BACHELOR OF EDUCATION COURSE NAME COURSE CODE NUMBER OF HOURS NUMBER OF CREDITS PRE-RE UISITES COURSE DESCRIPTION This

course covers essential concepts and contents in descriptive statistics and probability. Topics included are: Measures of central tendency, measures of dispersion, sampling, normal distribution, and graphical representation of data, experimental and theoretical probabilities. Everyday applications and a methodological approach to statistics and probability will be emphasized. LEARNIN" OUTCOMES : : : : : : STATISTICS & PROBABILITY MT 202S 45 Hours 3 CREDITS MT !00S: FOUNDATION MATH

COURSE CONTENT #o$$o%s:

UNIT ! : D&'& Co$$()'*o+ &+, Pr(s(+'&'*o+ -3 %((.s/ NO0 OF HOURS: INSTRUCTIONAL OB1ECTI2ES Student should be able to: . Explain the need for sampling. !. Explain the distinction between a sample and a population and ". #ppreciate the necessity for randomness in choosing samples. $. %dentify and use different sampling methods. &. Explain in simple terms why a given sampling method may be unsatisfactory '. (ecognize that the sample mean can be regarded as a random variable ). Ma*e appropriate decisions on sample size +. Explain ,random sampling, and ,non random sampling, and give examples of each. -. .orrectly choose samples from a given population, whether accessible or inaccessible /. .ollect and organize data on current issues for ma*ing predictions . .ollect, classify and organize statistical data for graphical representations !. Select a suitable method of presenting statistical data and *now the Teachers0 .olleges of 1amaica

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advantages2disadvantages that particular representation may have 3enerate graphical representations of numerical data by drawing appropriate graphs 4se computer software programmes to simulate selected statistical analyses. %nterpret and draw simple inferences from tables, bar graphs, proportional bar graphs, pictographs, pie charts, tally charts, histograms, fre5uency polygons, ogives, scatter grams, stem and leaf diagrams and box6and6whis*ers plots

COURSE CONTENT . 7ata .ollection !. 8rganization 9 :resentation of 7ata ". Sampling: techni5ues, size, and characteristics $. Sampling Methods: :robability vs. non6probability

UNIT 2: M(&sur(s o# C(+'r&$ T(+,(+)3 -3 %((.s/ NO0 OF HOURS: INSTRUCTIONAL OB1ECTI2ES Student should be able to: . .alculate the statistical averages for grouped and ungrouped data !. Ma*e decisions using the appropriate statistical average in a given situation ". #nalyze real life situations using statistical averages $. Ma*e inferences and arguments based on data analysis &. Ma*e application decisions using statistical averages '. .alculate the weighted, geometric and harmonic mean of a set of numbers, emphasizing their applications in everyday life ). .alculate moving averages using real situations; e.g. rainfall +. Examine trends using moving averages COURSE CONTENT . Statistical averages; mean, mode, median !. <eighted averages ". 3eometric and =armonic Mean $. Time Series and Moving #verages

UNIT 3 : M(&sur(s o# D*s4(rs*o+ -3 %((.s/ NO0 OF HOURS: INSTRUCTIONAL OB1ECTI2ES Student should be able to: . .alculate the variance and standard deviation of grouped and ungrouped data. !. .alculate the variance and standard deviation for a fre5uency distribution Teachers0 .olleges of 1amaica

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4se the standard deviation in ma*ing statistical analyses %dentify and explain what continuous random variable 4se the normal distribution to calcuate standard scores 7etermine the standard score for an item among a set of scores #pply statistical techni5ues to research situations.

COURSE CONTENT . (ange,>uartiles, 7eciles, and :ercentiles !. Standard deviation, ?ariance ". @ormal 7istribution and standard scores

UNIT 4 : E54(r*6(+'&$ Pro7&7*$*'3 -2 %((.s/ NO0 OF HOURS: INSTRUCTIONAL OB1ECTI2ES Students should be able to: . 4se probability as a measure of chance !. Explain the terms events, total outcomes. sample space, probability. ". %dentify sample space for a given experiment. $. %dentify given events from a sample space. &. 7evise and carry out experiments to determine simple probability '. .alculate the probability of an event occurring or not occurring. ). 7escribe events as li*ely, unli*ely, impossible, biased etc... using probability values. +. 4se probability models to compare experimental results with mathematical expectations. -. Explain the difference between discrete and continuous random variables COURSE CONTENT . .oncept of :robability !. Sample Space ". Simple experimental probability $. (ange of a probability

UNIT 5 : T8(or('*)&$ Pro7&7*$*'3 -4 %((.s/ NO0 OF HOURS: INSTRUCTIONAL OB1ECTI2ES Student should he able to: . 4se the idea of sets to calculate the probability :A#BCD and :A#4CD !. 4se the property that :A# D E F :A#D ". 7evelop an understanding of conditional probability and solve related problems $. 7istinguish between dependent, independent, mutually exclusive and complementary Teachers0 .olleges of 1amaica

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events .alculate and use addition and multiplication rules appropriately in simple cases 4se the property that the sum of all probabilities, :AxiD, iE ,!, G n, of sample points xi if the sample space is .onstruct and use tree and ?enn diagrams in solving simple problems in probability #pply simple permutation and combination for finding sample space 4se simple permutation and combination in finding the probability of an event Ma*e predictions that are based on experimental or theoretical probabilities 7evelop an appreciation for the use of probability in the real world Solve simple problems involving probability in a variety of real contexts

COURSE CONTENT . Types of events !. :robability rules ". :ermutation and combination $. .onditional probability &. Tree and ?enn diagrams STUDENT ACTI2ITIES .ooperative learning, small and large group discussions, guided practice, coaching, and whole class type presentations, some led by participants, will be the maHor teaching processes used in this course. 4nit and cumulative wor*sheets will be one method of assessing students0 learning and concretizing *nowledge learnt in class. # real life application proHect will be completed by students in their cooperative learning groups. This proHect involves students studying2investigating a problem2issue2concern at their school and design data collection instruments Ae.g. interviews, 5uestionnaire, etc.D to collect data, then to summarize data, present findings Aincluding conclusions and recommendationsD. %t is expected that students will learn s*ills of organization, cooperation, and delegating wor* to team members, and other learning and social s*ills in completing proHect. ASSESSMENT The assessment strategies recommended emphasize variety in the types and nature of the assessment that will utlize students talents and special abilities and also provide opportunities for them to demonstrate their declarative *nowledge and s*ills.

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Ass(ss6(+' Co64o+(+'s Pro#(ss*o+&$ R(s4o+s*7*$*'3: .lass attendance, punctuality, Hournaling, and class participation Ior this assessment, students will be assigned a grade for professional responsibility consistent with

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3eneral Education and :rofessional .ourse 4nit 6& 4nits 6&

the attitudes, values and behaviour of the programme. R(s(&r)8 &+, Coo4(r&'*;( L(&r+*+= S.*$$s : 7ata collection 9 analysis of statistical data -Pro:()'/ A+ E5&64$( .ollect data from &/ students at college on the high school they attended and the number of subHects passed in the .K. and the grades at which they passed. #lso, data related to their age and parish of residence. 8rganize the data and conduct appropriate statistics that will ade5uately summarize the data. Similar proHect can be designed by the lecturer. Pr(s(+'&'*o+ S.*$$s: :resentation of :roHect Iindings D()$&r&'*;( >+o%$(,=(: Two unit tests Iinal External Examination

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LEARNIN" RESOURCES . Social and Economic Survey of 1amaica, published by the :lanning %nstitute of 1amaica !. @ewspaper clipings, magazines, calculators, and computers ". Electronic media and %nternet resources $. Software programmes Ae.g. S:SS programmeD

Teachers0 .olleges of 1amaica