STAB23 MINI ASSIGNMENT 1
1008949676
TUT0005
ANANYA MEHRA
PART 1: Understanding the Data
1.The subjects of interest are the students at University of Toronto Scarborough. The units in
the sample were the students in STAB23.
2.It is a categorical variable because the variable differs in quality and not any numerical
value. It shows distinct categories (Yes/No) without any order to it. The scale of measurement
would be nominal which is used for categorical variables where the categories cannot be
ordered.
3.This is also a categorical variable with a nominal scale of measurement as there is no
discernible order between the levels of the categories.
4.The proportion of people who said yes to feeling is 0.564. This value is a statistic because it
is calculated from the sample of data. It is a categorical variable with a nominal scale of
measurement.
5.From question 2 and 3, with the data provided, it seems that the decrease in study hours
during the pandemic led to students’ attitudes about online learning post-pandemic. Hence,
the explanatory variable would be question 2(decrease in hours spent studying) and response
variable would be question 3(preference for online lectures post-pandemic).
6.One sampling bias could be response bias. It’s the tendency of a person to answer questions
on a survey untruthfully or misleadingly. A respondent may feel pressure to give answers that
are socially acceptable too.
PART 2: Descriptive Statistics
1.
Do you feel the numbers of hours you have spent studying
each day
has decreased because of online learning during COVID-19?
120
100
80
Frequency
60
40
20
0
Yes No
Response
The mode is ‘No’ with 91 responses as it’s the most frequently occuring response. ‘Yes’ has a
frequency of 88.
2.
RESPONSE PROPORTION
Yes 0.491
No 0.508
3.
Do you feel more comfortable continuing your studies strictly
through online web lectures even when the COVID-19 pan-
demic dies down?
120
100
80
Frequency
60
40
20
0
Yes No
Response
The mode is ‘Yes’ with 101 responses as it’s the most frequently occurring response. ‘No’ has
a frequency of 78.
4.
RESPONSE PROPORTION
Yes 0.564
No 0.435
5.
Comparison of Study Hours Decrease and Preference of On-
line Learning Post-Pandemic
Frequency
Response
Frequency
0 20 40 60 80 100 120
No Yes
The trend that can be seen says that regardless of whether there was a decrease in study
hours, there may be a tendency where students who percieve a decrease in study hours during
the pandemic are more likely to prefer online learning post-pandemic.
PART 3: Discussion about Findings
1.According to the data provided and my observations, there is a higher frequency of “Yes”
from question 3 (studying through online lectures post-pandemic) compared to question 2
(decrease in study hours due to online learning in the pandemic). This insinuates that more
students are comfortable with continuing to study through online lectures post-pandemic,
regardless of whether they percieved a decrease in study hours due to online learning in the
COVID-19 pandemic or not.
There is also a higher frequency of “No “ responses for question 2 compared to question 3.
This indicates that more students percieved a decrease in study hours even if they aren’t
comfortable with studying through online lectures post-pandemic.
This concludes that their comfort with online learning after the pandemic seems to be
influenced by factors other than just the decrease in study hours. It’s a complex realtion with
and cannot be seen as just a cause-effect relation. Various other factors seem o contribute to
this association.
2.There are many justifications for the association between the above two variables. A meta
analysis revealed that despite having a decrease in study hours, online learning is as effective
as in-person learning, but not more (Means et al., 2010). This percieved effectiveness might
motivate students to continue online learning even after the pandemic.
Another research found that students have now adapted to the transition of in-person to online
learning. The familiarity with the platform has made them feel more comfortable with
pursuing online learning only (Bravo et al., 2020).
REFERENCES
Means, B., Toyama, Y., & Murphy, R. (2010, September). A meta-analysis and review of
Online Learning Studies. Evaluation of Evidence-Based Practices in Online Learning:
A Meta-Analysis and Review of Online Learning Studies.
https://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf
Bravo, C., Solé, C., & Ramírez, M. (2020). Factors influencing students' adaptation to online
learning in higher education: A systematic review. Sustainability, 12(21), 9023.
