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University Open Polytechnic (OP)
Subject 72160: Statistical Analysis

Assessment Brief

Weighting 

25%

Learning outcomes

  • Use appropriate methods of sampling and describe suitable methods of collecting data.
  • Generate appropriate graphs and descriptive statistics and use these to describe features of various datasets.

Instructions

Complete and submit your assessment according to the Open Polytechnic’s Assessments webpage. This includes information on academic integrity, formatting, word limits and referencing.

  • Include your name, student number and the assessment number.
  • Number your pages. 

Submission

  • Submit your assessment in one file.
  • Submit your work through your iQualify course.
  • Emailed assessments will not be accepted.
  • You will receive an automated notice advising you of your successful submission.

By submitting your assessment, you confirm that it is your own, original work.

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Scenario

You are a statistician at OrgSynergy Research Partners, a company dedicated to business and organisational psychology research. OrgSynergy has been hired by EcoTek Solutions.

The research aim is to investigate the current work-life balance of employees at EcoTek Solutions, and its impact on their overall job satisfaction and wellbeing.

OrgSynergy have handed you some preliminary work that a previous consultant had started (refer to Appendix 1).

In this assessment, you will write a brief (1–2 pages) memo to the lead consultant, Ms Maia Huatare. Your memo will include:

  • a review of the preliminary work done so far, including a discussion of an appropriate research question and an explanation of the most appropriate sampling method
  • an overview of the likely research process
  • an exploration of the current dataset.

Part 1

Critically assess the research notes written by the previous consultant. On the first page of your memo, write a review of what you have found.

In your answer, make sure you complete the following.

  • Evaluate the research questions the previous consultant drafted, clearly identifying any weaknesses.
  • Identify which question you will proceed with.
    – State the experimental unit you will use, and the response variable. Explain why you have chosen them.
    – Discuss and compare observational and experimental studies.
  • Critique the sampling methods the previous consultant drafted, explaining what is useful and not useful about each method.
  • Identify two other relevant sampling methods you could use in the research.
    – Explain how you would implement each sampling method.
    – Describe at least one advantage and one disadvantage of each method.

(20 marks)

(Word count guideline: 750 words)

Part 2

In the next section of your memo, outline how the research for your chosen research question could be conducted following the five stages of the statistical enquiry process.

At each stage, discuss at least one ethical issue that might arise.

(30 marks)

(Word count guideline: 900 words)

Part 3

During the data collection for the experiment, the following participant information was gathered.

  • Whether the participant worked remotely one day of the week.
  • Fruit and vegetable intake.
  • Time spent on social networking.
  • Time spent exercising.

On the final pages of your memo, use the data in the dataset to conduct an exploratory analysis of work-life balance against these four variables.

You must include:

  • at least four different graphs that are appropriate for the data
  • a table of descriptive statistics
  • a discussion of what your analysis tells you about the data.

Use iNZight Lite to create your graphs and charts.

(50 marks)

(Word count guideline (does not include graphs and tables): 400 words)

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Marking schedule

Part 1
Critically assess research notes
Research questions 6.5–8 marks 5.5–6 marks 4–5 marks 3–3.5 marks 1–2.5 marks
Evaluates weaknesses of previous consultant’s research questions. Identifies four relevant weaknesses. The discussion links them to the context of the scenario and explains how these weaknesses would affect the subsequent research. Identifies at least three relevant weaknesses. The discussion links them to the context of the scenario OR explains how these weaknesses would affect the subsequent research. Identifies at least two relevant weakness. The discussion includes some contextualisation to the scenario OR some explanation of how this affects the research. The links between the evaluation and the scenario or the research are occasionally unclear, ambiguous or incomplete. Identifies some general weaknesses of research questions. Links to the scenario or potential research outcomes are poorly articulated or incomplete. Mentions weaknesses that are not related to the research questions.
Identify the question you will proceed with; state experimental unit and response variable. Correctly identifies experimental unit and response variable. Provides clear and reasoned explanation of why these are the correct answers for this scenario. Compares the key features of observational and experimental studies, in relation to the current scenario. Correctly identifies experimental unit and response variable. Provides an explanation of why these are the correct answers for this scenario, but may miss some specifics. Discusses some differences between observational and experimental studies. May omit some key features, or may not create strong links to the current scenario. Correctly identifies experimental unit and response variable. May provide a brief explanation that omits salient points. Describes key features of observational and experimental studies. Incorrectly identifies experimental unit OR response variable. (may still show some understanding of the concepts of experiment unit and response variable). Begins to describe some key features of observational and/or experimental studies. Omits some important details. May not tie to the current scenario. Incorrectly identifies experimental unit AND response variable. (may still show some understanding of the concepts of experiment unit and response variable). States a few features of observational and/or experimental studies, but omits crucial details and does not tie to the current scenario.
Sampling methods 9.5–12 marks 8–9 marks 6–7.5 marks 5–5.5 marks 1–4.5 marks
Critique the sampling methods. Thoroughly describes each stage of the sampling method, and identifies at least two relevant strengths and two relevant weaknesses. Links these to the context of the scenario and explains how these strengths and weaknesses would affect the subsequent research. Describes each stage of the sampling method, and identifies at least two relevant strengths and two relevant weaknesses. Links these to the context of the scenario OR explains how these strengths and weaknesses would affect the subsequent research. Describes each stage of the sampling method, and identifies at least one relevant strength and one relevant weakness. The discussion includes some contextualisation to the scenario OR some explanation of how this affects the subsequent research. The links between the sampling method and the scenario or the research are occasionally unclear, ambiguous or incomplete. Identifies some relevant strengths and weaknesses and discusses these in general terms. Links to the scenario are poorly articulated or incomplete. Focuses on strengths and weaknesses that are not relevant for the scenario.
Overview of two other relevant sampling methods (implementation; advantages and disadvantages). Identifies the two most appropriate methods of sampling to meet the purpose of the research. Comprehensive and orderly explanation of implementation. The advantages and disadvantages of the methods are justified by comparing their effectiveness within the statistical process with other sampling methods, in relation to this research question. Identifies two appropriate sampling methods to meet the purpose of the research. Clear explanation of implementation. The advantages and disadvantages of the methods are explained by comparing their use over another sampling method for this research question. Identifies two appropriate sampling methods to meet the purpose of the research. Covers the main points of implementation, but may not clearly explain all steps. Describes the relevant advantages and disadvantages of each method. Makes some links to this research problem. Identifies one appropriate method to meet the purpose of the research. Begins to explain the implementation, but misses one or two steps. Briefly mentions some advantages or disadvantages. Does not link to the present research problem. Identifies one or two sampling methods, but they are not appropriate to the purpose of the research. Explanation of implementation misses significant details. Mentions irrelevant or incorrect advantages or disadvantages.
Part 2
Statistical enquiry process
24–30 marks 19.5–23.5 marks 15–19 marks 12–14.5 marks 1–11.5 marks
Outline how the research could be conducted following the five stages of the statistical enquiry process. Discuss the ethical issues which might arise. Provides thorough and clear detail on five stages of the statistical enquiry process as they would apply in this specific scenario. Discusses ethical issues which might arise at each stage in this scenario. Describes the five stages of the statistical enquiry process. Mostly contextualises each step to this specific scenario. Discusses ethical issues which might arise. May miss one or two stages, or may not clearly link the ethical issues to this particular scenario. Describes the five stages of the statistical enquiry process and starts to contextualise these to this specific context. Briefly discusses some ethical issues which might arise in some of the stages. These are sometimes linked to the specific scenario context. Only briefly outlines how the research might be conducted. Provides very general, or uneven, detail on the stages of the statistical enquiry process. Mentions some ethical issues which might arise in some of the stages. Links between the ethical issues and the scenario may be poorly articulated or incomplete. Refers to some parts of the statistical enquiry process, but doesn’t cover all the steps. Ethical issues may be mentioned but are not consistently considered. Answers may be generic and not specific to the context of the scenario.
Part 3
Exploratory analysis
12–15 marks 10–11.5 marks 7.5–9.5 marks 6–7 marks 1–5.5 marks
Conduct an exploratory analysis, including at least four different graphs. Presents four graphs that are appropriate for the data. Graphs are accurate, and correctly formatted. Presents four graphs that are appropriate for the data. Graphs are mostly accurate and mostly correctly formatted. Presents four graphs that are appropriate for the data. Graphs are mostly accurate (they may be computed correctly but may have formatting errors). Four graphs are presented. Some graphs are not appropriate for the data and/or have further errors. Most graphs are not appropriate for the data variables.
4–5 marks 3.5 marks 2.5–3 marks 2 marks 1–1.5 marks
Table of descriptive statistics. Presents a complete and accurate table of relevant descriptive statistics. Presents a complete and mostly accurate table of relevant descriptive statistics. Presents a table of relevant descriptive statistics. There may be errors or omissions. Presents a partially accurate table of relevant descriptive statistics. Presents a table of descriptive statistics with incorrect values (possibly due to incorrect data input or from an attempt to calculate manually by hand).
24–30 marks 19.5–23.5 marks 15–19 marks 12–14.5 marks 1–11.5 marks
Discuss what your analysis tells you. The discussion covers centre, spread, shape of the data and any outliers. The discussion explicitly relates to the scenario, using insights from and making specific reference to all four graphs and the table of descriptive statistics. Discusses why the findings may be useful (beyond what the graphs show). The discussion covers most of centre, spread, shape of the data and any outliers. The discussion links to the scenario. Connections to the graphs and table of descriptive statistics may not be as clear as they could be. Briefly discusses why the findings may be useful (starting to go beyond what the graphs show). The discussion covers some key points about centre, spread, shape of the data and outliers, but may omit significant features. The discussion is mostly connected to the scenario. It may make use of insights from some of the graphs and table of descriptive statistics, but does not make many explicit references to them. Emphasis is on what the graphs show, rather than why the findings may be useful. The discussion mentions some or all of centre, spread, shape of the data and outliers. The points made are generalised rather than clearly linked to the scenario context. The discussion does not make many references to the graphs or descriptive statistics. The discussion omits essential detail about centre, spread, shape of the data and any outliers.

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