Literature Index

Displaying 2091 - 2100 of 3326
  • Author(s):
    Weldon, K. L.
    Editors:
    Rossman, A., & Chance, B.
    Year:
    2006
    Abstract:
    When instruction in statistical concepts can be tied to practical sports issues, students are motivated to understand the statistical concepts. In this paper we describe an issue that would be relevant to discussions of many different sports leagues, and would also be a vehicle for teaching statistical concepts such as simulation, graphical displays, illusions of randomness, measurement of variability, and the logic of hypothesis testing. In addition to motivating a keen interest in the effects of random variation, these examples provide students with a way to verbalize what they learn in statistics classes to their lay acquaintances. Moreover, examples like these have the potential for engaging instructors who have been focused on more traditional approaches. Programs in the software language R are provided and their use with introductory classes is discussed.
  • Author(s):
    Bialas, P. J.
    Editors:
    Smith, P. J.
    Year:
    2001
    Abstract:
    The purpose of the study was to investigate the effects of the spreadsheet on achievement in selected statistical topics and the effects on beliefs about statistics of undergraduate students in an elementary statistics course. This study was instituted as part of the investigator's effort to enhance the statistical experience of undergraduate students. The study sought answers to the following questions: Does the use of the spreadsheet affect students' achievement on every topic selected for the study? Is the level of previous computer experience of students related to their achievement on the topics selected for the study? Does the use of the spreadsheet affect students' beliefs about statistics? Does students' achievement on the topics taught with the spreadsheet approach differ from achievement on the topics taught without the spreadsheet? The investigator conducted the experiment with students in one class at the beginning of the Fall 1999 academic semester in a community college setting. The investigator selected and taught eight Elementary Statistics course topics. The selected eight topics were grouped into two categories of four: topics taught with no spreadsheets and topics presented to students with the aid of spreadsheet files. During class sessions, students used computer labs and the spreadsheet program, Excel 5 and/or Excel 98. The instructor developed the curricular units and the test instruments. Test gains show that the spreadsheet approach to instruction was positively related to student achievement on every topic selected for the study. In addition, students' achievement on tests of topics taught with the spreadsheet was greater than their achievement on tests of topics taught with no spreadsheet. The use of the spreadsheet files seemed to affect students' beliefs about statistics. The analysis of students' responses to the statements on the questionnaire indicated that students were more in agreement with the questionnaire's statements after its second administration at the end of the study than they were after the first administration of the questionnaire.
  • Author(s):
    Ageel, M. I.
    Editors:
    Goodall, G.
    Year:
    2002
    Abstract:
    This article illustrates the use of spreadsheets as a simulation tool for solving a collection of probability problems.
  • Author(s):
    Murphy, B., Bartlett, G. A., Klobas, J., & Keady, G.
    Editors:
    Vere-Jones, D., Carlyle, S., & Dawkins, B. P.
    Year:
    1991
    Abstract:
    We have found spreadsheets very useful for teaching statistics, operations research, and other quantitative methods in commerce: students learn quickly when typing and debugging formulae and macros, and get a real feeling for the relation between computation and theory. However, after a while, it is necessary to turn to a more traditional statistical package to find both standard and advanced procedures needed for real-world data examination. WESTAT Associates has developed the MASS system for some years, a stand-alone statistical package of some size and power, and we have used it extensively for teaching, at second course but not at introductory level. In the past six months we (1.5 persons) have ported it to sit on the new spreadsheet WingZ (by Informix Inc) on the Mac to form a new program StatZ, which combines the advantages of a spreadsheet and a specialised program for the teaching and practice of statistics. (See Section 3(ii) for other computers.) Porting a program from one language or machine or system to another is usually a painful exercise. However, the power and flexibility of the "scripting" and of the facilities for linking external code provided by WingZ and its HyperScript macro language, which we have used for incorporating our MASS code into their highly commercial, well-tested base product, seems destined to have a profound effect on related areas of program development. This will yield new research and teaching software, as already pioneered by Apple's HyperCard, the technical precursor of WingZ's HyperScript.
  • Author(s):
    Mills, J. D.
    Editors:
    Batanero, C., & Joliffe, F.
    Year:
    2003
    Abstract:
    Many teachers and researchers use the Statistical Product and Service Solutions (SPSS) software for instructional and/ or research purposes. Because of the comprehensive nature and features of this program, there are various textbooks available that may offer teachers and practitioners a more concise way to analyze and discuss many of the topics that are typically taught in statistics courses. These textbooks differ on many different features, such as level of the audience, complexity of statistical procedures discussed, degree of interpretation of statistics/output, amount of detail discussed on the basic mechanics, accessibility of data files, and student exercises. This paper is written to offer teachers and researchers a review of some of the most popular SPSS textbooks that are available today by utilizing evaluation criteria previously discussed in the literature. This review can provide a starting point for teachers to explore features of the various SPSS textbooks as well as to consider what book is most appropriate based on their own teaching style. Comments from teachers who use the software, limitations of the review, and a table of other ancillary textbook data conclude the paper.
  • Author(s):
    Saporta, G.
    Editors:
    Phillips, B.
    Year:
    2002
    Abstract:
    This paper will report about the realisation and use of St@tNet, an interactive internet course on introductory statistics. St@tNet has been realised by a consortium of several French-speaking universities for distance education purposes. After a survey of the resources provided by Internet for teaching statistics, and especially of similar courses, we will present the product and its current use.
  • Author(s):
    Naidoo, N. & Worku, S.
    Editors:
    Phillips, B.
    Year:
    2002
    Abstract:
    Statistics in Action (STAC) is a course designed to explain the processes involved in a survey. The course was designed by Statistics Sweden (SCB) for their internal staff. SCB has bilateral agreements with Statistics South Africa (Stats SA) and one of the initiatives of this partnership is the STAC course. Seven STAC courses were presented at Stats SA during the period 1997 to 2001. On each occasion two consultants from SCB presented the course. In 1998 and 2001 facilitators from Stats SA co-presented the course. The size of the groups ranged from 15-20 participants. Since its inception in South Africa a total of 115 employees from Stats SA and two each from the Department of Justice and the Department of Labour were trained. This paper attempts to establish the usefulness of the course and to determine if it has enhanced the participants' knowledge of the survey process. Should the course be continued at Stats SA? Can the course serve as an instrument to address statistical literacy within the National Statistics System (NSS)?
  • Author(s):
    Wagner, C. H.
    Year:
    2007
    Abstract:
    Standard distributions are ubiquitous but not unique. With suitable scaling, the graph of a standard distribution serves as the graph for every distribution in the family. The standard exponential can easily be taught in elementary statistics courses.
  • Author(s):
    Harvill, L. M.
    Year:
    1991
    Abstract:
    The standard error of measurement (SEM) is the standard deviation of errors of measrement that are associated with test scores from a particular groups of examinees. When used to calculate confidence bands atound obtained test scores, it can be helpful in expressing the unreliability of indicidual test scores in an understandable way. Score bands can also be used to interpret intrainducidual and interindicidual score differences. Interprester should be wary of over-interpretaion when using approximations for correctly calculated score bands. It is recommened that SEMs at various score levels be used in calculating score bands rather than a single SEM value.
    Location:
  • Author(s):
    Melvin, K. B., & Huff, K. R.
    Year:
    1992
    Abstract:
    Students in introductory statistics courses often commit similar errors in computation and interpretation. A handout that lists such common errors is described. Students appreciated the handout, thought it reduced errors, and recommended it for future classes.

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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

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