Problem 1.

( 20 points ) The table below shows the frequency distribution of the number of laptops sold during the past month at
stores

Solve for the a.) Range b.) Mean c.) Median, d.)Mode e.) average deviation, f.) standard deviation, g) Skewness h.) Kur

Class Interval Frequency (f)

3 11 5
12 20 10
21 29 4
30 38 14
39 47 8
48 56 3
57 65 1
45
ps sold during the past month at 45 computer

d deviation, g) Skewness h.) Kurtosis

Number of Observation(I) 7
Frequency (N) 45
Mean 29.6
Median 34
Mode No Mode
Standard deviation (SD) 19.13515
Average/Mean Deviation 34
Skewness 0
Kurtosis -1.2

Column1
Mean (X) fx
7 35 Mean
16 160 Standard Error
25 100 Median
34 476 Mode
43 344 Standard Deviation
52 156 Sample Variance
61 61 Kurtosis
238 1332 Skewness
Range
Minimum
Maximum
Sum
Count
Confidence Level(95.0%)
 Column2

30 Mean 38
7.3484692283 Standard Error 7.348469
30 Median 38
#N/A Mode #N/A
19.442222095 Standard Deviation 19.44222
378 Sample Variance 378
-1.2 Kurtosis -1.2
0 Skewness 0
54 Range 54
3 Minimum 11
57 Maximum 65
210 Sum 266
7 Count 7
17.981056443 Confidence Level(95.0%) 17.98106
 ( 20 points ) As part of an industrial training program, some trainees are instructed by method 1 and some by method 2. Both m
lessons, but method 1 also involves personal attention of an instructor. The assignment of trainees to instructional methods is by
size 10 are taken from large groups of trainees instructed by the two methods . The claim has been made that the personal attenti
score, Test the claim at the 0.05 level of significance.

The following values are their scores on a relevant achievement test; Compute using T- test for indepen

Method Score Achievement Test

Method 1 81 71 79 83 76
Method 2 59 65 62 59 57

t-Test: Two-Sample Assuming

Unequal Variances

Method 1 Method 2
Mean 80 61
Variance 29.111111111111 11.333333333
Observations 10 10
Hypothesized Mean Difference 0
df 18 2.101
t Stat 9.4476580038781
P(T<=t) one-tail 5.248257767E-08
t Critical one-tail 1.7530503556926
P(T<=t) two-tail 1.049651553E-07
t Critical two-tail 2.1314495455598

Since the T-Test is greater than the critical value of f-distribution

therefore: Reject HO, and Accept HA

Conlusion: There is a significant improvement in trainees score, if the

instructor give personal attention.
 ome by method 2. Both methods involve computer-administered
nstructional methods is by random allocation .Random samples of
e that the personal attention of an instructor will improve a trainees
ificance.

e using T- test for independent samples

Achievement Test
75 84 90 83 78
64 60 56 66 62
 ( 20 points ) On the following groups of teaching attitude, test the null hypothesis that academic pe
Formulate your hypothesis

Level of significance alpha = 0.05 Compute using one w

Note: To compare groups we use ONE WAY ANOVA

Number of observation Superior Above Average Average Below Average

1 90 85 80 78
2 89 86 82 76
3 88 84 83 75
4 94 83 81 77
SUM 361 338 326 306
Mean 90.25 84.5 81.5 76.5

SS sum of square
df degree of freedom
MS Mean Square
F F Statistic

Ho=(Superior)=(Above Average)=(Average)=(Below Average)

Ha= At least one Inquality
null hypothesis that academic performances does not vary due to teaching attitude.
ulate your hypothesis

a = 0.05 Compute using one way ANOVA

Anova: Single Factor

SUMMARY
Groups Count Sum Average Variance
Superior 4 361 90.25 6.916667
Above Average 4 338 84.5 1.666667
Average 4 326 81.5 1.666667
Below Average 4 306 76.5 1.666667

ANOVA
Source of Variation SS df MS F P-value
Between Groups 396.6875 3 132.22916667 44.38462 9.02E-07
Within Groups 35.75 12 2.9791666667

Total 432.4375 15

P Value 9.02 REJECT = Ho, ACCEPT =Ha

F Distribution 9.28
Conclusion: This means that academic performance vary
from teaching attitude
 F crit
3.4902948195

CEPT =Ha

demic performance vary

attitude
 ( 10 points ) Below are the scores of 12 college students in Mathematics and Physics tests . Find the correlation
coefficient of Mathematics and Physics scores and interpret the results.

Mathematics (x) 65 63 67 64 68 62
Physics (Y) 68 66 68 65 69 66

Mathematics (x) Physics (Y)

Mathematics (x) 1 0.70265164508
Physics (Y) 0.7026516451 1 r 0.702652
n 22
df 10 r^2 0.493719
Pearson r 0.70 t 4.631863

PVALUE 0.000129
critical values 0.404

SIGNIFICANT
This means that students who is good in math is
most likely to be good in Physics
tests . Find the correlation
esults.

70 66 68 67 69 71
68 65 71 67 68 70
(10 pts) Calculate the Spearman rank correlation coefficient, and test to determine whether we can infer that a relationship
exists between the grades in the two courses. Use alpha at .05

Statistics 4 2 5 4 2 2 1
Mathematics 5 2 3 5 3 3 2

Statistics Mathematics Rank Stats Rank Math

4 5 5.5 6.5
2 2 3 1.5
5 3 7 4
4 5 5.5 6.5
2 3 3 4
2 3 3 4
1 2 1 1.5
can infer that a relationship

Coefficient ® 0.69310328
N: 7
T statistic: 2.150032909
df 5
p value: 0.08424152

SIGNIFICANT(POSITIVE)
Since the p value is less than 0.05 this means that there is
relationship between statistics and mathematics
 Frquency Mean
Score
f X fx Sample Mean
50 54 1 52 52 71.5
55 59 1 57 57 71.5
Determine the coefficient
of kurtosis from 60 64 7 62 434 71.5
frequency distribution 65 69 15 67 1005 71.5
using sample test scores 70 74 20 72 1440 71.5
of 60 students
75 79 8 77 616 71.5
80 84 3 82 246 71.5
85 89 4 87 348 71.5
90 94 1 92 92 71.5
60 ∑▒𝑓𝑥= 4290

sample mean

𝑠𝑡𝑎𝑛𝑑𝑎𝑟𝑑 𝑑𝑒𝑣𝑖𝑎𝑡𝑖𝑜𝑛=

𝑠𝑡𝑎𝑛𝑑𝑎𝑟𝑑 𝑑𝑒𝑣𝑖𝑎𝑡𝑖𝑜𝑛=

[(𝑛(𝑛+1))/((𝑛−1)(𝑛−2)
𝐾= (𝑛−3))]

[(60(60+1))/((60−1)
𝐾= (60−2)60−3))]

[(60(60+1))/((60−1)
𝐾= (60−2)60−3))]

[3660/"195054 " ]
𝐾=
𝐾="0.018764035 "

𝐾=
"33.23"
 (X-X̅ ) 〖 (𝑋−𝑋̅ ) 〗 ^2〖𝑓 (𝑋−𝑋̅ ) 𝑓 〖 (𝑋−𝑋̅ ) 〗 ^4
-19.5 380.25 〗 380.25
^2 144590.0625
-14.5 210.25 210.25 44205.0625
-9.5 90.25 631.75 57015.4375
-4.5 20.25 303.75 6150.9375
0.5 0.25 5 1.25
5.5 30.25 242 7320.5
10.5 110.25 330.75 36465.1875
15.5 240.25 961 230880.25
20.5 420.25 420.25 176610.0625
3485 703238.75

71.5

√( 〖 (∑▒𝑓 "(" √("3485 " √("3485 " /59)

𝑡𝑖𝑜𝑛= 𝑋−𝑋") " = /(60−1)) =
)/(∑▒𝑓−1) 〗
^2 )

𝑎𝑡𝑖𝑜𝑛= √("59.07 " ) = 7.68 𝑠^4=3478.92

))/((𝑛−1)(𝑛−2)
∗ 〖^4/𝑠^4
∑▒ 〖𝑓 (𝑋−𝑋̅ ) 〗 −
3(𝑛−1) 〗 ^2/((𝑛−2)(𝑛−3)

+1))/((60−1)
0−3))] ∗
"703238.75 " /"3478.92
〖 3(60−1)" 〗 ^2/((60−2)(60−3))
−

+1))/((60−1)
0−3))] ∗
"703238.75 " /"3478.92
−
" 〗 ^2/((60−2)(60−3))
〖 3(60−1)

∗ "10443
195054 " ] "703238.75 " /"3478.92 " " /"3306 "
−
035 " ∗ "202.14 " − "3.158802 "
 59.07
7.6855576642

𝑠^4=3478.92

3489.0045964

2)(𝑛−3)

−2)(60−3)) 3660 11220638.016 10443

195054 3489.0045964 3306
0.0187640346 202.14 3.158802

0.6341597711

−2)(60−3))

202.14283456
33.2352