Introducing Undergraduates to Concepts of Survey Data Analysis

Fellers, Pamela S.; Kuiper, Shonda

doi:10.1080/10691898.2020.1720552

Cited by 10 publications

(7 citation statements)

References 7 publications

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“…In this study, we could not observe the application of the Chi-square statistic with the continuity correction factor. This situation is similar to other studies that propose activities to work the Chi-square tests with students [61][62][63][64]. For example, Gibbs and Goossens [64] talk about the relevance of the continuity correction factor and that it is usually not used when working with software because some (e.g., Minitab) do not have the option to use this factor.…”

Section: Final Reflectionssupporting

confidence: 67%

Inferential Reasoning of Secondary School Mathematics Teachers on the Chi-Square Statistic

Lugo-Armenta

Pino-Fan

2021

Mathematics

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Statistics education has investigated how to promote formal inferential reasoning from informal inferential reasoning. Nevertheless, there is still a need for proposals that explore and progressively develop inferential reasoning of students and teachers. Concerning this, the objective of this article is to characterize the inferential reasoning that secondary school mathematics teachers show in the practices that they develop to solve problems regarding the Chi-square statistic. To achieve this, we use theoretical and methodological notions introduced by the onto-semiotic approach of mathematics knowledge and instruction. In particular, we have taken a theoretical proposal of levels of inferential reasoning for the Chi-square statistic. Based on the results, the main conclusion was that the proposal above effectively predicted the teachers’ practices, allowing us to distinguish characteristic elements of the levels of inferential reasoning.

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Section: Final Reflectionssupporting

confidence: 67%

Inferential Reasoning of Secondary School Mathematics Teachers on the Chi-Square Statistic

Lugo-Armenta

Pino-Fan

2021

Mathematics

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“…The analytic procedures accounted for the stratification and produced proper variance estimates. 16 Data are presented as means or proportions with associated 95% confidence intervals (CIs). Confidence intervals are reported to help the reader consider situational relevance; for example, small overlaps of CIs might be significant with a larger sample.…”

Section: Methodsmentioning

confidence: 99%

Physician Assistant Gender Differences in Research, Professional Goals, and Perceptions of Support

Lolar,

Welch,

Garino

2023

J Physician Assist Educ

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Purpose The majority of Physician assistant (PA) educators are women, yet men proportionately publish more and advance further in academic rank. This study examined if research interest, promotion goals, and perceptions of institutional support differed between PA educators with different gender identities. Methods This is a subset analysis of a previously published cross-sectional study. PA programs were stratified by region and Carnegie classification and were sampled by a stratified random sampling method. PA faculty from selected programs were invited to participate in an anonymous survey. Data were analyzed to account for the stratified sample design. Means and proportions with associated 95% confidence intervals are described. Results There was a 51% response rate (N = 110). Sixty-three percent of respondents identified as female and 36% as male. Men had a mean of 5.67 (0.17, 11.16) career research articles and women had 1.56 (0.68, 2.44) articles. Fifteen percent (3.7%, 26.3%) of men were full professor compared to 4.3% (0, 9.1%) of women. When transitioning to a faculty role, 72.5% (58.4%, 86.6%) of men and 52.9% (41%, 64.7%) of women felt supported by their institution. Both genders valued promotion, but 80% (67.6%, 92.4%) of men reported having clear 5-year goals compared to 58.8% (46.6%, 71%) of women (P = .034). Conclusion There was no statistical difference in publications between men and women in this study. Women felt less supported when transitioning to a faculty role compared to men. Both men and women valued promotion equally, but men reported working towards that goal more intentionally. This study found few consistent differences in the attitudes and behaviors towards scholarship between men and women.

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“…In this sense, diverse authors (e.g., Woodard et al 2020;Fellers and Kuiper 2020;DePaolo et al 2016;Seier 2014;Gibbs and Goossens 2013;Leigh and Dowling 2010), have reported activities or problems proposals with the finality to make more accessible the study of the 2 tests, goodness-of-fit, independence, and homogeneity, which correspond to the problem areas presented in the previous section. However, commonly, in these investigations, the last partial meanings of each problem area (i.e., PM3, PM7 y PM11) were used.…”

Section: Incidence Of Partial Meanings Identified For the Statistical Education Researchmentioning

confidence: 99%

Chi-square Reference Meanings: a Historical-epistemological Overview

Lugo-Armenta

Pino-Fan

Hernández

2021

Revemop

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The present article shows a historical-epistemological study on the Chi-square statistic. In which theoretical-methodological notions from the Onto-Semiotic Approach (OSA) of mathematical cognition and instruction were used to identify four problems that have been key to the evolution of the Chi-square statistic: the Goodness-of-fit-test, the test of independence, the test of homogeneity and distribution. Furthermore, various meanings of the Chi-square statistic were recognized in the mathematical-statistical practices that are used to solve each of those problems. These meanings could help to establish epistemic criteria that allow, on the one hand, to propose progressive levels of inferential reasoning for the statistic (from informal to formal); and on the other hand, to design tasks oriented to promote the understanding of the diverse meanings of the Chi-square.

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Introducing Undergraduates to Concepts of Survey Data Analysis

Cited by 10 publications

References 7 publications

Inferential Reasoning of Secondary School Mathematics Teachers on the Chi-Square Statistic

Inferential Reasoning of Secondary School Mathematics Teachers on the Chi-Square Statistic

Physician Assistant Gender Differences in Research, Professional Goals, and Perceptions of Support

Chi-square Reference Meanings: a Historical-epistemological Overview

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