Why You Should Learn Statistics

Are you lost in your stats class? No worries. You are not alone. There are hundreds and thousands of other students in the same situation with you. Do not feel your case is the worst. In this article, we want you to improve your loss of interests in statistic classes. Though some of them may not say it, there are those that have turned away from stats classes and in the later times of their lives, they began feeling terrible for not having basic statistical skills. As for you, this is really the time to build your foundational understanding of the subject for the sake of the future. Moreover, most jobs today require some understanding of stats activities.

What is Statistics?

Statistics can be likened to a toolbox. As a toolbox, it contains data or information to be rigorously discussed and analyzed. These data are uncertainties arising from information collected, for example from a fieldwork or from using information sample. You may want to know the average number of students that your school admits per year. You may want to know the reason for certain behavioral patterns of some persons or entities in a particular situation. You may want to know what the population of your city would be in the future. All these are uncertainties that stats help us resolve. Its aim is to help us in determining the accuracy of inference from the available data.

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LSI and KW

There are two important concepts you need to understand in your statistic classes namely learning style inventory (LSI) and Kruskal-Wallis (KW). LSI is an instrument for characterizing different learning styles like the converger, diverger, assimilator, and an accommodator. While KW is hypothesis testing instrument. Where you want to test the level of assimilation of students, for example, you would have to take the learning inventory and use the hypotheses testing instrument for it. Thus, LSI will be said to have its KW. KW is a non-parametric rank-based that enables one to determine the probability of significant differences between two or more groups of the variable that is independent or ordinal dependent on a continuum.

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How to Use LSI KW

Let us assume you want to do a self-administration and self-scoring with LSI KW. The process takes on the average about thirty minutes longer to finish. First and foremost, you have to know that in practical terms there is a four-stage learning cycle. These include concrete experience, reflective observation, abstract conceptualization, and active experimentation. Now, to use your LSI KW’s testing, here is how you will go about it. Take, for example, a 14-item questionnaire in which people to participate in the survey would have to respond. Then using a scale of 1-4 take out four sentence endings to the four-stage cycles. Let us further assume the test is tending towards teens and adults. Observing the responses to the four-stage learning cycle, the test will be translated into various forms and languages. Therefore, it is crystal clear that from this simple activity, LSI KW’s test can be translated into numerous languages.

Benefits of Learning Statistics

There are numerous benefits your stats classes would offer you. Numbers and data are not just for accounting. They can help a great deal in identifying inefficiencies, suggest improvements and help benchmark effectively. Moreover, everything is data and everyone needs it. That is why you need it. You don’t need to become a professor of mathematics. All you need is a basic knowledge for your future if you are not excited about stats. Also, very important, why you should take your stats class seriously is because understanding data helps you improve lives. It is difficult not to work with data and information that needs to be rigorously analyzed as you grow in life. Your stats classes prepare you for the future.

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Why Do Students Dread Math and Statistics?

Through my years as an instructor, I have learned that students truly dread statistics. Even the most basic topics. Even the statistics topics that can be real useful in their career, and can give them concrete skills that can land them at better jobs.

I keep wondering, to no avail, what is that problem, or where is the problem. The answers exist, but I cannot tout them as “answers” as they are my personal opinions. But my answer/opinion is that we are really teaching math (and its derivatives, such as Statistics) really wrong. We are actually failing at conveying the beauty of this subject, and that is entirely our fault (meaning those who have the responsibility of teaching).

Math Education

What is Being Done Wrongly in Math Education?

For one, I think we are still teaching with the wrong paradigms, with old paradigms. Math education hasn’t changed since Gauss, really. But the world has changed immensely, especially in the last 10 years. And there are indications that suggest that it will keep on changing even more in the next 10 years, at an even more rapid pace.

Our methods keep being strongly attached to the theoretical basis of Math, which certainly acts as a deterrent for students to form a proper level of appreciation. There must be other doors we can open to show the way in. There must be other routes that can show the beauty of math without necessarily showing the arid part right away.

Why Things Don’t Change

As math instructors we get lots of training about all sort of things, such as how to do an emergency escape in case of a fire or an earthquake. Or we get lots of training about policies and administrative procedures. And that is fine, because those are necessary. But, we don’t get training about how to make Math more accessible to students, or how to link Math to the exciting and technological world of today.

I’ll be hard pressed to think about one time of having been encouraged to give Math a more attractive face, by showing that kind of wonderful things that can be done with it, instead of how hard it is gain to mastery in it. Not that I haven’t tried to do it on my own, but it would be good to get institutional encouragement to give that little extra motivation to those instructors that may not know how to do it.

Statistics Education

Math Is Everywhere

We need to make out students aware that Math is everywhere: It is in the internet they use, it is in the games they play, it is in the smartphones we use. I strongly feel that if we are successful at linking Math with the current technology that is available to everybody, there will be a much stronger motivation for kids to get into it.

For me the message is clear, that something needs to change in the way we teach Math. We better do it soon, because if we wait for too long, we will miss a wonderful opportunity.

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