Questions of difference

Decision-Based Learning - Questions of Difference

1. After determining that the question is inferential in nature, we then must classify it as one of the following:

2. After determining that the question is inferential in nature, we then must classify it as one of the following:

3. These four classifications encompass the majority of inferential statistical methods that exist.

4. So, let’s begin with . . .

5. So, let’s begin with . . . Drum-roll please?

6. Questions of difference

7. Questions of difference

8. Questions of difference

9. As a general rule, a question of difference asks if one group is different , similar , or comparable to another group in terms of some outcome .

10. Let’s see this visually:

11. Let’s see this visually: Group 1

12. Let’s see this visually: Group 1 i s different, similar, or comparable to

13. Let’s see this visually: Group 1 Group 2 i s different, similar, or comparable to

14. Let’s see this visually: Group 1 b ased on Group 2 i s different, similar, or comparable to

15. Let’s see this visually: Group 1 b ased on Some Outcome Group 2 i s different, similar, or comparable to

16. Let’s look at an example:

17. Researchers want to determine who drives faster women or men.

18. Researchers want to determine who drives faster women or men.

19. Researchers want to determine who drives faster women or men. Group 1 b ased on Some Outcome Group 2 is different, similar, or comparable to

20. Researchers want to determine who drives faster women or men. Group 1 b ased on Some Outcome Group 2 is different, similar, or comparable to

21. Researchers want to determine who drives faster women or men. WOMEN b ased on Some Outcome Group 2 are different, similar, or comparable to

22. Researchers want to determine who drives faster women or men. WOMEN b ased on Some Outcome Group 2 are different , similar, or comparable to

23. Researchers want to determine who drives faster women or men. WOMEN b ased on Some Outcome Group 2 are different , similar, or comparable to

24. Researchers want to determine who drives faster women or men . WOMEN b ased on Some Outcome Group 2 are different, similar, or comparable to

25. Researchers want to determine who drives faster women or men . WOMEN b ased on Some Outcome MEN are different, similar, or comparable to

26. Researchers want to determine who drives faster women or men. WOMEN b ased on Some Outcome MEN are different, similar, or comparable to

27. Researchers want to determine who drives faster women or men. WOMEN b ased on DRIVING SPEED MEN are different, similar, or comparable to

28. Researchers want to determine who drives faster women or men. WOMEN b ased on DRIVING SPEED MEN Therefore, this is a question of Difference are different, similar, or comparable to

29. Here is another example,

30. A study seeks to understand if teenagers are more likely to text while driving than adults.

31. A study seeks to understand if teenagers are more likely to text while driving than adults.

32. A study seeks to understand if teenagers are more likely to text while driving than adults. Group 1 b ased on Some Outcome Group 2 are different, similar, or comparable to

33. A study seeks to understand if teenagers are more likely to text while driving than adults. Group 1 b ased on Some Outcome Group 2 are different, similar, or comparable to

34. are different, similar, or comparable to Group 1 b ased on Some Outcome Group 2 Investigators seeks to understand if teenagers are more likely to text while driving than adults. They administer an anonymous survey to each group and compare the results.

35. are different, similar, or comparable to TEENAGERS b ased on Some Outcome Group 2 Investigators seeks to understand if teenagers are more likely to text while driving than adults. They administer an anonymous survey to each group and compare the results.

36. TEENAGERS b ased on Some Outcome Group 2 are different , similar, or comparable to Investigators seeks to understand if teenagers are more likely to text while driving than adults. They administer an anonymous survey to each group and compare the results.

37. TEENAGERS b ased on Some Outcome Group 2 are different , similar, or comparable to Investigators seeks to understand if teenagers are more likely to text while driving than adults. They administer an anonymous survey to each group and compare the results.

38. Investigators seeks to understand if teenagers are more likely to text while driving than adults . They administer an anonymous survey to each group and compare the results. TEENAGERS b ased on Some Outcome Group 2 are different, similar, or comparable to

39. TEENAGERS b ased on Some Outcome ADULTS are different, similar, or comparable to Investigators seeks to understand if teenagers are more likely to text while driving than adults . They administer an anonymous survey to each group and compare the results.

40. TEENAGERS b ased on Some Outcome ADULTS are different, similar, or comparable to Investigators seeks to understand if teenagers are more likely to text while driving than adults. They administer an anonymous survey to each group and compare the results.

41. TEENAGERS b ased on Some Outcome ADULTS are different, similar, or comparable to Investigators seeks to understand if teenagers are more likely to text while driving than adults. They administer an anonymous survey to each group and compare the results.

42. TEENAGERS b ased on TEXTING WHILE DRIVING ADULTS Therefore, this is a question of Difference are different, similar, or comparable to Investigators seeks to understand if teenagers are more likely to text while driving than adults. They administer an anonymous survey to each group and compare the results.

43. Now let’s see an example examining the difference between three groups.

44. Investigators wish to determine who spends more time on electronics: tweens , teenagers or college freshmen .

45. Investigators wish to determine who spends more time on electronics: tweens , teenagers or college freshmen .

46. Investigators wish to determine who spends more time on electronics: tweens, teenagers or college freshmen. Group 1 a re different, similar or comparable to one another based on Some Outcome Group 2 & Group 3

47. Investigators wish to determine who spends more time on electronics: tweens , teenagers or college freshmen. Group 1 Some Outcome Group 2 & Group 3 a re different, similar or comparable to one another based on

48. Investigators wish to determine who spends more time on electronics: tweens , teenagers or college freshmen. TWEENS Some Outcome Group 2 & Group 3 a re different, similar or comparable to one another based on

49. Investigators wish to determine who spends more time on electronics: tweens, teenagers or college freshmen. TWEENS Some Outcome Group 2 & Group 3 a re different, similar or comparable to one another based on

50. Investigators wish to determine who spends more time on electronics: tweens, teenagers or college freshmen. TWEENS Some Outcome TEENAGERS & Group 3 a re different, similar or comparable to one another based on

51. Investigators wish to determine who spends more time on electronics: tweens, teenagers or college freshmen . TWEENS Some Outcome TEENAGERS & Group 3 a re different, similar or comparable to one another based on

52. Investigators wish to determine who spends more time on electronics: tweens, teenagers or college freshmen . TWEENS Some Outcome TEENAGERS & COLLEGE FRESHMEN a re different, similar or comparable to one another based on

53. Investigators wish to determine who spends more time on electronics: tweens, teenagers or college freshmen. TWEENS Some Outcome TEENAGERS & COLLEGE FRESHMEN a re different, similar or comparable to one another based on

54. Investigators wish to determine who spends more time on electronics: tweens, teenagers or college freshmen. TWEENS Some Outcome TEENAGERS & COLLEGE FRESHMEN a re different , similar or comparable to one another based on

55. Investigators wish to determine who spends more time on electronics: tweens, teenagers or college freshmen. TWEENS TEENAGERS & COLLEGE FRESHMEN Some Outcome a re different, similar or comparable to one another based on

56. Investigators wish to determine who spends more time on electronics: tweens, teenagers or college freshmen. TWEENS TIME SPENT ON ELECTRONICS TEENAGERS & COLLEGE FRESHMEN a re different, similar or comparable to one another based on

57. Investigators wish to determine who spends more time on electronics: tweens, teenagers or college freshmen. TWEENS TIME SPENT ON ELECTRONICS TEENAGERS & COLLEGE FRESHMEN a re different, similar or comparable to one another based on Therefore, this is a question of Difference between more than two groups

58. This time, let’s see an example where we are looking at similarities between two groups instead of differences :

59. The average score nationwide on the verbal section of the GRE is 610.

60. The average score nationwide on the verbal section of the GRE is 610.

61. The average score nationwide on the verbal section of the GRE is 610. A researcher wants to do an experiment on a group (or sample) of graduate students that represent those with typical GRE verbal scores.

62. The average score nationwide on the verbal section of the GRE is 610. A researcher wants to do an experiment on a group (or sample) of graduate students that represent those with typical GRE verbal scores. So, she takes a sample of 50 grad students to see if they have statistically similar GRE verbal scores to the population.

63. The average score nationwide on the verbal section of the GRE is 610. A researcher wants to do an experiment on a group (or sample) of graduate students that represent those with typical GRE verbal scores. So, she takes a sample of 50 grad students to see if they have statistically similar GRE verbal scores to the population. i s similar to b ased on Some Outcome A population A sample

64. The average score nationwide on the verbal section of the GRE is 610. A researcher wants to do an experiment on a group (or sample) of graduate students that represent those with typical GRE verbal scores. So, she takes a sample of 50 grad students to see if they have statistically similar GRE verbal scores to the population . i s similar to b ased on Some Outcome Group 1 A population

65. The average score nationwide on the verbal section of the GRE is 610. A researcher wants to do an experiment on a group (or sample) of graduate students that represent those with typical GRE verbal scores. So, she takes a sample of 50 grad students to see if they have statistically similar GRE verbal scores to the population. i s similar to b ased on Some Outcome Sample of 50 Grad Students A population

66. The average score nationwide on the verbal section of the GRE is 610. A researcher wants to do an experiment on a group (or sample) of graduate students that represent those with typical GRE verbal scores. So, she takes a sample of 50 grad students to see if they have statistically similar GRE verbal scores to the population. i s similar to b ased on Some Outcome Sample of 50 Grad Students A population

67. The average score nationwide on the verbal section of the GRE is 610. A researcher wants to do an experiment on a group (or sample) of graduate students that represent those with typical GRE verbal scores. So, she takes a sample of 50 grad students to see if they have statistically similar GRE verbal scores to the population. i s similar to b ased on Some Outcome Sample of 50 Grad Students A population

68. The average score nationwide on the verbal section of the GRE is 610. A researcher wants to do an experiment on a group (or sample) of graduate students that represent those with typical GRE verbal scores. So, she takes a sample of 50 grad students to see if they have statistically similar GRE verbal scores to the population . i s similar to b ased on Some Outcome Sample of 50 Grad Students A population

69. The average score nationwide on the verbal section of the GRE is 610. A researcher wants to do an experiment on a group (or sample) of graduate students that represent those with typical GRE verbal scores. So, she takes a sample of 50 grad students to see if they have statistically similar GRE verbal scores to the population . i s similar to b ased on Some Outcome Sample of 50 Grad Students Population of Grad Students

70. The average score nationwide on the verbal section of the GRE is 610. A researcher wants to do an experiment on a group (or sample) of graduate students that represent those with typical GRE verbal scores. So, she takes a sample of 50 grad students to see if they have statistically similar GRE verbal scores to the population. i s similar to b ased on Some Outcome Sample of 50 Grad Students Population of Grad Students

71. The average score nationwide on the verbal section of the GRE is 610. A researcher wants to do an experiment on a group (or sample) of graduate students that represent those with typical GRE verbal scores. So, she takes a sample of 50 grad students to see if they have statistically similar GRE verbal scores to the population. i s similar to b ased on Some Outcome Sample of 50 Grad Students Population of Grad Students

72. The average score nationwide on the verbal section of the GRE is 610. A researcher wants to do an experiment on a group (or sample) of graduate students that represent those with typical GRE verbal scores. So, she takes a sample of 50 grad students to see if they have statistically similar GRE verbal scores to the population. i s similar to b ased on GRE Verbal Scores Population of Grad Students Sample of 50 Grad Students

73. The average score nationwide on the verbal section of the GRE is 610. A researcher wants to do an experiment on a group (or sample) of graduate students that represent those with typical GRE verbal scores. So, she takes a sample of 50 grad students to see if they have statistically similar GRE verbal scores to the population. i s similar to b ased on GRE Verbal Scores The Population of Grad Students A Sample of 50 Grad Students Therefore, this is a question of Similarity between a sample and a population, but classified as difference

74. In many studies the only difference is that one group experiences something and the other group does not experience it.

75. In many studies the only difference is that one group experiences something and the other group does not experience it. The group that experiences or is given something is generally known as the “experimental” or “treatment” group.

76. In many studies the only difference is that one group experiences something and the other group does not experience it. The group that experiences or is given something is generally known as the “experimental” or “treatment” group.

77. In many studies the only difference is that one group experiences something and the other group does not experience it. The group that does not experience nor is given something is generally known as the “control” group.

78. Here is how a problem like this is generally written:

79. Scientist wish to determine the effect of an innovative instructional software on high school student AP stats exam scores.

80. Scientist wish to determine the effect of an innovative instructional software on high school student AP stats exam scores.

81. Scientist wish to determine the effect of an innovative instructional software on high school student AP stats exam scores. Two groups are selected.

82. Scientist wish to determine the effect of an innovative instructional software on high school student AP stats exam scores. Two groups are selected. One group uses the innovative software and the other group does not.

83. Scientist wish to determine the effect of an innovative instructional software on high school student AP stats exam scores. Two groups are selected. One group uses the innovative software and the other group does not. Their exam scores are then compared.

84. Scientist wish to determine the effect of an innovative instructional software on high school student AP stats exam scores. Two groups are selected. One group uses the innovative software and the other group does not. Their exam scores are then compared. b ased on Some Outcome Group 2 Group 1 i s different than

85. Scientist wish to determine the effect of an innovative instructional software on high school student AP stats exam scores. Two groups are selected. One group uses the innovative software and the other group does not. Their exam scores are then compared. b ased on Some Outcome Group 2 Group 1 i s different than

86. Scientist wish to determine the effect of an innovative instructional software on high school student AP stats exam scores. Two groups are selected. One group uses the innovative software and the other group does not. Their exam scores are then compared. b ased on Some Outcome Group 2 Group using software i s different than

87. Scientist wish to determine the effect of an innovative instructional software on high school student AP stats exam scores. Two groups are selected. One group uses the innovative software and the other group does not . Their exam scores are then compared. b ased on Some Outcome Group 2 Group using software i s different than

88. Scientist wish to determine the effect of an innovative instructional software on high school student AP stats exam scores. Two groups are selected. One group uses the innovative software and the other group does not . Their exam scores are then compared. b ased on Some Outcome Group NOT using software Group using software i s different than

89. Scientist wish to determine the effect of an innovative instructional software on high school student AP stats exam scores . Two groups are selected. One group uses the innovative software and the other group does not. Their exam scores are then compared. b ased on Some Outcome Group using software i s different than Group NOT using software

90. Scientist wish to determine the effect of an innovative instructional software on high school student AP stats exam scores . Two groups are selected. One group uses the innovative software and the other group does not. Their exam scores are then compared. b ased on AP Stats Exam Scores Group using software i s different than Group NOT using software

91. In some situation the difference will not be between two groups,

92. In some situation the difference will not be between two groups, but between the same group on two or more different occasions or times.

93. Let’s see a visual of that:

94. Let’s see a visual of that: Group 1 (Time 1)

95. Let’s see a visual of that: Group 1 (Time 1) i s different than

96. Let’s see a visual of that: Group 1 (Time 2) Group 1 (Time 1) i s different than

97. Let’s see a visual of that: Group 1 (Time 2) Group 1 (Time 1) i s different than The time is different but the group is the same

98. Let’s see a visual of that: b ased on Group 1 (Time 2) Group 1 (Time 1) i s different than

99. Let’s see a visual of that: b ased on Some Outcome Group 1 (Time 2) Group 1 (Time 1) i s different than

100. Here is an example of this:

101. An anti-boredom medication has been developed by scientists to combat boredom.

102. An anti-boredom medication has been developed by scientists to combat boredom.

103. An anti-boredom medication has been developed by scientists to combat boredom. A group of students who report being bored with school are administered a boredom survey and then administered the anti-boredom medication for three weeks.

104. An anti-boredom medication has been developed by scientists to combat boredom. A group of students who report being bored with school are administered a boredom survey and then administered the anti-boredom medication for three weeks. At the beginning of the fourth week the boredom survey is administered again and the results are compared.

105. An anti-boredom medication has been developed by scientists to combat boredom. A group of students who report being bored with school are administered a boredom survey and then administered the anti-boredom medication for three weeks. At the beginning of the fourth week the boredom survey is administered again and the results are compared. b ased on Some Outcome Group 1 (Time 2) Group 1 (Time 1) i s different than

106. An anti-boredom medication has been developed by scientists to combat boredom. A group of students who report being bored with school are administered a boredom survey and then administered the anti-boredom medication for three weeks. At the beginning of the fourth week the boredom survey is administered again and the results are compared. b ased on Some Outcome Group 1 (Time 2) i s different than Group 1 (Time 1)

107. An anti-boredom medication has been developed by scientists to combat boredom. A group of students who report being bored with school are administered a boredom survey and then administered the anti-boredom medication for three weeks. At the beginning of the fourth week the boredom survey is administered again and the results are compared. b ased on Some Outcome Group 1 (Time 2) The Group BEFORE taking medication i s different than

108. An anti-boredom medication has been developed by scientists to combat boredom. A group of students who report being bored with school are administered a boredom survey and then administered the anti-boredom medication for three weeks. At the beginning of the fourth week the boredom survey is administered again and the results are compared . b ased on Some Outcome Group 1 (Time 2) The Group BEFORE taking medication i s different than

109. An anti-boredom medication has been developed by scientists to combat boredom. A group of students who report being bored with school are administered a boredom survey and then administered the anti-boredom medication for three weeks. At the beginning of the fourth week the boredom survey is administered again and the results are compared . b ased on Some Outcome The Group BEFORE taking medication i s different t han or comparable to Group 1 (Time 2)

110. An anti-boredom medication has been developed by scientists to combat boredom. A group of students who report being bored with school are administered a boredom survey and then administered the anti-boredom medication for three weeks. At the beginning of the fourth week the boredom survey is administered again and the results are compared. b ased on Some Outcome Group 1 (Time 2) The Group BEFORE taking medication i s different t han or comparable to

111. An anti-boredom medication has been developed by scientists to combat boredom. A group of students who report being bored with school are administered a boredom survey and then administered the anti-boredom medication for three weeks. At the beginning of the fourth week the boredom survey is administered again and the results are compared. b ased on Some Outcome The Group AFTER taking medicaion The Group BEFORE taking medication i s different t han or comparable to

112. An anti-boredom medication has been developed by scientists to combat boredom. A group of students who report being bored with school are administered a boredom survey and then administered the anti-boredom medication for three weeks. At the beginning of the fourth week the boredom survey is administered again and the results are compared. b ased on Some Outcome The Group AFTER taking medicaion The Group BEFORE taking medication i s different t han or comparable to

113. An anti-boredom medication has been developed by scientists to combat boredom. A group of students who report being bored with school are administered a boredom survey and then administered the anti-boredom medication for three weeks. At the beginning of the fourth week the boredom survey is administered again and the results are compared. b ased on Some Outcome The Group AFTER taking medicaion The Group BEFORE taking medication i s different t han or comparable to

114. An anti-boredom medication has been developed by scientists to combat boredom. A group of students who report being bored with school are administered a boredom survey and then administered the anti-boredom medication for three weeks. At the beginning of the fourth week the boredom survey is administered again and the results are compared. b ased on Degree of Boredom The Group AFTER taking medicaion The Group BEFORE taking medication i s different t han or comparable to

115. Finally, let’s look at a “difference” problem that has a lot of other elements in it, that may make it difficult to classify as difference.

116. Scientist wish to determine the effect of an innovative instructional software on high school student AP stats exam scores across gender.

117. Scientist wish to determine the effect of an innovative instructional software on high school student AP stats exam scores across gender. Two groups are selected.

118. Scientist wish to determine the effect of an innovative instructional software on high school student AP stats exam scores across gender. Two groups are selected. One group uses the innovative software and the other group does not. Their exam scores are then compared .

119. Scientist wish to determine the effect of an innovative instructional software on high school student AP stats exam scores across gender. Two groups are selected. One group uses the innovative software and the other group does not. Their exam scores are then compared . After running this comparison the scientist control for year in school as well as IQ scores.

120. Scientist wish to determine the effect of an innovative instructional software on high school student AP stats exam scores across gender. Two groups are selected. One group uses the innovative software and the other group does not. Their exam scores are then compared. After running this comparison the scientist control for year in school as well as IQ scores. Wow, there is a lot going on here!

121. Scientist wish to determine the effect of an innovative instructional software on high school student AP stats exam scores across gender. Two groups are selected. One group uses the innovative software and the other group does not. Their exam scores are then compared . After running this comparison control for year in school as well as IQ scores. The first thing we need to do is determine if there is a difference here.

122. Scientist wish to determine the effect of an innovative instructional software on high school student AP stats exam scores across gender. Two groups are selected. One group uses the innovative software and the other group does not. Their exam scores are then compared . After running this comparison control for year in school as well as IQ scores. Are there two or more groups?

123. Scientist wish to determine the effect of an innovative instructional software on high school student AP stats exam scores across gender. Two groups are selected. One group uses the innovative software and the other group does not. Their exam scores are then compared . After running this comparison control for year in school as well as IQ scores. Are there two or more groups?

124. Scientist wish to determine the effect of an innovative instructional software on high school student AP stats exam scores across gender. Two groups are selected. One group uses the innovative software and the other group does not. Their exam scores are then compared . After running this comparison control for year in school as well as IQ scores. Are there two or more groups?

125. Scientist wish to determine the effect of an innovative instructional software on high school student AP stats exam scores across gender. Two groups are selected. One group uses the innovative software and the other group does not. Their exam scores are then compared . After running this comparison control for year in school as well as IQ scores. Yes, there are two groups

126. Scientist wish to determine the effect of an innovative instructional software on high school student AP stats exam scores across gender. Two groups are selected. One group uses the innovative software and the other group does not. Their exam scores are then compared . After running this comparison control for year in school as well as IQ scores. Are we looking for differences , similarities or comparisons ?

127. Scientist wish to determine the effect of an innovative instructional software on high school student AP stats exam scores across gender. Two groups are selected. One group uses the innovative software and the other group does not. Their exam scores are then compared . After running this comparison control for year in school as well as IQ scores. Are we looking for differences , similarities or comparisons ?

128. Scientist wish to determine the effect of an innovative instructional software on high school student AP stats exam scores across gender. Two groups are selected. One group uses the innovative software and the other group does not. Their exam scores are then compared . After running this comparison control for year in school as well as IQ scores. Even though there are many other things going on in this problem, like

129. Scientist wish to determine the effect of an innovative instructional software on high school student AP stats exam scores across gender. Two groups are selected. One group uses the innovative software and the other group does not. Their exam scores are then compared . After running this comparison control for year in school as well as IQ scores. Questions about the role of gender on the results

130. Scientist wish to determine the effect of an innovative instructional software on high school student AP stats exam scores across gender . Two groups are selected. One group uses the innovative software and the other group does not. Their exam scores are then compared . After running this comparison control for year in school as well as IQ scores. o r year in school

131. Scientist wish to determine the effect of an innovative instructional software on high school student AP stats exam scores across gender . Two groups are selected. One group uses the innovative software and the other group does not. Their exam scores are then compared . After running this comparison control for year in school as well as IQ scores . o r IQ scores

132. Scientist wish to determine the effect of an innovative instructional software on high school student AP stats exam scores across gender . Two groups are selected. One group uses the innovative software and the other group does not. Their exam scores are then compared . After running this comparison control for year in school as well as IQ scores. The CENTRAL FOCUS of the question is on the difference between the GROUP who uses the software and the GROUP who does not .

133. In summary

134. Questions of difference essentially examine the difference, similarity or comparison between two or more groups based on some outcome.

135. Questions of difference essentially examine the difference, similarity or comparison between two or more groups based on some outcome. Group 1 b ased on Some Outcome Group 2 i s different, similar, or comparable to

136. At times, there may be more than two groups in the problem or research question.

137. At times, there may be more than two groups in the problem or research question. Group 1 a re different, similar or comparable to one another based on Some Outcome Group 2 & Group 3

138. Some times those differences are between two groups or the same group at two different times.

139. Some times those differences are between two groups or the same group at two different times. b ased on Some Outcome Group 1 (Time 2) Group 1 (Time 1) i s different than

140. And at times you may be examining how similar or representative a sample is to a population.

141. And at times you may be examining how similar or representative a sample is to a population. i s similar to b ased on Some Outcome A population A sample

142. Some of the words to look for in your problem to determine if it is a question of difference are:

143. Some of the words to look for in your problem to determine if it is a question of difference are: More Statistically different Two groups Two samples Etc.

144. Examine the question or problem you are working on.

145. Is it a question of difference?

146. If so, select DIFFERENCE

147. If so, select DIFFERENCE