Genre: eLearning | Language: English + srt | Duration: 90 lectures (5h 37m) | Size: 4.10 GB
The equivalent of 16-18 weeks of study in college, and graduate level statistics.
What you’ll learn:
Students will know what statistics is, as a field of study.
Students will also know how to calculate statistics, starting with measures of central tendency.
Students will learn how to calculate statistics by hand, in a spreadsheet, in Stata, and in Python.
Students will learn how and why statistics are uesful.
Students will learn about data types (e.g. continuous, categorical, ordinal, etc.).
Students will learn how to calculate variance, standard deviation, interquartile range, and histograms.
Students will learn what the correlation coefficient is, why it is useful, and what its strengths, weaknesses, and limitations are.
Students will learn how to calculate the correlation coefficient.
Students will learn what linear regression is and why it is useful.
Students will learn to calculate the slope and intercept of a linear regression model.
Students should understanding simple arithmetic.
Students should understand addition, subtraction, multiplication, division, exponents, and square roots.
Students should have an interest in learning about statistics.
The principal aim of this course is to prepare graduate and doctoral students to use the concepts and methods associated with quantitative social science research. In specific, the examples used in this course aim to prepare students as they may seek to conduct original research on education issues. Examples draw from primary, secondary, and post-secondary education contexts.
A related aim is to help students grow as savvy discussants and consumers of quantitative research. In this course students will have opportunities to build thier critical reasoning and analytical skills. Though this course does not provide an exhaustive introduction to the entire field of statistics, it provides a thorough overview of topics and techniques often taught in first semester graduate statistics.
In this course we will view statistics as a set of tools that helps researchers examine the world. We will look closely at how research and statistics helps us produce and disseminate new knowledge about how the world works. “How the world works” is a broad phrase meant to include sub-topics such as “how people behave,” “how organizations react to policy,” “how we can make data informed decisions about organizational management,” “how we can evaluate program performance.”
This course also provides examples in multiple formats. There is an emphasis on the following tool sets:
1) Pen or pencil and paper – It is important to have an ability to execute rudimentary statistical analyses using simple tools such as a pen, pencil, paper, graph paper, and a calculator.
2) Stata – This software is a widely used statistical computing package in education and social science research. Besides presenting examples in multiple platforms side-by-side, this course presents most examples in Stata. Through this course, students will also learn to use this popular statistical computing package.
3) Python – The Python programming language is a free platform that provides an opportunity to show how we can execute many of the statistical techniques taught through this course. This course presents many examples using the Python programming language. Thus, through this course, students will also learn the rudiments of Python as a programming language.
4) Spreadsheets – Spreadsheets (such as, Microsoft Excel, Google Sheets, Apple’s Numbers, and others) are a popular, widely available tool, that provide convenient platforms in which we can easily show many of the statistical techniques taught through this course. This course uses a spreadsheet platform to show many of the statistical techniques taught through this course.
In most cases, this course will show each statistical technique in many of the above tool sets. By presenting and (re)presenting – multiple times – each statistical technique again-and-again in multiple platforms, this course provides multiple and thorough opportunities to see how to execute the techniques. This repetitive approach serves to ensure that students gain exposure to the core concepts in multiple and related ways. This repetitive approach is intentional and it aims to promote learning retention.
Who this course is for
Students who are in their first semester of statistics in college or university.
This course aims to provide graduate students in the first semester of statistics with the foundations that are necessary to conduct term paper, thesis, or dissertation research.
Students at the undergraduate, or high school level of study may also find value in this course.
Students who are seeking an opportunity to review or refresh their knowledge and understanding of statistics.