The Precisiot-Power-Gradient Theory for Teachinc

Cassel, Fussell N. The Precisiot-Power-Gradient Theory for Teachinc Basic Research Statistical Tools to Graduate Students. Feh 71 15p; Paper presented at the Annual Meeting of the American Educational Research Association, New York, New York, February 1971 EDRS Price MP -$0.65 HC-$3.29 Analysis of Covariance, Analysis of Variance, *Behavioral Science Research, Correlation, Discriminant Analysis, Factor Analysis, *Graduate Students, Hypothesis Testing, Resealch Methodology, *Research fools, *Statistical Analysis, *Statistics This paper relates educational and psychological statistics to certain "Research Statistical Tools" (RSTs) necessary to accomplish and understand general research in the behavioral sciences. Emphasis is placed on acqliring an effective understanding of the RSIs and to this end they are are ordered to a continuum scale in terms of individual precision, power, and robustness. The Precision-Power-Gradient theory is suggested as a means of structuring an introductory graduate course in statistics. Twelve RSTs are considered. , ranging from normative comparisons (at the simplest level), through parametric/non-parametric statistics, analysis of variance and covariance, correlations, factor analysis, to canonical correlation analysis, and, briefly, other advanced techniques. Equally important is a working knowledge of the computer, which enables the RSTs to be used with greater facility and accuracy. Computer orientation should include a basic knowledge of FORTRAN programming, nature and availability of computer-based statisticol libraries, the ability to utilize such libraries, with a general understanding cf computer output. (Author/AE) US DEPARTMENT OF NEMTHADMMION THE PRECISION-POWER-GRADIENT THEORY FOR TEACHING BASIC to WELFARE OFFICEOF EDUCATION THIS DC CUM ENT HAS BEEN REPRODUCE. , RESEARCH STATISTICAL TOOLS TO GRADUATE STUDENTS mcily AS FECRIVED FROM THE PERSON OR ORGANIZATION ORMINATII4C IT POINTS OF VIEW OR OPINIONS STATED DO NM N RES SASLY REPMSEM mAt owa OF ETURussell N. Cassel CATION POSI DC N OiPOLICY University of Wiaconsin-Ailwaukee 53201 This paper is concerned primarily with relating educational and psychoCD logical statistics to certain "Research Statistical Tools" (RSTs) necessary Pr\ to accomplish and understand general research in the behavioral sciences. I. CC) zonsiders the RSTs as a means or vehicle to accomplish and understand research, CD C:3 not ls ends in themselves, and seeks to present them in just such a functional LU setting. Emphasis is placed on having the individual acquire an effective understanding of such RSTs as are necessary for accomplishing and understanding general research in the behavioral science areas. In order to faAlitate the meaningfulness of such RSTs, they are ordered to a cotinuum scala in terms of their individual precision, ;ower, and robustness. Equally important to the RSTs is a working knowledge of the electronic high speed computer; for it is this new vehicle that enables the scientist to use the RSTs with much greater facility and accuracy than ever before. Such if) computer orientation should include a bade knowledge of FORTRAN programming, CYD e nature and availability of computer-based statistical libraries, the ability etl to utilise such libraries, with a general understanding ot such computer