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Because statistical software plays such an important role in modern statistical applications, many studies have encouraged the use of technology in statistics courses. The Guidelines for the Assessment and Instruction in Statistics Education (GAISE) (Aliaga et al., 2005) project was funded by the American Statistical Association examine needs for college level statistics courses. One of the six recommendations from GAISE is the use of technology for developing conceptual understanding and analyzing data. A survey was sent to students at 100 different universities across the United States to access the relationship between ease of learning the statistical software program SAS and a student's currently, level of SAS proficiency The results of the surves are publisk

Because statistical software plays such an important role in modern statistical applications, many studies have encouraged the use of technology in statistics courses. The Guidelines for the Assessment and Instruction in Statistics Education (GAISE) (Aliaga et al., 2005) project was funded by the American Statistical Association examine needs for college level statistics courses. One of the six recommendations from GAISE is the use of technology for developing conceptual understanding and analyzing data. A survey was sent to students at 100 different universities across the United States to access the relationship between ease of learning the statistical software program SAS and a student's currently, level of SAS proficiency The results of the surves are publisk

MATLAB: An Introduction with Applications
MATLAB: An Introduction with Applications
6th Edition
ISBN:9781119256830
Author:Amos Gilat
Publisher:Amos Gilat
Chapter1: Starting With Matlab
Section: Chapter Questions
Problem 1P
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Because statistical software plays such an important role in modern statistical applications, many studies have encouraged the use of technology in statistics courses. The Guidelines for the Assessment and Instruction in Statistics Education (GAISE) (Aliaga et al., 2005) project was funded by the American Statistical Association to examine needs for college level statistics courses. One of the six recommendations from GAISE is the use of technology for developing conceptual understanding and analyzing data. A survey was sent to students at 100 different universities across the United States to access the relationship between ease of learning the statistical software program SAS and a student's currently level of SAS proficiency. The results of the survey are published in Jackson et al., 2011, in the International Mathematical Forum journal and are shown below. Table 1.Two-way table for ease of learning SAS and SAS proficiency level. |Very proficient |Proficiency Not Somewhat Total proficient proficient Ease Difficult 11 15 2 28 Somewhat easy 33 11 52 Very easy 17 14 32 Total 20 65 27 112
Transcribed Image Text:Because statistical software plays such an important role in modern statistical applications, many studies have encouraged the use of technology in statistics courses. The Guidelines for the Assessment and Instruction in Statistics Education (GAISE) (Aliaga et al., 2005) project was funded by the American Statistical Association to examine needs for college level statistics courses. One of the six recommendations from GAISE is the use of technology for developing conceptual understanding and analyzing data. A survey was sent to students at 100 different universities across the United States to access the relationship between ease of learning the statistical software program SAS and a student's currently level of SAS proficiency. The results of the survey are published in Jackson et al., 2011, in the International Mathematical Forum journal and are shown below. Table 1.Two-way table for ease of learning SAS and SAS proficiency level. |Very proficient |Proficiency Not Somewhat Total proficient proficient Ease Difficult 11 15 2 28 Somewhat easy 33 11 52 Very easy 17 14 32 Total 20 65 27 112
Proficiency Not Very proficient Somewhat Total |proficient proficient Ease Difficult A G Somewhat easy E H K |Very easy Total What is the value of J? 28 None of these 28/112 O 100
Transcribed Image Text:Proficiency Not Very proficient Somewhat Total |proficient proficient Ease Difficult A G Somewhat easy E H K |Very easy Total What is the value of J? 28 None of these 28/112 O 100
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