Statistics, Probability and Communication online short course

This Unit Standard is designed to provide credits towards the mathematical literacy requirement of the NQF at Level 4. The essential purposes of the mathematical literacy requirement are that, as the learner progresses with confidence through the levels, the learner will grow in:

A confident, insightful use of mathematics in the management of the needs of everyday living to become a self-managing person

An understanding of mathematical applications that provides insight into the learner`s present and future occupational experiences `and so develop into a contributing worker

The ability to voice a critical sensitivity to the role of mathematics in a democratic society and so become a participating citizen.

People credited with this unit standard are able to:

Critique and use techniques for collecting, organising and representing data.

Use theoretical and experimental probability to develop models, make predictions and study problems.

Critically interrogate and use probability and statistical models in problem solving and decision making in real-world situations.

WHAT YOU WILL LEARN:

  • Critique and use techniques for collecting, organising and representing data.
  • Specific purposes include:
    Determining trends in societal issues such as crime and health;
    Identifying relevant characteristics of target groups such as age range, gender, socio-economic group, cultural belief, and performance;
    Considering the attitudes or opinions of people on issues.
  • Techniques include:
    The formulation of questions in surveys to obtain data;
    The methods and devices (e.g. tables of random numbers, calculators or computers) used to select random samples;
    Different instruments and scales such as yes/no (dichotomous) and 5 point (Liked scales) and discrete and continuous variables;
    Evaluation of data gathering techniques and of data collected so that faults and inconsistencies are identified;
    Calculating measures of center and spread such as mean, median, mode, range; and variance;
    Using scatter plots and lines of best fit to represent the association between two variables;
    Correlation.
  • Situations or issues that can be dealt with through statistical methods are identified correctly.
  • Appropriate methods for collecting, recording and organising (data are used so as to maximise efficiency and ensure the resolution of a problem or issue.
  • Data sources and databases are selected in a manner that ensures the representativeness of the sample and the validity of resolutions.
  • Activities that could result in contamination of data are identified and explanations are provided of the effects of contaminated data.
  • Data is gathered using methods appropriate to the data type and purpose for gathering the data.
  • Data collection methods are used correctly.
  • Calculations and the use of statistics are correct.
  • Graphical representations and numerical summaries are consistent with the data, are clear and appropriate to the situation and target audience.
  • Resolutions for the situation or issue are supported by the data and are validated in terms of the context.
  • Use theoretical and experimental probability to develop models.
  • Use theoretical and experimental probability to develop models, make predictions and study problems.
  • Performance in this specific outcome includes the requirement to:
    Use the laws governing independent, complementary and mutually exclusive events.
    Determine theoretical and experimental probabilities.
    Use simulations (e.g. six sided spinners, random number generators in calculators or computers) for comparing experimental results (e.g.the rolling of a die) with mathematical expectations.
    Compare experimental results with mathematical expectations using probability models.
  • Experiments and simulations are chosen and/or designed appropriately in terms of the situation to be modelled.
  • Predictions are based on validated experimental or theoretical probabilities.
  • The results of experiments and simulations are interpreted correctly in terms of the real context.
  • The outcomes of experiments and simulations are communicated clearly.
  • Critically interrogate and use probability and statistical models.
  • Critically interrogate and use probability and statistical models in problem solving and decision making in real world situations.
  • Performance in this specific outcome includes, the requirement to:
    Source and interpret information from a variety of sources including databases.
    Manipulate data in different ways to support opposing conclusions.
    Evaluate statistically based arguments and make recommendations and describe the use and misuse of statistics in society.
    Make inferences about a population on the basis of a sample selected from it.
    Make comparisons between predictions and actual occurrences.
  • Statistics generated from the data are interpreted meaningfully and interpretations are justified or critiqued.
  • Assumptions made in the collection or generation of data and statistics are defined or critiqued appropriately.
  • Tables, diagrams, charts and graphs are used or critiqued appropriately in the analysis and representation of data, statistics and probability values.
  • Predictions, conclusions and judgements are made on the basis of valid arguments and supporting data, statistics and probability models.
  • Evaluations of the statistics identify potential sources of bias, errors in measurement, potential uses and misuses and their effects.
  • Effects on arguments, judgements, conclusions and ultimately the audience.

Course Duration:

This online short course can be started at anytime , is online and self paced , This course takes roughly 8-10 weeks working part time.

Requirements:

Internet Connection

Pc or a Laptop

This course is applicable to being delivered in house at your company premises, please contact us for a separate quotation.

BUY THIS COURSE

R1,500.00

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