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Biviana Marcela Suarez Sierra

Publications and source records attributed to Biviana Marcela Suarez Sierra.

2 recordsLinked to original sources

tidychangepoint: A Unified Framework for Analyzing Changepoint Detection in Univariate Time Series

We present tidychangepoint, a new R package for changepoint detection analysis. Most R packages for segmenting univariate time series focus on providing one or two algorithms for changepoint detection that work with a small set of models and penalized objective functions, and all of them return a custom, nonstandard object type. This makes comparing results across various algorithms, models, and penalized objective functions unnecessarily difficult. tidychangepoint solves this problem by wrapping functions from a variety of existing packages and storing the results in a common S3 class called tidycpt. The package then provides functionality for easily extracting comparable numeric or graphical information from a tidycpt object, all in a tidyverse-compliant framework. tidychangepoint is versatile: it supports both deterministic algorithms like PELT (from changepoint), and also flexible, randomized, genetic algorithms (via GA) that -- via new functionality built into tidychangepoint -- can be used with any compliant model-fitting function and any penalized objective function. By bringing all of these disparate tools together in a cohesive fashion, tidychangepoint facilitates comparative analysis of changepoint detection algorithms and models.

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Factors Associated with Unit-Specific Failure in a University-Level Statistics Course

This study investigates the factors associated with failure in each of the four thematic units of a General Statistics course offered at a private university in Colombia. Unlike traditional analyses that treat performance as a single outcome, this research disaggregates results by unit: Exploratory Data Analysis, Probability and Random Variables, Statistical Inference, and Linear Regression -- highlighting distinct challenges across content areas. Based on a sample of 186 undergraduate students from Engineering, Geology, and Interactive Design programs, the study combines exam performance data with self-perceived preparedness surveys to develop unit-specific logistic regression models. The findings reveal consistent structural disadvantages for students from non-engineering programs, especially in concept-heavy units such as Inference and Regression. Academic stage and perception of competence also emerged as important predictors, though their effects varied across units. The results align with prior research on statistical thinking and self-efficacy, and support the need for targeted pedagogical interventions and curricular alignment. This disaggregated approach offers a more nuanced understanding of academic vulnerability in statistics education and contributes to the design of evidence-based, context-sensitive strategies to reduce failure and improve learning outcomes.

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