In your institution, is measurement of a research output's impact to the community part of the research process?

this is my first research project and I am having a hard time in deciding which research method is most suitable to my research topic.

revarding study design a d research method used

I am working on "Causes of students' failure".

I distributed a questionnaire to students and some variables were tested to find out if they are responsible for students' failure in English classroom.

Some of those variables are lack of motivation, anxiety, inappropriate study methods, teachers etc.

Are these variables dependent or independent?

Thank you very much indeed!

Dear community,

I would like to combine two subscales of a questionnaire to form one predictor: It is an instrument on intrinsic vs. extrinsic goals which assesses for several goals their attainment and importance by two separated questions. Since using the attainment and the importance as two distinct predictors won't work I was thinking of using the difference as a variable by subtracting the importance from the attainment. For example a positive or zero value for the scale "personal growth" would mean that the attainment is large/as large as it's attributed importance, while a negative value indicates the lack of attainment of an important value.

Has anybody modelled something similar before, e.g. using lavaan or MPLUS? It seems to work nicely as manifest varibale in a MLR but I would like to try it as SEM.

Thank you very much in advance,

Kind regards

Matteo

When presenting findings in a qualitative research, is it necessary to make use of percentage?

some of the people who consult are only users of statistics, while others are the ones who develop statistics, and we would love that people use it correctly.

But, "I believe" that many arrive late, always post process of experimentation, asking "what statistical process can I do or apply". Perhaps they do not know that they should always consult, with the question or the hypothesis that they wish to answer or verify, since it would allow a better answer. On the other hand, some come with simple queries, but usually a statistics class is given as an answer, which I feel in some cases is late. In some cases it is extremely necessary, but in others, it opens a debate that leads to serendipity. Wouldn't it be better, to try to advise them in a more precise way? I read them:

Have you ever tried to demonstrate that a drug has no effect or that a new teaching method is not superior to an old one? Let's delve into the intricacies of constructing and testing the null hypothesis in such scenarios. In this context, is your hypothesis the null hypothesis? Share your experiences, insights, and methodologies for crafting and testing hypotheses aimed at proving 'no effect.' How do you calculate sample sizes when seeking an effect size of zero?

What are the most effective strategies and pedagogical approaches for teaching research methods to enhance students' understanding and application of research concepts and skills?

If 'Data Science' is indeed a new, separate discipline, then it must have a research agenda