Name:Course:
Date:
Final Examination in Statistics (M.A.Ed./M.A.N.)
1.The scores of 15 masteral students in Statistics were 80,85,78,90,91,98,95,98,95,74,71,72,98,99,and 87. Find the measures of central tendency, the range, the variance, and the standard deviation.

2. In the performance evaluation of teachers, if the dean’s evaluation is given a weight of 5, self-evaluation is 2, peer’s evaluation is 2, and student’s evaluation is 1 and the teacher’s rating is 90, 95, 85, and 90, the mean rating of the teacher would be?

3. Compare the performance in the licensure examination of the two groups of graduates given below using mean and standard deviation. Also rank and interpret the results.

...collected a random sample of 1000 flights and proportions of three routes in the sample. He divides them into different sub-groups such as satisfaction, refreshments and departure time and then selects proportionally to highlight specific subgroup within the population. The reasons why Mr Kwok used this sampling method are that the cost per observation in the survey may be reduced and it also enables to increase the accuracy at a given cost.
TABLE 1: Data Summaries of Three Routes
Route 1
Route 2
Route 3
Normal(88.532,5.07943)
Normal(97.1033,5.04488)
Normal(107.15,5.15367)
Summary Statistics
Mean
88.532
Std Dev
5.0794269
Std Err Mean
0.2271589
Upper 95% Mean
88.978306
Lower 95% Mean
88.085694
N
500
Sum
44266
Summary Statistics
Mean
97.103333
Std Dev
5.0448811
Std Err Mean
0.2912663
Upper 95% Mean
97.676525
Lower 95% Mean
96.530142
N
300
Sum
29131
Summary Statistics
Mean
107.15
Std Dev
5.1536687
Std Err Mean
0.3644194
Upper 95% Mean
107.86862
Lower 95% Mean
106.43138
N
200
Sum
21430
From the table above, the total number of passengers for route 1 is 44,266, route 2 is 29,131 and route 3 is 21,430 and the total numbers of passengers for 3 routes are 94,827.
Although route 1 has the highest number of passengers and flights but it has the...

...More
19
Confidence
Interval
Problem
Answers
AP Statistics Quiz A – Chapter
– Key
A statistics professor asked her students whether or not they were registered to vote. In a sample of
50 of her students (randomly sampled from her 700 students), 35 said they were registered to vote.
1. Find a 95% confidence interval for the true proportion of the professor’s students who were
registered to vote. (Make sure to check any necessary conditions and to state a conclusion in
the context of the problem.)
We have a random sample of less than 10% of the professor’s students, with 35 expected successes
(registered) and 15 expected failures (not registered), so a Normal model applies.
n
50, pˆ
35
50
0.70, qˆ 1 pˆ
Our 95% confidence interval is:
pˆ r z
SE pˆ 0.70 r 1.96 0.065
0.30 , so SE pˆ
0.70 r 0.127
ˆˆ
pq
n
0.700.30
50
0.065
0.573 to 0.827
We are 95% confident that between 57.3% and 82.7% of the professor’s students are registered to vote.
2. Explain what 95% confidence means in this context.
If many random samples were taken, 95% of the confidence intervals produced would contain the actual
percentage of the professor’s students who are registered to vote.
3. What is the probability that the true proportion of the professor’s students who were registered
to vote is in your confidence interval?
There is no probability involved—once...

...Trajico, Maria Liticia D.
BSEd III-A2
REFLECTION
The first thing that puffs in my mind when I heard the word STATISTIC is that it was a very hard subject because it is another branch of mathematics that will make my head or brain bleed of thinking of how I will handle it. I have learned that statistic is a branch of mathematics concerned with the study of information that is expressed in numbers, for example information about the number of times something happens. As I examined on what the statement says, the phrase “number of times something happens” really caught my attention because my subconscious says “here we go again the non-stop solving, analyzing of problems” and I was right. This course of basic statistic has provided me with the analytical skills to crunch numerical data and to make inference from it. At first I thought that I will be alright all along with this subject but it seems that just some part of it maybe it is because I don’t pay much of my attention to it but I have learned many things. I have learned my lesson.
During our every session in this subject before having our midterm examination I really had hard and bad times in coping up with this subject. When we have our very first quiz I thought that I would fail it but it did not happen but after that, my next quizzes I have taken I failed. I was always feeling down when in every quiz I failed because even though I don’t...

...Statistics 1
Business Statistics
LaSaundra H. – Lancaster
BUS 308 Statistics for Managers
Instructor Nicole Rodieck
3/2/2014
Statistics 2
When we hear about business statistics, when think about the decisions that a manager makes to help make his/her business successful. But do we really know what it takes to run a business on a statistical level? While some may think that businessstatistics is too much work because it entails a detailed decision making process that includes calculations, I feel that without educating yourself on the processes first you wouldn’t know how to imply statistics. This is a tool managers will need in order to run a successful business. In this paper I will review types of statistical elements like: Descriptive, Inferential, hypothesis development and testing and the evaluation of the results. Also I will discuss what I have learned from business statistics.
My description of Descriptive statistics is that they are the numerical elements that make up a data that can refer to an amount of a categorized description of an item such as the percentage that asks the question, “How many or how much does it take to “ and the outcome numerical amount. According to “Dr. Ashram’s Statistics site” “The quantities most commonly used to measure the dispersion of the values about...

...1.3.5.16.
Kolmogorov-Smirnov Goodness-of-Fit Test
Purpose:
Test for Distributional AdequacyThe Kolmogorov-Smirnov test (Chakravart, Laha, and Roy, 1967) is used to decide if a sample comes from a population with a specific distribution.
The Kolmogorov-Smirnov (K-S) test is based on the empirical distribution function (ECDF). Given N ordereddata points Y1, Y2, ..., YN, the ECDF is defined as
\[ E_{N} = n(i)/N \]
where n(i) is the number of points less than Yi and the Yiare ordered from smallest to largest value. This is a step function that increases by 1/N at the value of each ordered data point.
The graph below is a plot of the empirical distribution function with a normal cumulative distribution function for 100 normal random numbers. The K-S test is based on the maximum distance between these two curves.
Characteristics and Limitations of the K-S TestAn attractive feature of this test is that the distribution of the K-S test statistic itself does not depend on the underlying cumulative distribution function being tested. Another advantage is that it is an exact test (the chi-square goodness-of-fit test depends on an adequate sample size for the approximations to be valid). Despite these advantages, the K-S test has several important limitations:
1. It only applies to continuous distributions.
2. It tends to be more sensitive near the center of the distribution than at the tails.
3. Perhaps the most serious limitation is that...

...Organization of Terms
Experimental Design
Descriptive
Inferential
Population
Parameter
Sample
Random
Bias
Statistic
Types of
Variables
Graphs
Measurement scales
Nominal
Ordinal
Interval
Ratio
Qualitative
Quantitative
Independent
Dependent
Bar Graph
Histogram
Box plot
Scatterplot
Measures of
Center
Spread
Shape
Mean
Median
Mode
Range
Variance
Standard deviation
Skewness
Kurtosis
Tests of
Association
Inference
Correlation
Regression
Slope
y-intercept
Central Limit Theorem
Chi-Square
t-test
Independent samples
Correlated samples
Analysis-of-Variance
Glossary of Terms
Statistics - a set of concepts, rules, and procedures that help us to:
organize numerical information in the form of tables, graphs, and charts;
understand statistical techniques underlying decisions that affect our lives and well-being; and
make informed decisions.
Data - facts, observations, and information that come from investigations.
Measurement data sometimes called quantitative data -- the result of using some instrument to measure something (e.g., test score, weight);
Categorical data also referred to as frequency or qualitative data. Things are grouped according to some common property(ies) and the number of members of the group are recorded (e.g., males/females, vehicle type).
Variable - property of an object or event that can take on...

...Major Statistics Assignment
Mary Grace Rivero
050853639
CNUR860-011
Vaska Micevski
Friday, March 30, 2012
Major Statistics Assignment
This major statistics assignment will finally pull together everything that was learned in this course. The application of all content within this course will be incorporated to three different research scenarios. Within each scenario, hypothesis testing will be done, followed by a discussion of relevant descriptive statistics and finally, a discussion of the findings which includes nursing practice implications and research implications.
Research Scenario #1
In this research scenario, the researchers were interested in the following research question: “Is there a difference in nurses’ abilities to identify nursing skills that reflect knowledge of client centered care values of A) respect and human dignity B) consistency, continuity and timelessness of care or C) patient autonomy, patient voice and patient as decision maker.” To answer this research question, a hypothesis testing will be conducted followed by a discussion of the findings. The discussion of the findings will include a discussion of descriptive statistics, followed by nursing and research implications.
Hypothesis Testing
Step 1. The first step in hypothesis testing is to state the null and research hypothesis. The null hypothesis can be: “There is no difference in the nurse’s abilities...

...Millar
Biology statistics made simple using Excel
Biology statistics made simple using Excel
Neil Millar
Spreadsheet programs such as Microsoft Excel can transform the use of statistics in A-level science
Statistics is an area that most A-level biology students (and their teachers!) find difficult. The formulae are often complicated, the calculations tedious, degrees of freedom mysterious, and probability tables confusing. But in fact students need no longer grapple with any of these. In real life, biologists and statisticians rarely use calculation and tables these days, but instead use statistical packages such as Minitab or SPSS. But it isn’t even necessary to buy an expensive statistics package, since spreadsheet software such as Excel has most of the common statistical tests built-in. When using statistics, the first hurdle is to decide which statistical test to use. Figure 1 (overleaf) is a flow chart showing when to use the various tests described in this article. There are many other possible statistical tests, but this flow chart should be more than sufficient for A-level biology students. It briefly summarises the Excel formulae and how to interpret the results, so it can be used as a handy guide on its own once the student is familiar with the tests. This flow chart should be used when designing an experiment, not after the experiment is complete. This will ensure that...