Title of the problem: “Difficulties faced in understanding Statistics”.
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Authors: |
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Siddesh Ghule |
74 |
|
Gaurav Bhoir |
67 |
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Anuj Bhore |
69 |
Introduction:
In the age of data dominance, statistical literacy is key to informed decision-making. However, many grapple with the complexities of statistics. This project explores common hurdles faced by learners and practitioners, from conceptual difficulties to practical applications. By identifying and addressing these challenges, our aim is to enhance statistical comprehension and empower individuals in their analytical journey. Join us as we unravel the statistical labyrinth, fostering a more confident and proficient understanding of this essential field.
Objective:
To understand the underline phenomenon of the problem ‘Difficulties 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 the subject. 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 understanding of the subject. A random sample of 100 college students was selected to participate in the survey to ensure a representative presentation of the student population.
The following questions were asked:
1. I find interpreting statistical graphs and charts challenging.
- I found difficulty in understanding statistical jargon.
- Fast paced lectures made it different to understand statistics.
- I find it difficult to understand the difference between various statistical tests.
5. Applying statistical concepts to real-world problems feels challenging to me.
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. The upper limit (Xu) and lower limit (Xl) were calculated based on the mean, standard error, and Z-value.
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N |
100 |
100 |
100 |
100 |
100 |
|
MEAN |
3.28 |
3.32 |
3.65 |
3.36 |
3.79 |
|
SD |
1.09 |
1.18 |
1.15 |
1.13 |
1.03 |
|
SE |
0.11 |
0.12 |
0.11 |
0.11 |
0.10 |
|
Z |
2.54 |
2.67 |
5.9 |
3.27 |
7.9 |
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POSITIVE/NEUTRAL |
positive |
positive |
positive |
positive |
positive |
Confidence Level is taken at 95% i.e. Z=1.96.
At 95% confidence level
Conclusion:
- Students find interpretation of statistical graphs and charts challenging.
- Students find it difficult to understand statistical jargon
- Student are positive about fast paced lectures making it difficult to understand statistics
- Students are positive about finding it difficult to understand difference between various tests
- Students find it difficult to apply statistical concept to real-world problems
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.
