Reply: The student must then post 1 reply to another student’s post. The reply must summarize thestudent’s findings and indicate areas of agreement, disagreement, and improvement. It must besupported Original Papers

Reply:

The student must then post 1 reply to another student’s post. The reply must summarize thestudent’s findings and indicate areas of agreement, disagreement, and improvement. It must besupported 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. 

BUSI 820: Quantitative Research Methods

D3.4.1: Mean Visualization Score, Skewness & Mosaic Test Minimum

(a) Mean visualization test score is 5.24, indicating a slightly above-average performance (Morgan et al., 2020).(b) Skewness for math achievement is 0.044, effectively symmetrical and acceptable under the ±1 rule—thus suitable for parametric methods. Such mild skewness typically doesn’t compromise results (Iacobucci et al., 2025).(c) The mosaic test minimum is –4.0, which is possible when scoring penalizes wrong answers.

D3.4.2: Skewness > 1 and Boxplot Confirmation

(a) Only the Competence Scale has high skewness at –1.63—beyond ±1.0.(b) Such a distribution challenges normality assumptions and may necessitate transformations or nonparametric tests. However, mild skewness may not always critically bias results, though here it’s pronounced (Iacobucci et al., 2025).(c) The boxplot shows a longer lower whisker and median skewed upward, visually confirming the negative skewness (Morgan et al., 2020).

D3.4.3: Missing Data Overview

(a) There are 4 participants with missing data (75 total minus 71 valid).(b) Thus, 94.7% of students have valid motivation or competence scores. The TARMOS framework encourages explicit reporting and transparency in cases like this (Lee et al., 2020).(c) From the outputs alone, we cannot tell how many are missing both scores, which separate counts do not provide cross-variable overlap.

D3.4.4: Dichotomous Variables & Sample Details

(a) Means for binary variables represent proportions, for example, a mean of 0.55 on academic track indicates 55% in regular track and 45% in fast track (Morgan et al., 2020).(b) N = 75 participants total.(c) All 75 provided complete data for these dichotomous items.(d) 45% are on the fast track (100% – 55%).(e) 79% took Algebra 1 in high school, based on a mean of 0.79.

D3.4.5: Ethnic Proportions & Visualization Scores

(a) 9.6% of students identify as Asian-American.(b) 8% scored exactly 6 on Visual Test 2.(c) 66.7% scored 6 or less, as indicated by the cumulative percent.

References

Iacobucci, D., Román, S., & Moon, S. (2025). A tutorial on what to do with skewness, kurtosis, and outliers: New insights to help scholars conduct and defend their research. Psychology & Marketing

Lee, K. J., Tilling, K., Cornish, R. P., Little, R. J. A., Bell, M. L., Goetghebeur, E., Hogan, J. W., & Carpenter, J. R. (2020). Framework for the treatment and reporting of missing data in observational studies: The TARMOS framework. Links to an external site.

Morgan, G. A., Leech, N. L., Gloeckner, G. W., & Barrett, K. C. (2020). SPSS for introductory statistics: Use and interpretation (7th ed.). Routledge.

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