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by: Edwin Considine


Edwin Considine

GPA 3.61


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Class Notes
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This 3 page Class Notes was uploaded by Edwin Considine on Monday October 26, 2015. The Class Notes belongs to EDRM 712 at University of South Carolina - Columbia taught by Staff in Fall. Since its upload, it has received 13 views. For similar materials see /class/229494/edrm-712-university-of-south-carolina-columbia in OTHER at University of South Carolina - Columbia.




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Date Created: 10/26/15
NONPARAMETRIC STATISTICS EDRM 712 Repon S8 Model An experiment was conducted to ascertain whether peer counseling positively in uences academic outcomes among rstyear college students Students in the control condition received no counseling Students in the treatment condition participated in weekly counseling sessions In this report I will analyze the results of the study to determine if one semester of peer counseling in uenced grade point averages GPAs for that semester The sidebyside boxplots below illustrate that the GPAs of some students do indeed seem to improve with peer counseling The primary effect appears to be for students who struggle academically Grade Point Average No Counseling Peer Coimseling Counseling Group The GPAs in the no counseling group ranged from 12 to 35 with a median GPA of 26 In the counseling condition GPAs ranged from 24 to 36 with a median of 29 Thus peer counseling appears to have a positive effect Statistics Grade Point Average No Counseling N Valid 8 Median 2600 Minimum 12 Maximum 35 Peer Counseling N Valid 7 Median 2900 Minimum 24 Maximum 36 Because I am suspicious that the effect of counseling is not consistent for all types of students I chose to create an approximate con dence interval for the median using the MannWhitney procedure The interval is exact if the only change in the distribution is one of location but if my suspicion is true about a differential effect then the interval will be approximate This approximation will be reasonable since the procedure I am using is more sensitive to shifts in location than to other kinds of distributional changes Also the interval will still provide exact evidence if there is a tendency for some students to earn a higher GPA when they participate in peer counseling I first generated an exact lower T critical value for this set of ranks including some mid ranks The lower critical value is 415 That is PT S 415 l 9d 0 S or Values Frequency Probability Sum Up Sum Down 41000 35 000544 004367 096177 41500 40 000622 004988 095633 42000 41 000637 005625 095012 Thus the upper critical value in terms of U is 425 78 2 U78 415425 The median GPA difference for these students is 04 I am 95 confident that the median increase in GPA that can be attained with peer counseling is at least 01 This means that there is some chance that peer counseling may actually decrease GPAs The results of the experiment indicate otherwise but these are not conclusive We need further study 24 26 28 29 31 33 36 12 12 14 16 17 19 21 24 20 04 06 08 09 11 13 16 21 03 05 07 08 10 12 15 25 01 01 03 04 06 08 11 27 03 01 01 02 04 06 09 27 03 01 01 02 04 06 09 33 09 07 05 04 02 00 03 35 11 09 07 06 04 02 01 Summa An experiment to determine if peer counseling can increase student achievement in the rst year of college provided some evidence that peer counseling may indeed help some students The GPAs of students who would normally be among the lowest achievers appear to have been increased The median increase was 04 points but this result may have been a chance outcome in the experiment More study is needed to determine if peer counseling does indeed have an effect on achievement


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