This document discusses integrating statistics education into engineering technology programs. It reviews literature on best practices for teaching statistics, including using real-world examples, active learning, software/simulation, project-based learning, and early/frequent exposure. The authors describe a "learning by using" approach applied in an electronics engineering technology program. Basic statistics concepts were introduced in various courses using practical examples. Students then applied these tools to engineering projects, analyzing real data with industry software. Initial results found increased student use of statistics and confidence, indicating the approach was effective for engineering technology programs. The study aims to continue expanding this integrated statistics education approach.
This document discusses research on the impact of technology on student achievement. It summarizes several studies that found statistically significant improvements in test scores for students using technology. Specifically, one study found increases of 5-42% in math scores, while another review of meta-analyses found that properly implemented technology had a significant positive effect on achievement. However, the document also notes that effective integration of technology according to seven principles is needed to achieve true benefits and prepare students for a globalized world.
Advantages And Challenges Of Using Digital Technologies In Mathematical Model...Amy Cernava
This document summarizes a literature review on the advantages and challenges of using digital technologies in mathematical modeling education. The review identified 38 relevant papers. It found that digital technologies can provide various academic, cognitive, social, and instructional benefits to modeling education, such as enhancing learning, improving modeling skills, and increasing student engagement. However, technologies may also present challenges, such as technical issues, students' lack of experience with technologies, and an over-reliance on computational results without understanding. Overall, the literature suggests that the advantages of using digital technologies for modeling outweigh the emerging challenges.
This document describes tools and toys that can be used to teach design of experiments methodology. It discusses several physical toys, including paper airplanes/helicopters, a ball and funnel apparatus, tabletop hockey, catapults, and a "DOE-Golfer" toy for simulating golf. These toys allow students to conduct multi-factorial experiments by systematically varying factors like materials, angles, weights, etc. and measuring responses like flight time or distance. The document also discusses accompanying software for experiment design, data analysis, and simulation. Using these hands-on tools helps students learn proper experimental methodology in a fun and memorable way.
A meta analysis-of_the_effects_of_computer_technology_on_school_students’_mathCathy Cavanaugh
This study analyzed 85 independent research studies involving over 36,000 K-12 students to determine the impact of computer technology on mathematics learning. The meta-analysis found statistically significant positive effects, with computer technology promoting greater mathematics achievement for elementary students compared to secondary students. Special needs students also benefited more than general education students. Studies employing constructivist teaching approaches in conjunction with computer technology reported larger effects than those using traditional teaching. The analysis identified several technology, implementation, and learner characteristics that influence mathematics achievement outcomes.
This document discusses risks associated with enterprise resource planning (ERP) projects. It begins by explaining that ERP projects represent large investments for organizations and present new challenges compared to traditional IT projects. The document then reviews literature on risk factors for IT projects, including issues related to organizational fit, skills, management, software design, user involvement, and technology. It identifies some unique risks of ERP projects as re-engineering business processes, investing in new skills, using external consultants, and technological bottlenecks. The summary concludes that case studies highlight challenges of ERP projects include recruiting staff with both business and technical skills.
Jurnal 2014 student attitudes towards and use of ict in course study, workEPY135
This document summarizes a study that examined student attitudes towards and use of information and communication technology (ICT) in the contexts of course study, work, and social/leisure activities. The study used the technology acceptance model (TAM) as a framework to understand how perceptions of usefulness and ease of use influence technology adoption. Surveys were administered to students in six different courses. Factor analysis revealed that usefulness and ease of use were key dimensions for ICT attitudes across all three contexts, but that ICT was perceived most positively in the work context, and technology use at work was an important driver for technology use in other areas.
Supportive and hindering factors to a sustainable implementationandrianyayan
This article analyzes supporting and hindering factors for sustainable ICT implementation in schools based on a case study of six schools in Germany. It identifies factors at both the school and classroom levels. At the school level, supporting factors include available infrastructure and teacher behaviors, while leadership, school culture, and teacher cooperation influence implementation. Challenges include the rapid development of new technologies and organizational barriers within schools. Sustainable implementation is measured across areas like organizational development, teaching and learning, professional development, and technological resources. Both internal and external cooperation play important roles. Addressing obstacles while leveraging supporting factors is key to achieving educational goals through long-term ICT adoption.
Improving Technological Services and Its Effect on the Police’s PerformanceEditor IJCATR
The role of police department in any country is critical. It is obvious that improving the technology in police department can
be done with safety and contributes to improve its economy. This paper, first tries to recognize the existed weaknesses in used
technologies. Then, it will suggest the best approach. The proposed framework of this study points out to two different moderating
roles that can be considered as technical contributions. Moreover, the combination of this proposed framework is new for current
study. This framework is concentrated on technology improvement, knowledge management system, technology acceptance, police
performance, and ministry performance
This document discusses research on the impact of technology on student achievement. It summarizes several studies that found statistically significant improvements in test scores for students using technology. Specifically, one study found increases of 5-42% in math scores, while another review of meta-analyses found that properly implemented technology had a significant positive effect on achievement. However, the document also notes that effective integration of technology according to seven principles is needed to achieve true benefits and prepare students for a globalized world.
Advantages And Challenges Of Using Digital Technologies In Mathematical Model...Amy Cernava
This document summarizes a literature review on the advantages and challenges of using digital technologies in mathematical modeling education. The review identified 38 relevant papers. It found that digital technologies can provide various academic, cognitive, social, and instructional benefits to modeling education, such as enhancing learning, improving modeling skills, and increasing student engagement. However, technologies may also present challenges, such as technical issues, students' lack of experience with technologies, and an over-reliance on computational results without understanding. Overall, the literature suggests that the advantages of using digital technologies for modeling outweigh the emerging challenges.
This document describes tools and toys that can be used to teach design of experiments methodology. It discusses several physical toys, including paper airplanes/helicopters, a ball and funnel apparatus, tabletop hockey, catapults, and a "DOE-Golfer" toy for simulating golf. These toys allow students to conduct multi-factorial experiments by systematically varying factors like materials, angles, weights, etc. and measuring responses like flight time or distance. The document also discusses accompanying software for experiment design, data analysis, and simulation. Using these hands-on tools helps students learn proper experimental methodology in a fun and memorable way.
A meta analysis-of_the_effects_of_computer_technology_on_school_students’_mathCathy Cavanaugh
This study analyzed 85 independent research studies involving over 36,000 K-12 students to determine the impact of computer technology on mathematics learning. The meta-analysis found statistically significant positive effects, with computer technology promoting greater mathematics achievement for elementary students compared to secondary students. Special needs students also benefited more than general education students. Studies employing constructivist teaching approaches in conjunction with computer technology reported larger effects than those using traditional teaching. The analysis identified several technology, implementation, and learner characteristics that influence mathematics achievement outcomes.
This document discusses risks associated with enterprise resource planning (ERP) projects. It begins by explaining that ERP projects represent large investments for organizations and present new challenges compared to traditional IT projects. The document then reviews literature on risk factors for IT projects, including issues related to organizational fit, skills, management, software design, user involvement, and technology. It identifies some unique risks of ERP projects as re-engineering business processes, investing in new skills, using external consultants, and technological bottlenecks. The summary concludes that case studies highlight challenges of ERP projects include recruiting staff with both business and technical skills.
Jurnal 2014 student attitudes towards and use of ict in course study, workEPY135
This document summarizes a study that examined student attitudes towards and use of information and communication technology (ICT) in the contexts of course study, work, and social/leisure activities. The study used the technology acceptance model (TAM) as a framework to understand how perceptions of usefulness and ease of use influence technology adoption. Surveys were administered to students in six different courses. Factor analysis revealed that usefulness and ease of use were key dimensions for ICT attitudes across all three contexts, but that ICT was perceived most positively in the work context, and technology use at work was an important driver for technology use in other areas.
Supportive and hindering factors to a sustainable implementationandrianyayan
This article analyzes supporting and hindering factors for sustainable ICT implementation in schools based on a case study of six schools in Germany. It identifies factors at both the school and classroom levels. At the school level, supporting factors include available infrastructure and teacher behaviors, while leadership, school culture, and teacher cooperation influence implementation. Challenges include the rapid development of new technologies and organizational barriers within schools. Sustainable implementation is measured across areas like organizational development, teaching and learning, professional development, and technological resources. Both internal and external cooperation play important roles. Addressing obstacles while leveraging supporting factors is key to achieving educational goals through long-term ICT adoption.
Improving Technological Services and Its Effect on the Police’s PerformanceEditor IJCATR
The role of police department in any country is critical. It is obvious that improving the technology in police department can
be done with safety and contributes to improve its economy. This paper, first tries to recognize the existed weaknesses in used
technologies. Then, it will suggest the best approach. The proposed framework of this study points out to two different moderating
roles that can be considered as technical contributions. Moreover, the combination of this proposed framework is new for current
study. This framework is concentrated on technology improvement, knowledge management system, technology acceptance, police
performance, and ministry performance
Acceptence Of TPC Scale - Validity And Reliability StudyBrandi Gonzales
This document describes a study that developed and validated a scale to measure secondary students' acceptance of tablet computers (TPCs).
The researchers developed a 17-item scale based on the Technology Acceptance Model, which measures perceived usefulness, perceived ease of use, attitude toward use, and behavioral intention. They administered the scale to 400 high school students and analyzed it using exploratory and confirmatory factor analysis.
The analysis validated a 4-factor structure for the scale corresponding to the four dimensions. Perceived usefulness had the highest eigenvalue and explained the most variance. The validated scale provides a reliable tool to measure secondary students' acceptance of TPCs, which is important for effective integration and use of the technology in education
TitleEffect of Physical Education Teachers Computer Literacy o.docxedwardmarivel
Title:
Effect of Physical Education Teachers' Computer Literacy on Technology Use in Physical Education. By: Kretschmann, Rolf, Physical Educator, 00318981, 2015 Special Issue, Vol. 72
Database:
MasterFILE Premier
Effect of Physical Education Teachers' Computer Literacy on Technology Use in Physical Education
Contents
1. Method
2. Results
3. Table 1 Computer Literacy and Instructional Technology and Media Use in PE
4. Table 1 (cont.)
5. Discussion
6. Conclusions
7. References
Listen
Teachers' computer literacy has been identified as a factor that determines their technology use in class. The aim of this study was to investigate the relationship between physical education (PE) teachers' computer literacy and their technology use in PE. The study group consisted of 57 high school level in-service PE teachers. A survey was used to assess the PE teachers' computer literacy and instructional technology and media use in PE. Quantitative statistical procedures were performed to analyze the data. The majority of the PE teachers did not often use technology in PE. PE teachers' computer literacy had an effect on their technology use in PE. PE teachers' use of information and communication technologies (ICTs) such as laptops, Internet, and digital cameras showed statistically significant differences in their computer literacy levels (low, average, and high). The surveyed PE teachers tended to not usetechnology in PE. However, the higher their computer literacy level was, the more likely they were to include technology in PE.
TEACHER EDUCATION
Technology has become normal and even ubiquitous in everyday life (Horst, 2012). The tech-savvy so-called digital natives (Bennett, Maton, & Kervin, 2008; Prensky, 2001), also known as the Net generation, "naturally" include diverse technologies in their daily routines. The society-wide technology enhancement also includes educational settings such as school. For school-aged children and adolescents, this means they are accompanied by technology not only in their leisure time, but also in their everyday life at school (Nemcek, 2013).
Technology as an instructional method has conquered school classrooms in the meantime (Calvani, 2009). Technology uses in schools have certainly been increased over the past decade (Wastiau et al., 2013). Among the school subjects, physical education (PE) and physical education teacher education (PETE) have been infused with technology as well, at least within the academic discussion and debate (Kretschmann, 2010; Leight & Nichols, 2012; Mohnsen, 2012; National Association for Sport and Physical Education, 2009).
With regard to research findings in the field of technology and PE, the empirical evidence is limited and few empirical studies are available (Kretschmann, 2010). Especially, the PE teachers' perspective has not been in the center of empirical studies so far. The majority of the studies have been focused on PETE students' information and communication technology (ICT) compete ...
The document discusses the role of computers in chemical engineering education. It identifies four main areas of computer application: process modelling, programming, computer-based process control, and computer-interactive mathematics tuition. It also examines challenges students face with mathematics and how computer-assisted learning can help address skills gaps while promoting independent study. Overall, the document argues that computers are useful educational tools when they reinforce learning and don't oversimplify concepts, and that teaching programming and modelling can develop valuable problem-solving skills.
Attitude Of Students Towards Statistics ApplicationStacy Taylor
This document summarizes a study that investigated factors influencing students' acceptance of statistics. The study surveyed 200 undergraduate students in Malaysia about their affect, cognitive competence, perceived value of statistics, and acceptance of statistics. Results found that affect and perceived value significantly predicted students' acceptance of statistics, but cognitive competence did not. The study aimed to help improve statistics education by better understanding what influences students' views of the subject.
This research is a descriptive study which aims to describe the ability of ICT
students of the Department of Physics Education as prospective teachers in the face of
the industrial revolution 4.0. This research was conducted at the Department of
Physics Education, Musamus University, Merauke, with a sample of 52 people. Data
was collected using questionnaires and analyzed using a simple percentage formula.
The results of the study showed that the students of Physics Education Department
had 76.4% of the overall standard of basic ICT skills. This means that students of the
Department of Physics Education are skilled in using ICT. Based on the results of this
study, it is advisable for policy makers to provide training to students and lecturers
that are more intensive given the development of ICT that continues to progress
rapidly.
This research proposal aims to study the problems that can occur when proper software engineering techniques are not consistently applied throughout the development process. The researcher will analyze how using proper modeling, planning, requirements gathering, design, programming, testing, and other techniques can help deliver high-quality, less expensive, and easier to maintain software in a timely manner. In contrast, not using these techniques risks developing low-quality software that goes over budget and is difficult to maintain. The study will review literature on software engineering best practices and the researcher's experience to determine the importance of applying a disciplined, systematic approach using appropriate tools at each stage of development.
This document discusses a study analyzing student satisfaction with various instructional technology techniques. The study surveyed 215 students enrolled in 4 undergraduate business courses about their satisfaction with commonly used IT tools like presentation software, email/discussion lists, word processing, web search engines, online libraries, and web development applications. The study aimed to determine the relationship between different types and degrees of IT used and student satisfaction, as well as the impact of IT techniques on student perceptions of enhanced classroom behaviors like student-student and student-instructor interaction, increased information and quality of instruction, and improved course organization. The sample was predominantly male (68%), aged 19-26, and majoring in general business (75%).
Predicting Big Data Adoption in Companies With an Explanatory and Predictive ...eraser Juan José Calderón
Predicting Big Data Adoption in Companies With an Explanatory and Predictive Model
Predecir la adopción de Big Data en empresas con un modelo explicativo y predictivo. @currovillarejo @jpcabrera71 @gutiker y @fliebc
Factors inhibiting the adoption of ICT by Tamale Polytechnic lecturers for th...Editor IJCATR
Although the Ghanaian polytechnics have had computers and varied levels of ICT development for almost two decades now, ways
to create effective IT-enabled teaching and learning methodologies have evolved slowly and patchily. This situation is gradually making the
polytechnic trainees incompatible in the digital-enabled job markets. Coupled with this development is the fact that the internet has become
the single and largest library and knowledge reservoir thus making it indispensable in the teaching and learning ambit. It has therefore become
imperative and collective responsibility to identify the factors that inhibit the adoption of the technology by the tertiary teachers especially
the Polytechnic Teachers Association of Ghana (POTAG) fraternity to bridge the digital gab to add more value to the polytechnic teachers
and graduates and to raise their relevance in the industry. This research therefore comes in, with the case of the Tamale Polytechnic, to
explore the challenges and recommend strategies to stakeholders. Descriptive survey methodology, which is capable of collecting background
information and hard to find data without the researcher motivating or influencing respondents' responses, was used to arrive at our findings.
mathematics efficacy, anxiety and students performance in introductory techno...mustapha adeniyi
This document discusses factors affecting student performance in introductory technology courses. It introduces the concepts of mathematics anxiety and self-efficacy, and how they relate to student performance. The document also presents the problem statement, research questions, significance, scope and definitions for key terms for a study on the effects of mathematics efficacy, anxiety on student performance in introductory technology in secondary schools in Lagos State.
This document discusses challenges and solutions to using technology in the classroom. It identifies external barriers like limited access to resources, inadequate training for teachers, and lack of support. It also discusses internal barriers such as teacher attitudes and lack of skills. Solutions proposed include improving access to equipment, internet connectivity, and ongoing professional development. The document provides an overview of technology integration challenges and recommendations for effective implementation of classroom technologies.
A Survey of Mathematics Education Technology Dissertation Scope and Quality ...Crystal Sanchez
This dissertation survey examined 480 mathematics education technology dissertations from 1968 to 2009. It found that dissertation studies earned an average of 64.4% of possible quality points across all methodologies, higher than comparable journal studies which averaged 47.2%. The dissertation studies focused most on calculators and software, and outcomes related to student achievement and attitudes. However, the quality of theoretical connections, research design descriptions, and validity/reliability reporting in dissertations was inconsistent. Improving these areas could increase dissertation and research quality in this field.
This document summarizes a meta-analysis of 26 empirical studies that tested the Technology Acceptance Model (TAM). TAM proposes that perceived ease of use and perceived usefulness predict technology acceptance. The meta-analysis found:
1) The relationship between perceived usefulness and acceptance, and between perceived usefulness and perceived ease of use were somewhat strong based on the correlation coefficients.
2) However, the relationship between perceived ease of use and acceptance was weak, and its significance did not pass a fail-safe test.
3) There was mixed evidence across studies for the relationships between the different constructs in TAM. The meta-analysis aimed to synthesize these findings to better understand how TAM applies overall.
This document discusses limitations and applications of statistics. It begins by covering limitations of statistics, such as it only dealing with quantitative data and groups/aggregates, and possible errors in statistical analysis. It then covers many fields that statistics can be applied to, such as actuarial science, biostatistics, econometrics, environmental statistics, epidemiology, and others. It concludes with sample multiple choice questions related to limitations and applications of statistics.
An Analysis of Behavioral Intention toward Actual Usage of Open Source Softwa...IJAEMSJORNAL
This study focused on analyzing behavioral intention toward the actual usage of open source software in private universities in Tanzania. Questionnaires were used to collect quantitative data in two private universities namely Iringa University and Ruaha Catholic University. Stratified sampling technique was utilized to ensure sample representativeness among two universities where simple random sampling was used to draw a sample from each stratum during the survey. Finding Using Structural Equation Modeling indicated that performance expectancy (source code production and software localization) and social factor (Vendor, internet services provider and lecturer) have a significant influence toward behavioral intention while effort expectancy was found to be insignificant. In addition the behavioral intention was found to be significant toward student’s actual usage of open source software in Universities. This study recommended that for students to develop behavioral intention toward OSS actual usage, internet service provider have to increase the level of internet services that can assist the university communities to access and download open source software. In addition, to increase actual use, open source software vendors and lecturer or experts have to make sure that their software source code is free for distribution and localization, this will increase self-motivation and interest of the students toward actual usage of open source software.
The document outlines a research project that will examine using student-generated webpages to improve math revision and development. It will include:
- Researching similar projects and effective revision/learning techniques using sources like blogs, wikis, and peer assessment.
- Designing a student webpage project and assessment rubric for a pilot Year 8 class. Test results will compare this class to a non-participant class.
- Drawing information from sources on the TPACK model, technology-enhanced learning, revision pedagogy, and the impact of peer review/feedback.
- Presenting findings and examples on a project webpage using text, images, links, video and audio. This open format can easily share results.
1. The document discusses the Technology Acceptance Model (TAM), which aims to explain and predict user acceptance of technology. TAM focuses on how perceived ease of use and perceived usefulness influence attitudes, behavioral intention, and actual technology use.
2. The document reviews several studies that have applied TAM across different contexts like education. It finds that TAM is useful for understanding factors that influence teacher and student acceptance of educational technologies.
3. However, the document also notes some weaknesses of TAM, such as its reliance on self-reported data and the broad nature of perceived ease of use and usefulness constructs. It suggests TAM needs more research in primary/secondary school settings.
de l'Economie et des Finances | En charge des questions financières et monéta...aminellaoui
de l'Economie et des Finances | En charge des questions financières et monétaires
de l'Economie et des Finances | En charge des questions financières et monétaires
de l'Economie et des Finances | En charge des questions financières et monétaires
The document discusses the challenges of writing an essay about one's favorite book, noting that it is difficult to balance subjective personal sentiments with objective literary analysis. It explains that an effective essay on this topic must convey passion for the book while maintaining critical evaluation, address why the book had an emotional impact without relying on cliches, and engage readers who may not initially share the same view. The document advises that transforming personal admiration for a book into a compelling narrative requires careful consideration of language, structure, and reader engagement.
185 Toefl Writing Topics And Model Essays PDF - DownlJody Sullivan
The chapter summarizes Elizabeth Pisani's book "The Wisdom of Whores" which critiques the international response to the AIDS epidemic. It discusses Pisani's frustration with the approaches taken by international organizations, governments, NGOs, and activists. While data-driven, the book was seen as controversial in how it portrayed these responses. The chapter provides an overview of Pisani's perspective that the data showed some approaches were ineffective and highlights both her critiques and hopes for progress made.
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This document describes a study that developed and validated a scale to measure secondary students' acceptance of tablet computers (TPCs).
The researchers developed a 17-item scale based on the Technology Acceptance Model, which measures perceived usefulness, perceived ease of use, attitude toward use, and behavioral intention. They administered the scale to 400 high school students and analyzed it using exploratory and confirmatory factor analysis.
The analysis validated a 4-factor structure for the scale corresponding to the four dimensions. Perceived usefulness had the highest eigenvalue and explained the most variance. The validated scale provides a reliable tool to measure secondary students' acceptance of TPCs, which is important for effective integration and use of the technology in education
TitleEffect of Physical Education Teachers Computer Literacy o.docxedwardmarivel
Title:
Effect of Physical Education Teachers' Computer Literacy on Technology Use in Physical Education. By: Kretschmann, Rolf, Physical Educator, 00318981, 2015 Special Issue, Vol. 72
Database:
MasterFILE Premier
Effect of Physical Education Teachers' Computer Literacy on Technology Use in Physical Education
Contents
1. Method
2. Results
3. Table 1 Computer Literacy and Instructional Technology and Media Use in PE
4. Table 1 (cont.)
5. Discussion
6. Conclusions
7. References
Listen
Teachers' computer literacy has been identified as a factor that determines their technology use in class. The aim of this study was to investigate the relationship between physical education (PE) teachers' computer literacy and their technology use in PE. The study group consisted of 57 high school level in-service PE teachers. A survey was used to assess the PE teachers' computer literacy and instructional technology and media use in PE. Quantitative statistical procedures were performed to analyze the data. The majority of the PE teachers did not often use technology in PE. PE teachers' computer literacy had an effect on their technology use in PE. PE teachers' use of information and communication technologies (ICTs) such as laptops, Internet, and digital cameras showed statistically significant differences in their computer literacy levels (low, average, and high). The surveyed PE teachers tended to not usetechnology in PE. However, the higher their computer literacy level was, the more likely they were to include technology in PE.
TEACHER EDUCATION
Technology has become normal and even ubiquitous in everyday life (Horst, 2012). The tech-savvy so-called digital natives (Bennett, Maton, & Kervin, 2008; Prensky, 2001), also known as the Net generation, "naturally" include diverse technologies in their daily routines. The society-wide technology enhancement also includes educational settings such as school. For school-aged children and adolescents, this means they are accompanied by technology not only in their leisure time, but also in their everyday life at school (Nemcek, 2013).
Technology as an instructional method has conquered school classrooms in the meantime (Calvani, 2009). Technology uses in schools have certainly been increased over the past decade (Wastiau et al., 2013). Among the school subjects, physical education (PE) and physical education teacher education (PETE) have been infused with technology as well, at least within the academic discussion and debate (Kretschmann, 2010; Leight & Nichols, 2012; Mohnsen, 2012; National Association for Sport and Physical Education, 2009).
With regard to research findings in the field of technology and PE, the empirical evidence is limited and few empirical studies are available (Kretschmann, 2010). Especially, the PE teachers' perspective has not been in the center of empirical studies so far. The majority of the studies have been focused on PETE students' information and communication technology (ICT) compete ...
The document discusses the role of computers in chemical engineering education. It identifies four main areas of computer application: process modelling, programming, computer-based process control, and computer-interactive mathematics tuition. It also examines challenges students face with mathematics and how computer-assisted learning can help address skills gaps while promoting independent study. Overall, the document argues that computers are useful educational tools when they reinforce learning and don't oversimplify concepts, and that teaching programming and modelling can develop valuable problem-solving skills.
Attitude Of Students Towards Statistics ApplicationStacy Taylor
This document summarizes a study that investigated factors influencing students' acceptance of statistics. The study surveyed 200 undergraduate students in Malaysia about their affect, cognitive competence, perceived value of statistics, and acceptance of statistics. Results found that affect and perceived value significantly predicted students' acceptance of statistics, but cognitive competence did not. The study aimed to help improve statistics education by better understanding what influences students' views of the subject.
This research is a descriptive study which aims to describe the ability of ICT
students of the Department of Physics Education as prospective teachers in the face of
the industrial revolution 4.0. This research was conducted at the Department of
Physics Education, Musamus University, Merauke, with a sample of 52 people. Data
was collected using questionnaires and analyzed using a simple percentage formula.
The results of the study showed that the students of Physics Education Department
had 76.4% of the overall standard of basic ICT skills. This means that students of the
Department of Physics Education are skilled in using ICT. Based on the results of this
study, it is advisable for policy makers to provide training to students and lecturers
that are more intensive given the development of ICT that continues to progress
rapidly.
This research proposal aims to study the problems that can occur when proper software engineering techniques are not consistently applied throughout the development process. The researcher will analyze how using proper modeling, planning, requirements gathering, design, programming, testing, and other techniques can help deliver high-quality, less expensive, and easier to maintain software in a timely manner. In contrast, not using these techniques risks developing low-quality software that goes over budget and is difficult to maintain. The study will review literature on software engineering best practices and the researcher's experience to determine the importance of applying a disciplined, systematic approach using appropriate tools at each stage of development.
This document discusses a study analyzing student satisfaction with various instructional technology techniques. The study surveyed 215 students enrolled in 4 undergraduate business courses about their satisfaction with commonly used IT tools like presentation software, email/discussion lists, word processing, web search engines, online libraries, and web development applications. The study aimed to determine the relationship between different types and degrees of IT used and student satisfaction, as well as the impact of IT techniques on student perceptions of enhanced classroom behaviors like student-student and student-instructor interaction, increased information and quality of instruction, and improved course organization. The sample was predominantly male (68%), aged 19-26, and majoring in general business (75%).
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Factors inhibiting the adoption of ICT by Tamale Polytechnic lecturers for th...Editor IJCATR
Although the Ghanaian polytechnics have had computers and varied levels of ICT development for almost two decades now, ways
to create effective IT-enabled teaching and learning methodologies have evolved slowly and patchily. This situation is gradually making the
polytechnic trainees incompatible in the digital-enabled job markets. Coupled with this development is the fact that the internet has become
the single and largest library and knowledge reservoir thus making it indispensable in the teaching and learning ambit. It has therefore become
imperative and collective responsibility to identify the factors that inhibit the adoption of the technology by the tertiary teachers especially
the Polytechnic Teachers Association of Ghana (POTAG) fraternity to bridge the digital gab to add more value to the polytechnic teachers
and graduates and to raise their relevance in the industry. This research therefore comes in, with the case of the Tamale Polytechnic, to
explore the challenges and recommend strategies to stakeholders. Descriptive survey methodology, which is capable of collecting background
information and hard to find data without the researcher motivating or influencing respondents' responses, was used to arrive at our findings.
mathematics efficacy, anxiety and students performance in introductory techno...mustapha adeniyi
This document discusses factors affecting student performance in introductory technology courses. It introduces the concepts of mathematics anxiety and self-efficacy, and how they relate to student performance. The document also presents the problem statement, research questions, significance, scope and definitions for key terms for a study on the effects of mathematics efficacy, anxiety on student performance in introductory technology in secondary schools in Lagos State.
This document discusses challenges and solutions to using technology in the classroom. It identifies external barriers like limited access to resources, inadequate training for teachers, and lack of support. It also discusses internal barriers such as teacher attitudes and lack of skills. Solutions proposed include improving access to equipment, internet connectivity, and ongoing professional development. The document provides an overview of technology integration challenges and recommendations for effective implementation of classroom technologies.
A Survey of Mathematics Education Technology Dissertation Scope and Quality ...Crystal Sanchez
This dissertation survey examined 480 mathematics education technology dissertations from 1968 to 2009. It found that dissertation studies earned an average of 64.4% of possible quality points across all methodologies, higher than comparable journal studies which averaged 47.2%. The dissertation studies focused most on calculators and software, and outcomes related to student achievement and attitudes. However, the quality of theoretical connections, research design descriptions, and validity/reliability reporting in dissertations was inconsistent. Improving these areas could increase dissertation and research quality in this field.
This document summarizes a meta-analysis of 26 empirical studies that tested the Technology Acceptance Model (TAM). TAM proposes that perceived ease of use and perceived usefulness predict technology acceptance. The meta-analysis found:
1) The relationship between perceived usefulness and acceptance, and between perceived usefulness and perceived ease of use were somewhat strong based on the correlation coefficients.
2) However, the relationship between perceived ease of use and acceptance was weak, and its significance did not pass a fail-safe test.
3) There was mixed evidence across studies for the relationships between the different constructs in TAM. The meta-analysis aimed to synthesize these findings to better understand how TAM applies overall.
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
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9
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Application Of Statistics In Engineering Technology Programs
1. American Journal of Engineering Education –2010 Volume 1, Number 1
65
Application Of Statistics In Engineering
Technology Programs
Wei Zhan, Texas A&M University, USA
Rainer Fink, Texas A&M University, USA
Alex Fang, Texas A&M University, USA
ABSTRACT
Statistics is a critical tool for robustness analysis, measurement system error analysis, test data
analysis, probabilistic risk assessment, and many other fields in the engineering world.
Traditionally, however, statistics is not extensively used in undergraduate engineering technology
(ET) programs, resulting in a major disconnect from industry expectations. The research
question: How to effectively integrate statistics into the curricula of ET programs, is in the
foundation of this paper. Based on the best practices identified in the literature, a unique
“learning-by-using” approach was deployed for the Electronics Engineering Technology
Program at Texas A&M University. Simple statistical concepts such as standard deviation of
measurements, signal to noise ratio, and Six Sigma were introduced to students in different
courses. Design of experiments (DOE), regression, and the Monte Carlo method were illustrated
with practical examples before the students applied the newly understood tools to specific
problems faced in their engineering projects. Industry standard software was used to conduct
statistical analysis on real results from lab exercises. The result from a pilot project at Texas
A&M University indicates a significant increase in using statistics tools in course projects by
students. Data from student surveys in selected classes indicate that students gained more
confidence in statistics. These preliminary results show that the new approach is very effective in
applying statistics to engineering technology programs.
Keywords: Engineering education; error analysis; Monte Carlo methods; simulation; statistics
I. INTRODUCTION
uring the past two decades there has been a trend in industry to use management philosophies, with
an emphasis in the systematic use of statistical methods. The Japanese manufacturing industry has
made a tremendous improvement in quality because of the wide use of statistical methods such as
Total Quality Management. Other statistical tools such as Statistical Process Control (SPC) (Wortman et al. 2001)
and Six Sigma (Harry and Schroeder 2000 and Snee 2004) have also been proven effective in improving processes,
product quality, and corporate bottom lines. For example, Motorola credited the Six Sigma initiative for saving $940
million over three years and AlliedSignal reported a $1.5 billion savings in 1997 (Wortman et al. 2001). Other
companies responded to the quality competition by adopting these statistical methods. For industries such as the
pharmaceutical and manufacturing industries, tools such as Six Sigma have become required knowledge for a
successful engineer.
Three decades ago, the American Statistical Association claimed that industry needed engineers with
experience and knowledge of statistics (ASA 1980). Most engineering students thought that the probability and
statistics courses were difficult, boring, and useless. These courses were too theoretical and appeared to be unrelated
to the engineering subjects they studied. As pointed out by Godfrey in his classic work (Godfrey 1986): “We too
often teach what appears to the students a collection of unrelated methods illustrated by examples taken from coin-
tossing, card-playing and dice-rolling. And then we expect the students to be able to translate this wide variety of
methods with simple gambling examples to complex industrial problems involving the application of a large number
of methods”. Since then many educators have realized that the situation in statistics education needs to be changed
D
2. American Journal of Engineering Education –2010 Volume 1, Number 1
66
(Hogg 1991 and Snee 1993). The needs from industry have led to a continuing effort to enhance the education on
statistics (Hogg et al. 1985, Godfrey 1986, Garfield 1993, Romero et al. 1995, Villagarcia 1998, Fernández de
Carrera 2006). Many statistics courses now use real-world examples, real data, and simulation to help students learn
more effectively (Franklin et al. 2006, Mvududu 2003, Romeu 2006). A lot of work has been done to improve the
teaching and learning of statistics. But the task is becoming more challenging: as the education on statistics is
improved, the demands from today’s industry are outpacing the improvement in education.
Even though intensive statistical courses are included in most traditional engineering curricula, historically,
statistics is not extensively applied in undergraduate engineering technology (ET) programs. Usually the students
take a statistics course from the Statistics Department as a prerequisite for other engineering courses and seldom use
the knowledge they learned in any follow-on courses. They are rudely awakened when they graduate from college
and are faced with real-world statistics-based engineering tasks in their first jobs. By then they have forgotten most
of what they learned in the statistics course, or they do not know how to relate the statistical knowledge to the
engineering applications encountered in the real world. Similar realistic evaluations in other traditional engineering
programs such as chemical engineering (Koretsky 1998 and Prudich et al. 2003), biomedical engineering (Schmidt
and Markey 2006), civil engineering (Pong an Le 2006), industrial engineering (Allen et al. 2004 and Runger et al.
2003), mechanical engineering (Marchetti and Gupta 2003), and electrical and computer engineering (Tougaw 2005)
have led to increased curricular development efforts, primarily in engineering based statistics. However, educational
research in statistics by ET programs is very limited. Part of the reason for this is that ET students typically focus on
hands-on experiences and do not like theoretical analysis. Statistics, however, can be used as a very practical tool,
especially in the area of measurement and testing, which is a main focus area in many ET programs. Although some
results in statistics education in the literature can be applied directly to ET, the uniqueness of the students and the
program requires special effort to make the teaching/learning of statistics more effective.
There have been several research efforts in the area of using statistics-related tools in ET programs (Fink
2005 and Zhan and Porter 2008) that focus on specific tools in specific courses. These efforts are far from sufficient,
considering the importance of statistics for ET students, and a systematic approach to the seamless integration of
statistics into a four-year ET curriculum needs to be studied.
The research question studied in this paper is as follows:
“How to effectively integrate statistics in the entire curriculum of ET programs?”
II. METHODOLOGY
Statistics is an important tool for robustness analysis, measurement system error analysis, test data analysis,
probabilistic risk assessment, and many other fields in the engineering world. The key to the success of teaching
statistics to engineering students is to make the statistics solution relevant to the engineering problems they face
(Romero et al. 1995, Godfrey 1986, Garfield 1993, Hogg et al. 1985, Mosteller 1980, Villagarcia 1998, Fernández
de Carrera 2006). Using real-world data (Koretsky 1998 and Bryce 1993) and real-world problems (Godfrey 1986
and Villagarcia 1998) is an important approach practiced by many educators. The Particular General Particular
(PGP) strategy used by Mosteller (Mosteller 1980) and Romero et al. (Romero et al. 1995) can be very effective.
Active participation by the students during the teaching and learning of statistics (Garfield 1993) is a good method
to use to integrate the student into the teaching of statistics. Using simulation (Arnholt 1997, delMas et al. 1999,
Mills 2002, and Romeu 1986) instead of theoretical derivation also shows promise for ET students. Using Excel to
perform basic statistical analysis is also a very attractive option (Carr 2002 and Hunt 1994). Project-based learning
(Schmucker 2004, Lovgren and Racer 1999, and Petruccelli et al. 1995) is another method used widely in ET
programs, since laboratory exercises are one of the main learning tools for ET students (Pong and Le 2006,
Marchetti and Gupta 2003, Barton et al. 1998, and Marvel and Standridge 2003). Standridge and Marvel presented a
strong case for teaching statistics to engineering students in a laboratory course (Standridge and Marvel 2002). Early
exposure and repetition is an effective approach of learning whether it is statistics (Prudich et al. 2003) or other
knowledge (Zhan et al. 2009).
3. American Journal of Engineering Education –2010 Volume 1, Number 1
67
The critical ingredients found in the published educational research on teaching and learning of statistics
that can be potentially adopted by ET programs are summarized as follows:
Using real-world data and problems
Active learning of students
Using software and simulation
Using statistics in laboratories and projects
Early and frequent exposure to statistics.
Qualifications
Based on the approaches that potentially can be effective for ET programs in the education of statistics, a
learning-by-using approach was applied in several courses in the Electronics ET program at Texas A&M University.
This pilot project was started in the Spring semester of 2009, and it is an on-going effort. A total of eighty nine
students participated in this project. These students are from four courses out of the total of eighteen courses offered
by the Electronics ET program, which is about 22% of the courses. Seventy eight valid student survey sheets were
collected for statistical analysis purposes. The results presented in this paper are preliminary. The effort will be
continued and expanded to more courses. More data will be collected for the evaluation of the effectiveness of the
proposed statistics teaching method. Future research can be conducted to quantitatively and qualitatively evaluate
the effectiveness of this approach through student and faculty surveys, and feedback from former students and
industry. Among the eighty nine students participated in this pilot project, about one fourth of them took the survey
in two separate courses in sequential. This might have made the data somewhat skewed compared to the case where
students were exposed to the learning-by-using approach for the first time. The latter case would have a more
dramatic improvement over a semester. This is another potential subject for further research and is not discussed in
this paper.
The main idea of the new approach is to use basic statistical concepts in as many courses in the curriculum
as possible, with an emphasis on using statistical tools in the laboratory and course projects to solve real engineering
problems. In addition to a stand-alone statistics course from the Statistics Department, within the program, statistical
analysis methods and tools are introduced to the students to solve engineering problems whenever appropriate. The
learning of statistical tools and concepts is based on real-world data and examples. After presenting the examples,
the students are asked to use the statistics tools to solve problems they face in laboratories and projects. Software
packages, such as Excel and Minitab (Meyer and Krueger 2005), that are easy to use were selected to conduct the
statistical analysis. The learning of statistics is not limited to one course, so that the students first get exposure to the
tools in a sophomore level circuit analysis course followed with repeated exposure in several other courses in the
following semesters, with increased intensity and depth. The goal is to have students understand that statistics is not
just a course that they must take and then can forget about; instead it is a useful tool that they need to master in order
to do a better job as an engineer. It is worth noting again that the new approach proposed in this paper is not a
replacement of the existing statistic courses or a newly created stand-alone course; instead, it adds to the broader
application of statistics throughout the curricula of engineering technology programs with an objective of applying
statistics to solve engineering problems.
Examples of teaching statistics in various courses are given to illustrate the implementation of the new
approach.
Parameter uncertainty and part-to-part variation
The concept of parameter uncertainty due to part-to-part variation was introduced to the students early in a
sophomore level class, when electronic circuits were designed and analyzed. The determination of tolerance bands
for electronic parts was discussed using statistical terms such as normal distribution, mean, and variation. Students
were asked to take the variations in the parameters into consideration when they conducted experiments in the
laboratories. Discussion in their laboratory reports must include discussion on the variations in their test data and
how they were related to the parameter uncertainty. The Monte Carlo analysis (Casella 2004) tool in Multisim
(Reeder 2006) was introduced in the circuit analysis course. Students were asked to conduct Monte Carlo analysis
for a circuit and compare the simulated results to the actual test data.
4. American Journal of Engineering Education –2010 Volume 1, Number 1
68
Mean and standard deviation
Mean and standard deviation are two statistical concepts that are very important and easy to understand.
They are discussed in several courses using real-world examples. The calculation of the mean and standard deviation
can be easily done using Excel or other software. A particular example that helps students understand how these can
be used in engineering applications was illustrated with test data from a faculty research project involving wireless
communication (Zhan and Goulart 2009). In this example, six different tests were conducted under four different
test conditions (using different wireless cards and at different locations). The mean and standard deviation from each
condition were used to calculate the signal-to-noise ratio (SNR) for the bandwidth of the wireless communication
using the following formula
(1)
Table 1. SNR for bandwidth
Test No. Condition 1 Condition 2 Condition 3 Condition 4
1 4.0 2.0 16.7 14.3
2 3.3 2.2 25.0 14.3
3 2.5 2.5 20.0 12.5
4 1.9 2.3 20.0 12.5
5 2.3 2.0 14.3 12.5
6 3.1 1.9 25.0 12.5
mean 2.85 2.15 20.17 13.10
stdev 0.76 0.23 4.32 0.93
SNR 3.73 9.52 4.67 14.09
Without statistical analysis, one might come to the conclusion that Condition 3 is the best condition. Using
the SNR defined in (1), it is clear that test condition 4 had the best signal-to-noise ratio among the four test
conditions, while condition 3 was not even as good as Condition 2. Students in ET face similar scenarios in many
projects throughout their education. This example provides a simple application of the use of statistical tools in
solving engineering problems.
Six Sigma
A presentation on Six Sigma and its application in real-world problems was prepared for students in both a
junior level instrumentation course as well as the senior design course (Zhan and Porter 2008). The concept of
reducing the variation in processes to improve the quality of a product is illustrated in Fig. 1. The DMAIC process
of Six Sigma was briefly introduced in the presentation. Practical statistical analysis tools, such as Design of
Experiments (Montgomery 2008), Monte Carlo analysis, Gauge R&R (Wortman et al. 2001), ANOVA, probability
test, and regression were introduced to the students in the context of Six Sigma. Four Six Sigma projects for
improvements of an intelligent weather based traffic control system (Zhan et al. 2009) were successfully completed
in the instrumentation course.
USL
LSL
LSL
USL
Mean Mean
Reduce
variation
Defects Defects
Fig. 1. Improvement of the quality of a product by reducing the variation
5. American Journal of Engineering Education –2010 Volume 1, Number 1
69
Design of Experiments
The Design of Experiments (DOE) technique is usually not discussed in an undergraduate statistics course.
However, the tool is very important for test engineers. With the help of software such as Minitab, the design and
analysis aspects of DOE become fairly straightforward. In DOE, a problem is defined first. Second, factors and
levels are chosen. Third, the response variables to be measured are selected. Fourth, a test matrix is created using
Minitab. Finally, experiments are conducted to acquire data. Software such as Minitab can be used to perform
statistical analysis. This process is illustrated with an example from the wireless research project discussed earlier.
The result of the DOE analysis for jitter in a wireless communication is plotted in Fig. 2. It is evident based on Fig.
2: The three major contributors to the jitter can be identified as packet size, location, and wireless card selection.
AB
CD
BD
B
BC
AC
AD
D
C
A
5
4
3
2
1
0
Term
Standardized Effect
2.571
A Packet size (kb)
B Buffer size (packets)
C Location
D C ards
Factor Name
Pareto Chart of the Standardized Effects
(response is Jitter (ms), Alpha = 0.05)
Fig. 2. Pareto Chart for wireless communication jitter
Repeatability and Reproducibility (R&R)
Taking measurements is an important task for ET students. They must understand that there are many
sources for error in measurements. A key part of the measurement system analysis (MSA) is the analysis of
repeatability and reproducibility of the measurements. The analysis of variance (ANOVA) can be used to estimate
the contributions from the technician, the part-to-part variation, their interaction, and repeatability to the variation in
the measurements.
Three teams of students used five signal-conditioning circuits with identical design to take temperature
measurements. Table 2 shows the result of the ANOVA analysis. It can be seen that R&R accounts for 64.84% (=
44.27%+20.57%) of the total variance. The class came to the conclusion that better equipment and appropriate
training for the technicians could significantly reduce the variance.
6. American Journal of Engineering Education –2010 Volume 1, Number 1
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Table 2. ANOVA Table (alpha=0.05)
Source SS DF MS Fcal F(alpha) Var Adj Var %
Technician 1204.17 2 602.09 22.52 3.68 57.54 57.54 44.27
Part No. 1203.99 4 301.00 11.26 3.06 45.71 45.71 35.17
Interaction -1604.61 8 -200.58 -7.50 2.64 -113.65 0.00 0.00
Error 400.96 15 26.73 26.73 26.73 20.57
total DF 29 totals 129.98 100.00
Regression
Regression is a useful tool for engineers. It could help the engineer identify the relationship between
variables based on test data. An example from a motor speed control research project (Zhan 2007) was used to
illustrate how to use regression to derive a function relating two variables. Fig. 3 is the simulated data, which is
used to derive equation (2) using the least square regression method.
4 3 2
0.0267 1.4984 31.734 303.28 1134.6
DutyCycle V V V V
(2)
Fig. 3. Simulated relationship between duty cycle and voltage
Students in a junior level instrumentation course as well as senior design teams were asked to characterize
temperature sensors using test data and utilize regression to identify variable relationships.
Monte Carlo Analysis
Monte Carlo analysis was first introduced in a sophomore circuit analysis course where students used
Multisim to conduct the analysis of the effects of the resistance and capacitance distributions on the cut-off
7. American Journal of Engineering Education –2010 Volume 1, Number 1
71
frequency of a low pass filter. This was re-enforced in a junior level instrumentation course, where results from the
motor speed control research project (Zhan 2007) were used to illustrate the use of the Monte Carlo analysis method.
First, a MATLAB (The MathWorks, Inc. 2008) model was built for simulation. One thousand sets of motor
parameters were randomly generated in a MATLAB script file and used to simulate the average speed error during
PWM control. Using the simulation data, statistical analysis for the average speed error was conducted. Mean,
standard deviation, confidence intervals, and other statistical values were calculated, as shown in Fig. 4.
1500
1000
500
0
-500
-1000
-1500
Median
Mean
-60
-80
-100
-120
-140
-160
1st Q uartile -534.17
Median -116.19
3rd Q uartile 314.78
Maximum 1758.99
-143.01 -69.28
-158.50 -64.28
569.09 621.27
A -Squared 0.46
P-V alue 0.264
Mean -106.14
StDev 594.03
V ariance 352869.02
Skewness -0.055762
Kurtosis -0.216412
N 1000
Minimum -1744.28
A nderson-Darling Normality Test
95% C onfidence Interv al for Mean
95% C onfidence Interv al for Median
95% C onfidence Interv al for StDev
95% Confidence Intervals
Summary for Average speed error: baseline
Fig. 4. Monte Carlo analysis for motor speed control.
The real-world examples discussed here were presented in laboratory sessions or course projects. They
were introduced as opportunities for students to use these tools to solve problems or improve designs. Real life
projects were employed to bring out the application of statistics in engineering rather than using the approach of
memorizing theory, simply to get a good grade. These examples worked exceptionally well for the specific courses
and projects where they were employed in the ET programs at Texas A&M University. For the learning-by-using
approach to work, the instructor must carefully select the examples and statistical tools such that examples are from
real-world problems and the specific tools are relevant to the tasks faced by the students. It is also critical to make
the use of tools straightforward, for example, use of Excel, Minitab, or other software is more effective than
presenting theories and formulas to students.
III. RESULTS AND ANALYSIS
The effectiveness of the new approach for applying statistics in ET programs at Texas A&M University is
analyzed based on the following set of data:
Examples of student work using statistical tools;
Student surveys conducted in the beginning and the end of each semester;
Percentage of statistical tool utilization in the final reports of course projects.
8. American Journal of Engineering Education –2010 Volume 1, Number 1
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Application of statistical tools by students
Selected examples of students using statistics in their course projects are presented here to illustrate the
effects of the new approach.
Example 1: A student team in Mixed-Signal Semiconductor Testing course used 100 DAC0808 (8-bit current
output Digital-to-Analog Converter produced by National Semiconductor) chips and five different testing methods
to analyze the correlation among different methods in their course project. The average errors are summarized in
Table 3. Student errors were compared to the instructor error to verify that a common solution was reached. In
DAC testing, two main approaches exist – all codes testing, which uses all possible digital input codes to create an
analog output, and major carrier testing, which uses only major code transitions to provide a general voltage
transition curve of the analog output voltages. All data sets were evaluated for Absolute Error, Gain Error, Offset
Error, Differential Nonlinearity and Integral Nonlinearity.
Table 3. Error analysis of 100 DAC0808 chips
Team 1 Absolute Error Gain Error Offset Error DNL INL
Instructor Solution 0.8321LSB -0.2631% -1.4110mV 0.3672LSB 0.2101LSB
Teradyne all Codes 0.8481 LSB -0.2613% -1.4143mV 0.3476LSB 0.2104LSB
Teradyne Major Carrier 0.5541 LSB LSB -0.1359% -1.8750mV 0.4897LSB 0.3425LSB
LabVIEW All Codes 0.7991LSB -0.2596% -1.3839mV 0.2986LSB 0.1937LSB
LabVIEW Major Carrier 0.4550 LSB -0.0921% -1.995mV 0.5203LSB 0.4421LSB
Example 2: A student team in the Circuit Analysis course used a series resonant circuit to measure the inductance of
a motor coil. The test was repeated ten times with average and standard deviation calculated instead of the single
measurement typically taken by students in previous semesters.
Table 4. Test data from a resonant circuit used for statistical analysis
Trial Resonant Freq. (Hz) Inductance (uH)
1 182,250 0.076
2 163,400 0.095
3 161,100 0.096
4 163,000 0.095
5 161,600 0.097
6 164,200 0.093
7 151,600 0.11
8 143,300 0.123
9 139,800 0.129
10 147,300 0.117
Avg. 157,755 0.103
Stdev 12496 0.0162
Data in Table 4 provides a much better picture of the quality of the measurements in comparison to a single
measurement. The students understood that if a single measurement were taken, the result could be anywhere
between the extreme values of 0.076 micro Henry and 0.129 micro Henry. By taking multiple measurements and
calculating the average and standard deviation, their measurement for the inductance was more accurate and the
error could be estimated using the standard deviation.
Example 3: The analysis of statistics variation by a student team using the Teradyne A567 is shown in Fig. 5.
Instead of testing once with the tester, the students repeated the tests 110 times and were able to understand that
there were variations among the test data. The histogram visually displays the distribution of the gain error.
9. American Journal of Engineering Education –2010 Volume 1, Number 1
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Fig. 5. Gain error statistical histogram showing 110 repetitive tests to determine noise contribution of the test platform.
Example 4: A senior project design team used Monte Carlo Analysis to find the range of cut-off frequencies for a
low pass filter. With the tools provided by Multisim, the students were able to minimize the cost of the component
while meeting the design requirement. (The number of runs was reduced from the original 100 to 10 in order to have
a better picture in this paper.)
Fig. 6. Monte Carlo Analysis for a low pass filter (Bode Plot)
Example 5: A student team working on a DC permanent motor project conducted statistical analysis to create a
histogram, as illustrated in Fig. 7, to show the variation in motor speed. This helped the students take the variation
into their design considerations, instead of simply using the nominal value of 265 rpm provided by the vendor.
10. American Journal of Engineering Education –2010 Volume 1, Number 1
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Fig. 7. Histogram of motor speed
Student surveys
Two student surveys were conducted in each semester for selected courses from Spring 2009 to Spring
2010, one in the beginning and one in the end of the semester. Students were asked to conduct self evaluations of
their knowledge in several key areas related to the course; one of these areas was statistics and its application in
engineering. Students rank themselves with a score of 1-10, with 1 implying “know nothing about this area” and 10
implying “an expert in the area”. Since two surveys were available for each student, and the goal was to find out if
the means for the scores were significantly improved, the most appropriate analysis tool is the paired t-test with the
following hypotheses:
H0: 2
1
(The averages of the self evaluated student knowledge in statistics are the same in the beginning and
end of the semester.)
H1: 2
1
(The average of the self evaluated student knowledge in statistics in the end of the semester is higher
than that in beginning of the semester.)
The statistics from the student surveys are summarized in Table 5.
Table 5. Statistics of student surveys
Mean Standard deviation
Beginning of semester 4.38 1.97
End of semester 6.68 1.53
Difference 2.6 2.60
The paired t-test is to compare the following quantity to t0.05, 78 = 1.825
/
d
d
s n
t (3)
where n is the sample size, and equal to 78 in this analysis, d is the difference between the means of the two types
230 240 250 260 270 280 290 300 310 320 330
0
20
40
60
80
100
120
140
Motor speed (rpm)
11. American Journal of Engineering Education –2010 Volume 1, Number 1
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of the problems, sd is the standard deviation of the difference, and t0.05, 78 is the value in the t-distribution table
(Wortman et al. 2001). A 95% confidence level is used. The t value in equation (3) can be easily calculated using
the statistics in Table 5 to be t = 6.17, which is greater than t0.05, 78. Therefore, with a confidence level of 95%, the
null hypothesis H0 is rejected and the alternative hypothesis H1 is accepted. In other words, one can conclude that
the students thought that their knowledge in statistics and its application in engineering improved after taking the
course where statistics was taught using the new approach.
Use of statistical tools in course projects
In the four courses being studied, before statistics was taught and applied using the new approach, 38% of
the student course project reports included some statistical analysis; after the new approach was deployed that
number increased to 78%, without a requirement for a statistical analysis from the course instructor.
In summary, the student self-evaluation and the use of statistical tools in course projects indicate that
students have learned to use significantly more statistical analysis tools in evaluating the solutions to engineering
problems.
IV. CONCLUSION
In this paper, the initial effort to increase the application of statistical tools in the EET program at Texas
A&M University is discussed. Taking advantage of the extensive educational research in teaching and learning
statistics, a unique approach of learning-by-using was adopted.
Statistical concepts such as mean, standard deviation, probability distribution, and variation in system
parameters were introduced to students. Tools and methods such as Six Sigma, Design of Experiments, Monte
Carlo analysis, and regression were illustrated with real-world examples. Students at different levels, from
sophomore to senior, learned these concepts and tools in different courses with multiple immersions in to the field of
statistics. Students used professional software extensively for statistical analysis.
The desired short term outcome was to make students comfortable using software to conduct statistical
analysis in solving engineering problems. The approach of learning-by-using is efficient and effective for EET
students. It is also more flexible than a single traditional statistics course, since the materials can be taught whenever
appropriate in individual courses. The frequent use of statistical tools was found to have reinforced the student
learning, based upon the review of student self evaluations, and verification of the use of statistical tools in projects
when they were not required. The long term goal of this new approach is to reduce the gap between what students
learn in classroom and what they will face when entering the engineering profession.
It is worth noting that the learning-by-using approach provides an option to integrate statistics in ET
programs, and it does not require another stand-alone engineering statistics course to be created. The relevance of
the statistical analysis to the engineering problems faced by the students also increases students’ motivation for
learning and using statistical tools. Students’ positive attitude towards statistics, as reflected in the self evaluation,
can make a significant difference in using statistical tools to solve problems in the future. Interested readers are
referred to research results in the area of role of self-efficacy in problem solving (Pajares et al. 1994).
The preliminary results from the pilot project to increase the use of statistics are promising. The anticipated
next step is to use the learning-by-using approach discussed in this paper, in as many courses in the EET curriculum
as possible. Through frequent exposure to statistical tools, students will become more comfortable with statistics.
The more they use the tools, the more they will appreciate the usefulness and effectiveness of these tools.
As an effort to continually improve the EET program, more data will be collected for evaluation of the
effectiveness of the proposed statistics teaching method and presented to the TAC of ABET review committee.
Future results will be quantitatively and qualitatively evaluated through student and faculty surveys and feedback
from former students and industry. Results from this research effort will continue to be made available to the
engineering education field through publications and presentations.
12. American Journal of Engineering Education –2010 Volume 1, Number 1
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AUTHOR INFORMATION
Wei Zhan is an Assistant Professor of Electronics Engineering Technology at Texas A&M University. He earned
his D.Sc. in Systems Science from Washington University in 1991. From 1991 to 1995, he worked at University of
California, San Diego and Wayne State University. From 1995 to 2006, he worked in the automotive industry as a
system engineer. In 2006, he joined the Electronics Engineering Technology faculty at Texas A&M University. His
research activities include control system theory and applications to industry, systems engineering, robust design,
Six Sigma, modeling, simulation, and optimization.
Rainer Fink was born in Speyer, West Germany in 1966. He received the BS degree in biomedical engineering
(1988), the MS degree in biomedical engineering (1992), and the Ph.D. in biomedical engineering (1995) from
Texas A&M University. After finishing his Ph.D., he was a lecturer in the Bioengineering Program and the
Department of Engineering Technology at Texas A&M University. In August 1996, he joined the Electronics
Engineering Technology faculty at Texas A&M University. His research activities include mixed-signal testing,
analog circuit design and biomedical electronics.
Alex Fang is an Assistant Professor in the Department of Engineering Technology and Industrial Distribution at
Texas A&M University. He received the BS degree in aerospace engineering (1976) from Tamkang University in
Taiwan, the MS degree in aerospace engineering (1987) and the Ph.D. degree in mechanical engineering (1996)
from Texas A&M University. He joined Texas A&M in 2007. He teaches courses in the area of nondestructive
testing (NDT), nonmetallic materials, and strength of materials. Dr Fang’s research interests are in the areas of
ceramic grinding, lapping, and polishing, NDT, acoustics, genetic algorithm, and multi-objective optimization.
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