Statistical Data Analysis II Curriculum
Translated by
ScribdTranslationsStatistical Data Analysis II Curriculum
Translated by
ScribdTranslationsBOLIVARIAN REPUBLIC OF VENEZUELA
MINISTRY OF HIGHER EDUCATION
BOLIVARIAN UNIVERSITY OF VENEZUELA
CURRICULAR UNIT: ANALYSIS OF STATISTICAL DATA II
Prepared by: Professors Roberto Herrera, Vanesa Maldonado, Gioconda Briceño,
Carolina Peña and Manuel Godoy
1. DESCRIPTION:
The Curricular Unit 'Analysis of Statistical Data II' provides the student with the
basic skills in making inferences or deductions in groups and
large populations, based on the information obtained through the study of one or more
samples.
The activities are closely related to the characteristics and profiles of
respective training program, and aim to expand the student's ability to
interpret reality in order to enhance their responsible professional performance before
society, through the evaluation of inferential statistics as a tool.
Learning is designed as the main activity, based on the principle 'to learn.'
doing,” which leads to the student and the facilitator being involved in their development
professional and comprehensive, through the use of resources of various kinds, for example: data
collected in the field, printed materials, contact with different institutions and
organizations, digital information, among others; from this perspective, the relationship is clear
what exists between the curricular unit Statistical Data Analysis II, based on its dynamics
focused on research topics and the Project.
The curricular design is realized in an approach of relevant curriculum with a vision
holistic education, as it pursues the full development of the individual in the context of
social and institutional values (work, health, community, truth, and freedom), and
the development of professional skills aimed at solving problems
fundamentals that society poses to it. The approach is based on the conception
constructivist learning, where knowledge is built from those
that are already possessed; in the andragogical and pedagogical conception according to which the student is
the responsible for their own learning; in focusing the teaching-learning process on
the student and in the learning itself, with the teacher becoming a facilitator who guides and
guides the process; in meaningful learning, with meaning for the student, and in the
the eminently practical character of learning, which allows for the application of what has been learned in
real situations, preferably in an immediate manner.
The development of the curricular unit is arranged in such a way that the student will
acquiring a series of competencies according to their experiences and the needs that
They face challenges in their studies and their projects.
1
The focus is on inferential statistics. The syllabus consists of four chapters:
Chapter I: Basic Probability and Its Distribution
Chapter II: Sampling, Hypothesis Testing, and Confidence Intervals
Chapter III: Regression and Correlation
Chapter IV: Analysis of Variance
This Curricular Unit will be developed in 4 academic hours per week distributed
in two sessions of 2 hours each.
2. JUSTIFICATION:
Statistical inference techniques enable the development of skills.
related to the interpretation of the relationships and interactions present in the data and
that frequently appear in various scenarios and that are present in the tasks
diary. It also provides elements of critical thinking based on the assessment of
objective evidence, important for professional development.
On the other hand, this program provides the student with excellent preparation.
to solve decision-making problems in various sciences and fields of knowledge.
During this training process, the need to educate citizens with
competencies; under guiding principles of participation and shared responsibility with their environment
social, influencing change and community development, that articulate concrete actions
from effective knowledge. Such knowledge involves the use of quantitative techniques
to predict the behavior of one variable in relation to another, indicate the degree of relationship,
association or dependency that can exist between two or more variables. The study of a
very large population based on the detailed study of a representative sample of
the population by applying the sampling technique, the hypothesis test and the
analysis of variance.
The citizen with professional competence is an entity that fosters dialogue.
knowledge. This involves the need for trained professionals to understand and produce
information in close contact with the reality of our communities, which come out every day
as of the established parameters.
From a general point of view, the curricular unit Statistical Data Analysis II in
its original approach seeks to connect the student and the facilitator with the
exercising an investigative work in which elements are consolidated and built
cognitive, procedural, and attitudinal in the content syllabus. In this sense, it is
part of demystifying research, incorporating it as an andragogical strategy and
fundamental pedagogy. Thus, from this perspective, the student builds,
personality and a positive attitude towards knowledge in general, and towards management of
statistical tools in particular, as a consequence of your experience in
research. From this standpoint, the following competencies are proposed:
2
3. GENERAL COMPETENCIES:
Analyze the behavior of the variables present in the various scenarios
socio-environmental, interprets processes and provides solutions.
4. TOPIC:
The programmatic content of this Curricular Unit is broken down by chapters.
according to the following distribution:
CHAPTER I: BASIC PROBABILITY AND ITS DISTRIBUTION
Topic 1 Probabilities
Competencies
Understand that events are not predictable with certainty, although they may be known.
the possibilities of them happening.
Contents:
Definition of Probabilities, basic concepts,
Different cases of probabilities.
Theme 2 Distribution, types of distribution
Competencies:
Learn about the basic types of probability distributions in order to predict the
behavior of the variables.
Contents:
Definición de distribución, tipos de distribuciones de probabilidades:
Binomial and Normal Distribution among others.
With its proper application involving the different definitions, concepts of
practical way to the Degree Training Program.
Theme 3 Normalization
Competencies:
Transform data from different distributions into normal distribution for
facilitate the analysis.
Contents:
Definition of Normalization, basic concept, types of normalization,
Practical application of the normalization concept to the Program
of Degree Training.
3
CHAPTER II: SAMPLING, HYPOTHESIS TESTING AND INTERVALS
TRUST
Theme 4 Sampling and its methods
Competencies:
Learn about different sampling methods in order to infer facts from a
very large population
Contents:
Introduction to Inferential Statistics, Sampling with or without replacement, Non-Sampling
probabilistic, Probabilistic Sampling Random samples, The table of numbers
random and its use. The statisticians.
Theme 5 Standard Error
Competencies:
Know the extent to which the data deviates from the population or sample mean.
that is, the difference between the estimated value and the actual value.
Contents:
Definition of standard error, calculations of standard error, uses of standard error.
Topic 6 Estimation
Competencies:
Infer the characteristics of the population from the characteristics of the sample.
Contents:
Definition of estimation, statistic, parameter, bias, point estimation,
Interval estimation, confidence intervals, central limit theorem.
Topic 7 Hypothesis Testing
Competencies
Make decisions regarding a population based on the analysis of a sample.
through the confrontation of hypotheses.
Contents:
Definition of hypothesis, formulation of hypotheses (Alternative and Null), Level of
significance
Errors (Type I, Type II), Decision making, Predefined α values. T Test.
4
CHAPTER III: REGRESSION AND CORRELATION
Topic 8 Regression
Competencies:
Determine the joint variation between two considered variables.
Contents:
What is Regression, Curve Fitting, Application of the Least Squares Method
for the regression line: case of ungrouped data, Cloud of points, Lines of
regression of y on x, Calculation of the regression line of x on y, Calculation of the error of
estimation, Regression Coefficient, regression lines for grouped data in
classes, Regression line of x in y
Topic 9 Correlation
Competencies:
Determine the joint variation between two considered variables.
Contents:
What is Correlation
Types of relationship between variables:
a. Causal relationship
b. Circumstantial relationship
c. Causal or random relationship
Classification of Correlation
Simple and linear correlation
Correlation Coefficient ( r ) for ungrouped data
Pearson method:
Covariance:
Types of Correlation regarding the sign of the Coefficient r
Uncorrelation
Limits of Variation of the Correlation Coefficient
Correlation Coefficient ( r ) for grouped data
CHAPTER IV: ANALYSIS OF VARIANCE
Topic 10 One-Way Analysis of Variance
Competencies:
Compare two variables according to the behavior of their variances, and determine if
One variable (independent) conditions the behavior of the other (dependent).
Contents:
Introduction to analysis of variance
One-Way Analysis of Variance (ANOVA)
total sum of squares
The F test, Other tests, ANOVA with only two groups.
5
BASIC BIBLIOGRAPHY
•BERENSON, M. LEVINE, D. & KREHBIEL, T. Statistics for Administration. 2nd Ed.
Pearson Prentice Hall, Mexico. 734 p.
•CHACÍN, F. 2000. Design and analysis of experiments. UCV- Vice-rectorate
Academic. Venezuela.
•FUENLABRADA, IRMA. 2002. Probability and Statistics. 1st Ed. McGraw Hill, Mexico
399 p.
•DOWNIE, NORVILLE. & HEATH. ROBERT. 1986. Applied Statistical Methods. 5th.
[Link], Mexico380 p.
•MACCHI, R.L. 2001. Introduction to Statistics in Health Sciences. Editorial
Panamerican Medical. Argentina.
•MILTON, J.S. YTSOCOS, J.O. 1991. Statistics for Biology and Sciences of Health.
McGraw-Hill, Inc.
•MMONTGOMERY, D. & RUNGER, GEORGE. 2003. Probability and Statistics
Applied to Engineering. McGraw - Hill, Mexico 895 p.
•PUERTASL., E.; URBINA, J.; BLANCK, M.E.; GRANADILLO, D.; BLANCHARD, M.; GARCÍA, J.A.;
VARGASV.; P. & CHIQUITO, A. 1998. Biostatistics, Research Tool.
Editions of the Council for Scientific, Humanistic, and Technological Development of the
University of Carabobo, Venezuela.
•SStatistics: Methodology and Applications
Venezuela. 308 p.
•SEGNINI, S. 2003. Notes on Statistics for Biologists. Directorate of
ULA Publications, Mérida, Venezuela.
•SPIEGEL, M. SCHILLER, J. & SRINIVASAN, R. 2001. Probability and Statistics. 2nd Ed.
McGraw Hill, Bogota 399 p.
•SPIEGEL, [Link], L.J. 2002. Statistics. Schaum's Series. 3rd edition.
McGraw-Hill, Inc.
•SOKAL, [Link]. ROHLF. 1980. Introduction to Biostatistics. Reverté S.A. Publishing.
Spain.
Common questions
Powered by AIThe curricular unit enhances professional performance by equipping students with the ability to make inferences based on group and large population data, which is essential for interpreting real-world scenarios. It provides skills in evaluating inferential statistics, thereby fostering critical thinking based on objective evidence and enabling decision-making across various professional fields. The approach focuses on building competencies for solving fundamental societal problems through a holistic education perspective, enabling students to apply theoretical knowledge to practical situations, thereby improving their professional performance .
"Analysis of Statistical Data II" prepares students for decision-making by providing them with skills in quantitative techniques essential for predicting variable behaviors, understanding relationships, and testing hypotheses. The curriculum emphasizes the practical application of statistical methods, such as regression analysis, hypothesis testing, and analysis of variance, which are crucial for drawing inferences and making informed decisions in complex professional situations. This preparation is aimed at fostering critical thinking and analytical skills necessary for effective problem-solving in real-world contexts .
The teaching approach in "Analysis of Statistical Data II" aligns with constructivist learning by emphasizing that knowledge is built from what students already possess. The program is designed around the principle "to learn by doing," which involves students in practical and active learning experiences. This method encourages students to take responsibility for their own learning, with instructors serving as facilitators who guide the educational process. The approach aims to create meaningful learning experiences that are immediately applicable, thereby allowing students to construct knowledge through engagement with real-world data and problems .
Normalization in statistical analysis, as taught in Chapter I, involves transforming data from various distributions into a normal distribution to facilitate analysis. This process allows for easier comparison between data sets and helps in applying statistical methods more effectively. Normalization aids in reducing biases and errors in data interpretation, enabling more accurate predictions and conclusions about the population being studied, which is essential in both academic and professional statistical endeavors .
Sampling and hypothesis testing are integrated into the learning objectives of "Analysis of Statistical Data II" through Chapter II, which covers various sampling methods and hypothesis testing techniques. Students learn to infer characteristics of large populations based on samples, understand standard errors, and develop competencies in making decisions based on sample analyses. The curriculum also covers the formulation and testing of hypotheses, significance levels, and error analysis, equipping students with the tools to critically evaluate statistical assumptions and apply them in decision-making processes .
The curricular unit links statistical knowledge with community involvement by educating students in competencies that emphasize participation and shared responsibility within their social environments. The focus on inferential statistics prepares students to analyze and interpret socio-environmental scenarios, providing them with the tools to influence community development through informed decision-making. By engaging in practical research and applying statistical techniques to real-world problems, students are encouraged to understand and address community needs, fostering societal change and development .
The study of regression and correlation in the curriculum develops competencies in determining the joint variation between variables, understanding the types of relationships between variables, and applying the least squares method for regression analysis. The curriculum includes estimating errors, calculating regression lines, and understanding correlation coefficients. These competencies enable students to analyze and interpret data sets effectively, prepare them to identify causal or random relationships, and apply these insights in various scientific and professional contexts .
The curriculum addresses the challenge of demystifying research by incorporating it as a fundamental component of the andragogical and pedagogical strategies employed in the unit. This approach involves students in investigative work, progressively building cognitive, procedural, and attitudinal elements through the syllabus content. By emphasizing the practical application of statistical theories and involving students in real research scenarios, the program seeks to make research accessible and integral to student learning, fostering a positive attitude towards knowledge acquisition and the use of statistical tools .
Chapter I supports the understanding of probability and its distributions by providing foundational knowledge of the various types of probability distributions, including binomial and normal distributions. It aims to equip students with the competencies to understand that events are not predictable with certainty, yet possible outcomes can be assessed. This includes learning to predict variable behaviors and to apply theoretical knowledge practically, which plays a crucial role in understanding and analyzing complex statistical problems .
The educational philosophy underpinning "Analysis of Statistical Data II" is based on student-centered learning, constructivism, and andragogy, emphasizing student responsibility for their own learning processes. Knowledge is built through active participation in practical tasks, with students encouraged to integrate their pre-existing knowledge with new insights. The instructor's role as a facilitator highlights meaningful learning that is directly applicable to real-world situations. This philosophy ensures that students develop professionally relevant skills and attitudes towards statistical analysis, encouraging them to be proactive, critical thinkers .