RSCH 8200: Introduction to Statistics
Video Podcast Transcript
JENNIFER ANN MORROW: My name is Dr. Jennifer Ann Morrow,
and I'm an assistant professor at Old Dominion University in Norfolk,
Virginia. I have a bachelor's degree in general psychology, which I
received from the University of Rhode Island, and a master's degree
in general psychology, which I received from Rhode Island College.
And I have my PhD in experimental psychology, also from the
University of Rhode Island, where I specialized in research
methodology and program evaluation. A lot of the research that I am
doing currently is looking at effective pedagogies in how to teach
statistics. And so I look at the effectiveness of various teaching
methods and how that impacts students' anxiety towards statistics
and their usefulness of using statistics in psychological research.
Most of what I teach is statistics and research methods, both at the
undergrad level as well at the graduate level. So I teach
undergraduate research methods. I teach a graduate statistics and
research methods course. And I'm also teaching social psychology,
program evaluation, and health psychology courses. My teaching
philosophy around statistics and research methods is to teach it from
a conceptual and applied approach. Formulas are not enough. I need
to make sure students understand why you're using statistics and
how you're using statistics and why it's so important to understand
them.
What Can You Expect in This Course
JENNIFER ANN MORROW: Over the next few weeks, you'll be
exposed to various methods of using statistics, from the basic
descriptive statistics to a univariate statistics, such as analysis of
variants, independent T tests, and dependent T tests. Most weeks,
you'll see me doing a demonstration of a particular statistic from the
beginning to the end and understanding how to interpret it and use it
in your own research area. As researchers, we have to digest lots of
information in journal articles and newspapers where people are
using statistics, and if we don't understand how they're used, we can't
critique whether or not they're used properly. One advantage of this
course is, I'll be using practical examples throughout the semester.
We're going to be using one data set for all of the analyses, and
these hopefully will have real-world data that you can see why
statistics is used and understand it in a more detailed fashion. I would
say that most students feel a bit anxious when they're taking a
statistics course, and a lot of research shows that even almost up to
80% of graduate students feel some type of statistics anxiety. And
what statistics anxiety is is that apprehension that, "Oh, my God, I
have to take a statistics course," or, "How do I understand this
information in order to get through to my degree?" And so it's very,
very common. And there's a lot of reasons for it. One of the main
reasons is, a lot of students feel a fear of failure that they're going
into this class, and the ...
RSCH 8200 Introduction to StatisticsVideo Podcast Transcrip.docx
1. RSCH 8200: Introduction to Statistics
Video Podcast Transcript
JENNIFER ANN MORROW: My name is Dr. Jennifer Ann
Morrow,
and I'm an assistant professor at Old Dominion University in
Norfolk,
Virginia. I have a bachelor's degree in general psychology,
which I
received from the University of Rhode Island, and a master's
degree
in general psychology, which I received from Rhode Island
College.
And I have my PhD in experimental psychology, also from the
University of Rhode Island, where I specialized in research
methodology and program evaluation. A lot of the research that
I am
doing currently is looking at effective pedagogies in how to
teach
statistics. And so I look at the effectiveness of various teaching
methods and how that impacts students' anxiety towards
statistics
and their usefulness of using statistics in psychological
research.
Most of what I teach is statistics and research methods, both at
the
undergrad level as well at the graduate level. So I teach
undergraduate research methods. I teach a graduate statistics
and
research methods course. And I'm also teaching social
psychology,
program evaluation, and health psychology courses. My
2. teaching
philosophy around statistics and research methods is to teach it
from
a conceptual and applied approach. Formulas are not enough. I
need
to make sure students understand why you're using statistics and
how you're using statistics and why it's so important to
understand
them.
What Can You Expect in This Course
JENNIFER ANN MORROW: Over the next few weeks, you'll be
exposed to various methods of using statistics, from the basic
descriptive statistics to a univariate statistics, such as analysis
of
variants, independent T tests, and dependent T tests. Most
weeks,
you'll see me doing a demonstration of a particular statistic
from the
beginning to the end and understanding how to interpret it and
use it
in your own research area. As researchers, we have to digest
lots of
information in journal articles and newspapers where people are
using statistics, and if we don't understand how they're used, we
can't
critique whether or not they're used properly. One advantage of
this
course is, I'll be using practical examples throughout the
semester.
We're going to be using one data set for all of the analyses, and
these hopefully will have real-world data that you can see why
statistics is used and understand it in a more detailed fashion. I
would
say that most students feel a bit anxious when they're taking a
3. statistics course, and a lot of research shows that even almost
up to
80% of graduate students feel some type of statistics anxiety.
And
what statistics anxiety is is that apprehension that, "Oh, my
God, I
have to take a statistics course," or, "How do I understand this
information in order to get through to my degree?" And so it's
very,
very common. And there's a lot of reasons for it. One of the
main
reasons is, a lot of students feel a fear of failure that they're
going
into this class, and they're going to not do well, and they're not
going
to be able to get their degree because they're very math-phobic.
And
I would say nine times out of ten, students come up to me and
say,
"Dr. Morrow, I'm so math-phobic. I can't do math." Statistics is
not
just about math. It's how to use that math in order to understand
the
research that's around you.
Tips for Managing Statistics Anxiety
JENNIFER ANN MORROW: Statistics anxiety can have a
profound
impact on students' performance in a statistics course. Research
shows that students that just dive into a statistics course, that
have a
lot of anxiety and then don't deal with it, don't find ways to
4. combat
this anxiety and to try to perform better are not going to do well
in the
course. So there's many things that you, as a student, can do in
order
to alleviate that anxiety and for you to perform well in that
course.
One of the things that I always suggest to my students is to find
a
stats buddy. Couple up with somebody else in the classroom.
One
suggestion I can give to you in order to help you relieve some
of the
statistics anxiety and to do better in this course is to form
online chats
with some of your classmates. Share your work. Email your
homework. Have them review your homework, and you review
theirs.
Go into the chat rooms and talk about what things you're clear
and
not clear on in regards to what you're learning in your course.
You're
going to become much more confident if you have someone look
at
your work and give you that extra feedback that, yes, you're on
the
right track, or also give you suggestions for where you are
doing
poorly so you can study a little bit more in that area. It is so
important
to ask for help if you're not doing well. Contact the faculty
member if
you're struggling in any particular area. And a suggestion that I
have
for all students is to keep a weekly log of what you're clear and
not
5. clear on in terms of statistics. Write down what you understand
and
what you don't understand. And if there's something that you
don't
understand, email the professor and ask him or her to explain it
in
more detail. There is also the main Walden University website
where
you can get a lot of information on how to find tutors and other
additional resources to help you out throughout this course.
Students
always ask me, "Why is it important to understand statistics?
"Why
do I have to take this course? "I want to be a clinician. I'm
never
going to use statistics again." And I tell them, "You need to
understand research." You should be able to go in and read a
journal
article and look at the results section. So many of my students,
when
I ask them, they skip right to the discussion, and they just take
facevalue
what the author said: "Yes, I found a gender difference here,"
or "Yes, these two things are related." If you understand
statistics,
you can be critical of that results section and really understand,
"Did
they use those statistics right? "Did they actually find what they
were
supposed to? And are these conclusions valid?" So if a medical
journal comes out with research that says this little pill is going
to
make you lose 100 pounds, you can be critical of that research.
6. My
best advice to you as a student in order to do well in this class
is to
walk in with an open mind and to alleviate your fear to
understand
that you will learn statistics. You'll be able to understand from
beginning to end how to conduct statistics in your area of
research.
And hopefully by the end of this semester, you'll feel as excited
about
statistics as I do.
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