# University of Lagos SPSS Statistics Worksheet

CJUS 745QUANTITATIVE ANALYSIS REPORT: NONPARAMETRIC TESTS ASSIGNMENT
INSTRUCTIONS
OVERVIEW
You will take part in several data analysis assignments in which you will develop a report using
tables and figures from the IBM SPSS® output file of your results. Using the resources and
readings provided, you will interpret these results and test the hypotheses and writeup these
interpretations.
INSTRUCTIONS

Copy and paste all tables and figures into a Word document and format the results in
APA current edition.
Final report should be formatted using APA current edition, and in a Word document.
4-5 double-spaced pages of content in length (not counting the title page or references).
The Quantitative Analysis Report: Nonparametric Tests Assignment has two parts and uses
the 2018 Federal Employee Viewpoint Survey (Federal Employee Survey 2018. sav), which you
used in a previous module. Load the data set into SPSS.
1. Address the following research question using a nonparametric Mann Whitney U
test:
RQ 6: Is there a significant difference in the agreement as to whether the federal agency
supervisor provides the employee with opportunities to demonstrate his or her leadership skills
(Q43) based on the sex of the employee (DSEX)?

H06: There is no statistically significant difference in the agreement as to whether the
federal agency supervisor provides the employee with opportunities to demonstrate his or
her leadership skills (Q43) based on the sex of the employee (DSEX).
Ha6: There is a statistically significant difference in the agreement as to whether the
federal agency supervisor provides the employee with opportunities to demonstrate his or
her leadership skills (Q43) based on the sex of the employee (DSEX).
1. Now, perform a nonparametric Mann Whitney U test with:
o sex (DSEX) as your independent variable groups (male=1 and female=2) and;
o Q43 as your dependent variable.
2. Use Cronk and provided resources to interpret the results of the Mann Whitney U test.
3. Click on Analyze, Nonparametric Tests, Independent Samples.
4. Click on use Compare Medians. This is because the dependent variable Q43 is ordinal
and not normally distributed.
5. Move Q43 to test Fields box and MSEX to Groups box.
6. Then, Click on Run arrow.
7. The Hypothesis Summary appears. Double click on it and you get the graph and table as
well on auxiliary view.
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CJUS 745
2. Address the following research question using a Kruskal Wallis H test:
RQ 7: Is there a significant difference in the agreement as to whether the federal agency
supervisor provides the employee with opportunities to demonstrate his or her leadership skills
(Q43) based on the education level of the employee (DEDUC)?

H07: There is no statistically significant difference in the agreement as to whether the
federal agency supervisor provides the employee with opportunities to demonstrate his or
her leadership skills (Q43) based on the education level of the employee (DEDUC).
Ha7: There is a statistically significant difference in the agreement as to whether the
federal agency supervisor provides the employee with opportunities to demonstrate his or
her leadership skills (Q43) based on the education level of the employee (DEDUC).
1. Now, perform a nonparametric Kruskal Wallis H test with:
o education level of the employee (DEDUC) as your independent variable groups
(Less than Bachelor’s=1, Bachelor’s=2, and Beyond Bachelor’s=3) and;
o Q43 as your dependent variable.
2. Use Cronk and provided resources to interpret the results of the Kruskal Wallis H test.
3. Click on Analyze, Nonparametric Tests, Independent Samples.
4. Click on use Compare Medians. This is because the dependent variable Q43 is ordinal
and not normally distributed.
5. Move Q43 to test Fields box and MSEX to Groups box.
6. Select Settings tab.
7. In the Settings tab, check Kruskal Wallis test.
8. Then, click on the Run arrow.
9. The Hypothesis Summary appears. Double click on it and you get the graph and table as
well on auxiliary view.
General Instructions
As doctoral students, your assignments are expected to follow the principles of high-quality
scientific standards and promote knowledge and understanding in the field of public
administration. You should apply a rigorous and critical assessment of a body of theory and
empirical research, articulating what is known about the phenomenon and ways to advance
research about the topic under review. Research syntheses should identify significant variables, a
systematic and reproducible search strategy, and a clear framework for studies included in the
larger analysis.
Manuscripts should not be written in first person (“I”). All material should be 12-point, Times
New Roman type, double-spaced with margins of one inch.
All manuscripts should be clearly and concisely written, with technical material set off. Please do
not use jargon, slang, idioms, colloquialisms, or bureaucratese. Use acronyms sparingly and spell
them out the first time you use them. Please do not construct acronyms from phrases you repeat
frequently in the text.
Structure of Assignment Paper
1. Use the following structure for your research article: Abstract, Introduction, Literature
Review/Theory, Methods, Results, Discussion, and Conclusion. Include a robust
discussion section distinct from your conclusion.
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CJUS 745
2. Give your article a Title that is both descriptive and inviting to prospective readers. Your
article title should appeal to both scholars and practitioners. Use a shortened version of
the main idea of your article in the title.
3. Your Abstract should inform readers what your article is about and its most important
findings. Readers, including scholars and practitioners, should be able to understand your
topic, argument, and conclusions. Make your abstract straightforward and do not use
technical language or jargon.
4. In the Lit Review/Theory, cite only literature and theory pertinent to the specific issue
and not those that are of only tangential or general significance. When summarizing
earlier works, avoid nonessential details; instead, emphasize pertinent findings, relevant
methodological issues, and major conclusions. Citation of relevant earlier literature is a
sign of scholarly responsibility and it is critical for the growth of a doctoral student in
5. Methods: The Methods section “describes in detail how the study was conducted,
including conceptual and operational definitions of the variables used in the study.
Different types of studies will rely on different methodologies; however, a complete
description of the methods used enables the reader to evaluate the appropriateness of your
methods and the reliability and the validity of your results” (APA current edition).
Include a description of your sample size and procedure, participants, how data collected,
and research design.
6. Results include data analysis used, results of the analysis including tables and figures.
7. Discussion section includes interpretations from the analysis. How do your analyses
relate to the results found by scholars in your lit review/theory section. In this section,
evaluate and interpret their implications, especially with respect to your original
hypotheses.
8. Provide a distinct Conclusion that tells readers what you found, why it is important, and
what difference it will make for research and practice. Ensure you separate your
discussion section from the conclusion of the article. Synthesize your article; do not
summarize it. Show readers how the pieces of your article fit together. Answer the
question “So what?” Why is your article significant, and how is it relevant?
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