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Statistical Testing with jamovi/JASP for Education

Exercises and case studies

Chapter 8 in the book contains basic exercises covering all of Section 2. Diverse tutors, however, have asked for traditional chapter by chapter exercises, hence the table immediately below. Further down the page, case studies are presented for readers who have finished reading the whole book, or their tutors.


These chapter by chapter exercises have been contributed by Marianne Vitug. For each chapter is a document with the questions, and one with the answers, with relevant spreadsheet files (with the .docx suffix). Each page opens in a new tab of your browser.

Ch 2 Research design Questions Answer self-entry
Ch 3 Descriptive statistics Questions Answers self-entry
Ch 4 Null hypothesis significance testing Questions Answers data file
Ch 5 Tests of differences Questions Answers data file 1
Ch 5 Tests of differences data file 2
Ch 5 Tests of differences data file 3
Ch 5 Tests of differences data file 4
Ch 6 Tests of relationships Questions Answers data file
Ch 7 Categorical analyses Questions Answers data file
Ch 10 Factorial ANOVA Questions Answers data file 1
Ch 10 Factorial ANOVA data file 2
Ch 10 Factorial ANOVA data file 3
Ch 11 ANCOVA Questions Answers data file
Ch 12 MANOVA Questions Answers data file
Ch 13 PCA and factor analysis Questions Answers data file 1
Ch 13 PCA and factor analysis data file 2
Ch 14 Logistic regression Questions Answers data file
Ch 15 Partial correlations Questions Answers data file
Ch 17 Bayesian statistics Questions Answers data file
Ch 18 Survival analysis (Kaplan-Meier) Questions Answers data file

Case studies

There are potential answers to each of these, but it may be a better learning experience for students and/or their tutors to do some wrangling.

You have a selection of different measures derived from studies of bullying at school. Are there different types of bully?

Looking at a battery of results from different educational tests, you wish to see if a particular model is especially robust.

Do immigrant students who are awaiting asylum decisions have different educational results profiles compared to those with refugee status? You believe that age, ethnicity and gender may also affect the classification.

Is a type of teaching method likely to differ in its effectiveness depending on the type of educational setting? For example, if we used inquiry-based learning, would it have very different effects on students in prisons, universities and schools? Age, ethnicity and gender may affect the classification.

You are interested in the willingness of students to participate in sports. Which psychological attributes tend to be associated with keen, apathetic and hostile attitudes? You may wish to consider attributes such as the number of fellow students with similar attitudes, the age and gender of the respondents.

Kidd and Castano (2013) found that reading novels, as opposed to popular fiction, non-fiction and nothing at all, improved empathy, as represented by Theory of Mind skill. You want to try this design out with young people with behavioural problems and see it has an effect on social skills, attitudes and behaviour.

You are interested in how long it takes children in care to be provided with mainstream education. Are there differences between age groups, or ethnicity, or behavioural problems, or whether or not children have been sexually abused?

Three groups of children with learning disabilities each attend different types of reading class. One group receives a phonics method, another primarily 'whole word' reading and a third a mixed model of teaching. Are there significant differences in test results and is there a difference between male and female students?

Each year, over three years, a different classroom control technique is used with students with conduct disorders. Each method is used in three different types of educational setting. By the end of the period, each setting would have experienced all of the methods.

Students in a state's police academy have over the years found certain statutes on domestic violence to be very difficult to understand. Over the year, two sessions with somewhat different teaching methods are tried: one focuses mostly upon case studies, while one pays more attention to the legal principles involved. The sessions are in fact held four times, so that half the students get to use the case studies first while the other half do legal underpinnings first, each attending the other session later.

Statistics without Mathematics series - General Editor: Cole Davis

ISBN numbers: Hardback - 978-1-9160636-3-1 Paperback - 978-1-9160636-2-4
                       Ebook - 978-1-9160636-4-8

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