tools for learning classroom response systems at dukemc301/talks/clickers_cit2013.pdf · statistics...

Classroom Response Systems at Duke

Statistical SciencePsychology and Neuroscience

Mine Çetinkaya-RundelKaren Murphy

Tools for Learning

Sta 101

i>clicker2

- multiple choice & numerical answer questions (participation)

- readiness assessments (accuracy)

- data collection

100 - 120 students

look familiar?

source: Google images

activelearning

engaging lectures

“I like [the clicker questions] -- they keep your mind from wandering too far off during lecture.”

“[...] clicker questions really do force you to work and understand what is going on.”

peerinstruction

“I like [...] the opportunity to discuss the answers with our classmates after submitting the answers.”

immediatefeedback

“[the clicker questions] enable us to see where were at/figure out if we need to study or work harder to catch up.”

anonymousparticipation

“[I like being] able to participate without other people seeing what I answered.”


activelearning


Difference of two proportions HT for comparing proportions

Clicker question

Which of the following is the correct set of hypotheses for testing if theproportion of all Duke students who would be bothered a great dealby the melting of the northern ice cap differs from the proportion of allAmericans who do?

(a) H0 : pDuke = pUS

HA : pDuke , pUS

(b) H0 : pDuke = pUS

HA : pDuke , pUS

(c) H0 : pDuke � pUS = 0HA : pDuke � pUS , 0

(d) H0 : pDuke = pUS

HA : pDuke < pUS

Statistics 101 (Mine Cetinkaya-Rundel) U5 - L1: Inf. for prop.s - theoretical March 19, 2013 22 / 29

Difference of two proportions HT for comparing proportions

Clicker question

Which of the following is the correct set of hypotheses for testing if theproportion of all Duke students who would be bothered a great dealby the melting of the northern ice cap differs from the proportion of allAmericans who do?

(a) H0 : pDuke = pUS

HA : pDuke , pUS

(b) H0 : pDuke = pUS

HA : pDuke , pUS

(c) H0 : pDuke � pUS = 0HA : pDuke � pUS , 0

(d) H0 : pDuke = pUS

HA : pDuke < pUS

Both (a) and (c) are correct.

Statistics 101 (Mine Cetinkaya-Rundel) U5 - L1: Inf. for prop.s - theoretical March 19, 2013 22 / 29

Review

Clicker question

Which of the following is true?Inference

Design of studies

Probability

Bayesian inference

Frequentist inference(CLT & simulation)

Modeling (numerical response)

1 explanatory

numerical

categorical

one mean & median

one proportion

many explanatory

Exploratory data

analysistwo means & mediansmany means

two proportionsmany proportions

(a) If the sample size is large enough, conclusions can be generalized to thepopulation.

(b) If subjects are randomly assigned to treatments, conclusions can be generalizedto the population.

(c) Blocking in experiments serves a similar purpose as stratifying in observationalstudies.

(d) Representative samples allow us to make causal conclusions.

(e) Statistical inference requires normal distribution of the response variable.

Statistics 101 (Mine Cetinkaya-Rundel) Final Review April 23, 2013 3 / 19

peerinstruction


1

2

Sta 101: Data Analysis and Statistical Inference Dr. Cetinkaya-Rundel

Readiness Assessment Unit 2

1. Which of the following states that the proportion of occurrences with a particular outcome converges to the

probability of that outcome?

(a) Bayes’ theorem

(b) General addition rule

(c) Law of large numbers

(d) Law of averages

2. Shown below are four Venn diagrams. In which of the diagrams does the shaded area represent

A and B but not C?

(a) (b) (c) (d)

3. Which of the following is false about probability distributions?

(a) Each probability should be greater than or equal to 0.

(b) The outcomes listed must be independent.

(c) Each probability should be less than or equal to 1.

(d) The probabilities must total 1.

4. Last semester, out of 170 students taking Sta 101, 71 students were social sciences majors (primary major),

53 students were premed, and 6 were both premed and social sciences majors. What is the probability that

a randomly chosen student is premed, given that s/he is a social sciences major?

(a)

6170

(b)

71+53�6170

(c)

653

(d)

671

5. Which of the following is false?

(a) If two events (both with probability greater than 0) are mutually exclusive, they could be independent.

(b) When computing the probability that a card drawn randomly from a standard deck is either a Jack or

a 4, you can use the addition rule.

(c) If two events (both with probability greater than 0) are mutually exclusive, they are not necessarily

complements.

(d) If the probabilities of two events add up to 1, they are complements.

1

i>clicker Self‐Paced Polling Student Guide

To answer multiple choice (A‐E) questions using the i>clicker2 remote:

1. Press the orange button

to turn on the i>clicker2

remote.

4. Press the A‐E buttons to

select your answer for

question 1.

2. Press the blue

“mode/refresh” button

to ensure that you are in

self‐paced polling mode.

5. Your answer choice and a

checkmark will appear

on the screen, indicating

that your answer for

question 1 was received.

Recommended: Press

SEND to confirm your

answer choice.

3. A large “1” appears with

a cursor around it

indicating the question

number.

The self‐paced polling

symbol appears.

6. Press the UP button on

the cross navigation to

advance to the next

question.

Continue answering

questions until you reach

the final question and

can’t advance further.

Use the UP and DOWN

buttons to review your

answers. Confirm that

you see a checkmark next

to each answer choice.

You may change or re‐

send your answer at any

time as long as polling is

active.

1

1





remote.



question 1.

2. Press the blue









Recommended: Press


answer choice.


a cursor around it


number.


symbol appears.



advance to the next

question.

Continue answering




Use the UP and DOWN








active.

2

1





remote.



question 1.

2. Press the blue









Recommended: Press


answer choice.


a cursor around it


number.


symbol appears.



advance to the next

question.

Continue answering




Use the UP and DOWN








active.

3

1





remote.



question 1.

2. Press the blue









Recommended: Press


answer choice.


a cursor around it


number.


symbol appears.



advance to the next

question.

Continue answering




Use the UP and DOWN








active.

4

1





remote.



question 1.

2. Press the blue









Recommended: Press


answer choice.


a cursor around it


number.


symbol appears.



advance to the next

question.

Continue answering




Use the UP and DOWN








active.

5


self pacedpolling

Case study: Gender discrimination Testing via simulation

Simulation setup

1 We’ll let a face card represent not promoted and a non-face cardrepresent a promoted. Consider aces as face cards.

Set aside the jokers.Take out 3 aces! there are exactly 13 face cards left in the deck(face cards: A, K, Q, J).Take out a number card! there are exactly 35 number(non-face) cards left in the deck (number cards: 2-10).

2 Shuffle the cards and deal them intro two groups of size 24,representing males and females.

3 Count and record how many files in each group are promoted(number cards).

4 Calculate the proportion of promoted files in each group and takethe difference (male - female).

5 Use your clicker to submit your result.

Statistics 101 (Mine Cetinkaya-Rundel) U1 - L3: Inference via simulaion January 22, 2013 13 / 17

Case study: Gender discrimination Study description and data

Data

At a first glance, does there appear to be a relatonship between pro-motion and gender?

Promotion

Promoted Not Promoted Total

Gender

Male 21 3 24Female 14 10 24Total 35 13 48

% of males promoted: 21/24 = 0.875% of females promoted: 14/24 = 0.583

Statistics 101 (Mine Cetinkaya-Rundel) U1 - L3: Inference via simulaion January 22, 2013 5 / 17


datacollection

PROs:- easily track student responses for grading(compatible with Sakai roster)- self paced polling - no internet accesson gadget

CONs:- “i forgot my clicker”- numeric response capabilities not great- hefty price for item that has no other use


bestpractices

grading

- participation only, not for accuracy- 5% - 10% of overall grade- automatically drop few days of absences/forgot clickers/etc.

peerinstruction

- spend time going over the question, even if on the second try majority of the students got it right

cost

- Google Doc where outgoing students can leave their information if they want to resell their clickers the following semester


tools for learning classroom response systems at dukemc301/talks/clickers_cit2013.pdf · statistics...

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