BML224: Data Analysis for Research
The Wonderful World of Statistics
Learning Outcomes Aims: To outline the overall content of the module and ‘our expecta5ons
for engagement’
To look at key elements rela5ng to ‘data’, ‘analysis’ and ‘research’
rela5ng to the wider support of research skills at Level 5 (Year 2) in prepara5on for Level 3 Management Projects
To highlight available online resources To review the assessment components of the module
Ac(vity 1: The image cannot be displayed. Your computer may not have enough memory to open the image, or the image may have been corrupted. Restart your computer, and then open the file again. If the red x still appears, you may have to delete the image and then insert it again.
a) Data Analysis for Research
• On the sheet provided iden5fy associa5ons that you make with ‘data’, ‘analysis’ and ‘research’
Data
Analysis
Research
Introduc2on to Sta2s2cs Key Ques(ons: What is your experience of sta5s5cs? Students are oLen apprehensive about sta5s5cs…why?
Background: GSCE Entry Profile – Business & Management Year of Entry
Total Entrants
2007/08
Maths GCSE (% of those with known results)* A
B
C
D
E
C to E
85
8%
48%
43%
0%
3%
46.0%
2008/09
87
9%
28%
60%
2%
0%
62.0%
2009/10
100
12%
38%
49%
1%
0%
50.0%
2010/11
102
7.7%
30.8%
58.8%
1.9%
1.9%
62.6%
2011/12
108
14.0%
48.4%
35.5%
0.0%
2.2%
37.6%
2012/13
125
20.4%
37.2%
40.7%
0.9%
0%
41.6%
2013/14
141
18.9%
33.3%
42.4%
4.5%
0.8%
47.7%
[*Figures exclude interna2onal applica2ons]
‘How do I calculate a percentage?’
Background: GSCE Entry Profile – Business & Management Year of Entry
Total Entrants
2007/08
Maths GCSE (% of those with known results)* A
B
C
D
E
C to E
85
8%
48%
43%
0%
3%
46.0%
2008/09
87
9%
28%
60%
2%
0%
62.0%
2009/10
100
12%
38%
49%
1%
0%
50.0%
2010/11
102
7.7%
30.8%
58.8%
1.9%
1.9%
62.6%
2011/12
108
14.0%
48.4%
35.5%
0.0%
2.2%
37.6%
2012/13
125
20.4%
37.2%
40.7%
0.9%
0%
41.6%
2013/14
141 33.3% 42.4% 4.5% 0.8% ‘How 18.9% do I calculate a percentage?’
[*Figures exclude interna2onal applica2ons]
‘I hate Maths!’
47.7%
Background: GSCE Entry Profile – Business & Management Year of Entry
Total Entrants
2007/08
Maths GCSE (% of those with known results)* A
B
C
D
E
C to E
85
8%
48%
43%
0%
3%
46%
2008/09
87
9%
28%
60%
2%
0%
62%
2009/10
100
12%
38%
49%
1%
0%
50%
2010/11
102
7.7%
30.8%
58.8%
1.9%
1.9%
62.6%
2011/12
108
14.0%
48.4%
35.5%
0.0%
2.2%
37.6%
2012/13
125
20.4%
37.2%
40.7%
0.9%
0%
41.6%
2013/14
141
18.9%
33.3%
42.4%
4.5%
0.8%
47.7%
[*Figures exclude interna2onal applica2ons]
‘How does this relate to my degree?’
Student AUtudes to Sta2s2cs A review of the available literature reveals a common and
persistent theme:
High levels of anxiety... ‘for many students sta6s6cs is perhaps
the most anxiety-‐provoking, difficult, or cri6cal subject within their courses of study’ (Baharun & Porter, 2009)
‘Sta6s6cs courses are viewed by most students as an obstacle
standing in the way of aDaining their desired degree’ (Perney and Ravid, 1991)
‘While the material covered, the level of difficultly, and the
approach vary enormously, most have one aspect in common: the course is typically the most unpopular in the academic programme’ (Keller et al, 1988)
Student AUtudes to Sta2s2cs A review of the available literature reveals a common and
persistent theme:
Sta5s5cs = Maths Problems of contextualisa5on – where, why and how does it fit
in?
Coping strategy – failure is a foregone conclusion therefore
accept low grade in a sta5s5cs module and recoup elsewhere – priority is a pass mark (40%)
Sta2s2cs Survey 2010-‐2013 How confident are you about star(ng this module? 2010
%
2011
%
2012
%
2013
%
2014
%
Very confident
0
0.0%
0
0.0%
0
0.0%
2
1.9%
3
2.5%
Quite Confident
4
5.6%
7
6.8%
9
11.%
15
14.6%
16
13.2%
Confident
16
22.5%
17
16.5%
14
17.1%
21
20.4%
31
25.6%
Uncertain
28
39.4%
47
45.6%
34
41.5%
43
41.7%
47
38.8%
Anxious
14
19.7%
18
17.5%
9
11.0%
8
7.8%
9
7.4%
Quite Anxious
4
5.6%
9
8.7%
13
15.9%
8
7.8%
8
6.6%
Very Anxious
5
7.0%
5
4.9%
2
3.7%
6
5.8%
7
5.8%
Uncertain to very anxious
51
72%
79
76.7%
59
72.1%
65%
63.1%
71
58.6%
n
n=103
n=121
Sta2s2cs Post Module Survey 2010-‐2013 How confident do you feel about using sta(s(cal techniques in your own research? 2010
%
2011
%
2012
%
2013
%
Very confident
1
1.7%
4
5.2%
5
7%
6
4.9%
Quite Confident
22
37.3%
14
18.2%
15
21.1%
32
26%
Confident
19
32.2%
19
24.7%
29
40.8%
55
44.7%
Uncertain
6
10.2%
25
32.5%
16
22.5%
16
13%
Anxious
2
3.4%
7
9.1%
3
4.2%
7
5.7%
Quite Anxious
4
6.8%
4
5.2%
2
2.8%
4
3.3%
Very Anxious
5
8.5%
4
5.2%
1
1.4%
3
2.4%
Uncertain to very anxious
17
28.9%
38
52%
22
30.9%
30
24.4%
n
59
77
71
123
2014
%
SEMAL: Supporting Research Skills at Level 2
Research Skills at Level 2: SeYng the Scene Semester 1: Data Analysis for Research [Quan2ta2ve Methods]
Semester 2: Business Research
[Quan2ta2ve/Qualita2ve Methods]
Research Skills at Level 2: SeYng the Scene Semester 1: Data Analysis for Research [Quan2ta2ve Methods]
• Data Types & Questionnaire Design • Descriptive Statistics • Statistical Analysis (SPSS) • Statistical Testing • Presenting Information (Excel)
Semester 2: Business Research
[Quan2ta2ve/Qualita2ve Methods]
Research Skills at Level 2: SeYng the Scene Semester 1: Data Analysis for Research [Quan2ta2ve Methods]
• Data Types & Questionnaire Design • Descriptive Statistics • Statistical Analysis (SPSS) • Statistical Testing • Presenting Information (Excel)
Semester 2: Business Research
[Quan2ta2ve/Qualita2ve Methods]
• • • • • • •
Research Paradigms Planning for Research Questionnaires Interviews Focus Groups Content Analysis Writing Up Your Research
Research Skills at Level 2: SeYng the Scene Semester 1: Data Analysis for Research [Quan2ta2ve Methods]
Semester 2: Business Research
[Quan2ta2ve/Qualita2ve Methods]
Level 3: Management Project (22.5% of final degree grade)
Research Skills at Level 2: SeYng the Scene Semester 1: Data Analysis for Research
Semester 2: Business Research
[Quan2ta2ve Methods]
[Quan2ta2ve/Qualita2ve Methods]
Level 3: Management Project
Level 3: Event Management
(22.5% of final degree grade)
(Evalua5on of your final event)
BML224: Data Analysis for Research
Module Content Three principal areas: Research Design & Collec2on
Data Analysis & Interpreta2on
Data Presenta2on
Module Content Three principal areas: Research Design & Collec2on
Key areas: Data Types: Nominal/Ordinal/
Interval/Ra2o
Ques2onnaire Design and Types of
Ques2ons
Data Coding Survey Tools (Bristol Online Survey) Sampling
Research Design and Collec2on Three principal areas: Key Areas Data Analysis & Interpreta2on Exploratory Data Analysis
Advanced Sta2s2cal Analysis
Research Design and Collec2on General Purpose
Descrip(on (only)
Specific Purpose
Summarise Data
Compare Groups
Finds Strengths of Associa2on, Relate Variables
Type of Ques(on/ Hypothesis
Descrip(ve
Difference
Associa(onal
Descrip2ve Sta2s2cs (e.g. mean, percentage, range)
(e.g. t-‐test, Mann Whitney)
(e.g. correla5on)
General Type of Sta(s(c
Explore Rela(onship Between Variables
[Source: Morgan, G. et al (2011), IBM SPSS for Introductory Sta5s5cs, Routledge, London, p. 6]
Data Analysis and Interpreta2on Three principal areas: Key Areas Data Analysis & Interpreta2on
Mean Median
Contingency Tables
Exploratory Data Analysis
Mode
Crosstabulations Graphs
Advanced Sta2s2cal Analysis
Data Analysis and Interpreta2on Three principal areas: Key Areas Data Analysis & Interpreta2on
Mean Median
Contingency Tables
Exploratory Data Analysis
Mode
Crosstabulations
Student T-Test
Graphs
Mann Whitney Wilcoxon Chi-Squared Correlation
Advanced Sta2s2cal Analysis
Paired Samples TTest
Data Presenta2on Three principal areas: Key Areas: Data Presenta2on
Wri2ng up results clearly and
accurately
Data Presenta2on Three principal areas: Key Areas: Data Presenta2on
Wri2ng up results clearly and
accurately
Presen2ng graphs accurately using
Excel
BML224: Data Analysis for Research Learning Outcomes Relate and cri5cally apply the use of quan5ta5ve methodologies
to their own research
Dis5nguish between the characteris5cs of different data types
and apply to quan5ta5ve methodologies and data collec5on strategies Acquire, analyse, interpret and present quan5ta5ve data appropriately using SPSS and Excel Accurately select and apply appropriate advanced sta5s5cal techniques in SPSS and analyse the output accordingly Relate underlying sta5s5cal theory, such as the normal distribu5on, to sta5s5cal analysis
BML224: Data Analysis for Research Module Resources
BML224: Data Analysis for Research Bristol Survey
BML224: Data Analysis for Research SPSS
BML224: Data Analysis for Research Module Assessment Part One: Small-‐scale research project and press briefing Design and create a survey around an appropriate research
ques5on
Collect results and analyse the results Present the results at a 6 minute press briefing with
accompanying press pack and poster display as part of an undergraduate Quan5ta5ve Research Conference
Dates: 9th, 10th, 11th and 12th December
BML224: Data Analysis for Research Module Assessment Part One: Presenta5ons and posters must be submijed by 1pm on
Tuesday 9th December – for ALL groups
Posters should be emailed to reprographics by 1pm on
Thursday 4th December at the latest!
Indica5ve poster Indica5ve presenta5on
BML224: Data Analysis for Research Module Assessment Part Two: 70 minute prac5cal assessment (90 min alloca5on) Date: 17/18th December
BML224: Data Analysis for Research Contac(ng me: Email: a.clegg@chi.ac.uk / d.robins@chi.ac.uk Skype: andyshelpline Twider: #bml224
BML224: Data Analysis for Research Ground Rules Alendance and punctuality Complete tasks set and use resources provided (monitored via
Moodle) If you don’t complete the tasks then you will have to alend addi2onal surgery sessions No chaUng over me during the sessions No mobile phones No Facebook Ask for help!
BML224: Data Analysis for Research Self-‐Directed Ac(vity for Next Week Read the introductory chapter in your sta2s2cs manual
looking at data types. Then:
Watch the Data Types video Complete the Datasets Guide Quiz using your dataset guide Complete the Sta5s5cs Survey Quiz using the Sta5s5cs
Survey ques5onnaire
This ac2vity will be monitored in Moodle and must be
completed!
Meet in your groups and decide on your research topic