scholarly journals Assessing Student Ability to Interpret Regression Diagnostic Plots

2019 ◽  
Vol 23 (1) ◽  
pp. 18-34
Author(s):  
◽  
Mark Berenson ◽  
Haiyan Su
Keyword(s):  
Undergraduate Students ◽  
Traditional Approach ◽  
Linear Regression Analysis ◽  
Introductory Statistics ◽  
Introductory Courses ◽  
Modeling And Analysis ◽  
Institutional Review ◽  
Statistics Courses ◽  
Regression Diagnostic ◽  
Residual Plots

Simple linear regression analysis is an important component of introductory statistics courses, and testing the validity of its assumptions is an important part of regression modeling and analysis. The traditional approach in introductory statistics courses is to use residual plots to assess possible departures from the key assumptions. Confirmatory statistics are typically not used. But do undergraduate students in these introductory courses have the ability to assess residual plots correctly? This paper presents the results of an Institutional Review Board (IRB) approved study to address this question. The results are interesting and have implications for the teaching of regression in introductory courses as well as for textbook authors who cater to these courses.

STUDENTS’ PERCEPTIONS OF THE FUTURE RELEVANCE OF STATISTICS AFTER COMPLETING AN ONLINE INTRODUCTORY STATISTICS COURSE

2018 ◽  
Vol 17 (2) ◽  
pp. 120-140
Author(s):  
EMMANUEL SONGSORE ◽  
BETHANY J. G. WHITE
Keyword(s):  
Education Research ◽  
Undergraduate Students ◽  
Statistics Education ◽  
Thinking Skills ◽  
Introductory Statistics ◽  
First Year ◽  
Student Interest ◽  
Introductory Courses ◽  
Research Journal ◽  
Statistics Course

Statistics educators have long recognized the importance of empowering students with statistical thinking skills that could be applied beyond the classroom. However, there is a dearth of research on how students deem statistical topics as having practical future relevance after they complete introductory courses. Focusing on student interest in and perceived value of statistics, this study reports findings from a qualitative study that examined students’ written reflections to explore the nature and extent of the perceived future relevance of statistics among undergraduate students who completed a first-year introductory statistics course online. Findings show that students deemed statistics topics as important if they could be applied to their everyday lives or their academic- and career-related interests. We conclude with recommendations for instructors of introductory statistics courses that enroll students with diverse interests and goals. First published November 2018 at Statistics Education Research Journal Archives

Statistical Literacy in the Classroom: Should Introductory Statistics Courses Rethink their Goals?

2016 ◽  
Vol 7 (1-2) ◽  
Author(s):  
Cynthia McLauchlan ◽  
Matthias Schonlau
Keyword(s):  
Undergraduate Students ◽  
Online Survey ◽  
Learning Outcome ◽  
Simple Random Sample ◽  
Introductory Statistics ◽  
Statistical Literacy ◽  
Margin Of Error ◽  
Statistics Course ◽  
Statistics Courses ◽  
The University

AbstractMany undergraduate degrees require the completion of an introductory statistics course, but it is unclear to what extent taking a statistics course improves statistical literacy. We conducted an online survey with a simple random sample of undergraduate students at the University of Waterloo, Canada. We then compared students who have completed at least one statistics course to those who have completed none and found that taking a statistics course did not improve statistical literacy on the questions asked (causation versus correlation, margin of error, and others). Introductory statistics courses may want to address statistical literacy as a learning outcome more explicitly for a better understanding of public policies.

The Contribution of Sexual Identity Towards the Students’ Perception of Lesbian, Gay, Bisexual, and Transgender

10.32698/0642 ◽  
2019 ◽  
Vol 2 (2) ◽  
pp. 120
Author(s):  
Wiwi Delfita ◽  
Neviyarni S. ◽  
Riska Ahmad
Keyword(s):  
Regression Analysis ◽  
Linear Regression ◽  
Sexual Identity ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Linear Regression Analysis ◽  
Sampling Technique ◽  
Simple Linear Regression ◽  
Simple Linear Regression Analysis ◽  
Bisexual And Transgender

Some students perceive lesbian, gay, bisexual, and transgender (LGBT) positively, even though LGBT is a sexual deviation that is not appropriate with values and norms. There are several factors that influence an individual's perception of LGBT, including sexual identity. This study aims at looking at the contribution of sexual identity to student perceptions about LGBT. This research used a quantitative approach with a descriptive method and a simple linear regression analysis. The sample of this research was 385 taken from 15.752 undergraduate students of Universitas Negeri Padang which the sample was drawn by using the Slovin formula and continued with a Proportional Random Sampling technique. The instrument used was the Guttman model's sexual identity scale and the scale of students' perceptions of the LGBT Likert model. After analyzing the data with the descriptive technique and the simple linear regression analysis, the results showed that sexual identity significantly contributed to the students' perceptions of LGBT. This research has implications as a basis for counselors to help students avoid sexual identity mismatches and prevent the emergence of positive perceptions of LGBT.

Easy Implementation of Writing in Introductory Statistics Courses

1996 ◽  
Vol 50 (2) ◽  
pp. 159 ◽  
Author(s):  
Arnold J. Stromberg ◽  
Subathra Ramanathan
Keyword(s):  
Introductory Statistics ◽  
Statistics Courses

PAINT-BY-NUMBER OR PICASSO? A GROUNDED THEORY PHENOMENOGRAPHICAL STUDY OF STUDENTS’ CONCEPTIONS OF STATISTICS

2021 ◽  
Vol 19 (2) ◽  
pp. 76-102
Author(s):  
NICOLA JUSTICE ◽  
SAMANTHA MORRIS ◽  
VERONIQUE HENRY ◽  
ELIZABETH BRONDOS FRY
Keyword(s):  
Education Research ◽  
Grounded Theory ◽  
Undergraduate Students ◽  
Statistics Education ◽  
Qualitative Approach ◽  
Introductory Statistics ◽  
Preliminary Results ◽  
Research Journal ◽  
Survey Responses

Statistics students’ conceptions of the work of statisticians and the discipline of statistics may play an important role in the topics to which they attend and their interest in pursuing further study. To learn about students’ conceptions, we collected open-ended survey responses from 44 undergraduate students who had completed introductory statistics courses. We used a grounded theory phenomenographical qualitative approach to identify several themes in students’ conceptions. In addition to the test-and-procedure conception, we offer several other themes, such as acknowledgement of variation and the role of ethical integrity. We use a metaphor of painting styles to compare to experts’ conceptions of statistics. By identifying “seeds” of what may be developed into expert conceptions, these preliminary results set possible foundations to explore trajectories that may help shape students’ conceptions of statistics. First published June 2020 at Statistics Education Research Journal Archives

Repeat Examinations in Introductory Statistics Courses

1987 ◽  
Vol 14 (1) ◽  
pp. 20-23 ◽  
Author(s):  
Herbert Friedman
Keyword(s):  
Test Anxiety ◽  
Introductory Statistics ◽  
Study Guide ◽  
Final Examination ◽  
Course Material ◽  
Statistics Courses

In order to reduce test anxiety and to encourage the learning of course material, students were given the opportunity to offset a poor lecture examination grade by taking a second, equivalent exam. The repeat exam provided immediate reward for using the initial exam as a study guide. Students who took two or three repeat exams had higher final examination grades than those who took fewer repeats. The repeat exam procedure was well received by all students, helped weaker students to keep up with the course, and was convenient for the instructor to implement.

The Nonparametric Approach in Elementary Statistics

1974 ◽  
Vol 67 (2) ◽  
pp. 123-126
Author(s):  
Gottfried E. Noether
Keyword(s):  
Social Sciences ◽  
Great Majority ◽  
Graduation Requirements ◽  
Introductory Statistics ◽  
Nonparametric Approach ◽  
The Social ◽  
Statistics Course ◽  
Statistics Courses ◽  
Carry Over ◽  
Elementary Statistics

Introductory statistics courses are taken each year by hundreds of thousands of students across the country. These students come from many fields: the life sciences, humanities, education, agriculture, business, but above all from the social sciences. They rarely take statistics voluntarily. They sign up for the course because of departmental or graduation requirements. The great majority has minimal preparation in mathematics, rarely more than they bring along from high school. They carry over into statistics their prejudices of mathematics and quite often, justifiably so. Teachers of statistics courses should then ask themselves how they can make the introductory statistics course statistically meaningful and not simply an exercise in mathematics or, what may even be worse, a meaningless compendium of statistical techniques.

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