DillonHughes-HS345-2304A-Unit 4
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Teaching Methods vs Performance Outcomes
Dillon S. Hughes
Department of Health Care Administration, Purdue University Global
HS 345: Biostatistics
Unit 4 Assignment
Professor Kito Barrow
November 11, 2023
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Teaching Methods vs Performance Outcomes
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Teaching Methods vs Performance Outcomes
We want to determine if a new teaching method helps improve students’ performance in
biostatistics at school. We will create a research scenario that requires data collection. Then we
will use hypothesis testing to our research. From there, we will interpret the p-values. Finally, we
will consider the effects of the sample size of our research project. This will help us determine
how effective this teaching strategy is.
To collect our data, we will randomly select two groups of students from the school. The
first group will be Group A and they will be taught using traditional methods. The second group
will be Group B and they will be taught using the new method. This method will be to connect
biostatics to the real world, by using developing animated and digital materials (Bowen, 2022).
This is intended to help highlight the different types of geometric features to help students better
understand the material (Bowen, 2022). When you engage students in unconventional activities,
educators can connect activities to real world applications to make training meaningful and
relevant for learning. After a semester, the final grades of the students will be collected and
compared.
With this scenario we will examine null and alternative hypothesis. The null hypothesis is
when there is no difference in the scores of the two groups, which means the new teaching
method did not help improve the performance of the students(Turney, 2023). The alternative
hypothesis is that there is a difference in the testing scores of the students. This means that the
new teaching method either improved the students’ scores or lowered them, compared to the
group that had the traditional learning(Turney, 2023).
A significance level is often noted by alpha, which is the probability that the null
hypothesis is rejected when true. It is defined by the probability of rejecting the null hypothesis
when it is true. The most common choice for this a value of 0.05. This means that there is a 5%
chance that we will reject the null hypothesis when true. The P-value is calculated after
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collecting the test data. The P-values probability of obtaining the results as extreme as the
observed results of a statistical hypothesis test (Mcleod & on, 2023). This is assuming that the
null hypothesis is true. If the P-value is less than or equal to the significance level, the null
hypothesis is rejected, and we can conclude that the new teaching method was effective. If it is
found that the p-value is greater than the 5% set by the significance level, we then reject the null
hypothesis and we know that the new teaching method is not effective. It is also important to
consider the effects of the sample size of a research project. If there are not enough people, it
could construe your data. The same can be said for having to many people in a study, it has the
opportunity to dilute the data. The best sample size for this research project would be 100
students per group.
This simple research study is created as an example to help with the understanding of
collecting data as well as give an understanding of what a null and alternative hypothesis is.
This should also give insight on significance level and interpret p-values and how they are used
to determine your hypothesis based off the data. It would be my belief that a new teaching
method prove to be effective as a learning tool for students and produce higher testing scores.
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References
Bowen, J. (2022, May 24). How can innovative ways of teaching help students better
understand math? “more students get involved when they’re asked to be central to the
learning environment,” says assistant professor Erin Krupa. College of Education News.
https://ced.ncsu.edu/news/2022/05/24/how-can-innovative-ways-of-teaching-help-
students-better-understand-math-more-students-get-involved-when-theyre-asked-to-be-
central-to-the-learning-environment-says-assist/
Turney, S. (2023, June 22). Null and alternative hypotheses: Definitions & examples. Scribbr.
https://www.scribbr.com/statistics/null-and-alternative-hypotheses/#:~:text=What%20are
%20null%20and%20alternative,of%20an%20effect%20or%20relationship.
Mcleod, S., & on, U. (2023, October 13). P-value and statistical significance: What it is & why it
matters. Simply Psychology. https://www.simplypsychology.org/p-value.html