Pedagogical issues in hypothesis testing

Hypothesis testing is a statistical technique which is used to evaluate assumptions about a population on the basis of sample data, to determine the extent to which they are tenable. Hypothesis testing is the most widely-applied statistical technique, particularly because of the emphasis on hypothes...

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Main Author:	Mihir Dash
Format:	Article
Language:	English
Published:	Penerbit Universiti Kebangsaan Malaysia 2018
Online Access:	http://journalarticle.ukm.my/12144/ http://journalarticle.ukm.my/12144/ http://journalarticle.ukm.my/12144/1/17850-76579-1-PB.pdf

id	ukm-12144
recordtype	eprints
spelling	ukm-121442018-09-29T00:54:40Z http://journalarticle.ukm.my/12144/ Pedagogical issues in hypothesis testing Mihir Dash, Hypothesis testing is a statistical technique which is used to evaluate assumptions about a population on the basis of sample data, to determine the extent to which they are tenable. Hypothesis testing is the most widely-applied statistical technique, particularly because of the emphasis on hypothesis development and testing in the scientific method. Unfortunately, students and researchers are quite prone to making mistakes and misinterpreting inferences in hypothesis testing. These mistakes and misinterpretations tend to arise from insufficient understanding of the probability and sampling theory underlying the logic of hypothesis testing. The present study attempts to identify the causes of different types of mistakes made in hypothesis testing, in order to suggest pedagogical strategies to avoid these mistakes. The data for the study was collected from a sample of postgraduate management students in Bangalore, India, using specially-designed business decision-making case lets based on hypothesis testing. The analysis focuses on the incidence of different types of mistakes that the respondents committed, particularly with respect to the type of tests, and uses multiple linear discriminant analysis to identify the factors impacting the overall inference, i.e. the correct taking of the decision and the correct drawing of the conclusion. The key finding of the study is that both the formulation and computation factors play a significant role in taking the overall inference. Further, in each panel, the critical discriminator was found to be the aspect for which the incidence of mistakes was highest. With increasing complexity of the hypothesis test, the computation factor was found to become more important. In panels A and B (tests for a single population mean and proportion, respectively), formulation aspects were found to be the most significant discriminators, and in panel C (test for equality of means), both formulation and computation aspects were significant; on the other hand, for the remaining panels (test for independence, one-way ANOVA, and two-way ANOVA), only computation aspects were significant. The study contributes to the literature by proposing some pedagogical strategies for teaching of different types of hypothesis tests based on the findings. Penerbit Universiti Kebangsaan Malaysia 2018-05 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/12144/1/17850-76579-1-PB.pdf Mihir Dash, (2018) Pedagogical issues in hypothesis testing. Jurnal Pendidikan Malaysia, 43 (1). pp. 25-33. ISSN 0126-6020 / 2180-0782 http://ejournal.ukm.my/jpend/issue/view/1089
repository_type	Digital Repository
institution_category	Local University
institution	Universiti Kebangasaan Malaysia
building	UKM Institutional Repository
collection	Online Access
language	English
description	Hypothesis testing is a statistical technique which is used to evaluate assumptions about a population on the basis of sample data, to determine the extent to which they are tenable. Hypothesis testing is the most widely-applied statistical technique, particularly because of the emphasis on hypothesis development and testing in the scientific method. Unfortunately, students and researchers are quite prone to making mistakes and misinterpreting inferences in hypothesis testing. These mistakes and misinterpretations tend to arise from insufficient understanding of the probability and sampling theory underlying the logic of hypothesis testing. The present study attempts to identify the causes of different types of mistakes made in hypothesis testing, in order to suggest pedagogical strategies to avoid these mistakes. The data for the study was collected from a sample of postgraduate management students in Bangalore, India, using specially-designed business decision-making case lets based on hypothesis testing. The analysis focuses on the incidence of different types of mistakes that the respondents committed, particularly with respect to the type of tests, and uses multiple linear discriminant analysis to identify the factors impacting the overall inference, i.e. the correct taking of the decision and the correct drawing of the conclusion. The key finding of the study is that both the formulation and computation factors play a significant role in taking the overall inference. Further, in each panel, the critical discriminator was found to be the aspect for which the incidence of mistakes was highest. With increasing complexity of the hypothesis test, the computation factor was found to become more important. In panels A and B (tests for a single population mean and proportion, respectively), formulation aspects were found to be the most significant discriminators, and in panel C (test for equality of means), both formulation and computation aspects were significant; on the other hand, for the remaining panels (test for independence, one-way ANOVA, and two-way ANOVA), only computation aspects were significant. The study contributes to the literature by proposing some pedagogical strategies for teaching of different types of hypothesis tests based on the findings.
format	Article
author	Mihir Dash,
spellingShingle	Mihir Dash, Pedagogical issues in hypothesis testing
author_facet	Mihir Dash,
author_sort	Mihir Dash,
title	Pedagogical issues in hypothesis testing
title_short	Pedagogical issues in hypothesis testing
title_full	Pedagogical issues in hypothesis testing
title_fullStr	Pedagogical issues in hypothesis testing
title_full_unstemmed	Pedagogical issues in hypothesis testing
title_sort	pedagogical issues in hypothesis testing
publisher	Penerbit Universiti Kebangsaan Malaysia
publishDate	2018
url	http://journalarticle.ukm.my/12144/ http://journalarticle.ukm.my/12144/ http://journalarticle.ukm.my/12144/1/17850-76579-1-PB.pdf
first_indexed	2023-09-18T20:01:57Z
last_indexed	2023-09-18T20:01:57Z
_version_	1777406907818967040

Pedagogical issues in hypothesis testing

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