Mathematical statistics in research: pedagogical aspect

Abstract

Introduction. The relevance of the article is due to the problem of applying mathematical statistics methods in pedagogical research. Purpose setting. The purpose of the study is to summarize information about the use of the most common mathematical statistics methods in pedagogical research and to show their application in the research of the authors of the article. Methodology and methods of the study. The study includes a review of bibliographic and theoretical sources on the disclosure of the features of the use of mathematical statistics in the research of teachers and shows the paradox of mathematical statistics, which in itself does not reveal the essence of the phenomenon and does not explain the reasons for the differences between the individual sides of this phenomenon. Results. The results of the work include the description and analysis of problems related to the disclosure of the concepts of dependent and independent variables in pedagogical research, quantitative and qualitative research methods., criteria and indicators for evaluating research results. The idea is revealed that only the rational use of statistics allows the teacher to find dependencies between experimental data, to identify the presence or absence of trends in experimental and control groups. The authors propose methods of mathematical statistics that they have applied in their pedagogical research: the Fisher φ* criterion, the Kraskel-Wallis criterion, the Pearson chi-square criterion and the I.K. Shalaev methodology for evaluating the effectiveness of experimental work. Conclusion. In the final part of the paper, it is said that the problem of applying mathematical methods is practice-oriented and the success of scientific research depends not only on the creative thought of the researcher and the expansion of the range of his mathematical apparatus.