ESE 633 Statistics in Education

Assignment (100%)
 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]

In 200 words explain the difference between descriptive and inferential statistics. Provide example.
[Use your own words]

Question 2: [4 marks]

Group X

Group Y

A mathematics 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 [9 marks]
A researcher conducted a study to find out how parents felt about the Ministry of Education’s
decision to abolish the Primary School Final Examination. A sample 190 mothers and 160 fathers
were asked the question ‘Should the Primary School Final Examination be abolished? and the
results are shown below:

Should the Primary School Final Total

Examination be abolished?
Gender
No Yes
Mothers 60 130 190
Fathers 40 120 160
Total 100 250 350

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?

Question 4: [7 marks]

See Table 1 above and answer the following:

Table 1:
Gender Kolmogorov-Smirnov a Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
Logical Male 0.879 34 0.012 0. 78 0.016
Thinking 971
Test Female 0.185 39 0.001 0.079 96 0.008
Score
a. Lilliefors Significance Correction

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 from the findings in the Table?

Question 5: [5 marks]

The Table above shows the correlation between performance in English and Mathematics among
a sample of 10 primary school students. Explain the findings.

Question 6: [9 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. After having taught them using moral dilemmas for 4 weeks, the same test was given
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 the Table above

b) State ONE null hypothesis
 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

c) Why is the paired t-test used? [as shown in Table 2 above]

d) What can you conclude from Table 2?

Question 7: [6 marks]

A physical education teacher collected data on students’ height and the span of jump (see Table
1 below:

Student Height (m) Span of jump (m)

1 1.63 2.34
2 1.80 2.48
3 1.75 2.29
4 1.86 2.62
5 1.83 2.64
6 1.71 2.30
7 1.75 2.44
8 1.96 2.67
9 1.60 2.39
10 1.68 2.47
11 1.80 2.60
12 1.87 2.75
13 1.74 2.40
14 1.67 2.46
15 1.64 2.33

a) What statistical procedure would you use to predict length of jump using height? Give
reasons.
b) Explain clearly two assumptions that must be met in conducting the test that you have
identified in Q7(a). Why it is important these assumptions are met?
Question 8 (16 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. 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 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

d) 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

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

Question 9 (5 marks)

Teaching Workload, Years of Service and Leadership Styles of Principals Affecting

Teacher Job Satisfaction

The above is the title of a study conducted among secondary school teachers.
a) Identify the independent variables. Explain.
b) Which is the dependent variable? Explain

Question 10 [8 marks]

A study was conducted to assess the critical thinking skills of male and female undergraduates.
The results of the study are shown in the Table below.

Gender N Mean Score on the Standard deviation p-value

Critical Thinking Test

Male 35 72 7.2
0.04

Female 40 82 7.4
See Table and answer the following:

a) Suggest an appropriate statistical test.

b) Suggest one null hypothesis.

c) What can you conclude from Table 1?

Question 11 [20 marks]

A researcher conducted a study skills course over a period of five days among a group of
beginners, intermediate and advanced speakers of English. At the end of the programme, she
administered a test to determine which group of students benefited from the programme.

The results of the study was analysed using One-Way ANOVA and the results are shown in the
tables below:

Table 1

See Table 1 and answer the following questions:

a) Why was the Oneway-ANOVA used?

b) What can conclude from the above table?

c) State the assumptions for using the One-way ANOVA.

Table 2

See Table 2 above and answer the following questions:

d) What can you conclude from the above table?

e) What does the standard deviation tell you about the results?

f) Explain the meaning of “95% confidence interval for mean”?

Table 3

See Table 3 above and answer the following questions:

g) What is the meaning of “multiple comparison”?

h) What can you conclude from Table 2?

Question 12 [7 marks]

Spatial Memory Metacognition Mathematical Verbal

Reasoning ability reasoning
Spatial reasoning 1.00
Memory 0.56 1.00
Metacognition 0,65 0.67 1.00
Mathematical ability 0.43 0.60 0.59 1.00 .
Verbal reasoning 0.34 0.41 0.49 0.70 1.00

A study was conducted to determine the relationships between spatial reasoning, memory,
metacognition, mathematical ability and verbal reasoning. The sample consisted of 80 males and
80 female undergraduate. The Table above shows a correlation matrix between the five variables.
Based on the table answer the following questions:

a) State TWO research questions

b) Discuss the findings of the study.

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 (100%)
MAY 2021 SEMESTER

SUBJECT CODE : ESE633

SUBJECT TITLE : STATISTICS IN EDUCATION

LEVEL : MASTER

STUDENT’S NAME :

MATRIC NO. :

PROGRAMME :

ACADEMIC :
FACILITATOR

LEARNING CENTRE :