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Elementary Statistics: STEM vs. nonSTEM

Elementary Statistics: STEM vs. nonSTEM. Dave Usinski : usinski@ecc.edu Lynn Meslinsky : meslinskylc@ecc.edu. Our Question. What are the best predictors of success in Statistics and how can we use these to determine whether this course should be STEM or nonSTEM?. Overview.

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Elementary Statistics: STEM vs. nonSTEM

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  1. Elementary Statistics:STEM vs. nonSTEM Dave Usinski: usinski@ecc.edu Lynn Meslinsky: meslinskylc@ecc.edu

  2. Our Question What are the best predictors of success in Statistics and how can we use these to determine whether this course should be STEM or nonSTEM?

  3. Overview • Revisit MT112/MT116 non-STEM Pathway • Has it been successful? • Incorporate Placement Data • Kendall’s Tau B (rows = columns) and C • Contingency table rank correlation coefficients between numeric vs ordinal and ordinal vs ordinal • Binary Logistic Regression Analysis • Predicting future course success

  4. We looked at our other non-STEM courses How did lessening the algebra prerequisite requirements affect the course success rates?

  5. Overall College Fall Headcount, Number of Students Passing MT112/116 in Fall,Number of Students Passing MT112/116 in entire Year

  6. Same as Previous except as Percent Change from Fall 2002

  7. We looked at the last course taken prior to taking Statistics Which courses had the best predictive value in terms of success in Statistics?

  8. We also compared placement results in reading to placement results in algebra/math. Which Accuplacer or SAT result had a higher correlation to success with Statistics?

  9. Correlation Coefficient

  10. MT143 (Statistics) Predictors

  11. Conclusion There is little difference in the predictive value of Developmental Algebra vs. Liberal Arts Math in determining a grade in Statistics.

  12. Conclusion An Accuplacer reading score of about 63 is needed to have a 60% chance of C or better in Statistics while an Accuplacer Algebra Score of about 30 will do the same thing.

  13. Conclusion SAT score showed the opposite! A higher SAT Math, 270, was needed to show 60% chance of C or better in Statistics while only a SAT Verbal had no impact.

  14. Questions? • Dave Usinski: usinski@ecc.edu • Lynn Meslinsky: meslinskylc@ecc.edu

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