Marymount University Find the Regression Analysis Excel Task Instructions: I will send you the book and other materials and all you need is to check the c

Marymount University Find the Regression Analysis Excel Task Instructions:

I will send you the book and other materials and all you need is to check the chapter and complete the work in Word document and Excel document.

Chapter 10 Stepwise Regression.

The case instructions are in page 193.

Tutorial: https://www.viddler.com/embed/13aee0d8/?f=1&player… 1
ADVANCED BUSINESS STATISTICS
A STUDY OF PATTERNS
Summer 2020
© Marymount University
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TABLE OF CONTENTS
THE STRUCTURE OF THIS BOOK ……………………………………………………………………………………………………………………………… 4
FOR THE PROFESSOR …………………………………………………………………………………………………………………………………………………… 5
FOR THE READER …………………………………………………………………………………………………………………………………………………………. 7
CHAPTER 1 OVERVIEW AND BASICS CASE STUDY …………………………………………………………………………………………….21
CHAPTER 1R OVERVIEW AND BASICS ……………………………………………………………………………………………………………………23
CHAPTER 2 PRESENTING STATISTICAL DATA CASE STUDY …………………………………………………………………………..46
CHAPTER 2R PRESENTATING STATISTICAL DATA …………………………………………………………………………………………….48
CHAPTER 3 PROBABILITY IN BUSINESS CASE STUDY ……………………………………………………………………………………….61
CHAPTER 3R PROBABILITY IN BUSINESS………………………………………………………………………………………………………………65
CHAPTER 4 NORMAL DISTRIBUTIONS CASE STUDY …………………………………………………………………………………………82
CHAPTER 4R NORMAL DISTRIBUTIONS ………………………………………………………………………………………………………………..88
CHAPTER 5 USE OF SAMPLING IN BUSINESS CASE STUDY ………………………………………………………………………….. 108
CHAPTER 5R USE OF SAMPLING IN BUSINESS …………………………………………………………………………………………………. 110
CHAPTER 6 BUSINESS APPLICATIONS OF SAMPLING CASE STUDY…………………………………………………………… 114
CHAPTER 6R BUSINESS APPLICATIONS OF SAMPLING …………………………………………………………………………………. 116
CHAPTER 7 HYPOTHESIS TESTING CASE STUDY ……………………………………………………………………………………………. 132
CHAPTER 7R HYPOTHESIS TESTING …………………………………………………………………………………………………………………… 135
CHAPTER 8 SOME NONPARAMETRIC STATISTICS ………………………………………………………………………………………….. 150
CHAPTER 8 SOME NONPARAMETRIC STATISTICS CASE STUDY AND GRADING RUBRIC …………………… 164
CHAPTER 9 BINOMIAL DISTRIBUTIONS IN BUSINESS CASE STUDY AND GRADING RUBRIC …………… 169
CHAPTER 9R BINOMIAL DISTRIBUTIONS IN BUSINESS ………………………………………………………………………………… 171
CHAPTER 10 LINEAR REGRESSION AND ITS USE IN BUSINESS CASE STUDY …………………………………………. 188
CHAPTER 10 STEPWISE REGRESSION CASE AND GRADING RUBRIC ……………………………………………………….. 191
CHAPTER 10R LINEAR REGRESSION …………………………………………………………………………………………………………………… 192
CHAPTER 11 ANOVA COMBINED CASE STUDY AND GRADING RUBRIC …………………………………………………. 225
CHAPTER 11R ANALYSIS OF VARIANCE (ANOVA) …………………………………………………………………………………………… 227
CHAPTER 12 INTRODUCTION TO BUSINESS FORECASTING ………………………………………………………………………. 239
CHAPTER 12 BUSINESS FORECASTING AND GRADING RUBRIC ………………………………………………………………… 260
CHAPTER 13 CONDUCTING A STATISTICAL STUDY ………………………………………………………………………………………. 262
BIBLIOGRAPHY …………………………………………………………………………………………………………………………………………………………. 265
APPENDICES ………………………………………………………………………………………………………………………………………………………………. 266
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APPENDIX A Z TABLE ……………………………………………………………………………………………………………………………………………. 268
APPENDIX B T TABLE …………………………………………………………………………………………………………………………………………….. 269
APPENDIX C MANN–WHITNEY TEST TABLES …………………………………………………………………………………………………. 270
APPENDIX D CHI-SQUARE TABLE……………………………………………………………………………………………………………………….. 272
APPENDIX E BINOMIAL DISTRIBUTION TABLE ……………………………………………………………………………………………… 273
APPENDIX F COMBINATORICS TABLE ………………………………………………………………………………………………………………. 274
APPENDIX G STATISTICAL TESTS FLOW CHART …………………………………………………………………………………………….. 275
APPENDIX H F-TEST TABLE (5% SIGNIFICANCE LEVEL) ……………………………………………………………………………… 277
APPENDIX H F-TEST TABLE (1% SIGNIFICANCE LEVEL) ……………………………………………………………………………… 278
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THE STRUCTURE OF THIS BOOK
This book and course are designed to offer the student several benefits compared to other ways
it could be presented.
First of all, the book is free of charge. It is downloadable and the material is yours to keep. It may
be changed by the authors from semester to semester or as technology changes, but those changes
will occur between semesters for future students. Please provide feedback to the authors if you have
an improvement to recommend for future students.
Second, each early chapter is presented in two parts and later chapters are in a single part. For most
chapters, the first part is a “real world” case study, which assumes that you are familiar with the
course material already. For example, there is a Chapter 2, “Presenting Statistical Data” which begins
with a case study. Your grade for each case study will be determined on your presentation and
solution. For each case study, you may work on it alone, or in collaboration with others — as is most
comfortable with you. This mimics the real world where analytics professionals are given problems
to solve at work and often collaborate with others, or consult additional academic material, to reach
the best solution. That being said, each student must turn in work that is original to them and not
copied from others. The second part of most chapters is a review of introductory material
corresponding to the case study. For example, Chapter 2’s case study is followed by a “Chapter 2R”
(“R” meaning review). You are encouraged to review the material in the “R” chapter sections as you
require. Your instructor, or course, is free to clarify any of these requirements for his or her class.
Some chapters are new material and therefore do not have an “R” designation.
Finally, there is a “Chapter 0” which covers the basic mathematics skills needed for the course. You
will probably already be able to correctly solve all the problems in this (non-graded) quiz, but if you
need further assistance please contact your instructor.
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FOR THE PROFESSOR
Most statistics classes we have taught were attended by a wide diversity of students, including
diversity in their abilities and interests in mathematics. Many students genuinely enjoyed
mathematics, and many took statistics only because it was a curriculum requirement. Of course,
there were many students in between.
In our experience, statistics books selected for either the first course or (usually) the only course in
statistics that students will take in their university curricula have grown and detail over the years.
Today, introductory books are full-sized and can be well over 850 pages. We place ourselves into the
position of the general student, faced with statistics for the first and only time, and buying 850 pages
of formulas, graphs, tables, new symbols, and new vocabulary. This can be quite daunting. It almost
initiates the question “What will we ever use this for?” Also, many those pages will not be in the
curriculum and are therefore unneeded for the course.
This book is written for the undergraduate or graduate student taking the second course of business
statistics, or for the otherwise interested reader. This book has significantly fewer pages than most
other statistics books. Most students will need just one book in their degree programs and believe
that the topics here represent the most important ones for their management or staff officer portfolio
of skills. There are also a few more topics in this book that will be covered in an undergraduate
course. We wanted to provide some optional extra topics so that those readers can have some
references at work for some situations that probably will eventually arise in their management and
staff officer careers. These should be self-explanatory. The intention here is to give a few optional
techniques to help address more advanced situations when they arise, and not to attempt to start to
provide a desktop encyclopedia which is suitable for several statistics courses.
We have written the material in as plain English as we are able to do. We use the Socratic principle
as often as possible and hope that many, if not most, of the concepts here can be seen intuitively if
presented in that light rather than derived through formula transformations. Modern spreadsheets
allow the use of “brute force” solution techniques, which may seem intuitively clear, rather than
traditional short-cut formulas which may have been welcome before computer technology but are
not intuitively clear. We also have used as many everyday examples as possible. Our experience
from teaching using this approach is that students completing this material should be just as
competent, if not more competent, in applying z-tests, t-tests, regression, ANOVA, presentation
graphics, and other statistical methods to management problems as with approaches in the behemoth
books.
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One philosophy of mathematics states that mathematics is the study of patterns, or “structuralism”
(Stewart Shapiro). We use this philosophy often, focusing on the underlying patterns. It seems that
if the patterns are taught, then the formulas will often become intuitive. There are no proofs given,
but there are many demonstrations or discussions that are designed to be convincing to the general
student, although not necessarily found to be totally robust by the pure mathematician. For example,
a lot of time is spent developing the standard deviation pattern, rather than presenting it as “here’s
the formula,” because the standard deviation is so important for improved investment analysis and
understanding of margins of error. On the other hand, we do not rigorously develop the Central
Limit Theorem to prefer to take the time to show students how to use the t-test to solve business
problems.
We hope that there is little or nothing here that good students will memorize just to pass a midterm,
and then let dissolve from short term memory thereafter. If you see some things missing here that
might be in other textbooks, perhaps those are things that our experience indicates fall into the
“quickly dissolve after the midterm” category and are not really necessary to become a better
manager. What are presented then, we hope, will be methodologies stored in long-term memory and
used for becoming a better manager.
The purpose of Chapter 0 is to convey to students what mathematics skills are required to start this
course. It is designed to convey an easily measurable standard prerequisite. It is certainly optional,
but it was very helpful to us as we frequently used it for every statistics class. Students not having
these mathematics skills could understand this quickly and drop the course quickly without financial
or academic penalty.
One final note about use of computers in Statistics classes. Most of the statistics-related problems
encountered at work are solved using the computer, often using Excel. A statistics text should
acquaint students with how to use software to support solution of statistics problems. This test will
show a lot of Excel-based solutions.
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FOR THE READER
The Purpose of this Book
The main purpose of this book is to make you a better manager or staff officer. [1] If you master the
concepts in this book, you will be a far better manager than most of your peers. You will also be
much better able to distinguish facts from opinions discussed in staff meetings, better able to manage
your retirement account, better able to justify causes and effects, and better able to evaluate the
performance of subordinates and vendors. To support this, the writing style will be conversational
as much as possible. Often, we will use the first person and use plain English throughout the book
whenever possible. This is our way of trying to make statistics easier to understand. To be sure, you
will find that much of statistics is intuitive. Honest.
One of the standards in this book is that management decisions should be made based on the data
(whenever possible). Continuing, when all affected people see the data and the analysis, then
everyone will draw the same conclusion. [2] For example, suppose that ten expert software
developers receive a notebook containing the requirements for new software. These experts are
asked to review the book and come back next week to a meeting with an estimate of how much the
software will cost to develop, and how long it will take to develop. It most cases, this staffing
exercise will produce ten different results. However, in some organizations all experts would come
back with the same cost and schedule estimates. This is what we mean by “when we all see the data
and the analysis, we all draw the same conclusion.”
This is an important management quality. When an employee files a grievance for unfair
performance evaluation, it is important that this standard was met. After examining the performance
data, the manager, the union, upper management, and even an arbitrator should all arrive at the same
performance evaluation. If this situation is not the case, then the manager has not performed his or
her job well (in our opinion) and may lose the grievance. Management should never lose a grievance
or arbitration, and employees should arrive at the same conclusion as management.
This book has significantly fewer pages than most other introductory statistics books. Most students
will need just one book in their degree programs and believe that the topics here represent the most
important ones for your management or staff officer portfolio of skills. There are also a few more
topics in this book that will be covered in an undergraduate course. We wanted to provide you with
some optional extra topics so that you can have some references at work for some situations that
probably will eventually arise in your management and staff officer career. These should be selfexplanatory. The intention here is to give you optional techniques to help you address more
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advanced situations when they arise, and not to attempt to start to provide a desktop encyclopedia
which is suitable for several statistics courses.
Applied v. Pure Mathematics
Mathematic can be organized into two generic categories. The pure mathematician develops
theorems, postulates, proofs, and generally expands the theoretical knowledge of mathematics
without necessarily regarding how the mathematics will be used in the real world – at least in the
short run. One of the most famous 20th century mathematicians, G. H. Hardy, believed that “pure
mathematics is, of course, mathematics studied for its own sake, without any concern for whether it
solves any problems in the physical universe.” [3] Alternatively, the applied mathematician takes the
pure mathematics and devotes his or her research to improving business practices, medicines, sports
strategies, and many other real-world situations. There is a positive return on investment of some
kind — and not necessarily financial — expected for the work. Often these people are in job fields
called “Business Analysts,” “Operations Research Analysts,” or “Operations Research/Systems
Analysts.” Sometimes the field is called “Management Science.” Its purpose is to make something
better, and it is portrayed by the field’s “trade association,” the Institute of Operations Research and
the Management Sciences (INFORMS), [4] as “The Science of Better.” Of course, some of the
applied mathematicians develop original mathematics on their own, too, but usually to fill a realworld shortfall or gap.
The style of this book will be at least partly towards understanding and practicing how to use
statistics to make something better. There will be no theorems for you to prove, and every technique
will have a real-world application. (There will be footnotes along the way directing interested you
towards the underlying mathematical theory, at your option.) There are some formulas in this book,
but most are presented as intuitively as possible for us. They might not be presented in the same way
as pure mathematician might, but they are mathematically sound. To be fair, many statistical
formulas were developed in the era before calculators and modern spreadsheets. They were designed
to greatly ease the burden of manual calculations of large data sets – which they do – but at the
expense of being not being intuitively clear. We believe that it makes little sense to “memorize” a
formula when the intuitive approach can be presented with a solution suggested using a spreadsheet
instead. Sometimes a concept will be presented without presenting formal formulas. Remember, the
basic purpose is to make you a better manager, not a better pure mathematician unless you want that.
Finally, there will be no statements like “the proof is left to the student,” “it is obvious that …,”
“clearly, …,” or “anyone can see that … .” All steps will be shown.
There will be “commentary” paragraphs representing our experience and opinions. This is to share
with you things that have gone well for me or colleagues of mine, and mistakes colleagues and we
have made so you don’t have to make the same mistakes. These commentaries will be labeled as
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such and are intended to be editorial and perhaps arguable; you and/or your professor may have
different experiences or viewpoints. Please discuss these in class.
This text presents some material a little differently than some traditional approaches. You may think
“I didn’t know you were allowed to do that!” [5] when you see something different. If the laws of
mathematics are not violated, there are lots of approaches and sometimes nontraditional approaches
seem to work well.
Throug…
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