This brief video from NPR (they make videos, what?) describes how the CDC will be randomly sampling Atlanta residents to test for COVID-19 antibodies. The efforts hope to provide a better estimate of the spread of the disease. H/t to Sy Islam for sharing this with me. I think you could use this in class as a super-fast example of how we use samples to generalize about larger populations. The CDC is sending out employees to conduct antibody tests on a random sample of Atlanta residents. The tests are meant to show how many people have been infected with the coronavirus. pic.twitter.com/mXqznHUJmV — NPR (@NPR) April 29, 2020

Hi! Here is an easy-to-use review of regression, with a regression example. I posted about using this catty tweet to teach regression previously: Right? Do you see the regression? Every wife has two data points: Year she gets married, and the year she was born...and from that, you can perform a regression to predict when Quaid would actually marry someone who has not been born yet (2052). Well, I decided to make it into a whole Google Slides presentation for this example, with links to data, to use as a regression review during the quarantine. Admittedly, the example is ridiculous, and the sample is far too small to run a reliable regression. That being said, I think the example is vivid and sticks. I also think it does an excellent job of illustrating how the equation can be used to make predictions. Additionally, I genuinely find meaning in helping out my fellow statistics instructors in good times, and doubly so during this challenging semester. Feel free to view my pres...

Here are two good review examples for chi-square, one for goodness-of-fit, and one for the test of independence. Here is my Google Slide presentation, which includes links to data sets for the examples. One features Taco Bell . The other features actual Developmental Psychology research, as featured on NPR . When I use these in class, the students have already been introduced to chi-square, have been walked through examples of both chi-squares, and then they analyze the data on their own using JASP. Y

I hope everyone is hanging in there. Here is a pretty straight forward one-way ANOVA example that is interactive, based on for-real personality psychology research, and interesting. I blogged about this previously but whipped up a Google Slideshow you can download and edit to suit your own teaching. Also, I uploaded data that you can use with your students.  TL:DR- A bunch of researchers gave the NEO to 1.5 million Americans to determine if different regions of the US have different personality trends (see research here ).  Original Study They do. Then Time magazine reported on the study . And the scicomm was beautiful. They accurately described the research AND created a fun interactive portion in which you students can take the NEO-Short Form and be matched with the state that best matches their personality (Hi, I am West Virginia because I'm high in neuroticism and low in openness to new experiences, which are great qualities to have during a pandem...

I apologize in advance if you are pandemiced out. It is just that my brain won't stop seeing stats examples in information related to the COVID-19 pandemic. For instance, researchers are looking back at the 1918 Flu Pandemic in order to forecast how social distancing (or lack thereof) will affect mortality rates now. And these patterns, as illustrated by National Geographic, demonstrate different data distribution shapes . The data comes from a reputable source, is scaled to deaths per 100,000 as to allow for comparison, and the distributions are related to very important data. Other lessons your students can learn from this data: This is what good scicomm looks like. Also, sometimes a good data visualization is better than an accurate-yet-filled-with-jargon version of the same information. For instance, much has been shared about NYC vs St. Louis in terms of timing of quarantine. Here is the comparison yet again, but in an easier-to-follow description: There is a ton of...

TL:DR: Imma send my students to YouTube to watch three MythBuster clips that approximately illustrate t-test research designs. Then, they will identify the t-test research design that is illustrated by each of these clips.  More detail. MythBusters is a show that gleefully creates research to test urban legends and random questions that arise in day to day life. The questions that my clips tackle are: a) how badly do people drive when distracted by hands-free cell phones, b) could Indiana Jones have really made it through the chamber at the beginning of Temple of Doom and c) what is faster: Weaving in and out of lanes or staying in the right-hand lane when driving? So, they will watch the clips, and I will ask them questions (they will submit their answers via Google Forms Quiz) to make sure they can tell which sort of t-tests you would use to analyze the data, given research design. Here is the PPT I will use. I've never used this exact clip in class before. I di...

Hello, my friends. We live in strange times. I will try to share everything so that this transition to online education is more manageable. My university is pausing teaching for this week (3/16-3/20), so we can prepare. I've prepared my first lesson. I've used this lesson before. I like this lesson because you can use it with ANY of the inferential statistics taught in Intro Stats. Here is my PPT for the projec t. I used it for an Independent t-test, but you can use it for any test. What you need: A FB account, a way to share a lecture with your students, a way for your students to share ideas about what sorts of variables you can glean from FB. What your students need: A FB account (I suggest you create an extra data set to share with students who don't have one), a way to conduct statistical tests (by hand, calculator, JASP, Excel, R).  Tips:  1. I don't think this is an excellent way to introduce a statistical test, but I think it is a usef...