Re: [tips] Teaching stats and Critical Values Tables

2017-04-07 Thread Michael Scoles 
Looking at a table shows them that more conservative decisions require
greater evidence, and that the reliability of that evidence is related to
sample size (or degrees of freedom).



On Fri, Apr 7, 2017 at 10:07 PM, Jim Clark  wrote:

> Hi
>
> I second Stuart's process assuming prior familiarity with hypothesis
> testing. Understand the distribution. If preceded by normal distribution,
> generalize from that to distribution that is more spread out because SD is
> varying as well as numerator; also varies with df. Then use table to
> determine critical values with associated ps. Finally, p values from
> printout.
>
> Jim
>
> -Original Message-
> From: Stuart McKelvie [mailto:smcke...@ubishops.ca]
> Sent: 7-Apr-17 9:15 PM
> To: Teaching in the Psychological Sciences (TIPS) <
> tips@fsulist.frostburg.edu>
> Subject: RE:[tips] Teaching stats and Critical Values Tables
>
> Dear Tipsters,
>
> My response to Lenore's question is that they must learn to use the table,
> but that should only be the natural outcome of understanding the
> distribution of t and how it arises in repeated sampling.
>
> So - understanding first, table second and printout third. But of course,
> after you understand, the printout is all you need.
>
> Stuart
>
>
> -Original Message-
> From: Frigo, Lenore [mailto:lfr...@shastacollege.edu]
> Sent: April-07-17 8:43 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: [tips] Teaching stats and Critical Values Tables
>
> For those of you who teach lower-division introduction to research methods
> (or have an opinion on what we SHOULD be teaching at that level):
>
> In teaching students how to interpret statistical results, such as a
> t-test, do you think it's important to have them find the critical value on
> a table and proceed from there, or just start with a "print out" of the
> results that would already include the actual p value?
>
> Currently I have them work with the table, but it seems old-fashioned and
> unnecessarily cumbersome. On the other hand, using the table forces them to
> perhaps have a bit more conceptual understanding of what they are doing.
>
> All input and opinions most welcome,
> -Lenore
>
> Lenore Frigo
> lfr...@shastacollege.edu
>
>
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-- 
Michael T. Scoles, Ph.D.
Associate Professor of Psychology & Counseling
University of Central Arkansas
Conway, AR 72035
501-450-5418

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RE:[tips] Teaching stats and Critical Values Tables

2017-04-07 Thread Jim Clark 
Hi

I second Stuart's process assuming prior familiarity with hypothesis testing. 
Understand the distribution. If preceded by normal distribution, generalize 
from that to distribution that is more spread out because SD is varying as well 
as numerator; also varies with df. Then use table to determine critical values 
with associated ps. Finally, p values from printout.

Jim

-Original Message-
From: Stuart McKelvie [mailto:smcke...@ubishops.ca] 
Sent: 7-Apr-17 9:15 PM
To: Teaching in the Psychological Sciences (TIPS) 
Subject: RE:[tips] Teaching stats and Critical Values Tables

Dear Tipsters,

My response to Lenore's question is that they must learn to use the table, but 
that should only be the natural outcome of understanding the distribution of t 
and how it arises in repeated sampling.

So - understanding first, table second and printout third. But of course, after 
you understand, the printout is all you need.

Stuart


-Original Message-
From: Frigo, Lenore [mailto:lfr...@shastacollege.edu] 
Sent: April-07-17 8:43 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Teaching stats and Critical Values Tables

For those of you who teach lower-division introduction to research methods (or 
have an opinion on what we SHOULD be teaching at that level):

In teaching students how to interpret statistical results, such as a t-test, do 
you think it's important to have them find the critical value on a table and 
proceed from there, or just start with a "print out" of the results that would 
already include the actual p value?

Currently I have them work with the table, but it seems old-fashioned and 
unnecessarily cumbersome. On the other hand, using the table forces them to 
perhaps have a bit more conceptual understanding of what they are doing.

All input and opinions most welcome,
-Lenore

Lenore Frigo
lfr...@shastacollege.edu


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RE:[tips] Teaching stats and Critical Values Tables

2017-04-07 Thread Stuart McKelvie 
Dear Tipsters,

My response to Lenore's question is that they must learn to use the table, but 
that should only be the natural outcome of understanding the distribution of t 
and how it arises in repeated sampling.

So - understanding first, table second and printout third. But of course, after 
you understand, the printout is all you need.

Stuart


-Original Message-
From: Frigo, Lenore [mailto:lfr...@shastacollege.edu] 
Sent: April-07-17 8:43 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Teaching stats and Critical Values Tables

For those of you who teach lower-division introduction to research methods (or 
have an opinion on what we SHOULD be teaching at that level):

In teaching students how to interpret statistical results, such as a t-test, do 
you think it's important to have them find the critical value on a table and 
proceed from there, or just start with a "print out" of the results that would 
already include the actual p value?

Currently I have them work with the table, but it seems old-fashioned and 
unnecessarily cumbersome. On the other hand, using the table forces them to 
perhaps have a bit more conceptual understanding of what they are doing.

All input and opinions most welcome,
-Lenore

Lenore Frigo
lfr...@shastacollege.edu


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[tips] Teaching stats and Critical Values Tables

2017-04-07 Thread Frigo, Lenore 
For those of you who teach lower-division introduction to research methods (or 
have an opinion on what we SHOULD be teaching at that level):

In teaching students how to interpret statistical results, such as a t-test, do 
you think it's important to have them find the critical value on a table and 
proceed from there, or just start with a "print out" of the results that would 
already include the actual p value?

Currently I have them work with the table, but it seems old-fashioned and 
unnecessarily cumbersome. On the other hand, using the table forces them to 
perhaps have a bit more conceptual understanding of what they are doing.

All input and opinions most welcome,
-Lenore

Lenore Frigo
lfr...@shastacollege.edu


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