Recent Tutoring Session Reviews
"The student and I went over some statistics problems. They had to differentiate between "percentile decision statistics", "percentiles statistics", and "percentiles". We also looked at how to use lognormal values."
"The student and I work on analyses for his final project. He did a great job today of identifying what the statistical results were telling us. That is; were our results significant? Was our hypothesis right/wrong? We also studied a bit for his test. He will significantly benefit from studying at least 2-3 problems on his own so that he can come to me tomorrow with questions and difficulties he is having."
"The student and I worked on an upcoming homework problem set. We covered hypothesis testing of proportions and confidence intervals. He understands the material well when it is explained to him. It seems the professor provided formulas without explaining the theoretical bases for these formulas, so we spent some time covering these concepts (probability distributions and how z scores are related to critical values, p values, and hypothesis testing)."
"The student and I worked on finishing chapter 3, and she took the quiz on chapter 3. We introduced standard deviation, variance, box plots, and quartiles. We had examples to work with and we could check to see if we were on the right track by checking the back of the book. Overall it was a good session. Now we will concentrate on chapter 4 tomorrow and chapter 5 the following day."
"The student and I worked on Z scores and the normal distribution while also reviewing some past material. Our general goal was to get her ready for the test she was taking online that weekend, as with a good grade, an A in the class will be highly likely, and she could essentially ensure a B. She ended up with A on the test! She is grasping the material much better now, so this served as a good last session. She came a long way in our time together."
"The student and I worked through problems involving the critical value approach. We focused on comparing this approach to the p-value approach, and she was able to observe that they are in a sense the same concept but reversed. She was more comfortable determining if tests were right-tailed or left-tailed, especially after we made the comparison to the number line where smaller numbers are to the left and larger numbers to the right. She had some difficulty with translating a word problem about false negatives and false positives into a statement about Type I and Type II errors. After breaking down the problem into much smaller steps, she was able to independently come to the correct conclusion."