Evaluating Significance of Findings
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| instrument that measured his or her current levels of cultural competency. The |
| private, and non-profit organizations. Each participant was administered an |
| consisted of 663 women and 650 men taken from a convenience sample of public, |
| exist between men and women on cultural competency scores. The samples |
| An independent samples t test was conducted to determine whether differences |
| results meaningful? |
| there was a very minor difference in attitude between men and women). Were the |
| 3. Statistical significance is found in a study, but the effect in reality is very small (i.e., |
| about inequality. |
| this study are significant because they shed light on the current social conversation |
| educational attainment across these three races in the population. The results of |
| significant F (2,74) = 1.789, p = .175, indicating there are no differences in |
| lower levels of educational attainment (M = 13.3, SD = 6.1). The ANOVA was not |
| Americans slightly trailing (M = 15.5, SD = 6.8) and Hispanics having on average |
| Americans have higher levels of education (M = 16.4, SD = 4.6), with African |
| Hispanic (n = 18). Descriptive statistics indicate that on average, European |
| three attributes of European American (n = 36), African American (n = 23) and |
| was measured as number of years of education completed. The race factor had |
| between educational attainment and race. The dependent variable of education |
| A one-way analysis of variance was used to test whether a relationship exists |
| (possibly no effect detected due to lack of power). |
| 2. A results report that does not find any effect and also has small sample size |
| practitioners. |
| evidence of what medium works better in producing quantitatively knowledgeable |
| The results of this study are significant because they provide educators with |
| students in online quantitative reasoning classes have higher levels of satisfaction. |
| online sections (M = 3.89, SD = 1.4). We therefore conclude that on average, |
| class reported lower levels of satisfaction (M = 3.39, SD = 1.8) than did those in the |
| The test was significant t(132) = 1.8, p = .074, wherein students in the face-to-face |
| study was exploratory in nature, levels of significance were relaxed to the .10 level. |
| point scale, with higher values indicating higher levels of satisfaction. Since the |
| the same university (n = 69). Students reported their level of satisfaction on a five- |
| classes at a traditional state university (n = 65) and four online classes offered at |
| and on-line environments. The samples consisted of students in four face-to-face |
| levels in a quantitative reasoning course differed between the traditional classroom |
| An independent samples t test was used to determine whether student satisfaction |
| “rapidly approaching significance†(i.e., p =.06). |
| 1. The p-value was slightly above conventional threshold, but was described as |
| Scenarios |
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| satisfaction increases as well. |
| variables, r =.87, p < .01, showing that as level of income increases, job |
| results of the test demonstrate a strong positive correlation between the two |
| employees equally represented across public, private, and non-profit sectors. The |
| between level of income and job satisfaction. The sample consisted of 432 |
| A correlation test was conducted to determine whether a relationship exists |
| change. What is missing? |
| 4. A study has results that seem fine, but there is no clear association to social |
| interventions targeted toward men may assist in bolstering cultural competency. |
| more culturally competent than are men. These results tell us that gender-specific |
| 2.1). The results were significant t (1311) = 2.0, p <.05, indicating that women are |
| higher levels of cultural competency (M = 9.2, SD = 3.2) than men (M = 8.9, SD = |
| levels of cultural competency. The descriptive statistics indicate women have |
| cultural competency score ranges from 0 to 10, with higher scores indicating higher |
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