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This document is a working tool, primarily aimed at helping students better understand the module being taught, effectively consolidate their knowledge, and (self-)evaluate when needed.

Before delving into the core of this document, we thought it would be useful to provide an overview of the reasons that led us to write it, as well as the objectives assigned to it. In another section of this document, we will suggest a method for working with this material to make the most of it.

This document would not have come to life without the increasing demands from students at various educational levels. These students, expressing the need to know more and to better master certain aspects of the curriculum, found themselves lacking textbooks and specialized resources, particularly in light of the significant changes that the curricula have undergone in recent years. Another purpose of this document lies in our desire to harmonize the teaching content it provides. This document strives, as best it can, to offer rich and clear content, supported by a processual learning approach, accompanied by practical reflections on the major questions it aims to address. The philosophy of this teaching document is to meet the intellectual needs and curiosity to learn with simplicity.

Through the Blocks that make up this document, we sought to draw a guiding line so that the reader can more easily find their way when there is a need to fill a gap in understanding a concept, notion, or analytical procedure. Furthermore, we enriched this work through discussions and work sessions we organized with our colleagues, students, and instructors from other universities.


Our deepest thanks go to all those who took the time to read and correct this modest work, to the friends whose suggestions, remarks, and annotations have enhanced the clarity of this document... May they find in these few lines the expression of our profound gratitude.

... To my most beautiful love story, YOUSR ... to the future


1 Why this document?

This document aspires to be a fundamentally practical tool. It was designed this way primarily to enable the reader in general, and the student in particular, to make steady progress in learning the material contained within, while considering the requirements that come with any document intended for a university audience. To avoid falling into blind eclecticism, we have adopted an approach marked by the thorough preparation of each BLOCK of teaching, which should precede the stage of accumulating the knowledge base that the reader will need to master.

Note: The Module is divided into three BLOCKS, each containing a set of Lessons that are further divided into Sessions.

To avoid confusing the reader, we will focus only on the following key objectives of this document:

time-machine Saving Time

This document is designed to help students gather as much information as possible in the shortest amount of time. It includes bibliographic references to books available in our library, links to websites, video content, and web pages relevant to the module. The document emphasizes interactivity between the student and the instructor, as well as discussions among students on key issues in statistics and data analysis in the humanities. It aims to spare students from the often tedious and unnecessary task of searching for information related to the course content. Instead, it seeks to guide students toward the essentials while allowing them the freedom to develop their critical thinking and nurture their scientific curiosity.


goal A Tool for Focusing on Essentials

This idea can be logically connected to the previous one in that, in addition to helping students save time in their daily work, this document also aims to instill in students the fundamental practices, or rather the reflexes, of scientific research in its analytical aspect. Methodology, implied by research work, is also a matter of work hygiene, an experience that must be embraced willingly if one wishes to achieve results, and data analysis is a central topic in the scientific research endeavor.


share A Tool for Learning and Sharing Information

As the title suggests, this document has been designed to promote a gradual learning of the fundamental concepts that underpin statistics and data analysis in the humanities. However, the document remains a tool, and it cannot replace the personal effort and perseverance that students must demonstrate to succeed in their studies. The document is presented as a series of Blocks, Lessons, and Sessions, with each component being interdependent. We have chosen this interdependent format to encourage discussions among students about the main teachings contained within, and also, and this is one of our primary objectives, to make the teaching of the module accessible to all students through the exchanges they will have with each other regarding the content of this document.


test-passed A Tool for Self-Assessment

We wanted to introduce this element following discussions with students from various educational levels. The objective was twofold: Firstly, the document, through the summary questions provided at the end of each Lesson, aims to identify potential gaps in students' understanding by offering them the opportunity to address these issues during the teaching sessions; secondly, during the tutorial sessions, students will also have the chance to revisit their concerns as these sessions partially rely on the summaries made of each Lesson. Another means of assessment can be found on the website dedicated to the subject, which we will revisit in the following sections.

2 The Philosophy of the Document

You must have read your document before each teaching session; taking notes will help you better position yourself during the revision phase before the exam. Moreover, the notes you take will also assist you in progressing with your thesis work.

In the following lines, we will concretely explain how to work with this document, with the reader being free to adapt their method based on their progress in learning.

calendar--v2 Before Each Session
learning Prepare for Your Session

Carefully read the Block for the upcoming session and note down any questions that come to mind.
At the end of each Session, a Summary section is included. Practice synthesizing the information contained within it (during the very first tutorial session, we will have time to revisit this "reflex" element).
In parallel to this initial reading-writing exercise, try another task: read the text designated as "required reading" (which is listed in the bibliography for each session). This reading will greatly assist you in making an initial overview of the various pieces of information you have acquired during the synthesis exercise.
Finally, refine your work by reviewing the initial questions you noted at the beginning of your reading, specifying their content and scope.


external-organize-office-and-office-supplies-flaticons-flat-flat-icons Expand and Organize Your Information

Various bibliographic references of different types are included. Take the time to consult them. The asterisks next to each reference indicate the level of importance of the reference in question ( Note on the Choice of Supporting Texts and Reading Documents). The following table details the meaning of each type of reference:


Symbol Meaning
* Elementary: The student is expected to master the essentials of the document. Exams may reference this, as well as tutorials, etc.
** Intermediate: Treats the subject in a less detailed manner. It is a general outline (you will need some parts)
*** Advanced: Texts or documents that delve into a particular theme. Generally needed for your research work
**** Specialized: Reserved for very specific parts. These are documents, specialty articles; due to time constraints, handle them with care

goodnotes Note

We have chosen to present texts that are freely accessible, whether in our library or online, with the goal of providing students with a wide range of documents according to their interests and objectives. On this specific point, the choice of reading should be well considered (or even discussed beforehand with the teacher) because it is not feasible to assimilate the content of the various texts referenced in a single semester or even throughout the entire academic year.


external-homework-university-flaticons-lineal-color-flat-icons Practice

At the end of each Session, you will find questions (multiple choice, synthesis, and reflection) that cover the main elements developed in the Support. To make the most of this section, proceed as follows:

Multiple Choice Questions untested - M.C.Q.:

The M.C.Q.s are designed to test the most basic knowledge from reading the Support. Each M.C.Q. has its answers, and if needed, the student should note down any ambiguous answers to discuss them during the teaching sessions;

Synthesis and Reflection Questions: question-mark

These types of questions will require a bit more time and concentration from the student. Suggested answers are provided, with a description given below.
It should be noted that the teacher may provide texts to support the reflection on these types of questions.

training During the Teaching Sessions
The teacher will present the material (concepts, objectives, etc.) training:
The presentation of each session’s content will focus primarily on key elements (more detailed than those presented on the Module page). The student should take notes and write down any questions they wish to discuss during the TD sessions (Note on the content and conduct of the TD sessions)

Note-taking: dedicated space for this task

Note-taking is an important aspect of any academic work. In the PDF deposits, certain sections appear, marked with an icon of a pen followed by a number of lines recognizable by bullet points task. These have been deliberately included with two goals: the first is to facilitate note-taking on a single document that represents the summary of the support, available at the end of each session in a downloadable PDF format. The second, related goal is to allow the student, once they have gathered their notes into a final version, to compile them into a single document which will constitute their teaching sheet.

Improve your synthesis of each teaching session: goodnotes--v1 [ by inserting remarks, notes, and details]

A student who has worked well on their synthesis will have no trouble navigating it later. The quality of the information you gather will guide you throughout your final dissertation work. Therefore, do not hesitate to include any notes or remarks that seem important; this collection will greatly assist you in developing a schema that connects the different parts of this Support.

3 The Extras: Website, Videos, and PDF Files
Website domain

The website you are currently browsing contains the content of the three teaching Blocks, slides of various content related to the module, exercises, and questions from previous exams (most exercises are interactive, allowing students to view results and related corrections). The site also includes links to additional resources pertinent to the student's work, digital and graphic editors, an online Python compiler, and discussion forums.

Videos circled-play

Throughout the Support, we have included URL links to videos that explain some fundamental concepts. Other links lead to videos presenting notions covered in chapters dealing with quantitative data analysis (mainly the course on statistics and quantitative data analysis with Python).
Students wishing to access all course videos can visit: youtube-play

The Support is available in both French and English versions.
We have also adapted its content by adding an audio description panel located at the top of each page of this website, for visually impaired or blind individuals.
I remain available to our students, as well as to colleagues and fellow educators, for any comments or suggestions.
external-mail-box-advertising-icongeek26-outline-colour-icongeek26 : farouk.bahloul@univ-bejaia.dz





Credits

As mentioned earlier on this page, I would like to express my deepest gratitude to the friends and anonymous contributors listed below:

The photo for the Foreword is by \(~~veraholera\) from Freepik.
The photo for the Table of Contents is also from Freepik Freepik. The photo for the module technical sheet is by pch.vector pch.vector on Freepik.
Finally, I would like to extend my special thanks to the designers at icones8.fricones8.fr for their efforts in making the content richer and more interactive.