Literature Index

Displaying 311 - 320 of 3326

  • An Interrogation Tool For Data From A Survey Of Pharmaceutical And Healthcare Sales Forces

    Author(s):
    Payne, B., Merryfield, N., & Griffiths, D.
    Editors:
    Phillips, B.
    Year:
    2002
    Abstract:
    Pharmaceutical companies are constantly asked for information by government agencies, market research companies and often carry out their own investigations. However there has been no definitive independent source of information about field-based personnel in the pharmaceutical and healthcare industry. The authors report on the first ever survey of the UK medical sales field force and demonstrate the unique data interrogation tool developed to enable analysis of the data collected including the remuneration, values and perception of the sales force.
    Location:
    http://www.stat.auckland.ac.nz/~iase/publications/1/5g1_grif.pdf

  • An Introduction to Distributions Using Weighted Dice

    Author(s):
    Bart K. Holland
    Year:
    2011
    Abstract:
    This article describes a lively classroom demonstration that may be used to help develop students' understanding of the concept of a distribution, and to provide a foundation for the intuitive link between distributions and hypothesis testing.
    Location:
    http://onlinelibrary.wiley.com/doi/10.1111/j.1467-9639.2009.00407.x/abstract

  • An introduction to the bootstrap

    Author(s):
    Roger W. Johnson
    Year:
    2001
    Abstract:
    This article presents bootstrap methods for estimation, using simple arguments. minitab macros for implementing these methods are given
    Location:
    http://www.psych.umn.edu/faculty/waller/classes/mult09/readings/boostrap.pdf

  • An introductory course to statistical concepts, theory and designs in educational research methods: A combination of strengths and weaknesses.

    Author(s):
    Mafokozi, J.
    Editors:
    Rossman, A., & Chance, B.
    Year:
    2006
    Abstract:
    Ever since its founding, the Pedagogy Department at the Complutense University of Madrid has considered statistics to be fundamental instrument in the training of educational researchers. For this reason, the department has made every effort for the teaching of statistics to keep pace with the field itself. However, the results so far have been unsatisfactory. These negative results, combined with Pedagogy students' initial limited ability in statistical processing, point out the need for new techniques that can be used to teach research methods in education.
    Location:
    http://www.stat.auckland.ac.nz/~iase/publications/17/C214.pdf

  • An introductory statistics class and examination using SPSS/PC

    Author(s):
    Rosen, E. F., Feeney, B., & Petty, L. C.
    Year:
    1994
    Abstract:
    25 undergraduates enrolled in an introductory psychology statistics course took 2 examinations: a traditional exam and an exam using the SPSS/PC program. Ss then completed questionnaires assessing their perceptions of SPSS/PC. Scores on the 2 exams did not differ significantly. Ss were ambivalent about the helpfulness of the program, about which test showed more of their knowledge, and about whether the program supplied any additional information. Ss requested that more class time be devoted to learning SPSS/PC's concepts, theories, and derivations. (PsycLIT Database Copyright 1995 American Psychological Assn, all rights reserved)

  • An introductory statistics course: The nonparametric way

    Author(s):
    Noether, G. E.
    Editors:
    Gordon, F., & Gordon, S.
    Year:
    1992
    Abstract:
    The nonparametric approach to elementary statistics advocated in this paper presents statistical ideas simply and straightforwardly without overwhelming the student with mathematical derivations.

  • An Intuitive Approach to Teaching Analysis of Variance

    Author(s):
    Johnson, D. E.
    Year:
    1989
    Abstract:
    A significant number of students in introductory statistics courses may function at Piaget's concrete operational level of thought. These students may find it difficult to understand the complex correlations and interactions between variables that typify many statistical procedures. A technique for introducing analysis of variance (ANOVA) in a concrete fashion is presented. This technique leads students to an intuitive understanding and their relationship to each other.

  • An Intuitive Graphical Approach to Understanding the Split-Plot Experiment

    Author(s):
    Timothy J. Robinson, William A. Brenneman and William R. Myers
    Year:
    2009
    Abstract:
    While split-plot designs have received considerable attention in the literature over the past decade, there seems to be a general lack of intuitive understanding of the error structure of these designs and the resulting statistical analysis. Typically, students learn the proper error terms for testing factors of a split-plot design via expected mean squares. This does not provide any true insight as far as why a particular error term is appropriate for a given factor effect. We provide a way to intuitively understand the error structure and resulting statistical analysis in split-plot designs through building on concepts found in simple designs, such as completely randomized and randomized complete block designs, and then provide a way for students to "see" the error structure graphically. The discussion is couched around an example from paper manufacturing.
    Location:
    http://www.amstat.org/publications/jse/v17n1/robinson.html

  • An investigation about translation and interpretation of statistical graphs and tables by students of primary education.

    Author(s):
    Carrión Pérez, J. C., & Febles, M. C. E.
    Editors:
    Rossman, A., & Chance, B.
    Year:
    2006
    Abstract:
    This work used a test to explore capacities, limitations and errors that students may have during processes of learning statistical graphs in Primary Education. We display some results of a test given to groups of students from schools in New Zealand and Spain, to investigate how they make translations between different types of graphic representation.
    Location:
    http://www.stat.auckland.ac.nz/~iase/publications/17/C332.pdf

  • An Investigation of Factors Influencing Student Attainment of Statistical Competence

    Author(s):
    Garfield, J. B.
    Year:
    1981
    Abstract:
    This doctoral dissertation describes a study that attempted to isolate factors which influence attainment of statistical competence in an introductory college statistics course. The study defined a broad goal of an introductory course: to enable students to solve basic, applied statistical problems. A ten-stage model of the problem solving process was used to develop a framework for evaluating achievement of this goal. A problem-oriented statistics course was developed and taught to four classes that included two different experimental treatments. These treatments involved different types of supplementary statistics problems given to students for each instructional unit. Dependent variables included scores on unit tests and a final exam. Independent variables included scores on a pretest of basic mathematics skills and scores on the Mathematics Anxiety Rating Scale. Students also completed an end-of-course attitude questionnaire. Although the treatments did not appear to be related to significant differences in student learning, several relationships were observed between the variables measured and students reported a high level of satisfaction with the problem-oriented course.

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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