Hi all, here are the lists. The last two room allocations are from memory so if i'm wrong let me know. If you are not on this list contact Michael P asap
Mike G
Group 1: Michael Pitman B121
Nadia Georgia Assimacopoulos
Adam Bloom
Tammy Dehn
Kym Edwards-Evans
Zaheerah Fakir
Yushika Govender
Dorit Israelsohn
Meegan May-Yeng Kay
Moranda Lam
Val-Lyn McQuade
Venessa Lopang Mogatusi
Patricia Mutsvunguma
Mikateko Nkuna
Richard Mark Parry
Maria Ramaahlo
Shawn Catherine Rogers
Romy Sarembock
Lauren Tracy Shearing
Natasha Snyman
Liesel Van Heerden
Kevin Doron Zar
Group 2 Nicky Israel Hons in Psych Room U346
Tamra Louise Barenbrug
Wing ka Chan
Tasneem Dawood
Gabriella Lauren Dennill
Janine Loy Erasmus
Katherine Gauld
Catherine Ashleigh Grose
Zakiyah Jamal
Raadhiyah Khan
Andrea Lawrence
Jacqueline Herculano Mendes
Zamswazi Msibi
Vladimir (Dr) Nedelkojkovic
Daniela Marina Nortje
Avni Patel
Maliile Ramashamole
Mellisa Rossouw
Ruvarashe Saungweme
Kasmeer Singh
Sarah Louise Stadler
Mo'aaza Wadvalla
Shani, Eve Zuk
Group 3: Brett Bowman Industrial Room U349
Warren Beder
Muchineyi Chimbetete
Boitumelo Chuma
Carla Samantha Garrido De Gouveia
Hayley, Kathryn Donaldson
Zakiyya Ismail Essa
Kerry Joan Gordon
Laura Alison Harris
Bradley Dean Kallenbach
Sherianne Kramer
Tarryn Shirley Leslie
Jarred Milner
Nicole Muskat
Despina Nicolopoulos
Lara Nossel
Tshadinyana Merriam Phetoe
Julie Robinson
Tanya Rachel Samouilhan
Stacy Kim Schneider
Sarah Joanne Smelting
Sarah Anne Uren
Jennifer Jayne Wynne
Saturday, February 16, 2008
Test Issues
Here are some thoughts about the tut question with possible (not model answers)
Question 2.
Step 1 is to determine the scales of measure for the two variables.
School Type is clearly nominal, while the Mathematics performance (given our principle of how to treat instruments) can be assumed to be interval.
a) The simplest approach here merely to look at appropriate stats from the table and that for nominal scales you have to choose between mods and frequency tables, while interval scales have the whole gait of mean, std dev, etc..
This is what is expected for Monday.
A more sophisticated approach would be for example note that given the spread of school types, the mode would be less helpful and the frequency table a more complete description of school type.
A more thorough process for maths ability would reflect that means and std dev's would give a quick overview off differences, while the histogram/box plot would provide a good summary of the shape and the skewness and kurtosis would be useful alternatives if there was no space for graphs.
b) The key to this exercise to try and think about what you know about schools in SA and to try to describe that with your numbers.
For example SA schools have massive differences in perfromance from schools with 100% pass rates every year to those with 0%. As such the variance is likely to be high. Urban schools often perfrom better than rural schools (often due to resource issues) while private schools for similar reasons tend to be better performers than government schools. In particular there are many elite private schools which are massively resourced. Rural private schools include a number of farm schools which are very poorly resourced as well as number of religious schools which vary dramtically in quality. As such we may expect a higher variance here. Given that a table of means and SD's might look like.
Urban Private Mean=75, SD=10
Urban Government Mean = 60, SD=15
Rural Private Mean=56, SD=25
Rural Government Mean=45,SD=20
These number were made up simply to reflect what I had presumed to be true above. IF an exercise like this apeared in the text I would outline the patterns and then ask you to make up the numbers.
c) The most NB is not to be fooled by the word relationship in the title. If you use the IV/DV decision chart and note that the IV (School type) is Nominal and the DV (Maths perform..) is interval than the table telss you that your answer should be something like a t-test or an Anova.
A bit of thought would suggest that your are in essence comparing the different school types and thus your are in fact on the left hand side (Compare means) of the main decision tree. You then note that there are 4 school types (hence >2 samples) and thus analysis type is Anova. (there is nothing to suggest a non parametric or multivariate anlysis so stick with anova.)
For the purpose of the test you don't need to distinguish between 1 way or n-way.
d) If there was more than 1 mease of maths perf. then you would have multiple measures of the DV and thus the analysis would be multivariate. Hence using the third row for multivariate analyses you would get that MANOVA is appropriate.
Question 3.
Again note that all variables are interval.
a) Reread note for 2a above.
b) As everything is interval you are in the bottom right hand corner of the IV/DV table hence a choice between correlations and regression.
In the right hand side of the main table (relationships between vars) you should note that we have 1 DV (Turnover intentions) and several IV's (all the others). That suggests that the best analysis is regression. Note that prediction typically(but not exclusively) is associated with relationship analyses (regression the most common) , but most importantly identifies our IV's (the predictors) and the DV (the response - or what is predicted.)
c) In the case of non parametric data, we could either use CHAID as a nonparametric equivalent to regression or do a series of Spearman rank correlation coefficients.
These questions are a little harder (primarily in the lack of detail) than what will be in the test but cover the same sort of skills.
Question 2.
Step 1 is to determine the scales of measure for the two variables.
School Type is clearly nominal, while the Mathematics performance (given our principle of how to treat instruments) can be assumed to be interval.
a) The simplest approach here merely to look at appropriate stats from the table and that for nominal scales you have to choose between mods and frequency tables, while interval scales have the whole gait of mean, std dev, etc..
This is what is expected for Monday.
A more sophisticated approach would be for example note that given the spread of school types, the mode would be less helpful and the frequency table a more complete description of school type.
A more thorough process for maths ability would reflect that means and std dev's would give a quick overview off differences, while the histogram/box plot would provide a good summary of the shape and the skewness and kurtosis would be useful alternatives if there was no space for graphs.
b) The key to this exercise to try and think about what you know about schools in SA and to try to describe that with your numbers.
For example SA schools have massive differences in perfromance from schools with 100% pass rates every year to those with 0%. As such the variance is likely to be high. Urban schools often perfrom better than rural schools (often due to resource issues) while private schools for similar reasons tend to be better performers than government schools. In particular there are many elite private schools which are massively resourced. Rural private schools include a number of farm schools which are very poorly resourced as well as number of religious schools which vary dramtically in quality. As such we may expect a higher variance here. Given that a table of means and SD's might look like.
Urban Private Mean=75, SD=10
Urban Government Mean = 60, SD=15
Rural Private Mean=56, SD=25
Rural Government Mean=45,SD=20
These number were made up simply to reflect what I had presumed to be true above. IF an exercise like this apeared in the text I would outline the patterns and then ask you to make up the numbers.
c) The most NB is not to be fooled by the word relationship in the title. If you use the IV/DV decision chart and note that the IV (School type) is Nominal and the DV (Maths perform..) is interval than the table telss you that your answer should be something like a t-test or an Anova.
A bit of thought would suggest that your are in essence comparing the different school types and thus your are in fact on the left hand side (Compare means) of the main decision tree. You then note that there are 4 school types (hence >2 samples) and thus analysis type is Anova. (there is nothing to suggest a non parametric or multivariate anlysis so stick with anova.)
For the purpose of the test you don't need to distinguish between 1 way or n-way.
d) If there was more than 1 mease of maths perf. then you would have multiple measures of the DV and thus the analysis would be multivariate. Hence using the third row for multivariate analyses you would get that MANOVA is appropriate.
Question 3.
Again note that all variables are interval.
a) Reread note for 2a above.
b) As everything is interval you are in the bottom right hand corner of the IV/DV table hence a choice between correlations and regression.
In the right hand side of the main table (relationships between vars) you should note that we have 1 DV (Turnover intentions) and several IV's (all the others). That suggests that the best analysis is regression. Note that prediction typically(but not exclusively) is associated with relationship analyses (regression the most common) , but most importantly identifies our IV's (the predictors) and the DV (the response - or what is predicted.)
c) In the case of non parametric data, we could either use CHAID as a nonparametric equivalent to regression or do a series of Spearman rank correlation coefficients.
These questions are a little harder (primarily in the lack of detail) than what will be in the test but cover the same sort of skills.
Monday, February 11, 2008
Registration Problems
I have spoken to the faculty again. They assure me that all registrations will be processed by the end of the week. I have asked all the lecturers to accomodate this as much as possible. I apologise for the frustration this is causing. We will certainly take this up with the faculty to ensure that this does not become the norm.
Regards
Mike G
Regards
Mike G
Tuesday, February 5, 2008
Timetable Update
The Venues for the research methods course are as follows.
Research Design: Wednesday 8h00. In Biology Room 121. The biology building is directly behind (South of) the Umthombo building. If you go in one of the doors on the umthombo side, head right to the end of the corridor. Go up one flight of stairs and it's one of the first doors on your left (North side).
Stats" Monday 10h30. Gate House rome 301. This building is buildings down from the biology building. Ie.e go through biology, keeep going between OLS and the physics and the next buiding on the left is Gate House. Go up three stories and turn left from the stairs or right from the lifts straight into 301.
Mike
Research Design: Wednesday 8h00. In Biology Room 121. The biology building is directly behind (South of) the Umthombo building. If you go in one of the doors on the umthombo side, head right to the end of the corridor. Go up one flight of stairs and it's one of the first doors on your left (North side).
Stats" Monday 10h30. Gate House rome 301. This building is buildings down from the biology building. Ie.e go through biology, keeep going between OLS and the physics and the next buiding on the left is Gate House. Go up three stories and turn left from the stairs or right from the lifts straight into 301.
Mike
Subscribe to:
Posts (Atom)