Sentence examples for statistical competencies from inspiring English sources

At the same time, it is necessary to address whether metarepresentational competence and conceptual competence grow together as students develop the statistical competencies we have explored here (English, 2013).

Further, if we consider the missing values as representing participants who lack statistical competencies, this could result in a biased underestimation of these competencies.

The difficulty parameters define the latent variable of conceptual competencies on a scale from −1.506 to.748 logits and the latent variable of statistical competencies on a scale from −1.809 to.663 logits.

Research-methodological statistical competencies (DIM2) is the ability to reflect, interpret, and critically evaluate the choice and the application of central statistical procedures which are used to answer research questions or to test hypotheses deduced from scientific problems of empirical research (Stark and Mandl 2001, pp. 5 6).

In March 2005, a new scientific board was established, which is managed by the head of R&D and includes representatives with scientific and statistical competency, primary care expertise and is assisted by co-ordinating staff.

Statistical comparison of competencies between survey types was not possible, because each survey type included a different set of questions.

Our goals were to 1) teach botanical concepts, from cells to ecosystems; 2) strengthen competencies in statistical analysis and scientific writing; 3) pique plant science interest; and 4) allow all undergraduates to contribute to genuine research.

No statistical difference in EBM competency was identified between students allocated to the DID group versus the BL group when using the Berlin tool (p = 0.29) (Table  2).

A statistical comparison of Clinical Competency in AM and CON was not possible because of content differences between the different scales, and a statistical comparison of the trainee and trainer scores for Clinical Competency was not possible due to the different direction of the respective questions.

These skills were fostered in the majors biology course by introductory presentations in the lecture class, by laboratory class discussions (before and after completion of the experiments) that featured experimental design, data analysis, and interpretation of results, and by numerous homework assignments to develop competency in statistical analysis.

The biggest gap for all sub competencies was in "statistical and econometric analyses" (3.8), followed by "micro economics of health care" (3.6) and "health accounting" (3.5), all housed under Health Economics.