MOOC The Calderonia Technical Institute (CTI), business and finance homework help

Dec 4th, 2016
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To MOOC or Not to MOOC The Calderonia Technical Institute (CTI) offers degrees in math and business. CTI was established in the early 1900s under the patronage of Kester Calderon who made a fortune in steel and automobile manufacturing. The institute is well known for the rigor and content of its course offerings and is accredited by many of the reputed international agencies. Currently, 1000 students are admitted to the institute every year who come from all over the world. With the spread of Massively Open Online Course (MOOC) technology, the institute recently became interested in evaluating its benefits for students. One of the core courses that all students are required to take at CTI is STAT 021. Even though the best and brightest faculty teach the course in small sections, the institute’s president strongly feels that the student learning performance can potentially be further enhanced by providing a MOOC as a supplementary resource in addition to the current regular lecture classes. The chairman of the curriculum committee at the institute also thinks that MOOC can be helpful in improving students’ overall understanding of statistics concepts and provide practical problem-solving skills since computers can generate a variety of questions through simulation and adapt to individual student level and speed of learning. Upon an investigation, CTI came across a MOOC marketed by SoftStat Inc. that may be a good fit for its students. SoftStat is a silicon-valley based educational software company that recently came out with a program that supplements student learning in statistics. On further inquiry, the company representative visited the campus and made an impressive presentation to CTI administrators showing the various capabilities of the software and its potential benefits. Last semester, the SoftStat offered 30 free licenses for students at CTI to try out the program. CTI created a section of STAT 012 consisting of 30 randomly selected eligible students. The class was conducted with the usual lecture format (that is without using a MOOC) until the midterm examinations were concluded. However, for the second half of the course, the students were asked to use the MOOC as a supplement to the lectures. Table 1 shows the midterm and final exams scores of each student. The campus president wants you to first analyze this data and conclude if there was any statistically significant increase in student scores with the use of the MOOC. Unless there is such a significant improvement in the scores, CTI doesn’t want to pursue the MOOC technology for the time being. On the other hand, if the results indicate the MOOC was effective in enhancing student learning, the campus plans to license the software so long as the improvement in scores justifies the cost of licensing the MOOC. It has been determined that for each point score increase in the final, the student stands to improve his/her salary potential by $250 when they graduate and join the workforce. SoftStat quotes $1000 as license fee for each student. Your task is to prepare a consultant’s report of about 4-5 pages (including Excel output). You will be graded according to the following criteria: i) Recognition of the statistical problem in the case and identification of the appropriate statistical method to be applied, ii) Ability to analyze the raw data in Table 1 using Excel, iii) Accuracy/interpretation/ explanation of the results to CTI management, and iv) Overall quality of writing, organization, presentation of the report. Statistical Table.xlsx

Tutor Answer

(Top Tutor) Daniel C.
(997)
School: UCLA
PREMIUM TUTOR

Kindly see attached the requested report and the Excel output of the analysis

OUTLINE:
The doc file contains the requested report regarding the statistical analysis of the data provided
to evaluate if the tested technology has any beneficial influence on the student’s scores


Running head: TO MOOC OR NOT TO MOOC?

1

TO MOOC OR NOT TO MOOC
(NAME)
(PROFESSOR’S NAME)
(COURSE)
(DATE)

TO MOOC OR NOT TO MOOC?

2

Description of the problem
The objective was to evaluate if the MOOC technology was useful in increasing the
scores of the students. Taking this into account, a class of 30 students followed half the course on
statistics with lectures, and half the course where given the chance of using the MOOC
technology to help them in their study, apart from the lectures.
Taking this into account, the experiment has been well planned because it has considered
all the possible confounding variables (e.g. different students would have scored differently).
Thus, by using the same students, the researcher and the university can assume that their
performance during both halves of the course would be the same, and that if there is any
significant difference in their performance, this difference will be due to the implementation of
the MOOC technology during the second half of the year.

Description of the data
Taking the above into account, the data consists on the scores of the 30 students on the
midterm and the final exams. In this sense, the midterm exam would represent the “background”
or reference model, since it is during the first half of the course that students follow a normal
lecture schedule. In contrast, the final test represents the “sample” model, since it is the one for
which we expect to observe any difference in the case that the MOOC technology did really play
any role in improving the academic success of the students.
The scores obtained by the 30 students on both exams are presented in table 1.

TO MOOC OR NOT TO MOOC?

3

Table 1. Scores obtained by the students in the midterm and final exams
Student number Score in the midterm exam Score in the final exam
1

60

81

2

83

84

3

67

90

4

67

87

5

77

70

6

73

70

7

68

86

8

64

75

9

87

73

10

58

83

11

83

73

12

50

8...

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