California State University, Fresno



California State University, Fresno |Dr. Donna Hardina | |

|Department of Social Work Education |PHS 145, ext 2307 |

|Fall, 2004 |email: donna_hardina@csufresno.edu |

|Course Website: | |

SOCIAL WORK 176

DATA ANALYSIS AND PRESENTATION

Catalog Statement

 Introduction to qualitative and quantitative methods of data analysis with a focus on the interpretation and implications for practice of data analyses from applied research contexts that include the evaluation of social work practice and program development and evaluation.  Social Work 175 is a prerequisite.

 Course Rationale

 It is assumed that baccalaureate social work practitioners will encounter numerous situations within their practice experiences where they may be called upon to answer discrete questions related to the analysis and presentation of research findings of social work practice and social policies.  As a continuation of Social Work 175 (Seminar in Human Services Research), the purpose of this course is to enable students, under supervision, to develop skills in qualitative and quantitative data analysis and data presentation methods in the research process.  The knowledge and skills developed over these two courses (SW 175 and SW 176) should enable students to study researchable questions in social work practice, including the evaluation of their own practice interventions and those of other systems, and to interpret and report the results of those analyses.  Students will also continue to develop the skills to become critical consumers of the professional research literature.

Course Description

 Social Work 176 is a basic course that focuses on the analysis of qualitative and quantitative data and the presentation and interpretation of the results of such analyses.  Emphasis is given to research conducted in the context of one’s own social work practice.  This course is designed to build directly upon Social Work 175, the research methodology course.  Social Work 175 introduces students to the various phases and methods of the social work research process through, and including, data collection; Social Work 176 completes this introduction to the research process by focusing on the analysis and presentation of research data.

Educational Goals

 Upon completion of the course, and working under the supervision of an experienced social work practitioner-researcher to evaluate social work services programs and one’s own practice, students will be able to:

|1. |Identify and address ethical and cultural competency issues in social work research with an emphasis on issues related to data |

| |analysis and the presentation of results. |

| |  |

|2. |Identify and address issues of social and economic justice, and empowerment in social work research and the evaluation of practice |

| |and services with an emphasis on issues related to data analysis and presentation. |

| |  |

|3. | Demonstrate an understanding of, and ability to integrate, the interplay between research question(s) and design (emphasized in SW |

| |175), nature of the data, and data analyses and interpretation. |

| |  |

|4. |Demonstrate an understanding of, and the ability to apply and interpret, qualitative data analytic procedures that are appropriate to|

| |the data collection strategies used  in a given context of social work research/evaluation of practice. |

| |  |

|5. |Demonstrate the ability to present and interpret results from, quantitative data analyses based on an understanding of the factors to|

| |consider in selecting data presentation strategies for different contexts, purposes, and audiences. |

| |  |

|6. |Demonstrate the ability to organize and work with a data file using manual methods and computer supported technologies. |

| |  |

|7. |Demonstrate an understanding of, and the ability to apply and interpret, descriptive statistical procedures that are appropriate to |

| |the data collection and measurement strategies used in a given context of social work research/evaluation of practice. |

| |  |

|8. |Demonstrate the ability to present and interpret results from descriptive data analyses based on an understanding of the factors to |

| |consider in selecting data presentation strategies for different contexts, purposes, and audiences. |

| |  |

|9. |Demonstrate an understanding of normal distributions, sampling distributions, and confidence intervals. |

| |  |

|10. |Demonstrate an understanding of the uses of graphical analyses (such as celeration lines and scatter plots) with particular attention|

| |given to single subject design studies and the evaluation of practice. |

| |  |

|11. |Demonstrate an understanding of, and ability to apply the logical steps in hypothesis testing. |

| |  |

|12. |Demonstrate an understanding of, and the ability to apply and interpret, inferential statistical procedures that are appropriate to |

| |the data collection and measurement strategies used in a given context of social work research/evaluation of practice. |

|13. |Demonstrate the ability to present and interpret results from inferential data analyses based on an understanding of the factors to |

| |consider in selecting data presentation strategies for different contexts, purposes, and audiences. |

Learning Objectives

Following completion of the course, each student, working under the supervision of an experienced social work practitioner-researcher to evaluate social work programs and one's own practice, will be able to:

|1.1 |Discuss issues of ethics and cultural competence related to the conduct of research with specific attention to issues in data |

| |analysis and data presentation activities |

| |  |

|2.1 |Discuss issues of social and economic justice and empowerment related to the conduct of research with specific attention to data |

| |analysis and data presentation activities. |

| |  |

|3.1 |Select and apply methods of data analysis and presentation appropriate to the research questions and design and the nature of the |

| |data. |

| |  |

|4.1 |Conduct a content analysis of qualitative data. |

| |  |

|4.2 |Conduct an analysis of qualitative data using grounded theory. |

| |  |

|4.3 |Conduct an analysis of qualitative data using narrative analysis. |

| |  |

|5.1 |Prepare and present results of qualitative data analyses for both oral and written presentations. |

| |  |

|6.1 |Apply the four levels of measurement (nominal, ordinal, interval, and ratio) appropriately in the definition of variables and |

| |illustrate how data might be coded for the variables given the level of measurement used. |

| |  |

|6.2 |Prepare and create a data set from a small number of responses to a questionnaire. |

| |  |

|6.3 |Manage data (e.g. recode or make new variables) in a small set of responses to a questionnaire. |

| |  |

|6.4 |Calculate the requested descriptive and inferential statistical analyses and create relevant tables and graphs.  Demonstrate the |

| |ability to do this manually and using SPSS |

| |  |

|7.1 |Distinguish between descriptive and inferential statistics. |

| |  |

|7.2 |Select appropriate descriptive statistical procedures based on the level of measurement used and the purpose in reporting the |

| |results. |

| |  |

|7.3 |Construct a frequency distribution. |

| |  |

|7.4 |Calculate measures of central tendency (mean, mode and median) and variability (range, variance, and standard deviation) in |

| |univariate analyses. |

| |  |

|8.1 |Construct appropriate and properly labeled graphs and/or tables for the presentation of nominal, ordinal, and interval/ratio data |

| |  |

|8.2 |Present (in tabular and text forms) and interpret for the audience or reader measures of central tendency (mean, mode and median) |

| |and variability (range, variance, and standard deviation). |

| |  |

|9.1 |Explain the properties of the normal distribution. |

| |  |

|9.2 |Compute and interpret z-scores. |

| |  |

|9.3 |Compute and interpret confidence intervals. |

| |  |

|10.1 |Compute and interpret confidence intervals. Conduct analyses of data from single subject designs using graphs of the data and |

| |constructing a celeration line.  Present and interpret the results. |

| |  |

|10.2 |Construct/graph a scatter plot of data for 2 variables and interpret the plot. |

| |  |

|11.1 |Explain and apply the logical steps in hypothesis testing. |

| |  |

|11.2 |Differentiate between Type I and Type II errors.  |

| |  |

|11.3 |Explain and apply the concepts of critical values and significance level (p-value). |

| |  |

|11.4 |Identify the four major criteria for selecting a test of significance. |

| |  |

|12.1 |Select appropriate inferential statistical procedures based on study questions, sample size, and the level of measurement of the |

| |variables used in the analysis. |

| |  |

|12.2 |Differentiate between the assumptions underlying the use of parametric and non-parametric significance tests. |

|12.3 |Select and apply each of the following tests of significance: chi-square, t-test, and ANOVA based on the assumptions that underlie|

| |each test and the hypothesis being tested. |

| |  |

|12.4 |Select and apply each of the following correlational procedures: Pearson's r, Spearman's rho, and bivariate regression based on |

| |the assumptions that underlie each test and the hypothesis being tested. |

| |  |

|12.5 |Identify and explain the meaning of, the test statistic and its p-value/level of significance from computer output, and, where |

| |requested, from hand calculations and probability tables. |

| |  |

|12.6 |Draw appropriate conclusions from the different inferential statistical test results and acknowledge possible limitations of the |

| |data. |

| |  |

|13.1 |Present/report (in tabular, graphic, and text forms) and interpret for the audience or reader the results of inferential |

| |statistics applied to specific research questions. |

| |  |

Methods of Instruction

 The seminar will meet once a week.  This course will utilize formal lectures, group discussions, data collection and analysis projects, and computer lab sessions. Students are expected to actively participate and contribute to one another’s learning through discussions and possible brief in-class presentations.  Students are encouraged to work on assignments in study groups, however, your write-up should be your own work.

 Course Content

|I. | |Introduction |

| |A.|Course objectives |

| |B.|Student evaluations and expectations |

| |C.|Assignments |

| |D.|Review of issues in research design and data collection in the research process |

| | |  |

|II | |Ethical, cultural competence, and empowerment issues in research |

| |A.|Review of issues in research design and data collection |

| |B.|Issues in data analysis |

| |C.|Issues in the interpretation and presentation of results |

|III | |Analysis of Qualitative Data |

| |A.|Assumptions underlying the use of qualitative research designs and qualitative data |

| |B.|Sources and forms of qualitative data |

| |C.|Application of content analysis, grounded theory, and/or narrative analysis. |

| |D.|Interpreting and presentation of results from the analysis of qualitative data |

| |E.|Ethical, cultural competence, and empowerment issues in the analysis of qualitative data |

|IV | |Introduction to using SPSS for data analyses and making graphs |

| |A.|Levels of measurement/operational definitions |

| | |  |

| |B.|Coding data |

| |C.|Creating a data set |

| |D.|Managing data (e.g., recoding and making new variables) |

| |E.|Introduction to analyses options in SPSS |

|V | |Descriptive Statistical Tools |

| |A.|Appropriate applications |

| |B.|Frequency distributions |

| |C.|Central tendency and variance |

| |D.|Meaning and calculation of mean, median, mode, standard deviation |

| |E.|Presentation of results |

| |F.|Interpreting the results; ethical, cultural competence, empowerment issues |

|VI. | |Methods of graphical/visual analyses |

| |A.|Analyzing and interpreting data from single subject designs |

| |B.|Confidence intervals |

| |C.|Scatter plots and relationships between two variables |

| |D.|Presentation of graphical analyses |

|VII. | |Hypothesis Testing |

| |A.|Properties of the normal distribution and calculation of z-scores |

| |B.|Logic of hypothesis testing |

| |C.|Steps in hypothesis testing |

| |D.|Type I and Type II errors |

| |E.|Critical values of test statistics and significance levels (p - values) |

| |F.|Selecting tests of significance |

|VIII. | |Inferential Statistics |

| |A.|Assumptions underlying the use of inferential statistics |

| |B.|Parametric and non-parametric statistics |

| |C.|Chi-square (χ2), t-test, and ANOVA |

| |D.|Correlation and regression |

| |E.|Interpreting and presenting results |

| |F.|Ethical, cultural competence, and empowerment issues in inferential statistics |

Required Texts

Montcalm, D., & Royse, R. (2002). Data analysis for social workers. Boston: Allyn & Bacon.

There are also several articles that you can download from the library's electronic reserve system.

Additional Required Material

You are to bring a 3.5 inch computer diskette or a zip disk to EVERY CLASS.  You will need the disk to save downloaded materials and the files that you create in some of the exercises. You should also bring a copy card (available from the library) to use in the lab printer.

Most of the class material will be posted on Dr. Hardina's web page; "hard" copies will not be distributed. You can access these materials in any computer lab on campus, including PHS 102 and PHS 115. You can also download these materials at home if you have an Internet connection. An “at home connection” is not a class requirement, however, you must have an email account. You may receive additional course material by email.

Grading

|Four written assignments |350 points |

|Midterm Exam |100 points |

|Final Exam |100 points |

|Attendance and Participation in Class Exercises |50 points |

|Total |600 points |

Written Assignments: You will be required to turn in four written data analysis assignments. The answers to three of the assignments must be based on computer tables and statistics you produce in the SPSS data analysis package. You will be given class time do these assignments in the computer lab. Completed assignments should be typed and double-spaced. You must also turn in either a computer print out or a floppy disk with the computer tables and the statistics used for the assignment. Each assignment includes some extra credit work.

Although I encourage you to work in groups on the assignments, be sure that you understand and can run similar analyses on your own.  You may check your calculations and discuss the results with one another, however, I expect each person to author his or her own write-up of the results and answers to questions on the problem sets; your explanations should NOT be identical.  Often the best answers are those that people write in their own words.

Exams:  There will be two exams, a midterm and a final, in this class. The midterm will include all course material through the 8th week. The final exam will be comprehensive and include all course material. The exams will include multiple choice questions, some short calculations you may do by hand or with a calculator, and some open-ended questions. Study guides for each of the exams are posted on the course website.

Attendance and Participation in Class Exercises: You are expected to attend every class. To qualify for an excused absence, you must notify the instructor [by phone or email]. A sign in sheet will be circulated in each class. You are also expected to participate in class exercises. Participation will be verified by having you turn in your written work on the exercise. If you participate in a group exercise, a list of group members should be submitted to the instructor with the work assigned to the group.

Important Information!!!! You may be excluded from the final exam if your points toward you final grade total 540  (for a 90%, grade of A in the course) prior to the final. However, you may need to correctly complete some of the extra credit assignments in order to accumulate enough points. Final Grades will be based on the following percentages:

|Grade |Percentage |Points |

|A |90-100% |540 to 600+ |

|B |80-89% |480 to 539 |

|C |70-79% |420 to 479 |

|D |60-69% |360 to 419 |

|F |59 and below |359 and below |

UNIVERSITY POLICIES

Use of electronic devices (pagers, cell phones, etc.):

 To minimize class disruptions, please turn these devices off during the class except where a situation requires that you be on-call. Please advise me of such situations at the beginning of class and sit near the door, so you can exit with minimal disruption to the class.

 Services for Students with Disabilities and Reasonable Accommodation

 The university is committed to providing every reasonable academic accommodation to students with disabilities.  Services for Students with Disabilities provide university academic support services and specialized assistance to students with disabilities. Individuals with a physical, perceptual, or learning disability, as addressed by the Americans with Disabilities Act (ADA), who may need an accommodation in order to participate in or complete any of the assignments or examinations in this class must notify the instructor to arrange said accommodation.  It is the student’s responsibility to contact the Services for Students with Disabilities Office for information regarding accommodations such as: verification of disability and management, access, testing accommodations, note taking, interpreting, reading, and other appropriate services.  Reasonable efforts will be made to accommodate special needs. 

Plagiarism and cheating.

Students are expected to abide by the University policies regarding plagiarism and cheating; these are located in the Catalog and the Schedule of Courses.  Failure to observe the policies regarding plagiarism and cheating will result in a failing grade for a particular assignment; if a pattern of plagiarism and/or cheating is established, it will result in a failing grade in the course.

 The University definitions of cheating and plagiarism are as follows:

Cheating is the practice of fraudulent and deceptive acts for the purpose of improving a grade or obtaining course credit.  Typically, such acts occur in relation to examinations.  It is the intent of this definition that the term cheating not be limited to examination situations only, but that it include any and all actions by a student which are intended to gain an unearned academic advantage by fraudulent and deceptive means.

Plagiarism is a specific form of cheating which consists of the misuse of the published and/or unpublished works of another by representing the material so used as one’s own work.

 Other Issues of Classroom Behavior.

 Students are referred to the relevant University policies regarding classroom behaviors and harassment.

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