Developing Selection Skills in Introductory Statistics

1991 ◽  
Vol 18 (4) ◽  
pp. 219-222 ◽  
Author(s):  
Mark E. Ware ◽  
Jeffrey D. Chastain
Keyword(s):  
Statistical Tests ◽  
Teaching Strategy ◽  
Analysis Of Covariance ◽  
Introductory Statistics ◽  
Statistics Analysis ◽  
Pedagogical Strategies ◽  
Personality Variables ◽  
Statistical Selection ◽  
Confounding Variables

We assessed the effectiveness of a teaching strategy emphasizing the use of different statistical tests (i. e., selection skills) in introductory statistics. Subjects were 127 undergraduates enrolled in introductory statistics classes that did or did not emphasize selection skills and students not enrolled in statistics. Analysis of covariance revealed that emphasizing statistical selection skills produced the highest selection scores. Analyses also evaluated relevant confounding variables. Although students' selection skills can be increased when the instructor emphasizes those skills in handouts, lectures, and examinations, a challenge remains to identify other relevant skilb, develop alternative pedagogical strategies, and discover relevant personality variables that facilitate learning in statistics classes.

Death Threat and Death Concerns in the College Student

1981 ◽  
Vol 11 (2) ◽  
pp. 139-155 ◽  
Author(s):  
Jerome Tobacyk ◽  
Daniel Eckstein
Keyword(s):  
College Students ◽  
College Student ◽  
Trait Anxiety ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Education Students ◽  
Personality Variables ◽  
Personality Differences ◽  
Post Test ◽  
Threat Index

A four part investigation of death orientation in college students using the provided-construct form of the Threat Index and the Death Concern Scale was conducted. Part I investigated the construct validity of the Threat Index, reporting significant predicted correlations of the Threat Index with the Death Concern Scale, Trait Anxiety Scale, and Repression-Sensitization Scale. Part II explored death orientation and personality differences between a Thanatology Group (death education students) and a Control Group. Thanatology students reported significantly lesser death threat and significantly greater death concerns than controls. Part III compared pre-test to post-test changes in death threat and death concerns for the Thanatology Group with pre-post changes for the Control Group. Using analysis of covariance procedures, a significantly greater decline in death threat was obtained in the Thanatology Group relative to the controls. Part IV explored two personality variables–trait anxiety and repression-sensitization–as moderators of change in death orientation in the Thantology Group. Trait anxiety was found to be a significant predictor of change in death threat in the Thanatology Group, with lesser anxiety associated with greater decline in death threat.

scholarly journals The Impact of the reciprocal Teaching Strategy on the Development of Achievement in Islamic Education in Seventh Grade Students in Jordan

2019 ◽  
Vol 3 (17) ◽  
Author(s):  
Somaya Mohammed Al- Bardini
Keyword(s):  
Experimental Approach ◽  
Teaching Strategy ◽  
Islamic Education ◽  
Analysis Of Covariance ◽  
Reciprocal Teaching ◽  
Seventh Grade ◽  
Significant Difference ◽  
Quasi Experimental ◽  
The Impact ◽  
Experimental Group

The purpose of this study was inquiring The Impact of the reciprocal Teaching Strategy on the Development of Achievement in Islamic Education in Seventh Grade Students in Jordan. To achieve goals of this study, a test has been developed to observe the Development of Achievement. The researcher adopted a quasi- experimental approach in which the experimental group consisting of (30) students was taught in accordance with reciprocal Teaching Strategy. At the same time, the controlled group consisting of (30 students) was taught in the traditional way. The tests and the motive measuring was applied prior and post- teaching on both groups. The Analysis of Covariance results (Test- t) indicated a significant difference at (α≤0.05) between the two groups, which is attributed to the reciprocal Teaching Strategy, in developing the Acquiring Concepts in Islamic , of Learning Islamic Education Course for the experimental group. The results also indicated variation in the performance of (the experimental group) students in the posttest of the reciprocal Teaching Strategy (in developing the Academic achievement The study recommended introducing the reciprocal Teaching Strategy in the teaching of Islamic Education Course, and conducting other similar studies in different educational stages.

Methodological Note on Trait-Treatment Interactions

1975 ◽  
Vol 36 (2) ◽  
pp. 407-412
Author(s):  
Gary D. Borich
Keyword(s):  
Analysis Of Covariance ◽  
Original Design ◽  
Gain Scores ◽  
Post Hoc Analysis ◽  
Confounding Variables ◽  
Research Designs ◽  
Post Hoc

A procedure is described for determining trait-treatment interactions when the effects of potentially confounding variables have been controlled in the original design through the analysis of covariance or the calculation of residual gain scores. The procedure determines the homogeneity of group regressions, the regions of covariable values for which group regressions are significantly different, and the percent of error that may be expected from this procedure when subjects are differentially assigned to treatments. Implications for recasting research designs based on the post hoc analysis of trait-treatment interactions are discussed.

Shyness and Loneliness: Relationship to the Exercise Frequency of College Students

1995 ◽  
Vol 76 (2) ◽  
pp. 395-398 ◽  
Author(s):  
Randy M. Page ◽  
Jon Hammermeister
Keyword(s):  
College Students ◽  
The Other ◽  
Analysis Of Covariance ◽  
Exercise Frequency ◽  
Confounding Variables ◽  
The Relationship

The purpose of the current study was to estimate the relationship between exercise frequency and measures of shyness and loneliness in a sample of 882 college students. Analysis provided evidence that higher shyness and loneliness scores were associated with not exercising and infrequent exercising. Also, subjects who exercise 7 times a week scored significantly lower than the other exercise-frequency groups. Analysis of covariance, controlling for possible confounding variables, gives further support.

Effect of Metacognitive Scaffolding Teaching Strategy on Secondary School Physics Students’ Achievement and Attitude to Thermal Energy

2020 ◽  
Vol 1 (2) ◽  
Author(s):  
P.A. Agu ◽  
C.O. Iyamu
Keyword(s):  
Secondary School ◽  
Thermal Energy ◽  
Teaching Strategy ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Physics Teachers ◽  
Physics Students ◽  
Research Questions ◽  
Metacognitive Scaffolding ◽  
Secondary School Physics

This study investigated the effect of metacognitive scaffolding teaching strategy on secondary school physics students’ achievement and attitude to thermal energy in Federal Capital Territory (FCT), Abuja, Nigeria. The study asked two research questions and postulated two null hypotheses which were tested at 0.05 level of significance. Quasi experimental research design involving non randomized control pretest-posttest design was utilized. The study population consisted of 2,699 Senior Secondary II (SSII) physics students from 54 public SSII physics students in FCT, Abuja. Multistage random sampling technique was used to select two intact classes having 75 SSII physics students from two SS as sample for the study. Two instruments consisting of Thermal Energy Achievement Test (TEAT) and Attitude to Thermal Energy Questionnaire (ATEQ) were used for data collection. The data collected from these instruments were analyzed using Statistical Package for Social Science (SPSS). The research questions were answered using mean and standard deviation while the null hypotheses were tested using Analysis of Covariance (ANCOVA). Findings from the analyzed data showed that physics students taught using metacognitive scaffolding teaching strategy performed better than those physics students taught using conventional teaching method. Also, physics students taught using metacognitive scaffolding teaching strategy had better attitude towards thermal energy than their counterparts in the control group. Based on these findings, it was recommended among others that physics teachers should be encouraged to teach using metacognitive scaffolding teaching strategy. Government and educational agencies, curriculum planners and developers should encourage the training of physics teachers on metacognitive scaffolding teaching during seminars, workshops and conferences.

PEDAGOGICAL STRATEGIES AND ACADEMIC ACHIEVEMENT OF STUDENTS IN PUBLIC UNIVERSITIES IN UGANDA

2019 ◽  
Vol 3 (1) ◽  
pp. 81
Author(s):  
Harriet Ludigo ◽  
C. B. Mugimu ◽  
A. M. Mugagga
Keyword(s):  
Academic Achievement ◽  
Public Universities ◽  
Teaching Strategy ◽  
Pedagogical Strategies ◽  
Pedagogical Strategy ◽  
Policy Practice ◽  
Teacher Student ◽  
Correlational Design ◽  
Confirmatory Factor ◽  
The Relationship

Purpose: This study analysed the relationship between pedagogical strategies and academic achievement of students in public universities in Uganda. Specifically, the study analysed the relationship between student-centred, teacher-centred and teacher-student pedagogical strategies with academic achievement of students.Methodology: The study adopted a correlational design and data were collected using a questionnaire on a sample of 383. Quality control of data was ensured by carrying out Confirmatory Factor Analysis and calculating Cronbach’s alpha. Data analysis involved descriptive and inferential analyses.Findings: Regression results revealed that the student-centred strategy had a positive and significant influence on academic achievement of students but the teacher-centred and teacher-student interaction strategies did not.  Therefore, the student-centred pedagogical strategy is essential for academic achievement of students, the teacher-centred pedagogical strategy is less affective teaching strategy for academic achievement of students and the teacher-student pedagogical strategy is not the most important teaching strategy for academic achievement of students.Contribution to policy, practice and policy: The study suggests that lecturers in the universities should prioritise the student-centred pedagogical strategy when teaching students, should give least priority to teacher-centred pedagogical strategy when teaching students, and should not over prioritise the teacher-student pedagogical strategy when carrying teaching of students.

The Massachusetts Blood Pressure Study, Part 2. Modestly Elevated Levels of Sodium in Drinking Water and Blood Pressure Levels in High School Students

1985 ◽  
Vol 1 (1) ◽  
pp. 11-17 ◽  
Author(s):  
Robert W. Tuthill ◽  
Edward J. Calabrese
Keyword(s):  
Blood Pressure ◽  
Drinking Water ◽  
High School Students ◽  
Analysis Of Covariance ◽  
School Students ◽  
Low Sodium ◽  
Blood Pressure Study ◽  
Confounding Variables ◽  
Significant Difference ◽  
Tenth Grade

The blood pressure (BP) of tenth grade students from a town with 42 mg Na/L in drinking water was compared to that of comparable tenth grade students in a geographically contiguous community with 6 mg Na/L. No statistically significant difference occurred in mean BP between the two communities for males and females for diastolic BP and male systolic BP. However, the low sodium community females displayed a significantly higher BP (p < 0.05) of 1.6 mmHg. Analysis of covariance for potentially confounding variables did not significantly alter the initial findings. In summary, an average of 36 mg Na/L higher Na levels in the drinking water was not associated with an increase in BP levels in tenth grade students.

scholarly journals Comparison of the Effectiveness of Nursing Consultation and Guided Imagery-Based Training on Stress and Anxiety in Angiography Candidates: A Clinical Trial

2020 ◽  
Vol 9 (3) ◽  
Author(s):  
Malihe Nikfarjam ◽  
Mohammadreza Firouzkouhi ◽  
Hossein Shahdadi ◽  
Abdolghani Abdollahimohammad
Keyword(s):  
Clinical Trial ◽  
Coronary Angiography ◽  
Guided Imagery ◽  
Statistical Tests ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Audio File ◽  
Positive Effects ◽  
Significant Difference ◽  
The Mean

Background: Despite the use of various pharmacological and non-pharmacological methods for reducing stress among patients, one of the most important nursing challenges is how to control anxiety and stress in patients undergoing coronary angiography. Objectives: The present study aimed to compare the effectiveness of nursing consultation and guided imagery-based training on the level of stress and anxiety in patients undergoing coronary angiography. Methods: The participants in this clinical trial included 60 angiography candidates, admitted to the coronary care unit (CCU) of Ali-Ibn Abi-Taleb Hospital in Zahedan, southeast of Iran, in 2019. The participants were selected using convenience sampling and randomly assigned to three groups: nursing consultation, guided imagery, and control groups. The instruments used to collect the data included a demographic information form and the Depression, Anxiety, and Stress scale (DASS-21). The questionnaires were completed by the participants in all three groups on the day of hospitalization and one hour before angiography. A guided imagery audio file was played one day before angiography for each participant in the nursing consultation group for a maximum of two hours. On the other hand, the guided imagery group, besides receiving routine care, listened to the same audio file for 30 - 45 minutes. However, the participants in the control group only received routine hospital training. The collected data were analyzed in SPSS version 25, using statistical tests, such as analysis of variance (ANOVA), Tukey’s post hoc test, analysis of covariance (ANCOVA), paired samples t-test, Fisher’s exact test, and chi-square test at a significance level of less than 0.05 (P < 0.05). Results: After controlling for the significant effect of pretest scores, the results of ANCOVA test showed significant differences between the two intervention groups in terms of the mean scores of anxiety and stress after the intervention (P < 0.001). Also, the mean scores of anxiety and stress decreased in the guided imagery and nursing consultation groups as compared to the control group. However, the two interventions were not significantly different in reducing anxiety and stress among patients undergoing coronary angiography (P = 1). Conclusions: In this study, nursing consultation and guided imagery interventions led to a reduction in the stress and anxiety of patients undergoing angiography. Although the two interventions showed no significant difference in terms of effectiveness, they had positive effects on the mental health of angiography candidates. Therefore, these techniques can be employed by nurses, depending on their ease of use and conditions, to reduce stress and anxiety among angiography candidates.

scholarly journals The Effect of Mall Strategy Integrated with Padlet Towards Students’ Reading Comprehension

2019 ◽  
Vol 3 (2) ◽  
pp. 141
Author(s):  
I Gede Yoga Prastya
Keyword(s):  
Reading Comprehension ◽  
Language Learning ◽  
Teaching Strategy ◽  
Control Group ◽  
Statistics Analysis ◽  
Mobile Assisted Language Learning ◽  
Conventional Teaching ◽  
Significant Difference ◽  
Post Test ◽  
Experimental Group

The research aimed at investigating the significant difference on students’ reading comprehension between students taught using Mobile Assisted Language Learning (MALL) strategy integrated with Padlet and students taught using conventional teaching strategy. This research was quasi-experimental utilizing post-test only control group design. The population of this research was tenth-grade students in SMA Negeri 4 Singaraja. The sample of this research were 73 students consisting of 35 students from X BB 1 as experimental group and 38 students from BB 2 as control group. The sample were chosen using cluster random sampling technique. The data collection in both groups were done through post-test. The obtained data were analyzed using descriptive and inferential statistical analysis. The result of descriptive statistics analysis reveals that the mean score for experimental group is higher than control group (78.03 > 73.39). Furthermore, the result of inferential statistics analysis through t-test shows that the significant value of tobserve is higher than tcritical value, which is 2.270 > 1.666 (df = 71, α = 0.05). Thus, it indicates that there is a significant difference on students’ reading comprehension between students taught using Mobile Assisted Language Learning (MALL) strategy integrated with Padlet and students taught using conventional teaching strategy.

Does archaeogastropod respiration fail in turbid water?

Paleobiology ◽  
1984 ◽  
Vol 10 (4) ◽  
pp. 459-468 ◽  
Author(s):  
Norman L. Gilinsky
Keyword(s):  
Species Diversity ◽  
Statistical Tests ◽  
Systematic Difference ◽  
Analysis Of Covariance ◽  
Turbid Water ◽  
Significant Difference ◽  
Cast Doubt ◽  
New Research ◽  
First Time ◽  
Respiratory Responses

C. M. Yonge's idea that differences in habitat distribution and species diversity between archaeogastropods and caenogastropods are caused by differences in their respective abilities to obtain oxygen in turbid water is tested experimentally for the first time. Of 11 species of marine prosobranchs studied—six archaeogastropods and five caenogastropods—three archaeogastropods and two caenogastropods show significant reductions of respiration in response to turbidity, as shown using one-way analysis of covariance (ANCOVA). Two-way nested ANCOVA, which goes beyond one-way ANCOVA by incorporating all data into a single analysis, was also unable to detect any significant difference between archaeogastropods and caenogastropods in their respiratory responses to turbidity. Though the number of species studied was limited, the data and statistical tests suggest that there may be no biologically important systematic difference between archaeogastropods and caenogastropods in their respiratory responses to turbid conditions. Results of this study cast doubt on the validity of Yonge's hypothesis and suggest the need for new research into the controls of gastropod distribution and species diversity.

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