Demonstration of Ranking Issues for Students: A Case Study

I. Elaine Allen

Babson College

Norean Radke Sharpe

Babson College
Journal of Statistics Education Volume 13, Number 3 (2005),

Abstract

This article uses a case study of 2001 town and city data that we analyzed for Boston Magazine. We use this case study to demonstrate the challenges of creating a valid ranking structure. The data consist of three composite indices for 147 individual townships in the Boston metropolitan area representing measures of public safety; the environment; and health. We report the data and the basic ranking procedure used in the magazine article, as well as a discussion of alternative ranking procedures. In particular, we demonstrate the impact of additional adjustment for the size of population, even when per capita data are used. This case study presents an opportunity for discussion of fundamental data analysis concepts in all levels of statistics courses.

Keywords: Data Analysis; Demographics; Graphics; Rank methods.

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Building the Numeracy Skills of Undergraduate and Elementary School Students

Pam Boger

Ohio University
Journal of Statistics Education Volume 13, Number 3 (2005),

Abstract

This paper describes a project with the goal of exposing both elementary school and undergraduate students to the concepts associated with the experimental method, from the formulation of a researchable question to the analysis and interpretation of the results. Under the guidance of their university mentors, fourth and fifth grade students formulated a research question, designed an experiment to answer that inquiry, recorded the appropriate measurements, calculated the necessary statistics, created visual displays of their results, and interpreted their findings at a student-centered Numeracy Conference.

Keywords: Active learning; Elementary statistics education, Numeracy.

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4 out of 5 Students Surveyed Would Recommend this Activity (Comparing Chewing Gum Flavor Durations)

Mary Richardson

Grand Valley State University

Neal Rogness

Grand Valley State University

Byron Gajewski

The University of Kansas Medical Center
Journal of Statistics Education Volume 13, Number 3 (2005),

Abstract

This paper describes an interactive activity developed for illustrating hypothesis tests on the mean for paired or matched samples. The activity is extended to illustrate assessing normality, the Wilcoxon signed rank test, Kaplan-Meier survival functions, two-way analysis of variance, and the randomized block design.

Keywords: Active learning; Assessing normality; Blinding; Confounding variable; Kaplan-Meier survival function; Paired difference experiment; Randomization; Randomized block design; Right-censored data; Two-way analysis of variance; Wilcoxon signed rank test.

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Teaching an Introductory Statistics Course with CyberStats, an Electronic Textbook

Jürgen Symanzik and Natascha Vukasinovic

Utah State University
Journal of Statistics Education Volume 14, Number 1 (2006),

Abstract

In the Fall 2001 semester, we taught a “Web-enhanced” version of the undergraduate course “Statistical Methods” (STAT 2000) at Utah State University. The course used the electronic textbook CyberStats in addition to “face-to-face” teaching. This paper gives insight in our experiences in teaching this course. We describe the main features of CyberStats, the course content and the teaching techniques used in class, students' reactions and performance, and some specific problems encountered during the course. We compare this Web-enhanced course with other similar textbook-based courses and report instructors' and students' opinions. We finish with a general discussion of advantages and disadvantages of a Web-enhanced statistics course.

Keywords: Key Words: Computer; Interactivity; Statistical Concepts; Undergraduate Course; Web-enhanced Course.

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Advice for New and Student Lecturers on Probability and Statistics

Michael D. Larsen

Iowa State University
Journal of Statistics Education Volume 14, Number 1 (2006),

Abstract

Lecture is a common presentation style that gives instructors a lot of control over topics and time allocation, but can limit active student participation and learning. This article presents some ideas to increase the level of student involvement in lecture. The examples and suggestions are based on the author’s experience as a senior lecturer for four years observing and mentoring graduate student instructors. The ideas can be used to modify or augment current plans and preparations to increase student participation. The ideas and examples will be useful as enhancements to current efforts to teach probability and statistics. Most suggestions will not take much class time and can be integrated smoothly into current preparations.

Keywords: Active learning; Contrasts; Problem Solving; Statistical Reasoning; Student Participation; Teaching Methods.

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There Once Was a 9-Block ...- A Middle-School Design for Probability and Statistics

Dor Abrahamson

University of California, Berkeley

Ruth M. Janusz

Nichols Middle School, Evanston, IL

Uri Wilensky

Northwestern University

Journal of Statistics Education Volume 14, Number 1 (2006),

Abstract

ProbLab is a probability-and-statistics unit developed at the Center for Connected Learning and Computer-Based Modeling, Northwestern University. Students analyze the combinatorial space of the 9-block, a 3-by-3 grid of squares, in which each square can be either green or blue. All 512 possible 9-blocks are constructed and assembled in a “bar chart” poster according to the number of green squares in each, resulting in a narrow and very tall display. This combinations tower is the same shape as the normal distribution received when 9-blocks are generated randomly in computer-based simulated probability experiments. The resemblance between the display and the distribution is key to student insight into relations between theoretical and empirical probability and between determinism and randomness. The 9-block also functions as a sampling format in a computer-based statistics activity, where students sample from a “population” of squares and then input and pool their guesses as to the greenness of the population. We report on an implementation of the design in two Grade 6 classrooms, focusing on student inventions and learning as well as emergent classroom socio-mathematical behaviors in the combinations-tower activity. We propose an application of the 9-block framework that affords insight into the Central Limit Theorem in science.

Keywords: Computers; Education; Mathematics; Sample; Statistics.

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Oil and Gas on Indian Reservations: Statistical Methods Help to Establish Value for Royalty Purposes

Mary S. Fowler

Worcester State College

Joseph B. Kadane

Carnegie Mellon University
Journal of Statistics Education Volume 14, Number 3 (2006), www.amstat.org/publications/jse/v14n3/kadane.html

Abstract

Part of the history of oil and gas development on Indian reservations concerns potential underpayment of royalties due to under-valuation of production by oil companies. This paper discusses a model used by the Shoshone and Arapaho tribes in a lawsuit against the Federal government, claiming the Government failed to collect adequate royalties. Portions of the case have been settled out of court with compensation paid to the Tribes. Other portions remain pending. This material can be used as a real example in a calculus-based probability and statistics course.

Keywords: Expectation; Law; Location-scale family.

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Attitudes Toward Statistics and Their Relationship with Short- and Long-Term Exam Results

Stijn Vanhoof

Ana Elisa Castro Sotos

Patrick Onghena Lieven Verschaffel

Wim Van Dooren

Wim Van den Noortgate

Katholieke Universiteit Leuven
Journal of Statistics Education Volume 14, Number 3 (2006), www.amstat.org/publications/jse/v14n3/vanhoof.html

Abstract
This study uses the Attitudes Toward Statistics (ATS) scale (Wise 1985) to investigate the attitudes toward statistics and the relationship of those attitudes with short- and long-term statistics exam results for university students taking statistics courses in a five year Educational Sciences curriculum. Compared to the findings from previous studies, the results indicate that the sample of undergraduate students have relatively negative attitudes toward the use of statistics in their field of study but relatively positive attitudes toward the course of statistics in which they are enrolled. Similar to other studies, we find a relationship between the attitudes toward the course and the results on the first year statistics exam. Additionally, we investigate the relationship between the attitudes and the long-term exam results. A positive relationship is found between students’ attitudes toward the use of statistics in their field of study and the dissertation grade. This relationship does not differ systematically from the one between the first year statistics exam results and the dissertation grade in the fifth year. Thus, the affective and cognitive measures at the beginning of the curriculum are equally predictive for long-term exam results. Finally, this study reveals that the relationship between attitudes toward statistics and exam results is content-specific: We do not find a relationship between attitudes and general exam results, only between attitudes and results on statistics exams.

Keywords: Assessment; Attitudes Toward Statistics scale.

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Critical Values and Transforming Data: Teaching Statistics with Social Justice

Lawrence M. Lesser University of Texas at El Paso
Journal of Statistics Education Volume 15, Number 1 (2007)

Abstract
Despite the dearth of literature specifically on teaching statistics using social justice, there is precedent in the more general realm of teaching using social justice, or even in teaching mathematics using social justice. This article offers an overview of content examples, resources, and references that can be used in the specific area of statistics education. Philosophical and pedagogical references are given, definitional issues are discussed, potential implementation challenges are addressed, and a substantial bibliography of print and electronic resources is provided.

Key Words: Critical Thinking; Ethics; Service Learning; Statistical Literacy; Statistical Thinking.

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Some Initiatives in a Business Forecasting Course

Singfat Chu National University of Singapore
Journal of Statistics Education Volume 15, Number 2 (2007)

Abstract
The paper reports some initiatives to freshen up the typical undergraduate business forecasting course. These include (1) students doing research and presentations on contemporary tools and industry practices such as neural networks and collaborative forecasting (2) insertion of Logistic Regression in the curriculum (3) productive use of applets available on the Internet to convey abstract concepts underlying ARIMA models and (4) showcasing forecasting tools in timely or familiar applications. These initiatives align with the best practices framed across the “Making Statistics More Effective in Schools of Business” (MSMESB) conferences. Course experiences and student feedback are also discussed.

Key Words: ARIMA, Logistic Regression, Pedagogy

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