relation to the variation in the data. A twosample t-test examines whether two samples are different and is commonly used when the
variances of two normal distributions are unknown and when an experiment uses a small sample
size. I do believe when it comes down to creating my research, I will work with a smaller sample
size, which makes the t-Test perfect for my to analyze. The charts below explain why t-Test will
provide me with the best information for my dissertation topic on Spanish heritage language
speakers, culture, identity, and his or her classwork.
Df(29):tvalue(onetailed):
tvalue(twotailed):
One-Sample Statistics
N
Participated in
classwork for Heritage
Learner class
This class has helped
me understand myself
and my culture

Mean

Std.
Deviation

Std. Error
Mean

30

1.87

1.042

.190

30

3.33

1.295

.237

One-Sample Test
Test Value = 0

t
Participated in
classwork for Heritage
Learner class
This class has helped
me understand myself
and my culture

Sig. (2tailed)

df

Mean
Difference

95% Confidence Interval of

the Difference
Lower

Upper

9.815

29

.000

1.867

1.48

2.26

14.094

29

.000

3.333

2.85

3.82

Probability level: 0.05

Degree of freedom 29
Critical Value (for two-tailed)= +/- 2.04522964
DecisionRule:Iftislessthan2.045orgreaterthan2.045,rejectthenullhypothesis.
InternalizationGroupIntelligence(Perceptionofidentity):t=14.094
RejecttheNullHypothesis
Classwork:t=9.815

Velazquez
Educ707Dr.Last
RejecttheNullHypothesis
t=14.094,p<0.05
t=9.815,p<0.05
Artsbasedcreativeworkhasasignificantrelationshipintheformationofidentityofheritage
languagelearners.ThisisultimatelywhatIwilltrytoproveinmyfuturedissertationtopic.

Correlational
This one is excellent for showing dependence and variances. Data are gathered from multiple variables
and correlational statistical techniques are then applied to the data. Thus correlational research is a bit
more complicated than descriptive research; after the important variables have been identified in class,
the relations among those variables are investigated and analyzed. Correlational research investigates a
range of factors, including the nature of the relationship between two or more variables and the
theoretical model that might be developed and tested to explain these resultant correlations. I have been
focusing on language acquisition, heritage language learners, gender, race, and classwork. Correlation
does not imply causation. Correlational research can only enable the researcher to make weak causal
inferences at best. The purpose of this entry is to (a) define quantitative research methods as a way of
framing correlational research, (b) consider multi-variate extensions of the bivariate correlation,
including statistical methods for analyzing correlational research data, (c) provide some relevant
examples of correlational research, (d) discuss the role of correlational research, and (e) mention some
key issues associated with correlational research.
Correlations

Thisclasshashelpedmeunderstand

PearsonCorrelation

myselfandmyculture

Sig.(2tailed)
N

Thisclasshashelpedme

Participatedin

understandmyselfand

classworkforHeritage

myculture

Learnerclass
1

.336
30

30
1

ParticipatedinclassworkforHeritage

PearsonCorrelation

.182

Learnerclass

Sig.(2tailed)

.336

.182

30

30

Velazquez
Educ707Dr.Last

Asmyresearchquestionscontinuetoinvolveidentityandclasswork,correlationresearchwill
helpmewithmydissertationtopic.
ResearchQuestiona)DependentVariable:Perceptionofidentity
IndependentVariable:Classroomwork
The higher it is the higher the correlation, but for my small sample set the number is much lower and
much less. Here I learned that the sample set is small, and it is difficult to get a realistic view of the data,
but this type of research would certainly help with my dissertation in the future. I would use
correlational methods of inquiry in educational because they are foundational in nature in terms of their
ability to examine the relations among a number of variables. This will help me determine the
correlationbetweenstudentunderstandingidentityandclasswork.
Frequencies
These type of statistical analysis are commonly used for the initial analysis of a data set. Frequencies
provide statistics and graphical displays that are useful for describing all different types of variables. The
Frequencies procedure can produce such statistics as: frequencies (counts), percentages, cumulative
percentages, mean, median, mode, sum, standard deviation, variance, range, minimum and maximum
values, standard error of the mean, skewness and kurtosis (both with standard errors), quartiles and
percentiles. It can also produce bar charts, pie charts, and histograms. The reason I would use
frequencies is because, frequencies have two key purposes: First, to generate a frequency table that
contains categorical variables with limited number of different items, such as sex, gender, age group;
and secondly to produce summary statistics of continuous variables, such as for variables in interval or
ratio scales, or where there is a large variation of values. I personally feel comfortable when working
with bar charts, pie charts and histograms, which are incorporated in frequencies. The frequency below
seems to show that the data has a normal shaped curve. With frequencies, I can show that more students
were affected by the class with a response of 5 versus a response of 1. These types of analysis will help
with future dissertation topics because I would want to describe one group or set of data using
frequencies.
Alternative Hypothesis:
IV- Classroom work
Mean: 3.16
Median: 3.00

DV- Perception of identity

Mean: 3.74
Median: 4

Velazquez
Educ707Dr.Last
Mode: 3
Variance: 1.607
Standard Deviation: 1.267

Mode: 5
Variance: 1.14
Standard Deviation: 1.192