by: Tristan Bridges
We started by separating the class into two groups: “traditional students” and “non-traditional students.” The College at Brockport has a large non-traditional student population. So, of the 112 students in my course (on the day of this exercise), I wasn’t surprised to learn that 41 of them classified themselves as “non-traditional.” For our purposes, we defined “traditional” students as 18-22 years old students who started college at The College at Brockport and live on campus.
Once in groups, I asked the students to think about their experience thus far at college. And everyone was asked to rank their satisfaction with their college experience so far as “less than satisfied,” “satisfied,” or “more than satisfied.” Although this is not a representative sample of Brockport students, we pretended that it was for the purposes of our analysis. And we discussed what that meant at the outset. I had students formulate a hypothesis about their perceptions of how student status (traditional or non) might affect how happy students are with their college experience. Everyone came to the same conclusion: the students thought that traditional students would be more likely to be satisfied. Once students had an idea about how satisfied (or not) they were with college, all of them arranged their bodies into a human frequency table. Then—of course—we all took selfies to commemorate the moment and tweeted them out (#drbridgeshumancrosstab).
Students in each of the cells first calculated what the expected frequencies would have been if student status had no impact on satisfaction with college. We compared these with our observed frequencies and I had students raise their hands if the expected frequency was higher or lower than the observed in the cell they occupied. Then, students in each cell used these two numbers to calculate the test statistic for their cell. We added all of these up to collectively produce a value for Chi Square for the class and compared it to a critical Chi table together.
If you’re interested, we did find a statistical relationship between student status and satisfaction with college. And we did not talk about alternative explanations for the finding. It’s not representative data, but it’s an interesting finding.
It’s a project I’m excited to continue in the course. Having better data literacy is something I’d like all of our students to achieve while at Brockport. Part of this involves understanding what the numbers and graphs mean. But, some of it involves an ability to look beyond the numbers and charts to see the people that comprise that data. Next time, I’ll make sure the weather cooperates.
Thanks to Dr. Melody Boyd for enduring some of the exercise and helping me get some “action shots.”