BUSI 820 LU WK8 Integrating Faith and Learning Discussion

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BUSI 820

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Discussion Integrating Faith and Learning

Introduction

Learning how to choose the appropriate statistics, interpreting those outputs, and developing skills about the meaning of the results is comes in handy when doing research (Morgan, Barrett, Leech, & Gloeckner 2020). However, it can also be beneficial as a method of developing or forming an appropriate lifestyle. Many people today have created a culture that elevates individual choice and expression. It has grown to the extent that commanding truth and/or values that join people together are almost non existing. A reappropriation of calling and/or vocation will need to be done to make a real difference (Keller, & Alsdorf 2012). The information developed through learning the skills that cover the entire research process can help bring about that difference (Morgan, Barrett, Leech, & Gloeckner 2020).

         God has a plan for how one should handle challenging work. Sometimes things fall apart. In that time often people know something is wrong but can’t identify what it is. In some instances, they know but can’t bring themselves to admit what’s wrong. Regardless of the case knowing the effects it can cause a deep restlessness. Even more so trying to understand the true cause of the situation(s). Lack of ability mixed with the resistance within the environment causes conflict, pain, fatigue and even envy. Which makes work challenging. All of which stems from a broken relationship with God (Keller, & Alsdorf 2012).

The problems people can face at work are often because they envision far more than they can accomplish. Some hope to make a real contribution to their place of employment or field of expertise. Others aspire to change the world or make some major improvement in society. Yet there is nothing in this world is sufficient enough for a meaningful life. Considering the circumstances of life always threaten the foundation of life. Dependence on God is the precondition for an unshakeable and purposeful life (Keller, & Alsdorf 2012).

Knowing statistics can help break down the issues or problems of life that hinder one from forming and maintaining a relationship with God. Moving from the sense of curiosity, or the feeling that there is an unresolved issue and/or clearly defining a problem can be complex and long. The key element(s) is the variables used. Which is defined as a characteristic of the participants or situation in each study that has different values. By learning statistics one can choose the appropriate statistic for measurement to accomplish the meaningful relationship by learning the correlation of the effects of the variables (Morgan, Barrett, Leech, & Gloeckner 2020). In this case those would be the things that hinder a relationship with God.

For example, use the variable student’s current gpa, but consider it t be student current relationship with God. Things (variables) that may interfere with student’s relationship with God are their marital status (filling spousal obligations), if they have children (take care of children), hours spent studying (hours spent study the word of God, praying etc.), and hours spent working (hour earning money for cost of living).

The statistics used was multiple regression. It only uses the participants who have complete data (listwise exclusion) for all variables (Morgan, Barrett, Leech, & Gloeckner 2020). The descriptive statistics for all five variables in the first table. The N is 48 because two participants are missing a score on one or more variables (CollegeStudentData). In the correlation matrix one can find the correlations of other variables with student’s current gpa (student’s current relationship with God). This is found in the first column in the Sig. (1tailled) section (Morgan, Barrett, Leech, & Gloeckner 2020). Which shows that the significance level for correlations between predictors and achievement are all significant. Marital status is .062, does have children is .039, hour of study per week .213, and hours per week spent working is .014. Also, that marital status and does have children are highly correlated to one another, with a result of .722. That is not desirable, and one may want to combine those two variables into one (CollegeStudentData).

The multiple regression is shown in the model summary (Morgan, Barrett, Leech, & Gloeckner 2020). Indicating that the multiple correlation coefficient (R) using all the predictors simultaneously is .362 and the adjusted r² is .052. Meaning that 5.2% of the variance in student’s current gpa (student’s current relationship with God) can be predicted from the combination of marital status (filling spousal obligations), does have children (take care of children), hours spent studying (hours spent study the word of God, praying etc.), and hours spent working (hour earning money for cost of living). The ANOVA table shows F = 1.662 and is statistically significant with Sig .176, p>.001 (CollegeStudentData).

The coefficients table show the standardized beta coefficients, which allow one to compare the amount that each variable contributes to predicting student’s current gpa (student’s current relationship with God), when all variables are used as predictors. The t value and the Sig opposite each independent variable indicate whether that variable is significantly contributing to the equation for predicting student’s current gpa (student’s current relationship with God) (Morgan, Barrett, Leech, & Gloeckner 2020). Thus, in this case only hours spent working (hour earning money for cost of living) is a significant predictor when all the predictors are used together (CollegeStudentData).

Overall, a simultaneous multiple regression was conducted to investigate the best prediction of student’s current gpa (student’s current relationship with God). The means, and std. deviations can be found in the descriptive statistics table. The intercorrelations can be found in the correlations table. The combination of variables to predict student’s current gpa (student’s current relationship with God) from of marital status (filling spousal obligations), does have children (take care of children), hours spent studying (hours spent study the word of God, praying etc.), and hours spent working (hour earning money for cost of living) was statistically significant, F (4), 44) = 1.662, p>.001. The coefficients are R is .362, with the adjusted r² being .052. Meaning that 5.2% of the variance in student’s current gpa (student’s current relationship with God) was explained by the model. Which translates that there are many things that can interfere with one’s relationship with God and the one that interferes the most is work (CollegeStudentData).

Due to when people work, they want to make an impact. Yet there are no lasting achievements. Be it slowly or quickly all results of one’s toil will be wiped away by history. Therefore, in a sense the work in meaningless. Especially if it alienates one from God. Which often it does because people get so wrapped up into their work focusing on the fact God meant for everyone to work. However, there are better ways to honor God with our work. How one does that is with doing work that brings glory to God. Doing work that inspires one to come to God or grow closer to God. Being evolved in work that allow others to see the God in you. Or that you reside in God (Keller, & Alsdorf 2012).

Reference

College Student Data (2021) www.routledge.com/cw/morgan

Keller, T. & Alsdorf, K. (2012) Every Good Endeavor, Connecting Your Work to God’s Work,   New York, NY, Penguin Random House LLC

Morgan, G. A., Barrett, K. C., Leech, N. L., & Gloeckner, G. W. (2020), IBM SPSS for    Introductory Statistics, Use and Interpretation Sixth Edition, New York, NY, Routledge

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DISCUSSION ASSIGNMENT INSTRUCTIONS THE QUESTIONS ARE BELOW The student will complete 8 short-answer discussions in this course and 1 long-answer Integrating Faith and Learning discussion. In the thread for each short-answer discussion the student will post short answers to the prompted questions. The answers must demonstrate course-related knowledge and support their assertions with scholarly citations in the latest APA format. Minimum word count for all short answers cumulatively is 200 words. The minimum word count for Integrating Faith and Learning discussion is 600 words. For each thread the student must include a title block with your name, class title, date, and the discussion forum number; write the question number and the question title as a level one heading (e.g. D1.1 Variables) and then provide your response; use Level Two headings for multi part questions (e.g. D1.1 & D1.1.a, D1.1.b, etc.), and include a reference section. The student must then post 1 reply to another student’s post. The reply must summarize the student’s findings and indicate areas of agreement, disagreement, and improvement. It must be supported with scholarly citations in the latest APA format and corresponding list of references. The minimum word count for Integrating Faith and Learning discussion reply is 250 words. D.8.9.6 In Output 9.6: (a) Describe the F, df, and p values for each dependent variable as you would in an article. (b) Describe the results in nontechnical terms for visualization and grades. Use the group means in your description. D.8.9.7 In Outputs 9.7 a and b, what pairs of means were significantly different? D.8.9.8 In Output 9.8, interpret the meaning of the sig. values for math achievement and competence. What would you conclude, based on this information, about differences between groups on each of these variables? D.8.9.9 Compare Outputs 9.6 and 9.8 with regard to math achievement. What are the most important differences and similarities? D.8.9.10 In Output 9.9: (a) Is the interaction significant? (b) Examine the profile plot of the cell means that illustrates the interaction. Describe it in words. (c) Is the main effect of academic track significant? Interpret the eta squared. (d) How about the “effect” of math grades? (e) Why did we put the word effect in quotes? (f) Under what conditions would focusing on the main effects be misleading? Case Study for wk8 QUANTITATIVE ANALYSIS: COMPARING GROUPS WITH T TESTS, ANALYSIS OF VARIANCE (ANOVA) AND SIMILAR NON-PARAMETRIC TESTS SPSS Questions Chapter 9 Using the CollegeStudentData.sav file, do the following problems. Print your outputs after typing your interpretations on them. Please circle the key parts of the output that you use for your interpretation. Identify an example of a variable measured at the scale/normally distributed level for which there is a statistically significant overall difference (F) between the three marital status groups. Complete the analysis and interpret the results. Do appropriate post hoc tests. 9.5 Identify an example of a variable measured at the scale/normally distributed level for which there is a statistically significant overall difference (F) between the three marital status groups. Complete the analysis and interpret the results. Do appropriate post hoc tests. 9.6 Use the Kruskal–Wallis test, with Mann‒Whitney post hoc follow-up tests if needed, to run the same problem as 9.1. Compare the results. 9.7 Do students’ heights differ depending on academic track and marital status, and do academic track and marital status interact? Run the appropriate analysis and interpret the results. 9.8 Do academic track and having children interact and does either seem to affect current GPA? Make Sure to: 1. Attach your word document for review and grading. Other file formats are not accepted and will not be graded. Use the following filename format: LastName_BUSI820_AssignmentX.docx 2. Include an APA title block with your name, class title, date, and the assignment number. 3. Include a table of contents and a reference section. Number your pages in the footer along with the date. Include a header starting on page 2 with the Course and assignment number. 4. Write the problem number and the problem title as a level one heading (Example ‐ A.1.1: Chapter 2, Problem 2.1, and then provide your response. 5. Use level two headings with short titles for multi part questions (Example ‐ A1.1.a, Short Title, A1.1.b, Short Title II, etc.) 6. Use appropriate level headings for key elements of your discussion such as Research Questions, Hypotheses, Descriptive Statistics, Assumptions & Conditions, Interpretation, Results, and others. Your goal is to make your analysis easy to follow and logical. 7. Ensure that all tables and graphs are legible and include a figure number. 8. Carefully review your document prior to submission for formatting, flow, and readability. Keep in mind that running the statistical tests is only the first half of the challenge; you must be able to clearly communicate your findings to the reader. height 67.00 72.00 61.00 71.00 65.00 67.00 69.00 75.00 62.00 61.00 64.00 64.00 70.00 63.00 64.00 63.00 65.00 71.00 72.00 68.00 75.00 67.00 69.00 67.00 64.00 64.00 70.00 64.00 70.00 72.00 64.00 71.00 67.00 63.00 69.00 68.00 64.00 70.00 71.00 72.00 60.00 65.00 72.00 63.00 75.00 71.00 65.00 69.00 63.00 67.00 pheight sbirth 66.00 72.00 62.00 71.00 63.00 68.00 74.00 73.00 65.00 64.00 63.00 64.00 65.00 62.00 60.00 60.00 58.00 76.00 75.00 65.00 73.00 66.00 74.00 68.00 63.00 62.00 65.00 64.00 75.00 75.00 62.00 73.00 66.00 60.00 68.00 66.00 63.00 68.00 74.00 73.00 62.00 63.00 72.00 62.00 74.00 68.00 59.00 67.00 62.00 66.00 2 1 2 1 2 1 1 1 2 2 2 1 1 2 2 2 2 1 1 2 1 2 1 1 2 2 1 1 1 1 2 1 2 2 1 1 2 1 1 1 2 2 1 2 1 1 2 1 2 2 marital #NULL! age 2 3 1 1 1 1 2 3 2 2 3 1 2 1 2 2 2 2 1 1 3 1 1 1 3 3 1 1 3 2 3 2 2 1 3 1 1 2 1 3 2 1 1 2 1 2 2 2 3 children 1 3 3 2 1 2 2 3 3 3 2 2 2 3 2 3 3 3 3 2 1 1 1 1 1 2 2 1 1 1 2 3 3 3 1 2 1 1 3 1 2 1 1 2 2 1 2 2 2 3 hrstv 0 1 1 0 0 0 0 1 0 1 1 1 0 0 0 1 1 1 1 0 0 1 0 0 0 1 1 0 0 1 1 1 1 1 0 1 0 0 1 0 1 1 0 0 1 0 1 1 1 0 tvsitcom 18 4 25 6 8 10 24 14 5 5 10 6 20 7 4 10 10 6 9 8 20 4 10 8 14 8 17 8 14 12 15 10 8 6 20 15 15 7 6 20 10 15 24 18 10 24 5 15 10 22 1 0 1 0 1 0 1 0 1 1 1 0 0 1 1 1 1 1 0 1 0 1 1 0 1 1 0 0 0 0 1 0 1 0 1 1 1 1 0 1 1 1 1 1 1 1 0 1 0 1 tvmovies tvsports 1 0 1 0 1 0 0 0 1 1 1 0 0 1 1 1 0 0 0 1 0 1 0 0 1 1 0 0 0 0 1 0 0 0 0 0 1 0 0 0 1 0 0 1 0 0 0 0 0 1 tvnews 0 1 0 1 0 1 1 1 0 0 0 1 1 0 0 0 0 1 1 0 1 0 1 1 0 0 1 1 1 1 0 1 0 0 0 1 0 1 0 1 1 0 1 0 1 1 0 1 0 1 hrsstudy 0 0 0 1 1 0 1 0 1 1 1 0 0 1 0 0 1 0 0 0 1 0 1 1 0 0 1 1 0 1 0 1 0 1 0 1 0 0 1 0 0 0 1 0 0 1 1 1 1 0 currgpa 5 24 20 17 18 10 12 10 8 17 38 35 20 10 12 35 30 22 20 12 2 30 12 10 15 30 18 12 4 8 15 20 12 22 7 12 18 13 10 8 20 10 8 15 10 5 12 18 10 20 evalinst 3.2 2.6 3.0 3.1 3.0 3.0 3.0 3.6 3.4 3.5 3.0 2.4 3.0 3.8 3.3 3.7 3.4 3.7 3.6 3.0 2.5 3.0 3.4 2.5 3.0 3.1 2.4 2.9 3.0 2.9 3.2 3.8 3.8 4.0 2.8 2.9 3.2 3.0 3.6 2.8 3.2 3.4 2.9 3.2 3.0 2.9 3.6 3.3 3.1 3.9 evalprog 3 3 2 3 3 3 2 3 3 4 2 4 2 3 3 3 3 2 2 3 3 4 4 2 4 4 2 4 3 4 3 4 5 5 4 3 4 4 5 2 4 4 5 4 4 2 5 4 3 5 evalphys 3 #NULL! 2 2 3 4 2 3 2 4 3 3 2 2 2 3 3 2 3 3 2 4 4 3 4 4 3 5 3 4 3 3 5 4 4 3 4 3 4 2 4 3 5 4 4 1 4 4 4 5 2 3 2 3 2 3 2 3 3 4 3 3 2 3 1 3 3 2 2 3 4 4 4 3 4 3 4 3 4 1 3 1 1 3 5 4 2 3 3 5 1 3 3 1 3 4 1 3 1 2 evalsocl hrswork 4 4 2 3 2 2 1 1 2 3 4 2 1 4 3 4 2 2 1 2 2 3 2 3 3 3 3 2 3 4 3 3 5 3 4 4 4 2 5 2 5 5 4 5 4 3 5 4 3 5 0 43 #NULL! 37 35 38 0 20 40 38 28 40 0 30 45 43 34 36 30 29 0 21 23 26 12 15 5 35 7 10 40 42 40 35 0 28 0 40 50 40 20 15 38 10 20 37 40 35 10 20
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Running Head: BUSI820 WK8

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BUSI820 WK8
Student Name
Institutional Affiliation
Date

Table of Contents
Table of Contents ............................................................................................................................................. 2
D.8.9.6 In Output 9.6: ...................................................................................................................................... 3
D.8.9.7 in Outputs 9.7 a and b, ........................................................................................................................ 3
D.8.9.8 in Output 9.8........................................................................................................................................ 4
D.8.9.9 Compare Outputs 9.6 and 9.8 concerning math achievement ........................................................... 4
D.8.9.10 In Output 9.9 ..................................................................................................................................... 5
References ....................................................................................................................................................... 8

D.8.9.6 In Output 9.6: (a) Describe the F, df, and p values for each dependent variable as
you would in an article. (b) Describe the results in non-technical terms for visualization and
grades. Use the group means in your description.
(a)It is worth noting that to confirm any notable differences between two or more independent
variables, the most ef...


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