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Gitty DA Data Analysis Plan

The data analysis plan outlines the steps for cleaning and organizing data, creating categorical variables for school-based mental health service usage, and developing continuous indices for academic performance and emotional well-being. Descriptive and inferential statistics, including independent samples t-tests, will be used to test hypotheses regarding differences in academic performance and emotional well-being between service users and non-users. A significance level of 5% will guide the interpretation of results for both hypotheses.

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4 views4 pages

Gitty DA Data Analysis Plan

The data analysis plan outlines the steps for cleaning and organizing data, creating categorical variables for school-based mental health service usage, and developing continuous indices for academic performance and emotional well-being. Descriptive and inferential statistics, including independent samples t-tests, will be used to test hypotheses regarding differences in academic performance and emotional well-being between service users and non-users. A significance level of 5% will guide the interpretation of results for both hypotheses.

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apps.sleek
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© © All Rights Reserved
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Data Analysis Plan

The initial step in conducting the data analysis will involve cleaning and organizing the data to

ensure its readiness for analysis.

To operationalize key variables in this study, the researcher will create a categorical variable for

access to school-based mental health services. Students who reported utilizing at least one of the

mental health services, such as counselling, peer support, or psychological evaluations, will be

categorized as “service users” and coded with a value of “1.” Students who did not report

utilizing any of these services will be classified as “non-users” and assigned a value of “0.”

For the first dependent variable, academic performance, the researcher will develop a continuous

performance index by combining term grades, teacher evaluations, and standardized test scores.

The academic performance index will range from 0 to 100, with higher scores indicating better

academic achievement.

For the second dependent variable, emotional well-being, a continuous variable will be created

based on self-reported scores from a validated emotional well-being scale. Responses will be

summed, resulting in a range of scores from 0 to 50, where higher scores signify better emotional

well-being.
Descriptive statistics will be used to summarize key variables, including the percentage of

students who utilized school-based mental health services (e.g., service users vs. non-users) and

measures of central tendency (mean, median, mode) and dispersion (standard deviation) for the

academic performance and emotional well-being indices.

Inferential statistics will then be applied to compare the mean scores of the dependent variables

between the two groups: students who used school-based mental health services and those who

did not.

Hypothesis Testing

The first research hypothesis posits that students who utilize school-based mental health services

exhibit higher academic performance compared to those who do not.

The null hypothesis states that there is no significant difference in academic performance

between students who use school-based mental health services and those who do not.
To evaluate this hypothesis, an independent samples t-test will be conducted. This test is suitable

for comparing the mean scores of a dependent variable between two independent groups. Given

the expectation of higher academic performance among service users, this will be a directional

test. The t-test determines whether the mean academic performance scores between service users

and non-users differ significantly.

The research will employ a significance level of 5%, meaning that the probability of observing

the test statistic in the extreme tail of the normal curve, assuming the null hypothesis is true, is

5% or less.

If the test statistic falls in the high range (right tail) of the normal distribution, the null hypothesis

will be rejected, and the research hypothesis will be supported. Conversely, if the test statistic

falls in the middle or low range (left tail), the null hypothesis will not be rejected, indicating no

significant difference in academic performance between the groups.


The second research hypothesis suggests that students who utilize school-based mental health

services report higher emotional well-being than those who do not.

The null hypothesis states that there is no significant difference in emotional well-being between

service users and non-users.

To test this hypothesis, another independent samples t-test will be conducted, again as a

directional test due to the expectation of higher emotional well-being among service users. A 5%

probability level will be used, consistent with the first hypothesis.

If the test statistic for emotional well-being falls in the high range (right tail) of the normal

distribution, the null hypothesis will be rejected in favor of the research hypothesis. If it falls in

the middle or low range (left tail), the null hypothesis will not be rejected, suggesting no

difference in emotional well-being between the two groups.

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