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Statistics For Business Report: Group M&M
Statistics For Business Report: Group M&M
BUSINESS REPORT
Group M&M
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Person 1: Võ Thành Vinh Person 3: Huỳnh Tâm Ý Person 5: Phạm Thanh Uyên Phương
Person 2: Lâm Minh Thy Person 4: Trần Anh Thư Person 6: Nguyễn Hoàng Phúc
1 Introduction..............................................................................................................................2
2 Data Collecting.........................................................................................................................2
3 Data analysis.............................................................................................................................3
4 Conclusion................................................................................................................................8
5 Appendix..................................................................................................................................9
5.1 Data and calculation for Two-sample hypothesis test for the mean of GPA...................9
5.2 Data and calculation for Test for Independence of Concentration and GPA.................10
5.3 Data and calculation for Test for Independence of Memorizing and GPA.....................11
5.4 Data and calculation for Test Independence of GPA to Frequency of consuming
caffeine......................................................................................................................................12
In this report, we will state how we collect the data, the data analysis and conclusions based on
the findings. There is going to be a clear and detail description of how we conduct the
hypothesis tests, as well as providing calculation charts in the appendix. The hypothesis test will
help us to understand the data and give out a more accurate conclusion.
2 Data Collecting
We have chosen primary data as our data sources, which we will collect by handing out survey
forms. The target population for this topic is the university students, and the sampling frame is
170 university students who use and do not use caffeine. Our group has listed the information
that is needed for the data analysis: the number of students who use and do not use caffeine,
the frequency of caffeine used a day, the time frame students use for their self-study and the
concentration level, the memorizing level and the GPA of both use and do not use groups.
After having set all the important information, the next step in our process is to conduct the
survey and send it out. The number of responses we received is 170.
When entering and clearing the data, the information is sorted and present in an organized
table, which will make the calculation process in the hypothesis test more accurate and easier.
Our group has determined to only use 100 responses out of 170, as the number of data
received from the students who use and do not use caffeine are not equal. So to make the
analysis accurate as possible, we will base the hypothesis tests on 100 responses.
3 Data analysis
Throughout this step, we have performed 5 tests on the influence of caffeine on the GPA, the
concentration level, the memorizing level, the frequency of consuming caffeine and GPA, and
the time of self-study on GPA of university students.
- H 0 :σ 1=σ 2 “The variance of the group who use caffeine is equal to the group who do
not use caffeine”
- H 1: σ1≠ σ 2 “The variance of each group is different”.
The decision rule is to reject H 0 if the test statistic falls in the rejection regions as defined by
the critical values F_I = 0.53 and F_r = 1.88. In summary, we reject H 0 if F_cal < F_I or F_cal >
F_r. Otherwise, then we do not reject H 0.
We calculate that F_cal = 1.41 and 0.53 < 1.41 < 1.88; therefore, we do not reject H 0 hence
deducing that the two-sample test for the mean has an equal variance.
State the hypothesis: ( μ1 :mean GPA of students do not use caffeine, μ2 : mean GPA of students
use caffeine)
- H 0 :μ 1−μ2 ≥0 “The GPA of students using caffeine is not higher than the GPA of
students who not using caffeine”
- H 1 : μ 1−μ2 <0 “The GPA of students using caffeine is higher than those who not
using caffeine”
The decision rule for the two-sample test is if the t_CR > t_cal, we reject the null hypothesis.
The T_CR is equal 1.29. Otherwise, we do not reject the null hypothesis.
The result that we get is t_cal equals 0.018, so that means we reject the null hypothesis that the
GPA of students who use caffeine is not higher than those that do not (0.018 < 1.29).
We reach a conclusion that the consumption of caffeine does affect much on the GPA of
students.
The decision rule is to reject the null hypothesis if X 2calc is higher than the critical value of 7.815.
If otherwise, then do not reject the null hypothesis.
Using the MegaStat, the calculation value X 2calc we have find is 2.323, which is smaller than
7.815; therefore, we conclude that we cannot reject the null hypothesis. The p-value (0.5081)
also indicates that the null hypothesis should not be rejected at α = 0.05 as concentration is
independent of using or not using caffeine.
We reach a conclusion that the consumption of caffeine does not affect much on the
concentration level of students.
The decision rule for this test is to reject the null hypothesis is the calculation value X 2calc is
larger than 7.815. If otherwise, then do not reject the null hypothesis. Because the test statistic
we obtain through the MegaStat X 2calc = 3.74 is lower than the critical value of 7.815. We
conclude that we can not reject the hypothesis. Moreover, the p-value (0.29) also indicates that
memorising is independent of using or not using caffeine.
We reach a conclusion that the use of caffeine does not have much effect on the memorizing
level of students.
First, we use the significant of level = 5%, df1 = 3, df2 = 11.67, and it yields H_CR to be
approximately 4.87. The decision rule is to reject H 0if H_Cal is larger than H_CR.
Using the MegaStat, we have calculated H_Cal = 3.78 and 4.87 > 3.78. So we choose level of.
We conclude that the variance among the groups is equal; therefore, we can conduct the
ANOVA’s test and the Tukey’s test.
The decision rule is to reject H 0 if F_Cal > F_CR, F_critical value at 5% level of significance is
3.27
The result that we found through MegaStat is F_Cal = 0.46 < F_CR = 3.27. Therefore, we do not
reject H 0. So the mean GPA of three frequencies is the same and the frequency of consuming
caffeine does not affect GPA.
The Tukey’s test that we have conducted through the use of Megastat shows us the following
results.
With this, we see that there are no differences in mean for each pair of group. The inference
that we have reached is that the frequency of consuming caffeine does not affect the GPA.
The decision rule is that to reject H 0 if H_Cal > H_CR. At the level of significance α = 5%, df1 = 4,
df2 = 24 we get H_CR = 3.29 (Appendix).
Using MegaStat, we get that H_Cal = 4.16, and 4.16 > 3.29, therefore, we reject H 0. But the
self-study time on GPA test can only be continued when the variances are proved to be equal,
so we choose another level of significance α= 1%, which yields H_CR = 4.3 > H_Cal = 4.16.
Therefore, we choose the level of significance = 1% as we do not reject H 0.
- H 0: μ1=μ 2=μ3=μ 4 “The mean GPA of all four groups is the same
- H 1 : μ j ≠ μk “The mean GPA of four groups is not the same”.
The level of significance is 5%. The decision rule is to reject H 0 if F_Cal > F_CR.
The result that we found through MegaStat is F_Cal = 4.02 > F_CR = 2.7 hence we reject H 0.
Therefore, the mean GPA of four groups is not the same.
After conducting three tests on the self-study time on the GPA, we have reached a conclusion
that the amount of self-study time does have much effect on the GPA of students. With further
test using Tukey’s method, there is a statistic difference in the score for students with one hour
self-study with who spends four hours.
4 Conclusion
After conducting 5 tests on the influence of Caffeine on the performance of students in college,
the conclusion that our group arrive is that the use of Caffeine and their self-study time does
significantly affect the GPA of students. However, the remain tests provide the verdict that
Caffeine does not significantly affect the memorization, concentration of student in class.
Moreover, the frequency of Caffeine consumption does not have a large influence on the
grades on university’s student.
This implicates that while it is true that some student self-study for a longer period of time due
to the intake of Caffeine and receive a higher GPA, Caffeine does not specifically increase or
decrease the students’ memorization or concentration in class.
5 Appendix
5.1 Data and calculation for Two-sample hypothesis test for the mean of GPA
No use Use
count 29 29
mean 8.5687 8.5643
sample standard deviation 1.0368 0.8731
sample variance 1.0749 0.7623
minimum 6 6.667
maximum 10 10
range 4 3.333
BoxPlot
4 5 6 7 8 9 10 11
No use
BoxPlot
No use Use
count 35 65
mean 3.49 3.55
sample standard deviation 0.74 0.83
sample variance 0.55 0.69
minimum 2 2
maximum 5 5
range 3 3
Concentration Level
35
30
25
20
15
10
0
One Two Three Four
No use Use
5.3 Data and calculation for Test for Independence of Memorizing and GPA
No use Use
count 35 65
mean 3.49 3.55
sample standard deviation 0.74 0.83
sample variance 0.55 0.69
minimum 2 2
maximum 5 5
range 3 3
Memorizing Level
35
30
25
20
15
10
0
One Two Three Four
No use _x001f_Use
5.4 Data and calculation for Test Independence of GPA to Frequency of
consuming caffeine
BoxPlot
BoxPlot
BoxPlot
4 5 6 7 8 9 10 11
One
BoxPlot
BoxPlot
6 References
David P.Doane, L. E. (2016 ). Applied Statistics in BUSINESS and ECONOMICS 5th Edition. New
York: McGraw-Hill Education.