An Introduction to Statistical Concepts for Education and Behavioral Sciences

Synopsis

This book provides comprehensive coverage so that it can be used in a single- or two-course sequence in statistics. It provides greater flexibility because it contains many topics not dealt with in other introductory texts. Its conceptual, intuitive approach allows for concepts to be easily stated and related to real-life examples. Throughout the text the author demonstrates how many statistical concepts can be related to one another. Unlike other texts, this book includes the following topics: * skewness and kurtosis measures; * inferences about two dependent proportions and two independent means with unequal variances; * homogeneity of variance tests; * layout of the data in ANOVA models; * the ANOVA linear model; * a wide variety of multiple comparison procedures; * significance tests in multiple linear regression; and * extensive discussion of assumptions and how to deal with assumption violations. Numerous tables and figures help illustrate concepts and present examples within the text. An extensive bibliography is included. A number of pedagogical devices are included to increase the reader's conceptual understanding of statistics: chapter outlines; list of key concepts for each chapter; chapter objectives; numerous realistic examples; summary tables of statistical assumptions; extensive references; and end of chapter conceptual and computational problems. An instructor's manual is available containing answers to all of the problems, as well as a collection of statistical humor designed to be an instructional aid. This book is intended for introductory statistics courses for students in education and behavioral sciences.

Excerpt

I know, I know! I've heard it a million times before. When you hear someone at a party mention the word statistics or statistician, you probably say "I hate statistics" and turn the other cheek. In the more than twenty years I have been in the field of statistics, I can only recall four or five times when someone did not have that reaction. Enough is enough. With the help of this text, the "I hate statistics" slogan will become a distant figment of your imagination.

As the title suggests, this text is designed for a course in statistics for students in education and the behavioral sciences. We begin with the most basic introduction to statistics in the first chapter and proceed through intermediate statistics. The text is designed for you to become a better-prepared researcher and a more intelligent consumer of research. I do not assume that you have extensive or recent training in mathematics. Many of you have only had algebra, some more than 20 years ago. I also do not assume that you have ever had a statistics course. Rest assured, you will do fine.

I believe that a text should serve as an effective instructional tool. You should find this text to be more than a reference book; you might actually use it to learn statistics (what an oxymoron, that a statistics book can actually teach something). This text is not a theoretical statistics book, nor is it a cookbook on computing statistics. Recipes have to be memorized, consequently you tend not to understand how or why you obtain the desired product. Besides, what happens if you run out of salt or forget to add butter?

GOALS AND CONTENT COVERAGE

My goals for this text are lofty, but the effort and its effects will be worthwhile. First, the text provides a comprehensive coverage of topics that could be included in an undergraduate or graduate one- or two-course sequence in statistics. The text is flexible . . .

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