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In the last decade, the population of honey bees across the globe has declined sharply leaving scientists and bee keepers to wonder why? Amongst all nations, the United States has seen some of the greatest declines in the last 10 plus years. Without a definite explanation, Colony Collapse Disorder (CCD) was coined to explain the sudden and sharp decline of the honey bee colonies that beekeepers were experiencing. Colony collapses have been rising higher compared to expected averages over the years, and during the winter season losses are even more severe than what is normally acceptable. There are some possible explanations pointing towards meteorological variables, diseases, and even pesticide usage. Despite the cause of CCD being unknown, thousands of beekeepers have reported their losses, and even numbers of infected colonies and colonies under certain stressors in the most recent years. Using the data that was reported to The United States Department of Agriculture (USDA), as well as weather data collected by The National Centers for Environmental Information (NOAA) and the National Centers for Environmental Information (NCEI), regression analysis was used to investigate honey bee colonies to find relationships between stressors in honey bee colonies and meteorological variables, and colony collapses during the winter months. The regression analysis focused on the winter season, or quarter 4 of the year, which includes the months of October, November, and December. In the model, the response variables was the percentage of colonies lost in quarter 4. Through the model, it was concluded that certain weather thresholds and the percentage increase of colonies under certain stressors were related to colony loss.
ContributorsVasquez, Henry Antony (Author) / Zheng, Yi (Thesis director) / Saffell, Erinanne (Committee member) / School of Mathematical and Statistical Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
Problems related to alcohol consumption cause not only extra economic expenses, but are an expense to the health of both drinkers and non-drinkers due to the harm directly and indirectly caused by alcohol consumption. Investigating predictors and reasons for alcohol-related problems is of importance, as alcohol-related problems could be prevented by quitting or limiting consumption of alcohol. We were interested in predicting alcohol-related problems using multiple linear regression and regression trees, and then comparing the regressions to the tree. Impaired control, anxiety sensitivity, mother permissiveness, father permissiveness, gender, and age were included as predictors. The data used was comprised of participants (n=835) sampled from students at Arizona State University. A multiple linear regression without interactions, multiple linear regression with two-way interactions and squares, and a regression tree were used and compared. The regression and the tree had similar results. Multiple interactions of variables predicted alcohol-related problems. Overall, the tree was easier to interpret than the regressions, however, the regressions provided specific predicted alcohol-related problems scores, whereas the tree formed large groups and had a predicted alcohol-related problems score for each group. Nevertheless, the tree still predicted alcohol-related problems nearly as well, if not better than the regressions.
ContributorsVoorhies, Kirsten Reed (Author) / McCulloch, Robert (Thesis director) / Zheng, Yi (Committee member) / Patock-Peckham, Julie (Committee member) / School of Mathematical and Statistical Sciences (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
Description
Responsible test use requires validation \u2014 the process of collecting evidence to support the inferences drawn from test scores. In high-stakes testing contexts, the need for validation is especially great; the far-reaching nature of high-stakes testing affects the educational, professional, and financial futures of stakeholders. The Standards for Educational and Psychological Measurement (AERA et al., 2014) offers specific guidance in developing and implementing tests. Still, concerns exist over the extent to which test developers and users of high-stakes tests are making valid inferences from test scores. This paper explores the current state of high-stakes educational testing and the validity issues surrounding it. Drawing on measurement theory literature, educational literature, and professional standards of test development and use, I assess the significance of these concerns and their potential implications for the stakeholders of high-stakes testing programs.
ContributorsKasten, Justin Daniel (Author) / Zheng, Yi (Thesis director) / Pivovarova, Margarita (Committee member) / School of Mathematical and Statistical Sciences (Contributor) / Department of Economics (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
Career information for degrees in statistics and data science according to frequently asked questions and twelve major categories of interest: arts, business, education, engineering, environment, government, law, medicine, science, social science, sports, and technology.
ContributorsDerby-Lawson, Lili (Author) / Zheng, Yi (Thesis director) / Zhang, Helen (Committee member) / Barrett, The Honors College (Contributor) / School of Mathematical and Statistical Sciences (Contributor) / School of International Letters and Cultures (Contributor) / Economics Program in CLAS (Contributor) / School of Sustainability (Contributor)
Created2023-05
Description
This paper examines the effect of a weekly student self-assessment assignment on student performance in an undergraduate math course. Self-assessment is an increasingly popular type of formative assessment with close ties to self-regulated learning theory. In this randomized controlled trial, 88 students enrolled in MAT 142 were divided into four treatment groups, receiving the self-assessment assignment for either half the semester, the full semester, or not at all. There was no main effect of the treatment on students’ course performance (F(3,80) = 0.154, p = 0.999). However, students’ level of compliance with the assignments (F(1, 63) = 6.87, p = 0.011) and class attendance (F(1, 83) = 12.34, p < 0.001) both significantly predicted exam scores, suggesting that conscientiousness predicts performance. I conducted focus groups to understand how students felt toward the self-assessments. Participants expressed distaste toward the assignments and provided suggestions for improvements. I describe these improvements, among others, in an effort to outline future directions for this research. I also describe a new model of student self-assessment based on theories of adaptive testing and self-regulated learning.
ContributorsDuque-Baird, Santiago (Author) / Zheng, Yi (Thesis director) / West, Stephen G. (Thesis director) / Slominski, Tara (Committee member) / Barrett, The Honors College (Contributor) / Department of English (Contributor) / Department of Psychology (Contributor)
Created2024-05