• Journal of the Korean Statistical Society
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• v.18 no.1
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• pp.26-37
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• 1989

When we select the t best out of k populations in the indifference zone formulation, a lower confidence bound on the probability of a correct selection is derived for families with monotone likelihood ratio. The result is applied to the normal means problem when the variance is common, and to the normal variances problem. Tables to implement the confidence bound for the normal variances problem are provided.

• Communications for Statistical Applications and Methods
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• v.7 no.1
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• pp.337-356
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• 2000

In Korea mathematics education of middle school has been taken according to the 6th national mathematics curriculum which was renovated by the Ministry of Education announcement in 1992. The eight middle school mathematics textbooks are composed of under this curriculum The education of probability and statistics has been carried out as a part of statistics education centering around middle school's mathematics textbooks.

• Journal of Korean Society for Quality Management
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• v.34 no.1
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• pp.73-77
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• 2006

In this paper, the Bayesian procedure for the multiple test of fraction nonconforming, p, is proposed. It is the procedure for checking whether the process is out of control, in control, or under the permissible level for p. The procedure is as follows: first, setting up three types of models, $M_1:p=p_0,\;M_2:pp_0$, second, computing the posterior probability of each model. and then choosing the model with the largest posterior probability as a model most fitted for the observed sample among three competitive models. Finally, the simulation study is performed to examine the proposed method.

• Proceedings of the Korean Society for Quality Management Conference
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• 2006.04a
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• pp.325-329
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• 2006

In this paper, the Bayesian procedure for the multiple test of fraction nonconforming, p, is proposed. It is the procedure for checking whether the process is out of control, in control, or under the permissible level for p. The procedure is as follows: first, setting up three types of models, $M_1:p=p_0,\;M_2:pp_0$, second, computing the posterior probability of each model. and then choosing the model with the largest posterior probability as a model most fitted for the observed sample among three competitive models. Finally, the simulation study is performed to examine the proposed method.

• Communications for Statistical Applications and Methods
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• v.6 no.2
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• pp.595-600
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• 1999

We present a simple geometric approach which uses polar transformation and elementary trigonometry to evaluating an orthant probability in a bivariate normal distribution. Figures are provided to illustrate the situation for varying correlation coefficient. We derive the distribution of the sample correlation coefficient from a bivariate normal distribution when the sample size is 2 as an application.

• Communications for Statistical Applications and Methods
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• v.12 no.2
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• pp.275-283
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• 2005

In this paper, we give a sufficient condition for convergence in probability of weighted sums of convex-compactly uniformly integrable fuzzy random variables. As a result, we obtain weak law of large numbers for weighted sums of convexly tight fuzzy random variables.

• Journal of the Korean School Mathematics Society
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• v.4 no.2
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• pp.49-60
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• 2001

This paper is dedicated to the enhancement of the second-grade students of middle school students' understanding of the basic principles and concepts of probability with the help of Web-browser-used WBI programs relating to probability and statistics in teaching them the unit of probability. I have come up with the following research problems with a view to applying and analyzing the findings. (1) A web sites in relation to the learning of probability and statistics is to be developed with the second graders of middle school in mind. (2) Is there any difference between the experiment group exposed to web-sites-aided classes and the control group going through the conventional ways of math classes when the sites is made trial use of \ulcorner (3) What response do the learners show in regard to classes which makes use of the web sites when the sites is applied\ulcorner After making an experiment with the aid of the web sites and teaching plans, I made a measurement and an analysis of the academic achievement of the subjects, their understanding of classes based on the web sites, the concentration of the learners, and their responses relating to the contents of web sites concentrating on probability and statistics. I have come to the following conclusions based on the findings. First there was a significant difference between the classes of honor students and the classes of backward pupils when T-Test was made with regard to the achievement of the subjects who divided into the experiment group and the control group. The former made use of the web sites whereas the latter stuck to the conventional way of teaching math. The former scored higher than the latter. Second, the research based on questionnaire findings shows that the web-site-aided experiment classes proved to be more effective than the traditional control classes. All in all, I think that web-aided classes will have a more positive influence on the students' interest in math and on the scholastic achievement of math than conventional classes.

• Journal of the Korean Data and Information Science Society
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• v.17 no.4
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• pp.1405-1412
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• 2006

We shall derive the UMVUE of the tail probability in Poisson, Binomial, and negative Binomial distributions, and compare means squared errors of the UMVUE and the MLE of the tail probability in each case.

• The Korean Journal of Applied Statistics
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• v.25 no.1
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• pp.81-87
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• 2012

A continuous time risk model is considered, where the premium rate is constant and the claims form a compound Poisson process. We assume that an injection is made, which is an immediate increase of the surplus up to level u > 0 (initial level), when the level of the surplus goes below ${\tau}$(0 < ${\tau}$ < u). We derive the formula of the ruin probability of the surplus by establishing an integro-differential equation and show that an explicit formula for the ruin probability can be obtained when the amounts of claims independently follow an exponential distribution.

• The Mathematical Education
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• v.55 no.2
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• pp.193-208
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• 2016

This study analyzes the likelihood principle and elicits an educational implication. As a result of analysis, this study shows that Frequentist and Bayesian interpret the principle differently by assigning different role to that principle from each other. While frequentist regards the principle as 'the principle forming a basis for statistical inference using the likelihood ratio' through considering the likelihood as a direct tool for statistical inference, Bayesian looks upon the principle as 'the principle providing a basis for statistical inference using the posterior probability' by looking at the likelihood as a means for updating. Despite this distinction between two methods of statistical inference, two statistics schools get clues to compromise in a regard of using frequency prior probability. According to this result, this study suggests the statistics education that is a help to building of students' critical eye by their comparing inferences based on likelihood and posterior probability in the learning and teaching of updating process from frequency prior probability to posterior probability.