Correlation And Causation Homework Chart

Statistics Definitions > Causation

What is Causation?

According to Merriam-Webster, causation is “the act or process of causing something to happen or exist.” In other words, causation means one event is 100 percent certain to cause something else. If you paint, you’ll make a painting. If you stand in the rain, you’ll get wet.

On the other hand, Merriam-Webster states that correlation is “the relationship between things that happen or change together.” Correlation means there’s a relationship, but not a hundred percent. If you paint, you might sell a painting. If you stand in the rain, you might get hit by lightning.

Correlation vs. Causation

“…correlation does not imply causation, but it sure as hell provides a hint.”Slate.com

In real life it’s sometimes hard to pinpoint causation. For example, take the statement “if you commit a felony, you’ll go to jail.” The reality is that you might go to jail….if you get caught. And even if you get caught, you might get yourself an excellent attorney who will get you probation and community service. So you can’t say for sure that committing a felony will cause you to go to jail. But there is a definite link in that if you commit a felony you are highly likely to go to jail (a lot more likely than someone who commits a minor crime or who doesn’t commit crimes at all). That link is what is called correlation; you can say there is a correlation between committing a felony and going to jail.

Causation in Statistics

In statistics, correlation can be quantified and given a number where zero is “no correlation” and 1 is “perfect correlation.” Perfect correlation exists and it is pretty much indistinguishable from causation. You’ll rarely (if ever) use the term “causation” and instead you’ll be talking about various types of correlation coefficients and whether your results are statistically significant.

Causation can be extremely hard to prove, as what you’re trying to prove is 100 percent correlation (which rarely happens). Take the case of cigarette smoking. For decades, activists, trade groups, and scientists debated about whether tobacco smoke caused lung cancer and if so, how strong was the link. Many other reasons were suggested for the link between lung cancer and smoking, including sleep deprivation or alcoholism. In layman’s terms, it’s now known that smoking causes lung cancer. But in scientific (or statistical) terms, you can’t really say “cause” as that would mean every single person who smoked even just one cigarette would get lung cancer. As statisticians, we say that there is a very strong correlation between smoking and lung cancer.

For some true, funny, examples of how correlation doesn’t always imply causation (like eating margarine and marriages in Kentucky), check out this guy’s site.

------------------------------------------------------------------------------

If you prefer an online interactive environment to learn R and statistics, this free R Tutorial by Datacamp is a great way to get started. If you're are somewhat comfortable with R and are interested in going deeper into Statistics, try this Statistics with R track.

Comments are now closed for this post. Need help or want to post a correction? Please post a comment on our Facebook page and I'll do my best to help!

As kids return to school, debate is heating up once again over how they should spend their time after they leave the classroom for the day.

The no-homework policy of a second-grade teacher in Texas went viral last week, earning praise from parents across the country who lament the heavy workload often assigned to young students. Brandy Young told parents she would not formally assign any homework this year, asking students instead to eat dinner with their families, play outside and go to bed early.

But the question of how much work children should be doing outside of school remains controversial, and plenty of parents take issue with no-homework policies, worried their kids are losing a potential academic advantage. Here’s what you need to know:

The issue

For decades, the homework standard has been a “10-minute rule,” which recommends a daily maximum of 10 minutes of homework per grade level. Second graders, for example, should do about 20 minutes of homework each night. High school seniors should complete about two hours of homework each night. The National PTA and the National Education Association both support that guideline.

But some schools have begun to give their youngest students a break. A Massachusetts elementary school has announced a no-homework pilot program for the coming school year, lengthening the school day by two hours to provide more in-class instruction. “We really want kids to go home at 4 o’clock, tired. We want their brain to be tired,” Kelly Elementary School Principal Jackie Glasheen said in an interview with a local TV station. “We want them to enjoy their families. We want them to go to soccer practice or football practice, and we want them to go to bed. And that’s it.”

A New York City public elementary school implemented a similar policy last year, eliminating traditional homework assignments in favor of family time. The change was quickly met with outrage from some parents, though it earned support from other education leaders.

New solutions and approaches to homework differ by community, and these local debates are complicated by the fact that even education experts disagree about what’s best for kids.

The research

The most comprehensive research on homework to date comes from a 2006 meta-analysis by Duke University psychology professor Harris Cooper, who found evidence of a positive correlation between homework and student achievement, meaning students who did homework performed better in school. The correlation was stronger for older students—in seventh through 12th grade—than for those in younger grades, for whom there was a weak relationship between homework and performance.

Cooper’s analysis focused on how homework impacts academic achievement—test scores, for example. His report noted that homework is also thought to improve study habits, attitudes toward school, self-discipline, inquisitiveness and independent problem solving skills. On the other hand, some studies he examined showed that homework can cause physical and emotional fatigue, fuel negative attitudes about learning and limit leisure time for children. At the end of his analysis, Cooper recommended further study of such potential effects of homework.

Despite the weak correlation between homework and performance for young children, Cooper argues that a small amount of homework is useful for all students. Second-graders should not be doing two hours of homework each night, he said, but they also shouldn’t be doing no homework.

The debate

Not all education experts agree entirely with Cooper’s assessment.

Cathy Vatterott, an education professor at the University of Missouri-St. Louis, supports the “10-minute rule” as a maximum, but she thinks there is not sufficient proof that homework is helpful for students in elementary school.

“Correlation is not causation,” she said. “Does homework cause achievement, or do high achievers do more homework?”

Vatterott, the author of Rethinking Homework: Best Practices That Support Diverse Needs, thinks there should be more emphasis on improving the quality of homework tasks, and she supports efforts to eliminate homework for younger kids.

“I have no concerns about students not starting homework until fourth grade or fifth grade,” she said, noting that while the debate over homework will undoubtedly continue, she has noticed a trend toward limiting, if not eliminating, homework in elementary school.

The issue has been debated for decades. A TIME cover in 1999 read: “Too much homework! How it’s hurting our kids, and what parents should do about it.” The accompanying story noted that the launch of Sputnik in 1957 led to a push for better math and science education in the U.S. The ensuing pressure to be competitive on a global scale, plus the increasingly demanding college admissions process, fueled the practice of assigning homework.

“The complaints are cyclical, and we’re in the part of the cycle now where the concern is for too much,” Cooper said. “You can go back to the 1970s, when you’ll find there were concerns that there was too little, when we were concerned about our global competitiveness.”

Cooper acknowledged that some students really are bringing home too much homework, and their parents are right to be concerned.

“A good way to think about homework is the way you think about medications or dietary supplements,” he said. “If you take too little, they’ll have no effect. If you take too much, they can kill you. If you take the right amount, you’ll get better.”

Comments

Leave a Reply

Your email address will not be published. Required fields are marked *