STATISTICAL ANALYSIS IN EDUCATIONAL RESEARCH: ANALYSIS OF VARIANCE Education 250B Spring 2005 MW F 11:00 - 12:30 CERAS 130Big Tree

Instructor: Richard J. Shavelson Cubberley 308 723-4040 richs@stanford.edu Office Hours: 10:00 - 11:00 Wednesday Cubberley 308 or By Appointment PURPOSE OF THE COURSE This course is intended to provide students with a working knowledge of and skills in the analysis of data from experiments and surveys (with categorical independent variables) using the Analysis of Variance. Students will develop knowledge of and skills in underlying statistical models, matching statistical models to research designs, in using the computer software to conduct appropriate statistical analyses, and to interpret and to report findings. OVERVIEW OF THE COURSE The first five weeks of the course cover the basic concepts and procedures used in one-way and factorial analysis of variance (ANOVA) with between-subjects designs. Fixed, random, and mixed models ANOVA are covered as methods for estimating strength of association between treatment and outcome, and carrying out both planned and post-hoc comparisons. In the next three weeks, ANOVA models for within-subjects (randomized-blocks) and mixed (split-plot) designs are presented. In week 9, regression and analysis of variance will be integrated in the analysis of covariance. Week 10 will be used for catch up and for advice on the final project to be completed by June 8 (see below). This course will use a combination of readings, lectures, hands-on activities, computer labs and writing of mini-research papers to impart knowledge and develop practical skills for carrying out statistical analyses and reporting findings. Typically lectures and activities will be integrated with computer labsdata analysis, interpretation, and reporting. Recognition, use, and interpretation of appropriate statistical models for various research designs are crucial to understandingthe primary theme of the course. TEXTBOOKS (On Reserve in Cubberley Library) Required: Ruiz-Primo, M.A., Mitchell, M., & Shavelson, R.J. (1996). Student guide for Shavelson statistical reasoning for the behavioral sciences (3rdEd.). Boston: Allyn & Bacon. [May be out of print and unavailablechecking] Shavelson, R.J. (1996). Statistical reasoning for the behavioral sciences (3rdEd.). Boston: Allyn & Bacon. Supplemental: Hays, W.L. (1994). Statistics (5rdEd.). NY: Harcourt Brace College Publishers. Kirk, R.E. (1995). Experimental design: Procedures for the behavioral sciences (3rdEd.). NY: BrooksCole Publishing Company. Teaching Assistant: Kun Yuan Cubberley 338 724-9085 katyuan@stanford.edu Office Hours: 12:30-1:30 Wed & Fri Cubberley 338 or By Appointment

Education 250B Syllabus

Winer, B.J., Brown, D.R., & Michels, K.M. (1991). Statistical principles in experimental design. NY: McGraw-Hill. COURSE REQUIREMENTS This course is graded pass-fail. To pass, you are expected to attend and participate in class, complete each and every assignment competently; and complete the final project competently. Lecture notes, assignments, and homework are all posted on COURSEWORK . Please check CourseWork frequently. When new material becomes available, well send you an email and announce it on CourseWork. (1) Class Participation (2) Homework Assignments (65% of Pass/Fail Grade) Homework assignments will be every two weeks (usually!) and due at 5PM (see below)You can either hand it in to Kun earlier in class or drop it off outside Richs office (Cubberley 308). For the most part, you will be provided a question and data, and asked to carry out an analysis to answer the question. Final Project (35% of P/F Grade) For the final project you will be given a study description, related research literature, and a data set. Your task is to: (a) frame the question(s) examined in the study in terms of the relevant policy context; (b) briefly relate relevant past research (provided with the data set) to your study questions and methods, and the policy implications therein; (c) describe the studys design (provide a design schematic) and data set; (d) present your analyses and for each assumption underlying your analyses, present logical and/or empirical evidence that bears on the tenability of the assumption; (e) report and interpret the results of your analysis; (f) draw implications of the findings for the problem area/policy-maker audience; and (g) cite study limitations, if any.

(2e)

COURSESCHEDULEANDTOPICS Date March 30 - April 1 Topic One-way ANOVA & Planned and Post-Hoc Comparisons Homework #1:_Effects of Drugs on Depression (posted March 29) Post-Hoc Comparisons (Continued) Factorial ANOVA Homework #1 due: April 11 at 12:30PM Homework #1 due at 12:30 Monday Factorial ANOVA (Continued) Research Design Homework #2:_Research Design Test (posted on April 13take test on CourseWork) Homework #3:_Effects of Different Levels of Text Processing on Recall (posted on April 15) Homework #2 due at 12:30PM Monday Factorial ANOVA (Continued) Homework #3 due on April 25 at 12:30PM Homework #3 due Monday at 12:30PM Readings Shavelson (S) Sect. V & 13, Ruiz-Primo (R-P) 13, Hays (H) 9-11 & 13, Kirk (K) 3-6, Winer (W) 2-3

April 4 8

See above See CourseWork S 14, R-P 14, H 12, K 9 & 10, W 5 & 6 See above for Factorial ANOVA S Ch. 1, R-P, Ch. 1, K Ch. 2, W Ch. 1 See CourseWork

April 11 - 15

April 18 - 22 April

See above for Factorial ANOVA S Ch. 1, R-P, Ch. 1, K Ch. 2, W Ch. 1 See CourseWork Dayton, C.M. (1970). The design of

Please submit all homework and final project in hardcopy only; emailed files not accepted.

Education 250B Syllabus

25 - 29

Nested (Hierarchical) ANOVA

educational experiments. New York: McGraw-Hill, Chapter 6, pp. 198-209. S Sect VI, Ch 15, R-P 15, H 13, K 7 & 10, W 7

May 2 May 13

Randomized Blocks ANOVA Homework #4: Whats Your Altitude? Are You Sure? (posted May 4) Homework #4 due on Friday, May 13 at 12:30PM Split-Plot ANOVA Homework #5: Effect of Teaching Method on Middle-School Mathematics Achievement (posted May 18) Analysis of Covariance Review of Course Homework #5 due on Friday, June 3 at 12:30PM Final project (posted June 1)

May 16 May 27

S 16, R-P 16, K 12, W 7 See CourseWork

May 30 June 3

S 17, R-P 17, H 17, 15, W 10

June 8 >5:00P M

Fnal Project Due at 5:00pm HAPPY SUMMER VACATION!!!

See CourseWork