Chapter 4 and Chapter 4 and BeyondBeyond

AED 615AED 615

Fall 2006Fall 2006

Department of Agricultural Department of Agricultural EducationEducation

After the Proposal After the Proposal CommitteeCommittee

You have prepared drafts of Chapters I-You have prepared drafts of Chapters I-III.III.

You have met with your Committee.You have met with your Committee. You have submitted your proposal to You have submitted your proposal to

Human Subjects, and you have your Human Subjects, and you have your approval (congratulations!).approval (congratulations!).

You have been collecting data, or you You have been collecting data, or you are writing your curriculum.are writing your curriculum.

What happens after your surveys come What happens after your surveys come in?in?

Chapter 4 - FindingsChapter 4 - Findings

In this section you will present your findings In this section you will present your findings of your research, or your curriculum of your research, or your curriculum product.product.

Begin with your first objective.Begin with your first objective. Restate your objective.Restate your objective. If your objective was to describe your study If your objective was to describe your study

population, use frequencies, and population, use frequencies, and percentages.percentages.

Provide a descriptive narrative followed by Provide a descriptive narrative followed by table.table.

Developing TablesDeveloping Tables

Tables are used to summarize data about Tables are used to summarize data about respondents and their responses.respondents and their responses.

Tables provide the reader with a visual Tables provide the reader with a visual presentation of your findings.presentation of your findings.

Tables should be so complete that they Tables should be so complete that they can stand alone without explanation.can stand alone without explanation.

A table should contain information that A table should contain information that relates to one construct (ie. demographics relates to one construct (ie. demographics of responding sample or population).of responding sample or population).

Use your table function in Word.Use your table function in Word.

Creating TablesCreating Tables

All tables are identified by All tables are identified by “Table X ” This will be italicized and followed by the This will be italicized and followed by the

title of table on the next line.title of table on the next line. Be sure to refer to your APA style guide.Be sure to refer to your APA style guide. For descriptive information, use rows and For descriptive information, use rows and

columns.columns. If you are reporting means, include If you are reporting means, include

standard deviations.standard deviations. Refer to the research journals in your area Refer to the research journals in your area

of discipline.of discipline.

Sample of table titleSample of table titleTable 1

Demographic Profile of Agriculture Education Teachers in Arizona by Gender (n=75)

ExampleExample

Suppose you are responsible for Suppose you are responsible for surveying students to find out if their surveying students to find out if their health habits can be improved health habits can be improved through a teen-based program called through a teen-based program called the Health Assessment and Prevention the Health Assessment and Prevention Program for Youth (HAPPY).Program for Youth (HAPPY).

Students in three high schools are Students in three high schools are randomly assigned to HAPPY or a randomly assigned to HAPPY or a control health program.control health program.

HAPPYHAPPY

The survey’s main objectives:The survey’s main objectives:– To describe and compare students in each To describe and compare students in each

program.program.– Compare their health habits (e.g., Compare their health habits (e.g.,

willingness to exercise regularly) before willingness to exercise regularly) before entering the program, immediately after, entering the program, immediately after, and 2 years later.and 2 years later.

If you achieve the survey’s objectives, If you achieve the survey’s objectives, you will produce tables like these you will produce tables like these “shells”. “shells”.

Description of Student in Description of Student in HAPPY and the Control HAPPY and the Control

ProgramProgram The table will contain the number (n) The table will contain the number (n)

and percentage of the sample (%) in and percentage of the sample (%) in HAPPY and in the control program HAPPY and in the control program that are different ages (years), go to that are different ages (years), go to different high schools, are male or different high schools, are male or female, and speak primarily English, female, and speak primarily English, Russian, Spanish, or some other Russian, Spanish, or some other language at home.language at home.

See exampleSee example

Changes Over Time in HAPPY and the Changes Over Time in HAPPY and the Control Program: Willingness to Control Program: Willingness to Exercise RegularlyExercise Regularly The shell table is set up to compare The shell table is set up to compare

scores on a 25-question Exercise scores on a 25-question Exercise Inventory.Inventory.

See example.See example. When should tables be used?When should tables be used? Tables are especially useful in Tables are especially useful in

written reports because the reader written reports because the reader can spend time with them.can spend time with them.

Tables vs ChartsTables vs Charts

If you need to make a visual impact, If you need to make a visual impact, then charts are appropriate.then charts are appropriate.

If you want to illustrate your points If you want to illustrate your points with numbers, then tables are with numbers, then tables are appropriate.appropriate.

Often, survey authors offer a variety of Often, survey authors offer a variety of tables and charts in a single report.tables and charts in a single report.

Following guidelines are useful when Following guidelines are useful when preparing tables for survey reports.preparing tables for survey reports.

Guidelines for Preparing Guidelines for Preparing TablesTables

Column headings are determined by Column headings are determined by the most important comparison.the most important comparison. For example, if you are comparing boys For example, if you are comparing boys

and girls to find out if age and school and girls to find out if age and school make a difference in their responses to make a difference in their responses to a survey, you will have two main column a survey, you will have two main column headings: boys and girls.headings: boys and girls.

If you are describing the characteristics (e.g., age or If you are describing the characteristics (e.g., age or educational level) of users and nonusers of seat belts, the educational level) of users and nonusers of seat belts, the values (e.g., numbers and percentages of persons with the values (e.g., numbers and percentages of persons with the differing characteristics) go into the columns.differing characteristics) go into the columns.

See example.See example. If appropriate and possible, put statistical values in If appropriate and possible, put statistical values in

ascending (largest values) to descending order.ascending (largest values) to descending order. The following table describes the results of a nationwide The following table describes the results of a nationwide

survey of 734 people who were asked whether they survey of 734 people who were asked whether they preferred basketball or baseball.preferred basketball or baseball.

Note that in this table the preferences for baseball are in Note that in this table the preferences for baseball are in descending order.descending order.

The choice of which values to place first depends on the The choice of which values to place first depends on the points being emphasized.points being emphasized.

If the survey’s focus was on preferences for basketball, If the survey’s focus was on preferences for basketball, then the first cell of the under “Region” would have been then the first cell of the under “Region” would have been West.West.

Use a standardized set of symbols to call the Use a standardized set of symbols to call the readers’ attention to key aspects of the table, readers’ attention to key aspects of the table, such as statistical significance.such as statistical significance.

For example, in the previous table, the For example, in the previous table, the superscript “a” comes first and tells the reader superscript “a” comes first and tells the reader the source of data.the source of data.

The next two symbols (asterisks) tell you the The next two symbols (asterisks) tell you the pp values, a statistic that helps you decide if the values, a statistic that helps you decide if the results you found in the survey are the results you found in the survey are the consequence of a program or of chance.consequence of a program or of chance.

To find sets of symbols, check out the tables in To find sets of symbols, check out the tables in journals that are appropriate to your field of journals that are appropriate to your field of study.study.

Guidelines for Preparing Pie Guidelines for Preparing Pie ChartsCharts

Use pies to express proportions or percentages.Use pies to express proportions or percentages. Give the pie a relatively short.Give the pie a relatively short.

– Sometimes, a subtitle helps.Sometimes, a subtitle helps. Give the source of data (e.g., telephone interviews or the ABC Give the source of data (e.g., telephone interviews or the ABC

Company).Company). Use no more than eight slices.Use no more than eight slices. If necessary, group the smallest slices together and label them If necessary, group the smallest slices together and label them

“other”.“other”. To emphasize a slice, separate it from the remainder of the pie or To emphasize a slice, separate it from the remainder of the pie or

make it the darkest (or brightest) color or pattern. make it the darkest (or brightest) color or pattern. To emphasize changes over time, use larger pies to show growth To emphasize changes over time, use larger pies to show growth

and smaller ones to show shrinkage.and smaller ones to show shrinkage. Name the source of information for the pie.Name the source of information for the pie.

– If the entire pie is reprinted from some other source, acknowledge it the way the If the entire pie is reprinted from some other source, acknowledge it the way the authors want you to.authors want you to.

– Sometimes, you will have to get formal permission in writing to reprint the pie in Sometimes, you will have to get formal permission in writing to reprint the pie in your report.your report.

Chapter 5Chapter 5 Conclusions, Implications, RecommendationsConclusions, Implications, Recommendations Here is where you tie your findings to your Here is where you tie your findings to your

objectives and your lit review.objectives and your lit review. Each area is its own heading.Each area is its own heading. Implications – what does your research findings Implications – what does your research findings

mean to the profession?mean to the profession? Recommendations – what do you recommend Recommendations – what do you recommend

should take place after your study?should take place after your study?– Should there be further study with the same population?Should there be further study with the same population?– Should a related study be conducted?Should a related study be conducted?– What action should take place? (policy change, What action should take place? (policy change,

implementation, etc.)implementation, etc.)