Many universities and colleges have instituted supplementalinstruction (SI) programs, in which a student facilitatormeets regularly with a small group of students enrolled inthe course to promote discussion of course material andenhance subject mastery. Suppose that students in a largestatistics course (what else?) are randomly divided into acontrol group that will not participate in SI and a treatmentgroup that will participate. At the end of the term, eachstudent’s total score in the course is determined.a. Are the scores from the SI group a sample from anexisting population? If so, what is it? If not, what isthe relevant conceptual population? b. What do you think is the advantage of randomlydividing the students into the two groups rather thanletting each student choose which group to join?c. Why didn’t the investigators put all students in the treatmentgroup? [Note: The article “SupplementalInstruction: An Effective Component of StudentAffairs Programming” (J. of College Student Devel.,1997: 577–586) discusses the analysis of data fromseveral SI programs.]
Many universities and colleges have instituted supplemental
instruction (SI) programs, in which a student facilitator
meets regularly with a small group of students enrolled in
the course to promote discussion of course material and
enhance subject mastery. Suppose that students in a large
statistics course (what else?) are randomly divided into a
control group that will not participate in SI and a treatment
group that will participate. At the end of the term, each
student’s total score in the course is determined.
a. Are the scores from the SI group a sample from an
existing population? If so, what is it? If not, what is
the relevant conceptual population?
b. What do you think is the advantage of randomly
dividing the students into the two groups rather than
letting each student choose which group to join?
c. Why didn’t the investigators put all students in the treatment
group? [Note: The article “Supplemental
Instruction: An Effective Component of Student
Affairs Programming” (J. of College Student Devel.,
1997: 577–586) discusses the analysis of data from
several SI programs.]
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