Recent Tutoring Session Reviews
"Today we went over t-tests, including calculation of sum of squares (SS), standard error, degrees of freedom, and test statistic."
"We reviewed Chi Squared and ANOVA testings today. For Chi Squared, we reviewed the null and alternative hypotheses for the test, how to calculate the critical value, how to find the expected value for a given cell, and how to calculate various proportions. For ANOVA, we reviewed how to set up the null and alternative hypotheses, how to interpret the conclusions from the hypothesis test, and what sorts of assumptions we need to use ANOVA."
"I reviewed basic terminology and concepts related to the normal distribution with the student today. We then went into the t-distribution, and hypothesis testing. This was a crash course to give her the most basic understanding of the concepts. Her project involved dividing her class of 20 4th graders into 2 treatment groups. Each group was given a test of reading comprehension at the beginning of the school year, and a post-test in April. She attempted to put roughly the same number of "high" "average" and "low" reading level students in each condition. The first condition was taught with "traditional" texts, while the second condition was taught using "multi-cultural" texts. We conducted a one-tailed t-test with a within-subjects design, and a p-value of .05. She then calculated the change in reading comprehension for each student, put these differences into a t-test statistics calculator we found via a Google search since she does not have SPSS or Minitab. The results indicated that there was no statistically significant difference between pre and post test in the two conditions. Therefore, we fail to reject the null hypothesis.\"
"The student has her first math test of the semester tomorrow, so we spent the entire session reviewing all of the material that will appear on her exam as well as completing a practice test worksheet that she was given in class. She was able to complete the first half, covering linear equations and inequalities, before our session, so we spent our time finishing the word problems at the end of the practice test. These types of problems were initially the most challenging part of her math material, but she has made huge improvements in the past few weeks in her ability to approach them. She has four main steps in her process: assign the variable with a "let" statement, design an equation or inequality in terms of the variable, solve for the variable, and write an answer statement responding to the problem's central question. We have since created a few additional steps before designing the equation that break word problems down into smaller pieces and shorter forward progressions. The key in linear word problems is finding the relationships between all of the given information in terms of the defined variable, before attempting to create an equation/inequality that consolidates all of the data. She has become adept at this and is able to approach problems piecewise, avoiding the pitfall of becoming overwhelmed by the volume of given information. We worked together on the first few word problems in her practice test, which she was able to negotiate fairly easily, and I left her on her own to solve the final three problems. She was able to approach the problems with her standardized methods and solved them quickly and accurately. She feels very confident in her ability to solve word problems, and I am very confident in her ability as well. We will meet next pending her math assignments, and we will review her test as soon as it is graded and returned to her."
"The student had some late work to make up tonight which covered a variety of concepts from percentages to special right triangles."
"The student has a quiz tomorrow on what had so far been covered in chapter 6. I wanted to get through the homework as quickly as possible so that we could begin reviewing all of the material. However, he'd had a bit of trouble on this homework assignment about rectangles. So the majority of the time was spent honing in on the concepts that would enable him to solve the rectangle questions. I created several practice quizzes for the student, some pertaining to the rectangle issues, and some cumulative as practice for the quiz tomorrow. I gave him lots of homework/study points to cover after I left. We had covered several of the concepts before, around last week, and he was able to quickly do the problems last week. He is definitely willing to learn and is working very hard to develop his skills."