ESE 633 Statistics in Education

Assignment (60%)
 Introduction

This Guide explains the basis on which you will be assessed in this course during the semester. It
contains details of the facilitator-marked assignment.

One element in the assessment strategy of the course is that all students should have the same
information as facilitators about the Assignment. Please read through the whole guide at the
beginning of the course.

Academic Writing

Plagiarism

i) What is Plagiarism?
Any written assignment (essays, project, take-home exams, etc) submitted by a student
must not be deceptive regarding the abilities, knowledge, or amount of work contributed by
the student. There are many ways that this rule can be violated. Among them are:
o Paraphrases: The student paraphrases a closely reasoned argument of an author
without acknowledging that he or she has done so. (Clearly, all our knowledge is
derived from somewhere, but detailed arguments from clearly identifiable sources
must be acknowledged.)
o Outright plagiarism: Large sections of the paper are simply copied from other
sources, and are not acknowledged as quotations.
o Other sources: often include essays written by other students or sold by
unscrupulous organizations. Quoting from such papers is perfectly legitimate if
quotation marks are used and the source is cited.
o Works by others: Taking credit deliberately or not deliberately for works produced
by another without giving proper acknowledgement. Works includes photographs,
charts, graphs, drawings, statistics, video-clips, audio-clips, verbal exchanges such
as interviews or lectures, performances on television and texts printed on the web.
o The student submits the same essay to two or more courses.

ii) How can I avoid Plagiarism?

o Insert quotation marks around ‘copy and paste’ clause, phrase, sentence, paragraph
and cite the original source
o Paraphrase clause, phrase, sentence or paragraph in your own words and cite your
source
o Adhere to the APA (American Psychological Association) stylistic format,
whichever applicable, when citing a source and when writing out the bibliography
or reference page
o Attempt to write independently without being overly dependent of information from
another’s original works
o Educate yourself on what may be considered as common knowledge (no copyright
necessary), public domain (copyright has expired or not protected under copyright
law), or copyright (legally protected).
Documenting Sources
Whenever you quote, paraphrase, summarize, or otherwise refer to the work of another, you are
required to cite its source parenthetical documentation. Offered here are some of the most
commonly cited forms of material.
Direct
Simply having a thinking skill is no assurance that children will use
it. In order for such skills to become part of day-to-day behaviour,
they must be cultivated in an environment that value and sustains
them. “Just as children’s musical skills will likely lay fallow in an
environment that doesn’t encourage music, learner’s thinking skills
tend to languish in a culture that doesn’t encourage thinking”
(Tishman, Perkins and Jay, 1995, p.5)

Indirect
According to Wurman (1988), the new disease of the 21st century will
be information anxiety, which has been defined as the ever-widening
gap between what one understands and what one thinks one should
understand.

Referencing
All sources that you cite in your paper should be listed in the Reference section
at the end of your paper. Here’s how you should do your Reference.

From a Journal
DuFour, R. (2002). The learning-centred principal: Educational Leadership,
59(8). 12-15.

From an Online Journal

Evnine, S. J. (2001). The universality of logic: On the connection
between rationality and logical ability [Electronic version].
Mind, 110, 335-367.

From a Webpage
National Park Service. (2003, February 11). Abraham Lincoln
Birthplace National Historic Site. Retrieved February 13, 2003,
from http://www.nps.gov/abli/

From a Book
Naisbitt, J. and Aburdence, M. (1989). Megatrends 2000. London:
Pan Books.

From a Chapter in a Book

Nickerson, R. (1987). Why teach thinking? In J. B. Baron & R.J. Sternberg
(Eds), Teaching thinking skills: Theory and practice. New York: W.H. Freeman
and Company. 27-37.

From a Printed Newspaper

Holden, S. (1998, May 16). Frank Sinatra dies at 82:
Matchless stylist of pop. The New York Times, pp. A1,
A22-A23.
 Details about the Assignment -60%

INSTRUCTION: Answer ALL questions.

Question 1: [4 marks]

A researcher conducted a study on knowledge of a sample of people about international

politics according to education levels. The results of the study are shown in the graph
below. Interpret the results of the study.
Question 2: [4 marks]

Group X

Group Y

A English test was administered to two groups of secondary school students. Explain the
distribution of the scores and the standard deviation shown in the two graphs above.

Question 3: [4 marks]

The table below is a summary of a study that examining the relationship between writing and
reading scores. Interpret the results, i.e. predicting writing from reading.
Question 4: [4 marks]

A mathematics test was administered to students in Group A and Group B. Explain the
results shown in the graphs below.

Group A Group B

Question 5: [5 marks]

A study was conducted to test the effectiveness of mind maps in learning history. A pretest was
administered before the experiment and the same test was administered after students were
taught using mind maps. Students were divided into four groups based on their performance in
history; i.e. Band 4 – excellent students and Band 1 = weak students.

The mean and standard deviation for the four bands is shown in the table below. Explain the
results obtained.

BAND PRETEST POSTEST

4
Question 6: [6 marks]

A researcher conducted a study to measure Critical Thinking of a group of 12

year old students. The sample consisted of 280 subjects; 120 males and 160
female subjects. Critical Thinking consisted of two constructs – Critical
Thinking Skills and Critical Thinking Dispositions.

a) Suggest THREE possible research questions.

b) State the appropriate statistical tests to test the three research questions suggested.

Question 7: [6 marks]

Table 1:
Gender Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
Spatial Male 0.879 34 0.012 0.971 78 0.016
Test Female 0.185 39 0.001 0.079 96 0.008
Scores
a. Lilliefors Significance Correction

See Table 1 above and answer the following:

a) What is the purpose of the statistical test used?

b) Explain the difference between ‘Kolmogorov-Smirnov’ and ‘Shapiro-Wilk’.

c) What can you conclude?

Question 8 (13 marks)

A study was conducted to determine the effectiveness of YouTube Video Clips in teaching
statistics to graduate students. Equal number of graduate students were assigned to three
different treatments: Lecture with video clips, Lecture without video clips and Small group teaching
without video clips. The results are shown in the tables below:

Scores in Statistics

Treatment N Mean Std. Deviation Std. Error

Lecture with Video Clips 20 27.20 3.05 .96
Lecture without Video Clips 20 23.60 3.31 1.04
Small group teaching without Video Clip 20 23.40 3.24 1.02

a) Describe the data shown in the table above.

b) What does standard error in the table above indicate?

Test of Homogeneity of Variances

Statistics Score
Levene
Statistic df1 df2 Sig.

.115 2 57 .802

c) Interpret the Levene Statistic in the table above.

ANOVA

Statistics Score

Sum of df Mean F Sig.

Squares Square
Between Groups 91.467 2 45.733 4.467 .031
Within Groups 276.400 57 10.237
Total 367.867 59

a) What can you conclude from the ANOVA table above.

 Dependent Variable: Statistics Score

Tukey HSD
Mean Difference
(I) Treatment (J) Treatment (I-J) Std. Error Sig.
Lecture with video clips Lecture only 3.600 1.431 .046
Small group 3.800 1.431 .034
Lecture only Lecture with video
-3.600 1.431 .046
clips
Small Group .2000 1.431 .989
Small group Lecture with video
-3.800 1.431 .034
clips
Lecture only -.2000 1.431s .989

b) Explain the Tukey HSD results in the table above.

Question 9: [8 marks]

A researcher was interested in finding out whether Moral Reasoning could be enhanced if students
were taught using Moral Dilemmas. Subjects were given a Moral Reasoning Test before the
treatment (using moral dilemmas) and after the treatment and the results are shown in Table 1
below.

Table 1 : Mean Moral Reasoning Score Before and After

Teaching Using Moral Dilemmas
N Mean Std. Std. Error Mean
Deviation
Pretest 30 18.50 5.33 0.97

Posttest 30 23.86 4.75 0.87

a) Describe the findings in Table 1

b) State the null hypothesis
c) State the alternative hypothesis
 d) Why is the paired t-test used? [as shown in Table 2 above]
e) What can you conclude from Table 2?

Table 2 : Paired t Test

Mean Std. Deviation Std. Error Mean Lower Upper t df Sig.
(2 tailed)
Pretest -5.36 2.90 0.62 -6.65 -4.08 -8.66 29 .000
Posttest

Question 10 [6 marks]

A researcher conducted a study to find out how undergraduates felt about the death sentence. A
sample 200 female and 165 male students were asked the question ‘Should criminals found guilty
for distributing illegal drugs be sentenced to death?” and the results are shown below:

Should criminals found guilty for selling Total

illegal dugs be sentenced to death?
Gender No Yes
Female 31 169 200
Male 15 150 165
Total 46 319

The  2 value is 20.704 while the p-value is 0.0001.

Based on the information shown:

a) Write a suitable null and the alternate hypotheses.

b) Why was the chi square used?
c) What conclusion can be drawn from the table above?

END OF QUESTION PAPER

Requirements:

a) 1.5 spacing – 12 Times Roman Font

b) Submit to MyPLS
c) Use Cover Page – Name and ID
Cover Page

ASSIGNMENT
JANUARY 2019 SEMESTER

SUBJECT CODE : ESE633

SUBJECT TITLE : STATISTICS IN EDUCATION

LEVEL : MASTER

STUDENT’S NAME :

MATRIC NO. :

PROGRAMME :

ACADEMIC :
FACILITATOR

LEARNING CENTRE :