education research 250:205 writing chapter 3. objectives subjects instrumentation procedures...
TRANSCRIPT
![Page 1: Education Research 250:205 Writing Chapter 3. Objectives Subjects Instrumentation Procedures Experimental Design Statistical Analysis Displaying data](https://reader036.vdocument.in/reader036/viewer/2022081603/56649e915503460f94b9699f/html5/thumbnails/1.jpg)
Education Research
250:205
Writing Chapter 3
![Page 2: Education Research 250:205 Writing Chapter 3. Objectives Subjects Instrumentation Procedures Experimental Design Statistical Analysis Displaying data](https://reader036.vdocument.in/reader036/viewer/2022081603/56649e915503460f94b9699f/html5/thumbnails/2.jpg)
Objectives Subjects Instrumentation Procedures Experimental Design Statistical Analysis
Displaying data Analyzing data
Descriptive statistics Derived scores Inferential statistics
Introduction Confidence intervals Comparison of means Correlation and regression
![Page 3: Education Research 250:205 Writing Chapter 3. Objectives Subjects Instrumentation Procedures Experimental Design Statistical Analysis Displaying data](https://reader036.vdocument.in/reader036/viewer/2022081603/56649e915503460f94b9699f/html5/thumbnails/3.jpg)
Introduction
Statistical inference: A statistical process using probability and information about a sample to draw conclusions about a population and how likely it is that the conclusion could have been obtained by chance
![Page 4: Education Research 250:205 Writing Chapter 3. Objectives Subjects Instrumentation Procedures Experimental Design Statistical Analysis Displaying data](https://reader036.vdocument.in/reader036/viewer/2022081603/56649e915503460f94b9699f/html5/thumbnails/4.jpg)
Distribution of Sample Means
Assume you took an infinite number of samples from a populationWhat would you expect to happen?
![Page 5: Education Research 250:205 Writing Chapter 3. Objectives Subjects Instrumentation Procedures Experimental Design Statistical Analysis Displaying data](https://reader036.vdocument.in/reader036/viewer/2022081603/56649e915503460f94b9699f/html5/thumbnails/5.jpg)
Assume a population consists of 4 scores (2, 4, 6, 8)
Collect an infinite number of samples (n=2)
![Page 6: Education Research 250:205 Writing Chapter 3. Objectives Subjects Instrumentation Procedures Experimental Design Statistical Analysis Displaying data](https://reader036.vdocument.in/reader036/viewer/2022081603/56649e915503460f94b9699f/html5/thumbnails/6.jpg)
![Page 7: Education Research 250:205 Writing Chapter 3. Objectives Subjects Instrumentation Procedures Experimental Design Statistical Analysis Displaying data](https://reader036.vdocument.in/reader036/viewer/2022081603/56649e915503460f94b9699f/html5/thumbnails/7.jpg)
Total possible outcomes: 16
p(2) = 1/16 = 6.25% p(3) = 2/16 = 12.5%
p(4) = 3/16 = 18.75% p(5) = 4/16 = 25%
p(6) = 3/16 = 18.75% p(7) = 2/16 = 12.5%
p(8) = 1/16 = 6.25%
![Page 8: Education Research 250:205 Writing Chapter 3. Objectives Subjects Instrumentation Procedures Experimental Design Statistical Analysis Displaying data](https://reader036.vdocument.in/reader036/viewer/2022081603/56649e915503460f94b9699f/html5/thumbnails/8.jpg)
Central Limit Theorem
The CLT describes ANY sampling distribution in regards to:
1. Shape
2. Central Tendency
3. Variability
![Page 9: Education Research 250:205 Writing Chapter 3. Objectives Subjects Instrumentation Procedures Experimental Design Statistical Analysis Displaying data](https://reader036.vdocument.in/reader036/viewer/2022081603/56649e915503460f94b9699f/html5/thumbnails/9.jpg)
Central Limit Theorem: Shape
All sampling distributions tend to be normal
Sampling distributions are normal when:The population is normal or,Sample size (n) is large (>30)
![Page 10: Education Research 250:205 Writing Chapter 3. Objectives Subjects Instrumentation Procedures Experimental Design Statistical Analysis Displaying data](https://reader036.vdocument.in/reader036/viewer/2022081603/56649e915503460f94b9699f/html5/thumbnails/10.jpg)
Central Limit Theorem: Central Tendency
The average value of all possible sample means is EXACTLY EQUAL to the true population mean
![Page 11: Education Research 250:205 Writing Chapter 3. Objectives Subjects Instrumentation Procedures Experimental Design Statistical Analysis Displaying data](https://reader036.vdocument.in/reader036/viewer/2022081603/56649e915503460f94b9699f/html5/thumbnails/11.jpg)
µ = 2+4+6+8 / 4
µ = 5
µM = 2+3+3+4+4+4+5+5+5+5+6+6+6+7+7+8 / 16
µM = 80 / 16 = 5
![Page 12: Education Research 250:205 Writing Chapter 3. Objectives Subjects Instrumentation Procedures Experimental Design Statistical Analysis Displaying data](https://reader036.vdocument.in/reader036/viewer/2022081603/56649e915503460f94b9699f/html5/thumbnails/12.jpg)
Central Limit Theorem: Variability
The standard deviation of all sample means is = SEM/√n
Also known as the STANDARD ERROR of the MEAN (SEM)
![Page 13: Education Research 250:205 Writing Chapter 3. Objectives Subjects Instrumentation Procedures Experimental Design Statistical Analysis Displaying data](https://reader036.vdocument.in/reader036/viewer/2022081603/56649e915503460f94b9699f/html5/thumbnails/13.jpg)
SEMMeasures how well statistic estimates
the parameterThe amount of sampling error that is
reasonable to expect by chance
Central Limit Theorem: Variability
![Page 14: Education Research 250:205 Writing Chapter 3. Objectives Subjects Instrumentation Procedures Experimental Design Statistical Analysis Displaying data](https://reader036.vdocument.in/reader036/viewer/2022081603/56649e915503460f94b9699f/html5/thumbnails/14.jpg)
Central Limit Theorem: Variability
SEM decreases when:Population decreasesSample size increases
Other properties:When n=1, SEM = population SD As SEM decreases the sampling distribution
“tightens”
SEM = /√n
![Page 15: Education Research 250:205 Writing Chapter 3. Objectives Subjects Instrumentation Procedures Experimental Design Statistical Analysis Displaying data](https://reader036.vdocument.in/reader036/viewer/2022081603/56649e915503460f94b9699f/html5/thumbnails/15.jpg)
![Page 16: Education Research 250:205 Writing Chapter 3. Objectives Subjects Instrumentation Procedures Experimental Design Statistical Analysis Displaying data](https://reader036.vdocument.in/reader036/viewer/2022081603/56649e915503460f94b9699f/html5/thumbnails/16.jpg)
So What? A sampling distribution is NORMAL and
represents ALL POSSIBLE sampling outcomes
Therefore PROBABILITY QUESTIONS can be answered about the sample relative to the population
![Page 17: Education Research 250:205 Writing Chapter 3. Objectives Subjects Instrumentation Procedures Experimental Design Statistical Analysis Displaying data](https://reader036.vdocument.in/reader036/viewer/2022081603/56649e915503460f94b9699f/html5/thumbnails/17.jpg)
Introduction
Two main categories of inferential statistics
1. Parametric
2. Nonparametric
![Page 18: Education Research 250:205 Writing Chapter 3. Objectives Subjects Instrumentation Procedures Experimental Design Statistical Analysis Displaying data](https://reader036.vdocument.in/reader036/viewer/2022081603/56649e915503460f94b9699f/html5/thumbnails/18.jpg)
Introduction
Parametric or nonparametric? What is the scale of measurement?
Nominal or ordinal Nonparametric Interval or ratio Answer next question
Is the distribution normal?Yes ParametricNo Nonparametric
![Page 19: Education Research 250:205 Writing Chapter 3. Objectives Subjects Instrumentation Procedures Experimental Design Statistical Analysis Displaying data](https://reader036.vdocument.in/reader036/viewer/2022081603/56649e915503460f94b9699f/html5/thumbnails/19.jpg)
Objectives Subjects Instrumentation Procedures Experimental Design Statistical Analysis
Displaying data Analyzing data
Descriptive statistics Derived scores Inferential statistics
Introduction Confidence intervals Comparison of means Correlation and regression
![Page 20: Education Research 250:205 Writing Chapter 3. Objectives Subjects Instrumentation Procedures Experimental Design Statistical Analysis Displaying data](https://reader036.vdocument.in/reader036/viewer/2022081603/56649e915503460f94b9699f/html5/thumbnails/20.jpg)
Confidence Intervals Application: Estimation of an unknown
variable that is unable or undesirable to be measured directly
Confidence intervals estimate with a certain amount of confidence
![Page 21: Education Research 250:205 Writing Chapter 3. Objectives Subjects Instrumentation Procedures Experimental Design Statistical Analysis Displaying data](https://reader036.vdocument.in/reader036/viewer/2022081603/56649e915503460f94b9699f/html5/thumbnails/21.jpg)
Confidence Intervals Components of a confidence interval:
1. The level of confidence-Chosen by researcher
-Typically 95%
-What does it mean?
2. The estimator (point estimate)
3. The margin of error
X% CI = Estimator +/- Margin of error
![Page 22: Education Research 250:205 Writing Chapter 3. Objectives Subjects Instrumentation Procedures Experimental Design Statistical Analysis Displaying data](https://reader036.vdocument.in/reader036/viewer/2022081603/56649e915503460f94b9699f/html5/thumbnails/22.jpg)
Confidence Intervals: Example
A researcher is interested in the amount of $ budgeted for special education by elementary schools in Iowa
Select a random sample from the population and collect appropriate data
Results: The average $ spent was $56,789 (95% CI: $51,111
– 62,467) The average$ spent was $56,789 +/- 5,678 (95% CI)
![Page 23: Education Research 250:205 Writing Chapter 3. Objectives Subjects Instrumentation Procedures Experimental Design Statistical Analysis Displaying data](https://reader036.vdocument.in/reader036/viewer/2022081603/56649e915503460f94b9699f/html5/thumbnails/23.jpg)
Objectives Subjects Instrumentation Procedures Experimental Design Statistical Analysis
Displaying data Analyzing data
Descriptive statistics Derived scores Inferential statistics
Introduction Confidence intervals Comparison of means Correlation and regression
![Page 24: Education Research 250:205 Writing Chapter 3. Objectives Subjects Instrumentation Procedures Experimental Design Statistical Analysis Displaying data](https://reader036.vdocument.in/reader036/viewer/2022081603/56649e915503460f94b9699f/html5/thumbnails/24.jpg)
Comparing Means Hypothesis Tests Compare two means
Compare a mean two a known value Compare means between groups Compare means within groups
Compare three or more means Compare means between groups Compare means within groups
Compare means as a function of two or more factors (independent variables) Factorial designs
Compare means of multiple dependent variables Multivariate designs
![Page 25: Education Research 250:205 Writing Chapter 3. Objectives Subjects Instrumentation Procedures Experimental Design Statistical Analysis Displaying data](https://reader036.vdocument.in/reader036/viewer/2022081603/56649e915503460f94b9699f/html5/thumbnails/25.jpg)
Hypothesis Tests – A Step by Step Process Step 1: State the null hypothesis Step 2: Select level of significance Step 3: Sample data Step 4: Choose statistic Step 5: Calculate the statistic Step 6: Interpret the statistic
![Page 26: Education Research 250:205 Writing Chapter 3. Objectives Subjects Instrumentation Procedures Experimental Design Statistical Analysis Displaying data](https://reader036.vdocument.in/reader036/viewer/2022081603/56649e915503460f94b9699f/html5/thumbnails/26.jpg)
Step 1: Null Hypothesis
Recall Null hypothesis is a statement of no effect
The test statistic either accepts or rejects the H0 Create H0 for following tests:
Are females in Iowa taller than 6 feet? Do 6th grade boys score differently than 6th grade
females on math tests? Does an 8-week reading program affect reading
comprehension in 3rd graders?
![Page 27: Education Research 250:205 Writing Chapter 3. Objectives Subjects Instrumentation Procedures Experimental Design Statistical Analysis Displaying data](https://reader036.vdocument.in/reader036/viewer/2022081603/56649e915503460f94b9699f/html5/thumbnails/27.jpg)
Step 1: Null Hypothesis
The statistic will “test” the H0 based on data
No statistic is perfect The probability of error always exists
There are two types of error:Type I error Reject a true H0Type II error Accept a false H0
![Page 28: Education Research 250:205 Writing Chapter 3. Objectives Subjects Instrumentation Procedures Experimental Design Statistical Analysis Displaying data](https://reader036.vdocument.in/reader036/viewer/2022081603/56649e915503460f94b9699f/html5/thumbnails/28.jpg)
Step 1: Null HypothesisResearcher
Conclusion
Accept H0 Reject H0
Reality
About
Test
No real difference
exists
Correct
Conclusion
Type I error
Real difference exists
Type II error
Correct Conclusion
How does one control for Type I and II error?
![Page 29: Education Research 250:205 Writing Chapter 3. Objectives Subjects Instrumentation Procedures Experimental Design Statistical Analysis Displaying data](https://reader036.vdocument.in/reader036/viewer/2022081603/56649e915503460f94b9699f/html5/thumbnails/29.jpg)
Hypothesis Tests – A Step by Step Process Step 1: State the null hypothesis Step 2: Select level of significance Step 3: Sample data Step 4: Choose statistic Step 5: Calculate the statistic Step 6: Interpret the statistic
![Page 30: Education Research 250:205 Writing Chapter 3. Objectives Subjects Instrumentation Procedures Experimental Design Statistical Analysis Displaying data](https://reader036.vdocument.in/reader036/viewer/2022081603/56649e915503460f94b9699f/html5/thumbnails/30.jpg)
Step 2: Significance Level Level of significance: Criterion that
determines acceptance/rejection of H0 Level of significance denoted as alpha () = the probability of a type I error can range between >0.0 – <1.0 Typical values:
0.10 10% chance of type I error0.05 5% chance of type I error0.01 1% chance of type I error
![Page 31: Education Research 250:205 Writing Chapter 3. Objectives Subjects Instrumentation Procedures Experimental Design Statistical Analysis Displaying data](https://reader036.vdocument.in/reader036/viewer/2022081603/56649e915503460f94b9699f/html5/thumbnails/31.jpg)
Step 2: Significance Level
How to determine ? Exploratory research: Type I error is
acceptable therefore set higher 0.05 – 0.10
When is type I error unacceptable?
![Page 32: Education Research 250:205 Writing Chapter 3. Objectives Subjects Instrumentation Procedures Experimental Design Statistical Analysis Displaying data](https://reader036.vdocument.in/reader036/viewer/2022081603/56649e915503460f94b9699f/html5/thumbnails/32.jpg)
Hypothesis Tests – A Step by Step Process Step 1: State the null hypothesis Step 2: Select level of significance Step 3: Sample data Step 4: Choose statistic Step 5: Calculate the statistic Step 6: Interpret the statistic
![Page 33: Education Research 250:205 Writing Chapter 3. Objectives Subjects Instrumentation Procedures Experimental Design Statistical Analysis Displaying data](https://reader036.vdocument.in/reader036/viewer/2022081603/56649e915503460f94b9699f/html5/thumbnails/33.jpg)
Step 3: Sample Data
Parametric statistics assume that data were randomly sampled from population of interest
Generalization is limited to population that was sampled
![Page 34: Education Research 250:205 Writing Chapter 3. Objectives Subjects Instrumentation Procedures Experimental Design Statistical Analysis Displaying data](https://reader036.vdocument.in/reader036/viewer/2022081603/56649e915503460f94b9699f/html5/thumbnails/34.jpg)
Hypothesis Tests – A Step by Step Process Step 1: State the null hypothesis Step 2: Select level of significance Step 3: Sample data Step 4: Choose statistic Step 5: Calculate the statistic Step 6: Interpret the statistic
![Page 35: Education Research 250:205 Writing Chapter 3. Objectives Subjects Instrumentation Procedures Experimental Design Statistical Analysis Displaying data](https://reader036.vdocument.in/reader036/viewer/2022081603/56649e915503460f94b9699f/html5/thumbnails/35.jpg)
Step 4: Choose the Statistic Parametric or nonparametric?
Scale of measurement and distribution How many means are being compared?
Two, three or more? How are the means being compared?
Between or within group? How many independent variables (factors) are
being tested? Factorial design?
How many dependent variables are there? Multivariate design?
![Page 36: Education Research 250:205 Writing Chapter 3. Objectives Subjects Instrumentation Procedures Experimental Design Statistical Analysis Displaying data](https://reader036.vdocument.in/reader036/viewer/2022081603/56649e915503460f94b9699f/html5/thumbnails/36.jpg)
Hypothesis Tests – A Step by Step Process Step 1: State the null hypothesis Step 2: Select level of significance Step 3: Sample data Step 4: Choose statistic Step 5: Calculate the statistic Step 6: Interpret the statistic
![Page 37: Education Research 250:205 Writing Chapter 3. Objectives Subjects Instrumentation Procedures Experimental Design Statistical Analysis Displaying data](https://reader036.vdocument.in/reader036/viewer/2022081603/56649e915503460f94b9699f/html5/thumbnails/37.jpg)
Step 5: Calculate the Statistic
Recall: H0 exp. design statistic The statistic tests the H0
A test statistic can be considered as a ratio between: Between variance (difference b/w means) Within variance (variability w/n means) Statistic = BV/WV
Large test statistics imply that: The difference between the means is relatively large The variance within the means is relatively small
![Page 38: Education Research 250:205 Writing Chapter 3. Objectives Subjects Instrumentation Procedures Experimental Design Statistical Analysis Displaying data](https://reader036.vdocument.in/reader036/viewer/2022081603/56649e915503460f94b9699f/html5/thumbnails/38.jpg)
Example: Researchers compare IQ scores between 6th grade boys and girls. Results: Girls (150 +/- 50), boys (75 +/- 50)
0 20050 150
Between Variance
Within Variance
Distribution overlap?
![Page 39: Education Research 250:205 Writing Chapter 3. Objectives Subjects Instrumentation Procedures Experimental Design Statistical Analysis Displaying data](https://reader036.vdocument.in/reader036/viewer/2022081603/56649e915503460f94b9699f/html5/thumbnails/39.jpg)
Statistic = BV/WV
Statistic = Big / Big = small value Statistic = Small / Small = small value
Statistic = Small / Big = small value Statistic = Big / Small = Big value
![Page 40: Education Research 250:205 Writing Chapter 3. Objectives Subjects Instrumentation Procedures Experimental Design Statistical Analysis Displaying data](https://reader036.vdocument.in/reader036/viewer/2022081603/56649e915503460f94b9699f/html5/thumbnails/40.jpg)
Step 5: Calculate the Statistic
How does sample size affect the statistic?
As sample size increases, the within variance decreases increases size of test statistic
![Page 41: Education Research 250:205 Writing Chapter 3. Objectives Subjects Instrumentation Procedures Experimental Design Statistical Analysis Displaying data](https://reader036.vdocument.in/reader036/viewer/2022081603/56649e915503460f94b9699f/html5/thumbnails/41.jpg)
Hypothesis Tests – A Step by Step Process Step 1: State the null hypothesis Step 2: Select level of significance Step 3: Sample data Step 4: Choose statistic Step 5: Calculate the statistic Step 6: Interpret the statistic
![Page 42: Education Research 250:205 Writing Chapter 3. Objectives Subjects Instrumentation Procedures Experimental Design Statistical Analysis Displaying data](https://reader036.vdocument.in/reader036/viewer/2022081603/56649e915503460f94b9699f/html5/thumbnails/42.jpg)
Step 6: Interpret the Statistic
Calculation of the test statistic also yields a p-value
The p-value is the probability of a type I error
The p-value ranges from >0.0 – <1.0 Recall alpha () represents the maximum acceptable
probability of type I error therefore . . .
![Page 43: Education Research 250:205 Writing Chapter 3. Objectives Subjects Instrumentation Procedures Experimental Design Statistical Analysis Displaying data](https://reader036.vdocument.in/reader036/viewer/2022081603/56649e915503460f94b9699f/html5/thumbnails/43.jpg)
Step 6: Interpret the Statistic If the p-value > accept the H0
Probability of type I error is higher than accepted level
Researcher is not “comfortable” stating that any differences are real and not due to chance
If the p-value < reject the H0 Probability of type I error is lower than accepted
level Researcher is “comfortable” stating that any
differences are real and not due to chance
![Page 44: Education Research 250:205 Writing Chapter 3. Objectives Subjects Instrumentation Procedures Experimental Design Statistical Analysis Displaying data](https://reader036.vdocument.in/reader036/viewer/2022081603/56649e915503460f94b9699f/html5/thumbnails/44.jpg)
Statistical vs. Practical Significance Distinction:
1. Statistical significance: There is an acceptably low chance of a type I error
2. Practical significance: The actual difference between the means are not trivial in their practical applications