Yep!!
As you say:
"Why are people so obsessed with T and Z? "
Perhaps it would be even better (easier?) to focus on F since
F(df1,df2) = t^2(df2)
(Reminder: when using a t-table, the p-values usually involve ONE-TAIL and
when using the F-table, the p-values involve TWO-TAILS )
Example: The critical-value of t for probability of p = .05 at t(18) = 1.734
The critical-value of F for probability of p = .10 at F(1,18) =
(1.734)^2 = 3.01
:-)
-- Joe
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----- Original Message -----
From: <[EMAIL PROTECTED]>
To: <[EMAIL PROTECTED]>
Sent: Sunday, December 19, 1999 4:44 PM
Subject: Re: teaching statistical methods by rules?
| In article <[EMAIL PROTECTED]>,
| [EMAIL PROTECTED] says...
| >
| > <snip>
| >
| >On the other hand, a body of knowledge can be thought of as a set of
| >'rules'. The important thing is that this set is constructed by the
| >individual, so our aim should not be to teach statistics as a set of
| >rules, but in such a way that each student can develop his or her own
| >set of rules. They won't be the same for all, and they will different
| >from the teacher's, but they hopefully will work. (If you like, this is
| >a defintion of a 'good student' - one who manages to construct a
| >successful set of rules for each subject.
|
|
| It's either undergraduate students in Australia are much smarter than those
| living in the United States or you live on a different planet. The last time I
| taught an undergraduate introductory statistics class, some students couldn't
| even do fractions and simple algebra. Can you expect them to develop their own
| rules?
|
| Why are people so obsessed with T and Z? When the degrees of freedom exceeds
| say 30, the difference between T and Z is practically negligible. You can use T
| or Z in such a case. However, the P-value from Z is easier to compute.
|
| --
| Tjen-Sien Lim
| [EMAIL PROTECTED]
| www.Recursive-Partitioning.com
| ____________________________________________________________________
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|
