"And the Survey Says...": Using Family Feud to Gather, Understand, and Analyze Different Levels of Data
Keywords:Teaching Statistics, Quantitative Research Methods, Research Writing, Data Analysis
AbstractThis article presents an activity, based on the game show Family Feud, designed to engage students in statistics courses. After participating, students should understand different levels of data. In addition, the activity provides teachers a springboard for presenting other concepts, including measures of central tendency, and graphing, analyzing and reporting research results.
Acton, C., & McCreight, B. (2013). Engaging students in quantitative research methods: An evaluation assessment for learning strategies on an undergraduate social research methods module. The Higher Education Academy. Retrieved from https://www.heacademy.ac.uk/system/files/resources/engaging_students_in_quantitative_methods.pdf on Oct. 11, 2017.
Babbie, E. (2017). The basics of social research (7th ed.). Boston, MA: Cengage Learning.
Brown, M. (2017). Making students part of the dataset: a model for statistical enquiry in social issues. Teaching Statistics, 39, 79-83.
Bruning, J. L., & Kintz, B. L. (1987). The computational handbook of statistics (3rd ed.). Glenview, IL, Harper Collins.
Carnell, L.J. (2008). The effect of student-designed data collection projects on attitudes toward Statistics. Journal of Statistics Education, 16, 1-15.
Dillbeck, M. C. (1983). Teaching statistics in terms of the knower. Teaching of Psychology, 10, 18-20.
Fawcett, L., & Newman, K. (2016). The storm of the century! Promoting student enthusiasm for applied statistics. Teaching Statistics, 39, 2-13. doi: 10.1111/test.12115
Lesser, L. M. (2007). Learning stats is fun…with the right mode. Stats: The Magazine for Students of Statistics, 48, 7-11.
Lesser, L. M. (2017). Classroom notes—‘one in ten.’ Teaching Statistics, 40, 33-34. doi: 10.1111/test.12148
Leston-Bandeira, C. (2015). Teaching undergraduate research methods. In J. Ishiyama, W. J. Miller, & E. Simon (Eds.), Handbook on teaching and learning in political science and international relations (pp. 221-232). Northampton, MA: Edward Elgar Publishing.
McPherson, S. H. (2014). Unders and Overs: Using a dice game to illustrate basic probability Concepts. Teaching Statistics, 37, 18-22.
Meyers, L., Gamst, G., & Guarino, A.J., (2013). Applied multivariate research: Design and interpretation (2nd ed.). Thousand Oaks, CA. Sage.
Quinn, R. J. (2003). Exploring the probabilities of `Who Wants to be a Millionaire?’ Teaching Statistics, 25, 81-84. doi: 10.1111/1467-9639.t01-100123
Velleman, P. F., & Wilkinson, L. (1993). Nominal, ordinal, interval, and ratio typologies are misleading. The American Statistician, 47, 65-72. doi: 10.1080/00031305.1993.10475938
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others non-commercial use of the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).