Education | Statistical Design of Educational Research
Y603 | 5474 | Peng
Y603 Statistical Design of Educational Research
Joanne Peng, Room 4050 Education
856-8337 or PENG@INDIANA.EDU
1. To acquire skills necessary for applying statistical
principles of inference to well-defined behavioral and educational problems.
2. To be able to objectively evaluate manuscripts in which
(univariate) analysis of variance techniques were used.
3. To carry out numerical analyses of data by hand or by SAS
software under the Windows.
4 . Can understand selected articles which address unresolved
theoretical issues in univariate statistics. These issues largely deal with
statistical assumptions or adequacy of applying certain models to real-world
Kirk, R.E. (1994). Experimental Design--Procedures for the
Behavioral Sciences (3rd ed.,), Belmont, CA: Brooks/Cole Publishing
Huck/Cormier (1996). Reading Statistics and Research (2nd ed.), New
York, NY: Harper Collins Publishers.
SAS Institute (1990). SAS Language: Reference, Version 6 (first
ed.), Cary, NC: SAS Inc.
SAS Institute (1989). SAS/Stat-Vol. I and Vol. II, Version 6 (4th
ed.), Cary, NC: SAS Inc.
Review or Reference Books
Hinkle, D.E., Wiersma, W. & Jurs, S. G. (1997). Applied Statistics
for the Bheavioral Sciences (4th ed.,), Boston, MA: Houghton Mifflin.
Hays, W.L. (1988). Statistics for the Social Sciences (4th ed.,),
New York, NY: Holt, Rinehart and Winston, Inc.
Maxwell, S.E., & Delaney, H.D. (1990), Design Experiments and
Analyzing Data: A model comparison perspective, Belmont, CA: Wadsworth
Winer, B.J. (1971). Statistical Principles in Experimental Design
(2nd ed.,), New York, NY: McGraw Hill.
Assignments, Exams and Labs
For each topic covered in this course, practice problems and
readings taken from Kirk will be assigned. Practice problems are not graded
because answers will be provided for you. You will be required instead to
complete two take-home exams and two research article critiques. The
specific instruction on exams and the critiques will be announced later in
You should have a valid student account on the university computing
system. This account will facilitate our communication via the e-mail
utility and enable you to analyze data by using the SAS software. Thus, a
limited prior knowledge of computers is assumed. My e-mail address is PENG,
the GA's e-mail address is MIOMORI (Mika Omori).
The attendance of any lab session is optional; but you alone are
responsible for the consequences of missing the labs. Activities that
typically take place in the labs include, but are not limited to, (a)
clarification of previous lectures, (b) answering questions related to
practice problems, the article critique, or any administrative aspect of the
course, and (c) instruction on basic SAS command language and execution.
Student's performance in this course will be evaluated based on the
required exams and the article critiques. The article critiques count 20%
(or 10% each) toward the final grade. Both take-home exams are graded on
the point system and count 80% (or 40% each) toward the final grade. A
final course grade, expressed in letters, will be determined for each
student according to the following mastery levels:
85% mastery or above -- A 80% to 84% -- A-
75% to 79% -- B + 70% to 74% -- B 65% to 69%
60% to 64% -- C + 55% to 59% -- C 50% to 54%
The letter grades should be interpreted according to the School of
Education grading policy as follows:
A Outstanding achievement. B-
A- Excellent achievement. C+ Not wholly
B+ Very good achievement. C Marginal
B Good achievement C-
Incomplete will be given only for a legitimate reason as outlined in
the university's Academic Guide, and only after a conference between the
instructor and the student. Throughout the course of this section, you may
contest every grade awarded to your article critique, exams or the overall
course performance within 48 hours of receiving such a grade. Once this
"statute of limitation" has passed, it is assumed that you willingly accept
the grade(s) assigned without further dispute.