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In the thread for each short-answer discussion the student will post short answers to the prompted questions. The answers must demonstrate course-related knowledge and support their assertions with sc

 In the thread for each short-answer discussion thestudent will post short answers to the prompted questions. The answers must demonstratecourse-related knowledge and support their assertions with scholarly citations in the latest APAformat. Minimum word count for all short answers cumulatively is 200 words.For each thread thestudent must include a title block with your name, class title, date, and the discussion forumnumber; write the question number and the question title as a level one heading (e.g. D1.1Variables) and then provide your response; use Level Two headings for multi part questions (e.g.D1.1 & D1.1.a, D1.1.b, etc.), and include a reference section

Discussion Thread: Chi-Square, Cross Tabulation, and Non-parametric Association

Respond to the following short answer questions in Chapter 7 from the Morgan, Leech, Gloeckner, & Barrett textbook:   

D.5.7.1 In Output 7.1: (a) What do the terms “count” and “expected count” mean? (b) What does the difference between them tell you?   

D.5.7.2 In Output 7.1: (a) Is the (Pearson) chi-square statistically significant? Explain what it means. (b) Are the expected values in at least 80% of the cells ≥ 5? How do you know? Why is this important?   

D.5.7.3 in output D.5.7.2: (a) how is the risk ratio calculated? What does it tell you? (b) how is the odds ratio calculated and what does that tell you? (c) how could information about the odds ratio be useful to people wanting to know the practical importance of research results? (d) what are some of the limitations of the odds ratio as an effect size measure?  

D.5.7.4 Because father’s and mother’s education revised are 3-level variables with at least ordinal data, which of the statistics used in Problem D.5.7.3 is the most appropriate to measure the strength of the relationship: phi, Cramer’s V, or Kendall’s tau-b? Interpret the results. Why are tau-b and Cramer’s V different?  

D.5.7.5 In Output 7.4: (a) How do you know which is the appropriate value of eta? (b) Do you think it is high or low? Why? (c) How would you describe the results?   

Discussion Thread: Chi-Square, Cross Tabulation, and Non-parametric Association

Respond to the following short answer questions in Chapter 7 from the Morgan, Leech, Gloeckner, & Barrett textbook:   

D.5.7.1 In Output 7.1: (a) What do the terms “count” and “expected count” mean? (b) What does the difference between them tell you?   

D.5.7.2 In Output 7.1: (a) Is the (Pearson) chi-square statistically significant? Explain what it means. (b) Are the expected values in at least 80% of the cells ≥ 5? How do you know? Why is this important?   

D.5.7.3 in output D.5.7.2: (a) how is the risk ratio calculated? What does it tell you? (b) how is the odds ratio calculated and what does that tell you? (c) how could information about the odds ratio be useful to people wanting to know the practical importance of research results? (d) what are some of the limitations of the odds ratio as an effect size measure?  

D.5.7.4 Because father’s and mother’s education revised are 3-level variables with at least ordinal data, which of the statistics used in Problem D.5.7.3 is the most appropriate to measure the strength of the relationship: phi, Cramer’s V, or Kendall’s tau-b? Interpret the results. Why are tau-b and Cramer’s V different?  

D.5.7.5 In Output 7.4: (a) How do you know which is the appropriate value of eta? (b) Do you think it is high or low? Why? (c) How would you describe the results?   

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