Literature Index

Displaying 3141 - 3150 of 3326
  • Author(s):
    Klass, P. H.
    Year:
    1988
    Abstract:
    The study provides: (1) a rationale for using microcomputer spreadsheet programs as teaching tools in applied statistics courses; (2) examples of one spreadsheet template--Analysis of Variance; (3) corresponding workbook exercises for the ANOVA template; and (4) results and discussion of how the exercises are used in an introductory statistics class. Twelve templates covered topics ranging from descriptive statistics to multiple regression, and a workbook provided problem sets for the microcomputer spreadsheet program. During the summer of 1987, two graduate-level introductory research methods and statistics classes pilot-tested and evaluated the templates and workbook. The templates and workbook were revised during fall 1987 based on student and instructor evaluations. The templates will be retested and reevaluated at the end of the spring 1988 semester. (Author)
  • Author(s):
    Jones, D. A.
    Editors:
    Davidson, R., & Swift, J.
    Year:
    1986
    Abstract:
    Time Series Analysis is a particular area of Statistics that has seen remarkable progress in the last 20 years. There has been increased activity and interest in both the theory and practice of the subject that has led in some sense to a unification of methodologies that existed previously. It is clearly not pure coincidence that the growth in Time Series Analysis has occurred at the same time as the growth of computing availability. Software of suitable quality was a little slow in appearing at first. But recent years have seen the introduction of many new and re-vamped statistical packages, and most of these nowadays contain quite extensive Time Series routines.
  • Author(s):
    Tanis, E. A.
    Year:
    1983
    Abstract:
    The materials described in this paper can be used in various ways with these different types of students. Originally the materials were developed for a computer-based laboratory for students in mathematical statistics and probability. Those computer programs are written in FORTRAN and can be run in either batch or interactive mode on most large computer systems.
  • Author(s):
    Hunt, N.
    Editors:
    Goodall, G.
    Year:
    2005
    Abstract:
    The use of so-called 'drill and practice' exercises is almost universal in elementary statistics courses. Even in higher education, where there is easy access to statistical computer packages, many teachers still consider that there is an educational benefit in students using hand calculation to work through simple examples on topics such as the Normal distribution or linear regression. Such exercises are particularly attractive for teachers to set as home work assignments since they tend to have unique numerical answers, making them much quicker to mark than more open-ended tasks where students engage in discussion of their results. Regrettably the exercises are equally attractive to minority of lazy students who can happily copy the solutions of a more diligent but weak-willed colleague. The purpose of this article is not to debate the relative merits of such assignments, but merely to facilitate the setting of individualized tasks to combat the increasing problem of plagiarism. Simonite et al. (1998) describe a similar approach, but their method involves Visual Basic macros, which require a substantially higher technical capability than the method described here.<br>This article describes how the mail merge facility within Microsoft Word can be used in conjunction with Microsoft Excel to generate personalized assignments for students at all levels.
  • Author(s):
    Bordier, J., Bergeron, G., &amp; Weidemann, P.
    Editors:
    The National Organizing Committee of the ICOTS 4
    Year:
    1994
    Abstract:
    In this paper we explore the possibility of using computer simulations in relation to the correction of misconceptions in probability judgments. But before considering this issue, we will look at some of possible difficulties that could come along with using computer simulations.
  • Author(s):
    Neville Hunt
    Year:
    2010
    Abstract:
    This article advocates the use of mnemonics as an aid to learning statistics. Some examples are supplied and others sought.
  • Author(s):
    SISTO, Michelle
    Year:
    2007
    Abstract:
    This paper begins with a description of several learning goals of the two-course Introductory Statistics<br>sequence for undergraduate business students at the International University of Monaco, and then<br>focuses on the goals of communicating statistical results and becoming critical consumers of statistical<br>information. As our students are business students, we aim for them to become both producers and<br>literate consumers of statistical analysis. In line with reform movements in Statistics Education and the<br>GAISE guidelines, we are working to implement teaching strategies and assessment methods that align<br>instruction and assessment with our learning goals. One of the main instructional tools we use is group<br>projects with elements of peer and self assessment. This paper describes how peer evaluations are<br>carried out, how they are summarized and why we believe that explicitly incorporating these self and<br>peer assessments has improved student learning both in communicating and in consuming statistical<br>information.
  • Author(s):
    Fillebrown, S.
    Year:
    1994
    Abstract:
    Two of the most common suggestions for improving statistics education are using substantial open-ended projects and using real data sets for statistical analysis. Both recommendations have been incorporated successfully into an elementary statistics class for non-science majors by having the students design, implement, and analyze data from their own statistical study over the course of a semester. Details of how this implementation was organized as well as a partial list of the students' projects are included.
  • Author(s):
    Binnie, N.
    Editors:
    Phillips, B.
    Year:
    2002
    Abstract:
    For the last decade, internationally, there have been calls for reform in statistics education. These calls for reform have emphasised that teaching should use real data, active learning, technological tools and statistical thinking. A way of incorporating all these aspects into a statistics course is through the use of projects. This paper will summarise the calls for reform and the use of projects by others along with projects that have been used by the author in courses that he teaches in experimental design and multiple regression. The emphasis here has been to include a full problem solving cycle, from problem definition to communicating findings and reflecting on the process. Feedback from the students will be included.
  • Author(s):
    Nick J. Broers
    Year:
    2009
    Abstract:
    It is well known that meaningful knowledge of statistics involves more than simple factual or procedural knowledge of statistics. For an intelligent use of statistics, conceptual understanding of the underlying theory is essential. As conceptual understanding is usually defined as the ability to perceive links and connections between important concepts that may be hierarchically organized, researchers often speak of this type of knowledge as structural knowledge. In order to gain insight into the actual structure of a student's knowledge network, specific methods of assessment are sometimes used. In this article we discuss a newly developed, specific method for assessing structural knowledge and compare its merits with more traditional methods like concept mapping and the use of simple open questions.&nbsp;

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