Teaching

  • This paper discusses five illustrations of computer enriched instruction. These illustrations are: - Computer generated assignments - Decision making in an advanced regression course - Computer drawn transparencies - Computer graphics for demonstrating statistical ideas - Lecture graphic support

  • A preliminary survey revealed that there is not much yet worth reporting about the use of microcomputers in the Commonwealth Africa, especially in the context of the improvement of statistics teaching. The teaching of statistics as such has yet to receive the deserved attention, especially in the open colleges, and most of the government statistics officers are trained on the job or in special institutes elsewhere. Of course, there are universities offering statistics, mainly with Mathematics, Business, Engineering and Economics. In the polytechnics, some basic topics in statistics are offered with the mathematics courses for engineering or accounting. However, since the key goals of this conference include exchange of ideas on teaching materials, this presentation will focus on the preliminary issue of what computing materials have been identified in the region.

  • This paper presents a simple, unifying approach for teaching and computing power analysis for research designs involving linear and log-linear modeling. The principal advantage of this approach is that it borrows concepts, terminology, and software commonly used for data analysis within these systems. The scheme allows one to easily study the power of any test that can be performed with one's favorite linear or log-linear models routine, thereby making the method more flexible, precise, and "friendly" than table-based methods, such as those by Cohen (1977) and others.

  • This paper shows in depth the simple, but important problem of MATCHED PAIRS, which can be treated in a new way by means of the computer.

  • In what follows I will summarize the pros and cons of three approaches to the use of data analysis in teaching introductory level statistics courses. Using data analysis as a learning tool to lead students to an understanding of the statistical principles on which various analytic techniqwues are based is important. This paper summarizes the pros and cons of three approaches to the use of data analysis in teaching introductory level statistics courses. These approaches involve the use of large batch-oriented statistical packages, interactive analysis programs, or simulations based on spreadsheets.

  • In this paper, two examples will be used to demonstrate the flavor of a computer oriented approach to the teaching of stochastics at the school level.

  • The influence of Japanese statisticians on the teaching of statistics has been insignificant; we still have no research and teaching institute such as a Department of Statistics in Japanese Universities. The following are examples of our efforts and indications of the improvement in the environment and the quality of statistical teaching in Japan.

  • The business world offers many opportunities for statisticians, especially in advising decision-making processes. Elementary school age youngsters in their everyday lives also are confronted with decision situations, some with a business flavor, where a rudimentary understanding of statistics may prove useful. However, the pedagogical concerns of making the study of these situations accessible at an early age often prohibits consideration until the problems can be discussed on a high mathematical level. Consider, for example, the classic "Newsboy's Problem" concerning a newspaper seller attempting to maximize profit. Children can appreciate such a problem; indeed they may have paper routes or operate newspaper stands themselves. SHUNDA'S NEWSSTAND provides an excellent example of how an operations research problem involving statistics in a decision-making context can be presented at the elementary school level. A second example described involves Population Growth.

  • In this paper I intend to propose some arguments in favour of Descriptive Statistics (DS) in the school curriculum. I think every pupil has to learn some elementary procedures, skills and concepts concerning gathering, representation, summarization, characterizing, analyzing and interpretation of data. The main aim of this paper is to convince teachers in Secondary Schools both of the importance and teachability of DS; therefore, I will give some practical suggestions too. Let me present my paper in the form of 5 theses; the first 4 may be called descriptive and the 5th prescriptive.

  • In preparing business majors, schools of business have a special responsibility to ensure that students are equipped with the technological and mathematical skills they will need to compete in the worldwide marketplace. This article describes an innovative instructional paradigm for teaching business statistics. This paradigm harnesses the latest classroom technologies and integrates these technologies with established principles of learning. The paradigm also implements the mathematical and technological recommendations put forward by the National Research Council of the National Academy of Science. Evaluation data from both instructor and student perspectives are reported.

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