Reference no: EM131117382

Consider your dissertation research interests. Identify onecategorical/nominal scale IV with more than 2 categories, and three DVs that are measured on continuous scales. Think of DV measures that probably are moderately correlated with each other because they are measuring different components of the same or similar concepts (e.g., three different measures of academic performance).

State the null and alternative hypotheses based on this design (with a planned analysis using a one-way MANOVA). (Research support is not required for this question.)

My research interest is teachers' perceptions of inclusion and its impact on special education students with emotional disabilities.

1. Does gender affect teachers' perceptions of inclusion as it relates to special education students with emotional disabilities? (nominal)

2. Does the teachers' level of education impact students with emotional disabilities on academics of regular or special education students? (categorical)

The DV are scores from the survey measuring the perceptions of both special education and regular education teachers. The DV is measured using a continuous variable.

DV Does both gender and the teachers' level of education impact students with emotional disabilities on academics of regular or special education students?

DV Does the level of inclusion impact the students with emotional disabilities on Statewide Tests?

H1: Gender will affect the teachers perception of inclusion related to special education students with emotional disabilities

H0: Gender will not affect the teachers perception of inclusion related to special education students with emotional disabilities

H2: The teachers' level of education will impact students with emotional disabilities on academics of regular or special education students.

H0: The teachers' level of education will not impact students with emotional disabilities on academics of regular or special education students.

H3: Gender and the teachers' level of education will impact students with emotional disabilities on academics of regular or special education students.

H0: Gender and the teachers' level of education will not impact students with emotional disabilities on academics of regular or special education students.

H4: The level of inclusion will impact on the students with emotional disabilities Statewide Tests in the second, third or fourth quarter of the school semester.

H0: The level of inclusion will not impact on the students with emotional disabilities Statewide Tests in the second, third or fourth quarter of the school semester.

This was the instructors response:

You seem to have more than 1 indep variable -- gender, level of teacher education, and level of inclusion. But you need only 1 IV with three levels. Gender has two levels -- male and female. Levels are not the same as the number of indep variables.

Then what are the dep variables? They have to be continous.