• Research in Mathematical Education
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• v.16 no.4
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• pp.265-276
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• 2012

These days, with the emphasis on statistical literacy, the importance of communication is the focus of attention. Communication about statistics is important since it is a way of describing the understanding of concepts and the interpretation of data. However, students usually have trouble with expressing what they understand, especially through writing. In this paper, we examined preservice teachers' difficulties when they wrote about statistical concepts. By comparing preservice teachers' written responses and interview transcripts of the variance concept task, we could find the missing information in their written language compared to their verbal language. From the results, we found that preservice teachers had difficulty in connecting terms contextually and conceptually, presenting various factors of the concepts that they considered, and presenting the problem solving strategies that they used.

• Restorative Dentistry and Endodontics
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• v.47 no.2
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• pp.20.1-20.14
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• 2022

Objectives: The study investigated the difficulties experienced by endodontics researchers around the world in conducting studies and writing papers. Materials and Methods: A survey consisting of 18 questions on the difficulties experienced by endodontics researchers in performing studies and writing papers was e-mailed to academics in the field of endodontics working at 202 universities. The independent risk factors were analyzed using binary logistic regression at a significance level of 0.05. Results: A total of 581 individuals (10.7%) agreed to participate in the study. Almost half the participants (48.2%) reported that they had received some type of training in conducting studies and writing papers. In response to the question, "Do you get help from a statistician to perform the statistical analyses of your studies?," 77.1% answered "yes." Around 40% of the participants stated that the need to obtain ethical approval negatively affected their desire to conduct studies. The participants' regions had no effect on the reported difficulties associated with writing papers in English or conducting statistical analyses (p > 0.05). Most participants (81.8%) reported difficulties in writing the Discussion section, regardless of their region, academic degrees, or years of experience. Conclusions: The participants stated they experienced difficulties in many areas, such as conducting statistical analyses, finding new ideas, and writing in English. Engaging in a detailed examination of ethics committee rules, expanding biostatistics education, increasing the number of institutions providing research funding, and increasing the number of endodontics journals can increase the enthusiasm of endodontics researchers to publish papers.

• English Language & Literature Teaching
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• v.18 no.2
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• pp.149-170
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• 2012

The purpose of the present study is to examine the degree to which the writing instruction using animations has effects on the writing performance of $4^{th}$ year elementary school students. This study also examined the effects of the animation-based writing instruction on the interest and confidence of those students. To this aim, the present study utilized a set of writing tests and questionnaires before and after the instruction. The data were collected from 63 elementary school students. The data were then analyzed using a series of statistical analyses. The results suggested that the students who received the writing instruction using animations performed significantly better on the writing test than those who received the textbook-based instruction. The results also suggested that those who received the animation-based instruction showed more positive interest and confidence on English and English learning. Finally, limitations of the present study and suggestions for further studies are discussed at the end of the paper.

• Journal of the Korean Society of Radiology
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• v.84 no.4
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• pp.866-878
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• 2023

Statistical analysis is an essential component of the medical writing process for research-related articles. Although the importance of statistical testing is emphasized, statistical mistakes continue to appear in journal articles. Major statistical mistakes can occur in any of the three different stages of medical writing, including in the design stage, analysis stage, and interpretation stage. In the design stage, mistakes occur if there is a lack of specificity regarding the research hypothesis or data collection and analysis plans. Discrepancies in the analysis stage occur if the purpose of the study and characteristics of the data are not sufficiently considered, or when an inappropriate analytic procedure is followed. After performing the analysis, the results are interpreted, and an article is written. Statistical analysis mistakes can occur if the underlying methods are incorrectly written or if the results are misinterpreted. In this paper, we describe the statistical mistakes that commonly occur in medical research-related articles and provide advice with the aim to help readers reduce, resolve, and avoid these mistakes in the future.

• International Journal of Advanced Culture Technology
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• v.11 no.3
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• pp.156-162
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• 2023

The purpose of this study was to examine the effects of peer scaffolding on the writing fluency of English language learners. This study was intended to confirm that peer scaffolding in English as a foreign language (EFL) writing classes can improve students' English proficiency. An analysis of 20 EFL learners studying at a university in Gyeonggi Province was conducted based on the English Proficiency Test. In this study, 20 intermediate learners with similar proficiency levels were included in the sample. Randomly, 10 students were designated as members of the control group, and 10 students were designated as members of the experimental group. In the experimental group, students practiced essay writing, while a skilled student provided scaffolding for a less skilled student. A variety of tools were used to gather data, including tests, questionnaires, and interviews Statistical analyses of quantitative data were conducted using t-tests for independent samples, whereas analyses of qualitative data were conducted based on themes. Pre-test results indicated a significant value of sig. =0.87, which was higher than α = 0.05. According to the results of this study, the writing performance of both experimental and control groups of students was equal and homogeneous prior to treatment. However, there were significant differences between the writing of students in the two groups after the completion of the program. Due to the post-test analysis of the writing test, the test resulted in a sig. =0 .043, a value lower than α = 0.05. As a result, the experimental group participants showed a marked improvement in their writing abilities after treatment.

• Journal of The Korean Association For Science Education
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• v.38 no.6
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• pp.839-851
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• 2018

The purpose of this study is to analyze the science reasoning differences of elementary school students' science writing. For this purpose, science writing activities and analysis frameworks were developed. Science writing data were collected and analyzed. Third to sixth grade elementary students were selected from a middle high level elementary school in terms of a national achievement test in Seoul. A total of 320 writing materials were analyzed. The results of the analysis were as follows. Science writings show science reasoning at 52 % for $3^{rd}$ grade, 68% for $4^{th}$ grade, 85% for $5^{th}$ grade, and 89% for $6^{th}$ grade. Three types of scientific reasoning such as inductive reasoning, deductive reasoning, and abductive reasoning appeared in science writing of the third to sixth graders. The abductive reasoning appeared very low in comparing with inductive and deductive reasoning. Level three appeared the most frequently in the science writing of the elementary students. The levels of inductive and deductive reasoning in science writing increased according to increasing grade and showed statistical differences between grades. But the levels of abductive reasoning did not show an increasing aspect according to increasing grade and also did not show statistical differences between grades. The levels of inductive reasoning and deductive reasoning of the 3rd grade was very low in comparing with the other grades.

• The Korean Journal of Applied Statistics
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• v.1 no.1
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• pp.68-74
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• 1987

To improve the quality of oral presentation of technical papers, this article suggests some guidances for the organization of contents and the presentation of materials. Some Suggestions are also made on the use of over-head projectors. Some comments are also given on the writing of statistical papers.

• The Journal of the Korea Contents Association
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• v.12 no.5
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• pp.515-524
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• 2012

This paper studied the statistics such as the total number of syllables, the kinds of syllables, the frequency of syllables, the number of eojeols(word phrases unique in Korean language), the kinds of eojeols, average length of eojeols, the frequency of eojeols and the parts of speech in four different Korean textbooks for 6th-grade students(6-1 Korean Reading, 6-1 Korean Speaking Listening Writing, 6-2 Korean Reading and 6-2 Korean Speaking Listening Writing). The results of the statistical survey are as follows: the number of Hangul syllables was 194,683; the kinds of syllables were 1,290; the average frequency of syllables was 150.9; the number of eojeol was 70,185; the kinds of eojeol were 22,647; the average frequency of eojeol was 3.1; the average length of eojeols was 2.8 syllables, the longest one consist of 10 syllables. In parts of speech, nouns are used more in the Korean Reading textbook, and verbs are used more in Korean Speaking Listening Writing.

• The Korean Journal of Applied Statistics
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• v.9 no.2
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• pp.45-53
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• 1996

Essay-writing, first introduced to Korean university entrance exams in 1994, is gaining its weight year by year. Especially from 1997 when Nationwide Education Reform System begins, it will be a key component of student selection criteria at Korean universities. Essay-writing's future, however, will not be that smooth unless it shows necessary validity and reliability. This study is on reliability of Essay-writing scoring, mainly from the experience of University K case. To secure solid reliability in Essay-writing scoring for the 1995 University Entrance Exam, the authors started research from the 1994 Autumn Pre-exam which was administred to potential applicants of University K following year. Total of 1,254 students took Essay-writing exam and, subsequently, their essays were graded by two professors independently. The result was not so good. The correlation between two scores was 0.27[0.54] with Cronbach alpha 0.43[0.70] for Humanity-Social Science [Natural Science-Engineering] field. So, some action for reliability improvement was inevitable. The authors considered and investigated following two alternatives. Alternative 1 [A1] : Essays are to be graded three tiems independently at the 1995 University K Entrance Exam. Scores will be given as the average of three scores. Alternative 2 [A2] : Essays are to be graded twice independently, followed by a possible third grading only if two gradings show "significant" defference. Scores are given as the third score if done or the average of first two scores otherwise.otherwise.

• Asia pacific journal of information systems
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• v.7 no.2
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• pp.77-102
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• 1997

The use of statistical methods in the MIS research is increasing. However, there has been a meager attempt to critically evaluate the use statistical methods in MIS research papers. The review of 33G papers published in MIS Quarterly from Volume 1 to 14 resulted in three findings; (1) the portion of empirical research has been gradually increasing compared with non-empirical research, (2) univariate parametric statistical methods are most popular among MIS researchers, (3) researchers do not comply with the writing code of scientific research. This paper disscusses what errors MIS researchers might commit in using statistical research methods and how to prevent those errors in each of three stages of research, research design phase, statistical inference phase, and interpretation phase.