RUNNING HEAD: Statistics Overview Statistics Overview Jennifer Shanley BUS 308-Statistics for Managers Professor Wells November 1, 2014 Statistics Overview Statistics provides us with very useful tools and techniques that aide us in dealing with real world scenarios. I have been able to learn several useful concepts by studying statistics that can aide me in making rational and informed decisions that are supported by the analysis results. Statistics as a discipline is the application and development of various processes put in place to gather, interpret, and analyse the information. The quantification of biological, social, and scientific phenomenons, design and analysis of experiments and surveys, and application of
As my transcripts reveal, I have taken substantial courses in both statistics and mathematics. Three years' painstaking study equipped me with a solid mathematical foundation and a deeper understanding of Statistics. I vividly recall the excitement of exchanging ideas with my peers and the achievement of solving questions independently. Moreover, sharing my passion, I helped some of my classmates for the preparation of final exams. I taught them the methods of regression analysis, the connection between stochastic processes and time series, and wide application of mathematical statistics, etc. Through teaching them, my devotion to Statistics became even deeper. In the final evaluation, I received scores above 90 in those statistical lessons. More importantly, my understanding was largely consolidated and
Abstract Psychology undergraduates are required to study research methods within their course. Psychology undergraduates are required to study research methods within their course. Within this are many different statistical definitions which have been considered the most challenging aspect of the curriculum.
So many people complain about all the math, how boring it is, and how everything about it is awful. This is mostly just seems like it is because they don’t understand. Even Alan Smith reportedly was awful at statistics and computer programming, but his quiz which, changed the perspective of over 250,000 people, managed to change his mind. This is fascinating to me. Although I have never taken statistics, I have a predetermined mindset that statistics is not worth taking. I have always been told to take calculus or linguistics or anything else but statistics, because every other class is easier and has a more defined purpose, especially for my major. No one has ever mentioned the impact that statistics can have on people, however. That is what made this Ted Talk so interesting.
Overall, there was an increase in the data set. For GPA, the mean was 4.025 prior to small group counseling and increased to 4.119 after small group counseling. The median went from 3.985 to 4.005; the mode went from 4.15 to 3.95 and 4.50. The standard deviations went from 0.215 to 0.229. For SAT Math, the mean increased from 619.2 to 636.15, the median went from 623 to 643.5, and the mode went from 625 to 645. The standard deviation increased from 16.036 to 20.86. For SAT Verbal, the mean was 585.15 prior to the small group counseling and increased to 595.05, the median went from 588.5 to 598.5, and the mode was 592 to 590. The standard deviation went from 15.11 to 16.197. For the Test Anxiety Questionnaires, the mean went from 31.45 to 24.25; the median was 30.5 to 23.5, and the mode of 28 to 20 and 37. The standard deviation went from 7.95 to 8.098.
Understanding the Educational Gap Between Nevada and Wisconsin Statistics is defined as “the science that deals with the collection, classification, analysis, and numerical facts or data” (Dictionary.com,2012). Sometimes it is important to analyze statistical data in order to understand how something works or doesn’t work. In the case of American public education, there is tons of statistical data being thrown around, but what do all of these numbers really mean? How does this data help us? Although statistics provide clarity for constant scrutiny to the public education school system, they also help us to understand what were doing wrong in the classroom. In comparison of two different states, Nevada and Wisconsin lay at two very
What I gathered from the thoughts and facts of the 2014-2015 AP Statistics students, were explicit insights on how rigorous and demanding the class is going to expect from me. I understand my math background has not placed me at the best starting point for AP Statistics, but I also know that statistics is not like algebra. In Algebra I would spend hours after school trying to understand the material, only to receive little to no progress on the days a test. I recognize that in Statistics we will be given homework every day, but will not have it collected or graded all of the time, and acknowledge that it will take discipline, maturity, as well as self motivation to not fall behind and get it accomplished because in the end it could either set
On the first day of school, Mr. Serwach’s AP Statistics class participated in an anonymous survey. Nine students answered questions ranging from their age to the number of AP classes they have taken to the number of states they have visited. The purpose of the survey was to gather some data about the class so the students could demonstrate their writing and analysis skills. Based on the results, several conclusions can be drawn to describe the population (which is just the 3rd-period statistics class because the results do not apply to anyone other than the students in the class). For example, the class is likely composed of 11th and 12th graders since the ages of the class range from 16 to 17 years old. Another speculation is that the
Method Participants The target population for this study were forty White people from Colorado State University. The use of only white people was because they wanted to reflect the ethnic diversity of Colorado State University. In the year 2013-2014, Colorado State University undergraduates had 22,565 students and 74.36% considered them as white and 2.09% considered them as Black. In the second experiment, fifty-nine participants from Colorado State University participated in this experiment that had course credit in Introductory Psychology. This was a non-probability sample because this does not give all the individuals in the population equal chances of being selected. They only used one college and this college was not as diverse.
MAT 510 Case Study Statistical Thinking in Health Care Click Link Below To Buy: http://hwcampus.com/shop/mat-510-case-study-statistical-thinking-in-health-care/ Week 4 Case Study 1 - Submit here Students, please view the "Submit a Clickable Rubric Assignment" in the Student Center. Instructors, training on how to grade is within the Instructor Center. Case Study 1: Statistical Thinking in Health Care Due
A study was conducted to determine how health orientated was a group of students in a Psychology 302 Inferential Statistics course. They also examine if those students who are high in health orientation different from those who are low in health orientation. The participant were college students who attend California
Ever since grade school I had never been the biggest fan of math. It wasn’t that I was bad at math, but I have never had a huge interest in the subject. With that being said I put off taking Stats 215 until my winter semester of my junior year, because I didn’t think I would have any interest in the course. I figured that it was going to be like every other math class I have ever taken, being boring with no real application to the career I want to pursue. After being in the class for a week I realized that I couldn’t have been more wrong. One example of how Stats 215 surprised me was on how I actually took a great deal of interest in the class. Going into the class my interest level was very low, and my only reason for taking the class was
Statistics are an important part of every day life and can be used throughout many different activities. Many statistics, however, are altered and can be deceptive at first glance. One example of this includes the claim that women make less money than men. When analyzing statistics of a set of
Introductory statistics are part of the problem Initial statistical courses are exciting, as students are taught the foundations of conducting research by learning about inferential statistics. However, important topics such as power, confidence intervals and effect sizes are briefly discussed and quickly forgotten due to the large amount of new information taught in those courses. Over time, students simply learn to rely on p-values, where p < .05, the null hypothesis is rejected and p > .05, the null hypothesis is retained. Statistics are overwhelming and a lot of practice and reading are required to fully understand how it really works. I am a fourth year student and consider myself as having a higher than average knowledge of statistics compared to most fellow students in my year, but I have a lot to learn and am aware that I still do not understand most of it. That is one reason why NHST is surviving, as it is convenient and a strong statistical knowledge is not needed to apply it in research. The point is that appropriate ways to interpret statistics and ethical research practices should be taught as early as possible to avoid the use of common unethical research practices.
Introduction: There are many factors that contribute to students’ academic success, such as low levels of procrastination, a high level of work drive, being emotionally stable, and a low level of negative life stress. However, scholars have pointed out that many statistics instructors are concerned about the anxiety associated with taking a course in the subject (Bui & Alfaro, 2011). The results from studies investigating anxiety about statistics have shown that student attitudes to statistics courses have an impact on their success and competence (Bui & Alfaro, 2011). In deed most of undergraduate student tend to have negative attitude toward research method course. Therefore, it is an important to understand students attitude and helps