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 --- You are currently subscribed to tips as: smcke...@ubishops.ca. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13510.2cc18398df2e6692fffc29a610cb72e3&n=T&l=tips&o=50644 or send a blank email to leave-50644-13510.2cc18398df2e6692fffc29a610cb7...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=50645 or send a blank email to leave-50645-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
