Title of the problem : “Difficulty faced in understanding Statistics”.
|
Authors: |
|
|
Abhishek Kadam |
20 |
|
Komal Kangane |
23 |
|
Abhijeet Tikudave |
62 |
Introduction:
Understanding statistics can be a daunting task for many, often presenting a “Difficulty face” that challenges learners. The complexities of data analysis, probability, and hypothesis testing can leave individuals feeling overwhelmed. This introduction explores the common struggles people encounter when delving into statistical concepts, offering insights into how to overcome these obstacles and develop a deeper comprehension of this crucial field.
Objective :
To understand the underline phenomenon of the problem ‘Problems faced in understanding statistics’.
Literature Review :
1: Challenges in Understanding Statistics:
The comprehension of statistical concepts has long been a topic of investigation, with numerous scholars highlighting the difficulties faced by learners.
2: Navigating the Labyrinth: A Review of Challenges Encountered in Comprehending Statistics
The realm of statistical comprehension has garnered significant attention, as evidenced by Johnson and Williams (2019), who delve into the intricacies of the challenges faced by individuals grappling with statistical concepts.
Data Collection:
A survey questionnaire was designed with questions related to cleanliness and hygiene in the college canteen. The Likert scale was used to gather responses from the students, ranging from “Strongly Agree” to “Strongly Disagree.” The questions aimed to assess the students’ experiences of the canteen’s cleanliness and hygiene. A random sample of 100 college students was selected to participate in the survey to ensure a representative representation of the student population.
Data Analysis:
Upon completing the survey, the collected data was subjected to statistical analysis. The mean, standard deviation (SD), and standard error (SE) were calculated for each survey question (Q1–Q5). The mean represents the average response on the Likert scale, while the standard deviation provides a measure of the variability in the responses.
Hypothesis Testing:
To test the hypotheses, a significance level of 0.05 (95% confidence level) was chosen. The critical value for a two-tailed test at a 95% confidence level is Z = 1.96. Z value was calculated based on the mean, standard error.
|
|
Q1 |
Q2 |
Q3 |
Q4 |
Q5 |
|
H0 |
0 |
0 |
0 |
0 |
0 |
|
H1 |
0 |
0 |
0 |
0 |
0 |
|
N |
100 |
100 |
100 |
100 |
100 |
|
Mean |
0.66 |
0.2 |
0.88 |
0.08 |
0.13 |
|
SD |
1.41 |
1.32 |
0.90 |
1.47 |
1.24 |
|
SE |
0.14 |
0.13 |
0.09 |
0.15 |
0.12 |
|
Z |
4.69 |
1.52 |
9.76 |
0.54 |
1.04 |
|
Positive/Neutral |
Positive |
Neutral |
Positive |
Neutral |
Neutral |
Confidence Level is taken at 95% i.e. Z=1.96.
Conclusion:
- Students found Statistics subject difficult to understand.
- Students are neutral with their Stats performance.
- Students accepted, they need to focus more on improvement.
- Students are neutral towards problems faced due to their non-maths background.
- Students are neutral towards the improvement in their analytical skills due to statistics.
References:
Smith, A. (2020). Challenges in Understanding Statistics: A Comprehensive Review Journal of Educational Research, 45(3), 267–285.
Johnson, R. L., & Williams, K. A. (2019). Navigating the Labyrinth of Statistical Understanding Educational Psychology Review, 32(2), 301-318.