Articoli di riviste: "Education – research – statistical methods"

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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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Crespy, Charles T., James M. Stearns e Timothy C. Krehbiel. "Integrating Analytic Methods into Marketing Research Education: Statistical Control Charts as an Example". Marketing Education Review 5, n. 1 (marzo 1995): 11–23. http://dx.doi.org/10.1080/10528008.1995.11488477.

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Veilleux, Jennifer C., e Kate M. Chapman. "Development of a Research Methods and Statistics Concept Inventory". Teaching of Psychology 44, n. 3 (30 maggio 2017): 203–11. http://dx.doi.org/10.1177/0098628317711287.

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Research methods and statistics are core courses in the undergraduate psychology major. To assess learning outcomes, it would be useful to have a measure that assesses research methods and statistical literacy beyond course grades. In two studies, we developed and provided initial validation results for a research methods and statistical knowledge concept inventory for eventual use in further scholarship of teaching and learning. In Study 1, we created vignettes and administered open-ended questions to psychology subject pool students. In Study 2, we refined the vignettes and created multiple-choice items using participant responses from Study 1. After administering the measure to psychology subject pool students and a community-based sample of Amazon Mechanical Turk workers, we used item response theory to select 20 items to compose the final Psychological Research Inventory of Concepts.

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Elmore, Patricia B., e Paula L. Woehlke. "Research Note: Statistical Methods Employed in American Educational Research Journal, Educational Researcher, and Review of Educational Research From 1978 to 1987". Educational Researcher 17, n. 9 (dicembre 1988): 19–20. http://dx.doi.org/10.3102/0013189x017009019.

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BIHAN-POUDEC, ALAIN. "STATISTICAL EDUCATION: FOCUSING ON THE LEARNER". STATISTICS EDUCATION RESEARCH JOURNAL 9, n. 2 (29 novembre 2010): 104–7. http://dx.doi.org/10.52041/serj.v9i2.378.

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For over thirty years, statistical education has fought for a “pedagogy of proximity.” But if this seems to bring greater success, it does not guarantee the understanding of statistical concepts. An analysis of an experiment by Gattuso & Mary (2003, 2005), and an observational study made by the author, highlight the phenomenon of “cognitive isolation.” This underlines the importance of the learners’ views of statistics. The work of Reid and Petocz (2002) corroborates this and provides more insight into the necessity of an exogenous disturbance to learning so that it is fully realized. Methodologically, it emerges that qualitative methods have their full place in statistical education research, including as an opportunity to reassess the research objectives. First published November 2010 at Statistics Education Research Journal: Archives

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Budyakova, Tatyana Petrovna, e Galina Viktorovna Baturkina. "Application of statistical methods in studying personality of people with disabilities". Психология и Психотехника, n. 2 (febbraio 2020): 27–37. http://dx.doi.org/10.7256/2454-0722.2020.2.32431.

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The subject of this research is the question of balance in application of quantitative and qualitative methods of research in studying the problems of inclusive education and personality with special educational needs. The goal is to demonstrate that the use of qualitative methods gives objective results even on the small sample of persons under test. The novelty consists in proving the fact that qualitative methods of research have substantial priority in examination of inclusive problems of inclusive personality. The conducted empirical research illustrated that it is possible to effectively identify coping strategies for the students with limited health conditions as well as normotypical, using the autobiographical method on the small sample of persons under test. Analysis of the problems of inclusive education oriented towards considering inclusive needs of the students with disabilities can be efficiently realized using the methods that do not suggest studying the large array of information and wide range of participants of the research. The absence of quantitative data processing in qualitative research of inclusive education is not considered a shortcoming of such research.  

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Campitelli, Guillermo, Guillermo Macbeth, Raydonal Ospina e Fernando Marmolejo-Ramos. "Three Strategies for the Critical Use of Statistical Methods in Psychological Research". Educational and Psychological Measurement 77, n. 5 (6 ottobre 2016): 881–95. http://dx.doi.org/10.1177/0013164416668234.

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We present three strategies to replace the null hypothesis statistical significance testing approach in psychological research: (1) visual representation of cognitive processes and predictions, (2) visual representation of data distributions and choice of the appropriate distribution for analysis, and (3) model comparison. The three strategies have been proposed earlier, so we do not claim originality. Here we propose to combine the three strategies and use them not only as analytical and reporting tools but also to guide the design of research. The first strategy involves a visual representation of the cognitive processes involved in solving the task at hand in the form of a theory or model together with a representation of a pattern of predictions for each condition. The second approach is the GAMLSS approach, which consists of providing a visual representation of distributions to fit the data, and choosing the best distribution that fits the raw data for further analyses. The third strategy is the model comparison approach, which compares the model of the researcher with alternative models. We present a worked example in the field of reasoning, in which we follow the three strategies.

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Lin, Long. "The application status and development trend of sports statistical methods". Lifelong Education 9, n. 5 (2 agosto 2020): 90. http://dx.doi.org/10.18282/le.v9i5.1214.

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The continuous and in-depth development of the reform of the education system and the changes in science and technology have gradually made the methods of sports research by the majority of educators become more diverse. Therefore, while achieving high achievements in sports statistics research, physical education teachers in colleges and universities need to be able to use them efficiently in order to achieve the purpose of establishing high-quality sports classrooms. This article starts with the actual situation of the application of sports statistics and discusses its main development trends, hoping to provide some reference for other educators.

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Tipton, Elizabeth, e Robert B. Olsen. "A Review of Statistical Methods for Generalizing From Evaluations of Educational Interventions". Educational Researcher 47, n. 8 (21 giugno 2018): 516–24. http://dx.doi.org/10.3102/0013189x18781522.

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School-based evaluations of interventions are increasingly common in education research. Ideally, the results of these evaluations are used to make evidence-based policy decisions for students. However, it is difficult to make generalizations from these evaluations because the types of schools included in the studies are typically not selected randomly from a target population. This paper provides an overview of statistical methods for improving generalizations from intervention research in education. These are presented as a series of steps aimed at improving research design—particularly recruitment—as well as methods for assessing and summarizing generalizability and estimating treatment impacts for clearly defined target populations.

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Elmore, Patricia B., e Paula L. Woehlke. "Statistical Methods Employed in "American Educational Research Journal," "Educational Researcher," and "Review of Educational Research" from 1978 to 1987". Educational Researcher 17, n. 9 (dicembre 1988): 19. http://dx.doi.org/10.2307/1175043.

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Pasikowski, Sławomir. "Normalization Transformations of Data in the Procedure of Statistical Methods Used in Education Research". Lubelski Rocznik Pedagogiczny 41, n. 4 (28 dicembre 2022): 91–101. http://dx.doi.org/10.17951/lrp.2022.41.4.91-101.

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Et. al., Ibnatul Jalilah Yusof,. "Assessing Statistical Literacy Level of Postgraduate Education Research Students in Malaysian Research Universities". Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, n. 5 (11 aprile 2021): 1318–24. http://dx.doi.org/10.17762/turcomat.v12i5.1800.

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Statistical literacy is an essential component of research literacy demanded for the research students to master as they are required to read, comprehend, and evaluate research articles. Misinterpretations of data and research findings are among the unfavorable results in the lack of research literacy. Consequently, it will affect the quality of their research and eventually leads to ripple impact on other researchers. However, this study is still under researched especially among postgraduate research students. Therefore, this paper examined statistical literacy level among postgraduate research students. This study was a survey conducted with a sample of 236 education postgraduate research students by using a set of statistical literacy items. The data were analysed using Rasch Analysis approach which includes item and person measures. Findings suggested that postgraduate students‘ statistical literacy level is at Moderate Low level. The findings also revealed that the hardest items to be answered by the students are related to hypothesis testing (significant value). In order for students to improve their statistical literacy, this study suggested that the instructors and institutions to reexamine and to explore new methods of teaching and learning statistics.

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Ward, Roger A., e Anthony F. Grasha. "Using Astrology to Teach Research Methods to Introductory Psychology Students". Teaching of Psychology 13, n. 3 (ottobre 1986): 143–45. http://dx.doi.org/10.1207/s15328023top1303_11.

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A classroom demonstration designed to test an astrological hypothesis can help teach introductory psychology students about research design and data interpretation. The activity illustrates differences between science and nonscience, the role of theory in developing and testing hypotheses, making comparisons among groups, probability and statistical significance, and the complications involved in interpreting research data.

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Draugalis, Jolaine R., Jean T. Carter e Marion K. Slack. "Survey Course on Research Methods: Integrating Statistical Analysis and Study Design". American Journal of Pharmaceutical Education 62, n. 1 (1998): 17–23. http://dx.doi.org/10.1016/s0002-9459(24)01942-9.

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VanderStoep, Scott W., e John J. Shaughnessy. "Taking a Course in Research Methods Improves Reasoning about Real-Life Events". Teaching of Psychology 24, n. 2 (aprile 1997): 122–24. http://dx.doi.org/10.1207/s15328023top2402_8.

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We examined the extent to which students who take a course in research methods improve their reasoning about real-life events. Because social science majors improve their methodological and statistical reasoning during 4 years of college (Lehman & Nisbett, 1990), a logical source of this improvement in psychology would be the Research Methods course. We tested students in Research Methods and in Developmental Psychology on methodological and statistical reasoning at the beginning and the end of the term. As expected, reasoning scores of Research Methods students improved more than did scores of Developmental Psychology students. These results have implications for teaching because they support our intuitive notions that what we are teaching has real-life value.

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Donald, Karina, e Linda Brock. "Caribbean Family Resilience: A Mixed Methods Arts-Informed Research". International Journal of Multiple Research Approaches 15, n. 1 (30 aprile 2023): 2–23. http://dx.doi.org/10.29034/ijmra.v15n1a1.

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The challenges that Caribbean families encounter are multidimensional: social, economic, and environmental (Lacey et al., 2017). As a culture that values the influence of families (Barrow, 1996), it is unknown how they cope with difficulties. The present study was guided by the research question: What are the experiences and resources of family resilience among English-speaking Caribbean families? This mixed methods research study explored family resilience among Caribbean families. The qualitative component was an arts-informed phenomenological design of interviews and artmaking of 19 families. During the same phase, 179 persons completed a survey on their family’s experiences through the Family Resilience Assessment Scale (Sixbey, 2005). The results converged between the theme on financial challenges as strength for family resilience and statistical results on socioeconomic resources significant relationship with family resilience; reliance on internal family connectedness theme converged with no significant difference in family type; and the barriers to family resilience theme converged with no significant relationship between family resilience by family size and education. English-speaking Caribbean families have complex resources that support family resilience. To support family resilience, a multisystemic approach should be considered, which includes storytelling, faith and spirituality, administration of the Family Resilience Assessment Scale, and the extended family.

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Sun, Shuyan, e Wei Pan. "A methodological review of statistical methods for handling multilevel non-nested longitudinal data in educational research". International Journal of Research & Method in Education 37, n. 3 (18 febbraio 2014): 285–308. http://dx.doi.org/10.1080/1743727x.2014.885012.

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Pečiuliauskienė, Palmira. "Application of Statistical Methods in Education Sciences: the Didactical Principles in the Educational Means Prepared by Bronislovas Bitinas". Pedagogika 124, n. 4 (2 dicembre 2016): 47–57. http://dx.doi.org/10.15823/p.2016.50.

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Based on works of professor B. Bitinas this article analyses educational materials on applying statistical methods in education sciences. The educational materials on applying statistical methods in education sciences can be classified into two groups: methodological group (the application of mathematical statistics in quantitative research) and technological group (computer software for processing quantitative research data). The article analyses application of didactical principles in the methodological group and the technological group. Didactical principles provide direction for learning process and govern contents, methods and organisation of learning. Different didactical principles can be used when preparing educational materials on the applying statistical methods in education as principle of the availability and principle of relation between the theory and practise. Application of statistical methods in education sciences is influenced by technological tools used for processing statistical data. These tools changed from electronic calculating machines (ECM) to modern computers with modern statistical programs. Technological change influences didactical principles applied for preparing educational materials on applying statistical methods in education sciences. The comparative analysis of learning materials on applying statistical methods in education sciences prepared by Professor B. Bitinas shows that the principle of availability was an important principle at the time of the processing statistical data using the ECM. This principle is less important when statistical data is processed using modern statistical computer programs. Didactical principle of the relation between theory and practice was important in the early (the eighth-ninth decade of XX century) and later stages (the twentyfirst century.) Professor B. Bitinas prepared both methodological (the usage of mathematical statistics into quantitative research) and technological (computer software for quantitative research data processing) learning means. The didactical principles in the methodological and technological learning means are different. The principle of the availability and the principle of relation between the theory and practise dominate in the methodological learning means. The principle of systematization and continuity is important in technological learning means.

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Salybekova, Nurdana, Gani Issayev, Zhanna Abdrassulova, Ardak Bostanova, Rustembek Dairabaev e Murat Erdenov. "Pupils’ research skills development through project-based learning in biology". Cypriot Journal of Educational Sciences 16, n. 3 (30 giugno 2021): 1106–21. http://dx.doi.org/10.18844/cjes.v16i3.5829.

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The study aims to develop theoretical foundations, methods of forming research skills of pupils in biological education, and experimental substantiation of its effectiveness. The following methods were used: analysis of psychological and pedagogical, biological, scientific, and methodological literature, the definition of the theory, the innovative methods of biological education, practical work, pedagogical practice, control, questionnaires, interviews, statistical analysis, identification, and implementation of training experiments. It is proposed to develop methods and determine the content of the formation of research competence through project activities, conduct and introduce them into the educational process. It is necessary to analyze the psychological, pedagogical, biological, scientific, and methodological literature to determine the theory, innovative methods of biological education, the organization of practical work, pedagogical practice, using a statistical method, which will lead to the creation of a methodology for the formation of research skills of pupils. Keywords: project-based learning, research, methodology, reflection, group work.

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Lovekamp, William E., Shane D. Soboroff e Michael D. Gillespie. "Engaging Students in Survey Research Projects across Research Methods and Statistics Courses". Teaching Sociology 45, n. 1 (8 ottobre 2016): 65–72. http://dx.doi.org/10.1177/0092055x16673136.

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One innovative way to help students make sense of survey research has been to create a multifaceted, collaborative assignment that promotes critical thinking, comparative analysis, self-reflection, and statistical literacy. We use a short questionnaire adapted from the Higher Education Research Institute’s Cooperative Institutional Research Program’s Freshman Survey. In our Research Methods course, students begin by administering the brief questionnaire to a small, nonrandom sample of students at our university. They analyze the data descriptively and compare their “results” to the national trends as part of their required course homework. These data are then quantitatively analyzed throughout all homework exercises the next semester during their statistics course. This collaborative effort bridges methods, statistics, and capstone courses, helping students connect the courses and develop a deeper understanding, awareness and appreciation of the utility of preestablished instruments for collecting primary data and for assessing the meaning of secondary data.

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Nemani, Ramya. "Cluster and Factorial Analysis Applications in Statistical Methods". Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, n. 3 (11 aprile 2021): 5176–82. http://dx.doi.org/10.17762/turcomat.v12i3.2145.

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Cluster analysis is a mathematical technique in Multivariate Data Analysis which indicates the proper guidelines in grouping the data into clusters. We can understand the concept with illustrated notations of cluster Analysis and various Clustering Techniques in this Research paper. Similarity and Dissimilarity measures and Dendogram Analysis will be computed as required measures for Analysis. Factor analysis technique is useful for understanding the underlying hidden factors for the correlations among the variables. Identification and isolation of such facts is sometimes important in several statistical methods in various fields. We can understand the importance of the Factor Analysis and major concept with illustrated Factor Analysis approaches. We can estimated the Basic Factor Modeling and Factor Loadings, and also Factor Rotation process. Provides the complete application process and approaches of Principal Factor M.L.Factor and PCA comparison of Factor Analysis in this Research paper

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Baron-Polańczyk, Eunika. "Teachers’ Information Competence and Use of ICT Methods and Tools – Research Report". New Educational Review 32 (2013): 324–34. http://dx.doi.org/10.15804/tner.13.32.2.27.

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The article presents the results of diagnostic-correlative research of quantitative/ qualitative character, related to information competence in teachers in the scope of the application of ICT methods and tools in the context of new trends in technology and the accompanying civilizational transformations. The methods of a diagnostic survey and statistical methods were applied (poll and narrative interview). A sample of 1160 teachers was examined and it was determined that: 1) the level of competence represented by the majority of the respondents can be described as satisfactory (in the light of standards – sufficient) to undertake activities for the implementation of ICT in professional practice; 2) there is a distinct connection (correlation: high, positive) between the level of information competence (findings in the cognitive sphere of teaching achievements) and the level of application of modern ICT tools (appropriate incentives in practice).

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Little, Joseph. "The Peter Effect in Early Experimental Education Research". Journal of Technical Writing and Communication 33, n. 1 (gennaio 2003): 41–63. http://dx.doi.org/10.2190/j5cb-2qnk-jgkk-yhx0.

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One of the signatures of scientific writing is its ability to present the claims of science as if they were “untouched by human hands.” In the early years of experimental education, researchers achieved this by adopting a citational practice that led to the sedimentation of their cardinal method, the analysis of variance, and their standard for statistical significance, 0.05. This essentially divorces their statistical framework from its historical conditions of production. Researchers suppressed their own agency through the use of passive voice and nominalization. With their own agency out of the way, they imbued the methods, results, and presentational devices themselves with the active agency of the situation through the use of personification. Such a depiction creates the impression that the researchers and audience stand on equal epistemic ground as interested witnesses to the autonomous activity of a third party, the method, which churns out the brute facts of science.

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Bang, Gi-hyeog. "Analysis of Research Trends in Elementary Practical Arts Education". Korean Association of Practical Arts Education 36, n. 4 (31 dicembre 2023): 147–72. http://dx.doi.org/10.24062/kpae.2023.36.4.147.

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This study identifies trends in practical education research and outlines directions for research development by analyzing papers published in academic journals affiliated with academic societies related to practical education. The study analyzed 1,349 papers, comprising 674 papers from the Journal of Korean Practical Arts Education and 675 papers from the Journal of Korean Practical Arts Education Research, published between 2007 and 2022. Papers were analyzed based on frequency and percentage, using a framework that considered publication year, research field, research area, research method, main statistical method, comparison across variables according to research field, research subject, researchers, and language. The study found that the number of research papers published in the academic journals “The Korean Association of Practical Arts Education” and “The Society of Korean Practical Arts Education Research” from 2006 to 2022 exhibited almost identical trends. Regarding the year, publications peaked in 2008 and then exhibited a downward trend from 2011 onward. In the field of practical education research, home science emerged as the largest area of focus, while textbooks and educational materials were most popular across most research fields. In terms of the research method, most papers employed survey research, primarily utilizing the questionnaire method. Quantitative studies primarily employed the t-test. Concerning the variables related to the research field, when compared to research areas, the field of textbooks and educational materials had the highest number of papers across almost all fields. Similarly, when comparing research methods, the majority of papers used research methods involving literature research and questionnaires. Regarding major statistical methods, the t-test was the most frequently used statistical method in all research fields. In addition, the majority of papers related to practical education were aimed at elementary school students, and nearly half of the studies were conducted as independent research by the research team. The predominant language used in most papers was Korean. Therefore, the development of domestic practical education research requires a discernible need for heightened interest and academic engagement, efforts on academic aspects of practical education, promotion of research on educational facilities and philosophical and ideological aspects, utilization of diverse research methods and analysis techniques, and collaborative research undertakings in producing papers and writing in foreign languages.

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Đedović, Branko, Rade Knežević e Marko Paić. "Research methods in the function of measuring and improving quality". Tehnika 78, n. 3 (2023): 357–62. http://dx.doi.org/10.5937/tehnika2303357d.

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The proposed writings is a methodological discussion of research in quality, supplemented by the application of statistical techniques in the analysis of individual influential factors, from the aspect of the need for continuous improvement of the quality of products and services. Quality research, structured by numerous internal factors, is observed in the environment of external factors that are grouped into units: company and management, national and international environment, creative industry. Quality is seen in the light of the knowledge, abilities and character of the individual in terms of the company organization, the business environment and the needs of society. The discussion attempts to contribute to the understanding and explanation of research methods in modern business. A view of the strategy of achieving competitiveness through quality is given. The place and role of the creative industry and higher education institutions is defined. It points to the existing projects to support the innovative approach in business. By applying quantitative methods (i.e. statistical techniques), the effectiveness of the product that is assessed by quality is analyzed.

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BAGLIN, JAMES, JOHN REECE e JENALLE BAKER. "VIRTUALISING THE QUANTITATIVE RESEARCH METHODS COURSE: AN ISLAND-BASED APPROACH". STATISTICS EDUCATION RESEARCH JOURNAL 14, n. 2 (30 novembre 2015): 28–52. http://dx.doi.org/10.52041/serj.v14i2.260.

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Many recent improvements in pedagogical practice have been enabled by the rapid development of innovative technologies, particularly for teaching quantitative research methods and statistics. This study describes the design, implementation, and evaluation of a series of specialised computer laboratory sessions. The sessions combined the use of an online virtual world, cloud collaboration technology, and a statistical package inorder to simulate the entire data investigative cycle. The sessions covered multiple topics, research designs, and data analysis techniques relevant to psychology. Quantitative and qualitative feedback data regarding students’ perceptions of the sessions were analysed. The results demonstrate promising support for the use of Island-based sessions, but improvements and further research will be required. First published November 2015 at Statistics Education Research Journal Archives

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Wongvorachan, Tarid, Siwachoat Srisuttiyakorn e Kanit Sriklaub. "Optimizing Learning: Predicting Research Competency via Statistical Proficiency". Trends in Higher Education 3, n. 3 (8 luglio 2024): 540–59. http://dx.doi.org/10.3390/higheredu3030032.

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In higher education, the cultivation of research competency is pivotal for students’ critical thinking development and their subsequent transition into the professional workforce. While statistics plays a fundamental role in supporting the completion of a research project, it is often perceived as challenging, particularly by students in majors outside mathematics or statistics. The connection between students’ statistical proficiency and their research competency remains unexplored despite its significance. To address this gap, we utilize the supervised machine learning approach to predict students’ research competency as represented by their performance in a research methods class, with predictors of students’ proficiency in statistical topics. Predictors relating to students’ learning behavior in a statistics course such as assignment completion and academic dishonesty are also included as auxiliary variables. Results indicate that the three primary categories of statistical skills—namely, the understanding of statistical concepts, proficiency in selecting appropriate statistical methods, and statistics interpretation skills—can be used to predict students’ research competency as demonstrated by their final course scores and letter grades. This study advocates for strategic emphasis on the identified influential topics to enhance efficiency in developing students’ research competency. The findings could inform instructors in adopting a strategic approach to teaching the statistical component of research for enhanced efficiency.

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Naibaho, Flora, Deasy Harini Nastiti, Ramatian Simanihuruk e Tiolina Klara Panjaitan. "Factors Influencing the Use of Long-Term Contraceptive Methods at the Noemuti Health Center, North Central Timor District". International Journal Papier Advance and Scientific Review 5, n. 1 (23 febbraio 2024): 25–37. http://dx.doi.org/10.47667/ijpasr.v5i1.291.

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Examining the factors that influence the utilization of Long-Term Contraceptive Methods (MKJP) at the Noemuti Health Center in the North Central Timor District is the purpose of this research. The principal issue is the inadequate utilization of MKJP, one of the safest and most effective contraceptives.This research employed a quantitative methodology and a cross-sectional design. In 2021, the entire active family planning acceptor population at the Noemuti Health Center in North Central Timor Regency comprised the study population of 1,899 individuals. As indicated by the results, the proportion of the low education variable that utilized MHJP was 36.8%, whereas the high education variable accounted for 33.3%. In relation to the use of MHJP, the employment variable revealed that 43.9% of acceptors who were employed utilized MHJP, whereas the employment variable of those who were unemployed utilized MHJP. The statistical analysis indicated that age, occupation, and level of education did not have a statistically significant impact on the utilization of MHJP. Nevertheless, the hypothesis was validated as the statistical data revealed that mothers with a higher level of education exhibited a greater utilization of contraceptives. This research offers valuable insights that can be utilized to bolster the family planning initiative and promote greater utilization of MHJP in Puskesmas Noemuti, North Central Timor District.

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Taskymbayeva, L. A., A. A. Shaikh e R. A. Salimbayeva. "APPLICATION OF BUSINESS PROCESS MANAGEMENT METHODS IN HIGHER EDUCATION INSTITUTIONS". Central Asian Economic Review, n. 3 (23 ottobre 2022): 45–55. http://dx.doi.org/10.52821/2789-4401-2022-3-45-55.

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The purpose of the research is to examine the business processes management practices taking place in higher education institutions concerning research and development, management of international relations, and make recommendations for improving the methods relating to business processes management in higher education institutions.Methodology. This research is based on general scientific methods and tools, including statistical analysis, comparison, and survey. In total, 31 faculty and staff members of the university in Kazakhstan participated in the study. The data collected were unified and presented in the article.Originality / value of the research. Understanding the opinion of the faculty and staff members toward business process management methods in the research field will contribute to identifying topical problems in the business process management followed in higher education institutions, thereby assisting in solving these problems and giving effective recommendations which can help improve strategic management in the higher education institutions.Findings – We found that conducting scientific research, and improving relations with other universities has drawbacks that resulted in inefficient research output in higher education institutions. Moreover, less motivated faculty members and ineffective use of the research facilities result in the market of educational services.

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Mason, Michael J. "A Review of Procedural and Statistical Methods for Handling Attrition and Missing Data in Clinical Research". Measurement and Evaluation in Counseling and Development 32, n. 2 (1 luglio 1999): 111–18. http://dx.doi.org/10.1080/07481756.1999.12068976.

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RESTON, ENRIQUETA D., e ELMER S. POLIQUIT. "AN OUTCOME-BASED STATISTICAL CAPACITY DEVELOPMENT PROGRAMME TO SUPPORT RESEARCH AT A UNIVERSITY". STATISTICS EDUCATION RESEARCH JOURNAL 19, n. 1 (29 febbraio 2020): 181–93. http://dx.doi.org/10.52041/serj.v19i1.129.

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This paper addresses a critical component of the infrastructure necessary for professional development toward more effective teaching and learning of research and statistical methods. In particular, an interdisciplinary in-service model is proposed, which has the potential to better prepare educators to address institution-specific needs amidst dwindling resources. In particular, we present an outcome-based model for developing statistical capacity in research in response to the need for training statisticians in the academia. The aim of the programme was to equip selected faculty with the competencies needed to provide various forms of statistical support services in line with the research, extension, and publication mandate of a large private university in the Philippines. The programme was administered in three phases: (1) training phase, (2) statistical consulting and mentoring phase, and (3) “cascading or extension” phase. Evaluation of the outcome involves participants’ demonstration of learning in various statistical methods through serving as resource persons during the cascading activity and the documentation of the statistical consulting experiences made during the programme. First published February 2020 at Statistics Education Research Journal Archives

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Lee, Kyeong-Hwa, Eun-Sung Ko e Byungjoo Tak. "A Review of Statistics Education Reform Efforts in Korea". Korean Society of Educational Studies in Mathematics - Journal of Educational Research in Mathematics 33, n. 3 (31 agosto 2023): 479–505. http://dx.doi.org/10.29275/jerm.2023.33.3.479.

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Statistics education reform in Korea has played a critical role in innovating school mathematics education, as it provides students with skills necessary for a data-driven world. Over the past two decades, numerous researchers, teachers, and governmental support have been devoted to enhancing statistics education. The impact of these reform efforts has led to significant changes in the goals, learning content, structure, instructional methods, and assessment approaches in the national mathematics curriculum, mathematics textbooks, and mathematics classrooms. This article outlines key contributions to improving statistics education since the end of 1990s. It reviews the trend of statistics education research and government initiatives in developing a research-based statistics education system and highlights major changes in the national mathematics curricula and the mathematics textbooks: namely, the enhancement of real-world connection, the integration of statistical problem solving approaches, and the incorporation of technology in statistics education at all school levels. The article also presents prospects and challenges for continuing the reform of statistics education in Korea, based on lessons learned during the review of the reform efforts.

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Merrill, Ray M., Christopher A. Lindsay, Eric C. Shields e Julianne Stoddard. "Perspective: Have the Focus and Sophistication of Research in Health Education Changed?" Health Education & Behavior 34, n. 1 (21 agosto 2006): 10–25. http://dx.doi.org/10.1177/1090198106288564.

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This study assessed the types of research and the statistical methods used in three representative health education journals from 1994 through 2003. Editorials, commentaries, program/practice notes, and perspectives represent 17.6% of the journals’ content. The most common types of articles are cross-sectional studies (27.5%), reviews (23.2%), and analytic studies (i.e., case-control, cohort, and experimental studies) (18.4%). The estimated annual percentage change across the study period in these types of articles was 3.3, -9.3, and 5.5, respectively. A significant increase was observed in use of descriptive statistics (estimated annual percentage change = 2.4), parametric test statistics (4.4), nonparametric test statistics (3.5), epidemiologic statistics (10.3), generalized linear models (6.8), validation statistics (6.7), and other statistics (8.2). Movement toward increasing use of cross-sectional studies, analytic study designs, and statistical methods—representing greater emphasis on needs assessment for health education, health education program development, and program evaluation—indicates the need for better quantitatively trained health educators.

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Lyailya, Imankulova, Kurmanbay Amangeldi, Bakirova Lyailya, G. Seidaliyeva, Aizhanova Gulnar e Ergeshov Erzhan. "Enhancement of scientific research function of future teachers in modern education system". Cypriot Journal of Educational Sciences 17, n. 3 (31 marzo 2022): 741–51. http://dx.doi.org/10.18844/cjes.v17i3.6936.

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The global trend of accelerating scientific and technological progress, the introduction of information technologies, and the transformation of the vocational education system require the development of professional and general cultural competencies in future specialists. The purpose of the study was to scientifically substantiate, create and experimentally test a theoretical model of the formation of a research function in future teachers of vocational training. The methods employed in this research was complementary research methods: theoretical (analysis of scientific literature on the research problem; theoretical modeling, analysis, generalization, comparison, systematization, construction of the process of forming scientific and professional competencies of future teachers); empirical (questionnaire, interview, testing, cross-sectional method); statistical (processing of research materials, primary statistical processing, correlation analysis, analysis of the results of experimental activities). The result of this study showed that the problem of studying and designing a system of pedagogical conditions for the formation of research culture is relevant in the context of the introduction of innovative technologies. Keywords: Future teachers; scientific research; modern education system.

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Kurniawan, Indra, e Andri Rahadyan. "Analysis of Statistical Learning Outcomes with Online and Offline Learning Methods". Symmetry: Pasundan Journal of Research in Mathematics Learning and Education 8, n. 1 (28 giugno 2023): 72–80. http://dx.doi.org/10.23969/symmetry.v8i1.8244.

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This study analyses what factors make online learning outcomes better than offline. It is crucial to know whether there are other supporting factors or factors from the students' abilities. The method used in this research is descriptive research using a qualitative approach with six research subjects. The selection of subjects in this study was by purposive sampling. Collecting data in this study using task-based interviews, namely: (1) selecting research subjects; (2) determining the time of data collection; (3) carrying out data collection; (4) analysing data; (5) comparing the results of online and offline data collection; and (6) conclude the results of the analysis. The results of the analysis of this study are that the application of online learning methods and offline methods has little effect on material understanding, enthusiasm and independence in learning. The things that need attention are not the learning method, but how we can foster a good and consistent spirit for education, especially for students with medium and low abilities, it is vital to increase the excitement for learning in all learning methods because, with a consistent enthusiasm for learning, students will be happy. And active when participating in class learning both with online and offline modes.

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ENDERS, FELICITY BOYD, e MARIE DIENER-WEST. "METHODS OF LEARNING IN STATISTICAL EDUCATION: A RANDOMIZED TRIAL OF PUBLIC HEALTH GRADUATE STUDENTS". STATISTICS EDUCATION RESEARCH JOURNAL 5, n. 1 (29 maggio 2006): 5–19. http://dx.doi.org/10.52041/serj.v5i1.506.

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A randomized trial of 265 consenting students was conducted within an introductory biostatistics course: 69 received eight small group cooperative learning sessions; 97 accessed internet learning sessions; 96 received no intervention. Effect on examination score (95% CI) was assessed by intent-to-treat analysis and by incorporating reported participation. No difference was found by intent-to-treat analysis. After incorporating reported participation, adjusted average improvement was 1.7 points (-1.8, 5.2) per cooperative session and 2.1 points (-1.4, 5.5) per internet session after one examination. After four examinations, adjusted average improvement for four study sessions was 5.3 points (0.4, 10.3) per examination for cooperative learning and 8.1 points (3.0, 13.2) for internet learning. Consistent participation in active learning may improve understanding beyond the traditional classroom. First published May 2006 at Statistics Education Research Journal: Archives

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ENDERS, FELICITY BOYD, e MARIE DIENER-WEST. "METHODS OF LEARNING IN STATISTICAL EDUCATION: A RANDOMIZED TRIAL OF PUBLIC HEALTH GRADUATE STUDENTS". STATISTICS EDUCATION RESEARCH JOURNAL 5, n. 1 (29 maggio 2006): 5–19. http://dx.doi.org/10.52041/serj.v5i1.506.

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Abstract (sommario):

A randomized trial of 265 consenting students was conducted within an introductory biostatistics course: 69 received eight small group cooperative learning sessions; 97 accessed internet learning sessions; 96 received no intervention. Effect on examination score (95% CI) was assessed by intent-to-treat analysis and by incorporating reported participation. No difference was found by intent-to-treat analysis. After incorporating reported participation, adjusted average improvement was 1.7 points (-1.8, 5.2) per cooperative session and 2.1 points (-1.4, 5.5) per internet session after one examination. After four examinations, adjusted average improvement for four study sessions was 5.3 points (0.4, 10.3) per examination for cooperative learning and 8.1 points (3.0, 13.2) for internet learning. Consistent participation in active learning may improve understanding beyond the traditional classroom. First published May 2006 at Statistics Education Research Journal: Archives

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Kang, Hong, Jiangang Zhang e Jian Kang. "Analysis of Online Education Reviews of Universities Using NLP Techniques and Statistical Methods". Wireless Communications and Mobile Computing 2022 (16 settembre 2022): 1–13. http://dx.doi.org/10.1155/2022/8730117.

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In the long-running battle against COVID-19, it is worth further discussing how well online education is accepted by users as a new type of education method which is popularized suddenly. The launch of a large-scale online teaching during the COVID-19 pandemic gave us the opportunity to investigate the opinions and emotions of online teaching users. This paper employs NLP techniques and statistical methods to process 93754 comments collected from the three online teaching platforms designated by the Ministry of Education for universities. This study aims to gain a better understanding of the changing characteristics of students’ opinions and emotions regarding online teaching, as well as to learn what students required and how the platforms functioned during the epidemic period. The findings revealed that (1) users of online teaching platforms were mostly concerned about whether the teaching resources provided by the platforms were rich and of high quality all along. The main influencing factors affecting online teaching experiences during the implementation of large-scale online teaching are hardware device deficiencies such as server congestion and network lag. (2) The majority of users expressed positive attitude towards online education which played a positive role during the outbreak. (3) The epidemic had a significant impact on the emotions of online teaching users. In short, the research themes showed that online teaching users are always concerned with the richness and quality of the platform’s resources. Furthermore, the most important issues for users during the period of large-scale online teaching are whether the network infrastructure is efficient and smooth, as well as the platform’s function perfection. The popularity of online teaching helped to solidify the online teaching space and improve its social image. This study provides a point of reference for the development and improvement of online education and compensates for a lack of relevant studies.

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Mertens, Donna M. "Publishing Mixed Methods Research". Journal of Mixed Methods Research 5, n. 1 (5 dicembre 2010): 3–6. http://dx.doi.org/10.1177/1558689810390217.

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PETOCZ, AGNES, e GLENN NEWBERY. "ON CONCEPTUAL ANALYSIS AS THE PRIMARY QUALITATIVE APPROACH TO STATISTICS EDUCATION RESEARCH IN PSYCHOLOGY". STATISTICS EDUCATION RESEARCH JOURNAL 9, n. 2 (29 novembre 2010): 123–45. http://dx.doi.org/10.52041/serj.v9i2.380.

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Abstract (sommario):

Statistics education in psychology often falls disappointingly short of its goals. The increasing use of qualitative approaches in statistics education research has extended and enriched our understanding of statistical cognition processes, and thus facilitated improvements in statistical education and practices. Yet conceptual analysis, a fundamental part of the scientific method and arguably the primary qualitative method insofar as it is logically prior and equally applicable to all other empirical research methods—quantitative, qualitative, and mixed—has been largely overlooked. In this paper we present the case for this approach, and then report results from a conceptual analysis of statistics education in psychology. The results highlight a number of major problems that have received little attention in standard statistics education research. First published November 2010 at Statistics Education Research Journal: Archives

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Moon, Hyoung-Jin, Jong-ho Nam e Katarzyna Juszczyk-Frelkiewicz. "Awareness of K-Culture Among Polish University Students and Preferred Teaching Methods". New Educational Review 73, n. 3 (2023): 95–108. http://dx.doi.org/10.15804/tner.23.73.3.07.

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This study explores the most preferred and effective teaching methods for Korean language and culture for university students. Statistical analysis of awareness of the Korean language, history, and culture was conducted. It tested differences in students’ knowledge about Korea dependently on a teaching method and sociodemographic variables. The study investigated is there a dependency between favourite teaching methods of K-culture and analogical methods using K-pop, K-drama, and K-food. The main research tool was the survey conducted among 70 students studying Korean language and culture at the University of Silesia in Katowice, Poland. The study’s statistical analyses employed the IBM SPSS Statistics 29.0 package, used for analysing basic descriptive statistics, r Pearson and rho Spearman correlation analyses, and t Student test for independent variables. The analysis proves that the students do not differ in terms of knowledge about Korea in relation to a preferred and effective teaching method.

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