Y603 | 5990 | Dr. Joanne Peng

Objectives 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. Textbooks 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. http://www.indiana.edu/~jopeng/Y603/index40.html http://psychology.wadsworth.com/workshops/workshops.html http://nw3.nai.net/~dakenny/glrtm.htm [experimental and quasi- experimental terms] http://ereserves.indiana.edu/coursepage.asp?cid=63 (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 Handbook). 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 3.1 „® F-distribution and F statistic 3.1, 3.4 Please review the following topics on your own. Introduction to one-way ANOVA 5.1,5.2 An example of one-way ANOVA 5.3 Assumptions in ANOVA 3.5, 3.3 (fixed) „¯ Post-hoc (A Posteriori) comparisons of means 4.5(Tukey),4.6(Scheffe) ƒç squared 5.4, 5.5 „° Orthogonal planned comparisons 4.1, 4.2 „± Dunn's, Dunn-Sidak procedures 4.4 „² Holm¡¦s and Dunnett¡¦s procedures 4.3, 4.4 „³ Fisher-Hayter procedure 4.5 Newman-Keuls procedure 4.7 Comparison of comparison procedures 4.8 „´ 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 5.8 CRF-pq design: Random-effect model approach 9.4, 9.10 „«„® Pooling strategies used in random-effect models 9.11 Rules for deriving expected values of mean squares 9.9 „«„¯ Introduction to randomized block (RB) design 7.1,7.2,7.4 „«„° Generalized randomized block (GRB) design 7.9, 7.10 „«„± Introduction to Latin-square designs 8.1,8.2,8.3 An example of LS-p design 8.5 „«„² Latin-squares with replications 14.9 (Spring Break and the first article critique assigned) ********** ********************************************** ************** Date Topics Readings in Kirk „«„³ Introduction to & an example of hierarchical design 11.1-11.5 „¬ƒ¤ Advantage and disadvantage of hierarchical designs 11.9 „¬„« Introduction to split-plot factorial (SPF) designs 12.1 „¬„¬ An example of SPFp.q design 12.2, 12.3 „¬„ Assumptions underlying the SPF designs 12.4 „¬„® Introduction to the SPFpr.q design 12.8 (The second article critique assigned) ********** **************************************************** **************** „¬„¯ Introduction to the SPFp.qr design 12.10 „¬„° Introduction to and rationale for ANCOVA 15.1-15.2 an example of one-way ANCOVA 15.1-15.3 „¬„± Assumptions underlying ANCOVA designs 15.4 „¬„² Continued with one-way ANCOVA 15.1-15.4 „¬„³ Two-way ANCOVA 15.9 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 ED ====================================================================== ==================== 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 Week 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\lecture.date.doc