We discuss the various types of tests of differences such as independent/dependent sample t-tests, ANOVAs, and MANOVAs. There will be a brief question and answer session at the end of the presentation.
We will discuss the various types of tests of differences such as independent/dependent sample t-tests, ANOVAs, and MANOVAs. There will be a brief question and answer session at the end of the presentation.
During this webinar, we will discuss the various types of tests of differences such as independent/dependent sample t-tests, ANOVAs, and MANOVAs. There will be a brief question and answer session at the end of the presentation.
We will discuss the application of independent and paired sample t-tests. In addition, we will review the non-parametric alternatives to these analyses.
In this webinar, we will show you how to correctly enter data in SPSS to conduct an ANOVA test. There will be a brief question and answer session at the end of the presentation.
During this webinar, we will discuss the various types of regression analyses. We will identify levels of measurement and coding systems to use for regression models. We will also outline the process of interpretation for these tests. There will be a brief Q&A session at the end.
Statistics for Anaesthesiologists covers basic to intermediate level statistics for researchers especially commonly used study designs or tests in Anaesthesiology research.
During this presentation, we discuss the various types of regression models (linear, logistic, hierarchical). We identify the best model to use based on your research questions and goals. We will also cover the concept of dummy coding for categorical/ordinal predictor variables.
We will discuss the various types of tests of differences such as independent/dependent sample t-tests, ANOVAs, and MANOVAs. There will be a brief question and answer session at the end of the presentation.
During this webinar, we will discuss the various types of tests of differences such as independent/dependent sample t-tests, ANOVAs, and MANOVAs. There will be a brief question and answer session at the end of the presentation.
We will discuss the application of independent and paired sample t-tests. In addition, we will review the non-parametric alternatives to these analyses.
In this webinar, we will show you how to correctly enter data in SPSS to conduct an ANOVA test. There will be a brief question and answer session at the end of the presentation.
During this webinar, we will discuss the various types of regression analyses. We will identify levels of measurement and coding systems to use for regression models. We will also outline the process of interpretation for these tests. There will be a brief Q&A session at the end.
Statistics for Anaesthesiologists covers basic to intermediate level statistics for researchers especially commonly used study designs or tests in Anaesthesiology research.
During this presentation, we discuss the various types of regression models (linear, logistic, hierarchical). We identify the best model to use based on your research questions and goals. We will also cover the concept of dummy coding for categorical/ordinal predictor variables.
Respond using one or more of the following approachesAsk a promickietanger
Respond using one or more of the following approaches:
Ask a probing question, substantiated with additional background information, and evidence.
Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.
Group B
Inferential Statistics- Based on probability; used to draw conclusions or make generalizations about a given population or problem.
Example: “What can I infer about 5-minute Apgar scores of premature babies (the population) after calculating a mean Apgar score of 7.5 in a sample of 300 premature babies?” (McGonigle & Mastrain, p. 376, 2017).
Sampling Distributions- A sampling distribution is the frequency distribution of a statistic over many random samples from a single population.
Sampling Distribution of the Mean - as an example we randomly draw test scores from 25 students out of a total group of 5,000. We then calculate the mean, then draw a new group and repeat; each mean will serve as one datum, or data point.
Hypothesis Testing- is the use of statistics to determine the probability that a given hypothesis is true.
Null Hypothesis- the hypothesis that there is no significant difference between specified populations; or differences can be attributed to sampling or experimental error
Type 1 Error- This error occurs when we reject the null hypothesis when we should have retained it.
Type 2 Error- This error occurs when we fail to reject the null hypothesis. In other words, we believe that there isn’t a genuine effect when actually there is one.
Parametric statistics – A class of statistical tests that involve assumptions about the distribution of the variables and the estimation of a parameter.
Nonparametic statistics – A class of statistical tests that do not involve stringent assumptions about the distribution of variables. Between-subject design – A research design in which separate groups of people are compared (e.g. smokers and nonsmokers; intervention and control group subjects). Within-subject design – A research design in which a single group of participants is compared under different conditions or different points in time (e.g. before and after surgery).
Two classes of Statistical Tests:
Parametric tests - tests involving an estimation of a parameter, the use of interval or ratio-level data, and the assumption of normally distributed variables. Include t-tests and ANOVA.
Nonparametric tests - used when the data are nominal or ordinal or when a normal distribution cannot be assumed. Include the Mann-Whitney U test, Wilcoxon signed - rank test, and Kruskal - Wallis test.
Statistical Tests
T-test parametric procedure identifying mean differences for two independent groups, like experiment versus control or dependent groups, like pretreatment and post-treatment scores.
One - way ANOVA - tests the relationship between one categorical independent variable, such as different interventions, and a continuous dependent variable.
...
Research Methods: Design and Analysis. Covering the research cycle, research questions, operationalization of variables, literature review, research designs, sampling method, instrumentation, data collection, validity, reliability, data analysis plan, and sample size
(Individuals With Disabilities Act Transformation Over the Years)DSilvaGraf83
(Individuals With Disabilities Act Transformation Over the Years)
Discussion Forum Instructions:
1. You must post at least three times each week.
2. Your initial post is due Tuesday of each week and the following two post are due before Sunday.
3. All post must be on separate days of the week.
4. Post must be at least 150 words and cite all of your references even it its the book.
Discussion Topic:
Describe how the lives of students with disabilities from culturally and/or linguistically diverse backgrounds have changed since the advent of IDEA. What do you feel are some things that can or should be implemented to better assist with students that have disabilities? Tell me about these ideas and how would you integrate them?
ANOVA
ANOVA
• Analysis of Variance
• Statistical method to analyzes variances to determine if the means from more than
two populations are the same
• compare the between-sample-variation to the within-sample-variation
• If the between-sample-variation is sufficiently large compared to the within-sample-
variation it is likely that the population means are statistically different
• Compares means (group differences) among levels of factors. No
assumptions are made regarding how the factors are related
• Residual related assumptions are the same as with simple regression
• Explanatory variables can be qualitative or quantitative but are categorized
for group investigations. These variables are often referred to as factors
with levels (category levels)
ANOVA Assumptions
• Assume populations , from which the response values for the groups
are drawn, are normally distributed
• Assumes populations have equal variances
• Can compare the ratio of smallest and largest sample standard deviations.
Between .05 and 2 are typically not considered evidence of a violation
assumption
• Assumes the response data are independent
• For large sample sizes, or for factor level sample sizes that are equal,
the ANOVA test is robust to assumption violations of normality and
unequal variances
ANOVA and Variance
Fixed or Random Factors
• A factor is fixed if its levels are chosen before the ANOVA investigation
begins
• Difference in groups are only investigated for the specific pre-selected factors
and levels
• A factor is random if its levels are choosen randomly from the
population before the ANOVA investigation begins
Randomization
• Assigning subjects to treatment groups or treatments to subjects
randomly reduces the chance of bias selecting results
ANOVA hypotheses statements
One-way ANOVA
One-Way ANOVA
Hypotheses statements
Test statistic
=
𝐵𝑒𝑡𝑤𝑒𝑒𝑛 𝐺𝑟𝑜𝑢𝑝 𝑉𝑎𝑟𝑖𝑎𝑛𝑐𝑒
𝑊𝑖𝑡ℎ𝑖𝑛 𝐺𝑟𝑜𝑢𝑝 𝑉𝑎𝑟𝑖𝑎𝑛𝑐𝑒
Under the null hypothesis both the between and within group variances estimate the
variance of the random error so the ratio is assumed to be close to 1.
Null Hypothesis
Alternate Hypothesis
One-Way ANOVA
One-Way ANOVA
One-Way ANOVA Excel Output
Treatme
(Individuals With Disabilities Act Transformation Over the Years)DMoseStaton39
(Individuals With Disabilities Act Transformation Over the Years)
Discussion Forum Instructions:
1. You must post at least three times each week.
2. Your initial post is due Tuesday of each week and the following two post are due before Sunday.
3. All post must be on separate days of the week.
4. Post must be at least 150 words and cite all of your references even it its the book.
Discussion Topic:
Describe how the lives of students with disabilities from culturally and/or linguistically diverse backgrounds have changed since the advent of IDEA. What do you feel are some things that can or should be implemented to better assist with students that have disabilities? Tell me about these ideas and how would you integrate them?
ANOVA
ANOVA
• Analysis of Variance
• Statistical method to analyzes variances to determine if the means from more than
two populations are the same
• compare the between-sample-variation to the within-sample-variation
• If the between-sample-variation is sufficiently large compared to the within-sample-
variation it is likely that the population means are statistically different
• Compares means (group differences) among levels of factors. No
assumptions are made regarding how the factors are related
• Residual related assumptions are the same as with simple regression
• Explanatory variables can be qualitative or quantitative but are categorized
for group investigations. These variables are often referred to as factors
with levels (category levels)
ANOVA Assumptions
• Assume populations , from which the response values for the groups
are drawn, are normally distributed
• Assumes populations have equal variances
• Can compare the ratio of smallest and largest sample standard deviations.
Between .05 and 2 are typically not considered evidence of a violation
assumption
• Assumes the response data are independent
• For large sample sizes, or for factor level sample sizes that are equal,
the ANOVA test is robust to assumption violations of normality and
unequal variances
ANOVA and Variance
Fixed or Random Factors
• A factor is fixed if its levels are chosen before the ANOVA investigation
begins
• Difference in groups are only investigated for the specific pre-selected factors
and levels
• A factor is random if its levels are choosen randomly from the
population before the ANOVA investigation begins
Randomization
• Assigning subjects to treatment groups or treatments to subjects
randomly reduces the chance of bias selecting results
ANOVA hypotheses statements
One-way ANOVA
One-Way ANOVA
Hypotheses statements
Test statistic
=
𝐵𝑒𝑡𝑤𝑒𝑒𝑛 𝐺𝑟𝑜𝑢𝑝 𝑉𝑎𝑟𝑖𝑎𝑛𝑐𝑒
𝑊𝑖𝑡ℎ𝑖𝑛 𝐺𝑟𝑜𝑢𝑝 𝑉𝑎𝑟𝑖𝑎𝑛𝑐𝑒
Under the null hypothesis both the between and within group variances estimate the
variance of the random error so the ratio is assumed to be close to 1.
Null Hypothesis
Alternate Hypothesis
One-Way ANOVA
One-Way ANOVA
One-Way ANOVA Excel Output
Treatme
Review of "Survey Research Methods & Design in Psychology"James Neill
Reviews the 150 hour, third year psychology unit which examined survey research methods, with an emphasis on the second-half of the unit on MLR, ANOVA, power, and effect size.
Learn how to navigate the world of academic libraries and online databases with confidence. This webinar is perfect for students, educators, and researchers looking to enhance their research capabilities. We will cover essential skills such as crafting precise search queries, evaluating source credibility, and utilizing advanced search techniques.
Respond using one or more of the following approachesAsk a promickietanger
Respond using one or more of the following approaches:
Ask a probing question, substantiated with additional background information, and evidence.
Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.
Group B
Inferential Statistics- Based on probability; used to draw conclusions or make generalizations about a given population or problem.
Example: “What can I infer about 5-minute Apgar scores of premature babies (the population) after calculating a mean Apgar score of 7.5 in a sample of 300 premature babies?” (McGonigle & Mastrain, p. 376, 2017).
Sampling Distributions- A sampling distribution is the frequency distribution of a statistic over many random samples from a single population.
Sampling Distribution of the Mean - as an example we randomly draw test scores from 25 students out of a total group of 5,000. We then calculate the mean, then draw a new group and repeat; each mean will serve as one datum, or data point.
Hypothesis Testing- is the use of statistics to determine the probability that a given hypothesis is true.
Null Hypothesis- the hypothesis that there is no significant difference between specified populations; or differences can be attributed to sampling or experimental error
Type 1 Error- This error occurs when we reject the null hypothesis when we should have retained it.
Type 2 Error- This error occurs when we fail to reject the null hypothesis. In other words, we believe that there isn’t a genuine effect when actually there is one.
Parametric statistics – A class of statistical tests that involve assumptions about the distribution of the variables and the estimation of a parameter.
Nonparametic statistics – A class of statistical tests that do not involve stringent assumptions about the distribution of variables. Between-subject design – A research design in which separate groups of people are compared (e.g. smokers and nonsmokers; intervention and control group subjects). Within-subject design – A research design in which a single group of participants is compared under different conditions or different points in time (e.g. before and after surgery).
Two classes of Statistical Tests:
Parametric tests - tests involving an estimation of a parameter, the use of interval or ratio-level data, and the assumption of normally distributed variables. Include t-tests and ANOVA.
Nonparametric tests - used when the data are nominal or ordinal or when a normal distribution cannot be assumed. Include the Mann-Whitney U test, Wilcoxon signed - rank test, and Kruskal - Wallis test.
Statistical Tests
T-test parametric procedure identifying mean differences for two independent groups, like experiment versus control or dependent groups, like pretreatment and post-treatment scores.
One - way ANOVA - tests the relationship between one categorical independent variable, such as different interventions, and a continuous dependent variable.
...
Research Methods: Design and Analysis. Covering the research cycle, research questions, operationalization of variables, literature review, research designs, sampling method, instrumentation, data collection, validity, reliability, data analysis plan, and sample size
(Individuals With Disabilities Act Transformation Over the Years)DSilvaGraf83
(Individuals With Disabilities Act Transformation Over the Years)
Discussion Forum Instructions:
1. You must post at least three times each week.
2. Your initial post is due Tuesday of each week and the following two post are due before Sunday.
3. All post must be on separate days of the week.
4. Post must be at least 150 words and cite all of your references even it its the book.
Discussion Topic:
Describe how the lives of students with disabilities from culturally and/or linguistically diverse backgrounds have changed since the advent of IDEA. What do you feel are some things that can or should be implemented to better assist with students that have disabilities? Tell me about these ideas and how would you integrate them?
ANOVA
ANOVA
• Analysis of Variance
• Statistical method to analyzes variances to determine if the means from more than
two populations are the same
• compare the between-sample-variation to the within-sample-variation
• If the between-sample-variation is sufficiently large compared to the within-sample-
variation it is likely that the population means are statistically different
• Compares means (group differences) among levels of factors. No
assumptions are made regarding how the factors are related
• Residual related assumptions are the same as with simple regression
• Explanatory variables can be qualitative or quantitative but are categorized
for group investigations. These variables are often referred to as factors
with levels (category levels)
ANOVA Assumptions
• Assume populations , from which the response values for the groups
are drawn, are normally distributed
• Assumes populations have equal variances
• Can compare the ratio of smallest and largest sample standard deviations.
Between .05 and 2 are typically not considered evidence of a violation
assumption
• Assumes the response data are independent
• For large sample sizes, or for factor level sample sizes that are equal,
the ANOVA test is robust to assumption violations of normality and
unequal variances
ANOVA and Variance
Fixed or Random Factors
• A factor is fixed if its levels are chosen before the ANOVA investigation
begins
• Difference in groups are only investigated for the specific pre-selected factors
and levels
• A factor is random if its levels are choosen randomly from the
population before the ANOVA investigation begins
Randomization
• Assigning subjects to treatment groups or treatments to subjects
randomly reduces the chance of bias selecting results
ANOVA hypotheses statements
One-way ANOVA
One-Way ANOVA
Hypotheses statements
Test statistic
=
𝐵𝑒𝑡𝑤𝑒𝑒𝑛 𝐺𝑟𝑜𝑢𝑝 𝑉𝑎𝑟𝑖𝑎𝑛𝑐𝑒
𝑊𝑖𝑡ℎ𝑖𝑛 𝐺𝑟𝑜𝑢𝑝 𝑉𝑎𝑟𝑖𝑎𝑛𝑐𝑒
Under the null hypothesis both the between and within group variances estimate the
variance of the random error so the ratio is assumed to be close to 1.
Null Hypothesis
Alternate Hypothesis
One-Way ANOVA
One-Way ANOVA
One-Way ANOVA Excel Output
Treatme
(Individuals With Disabilities Act Transformation Over the Years)DMoseStaton39
(Individuals With Disabilities Act Transformation Over the Years)
Discussion Forum Instructions:
1. You must post at least three times each week.
2. Your initial post is due Tuesday of each week and the following two post are due before Sunday.
3. All post must be on separate days of the week.
4. Post must be at least 150 words and cite all of your references even it its the book.
Discussion Topic:
Describe how the lives of students with disabilities from culturally and/or linguistically diverse backgrounds have changed since the advent of IDEA. What do you feel are some things that can or should be implemented to better assist with students that have disabilities? Tell me about these ideas and how would you integrate them?
ANOVA
ANOVA
• Analysis of Variance
• Statistical method to analyzes variances to determine if the means from more than
two populations are the same
• compare the between-sample-variation to the within-sample-variation
• If the between-sample-variation is sufficiently large compared to the within-sample-
variation it is likely that the population means are statistically different
• Compares means (group differences) among levels of factors. No
assumptions are made regarding how the factors are related
• Residual related assumptions are the same as with simple regression
• Explanatory variables can be qualitative or quantitative but are categorized
for group investigations. These variables are often referred to as factors
with levels (category levels)
ANOVA Assumptions
• Assume populations , from which the response values for the groups
are drawn, are normally distributed
• Assumes populations have equal variances
• Can compare the ratio of smallest and largest sample standard deviations.
Between .05 and 2 are typically not considered evidence of a violation
assumption
• Assumes the response data are independent
• For large sample sizes, or for factor level sample sizes that are equal,
the ANOVA test is robust to assumption violations of normality and
unequal variances
ANOVA and Variance
Fixed or Random Factors
• A factor is fixed if its levels are chosen before the ANOVA investigation
begins
• Difference in groups are only investigated for the specific pre-selected factors
and levels
• A factor is random if its levels are choosen randomly from the
population before the ANOVA investigation begins
Randomization
• Assigning subjects to treatment groups or treatments to subjects
randomly reduces the chance of bias selecting results
ANOVA hypotheses statements
One-way ANOVA
One-Way ANOVA
Hypotheses statements
Test statistic
=
𝐵𝑒𝑡𝑤𝑒𝑒𝑛 𝐺𝑟𝑜𝑢𝑝 𝑉𝑎𝑟𝑖𝑎𝑛𝑐𝑒
𝑊𝑖𝑡ℎ𝑖𝑛 𝐺𝑟𝑜𝑢𝑝 𝑉𝑎𝑟𝑖𝑎𝑛𝑐𝑒
Under the null hypothesis both the between and within group variances estimate the
variance of the random error so the ratio is assumed to be close to 1.
Null Hypothesis
Alternate Hypothesis
One-Way ANOVA
One-Way ANOVA
One-Way ANOVA Excel Output
Treatme
Review of "Survey Research Methods & Design in Psychology"James Neill
Reviews the 150 hour, third year psychology unit which examined survey research methods, with an emphasis on the second-half of the unit on MLR, ANOVA, power, and effect size.
Learn how to navigate the world of academic libraries and online databases with confidence. This webinar is perfect for students, educators, and researchers looking to enhance their research capabilities. We will cover essential skills such as crafting precise search queries, evaluating source credibility, and utilizing advanced search techniques.
We will discuss the ethical committee known as the IRB. We will briefly discuss the history and basic ethical principles that are the foundation of our current ethical system. From there we will discuss some of the major considerations made by an IRB committee about the safety of any human subject’s research study. Finally, we will discuss the three categories of review that a study can fall under and what level of editing and provisions each category entails.
These slides discuss the main components of a quantitative results chapter (Chapter 4). The presentation outlines the sections typically included in the results chapter (such as the demographics/descriptive statistics, assumption testing, and analysis of research questions) and we go over the content that belongs in each section. Examples of how to present findings for common statistical tests are provided.
We'll explore the most commonly used methods for handling missing data, along with several pros and cons to consider. There will be a brief Q & A session at the end.
Join us in this webinar as we discuss the process of selecting the ideal research methodology (qualitative, quantitative, and mixed methods) for your dissertation or thesis. There will be a brief Q & A session at the end of the presentation.
In this webinar, we will explore the critical role of theory in academic research and its impact on shaping your dissertation. We will discover how theory provides a strong foundation, enhances understanding, and guides your methodology and analysis. There will be a brief Q & A session at the end of the presentation.
Join Dr. Lani, CEO of Statistics Solutions and a leading expert with 30 years of experience in quantitative Chapter 4, as he presents an exclusive, low-stress, high-relevance 60-minute webinar designed to help grad students tackle their quantitative analyses with confidence and ease.
We will review general guidelines for how much information should be presented on each slide and appropriate talking points to accompany the slides. We will also go over tips for how to prepare the presentation and think through what types of questions might be asked.
We will review a general PowerPoint template and discuss the main components that fill the slides for the final defense presentation. We will also go over tips for how to prepare the presentation and think through what types of questions might be asked. A question-and-answer session follows.
In this webinar, we will provide tips on keeping a positive attitude for the dissertation journey, selecting a dissertation topic, and picking your committee. We discuss the best practices when choosing your committee, the importance of your research questions when developing your topic, and the importance of making sure your research questions are researchable. There will be a brief Q & A session that follows.
In this webinar, we will share 7 secrets to assist you in completing your dissertation in just 1 year! There will be a brief question and answer session at the end of the presentation.
Addressing Feedback- Getting Through Quickly and EfficientlyStatistics Solutions
In this webinar, we will discuss all of the potential roadblocks you could face while addressing committee and chair feedback to efficiently and smoothly move through the dissertation process. There will be a brief Q & A session at the end of the presentation.
In this webinar, we review a general PowerPoint template and discuss the main components that fill the slides for your proposal and final defenses. We will review general guidelines for how much information should be presented on each slide and appropriate talking points to accompany the slides. We will also go over tips for how to prepare the presentation and think through what types of questions might be asked. A question-and-answer session follows.
This webinar focuses on APA editing! Specifically we will be discussing some of the basic rules of grammar, formatting and references, as well as some of the most common mistakes and how to avoid them.
This webinar focuses on preparing for a proposal defense/presentation. Topics include, helpful tips and tricks for presenting, and how to set up the powerpoint slides.
In this webinar we will discuss the ethical committee known as the IRB. We will breifly discuss the history and basic ethical princples that are the foundation of our current ethical system. From there we will discuss some of the major considerations made by an IRB committee about the safety of any human subjects research study. Finally, we will discuss the three categories of review that a study can fall under.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
3. Services Offered
by Statistics
Solutions
• Topic Development
• Prospectus or Concept Papers
• Introduction Chapter
• Literature Review Chapter (identifying articles)
• Methodology Chapter (Quantitative/Qualitative).
• IRB forms
• Data entry templates
• Survey Monkey upload
• Results Chapter (Quantitative/Qualitative)
• Discussion Chapter
• Powerpoints for Defense
• Journal Publications
Need help with your dissertation? Call 727-442-4290
4. Normality
Assumption
Normality Assumption
Typically, parametric statistics (t-tests, ANOVAs, etc.) assume that the data follow a normal
(bell-shaped) distribution.
There are various ways to check for normality (Shapiro-Wilk test, Kolmogorov-Smirnov
test, skewness/kurtosis, scatterplots/histograms). And if the data do not follow a normal
distribution, non-parametric techniques (Mann-Whitney U tests, Kruskal-Wallis tests, etc)
can potentially be used as an alternative.
If you have a large sample size (>50), you can use the central limit theorem to justify using
parametric techniques even if tests normality are not showing a bell-shaped curve. Howell
(2013) states that violations of normality are not problematic when the sample size for
research exceeds 50 cases.
Howell, D. C. (2013). Statistical methods for psychology (8th ed.). Belmont CA:
Wadsworth Cengage Learning.
Need help with your dissertation? Call 727-442-4290
5. Parametric and
Non-Parametric
Alternatives
Parametric Tests and Non-Parametric Alternatives
Parametric Test Non-Parametric Alternative
Independent sample t-test Mann-Whitney U test
ANOVA Kruskal Wallis test
Dependent sample t-test Wilcoxon-Signed Rank test
Repeated Measures ANOVA Friedman ANOVA
7. Setting Up
Independent
Sample t-test
Need to have an independent variable that is dichotomous (two groups).
Examples: Gender (male vs female), group in experimental study (treatment vs
control)
Need to have a continuous dependent variable.
Check for assumptions of an independent sample t-test.
https://statistics.laerd.com/spss-tutorials/independent-t-test-using-spss-
statistics.php
If assumptions are not supported – consider Mann-Whitney U test or use sample
size to justify proceeding with analysis.
Run your statistical analysis in Intellectus Statistics software.
Need help with your dissertation? Call 727-442-4290
8. Analysis of Variance (ANOVA):
Assesses for differences in a
continuous variable between two or
more independent groups.
9. Setting Up
ANOVA
Need to have at least one independent variable that has two or more groups.
Examples: Ethnicity (White, Black, Asian, Hispanic, etc), Location (North,
South, East, West).
Need to have a continuous dependent variable.
Check for assumptions of an ANOVA.
https://statistics.laerd.com/spss-tutorials/one-way-anova-using-spss-
statistics.php
If assumptions are not supported – consider Kruskal-Wallis test or use sample
size to justify proceeding with analysis.
Run your statistical analysis in Intellectus Statistics software.
Need help with your dissertation? Call 727-442-4290
10. Paired (Dependent) Sample t-Test:
Assesses for differences in a matched
continuous variable between two
points in time.
11. Setting Up
Dependent
(Paired) Sample
t-test
Need to have one matched dependent variable that is measured two times.
Check for assumptions of a dependent sample t-test:
https://statistics.laerd.com/spss-tutorials/dependent-t-test-using-spss-
statistics.php
If assumptions are not supported – consider Wilcoxon-Signed Rank test or use
sample size to justify proceeding with analysis.
Run your statistical analysis in Intellectus Statistics software.
Need help with your dissertation? Call 727-442-4290
13. Setting Up
Repeated
Measures
ANOVA
Need to have one matched dependent variable that is measured two or more
times.
Check for assumptions of a repeated measures ANOVA:
https://statistics.laerd.com/spss-tutorials/one-way-anova-repeated-
measures-using-spss-statistics.php
If assumptions are not supported – consider Friedman ANOVA test or use
sample size to justify proceeding with analysis.
Run your statistical analysis in Intellectus Statistics software.
Need help with your dissertation? Call 727-442-4290
14. Summary
Identify independent grouping variables and dependent variables.
Is goal to test for differences between groups, test for differences over time?
Use Intellectus Statistics to analyze your data and present interpretation.
Need help with your dissertation? Call 727-442-4290
15. Additional
Support
Statistics Solutions is a full-service dissertation consulting
company providing graduate students timely, editorial
support for their dissertations and scholarly projects
For information about our services, receive a
complementary 30-min consultation available Mon-Fri 9-5
ET
Contact us at info@statisticssolutions.com
Phone: 727-442-4290