665 Sessions13-14-stats data vis-s13

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Spring 2013
Dr. Diane Nahl
LIS 665 Teaching Information Technology Literacy University of Hawaii
LIS Program

Published in: Education, Technology
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665 Sessions13-14-stats data vis-s13

  1. 1. Data Analysis & Data VisualizationSpring 2013| Nahl | LIS 665 Teaching Information Technology Literacy University of Hawaii | LIS Program
  2. 2. Assessment Cycle Gather Data Implement Analyze & the Plan Interpret Share Data Plan for & Plan ImprovementRadcliff et al. p. 171 Nahl 2013 LIS 665 Teaching Information Technology Literacy 2
  3. 3. Tables & Figures: Naming, Explaining, and Interpreting ResultsNahl 2013 LIS 665 Teaching Information Technology Literacy 3
  4. 4. Figure 1. Demographics: Types of LibrariesNahl 2013 LIS 665 Teaching Information Technology Literacy 4
  5. 5. Figure 2. Demographics: Library DepartmentsNahl 2013 LIS 665 Teaching Information Technology Literacy 5
  6. 6. Data Presentation Exercise: Write a Complete Title for the Figure and Labels for the each pre-post bar setNahl 2013 LIS 665 Teaching Information Technology Literacy 6
  7. 7. Data Presentation Exercise: Write a Complete Title for the Table and a Sentence about what these results meanNahl 2013 LIS 665 Teaching Information Technology Literacy 7
  8. 8. IV & DV Defined  Independent Variable(s)  Treatment or Intervention or Condition  Random Selection & Random Assignment  Dependent Variable(s) or Dependent Measure(s)  Measuring instrument (worksheet, clicker questions, pre-post test, single test, open-ended instrument, e.g., Muddiest point, Minute paper, session evaluation comments, etc.)  Outcome, results, data (their ratings or scores or frequencies or other result types)Nahl 2013 LIS 665 Teaching Information Technology Literacy 8
  9. 9. Exercise: Identifying Independent and Dependent Variables in Research Article Titles Evaluation of the Effectiveness of Two Library Instructional Videotapes IV: Library videotape 1, Library videotape 2DV: Effectiveness [evaluated or measured in some way]Nahl 2013 LIS 665 Teaching Information Technology Literacy 9
  10. 10. What is being measured? Library Jargon: Student Comprehension of Technical Language Used by Librarians IV: DV:Nahl 2013 LIS 665 Teaching Information Technology Literacy 10
  11. 11. What is being done? What is being measured? Information Literacy Skills: An Exploratory Focus Group Study of Student Perceptions IV: DV:Nahl 2013 LIS 665 Teaching Information Technology Literacy 11
  12. 12. What is being changed? What is being measured? A Comparison of Presentation Formats for Instruction: Teaching First-Year Students IV: DV:Nahl 2013 LIS 665 Teaching Information Technology Literacy 12
  13. 13. What is being altered? What is being measured? A Longitudinal Study of the Effects of OPAC Screen Changes on Searching Behavior and Searcher Success IV: DV:Nahl 2013 LIS 665 Teaching Information Technology Literacy 13
  14. 14. What is being varied? What is being measured? Programmatic Assessment: Turning Process Into Practice by Teaching for Learning IV: DV:Nahl 2013 LIS 665 Teaching Information Technology Literacy 14
  15. 15. Statistical Significance Defined  Only relevant in Experimental Designs (IV DV)  Statistical Significance: p value <.05  In 100 different samples, 95% will have the same mean or average, and only 5% of the samples will have different means  Systematic or consistent results, confidence levels  Significant results vs. Important results (size of the difference, or size of the correlation)  Size of the sample (n = 30 minimum, more depending on type of study and population size)  Allows generalizing results to a population (as defined in the study)Nahl 2013 LIS 665 Teaching Information Technology Literacy 15
  16. 16. Correlation Defined Relationship between two variables  Not causal (X does not cause Y) but related, multivariate, multifactorial, co-occurrence, identify trends  Intervening or confounding variables  Direction [+ positive (up) or - negative (down)]  Square the correlation (r2) to get its size in Percent (%)  Magnitude (size of the correlation)  r = .4 to .6 moderate [16% - 36% due to the X/Y variables, 84% - 64% due to other unidentified variables]  r = .6 to .8 strong  r = .9 near perfect & 1.0 perfect  Significance (p value <.05) permits applying results from one sample to the entire population (as defined in the study)Nahl 2013 LIS 665 Teaching Information Technology Literacy 16
  17. 17. Positive Correlation Figure 1. Correlation for Computer Literacy and Search SuccessNahl 2013 LIS 665 Teaching Information Technology Literacy 17
  18. 18. Negative Correlation Figure 2. Correlation for Computer Anxiety and Search SuccessNahl 2013 LIS 665 Teaching Information Technology Literacy 18
  19. 19. Correlation MatrixTable 1. Correlations for Computer Literacy, Computer Anxiety, Visual Acuity, and Search Success Computer Search Computer Visual Literacy Success Anxiety Acuity Computer 1.0 Literacy Search Success .87 1.0 Computer -.95 -.83 1.0 Anxiety Visual Acuity .08 .20 -.09 1.0 Nahl 2013 LIS 665 Teaching Information Technology Literacy 19
  20. 20. Correlation Results Table 2. Correlation for Computer Literacy and Search Success Literacy and correlation count Z-Test P-Value Success .807 75 9.491 <.0001Significant correlations (p = <.05) suggest the results are systematicand apply to the whole population (as defined in the study)P < .0001 = 1 sample in 10,000 samples will have a different correlationP < .001 = 1 sample in 1,000 samples will have a different correlationP < .01 = 1 sample in 100 samples will have a different correlationNahl 2013 LIS 665 Teaching Information Technology Literacy 20
  21. 21. Next WeekNahl 2013 LIS 665 Teaching Information Technology Literacy 21

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