KOMENDA COLLEGE OF EDUCATION
DEPARTMENT OF EDUCATION
COURSE OUTLINE
COURSE TITLE: EDUCATIONAL STATISTICS
COURSE CODE: EBS 348SW COURSE LEVEL: 300
TERM – YEAR: SEMESTER 2 – 2021 CREDIT HOURS: 3
S TUTORS CONTACT EMAIL
N NUMBER
1 EUODIA Y. OCRAN 0249025326
[email protected] 2 CYRIL A. TITTY 0249511978
[email protected]It’s our pleasure to have you all in the Educational Statistics Class. This promises to be an exciting journey and we are happy to have you on
board. There are no prerequisites to this course. This is a blended course involving both online and face-to-face components and students
are advised to participate fully.
The focus of this course is the application of basic statistical concepts to enhance teaching and learning in the classroom. This course is a general
introduction to descriptive and inferential statistics. Emphasis is on representation of data, measures of location, variability and relative position.
Correlation and simple linear regression will be treated in addition to the normal distribution and basic hypothesis testing. This course further
addresses the professional development of teachers of statistics and highlights differences between statistics and mathematics that have important
implications for teaching and learning. It illustrates the statistical problem-solving, process across levels of development, make pedagogical
recommendations of particular relevance to statistics, including the use of technology and the role of assessment.
Honor Code - Integrity in this Course
Before you start to work on the first quiz and assignment in this course, we would like to address the honor code and how you should interpret
and apply this code in this course.
Below are three of the entries from the honor code that every student has to agree to, in order to be a respected member in courses.
My answers to homework, quizzes and exams will be my own work (except for assignments that explicitly permit collaboration).
I will not make solutions to homework, quizzes or exams available to anyone else. This includes both solutions written by me, as well as any
official solutions provided by the course staff.
I will not engage in any other activities that will dishonestly improve my results or dishonestly improve/hurt the results of others.
Thank You
1
Course Title EDUCATIONAL STATISTICS
Course Code EBS 348SW Course level: 300 Credit value: 3 Semester: 2
Pre-requisite
Course Face-to-face Practical Activity Work-Based Seminars Independent E-learning Practicum
Delivery Learning Study Opportunities
Modes
Course The focus of this course is the application of basic statistical concepts to enhance teaching and learning in the classroom.
Description This course is a general introduction to descriptive and inferential statistics. Emphasis is on representation of data, measures
of location, variability and relative position. Correlation and simple linear regression will be treated in addition to the
normal distribution and basic hypothesis testing (NTECF, NTS 3m, 3n, 3p).
Course By the end of the course: Indicators
Learning CLO 1. students will be able to acquire the basic 1.1 Explain the differences between descriptive and inferential statistics
Outcomes statistical skills and tools needed to interpret test 1.2 Explain how to generate, edit and manage data effectively
scores meaningfully (NTS 3b, 3g, 3m) 1.3 (Re)consider arguments and conclusions in the light of
methodological a statistical aspect of empirical results or valid counter-
argumentation
CLO 2. prepare data files for statistical analysis 2.1 Perform data cleaning using Winsorizing, bootstrapping and
(data cleaning, transforming variables) (NTS 3, trimming. 2.2 Describe the process of changing data from one
3c, 3j) measurement level to another.
2.3 Use appropriate data transformational tools such as computing
variables, recoding into same or different variables.
CLO 3. students will acquire basic knowledge for 3.1 Apply the idea of the centre of a distribution in interpretation
2
further statistical work in research in education students’ scores and other assessment results for improved learning.
(NTECF, NTS 3b, 3c, 3m) 3.2 Examine the various uses of mean, median and mode.
CLO 4. analyse empirical data from correlational 4.1 Use measures of position and relationships to data collected
and descriptive designs (NTS 3i, 3n) 4.2 Use Excel and SPSS to perform basic statistical analyses of data.
Course Unit Topics Sub-topic(s) Teaching and learning activities to
Content achieve learning outcomes
1 Nature of Statistics • Understanding statistics PowerPoint presentations and the use of the
• Why study statistics in education Delphi technique to understanding
• Types of statistics statistics, variables and levels of
(Inferential/Descriptive) measurement.
• Variables in education
• Types of variables Using brainstorming and concept mapping
• Levels of Measurement to understanding Reliability and validity of
• Measurement error, Reliability and scores
Validity
2 Data management and • Sources and collection of data Practical sessions on data entry and
representation and • Data Management Techniques management and computation of mean,
Application of the (Trimming, mode and median using a software.
Centre of a Winsorizing-data transformation, Hands-on activities to data representation
Distribution Bootstrapping) and computation of arithmetic mean.
• Frequency representation
• Graphs (Bar chart, pie chart and Line
graphs)
• Box and whisker plot
• Histogram, frequency polygon and
ogive.
• Measures of central tendency (Mode,
Median, Arithmetic mean)
3 Measures of scatter • Range Practical sessions (using Excel spreadsheet
3
(Dispersion/variability • Standard deviation/variance and SPSS data files) and Hands-on
/ variation) and • Semi inter- quartile range (Quartile activities to understanding the processes
Measures of Position Deviation) involved in estimating measures of scatter
• Quartiles and position
• Percentiles/percentile ranks
• Standard scores
4 Measures of • Concepts Practical sessions (using Excel spreadsheet
Relationships • Scatter plots and SPSS data files) and Hands-on
• Correlation coefficient (Pearson, rank, activities to understanding the processes
phi, point biserial & biserial) involved in estimating measures of
• Causation/correlation association. Brainstorm the uses of
• Uses of correlations in education correlation in education.
5 Normal Distribution • Nature Hands-on activities in groups to discussing
• Properties the nature and properties and basic
• Basic applications in Education application of a normal distribution in
education.
6 Introduction to • Types I and II errors - definitions PowerPoint presentations and the use of the
Hypothesis Testing • Power–definition Delphi technique to understanding types I
• Student’s t-test (using SPSS and and II errors.
Excel outputs) Use Excel and SPSS outs on t-tests
(independent samples and dependent
samples) to explaining the concepts
7 Simple Regression • Purpose of regression Analyses of data using SPSS; discussions
• Assumptions (in groups) of outputs from regression
• Estimating the parameter, a and b analyses
• Use of simple regression
Course Component 1 (Formative assessment): Class exercises to be taken individually and in groups; Weekly Practical
Assessment Assignments, Projects and Portfolios.
4
Weighting: 20%
Assesses Learning Outcomes: CLO 1, 2 & 3
Component 2 (Formative assessment): Quizzes.
Weighting: 20%
Assesses Learning Outcomes: CLO 1, 2 & 3
Component 3 (Summative assessment): Writing assignments, Project Realizations and End-of-Semester Examination
Weighting: 60%
The final grade will be based on the separate grades for these writing assignments (with the final assignment weighed more
heavily) and on the student’s attitude during, participation in, and contribution to the seminar’s meetings.
Assesses Learning Outcomes: CLO 1,2,3 & 4
Instructional 1. Excel and SPSS software
Resources 2. Computers and Projectors
3. Instructive Papers: Academic journal articles about methods and statistics in educational research
Required Text Etsey, K. (2020). Educational statistics. Cape Coast: UCC Press.
Field, A. (2013). Discovering statistics using IBM SPSS statistics. London: Sage
Pagano, R. R. (2013). Understanding Statistics in the Behavioural Sciences (10th ed.). USA: Jon-David Hague.
Ferguson, G. A. (1981). Statistical analysis in psychology and education. Singapore: McGraw Hill Co.
Etsey, K. (2017). Educational statistics. Cape Coast: UCC Press.
