This course is meant to equip students with basic statistical skills and help prepare them for more advanced quantitative courses, graduate studies, or a future career where some knowledge of statistics is required. The course seeks, in particular, to promote statistical literacy among students so that they can critically evaluate statistical information and data-based arguments appearing in diverse media outlets. It focuses on both descriptive and inferential techniques in highlighting the usefulness of statistics in understanding social behavior. This course does not require a strong mathematical background as a prerequisite, although ability with simple algebra will be an asset. The course begins with basic descriptive statistics and then moves on to inferential statistics. The descriptive part includes techniques such as frequency distribution, measures of central tendency and dispersion, standardized scores, and the normal curve. The section on inferential statistics introduces students to hypothesis testing, estimation procedures, correlation, and linear regression techniques. Although the course requires computational work, a conceptual understanding of the issues will be emphasized.

Recommended Books

1. Gravetter (2013). Statistics for the Behavioral Sciences 
2. Wallau, L. B., (2013). Essentials of Statistics for Behavioural Sciences. USA, Wadsworth Thompson. 9thedition
3. Thompson, B. (2006). Foundations of behavioral statistics. New York, NY: Guilford Press

Timings: 

Wednesday  8:00 am to 09:30 am (BS 5th Regular)

Wednesday 11:20 am to 01:50 pm (BS 5th SS)

Thursday  08:00 am to 09:30 am (BS 5th Regular)

Thursday 11:20 am to 01:50 pm (BS 5th SS)

Assessment Criteria

Assignments: 6

Presentation: 6

Participation:  8

Mid Term(Including Practical): 30

Final exam(Including Practical): 50

RULES AND REGULATIONS

• Punctuality
• Everyone feels free to express their viewpoint and ask questions during class without fear of incivility or rudeness from others.
• Seeking help when needed
• Offering feedback when appropriate
• Preferences for student participation (e.g., raising hands and waiting to be called on vs. jumping in the discussion)
• 80% class attendance
• Keeping up with the readings