Literature Index

Displaying 281 - 290 of 3326
  • Author(s):
    ZETTERQVIST, Lena
    Year:
    2007
    Abstract:
    When designing a new basic course in statistics for students in Environmental Engineering at Lund<br>University, our aim was that assessment should be an integral part of the course. We found that there<br>were several factors to be considered, such as how the assessment should be in line with the goals of<br>the course and with the teaching method. One piece of the assessment is a major project and we<br>discuss how we have organized it to give timely and constructive feedback to the students. In this<br>course, the students have their own personal computer available at each lesson and at the exam. This<br>opens up for new possibilities when assessing student learning but also create new problems. A<br>number of pros and cons of using computers at the exam are given.
  • Author(s):
    Fields, P. J., &amp; Johnson, E. P.
    Editors:
    Rossman, A., &amp; Chance, B.
    Year:
    2006
    Abstract:
    With the dual goal of providing individualized learning and assessment, while simultaneously preserving academic integrity, we have implemented a computerized testing system to generate, administer and grade quizzes in an introductory statistics course for graduate students. A fundamental reason for individualization is to permit each student to learn at his or her own pace. At the same time, administering individualized instruction must not increase the time involvement of the instructor. The ability of the computer to randomly select questions from a test bank, to randomly generate data for the questions, and to randomly order the answer choices makes it possible for learning and assessment to occur in accord with each student's individual needs while maintaining fairness for the students and the instructor.
  • Author(s):
    Denby, L., &amp; Pregibon, D.
    Year:
    1987
    Abstract:
    The authors stress that graphical techniques are powerful analytic tools. To illustrate this point, the following techniques are presented in the context of regression analysis: a) stem-and-leaf plots; b) schematic plots; c) time-order plots; d) scatterplots; and e) probability plots. According to the authors, it is important that analysis be tailored to the data in instruction. This provides learners with opportunities to see that real life data analysis has its unique aspects and problems. To illustrate this point, the authors used data about "Old Faithful" in Yellowstone Park. Various plotting techniques were used in order to detect anomalies and to outline causes. This process allowed the researchers to determine the appropriate model for the data- autoregressive model.
  • Author(s):
    Teresa Jacobson, Josh James, and Neil C. Schwertman
    Year:
    2009
    Abstract:
    Group activities are an excellent way to enhance learning. When students are actively involved in a relevant project, understanding and retention are improved. The proposed activity introduces a timely and interesting project typical of the type encountered in statistical practice. Using the computer to successfully developing an appropriate model is a valuable educational experience that builds confidence.
  • Author(s):
    Leigh Lawton
    Year:
    2009
    Abstract:
    Hypothesis testing is one of the more difficult concepts for students to master in a basic, undergraduate statistics course. Students often are puzzled as to why statisticians simply don't calculate the probability that a hypothesis is true. This article presents an exercise that forces students to lay out on their own a procedure for testing a hypothesis. The result is that the students develop a better understanding for the rationale and process of hypothesis testing. As a consequence, they improve their ability to grasp the meaning of a p-value and to interpret the results of a significance test.
  • Author(s):
    Kahn, M.
    Editors:
    Johnson, R. W.
    Year:
    2005
    Abstract:
    A dataset concerning the relationship between respiratory function (measured by forced expiratory volume, FEV) and smoking provides a powerful tool for investigating a wide variety of statistical matters. This paper gives a brief description of the problem, the data, and several issues and analyses suggested by the problem of quantifying the relationship between FEV and smoking.
  • Author(s):
    Reggiani, M.
    Year:
    1988
    Abstract:
    This paper discusses the practice of teaching and research in didactics.
  • Author(s):
    Franklin, L. A., &amp; Cooley, B. J.
    Year:
    2002
    Abstract:
    This paper presents a data set based on an industrial case study using design of experiments. The data set is pedagogically rich because it has a rather large total sample size from an industrial setting that naturally yields a large third order interaction term. The experiment is a 23 design and is initially presented with no replications. The sample size of the data is then doubled and the analysis repeated, comparing these results with previous results. The process is repeated until eight replications are available for each combination of factors and all parameters are estimated. With eight replications, the analysis shows all main effects and all interactions are statistically significant at the a = 0.05 level. With smaller sample sizes, various main effects and interactions are not found to be statistically significant. Through this presentation the instructor can lead students in discussions about the effect of increased sample sizes, power, statistical significance (or insignificance), interaction terms, Type I and Type II errors as well as the importance and the role of the error term. In addition, students can manipulate the data set in a computer laboratory setting to illustrate many of the concepts inherent in the design of experiments and analysis of variance.
  • Author(s):
    Habibullah, S. N.
    Editors:
    Vere-Jones, D., Carlyle, S., &amp; Dawkins, B. P.
    Year:
    1991
    Abstract:
    This paper presents some of the salient features of that particular experiment which involved students of the FA2 Statistics class at Kinnaird College during the academic year 1988-1989. The experiment seems to have been successful, and it appears that if such an exercise is made an integral part of the teaching of statistics at the higher secondary/intermediate level, it may prove to be an effective means not only of consolidating in the students' minds some of the basic concepts of statistics, but also of promoting in the students self-confidence, self-expression, and the capability for teamwork.
  • Author(s):
    Bolzan, M.
    Editors:
    Phillips, B.
    Year:
    2002
    Abstract:
    We report an experiment which involves teaching statistics at compulsory school in Italy (145 primary school teachers and 2130 pupils, 6-10 years old, living in six Italian regions from north to south, giving a total of 132 primary classes were involved) where we evaluate the different efficiency of two different methods of teaching: by Objectives or by Concepts. In this experiment the fact that both these approaches anticipated working with real data reflecting a phenomenon of daily life is of importance. For testing this hypothesis we used multidimensional permutation tests by non parametric combination of dependent tests. Overall the results show that the method by Objectives is better than the method by Concepts.

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The CAUSE Research Group is supported in part by a member initiative grant from the American Statistical Association’s Section on Statistics and Data Science Education