What statistical analysis should I use?

By Professor James D. Leeper, Ph.D

The following table shows general guidelines for choosing a statistical analysis. We emphasize that these are general guidelines and should not be construed as hard and fast rules. Usually your data could be analyzed in multiple ways, each of which could yield legitimate answers. The table below covers a number of common analyses and helps you choose among them based on the number of dependent variables (sometimes referred to as outcome variables), the nature of your independent variables (sometimes referred to as predictors). You also want to consider the nature of your dependent variable, namely whether it is an interval variable, ordinal or categorical variable, and whether it is normally distributed (see What is the difference between categorical, ordinal and interval variables? for more information on this). The table then shows one or more statistical tests commonly used given these types of variables (but not necessarily the only type of test that could be used) and links showing how to do such tests using SAS, Stata and SPSS.



Details at: http://www.ats.ucla.edu/stat/mult_pkg/whatstat/default.htm

ICT2010 Singapore - 30 June - 2 July 2010

Introduction

ICT2010 Singapore is an educational technology conference for academics, researchers, instructors and practitioners for the purpose of exchanging information and facilitating discussions on adult learning. The conference to be held from 30 June to 2 July is hosted by SIM University as part of its fifth anniversary celebration. The conference theme - "Inspired Solutions, Empowering Learning: Using Technology to Collaborate, Adapt and Improve Adult Learning" - focuses on how to use technology to help adult learners or mature students learn more effectively and efficiently at their own pace, space and time.

This two-and-a-half day conference features four keynote speakers. They are prominent academics well versed in their fields of expertise related to educational technology, online learning strategies and the design and development of e-content. In keeping with the subject of information communication technology, the conference will have two of its keynotes deliver presentations online.

Day 1 is set aside for peer-reviewed presentations of full papers, whilst Day 2 will showcase brief papers and poster presentations. Day 3 will be a half-day of post-conference workshops and/or visits to educational institutions, such as "Future Schools", which have, or are supporting a high level of e-Learning activities. All presentations will be in English.

ICT2010 has the support of Infocomm Development Authority of Singapore (IDA), and the Open University of Hong Kong (OUHK). In fact, the conference has its roots in a series of international conferences on "ICT in Teaching and Learning", jointly organised by OUHK and the Hong Kong Web Symposium Consortium since 2006.

Presentation Contents

We invite submissions of full and brief papers and poster presentations on three key areas linked to the conference theme, "Inspired Solutions, Empowering Learning - using technology to collaborate, adapt and improve adult learning." The focus is on how to help adult learners or mature students learn more effectively and efficiently, at their own pace, space and time.

The three key areas are:

1. Engaging Learners

Using technology to engage learners involves adapting instructional strategies that activate prior knowledge, facilitate cognitive development and promote long-term retention and transfer of skills to the workplace. What have we learned from using technology to engage learners?. Does technology adapt to specific instructional technologies or vice-versa? Is there an "e-Pedagogy" that suits the "Net Generation" of learners?
Show topics

* Audio/video Casting
* Blogging/Micro-blogging
* Classroom Techniques
* Facilitating Learning
* Interactive Content
* Social Learning/Community of Learning

2. Empowering Teaching and Learning

The roles and expectations for teaching and learning are changing, especially in an environment where technology prevails. Does technology add to a larger divide between teaching and learning, or is it a bridge to bring teaching and learning, knowledge and experience closer together? In what ways does technology empower teachers to expand their teaching strategies/practices and learners to express themselves?
Show topics

* Blended Learning
* Collaborative Learning / wiki
* e-Mentorings
* Electronic Portfolios
* Educational Psychology
* ICT Educator's Development
* Life Long Learning
* Rapid e-learning
* Strategic Leadership
* Virtual Communities

3. Emerging Technologies

The proliferation of technology in education and training is relentless. With the increased adoption of technology, learning anywhere, anyplace and anytime is increasingly a reality which is especially welcomed by part-time adult learners who are busy professionals. But how do we choose the right technology which can give the best impact on learning? How do we avoid putting technology first before pedagogy in our need or desire to free-up teaching and learning from the constraints of the classroom? Are we creating opportunities to support technological innovations that enhance curricula development or just creating more bells and whistles?

Submission Details

Key dates at a glance

Abstract (Full/Brief Paper/Best Practice Presentation) submission deadline:

30 November 2009

Abstract acceptance notification:

31 December, 2009

Full/brief paper submission deadline:

28 February 2010

Review panel submission period:

1 March to 1 May 2010

Presentation-ready paper submission deadline:

31 May 2010

We invite submissions of Full and Brief papers, and Best Practice Presentations.

Full Paper:

1. Create a user account.
2. Submit an abstract of up to 1,000 words for review and acceptance.
3. Submit a full research report of between 8 to 10 pages and up to 5,000 words for review (12-point Times New Roman font is recommended)
4. Revise full research paper based upon reviewers' recommendations.
5. Submit final paper and register for conference.
6. Present paper at conference (25 minutes including Q & A session).

Brief Paper:

1. Create a user account.
2. Submit an abstract of up to 500 words for review and acceptance.
3. Submit a brief reflection report of between 4 to 6 pages and up to 2,500 words (12-point Times New Roman font is recommended).
4. Revise brief reflection report based upon reviewers' recommendations.
5. Submit final paper and register for conference.
6. Present paper at conference (15 minutes including Q & A session).

Best Practice Presentation:

1. Create a user account.
2. Submit a write-up of at least 1,000 words of a Best Practice Presentation for review and acceptance (12-point Times New Roman font is recommended).
3. Present paper at conference (15 minutes including Q & A session).

Format for Abstract, Full/Brief Paper and Best Practice Presentation:

* Refer to Author's Guidelines
* Refer to Review Criteria

Note:
Presenters must submit the final version of Full/Brief Papers and/or Best Practice Presentations and register for the conference by 31 May 2010 to have their work included in the Conference Proceedings CD-ROM.

Eligibility for Best Paper

All papers published in the conference proceedings shall be eligible for the Best Paper Award in each key area. The chosen paper must be original and has not been published elsewhere. Only authors who attend and present their respective papers at the conference are eligible to be considered for the award.

Authors of best papers will be recommended to submit their papers to the following journals:

* International Journal of Innovation and Learning
* Asean Journal of Open and Distance Learning
* Interactive Technology and Smart Education

Details at: http://www.unisim.edu.sg/uni/pub/ICT2010/index.html

Global Learn Asia Pacific 2010 - Global Conference on Learning and Technology

The mission of the Global Learn Asia Pacific conference, organized by the Association for the Advancement of Computing in Education (AACE) is to further the advancement and innovation in learning and technology. As the educational world becomes increasingly global, new ways to explore, learn, and share knowledge are needed.

Global Learn serves as a means to connect and engage creative educators, researchers, consultants, training managers, policy makers, curriculum developers, entrepreneurs, and others in the topics and fields in which they are passionate. Many individuals are transforming learning environments in local as well as more global ways. Global Learn offers an opportunity to meet and discuss their ideas, findings, and next steps.

INVITATION

Global Learn Asia Pacific--Global Conference on Learning and Technology is an international conference, organized by the Association for the Advancement of Computing in Education (AACE).

This annual conference serves to further the advancement and innovation in learning and technology. As the educational world becomes increasingly global, new ways to explore, learn, and share knowledge are needed. Global Learn is a means to connect and engage creative educators, researchers, consultants, training managers, policy makers, curriculum developers, entrepreneurs, and others in the topics and fields in which they are passionate. Global Learn offers an opportunity to meet and discuss their ideas, findings, and next steps.

Global Learn, the premiere international conference in the field, spans all disciplines and levels of education and is expected to attracts many leaders in the field from around the world. For a list of countries represented at previous AACE conferences, see: Countries.

We invite you to attend Global Learn and submit proposals for papers, panels, roundtables, tutorials, workshops, posters/demonstrations, corporate showcases/demos, and SIG discussions. The Conference Review Policy requires that each proposal will be peer-reviewed by for inclusion in the conference program, proceedings book, and CD-ROM proceedings.

TOPICS

The scope of the conference includes, but is not limited to, the following major topics as they relate to Learning and Technology. Sub-topics listed here.

1. Advanced Technologies for Learning and Teaching
2. Assessment and Research
3. Educational Reform, Policy, and Innovation
4. Evaluation and Quality Improvement Advances
5. Global Networks, Partnerships, and Exchanges
6. Innovative Approaches to Learning and Learning Environments
7. Open Education
8. Technologies for Socially Responsive Learning
9. Virtual and Distance Education

PRESENTATION CATEGORIES

The Technical Program includes a wide range of interesting and useful activities designed to facilitate the exchange of ideas and information.

* Keynote Speakers
* Invited Panels/Speakers
* Papers
* Panels
* Posters/Demonstrations
* Corporate Showcases & Demonstrations
* Tutorials/Workshops
* Roundtables
* Symposia

For Presentation Category descriptions, and information about what to submit with your proposal, click here.

CORPORATE PARTICIPATION

A variety of opportunities are available to present research-oriented papers, or to showcase and market your products and services. For information about Corporate Showcases (30 minutes) and Corporate Demonstrations (2-hours, scheduled with the Poster/Demos), click here.

PROCEEDINGS

Accepted papers will be published in the Proceedings (book and CD-ROM formats) as well as in the AACE Digital Library. These proceedings serve as major sources in the multimedia/ hypermedia/telecommunications community, reflecting the current state of the art in the discipline.

In addition, the Proceedings also are internationally distributed through and archived in the EdITLib Digital Library.

Selected papers may be invited for publication in may be invited for publication in AACE's respected journals especially in the Journal of Educational Multimedia and Hypermedia (JEMH), International Journal on E-Learning (IJEL), or Journal of Interactive Learning Research (JILR). See: www.aace.org/pubs

PAPER AWARDS

Papers present reports of significant work or integrative reviews in research, development, and applications related to the educational multimedia, hypermedia and telecommunications/ distance education. All presented papers will be considered by the Program Committee for Outstanding Paper Awards. There will also be an award for Outstanding Student Paper (therefore, please indicate with your submission if the primary author is a full-time student).

Award winning papers will be highlighted in the AACE online periodical the AACE Journal. See previous award papers featured in the EdITLib Digital Library.

Details: https://www.aace.org/conf/glearn/call.htm

One-Way ANOVA

By Susan Archambault (Psychology Department, Wellesley College)

What it does:

The One-Way ANOVA compares the mean of one or more groups based on one independent variable (or factor).

Where to find it:

Under the Analyze menu, choose Compare Means, then choose One-Way ANOVA. Move all dependent variables into the box labeled "Dependent List," and move the independent variable into the box labeled "Factor." Click on the button labeled "Options," and check off the boxes for Descriptives and Homogeneity of Variance. Click on the box marked "Post Hoc" and choose the appropriate post hoc comparison. Generally, for Psych 205 students, you can follow this rule: If there are equal numbers of cases in each group, choose Tukey. If there are not equal numbers of cases in each group, choose Bonferroni.

Assumptions:
-The dependent variable(s) is normally distributed. You can check for normal distribution with a Q-Q plot.
-The two groups have approximately equal variance on the dependent variable. You can check this by looking at the Levene's Test. See below.

Hypotheses:
Null: There are no significant differences between the groups' mean scores.
Alternate: There is a significant difference between the groups' mean scores.

SPSS Output

Following is a sample output of a One-Way ANOVA. We compared the mean level of prejudice of first-years, sophomores, juniors, and seniors. Mean level of prejudice is our dependent variable, and year in college is our independent variable.

First, we see the descriptive statistics for each of the 4 years in college.



It looks like first-years have the highest mean level of prejudice, and seniors have the lowest mean level of prejudice.

Next we see the results of the Levene's Test of Homogeneity of Variance.



This tells us if we have met our second assumption (the groups have approximately equal variance on the dependent variable). If the Levene's Test is significant (the value under "Sig." is less than .05), the two variances are significantly different. If it is not significant (Sig. is greater than .05), the two variances are not significantly different; that is, the two variances are approximately equal. If the Levene's test is not significant, we have met our second assumption. Here, we see that the significance is .435, which is greater than .05. We can assume that the variances are approximately equal. We have met our second assumption.

Finally, we see the results of our One-Way ANOVA:



Our F value is 3.110.

Our significance value is .027.

There is a significant difference between the two groups (the significance is less than .05).

Therefore, we can say that there is a significant difference between first-years, sophomores, juniors, and seniors on their level of prejudice.

We can look at the results of the Post-Hoc Comparisons to see exactly which pairs of groups are significantly different.

SPSS notes a significant difference with an asterisk (*). We can see that first-years and sophomores are significantly different than seniors.

Source: http://www.wellesley.edu/Psychology/Psych205/anova.html