1 / 28

Messing with Data March 3rd, 2009

Messing with Data March 3rd, 2009. My Expectations. “I think you should be more explicit here in step 2.”. The Take-Aways. ?. The Take-Aways. Aggregation - making it meaningful. Dis-Aggregation - making it useful. Triangulation - making it defensible. Let’s start with a simple example.

drew
Download Presentation

Messing with Data March 3rd, 2009

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Messing with DataMarch 3rd, 2009

  2. MyExpectations “I think you should be more explicit here in step 2.”

  3. The Take-Aways ?

  4. The Take-Aways Aggregation - making it meaningful Dis-Aggregation - making it useful Triangulation - making it defensible

  5. Let’s start with a simple example First, I start with my question:

  6. What’s up with the beer aisle in Lowe’s??

  7. Follow-on Questions: * What about NC breweries? * What about ENC breweries?

  8. A little closer to home… What’s up with retention at CCC? Females? Took ACA? Males? Minorities? Non-Traditional? Fall-to-Fall? Nursing? Cosmetology? Fall-to-Spring? Used AS? DL? Applied? Transfer? GOT?

  9. A little closer to home… What’s up with DL at CCC? Do DL students drop as much as traditional/seated students? Related but separate question: Do DL students succeed as much as traditional/seated students? If NO, then what’s going on?

  10. DL @ CCCFA’08 • 270 seated sections • 73% success / 22% failed or withdrew (15% W) • 61 internet sections • 65% success / 33% D, F, WD (16% W) • 15 hybrid sections • 81% success / 18% D, F, WD (9% W)

  11. Grade Distributions (Fall 2008) Aggregation

  12. Dis-Aggregation Computer Literacy - FA ‘08 5 Sections: CIS 110 3-WB; 2-IN • Attrition • IN01: 35% • IN02: 26% • WB03: 17% • WB04: 28% • WB05N: 18%

  13. Dis-Aggregation Computer Literacy - FA ‘08 5 Sections: CIS 110 3-WB; 2-IN

  14. More Dis-Aggregation

  15. Dis -Aggregation Students in CIS110 - IN02 taking multiple courses

  16. Dis -Aggregation Students in CIS110 - IN02 taking multiple courses

  17. Now, what about Triangulation? Historical Data • FA 08 internet: 61 sections • 33% D, F, WD (16% W) • FA 07 internet: 59 sections; 34% D, F, W • FA 06 internet: 48 sections; 34% D, F, W

  18. Now, what about Triangulation? Historical Data • FA 08 internet: 61 sections; 33% D, F, WD (16% W) • FA 07 internet: 59 sections; 34% D, F, W • FA 06 internet: 48 sections; 34% D, F, W • FA 08 hybrid: 15 sections; 18 % D, F, W • FA 07 hybrid: 22 sections; 16% D, F, W • FA 06 hybrid: 20 sections: 27% D, F, W

  19. Now, what about Triangulation? Nothing wrong with Qualitative Data- Surveys, Evaluations, Focus Groups What do you think about online courses? Where have you succeeded with online? Where have you struggled online courses? Where have you succeeded with this course? Do you prefer Hybrid or Full Internet?

  20. Rate these assignments from easiest (1) to most difficult (5). • _ Word • _ Excel • _ Powerpoint • _ Access • _ Integration • _ Theory

  21. In Sum… • Think about your question(s)…Outcomes? • Where’s the data? • How can you aggregate it for meaning? • How can you dis-aggregate it for usefulness? • How can you triangulate it for validity?

  22. The Important Stuff Was this what you expected? Suggestions for improvement? Would you attend follow-up sessions (on drilling deeper)…(or something else)?

More Related