FOR ENHANCED LEARNING
While Intellectus Statistics™ is an analytics platform for many industries, statistics education is our first focus. The Intellectus Statistics team has striven to provide a statistics tool for those taking introductory statistics as a gateway course in the social sciences and for those in applied doctoral programs. The problem for those in an intro stats course was that too often the course failure rate was very high, leading to low persistence and degree-seeker attrition. For those in applied doctoral programs, research is not the focus and statistics just a small part of the curriculum. These student segments needed a different solution, an affordable, easy to use tool, one with the breadth and depth of analyses faculty have come to expect, but adding interpreted output that helps students rapidly understand the findings, and builds their statistical competence and confidence. These needs gave birth to Intellectus Statistics. The tool simultaneously meets the academic and operational demands of institutions.
On the academic side, the tool lets students easily manage and impute missing data, dynamically visualize variables, conduct over 50 different statistical tests, and provides a print-ready report of findings in plain English with APA tables and scalable figures. Among the many built-in features, the tool preloads and interprets statistical assumptions, preloads and interprets post-hoc tests, automatically conducts and interprets the non-parametric equivalent of parametric statistics when the assumptions are violated, directive error and warning messages, APA references, scroll over tutorials, how-to videos, technique specific glossary of terms and symbols, and of course, the raw output associated with old-school programs.
On the operations side, students are failing in gateway statistics courses. An article in Inside Higher Ed (June 2011) showed that with institutional changes, the failure rate of statistics courses fell from 57% to 29%–and that was considered a success. While that improvement is noted, a third of students failing is simply unacceptable. Especially worrisome, success rates for African American and Hispanic students can be even lower (EdSource, February 2012). Institutions must find other ways to engage students and help them succeed, and courageous administrators must lead the charge if they and their institutions are to be competitive and successful. We believe Intellectus Statistics is part of that solution. Currently, case studies are being developed assessing the impact of Intellectus Statistics on course success, degree persistence, and math anxiety.
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Download sample output here. The editable word document will download to your browser.
“The California State University system has benefited substantially from doctoral candidates using Intellectus Statistics™ in their data analysis and interpretation. I myself conduct statistical analyses, have used it, and have found its comprehensiveness and clarity to be outstanding.”
Joan Bissell, Ed.D.
Director, Teacher Education and Public School Programs Office of the Chancellor California State University
“One of the elements of IS that caught my attention was the “narrative analysis” of the numerical output of statistical procedures. In terms of levels of learning, synthesis is far more difficult than analysis. With SPSS, we had to climb the theoretical mountains of “research design” and “statistical analysis.” Then we had to climb the procedural mountains to put plans into practice. Then we had to climb the interpretative mountain (What do the print-outs mean? What in all that mass of output is important to my study?). Finally, after having scaled these educational mountains, my students faced the highest mountain of all — how do I put all of this together in a new project on my own?
From what I have seen in the examples, there will still be mountains to climb — the languages must be masters — but using IS appears to be more intuitive and straightforward than SPSS. Best of all, the explanation generated by IS will be easier for students to interpret (analysis) than writing a meaningful explanation from scratch (synthesis). I want my students to do credible designs and analyses, but I’ve never expected them to become statisticians. My goal is to provide students the best statistical tools possible for conducting meaningful research in their major. I believe IS will allow this to happen more effectively and with less wasted effort.
I have taught graduate level research design and statistical analysis (Educational Research) for 35 years: 31 at Southwestern Bapt Theological Seminary (School of Educational Ministries) here in Fort Worth, where I live, and for the last 4 at New Orleans BTS. NOBTS has just created a new EdD degree and I am teaching courses (Master’s and doctoral) in Research and Statistics to support their dissertation research. Foundations of Education is my field (principles of teaching, educational psychology, philosophy of education, teaching ministry of the church). So I see IS as a real partner in helping ministerial students connect credible data collection with appropriate data analysis and interpretation of results.”
Dr. Rick Yount
New Orleans Baptist Theological Seminary
Dr. James Lani helped me tremendously with the data analysis of my Doctor of Nursing Practice project. In a matter of minutes, he was able to generate a meaningful report outlining the significance of my data in a seamless, streamlined fashion. He was extremely knowledgeable, expeditious, and helpful. Thank you for saving me from hours of work and providing me with a quality report for my project!
Joni Kellams MSN, ARNP, FNP-BC
Doctor of Nursing Practice student at University of South Florida