NetNews Usenet Archive 1992 #30/NN_1992_30.iso/spool/bit/listserv/edstatl/999

Text File | 1992-12-11 | 2.4 KB | 45 lines

Comments: Gated by [e-mail]
Path: sparky!uunet!zaphod.mps.ohio-state.edu!uwm.edu!psuvax1!psuvm!auvm!UGA.BITNET!JALLEN
Message-ID: <[e-mail]>
Newsgroups: bit.listserv.edstat-l
Date:         Fri, 11 Dec 1992 14:39:14 EST
Reply-To:     Jay Allen <[e-mail]>
Sender:       Statistics Education Discussion <[e-mail]>
From:         Jay Allen <[e-mail]>
Subject:      Using Tutorials
Lines: 33

The teaching of concepts vs cookbook formulas in the introductory
statistics course seems to be a hot topic right now.  If you
teach concepts such as 'normality', 'the general linear model',
the 'central limit theorem', 'power', 'interactions', 't & F
probability functions' in your course, you may wish to try a set
of computer tutorials called STATISTICS TUTOR which J. D. Allen
(me) and D. Pittenger wrote specifically for that purpose.  The
package includes a set of eight color graphic computer-
interactive tutorials, a fairly comprehensive set of statistical
programs, and a student's manual that guides the student through
each tutorial and quizzes him/her on the concepts in the process.
There is also an Instructor's manual that shows the teacher how
to use the tutorials as classroom lecture material, if a computer
and monitor are present in the room.  The package currently runs
on IBM platforms with color cards and is being marketed by John
Wiley & Sons at a cost of $21.95.  Instructor's packages are
available as demos through your local Wiley rep or by calling
Carolyn Henderson [phone].  We both teach basic statistics
and methodology at our respective Psychology Departments and like
to program.  The tutorials evolved slowly over a 6-year period as
a way to get difficult statistical concepts across to the
students.  In my course, I first teach the concepts using the
tutorials in classroom and then assign them as home work to be
completed outside of class - a sort of double exposure principle;
however, the students get a lot more out of playing with the
concepts on their own time at their own pace.  The tutorials are
still evolving, and I would appreciate any suggestions
or evaluations that you may have concerning them.
*****************************************************************
Joseph D. Allen               E-mail: [e-mail]
Department of Psychology      Phone:  [phone]
University of Georgia         Fax:    [phone]
Athens, GA  30602