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Spring 2013 Dr. Diane Nahl LIS 665 Teaching Information Technology LiteracyUniversity of Hawaii LIS Program
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Data Analysis & Data
Visualization
Spring 2013| Nahl | LIS 665 Teaching Information Technology LiteracyUniversity of Hawaii | LIS Program
LIS 665 Teaching Information Technology Literacy 2
Assessment Cycle
Nahl 2013
Gather Data
Plan for Improvement
Share Data & Plan
Analyze & Interpret
Implement the Plan
Radcliff et al. p. 171
Tables & Figures: Naming, Explaining, and Interpreting Results
Nahl 2013 LIS 665 Teaching Information Technology Literacy 3
Figure 1. Demographics:Types of Libraries
Nahl 2013 LIS 665 Teaching Information Technology Literacy 4
Figure 2. Demographics:Library Departments
Nahl 2013 LIS 665 Teaching Information Technology Literacy 5
Data Presentation Exercise:Write a Complete Title for the Figure and Labels for the each pre-post bar
set
Nahl 2013 LIS 665 Teaching Information Technology Literacy 6
Data Presentation Exercise:Write a Complete Title for the Table and
a Sentence about what these results mean
Nahl 2013 LIS 665 Teaching Information Technology Literacy 7
LIS 665 Teaching Information Technology Literacy 8
IV & DV Defined Independent Variable(s)
Treatment or Intervention or Condition
Random Selection & Random Assignment
Dependent Variable(s) or Dependent Measure(s)
Measuring instrument (worksheet, clicker questions, pre-post test, single test, open-ended instrument, e.g., Muddiest point, Minute paper, session evaluation comments, etc.)
Outcome, results, data (their ratings or scores or frequencies or other result types)
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LIS 665 Teaching Information Technology Literacy 9Nahl 2013
Evaluation of the Effectiveness of Two Library Instructional Videotapes
IV: Library videotape 1, Library videotape 2
DV: Effectiveness [evaluated or measured in some way]
Exercise: Identifying Independent and Dependent Variables
in Research Article Titles
LIS 665 Teaching Information Technology Literacy 10Nahl 2013
Library Jargon: Student Comprehension of Technical Language Used by Librarians
IV:
DV:
What is being measured?
LIS 665 Teaching Information Technology Literacy 11Nahl 2013
Information Literacy Skills: An Exploratory Focus Group Study of Student Perceptions
IV:
DV:
What is being done?What is being measured?
LIS 665 Teaching Information Technology Literacy 12Nahl 2013
A Comparison of Presentation Formats for Instruction: Teaching First-Year Students
IV:
DV:
What is being changed? What is being measured?
LIS 665 Teaching Information Technology Literacy 13Nahl 2013
A Longitudinal Study of the Effects of OPAC Screen Changes on Searching Behavior
and Searcher Success
IV:
DV:
What is being altered?What is being measured?
LIS 665 Teaching Information Technology Literacy 14Nahl 2013
Programmatic Assessment: Turning Process Into Practice by Teaching for Learning
IV:
DV:
What is being varied?What is being measured?
LIS 665 Teaching Information Technology Literacy 15
Statistical Significance Defined
Only relevant in Experimental Designs (IV DV)
Statistical Significance: p value <.05
In 100 different samples, 95% will have the same mean or average, and only 5% of the samples will have different means
Systematic or consistent results, confidence levels
Significant results vs. Important results (size of the difference, or size of the correlation)
Size of the sample (n = 30 minimum, more depending on type of study and population size)
Allows generalizing results to a population (as defined in the study)
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LIS 665 Teaching Information Technology Literacy 16
Correlation Defined Relationship between two variables
Not causal (X does not cause Y) but related, multivariate, multifactorial, co-occurrence, identify trends
Intervening or confounding variables
Direction [+ positive (up) or - negative (down)]
Square the correlation (r2) to get its size in Percent (%)
Magnitude (size of the correlation)
r = .4 to .6 moderate [16% - 36% due to the X/Y variables, 84% - 64% due to other unidentified variables]
r = .6 to .8 strong
r = .9 near perfect & 1.0 perfect
Significance (p value <.05) permits applying results from one sample to the entire population (as defined in the study)
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17
Positive Correlation
Nahl 2013 LIS 665 Teaching Information Technology Literacy
Figure 1. Correlation for Computer Literacy and Search Success
18
Negative Correlation
Nahl 2013 LIS 665 Teaching Information Technology Literacy
Figure 2. Correlation for Computer Anxiety and Search Success
19
Correlation Matrix
Nahl 2013 LIS 665 Teaching Information Technology Literacy
Table 1. Correlations for Computer Literacy, Computer Anxiety, Visual Acuity, and Search Success
20
Correlation Results
Nahl 2013 LIS 665 Teaching Information Technology Literacy
Table 2. Correlation for Computer Literacy and Search Success
Significant correlations (p = <.05) suggest the results are systematic and apply to the whole population (as defined in the study)
P < .0001 = 1 sample in 10,000 samples will have a different correlation
P < .001 = 1 sample in 1,000 samples will have a different correlation
P < .01 = 1 sample in 100 samples will have a different correlation
LIS 665 Teaching Information Technology Literacy 21
Next Week
Nahl 2013