LA HARBOR COLLEGE
Student Learning Outcomes (SLOs) Assessment Report
Course Assessment
Division: Social and Behavioral Science
Discipline/Program:
Psychology
Course Number and Name: Stats 1
Program Contact Person: Lorrie Kato__________________________________________
Phone: ____(310) 233-4674_______
Reviewed by: Joachin Arias, Ph.D. (SLO Coordinator)
Date: January 28, 2014
Attach additional pages as necessary.
Institutional
Course Intended Outcomes
Learning Outcomes
Apply principles of scientific
reasoning, statistical inference,
1
and research design to the
social and behavioral sciences.
1, 2, 3
Calculate and interpret basic
statistics, both descriptive (e.g.,
measure of central tendency,
standard deviation) and
inferential statistics (e.g.,
Means of Assessment
and Criteria for Success
Means: Students
responded to exam
questions on inferential
and descriptive statistics
(e.g., calculate standard
deviation, average,
ANOVA, etc) both
manually and using data
analysis software.
Summary of Data
Collected
2 sections participated in
this assessment. 80% of
completing students
achieved a score of 70%
or above on this
assignment. Most
students were able to
calculate descriptive and
inferential statistics.
Students were very
Criteria: At least 70 %
receptive to hands on
of students will be able to application of statistics,
respond accurately to the especially through
questions.
software such as SPSS
and PSPP. Students
enjoyed using data
analysis software to
analyze real life data.
Means: Students
2 sections participated in
evaluated a research
this assessment. 77% of
study as a part of a
the students achieved a
written assignment.
score of 70% or above on
this assignment. The
Use of Results
Future instruction may
include using more data
analysis software and
increasing student
accessibility to these types of
programs. More applicationbased problems and
examples can also be used to
illustrate the purpose of
statistical analysis.
Spend more time examining
the results of research
articles to assist students in
their application of their
knowledge in regards to
ANOVA, Pearson R)
1, 2, 3
Describe and explain
hypothesis testing, including
rejecting and failing to reject
the null hypothesis.
1, 2, 3
Evaluate the strengths and
limitations of research data and
apply it to life experiences.
Criteria: At least 70% of
students will coherently
and critically evaluate the
research article.
majority of students
understand scientific
reasoning and research
design. However, fewer
students were able to
fully comprehend
statistical inference.
Some had trouble
understanding what can
be deduced from
statistical analysis.
Means: Students
2 sections participated in
evaluated the hypothesis this assessment. 69% of
and data (rejecting and
students achieved a score
failing to reject the null)
of 70% or higher. While
in a scholarly research
the majority of the
study in a written
students performed very
assignment.
well (37 out of 54
scoring in the 90% and
Criteria: At least 70% of above range) some did
students will correctly
poorly on the assignment
evaluate the hypothesis
(17 out of 54 scoring
and data.
below average 69% or
below). Students who
performed poorly seemed
to have difficulty
discerning the differences
between the null and
alternative hypothesis
and interpreting the
results along these lines.
Means: Students
2 sections participated in
discussed the strengths
this assessment. 81% of
and limitations of
students achieved a score
research data in an
of 70% or higher.
evaluation of a research
Students understood the
study in a written
properties of large
assignment.
sample size and the
statistical inference.
Spend more time evaluating
research articles to assess
hypothesis testing and
rejecting and failing to reject
the null. Future assignments
to increase success in this
area may include having
students work on small
projects where they can
design a mini-study that
includes data collection,
analysis, and interpretation
of the results.
Instruction and the
assignment appeared to work
well in this area. Will
continue to use similar
methods.
limitations imposed by
Criteria: At least 70 %
small sample size. They
of students will be able to understood the
critically evaluate the
application of the alpha
strengths and limitations value and how its
of research data.
variation affected how
results are interpreted.
They became more
critical of research
designs once they
understood the concept
of confounding variables.
Date: 18 Jan. 2011
Attach additional pages as necessary.
Institutional
Course Intended Outcomes
Learning Outcomes
(1) Apply principles of
2
scientific reasoning and
research design to the social
and behavioral sciences.
2
(2) Apply the measures of
central tendency and
variability, how to compute
them and their appropriate use.
2
(3) Apply the characteristics of
Means of Assessment
and Criteria for Success
Means: four fill-in-theblanks and four 1sentence test items in test
# 1.
Criteria: at least 70% of
the class will answer
those items correctly.
Means: Independent
assignment #1that entails
data collection and data
entry. Independent
Assignment # 2 entails
generating data
summaries that include
frequency tables, mean,
median, range, and SD.
Criteria: at least 70% of
students correctly
complete the assignment.
Means: 8 two-sentence
Summary of Data
Collected
Data collected over the
course of three semesters
reveal that on average
80% of students respond
correctly to these test
items.
Use of Results
In general, students do well
in the first test. Most
students have taken Psych
1where the principles of
scientific reasoning are
introduced and discussed.
Over the course of 3
semesters, 75-80% of
students successfully
completed this
assignment.
Part of the assignment is
completed in class with a
demonstration on how to use
PASW to create and define
variables, and to generate
basic tables. The activity
lends itself to cooperation.
61% of students were
Students find probability a
the normal curve and its
relationship to probability
theory.
2
(4) Apply the concepts of
statistical inference.
2
(5) Describe and explain
statistical hypothesis testing,
including rejecting and failing
to reject the null hypothesis.
2
(6) Be able to use PASW to run
a t-test for two independent
samples and explain the results
test items, and 8 shortessay questions in test #
2.
Criteria: at least 70% of
the class will answer
70% of those items
correctly.
Means: Independent
assignment # 3. Students
state a hypothesis,
determine the level of
significance, and
establish a critical value.
Using the PASW
package, they test the
hypothesis using their
own data, interpret the
results and state a brief
conclusion.
Criteria: at least 70% of
the class will correctly
complete the assignment.
See SLO # 4
able to answer correctly
70% of the items in the
test.
difficult topic. Other
assessment strategies are
being considered as well as
using different strategies to
teach the material.
72% of students correctly
completed the
assignment.
Although 72% of students
completed the assignment it
was done with considerable
help and coaching from the
instructor. Hypothesis
testing is a considerably
difficult topic for most
students. Most master the
formulas (the mechanical
aspect) but lack the
conceptual understanding.
Other ways of presenting the
topic are being considered.
See SLO # 4
See SLO # 4
See SLO # 4
See SLO # 4
See SLO # 4
SLO # 1 instrument:
Part I.
A. Here are a number of references to variables. For each identify whether a nominal, ordinal, interval, or ratio scale is being used: (4 pts.)
1. Students in an introductory art class are classified as art majors and non-art majors. ____________
2. Determining a person’s reaction time (in milliseconds). _____________
3. The participants in a research study are classified as high, medium, or low in self-esteem. __________
4. A researcher records the number of mathematics problems answered correctly during a 15 minute period. _______________
B. Please answer the following:
5. Define the concept of “sampling error.” Your definition should include the concepts of sample, population, statistic, and parameter (2 pts.).
6. A recent report concluded that participants assigned to a regular exercise program had lower depression scores than participants who were not allowed to
exercise regularly. For this study, (2 pts.)
a. what is the independent variable? ____________
b. what is the dependent variable? ____________
7. A recent report concluded that participants given a diet containing oat bran had lower cholesterol levels than participants on a similar diet without oat bran. For
this study, (2pts.)
a. what is the independent variable? ____________
b. what is the dependent variable? ____________
8. You were asked to conduct a study to determine if leadership style in an organization determines the quality of worker performance. The research is based on a
theory stating that leadership style causes performance quality. For this study, (2 pts.)
a. what is the independent variable? ____________
b. what is the dependent variable? ____________
SLO # 2 Instruments:
Statistics 01 - Assignment #1 Fall 2010
Using the attached questionnaire students will collect their own data, a minimum of 15 participants a maximum of 25. All the ethical guidelines for treatment of
participants must be followed. You should not collect data form participants younger than 18, but there is no limit as to how old they should be. Make sure you
collect data from males and females.
Once the data are collected:
1. Enter the data on SPSS (more instructions will be provided).
2. Define variables.
3. Save your data set in three different places: the student drive, an external device, and e-mail the file to yourself.
Statistics 01 - Assignment #2 Fall 2010
You have already collected data and after finishing Ch. 4 you will be ready to start analyzing your data using SPSS. You will be turning in two
documents: an SPSS printout converted into a Word document and a two-page description of your sample in narrative format.
1.
2.
3.
4.
5.
6.
Generate a frequency distribution for each of the first 17 variables.
Generate histograms for gender, age, and number of older siblings.
Select variable 9 (FATHER) and identify the mean, median, mode and the standard deviation.
Do the same as in # 3 for variable 10 (MOTHER).
Describe the shape of the distribution for variables 9 and 10.
Take a close look at the frequency distributions you generated in #1. Describe what you see. Are the distributions for each of these
variables fairly similar?
7. Save the SPSS printout with all the descriptive stats. Then, under “file” go to “save as” and save the printout as a Word document with your
name. You will be sending this printout to me as an attachment.
8. Using narrative format, describe your sample in terms of gender, age, number of siblings, and closeness to mother and father.
The following criteria apply to the narrative part of this project:
1. It must be typed on a word processor, and stapled.
2. If you do not have a stapler, please print both sides of the page.
3. It must be no more than 2 pages in length, using 12 point font, 1-inch margins all around, and double spaced. No single-spaced or micro-print
(smaller than 12-point) will be accepted.
4. This project is due 10-28-10. As a remainder late work WILL BE MARKED OFF FIVE POINTS per day late. This five point penalty includes the
weekend. The project will be considered late if it is turned in after class the day it is due.
5. No electronic submission of the narrative will be accepted.
SLO # 3 Instrument: Items on Test # 2
B. Please answer the following:
5. A researcher conducts extensive interviews with 40 workers at a large factory in order to examine the morale among workers in general at that factory. In this
example, what is the population? (2 pts.)
6. (a) Provide an example of a variable that is normally distributed in the general population.
(b)If you were to draw at least 30 random samples out of this population to measure the variable of your choice, how would the distribution of the sample
means look like in terms of shape, mean value, and the value of the standard error of the mean? (2 pts.)
7. Describe what happens to the mean, the standard deviation, and the shape of a distribution when all the scores are transformed into z-scores. (2pts.)
8. In a housing project there are 350 households in which English is usually spoken, 50 in which Spanish is usually spoken, and 100 in which the language is other
than English or Spanish. A researcher randomly selects a house to conduct an interview. What is the chance that the usual language in that household will not be
English? (2 pts.)
Part II. Please show your work
9. (5 pts.) A community mental health center has found that on a scale about satisfaction with services it provides to clients, the ratings are normally distributed
with a mean of 48 and a standard deviation of 5. What percentage of clients rate their satisfaction above 50? (Be sure to include a sketch.)
10. (5 pts.) In the community mental health center survey described above, how low a satisfaction score does a person need to have to be among the 25% LEAST
satisfied? (Be sure to include a sketch.)
11. (3 pts.) On a psychology exam with a μ = 76 and σ = 12, Tom scored 8 points below the mean, Mary had a score of X = 73 and Bill had a z-score of z = -0.50.
Place these three students in order from lowest to highest score.
Student with lowest score:
Student with middle score:
Student with highest score:
Part III. (10 pts. total)
12. For a normal population with μ = 100 and σ = 20:
a. What is the probability of obtaining a sample mean greater than 110 for a sample of n = 4 scores?
b. What is the probability of obtaining a sample mean greater than 110 for a sample of n = 16 scores?
c. For a sample of n = 25 scores, what is the probability that the sample mean will be within 5 points
of the population mean? In other words, what is p(95< M < 105)?
13. A distribution of scores has μ = 40 and σ = 18:
a. Describe the distribution of sample means based on samples of n = 36 selected from this
population.
b. Of all the possible samples of n = 36, what proportion will have sample means greater than 43?
c. Of all the possible samples of n = 36, what proportion will have sample means less than 34?
Part IV. Please show your work.
14. (3pts.) After attending an anxiety – reduction therapy session, a wife anxiety score is 75, while her husband’s is 80. Overall, women’s average anxiety score
after the session is 70 (SD = 10) and men’s average anxiety score after the session is 85 (SD = 5). Relative to others of their own gender, who has the lower
anxiety score after the session? Briefly explain your answer.
15. (4 pts.) A business researcher has to decide which of three employees should be placed in a particular job that requires a high level of perceptual – motor
coordination. All three employees have taken tests of perceptual – motor coordination, but each took a different test.
Employee A scored 15 on a test with a mean of 10 and a SD of 2
Employee B scored 350 on a test with a mean of 300 and a SD of 40
Employee C scored 108 on a test with a mean of 100 and a SD of 16
On all three tests, higher scores mean greater coordination.
Which employee has the best perceptual – motor coordination? Briefly explain your answer.
16. (3 pts.) A clinical psychologist administered a standard test of symptoms of three different behavioral disorders to a new patient at a mental health clinic. On
the scale that measures Disorder F (in the general public, M = 60, SD = 8), the person’s score is 62. On the scale that measures Disorder H (in the general public,
M = 32, SD = 5), the person’s score is 34. And on the scale that measures Disorder K (in the general public, M = 83, SD = 12), the person’s score is 89.
For the symptoms of which disorder or disorders did this person score substantially higher than the general public? Briefly explain your answer.
17. (2pts.) If a person has an IQ of 130, approximately what percentage of people have higher IQs? Assume M = 100 and SD = 16.
18. (2pts.) John attained a score of 65 on his stats exam. The mean of the class was a 70 with a SD of 10. What percentage of students scored below and above
John?
SLO 4, 5, & 6 Instrument
Statistics 01 - Assignment # 3 Spring 2010
Independent Samples t test Write-up
SLOs 4, 5, and 6
For this project students will submit a copy of the SPSS print-out with the results of the independent sample t-test.
Write-up outline:
1) Introduction. Students will start their paper with a brief introduction stating the purpose of the paper: to test the specific hypotheses (state the null and
alternative hypotheses at the end of the introduction).
2) Method:
a. To test the hypotheses, you collected data: briefly describe your sample (hint: you can use the general description you provided in assignment # 1).
b. Describe the population from which your sample was derived.
c. Provide a general description of the survey used to collect data (you will find the source of the questionnaire used at the bottom of the
questionnaire).
d. Describe the creation of the new variable “introvert,” which will be used in the t test
e. State your grouping variable (gender)
3) Results:
Describe the results you obtained
a. Was the test significant?
b. If it was, at what level?
c. Which gender shows higher level of introversion?
d. What is your decision about the H0
4) Discussion/conclusion
a. How confident do you feel that your data reflects the population from which it was drawn? (take a look at the standard deviation to see how spread
the scores are).
b. What would be your suggestions for improvement for future data collection?
The following criteria apply to this project:
1. It must be typed on a word processor, and stapled.
2. If you do not have a stapler, please print both sides of the page.
3. It must be no more than 2 pages in length, using 12 point font, 1-inch margins all around, and double spaced. No single-spaced or micro-print
(smaller than 12-point) will be accepted.
4. This project is due 5-24-10. As a remainder late work WILL BE MARKED OFF FIVE POINTS per day late. This five point penalty includes the weekend. The
project will be considered late if it is turned in after class the day it is due.