Recent Tutoring Session Reviews
"During this session, we reviewed chapters on regression, ANOVA, multi-factor ANOVA, and multiple regression. Each chapter included the basic theory for each test, how to write the hypotheses, when each test would be appropriate, how to calculate each statistic and what the results meant. We also went through practice problems from the end of each chapter. The student likes to move at a brisk pace, but he generally performs well when I ask him review questions, even on material that he and I haven't covered in depth."
"Today, the student and I met to go through more of his lectures. The section we worked on today dealt with experiment design. We talked about how we want the samples in an experiment to be random in order to avoid unwanted variables, and how to reduce the effect of variables that we can not avoid. We also spent a little bit of time working on his lab assignment which dealt with logarithmic regression. He had done some of it by himself, so we reviewed his answers as well as looking at the ones he had not done. For the most part, he had little problem, and only needed a brief explanation of how the slope of the regression relates to the original graph."
"The student asked me to help him review for stats. He wasn't very comfortable with probability, so we spent the session going over that. We did independent and mutually exclusive events, using trees, conditional probability, and binomial and geometric probability."
"We started the session by going over the test. I first explained how to conduct the test when the sample is small. Then we moved on to use the normal approximate for the test when our sample is big. After doing an example, she had better understanding of the test and how to conduct the test."
"We worked on multi-variable regression analysis. The problems seemed to be pretty easy for the student to grasp. We are meeting earlier next week to prepare for her exam that is on Wednesday."
"Today, we worked through the first test (from which questions will be pulled for the upcoming final) and the study guides for both of the tests. Practice has made the student much more familiar and comfortable with the concepts from the first test, and I also think he made significant strides today in grasping the conceptual basis of a sample distribution."
"The student is working on chapter 6 in his textbook which covers standard normal curve. Today we worked on percentages of a distribution that fall below a z-score, between two specific z-scores, or above a given z-score. I explained the standard normal table to him, and he seemed to quickly grasp the concepts involved."
"We covered distributions, summary statistics, and measures of spread. Specifically, we talked about the mean, median, standard deviation, 5 number summary, IQR, symmetrical distributions, and skewed distributions. After covering this material, we went over the student's last test. She really wanted someone to reexplain the general concepts. She said that the review helped to pull everything together. Once we went over her test, she understood how to approach each problem and what mistakes she made. She said that she found the session to be very useful."
"We went over matched pairs testing. The student knew the formula towards the test, but didn't know how to apply it to any questions. I first showed him how to interpret related questions and how to extract the necessary information for the test. We then reviewed how to perform the test by hand. We then applied the same concepts and went over how to do the same actions on his stat program. After he felt comfortable with the motions of performing the test, I then explained to him how to interpret the results of said test. We then went over several practice problems to cement the lessons reviewed in the session. He has to complete a test by Monday night."
"The student and I went through his questions about chapter 1, and the new material from chapter 2. In chapter 1, we looked at the nuances of various definitions of population, especially as compared to samples. In chapter 2, we discussed graphical descriptions of data, specifically nominal, ordinal, interval, and ratio data; qualitative versus quantitative; stem and leaf displays; histograms and measurement classes; class frequency and relative class frequency; determining class interval width; and time series data. He did an excellent job on his chapter 1 homework, and quickly picked up the concepts in chapter 2. He has been assigned the problems at the end of chapter 2 for his homework at our next lesson on Tuesday of next week, when we will discuss numerical descriptive measures."
"The student and I went through some example problems and tried to nail down what z-scores are and mean which are key to an understanding of what he will be dealing with for the rest of the class. Once I felt we had some understanding, I attempted to give him a base for the homework sets he had to complete. I asked him for a link to his textbook so that I could condense the information in a way that was not as confusing."
"We focused the beginning of our session going over problems related to p-value. The remaining portion was spent doing a homework assignment. The two main concepts involved were Type 1 and Type 2 Error and Hypothesis testing. The student showed understanding of the content."