Which analysis method should be used to answer/gather information for the following research questions ?  ( Qualitative , Quantitative , mixed-methods , ETC ) • is there a positive association between looping and student outcomes ? • is classroom behavior management better in looped classrooms? • Are student -teacher and student- student relationships better in looped classrooms? • How is looping linked to teacher outcomes? Are teachers in favor of looping? • How do outcomes and perceptions of the class environment differ between students retaining the same teacher to those new to the class ?

How does the correlation between socio-economic status and health outcomes vary across different ethnic groups in the United States, and what are the implications of these disparities for public health policy and healthcare delivery systems?

"Bullying," according to noted expert Dan Olweus, "poisons the educational environment and affects the learning of every child." Bullying and victimization are evident as early as preschool, with the problem peaking in middle school. Suppose you are interested in the emotional well-being of not only the victims but also bystanders, bullies, and those who bully but who are also victims (bully-victims). You decide to measure depression in a group of victims and a group of bully-victims using a 26-item, 3-point depression scale. Assume scores on the depression scale are normally distributed and that the variances of the depression scores are the same among victims and bully-victims. The group of 25 victims scored an average of 25.3 with a sample standard deviation of 9 on the depression scale. The group of 23 bully-victims scored an average of 20.5 with a sample standard deviation of 8 on the same scale. You do not have any presupposed assumptions about whether victims or bully-victims…

"Bullying." according to noted expert Dan Olweus, "poisons the educational environment and affects the learning of every child." Bullying and victimization are evident as early as preschool, with the problem peaking in middle school. Suppose you are interested in the emotional well-being of not only the victims but also bystanders, bullies, and those who bully but who are also victims (bully-victims). You decide to measure depression in a group of victims and a group of bully-victims using a 26-item, 3-point depression scale. Assume scores on the depression scale are normally distributed and that the variances of the depression scores are the same among victims and bully-victims. The group of 25 victims scored an average of 25.3 with a sample standard deviation of 9 on the depression scale. The group of 23 bully-victims scored an average of 20.5 with a sample standard deviation of 8 on the same scale. You do not have any presupposed assumptions about whether victims or bully-victims…

U.S. Department of Transportation As an auto insurance risk analyst, it is your job to research risk profiles for various types of drivers. One common area of concern for auto insurance companies is the risk involved when offering policies to younger, less experienced drivers. The U.S. Department of Transportation recently conducted a study in which it analyzed the relationship between 1) the number of fatal accidents per 1000 licenses, and 2) the percentage of licensed drivers under the age of 21 in a sample of 42 cities. Your first step in the analysis is to construct a scatterplot of the data. FIGURE. SCATTERPLOT FOR U.S. DEPARTMENT OF TRANSPORATION PROBLEM U.S. Department of Transportation The Relationship Between Fatal Accident Frequency and Driver Age 4.5 4. 3.5 3. 2.5 1.5 0.5 0. 6. 8 10 12 14 16 18 20 Percentage of drivers under age 21 pon visual inspection, you determine that the variables do have a linear relationship. After a linear pattern has been established visually, you…

What is a confounding variable in research, and how can it affect the results of a study? Provide an example of a confounding variable in a hypothetical study.

Bullying," according to noted expert Dan Olweus, "poisons the educational environment and affects the learning of every child." Bullying and victimization are evident as early as preschool, with the problem peaking in middle school. Suppose you are interested in the emotional well-being of not only the victims but also bystanders, bullies, and those who bully but who are also victims (bully-victims). You decide to measure depression in a group of victims and a group of bully-victims using a 26-item, 3-point depression scale. Assume scores on the depression scale are normally distributed and that the variances of the depression scores are the same among victims and bully-victims. The group of 25 victims scored an average of 25.3 with a sample standard deviation of 9 on the depression scale. The group of 23 bully-victims scored an average of 20.5 with a sample standard deviation of 8 on the same scale. You do not have any presupposed assumptions about whether victims or bully-victims…

How might the absence of data screening affect a researcher’s data quality, their interpretations of the data, and thereby their interpretations of their study’s findings?

Determine the explanatory variable, response variable and correlation ?

Would a descriptive, correlational, independet and dependent variable, quasi-experimental or experiemental, quantitative research design be best for a research question regarding social skills training versus pharmacological treatment?