OSB617 - STATISTICS
| Course Name | Code | Semester | Theory (hours/week) |
Application (hours/week) |
Credit | ECTS |
|---|---|---|---|---|---|---|
| STATISTICS | OSB617 | Any Semester/Year | 3 | 0 | 3 | 8 |
| Prequisites | ||||||
| Course language | Turkish | |||||
| Course type | Elective | |||||
| Mode of Delivery | Face-to-Face | |||||
| Learning and teaching strategies | Lecture Discussion Question and Answer Team/Group Work | |||||
| Instructor (s) | Department chair | |||||
| Course objective | The main aim of this course is to learn basic statistical concepts, to use basic statistical calculations on training data | |||||
| Learning outcomes |
| |||||
| Course Content | Critical criticism in terms of analysis of research using inferential statistics, the relationship between quantitative research and statistics, basic statistical concepts, numerical data clearing methods, descriptive statistics, inferential statistics, parametric tests, nonparametric tests, frequent mistakes in statistical analysis | |||||
| References | Hinkle, D. E., Wiersma, W., & Jurs, S. G. (2003). Applied statistics for the behavioral sciences (5th ed.). Boston: Houghton Mifflin. Field, A. (2000). Discovering statistics using SPSS for Windows. London: Sage. Tabachnick, B. G., & Fidell, L. S. (2001). Using multivariate statistics. 4th edition. Boston: Allyn & Bacon. | |||||
Course outline weekly
| Weeks | Topics |
|---|---|
| Week 1 | Login |
| Week 2 | Basic concepts |
| Week 3 | Grouping of Data Graphing |
| Week 4 | Data Central Tendency Measurements |
| Week 5 | Median, Peak Value |
| Week 6 | Midterm |
| Week 7 | Change Measures |
| Week 8 | Mean, Deviation, Quarter Deviation |
| Week 9 | Variance, Standard Deviation |
| Week 10 | Covariance correlation |
| Week 11 | Other Correlation Techniques |
| Week 12 | An overview |
| Week 13 | An overview |
| Week 14 | An overview |
| Week 15 | Final exam |
| Week 16 | Login |
Assesment methods
| Course activities | Number | Percentage |
|---|---|---|
| Attendance | 0 | 0 |
| Laboratory | 0 | 0 |
| Application | 0 | 0 |
| Field activities | 0 | 0 |
| Specific practical training | 0 | 0 |
| Assignments | 1 | 10 |
| Presentation | 1 | 10 |
| Project | 0 | 0 |
| Seminar | 0 | 0 |
| Midterms | 1 | 30 |
| Final exam | 1 | 50 |
| Total | 100 | |
| Percentage of semester activities contributing grade succes | 1 | 50 |
| Percentage of final exam contributing grade succes | 2 | 50 |
| Total | 100 | |
WORKLOAD AND ECTS CALCULATION
| Activities | Number | Duration (hour) | Total Work Load |
|---|---|---|---|
| Course Duration (x14) | 14 | 4 | 56 |
| Laboratory | 0 | 0 | 0 |
| Application | 0 | 0 | 0 |
| Specific practical training | 0 | 0 | 0 |
| Field activities | 0 | 0 | 0 |
| Study Hours Out of Class (Preliminary work, reinforcement, ect) | 14 | 4 | 56 |
| Presentation / Seminar Preparation | 2 | 24 | 48 |
| Project | 0 | 0 | 0 |
| Homework assignment | 2 | 10 | 20 |
| Midterms (Study duration) | 2 | 10 | 20 |
| Final Exam (Study duration) | 1 | 40 | 40 |
| Total Workload | 35 | 92 | 240 |
Matrix Of The Course Learning Outcomes Versus Program Outcomes
| D.9. Key Learning Outcomes | Contrubition level* | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1. He/she discusses advantages and disadvantages of research methods in education for different research problem | X | ||||
| 2. He/she uses theoretical and practical knowledge about educational research methods in proficiency level according to graduate competences and improves and deepens this knowledge. | X | ||||
| 3. He/she forms new knowledge by combining knowledge coming from different kinds of disciplines. | X | ||||
| 4. He/she brings proposals of solution to the questions required proficiency by using quantitative scientific research techniques. | X | ||||
| 5. He/she develops new strategically approach as against the complex situations that he /she couldn?t predict in practices of autism education field and create solutions by taking responsibilities. | X | ||||
| 6. He/she takes part in team works about autism education effectively and becomes leader. | X | ||||
| 7. He/she evaluates the knowledge about autism education critically and leads learning. | X | ||||
| 8. He /she transfers developments in autism education and his/her own studies to the groups in field or out of fields in written, oral and visual ways systematically. | X | ||||
| 9. He/ she examines social relationships in occupational and Professional environments and also examines models that lead these relationships with a critical view point and acts in order to develop and change them when it is necessary. | X | ||||
| 10. He/she uses the computer and communication technologies together in autism educational discipline required in advance level. | X | ||||
| 11. He/she comments strategically, political and practical plans of autism education, develops these plans and evaluates the results gathered within the frame of quality processes. | X | ||||
| 12. He/she controls the processes of gathering data, commenting and announcing them in scientific and ethical values base and teaches these values. | X | ||||
| 13. He/she applies the knowledge and abilities gained from autism education in interdisciplinary studies. | X | ||||
| 14. He/she evaluates daily developments according to national values and realities of country. | X | ||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest