Realistic Examples in Elementary Statistics

1987 ◽  
Vol 80 (9) ◽  
pp. 740-743
Author(s):  
Peter Barbella
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Data Sets ◽  
School Students ◽  
Data Set ◽  
Statistical Measures ◽  
Elementary Statistics

Secondary school students often do not see the need for certain statistical measures that we ask them to learn. Some statistics may seem redundant or to have no purpose at all. To the students, it may appear they are learning these statistics just for the sake of doing the calculations. Presented here are two examples including data sets for which calculating various elementary statistics will reveal something new about the data. The objective of these examples is to show the student what various statistics may reveal, or not reveal, about a given data set. Furthermore, questions can be raised regarding how various methods of analyzing data can lead to different or even contradictory conclusions.

scholarly journals Correlation relation between professional qualifications of physical education teachers and students’ attitudes towards Physical Education classes

2020 ◽  
Vol 24 (1) ◽  
pp. 44-47
Author(s):  
E. Sucuoglu ◽  
H. Atamturk
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Learning Process ◽  
Secondary School Students ◽  
Strong Positive Correlation ◽  
School Students ◽  
Data Set ◽  
Positive Attitudes ◽  
Students Attitudes ◽  
The Impact

Purpose: This empirical study investigated the impact of the professional qualifications of Physical Education (PE) teachers on secondary school students’ attitudes towards their PE classes. Education in general and teaching and learning in particular are multidimensional phenomena and thus it is essential to determine and define these dimensions to sustain quality in education. From the psychological perspective, along with various factors, teachers’ personality and qualifications may affect students’ learning process. In this respect, effective teachers can foster students’ learning process and help develop positive attitudes towards a course. Material: In order to fulfill the research aim, the data were elicited through a questionnaire from five hundred and ninety-two secondary school students from grades 9, 10 and 11in North Cyprus to be analyzed quantitatively. Kolmogorov-Smirnov Test and Shapiro-Wilk Testwere run to test normality. Seeing that the data set was not well-modeled by a normal distribution, a Spearman's rank correlation coefficient was run to measure the association between the variables. Results: A very strong positive correlation was found between the professional qualifications of teachers and the participants’ attitudes towards PE classes. Conclusions: The results indicated that there was a significant relationship between the qualifications of the teachers and the students’ attitudes towards PE classes. More specifically, it was found that the higher the perceptions of students of the professional qualifications of PE teachers, the more positive attitudes they developed towards PE classes.

scholarly journals Correlation relation between professional qualifications of physical education teachers and students’ attitudes towards Physical Education classes

2020 ◽  
Vol 24 (1) ◽  
pp. 44-47
Author(s):  
E. Sucuoglu ◽  
H. Atamturk
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Learning Process ◽  
Secondary School Students ◽  
Strong Positive Correlation ◽  
School Students ◽  
Data Set ◽  
Positive Attitudes ◽  
Students Attitudes ◽  
The Impact

Purpose: This empirical study investigated the impact of the professional qualifications of Physical Education (PE) teachers on secondary school students’ attitudes towards their PE classes. Education in general and teaching and learning in particular are multidimensional phenomena and thus it is essential to determine and define these dimensions to sustain quality in education. From the psychological perspective, along with various factors, teachers’ personality and qualifications may affect students’ learning process. In this respect, effective teachers can foster students’ learning process and help develop positive attitudes towards a course. Material: In order to fulfill the research aim, the data were elicited through a questionnaire from five hundred and ninety-two secondary school students from grades 9, 10 and 11in North Cyprus to be analyzed quantitatively. Kolmogorov-Smirnov Test and Shapiro-Wilk Testwere run to test normality. Seeing that the data set was not well-modeled by a normal distribution, a Spearman's rank correlation coefficient was run to measure the association between the variables. Results: A very strong positive correlation was found between the professional qualifications of teachers and the participants’ attitudes towards PE classes. Conclusions: The results indicated that there was a significant relationship between the qualifications of the teachers and the students’ attitudes towards PE classes. More specifically, it was found that the higher the perceptions of students of the professional qualifications of PE teachers, the more positive attitudes they developed towards PE classes.

scholarly journals A Data Collection on Secondary School Students' STEM Performance and Reading Practices in an Emerging Country

2021 ◽  
pp. 1-21
Author(s):  
Quan-Hoang Vuong ◽  
Viet-Phuong La ◽  
Manh-Toan Ho ◽  
Thanh-Hang Pham ◽  
Thu-Trang Vuong ◽  
...  
Keyword(s):  
Data Collection ◽  
Secondary School ◽  
Stem Education ◽  
Secondary School Students ◽  
Personal Information ◽  
Emerging Countries ◽  
Book Reading ◽  
School Students ◽  
Data Set ◽  
Public Data

Abstract Science, technology, engineering, and mathematics (STEM) education has become a critical factor in promoting sustainable development. Meanwhile, book reading is still an essential method for cognitive development and knowledge acquisition. In developing countries where STEM teaching and learning resources are limited, book reading is an important educational tool to promote STEM. Nevertheless, public data sets about STEM education and book reading behaviors in emerging countries are scarce. This article, therefore, aims to present a data set of 4,966 secondary school students from a school-based data collection in Vietnam. The data set comprises of five major categories: 1) students' personal information (including STEM performance), 2) family-related information, 3) book reading preferences, 4) book reading frequency/ habits, and 5) classroom activities. By introducing the designing principles, the data collection method, and the variables in the data set, we aim to provide researchers, policymakers, and educators with well-validated resources and guidelines to conduct low-cost research, pedagogical programs in emerging countries.

Evaluation of a Summer-School Program for Highly Gifted Secondary-School Students: The German Pupils Academy

2002 ◽  
Vol 18 (3) ◽  
pp. 214-228 ◽  
Author(s):  
Heinz Neber ◽  
Kurt A. Heller
Keyword(s):  
Secondary School ◽  
Summer School ◽  
Secondary School Students ◽  
Social Cognitive ◽  
Gifted Students ◽  
School Program ◽  
School Students ◽  
Positive Effects ◽  
Regulatory Strategies ◽  
Cognitive Framework

Summary The German Pupils Academy (Deutsche Schüler-Akademie) is a summer-school program for highly gifted secondary-school students. Three types of program evaluation were conducted. Input evaluation confirmed the participants as intellectually highly gifted students who are intrinsically motivated and interested to attend the courses offered at the summer school. Process evaluation focused on the courses attended by the participants as the most important component of the program. Accordingly, the instructional approaches meet the needs of highly gifted students for self-regulated and discovery oriented learning. The product or impact evaluation was based on a multivariate social-cognitive framework. The findings indicate that the program contributes to promoting motivational and cognitive prerequisites for transforming giftedness into excellent performances. To some extent, the positive effects on students' self-efficacy and self-regulatory strategies are due to qualities of the learning environments established by the courses.

Ethnolinguistic Identity and Television Use in a Minority Language Setting

2012 ◽  
Vol 24 (4) ◽  
pp. 135-142 ◽  
Author(s):  
Jake Harwood ◽  
Laszlo Vincze
Keyword(s):  
Secondary School ◽  
Coping Strategies ◽  
Secondary School Students ◽  
Minority Language ◽  
German Language ◽  
Tv Viewing ◽  
School Students ◽  
Ethnolinguistic Vitality ◽  
Ethnolinguistic Identity ◽  
Television Use

Based on the model of Reid, Giles and Abrams (2004 , Zeitschrift für Medienpsychologie, 16, 17–25), this paper describes and analyzes the relation between television use and ethnolinguistic-coping strategies among German speakers in South Tyrol, Italy. The data were collected among secondary school students (N = 415) in 2011. The results indicated that the television use of the students was dominated by the German language. A mediation analysis revealed that TV viewing contributed to the perception of ethnolinguistic vitality, the permeability of intergroup boundaries, and status stability, which in turn affected ethnolinguistic-coping strategies of mobility (moving toward the outgroup), creativity (maintaining identity without confrontation), and competition (fighting for ingroup rights and respect). Findings and theoretical implications are discussed.

Smart Girls, Dumb Boys!?

2014 ◽  
Vol 45 (2) ◽  
pp. 112-126 ◽  
Author(s):  
Martin Latsch ◽  
Bettina Hannover
Keyword(s):  
Secondary School ◽  
Stereotype Threat ◽  
Gender Stereotypes ◽  
Secondary School Students ◽  
Learning Goals ◽  
School Students ◽  
Compensatory Strategies ◽  
Media Portrayal ◽  
Stereotype Lift ◽  
The Media

We investigated effects of the media’s portrayal of boys as “scholastic failures” on secondary school students. The negative portrayal induced stereotype threat (boys underperformed in reading), stereotype reactance (boys displayed stronger learning goals towards mathematics but not reading), and stereotype lift (girls performed better in reading but not in mathematics). Apparently, boys were motivated to disconfirm their group’s negative depiction, however, while they could successfully apply compensatory strategies when describing their learning goals, this motivation did not enable them to perform better. Overall the media portrayal thus contributes to the maintenance of gender stereotypes, by impairing boys’ and strengthening girls’ performance in female connoted domains and by prompting boys to align their learning goals to the gender connotation of the domain.

Gender and Age Changes in Math Mindset in Urban Sample of Elementary and Secondary School Students

2019 ◽  
Author(s):  
Beijia Tan ◽  
Jenee Love ◽  
Leigh Harrell-Williams ◽  
Christian E. Mueller ◽  
Martin H. Jones
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Age Changes ◽  
School Students ◽  
Gender And Age ◽  
Urban Sample
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