{"id":208,"date":"2016-06-24T15:17:45","date_gmt":"2016-06-24T20:17:45","guid":{"rendered":"http:\/\/blogs.acu.edu\/ryanjessup\/?page_id=208"},"modified":"2020-07-24T09:57:12","modified_gmt":"2020-07-24T14:57:12","slug":"marketing-research-example-content","status":"publish","type":"page","link":"https:\/\/blogs.acu.edu\/rkj95n\/teaching\/courses-taught-and-example_content\/marketing-research-example-content\/","title":{"rendered":"Marketing Research Example Content"},"content":{"rendered":"<p>When teaching the meaning of <em>p<\/em> values and null hypothesis testing, I recognize that (1) most of my students have been exposed to this before and (2) they still do not clearly understand.\u00a0 This is quite normal in my experience. My goal is to lean on what they have previously been exposed to and flesh it out.<\/p>\n<p>Before the class begins, I find one student \u2013 usually out in the hallway \u2013 and surreptitiously give them a card (e.g., 7 of Hearts) and ask that they conceal it until I ask them to draw a (different) card and then show the former to everyone.\u00a0 After the class begins we discuss null hypothesis testing.\u00a0 I explain that the null hypothesis is the boring hypothesis, a hypothesis of no effect.\u00a0 To drive this home, I ask them how the English would pronounce the final score of a soccer game which ended 0-0, to which a student inevitably replies \u201cnil-nil.\u201d\u00a0 So, a null hypothesis is a hypothesis of nothing.\u00a0 The <em>p<\/em> value, then is the probability of obtaining a given result if you assume that the null hypothesis is true.\u00a0 If the p value is small enough, then we reject the null hypothesis, effectively concluding that &#8220;the observed effect\u00a0is so unlikely to be due to chance that I reject the null hypothesis and instead must find an alternate hypothesis.&#8221;<\/p>\n<p>Now the fun begins.\u00a0 We begin to discuss how extreme a result is required before we reject the null hypothesis.\u00a0 At this point, I break out my deck of cards and ask \u201csuppose one of you draws a card.\u00a0 What would it take for you to believe that I was doing more than just guessing what card you drew?\u201d\u00a0 I find my confederate student and ask them to draw a card.\u00a0 With a little delay to give them a chance to switch cards, I ask them to show the card to everyone except me.\u00a0 I then ask \u201cwould you reject the idea that I was merely guessing if \u2026<\/p>\n<ul>\n<li>\u2026 I successfully guessed the color of the card?<\/li>\n<li>\u2026 the suit of the card?<\/li>\n<li>\u2026 the rank of the card but not the suit?<\/li>\n<li>\u2026 the exact card drawn \u2013 both rank and suit?\u201d<\/li>\n<\/ul>\n<p>Usually they say that they are willing to reject the idea that I am guessing if I can get the rank or both the rank and suit correct.\u00a0 After a pregnant pause and some false starts, I finally stammer out \u201c7 of Hearts.\u201d\u00a0 The room falls silent for a few moments before one or more students blurt out \u201cyou cheated!\u201d\u00a0 I ask them how and they say something like \u201cthey\u2019re all 7 of Hearts\u201d or \u201cyou saw the card.\u201d\u00a0 I then explain that this is exactly how hypothesis testing works.\u00a0\u00a0 They have just rejected the null hypothesis of mere guessing because the observed event \u2013 correctly guessing the card \u2013 was incredibly unlikely to be due to chance.\u00a0 In fact, my guess had a chance of 1 in 52 or <em>p <\/em>= .019 and is therefore less than our typical threshold for rejecting a null hypothesis, <em>p<\/em> &lt; .05.\u00a0 I find that students remember this demonstration and become a bit more confident in interpreting statistical tests for a long time afterwards.<\/p>\n<p>&nbsp;<\/p>\n<hr \/>\n<h6>&lt;\u00a0<a href=\"teaching\/courses-taught-and-example_content\/\">Courses Taught<\/a>\u00a0| Marketing Research Example Content\u00a0| <a href=\"teaching\/courses-taught-and-example_content\/consumer-behavior-example-content\/\">Consumer Behavior Example Content<\/a>&gt;<\/h6>\n","protected":false},"excerpt":{"rendered":"<p>When teaching the meaning of p values and null hypothesis testing, I recognize that (1) most of my students have been exposed to this before and (2) they still do not clearly understand.\u00a0 This is quite normal in my experience. My goal is to lean on what they have previously been exposed to and flesh &hellip; <a href=\"https:\/\/blogs.acu.edu\/rkj95n\/teaching\/courses-taught-and-example_content\/marketing-research-example-content\/\">Continue reading <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":7493,"featured_media":0,"parent":191,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-208","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.acu.edu\/rkj95n\/wp-json\/wp\/v2\/pages\/208","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.acu.edu\/rkj95n\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.acu.edu\/rkj95n\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.acu.edu\/rkj95n\/wp-json\/wp\/v2\/users\/7493"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.acu.edu\/rkj95n\/wp-json\/wp\/v2\/comments?post=208"}],"version-history":[{"count":2,"href":"https:\/\/blogs.acu.edu\/rkj95n\/wp-json\/wp\/v2\/pages\/208\/revisions"}],"predecessor-version":[{"id":1322,"href":"https:\/\/blogs.acu.edu\/rkj95n\/wp-json\/wp\/v2\/pages\/208\/revisions\/1322"}],"up":[{"embeddable":true,"href":"https:\/\/blogs.acu.edu\/rkj95n\/wp-json\/wp\/v2\/pages\/191"}],"wp:attachment":[{"href":"https:\/\/blogs.acu.edu\/rkj95n\/wp-json\/wp\/v2\/media?parent=208"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}