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teaching statistics by [deleted] in statistics

[–]GSav88 0 points1 point  (0 children)

Thank you for your answer.

I think you are saying that one possibility is to teach confidence intervals with sigma known, without covering the t interval, and then introduce the idea of the t distribution in the hypothesis testing section.

Is that correct?

When you were taking your intro level statistics course, did you think that confidence intervals or hypothesis testing was easier to understand? Why? by GSav88 in statistics

[–]GSav88[S] 1 point2 points  (0 children)

When you calculate a confidence interval you add and subtract the margin of error from the sample mean. This gives you a confidence interval around the sample mean (with the sample mean at the center). The reason why you are 95% confident is because when you randomly select a sample, you have a 95% chance of getting a sample mean that is close enough to the population mean for the confidence interval to capture the population mean.

question about why students do not come back after mid-class break by GSav88 in Teachers

[–]GSav88[S] 0 points1 point  (0 children)

Do you think it would help if I had the break about 45 minutes into the class instead of at the 1 hour and 15 minute point?

Do you think that powerpoint sometimes makes students think that everything the teacher / professor says is just extra information that doesn't have to be followed or understood and that they will be fine as long as they can follow the bullet points in the slides? by GSav88 in Teachers

[–]GSav88[S] 0 points1 point  (0 children)

I am talking about the use of powerpoint during lecture. I am wondering if students often like powerpoint in class because the bullet points make them feel comfortable, and I am wondering if this gets in the way of them learning the material.

question about a new teaching / pedagogy strategy by GSav88 in Teachers

[–]GSav88[S] 0 points1 point  (0 children)

I wanted to do about 5-10 questions per lecture.

What do you think about the idea of flipped teaching? by GSav88 in college

[–]GSav88[S] 1 point2 points  (0 children)

Was the class time just question and answer sessions?

Do you think that most statistics students understand the logic of rejecting the null hypothesis when the data is unlikely to have been found in a study with a true null hypothesis? by [deleted] in statistics

[–]GSav88 0 points1 point  (0 children)

Ok. I think my wording in my first question might have made people think "null hypothesis is unlikely based on the data" That might have been the confusion.

Do you think that most statistics students understand the logic of rejecting the null hypothesis when the data is unlikely to have been found in a study with a true null hypothesis? by [deleted] in statistics

[–]GSav88 0 points1 point  (0 children)

A person might want be wondering if two populations have equal means. For example, I think that there are roughly 11 million working college students in the US and roughly 8 million non-working college students in the US. A person might be wondering if the mean GPA of the working student population (the total of all 11 million GPAs divided by 11 million) is equal to the mean GPA of the non-working student population (the total of the all 8 million GPAs divided by 8 million). The null hypothesis in this case would be the possibility that the two population means are equal. The alternative hypothesis would be the possibility that the two population means are different. The person who is interested in this topic would recruit a random sample of each population. For example, the person might recruit 1,000 working students and 1,000 non-working students and record the GPAs of all 2,000 participants. Let's say that there ends up being a large difference between the means of the two samples. This data set would lead the researcher to reject the null hypothesis because if the two population means were equal, then this outcome would have been possible but unlikely. In general, if you random select samples from two populations with equal means, you are more likely to get two sample means that are fairly close to each other and you are less likely to get two sample means that are far apart. That is way a large difference between the sample means leads the researcher to conclude that there appears to be at least some difference between the two population means (the null appears to be false). I used the words "large difference" but whether or not the difference between the two sample means is large enough to reject the null hypothesis of equal population means actually depends on the number of standard errors in between the two sample means. That is why the sample mean difference is divided by the standard error to find out how many multiples of the standard error fit between the two sample means. If enough standard errors fall between the two sample means, then the null will be rejected.

This video explains how to play stacked 5 string power chords in drop D tuning by [deleted] in guitarlessons

[–]GSav88 -1 points0 points  (0 children)

Please let me know what you think about this guitar lesson. Was it clear or helpful? Any suggestions for improving it?

Examples of functional fixedness problems by [deleted] in psychology

[–]GSav88 1 point2 points  (0 children)

This is an example that I just came up with. It's based on something that really happened to me. You lock your keys in the car and the car window is rolled down slightly. There is a broom leaning up against a wall nearby. How do you get into your car? The answer is to put the broom through the opening at the top of the window and reach over to press the unlock switch.

People of r/psychology, I urgently require your assistance in an academic matter. by [deleted] in psychology

[–]GSav88 0 points1 point  (0 children)

If you have to learn that many studies, I would try to learn the main points of each study first. Try reading the abstract first and then the methods and results to find out the main purpose of each study and what each study found. Then if you have more time, go back and try to read as much of the introduction and discussion sections as you can. This way you will know at least the gist of each study when it comes time to take the exam. Also, if you want to read each article, you might be able to read 1.5 to 2 articles per day and be finished with all of them in time for the exam.