Using the Correlation Coefficient in Student Life

Authors: Marrie Ross, Celest Montag, Melissa Andersen, Jeremy Hidalgo Objective: Given a real-life problem, the student determines how, if at all, a solution to that problem is facilitated by using the following formula for correlation where r = the correlation, n = the sample size, x = the values of the first data set, = the mean of the xvalues, Sx = the standard deviation for the x - values, y = the values of the second data set, = the mean of the y-values, and Sy = the standard deviation for the y - values: (Application) Stages of the Lesson: Stage 1: Initial Problem Confrontation and Analysis We will present students with the following two problems on the overhead projector: David has a date with Avalina in a week and he really wants to impress her. He decides that he will conduct a survey in which he will ask as many girls as possible which of the activities that he has chosen, they like best. He collects the following data: Date Idea Go Skeet Shooting Bowling and Dinner Movie and Dinner Candle Light Dinner Number of Women who Like the Idea 15 10 4 25

Thinking back to his statistics class, he thinks, From the data gathered, what gives me the greatest possibility of getting another date with Avalina? A few weeks ago, we lost the basketball game against Lindon High School. Some comments I heard from the student section after the game were Lindons players are all tall, that is why they won the game. Here are some statistics from the game: 69 6 67 15 78 21 74 2 65 17 74 0 71 5 68 10 73 0 75 6

Height (in) 72 Points scored 12

How might we go about proving the students comments about the game is correct?

After giving students about 5 minutes to respond to these two problems, we will discuss how the correlation coefficient formula allows us to answer the second problem but not the first problem and why it is that we cant use it for the first one. Stage 2: Subsequent Problem Confrontation and Analysis After the students distinguish between how they would solve the above two problems, further their abilities to decipher when and how to apply the correlation coefficient by having them get in groups and complete the attached task sheet. After students have completed the task sheet as a group, the spokesperson for each group will present their examples and non-examples of real-life problems for correlation coefficients. During the presentations, students will start filling out the rules part of the task sheet as we discuss each groups examples and non-examples. This will help lead into the discussion of what rules are needed to calculate the correlation coefficient in the Rule Articulation stage. Stage 3: Rule Articulation Open the floor for discussion. Lead the students into an inductive learning activity to solidify the rules for when the correlation coefficient is appropriate to calculate and use as a measurement. For the inductive learning activity, have the students list specific characteristics (on the task sheet) that triggered them to decide to use the correlation coefficient in the above problems. Also have them list the specific characteristics that led them to conclude to not use the correlation coefficient in the above problems. This will help to refine their abilities to recognize situations when the correlation coefficient is applicable. Stage 4: Extension into Subsequent Lessons Subsequent lessons will focus on different statistical analysis processes that may be done on bi-variate data. As such, the above skills of deciphering between whether or not measurements of correlation coefficients are applicable will continue to require students to use their knowledge of the correlation coefficient.

Accompanying Documents: Task Sheet Name: Class Period: Activity 1: Group examples and non-examples In your group, come up with an example from your life where you would need to use the correlation coefficient to solve it:

In your group, come up with an example from your life where you would not need to use the correlation coefficient to solve it:

Activity 2: Rules for Correlation Coefficient Problems While groups are presenting their examples, list some rules that you need for Correlation coefficient problems (you will add more to this list later in the discussion):

While groups are presenting their examples, list some rules that you need for nonCorrelation coefficient problems (you will add more to this list later in the discussion):

Mini-experiment: Prompt: Amanda is the student body president at Willard High School. She wants to know to know what would help the student-body in her school get involved in various extracurricular activities. Some of these activities include Cross-Country, Football, Basketball, Track and Field, Choir, and Band. After gathering some data on the proportion of students who participate in each of these activities, she discovers that how much time is required may play a role in the number of participants. The following is the data she collected: Activity Cross-Country Football Basketball Track and Field Choir Band Duration 2 Months 4 Months 4 Months 3 Months 6 Months 6 Months Percent of Student Body that Participates 5% 25% 15% 40% 10% 10%

What type of analysis would you need to apply in order to decide how likely it is that Amanda is right? Perform the necessary algorithmic operations to show whether or not Amanda is right. Write out your conclusions in one or two sentences.

Observers Rubric: +4 The students decides to use the correlation coefficient +2 The student follows the correct process for computing the correlation coefficient +2 The student performs nothing erroneous and computes a correlation coefficient of -.027 +2 The student concludes no association