Name
UDOM_IDS_SOCIAL SCIENCE STATISTICAL METHODS (DS 621)
Topic
Data Organization
Learning time
9 hours
Designed time
9 hours
Size of class
64
Description
Under “Data Organization” female and male learners will learn how to manage and present statistical data which is a necessary skill for “generating new knowledge” when solving societal or development challenges. This is because the skills on statistical data management will help you to make an informed decision on; the adequacy of data, collecting useful/relevant data, analyzing the data and draw conclusions to make evidence-based decisions and “generate new knowledge” in social or development context.
Mode of delivery
No mode selected
Aims
I would like my students (male and female) to “generate new knowledge” and “make informed decisions” based on scientifically collected data.
Outcomes
Uncategorised
Editor
diana
Derived from
UDOM_IDS_SOCIAL SCIENCE STATISTICAL METHODS (DS 621) by ngowiee
Edit
Introduction to Statistical Data
180 minutes)
  • Read Watch Listen
    60
    64
    1
    In the first 10-15 minutes, I will introduce the lesson by posing the following questions: 1. If you were a researcher which kinds of data sets would you collect? 2. What kind of places would you prefer to collect your data sets? 3. Have you ever been there as a researcher? If so, could you briefly describe your experience in a short text? The learners (both male and female) answer the questions above by reflecting on their own life experiences whether in urban or rural settings as reference points. Thereafter, the learners watch an introductory video for the rest of the remaining 45 minutes under their own guidance in class; where statistics are defined/elaborated, rationale for Statistics, descriptive and inferential statistics, sample, population, and types of data/variables. The aim of this video talk is to introduce the learners both male and female to the statistical data and how are they obtained scientifically.
  • Discuss
    30
    0
    In a group of 3-5 the learners reflect on the video, answering specific questions I prepared in the 3-2-1 strategy. A 3-2-1 will prompt and helps my learners structure their responses to a text, film, or lesson by asking them to explain three takeaways, two questions, and one thing they enjoyed. Sharing 3-2-1 responses will be an effective way to prompt class discussion and to review material from the video and making an oral presentation. The oral presentations will receive feedback from me (facilitator) and questions/comments from the fellow students. Participation in the oral presentation will carry 5% of the total course work assessment. At the end we shall conclude the session with a Take home Assessment that again will carry 5% of the total course work assessment.
  • Practice
    45
    64
    0
    This is a guided analysis for 1 hour whereby learners are going to “practice” what they have been listening to the video involving viewing and analyzing data sets, applying statistical information on the real world examples together with me (facilitator). Individual learner will be required to choose from three types of data sets provided to them, subject one data set of their interest in a statistical software and run analysis under my guidance. I will model the analysis, let the students practice it, and then give them feedback through engaging together in interpreting the outputs of their analyses for generation of new knowledge. I expect this technique to help students develop their analytical skills in data analysis, interpretation and new knowledge generation. For an “assessment”, learners will choose again three types of data sets, in the next day they will continue with data analysis practice and interpret information. The criteria and feedback for this assessment will be the extent of critical analysis and interpretation of ideas in relation to the data sets content. But also detailed individual, group and peer feedback.
  • Collaborate
    45
    64
    0
    In this session, my learners both men and women will be selected as a team member based on gender (we will decide the team on random basis but gender balanced), and as a team they will select the topic they want to investigate by using statistical methods they learned in the video – They will work as a team to select one. During the session, your team will decide what kinds of statistical methods you will use, and strategize the analysis process including data handling, analyzing, and interpreting. Then, each team will present their results at the presentation session and other students will give you critic, suggestions/comments. The presentation is a team work, so your score will be given based on your team’s performance. Your team may want to use excel charts and power-point slides that we learned in the class to present your findings more effectively. The team presentation will count for 50 points. After the presentation, each member of the team have to write a report on their results reflected on the critic. This is an individual report, not a team work. Your reports can be similar, because the findings are the same. However, I strongly recommend writing a report individually, which can help you to write more analytically.
Notes:
Resources linked: 0
Pictorial and Tabular Data organisation methods
180 minutes)
  • Discuss
    60
    64
    0
    The learners in a small groups that are gender balanced Look carefully at the images for various data sets selected, read through and try to think about how this information contributes to the decision making process and conclusion in research, how they are presented and simplify complexity of the large data sets. Students think and discuss the various data sets presented in the tabular and pictorial form in form of Frequency Distribution Tables, Histogram, Pie charts, Histogram shapes, and how to measures symmetry and skewness of the shape of the pictorial formats. I will model the discussion, let the students think and discuss, and then give them feedback through engaging together in interpreting the image for various data sets for generation of new knowledge. On concluding the discussion the groups will be awarded highest score of 5% as they participated during the discussion as a course work assessment.
  • Produce
    120
    1
    0
    The learners both male and female will be required to have an outreach activity to collect real data that will be used as a basis for for producing a small Research Project that will carry 10% as a course work assessment score
Notes:
Resources linked: 0
Measure of Central Tendency and dispersion data
180 minutes)
  • Read Watch Listen
    60
    64
    1
    The learners both male and female will watch a video that has as easy way for understanding Mean, median, range, standard deviation, variance. This will form a basis for a peer to peer discussion on the next hours of the session. At the end of the peer to peer discussion a Group work assessment of 5% score will be given as a take home course work assessment. The groups shall have equal gender distribution
  • Collaborate
    120
    64
    0
    Students are placed into groups to team up and the information collected from the web browser on the Measure of Central Tendency and dispersion data are shared. They will be divided according to gender based. The facilitator helps and supports the learners during the in-class group activities, while during the discussion in plenary the facilitator will collaborate with the learners to have more active role. Towards the end of the session an individual learning assessment will be awarded as a take home test to be submitted next day at an allocated hour, whereby a score of 10% will be awarded as a maximum score for the course work.
Notes:
Resources linked: 0
0 minutes)
  • Read Watch Listen
    0
Notes:
Resources linked: 0

Learning Experience

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