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The sample is not the population 样本不是总体
IF 0.8
Teaching Statistics Pub Date : 2024-08-26 DOI: 10.1111/test.12385
J. S. Allison, L. Santana, I. J. H. Visagie
{"title":"The sample is not the population","authors":"J. S. Allison, L. Santana, I. J. H. Visagie","doi":"10.1111/test.12385","DOIUrl":"https://doi.org/10.1111/test.12385","url":null,"abstract":"Given sample data, how do you calculate the value of a parameter? While this question is impossible to answer, it is frequently encountered in statistics classes when students are introduced to the distinction between a sample and a population (or between a statistic and a parameter). It is not uncommon for teachers of statistics to also confuse these concepts. An excerpt of a national mathematics examination paper, where a sample is mistaken for the population, is used to illustrate this confusion as well as sample variation and its link to sample size. We discuss two techniques that can be used to explain the difference between a parameter and a statistic. The first is a visual technique in which the variability in calculated statistics is contrasted to the fixed value of the corresponding parameter. Thereafter, we discuss Monte Carlo simulation techniques and explain the contribution that these methods may have.","PeriodicalId":43739,"journal":{"name":"Teaching Statistics","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2024-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142222767","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Fear of the unknown: Relationship between statistics anxiety and attitudes toward statistics of university students in three countries 对未知的恐惧三个国家大学生的统计焦虑与统计态度之间的关系
IF 0.8
Teaching Statistics Pub Date : 2024-08-05 DOI: 10.1111/test.12381
Malgorzata Korolkiewicz, Nick Fewster‐Young, Fernando Marmolejo‐Ramos, Florence Gabriel, Pamela Kariuki, Jorge López Puga, Rebecca Marrone, Andrew Miles, Ana María Ruiz‐Ruano García
{"title":"Fear of the unknown: Relationship between statistics anxiety and attitudes toward statistics of university students in three countries","authors":"Malgorzata Korolkiewicz, Nick Fewster‐Young, Fernando Marmolejo‐Ramos, Florence Gabriel, Pamela Kariuki, Jorge López Puga, Rebecca Marrone, Andrew Miles, Ana María Ruiz‐Ruano García","doi":"10.1111/test.12381","DOIUrl":"https://doi.org/10.1111/test.12381","url":null,"abstract":"In an increasingly data‐driven world, statistical literacy is a necessity yet statistical learning is often inhibited by statistics anxiety. Using the Auzmendi Scale to Measure Attitude toward Statistics (ASMAS), this study examines how statistics anxiety in university students is related to other dimensions of their attitudes toward statistics and how statistics anxiety and other dimensions change following introductory statistics instruction. Based on data collected from Spain, Canada, and Australia, this study finds that anxiety is negatively related to security–confidence, pleasantness, and motivation. The structure of these relationships is consistent across countries and disciplines and remains in place after statistics instruction. Further, by the end of an introductory statistics course, students report higher security–confidence and pleasantness but lower anxiety. Results thus suggest where efforts to improve students' experience with statistics might need to be directed, and the paper concludes with a discussion of the implications of these results for statistics instruction.","PeriodicalId":43739,"journal":{"name":"Teaching Statistics","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2024-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141944926","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
In praise of pioneers 赞美先驱
IF 0.8
Teaching Statistics Pub Date : 2024-08-05 DOI: 10.1111/test.12383
Helen MacGillivray
{"title":"In praise of pioneers","authors":"Helen MacGillivray","doi":"10.1111/test.12383","DOIUrl":"https://doi.org/10.1111/test.12383","url":null,"abstract":"","PeriodicalId":43739,"journal":{"name":"Teaching Statistics","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2024-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141944925","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Tribute to Jim Ridgway and his contributions to statistics education and statistical literacy 向吉姆-里奇韦及其对统计教育和统计扫盲的贡献致敬
IF 0.8
Teaching Statistics Pub Date : 2024-08-02 DOI: 10.1111/test.12382
Joachim Engel, Iddo Gal, Sean McCusker, James Nicholson
{"title":"Tribute to Jim Ridgway and his contributions to statistics education and statistical literacy","authors":"Joachim Engel, Iddo Gal, Sean McCusker, James Nicholson","doi":"10.1111/test.12382","DOIUrl":"https://doi.org/10.1111/test.12382","url":null,"abstract":"","PeriodicalId":43739,"journal":{"name":"Teaching Statistics","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2024-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141883929","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Introduction to the Bayes factor: A Shiny/R app 贝叶斯因子简介Shiny/R 应用程序
IF 0.8
Teaching Statistics Pub Date : 2024-07-27 DOI: 10.1111/test.12380
Jorge N. Tendeiro, Rink Hoekstra, Tsz Keung Wong, Henk A. L. Kiers
{"title":"Introduction to the Bayes factor: A Shiny/R app","authors":"Jorge N. Tendeiro, Rink Hoekstra, Tsz Keung Wong, Henk A. L. Kiers","doi":"10.1111/test.12380","DOIUrl":"https://doi.org/10.1111/test.12380","url":null,"abstract":"Most researchers receive formal training in frequentist statistics during their undergraduate studies. In particular, hypothesis testing is usually rooted on the null hypothesis significance testing paradigm and its <jats:italic>p</jats:italic>‐value. Null hypothesis Bayesian testing and its so‐called Bayes factor are now becoming increasingly popular. Although the Bayes factor is often introduced as being the Bayesian counterpart to the <jats:italic>p</jats:italic>‐value, its computation, use, and interpretation are quite distinct from the <jats:italic>p</jats:italic>‐value. There is now evidence confirming that the application of the Bayes factor in applied research is ill‐devised. To improve the current status quo, we have created a Shiny/R app called <jats:italic>the Bayes factor</jats:italic>, which offers a dynamic tutorial for learning all the basics about the Bayes factor. In this paper, we explain how the app works and we offer suggestions on how to use it in class or self‐study settings. The app is freely available at <jats:ext-link xmlns:xlink=\"http://www.w3.org/1999/xlink\" xlink:href=\"https://statsedge.org/shiny/LearnBF/\">https://statsedge.org/shiny/LearnBF/</jats:ext-link>.","PeriodicalId":43739,"journal":{"name":"Teaching Statistics","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2024-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141782001","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Tribute to Peter Holmes and his statistical education achievements 向彼得-霍姆斯及其统计教育成就致敬
IF 0.8
Teaching Statistics Pub Date : 2024-07-23 DOI: 10.1111/test.12376
Neville Davies, Helen MacGillivray
{"title":"Tribute to Peter Holmes and his statistical education achievements","authors":"Neville Davies, Helen MacGillivray","doi":"10.1111/test.12376","DOIUrl":"https://doi.org/10.1111/test.12376","url":null,"abstract":"Peter Holmes, renowned teacher, statistical educator, and founding editor of this journal, passed away peacefully on April 2, 2024, age 86 years. Peter was one of the great UK pioneers of statistical education in the 20th and 21st centuries. He developed a reputation nationally and internationally for his teaching ability, innovative ideas for pedagogy, and resource creation for students and teachers in statistics. Many people benefitted from his skills and generosity of ideas, both in the United Kingdom and globally.","PeriodicalId":43739,"journal":{"name":"Teaching Statistics","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141782003","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
New viruses are inevitable; pandemics are optional—Lessons for and from statistics 新病毒不可避免，大流行可有可无--统计的启示与借鉴
IF 0.8
Teaching Statistics Pub Date : 2024-07-17 DOI: 10.1111/test.12379
James Nicholson, Jim Ridgway
{"title":"New viruses are inevitable; pandemics are optional—Lessons for and from statistics","authors":"James Nicholson, Jim Ridgway","doi":"10.1111/test.12379","DOIUrl":"https://doi.org/10.1111/test.12379","url":null,"abstract":"We explore ways in which statistics can be used to understand disease spread and support decision‐making by governments. “Past performance does not guarantee future results”—we hope. We discuss and show examples from the National Science Foundation (NSF)‐funded COVID‐Inspired Data Science Education through Epidemiology (CIDSEE) project. Throughout, the emphasis is on the relationships between evidence, modeling and theorizing, and appropriate action. Statistics should be an essential element in all these aspects. We point to some “big statistical ideas” that underpin the whole process of modeling, which can be illustrated vividly in the context of pandemics. We argue that statistics education should emphasize the application of statistics in practical situations, and that many curricula do not equip students to use their understandings of statistics outside the classroom. We offer a framework for curriculum analysis and point to some rich teaching resources.","PeriodicalId":43739,"journal":{"name":"Teaching Statistics","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141738827","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Pre‐service middle school teachers' specialized content knowledge on sampling variability 职前中学教师关于抽样变异性的专业内容知识
IF 0.8
Teaching Statistics Pub Date : 2024-07-03 DOI: 10.1111/test.12377
Omar Abu‐Ghalyoun, Adnan Al‐Abed
{"title":"Pre‐service middle school teachers' specialized content knowledge on sampling variability","authors":"Omar Abu‐Ghalyoun, Adnan Al‐Abed","doi":"10.1111/test.12377","DOIUrl":"https://doi.org/10.1111/test.12377","url":null,"abstract":"This study investigates a range of non‐normative ideas that pre‐service teachers (PSTs) employ in reasoning about sampling variability. This issue was studied in the context of a content course on statistics and probability for pre‐service middle grade teachers at a Midwestern American university. Analysis of seven PSTs' video and screen records of task‐based interviews has articulated fundamental facets of sampling variability that have not yet been fully explicated in the literature, especially with middle grade PSTs. With the content expectation of sampling variability for middle grade students as suggested by policy reports in the United States of America, this study is particularly fertile ground for designing curricula that can support middle grade PSTs' development of critical specialized content knowledge on sampling variability.","PeriodicalId":43739,"journal":{"name":"Teaching Statistics","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141551574","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
An empirical study on sample size for the central limit theorem using Japanese firm data 利用日本公司数据对中心极限定理样本大小的实证研究
IF 0.8
Teaching Statistics Pub Date : 2024-07-01 DOI: 10.1111/test.12378
Kosei Fukuda
{"title":"An empirical study on sample size for the central limit theorem using Japanese firm data","authors":"Kosei Fukuda","doi":"10.1111/test.12378","DOIUrl":"https://doi.org/10.1111/test.12378","url":null,"abstract":"In statistics classes, the central limit theorem has been demonstrated using simulation‐based illustrations. Known population distributions such as a uniform or exponential distribution are often used to consider the behavior of the sample mean in simulated samples. Unlike such simulations, a number of real‐data‐based simulations are here implemented in which the populations are empirical distributions of data selected from Japanese firms. The dataset chosen contains 38 variables familiar to business students, such as sales and assets. The maximum population size of the variables is 2243. One thousand samples with replacement are selected for specific variable–sample size combinations. Hypothesis testing results indicate that the normality hypothesis for the sample mean is rejected for 31 variables at the 0.1% level even with a sample size of 500. It is emphasized that the data for these variables indicate that this should not be a surprise, and emphasize the importance of looking at data.","PeriodicalId":43739,"journal":{"name":"Teaching Statistics","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141528817","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The VSSL scale: A brief instructor tool for assessing students' perceived value of software to learning statistics VSSL 量表：用于评估学生对软件在统计学习中的感知价值的简明教师工具
IF 0.8
Teaching Statistics Pub Date : 2024-06-25 DOI: 10.1111/test.12374
Udi Alter, Carmen Dang, Zachary J. Kunicki, Alyssa Counsell
{"title":"The VSSL scale: A brief instructor tool for assessing students' perceived value of software to learning statistics","authors":"Udi Alter, Carmen Dang, Zachary J. Kunicki, Alyssa Counsell","doi":"10.1111/test.12374","DOIUrl":"https://doi.org/10.1111/test.12374","url":null,"abstract":"The biggest difference in statistical training from previous decades is the increased use of software. However, little research examines how software impacts learning statistics. Assessing the value of software to statistical learning demands appropriate, valid, and reliable measures. The present study expands the arsenal of tools by reporting on the psychometric properties of the Value of Software to Statistical Learning (VSSL) scale in an undergraduate student sample. We propose a brief measure with strong psychometric support to assess students' perceived value of software in an educational setting. We provide data from a course using SPSS, given its wide use and popularity in the social sciences. However, the VSSL is adaptable to any statistical software, and we provide instructions for customizing it to suit alternative packages. Recommendations for administering, scoring, and interpreting the VSSL are provided to aid statistics instructors and education researchers understand how software influences students' statistical learning.","PeriodicalId":43739,"journal":{"name":"Teaching Statistics","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2024-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141500826","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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