Introduction
Statistical analysis is often an integral part of an effective and practical study. If some data collected the authors are of interest and relevance, the information can be used as a basis for certain changes or implementations and also as a platform for further research. However, statistical information in scientific works is not always justified and accurate; therefore, such works are of little use.
As an example of the review, it is possible to use the article called “Impact of Supplemental Instruction on Business Courses: A Statistical Study,” written by Mitra and Goldstein. The analysis of this scientific work will help to determine whether the overall performance of the paper is accurate or vague and whether the statistical methods used in the article can be considered to be appropriate.
Summary of the Article
The authors of the article describe special business courses, the main purpose of which is to support students with unsatisfactory results of the study and help in understanding curricula in such subjects as mathematics, engineering, and other exact sciences (Mitra and Goldstein 1). As for indicators of the success and usefulness of such business courses, background variables are used. Mitra and Goldstein note that Supplemental Instruction, which they call SI, is very useful for students and can provide substantial support in the learning process (2). The authors argue that the rationale for SI effectiveness can be presented statistically on the basis of information obtained as a result of students’ work (Mitra and Goldstein 2).
Thus, the authors quote a table with percentages where they show the number of students who attended SI courses and those who did not participate in them (Mitra and Goldstein 5). Also, they demonstrate final grades received by students of business specialties (Mitra and Goldstein 5). As an additional statistical report, Mitra and Goldstein show graphs that display information about the probability of successful or failed passing of the final work among those students who have attended and did not attend SI courses (8).
In conclusion, the authors use the assumption that SI is a business course that is more useful for those who are at risk of failure in some subjects than those who successfully cope with all scientific disciplines (Mitra and Goldstein 11).
The list of the used literature is quite extensive, which allows saying that the authors conducted a rather thorough and detailed study. As limitations mentioned by Mitra and Goldstein, it is possible to note the inability to use SI in some training programs, as well as the significance of the role of the leader who cannot be sufficiently experienced (12). All the information is presented in separate paragraphs and has a structured presentation.
The relevance of the Statistical Methods Used
While considering the methods of statistical analysis that were used in the article, it can be noted that quite a reasonable approach to the study was chosen, and everything was done to ensure that the information was submitted in detail. According to Goldstein et al., students’ perception is essential in the process of assessing data about their academic performance (507). The authors of the researched article gave enough arguments and described how interested people were in attending business courses (Mitra and Goldstein 5).
As Malm et al. remark, the effectiveness of Supplemental Instruction in engineering education is justified and potentially successful (347). Perhaps, that is why so much attention was paid to this program and its merits in this article.
The tables and graphs used in the paper are probably the only possible way to display the collected statistical information in a concise and structured form. If the design of the work were different, the article would undoubtedly be worse visually perceived. For example, Goomas also gives data about SI and the percentage of students who completed this course (1180). However, because of the lack of appropriate means for displaying statistical information, these data are rather difficult to perceive. Therefore, the methods and designs used by Mitra and Goldstein are quite relevant.
Overall Performance
The overall performance is precise since there is no ambiguous data that can be perceived in two or many ways. A little more information probably could be added to the subject of the study limitations. For example, Mitra and Goldstein mentioned the qualities of the leader (12). A similar theme is touched upon in the work of Jones, who, nevertheless, gives detailed arguments on this topic (247). However, the described article does not relate to leadership qualities, but the role and capabilities of SI, and all the set goals were fully disclosed. If the analysis had been conducted in an extended time frame, as Dawson et al. did, the quality of the work would obviously be even higher (609). Nevertheless, the overall performance is precise enough.
Conclusion
Thus, all the statistical methods used in the article can be considered to be appropriate and relevant. The information can be used for further research, and the data obtained by the authors give a rather precise picture of the issue. The design and applied sources are suitable. The stated topic was fully disclosed through accurate statistical analysis.
Works Cited
Dawson, Phillip, et al. “On the Effectiveness of Supplemental Instruction: A Systematic Review of Supplemental Instruction and Peer-Assisted Atudy Sessions Literature Between 2001 and 2010.” Review of Educational Research, vol. 84, no. 4, 2014, pp. 609-639.
Goldstein, James, et al. “Understanding Factors Leading to Participation in Supplemental Instruction Programs in Introductory Accounting Courses.” Accounting Education, vol. 23, no. 6, 2014, pp. 507-526.
Goomas, David T. “The Impact of Supplemental Instruction: Results from an Urban Community College.” Community College Journal of Research and Practice, vol. 38, no. 12, 2014, pp. 1180-1184.
Jones, Jefferson P. “The Impact of the Supplemental Instruction Leader on Student Performance in Introductory Accounting.” American Journal of Business Education, vol. 6, no. 2, 2013, pp. 247-264.
Malm, Joakim, et al. “The Potential of Supplemental Instruction in Engineering Education – Helping New Students to Adjust to and Succeed in University Studies.” European Journal of Engineering Education, vol. 40, no. 4, 2015, pp. 347-365.
Mitra, Sinjini, and Zvi Goldstein. “Impact of Supplemental Instruction on Business Courses: A Statistical Study.” INFORMS Transactions on Education, vol. 18, no. 1, 2017, pp. 1-13.