• Communications for Statistical Applications and Methods
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• v.10 no.3
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• pp.859-871
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• 2003

In this paper we introduce some adaptive M-estimators using selector statistics to estimate the slope of regression model under the symmetric and continuous underlying error distributions. This selector statistics is based on the residuals after the preliminary fit L$_1$ (least absolute estimator) and the idea of Hogg(1983) and Hogg et. al. (1988) who used averages of some order statistics to discriminate underlying symmetric distributions in the location model. If we use L$_1$ as a preliminary fit to get residuals, we find the asymptotic distribution of sample quantiles of residual are slightly different from that of sample quantiles in the location model. If we use the functions of sample quantiles of residuals as selector statistics, we find the suitable quantile points of residual based on maximizing the asymptotic distance index to discriminate distributions under consideration. In Monte Carlo study, this adaptive M-estimation method using selector statistics works pretty good in wide range of underlying error distributions.

• Communications for Statistical Applications and Methods
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• v.27 no.3
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• pp.269-284
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• 2020

This study compares two teaching methods in an introductory statistics course at a large state university. The first method is the traditional lecture-based approach. The second method implements a flipped classroom that incorporates the recommendations of the American Statistical Association's Guidelines for Assessment and Instruction in Statistics Education (GAISE) College Report. We compare these two methods, based on student performance, illustrate the procedures of the flipped pedagogy, and discuss the impact of aligning our course to current guidelines for teaching statistics at the college level. Results show that students in the flipped class performed better than students in traditional delivery. Student questionnaire responses also indicate that students in flipped delivery aligned with the GAISE recommendations have built a productive mindset in statistics.

• Communications for Statistical Applications and Methods
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• v.4 no.3
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• pp.663-676
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• 1997

We obtain the simultaneous unit roots test statistics for both regular and seasonal unit roots in a time series with possible seasonal deterministic trends. The limiting distributions of the proposed test statistics are derived and empirical percentiles of the test statistics are tabulated for some seasonal periods. The power and size of the test statistics are examined for finite samples through a Monte Carlo simulation and Compared with those of the Lagrange multiplier test.

• The Mathematical Education
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• v.54 no.3
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• pp.223-240
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• 2015

This study qualitatively investigates the nature of the challenges that a student who is highly successful in mathematics faces in learning college-level elementary statistics. The study draws on the constructs of eagerness, flexibility and willingness to characterize the necessary disposition for critical thinking that is essential in learning statistics. The case study is based on data collected through a survey assessment and a follow-up interview with a mathematics major enrolled in an elementary college statistics course at the time of the study. The qualitative analysis relies on the student's verbal descriptions of the challenges he was experiencing in the course. The findings suggest that while his strong inclination towards inquisitive learning and strong understanding of mathematical concepts supported this student's mathematics learning, the same characteristics might have been causing him difficulties in learning college-level elementary statistics.

• Communications for Statistical Applications and Methods
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• v.6 no.3
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• pp.909-918
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• 1999

Arizono and Ohta(1989) studied goodness of fit test of normality using the entropy estimator proposed by Vasicek (1976) Recently van Es(1992) and Correa(1995) proposed an estimator of entropy. In this paper we propose goodness of fit test statistics for normality based on Vasicek ven Es and Correa. And we compare the power of the proposed test statistics with Kolmogorov-Smirnov Kuiper Cramer von Mises Watson Anderson-Darling and Finkelstein and Schefer statistics.

• The Mathematical Education
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• v.45 no.4 s.115
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• pp.381-406
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• 2006

This work aims to investigate mathematics teachers' knowledge and belief on the high school probability and statistics. For this aim, two research questions are estabilished as follows. (1) How is mathematics teachers' knowledge on the main contents of the high school probability and statistics in the 7th mathematics curriculum? (2) What is mathematics teachers' belief on the high school probability and statistics? Survey and interviews were carried out to answer the above research questions. Subjects of the survey were 2 7mathematics teachers who were answered to questionnaire. Among them, 3 volunteers were chosen by provinces for in-depth interview. Research findings in mathematics teacher's knowledge are as follows. Firstly, mathematics teachers do not have much of mathematical knowledge on the newly added and changed contents of the high school probability and statistics in the 7th mathematics curriculum. Secondly, mathematics teachers do not change their teaching-learning method for probability and statistics. Thirdly, many teachers think that the use of technology and reconstruction of the textbooks are required in teaching and learning of the high school probability and statistics. But, they stick on their own way. Research findings in mathematics teachers' belief are as follows. Firstly, many mathematics teachers view the nature of statistics as a branch of the applied mathematics and put the value of high school probability and statistics on the practical usefulness, Secondly, many mathematics teachers think that understanding concepts and improving problem solving ability are the best method of the teaching and learning. Thirdly, many mathematics teachers think that high school probability and statistics textbooks should cause motivations and interests in order not to give up studying probability and statistics. It is expected that the above findings can be used to change teachers' teaching and learning methods and to improve teachers training program.

• Survey Research
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• v.5 no.2
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• pp.71-90
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• 2004

The quality of statistics as a product is necessary to increase the competition of the nation. It will also improve the nation. In 2002 KNSO(Korea National Statistical Office) assessed 12 statistics produced by KNSO using 48 statistics quality evaluation indices. However, there are some difficulties in assessing the quality of the statistics correctly and in establishing policies for the improvement of the quality of statistics due to a lack of staff and organizations. Moreover there are insufficient statistics quality evaluation indices comparing main international organizations and developed countries. In this paper, we developed 81 statistics quality evaluation indices by revising and complementing the current indices of KNSO and divided these indices into 7 dimensions. These indices can be classified by dimensions or procedures, and also used according to statistics.

• The Korean Journal of Applied Statistics
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• v.22 no.5
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• pp.1115-1129
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• 2009

Previous research has recently shown that non-cognitive factors such as attitudes toward statistics contribute positively to statistics learning, Hence, helping students develop positive attitudes toward statistics has become one of the essential goals of statistics teaching. A wide variety of instruments assessing attitudes toward statistics were developed and validated in foreign countries, but not many in Korea. The SATS-36(Survey of Attitudes Toward Statistics-36; Schau et al., 1995) has been regarded as one of the most valid measures of attitudes toward statistics. Therefore, this study was designed to validate a Korean version of Survey of Attitudes Toward Statistics(K-SATS). Instead of six factors of the original scale, a five-factor structure including interests, value, cognitive competence, difficulty, and effort was empirically supported by the Korean student sample. The results evidenced high reliability and construct validity of K-SATS. In addition, students' attitudes towards statistics differed across gender, level of statistics courses, degree programs, and major. These findings were discussed in terms of their implications for future research and statistics teaching.

• Journal of the Korean Data and Information Science Society
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• v.17 no.2
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• pp.379-385
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• 2006

In this paper, the probability and statistics education of the 7th high school curriculum is studied. We analyze each unit of probability and statistics in high school textbooks $\ulcorner$Mathematics 10-GA$\lrcorner$, $\ulcorner$Mathematics I$\lrcorner$, and $\ulcorner$Practical Mathematics$\lrcorner$, and then research the percentage for the unit of probability and statistics for all textbooks. We also investigate the proportion for the number of students who select each subject of mathematics of the national academic aptitude tests for university admission in 2005 and 2006.

• Journal of the Korean Data and Information Science Society
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• v.17 no.2
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• pp.543-557
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• 2006

This paper is concerned with the applicability of the chi-square approximation to the six disparity statistics: the Pearson chi-square, the generalized likelihood ratio, the power divergence, the blended weight chi-square, the blended weight Hellinger distance, and the negative exponential disparity statistic. Three dimensional contingency tables of small and moderate sample sizes are generated to be fitted to all possible hierarchical log-linear models: the completely independent model, the conditionally independent model, the partial association models, and the model with one variable independent of the other two. For models with direct solutions of expected cell counts, point estimates and confidence intervals of the 90 and 95 percentage points of six statistics are explored. For model without direct solutions, the empirical significant levels and the empirical powers of six statistics to test the significance of the three factor interaction are computed and compared.