'Formulate a Business Research Problem' by qwj11449

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									                                      UNIVERSITY OF PHOENIX
                                        COURSE SYLLABUS


1. COURSE NUMBER: RES 342

2. COURSE TITLE: RESEARCH AND EVALUATION- II

3. COURSE START DATE: 9/16/2003

4. COURSE END DATE: 10/14/2003

5. MODULE CODE: UNIMODULE U2

6. WHERE TO GO TO CLASS: TROY LEARNING CENTER

7. REQUIRED TEXTS:
                          Pelosi, M., Sandifer, T., Sekaran, U. (2001). Research and Evaluation for
                          Business. New York: Wiley.

8. INSTRUCTOR: DR. SERHAT EREN

9. E-mail Address: seren133465mi@comcast.net

10. Optional Web Page: www.serhateren.com

11. Alternative/emergency e-mail address: seren@email.uophx.edu

12. Instructor Availability: Right before the class starts.

13. WORDS OF WELCOME
Dear students, I would like to welcome you RES 341, Research AND Evaluation- I. I had been a student,
a professional one, for a long time, I decided to work full time but working full time do not keep me away
from you, the students. I really enjoy interacting with the students. I always learn new things this way that
it allows me to improve myself in any aspect. Once again welcome and good luck!

14. GENERAL COURSE DESCRIPTION
This course integrates applied business research and descriptive statistics. Examination of the role of
statistics in research, statistical terminology, the appropriate use of statistical techniques and
interpretation of statistical findings in business and research will be the primary focus.

15. COURSE CHANGES
There are no changes made in the weekly assignments from those listed in the course module but still my
syllabus takes precedence. You may not be familiar with the term syllabus but this document I have
posted is the syllabus. You need to download the module from the Student Web page.

16. ATTENDANCE
In order to be in attendance during a 5-week period you must attend at least 4 times to the class. I would
like to remind you that if you are out of attendance for two or more weeks of a course that is five or more
weeks, you will be automatically withdrawn and will not be eligible to receive credit or earn a letter grade.




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17. PARTICIPATION
I encourage you to participate in class to earn perfect score in participation. Past experiences has shown
that students got confused being in the class with the participation. Being in the class will take care of
attendance only. Participation is different from attendance. You will be expected to contribute to the class
discussion. I will consider both quantity and quality when evaluating your participation

18. FEEDBACK ON ASSIGNMENTS
There will be an evaluation form posted on the web, which you need to download and use each time you
submit an assignment. I will send feedback on all graded assignments to your personal mailboxes after
workshop 6.

19. LATE ASSIGNMENTS
I will accept late assignments if it is not more than 3 days late. I will still reduce your grade 10% per day
for the first three days, a total of 30%. I will not accept the assignment after 3 days of its due date.
Assignments due dates will be posted along with your assignments but they all should be due at midnight
(Eastern Standard Time). If your assignment is late, e-mail me an electronic copy and bring a hard copy
to class next week. There will be no make up for missed QUIZZES!

20. TEAM WORK
I will let you form the Learning Team. If somehow you cannot form the team, then I will set the teams. As
far as the Learning Team grades go, I plan to grade team members together. You will earn your grade
fulfilling all part of assignment and participating actively to your Learning Team. If one fails to fulfill his pr
her part of the assignment, he or she should be reported to me so that not everyone in the team looses
point.

21. ACADEMIC HONESTY
Academic honesty is highly valued at each University of Phoenix campus. A student must always submit
work that represents his or her original words or ideas. If any words or ideas are used that do not
represent the student's original words or ideas, the student must cite all relevant sources. The student
should also make clear the extent to which such sources were used. Words or ideas that require citations
include, but are not limited to, all hardcopy or electronic publications, whether copyrighted or not, and all
verbal or visual communication when the content of such communication clearly originates from an
identifiable source.

22. GRADING FORMULA
Include an explanation of how course how points or percentages equate to grades. The following is an
example of a formula based on a 100-point scale. I will be using fractions of points, I will "round up" or
"round down" to calculate letter grades.




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23. POINT VALUES FOR THE COURSE ASSIGNMENTS

ASSIGNMENTS                                                                                 Percent
Individual (70%)
Hypothesis Identification Article Analysis (Workshop One)                                         5
Assignments from the Text (Workshops Two through Five)                                           20
Quiz (Workshops Two through Four)                                                                20
Parametric and Nonparametric Data Identification Assignment                                       5
(Workshop Four)
Final Examination (Workshop Five)                                                                10
Participation (All Workshops)                                                                    10
Learning Team (30%)
Hypothesis Testing Paper and Presentation (Workshop Two)                                          5
Advanced Hypothesis Testing Paper and Presentation                                                5
(Workshop Three)
ANOVA Paper and Presentation (Workshop Four)                                                    10
Regression Paper and Presentation (Workshop Five)                                               10
Total                                                                                           100



COURSE DESCRIPTION

This course is designed to equip the students with business research techniques and statistical tools. The
students will be able to evaluate and recommend alternatives to improve a situation, solve a problem, or
change a process in a business environment.

TOPICS AND OBJECTIVES
24. COURSE OBJECTIVES
The course objectives are outlined below along with the course topics.

Hypothesis Testing
   Identify a hypothesis.
   State the five-step process in hypothesis testing.
   Perform a hypothesis test using the standard normal distribution.
   Explain how to use hypothesis testing to evaluate possible solutions to a business research problem.
   Formulate hypothesis statements both numerically and verbally.




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Populations and Samples Used in Research
   Apply hypothesis testing to different populations and samples in business research situations.

Analysis of Variance (ANOVA) and Nonparametric Tests in Research
   Decide when to use ANOVA.
   Perform ANOVA using Microsoft® Excel®.
   Interpret the results of an ANOVA.
   Evaluate parametric and nonparametric business scenarios.
   Perform nonparametric tests.
   Measure the results of a nonparametric test.

Regression Analysis in Research
   Decide when to use regression analysis.
   State the limitations of regression analysis.
   Perform regression analysis using Microsoft® Excel®.

Business Research in the Modern Environment
   Correlate primary data gathering to the utilization of statistics in business research.
   Apply business research and statistical methods to the workplace.




Student Materials
BOOKS, SOFTWARE, OR OTHER COURSE MATERIALS

Pelosi, M. K., Sandifer, T. M., & Sekaran, U. (2001). Research and evaluation for business. New York:
    Wiley.
(Note: This text includes a CD-ROM, “Data Sets to Accompany Research and Evaluation for
Business.”)

ELECTRONIC RESOURCES

To access current articles and relevant links to research and evaluation resources, visit the Selected
Readings Page (SRP) for RES/342 at:
http://www.apollolibrary.com/srp/login.asp
(Note: Access to this site is protected. To enter the site, use the user name: uphoenix and the
password: 73acak)
For additional resources, visit the text’s Web site at:
http://www.wiley.com/college/uop/

UNIVERSITY OF PHOENIX MATERIALS
(NOTE: This material is found in the back of the UniModule™.)
“Parametric and Nonparametric Data Identification Assignment” (Workshop Four)


                                                                                                         Page 4
Workshop One                                                                         Table of Contents

Hypothesis Testing
   Identify a hypothesis.
   State the five-step process in hypothesis testing.
   Perform a hypothesis test using the standard normal distribution.
   Explain how to use hypothesis testing to evaluate possible solutions to a business research problem.
   Formulate hypothesis statements both numerically and verbally.

ASSIGNMENTS


    ALL DELIVERY METHODS
1. Read Chapter 10 in the text, Research and Evaluation for Business.
2. Hypothesis Identification Article Analysis
    Use the Internet, the SRP for RES/342, or other resources to locate an article that pertains to a
    hypothesis that was used to validate a research study. Prepare a 350-700 word analysis of your
    selected article. Start by identifying the hypothesis described in the article. Then, explain how the
    hypothesis statement was used in the study and how the study affects your daily life. Be sure to
    properly cite your article and be prepared to discuss your analysis in class.
These assignments are due in Workshop One.

    CLASSROOM
1. Read the following items, available at http://mycampus.phoenix.edu:
    a. “Learning Team Handbook”
    b. “Guide to Charter”
    c.   “Learning Team Charter”
    d. “Learning Team Log”
    e. “Learning Team Evaluation”
2. Select Learning Team members who will work together throughout the course.
These assignments are due in Workshop One.




Learning Team Meeting One
Time: 5 hours

ASSIGNMENTS


          CLASSROOM AND ONLINE
1. Review the objectives from Workshop One and discuss additional insights and questions that may
   have arisen.


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2. Hypothesis Testing Paper
   a. Identify a research issue, problem, or opportunity that uses data that has absolute zero
      measurements. Some examples include a team member’s 401K fund, a grocery budget, a team
      member’s stock portfolio, or the temperature in your hometown over the course of a month. Be
      sure to obtain instructor approval for your research issue, problem, or opportunity before
      completing your Hypothesis Testing Paper.
   b. Prepare a 1,050-1,750 word paper describing the results of a hypotheses test on your selected
      research issue, problem, or opportunity. Begin by describing your selection. Then, formulate both
      a numerical and verbal hypothesis statement regarding your research issue and perform the five-
      step hypothesis test on data pertaining to your selection. Finally, describe the results of your test
      and explain how the use of hypothesis testing can be used to evaluate solutions to your research
      issue, problem, or opportunity.
These assignments are due in Workshop Two.

    CLASSROOM
1. Create the Learning Team Charter.
2. Prepare the Learning Team Log.
3. Hypothesis Testing Paper Presentation
   Prepare an 8-10 minute oral presentation accompanied by 8-10 Microsoft® PowerPoint® slides
   illustrating your Hypothesis Testing Paper.
These assignments are due in Workshop Two.




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Workshop Two                                                                        Table of Contents

Populations and Samples Used in Research
   Apply hypothesis testing to different populations and samples in business research situations.

ASSIGNMENTS


    ALL DELIVERY METHODS
1. Read Chapters 12 and 13 in the text.
2. Assignments from the Text
    Prepare answers to the following assignments from the text:
    Chapter 10: 10.3, 10.7, 10.8, 10.9, 10.11, 10.12, 10.13, 10.14, 10.15, 10.16, 10.17, 10.18, 10.20, and
                10.22
3. Quiz
    Be prepared to take a quiz on topics covered in the previous workshop.
These assignments are due in Workshop Two.

    CLASSROOM
Submit the Learning Team Log and the Learning Team Charter.
This assignment is due in Workshop Two.




Learning Team Meeting Two                                                           Table of Contents


Time: 5 hours

ASSIGNMENTS


          CLASSROOM AND ONLINE
1. Review the objectives from Workshop Two and discuss additional insights and questions that may
   have arisen.
2. Advanced Hypothesis Testing Paper
    Using the same data set used for you Hypothesis Testing Paper in Learning Team Meeting One,
    prepare a 1,050-1,750 word paper describing a new hypothesis test using a different statistic (i.e.
    large sample size, small sample size, means and/or proportions, one-and two-tailed tests) that you
    can perform on that data. Formulate a new hypothesis statement and perform the five-step
    hypothesis test on your data. Finally, describe the results of your tests and compare the results to the
    results of the test performed for your previous Hypothesis Testing Paper.
These assignments are due in Workshop Three.

    CLASSROOM
1. Prepare the Learning Team Log.
2. Advanced Hypothesis Testing Paper Presentation

                                                                                                        Page 7
   Prepare an 8-10 minute oral presentation accompanied by 8-10 Microsoft® PowerPoint® slides
   illustrating your Advanced Hypothesis Testing Paper.
These assignments are due in Workshop Three.




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Workshop Three                                                                 Table of Contents

Analysis of Variance (ANOVA) and Nonparametric Tests in Research
   Decide when to use ANOVA.
   Perform ANOVA using Microsoft® Excel®.
   Interpret the results of an ANOVA.
   Evaluate parametric and nonparametric business scenarios.
   Perform nonparametric tests.
   Measure the results of a nonparametric test.

ASSIGNMENTS


    ALL DELIVERY METHODS
1. Read Chapters 14 and 17 in the text.
2. Assignments from the Text
    Prepare answers to the following assignments from the text:
    a. Chapter 12: 12.1, 12.2, 12.5, 12.10, 12.11, 12.16, 12.18, and 12.19
    b. Chapter 13: 13.1, 13.3, 13.6, 13.7, 13.15, 13.29, and 13.30
3. Quiz
    Be prepared to take a quiz on topics covered in the previous workshops.
These assignments are due in Workshop Three.

    CLASSROOM
Submit the Learning Team Log.
This assignment is due in Workshop Three.




Learning Team Meeting Three
Time: 5 hours

ASSIGNMENTS


          CLASSROOM AND ONLINE
1. Review the objectives from Workshop Three and discuss additional insights and questions that may
   have arisen.
2. ANOVA Paper
    Using the Internet or other resources, find three separate sets of data that pertain to a business
    research issue, problem, or opportunity facing a Learning Team member’s organization. Be sure to
    identify data that can be used in an ANOVA test. Then, prepare a 1,050-1,750 word paper examining
    an ANOVA on your selected data. Begin by describing the research issue, problem, or opportunity

                                                                                                   Page 9
   and the accompanying data. Then, perform an ANOVA on your data using Microsoft® Excel®.
   Finally, interpret the results of your ANOVA and the significance of the results to the organization as a
   whole. Be sure to attach the results of the ANOVA created in Microsoft® Excel® to your paper.
These assignments are due in Workshop Four.

    CLASSROOM
1. Prepare the Learning Team Log.
2. ANOVA Paper Presentation
   Prepare an 8-10 minute oral presentation accompanied by 8-10 Microsoft® PowerPoint® slides
   illustrating your ANOVA Paper.
These assignments are due in Workshop Four.




                                                                                                     Page 10
Workshop Four
Regression Analysis in Research
   Decide when to use regression analysis.
   State the limitations of regression analysis.
   Perform regression analysis using Microsoft® Excel®.

ASSIGNMENTS


    ALL DELIVERY METHODS
1. Read Chapter 15 in the text.
2. Parametric and Nonparametric Data Identification Assignment
    Complete the University of Phoenix Material, “Parametric and Nonparametric Data Identification
                                                    TM
    Assignment” located at the end of the UniModule .
3. Assignments from the Text
    Prepare answers to the following assignments from the text:
    a. Chapter 14: 14.1, 14.2, 14.3, and 14.5
    b. Chapter 17: 17.1 and 17.2
4. Quiz
    Be prepared to take a quiz on topics covered in the previous workshops.
These assignments are due in Workshop Four.

    CLASSROOM
Submit the Learning Team Log.
This assignment is due in Workshop Four.




Learning Team Meeting Four
Time: 5 hours

ASSIGNMENTS


          CLASSROOM AND ONLINE
1. Review the objectives from Workshop Four and discuss additional insights and questions that may
   have arisen.
2. Regression Paper
    Identify a business research issue, problem, or opportunity facing a Learning Team member’s
    organization that can be examined using regression analysis. Be sure to obtain instructor approval for
    your selected research issue, problem, or opportunity before completing your Regression Paper.
    Then, use the Internet or other resources to collect data pertaining to your selection. Prepare a 1,400-
    1,750 word paper examining a regression analysis on your collected data. Begin by describing the

                                                                                                     Page 11
   research issue, problem, or opportunity and the accompanying data. Then, perform a regression
   analysis on your data using Microsoft® Excel®. Finally, interpret the results of your regression
   analysis, state the limitations of your analysis, and describe the significance of the results to the
   organization as a whole. Be sure to attach the results of the regression analysis created in Microsoft®
   Excel® to your paper.
These assignments are due in Workshop Five.

    CLASSROOM
1. Prepare the Learning Team Log.
2. Regression Paper Presentation
   Prepare a 15-20 minute oral presentation accompanied by 10-12 Microsoft® PowerPoint® slides
   illustrating your Regression Paper.
These assignments are due in Workshop Five.




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Workshop Five
Business Research in the Modern Environment
   Correlate primary data gathering to the utilization of statistics in business research.
   Apply business research and statistical methods to the workplace.

ASSIGNMENTS


    ALL DELIVERY METHODS
1. Read Chapter 16 in the text.
2. Assignments from the Text
    Prepare answers to the following assignments from the text:
    Chapter 15: 15.1, 15.2, 15.3, 15.7, 15.20, and 15.21
3. Final Examination
    Be prepared to take a final examination on all of the topics covered in this course.
These assignments are due in Workshop Five.

    CLASSROOM
1. Submit the Learning Team Log.
2. Submit the Learning Team Evaluation. Each team member will submit a separate copy to the
   instructor.
These assignments are due in Workshop Five.




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University of Phoenix Material
             Parametric and Nonparametric Data Identification Assignment
Label each of the following situations “P” if it is an example of parametric data or “NP” if it is an example
of nonparametric data.
1. In a comparison of two towns, is the average height of its residents the same? _____
2. A manufacturer produces a batch of memory chips (RAM) and measures the mean-time-between-
   failures (MTBF). The manufacturer then changes a manufacturing process and produces another
   batch and again measures the MTBF. Did the change to the process improve the MTBF? _____
3. The average life span of a dog is proportional to the amount of calcium consumed. _____
4. The correlation between gene disorders and certain diseases. _____
5. From a written survey where the respondents were asked to rate an individual on a scale of 1 to 5,
   one group rated an individual a 3.7, another group rated the individual a 4.3. Is the difference
   statistically significant? _____
6. A study of vehicle accidents on a military installation compared to drivers' rank. _____
7. Show that the numbers drawn in a state lottery are truly random. _____
8. There is a direct correlation to a student's grade and the student's rating of an instructor. _____




                                                                                                         Page 14
University of Phoenix Faculty Material
                                          Learning Activities
The following collection of activities may include lectures, discussions, small in-class groups or Learning
Team activities, presentations, case analyses, debates, and role-plays. These activities are provided to
assist you in achieving the course objectives and to provide an interesting workshop environment.
Activities are intended to reinforce and enhance the course content. The activities can be the culmination
of an assignment that the students complete during the workshop as an in-class activity or exercise.
Additionally, you may customize, supplement, or modify the activities to take advantage of your
experience and teaching style. Another objective of the activities is to provide the students a challenge to
practice their critical thinking and workplace skills. These activities are not mandatory, but are designed to
assist you in facilitating workshops and reinforcing course objectives. If the activity is a multiple-step
process, you may use any or all of the steps.
If you have additional activities or exercises that have been successfully used in this course, please
forward them to learningactivityfeedback@phoenix.edu so that we may share them with others who teach
the course. If you wish to submit an activity, please include the following information in your submission:
   Course prefix, number, and name
   Workshop number
   Activity name
   A brief explanation of the purpose of the activity or what learning objective the activity reinforces
   A description of the activity that provides enough information for other faculty members to recreate
    the activity
   A list of resources required to conduct the activity
   Approximate time needed to complete the activity
   If possible, an explanation of how to adapt the activity to the different University of Phoenix delivery
                                                                 ®
    methods (i.e. Classroom, Online, Directed Study, FlexNet ).




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