Statistics Service Courses Research Articles

Designing Data Science Workshops for Data-Intensive Environmental Science Research

Over the last 20 years, statistics preparation has become vital for a broad range of scientific fields, and statistics coursework has been readily incorporated into undergraduate and graduate programs. However, a gap remains between the computational skills taught in statistics service courses and those required for the use of statistics in scientific research. Ten years after the publication of “Computing in the Statistics Curriculum,” the nature of statistics continues to change, and computing skills are more necessary than ever for modern scientific researchers. In this article, we describe research on the design and implementation of a suite of data science workshops for environmental science graduate students, providing students with the skills necessary to retrieve, view, wrangle, visualize, and analyze their data using reproducible tools. These workshops help to bridge the gap between the computing skills necessary for scientific research and the computing skills with which students leave their statistics service courses. Moreover, though targeted to environmental science graduate students, these workshops are open to the larger academic community. As such, they promote continued learning of the computational tools necessary for working with data, and provide resources for incorporating data science into the classroom.

Modelling the Impact of Continuous Assessment Tests on Final Grade in a Course

This study is an application of multi-equation system modelling to evaluate the effect of Continuous Assessment (CA) tests on academic performance. Understanding and consequently having good grades in statistics is generally presumed to be a difficult task for many students. Many factors contribute to academic performance, but the concern at the moment is on CA and other extraneous factors. The model was a 2-equation system. The first structural equation expresses final grade as a function of CA, and the second expresses CA as a function of the frequency of conducting CA and class attendance. Two service courses in statistics were used for the study. The results showed the frequency of CA and attendance to be highly significant (P<0.01) in explaining the variation in CA, while, as expected, CA significantly affects the final grades. Estimation of a simple regression of final grade on attendance revealed that attendance was significant (P<0.01) but not when final grade was regressed on both CA and attendance. This disagreement could be attributed to the multicollinearity of CA and attendance. Thus, multi-equation modelling enables the consideration of variables that could further help to improve on CA and, consequently, on the final grade without drawing a wrong inference.

The Relationship Between Patterns of Alcohol Use and Knowledge of Alcohol-Attributable Health Conditions: A Survey Among Students at a South African University

Background: While many studies exist on the prevalence of alcohol use among South African university students, such information is scant for universities in the Eastern Cape Province. This study examines the prevalence of alcohol use among students at one university in the Eastern Cape, the relationship between such use and the knowledge of alcohol-attributable health conditions and biographical characteristics. Methods: The cross-sectional study involved 213 students enrolled in a statistics service course. A self-administered questionnaire was used to collect information on various biographical characteristics, alcohol use and health knowledge. The English version of the Alcohol Use Disorders Identification Test (AUDIT) questionnaire was used to measure alcohol use. The Mann-Whitney and Kruskal-Wallis tests were used to compare health knowledge across levels of alcohol use and biographical variables. Multiple logistic regression was applied to determine patterns of association between alcohol use and health knowledge, and biographical variables. Results: The prevalence rates of alcohol use and risky alcohol use were 58.2% and 42.7%, respectively. Health knowledge was generally low and significantly higher among alcohol users (Z=-2.7; p=0.0074) and those whose fathers had a post-matric education X2=6.4; p=0.0410) and/or employment (Z=-2.7; p=0.0064). Males, returning students and those with employed fathers were found to have a higher chance of alcohol use. Conclusion: Alcohol use among students was high and knowledge of alcohol-attributable diseases was low. These results suggest a need for health promotion interventions for the general student population and/or risk reduction interventions for risky alcohol users.

A Internet como repositório de dados reais para o ensino de Estatística em cursos universitários

A alfabetização estatística é uma habilidade chave esperada dos cidadãos em sociedades carregadas de informação. Estudos mostram que os cursos de serviço de estatística são ainda direcionados para a aprendizagem de técnicas matemáticas. Por outro lado, a integração da tecnologia digital aliada a utilização de dados reais nos cursos de serviço de estatística pode contribuir para o aprendizado do raciocínio estatístico e sua aplicação nas mais diversas áreas. Esse estudo descreve estratégias didáticas para o ensino da Análise Exploratória de Dados em dois cursos de serviços universitários no Brasil. As estratégias são baseadas no desenvolvimento de atividades práticas com a aplicação de técnicas estatísticas em dados reais provenientes de repositórios governamentais da internet. O resultado da prática didática se mostrou promissor dado que dos 81 estudantes matriculados nos cursos de serviço de estatística, 80 avaliam positivamente o uso de dados reais provenientes da internet. Foi também possível avaliar pelas respostas dos alunos que a proposta didática atingiu seu propósito ao motivá-los a aplicar e interpretar técnicas e resultados estatísticos. A percentagem de alunos reprovados foi reduzida e as médias finais aumentaram quando comparamos as turmas que utilizaram e as turmas que não utilizaram as bases de dados reais provenientes dos repositórios.

The CASE Project: Evaluation of Case-Based Approaches to Learning and Teaching in Statistics Service Courses

ABSTRACTThe CASE project (Case-based Approaches to Statistics Education; see www.mas.ncl.ac.uk/∼nlf8/innovation) was established to investigate how the use of real-life, discipline-specific case study material in Statistics service courses could improve student engagement, motivation, and confidence. Ultimately, the project aims to promote deep learning of course material, with students from other disciplines being equipped with the skills to undertake independent quantitative analyses (for example, in their final year dissertations). In this article, I describe the case-based materials and associated activities, developed as part of this project, for first year Business undergraduates taking a compulsory course in quantitative methods. I also attempt to evaluate the success of the CASE project through a trial in which a randomly selected subgroup of students was exposed to case-based learning and teaching activities. After adjusting for nuisance factors, I found that students in this subgroup outperformed their peers who were not selected for case-based learning and teaching, in terms of their grades in both routine algorithmic homework exercises and more open-ended projects requiring problem-solving and interpretative skills.

Undergraduate Student Perceptions Regarding the Use of Educational Technology – A Case Study in a Statistics Service Course

Background:Integrating theory with practice has become a mandatory requirement for universities of technology. Using educational technology to supplement traditional pedagogical approaches has contributed significantly to achieving this mandate. For example, computer based learning has helped students who experience difficulty in learning statistics at the university level to better understand specific statistical concepts.Materials and methods:This research uses an exploratory design, where one large group of undergraduate students (n=150) from the Vaal University of Technology were polled using an online questionnaire as the main data collection tool. Perceptions of undergraduate African students regarding the use of a wide variety of educational technologies in a statistics service course is presented.Results:The use of Microsoft Excel has helped many students to better understand descriptive statistics, which is one of the learning outcomes in the statistics course. The use of Microsoft PowerPoint has proved effective in helping students to grasp different visual displays of data types, which is another learning outcome specified for this course. The use of a local prescribed textbook provides practical native examples which are easy to understand.Conclusions:Using a blend of educational technologies within statistical education enriches student understanding and satisfaction in learning statistical concepts.

DO INTRODUCTORY STATISTICS COURSES IN THE UNITED STATES IMPROVE STUDENTS’ ATTITUDES?

We examined the attitudes of about 2200 students enrolled in 101 sections of post-secondary introductory statistics service courses located across the United States. Using the Survey of Attitudes Toward Statistics-36, we assessed students’ attitudes when they entered and left their courses, as well as changes in attitudes across their courses. Results showed that, on average, students entered these courses with neutral (Affect, Difficulty), positive (Cognitive Competence, Value, Interest), and very positive (Effort) attitudes. Their attitudes either stayed about the same (Affect, Cognitive Competence, Difficulty) or decreased (Value, Interest, Effort). These results help us understand the current impact of introductory statistics instruction in U.S. institutions.
 First published November 2012 at Statistics Education Research Journal: Archives

Using computer based assessments in a large statistics service course

Date deposited: 20 December 2012 Version of file: Published Peer Review Status: Peer reviewed Citation for item: Fawcett L, Foster WH, Youd AJ. Using computer based assessments in a large statistics service course. MSOR Connections 2008, 8(3), 43-46. Further information on publisher website: http://mathstore.gla.ac.uk/ Publisher’s copyright statement: © Learning and Teaching Support Network Centre for Mathematics, Statistics and Operational Research The definitive version of this article is published by Learning and Teaching Support Network Centre for Mathematics, Statistics and Operational Research, 2008 and is available at: http://www.mas.ncl.ac.uk/~nlf8/Publications/CBApaper.pdf Always use the definitive version when citing. Use Policy: The full-text may be used and/or reproduced and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not for profit purposes provided that:  A full bibliographic reference is made to the original source  A link is made to the metadata record in Newcastle E-prints  The full text is not changed in any way. The full-text must not be sold in any format or medium without the formal permission of the copyright holders.

How Many Words Do You Know? An Integrated Assessment Task for Introductory Statistics Students

A novel assignment exercise is described, in which students use a dictionary to estimate the size of their vocabulary. This task was developed for an introductory statistics service course, although it can be modified for use in survey sampling courses. The exercise can be used to simultaneously assess a range of core statistics skills: sample size estimation, obtaining a simple random sample, estimating a sample proportion, measuring the sample error of this proportion, and similarly for a scalar multiple of a proportion. The outcome of this exercise involves the student discovering something about themself, which serves as a natural motivator and a tool for generating interest in the discipline of statistics.

Design-based sample and probability law-assumed sample: their role in scientific investigation

Students in statistics service courses are frequently exposed to dogmatic approaches for evaluating the role of randomization in statistical designs, and inferential data analysis in experimental, observational and survey studies. In order to provide an overview for understanding the inference process, in this work some key statistical concepts in probabilistic and nonprobabilistic sampling are discussed. The statistical model constituting the basis of statistical inference is postulated and a brief review of the finite population descriptive inference and a quota sampling inferential theory are provided. Some comments on distinct approaches for conducting inferences in probabilistic and nonprobabilistic samples are adduced.

Undergraduate perceptions of teaching of a first course in business statistics

Undergraduate students' perceptions of good teaching have been widely investigated but studies have not dealt with statistics specifically. The study reported here analyses these perceptions for a large business statistics service course and compares the results with other disciplines. In addition the most important tasks of astatistics teacher from the students' view are identified. The effects of poor teaching are also examined. The results provide a checklist for those teaching large introductory business statistics courses, especially beginning instructors.

Graduate Statistics Service Courses in Part-Time Off-Campus Programs

Graduate Statistics Service Courses in Part-Time Off-Campus Programs

Graduate Statistics Service Courses in Part-Time Off-Campus Programs

Abstract Statistical instruction for graduate service courses in an off-campus environment is typified by three-hour evening classes of full-time employed students, who have high motivations to learn but diverse backgrounds and little time. Although the goals in teaching are no different from those in the usual campus setting, there are differences in projects and computer work, in textbook selection and use, in exams, and in content delivery. The key elements to efficient communication in this off-campus environment are organization and flexibility in incorporating diverse tools and strategies.

Graduate Statistics Service Courses

Abstract This article describes our experience in, and recommendations for, teaching introductory statistics service courses to graduate students. Drawing on the student's research orientation, the instructor can present statistics as a valuable component of the scientific method, using examples from the student's particular discipline(s). Statistically qualified course instructors may be affiliated with statistics or other departments, and the course may be offered within any department. Course goals can range from training students to function independently as statistical analysts in future research to training students to consult a qualified statistician about design and analysis issues.

A Program of Teaching and Consultation in Research Methods and Statistics for Graduate Students in Nursing

Abstract This two-quarter sequence in research methods and statistics for nurses, taught by a statistician, avoids some of the common problems of service courses in statistics and provides training opportunities in statistical consultation for graduate students in statistics. The student-evaluation methods measure the reasoning process inherent in both research methods and statistics. Formative evaluations of the sequence indicate that it is successful in maintaining interest among students and increasing confidence in their ability to critique research articles, including statistical aspects of these. The teaching and evaluation methods can be used for other groups of students from the same discipline.

A Sequence of Games Useful in Teaching Experimental Design to Agriculture Students

Abstract In this article a sequence of statistical games is described that were found useful for teaching statistics to agriculture students. The ideas of experimental design tend to be neglected in statistics service courses for agriculturalists because of the practical difficulty of allowing students to learn design by experience. Simulating experiments in the classroom or on the computer console is a viable alternative and should be more widely used. In this article, three games—TOMATO, CHICK, and SELECT—are described. Other games can be invented. The relevance of using games extends to fields other than agriculture.

Reassessing service courses in statistics

Service courses in statistics are frequently criticized by students as being unnecessary or Irrelevant to their educational goals. This article examine the teaching of undergraduates service courses. Indentifying several areas critical to the sucess of the courses.General Philosphing conceriningthe resoultions of the problems associated with the teaching of an undergraduates service courses are proposed as well as the specific suggestionsfor a course for a social science majors

A Reinforcement Study on Service Courses in Mathematics and Statistics

Summary According to psychological theory, immediate reinforcement in the teaching of mathematics or any other subject is believed to be one of the main requirements for efficient learning. Nevertheless, in university service courses (see definition in the introduction to this paper) insufficient attention has as yet been given to this aspect. An experiment was devised and carried out in which students of a service course obtained immediate reinforcement in their homework, and the differences between the experimental and control groups were investigated. Significant differences were found in normality, in the median of the achievements and in failure rate. On the other hand no significant difference was found in the rate of A's in the marks.

On Teaching of Service Courses in Statistics

On Teaching of Service Courses in Statistics

On Teaching of Service Courses in Statistics

On Teaching of Service Courses in Statistics