All Academic, Inc. Research Logo

Info/CitationFAQResearchAll Academic Inc.
Document

Playing with Numbers: Bringing Statistics to Life in the Undergraduate Classroom
Unformatted Document Text:  Nordyke, Moulton and Nesbit  Page 5    project” on top of the regular content in the introductory statistics course, who quickly become frustrated with the enormity of the “additional component.” Our statistical analysis project is thus not an additional component added to the course, but rather is the fundamental method of instruction incorporated through every stage of the course. In this sense, the textbook becomes a supplement to help students with the statistical analysis project that they are developing throughout the course of a semester. The statistical analysis project is designed to allow students the opportunity to calculate a variety of statistics using real data (that they have collected and organized) in a data analysis software package. Many statistics classes focus on teaching students the mechanics of specific data techniques, such as calculating the variance or calculating a test statistic by hand, but instructors don’t always show students where the data comes from, or how to calculate these numbers using a computer program and interpret the computer output. Students can use the analytic framework and statistical tools they learn in their future careers if they are properly equipped with hands-on experiences. Knowing the mathematical mechanics of various statistics is important, but it is equally important for instructors to “bridge the gap” between the calculations that students do by hand and the ways in which students might apply such calculations to answer real world questions using computer software packages. There are four critical stages to implementing the statistical analysis project: (1) forming the class database; (2) describing variables in the class database; (3) exploring relationships between variables in the class database; and ultimately (4) bringing it all together and drawing implications. Each stage coincides with the traditional content found in most undergraduate statistics textbooks. However, rather than a binder of disconnected homework assignments, students will end the semester with a completed “statistical analysis project” that will consist of

Authors: Nordyke, Shane., Moulton, Stephanie. and Nesbit, Becky.
first   previous   Page 5 of 17   next   last



background image
Nordyke, Moulton and Nesbit 
Page 5 
 
project” on top of the regular content in the introductory statistics course, who quickly become
frustrated with the enormity of the “additional component.” Our statistical analysis project is
thus not an additional component added to the course, but rather is the fundamental method of
instruction incorporated through every stage of the course. In this sense, the textbook becomes
a supplement to help students with the statistical analysis project that they are developing
throughout the course of a semester.
The statistical analysis project is designed to allow students the opportunity to calculate a
variety of statistics using real data (that they have collected and organized) in a data analysis
software package. Many statistics classes focus on teaching students the mechanics of specific
data techniques, such as calculating the variance or calculating a test statistic by hand, but
instructors don’t always show students where the data comes from, or how to calculate these
numbers using a computer program and interpret the computer output. Students can use the
analytic framework and statistical tools they learn in their future careers if they are properly
equipped with hands-on experiences. Knowing the mathematical mechanics of various statistics
is important, but it is equally important for instructors to “bridge the gap” between the
calculations that students do by hand and the ways in which students might apply such
calculations to answer real world questions using computer software packages.
There are four critical stages to implementing the statistical analysis project: (1) forming
the class database; (2) describing variables in the class database; (3) exploring relationships
between variables in the class database; and ultimately (4) bringing it all together and drawing
implications. Each stage coincides with the traditional content found in most undergraduate
statistics textbooks. However, rather than a binder of disconnected homework assignments,
students will end the semester with a completed “statistical analysis project” that will consist of


Convention
All Academic Convention makes running your annual conference simple and cost effective. It is your online solution for abstract management, peer review, and scheduling for your annual meeting or convention.
Submission - Custom fields, multiple submission types, tracks, audio visual, multiple upload formats, automatic conversion to pdf.
Review - Peer Review, Bulk reviewer assignment, bulk emails, ranking, z-score statistics, and multiple worksheets!
Reports - Many standard and custom reports generated while you wait. Print programs with participant indexes, event grids, and more!
Scheduling - Flexible and convenient grid scheduling within rooms and buildings. Conflict checking and advanced filtering.
Communication - Bulk email tools to help your administrators send reminders and responses. Use form letters, a message center, and much more!
Management - Search tools, duplicate people management, editing tools, submission transfers, many tools to manage a variety of conference management headaches!
Click here for more information.

first   previous   Page 5 of 17   next   last

©2012 All Academic, Inc.