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Statistics Assignment Examples

February 2, 2024

Introduction: Embarking on the intricate journey of statistics assignments can be both challenging and enlightening. To navigate this terrain successfully, gaining a deep understanding of statistical concepts is crucial. In this comprehensive exploration, we’ll delve into the world of statistics assignment examples, unraveling the complexities through real-world scenarios. Whether you’re a student seeking clarity for your assignments or an enthusiast eager to grasp the practical applications of statistics, join us on this illuminating journey with Statistics Homework Tutors. Together, we’ll dissect key statistical concepts using practical examples, providing you with the tools to master this field and transform challenges into triumphs.

The Essence of Descriptive Statistics: Shedding Light on Performance

Example 1: exam scores.

Imagine you’re a student in a class of 30, eagerly awaiting your math exam scores. Descriptive statistics come to the rescue, turning those numbers into meaningful insights:

Average (Mean): Calculating the sum of all scores and dividing by the number of students provides a snapshot of the overall performance.
Middle Value (Median): Arranging scores in ascending order and identifying the middle score offers a representation of central tendency.
Most Frequent Score (Mode): Spotting the score that appears most frequently gives a sense of the prevailing performance level.

This statistical approach transforms a seemingly random set of scores into a clear understanding of the class’s academic standing.

Harnessing the Power of Inferential Statistics: Predicting Outcomes

Example 2: opinion polls.

In the world of politics, predicting election outcomes is a task tailor-made for inferential statistics. Imagine conducting an opinion poll with 1,000 participants to gauge voter preferences:

Hypothesis Testing: Evaluating whether a particular candidate’s popularity significantly differs from others provides insights into voter sentiment.
Confidence Intervals: Estimating the range within which the true proportion of voters supporting a candidate lies adds a layer of certainty to predictions.

Inferential statistics empowers us to draw meaningful conclusions about a larger population based on a representative sample.

Business Optimization through Regression Analysis

Example 3: sales and advertising.

Enter the dynamic world of business, where regression analysis plays a pivotal role in optimizing advertising strategies. Consider a scenario where a company invests in advertising campaigns over several months:

Modeling Relationships: Establishing a mathematical relationship between advertising expenses and sales unveils the dynamics at play.
Predicting Outcomes: Anticipating the expected increase in sales for a given increase in advertising spending guides decision-making.

Regression analysis transforms data into actionable insights, aiding businesses in making informed choices to maximize their impact.

Quantifying Uncertainty with Probability Distributions

Example 4: coin toss.

Dive into the world of probability distributions with a simple coin toss. The unpredictability of this event is quantified through:

Likelihood of Outcomes: A fair coin offers a 50% chance of landing on heads or tails, illustrating the fundamental concept of probability.
Expected Value: The average outcome over many tosses converges to 0.5, showcasing the stability of probability predictions.

Understanding probability distributions is fundamental to making sense of uncertainties and predicting outcomes in various scenarios.

Real-World Impact: Statistics in Healthcare

Example 5: medical diagnosis.

In the critical realm of healthcare, statistics takes center stage in medical diagnosis. Consider a diagnostic test for a rare disease:

Sensitivity and Specificity: Evaluating the accuracy of the test in identifying true positives and true negatives helps in assessing its reliability.
False Positive Rate: Examining the likelihood of a healthy person receiving an incorrect diagnosis adds a layer of caution.

Statistics in healthcare guides medical professionals in interpreting test results, making accurate diagnoses, and ultimately improving patient outcomes.

The Role of Statistics Homework Tutors: Tailored Support for Success

With these examples in mind, it’s crucial to acknowledge the role of Statistics Homework Tutors in enhancing your journey through the statistical landscape. As a student-centric platform, Statistics Homework Tutors provides:

Tailored Support for Students:

Recognizing the unique challenges faced by students, the platform’s approach is tailored to simplify complexities, ensuring a profound understanding of statistical principles.

Expert Tutors in Statistics:

Access to a team of expert tutors with specialized knowledge in statistics guarantees students receive guidance from professionals who excel not only in subject matter expertise but also in effective communication.

Application-Oriented Learning:

Moving beyond theoretical concepts, Statistics Homework Tutors emphasizes practical examples and applications, making statistics more relevant to real-world scenarios.

Timely Assistance:

Acknowledging the time constraints students often encounter, Statistics Homework Tutors provides timely assistance, ensuring that deadlines are met without compromising the quality of students’ work.

The Path to Mastery: Statistics Homework Tutors’ Approach

1. illuminating concepts:.

Statistics Homework Tutors illuminates complex statistical concepts through real-world examples, making them more accessible and applicable.

2. Enhancing Understanding:

By providing tailored support, the platform enhances students’ understanding of statistics, ensuring they grasp both the theory and practical applications.

3. Real-Time Assistance:

Offering real-time assistance, Statistics Homework Tutors ensures that students can navigate challenges and overcome hurdles with expert guidance.

4. Promoting Application:

Encouraging application-oriented learning, the platform equips students with the skills to apply statistical methods to various scenarios.

5. Secure and Confidential:

Prioritizing the security and confidentiality of student information, Statistics Homework Tutors ensures a safe and trustworthy learning environment.

Conclusion: Your Journey to Statistical Mastery

As we conclude this comprehensive exploration of statistics and its real-world applications, it’s evident that mastering this field is not just about crunching numbers but understanding the stories they tell. Statistics Homework Tutors serves as a guiding light on your journey to statistical mastery, offering tailored support, expert guidance, and real-world examples that transform challenges into opportunities for growth.

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Statistics and probability

Unit 1: analyzing categorical data, unit 2: displaying and comparing quantitative data, unit 3: summarizing quantitative data, unit 4: modeling data distributions, unit 5: exploring bivariate numerical data, unit 6: study design, unit 7: probability, unit 8: counting, permutations, and combinations, unit 9: random variables, unit 10: sampling distributions, unit 11: confidence intervals, unit 12: significance tests (hypothesis testing), unit 13: two-sample inference for the difference between groups, unit 14: inference for categorical data (chi-square tests), unit 15: advanced regression (inference and transforming), unit 16: analysis of variance (anova).

Introduction to Statistics

(15 reviews)

David Lane, Rice University

Publisher: David Lane

Language: English

Formats Available

Conditions of use.

Learn more about reviews.

Reviewed by Terri Torres, professor, Oregon Institute of Technology on 8/17/23

This author covers all the topics that would be covered in an introductory statistics course plus some. I could imagine using it for two courses at my university, which is on the quarter system. I would rather have the problem of too many topics... read more

Comprehensiveness rating: 5 see less

Content Accuracy rating: 5

Yes, Lane is both thorough and accurate.

Relevance/Longevity rating: 5

What is covered is what is usually covered in an introductory statistics book. The only topic I may, given sufficient time, cover is bootstrapping.

Clarity rating: 5

The book is clear and well-written. For the trickier topics, simulations are included to help with understanding.

Consistency rating: 5

All is organized in a way that is consistent with the previous topic.

Modularity rating: 5

The text is organized in a way that easily enables navigation.

Organization/Structure/Flow rating: 5

The text is organized like most statistics texts.

Interface rating: 5

Easy navigation.

Grammatical Errors rating: 5

I didn't see any grammatical errors.

Cultural Relevance rating: 5

Nothing is included that is culturally insensitive.

The videos that accompany this text are short and easy to watch and understand. Videos should be short enough to teach, but not so long that they are tiresome. This text includes almost everything: videos, simulations, case studies---all nicely organized in one spot. In addition, Lane has promised to send an instructor's manual and slide deck.

Reviewed by Professor Sandberg, Professor, Framingham State University on 6/29/21

This text covers all the usual topics in an Introduction to Statistics for college students. In addition, it has some additional topics that are useful. read more

This text covers all the usual topics in an Introduction to Statistics for college students. In addition, it has some additional topics that are useful.

I did not find any errors.

Some of the examples are dated. And the frequent use of male/female examples need updating in terms of current gender splits.

I found it was easy to read and understand and I expect that students would also find the writing clear and the explanations accessible.

Even with different authors of chapter, the writing is consistent.

The text is well organized into sections making it easy to assign individual topics and sections.

The topics are presented in the usual order. Regression comes later in the text but there is a difference of opinions about whether to present it early with descriptive statistics for bivariate data or later with inferential statistics.

I had no problem navigating the text online.

The writing is grammatical correct.

I saw no issues that would be offensive.

I did like this text. It seems like it would be a good choice for most introductory statistics courses. I liked that the Monty Hall problem was included in the probability section. The author offers to provide an instructor's manual, PowerPoint slides and additional questions. These additional resources are very helpful and not always available with online OER texts.

Reviewed by Emilio Vazquez, Associate Professor, Trine University on 4/23/21

This appears to be an excellent textbook for an Introductory Course in Statistics. It covers subjects in enough depth to fulfill the needs of a beginner in Statistics work yet is not so complex as to be overwhelming. read more

I found no errors in their discussions. Did not work out all of the questions and answers but my sampling did not reveal any errors.

Some of the examples may need updating depending on the times but the examples are still relevant at this time.

This is a Statistics text so a little dry. I found that the derivation of some of the formulas was not explained. However the background is there to allow the instructor to derive these in class if desired.

The text is consistent throughout using the same verbiage in various sections.

The text dose lend itself to reasonable reading assignments. For example the chapter (Chapter 3) on Summarizing Distributions covers Central Tendency and its associated components in an easy 20 pages with Measures of Variability making up most of the rest of the chapter and covering approximately another 20 pages. Exercises are available at the end of each chapter making it easy for the instructor to assign reading and exercises to be discussed in class.

The textbook flows easily from Descriptive to Inferential Statistics with chapters on Sampling and Estimation preceding chapters on hypothesis testing

I had no problems with navigation

All textbooks have a few errors but certainly nothing glaring or making text difficult

I saw no issues and I am part of a cultural minority in the US

Overall I found this to be a excellent in-depth overview of Statistical Theory, Concepts and Analysis. The length of the textbook appears to be more than adequate for a one-semester course in Introduction to Statistics. As I no longer teach a full statistics course but simply a few lectures as part of our Research Curriculum, I am recommending this book to my students as a good reference. Especially as it is available on-line and in Open Access.

Reviewed by Audrey Hickert, Assistant Professor, Southern Illinois University Carbondale on 3/29/21

All of the major topics of an introductory level statistics course for social science are covered. Background areas include levels of measurement and research design basics. Descriptive statistics include all major measures of central tendency and dispersion/variation. Building blocks for inferential statistics include sampling distributions, the standard normal curve (z scores), and hypothesis testing sections. Inferential statistics include how to calculate confidence intervals, as well as conduct tests of one-sample tests of the population mean (Z- and t-tests), two-sample tests of the difference in population means (Z- and t-tests), chi square test of independence, correlation, and regression. Doesn’t include full probability distribution tables (e.g., t or Z), but those can be easily found online in many places.

I did not find any errors or issues of inaccuracy. When a particular method or practice is debated in the field, the authors acknowledge it (and provide citations in some circumstances).

Relevance/Longevity rating: 4

Basic statistics are standard, so the core information will remain relevant in perpetuity. Some of the examples are dated (e.g., salaries from 1999), but not problematic.

Clarity rating: 4

All of the key terms, formulas, and logic for statistical tests are clearly explained. The book sometimes uses different notation than other entry-level books. For example, the variance formula uses "M" for mean, rather than x-bar.

The explanations are consistent and build from and relate to corresponding sections that are listed in each unit.

Modularity is a strength of this text in both the PDF and interactive online format. Students can easily navigate to the necessary sections and each starts with a “Prerequisites” list of other sections in the book for those who need the additional background material. Instructors could easily compile concise sub-sections of the book for readings.

The presentation of topics differs somewhat from the standard introductory social science statistics textbooks I have used before. However, the modularity allows the instructor and student to work through the discrete sections in the desired order.

Interface rating: 4

For the most part the display of all images/charts is good and navigation is straightforward. One concern is that the organization of the Table of Contents does not exactly match the organizational outline at the start of each chapter in the PDF version. For example, sometimes there are more detailed sub-headings at the start of chapter and occasionally slightly different section headings/titles. There are also inconsistencies in section listings at start of chapters vs. start of sub-sections.

The text is easy to read and free from any obvious grammatical errors.

Although some of the examples are outdated, I did not review any that were offensive. One example of an outdated reference is using descriptive data on “Men per 100 Women” in U.S. cities as “useful if we are looking for an opposite-sex partner”.

This is a good introduction level statistics text book if you have a course with students who may be intimated by longer texts with more detailed information. Just the core basics are provided here and it is easy to select the sections you need. It is a good text if you plan to supplement with an array of your own materials (lectures, practice, etc.) that are specifically tailored to your discipline (e.g., criminal justice and criminology). Be advised that some formulas use different notation than other standard texts, so you will need to point that out to students if they differ from your lectures or assessment materials.

Reviewed by Shahar Boneh, Professor, Metropolitan State University of Denver on 3/26/21, updated 4/22/21

The textbook is indeed quite comprehensive. It can accommodate any style of introductory statistics course. read more

The textbook is indeed quite comprehensive. It can accommodate any style of introductory statistics course.

The text seems to be statistically accurate.

It is a little too extensive, which requires instructors to cover it selectively, and has a potential to confuse the students.

It is written clearly.

Consistency rating: 4

The terminology is fairly consistent. There is room for some improvement.

By the nature of the subject, the topics have to be presented in a sequential and coherent order. However, the book breaks things down quite effectively.

Organization/Structure/Flow rating: 3

Some of the topics are interleaved and not presented in the order I would like to cover them.

Good interface.

The grammar is ok.

The book seems to be culturally neutral, and not offensive in any way.

I really liked the simulations that go with the book. Parts of the book are a little too advanced for students who are learning statistics for the first time.

Reviewed by Julie Gray, Adjunct Assistant Professor, University of Texas at Arlington on 2/26/21

The textbook is for beginner-level students. The concept development is appropriate--there is always room to grow to high higher level, but for an introduction, the basics are what is needed. This is a well-thought-through OER textbook project by... read more

I found all the material accurate.

Essentially, statistical concepts at the introductory level are accepted as universal. This suggests that the relevance of this textbook will continue for a long time.

The book is well written for introducing beginners to statistical concepts. The figures, tables, and animated examples reinforce the clarity of the written text.

Yes, the information is consistent; when it is introduced in early chapters it ties in well in later chapters that build on and add more understanding for the topic.

Modularity rating: 4

The book is well-written with attention to modularity where possible. Due to the nature of statistics, that is not always possible. The content is presented in the order that I usually teach these concepts.

The organization of the book is good, I particularly like the sample lecture slide presentations and the problem set with solutions for use in quizzes and exams. These are available by writing to the author. It is wonderful to have access to these helpful resources for instructors to use in preparation.

I did not find any interface issues.

The book is well written. In my reading I did not notice grammatical errors.

For this subject and in the examples given, I did not notice any cultural issues.

For the field of social work where qualitative data is as common as quantitative, the importance of giving students the rationale or the motivation to learn the quantitative side is understated. To use this text as an introductory statistics OER textbook in a social work curriculum, the instructor will want to bring in field-relevant examples to engage and motivate students. The field needs data-driven decision making and evidence-based practices to become more ubiquitous than not. Preparing future social workers by teaching introductory statistics is essential to meet that goal.

Reviewed by Mamata Marme, Assistant Professor, Augustana College on 6/25/19

This textbook offers a fairly comprehensive summary of what should be discussed in an introductory course in Statistics. The statistical literacy exercises are particularly interesting. It would be helpful to have the statistical tables... read more

Comprehensiveness rating: 4 see less

The terminology and notation used in the textbook is pretty standard. The content is accurate.

The statistical literacy example are up to date but will need to be updated fairly regularly to keep the textbook fresh. The applications within the chapter are accessible and can be used fairly easily over a couple of editions.

The textbook does not necessarily explain the derivation of some of the formulae and this will need to be augmented by the instructor in class discussion. What is beneficial is that there are multiple ways that a topic is discussed using graphs, calculations and explanations of the results. Statistics textbooks have to cover a wide variety of topics with a fair amount of depth. To do this concisely is difficult. There is a fine line between being concise and clear, which this textbook does well, and being somewhat dry. It may be up to the instructor to bring case studies into the readings we are going through the topics rather than wait until the end of the chapter.

The textbook uses standard notation and terminology. The heading section of each chapter is closely tied to topics that are covered. The end of chapter problems and the statistical literacy applications are closely tied to the material covered.

The authors have done a good job treating each chapter as if they stand alone. The lack of connection to a past reference may create a sense of disconnect between the topics discussed

The text's "modularity" does make the flow of the material a little disconnected. If would be better if there was accountability of what a student should already have learnt in a different section. The earlier material is easy to find but not consistently referred to in the text.

I had no problem with the interface. The online version is more visually interesting than the pdf version.

I did not see any grammatical errors.

Cultural Relevance rating: 4

I am not sure how to evaluate this. The examples are mostly based on the American experience and the data alluded to mostly domestic. However, I am not sure if that creates a problem in understanding the methodology.

Overall, this textbook will cover most of the topics in a survey of statistics course.

Reviewed by Alexandra Verkhovtseva, Professor, Anoka-Ramsey Community College on 6/3/19

This is a comprehensive enough text, considering that it is not easy to create a comprehensive statistics textbook. It is suitable for an introductory statistics course for non-math majors. It contains twenty-one chapters, covering the wide range... read more

The content is pretty accurate, I did not find any biases or errors.

The book contains fairly recent data presented in the form of exercises, examples and applications. The topics are up-to-date, and appropriate technology is used for examples, applications, and case studies.

The language is simple and clear, which is a good thing, since students are usually scared of this class, and instructors are looking for something to put them at ease. I would, however, try to make it a little more interesting, exciting, or may be even funny.

Consistency is good, the book has a great structure. I like how each chapter has prerequisites and learner outcomes, this gives students a good idea of what to expect. Material in this book is covered in good detail.

The text can be easily divided into sub-sections, some of which can be omitted if needed. The chapter on regression is covered towards the end (chapter 14), but part of it can be covered sooner in the course.

The book contains well organized chapters that makes reading through easy and understandable. The order of chapters and sections is clear and logical.

The online version has many functions and is easy to navigate. This book also comes with a PDF version. There is no distortion of images or charts. The text is clean and clear, the examples provided contain appropriate format of data presentation.

No grammatical errors found.

The text uses simple and clear language, which is helpful for non-native speakers. I would include more culturally-relevant examples and case studies. Overall, good text.

In all, this book is a good learning experience. It contains tools and techniques that free and easy to use and also easy to modify for both, students and instructors. I very much appreciate this opportunity to use this textbook at no cost for our students.

Reviewed by Dabrina Dutcher, Assistant Professor, Bucknell University on 3/4/19

This is a reasonably thorough first-semester statistics book for most classes. It would have worked well for the general statistics courses I have taught in the past but is not as suitable for specialized introductory statistics courses for engineers or business applications. That is OK, they have separate texts for that! The only sections that feel somewhat light in terms of content are the confidence intervals and ANOVA sections. Given that these topics are often sort of crammed in at the end of many introductory classes, that might not be problematic for many instructors. It should also be pointed out that while there are a couple of chapters on probability, this book spends presents most formulas as "black boxes" rather than worry about the derivation or origin of the formulas. The probability sections do not include any significant combinatorics work, which is sometimes included at this level.

I did not find any errors in the formulas presented but I did not work many end-of-chapter problems to gauge the accuracy of their answers.

There isn't much changing in the introductory stats world, so I have no concerns about the book becoming outdated rapidly. The examples and problems still feel relevant and reasonably modern. My only concern is that the statistical tool most often referenced in the book are TI-83/84 type calculators. As students increasingly buy TI-89s or Inspires, these sections of the book may lose relevance faster than other parts.

Solid. The book gives a list of key terms and their definitions at the end of each chapter which is a nice feature. It also has a formula review at the end of each chapter. I can imagine that these are heavily used by students when studying! Formulas are easy to find and read and are well defined. There are a few areas that I might have found frustrating as a student. For example, the explanation for the difference in formulas for a population vs sample standard deviation is quite weak. Again, this is a book that focuses on sort of a "black-box" approach but you may have to supplement such sections for some students.

I did not detect any problems with inconsistent symbol use or switches in terminology.

Modularity rating: 3

This low rating should not be taken as an indicator of an issue with this book but would be true of virtually any statistics book. Different books still use different variable symbols even for basic calculated statistics. So trying to use a chapter of this book without some sort of symbol/variable cheat-sheet would likely be frustrating to the students.

However, I think it would be possible to skip some chapters or use the chapters in a different order without any loss of functionality.

This book uses a very standard order for the material. The chapter on regressions comes later than it does in some texts but it doesn't really matter since that chapter never seems to fit smoothly anywhere.

There are numerous end of chapter problems, some with answers, available in this book. I'm vacillating on whether these problems would be more useful if they were distributed after each relevant section or are better clumped at the end of the whole chapter. That might be a matter of individual preference.

I did not detect any problems.

I found no errors. However, there were several sections where the punctuation seemed non-ideal. This did not affect the over-all useability of the book though

I'm not sure how well this book would work internationally as many of the examples contain domestic (American) references. However, I did not see anything offensive or biased in the book.

Reviewed by Ilgin Sager, Assistant Professor, University of Missouri - St. Louis on 1/14/19

As the title implies, this is a brief introduction textbook. It covers the fundamental of the introductory statistics, however not a comprehensive text on the subject. A teacher can use this book as the sole text of an introductory statistics. The prose format of definitions and theorems make theoretical concepts accessible to non-math major students. The textbook covers all chapters required in this level course.

It is accurate; the subject matter in the examples to be up to date, is timeless and wouldn't need to be revised in future editions; there is no error except a few typographical errors. There are no logic errors or incorrect explanations.

This text will remain up to date for a long time since it has timeless examples and exercises, it wouldn't be outdated. The information is presented clearly with a simple way and the exercises are beneficial to follow the information.

The material is presented in a clear, concise manner. The text is easy readable for the first time statistics student.

The structure of the text is very consistent. Topics are presented with examples, followed by exercises. Problem sets are appropriate for the level of learner.

When the earlier matters need to be referenced, it is easy to find; no trouble reading the book and finding results, it has a consistent scheme. This book is set very well in sections.

The text presents the information in a logical order.

The learner can easily follow up the material; there is no interface problem.

There is no logic errors and incorrect explanations, a few typographical errors is just to be ignored.

Not applicable for this textbook.

Reviewed by Suhwon Lee, Associate Teaching Professor, University of Missouri on 6/19/18

This book is pretty comprehensive for being a brief introductory book. This book covers all necessary content areas for an introduction to Statistics course for non-math majors. The text book provides an effective index, plenty of exercises, review questions, and practice tests. It provides references and case studies. The glossary and index section is very helpful for students and can be used as a great resource.

Content appears to be accurate throughout. Being an introductory book, the book is unbiased and straight to the point. The terminology is standard.

The content in textbook is up to date. It will be very easy to update it or make changes at any point in time because of the well-structured contents in the textbook.

The author does a great job of explaining nearly every new term or concept. The book is easy to follow, clear and concise. The graphics are good to follow. The language in the book is easily understandable. I found most instructions in the book to be very detailed and clear for students to follow.

Overall consistency is good. It is consistent in terms of terminology and framework. The writing is straightforward and standardized throughout the text and it makes reading easier.

The authors do a great job of partitioning the text and labeling sections with appropriate headings. The table of contents is well organized and easily divisible into reading sections and it can be assigned at different points within the course.

Organization/Structure/Flow rating: 4

Overall, the topics are arranged in an order that follows natural progression in a statistics course with some exception. They are addressed logically and given adequate coverage.

The text is free of any issues. There are no navigation problems nor any display issues.

The text contains no grammatical errors.

The text is not culturally insensitive or offensive in any way most of time. Some examples might need to consider citing the sources or use differently to reflect current inclusive teaching strategies.

Overall, it's well-written and good recourse to be an introduction to statistical methods. Some materials may not need to be covered in an one-semester course. Various examples and quizzes can be a great recourse for instructor.

Reviewed by Jenna Kowalski, Mathematics Instructor, Anoka-Ramsey Community College on 3/27/18

The text includes the introductory statistics topics covered in a college-level semester course. An effective index and glossary are included, with functional hyperlinks. read more

The text includes the introductory statistics topics covered in a college-level semester course. An effective index and glossary are included, with functional hyperlinks.

Content Accuracy rating: 3

The content of this text is accurate and error-free, based on a random sampling of various pages throughout the text. Several examples included information without formal citation, leading the reader to potential bias and discrimination. These examples should be corrected to reflect current values of inclusive teaching.

The text contains relevant information that is current and will not become outdated in the near future. The statistical formulas and calculations have been used for centuries. The examples are direct applications of the formulas and accurately assess the conceptual knowledge of the reader.

The text is very clear and direct with the language used. The jargon does require a basic mathematical and/or statistical foundation to interpret, but this foundational requirement should be met with course prerequisites and placement testing. Graphs, tables, and visual displays are clearly labeled.

The terminology and framework of the text is consistent. The hyperlinks are working effectively, and the glossary is valuable. Each chapter contains modules that begin with prerequisite information and upcoming learning objectives for mastery.

The modules are clearly defined and can be used in conjunction with other modules, or individually to exemplify a choice topic. With the prerequisite information stated, the reader understands what prior mathematical understanding is required to successfully use the module.

The topics are presented well, but I recommend placing Sampling Distributions, Advanced Graphs, and Research Design ahead of Probability in the text. I think this rearranged version of the index would better align with current Introductory Statistics texts. The structure is very organized with the prerequisite information stated and upcoming learner outcomes highlighted. Each module is well-defined.

Adding an option of returning to the previous page would be of great value to the reader. While progressing through the text systematically, this is not an issue, but when the reader chooses to skip modules and read select pages then returning to the previous state of information is not easily accessible.

No grammatical errors were found while reviewing select pages of this text at random.

Cultural Relevance rating: 3

Several examples contained data that were not formally cited. These examples need to be corrected to reflect current inclusive teaching strategies. For example, one question stated that “while men are XX times more likely to commit murder than women, …” This data should be cited, otherwise the information can be interpreted as biased and offensive.

An included solutions manual for the exercises would be valuable to educators who choose to use this text.

Reviewed by Zaki Kuruppalil, Associate Professor, Ohio University on 2/1/18

This is a comprehensive book on statistical methods, its settings and most importantly the interpretation of the results. With the advent of computers and software’s, complex statistical analysis can be done very easily. But the challenge is the knowledge of how to set the case, setting parameters (for example confidence intervals) and knowing its implication on the interpretation of the results. If not done properly this could lead to deceptive inferences, inadvertently or purposely. This book does a great job in explaining the above using many examples and real world case studies. If you are looking for a book to learn and apply statistical methods, this is a great one. I think the author could consider revising the title of the book to reflect the above, as it is more than just an introduction to statistics, may be include the word such as practical guide.

The contents of the book seems accurate. Some plots and calculations were randomly selected and checked for accuracy.

The book topics are up to date and in my opinion, will not be obsolete in the near future. I think the smartest thing the author has done is, not tied the book with any particular software such as minitab or spss . No matter what the software is, standard deviation is calculated the same way as it is always. The only noticeable exception in this case was using the Java Applet for calculating Z values in page 261 and in page 416 an excerpt of SPSS analysis is provided for ANOVA calculations.

The contents and examples cited are clear and explained in simple language. Data analysis and presentation of the results including mathematical calculations, graphical explanation using charts, tables, figures etc are presented with clarity.

Terminology is consistant. Framework for each chapter seems consistent with each chapter beginning with a set of defined topics, and each of the topic divided into modules with each module having a set of learning objectives and prerequisite chapters.

The text book is divided into chapters with each chapter further divided into modules. Each of the modules have detailed learning objectives and prerequisite required. So you can extract a portion of the book and use it as a standalone to teach certain topics or as a learning guide to apply a relevant topic.

Presentation of the topics are well thought and are presented in a logical fashion as if it would be introduced to someone who is learning the contents. However, there are some issues with table of contents and page numbers, for example chapter 17 starts in page 597 not 598. Also some tables and figures does not have a number, for instance the graph shown in page 114 does not have a number. Also it would have been better if the chapter number was included in table and figure identification, for example Figure 4-5 . Also in some cases, for instance page 109, the figures and titles are in two different pages.

No major issues. Only suggestion would be, since each chapter has several modules, any means such as a header to trace back where you are currently, would certainly help.

Grammatical Errors rating: 4

Easy to read and phrased correctly in most cases. Minor grammatical errors such as missing prepositions etc. In some cases the author seems to have the habbit of using a period after the decimal. For instance page 464, 467 etc. For X = 1, Y' = (0.425)(1) + 0.785 = 1.21. For X = 2, Y' = (0.425)(2) + 0.785 = 1.64.

However it contains some statements (even though given as examples) that could be perceived as subjective, which the author could consider citing the sources. For example from page 11: Statistics include numerical facts and figures. For instance: • The largest earthquake measured 9.2 on the Richter scale. • Men are at least 10 times more likely than women to commit murder. • One in every 8 South Africans is HIV positive. • By the year 2020, there will be 15 people aged 65 and over for every new baby born.

Solutions for the exercises would be a great teaching resource to have

Reviewed by Randy Vander Wal, Professor, The Pennsylvania State University on 2/1/18

As a text for an introductory course, standard topics are covered. It was nice to see some topics such as power, sampling, research design and distribution free methods covered, as these are often omitted in abbreviated texts. Each module introduces the topic, has appropriate graphics, illustration or worked example(s) as appropriate and concluding with many exercises. An instructor’s manual is available by contacting the author. A comprehensive glossary provides definitions for all the major terms and concepts. The case studies give examples of practical applications of statistical analyses. Many of the case studies contain the actual raw data. To note is that the on-line e-book provides several calculators for the essential distributions and tests. These are provided in lieu of printed tables which are not included in the pdf. (Such tables are readily available on the web.)

The content is accurate and error free. Notation is standard and terminology is used accurately, as are the videos and verbal explanations therein. Online links work properly as do all the calculators. The text appears neutral and unbiased in subject and content.

The text achieves contemporary relevance by ending each section with a Statistical Literacy example, drawn from contemporary headlines and issues. Of course, the core topics are time proven. There is no obvious material that may become “dated”.

The text is very readable. While the pdf text may appear “sparse” by absence varied colored and inset boxes, pictures etc., the essential illustrations and descriptions are provided. Meanwhile for this same content the on-line version appears streamlined, uncluttered, enhancing the value of the active links. Moreover, the videos provide nice short segments of “active” instruction that are clear and concise. Despite being a mathematical text, the text is not overly burdened by formulas and numbers but rather has “readable feel”.

This terminology and symbol use are consistent throughout the text and with common use in the field. The pdf text and online version are also consistent by content, but with the online e-book offering much greater functionality.

The chapters and topics may be used in a selective manner. Certain chapters have no pre-requisite chapter and in all cases, those required are listed at the beginning of each module. It would be straightforward to select portions of the text and reorganize as needed. The online version is highly modular offering students both ease of navigation and selection of topics.

Chapter topics are arranged appropriately. In an introductory statistics course, there is a logical flow given the buildup to the normal distribution, concept of sampling distributions, confidence intervals, hypothesis testing, regression and additional parametric and non-parametric tests. The normal distribution is central to an introductory course. Necessary precursor topics are covered in this text, while its use in significance and hypothesis testing follow, and thereafter more advanced topics, including multi-factor ANOVA.

Each chapter is structured with several modules, each beginning with pre-requisite chapter(s), learning objectives and concluding with Statistical Literacy sections providing a self-check question addressing the core concept, along with answer, followed by an extensive problem set. The clear and concise learning objectives will be of benefit to students and the course instructor. No solutions or answer key is provided to students. An instructor’s manual is available by request.

The on-line interface works well. In fact, I was pleasantly surprised by its options and functionality. The pdf appears somewhat sparse by comparison to publisher texts, lacking pictures, colored boxes, etc. But the on-line version has many active links providing definitions and graphic illustrations for key terms and topics. This can really facilitate learning as making such “refreshers” integral to the new material. Most sections also have short videos that are professionally done, with narration and smooth graphics. In this way, the text is interactive and flexible, offering varied tools for students. To note is that the interactive e-book works for both IOS and OS X.

The text in pdf form appeared to free of grammatical errors, as did the on-line version, text, graphics and videos.

This text contains no culturally insensitive or offensive content. The focus of the text is on concepts and explanation.

The text would be a great resource for students. The full content would be ambitious for a 1-semester course, such use would be unlikely. The text is clearly geared towards students with no statistics background nor calculus. The text could be used in two styles of course. For 1st year students early chapters on graphs and distributions would be the starting point, omitting later chapters on Chi-square, transformations, distribution-free and size effect chapters. Alternatively, for upper level students the introductory chapters could be bypassed with the latter chapters then covered to completion.

This text adopts a descriptive style of presentation with topics well and fully explained, much like the “Dummy series”. For this, it may seem a bit “wordy”, but this can well serve students and notably it complements powerpoint slides that are generally sparse on written content. This text could be used as the primary text, for regular lectures, or as reference for a “flipped” class. The e-book videos are an enabling tool if this approach is adopted.

Reviewed by David jabon, Associate Professor, DePaul University on 8/15/17

This text covers all the standard topics in a semester long introductory course in statistics. It is particularly well indexed and very easy to navigate. There is comprehensive hyperlinked glossary. read more

This text covers all the standard topics in a semester long introductory course in statistics. It is particularly well indexed and very easy to navigate. There is comprehensive hyperlinked glossary.

The material is completely accurate. There are no errors. The terminology is standard with one exception: the book calls what most people call the interquartile range, the H-spread in a number of places. Ideally, the term "interquartile range" would be used in place of every reference to "H-spread." "Interquartile range" is simply a better, more descriptive term of the concept that it describes. It is also more commonly used nowadays.

This book came out a number of years ago, but the material is still up to date. Some more recent case studies have been added.

The writing is very clear. There are also videos for almost every section. The section on boxplots uses a lot of technical terms that I don't find are very helpful for my students (hinge, H-spread, upper adjacent value).

The text is internally consistent with one exception that I noted (the use of the synonymous words "H-spread" and "interquartile range").

The text book is brokenly into very short sections, almost to a fault. Each section is at most two pages long. However at the end of each of these sections there are a few multiple choice questions to test yourself. These questions are a very appealing feature of the text.

The organization, in particular the ordering of the topics, is rather standard with a few exceptions. Boxplots are introduced in Chapter II before the discussion of measures of center and dispersion. Most books introduce them as part of discussion of summaries of data using measure of center and dispersion. Some statistics instructors may not like the way the text lumps all of the sampling distributions in a single chapter (sampling distribution of mean, sampling distribution for the difference of means, sampling distribution of a proportion, sampling distribution of r). I have tried this approach, and I now like this approach. But it is a very challenging chapter for students.

The book's interface has no features that distracted me. Overall the text is very clean and spare, with no additional distracting visual elements.

The book contains no grammatical errors.

The book's cultural relevance comes out in the case studies. As of this writing there are 33 such case studies, and they cover a wide range of issues from health to racial, ethnic, and gender disparity.

Each chapter as a nice set of exercises with selected answers. The thirty three case studies are excellent and can be supplement with some other online case studies. An instructor's manual and PowerPoint slides can be obtained by emailing the author. There are direct links to online simulations within the text. This text is very high quality textbook in every way.

1. Introduction
2. Graphing Distributions
3. Summarizing Distributions
4. Describing Bivariate Data
5. Probability
6. Research Design
7. Normal Distributions
8. Advanced Graphs
9. Sampling Distributions
10. Estimation
11. Logic of Hypothesis Testing
12. Testing Means
14. Regression
15. Analysis of Variance
16. Transformations
17. Chi Square
18. Distribution-Free Tests
19. Effect Size
20. Case Studies
21. Glossary

Ancillary Material

Ancillary materials are available by contacting the author or publisher .

About the Book

Introduction to Statistics is a resource for learning and teaching introductory statistics. This work is in the public domain. Therefore, it can be copied and reproduced without limitation. However, we would appreciate a citation where possible. Please cite as: Online Statistics Education: A Multimedia Course of Study (http://onlinestatbook.com/). Project Leader: David M. Lane, Rice University. Instructor's manual, PowerPoint Slides, and additional questions are available.

About the Contributors

David Lane is an Associate Professor in the Departments of Psychology, Statistics, and Management at the Rice University. Lane is the principal developer of this resource although many others have made substantial contributions. This site was developed at Rice University, University of Houston-Clear Lake, and Tufts University.

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Random Assignment in Experiments | Introduction & Examples

Random Assignment in Experiments | Introduction & Examples

Published on March 8, 2021 by Pritha Bhandari . Revised on June 22, 2023.

In experimental research, random assignment is a way of placing participants from your sample into different treatment groups using randomization.

With simple random assignment, every member of the sample has a known or equal chance of being placed in a control group or an experimental group. Studies that use simple random assignment are also called completely randomized designs .

Random assignment is a key part of experimental design . It helps you ensure that all groups are comparable at the start of a study: any differences between them are due to random factors, not research biases like sampling bias or selection bias .

Why does random assignment matter, random sampling vs random assignment, how do you use random assignment, when is random assignment not used, other interesting articles, frequently asked questions about random assignment.

Random assignment is an important part of control in experimental research, because it helps strengthen the internal validity of an experiment and avoid biases.

In experiments, researchers manipulate an independent variable to assess its effect on a dependent variable, while controlling for other variables. To do so, they often use different levels of an independent variable for different groups of participants.

This is called a between-groups or independent measures design.

You use three groups of participants that are each given a different level of the independent variable:

a control group that’s given a placebo (no dosage, to control for a placebo effect ),
an experimental group that’s given a low dosage,
a second experimental group that’s given a high dosage.

Random assignment to helps you make sure that the treatment groups don’t differ in systematic ways at the start of the experiment, as this can seriously affect (and even invalidate) your work.

If you don’t use random assignment, you may not be able to rule out alternative explanations for your results.

participants recruited from cafes are placed in the control group ,
participants recruited from local community centers are placed in the low dosage experimental group,
participants recruited from gyms are placed in the high dosage group.

With this type of assignment, it’s hard to tell whether the participant characteristics are the same across all groups at the start of the study. Gym-users may tend to engage in more healthy behaviors than people who frequent cafes or community centers, and this would introduce a healthy user bias in your study.

Although random assignment helps even out baseline differences between groups, it doesn’t always make them completely equivalent. There may still be extraneous variables that differ between groups, and there will always be some group differences that arise from chance.

Most of the time, the random variation between groups is low, and, therefore, it’s acceptable for further analysis. This is especially true when you have a large sample. In general, you should always use random assignment in experiments when it is ethically possible and makes sense for your study topic.

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Random sampling and random assignment are both important concepts in research, but it’s important to understand the difference between them.

Random sampling (also called probability sampling or random selection) is a way of selecting members of a population to be included in your study. In contrast, random assignment is a way of sorting the sample participants into control and experimental groups.

While random sampling is used in many types of studies, random assignment is only used in between-subjects experimental designs.

Some studies use both random sampling and random assignment, while others use only one or the other.

Random sampling enhances the external validity or generalizability of your results, because it helps ensure that your sample is unbiased and representative of the whole population. This allows you to make stronger statistical inferences .

You use a simple random sample to collect data. Because you have access to the whole population (all employees), you can assign all 8000 employees a number and use a random number generator to select 300 employees. These 300 employees are your full sample.

Random assignment enhances the internal validity of the study, because it ensures that there are no systematic differences between the participants in each group. This helps you conclude that the outcomes can be attributed to the independent variable .

a control group that receives no intervention.
an experimental group that has a remote team-building intervention every week for a month.

You use random assignment to place participants into the control or experimental group. To do so, you take your list of participants and assign each participant a number. Again, you use a random number generator to place each participant in one of the two groups.

To use simple random assignment, you start by giving every member of the sample a unique number. Then, you can use computer programs or manual methods to randomly assign each participant to a group.

Random number generator: Use a computer program to generate random numbers from the list for each group.
Lottery method: Place all numbers individually in a hat or a bucket, and draw numbers at random for each group.
Flip a coin: When you only have two groups, for each number on the list, flip a coin to decide if they’ll be in the control or the experimental group.
Use a dice: When you have three groups, for each number on the list, roll a dice to decide which of the groups they will be in. For example, assume that rolling 1 or 2 lands them in a control group; 3 or 4 in an experimental group; and 5 or 6 in a second control or experimental group.

This type of random assignment is the most powerful method of placing participants in conditions, because each individual has an equal chance of being placed in any one of your treatment groups.

Random assignment in block designs

In more complicated experimental designs, random assignment is only used after participants are grouped into blocks based on some characteristic (e.g., test score or demographic variable). These groupings mean that you need a larger sample to achieve high statistical power .

For example, a randomized block design involves placing participants into blocks based on a shared characteristic (e.g., college students versus graduates), and then using random assignment within each block to assign participants to every treatment condition. This helps you assess whether the characteristic affects the outcomes of your treatment.

In an experimental matched design , you use blocking and then match up individual participants from each block based on specific characteristics. Within each matched pair or group, you randomly assign each participant to one of the conditions in the experiment and compare their outcomes.

Sometimes, it’s not relevant or ethical to use simple random assignment, so groups are assigned in a different way.

When comparing different groups

Sometimes, differences between participants are the main focus of a study, for example, when comparing men and women or people with and without health conditions. Participants are not randomly assigned to different groups, but instead assigned based on their characteristics.

In this type of study, the characteristic of interest (e.g., gender) is an independent variable, and the groups differ based on the different levels (e.g., men, women, etc.). All participants are tested the same way, and then their group-level outcomes are compared.

When it’s not ethically permissible

When studying unhealthy or dangerous behaviors, it’s not possible to use random assignment. For example, if you’re studying heavy drinkers and social drinkers, it’s unethical to randomly assign participants to one of the two groups and ask them to drink large amounts of alcohol for your experiment.

When you can’t assign participants to groups, you can also conduct a quasi-experimental study . In a quasi-experiment, you study the outcomes of pre-existing groups who receive treatments that you may not have any control over (e.g., heavy drinkers and social drinkers). These groups aren’t randomly assigned, but may be considered comparable when some other variables (e.g., age or socioeconomic status) are controlled for.

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If you want to know more about statistics , methodology , or research bias , make sure to check out some of our other articles with explanations and examples.

Student’s t -distribution
Normal distribution
Null and Alternative Hypotheses
Chi square tests
Confidence interval
Quartiles & Quantiles
Cluster sampling
Stratified sampling
Data cleansing
Reproducibility vs Replicability
Peer review
Prospective cohort study

Research bias

Implicit bias
Cognitive bias
Placebo effect
Hawthorne effect
Hindsight bias
Affect heuristic
Social desirability bias

In experimental research, random assignment is a way of placing participants from your sample into different groups using randomization. With this method, every member of the sample has a known or equal chance of being placed in a control group or an experimental group.

Random selection, or random sampling , is a way of selecting members of a population for your study’s sample.

In contrast, random assignment is a way of sorting the sample into control and experimental groups.

Random sampling enhances the external validity or generalizability of your results, while random assignment improves the internal validity of your study.

Random assignment is used in experiments with a between-groups or independent measures design. In this research design, there’s usually a control group and one or more experimental groups. Random assignment helps ensure that the groups are comparable.

In general, you should always use random assignment in this type of experimental design when it is ethically possible and makes sense for your study topic.

To implement random assignment , assign a unique number to every member of your study’s sample .

Then, you can use a random number generator or a lottery method to randomly assign each number to a control or experimental group. You can also do so manually, by flipping a coin or rolling a dice to randomly assign participants to groups.

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Mastering SPSS: Essential Topics and How to Solve Assignments Effectively

Essential Topics to Master Before Starting an SPSS Assignment

Understanding the Basics of SPSS

Understanding the basics of SPSS is crucial for any data analysis project. SPSS (Statistical Package for the Social Sciences) is a powerful software widely used in various fields to perform statistical analyses and interpret data. It provides an intuitive interface, making it accessible to both beginners and experienced researchers. By learning the fundamentals of data entry, importing, and cleaning, users can ensure accurate and reliable analyses. Moreover, mastering descriptive statistics, hypothesis testing, and data visualization will enable researchers to draw meaningful insights from their data. This foundational knowledge sets the stage for more advanced statistical analyses and a successful SPSS journey.

master-before-starting-an-spss-assignment

The following topics are essential to know:

Data Entry and Data Import

Data entry and data import are critical steps in the SPSS workflow. Properly organizing and entering data is essential for accurate analysis and valid results. SPSS offers various methods to input data, including manual entry or importing from external sources like Excel or CSV files. Understanding how to handle missing data and outliers during this process is crucial to ensure data integrity. Additionally, knowing how to label variables and assign value labels improves data clarity and interpretation. By mastering data entry and import, researchers can avoid data errors, save time, and lay a solid foundation for a successful SPSS assignment.

Some of the assignments you can expect on data entry and data import include:

Data Entry Accuracy Assessment: To solve a data entry accuracy assessment assignment, carefully enter the provided dataset into SPSS while minimizing errors. Double-check the data for accuracy and correct any mistakes. Use validation techniques such as cross-referencing with the original data source. Analyze any discrepancies and document your approach to ensure transparency. This exercise helps improve data entry skills and emphasizes the importance of accurate data handling for reliable statistical analysis.
Data Import and Cleaning: To solve a data import and cleaning assignment, start by importing the dataset into SPSS from various file formats (Excel, CSV). Address missing values, duplicates, and outliers. Check data consistency and validity. Employ functions for data cleaning, like recoding variables or imputing missing values. Document your steps clearly. Lastly, validate the cleaned dataset for accuracy and usability before proceeding with any further analysis.
Merging Datasets: To solve an assignment on merging datasets in SPSS, follow these steps. First, ensure datasets have a common identifier (e.g., ID). Use the "Merge Files" function, select appropriate merge type (e.g., inner, outer), and identify the matching variable. Check for duplicate records and resolve inconsistencies. Use the "Split File" option for separate analyses. Validate the merged dataset by comparing results with the original files. A successful assignment requires understanding data relationships and using SPSS tools accurately for a comprehensive analysis.
Longitudinal Data Handling: To solve an assignment on longitudinal data handling, first, understand the dataset's structure and time points. Organize the data in SPSS, ensuring it's in the appropriate format (wide or long). Use the "Restructure Data" or "Split File" functions to perform time-series analysis. Apply statistical techniques such as repeated measures ANOVA or growth curve modeling to examine trends and changes over time. Finally, interpret and present the findings, showcasing a clear understanding of the data's longitudinal nature and demonstrating analytical skills.

Descriptive Statistics

Descriptive statistics play a fundamental role in data analysis by providing a concise summary of the main features within a dataset. These statistics, including measures like mean, median, mode, standard deviation, and variance, offer valuable insights into the central tendency, spread, and distribution of the data. Understanding descriptive statistics in SPSS allows researchers to gain a clear understanding of their data before moving on to more complex analyses. Additionally, visual representations, such as histograms and box plots, help researchers identify patterns and outliers, making it easier to make informed decisions and draw meaningful conclusions from the data at hand.

Here are the types of assignments you will get on descriptive statistics and how you can solve them:

Central Tendency Assignment: To solve a central tendency assignment, import the dataset into SPSS, calculate the mean, median, and mode using the "Descriptive" option, and interpret the results. The mean represents the average, the median is the middle value, and the mode is the most frequent value in the dataset, providing insights into the central tendencies of the data.
Measures of Dispersion Assignment: To solve a measures of dispersion assignment, import the dataset into SPSS, then calculate the range, standard deviation, and variance using the "Descriptive" option. Interpret the results to understand the spread of the data, identifying the variability and distribution characteristics.
Frequency Distribution Assignment: To solve a frequency distribution assignment, import the dataset into SPSS, then use the "Frequencies" option to generate frequency tables for the variables of interest. Additionally, create histograms to visualize the distribution. Analyze the frequency tables and histograms to identify patterns and trends in the data.
Correlation Assignment: To solve a correlation assignment, first, import the dataset into SPSS. Choose the variables you want to explore for correlation. Use the "Correlations" option to calculate correlation coefficients. Interpret the results to determine the strength and direction of the relationship between the variables, considering statistical significance using p-values.

Hypothesis Testing

Hypothesis testing is a fundamental concept in statistics and plays a pivotal role in research and decision-making processes. In SPSS, researchers can examine whether their hypotheses are supported or refuted based on empirical evidence. By setting up null and alternative hypotheses and using appropriate statistical tests like t-tests or ANOVA, analysts can draw conclusions about the population from a sample. Understanding p-values, significance levels, and the correct interpretation of results are essential to avoid drawing incorrect conclusions. Hypothesis testing in SPSS empowers researchers to make data-driven decisions and contributes to the validity and reliability of their research findings.

Types of Hypothesis Testing Assignments:

One-Sample T-Test Assignment: In this assignment, you are given a dataset with a single sample, and you need to test whether the sample mean differs significantly from a hypothesized value. Use SPSS to perform a one-sample t-test. Enter the data, set the null hypothesis, select the t-test option, and interpret the result based on the p-value and significance level.
Independent Samples T-Test Assignment: In this assignment, you are provided with two separate datasets representing independent groups, and you need to determine if there is a significant difference in the means of the two groups. Input the data, set the null hypothesis, select the t-test option, and interpret the outcome based on the p-value and significance level.
Paired Samples T-Test Assignment: In this assignment, you are given two related datasets, and your task is to examine if there is a significant difference between the means of the paired samples. Use SPSS to execute a paired samples t-test. Enter the paired data, set the null hypothesis, select the t-test option, and interpret the results using the p-value and significance level.
One-Way ANOVA Assignment: In this assignment, you are provided with a dataset containing multiple groups, and you need to ascertain if there are significant differences in means across those groups. Employ SPSS to perform a one-way ANOVA. Enter the data, set the null hypothesis, select the ANOVA option, and interpret the result based on the p-value and significance level. Additionally, post-hoc tests may be required to identify specific group differences.

Correlation and Regression

Correlation measures the relationship between two or more variables, while regression predicts the value of a dependent variable based on one or more independent variables. These topics are often encountered in research and data analysis. Knowing how to perform correlation and regression analyses in SPSS will enable you to explore relationships and make predictions from your data.

Simple Correlation Analysis Assignment: For this assignment, calculate and interpret the correlation coefficient between two variables using SPSS. Identify the strength and direction of the relationship and present your findings in a clear and concise manner.
Multiple Regression Assignment: In this task, perform multiple regression analysis in SPSS to predict a dependent variable based on two or more independent variables. Select relevant variables, run the regression, and interpret the coefficients to draw meaningful conclusions.
Correlation and Regression Comparison Assignment: Compare and contrast correlation and regression analyses in SPSS. Explain their purposes, assumptions, and interpretations. Provide examples to demonstrate their applications in different scenarios.
Real-Life Data Analysis Assignment: Obtain a dataset with variables suitable for correlation and regression analysis. Clean the data, perform the appropriate analysis in SPSS, and interpret the results. Discuss the practical implications of the findings in a real-world context.

Data Visualization

Data visualization plays a pivotal role in understanding complex datasets and communicating insights effectively. SPSS offers a wide range of visualization options, such as histograms, scatter plots, and bar charts, allowing researchers to present data in a visually engaging manner. By choosing the appropriate charts, researchers can identify patterns, trends, and outliers, making it easier to draw conclusions from the data. Furthermore, visualizations aid in conveying findings to a broader audience, making complex statistical information more accessible and comprehensible. A skillful use of data visualization in SPSS enhances the clarity and impact of research results, thereby strengthening the overall research narrative.

Types of data visualization assignments:

Creating Descriptive Visualizations: In this type of assignment, you may be asked to generate descriptive visualizations for a given dataset using SPSS. Start by importing the data and exploring its variables. Use appropriate chart types such as histograms, bar charts, and pie charts to visualize the distribution of categorical and numerical variables. Customize the visuals by adding labels, titles, and color schemes to improve clarity. For numerical data, consider box plots and scatter plots to identify outliers and patterns. Present the visualizations along with a brief interpretation of the main insights.
Comparative Visualizations: In a comparative visualization assignment, you might need to compare two or more groups or variables. Use grouped bar charts, stacked bar charts, or line graphs to demonstrate the differences between the groups. Apply color coding and legends to make the visualizations more informative. For more advanced analyses, consider using heatmaps or radar charts to display multivariate comparisons. Explain the key findings and any significant trends or patterns observed in the data.
Time-Series Visualizations: Time-series visualizations involve displaying data points over time. Use line graphs or area charts to represent the trends and changes in the data over specific time intervals. Pay attention to the x-axis labels and format to ensure the time is displayed accurately. Utilize different line styles or colors for multiple time series. If applicable, add annotations or callouts to highlight important events or occurrences during the time period. Analyze the visualizations to draw conclusions about any temporal patterns or fluctuations.
Geospatial Visualizations: In geospatial visualization assignments, you will be working with spatial data and representing it on maps. Import the geographic data into SPSS and link it with your dataset. Use choropleth maps to display numerical data for different regions or territories. You can also use bubble maps to show variations in data based on the size of the bubbles in different locations. Customize the map legend, color scales, and data ranges to enhance the visualization's clarity. Analyze the geospatial visualizations to draw insights about spatial patterns and regional differences in the data.

Data Transformation and Variable Recoding

Data transformation and variable recoding are vital skills in SPSS for preparing data for analysis. Data transformation involves converting variables into different formats or scales, such as logarithmic or square root transformations, to meet statistical assumptions. Variable recoding allows researchers to combine or modify existing variables, simplifying the analysis. These techniques are useful when dealing with skewed data or categorical variables. By mastering these methods, researchers can enhance the accuracy and reliability of their analyses and derive more insightful results from their data.

Log Transformation for Skewed Data: To solve an assignment on log transformation for skewed data, first, identify the skewed variable. Calculate the natural logarithm (ln) of each value in the variable to create a new transformed variable. This process helps normalize the data, making it suitable for analysis that requires normally distributed data.
Recoding Categorical Variables: To solve an assignment on recoding categorical variables, start by identifying the specific categorical variable and the desired outcome (e.g., binary or multi-category recoding). Create a new variable, assign codes to each category accordingly, and recode the data. Validate the recoded variable's accuracy and use it in subsequent analyses for simplified interpretations.
Standardization of Variables: To solve an assignment on standardization of variables, calculate the mean and standard deviation for each variable. For each data point, minus the mean and divide the answer by the standard deviation. This process will transform the variables into a common scale with a mean of 0 and a standard deviation of 1, allowing for fair comparisons and unbiased analysis.
Binning Continuous Variables: To solve an assignment on binning continuous variables, first, determine suitable bin intervals based on the data's distribution and context. Then, divide the range of the continuous variable into these intervals and create a new categorical variable. Assign data points to the corresponding bins, facilitating analysis and interpretation in distinct groups.

Mastering the essential topics in SPSS and knowing how to approach SPSS assignments will empower you to handle various data analysis tasks confidently. By understanding the basics of SPSS, data entry, hypothesis testing, correlation, regression, data visualization, and data transformation, you will be well-prepared to tackle a wide range of statistical problems. Through practice and hands-on experience with SPSS, you can enhance your analytical skills and become proficient in using this powerful statistical software for research and data analysis.

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Sample Assignment statistics

Statistics assignment sample stuck with your statistics assignments get free assistance from our ph.d. experts, stat6000 statistics for public health assignment help, assignment brief.

Length 2000 Learning Outcomes:

This assessment addresses the following learning outcomes:

1. Understand key concepts in statistics and the way in which both descriptive and inferential statistics are used to measure, describe and predict health and illness and the effects of interventions.

2. Apply key terms and concepts of statistics for assignment help including; sampling, hypothesis testing, validity and reliability, statistical significance and effect size.

3. Interpret the results of commonly used statistical tests presented in published literature.

Submission Due Sunday following the end of Module 4 at 11:55pm AEST/AEDT*

Weighting - 30% Total Marks - 100 marks

Instructions:

This assessment requires you to read two articles and answer a series of questions in no more than 2000 words. Most public health and wider health science journals report some form of statistics. The ability to understand and extract meaning from journal articles, and the ability to critically evaluate the statistics reported in research papers are fundamental skills in public health.

Read the Riordan, Flett, Hunter, Scarf and Conner (2015) research article and answer the following questions:

1. This paper presents two hypotheses. State the null and alternative hypothesis for each one, and describe the independent and dependent variables for each hypothesis.

2. What kind of sampling method did they use, and what are the advantages and disadvantages of recruiting participants in this way?

3. What are the demographic characteristics of the people in the sample? Explain by referring to the descriptive statistics reported in the paper.

4. What inferential statistics were used to analyze data in this study, and why?

5. Regarding the relationship between FoMO scores, weekly drinks, drinking frequency, drinking quantity, and BYAACQ. Answer the following questions;

a) Which variable had the weakest association with FoMO score?

b) Which variable had the strongest association?

c) Was the association (weakest and strongest) statistically significant?

d) What are the correlation coefficients for both associations (weakest and strongest)?

e) State how much variation in weekly drinks, drinking frequency, drinking quantity, and BYAAC is attributed toFoMO scores.

f) What variables are controlled in the correlation analysis test?

6. How representative do you think the sample is of the wider population of college students in New Zealand? Explain why.

Paper 2: Wong, M. C., S., Leung, M. C., M., Tsang, C. S., H., . . . Griffiths, S. M. (2013). The rising tide of diabetes mellitus in a Chinese population: A population-based household survey on 121,895 persons. International Journal of Public Health, 58(2), 269-276. Retrieved from: http://dx.doi.org.ezproxy.laureate.net.au/10.1007/s00038-012-0364-y

Read the Wong et. al. (2014) paper and answer the following questions:

1. Describe the aims of the study. Can either aim be restated in terms of null and alternative hypotheses? Describe these where possible.

2. What are the demographic characteristics of the people in the sample? Explain by referring to the descriptive statistics reported in the paper.

3. What inferential statistics were used to analyze data in this paper, and why?

4. What did the researchers find when they adjusted the prevalence rates of diabetes for age and sex?

5. Interpret the odds ratios for self-reported diabetes diagnosis to explain who is at the greatest risk of diabetes.

6. What impact do the limitations described by the researchers have on the extent to which the results can be trusted, and why?

Assessment Criteria

• Knowledge of sampling methods, and research and statistical concepts 20%

• Interpretation of research concepts, statistical concepts and reported results, demonstrating applied knowledge and understanding 40 %

• Critical analysis of research elements including sampling, results and limitations 30%

• Academic writing (clarity of expression, correct grammar and punctuation, correct word use) and accurate use of APA referencing style 10%

Riordan, Flett, Hunter, Scarf and Conner (2015) research article answers:

Hypothesis 1:

Null hypothesis: H0: Students’ alcohol consumption frequency was not dependent on FoMO score.

Alternate hypothesis: HA: Students’ with higher FoMO scores consumed increased amount of alcohol compared to those with lower FoMO scores.

Independent Variable: Alcohol consumption frequency of the participants of the study was considered assignment writing-point psychometric scale FoMO (“Fear of missing out”) was considered as the dependent variable. A variation between prevalent apprehensions of the participants regarding engagement in social engagements was measured using the FoMO.

Hypothesis 2:

Null hypothesis: H0: There was no relation between FoMO score and alcohol-related consequences.

Alternate hypothesis: HA: Students with higher FoMO score will come across more alcohol-related consequences compared to those with lower in FoMO.

Independent Variable: Alcohol related consequences measured using B-YAACQ scale, which assessed negative impacts of alcohol drinking for last three months.

Dependent Variable: The 10-point psychometric scale FoMO (“Fear of missing out”) was considered as the dependent variable.

Sampling Technique: The research analyzed two studies where data was collected from the University of Otago, Dunedin. The first study was a cross sectional study where data from 182 students was collected in a convenience sampling methodology. Study 2 had a research methodology of ‘daily diary study’, where 262 participants were recruited from psychology classes.

Advantage: Convenience samples are an economical way of collecting data. It doesn't take much effort and money for initiate a convenience sampling methodology. As, in the present study survey link was posted on a departmental page where students can vote online. Therefore, it is one of the most economical options for the collection of data in the study that also saves time while gathering information. This is also useful as an intervention to collect feedback from hesitant participants as one can contact people about specific questions related to the study within minutes while using this method. Surveys can get partners to help provide more information about a person's demographic profile so that normalization can be created in a large group in the future.

Disadvantage: Information received from the study using convenient sampling may not represent characteristics of the general population. Therefore, conclusions based on the collected data may not provide information about the entire Otage population. Moreover, it was difficult to know whether some participants provided incorrect information or not. In future studies, it also becomes difficult to replicate the results due to nature of the collected data from the convenience sampling. Again, such data collected fails to show differences that may exist between multiple subgroups is one of the limitations of the present study which fails to differentiate between FoMO scores of men and women.

Age, gender, and ethnicity are the three demographic characteristic details available in the paper. Explanation: Among 182 participants in the study 1, 78.6% were female participants. All of the study subjects were aged between 18-25 years with an average age of 19.4 years and a standard deviation of 1.4 years. Ethnicity wise categorization revealed that the sample was predominantly New Zealand European origin with presence of 80.8%. Rest of them was Asian (3.8%), Maori or Pacific Islander (6.0%), or belonged to other (7.7%) ethnic groups. A larger sample of 262 students participated in study 2, where 75.3% were female. The age bracket was 18-25 years with average of 19.6 years and a standard deviation of 1.6 years. Predominant presence of New Zealand European descent was noted (76%), where 12.2% were Asian, 7.2% were Maori or Pacific Islander, and 4.6% from other ethnicities.

Inferential Tests: Two inferential statistics were used for testing the hypotheses. An independent t-test was administered to compare frequency of alcohol consumption between men and women. Alongside, Pearson’s correlation test was used to assess the relation between FoMO scores, alcohol consumption frequency and negative effects of alcohol consumption measured with B-YAACQ scale.

Reason of Use: An independent t-test was used to compare average drinking frequencies between male and female students by comparing their average drinking frequencies together with the standard deviations.

Pearson’s correlation coefficient was used to find the pairwise relation between FoMOs mean, weekly frequency of drinks, drinking quantity, drinking frequency, and B-YAACQ scale (Riordan et al., 2015).

In study 1, weekly drinks had the weakest relation with FoMO score. In study 2, drinking frequency had the weakest relation with FoMO score.

In both the studies, B-YAACQ scale score had the strongest relationship with FoMO score.

The weakest associations were not statistically significant, whereas the strongest relationship between B-YAACQ scale score and FoMO score was statistically significant.

The correlation coefficient between Weekly drinks with FoMO score was -0.014 (weakest)

The correlation coefficient between B-YAACQ scale score and FoMO score was 0.249 (strongest)

The correlation coefficient between drinking frequency with FoMO score was 0.092 (weakest) The correlation coefficient between B-YAACQ scale score and FoMO score was 0.301(strongest)

Overall, FoMOs score was not associated to the amount and frequency of weekly consumption of alcohol. In Study 1, there was no link between the average amount of FoMOs and alcohol. However, in study 2, there was a significant association between drinking session quantity and the FoMOs scores. FoMO scores impacted drinking session quantity with a 2.8% variance in Study 2, corresponding to Cohen's d ("small" effect) of 0.339. In addition, in both studies, association of FoMOs with alcohol-related higher number of severe negative consequences over the past three months is also a major concern. In both the studies, the amount negative alcohol outcomes varied by 6.2% and 9.1% was due to FoMOs, corresponding to 0.514 and 0.631 Cohen d (moderate effects).

Age and gender of the participants were the two controlled variables in the correlation analysis.

All the participants belonged to the age group of 18-25 years that indeed can represent wider undergraduate population of New Zealand universities. However, the age group seems inadequate to represent graduate students from universities.

The experimental data were collected from undergraduate college students of the University of Otago, Dunedin (New Zealand). The first study used cross-sectional study with convenience sampling to include 182 students as participants, and the second study went with daily diary study including 262 participants. The convenience sampling technique used to collect data also indicates possible presence of falsified data. Hence, sample of the present study is representative of wider undergraduate population of colleges in New Zealand. However, the wider representation of all the students from the entire nation seems not possible using the sample of this study.

Wong et al (2013) research article answers:

Primary objective of the studied paper was to assess the generality of results found from analysing the effect of age, household income, and sex on diabetes prevalence among 121,895 participants representing entire Hong Kong population. The survey was conducted in 2001, 2002, 2005, and 2008 to evaluate results across a period of 8 years. The entire sample was stratified in two strata based on gender of the participants (Wong et al., 2013).

First Objective was to assess the effect of increase in age on diabetes prevalence among the participants.

Null hypothesis: H0: There existed no association between increase in age and diabetes prevalence.

Alternate hypothesis: H0: There existed statistically significant association between increase in age and diabetes prevalence (0-39 was referent age group).

Second Objective was to assess the effect of low household income on diabetes prevalence among the participants.

Null hypothesis: H0: There existed no association between low household income and diabetes prevalence. Alternate hypothesis: H0: There existed statistically significant association between low household income and diabetes prevalence (participants earning above $ 50,000 referent income group).

Diabetes prevalence of 121,895 people across 2001, 2002, 2005, and 2008 was collected with demographic information regarding their age, household income, and gender. The sample consisted of 103,367 adult participants with age of 15 years and more. The average age of participants in the sample was calculated to be 38.2 years.

Information on gender of 121,895 participants revealed a balances presence of both the genders with females (N = 61, 831, 50.2%) being just greater in number. Household income (HK dollars) of sample participants was categorised in four categories (≥ 50,000, 25,000-49,999, 10,000-24,999, and ≤ 9,999). Presence of 10,000-24,999 income group of participants was the highest (N = 50,648, 42.4%), followed by 10,000-24,999 income group (N = 32,748, 27.4%), ≤ 9,999 (N = 23,578, 19.7%), and ≥ 50,000 (N = 12,452, 10.4%).

Sample was categorized according to age (years) in eight groups (< 15, 15-24, 25-34, 35-44, 45-54, 55-64, 65-74, and ≥ 75). Among 103,367 adult participants (≥ 15), 13.8% (N = 16, 834) belonged to age group of 15-24, 14.6% (N = 17,751) to age group of 25-34, 18.2% (N = 22,206) to age group of 35-44, 16.4% (N = 20,033) to age group of 15-24, 9.2% (N = 11,179) to age group of 15-24, and a total of 12.6% (N = 15,364) belonged to age groups of 65-74, and ≥ 75.

Inferential analysis for evaluating the impact of age and income on diabetes prevalence across years was Binary Logistic Regression. In the constructed model age and groups were adjusted for better comparison. The age group of 0-39 years was the referent, whereas income group of ‘≥ 50,000’ was considered as the referent in the regression model. A multivariate regression model was also used to assess the independent association between diabetes prevalence and participants’ demographic details.

Initially, use of multivariate regression model indicated the causal relation and association between diabetes and demographic factors. Binary Logistic Regression models are generally used where the dependent variable has two categories. The linear regression model fails to assess the impact of predictors on two different categories of an outcome variable. The odd ratios in the Binary Logistic regression models display the exact relation with the predictor, especially with reference to age and income referent categories.

The results in the Binary Logistic Regression model were statistically significant when age and sex were adjusted for measuring diabetes prevalence. Two separate regression models were constructed based on gender, and in each model age groups were reorganized to better comparison of diabetes prevalence. Importantly, the study also considered 2001 as base year or referent year to compare the results of 2005 and 2008.

Initially, females were noted to be (31.8%, 2005; 69.3%, 2008) have higher diabetes prevalence compared to that of the males (27.8%, 2005; 47.9%, 2008). But, when adjusted for sex no significant difference in diabetes prevalence was noted between male and females. Also, significantly increasing diabetes prevalence was noted for lower household income group when compared to highest income group.

Adjusted Odd Ratio (AOR) for sex and age were evaluated from the Logistic Regression Model. Age adjusted groups comparison revealed that people aged between 40 and 65 years (AOR = 32.21, 95% CI 20.6–50.4, p < 0.001) were significantly at higher risk of diabetes prevalence compared to the referent age group of 0-39 years. Notably, people aged over 65 years were 120 times more associated (AOR = 120.1, 95% CI 76.6–188.3, p < 0.001) to diabetes compared to referent group.

Monthly household income category of 25,000-49,999 (AOR = 1.39, 95% CI 1.04-1.86, p < 0.05), 10,000-24,999 (AOR = 1.58, 95% CI 1.2-2.07, p < 0.001), and ≤ 9,999 (AOR = 2.19, 95% CI 1.66-2.88, p < 0.001) were all significantly at a higher risk of association with diabetes compared to highest income group (≥ 50,000), especially the lowest income group had almost two-fold chance of diabetes in such comparison.

The coefficient of determination in the Binary Logistic Regression model was R2 = 0.198, implying that adjusted variables were able to explain 19.8% variation in diabetes prevalence. Hence, search of other predictors of diabetes prevalence, such as eating habit, family history, and affinity towards sugar and carb would have been beneficial.

Also, it has to be noted that the sample data was collected from self-reported survey of Chinese people. From previous literatures, it can be illustrated that most of the people in China are ignorant about preventive diabetes check-up (Yang et. al., 2010). Therefore, the self-reported data could have been erroneous and skewed. Generalization of the statistical analyses of the study could be a terrible mistake.

Riordan, B. C., Flett, J. A., Hunter, J. A., Scarf, D., & Conner, T. S. (2015). Fear of missing out (FoMO): The relationship between FoMO, alcohol use, and alcohol-related consequences in college students. Annals of Neuroscience and Psychology, 2(7), 1-7.

Wong, M. C., Leung, M. C., Tsang, C. S., Lo, S. V., & Griffiths, S. M. (2013). The rising tide of diabetes mellitus in a Chinese population: a population-based household survey on 121,895 persons. International journal of public health, 58(2), 269-276.

Yang, W., Lu, J., Weng, J., Jia, W., Ji, L., Xiao, J., ... & Zhu, D. (2010). Prevalence of diabetes among men and women in China. New England Journal of Medicine, 362(12), 1090-1101.

BEO1106 Business Statistics Assignment Sample

Introduction.

The price of a property can be determined by a number of factors (in addition to the market trend). These factors may include (but not the least): The location, the land size, the size of the built area, the building type, the property type, number of rooms, number of bathroom and toilets, swimming pool, tennis court and so on.

The sample data you collected for your assignment contain the following variables:

V1 = Region where property is located (1 = North, 2 = West, 3 = East, 4 = Central) V2 = Property type (0 = Unit, 1 = House) V3 = Sale result (1 = Sold at auction, 2 = Passed-in, 3 = Private sale, 4 = Sold before auction). Note that a blank cell for this variable indicates that the property did not sell. V4 = Building type (1 = Brick, 2 = Brick veneer, 3 = Weatherboard, 4 = Vacant land) V5 = Number of rooms V6 = Land size (Square meters) V7 = Sold Price ($000s) V8 = Advertised Price ($000s).

Requirement

In relation to the Simple Regression topic of Business Statistics, for this Case Study, you are required to conduct a regression analysis to estimate the relation between Number of Rooms and Advertised Price of properties in Melbourne.

Instruction

You need to prepare a sample data using the Number of Rooms and the Advertised Price variables. You may find that V5 (Number of Rooms) variable has some missing observations in your sample. In order for Excel to estimate a regression equation, Excel requires a balanced data set. This means that both dependent variables and independent variables must have the same (balanced) number of observations in the data set. To balance the data set, we have to remove the observations which contain missing data. Refer to the steps in the Excel file Regression Estimation example for Case Study.xlsx to assist you to construct your balanced sample data set for the regression analysis.

In the Answer Sheet provided, name the dependent variable (Y) and the independent variable (X). Provide a brief explanation for assignment help to support your choice.

In a sentence, explain whether you expect a positive or a negative relation between the X and the Y variables.

Use Excel to produce a scatterplot using the independent variable for the horizontal (X) axis and the dependent variable as the vertical (Y) axis. Copy and paste the scatterplot to the Answer Booklet.

Hint: Follow the graph presentation (in Step 5, Regression Estimation example for Case Study.xlsx).

Note:Title of the scatterplot and the labels for axes will account for 0.5 mark for each.

Follow the Excel procedure (select Data / Data Analysis / Regression) outlined on seminar note Slide 16, using the X variable and the Y variable you nominated in Task 1, generate regression estimation output tables. Copy the Regression Statistics and Coefficients tables (refer to Slide 27 and Slide 28) to the Answer Booklet.

Refer to the Regression Statistics table in Task 4, briefly describe the strength of the correlation between X and Y variables. Ensure your statement is supported by the statistic figure from the table.

Does the information shown in the Coefficients table agree with your expectation in Task 2? Briefly explain the reasoning behind your answer.

Refer to the Coefficients table, and follow the presentation on seminar note Slide 19, construct the least squares linear regression equation for the relationship between the independent variable and the dependent variable.

Interpret the estimated intercept and the slope coefficients.

Select one of the two following scenarios which describe your choice in Task 1.

• In Task 1, if you nominated Number of Rooms is the independent variable, then you are asked to estimate the Advertised Price (dependent variable) of a property given the number of rooms of the property is 5.

• In Task 1, if you nominated Advertised Price is the independent variable, then you are asked to estimate the Number of Rooms (dependent variable) of a property given the advertised price is $1.55 (million).

With reference to the R Square value provided in the Regression Statistics table, explain whether you would trust your estimation in Task 9. Comment on whether your answer in Task10 agrees with the answer in Task 5 in terms of the strength of the linear relationship between X and Y.

State, symbolically, the null and alternative hypotheses for testing whether there is a positive linear relationship between Number of Rooms and Advertised Price in the population.

Use the Empirical Rule, state the z- value which is corresponding to 2.5% significant level.

Use the p-value approach to decide, at a 2.5% level of significance, whether the null hypothesis of the test referred to in Task 11 can be rejected (or not). Make sure you provide a justification for your decision.

Following the decision in Task13, provide a precise conclusion to the hypothesis test conducted in Task 13.

From information provided in the Coefficients table, construct a 95% confidence interval estimate of the gradient of the population regression line. Is this interval consistent with the conclusion to the hypothesis test you arrived at in Task 14? Briefly explain the reasoning behind your answer

Statistical Analysis Assignment Sample

Instructions.

Perform the required calculations using Excel (and PHStat where appropriate), present your findings (i.e., the relevant output), and prepare short written responses to the following questions. Please note that you must provide a clear interpretation and explanation of the results reported in your output. Please submit your answers in a single Word file.

Question 1 – Binomial Distribution (8 marks)

A university has found that 2.5% of its students withdraw without completing the introductory business analytics course. Assume that 100 students are registered for the course.

a) What is the probability that two or fewer students will withdraw? b) What is the probability that exactly five students will withdraw? c) What is the probability that more than three students will withdraw? d) What is the expected number of withdrawals from this course?

Question 2 – Normal Distribution

Suppose that the return for a particular investment is normally distributed with a population mean of 10.1% and a population standard deviation of 5.4%. a) What is the probability that the investment has a return of at least 20%? b) What is the probability that the investment has a return of 10% or less? A person must score in the upper 5% of the population on an IQ test to qualify for a particular occupation. c) If IQ scores are normally distributed with a mean of 100 and a standard deviation of 15, what score must a person have to qualify for this occupation

Question 3 – Normal Distribution (4 marks)

According to a recent study, the average night’s sleep is 8 hours. Assume that the standard deviation is 1.1 hours and that the probability distribution is normal. a) What is the probability that a randomly selected person sleeps for more than 8 hours? b) Doctors suggest getting between 7 and 9 hours of sleep each night. What percentage of the population gets this much sleep?

Question 4 – Normal Distribution (10 marks)

The time needed to complete a final examination in a particular college course is normally distributed with a mean of 160 minutes and a standard deviation of 25 minutes. Answer the following questions:

a) What is the probability of completing the exam in 120 minutes or less? b) What is the probability that a student will complete the exam in more than 120 minutes but less than 150 minutes? c) What is the probability that a student will complete the exam in more than 100 minutes but less than 170 minutes? d) Assume that the class has 120 students and that the examination period is 180 minutes in length. How many students do you expect will not complete the examination in the allotted time?

Here, number of trials (n) = 100 Probability of success i.e. student withdrawing from course (p) = 0.025 The various probabilities have been computed using BINOMIST function in Excel.

a) Mean = 10.1% Standard deviation = 5.4% The relevant output from Excel is shown below.

The z score is computed using the inputs provided. Using the NORMS.DIST(1.833) function, the probability of P(X<20%) has been determined. Finally, the probability that the return would be atleast 20% is 0.0334.

b) Mean = 10.1% Standard deviation = 5.4% The relevant output from Excel is shown below for assignment help

The z score is computed using the inputs provided. Using the NORMS.DIST(-0.0185) function, the probability of P(X<10%) has been determined. It can be concluded that there is a probability of 0.4926 that the given investment has a return of 10% or less.

c) The relevant output from Excel is shown below.

The requisite percentile score required is 95%. The corresponding Z value for this as determined using NORMS.INV has come out as 1.644854. This along with the mean and standard deviation has been used to derive the minimum qualification score as 124.67. Hence, to be in the top 5%, a candidate needs to score atleast 124.67 in the IQ test.

a) The relevant output from Excel is shown below.

Using the mean, standard deviation and the X value, the Z score has been computed as zero. Using NORMS.DIST(0) function, the probability of P(X<=8) has come out as 0.5. Further, the probability of P(X>8) has been computed as 0.5. Hence, the probability that a randomly selected person sleeps more than 8 hours is 0.5.

b) The relevant output from Excel is shown below.

For X1 = 7 hours, the corresponding z score was computed followed by finding the P(X<7) using NORMS.DIST(-0.9091) function. For X2 = 9 hours, the corresponding z score was computed followed by finding the P(X<9) using NORMS.DIST(0.9091) function. The probability that people would be getting sleep between 7 and 9 hours is 0.6367. Thus, 63.67% of the population is getting sleep between the 7 and 9 hours each night.

For X =120, the corresponding z score was computed followed by finding the P(X<=120) using NORMS.DIST(-1.6) function. The probability of completing the exam in 120 minutes or lesser is 0.0548.

For X1 = 120 minutes, the corresponding z score was computed followed by finding the P(X<120) using NORMS.DIST(-1.6) function. For X2 = 150 minutes, the corresponding z score was computed followed by finding the P(X< 150) using NORMS.DIST(-0.40) function. The probability that a student will complete the test in more than 120 minutes but less than 150 minutes is 0.2898.

For X1 = 100 minutes, the corresponding z score was computed followed by finding the P(X<100) using NORMS.DIST(-2.4) function. For X2 = 170 minutes, the corresponding z score was computed followed by finding the P(X< 170) using NORMS.DIST(0.40) function. The probability that a student will complete the test in more than 100 minutes but less than 170 minutes is 0.6472.

d) The relevant output from Excel is shown below.

For the score of 180 minutes, the corresponding Z score is 0.8. Using NORMS.DIST(0.8), the P(X<180) is 0.7881. Hence, the probability of student taking more than 180 minutes or not finishing within the allotted 180 minutes is 0.2119. The total number of students given is 120. Thus, students not finishing within the allotted 180 minutes is 0.2119*120 = 25.42 or 26 students.

STATS7061 Statistical Analysis Assignment Sample

Prepare short written responses to the following questions. Please note that you must provide a clear interpretation and explanation of the results for assignment help reported in your output.

Question 1 – Binomial Distribution

a) P(X≤2) = BINOMDIST(2,100,0.025,True) = 0.5422

d) Expected withdrawals = 100*2.5% = 2.50 students

Suppose that the return for a particular investment is normally distributed with a population mean of 10.1% and a population standard deviation of 5.4%.

a) What is the probability that the investment has a return of at least 20%?

b) What is the probability that the investment has a return of 10% or less? A person must score in the upper 5% of the population on an IQ test to qualify for a particular occupation.

c) If IQ scores are normally distributed with a mean of 100 and a standard deviation of 15, what score must a person have to qualify for this occupation?

b) Mean = 10.1% Standard deviation = 5.4% The relevant output from Excel is shown below.

Question 3 – Normal Distribution

According to a recent study, the average night’s sleep is 8 hours. Assume that the standard deviation is 1.1 hours and that the probability distribution is normal.

a) What is the probability that a randomly selected person sleeps for more than 8 hours? b) Doctors suggest getting between 7 and 9 hours of sleep each night. What percentage of the population gets this much sleep?

Question 4 – Normal Distribution

a) What is the probability of completing the exam in 120 minutes or less?

b) What is the probability that a student will complete the exam in more than 120 minutes but less than 150 minutes?

c) What is the probability that a student will complete the exam in more than 100 minutes but less than 170 minutes?

d) Assume that the class has 120 students and that the examination period is 180 minutes in length. How many students do you expect will not complete the examination in the allotted time?

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An assignment examples on statistics s is a prosaic composition of a small volume and free composition, expressing individual impressions and thoughts on a specific occasion or issue and obviously not claiming a definitive or exhaustive interpretation of the subject.

Some signs of statistics s assignment:

the presence of a specific topic or question. A work devoted to the analysis of a wide range of problems in biology, by definition, cannot be performed in the genre of statistics s assignment topic.
The assignment expresses individual impressions and thoughts on a specific occasion or issue, in this case, on statistics s and does not knowingly pretend to a definitive or exhaustive interpretation of the subject.
As a rule, an essay suggests a new, subjectively colored word about something, such a work may have a philosophical, historical, biographical, journalistic, literary, critical, popular scientific or purely fiction character.
in the content of an assignment samples on statistics s, first of all, the author’s personality is assessed - his worldview, thoughts and feelings.

The goal of an assignment in statistics s is to develop such skills as independent creative thinking and writing out your own thoughts.

Writing an assignment is extremely useful, because it allows the author to learn to clearly and correctly formulate thoughts, structure information, use basic concepts, highlight causal relationships, illustrate experience with relevant examples, and substantiate his conclusions.

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Statistics is the science that concern with the collecting, analyzing, presenting & evaluating of data. Governmental needs for evaluation data and information about various economic activities provided much of the early incentive for the field of statistics. The need to turn the large amounts of data available in many applied fields into useful information has stimulated both theoretical and practical developments in statistics.

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The Field of Statistics in Divided into two Major Parts:

1 Descriptive 2 Inferential

1 Descriptive: Descriptive Statistics is the way to summarized and evaluate the collected data so that a meaningful pattern formed. But this area is narrowed down for concluding only those information that we have collected or presented to us. Hence, applying descriptive statistics requires two types of statistical ideas:

Graphically (histogram, bar graph etc.)
Numerically (Mean, Median, Mode)

2 Inferential: Inferential is one of the two major parts of statistics. Inferential statistics used random samples of data taken from population to describe and make inferences about the population. You can use the information about parametric and nonparametric tests. Both of these types of analyses are used to determine whether the results are likely to be changed in variable value.

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Biostatistics assignment
Descriptive statistics
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MATLAB assignment
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SPSS assignment
Binomial distribution

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Statistics Assignment Sample

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75+ Realistic Statistics Project Ideas To Score A+
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Types of descriptive statistics. There are 3 main types of descriptive statistics: The distribution concerns the frequency of each value. The central tendency concerns the averages of the values. The variability or dispersion concerns how spread out the values are. You can apply these to assess only one variable at a time, in univariate ...
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Descriptive Statistics ! Procedures used to summarize, organize, and simplify data (data being a collection of measurements or observations) taken from a sample (i.e., mean, median, mode). ! Examples: ! The average score on the Rosenberg Self-Esteem Scale was 7.5 ! 63% of the sample described themselves as Caucasian
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Here are the types of assignments you will get on descriptive statistics and how you can solve them: Central Tendency Assignment: To solve a central tendency assignment, import the dataset into SPSS, calculate the mean, median, and mode using the "Descriptive" option, and interpret the results. The mean represents the average, the median is the ...
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