Educational and psychological Statistics - Essay Example

Educational and psychological Statistics This paper explores how statistical analysis may be used to improve test or studies. It uses the results of study conducted to establish the relationship between grading system and motivation among students. This study employed the use of two questionnaires to seek response from students. The first questionnaire targeted quantitative aspects where student were asked to circle their choices based on scale of 1 to 7 where 1represented full satisfaction and 7 complete disapproval. The second questionnaire was qualitative in nature and student was expected to provide answers in words describing their views. A total of 101 students in 6 streams were selected as representative population. The students taking part in the study were at various levels of studies and of different sexes. The sample was categorized into two namely, earners or maintainers. Maintainers started with high score but in the subsequent assignments, their scores were consistently reduced leading to negative motivation. Conversely, earners scores were increased each time an assignment was given. The research hypothesized that students who are subjected to subtraction of marks are highly motivated than the students who are constantly added marks. For purposes of this essay, six positive attributes namely; motivation, interest, participation, urge, inspiration and excitement about the course are used. The mean of each attribute is calculated for generalization purposes. Then the overall mean is computed to give the general feeling or attitude of students towards the course. Further suggestions on ways of improving the test are also made. A study or test is a systematic means of enquiry that employs the use of scientifically approved techniques to find answers to problems and attempt to solve them or come up with or complement existing knowledge. Studies critically examine situations, phenomena, problems and occurrences with a view of initiating certain actions. Therefore, it must be objective and free from prejudice and biasness. It involves gathering data, changing the data into meaningful form called information and deriving conclusions from the information. Therefore, the inference made must be supported by evidence from analyzed data. There are two major categories of studies namely quantitative and qualitative. The quantitative studies are concerned with numbers i.e. the variables are quantified e.g. marks scored by students in particular examinations. The answers in most instances are already been given and what the respondent is required to do is to tick the applicable case or choice. On the other hand qualitative studies focus on other factors which may be related to variable. This is done by allowing respondents to describe their views about the subject and therefore offers more flexibility. It must be noted that the two categories can be used together in one study. This is usually the case in many surveys. Data collection is an integral part of research. The value and credibility of a study relies on the methods and how data was collected. A poorly collected data carries significant errors resulting into rejection of results and therefore waste of resources. Therefore, the results of the test must be valid and reliable. The validity is checked by investigating whether the results actually measure what it claims to determine. The reliability is concerned about the reproducibility of the same results under same conditions but different administrations. Various methods of data collections exists but the choice of specific method depend on the type of study, available resources e.g. time, the volume of data to be collected and certain aspects of population among other reason. For instance, in a population where there is high illiteracy level using a self administered questionnaire is likely to generate flawed result because majorities do not know how to read or write. Conversely, if you want to extract large volume of information within a short time from educated populace, then questionnaire comes in handy. A questionnaire is a preparation of questions which respondent answers according to instructions given. There are two types of questionnaire; closed ended and open ended. In closed ended questionnaire, respondent are given question with predetermined choices. Whereas, in open ended questionnaire, respondents reply are not tied to particular answers. Before an individuals or an organization engage in research activities, it is necessary that the objectives are spelt out objectives in clear and measurable terms. This leads to conclusion that a study or test must have a purpose which is the driving force. Hence, the success of study is influenced by formulated objectives i.e. they must be attainable given certain resources. Majority of educational research aims at improving the status of education by critically looking at various factors in educational system. The core of studies revolves around population characteristics which can be generalized for correction or improvement. However, in order to arrive at conclusions, the researcher must perform some statistical analysis and interpret the figures. Furthermore, through the statistical means of hypothesis testing a researcher can correct misconception about given subject or situation. Most of the data used in statistics are deemed to be normally distributed. This means that majority of values lies near the middle. This assumption applies when calculating the measures of central tendency. The mean is the most used measure of central tendency. It is found by adding all the values and then dividing the sum by the number of items (Gerald, 2002). The calculated value is then taken as the value representative value. For example if the mean of mathematics examination is 45%, then each student in that class is deemed to have scored 45%. Although it appears erroneous, the value can be used for drawing conclusion on whether student passed or failed. In this essay a mean of less than 3.5, or equal to 3.5 shall mean approval of that attribute by the students. The following table shows the result of the test Attribute/Scale 1 2 3 4 5 6 7 Motivated 14 22 14 15 9 14 12 Interested 18 21 13 23 6 11 9 Involved 27 10 16 20 14 11 3 Want to study 26 31 17 7 6 3 11 Inspired 13 25 11 10 28 8 6 Excited 12 18 26 35 5 2 3 Calculation of each attribute mean 1. Motivation (15 X 1) + (22 X 2) + (14 X 3) + (15 X 4) + (9 X 5) + (14 X 6) + (12 X 7) (15 + 44 + 42 +60 + 45 + 84 + 84) ÷ 101 3.7 Conclusion: Students are not motivated 2. Interest (18 X 1) + (21 X 2) + (13 X 3) + (23 X 4) + (6 X 5) + (11 X 6) + (9 X 7) (18 + 42 + 39 + 92 + 30 +66 + 63) ÷ 101 3.5 Conclusion: Students are interested in the course 3. Involvement (27 X 1) + (10 X 2) + (16 X 3) + (20 X 4) + (14 X 5) + (11 X 6) + (3X7) (27 + 20 + 48 + 80 + 70 +66 + 21) ÷ 101 3.2 Conclusion: students participate in the course 4. Urge to study (26 X 1) + (31 X 2) + (17 X 3) + (7 X 4) + (6 X 5) + (3 X 6) + (11 X 7) (26 + 62 + 51 + 28 + 30 + 18 + 77) ÷ 101 2.9 Conclusion: Students wants to study the course 5. Inspiration (13 X 1) + (25 X 2) + (11 X 3) + (10 X 4) + (28 X 5) + (8 X 6) + (6X7) (13 + 50 + 33 + 40 + 140 +48 +42) ÷ 101 3.6 Students are not inspired by the course 6. Excitement (12 X 1) + (18 X 2) + (26 X 3) + (35 X 4) + (5 X 5) + (2 X 6) + (3 X 7) (12 + 36 + 78 +140 +25 +12 +21) ÷ 101 3.2 Conclusion: Students are excited about the course Overall mean (3.7 + 3.5 + 3.2 + 2.9 + 3.6 + 3.2) ÷ 6 3.4 Conclusion: The student have positive attitude towards the course The following table summarizes the mean for each attribute Attribute Mean (µ) Motivated 3.7 Interested 3.5 Involved 3.2 Want to study 2.9 Inspired 3.6 Excited 3.2 To determine how the values are scattered the variance and standard deviation was determined as follows using the overall mean and individual averages. The standard deviation reveals the proximity of the values to the mean (Thomas, 2011). Variance = ∑ (x-u) 2/n 0.09 + 0.01 + 0.04 +0.25+0.04+0.04 0.47 Ϭ = 0.8 All the individual averages are found within the 68.2% of normal distribution curve meaning the values the results contain minimal errors. The negative conclusion arrived at for motivation and inspiration might be caused by the fact that these attributes are very intrinsic and therefore required further explanation on their meaning. The other attributes like excitement, interest, participation and desire to learn can be expressed outwardly thus students could easily ascribe meaning to them. To improve this, motivation question should be; do you read on your own? In this way students will easily relate the attribute and action. References Gerald, C. (2002). Statistics user friendly guide: Especially for mathematically challenged. Grey Heron Press. Thomas, Q. (2011). Excel 2011 for educational and psychological Statistics. London: Springer. Read More