Statistics 10
Professor Esfandiari
Summer 2008
Supplemental Handouts
Weeks 1 lecture 1
The objectives of the supplemental handouts posted on the Moodle is not
to discuss
or summarize the content covered in the book. The book is the main resource that you are
expected to use for learning the concepts and methods discussed .
The objective of the handouts is to: 1) provide you with a clear picture of the
concepts and methods that we plan to discuss each week, and 2) complement the
book by introducing you to how statistics is used in the real world. This will be done
through:
1) Presenting you with a summary of the major concepts discussed in lecture,
2) Introducing you to some of the case studies that I have conducted as a
statistical/educational consultant have you think about the major concepts discussed in
the course by answering questions about the case studies discussed, and
3) Helping you develop a good sense about how statistics is used to answer real world
questions.
The objective of this lecture is to show you:
•
State the problem and/or question that you want to answer clearly.
•
Identify the
variables
involved in a research question and determine
how to
measure and classify them as categorical, ordinal, or quantitative.
•
Identify the
cases (subjects)
about whom you are going to collect the data.
•
Determine
how you are going to plot the data (pie charts, bar charts, contingency
tables, segmented bar charts, histograms, boxplots, and sidebyside boxplots).
•
Calculate, interpret and understand cell, column and row percentages, conditional
and marginal distributions in a contingency table, and examine the relationship
between categorical variables.
•
Interpret the relationship between two categorical variables through a segmented
bar chart
•
Understand, calculate, and interpret the concept of percentile, and cumulative
percentile.
•
Sampson paradox
An example from my own research:
The objective of a study that I conducted in one of the local high schools was to evaluate
the effect of a “life skills” program on helping the ninth grade students adjust to high
school. The life skills class involved teaching the students skills such as communication ,
1
This preview has intentionally blurred sections. Sign up to view the full version.
View Full Documentconflict resolution, group work, goal setting, goal getting, peer relations, and relation
with adults at the school.
A total of 498 ninth grade students participated in the study and the class was taught for a
whole academic year. A total of eight teachers and counselors taught the class and there
were 24 classes. The students were from different ethnic backgrounds. Some of the
teachers who taught the life skills class participated in planning the class and some did
not.
The questions that we were trying to answer included:
•
Did participation if the life skills class help the students feel more safe at school?
This is the end of the preview.
Sign up
to
access the rest of the document.
 Summer '08
 Ioudina
 Statistics, ethnic background, life skills class

Click to edit the document details