Using java in introductory statistics

In this paper, we discuss the use of Java, a programming language for the Internet, in introductory statistics courses. Monte Carlo estimation and simple linear regression are used as tutorial examples of the versatility of Java. Advantages over traditional instructional methods and other programming languages are examined.     

Applications of a computer algebra system in introductory statistics

Maple, a computer algebra system, is employed in introductory statistics courses to promote conceptual learning by students of statistical principles without direct use of mathematics. Maple’s symbolic computation, graphic display, and animation capabilities support an integrated set of procedures for active study of sampling distributions and concepts related to samples, populations, and statistical decision making, error, and power. Students select parameter values for one-line commands and examine the effects of alternatives on computer-generated graphical representations of distributions. The 20 procedures written to support active student exploration of basic statistical concepts are described, and examples of exercises to support their use are provided.     

An introductory statistics class and examination using SPSS/PC

SPSS/PC was integrated into lecture and an examination in introductory statistics. Students were given an anonymous questionnaire after a traditional examination and again after an examination with SPSS/PC. They wanted more theory and derivation and were ambivalent about SPSS/PC in lecture. The computer test decreased computational error fears. Students preferred the more realistic questions which the computer permitted. Test performance was not significantly different. The results suggest that statistical packages should be used in later courses rather than in introductory statistics.     

The theory of learning styles applied to distance learning

Distance Education (DE) associated with the use of Virtual Learning Environments (VLE) as interaction tools between the student and the educator has become a large research niche spread around the world. Techniques to improve learning effectiveness in VLEs seek to find relation-ships connections between pedagogical advances and educational technological resources available in VLEs. In this context, this work sought to associate the theory of Learning Styles with the behavior of the student of Distance Education, observing their interaction with the Virtual Learning Environment and trying to associate them with their learning style identified by the CHAEA questionnaire. For this purpose, the CHAEA questionnaire was applied to a group of distance learning students and the correlation between their interactions with VLE and their learning styles was verified. The results show that there is no correlation between these elements, which may show, in fact, the lack of coherence between these theories. Seeking a model for data, a linear regression was applied and the results were, then, confirmed.     

Applying person-centred principles to teaching large classes

An analysis was carried out of final-year undergraduate responses to innovations in a seminar class of 54 students to determine whether positive learning outcomes in large classes can be made possible by increasing the range of work in which students are involved. Relatively straightforward adjustments to approach and style produced positive learning outcomes, enabling students to acquire enthusiastically and effectively not only subject knowledge, but also a range of transferable skills giving them better preparation for the world of work. While course management of this kind requires a redirection of the time and effort of the lecturer, and therefore raises issues of professional development needs, it is not subject-specific and should be readily transferable.     

Problems with the paired t formula in some introductory statistics books

Six different formulas for the paired t were found in introductory statistics books. Five are correct. An example shows how using the incorrect formula can result in the wrong research conclusion.     

Microcomputer-based tutorials for teaching statistics

A set of computational and exploratory exercises is described for teaching and remediation in undergraduate statistics. The materials consist of an ensemble of BASIC programs written for the use of a variety of popular microcomputers and a system-independent workbook.     

Animated diagrams in teaching statistics

In this study, we investigated whether computer-animated graphics are more effective than static graphics in teaching statistics. Four statistical concepts were presented and explained to students in class. The presentations included graphics either in static or in animated form. The concepts explained were the multiplication of two matrices, the covariance of two random variables, the method of least squares in linear regression, α error, β error, and strength of effect. A comprehension test was immediately administered following the presentation. Test results showed a significant advantage for the animated graphics on retention and understanding of the concepts presented.     

Equivalence classes formation applied to learning musical notes

Three experiments involving training and application of equivalence classes were carried out. In the first of them, with 6-6 years old children, and applying the equivalence classes logic to musical symbols and sounds learning, the necessary relations to build three equivalence classes (do, mi, sol) of five members each were acquired. In second and third experiments, five and seven equivalence classes (musical notes) of five member each were obtained. Six and a half years old children and one 17 years old Down syndrome diagnosed child took part in them, respectively. Results highlight the theoretical meaning of equivalence classes as explanation of human symbolic behavior, as the educational incomes of improving learning of basic elements in artistic skills.     

Using cognitive learning theory to design effective on-line statistics tutorials

Careful attention to principles of learning can improve the design of Web-based lessons and tutorials. Tutorials from the Web Interface for Statistics Education (WISE; http://wise.cgu.edu) demonstrate how specific principles can be integrated into Web design to enhance learning in two areas. First, the impact of students’ poor self-regulation abilities on Web-based learning is considered. Second, evidence that specific types of visual presentations improve learning is discussed. Finally, the need for empirical evaluation is emphasized. Specific research and examples from the WISE project are used to illustrate each of these points.     

Contingency management in an introductory psychology course produces better learning

For the contingency management techniques first devised by Keller (1966, 1968) to become a widely accepted teaching method, it is necessary that they be shown (1) to be applicable to general subject matter and (2) to be superior to traditional lecture methods. The present study demonstrated (1) by successfully teaching the material from a standard psychology text. The superiority of contingency management was established by direct comparison of final examination scores from comparable groups taught the same subject matter by either Keller's method or traditional methods. Students taught by Keller's method also rated the course more favorably.     

Operant stimulus control applied to maze behavior: heat escape conditioning and discrimination reversal in alligator Mississippiensis

Eight alligators were trained to escape heat by traversing an 8-ft runway containing right or left approaches to a water tank. All subjects were run until they had satisfied three criteria of stable response time, after which the predominant escape path was blocked, requiring discrimination reversal. Seven subjects again met the criteria; three also met them in a second reversal.     

Data compression in machine learning applied to natural language

In this paper, we investigate the possibility of applying machine learning methods to data derived from the area of natural language and show how rules, induced by machine learning, are changed after the original data are compressed by grouping together entries, attributes, and attribute values. Also shown is how excessive compression of input data may affect the accuracy of induced rules.     

Computer aids in teaching statistics and methodology

Detailed information is provided on the use of a computer as an aid in the teaching of statistics. A review of the state of the art is included.