EC315 Quantitative Research Methods

for S2J 2010

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Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.


EC 315 Quantitative Research Methods


S2J 2010 DN


Jono A. Anzalone, M.S.


Adjunct Instructor


M.S., Economics - University of Nebraska
B.A., Political Science - Creighton University

Office Location


Office Hours

By Appointment


Semester Dates

03/15/10 - 05/08/10

Class Days


Class Time

5:30 - 9:50 PM


MA120 and CS140

Credit Hours


Statistics for Business and Economics w/ CD, 6th edition, 2008, Irwin.  ISBN  0077230965 - With CD - Megastat

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:
You will need a calculator for the class

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Course Description:
EC315 Quantitative Research Methods: This intermediate level statistics course covers the fundamentals of conducting quantitative research for the social and administrative sciences. The course is organized around a research project on quantitative analysis of data. Prerequisite: MA120 and CS140. 3:0:3

Educational Philosophy:

Teaching is a delicate mix of both art and science. The most successful teachers, that is, those who make a defined difference in the lives of students, realize that memorization of class material is not a sufficient benchmark for success.

As a teacher, I strive to apply the learn, do, teach methodology in the classroom.  Richard Bach said "learning is finding out what we already know. Doing is demonstrating that you know it.  Teaching is reminding others that they know just as wee as you.  We are all learners, doers, and teachers."  I feel that it is important for students to learn the objectives setout for the course, but just as important is for the student to "do" or apply the objective.  In the classroom setting, this can be accomplished many ways, including research based projects, simulations, and exercises.  The teaching aspect of learn, do, teach, allows students to apply the information they learned and did to a teaching model.  This can be done via in class presentations, mini-lectures, or other pedagological methods.

Inherent in my teaching method is an application of real-life bridging of learning matter.  In classes such as economics, students often have a difficult time developing a frame of reference if they have limited exposure to the business/work world.  Therefore, I attempt to bridge the academic concepts presented in terms that are understandable and enabling the student to relate.

In summary, my teaching method is more than just memorization lecture.  My teaching attempts to encompass time proven strategies to heighten the experience of each student I have an opportunity to come in front of.

Learning Outcomes:
  Core Learning Outcomes

  1. Derive an original regression model and run it using Microsoft Excel. Write a paper explaining this model and its outcome.
  2. Given an Excel regression output, correctly interpret the model statistics including the statistical significance of the independent variables and the R-square statistic of the model.
  3. Find the predicted value of the dependent variable given a regression output with independent variable coefficients plus values for the independent variables.
  4. Conduct hypothesis tests and confidence intervals on the mean and the difference between two means using the "t" statistic.
  5. Conduct hypothesis tests and confidence intervals on the binomial statistic and on the difference between two binomial statistics using the "t" statistic.

Core Assessment:

All Park University courses must include a core assessment that measures the course Learning Outcomes. The purpose of this assessment is to determine if expectations have been met concerning mastery of learning outcomes across all instructional modalities. For this course, the core assessment is a final exam to be administered in all sections of EC 315. This exam is worth 30 percent of the student’s final grade and will test students’ mastery of core learning outcomes through short answer questions on specific knowledge, Regression analysis procedure, and hypothesis testing.

Link to Class Rubric

Class Assessment:
1.   Homework will be assigned to emphasize the importance of certain concepts and problems.

2.   There will be 2 mid-course examinations.

3.   The core assessment comprehensive final will be given during the last class session.

1.   The homework will be worth a total of 200 points (40% of final grade)

2.   The 2 mid-course examinations will be worth 75 points each (total - 150 points) or (30% of final grade)

3.   The core assessment comprehensive final will be worth 150 points (30% of final grade)

Total possible points = 500 (100% of final grade)

The course grade for students will be based on the overall average of homework and tests taken during the course in accordance with the weighting of the various requirements as stated in the syllabus.

All final exams in all School of Business courses will be comprehensive and will be closed book and closed notes. They will constitute 30% of the total course grade and will not be a take-home exam. They will be completed during the test week in the period designated by the registrar or by the Proctor in the case online courses. If calculators are allowed, they will not be multifunctional electronic devices that include features such as: phones, cameras, instant messaging, pagers, and so forth. Electronic Computers will not be allowed on final exams unless an exception is made by the Dean of the School of Business.

Late Submission of Course Materials:
I will treat you as if you are an employee of an international economic consulting firm and I am the CEO of the company. How many days can you call in sick, not show up for work, or play hooky and still retain your job?  As the CEO, I will not allow for late submission of course material.  Very few circumstances are unavoidable with proper planning.  Plan ahead to succeed!

Classroom Rules of Conduct:

The Golden Rule Applies - Treat Others As You Would Like To Be Treated.

Course Topic/Dates/Assignments:
1st Week - Introduction to Course Topics and Course Structure

2nd Week - Chapters 1 & 2

3rd Week - Chapters 3 & 4 plus First Examination

4th Week - Chapters 5, 6, and 7

5th Week - Chapters 8 and 9 plus Second Examination

6th Week - Chapters 10, 11, and 12

7th Week - Chapters 13, 14, and 15 plus review of core requirements.

8th Week -  Final Examination (comprehensive, closed book, closed notes)

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2009-2010 Undergraduate Catalog Page 92

Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2009-2010 Undergraduate Catalog Page 92

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2009-2010 Undergraduate Catalog Page 95

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: .

Jono has been affiliated with the American Red Cross since 1994 and, serving in various positions such as Disaster Committee Chair for the Heartland Chapter (Omaha, Nebraska), Director of Emergency Services for the Heartland Chapter, ESF6 ,Mass Care Manager based of out FEMA Region VII in Kansas City, and Disaster Management Delegate seconded to the International Federation of the Red Cross Red Crescent Societies’ Pan-American Disaster Response Unit (PADRU) in Panama, Panama. Jono is currently the Regional Voluntary Agency Liaison at FEMA Region VII with responsibilities in coordination with voluntary organizations active in disaster in Nebraska, Iowa, Kansas and Missouri. Jono has also been a member of the American Red Cross Disaster Service Human Resource (DSHR) system since 1997, and deployed on a large number of national disaster and international assignments, working operations in Belize, Suriname, Jamaica, The Bahamas, Turks and Caicos, and Haiti. Jono has also served as an adjunct facility for the University of Nebraska, Park University, and Metropolitan Community College since 2003 teaching courses in economics and finance. Jono graduated from Creighton University with a BA in Political Science and from the University of Nebraska with a MS in Economics.


CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Critical Thinking                                                                                                                                                                                                                                          
Short answer questions with a Maximum value of 166 Points                                                                                                                                                                                                                                                                                                                                                                                                                                                            
Hypothesis tests and confidence intervals nearly perfectly conducted. (149 points or more of 166 points) Most causes or processes of economic phenomena are correctly identified and stated. (115 to148 points of  166 points) Most causes or processes of economic phenomena are not correctly identified and stated. (83 to 114 points  of 166 points) No causes or processes of economic phenomena are stated clearly. (0 to 82 points of  166 points) 
Effective Communication                                                                                                                                                                                                                                    
Short-answer questions on regression procedures and hypothesis testing with a maximum value of 52 points.                                                                                                                                                                                                                                                                                                                                                                                                            
All definitions of curves or items identified on graphs are stated nearly perfectly.  (47  points or more of 52 points) Most definitions of curves or items identified on graphs are stated correctly. (36 to 46 points of 52 points) Most definitions of curves or items identified on graphs are not stated correctly. (26 to 35 points of 52 points) No definitions of curves or items on graphs are stated clearly.

(0 to 25 points of 52 points)

Tools and Methods of Economics                                                                                                                                                                                                                             
This examines regression analysis including running and interpreting regressions.  It has a maximum value of 82 points.                                                                                                                                                                                                                                                                                                                                                                                              
All calculations and explanations are nearly perfect.  (75 points or more of 82 points) Most calculations and explanations are correct. (59 to 74 points of 82 points) Most calculations and explanations are not correct. (42 to 58 points of 82 points) None of the calculations and explanations is correct.

(0 to 41 points of 82 points)



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Last Updated:2/22/2010 9:14:55 PM