Education | Statistical Design of Educational Research
Y603 | 5990 | Dr. Joanne Peng


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 data.


Kirk, R.E. (1994). Experimental Design--Procedures for the Behavioral
Sciences (3rd ed.,), Belmont, CA:  Brooks/Cole Publishing Company.

Huck, S. (2004).  Reading Statistics and Research (4th ed.), New
York, NY: Pearson Education Inc.

Peng, C. Y. (2004). Statistical Design of Educational Research¡XCourse
Packet for Y603, Bloomington, IN: Indiana. University.

Peng, C. Y. (2000). SAS 1-2-3. Bloomington, IN: Indiana University.

Review or Reference Books/Websites

Kirk, R. E. (1999). Statistics-An introduction (4th ed.,), Orlando,
FL: Harcourt Brace & Company.

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),  Designing Experiments and
Analyzing Data: A model comparison perspective, Belmont, CA:
Wadsworth Publishing Company.

Winer, B.J. (1971).  Statistical Principles in Experimental Design
(2nd ed.,), New York, NY:  McGraw Hill. [experimental and quasi-
experimental terms] (password=stats)

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 the required work will be
announced later in class.

You should have a valid student account on the university computing
system.  This account will facilitate our communication via e-mail
and enable you to analyze data by 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 STWEST (Stephen West in ED 4008) at 856-
8313 ext. 36753.

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.

Grading System

Student¡¦s performance in this course will be evaluated based on the
required two exams and two 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% -- B-
60% to 64% -- C +		
55% to 59% -- C		
50% to 54% -- C-

The letter grades should be interpreted according to the School of
Education grading policy as follows:

A	Outstanding achievement.
A-	Excellent achievement.				
B+	Very good achievement.
B	Good achievement
B-	Fair achievement.
C+	Not wholly satisfactory achievement.
C	Marginal achievement.
C-	Unsatisfactory achievement.

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.

Academic Honesty and Intellectual Integrity

According to P.72 of the Academic Handbook (June 1992 edition), each
faculty member has "a responsibility to foster the intellectual
honesty as well as the intellectual development of his/her
students."  In order to achieve these goals, each student enrolled in
this course is prohibited from engaging in any form of "cheating"
or "plagiarism."  Cheating is defined as "dishonesty of any kind with
respect to examination, course assignments, alteration of records, or
illegal possession of examinations"  (p. 72 of the Academic
Handbook).  "It is the responsibility of the student not only to
abstain from cheating but, in addition, to avoid the appearance of
cheating and to guard against making it possible for others to
cheat.  Any student who helps another student to cheat is as guilty
of cheating as the student he or she assists.  The student also
should do everything possible to induce respect for the examining
process and for honesty in the performance of assigned tasks in or
out of class." (p. 72 of Academic Handbook).

Plagiarism is defined as "offering the work of someone else as one's
own" (p. 72 of Academic Handbook).  "The language or ideas thus taken
from another may range from isolated formulas, sentences, or
paragraphs to entire articles copied from books, periodicals,
speeches, or the writings of other students.  The offering of
materials assembled or collected by others in the form of projects or
collections without acknowledgment also is considered plagiarism.
Any student who fails to give credit for ideas or materials taken
from another source is guilty of plagiarism." (p.72 of Academic

Evidence of student academic misconduct will result in (a) a lowered
course grade, (b) transfer out of this course, (c) dismissal from
student's academic unit, or (d) other disciplinary actions in
accordance with the guidelines outlined on p.73 of Academic Handbook.

Spring, 2004	
9:30  ¡V 10:45 am   MW ED 0101	 C.Y. Peng
11:00 ¡V 12:00(Lab) MW ED 2015	4050 ED,6-8337

Schedule for Y603 (Section 5990)
Lecture	Topics						
Readings in Kirk

„«	Orientation to the course  (Unit 0)
	Research strategies, controlling nuisance variables	
	Chapter 1

„¬	Experimental designs: An overview  			
	Chapter 2

„­	Chi-square distribution					

„® 	F-distribution and F statistic				
	3.1, 3.4

Please review the following topics on your own.

	Introduction to one-way ANOVA				
	An example of one-way ANOVA				
	Assumptions in ANOVA					
		3.5, 3.3 (fixed)

„¯	Post-hoc (A Posteriori) comparisons of means		
		č squared					
				5.4, 5.5

„°	Orthogonal planned comparisons				
	4.1, 4.2
„±	Dunn's, Dunn-Sidak procedures				

„²	Holm¡¦s and Dunnett¡¦s procedures				
	4.3, 4.4
„³	Fisher-Hayter procedure					
	Newman-Keuls procedure					
	Comparison of comparison procedures			

„´	Introduction to 2-way ANOVA				
		9.1, 9.2
	Example of a 2-way ANOVA				
		9.3, 9.4

„«„«	Interpretation of interactions				
	9.3, 9.6

„«„¬	ƒç squared, Effect size, power, and
		sample size determination			
			9.8, 5.6

(The first take-home examination, Chapters 1-5, and 9 in Kirk)
**********	**********************************************	
„«„­ 	CR-p design: Random-effect model approach		
	CRF-pq design: Random-effect model approach		
	9.4, 9.10
„«„®	Pooling strategies used in random-effect models		
	Rules for deriving expected values of mean squares	

„«„¯	Introduction to randomized block (RB) design		

„«„°	Generalized randomized block (GRB) design		
	7.9, 7.10

„«„±	Introduction to Latin-square designs			

	An example of LS-p design				
„«„²	Latin-squares with replications				

(Spring Break and the first article critique assigned)
**********	**********************************************	

Date	Topics							
			Readings in Kirk

„«„³	Introduction to & an example of hierarchical design  	

„¬ƒ¤	Advantage and disadvantage of hierarchical designs	

„¬„«	Introduction to split-plot factorial (SPF) designs	

„¬„¬	An example of SPFp.q design				
			12.2, 12.3

„¬„­	Assumptions underlying the SPF designs			

„¬„®	Introduction to the SPFpr.q design			

(The second article critique assigned)
**********	****************************************************

„¬„¯	Introduction to the SPFp.qr design			

„¬„°	Introduction to and rationale for ANCOVA		
		an example of one-way ANCOVA			

„¬„±	Assumptions underlying ANCOVA designs			

„¬„²	Continued with one-way ANCOVA				

„¬„³	Two-way ANCOVA						

		Course evaluation and wrap-up

(The second take-home examination, Section 5.8, Chapters 7-9, 11,12,
and 15 in Kirk)
**********	**********************************************	

May 3rd (M) 5 pm the second take-home examination is due in Room 4050

Note:	This is a tentative course schedule which is subject to
change without prior notice.  Changes to the syllabus depend on the
pace of classroom instruction and students' learning.  Any change in
the syllabus will be communicated to each enrolled student via the
electronic mail.

Y603 Lecture No. and Dates

	The week of	Monday	Wednesday	Comments

1	1/12 (M)
2	1/19 (M)
	No class on 1/19 (Monday)will be presented in the Wed. lab

3	1/26 (M)	
4	2/2 (M)	
5	2/9 (M)
6	2/16 (M)	
7	2/23 (M) 	
8	3/1 (M)	
9	3/8 (M)	
10	(Spring break, no classes)

11	3/22 (M)	
12	3/29 (M)	
13	4/5 (M)	
14	4/12 (M)
15	4/19 (M)
16	4/26 (M)		Course Evaluation

In c:\u\y603\syl\