Teaching and Learning Data Visualization: Ideas and Assignments

This article discusses how to make statistical graphics a more prominent element of the undergraduate statistics curricula. The focus is on several different types of assignments that exemplify how to incorporate graphics into a course in a pedagogically meaningful way. These assignments include having students deconstruct and reconstruct plots, copy masterful graphs, create one-minute visual revelations, convert tables into `pictures', and develop interactive visualizations with, e.g., the virtual earth as a plotting canvas. In addition to describing the goals and details of each assignment, we also discuss the broader topic of graphics and key concepts that we think warrant inclusion in the statistics curricula. We advocate that more attention needs to be paid to this fundamental field of statistics at all levels, from introductory undergraduate through graduate level courses. With the rapid rise of tools to visualize data, e.g., Google trends, GapMinder, ManyEyes, and Tableau, and the increased use of graphics in the media, understanding the principles of good statistical graphics, and having the ability to create informative visualizations is an ever more important aspect of statistics education

A Method for Analyzing Unreplicated Experiments Using Information on the Intraclass Correlation Coefficient

Many studies are performed on units that cannot be replicated; however, there is often an abundance of subsampling. By placing a reasonable upper bound on the intraclass correlation coefficient (ICC), it is possible to carry out classical tests of significance that have conservative levels of significance

Attraction to Physical Activity for Youth Who are BVI/DHH at a Residential School

Youth who are blind or visually impaired (BVI) and youth who are deaf or hard of hearing (DHH) often have low participation in sport and regular physical activity. Minimal research has sought to explore the variables associated with relatively low involvement in sport and physical activity among youth with BVI and/or DHH at residential schools. Financial situations and budget cuts have forced many states to combine residential schools for low incidence disabilities such as BVI & DHH. The purpose of the present study was to investigate the nature of attraction to physical activity for those attending a residential school for DHH and BVI. Semi-structured interviews were conducted with 11 school residents (n = 5 blind; 3 male, 2 female and n = 6 deaf; 4 male, 2 female) who ranged in age from 10-18 years. Deductive content analyses revealed a number of meaningful themes in each category for both disability groups. Findings suggest that both hearing and visually impaired youth enjoyed physical activity and valued health benefits. However, this desire did not translate into being physically active. Youth suggested barriers for this including low parental encouragement for sport and physical activity and some social exclusion from non-disabled peers in game settings

Using prior information on the intraclass correlation coefficient to analyze data from unreplicated and under-replicated experiments

Doctor of PhilosophyDepartment of StatisticsJames HigginsMany studies are performed on units that cannot be replicated due to cost or other restrictions. There often is an abundance of subsampling to estimate the within unit component of variance, but what is needed for statistical tests is an estimate of the between unit component of variance. There is evidence to suggest that the ratio of the between component of variance to the total variance will remain relatively constant over a range of studies of similar types. Moreover, in many cases this intraclass correlation, which is the ratio of the between unit variance to the total variance, will be relatively small, often 0.1 or less. Such situations exist in education, agriculture, and medicine to name a few. The present study discusses how to use such prior information on the intraclass correlation coefficient (ICC) to obtain inferences about differences among treatments in the face of no replication. Several strategies that use the ICC are recommended for different situations and various designs. Their properties are investigated. Work is extended to under-replicated experiments. The work has a Bayesian flavor but avoids the full Bayesian analysis, which has computational complexities and the potential for lack of acceptance among many applied researchers. This study compares the prior information ICC methods with traditional methods. Situations are suggested in which prior information ICC methods are preferable to traditional methods and those in which the traditional methods are preferable

An Exploration of the Exact Distribution and Probabilities for Sample Means for Small Random Samples

The computer algebra system, MathematicaTM, is used to determine the exact distributions for sums and means of small random samples taken from a specific probability density function. The method used is the Inverse Laplace Transform for real-valued functions. These distributions are used to compare exact probabilities for probability interval statements for sums and means with normal approximations for these probabilities using the Central Limit Theorem. The maximum normal approximation errors are determined for probability intervals for various sample sizes

A Comparison of two forms of assessment in an introductory biology laboratory course

Enrollment increases at many institutions have forced science faculty to reevaluate assessment decisions in light of increasing demands on time. Some have advocated the replacement of free-response examinations with forcedchoice examinations as a time-saving strategy. The existing research literature contains many studies comparing student performance on free-response versus forced-choice question types, but none strictly in a laboratory setting. The current study evaluated the replacement of free-response practicalexamination questions with multiple-choice practical-examination questions in the laboratory portion of an introductory college-level biology course. The data provide evidence that student performance does differ depending on format and that substituting one question type with another may have profound implications with regard to student performance and learning.4 page(s