- The document discusses different measures of central tendency namely mean, median and mode.
- It provides details on calculating and properties of mean for both grouped and ungrouped data. Mean is the average value obtained by dividing the sum of all values by total number of values.
- Methods to calculate median for grouped and ungrouped data are described. Median is the middle value when values are arranged in ascending or descending order.
- Mean, median and mode are used to describe the central or typical value in a data set.
चतुर्थक विचलन पहले चतुर्थक (Q1) और तृतीय चतुर्थक (Q3) के बीच के अंतर का आधा होता है। इसे प्रसार को चतुर्थक गुणांक (quartile coefficient of dispersion) के रूप में भी जाना जाता है।
QD = (푸ퟑ−푸ퟏ)/ퟐ
केंद्रीय प्रवृत्ति’ शब्द 1920 के दशक के उत्तरार्ध की देन है (wikipedia)। सांख्यिकी, विशेष रूप से सामाजिक अनुसंधान में केंद्रीय प्रवृत्ति एक प्रकार का औसत (Average) होता है। आमतौर पर औसत तीन प्रकार के होते हैं अर्थात मध्यमान, माध्य एवं बहुलक (Mean, Median, Mode)। औसत ऐसी संख्या होती है जो स्कोर या व्यक्तियों के एक समूह के केंद्रीय मूल्य को दर्शाती है (Guilford & Fruchter, 1978)।
This document discusses statistics and its importance in education. It defines statistics as the collection, organization, analysis, and presentation of numerical data. Statistics helps simplify complex data, classify information, enable comparisons, and study relationships. It also helps formulate and test hypotheses, draw rational conclusions, and indicate trends. In education, statistics allows teachers to accurately describe information, think definitively, summarize results meaningfully, draw general conclusions, predict student performance, and analyze causal factors behind complex events.
Distance education allows students to learn remotely without face-to-face interaction with teachers. It has various names like correspondence courses, extension courses, and online education. Advantages include self-paced learning and low costs, while disadvantages are limited interactivity and inability to show motions. Distance education is important in India due to rapid population growth, geographical limitations, and allowing students to work and study simultaneously. Major universities like IGNOU and OUC in India and China use distance education to meet growing demand and help skill development. Future of distance education involves new technologies that provide interactive learning environments and evolving learning management systems to meet learner needs.
The document discusses variability and measures of variability. It defines variability as a quantitative measure of how spread out or clustered scores are in a distribution. The standard deviation is introduced as the most commonly used measure of variability, as it takes into account all scores in the distribution and provides the average distance of scores from the mean. Properties of the standard deviation are examined, such as how it does not change when a constant is added to all scores but does change when all scores are multiplied by a constant.
The document discusses the construction of achievement tests. It begins by defining achievement tests as those that measure a student's knowledge or proficiency in a subject area based on something they have learned. It then outlines the various types of achievement tests, including their form, purpose, subject area, time method, and how test scores are interpreted. The document also discusses characteristics of achievement tests and their significance. It provides steps for constructing achievement tests, including planning the test, developing a preliminary draft, conducting a tryout, analyzing test items, preparing the final draft, and establishing the test's reliability and validity.
The document discusses various parametric statistical tests including t-tests, ANOVA, ANCOVA, and MANOVA. It provides definitions and assumptions for parametric tests and explains how they can be used to analyze quantitative data that follows a normal distribution. Specific parametric tests covered in detail include the independent samples t-test, paired t-test, one-way ANOVA, two-way ANOVA, and ANCOVA. Examples are provided to illustrate how each test is conducted and how results are interpreted.
This document discusses measures of central tendency, including the mean, median, and mode. It provides definitions and formulas for calculating each measure for both grouped and ungrouped data. For the mean, it addresses how outliers can influence the value and introduces the trimmed mean. The median is described as the middle value of a data set and is not impacted by outliers. The mode is defined as the most frequent observation. Examples are given to demonstrate calculating each measure. Key differences between the measures are summarized.
चतुर्थक विचलन पहले चतुर्थक (Q1) और तृतीय चतुर्थक (Q3) के बीच के अंतर का आधा होता है। इसे प्रसार को चतुर्थक गुणांक (quartile coefficient of dispersion) के रूप में भी जाना जाता है।
QD = (푸ퟑ−푸ퟏ)/ퟐ
केंद्रीय प्रवृत्ति’ शब्द 1920 के दशक के उत्तरार्ध की देन है (wikipedia)। सांख्यिकी, विशेष रूप से सामाजिक अनुसंधान में केंद्रीय प्रवृत्ति एक प्रकार का औसत (Average) होता है। आमतौर पर औसत तीन प्रकार के होते हैं अर्थात मध्यमान, माध्य एवं बहुलक (Mean, Median, Mode)। औसत ऐसी संख्या होती है जो स्कोर या व्यक्तियों के एक समूह के केंद्रीय मूल्य को दर्शाती है (Guilford & Fruchter, 1978)।
This document discusses statistics and its importance in education. It defines statistics as the collection, organization, analysis, and presentation of numerical data. Statistics helps simplify complex data, classify information, enable comparisons, and study relationships. It also helps formulate and test hypotheses, draw rational conclusions, and indicate trends. In education, statistics allows teachers to accurately describe information, think definitively, summarize results meaningfully, draw general conclusions, predict student performance, and analyze causal factors behind complex events.
Distance education allows students to learn remotely without face-to-face interaction with teachers. It has various names like correspondence courses, extension courses, and online education. Advantages include self-paced learning and low costs, while disadvantages are limited interactivity and inability to show motions. Distance education is important in India due to rapid population growth, geographical limitations, and allowing students to work and study simultaneously. Major universities like IGNOU and OUC in India and China use distance education to meet growing demand and help skill development. Future of distance education involves new technologies that provide interactive learning environments and evolving learning management systems to meet learner needs.
The document discusses variability and measures of variability. It defines variability as a quantitative measure of how spread out or clustered scores are in a distribution. The standard deviation is introduced as the most commonly used measure of variability, as it takes into account all scores in the distribution and provides the average distance of scores from the mean. Properties of the standard deviation are examined, such as how it does not change when a constant is added to all scores but does change when all scores are multiplied by a constant.
The document discusses the construction of achievement tests. It begins by defining achievement tests as those that measure a student's knowledge or proficiency in a subject area based on something they have learned. It then outlines the various types of achievement tests, including their form, purpose, subject area, time method, and how test scores are interpreted. The document also discusses characteristics of achievement tests and their significance. It provides steps for constructing achievement tests, including planning the test, developing a preliminary draft, conducting a tryout, analyzing test items, preparing the final draft, and establishing the test's reliability and validity.
The document discusses various parametric statistical tests including t-tests, ANOVA, ANCOVA, and MANOVA. It provides definitions and assumptions for parametric tests and explains how they can be used to analyze quantitative data that follows a normal distribution. Specific parametric tests covered in detail include the independent samples t-test, paired t-test, one-way ANOVA, two-way ANOVA, and ANCOVA. Examples are provided to illustrate how each test is conducted and how results are interpreted.
This document discusses measures of central tendency, including the mean, median, and mode. It provides definitions and formulas for calculating each measure for both grouped and ungrouped data. For the mean, it addresses how outliers can influence the value and introduces the trimmed mean. The median is described as the middle value of a data set and is not impacted by outliers. The mode is defined as the most frequent observation. Examples are given to demonstrate calculating each measure. Key differences between the measures are summarized.
This document discusses measures of variability, which refer to how spread out a set of data is. Variability is measured using the standard deviation and variance. The standard deviation measures how far data points are from the mean, while the variance is the average of the squared deviations from the mean. To calculate the standard deviation, you take the square root of the variance. This provides a measure of variability that is on the same scale as the original data. The standard deviation and variance are widely used statistical measures for quantifying the spread of a data set.
This is RMSA for B.ed students
The Rashtriya Madhyamik Shiksha Abhiyan (RMSA) is a flagship scheme of the Government of India, to enhance access to secondary education and improve its quality. Rashtriya Madhyamik Shiksha Abhiyan (RMSA) aims to increase the enrolment rate by providing a secondary school within a reasonable distance of every home
Education,social,economical,political and technological changes in educationSanu R
This document discusses trends and issues in education with a focus on the impact of social, economic, political and technological changes. It covers several topics:
- The relationship between education and social change is two-way, with education both shaping social change and being shaped by it.
- Economic factors like funding, investment, and policies influence education systems.
- Political changes also impact education through policies, curriculum, and programs.
- Emerging technologies continue to transform teaching and learning.
- Current trends in education emphasize learner-centered and activity-based approaches, as well as greater technology integration and accessibility.
Basics of Educational Statistics (Inferential statistics)HennaAnsari
This document provides information about inferential statistics presented by Dr. Hina Jalal. It defines inferential statistics as using data from a sample to make inferences about the larger population from which the sample was taken. It discusses key areas of inferential statistics like estimating population parameters and testing hypotheses. It also explains the importance of inferential statistics in research for making conclusions from samples, comparing models, and enabling inferences about populations based on sample data. Flow charts are presented for selecting common statistical tests for comparisons, correlations, and regression.
This document discusses teacher-made tests. It defines teacher-made tests as tests that are personally made by teachers to measure student performance. It then provides guidelines for constructing effective teacher-made tests, such as considering the reasons for testing, maintaining consistency between learning goals and test questions, using testing methods appropriate to the goals, helping students prepare, using consistent language, and designing questions that allow students to demonstrate their learning. The document also includes sample teacher-made tests and criteria for evaluating tests.
The document provides guidance on developing self-learning materials (SLM), which are learner-centered materials used in open and distance learning. It outlines the key characteristics and components of effective SLM, including that they should be self-explanatory, self-contained, and include objectives, introductions, content divided into sections and sub-sections, activities, and summaries. The document also provides examples of how to write learning objectives and the different parts of an SLM unit.
Issues and challenges in inclusive educationjyothish.ssv
Inclusive education aims to educate students with special needs alongside their non-disabled peers. However, implementing inclusive education faces challenges such as a lack of resources, large class sizes, and teachers who are not properly trained. It is also difficult to change social attitudes towards disability, involve parents who resist inclusion, and link research to practical classroom instruction. Overcoming these issues and challenges is necessary to successfully establish inclusive education programs.
The quartile deviation is half of the difference between first quartile (Q1) and third quartile (Q3). This is also known as quartile coefficient of dispersion.
QD = (푸ퟑ−푸ퟏ)/ퟐ
Topic: Quantitative Item Analysis
Student Name: Hussain Shah
Class: M.Ed
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
The document discusses the Choice Based Credit System (CBCS) and provides details about key aspects of CBCS including:
- CBCS provides flexibility for students to choose courses, learn at their own pace, and adopt an interdisciplinary approach.
- Students are awarded credits based on courses and grades are assigned on a 10-point scale. A Semester Grade Point Average (SGPA) is calculated each semester and a Cumulative Grade Point Average (CGPA) is calculated overall.
- Core courses are compulsory while elective courses can be chosen from different subjects. Foundation courses are also included.
- CBCS follows a semester pattern and students are evaluated through continuous assessment and end-of-semester
Personality Development of Girls Studying in NPEGEL and Non-NPEGEL Schoolsinventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
This document discusses inclusive education, which promotes the full development of all learners regardless of their abilities or backgrounds. It outlines key principles of inclusive education like non-discrimination and equal opportunities for all students. The document also covers India's policies and initiatives to promote inclusive education from 1985 onwards. It discusses the needs, aims, challenges and strategies of implementing inclusive education effectively in schools. The roles of teachers in inclusive classrooms and reforms needed in curriculum, teaching methods, classroom design and addressing barriers are also described.
This document discusses four measures of central tendency: mean, median, mode, and range. It defines each measure and provides examples of how to calculate them using sets of data. The mean is the average and is calculated by adding all values and dividing by the number of data points. The median is the middle number when values are ordered from lowest to highest. The mode is the number that repeats most frequently. The range is the difference between the highest and lowest values.
Hilda Taba developed the inductive thinking model in 1967 to promote inductive reasoning skills in students. The model has 9 phases focused on concept formation, data interpretation, and applying principles. It uses a series of questions to guide students through categorizing information, identifying relationships, making inferences, and verifying hypotheses. The goal is to help students develop logical thinking and information processing abilities by moving from specific examples and data to broader generalizations and principles.
The document discusses various types of pictorial data presentation charts for qualitative and quantitative data. It describes charts like pie charts, bar diagrams, histograms etc. and provides examples of how each chart can be used to represent different types of data. Steps for creating pie, doughnut, bar charts in MS Office are demonstrated. Qualitative data charts include pie, doughnut, bar and sunburst charts while quantitative charts include histogram, frequency polygon, cumulative frequency curve and ogive.
The document outlines the goals of education and constitutional provisions related to education in India. Key goals include training citizens, achieving social integration, providing education for all, and achieving human resource development. The constitution places education on the concurrent list and guarantees equality of access to education. It prohibits religious instruction in government schools and protects the language, script, and culture of minorities. The state is tasked with promoting education, especially for disadvantaged groups, and gradually making education free and compulsory for all children up to age 14.
This document discusses various measures of variability and relative position used in descriptive statistics. It defines measures of variability such as range, quartile deviation, variance, and standard deviation, which provide information about the spread or dispersion of values. Measures of relative position, including sigma scores, standard scores, percentiles, and percentile ranks, allow one to compare an individual score to others in a distribution. Standard scores like z-scores, T-scores, and H-scores convert raw scores to derive scores with a standardized mean and standard deviation. Percentiles and percentile ranks divide a scale into 100 equal parts or indicate the percentage of scores below a given score.
The document defines and describes various types of disabilities:
- Physical disabilities include blindness, low vision, leprosy, hearing and speech impairments, locomotor disabilities, dwarfism, cerebral palsy, muscular dystrophy, and others.
- Developmental and learning disabilities include intellectual disability, autism spectrum disorder, specific learning disabilities, and multiple disabilities.
- Neurological disabilities include mental illness, epilepsy, multiple sclerosis, Alzheimer's, dystonia, ALS, Huntington's disease, and others.
- Blood disorders include thalassemia, hemophilia, and sickle cell disease.
- The document also mentions acid attack survivors, Parkinson's disease, and provides an overview of the
विचलनशीलता मान - विस्तार (Range), चतुर्थांश विचलन (Quartile Deviation), मध्यमान विचलन (Mean Deviation), मानक विचलन (Standard Deviation) की गणना विधि प्रस्तुत है |
This document discusses various methods of scoring, grading, and reporting student achievement. It describes traditional scoring methods like scoring keys and stencils. It also covers different grading systems such as letter grades, pass/fail, checklists, letters to parents, and parent-teacher conferences. It defines measures of central tendency like mean, median and mode. It also discusses measures of variability like range and standard deviation. The document provides guidelines for developing multiple grading systems and discusses using software for record keeping and grading.
This document discusses measures of variability, which refer to how spread out a set of data is. Variability is measured using the standard deviation and variance. The standard deviation measures how far data points are from the mean, while the variance is the average of the squared deviations from the mean. To calculate the standard deviation, you take the square root of the variance. This provides a measure of variability that is on the same scale as the original data. The standard deviation and variance are widely used statistical measures for quantifying the spread of a data set.
This is RMSA for B.ed students
The Rashtriya Madhyamik Shiksha Abhiyan (RMSA) is a flagship scheme of the Government of India, to enhance access to secondary education and improve its quality. Rashtriya Madhyamik Shiksha Abhiyan (RMSA) aims to increase the enrolment rate by providing a secondary school within a reasonable distance of every home
Education,social,economical,political and technological changes in educationSanu R
This document discusses trends and issues in education with a focus on the impact of social, economic, political and technological changes. It covers several topics:
- The relationship between education and social change is two-way, with education both shaping social change and being shaped by it.
- Economic factors like funding, investment, and policies influence education systems.
- Political changes also impact education through policies, curriculum, and programs.
- Emerging technologies continue to transform teaching and learning.
- Current trends in education emphasize learner-centered and activity-based approaches, as well as greater technology integration and accessibility.
Basics of Educational Statistics (Inferential statistics)HennaAnsari
This document provides information about inferential statistics presented by Dr. Hina Jalal. It defines inferential statistics as using data from a sample to make inferences about the larger population from which the sample was taken. It discusses key areas of inferential statistics like estimating population parameters and testing hypotheses. It also explains the importance of inferential statistics in research for making conclusions from samples, comparing models, and enabling inferences about populations based on sample data. Flow charts are presented for selecting common statistical tests for comparisons, correlations, and regression.
This document discusses teacher-made tests. It defines teacher-made tests as tests that are personally made by teachers to measure student performance. It then provides guidelines for constructing effective teacher-made tests, such as considering the reasons for testing, maintaining consistency between learning goals and test questions, using testing methods appropriate to the goals, helping students prepare, using consistent language, and designing questions that allow students to demonstrate their learning. The document also includes sample teacher-made tests and criteria for evaluating tests.
The document provides guidance on developing self-learning materials (SLM), which are learner-centered materials used in open and distance learning. It outlines the key characteristics and components of effective SLM, including that they should be self-explanatory, self-contained, and include objectives, introductions, content divided into sections and sub-sections, activities, and summaries. The document also provides examples of how to write learning objectives and the different parts of an SLM unit.
Issues and challenges in inclusive educationjyothish.ssv
Inclusive education aims to educate students with special needs alongside their non-disabled peers. However, implementing inclusive education faces challenges such as a lack of resources, large class sizes, and teachers who are not properly trained. It is also difficult to change social attitudes towards disability, involve parents who resist inclusion, and link research to practical classroom instruction. Overcoming these issues and challenges is necessary to successfully establish inclusive education programs.
The quartile deviation is half of the difference between first quartile (Q1) and third quartile (Q3). This is also known as quartile coefficient of dispersion.
QD = (푸ퟑ−푸ퟏ)/ퟐ
Topic: Quantitative Item Analysis
Student Name: Hussain Shah
Class: M.Ed
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
The document discusses the Choice Based Credit System (CBCS) and provides details about key aspects of CBCS including:
- CBCS provides flexibility for students to choose courses, learn at their own pace, and adopt an interdisciplinary approach.
- Students are awarded credits based on courses and grades are assigned on a 10-point scale. A Semester Grade Point Average (SGPA) is calculated each semester and a Cumulative Grade Point Average (CGPA) is calculated overall.
- Core courses are compulsory while elective courses can be chosen from different subjects. Foundation courses are also included.
- CBCS follows a semester pattern and students are evaluated through continuous assessment and end-of-semester
Personality Development of Girls Studying in NPEGEL and Non-NPEGEL Schoolsinventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
This document discusses inclusive education, which promotes the full development of all learners regardless of their abilities or backgrounds. It outlines key principles of inclusive education like non-discrimination and equal opportunities for all students. The document also covers India's policies and initiatives to promote inclusive education from 1985 onwards. It discusses the needs, aims, challenges and strategies of implementing inclusive education effectively in schools. The roles of teachers in inclusive classrooms and reforms needed in curriculum, teaching methods, classroom design and addressing barriers are also described.
This document discusses four measures of central tendency: mean, median, mode, and range. It defines each measure and provides examples of how to calculate them using sets of data. The mean is the average and is calculated by adding all values and dividing by the number of data points. The median is the middle number when values are ordered from lowest to highest. The mode is the number that repeats most frequently. The range is the difference between the highest and lowest values.
Hilda Taba developed the inductive thinking model in 1967 to promote inductive reasoning skills in students. The model has 9 phases focused on concept formation, data interpretation, and applying principles. It uses a series of questions to guide students through categorizing information, identifying relationships, making inferences, and verifying hypotheses. The goal is to help students develop logical thinking and information processing abilities by moving from specific examples and data to broader generalizations and principles.
The document discusses various types of pictorial data presentation charts for qualitative and quantitative data. It describes charts like pie charts, bar diagrams, histograms etc. and provides examples of how each chart can be used to represent different types of data. Steps for creating pie, doughnut, bar charts in MS Office are demonstrated. Qualitative data charts include pie, doughnut, bar and sunburst charts while quantitative charts include histogram, frequency polygon, cumulative frequency curve and ogive.
The document outlines the goals of education and constitutional provisions related to education in India. Key goals include training citizens, achieving social integration, providing education for all, and achieving human resource development. The constitution places education on the concurrent list and guarantees equality of access to education. It prohibits religious instruction in government schools and protects the language, script, and culture of minorities. The state is tasked with promoting education, especially for disadvantaged groups, and gradually making education free and compulsory for all children up to age 14.
This document discusses various measures of variability and relative position used in descriptive statistics. It defines measures of variability such as range, quartile deviation, variance, and standard deviation, which provide information about the spread or dispersion of values. Measures of relative position, including sigma scores, standard scores, percentiles, and percentile ranks, allow one to compare an individual score to others in a distribution. Standard scores like z-scores, T-scores, and H-scores convert raw scores to derive scores with a standardized mean and standard deviation. Percentiles and percentile ranks divide a scale into 100 equal parts or indicate the percentage of scores below a given score.
The document defines and describes various types of disabilities:
- Physical disabilities include blindness, low vision, leprosy, hearing and speech impairments, locomotor disabilities, dwarfism, cerebral palsy, muscular dystrophy, and others.
- Developmental and learning disabilities include intellectual disability, autism spectrum disorder, specific learning disabilities, and multiple disabilities.
- Neurological disabilities include mental illness, epilepsy, multiple sclerosis, Alzheimer's, dystonia, ALS, Huntington's disease, and others.
- Blood disorders include thalassemia, hemophilia, and sickle cell disease.
- The document also mentions acid attack survivors, Parkinson's disease, and provides an overview of the
विचलनशीलता मान - विस्तार (Range), चतुर्थांश विचलन (Quartile Deviation), मध्यमान विचलन (Mean Deviation), मानक विचलन (Standard Deviation) की गणना विधि प्रस्तुत है |
This document discusses various methods of scoring, grading, and reporting student achievement. It describes traditional scoring methods like scoring keys and stencils. It also covers different grading systems such as letter grades, pass/fail, checklists, letters to parents, and parent-teacher conferences. It defines measures of central tendency like mean, median and mode. It also discusses measures of variability like range and standard deviation. The document provides guidelines for developing multiple grading systems and discusses using software for record keeping and grading.
This document defines and explains several key statistical concepts:
- Statistics is the study of collecting, analyzing, and presenting quantitative data. It involves planning data collection through surveys and experiments.
- The mean is the average value of a data set, calculated by summing all values and dividing by the number of values.
- The median is the middle value when data is arranged in order. For even data sets, the median is the average of the two middle values.
- The mode is the most frequently occurring value in a data set.
- Standard deviation measures the variation or dispersion of data from the mean. It involves subtracting the mean from each value, squaring the differences, summing them, and taking the square
Unit 1 bp801 t c median with solved examplesashish7sattee
The document defines and provides examples to illustrate the median, which represents the middle-most value of a data set. The median is calculated by arranging the data points in ascending order and selecting the middle value for an odd number of points, or averaging the two middle values for an even number of points. The median is useful for summarizing large data sets with a single value and is less influenced by outliers than the mean. Examples are provided to demonstrate calculating the median for both discrete and grouped data.
This document discusses measures of central tendency. It defines central tendency as a statistical measure that identifies a single value that best represents an entire data set. The three main measures are the mean, median, and mode.
The mean is the average value, calculated by summing all values and dividing by the total number. The median is the middle value when data is arranged in order. The mode is the most frequently occurring value.
The document provides examples and formulas to calculate each measure. It also discusses advantages and disadvantages of each, and gives examples of how they are used in daily life situations like measuring student test scores or transportation usage.
The lesson plan introduces measures of central tendency including mean, median, and mode. For the mean, students will learn to calculate the average by summing all values and dividing by the total number. The median is the middle value when data is arranged in order. To find the mode, students identify the most frequent score. Finally, the lesson provides a table to help students determine when to use the mean, median, or mode depending on the type of variable being measured.
This document discusses measures of central tendency and dispersion for summarizing data. It covers the key concepts of mean, median, mode, range, and standard deviation. The mean is calculated by adding all values and dividing by the total number. The median is the middle value when data is arranged in order. The mode is the most frequent value. The range is the difference between highest and lowest values. Standard deviation measures how spread out values are from the mean. Examples are provided to demonstrate calculating each measure from raw data sets.
This study investigated the effects of various educational indicators like class size, school size, gender mix, teacher-student ratios, and gender on 12th grade student performance in Oman. The researchers used data from Oman's Ministry of Education on over 90,000 students from 843 schools over 2 academic years. Multiple linear regression found that gender had the strongest effect, with male students performing better on average. Larger school sizes and class sizes negatively impacted performance. The study concludes that gender is the most influential factor on exam results and further analysis is needed to understand and reduce gaps between male and female students.
This document is a lesson plan for a 7th grade mathematics class. The lesson plan aims to teach students about measures of central tendency of ungrouped data, including mean, median, and mode. The plan outlines objectives, content, learning resources, procedures, activities, and assessment. Key activities include calculating measures of central tendency for different data sets represented by cups in stacks, finding synonyms, and completing a word puzzle. The plan evaluates learning through multiple choice questions assessing understanding of mean, median, and mode.
The document presents research conducted to assess the effectiveness of a PGDM program at FORE business school in fostering improvements in students' creativity, perseverance, communication skills, leadership styles, and conflict resolution. Surveys were administered to current and past students, and t-tests were used to analyze changes across the areas. Results found the PGDM improved perseverance but not creativity, communication skills, or conflict resolution. It also found students' leadership styles shifted from directive to delegating. The researchers recommend the program evaluate courses and trainers to better develop these key skills.
This document discusses using data to inform curriculum and instructional decisions to improve student achievement. It defines key terms like core curriculum, core maps, and diary maps. It emphasizes the importance of aligning curriculum, instruction, and assessments to standards and collecting various assessment data. Data should be analyzed by teacher teams to identify strengths, weaknesses, and root causes in order to guide goal setting and improve practices. Benchmark assessments administered periodically can provide useful data for progress monitoring and curriculum development. Software tools are available to track assessment data over time.
Applications of statistics in daily lifeminah habib
Statistics is used to analyze and interpret collected data using measures like the mean, median, and mode. The mean is the average and is used by teachers to analyze student marks and by businesses to examine employee salaries and benefits. The median is the middle value and is used to analyze income distribution and player heights. The mode is the most frequent value and is used to study public transportation usage and the number of patients visiting hospitals. These statistical concepts have various applications in everyday life and business to understand data distributions and make comparisons.
Central tendency refers to identifying a single value that represents the center of a data set. There are three common measures of central tendency: mean, median, and mode. The mean is the average value, found by adding all values and dividing by the total number. The median is the middle value when data is arranged from lowest to highest. The mode is the most frequently occurring value. These measures help analyze and summarize data in a concise manner.
This document provides an overview of key leadership competencies covered in a healthcare leadership course, including listening effectively, providing feedback, and mentoring. It discusses the importance of active listening to understand others' perspectives rather than just waiting to speak. Good feedback is described as focusing on contextual factors, evaluating issues constructively, and balancing positive and critical feedback. Mentoring benefits both mentors and mentees by allowing the sharing of career guidance and skills development in a supportive relationship. Readings from the course textbook and library on these topics are assigned.
This document provides an overview of key leadership competencies from a healthcare leadership course, including listening effectively, providing feedback, and mentoring. It discusses the importance of active listening to understand others' perspectives rather than just waiting to speak. Good feedback is described as focusing on contextual factors, evaluating issues constructively, and balancing positive and critical feedback. Mentoring benefits both mentors and mentees by allowing the sharing of career guidance and skills development in a supportive relationship. Readings from the course textbook and library on these topics are assigned.
Application Of Geographical Aes (Adaptive Education Systemwang yaohui
The document discusses applying adaptive education techniques in geographical education. It proposes using adaptive assessment, tutoring, remedial instruction, and representation based on students' learning needs, abilities, and interests. This would help ensure all students have opportunities to fully develop their potential. The document also discusses using ICT, concept mapping, and decision trees to support adaptive geographical education.
This document discusses value-added measures and how educators can use them. It provides an overview of Ohio's value-added models generated by SAS, describes how the SAS EVAAS multivariate response model works, and defines key value-added terminology. It also explains how teachers can access and interpret their individual value-added reports, which measure growth compared to state standards. The document stresses the importance of accurate roster verification to ensure teachers are linked to their students' assessment results.
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The presentation describes about MS PowerPoint and points to be considered for creating effective PowerPoint viz. title slide & other slides. In addition to this, how by using animation, transition, SmartArt, charts, images and converting PPT into video make presentation effective.
सहसम्बन्ध की अवधारणा , प्रकार ,सहसम्बन्ध गुणांक की गुणात्मक व्याख्या
तथा स्पीयरमैन कोटि/अनुस्थिति अन्तर विधि (Spearman Rank Difference Method) एवं पियरसन गुणनफल-आघूर्ण विधि (Pearson Product Moment Method ) द्वारा सहसम्बन्ध गुणांक के मान की गणना विधि प्रस्तुत है |
The document discusses the introduction and effective use of information and communication technologies (ICT) in education. It defines key terms related to ICT such as digital knowledge, skills, tools, and approaches like TPACK. It outlines benefits of ICT integration including improved learning, accessibility, and developing skills like critical thinking. Common learning management systems (LMS) like Google Classroom, Edmodo, Moodle and Canvas are introduced along with their features. Various forms of digital content creation like concepts maps, word clouds, infographics are explained with examples. Tools for creating each type are also provided.
The document provides details about conducting an item analysis of a test. It discusses the key steps in item analysis which include: 1) arranging student answer sheets in order of performance and dividing them into high and low groups, 2) calculating the difficulty level and discrimination power of each item, and 3) using the results to select items to keep, modify, or eliminate from the test. The item analysis helps evaluate the quality of individual test items and identify areas for improving the test and future item writing.
Sanskrit Curriculum in the Context of NEP 2020Amita Bhardwaj
1) The document discusses the key aspects of Sanskrit curriculum in the context of the National Education Policy 2020.
2) It recommends teaching Sanskrit in an interesting and experiential way that is relevant to contemporary times. Sanskrit textbooks should use Simple Standard Sanskrit to teach the language through Sanskrit.
3) Sanskrit will be offered at all levels of education and included as an optional language in the three-language formula without any imposition. Universities will strengthen Sanskrit and Indian language departments.
National Education Policy 2020: An OverviewAmita Bhardwaj
The National Education Policy 2020 aims to transform India's education system by 2040. Some key highlights include:
1. A new pedagogical structure of 5+3+3+4 replacing the 10+2 structure, with early childhood care from age 3.
2. Achieving universal foundational literacy and numeracy in primary schools by 2025 through a National Mission.
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Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
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3. क
ें द्रवर्ती मान
• ऐसा प्रापर्ताांक जो सम्पूर्ण
समूह क
े प्रापर्ताांकों का
प्रतर्ततनधित्व करर्ता है I
• ककसी समूह की क
े न्द्रीय
प्रवृतर्त को प्रगट करर्ती है I
• प्रकार (र्तीन)- मध्यमान
(Mean), मध्याांक मान
(Median) एवां बहुलाांक मान
(Mode) I
बहुलाांक
मान
मध्यमान
मध्याांक
मान
06-08-2021
Prof Amita Pandey Bhardwaj, Deptt. of
Education, SLBSNSU, N.Delhi
3
4. मध्यमान(Mean)
• अांकगणर्र्तीय औसर्त
• ककसी समूह क
े प्रापर्ताांकों का वह मान जहााँ
से प्रापर्ताांकों का ववर्तरर् दो सामान भागों में
बांट जार्ता है I
• वह प्रापर्ताांक जजसक
े दोनों ओर प्रापर्ताांकों का
ववचलन समान होर्ता है I
06-08-2021
Prof Amita Pandey Bhardwaj, Deptt. of
Education, SLBSNSU, N.Delhi
4
5. मध्यमान की ववशेषर्ताएाँ
1. समूह क
े प्रापर्ताांकों क
े जो मध्यमान से ववचलन होर्ते हैं
उनका योग शून्द्य क
े बराबर होर्ता है । (The sum of
the deviations of all the scores in a set from their
mean is zero.)
2. समूह कर प्रापर्ताांकों क
े जो मध्यमान से ववचलन होर्ते
है उनक
े वगों का योग तनम्नर्तम होर्ता है। (the sum of
squares of deviations about the mean is less than
the sum of squares of deviations about any other
value.)
06-08-2021
Prof Amita Pandey Bhardwaj, Deptt. of
Education, SLBSNSU, N.Delhi
5
6. 06-08-2021
Prof Amita Pandey Bhardwaj, Deptt. of
Education, SLBSNSU, N.Delhi
6
अव्यवजथिर्त
प्रदत्र्त (Ungrouped
Data)
व्यवजथिर्त
प्रदत्र्त
(Grouped Data)
मध्यमान
ज्ञार्त करने
की ववधि
7. 06-08-2021
Prof Amita Pandey Bhardwaj, Deptt. of
Education, SLBSNSU, N.Delhi
7
अव्यवजथिर्त प्रदत्र्त से मध्यमान ज्ञार्त
करना (Ungrouped Data)
1. प्रापर्ताकों का योग ज्ञार्त करना (∑X)|
2. छात्रों की क
ु ल सांख्या ज्ञार्त करना (N)|
3. प्रापर्ताकों क
े योग को छात्रों की क
ु ल सांख्या से भाग
देना|
सूत्र : M=∑X/N
सोपान
8. 06-08-2021
Prof Amita Pandey Bhardwaj, Deptt. of
Education, SLBSNSU, N.Delhi
8
दस छात्रों पर ददए गए उपलजधि परीक्षर् क
े
प्रापर्ताांक है – 5, 7, 3, 8, 2, 5, 6, 4, 6, 4.
इनका मध्यमान ज्ञार्त करो|
सूत्र : M=∑X/N
M = 5+7+3+8+2+5+6+4+6+4/10
M = 50/10
उदाहरर्
(मध्यमान)
M = 5
9. 06-08-2021
Prof Amita Pandey Bhardwaj, Deptt. of
Education, SLBSNSU, N.Delhi
9
व्यवजथिर्त प्रदत्र्त से मध्यमान ज्ञार्त करना
(Grouped Data)
1. वगाांर्तर का आकार ज्ञार्त करना (i) |
2. कजपपर्त मध्यमान वाला वगाांर्तर ज्ञार्त करना (A.M.) |
3. क
ु ल सांख्या ज्ञार्त करना (N=∑f)|
4. मध्यमान की ववशेषर्ता अनुसार ववचलन ललखना (d)|
5. ववचलन एवां आवृतर्तयों का गुर्नफल ज्ञार्त करना (f x d )|
6. ववचलन एवां आवृतर्तयों क
े गुर्नफल का योग ज्ञार्त करना
(∑f x d )|
7. सूत्र द्वारा मध्यमान ज्ञार्त करना।
सोपान
10. 06-08-2021
Prof Amita Pandey Bhardwaj, Deptt.
of Education, SLBSNSU, N.Delhi
10
सूत्र
𝑴 = 𝑨. 𝑴 +
σ 𝒇𝒅
𝑵
x i
M = मध्यमान
A.M = कमपपर्त मध्यमान
∑fd = सभी आवृमियों एवं मवचलनों के गुणनफल का योग
N = छात्रों की कुल संख्या
i = वगाान्द्र्तर का आकार
12. 06-08-2021
Prof Amita Pandey Bhardwaj, Deptt.
of Education, SLBSNSU, N.Delhi
12
M = 17+(-10/36)X 5
M = 17+(-50/36)
उदाहरर्
𝑴 = 𝑨. 𝑴 +
σ 𝒇𝒅
𝑵
x i
M=15.61
13. मध्याांक मान(Median)
• ककसी समूह क
े प्रापर्ताांकों कों आकार क
े
अनुसार व्यवजथिर्त रखने पर वह प्रापर्ताांक
जजसक
े ऊपर एवां नीचे प्रापर्ताांकों की सांख्या
समान होर्ती है I
• समूह में प्रापर्ताांक की मध्य जथितर्त का द्योर्तक
है|
06-08-2021
Prof Amita Pandey Bhardwaj, Deptt. of
Education, SLBSNSU, N.Delhi
13
14. 06-08-2021
Prof Amita Pandey Bhardwaj, Deptt. of
Education, SLBSNSU, N.Delhi
14
अव्यवजथिर्त
प्रदत्र्त (Ungrouped
Data)
व्यवजथिर्त
प्रदत्र्त
(Grouped Data)
मध्याांक
मान ज्ञार्त
करने की
ववधि
15. 06-08-2021
Prof Amita Pandey Bhardwaj, Deptt. of
Education, SLBSNSU, N.Delhi
15
अव्यवजथिर्त प्रदत्र्त से मध्याांक मान ज्ञार्त
करना (Ungrouped Data)
1. प्रापर्ताांको को आरोही/अवरोही क्रम में व्यवजथिर्त करना
2. सूत्र द्वारा मध्याांक मान ज्ञार्त करना
N=ववषम(odd) Md= 𝐍+𝟏
𝟐
वाां प्रापर्ताांक
N=सम(even) Md=
𝑵
𝟐
वाां प्रापर्ताांक
सोपान
16. 06-08-2021
Prof Amita Pandey Bhardwaj, Deptt. of
Education, SLBSNSU, N.Delhi
16
सार्त छात्रों क
े प्रापर्ताांक इस प्रकार है –
11, 15, 13, 10, 9, 12, 16. इनका मध्याांक मान ज्ञार्त करो
सोपान 1- प्रापर्ताांको को आरोही/अवरोही क्रम में व्यवजथिर्त
करना 16, 15, 13, 12, 11, 10, 9
सोपान 2- सूत्र द्वारा मध्याांक मान ज्ञार्त करना
सूत्र Md =
𝑵+𝟏
𝟐
वाां प्रापर्ताांक
=
𝟕+𝟏
𝟐
वाां प्रापर्ताांक =
𝟖
𝟐
वाां प्रापर्ताांक
उदाहरर्
Md = 𝟒वाां प्रापर्ताांक = 12
17. 06-08-2021
Prof Amita Pandey Bhardwaj, Deptt. of
Education, SLBSNSU, N.Delhi
17
व्यवजथिर्त प्रदत्र्त से मध्याांक मान ज्ञार्त
करना (Grouped Data)
1. वगाांर्तर का आकार ज्ञार्त करना (i) |
2. क
ु ल सांख्या ज्ञार्त करना (N=∑f)|
3. प्रत्येक वगाणन्द्र्तर की सांचयी आवृजत्र्त ज्ञार्त करना (Cf=उस वगाणन्द्र्तर की
आवृजत्र्त + उसक
े नीचे वाले सभी वगाांर्तरों की आवृजत्र्तयााँ या उसक
े नीचे वाले की
वगाांर्तर की सांचयी आवृजत्र्त)
4. मध्याांक मान वाले वगाांर्तर की ननम्नर्तम सीमा ज्ञार्त करना (L)|
5. मध्याांक मान वाले वगाणन्द्र्तर की आवृजत्र्त (f)|
6. मध्याांक मान वाले वगाणन्द्र्तर क
े नीचे वाले वगाणन्द्र्तर की सांचयी
आवृजत्र्त (Cfb)
7. सूत्र द्वारा मध्याांक मान ज्ञार्त करना।
सोपान
18. 06-08-2021
Prof Amita Pandey Bhardwaj, Deptt.
of Education, SLBSNSU, N.Delhi
18
सूत्र
𝑴𝒅 = 𝑳 +
ൗ
𝑵
𝟐−𝑪𝒇𝒃
𝒇
x i
Md = मध्यांक मान
L = मध्याांक मान वाले वगाान्द्र्तर की मनम्नर्तम सीमा
f = मध्याांक मान वाले वगाान्द्र्तर की आवृमि
Cfb= मध्याांक मान वाले वगाान्द्र्तर के नीचे वाले वगाान्द्र्तर
की संचयी आवृमि
N = कुल संख्या
i = वगाान्द्र्तर का आकार
21. बहुलाांक मान (Mode)
• प्रापर्ताांकों की सवााधिक आवृनर्तयााँ या बारम्बाररर्ता I
• जिस प्रापर्ताांक की सबसे अधिक आवृनर्त होर्ती है I
• द्वव – बहुलाांकी(Bi-Modal)
• बहु –बहुलाांकी (Multi-Modal)
06-08-2021
Prof Amita Pandey Bhardwaj, Deptt. of
Education, SLBSNSU, N.Delhi
21
22. 06-08-2021
Prof Amita Pandey Bhardwaj, Deptt. of
Education, SLBSNSU, N.Delhi
22
अव्यवजथिर्त
प्रदत्र्त (Ungrouped
Data)
व्यवजथिर्त
प्रदत्र्त
(Grouped Data)
बहुलाांक
मान ज्ञार्त
करने की
ववधि
23. 06-08-2021
Prof Amita Pandey Bhardwaj, Deptt. of
Education, SLBSNSU, N.Delhi
23
दस छात्रों क
े प्रापर्ताांक इस प्रकार है –
11, 15, 13, 15, 15, 12, 16, 15, 11, 10. इनका बहुलाांक मान
ज्ञार्त करो
सूत्र Mo = ऐसा प्रापर्ताांक जजसकी सबसे ज्यादा
आवृजत्र्त हो
उदाहरर्
Mo = 15
24. 06-08-2021
Prof Amita Pandey Bhardwaj, Deptt. of
Education, SLBSNSU, N.Delhi
24
व्यवजथिर्त प्रदत्र्त से बहुलाांक मान ज्ञार्त
करना (Grouped Data)
1. वगाांर्तर का आकार ज्ञार्त करना (i) |
2. बहुलाांक मान वाले वगाांर्तर की तनम्नर्तम सीमा ज्ञार्त करना (L)|
3. बहुलाांक मान वाले वगाणन्द्र्तर क
े ऊपर वाले वगाणन्द्र्तर की आवृजत्र्त
(fa)
4. बहुलाांक मान वाले वगाणन्द्र्तर क
े नीचे वाले वगाणन्द्र्तर की आवृजत्र्त(fb)
5. सूत्र द्वारा बहुलाांक मान ज्ञार्त करना।
सोपान
25. 06-08-2021
Prof Amita Pandey Bhardwaj, Deptt.
of Education, SLBSNSU, N.Delhi
25
𝑴𝒐 = 𝑳 +
𝒇𝒂
𝒇𝒂
+𝒇𝒃
x i
Mo = बहुलांक मान
L = बहुलांक मान वाले वगाान्द्र्तर की मनम्नर्तम सीमा
fa = बहुलांक मान वाले वगाान्द्र्तर के ऊपर वाले वगाान्द्र्तर
की आवृमि
fb = बहुलांक मान वाले वगाान्द्र्तर के नीचे वाले वगाान्द्र्तर की
आवृमि
i = वगाान्द्र्तर का आकार
सूत्र
30. 06-08-2021
Prof Amita Pandey Bhardwaj, Deptt. of
Education, SLBSNSU, N.Delhi
30
Mode= 3 Median- 2 Mean
=3 X 15.5 – 2 X 15.61
= 46.5 - 31.22
=15.28
31. मध्यमान का प्रयोग कब?
• िब प्रापर्ताांकों का ववर्तरण सामान्य हो।
• िब प्रदत्र्तों का वववरण देने में क
े न्द्रवर्ती
झुकाव शुद्ध रूप में मालूम करना हो।
• िब सवााधिक ववश्वसनीयर्ता अपेक्षिर्त हो।
• िब अन्य साांजययकी ववधियों िैसे - प्रामाणणक
ववचलन र्तथा सहसम्बन्ि आदद ज्ञार्त करना
हो।
32. मध्यांक मान का प्रयोग
कब?
• िब क
े न्द्रवर्ती मान शीघ्रर्ता में मालूम करना हो।
• िब प्रापर्ताांकों का ववर्तरण सामान्य न हो। अथाार्त ् िहााँ
असामान्य प्रापर्ताांक या अत्यांर्त ववषजम्मर्त कोदि का
ववर्तरण ववद्यमान हों।
• िब ककसी समूह का ठीक मध्य-बबांदु मालूम करना हो
अथाार्त ् समूह का वह बबांदु जिसक
े ऊपर र्तथा नीचे
बराबर-बराबर मान हैं।
• िब कोई ऐसा ववर्तरण ददया गया हो िो अपूणा हो।
• िब हम यह ज्ञार्त करना चाहर्ते हों कक अमुक
प्रापर्ताांक क
े नीचे र्तथा ऊपर ककर्तने लोग हैं।
33. बहुलांक मान का प्रयोग
कब?
• िब क
े न्द्रवर्ती मान का शीघ्रानर्तशीघ्र अनुमान लगाना
हो।
• िब क
े वल सािारण प्रकार क
े क
े न्द्रवर्ती मान से काम
चल सकर्ता हो।
• िब क
े न्द्रवर्ती मान क
े ललए ऐसे प्रापर्ताांक मालूम करने
की आवश्यकर्ता हो जिसकी आवृजत्र्त सबसे अधिक हो।
34. साराांश
• क
े न्द्रवर्ती मान र्तीन प्रकार क
े होर्ते हैं- मध्यमान, मध्याांक
मान र्तथा बहुलाांक मान।
• मध्यमान सबसे अधिक ववश्वसनीय|
• बहुलाांक मान का प्रयोग मध्याांक मान र्तथा मध्य मान की
अपेिा कम होर्ता है।
• मध्याांक का प्रयोग र्तब ककया िार्ता है िब ककसी अध्ययन
या अनुसांिान क
े अांर्तगार्त वववरण की दृष्िी से अधिक
शुद्धर्ता की आवश्यकर्ता होर्ती है।
• ककसी समूह का क
े न्द्रवर्ती मान शीघ्रर्तापूवाक प्रकि करने क
े
ललये बहुलाांक का प्रयोग ककया िार्ता है।
• मध्याांक मान ऐसे समूह क
े प्रापर्ताांको क
े ललए मालूम करना
चादहए जिसका ववर्तरण प्रायः सामान्य न हो।
35. सन्द्दभाः
• पाण्डेय, क
े . पी. (2016), शिक्षा और मनोशिज्ञान में
साांशययकी, शिश्िशिद्यालय प्रकािन, चौक, िाराणसी
(उत्तर प्रदेि)।
• गुप्ता, एस. पी. (2007), साांशययकीय शिशियााँ, िारदा
पुस्तक भिन, 11, यूशनिशसिटी रोड, इलाहाबाद,
(उत्तर प्रदेि)।