Lahore Leads UNIVERSITY

Department of Education
Educational Statistics and Computational Applications
Fall 2019 Semester
For M.Phil Semester I

Instructor: Dr. Sumaira Munawar Email:

Office: Office Consulting Hours:
Room: Lab-1
Weekend Class: Saturday …….

I. COURSE DESCRIPTION

The field of education has a number of challenges in term of policy making and
statistics are particularly important as they often provide some of the only
objective information that administrators use when making organizational and
curricular decisions. Introducing the principles and processes of statistics
within education field, this course emphasis on understanding and applying
statistics techniques and tests to educational and behavioral data.

II. COURSE OBJECTIVES

After completing this course successfully students will be able to:

 Explain the use and importance of statistics with educational research.

 Identify and apply statistical processes for basic descriptive and
inferential uses of statistics in field of education and other social
sciences disciplines.
 Interpret statistical results in term of how they answer different
question s of interest to educationists and researchers.
 Use of statistical packages MS Excel, SPSS and Minitab

III. COURSE CONTENT

 Statistics, Application of statistics in Education, Data and its types,
Measurement Scales of Data, Methods of Data Collection.
 Basic concepts and Terminology used in statistics, Presentation and
Summarization of Statistical Data.
 Measure of Central Tendency, Measure of Dispersion.
 Introduction to Probability, Probability Distributions.
 Simple and Multiple Regression and Correlation Analysis.
 Introduction to Inferential Statistics, Point estimates, interval estimates,
confidence intervals, interval estimates using z distribution and t
distribution, sample size determination in estimation.

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  Hypothesis testing for difference between means and proportions,
 testing differences between means with dependent samples.
 Contingency tables, Chi-square as a test of association.
 Analysis of Variance (ANOVA).

IV. COURSE GRADING POLICY:

You will be graded as under:
1. Assignments
2. Quiz
3. Project& Presentation
4. Mid & Final Term

Notice:
Kindly make sure the work you are assigned with is done within the bounds of time. As due to
the lack of time, there will be no makeup of presentations, viva and quiz.
Department of Education Policy on Writing. In all courses, student's written work is evaluated
for effectiveness, as well as content. The writing must express ideas clearly, logically, and
maturely, using Standard English sentence structure, grammar, and spelling. Students must
acknowledge all sources of information by following a standard citation format.
Student’s Conduct. Students should read the section of the catalog entitled "Code of Student
Conduct," as well as other documents, policies, and the student handbook. Students are
reminded that they should not disrupt or obstruct teaching and learning. Nonetheless, if a
student or group of students is found disturbing the class in any way will be expelled from the
class and will not be allowed until authorized by the Dean.
Academic Integrity. All students are expected to behave with academic honesty. It is not
academically honest to misrepresent another person's work as your own, to take credit for
someone else's words or ideas, to accept help on a test or assignment when you are expected
to work independently, to obtain advanced information on confidential test materials, or to act
in a way that might harm another student's chance for academic success. Please check the
college catalog for more information.
Cell Phones. Please turn off cell phones during class.
For all purpose of communication with your teacher, you are required to contact through your
CR/GR.

EVALUATION CRITERIA
 Final: 50%
 Mid: 30%
 Quizzes: 5%
 Assignments 10%
 Project & presentation 5%
Total: 100%

ABSOLUTE GRADING
The Teaching/Learning Environment & Course Classroom Protocol
a. The instructor manages his classroom as if it was an executive training meeting
or session in a business or government setting.
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 b. Each student is expected to be prepared in advance to discuss the reading
material and to ask questions of other students who present their ideas or views.
c. The teaching/learning environment created in the classroom is led by the
instructor but it is also understood that the most beneficial learning environment
is one where students teach each other through optimum preparation, active
classroom participation, and sharing of their own personal insights gained from
lifelong experiences.
d. This course encourages classroom contributions based on previous work
experience, including current employment settings, as part of the course
content. Accordingly, students are encouraged to examine and study their
organizations and to provide theoretical framework to their managerial
experiences.
V. STATEMENT ON FACULTY AND STUDENT CODE OF ETHICS
The Code of Ethics sets the parameters for proper conduct in the classroom by
both faculty and students. This is basic but it underscores the main principle here that
we will follow as a team: The faculty member will do his best to provide the best
teaching and learning environment for each student as an individual and for the class as
a whole. Students, on the other hand, will be responsible for their own work-product,
will provide proper documentation when they use the work of others as references, and
will respect the rights of others to contribute to the teaching/learning environment as
best suits their comfort level, the capabilities, and their motivations.

DETAILED COURSE OUTLINE

(All Reading Resources will be provided by the instructor to students)

WEEK: COURSE CONTENTS:

At the end of this week, the students should be able to understand:
Introduction to statistics
 Meaning and characteristics of statistics
1
 Role of statistics in educational research
 Observations and variables
 Collection and editing of data
At the end of this week, the student should be able to understand:
Measurement and Statistics
 Principles of Measurement
 Levels of Measurement
 Descriptive Statistics
2
 Determining the Sample Size
 Sampling Techniques
 Data Gathering Techniques
 Presentation of Data.Organizing Data.Types of Frequency Distributions

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 At the end of this week, the students should be able to understand:
Measurement and Statistics
3  Measures of Central Tendency & Variability
 Types of Graphs Numerical & Graphic Representation of Data
 The "Normal" Distribution
At the end of this week, the students should be able to understand:
Inferential Statistics
 Concept of Inferential Statistics
4  Parametric versus Non-parametric Tests
 Hypothesis Testing
 Level of Significance
 Types of Error
At the end of this week, the students should be able to understand:
Comparing Measures of Central Tendency between Groups
5  Differences between Groups
 Comparing a Single Group
 chi-square test
At the end of this week, the students should be able to understand:
Comparing Measures of Central Tendency between Groups
6  Comparing Two Groups
 Comparing Two or More Groups.

At the end of this week, the students should be able to understand:

Comparing Measures of Central Tendency between Groups
7  Paired or Dependent Measures
 Two way ANOVA
 Factorial Analysis of Variance

At the end of the week, the students should be able to understand:

Probability and Distribution of Sample Means
8
 Concept of Probability
Probability and the Normal Distribution
9 Midterm Examination
At the end of the week, the students should be able to understand:
DATA COLLECTION PRIMARY & SECONDARY
10 Probability and Distribution of Sample Means
 The Distribution of Sample Means
 Probability and the Distribution of Sample Means

At the end of the week, the students should be able to understand:

Correlation and Regression
 Correlation
11  Properties of Correlation Co-efficient
 Factors Affecting Correlation
 Multiple Correlation Co-efficient

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 At the end of the week, the students should be able to understand:
Application of SPSS in Research (Practicum)
Correlation and Regression
12
 Scatter Plots
 Cronbach's Alpha
 The Regression Line
At the end of the week, the students should be able to understand:
Application of SPSS in Educational Research
 Basic Commands
13  Creating Data Files
 Data Cleaning
 Descriptive Statistical Analysis

At the end of the week, the students should be able to understand:

Application of SPSS in Research (Practicum)
 Tests for Numeric Data
14
 Tests for Ordinal Data
 Correlation

At the end of the week, the students should be able to understand:

Application of SPSS in Research (Practicum)
15  Correlation
 Interpretation of the analyzed data

16 Final Examination

Text Book
Gene V. Glass, Kenneth D. Hopkins, 2004, Statistical Methods in Education & Psychology
Pearson Education, 3rd Edition.
Alan Agresti, Barbara Finlay, 1997, Statistical Methods For Social Sciences Prentice Hall
International Inc, 3rd Edition.
PremS.Mann, 2010, Introductory StatisticsJhon Wiley & Sons, Inc, 7th Edition

PEFERENCE BOOKS
Andrew Mayres, 2013, Introduction to Statistics and SPSS in Psychology Pearson
Education Limited, International.
Robert Ho, 2006, Hand Book of Univariate and Multivariate Data Analysis And
Interpretation with SPSS.
Chapman and Hall/CRC, Student Edition.
There will not just be one book recommended to the whole class. Students are advised to consult
different books present in Library. For further information about books, please contact library staff.

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