Computer & Education
Online ISSN : 2188-6962
Print ISSN : 2186-2168
ISSN-L : 2186-2168
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Volume 34
Displaying 1-10 of 10 articles from this issue
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Special Reports on "Reconsidering Statistical Data Analysis"
  • Bridging between analyzing and interpreting in social statistic class: Toward interpretation-oriented education of social statistics
    Daisuke Watanabe
    2013 Volume 34 Pages 12-17
    Published: June 01, 2013
    Released on J-STAGE: September 01, 2014
    DOIhttps://doi.org/10.14949/konpyutariyoukyouiku.34.12
    JOURNAL FREE ACCESS
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    The aim of the thesis is to discuss the problems and solutions of education of social statistic for math-challenged students. Nowadays, universities and colleges that adopt social researcher course of Japanese association for social research have increased in number. In order to teach statistic and data analysis methods to students who have a feeling of rejection to mathematics, teachers deal with plain mathematics and statistical software, but often explain data analysis methods only. In this thesis, back to basics that the goal of social statistic is to understand society and social activities by social survey data, I pointed out the importance of interpretation-oriented education of social statistics.
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  • Statistics used in quantitative studies in the field of English Education
    Takaaki Kumazawa
    2013 Volume 34 Pages 18-23
    Published: June 01, 2013
    Released on J-STAGE: September 01, 2014
    DOIhttps://doi.org/10.14949/konpyutariyoukyouiku.34.18
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    The purpose of this paper is to introduce statistics commonly used in the field of English Education. To do so, first, qualitative, quantitative and mixed research methods are explained. Understanding basics of these methods is important to show why statistics are used in quantitative and mixed methods. Then, how things are quantified and how these quantified data are statistically analyzed are described. Implications for this study are that researchers should choose an appropriate research method depending upon how they view certain phenomena, use valid scales in order to quantify them, and adopt adequate statistical procedures for a certain research question.
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  • Consideration of Testing Statistical Hypothesis
    ―What does "statistical significance" really mean？―
    Hiroshi Yadohisa
    2013 Volume 34 Pages 24-31
    Published: June 01, 2013
    Released on J-STAGE: September 01, 2014
    DOIhttps://doi.org/10.14949/konpyutariyoukyouiku.34.24
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    Statistical test is one of the most powerful tools for decision making under uncertainty. In this article, we describe the key concepts and important properties of the statistical test in mathematical manner. The historical background and typical misusages of the statistical test are also described. The aims of this article are to reconsider the statistical test and to clarify the mean of statistical significance.
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  • Use of Control Variable and Precautions
    Hirokuni Oura
    2013 Volume 34 Pages 32-37
    Published: June 01, 2013
    Released on J-STAGE: September 01, 2014
    DOIhttps://doi.org/10.14949/konpyutariyoukyouiku.34.32
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    When measuring the effect of a certain teaching method, it is necessary to make experimental group and control group which is controlled with factors other than the teaching method , and to investigate by Pre-Post design. However, at the educational situation, it is often difficult to make sufficient control, and there remains a possibility that false educational effects can be detected at the sake of reverse causality or pseudo correlation. So, in this paper, I will introduce statistical ways which can remove the influence of factors other than the teaching method. One way is to use control variables in multiple linear regression analysis as the third variable, and another way is to make triple cross tabulation with qualitative control variables. Using these ways, we can grasp the effect of a teaching method more precisely and useful knowledge will be accumulated.
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Examples
Articles
  • Relationships between Multimedia for learning Manufacturing skills and field-dependent and field-independent cognitive style
    Yasushi Ichihara, Kazunori Shimada, Tetsuya Bando
    2013 Volume 34 Pages 50-55
    Published: June 01, 2013
    Released on J-STAGE: September 01, 2014
    DOIhttps://doi.org/10.14949/konpyutariyoukyouiku.34.50
    JOURNAL FREE ACCESS
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    Our aim in this research is to get basic materials for multimedia teaching materials in manufacturing education by dispelling the relationship between “learner`s cognitive style” and “effortless study” by applying multimedia teaching for manufacturing skill acquisition. After analyzing the research under “the expression of multimedia”, the average score of male students was clearly higher than female students in field-dependent learning. Also, the average score of “field-dependent males” is significantly higher than “field-independent males”. These results indicate that multimedia　teaching materials that were specifically made by our group for skill learning in manufacturing are far more efficient for the field-dependent learner. Our contents used for skill learning in manufacturing are mainly multimedia materials, such as movies, and result in an effortless and passive form of learning. It is conceivable that field-dependent learners feel comfortable to study while field-independent learners express an opposite feeling.
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  • Effective Feedback Strategy of Questions and Answers for e-Leaning Content
    Yuji Shinoda, Shigeki Matsumoto, Kenji Yoshida, Kurenai Kawaguchi
    2013 Volume 34 Pages 56-61
    Published: June 01, 2013
    Released on J-STAGE: September 01, 2014
    DOIhttps://doi.org/10.14949/konpyutariyoukyouiku.34.56
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    In this paper we propose a strategy to provide effective e-Learning content by collecting questions and answers gathered from users. In the first step， we divided the questions into two types. The first type was one that aimed more at the understanding of content. The second was one that focused more on correcting problems or weak points in the content. In the second step， we selected questions based on the frequency of the same kinds of questions. Based on the proposed strategy， three types of learning contents were constructed and analyzed for effectiveness based on the questionnaires.
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