EC315 Quantitative Research Methods

for F2J 2007

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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


F2J 2007 PV


Jono A. Anzalone, M.S.


Adjunct Faculty


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

Office Hours

As Needed

Daytime Phone



Web Page

Semester Dates

October 25th, 2007 - December 13th, 2007

Class Days


Class Time

5:30PM - 9:50 PM


MA120 and CS140. 3:0:3

Credit Hours


1. (REQUIRED)Soule, Peter,  Guide to Quantitative Research Methods 7th Edition. The ISBN 13: 978-0-07-339687-3.

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
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Course Description:
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.

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 Excel or SPSS. Correctly interpret the model statistics including the statistical significance of the independent variables, the R-squared and (if applicable) the Durbin-Watson statistics.
  2. Derive the Durbin-Watson statistic in Excel. Determine whether a given regression has autocorrelation using a graph and the Durbin-Watson table values.
  3. Conduct hypothesis tests and confidence intervals on the mean and the difference between two means using the "t" statistic.
  4. Conduct hypothesis tests and confidence intervals on the binomial statistic and on the difference between two binomial statistics using the "t" statistic.

  Instructor Learning Outcomes
  1. Write a proposal for a research project on an original multiple regression model with four independent variables.
  2. Gather data and research articles related to the multiple regression model.
  3. Use a statistical software package to regress the original model.
  4. Write a formal research report that defines and analyzes the evaluative information provided by a statistical software package, including the adjusted R-square, F statistic, t statistics, and correlation coefficients for multicollinearity.
  5. Do hypothesis testing and determine confidence intervals using the t statistic. Also, conduct hypothesis testing using the F and Chi-square statistics.
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:

Readiness Assessment Tests (RATs)- Each class period will begin with a brief quiz over the assigned reading material.  The purpose of these RATs is to ensure comprehension of the reading material

Written Assignments –Written assignments will cover questions posed in the text -book, supplemental material, or other course material. Details regarding the assignments will be given when the assignment is issued.

Final Exam - The final exam will be administered in order to test your comprehension of the course material. The exam will cover both information found in the textbook and supplemental information handed out throughout the course.

Research Project –Students will work individually and will work on  a multi-variable statistical project to complete and present in class. Details of the research project will be provided the first day of class.

            Readiness Assessment Tests     10%

            Written Assignments                   10%

            Final Exam                                   30%

            Research Project                         40%
                  Proposal                  5%
                  Outline                    5%
                  Data Submission   10%
                  Roughdraft            20%
                  Final Submission   50%
                 Presentation           10%

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 and Management 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 and Management.

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!

Course Topic/Dates/Assignments:

Week 1 Class Overview, Economic Research and Writting, Introduction to Regression 1-5, 7-8, 211-219
Week 2 Excel Regression 101-117, 154-174, 208-211
Project Proposals Due!
Week 3 Statistical Significance 178-188, 189-209
Project Outline Due!
Week 4 Normal Distribution/ Sampling Distributions 15-17, Hypothesis Testing, Confidence Intervals 18-36, Paired Difference Tests 31-36
Data Due!
Week 5 Large Sample Test and Confidence Interval 39-46
Small Sample Test and Confidence Interval 47-56
Rough Draft Due!
Week 6 F Test of Variance between Two Samples 57-61
ANOVA and Goodness of Fit Tests 62-69, 88-95
Week 7 Project Presentations!
Project Due!

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 2007-2008 Undergraduate Catalog Page 85-86

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 2007-2008 Undergraduate Catalog Page 85

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.
  3. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  4. 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".
  5. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  6. 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.
  7. 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 2007-2008 Undergraduate Catalog Page 87-88

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: .


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:10/21/2007 8:50:44 PM