Bibliografie tematiche / Education – research – statistical methods

Letteratura scientifica selezionata sul tema "Education – research – statistical methods"

Autore: Grafiati

Pubblicato: 25 luglio 2024

Ultima modifica: 26 luglio 2024

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Articoli di riviste sul tema "Education – research – statistical methods"

Ferrão, Maria Eugénia. "Statistical Methods in Recent Higher Education Research". Journal of College Student Development 61, n. 3 (2020): 366–71. http://dx.doi.org/10.1353/csd.2020.0033.

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Tavakol, Mohsen, e Rand R. Wilcox. "Medical education research: the application of robust statistical methods". International Journal of Medical Education 4 (8 maggio 2013): 93–95. http://dx.doi.org/10.5116/ijme.5181.5fe8.

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Jeong, Yeontaek, e Yeonjae Choi. ""Statistical Research Methods in Physical Education: Focusing on Regression Analysis"". Journal of Humanities and Social sciences 21 13, n. 3 (30 giugno 2022): 1495–510. http://dx.doi.org/10.22143/hss21.13.3.105.

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Hrebnieva, Iryna, Iryna Pakhnenko, Alla Melnyk, Yanina Lysenko e Svitlana Tielietova. "THE USE OF STATISTICAL METHODS IN PEDAGOGICAL RESEARCH IN HIGHER EDUCATION". Conhecimento & Diversidade 15, n. 37 (19 aprile 2023): 16–34. http://dx.doi.org/10.18316/rcd.v15i37.10920.

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In the article, based on the analysis of the state of the theory and practice of using statistical methods by teachers in pedagogical research, a research hypothesis is formulated: information and pedagogical support for the use of statistical methods in pedagogical research. The organizational-pedagogical and ethical-pedagogical conditions for designing information and pedagogical support for the use of statistical methods in pedagogical research are determined. The structure of information and pedagogical support for the use of statistical methods in pedagogical research has been developed. The stages are identified and the content of the system of information and pedagogical support for the use of statistical methods in pedagogical research by means of theoretical modeling is determined. The criteria of teachers' readiness to use statistical methods in pedagogical researches are revealed. The effectiveness of the system of information and pedagogical support for the use of statistical methods in pedagogical research has been proved.

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Khusainova, Rezeda M., Zoia V. Shilova e Oxana V. Curteva. "Selection of Appropriate Statistical Methods for Research Results Processing". International Electronic Journal of Mathematics Education 11, n. 1 (10 aprile 2016): 303–15. http://dx.doi.org/10.29333/iejme/334.

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Leary, Sam, e Andy Ness. "Teaching research methods to undergraduate dental students". Journal of University Teaching and Learning Practice 18, n. 2 (1 aprile 2021): 94–109. http://dx.doi.org/10.53761/1.18.1.7.

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The provision of undergraduate statistics teaching varies across UK dental schools, but some challenges are faced in all schools. These include the need to (i) demonstrate the relevance of statistics to dentistry, (ii) address the phenomenon of statistical anxiety likely to be experienced, and (iii) deliver the teaching with a limited number of statistically trained staff. Our objective was to design a research methods course that combined epidemiology and statistics teaching for undergraduates at Bristol Dental School (University of Bristol) that was clinically relevant, focused on concepts and interpretation rather than calculation, and was sustainable, using new technology to enhance learning. The research methods course was introduced in 2008, extensively developed over the next two years based on student and tutor feedback, and has run with only minor updates ever since. The aim of the course is to introduce year 2 dental students to the skills needed to practice evidence-based dentistry, i.e. understand and critically appraise published research. Basic epidemiological concepts, different types of study design, summarising and interpreting data, and choosing appropriate statistical analyses are covered. The course is introduced by a face-to-face lecture. This emphasises the relevance to future careers, and pre-empts the feelings of statistical anxiety by presenting evidence that exam results for this course are not associated with having achieved an A-level in mathematics. The rest of the course is delivered using the flipped classroom approach. Didactic teaching is in the form of nine e-lectures, each lasting 20-25 minutes. These are split into chapters to allow easy navigation, and include pop-up questions. Small group (up to 10 students) structured tutorials (one per e-lecture) are used to reinforce the material covered in the e-lectures, drawing on real clinical examples from research publications. They are interactive, and also include e-voting quizzes to allow the tutors and students to gauge the level of understanding that is being achieved. At the end of the course there is a revision session and written assessment, which must be passed before students can progress to year 3 of the dental degree. Approximately 70 students take the course each year, split into eight groups, and tutorials are based on pre-prepared materials. Tutoring on this course provides an attractive opportunity to gain teaching experience, with only a modest investment in time. Therefore, it has always been possible to recruit enough statisticians or epidemiologists in the Faculty of Health Sciences, University of Bristol to act as tutors. At least 89% of the students have passed the exam on first sitting each year, and all students have passed their re-sit exam. Marks ranged from 50-86% in 2019, and similar ranges were seen in previous years. Student feedback is consistently high, with virtually all students rating all components of the course at least satisfactory, and high percentages rating them good or excellent (e-lectures and tutorials were rated to be good or excellent by 72% and 95% of the students respectively in 2019). External examiners have been very complimentary, and only ever requested minor changes. Hence it has been possible to run a sustainable research methods course that engages students’ interest and produces excellent learning outcomes.

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Haig, Brian D. "Statistical Methods in Education and Psychology: A Critical Perspective". Australian Journal of Education 40, n. 2 (agosto 1996): 190–209. http://dx.doi.org/10.1177/000494419604000206.

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This paper offers a sympathetic, but critical, perspective on selected statistical methods relevant to both educational and psychological research. I argue that the classical statistical procedures used in these fields should, where appropriate, be deployed in the service of a more liberal realist conception of research. In this regard, it is claimed that the principal function of statistical methods is to help us detect robust empirical phenomena. With this in mind, I suggest that exploratory factor analysis is a quasi-statistical method that serves an important role in the generation of new theory. A sceptical attitude to the commonly used methods of statistical significance testing is encouraged, together with the suggestion that Bayesian methods can serve a legitimate role in scientific inference. In addition, the regular use of exploratory data analytic methods is urged in conjunction with computer intensive resampling methods. Critical, but constructive, suggestions are made about the recently developed meta-analytic and causal modelling methods.

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KALINOWSKI, PAV, JERRY LAI, FIONA FIDLER e GEOFF CUMMING. "QUALITATIVE RESEARCH: AN ESSENTIAL PART OF STATISTICAL COGNITION RESEARCH". STATISTICS EDUCATION RESEARCH JOURNAL 9, n. 2 (29 novembre 2010): 22–34. http://dx.doi.org/10.52041/serj.v9i2.373.

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Our research in statistical cognition uses both qualitative and quantitative methods. A mixed method approach makes our research more comprehensive, and provides us with new directions, unexpected insights, and alternative explanations for previously established concepts. In this paper, we review four statistical cognition studies that used mixed methods and explain the contributions of both the quantitative and qualitative components. The four studies investigated concern statistical reporting practices in medical journals, an intervention aimed at improving psychologists’ interpretations of statistical tests, the extent to which interpretations improve when results are presented with confidence intervals (CIs) rather than p-values, and graduate students’ misconceptions about CIs. Finally, we discuss the concept of scientific rigour and outline guidelines for maintaining rigour that should apply equally to qualitative and quantitative research. First published November 2010 at Statistics Education Research Journal: Archives

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Bhatta, Tirth. "Book Review: Making Sense of Statistical Methods in Social Research". Teaching Sociology 39, n. 2 (aprile 2011): 212–14. http://dx.doi.org/10.1177/0092055x11403291.

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Malviya, Manoj, Natascha T. Buswell e Catherine G. P. Berdanier. "Visual and Statistical Methods to Calculate Intercoder Reliability for Time-Resolved Observational Research". International Journal of Qualitative Methods 20 (1 gennaio 2021): 160940692110024. http://dx.doi.org/10.1177/16094069211002418.

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While calculating intercoder reliability (ICR) is straightforward for text-based data, such as for interview transcript excerpts, determining ICR for naturalistic observational video data is much more complex. To date, there have been few methods proposed in literature that are robust enough to handle complexities such as the occurrence of simultaneous event complexity and partial agreement by the raters. This is especially important with the emergence of high-resolution video data, which collects nearly continuous or continuous observational data in naturalistic settings. In this paper, we present three approaches to calculating ICR. First, we present the technical approach to clean and compare two coders’ results such that traditional metrics of ICR (e.g., Cohen’s κ, Krippendorff’s α, Scott’s Π) can be calculated, methods previously unarticulated in literature. However, these calculations are intensive, requiring significant data manipulation. As an alternative, this paper also proposes two novel methods to calculate ICR by algorithmically comparing visual representations of each coders’ results. To demonstrate efficacy of the approaches, we employ all three methods on data from two separate ongoing research contexts using observational data. We find that the visual methods perform as well as the traditional measures of ICR and offer significant reduction in the work required to calculate ICR, with an added advantage of allowing the researcher to set thresholds for acceptable agreement in lag time. These methods may transform the consideration of ICR in other studies across disciplines that employ observational data.

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Tesi sul tema "Education – research – statistical methods"

Corrado, Charles J. "Nonparametric statistical methods in financial market research". Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184608.

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This dissertation presents an exploration of the use of nonparametric statistical methods based on ranks for use in financial market research. Applications to event study methodology and the estimation of security systematic risk are analyzed using a simulation methodology with actual daily security return data. The results indicate that procedures based on ranks are more efficient than normal theory procedures currently in common use.

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Richaud, de Minzi María Cristina. "New statistical methods for research in personality assessment". Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/99784.

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In the present work a review of the new multivariate techniques and why they appear especiallysuited to the personality research is presented. Emerging models of personality and advances in the measurement of personality and psychopathology suggest that research in this field has ente red a stage of advanced development. The past two decades have shown importan! developments in statistics and measurement. Refinement of multivariate statistics has been especially importan! in personality assessment because of the complexity of relations among personality variables. Multivariate procedures provide the opportunity to examine the complexity of these interactions by providing methods of analysis for multiple variables. On the other hand, structural equation modeling and multivariate techniques for analyzing categorical variables have been developed. Multidimensional scaling and item response theory are the last developments.
En este trabajo se realiza una revisión de las nuevas técnicas estadísticas y de su utilidad para la investigación en personalidad. Los nuevos modelos y los avances en la medición de la personalidad y la psicopatología sugieren que la investigación en este campo y en su evaluación han entrado en un estadio avanzado de desarrollo. En las dos últimas décadas se han producido importantes desarrollos en estadística y medición. El refinamiento de las técnicas de análisis multivariado ha sido fundamental en la evaluación de la personalidad debido a la complejidad de las relaciones entre sus variables. Los procedimientos de análisis multivariado proveen la oportunidad de examinar la complejidad de esas interacciones a través de métodos de análisis para variables múltiples. Por otra parte, se han desarrollado los modelos de ecuaciones estructurales y técnicas multivariadas para analizar variables categóricas. Los últimos desarrollos corresponden al escalamiento multidimensional y a la teoría de la respuesta al ítem.

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Grigas, Paul (Paul Edward). "Methods for convex optimization and statistical learning". Thesis, Massachusetts Institute of Technology, 2016. http://hdl.handle.net/1721.1/106683.

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Thesis: Ph. D., Massachusetts Institute of Technology, Sloan School of Management, Operations Research Center, 2016.
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 219-225).
We present several contributions at the interface of first-order methods for convex optimization and problems in statistical machine learning. In the first part of this thesis, we present new results for the Frank-Wolfe method, with a particular focus on: (i) novel computational guarantees that apply for any step-size sequence, (ii) a novel adjustment to the basic algorithm to better account for warm-start information, and (iii) extensions of the computational guarantees that hold in the presence of approximate subproblem and/or gradient computations. In the second part of the thesis, we present a unifying framework for interpreting "greedy" first-order methods -- namely Frank-Wolfe and greedy coordinate descent -- as instantiations of the dual averaging method of Nesterov, and we discuss the implications thereof. In the third part of the thesis, we present an extension of the Frank-Wolfe method that is designed to induce near-optimal low-rank solutions for nuclear norm regularized matrix completion and, for more general problems, induces near-optimal "well-structured" solutions. We establish computational guarantees that trade off efficiency in computing near-optimal solutions with upper bounds on the rank of iterates. We then present extensive computational results that show significant computational advantages over existing related approaches, in terms of delivering low rank and low run-time to compute a target optimality gap. In the fourth part of the thesis, we analyze boosting algorithms in linear regression from the perspective modern first-order methods in convex optimization. We show that classic boosting algorithms in linear regression can be viewed as subgradient descent to minimize the maximum absolute correlation between features and residuals. We also propose a slightly modified boosting algorithm that yields an algorithm for the Lasso, and that computes the Lasso path. Our perspective leads to first-ever comprehensive computational guarantees for all of these boosting algorithms, which provide a precise theoretical description of the amount of data-fidelity and regularization imparted by running a boosting algorithm, for any dataset. In the fifth and final part of the thesis, we present several related results in the contexts of boosting algorithms for logistic regression and the AdaBoost algorithm.
by Paul Grigas.
Ph. D.

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Hille, Kathryn Streeter. "Student Placement: A Multifaceted Methodological Toolkit". Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1573216693530411.

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Snell, Kym Iris Erika. "Development and application of statistical methods for prognosis research". Thesis, University of Birmingham, 2015. http://etheses.bham.ac.uk//id/eprint/6259/.

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A pivotal component of prognosis research is the prediction of future outcome risk. This thesis applies, develops and evaluates novel statistical methods for development and validation of risk prediction (prognostic) models. In the first part, a literature review of published prediction models shows that the Cox model remains the most common approach for developing a model using survival data; however, this avoids modelling the baseline hazard and therefore restricts individualised predictions. Flexible parametric survival models are shown to address this by flexibly modelling the baseline hazard, thereby enabling individualised risk predictions over time. Clinical application reveals discrepant mortality rates for different hip replacement procedures, and identifies common issues when developing models using clinical trial data. In the second part, univariate and multivariate random-effects meta-analyses are proposed to summarise a model’s performance across multiple validation studies. The multivariate approach accounts for correlation in multiple statistics (e.g. C-statistic and calibration slope), and allows joint predictions about expected model performance in applied settings. This allows competing implementation strategies (e.g. regarding baseline hazard choice) to be compared and ranked. A simulation study also provides recommendations for the scales on which to combine performance statistics to best satisfy the between-study normality assumption in random-effects meta-analysis.

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Ho, Lai Ping. "Application of statistical methods to problems in epidemiological research". HKBU Institutional Repository, 2003. http://repository.hkbu.edu.hk/etd_ra/454.

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Kunz, Lauren Margaret. "Statistical Methods for Comparative Effectiveness Research of Medical Devices". Thesis, Harvard University, 2014. http://nrs.harvard.edu/urn-3:HUL.InstRepos:14226082.

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A recent focus in health care policy is on comparative effectiveness of treatments--from drugs to behavioral interventions to medical devices. Medical devices bring a unique set of challenges for comparative effectiveness research. In this dissertation, I develop statistical methods for comparative effectiveness estimation and illustrate the methodology in the context of three different medical devices. In chapter 2, I review approaches for causal inference in the context of observational cohort studies, utilizing a potential outcomes framework demonstrated using data for patients undergoing revascularization surgery with radial versus femoral artery access. Propensity score methods; G-computation; augmented inverse probability of treatment weighting; and targeted maximum likelihood estimation are implemented and their causal and statistical assumptions evaluated. In chapter 3, I undertake a theoretical and simulation-based assessment of differential follow-up information per treatment arm on inference in meta-analysis where applied researchers commonly assume similar follow-up duration across treatment groups. When applied to the implantation of cardiovascular resynchronization therapies to examine comparative survival, only 3 of 8 studies report arm-specific follow-up. I derive the bias of the rate ratio for an individual study using the number of deaths and total patients per arm and show that the bias can be large, even for modest violations of the assumption that follow-up is the same in the two arms. Furthermore, when pooling multiple studies with Bayesian methods for random effects meta-analysis, the direction and magnitude of the bias is unpredictable. In chapter 4, I examine the statistical power for designing a study of devices when it is difficult to blind patients and providers, everyone wants the device, and clustering by hospitals where the devices are implanted needs to be taken into account. In these situations, a stepped wedge design (SWD) cluster randomized design may be used to rigorously assess the roll-out of novel devices. I determine the exact asymptotic theoretical power using Romberg integration over cluster random effects to calculate power in a two-treatment, binary outcome SWD. Over a range of design parameters, the exact method is from 9% to 2.4 times more efficient than designs based on the existing method.

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Vähänikkilä, H. (Hannu). "Statistical methods in dental research, with special reference to time-to-event methods". Doctoral thesis, Oulun yliopisto, 2015. http://urn.fi/urn:isbn:9789526207933.

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Abstract Statistical methods are an essential part of the published dental research. It is important to evaluate the use of these methods to improve the quality of dental research. In the first part, the aim of this interdisciplinary study is to investigate the development of the use of statistical methods in dental journals, quality of statistical reporting and reporting of statistical techniques and results in dental research papers, with special reference to time-to-event methods. In the second part, the focus is specifically on time-to-event methods, and the aim is to demonstrate the strength of time-to-event methods in collecting detailed data about the development of oral health. The first part of this study is based on an evaluation of dental articles from five dental journals. The second part of the study is based on empirical data from 28 municipal health centres in order to study variations in the survival of tooth health. There were different profiles in the statistical content among the journals. The quality of statistical reporting was quite low in the journals. The use of time-to-event methods has increased from 1996 to 2007 in the evaluated dental journals. However, the benefits of these methods have not been fully adopted in dental research. The current study added new information regarding the status of statistical methods in dental research. Our study also showed that complex time-to-event analysis methods can be utilized even with detailed information on each tooth in large groups of study subjects. Authors of dental articles might apply the results of this study to improve the study protocol/planning as well as the statistical section of their research article
Tiivistelmä Tilastolliset tutkimusmenetelmät ovat olennainen osa hammaslääketieteellistä tutkimusta. Menetelmien käyttöä on tärkeä tutkia, jotta hammaslääketieteen tutkimuksen laatua voitaisiin parantaa. Tämän poikkitieteellisen tutkimuksen ensimmäisessä osassa tavoite on tutkia erilaisten tilastomenetelmien ja tutkimusasetelmien käyttöä, raportoinnin laatua ja tapahtumaan kuluvan ajan analysointimenetelmien käyttöä hammaslääketieteellisissä artikkeleissa. Toisessa osassa osoitetaan analysointimenetelmien vahvuus isojen tutkimusjoukkojen analysoinnissa. Ensimmäisen osan tutkimusaineiston muodostavat viiden hammaslääketieteellisen aikakauslehden artikkelit. Toisen osan tutkimusaineiston muodostivat 28 terveyskeskuksessa eri puolella Suomea hammashoitoa saaneet potilaat. Lehdet erosivat toisistaan tilastomenetelmien käytön ja tulosten esittämisen osalta. Tilastollisen raportoinnin laatu oli lehdissä puutteellinen. Tapahtumaan kuluvan ajan analysointimenetelmien käyttö on lisääntynyt vuosien 1996–2007 aikana. Tapahtumaan kuluvan ajan analysointimenetelmät mittaavat seuranta-ajan tietystä aloituspisteestä määriteltyyn päätepisteeseen. Tämän väitöksen tutkimukset osoittivat, että tapahtumaan kuluvan ajan analysointimenetelmät sopivat hyvin isojen tutkimusjoukkojen analysointiin. Menetelmien hyötyä ei ole kuitenkaan vielä saatu täysin esille hammaslääketieteellisissä julkaisuissa. Tämä tutkimus antoi uutta tietoa tilastollisten tutkimusmenetelmien käytöstä hammaslääketieteellisessä tutkimuksessa. Artikkelien kirjoittajat voivat hyödyntää tämän tutkimuksen tuloksia suunnitellessaan hammaslääketieteellistä tutkimusta

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Elia, Eleni. "Statistical methods in prognostic factor research : application, development and evaluation". Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7259/.

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In patients with a particular disease or health condition, prognostic factors are characteristics (such as age, biomarkers) that are associated with different risks of a future clinical outcome. Research is needed to identify prognostic factors, but current evidence suggests that primary research is of low quality and poorly/selectively reported, which limits subsequent systematic reviews and meta-analysis. This thesis aims to improve prognostic factor research, through the application, development and evaluation of statistical methods to quantify the effect of potential prognostic factors. Firstly, I conduct a new prognostic factor study in pregnant women. The findings suggest that the albumin/creatinine ratio (ACR) is an independent prognostic factor for neonatal and, in particular, maternal composite adverse outcomes; thus ACR may enhance individualised risk prediction and clinical decision-making. Then, a literature review is performed to flag challenges in conducting meta-analysis of prognostic factor studies in the same clinical area. Many issues are identified, especially between-study heterogeneity and potential bias in the thresholds (cut-off points) used to dichotomise continuous factors, and the set of adjustment factors. Subsequent chapters aim to tackle these issues by proposing novel multivariate meta-analysis methods to ‘borrow strength’ across correlated thresholds and/or adjustment factors. These are applied to a variety of examples, and evaluated through simulation, which show how the approach can reduce bias and improve precision of meta-analysis results, compared to traditional univariate methods. In particular, the percentage reduction in the variance is of a similar magnitude to the percentage of data missing at random.

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Roloff, Verena Sandra. "Statistical methods for using meta-analysis to plan future research". Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610859.

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Libri sul tema "Education – research – statistical methods"

Leppink, Jimmie. Statistical Methods for Experimental Research in Education and Psychology. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21241-4.

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National Board for science and Technology. Irish research and development statistical tables. Dublin: NBST, 1986.

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G, Burgess Robert, a cura di. Strategies of educational research: Qualitative methods. London: Falmer Press, 1985.

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Ayiro, Laban P. A functional approach to educational research methods and statistics: Qualitative, quantitative, and mixed methods approaches. Lewiston, N.Y: E.Mellen Press, 2012.

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A, O'Connell Ann, e McCoach D. Betsy, a cura di. Multilevel modeling of educational data. Charlotte, NC: IAP, 2008.

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Tritschler, Kathleen Ann. Use of statistics in recently-published physical education research. Eugene: Microform Publications, College of Human Development and Performance, University of Oregon, 1987.

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Abouserie, Reda. Statistical methods for educational and psychological research: Basic concepts. [Cardiff?]: School of Education, University of Wales College of Cardiff, 1992.

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Abraham, Ivo Luc. Statistics and quantitative methods in nursing: Issues and strategies for research and education. Philadelphia: Saunders, 1989.

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Yi, Chong-sŏng. Kyoyuk yŏnʾgu ŭi sŏlgye wa charyo punsŏk. 8^a ed. Sŏul Tʻŭkpyŏlsi: Kyohak Yŏnʾgusa, 1996.

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Linn, Robert L. Quantitative methods. New York: Macmillan, 1990.

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Capitoli di libri sul tema "Education – research – statistical methods"

Cohen, Louis, Lawrence Manion e Keith Morrison. "Statistical significance, effect size and statistical power". In Research Methods in Education, 739–52. Eighth edition. | New York: Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315456539-39.

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Cohen, Louis, Lawrence Manion e Keith Morrison. "Choosing a statistical test". In Research Methods in Education, 839–46. Eighth edition. | New York: Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315456539-44.

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Becker, William E., e William B. Walstad. "Statistical Methods in Economic Education Research". In International Series in Economic Modeling, 1–17. Dordrecht: Springer Netherlands, 1987. http://dx.doi.org/10.1007/978-94-009-3271-5_1.

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Cameron, E. Leslie, e Douglas A. Bernstein. "Research Methods and Statistics". In Springer Texts in Education, 1–34. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-85650-2_1.

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Cohen, Louis, Lawrence Manion e Keith Morrison. "Descriptive statistics". In Research Methods in Education, 753–75. Eighth edition. | New York: Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315456539-40.

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Cohen, Louis, Lawrence Manion e Keith Morrison. "Inferential statistics". In Research Methods in Education, 776–801. Eighth edition. | New York: Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315456539-41.

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Cohen, Louis, Lawrence Manion e Keith Morrison. "Inferential statistics". In Research Methods in Education, 802–17. Eighth edition. | New York: Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315456539-42.

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Robinson, Pamela, e James L. Cooper. "The Interactive Lecture in a Research Methods and Statistics Class". In Cooperative Learning in Higher Education, 105–18. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003443681-7.

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Cook, Dianne. "Incorporating Exploratory Methods using Dynamic Graphics into Multivariate Statistics Classes: Curriculum Development". In Quality Research in Literacy and Science Education, 337–55. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-8427-0_17.

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Shelley, Mack C., Larry D. Yore e Brian Hand. "Education Research Meets the “Gold Standard”: Evaluation, Research Methods, and Statistics after No Child Left Behind". In Quality Research in Literacy and Science Education, 3–15. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-8427-0_1.

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Atti di convegni sul tema "Education – research – statistical methods"

Ferrao, Maria Eugénia. "Integrating statistics: doing research in undergraduate studies". In Statistics education for Progress: Youth and Official Statistics. IASE international Association for Statistical Education, 2013. http://dx.doi.org/10.52041/srap.13203.

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The paper describes the project Mathematics and Statistics for the Development of Professional Skills. Motivation and integration are keywords of teaching statistics to students who are not primarily interested in statistics. The motivation is based on illustrative problems, questions or examples of the field and real life that can be solved, answered or better understood with the study of the respective statistical content(s). Recently published scientific papers are used as didactic material. In general, the integration occurs throughout the following steps: explaining abstract statistical concepts and methods; applying concepts and methods to the example given as motivation; doing tutorial data analyses with statistical software; replicating data analyses and solving research problems with real data. The pedagogic methodology is based on the mixed uses of lectures and student centered activities. The didactic method exposed allows students an early practice of scientific activities.

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Ismail, Mohamed, e Magued Osman. "What do statisticians working in policy research need from statistical education?" In Next Steps in Statistics Education. International Association for Statistical Education, 2009. http://dx.doi.org/10.52041/srap.09904.

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The purpose of this paper is to explore to what extent knowledge and skills provided to students majoring in statistics satisfy the expectations of the work environment in policy research centers. A list of items reflecting statistics knowledge and statistical skills as well as soft skills required for researchers working in policy research centers was developed. Then, the list was integrated in a pre-coded questionnaire addressed to junior statisticians working in policy research centers and their managers to measure statisticians' exposure to different items. The results showed a need for improving content of statistical education and indicated a need to emphasize statistical thinking in the cognitive formation of statistics graduates. The dose of statistical methods usually offered in a standard statistics program seems to be adequate and can help statisticians to analyze problems in an evidence-based manner. In addition, the results suggested that statistical education focuses on theoretical concepts rather than their application in real-world issues. Despite the fact that computer skills of statistics graduates are satisfactory, there is a need to improve their ability in conducting statistical analysis using database software.

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L. Orsini, Joseph. "Teaching Database Research Methods in Marketing Research Classes: A View from the Trenches". In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2551.

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The opportunities provided by the continuous growth in computer storage capacity have led to the development of methods to investigate large databases. However, while industry is heavily involved in research using databases, primarily for marketing purposes, the university academic component of the marketing research discipline has not yet caught up with industry practice. This study discusses database research methods, along with the impact on the neec for the teaching of business and marketing research using databases and their methodologies. Suggestions made, include team teaching and the formation of a university-wide Informing Sciences Department. This organization structure would be analogous to that currently found in most universities: a separate statistics department, while utilizing disciplinary specialists to teach statistical applications within the various disciplines.

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Stern, D., R. Coe, R. Stern e B. McDermott. "MSC training in research methods support". In Technology in Statistics Education: Virtualities and Realities. International Association for Statistical Education, 2012. http://dx.doi.org/10.52041/srap.12113.

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Computers have been being brought into statistics education since the 1960’s (Sterling & Pollark, 1966). It is now accepted that there is a need to have a less theoretical approach to statistics education. In Kenya the need to change the way statistics is taught is recognised and accepted (Odhiambo, 2002). Internationally the GAISE (Guidelines for Assessment and Instruction in Statistics Education) reports (Aliaga, et al., 2005) (Franklin, et al., 2005) outline the problems as well as proposing solutions at the school and early college level.

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Wang, Yi-qin, Guo-ping Liu, Chun-ming Xia, Zhao-xia Xu, Jing-jing Fu, Xue-hua Wang, Feng Deng et al. "Research of TCM syndromes diagnostic models for chronic gastritis based on multielement mathematical statistical methods". In Education (ITIME). IEEE, 2009. http://dx.doi.org/10.1109/itime.2009.5236466.

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Wang, Yichao, Hua Chai e Jayashri Ravishankar. "Statistical Analysis Methods in Engineering Education Research: A state-of-the-art Review". In 2022 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2022. http://dx.doi.org/10.1109/educon52537.2022.9766391.

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Chan, Jasmine. "Analysis of variance and its applications in Macau educational resarches". In Statistics education for Progress: Youth and Official Statistics. International Association for Statistical Education, 2013. http://dx.doi.org/10.52041/srap.13302.

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In 2012, Macau government approved and passed the “System Framework for Private School Teaching Staff of Non-tertiary Education” in the legislative council. It is aimed at improving non-tertiary teachers’ professionalism in terms of setting hierarchies and provides training continuously. Teachers having a high level of research capacity can improve and solve education issues in Macau. Education Statistics are one of the important methods in research capacity. To develop this idea, therefore, my topic is “Analysis of variance and Its Applications in Macao Educational Researches”.In this paper a series of statistical methods will be studied, namely, ANOVA, ANCOVA and MANCOVA. They can be used to analyze multivariate data. Knowledge of these techniques will enable researchers to investigate and answer a vast array of research questions. This paper will apply also a real example in educational field in order to explain the manipulation of ANOVA, ANCOVA and MANOVA for data analysis.

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Gelashvili, Simon, e Mariam Danelia. "Statistical trends of vocational education and graduate employment in modern Georgia". In V National Scientific Conference. Grigol Robakidze University, 2023. http://dx.doi.org/10.55896/978-9941-8-5764-5/2023-255-267.

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The presented work discusses the state of vocational education and identifies existing problems in Georgia. The main goal of the research is the statistical analysis and assessment of the current situation in the professional education system and its relationship with the labor market. The object of the research is professional educational institutions operating in Georgia. The subject of the research is the statistics of the activity of professional educational institutions and the trends of integration of graduates in the labor market. Many statistical methods are used in the research process, such as: selective observation, data grouping and presentation, relative, average and variation, correlation analysis methods. Through a specially developed questionnaire, in electronic form, the representatives of educational institutions were interviewed and the information needed for in-depth analysis was obtained. As a result of the research, trends in the number and gender-age structure of students enrolled in professional educational institutions, valid professional programs, employment of graduates, composition of teachers and gender-age structure were revealed. Also, the forms and problems of connection between the business sector and professional educational institutions were determined. It should be noted that both sides are willing to cooperate, but there are still some challenges in this direction, the consideration of which will have a positive effect on reducing the demand-supply imbalance of graduates of professional educational institutions in the labor market. Also, the number of professional programs that train specialists is still small and it is necessary to expand them taking into account the needs of the labor market. Keywords: professional education, number of students, trend, business sector, employment of graduates.

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Santos, Jacqueline, Silvia Pena, Vera Vilhena e José Nunes. "GEDIM-STATISTIC: Spreading Statistical Education in the Brazilian Amazon". In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t7d3.

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We present GEDIM-STATISTIC, the first group of statistical education of the Brazilian Amazon founded in the year 2019. It is part of the research group on mathematical didactics of the Institute of Mathematical and Scientific Education of the Federal University of Pará-GEDIM/IEMCI/UFPA. Objective, through the use of methods and procedures of Statistical Science, to contribute to the development of an investigative, reflective, and critical posture of students (of all educational levels) and other local citizens. Its existence is justified by the diagnosis carried out by members of the group, following the accompaniment of a group of students of the undergraduate IEMCI, as well as interventions with students of the initial years, where there were gaps in the assimilation of concepts of literacy, statistical thinking and reasoning. Apresentamos o GEDIM-STATISTIC, primeiro grupo de Educação Estatística da Amazônia Brasileira. Fundado no ano de 2019. Está inserido no Grupo de Estudos e Pesquisas em Didática da Matemática do Instituto de Educação Matemática e Científica da Universidade Federal do Pará–GEDIM/IEMCI/UFPA. Objetiva, por meio do uso de métodos e procedimentos da Ciência Estatística, contribuir para o desenvolvimento de uma postura investigativa, reflexiva e crítica de alunos (de todos os níveis educacionais) e demais cidadãos locais. Sua existência se justifica pelo diagnóstico realizado por membros do grupo, após acompanhamento de uma turma de discentes da graduação do IEMCI, bem como de intervenções junto a alunos dos anos iniciais, onde se evidenciou lacunas na assimilação de conceitos da literacia, do pensamento e do raciocínio estatísticos.

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Arteaga, Francico, e Marcelino Pérez-Bermejo. "RAW DATA, STATISTICAL METHODS, INTERMEDIATE CALCULATIONS, RESULTS AND CONCLUSIONS COEXISTING AND INTERACTING IN AN ECOSYSTEM DESIGNED TO APPLY AND UNDERSTAND STATISTICS IN EXCEL". In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1421.

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Rapporti di organizzazioni sul tema "Education – research – statistical methods"

Shalatska, Hanna, Olena Zotova-Sadylo, Olexandr Makarenko e Larysa Dzevytska. Implementation of E-assessment in Higher Education. [б. в.], novembre 2020. http://dx.doi.org/10.31812/123456789/4466.

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The purpose of the study is to develop the methodical recommendations for test-designers to cope with challenges of organizing on-line assessment process. In order to achieve this goal we have to reveal the strengths and weaknesses of e-assessment activities based on analysis of the universities practice. To find out students’ attitude to the issue of the study we have drawn up the questionnaire. The survey results confirm that e-assessment is rated as priority activity by learners thanks to individual approach to teaching/learning process, easily accessible and fast feedback, as well as interactive methods of implementation. Reviewing practical experience of Kryvyi Rih National University (KNU) and Donetsk Law Institute of the Ministry of Internal Affairs of Ukraine (DLI) and summarizing statistical data of the survey we have developed methodical support for designing e-assessment activities which involves: to determine intended recipients and the purpose of testing; select appropriate instruments and e-platform; specify forms of feedback; clarify the tasks; provide knowledge base for operating e-tests etc. Despite plenty of studies in this domain the test-designers and test-takers face to typical difficulties while operating e-assessment, and there is lack of research providing methodical practicalities in this field. To address learners’ and lecturers’ needs we have developed the methodical recommendations, which might be used in the drafting of e-assessment tests for students of different specialisms.

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PALIY, T., e A. BAGIYAN. CHARACTERISTIC OF A TEACHER-PHILOLOGIST’S PROFESSIONAL PERSONALITY THROUGH THE PRISM OF AXIOLOGY. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-48-58.

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This article raises the urgent problem of modern higher linguistic education connected with the pedagogical activities of the teaching staff of language departments. The aim of the research is to design and test the axiological model of the professional personality of a philologist teacher. The study is based on sociological and culturological approaches, traditions of linguistic education in Russia, which are significant for the formation of the personality of a future teacher, translator, interpreter, etc., understanding of the peculiarities of the pedagogical activity of linguists. Discussion, psychological and mathematical-statistical methods were used in the course of the following research. The results of the study have demonstrated some certain unique features of the Russian axiological space. The priorities of students in the process of assessing teachers of philologists and their professional activities are also established. The results obtained can serve as a basis for the design and testing of original trainings, refresher courses, taking into account the received request from the objects of the educational process.

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Tkachuk, Viktoriia V., Yuliia V. Yechkalo e Oksana M. Markova. Доповнена реальність у навчанні студентів із особливими освітніми потребами. [б. в.], agosto 2018. http://dx.doi.org/10.31812/0564/2457.

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The article is aimed at developing theoretical and methodological principles of augmented reality application to training students with special educational needs. The research objective is to implement the augmented reality technology as a means of supporting educational activities of students with special educational needs at higher educational institutions. The object of the research is augmented reality in education. The subject of the research is augmented reality in training students with special educational needs. Research methods include analysis of state standards, statistics and publications. The research results imply analysis of actual means of augmented reality, applied to training students with special educational needs. The authors conclude that creation of modern learning tools based on the augmented reality technology and relevant to the world scientific and technical advancements is a key precondition for implementing efficient strategies to achieve goals of inclusive education.

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Ministry of Education (Zimbabwe), Ministry of Education (Zimbabwe), UNESCO Regional Office for Souther Africa UNESCO Regional Office for Souther Africa e Open Development and Education Open Development and Education. Research Methods for Education. OpenDevEd, dicembre 2021. http://dx.doi.org/10.53832/opendeved.0265.

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Meghir, Costas, e Steven Rivkin. Econometric Methods for Research in Education. Cambridge, MA: National Bureau of Economic Research, maggio 2010. http://dx.doi.org/10.3386/w16003.

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Lytvynova, Svitlana H. Хмаро орієнтоване навчальне середовище загальноосвітнього навчального закладу. [б. в.], agosto 2018. http://dx.doi.org/10.31812/0564/2451.

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Research goals: to outline the state of secondary education to implement a cloud-oriented learning environment (COLE), establishing research objectives: to determine the readiness of students to the introduction of COLE, to develop a conceptual framework of cooperation in COLE at the level of the institution, identify the actors interact COLE. The object of research supports the learning environment secondary schools; subject – a cloud-oriented learning environment of secondary schools. Research methods used: analysis of statistics and publications. Experimental research and conducted in secondary schools Obolon district of Kyiv. Intermediate results: the architecture of COLE 44 secondary schools of the district, introduced more than 10 thousand accounts established electronic interaction between teachers and students by e-mail Outlook. Currently under development cloud storage (SkyDrive) training materials teachers practiced the skills of teamwork and planning tools calendars. The main conclusions and recommendations. Implementation of COLE at secondary schools provides endless opportunities both teacher and student, in fact created conditions for innovation and learning. Without a doubt we can say that for the future of Honshu, for full use must have a quality Internet, motivated teachers. For subjects of the educational process, the conditions of access to learning materials anywhere, anytime, and it activates the cognitive and creative activity of students that will improve key indicators of learning.

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Hogan, Michael, e Michael Gallaher. Quantitative Indicators for Country-Level Innovation Ecosystems. RTI Press, maggio 2018. http://dx.doi.org/10.3768/rtipress.2018.op.0051.1805.

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Innovation has been shown to be a key factor in determining a country’s competitiveness and economic growth potential. Through investments in education and research and development, many developing countries have tried to avoid the “middle income trap” of stagnation by working to create high-value employment opportunities. To better understand country-level readiness to innovate, we have compiled a set of publicly available data indicators and created a data tool to illustrate innovation capabilities and infrastructure by country. Our approach builds on and advances existing national innovation metrics by constructing transparent, publicly sourced indicators that emphasize changes over time and interrelationships between different indicators, as opposed to creating simple indices across groups of indicators. This occasional paper is targeted to an applied audience, explaining the methods used to assemble the data, an overview of the indicators, practical applications of the data, summary statistics, and data limitations. The data are not intended to be a tool for providing answers about innovation, but rather a starting point for future work including market landscaping, country-level diagnostics, and qualitative protocols for research.

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Utley, Dawn R. A Research and Analysis of Technology Trends, Engineering Management, and Statistical Methods. Fort Belvoir, VA: Defense Technical Information Center, febbraio 2002. http://dx.doi.org/10.21236/ada399686.

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McCulloch, Charles, e John Neuhaus. Statistical Methods for Reducing Bias in Comparative Effectiveness Research When Using Patient Data from Doctor Visits. Patient-Centered Outcomes Research Institute® (PCORI), giugno 2019. http://dx.doi.org/10.25302/6.2019.me.130601466.

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Wickenden, Mary. Practical Guides for Participatory methods: Disability Inclusive Research. Institute of Development Studies, agosto 2023. http://dx.doi.org/10.19088/ids.2023.045.

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In the past, people with disabilities have been left out of many aspects of life including research. They have not usually been included in ‘mainstream’ studies about key topics such as health, education, WASH, gender empowerment, social and political participation, while other groups in populations are more routinely asked for their views and their qualitative data is collected. It is often perceived to be too difficult or expensive to include disabled people. This is discriminatory and leads to continued lack of understanding about their lives. We need to collect disability inclusive data to understand disabled people’s situations and needs, alongside others’ views. Additionally, disability-specific research has been rare and poorly funded. Now, partly in response to the game-changing UN Convention on the Rights of Persons with Disability (UNCRPD, 2007), the rights of disabled people to participate in all aspects of life are recognised, and research priorities are changing to include disability data and disabled people’s perspectives on many topics.

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