Question.1084 - Review the Learning Resources and the media programs related to t-tests. Search for and select a quantitative article specific to your discipline and related to t-tests. Help with this task may be found in the Course Guide and assignment help linked in this week’s Learning Resources. Also, you can use as a guide the Research Design Alignment Table located in this week’s Learning Resources. Write a 3- to 5-paragraph critique of the article. In your critique, include responses to the following: Which do the authors use in the research design? Why did the authors use this t-test? Do you think it’s the most appropriate choice? Why or why not? Did the authors display the data? Do the results stand alone? Why or why not? Did the authors report effect size? If yes, is this meaningful?
Answer Below:
The author used a comparative research strategy, namely a t-test, to compare and contrast college students with and without autism in terms of their ability to write narratives. 42 undergraduate students were taken into account in the sample; 19 of them were autistic, and 23 were not (Shevchuk-Hill et al., 2023). The authors compared two distinct student groups (autistic and non-autistic students) on a range of writing-related factors, such as reading comprehension, grammatical errors, the presence of a climax, and writing effect. To do this, they utilized t-tests to examine the data. When the data meet the criteria for normality and homogeneity of variance, T-tests are often adequate for comparing the means of two groups (Shevchuk-Hill et al., 2023). It is essential to highlight that the authors performed numerous t-tests, which can increase the possibility of Type I errors (false positives). The authors do display some data, such as descriptive statistics, providing the mean and standard deviation of the groups, which helps the reader understand the sense of central tendency and variability in the measures they examined. The results are presented in the article, but they only stand partially. The absence of effect size measures makes it challenging to determine the practical significance or degree of these changes, even though the authors provide p-values suggesting the statistical significance of differences between autistic and non-autistic students in a variety of writing-related measures ( Shevchuk-Hill et al., 2023). The addition of effect sizes would have improved the interpretation of the data because they offer useful information regarding the strength of associations. References Shevchuk-Hill, S., Szczupakiewicz, S., Kofner, B., & Gillespie-Lynch, K. (2023). Comparing narrative writing of autistic and non-autistic College students. Journal of Autism and Developmental Disorders, 53(10), 3901-3915.More Articles From Statistics
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