You are required to complete a Final Project. The project is due on the 7th day of the
11th week of the quarter. You are asked to complete the Final Project in stages.
Starting in the first week of the course, you are required to write sections of the Final
Project. A brief description of the stages of the Final Project is below. Consult the
Syllabus and the weekly Assignments area for specific requirements for each
submission. Assignments are due by Day 7 of each week in which they are assigned.
Week 1: Save, print, and read the Final Project Grading Information and
Instructions; Save and review the Final Project Template.
Week 2: Read the required peer-reviewed article and download and save the
Final Project data set.
Week 3: Compute measures of central tendency and variability for project
Week 4: Find, download, and read one peer-reviewed article on attention deficit
disorder; create an APA reference for the article.
Week 5: Prepare the Title Page, Abstract page, and Introduction.
Week 6: Submit a working draft of the Final Project for instructor feedback.
Week 7: There is no Final Project assignment for this week.
Week 8: Perform an independent-samples t test and report the results.
Week 9: Perform an analysis of variance (ANOVA) test and report the results.
Week 10: Perform a correlation test and report the results.
Week 11: Submit the Final Project.
The Final Project involves an analysis of a pre-designated data set. All materials related
to the Final Project are delivered to you within the weekly Assignments area when
needed. The primary purpose of this assignment is to provide you with an opportunity to
apply the statistical principles you learn in this course to a real-world data set.
Additionally, it provides practice in using correct APA format in your writing. A Final
Project Template in APA format is provided to you. You are highly encouraged to use
this template to guide you in preparing your Final Project.
A superior Final Project will demonstrate an understanding of statistical principles,
correct use of SPSS, and correct APA style. The Final Project must follow APA Manual
guidelines and be free of typographical, spelling, and grammatical errors. The Final
Project will be graded using the criteria found in the Final Project Grading Information
Final Project Grading Information and Instructions
Final Project Grading Information
The Final Project is an APA-style research paper that may earn you a maximum of 100
points. The paper will be completed in steps throughout the course. See the course Syllabus for
weekly assignments related to the Final Project.
Title Page 5
Method Section (provided below) 0
Format and Style 5
Final Project Instructions
You are strongly encouraged to use the Final Project Template (provided in the Week 1
Assignments area under Final Project) to help guide you in preparing your Final Project.
1. Title Page (5 Points). The Title Page must be written in accordance with the
requirements of the APA manual. Because this paper is a collaboration (that is, you did not write
the Method Section), please include the author of the Method Section—Heather Walen-
Frederick—as the second author (see Final Project Template).
2. Abstract (5 points). The Abstract must be written in accordance with the
requirements of the APA manual and should not exceed one page.
3. Introduction (10 points). The Introduction should describe the overall goal of the
research and must include an overview of the questions examined. Use both the required
Howell, Huessy, and Hussak article as well as the additional peer-reviewed article you retrieved
related to ADD in Week 4 to write the introduction. The Introduction should be approximately ½–
1 page in length.
4. Method Section (0 Points). Include the Method Section below. (Note: if you use the
template provided, this section is already in the document.)
5. Results (50 points). This section will contain two main parts as described below:
a. Descriptive Statistics. This section will provide a description of the variables used in
the analysis below and must contain the following information for each variable:
For all variables, include the valid N.
For continuous variables, include mean, median, or mode and standard
deviation, variance, and/or range.
For categorical variables, include percent in each group.
All of the above information must be summarized in a table (one or two tables,
depending on how you choose to format these).
b. Statistical Analyses and Interpretation. You will conduct three inferential
tests—t test, ANOVA, and correlation—during the course for the Final Project. The results of
these three inferential tests must be reported using correct APA format, following the examples
provided in the Study Notes. The results include:
The research question and the null and alternative hypotheses.
Identification and verification of assumptions and requirements for the statistical
The results of the test reported in correct APA style.
A decision regarding the null hypothesis.
A measure of effect size and interpretation.
For the ANOVA test only, provide a table in APA format that contains the
appropriate information describing the ANOVA test (including post-hoc analyses).
For all tests, a very brief “plain-language” description of what the results mean.
6. Discussion (10 Points). Provide a brief discussion of the findings (less than 1 page is
acceptable). You should refer to the required Howell, Huessy, and Hussak article as well as the
additional peer-reviewed article related to ADD you retrieved in Week 4. You may want to
include implications and some suggestions for future research.
7. References (10 points). References must be provided in correct APA style.
8. Appendix (5 Points). Copy and paste all SPSS output files into their respective
sections within the Appendix.
9. Form and Style (5 Points). This is a grade based on correct use of APA format
(Refer to chapter 2 in the APA manual for a sample paper and visit the APA’s website for an
updated, corrected version of the sample paper. Click on
http://www.apastyle.org/manual/related/index.aspx, and choose Chapter 2, Manuscript
Structure and Content). Please use the Final Project Template provided in the Course
Information area under Final Project. This includes:
Clarity in writing
Correct use of APA format
Use of spell-check for typographic and spelling errors
Data Set Name and Location:
The name of the data set for the Final Project is “Howell_dataset_cleaned.sav”.
The data set is available for download in the Course Information area under Final
project. This is an SPSS file and must be accessed using the SPSS software.
Overview of Data Set:
In 1965, teachers of all second-grade school children in a number of schools in
northwestern Vermont were asked to complete a questionnaire for each of their students
dealing with behaviors commonly associated with Attention Deficit Disorder (ADD). The sample
at the outset contained 501 children. Questionnaires on these same children were again
completed when they were in the fourth and fifth grades. At the end of 9th grade and again at
the end of 12th grade, information on the performance of these children was obtained from
school records. Finally, approximately three years post high school graduation, the students
were contacted for an extensive interview. The interview assessed, among other variables:
educational background, employment history, marital status, self-perception, and life
satisfaction. These data offer the opportunity to examine questions about whether later behavior
can be predicted from earlier behavior and to examine academically related variables and their
The data set you will be provided contains only a small subset of the variables originally
collected (see table below) and contains only children for whom complete data were available.
Thus, the data set contains data from a total of 216 children.
Using the complete data set (after natural attrition, N = 369), Howell, Huessy and
Hassuk (1985) reported on the differences between three groups of children: those they
classified as exhibiting ADD-like behaviors (“ADD”), those that fell into a “normal” behavior
category, and those that scored “low” on the ADD-like behavior measure. Although they used
the same data set you will use for the Final Project, the variables used to classify the children
into these three groups does not exist in your data set. Rather, you will have access to the
variable ADDSC. This variable is the average of three scores: ADD-like behavior in the second,
fourth and fifth grade. Thus, the variable you have is an indication of ADD-like behavior for the
child; the higher the score, the more ADD-like behaviors the child exhibited.
A description of each variable follows:
Varia Variable Description Value Labels
GEN Gender 1=Male
REPE Did student repeat a grade during high 0=No
ENGL Ninth Grade English Level 1=College
ENG Ninth Grade English Grade 0=F
Varia Variable Description Value Labels
SOC Social Adjustment Problems in Ninth 0=No
DRO Dropped Out of High School? 0=No
ADDS ADD-like Behavior Score (mean of three N/A
IQ IQ Score N/A
GPA Ninth Grade GPA N/A
Method Section to be used in Final Project Paper
(Note: if you use the Final Project Template, this information already appears in the proper
section. If you do not use the template, please copy and paste this section into your paper. Author
name for Method Section to be included on Title Page: Heather Walen-Frederick)
Participants were 216 students (54% boys, 46% girls) from one of 18 schools in
northwestern Vermont. The schools were chosen in such a way to produce a reasonable cross section of
rural schools within 40 miles of Burlington, VT. Age at first assessment, family background, racial/ethnic
identity and other background variables were not assessed.
All participants were part of a larger study conducted by Howell, Huessy, and Hassuk (1985). The
original study began with 501 children in the second grade and consisted of six stages of data collection:
2nd grade, 4th grade, 5th grade, 9th grade, 12th grade, and 3 years post graduation. The first three
assessments were collected via the child’s current teacher, the second two assessments were collected
via school records and the final assessment was an extensive interview. Due to normal attrition, the
sample size was reduced to 352 children by the end of the fifth grade. The present study utilizes data
collected during all six collection periods and includes only those for whom complete data is available (N
Gender. The gender of the child was collected via a questionnaire completed by the
child’s second grade teacher.
Grade repetition. Whether or not the child repeated a grade during high school was
assessed via school records at the end of the 12th grade.
English level. The level of English class the child was enrolled in was assessed via the
school record in the ninth grade. The three categories were: remedial, general and college preparatory.
English grade. The grade the child received in English during the ninth grade was
assessed via school records. Grades were: A, B, C, D, or F.
Social adjustment problems. Whether or not the child exhibited any social adjustment
problems in the ninth grade was assessed via school records. A child was considered to have a social
adjustment problem if there were at least two notations in the record of infractions like disruptive
classroom behavior, truancy, or setting fires in trash cans.
High school dropout status. Whether or not the participant dropped out before
completing high school was obtained from the interview conducted approximately three years post high
ADD-like behavior score. ADD-like behavior score is the average of three scores
obtained during the second, fourth and fifth grades. Each child’s current teacher was asked to complete
the form. The diagnostic instrument was a 21-item questionnaire that tapped behavioral components
commonly associated with ADD. Teachers rated each child on a scale from 1 (low behavior) to 5 (high
behavior), where 3 indicated an “average” level of behavior. For each of the three assessments, the 21
items were summed to obtain a total score. The score used in the present study reflect an average of
these three assessments. Howell et al. (1985) reported high reliability (Cronbach’s alpha ranged from
.93–.96 across the three assessments), and good validity for the measure.
Intelligence quotient (IQ). IQ was assessed via a group administered Intelligence Test.
Grade point average (GPA). Overall high school GPA was collected from school records
at the end of the 12th grade. GPA was calculated using the following scale: A=4, B=3, C=2, D=1, F=0.
Howell, D. C., Huessy, H. R., & Hassuk, B. (1985). Fifteen-year follow-up of a behavioral history of
attention deficit disorder. Pediatrics, 76, 185–190