Research Question 2 definition

Research Question 2. What is the effect of the duration of antiretroviral therapy on pregnancy incidence among HIV-infected women in Zambia, Malawi, Tanzania, and Eswatini? initiation among HIV-positive women in Zambia, Malawi, Tanzania, and Eswatini. of antiretroviral therapy among HIV-positive women in Zambia, Malawi, Tanzania, and Eswatini.

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Research Question 2. Using Conditional Inference Trees, can latrine spot-check data be used to determine statistically significant differences in continuous distributions of respondent-reported or PLUM-recorded ‘likely defecation events’? H02: None of the 15 independent latrine spot-check variables will provide a significant partition at alpha: 0.05 after using Bonferroni correction for multiple tests of significance. H12: CIT will identify at least one out of the 15 independent latrine spot-check variables as significant (P-value < 0.05) after using Bonferroni correction in differentiating continuous distributions of respondent-reported or PLUM-recorded ‘likely defecation events’.

Research Question 2. What are the complexities PWE encounter in using or accessing smartphone technology? Research Question 3: What are PWE’s current epilepsy SM practices and how do they prefer to receive information on treatment and SM techniques?

Examples of Research Question 2 in a sentence

• The themes emerging from the data that were used to address Research Question 2 included: arising from the global perspective of spirituality, influence of family support on spiritual development and spiritual perspectives, practices, and experiences.

• Initiatives and strategies to manage and alleviate the conflict (Research Question (3)) are closely associated with and often respond to antecedents of interorganisational conflict elaborated above (Research Question (2)).

• Table 5 presents the correlations between self- and peer-ratings, peer- and teacher-ratings, and self- and teacher-ratings on all behavior patterns of students with and without BD (Research Question 2).

• Subsequent Research Question 2...................................................................

• Investigations of the regression coefficients allowed for an analysis of the predictive ability of the demographic and behavioral variables on aberrant responding (Research Question 2).

• Research Question #2 GATE Teacher/Coordinator Findings I interviewed five district teachers, four of whom taught at the elementary level and one who taught at the high school level.

• In order to respond to Research Question 2, which identified what types of home and school-based parental involvement parents engaged in to promote higher academic achievement for their students, teachers shared their opinions based on their experiences working with GATE students and their parents.

• However, some variation appears to be due to the structural differences in the test sections (Research Question #2).

• The chapter concludes with a summary of the findings pertinent to Research Question 1 and Research Question 2.

• One IA reflected on how a new parent organization would be beneficial in adapting the program, stating: IAs who want to continue the program are open to a new parent organization, and hopeful that they will want to work with IAs to update the curriculum and improve upon the current nutritional education being offered similar to the way SOS used to work with IAs as mentioned in Research Question 2.

More Definitions of Research Question 2

Research Question 2. How do the different delivery modalities of Hyflex courses and Traditional courses impact student satisfaction toward content and delivery?” The following Likert satisfaction survey questions were examined to determine if program/delivery modality has an impact on student satisfaction toward content and delivery:

Research Question 2. Is there currently any knowledge and awareness of racism as it pertains to public health among MPH students?

Research Question 2. What is the effect of a guided inductive and a deductive presentational approach on intermediate-level college French students’ accurate use of the target structures in a delayed writing task? Mean percentage scores and standard deviations in each condition for students present for all eight writing activities are presented in Table 10. The results of a paired samples t test indicated no statistically significant difference between conditions, t(13) = - 0.48, p =. 634, d = .09. Mean percentage scores and standard deviations in each condition for students present for three or more writing activities in each condition are presented in Table 11. The results of a paired samples t test indicated no statistically significant difference between conditions, t(21) = - 0.09, p = .925, d = .01. Power for these analyses was .06 and .05, reflecting small effect sizes and a low number of participants in the sample. To explore the relationship between students’ performance on the immediate grammar tests and their performance on the delayed writing activity, ▇▇▇▇▇▇▇ product moment correlations were computed between their immediate grammar tests and writing tasks raw scores. Table 12 presents the means and standard deviations of the immediate grammar tests, writing tasks, and the correlation coefficients. The results indicated that there was a positive correlation between performance on the immediate grammar tests and the writing activities for seven of the eight grammatical structures. Three were statistically significant. Although not statistically significant, a number of these correlations were substantial. ▇▇▇▇▇ (1988) indicated that the significance of a correlation coefficient is affected by sample size. In addition, he suggested definitions for small, medium, and large effect sizes as correlation coefficients of .10, .30, and .50, respectively. With the exception of the fourth structure that yielded a negative correlation, all other non-significant correlations can be considered of medium effect size. The descriptive statistics indicate that the means for the writing tasks were generally lower than the mean scores for the immediate grammar tests. Participants performed better in the controlled production grammar test than they did in the more spontaneous and communicative open-ended writing task. The negative correlation between the immediate test and the writing performance for structure 4 illustrated the higher difficulty for participants to use the target struct...

Research Question 2. Is the implementation of the NBS Card associated with reported prevalence of referrals for hearing loss in GA? Sub Question: Is the level of unit providing the results associated with reports of hearing loss screening?

Research Question 2. Is the correlation between different informants’ ratings of anxiety, depression, or broad internalizing in youth with ASD moderated by the general cognitive ability of the youth? There is not enough evidence, based on prior studies or theory, to develop a specific hypothesis related to parent-teacher agreement in this context; however, hypotheses have been generated for youth-parent and youth-teacher agreement. • Hypothesis 2a: The correlation between youth self-report ratings and parent ratings of anxiety, depression, or broad internalizing in youth with ASD will be moderated by the general cognitive ability of the youth, such that more advanced cognitive ability will be associated with better youth-parent agreement. In an observational study, ▇▇▇ et al. (2016) found better agreement between parents and youth with ASD in reporting anxiety symptoms was associated with higher youth verbal IQ. Similarly, ▇▇▇▇▇▇▇▇-▇▇▇▇▇ et al. (2011) determined that, in an ASD sample, higher youth-parent agreement was associated with higher verbal IQ and more advanced metacognitive skills. In another observational study with an ASD sample, youth-parent agreement was better for youth with higher IQs (Kaat & Lecavalier, 2015). In contrast, a meta-analysis by ▇▇▇▇▇▇▇ and ▇▇▇▇▇▇▇▇▇▇ (2015) found an inverse relationship between IQ and inter-rater agreement across raters for broad internalizing. However, this meta-analysis combined studies of youth with ASD with studies of non-ASD youth with ID— and it is not clear how the resulting heterogeneity may have impacted the findings. This finding appears to be an anomaly and may be an artifact that arose from the different samples involved. Otherwise, in general, across broad samples of youth, the literature supports higher agreement between youth self-report and other measures of behavior occur when children have higher verbal or higher general cognitive ability (▇▇▇▇▇▇, 2010; ▇▇▇▇ et al., 2016).

Research Question 2. Is there a difference in grade point average based on online or face-to-face degree completion method? Null Hypothesis 2: There is no significant difference in grade point average for online and face to face articulation participants. Because the dependent variable is a continuous variable, a t-test of independent samples was used to compare the mean final GPA for online students and face-to-face students. There is no significant difference in the scores for online students (M=3.23, SD=0.561) and face-to-face students (M=3.18, SD=0.496); t(101.9)= 0.514, p=0.608 (see Table 3). These results indicate that there is not a significant difference in the mean final GPA based on students’ program format; online students and face-to-face students to do not differ in their final GPAs. Group n M SD t p= Online 115 3.23 .561 Face-to-Face 49 3.18 .496