Team Assignment-1:

Team Members:
Asif Khan Mohammed – 2230254
Amer Uddin Afsar – 2208331
Sainty – 2210903
Krishna Moe Thu - 2130179
Parthasarthy PV – 2216761

University Canada West

MBAF 502-(CAMPUS Winter23-15)
Abera Demeke
Feb-25-2023
Q1. Researchers wanted to understand college students’ usage of time. A formal survey of 3,000
students was taken, and the results are summarized as follows:
Activity Percentage (%)
Attending class 9
Sleeping 24
Socializing & recreation 51
Studying 7
Working, volunteering, student clubs 9
a) Construct a bar chart, a pie chart, and a Pareto chart.
Answer:
Bar Chart:

Students Usage of Time

60
40 51%
20 24%
0 9% 7% 9%
Percentage %

ss ng n g bs
cla pi tio iy n
clu
ng le
e ea ud t
di S cr St en
re ud
en & s t
Att in
g g,
al
iz
erin
ci nt
e
So lu
o
g ,v
rkin
Activity o
W

Pie Chart:

Students Usage of Time

Attending class
9% 9% Sleeping
7% Socializing & recreation
24% Studying
Working, volunteering,
student clubs

51%
 Pareto Chart:

Q1). b. What conclusions can you reach concerning what college students do with their time?
Answer:
Most college students spend their time socializing and participating in recreational
activities, with 51% of respondents identifying this as their primary activity, based on a study of 3,000
college students. With 24% of respondents saying they sleep most of the time, sleeping is the second most
popular activity.
Considering that only 9% of respondents said they spent most of their time in class,
students only devoted a limited amount of time to this activity. Similarly, only 7% of respondents said
they spend their time studying, indicating that most students do not prioritize academic work over other
activities.
Finally, 9% of respondents said they work, volunteer, or participate in student clubs during their
free time. This implies that while some students engage in worthwhile activities besides socialising and
pleasure, it is not a main emphasis for most.

Q2). Examine the data in the file “Class survey data.xls” posted in the week 5 of course
portal.
a) Create a descriptive statistics summary table using Data Analysis Tool pack (Add-in for
Excel) for survey questions 2 through 10 inclusive.
 Answer:
Descriptive Statistics summary table for survey questions 2 to 10 inclusive.

HEIGH WEIGH EXP TRANS FEET

ORG
SEX TYPE FACEBOOK AGE T T SALARY COST SIZE
Mean 0.44 1.87 3.21 23.54 169.26 66.90 7483.72 82.55 9.17
Standard
Error 0.07 0.17 0.18 0.55 1.05 5.39 2635.40 20.31 0.17
Median 0.00 1.00 3.00 22.00 169.50 59.50 3500.00 38.00 9.31
Mode 0.00 1.00 3.00 22.00 165.00 48.00 3000.00 0.00 10.00
Standard
Deviation 0.50 1.19 1.22 3.78 7.13 37.34 18067.43 139.26 1.15
Sample 1393.9 326431895. 19394.1
Variance 0.25 1.40 1.49 14.30 50.87 3 07 4 1.31
Kurtosis -2.02 0.22 -0.91 10.18 -0.83 33.62 18.41 16.35 1.70
Skewness 0.26 1.10 0.17 2.89 0.24 5.40 4.35 3.71 -0.36
Range 1.00 4.00 4.00 21.00 29.00 255.00 90000.00 800.00 6.50
Minimum 0.00 1.00 1.00 20.00 156.00 45.00 0.00 0.00 6.00
Maximum 1.00 5.00 5.00 41.00 185.00 300.00 90000.00 800.00 12.50
86.0 1130.0 7786.1 3211.0 403.6
Sum 21.00 0 154.00 0 2 0 351735.00 3879.75 5
46.0
Count 48.00 0 48.00 48.00 46.00 48.00 47.00 47.00 44.00

Q2. b) Identify the data types of each of the 9 variables as either: categorical or numerical
(continuous or discrete)?
Answer:
1. Gender is a categorical variable that falls into distinct categories or groups. Categorical variables
can be divided into groups or categories, such as colors, types of food, or categories of people
(such as gender or race).
2. The variable’s data type in this question is categorical, which divides respondents into distinct
categories or groups. The categories are:
 1 for Large Corporation
 2 for Small private company
 3 for Non-profit or Gov't Agency
 4 for Self-Employed
 5 for Other
Each category represents a different type of organization the respondent might prefer to
work for after graduation. No numerical quantity is associated with the response options, and they
cannot be measured on a continuous scale, so the variable is categorical.
3. The variable’s data type in this question is numerical and discrete. The variable measures how
much the respondent enjoys using Facebook and is rated on a discrete scale of 1 to 5, with each
value representing a different level of usage:
 1 for "NEVER TOUCH IT."
 3 for "moderate user" (e.g., check weekly)
 5 for "USE IT DAILY."
Since the variable is measured on a scale with distinct values and cannot take on any
value in between (i.e., there are no fractional values or decimals), it is a discrete numerical
variable.
4. The data type of the variable "age of students in class" is numerical and discrete. Age is a
numerical variable because it represents a quantity or numerical value. Age can only take on
whole numbers, which makes it a discrete variable, as it cannot be measured on a continuous
scale.
5. The data type of the variable "height in centimeters of students in class" is numerical and
continuous. Height is a numerical variable because it represents a quantity or numerical value. It
can take on any value within a specific range, including fractional values or decimals. In this
case, the unit of measurement is centimeters (cm), a metric unit used to measure length or height.
Since height can take on any value within a specific range, it is a continuous variable.
6. The variable "weight in kilograms of students in class" data type is numerical and continuous.
Weight is a numerical variable because it represents a quantity or numerical value. It can take on
any value within a specific range, including fractional values or decimals. In this case, the unit of
measurement is kilograms (kg), a metric unit used to measure weight or mass. Since weight can
take on any value within a specific range, it is a continuous variable.
 7. The variable’s data type in this question is numerical and discrete. The variable measures the
expected monthly salary of the respondent to the nearest $100. The salary is a numerical variable
representing a quantity or numerical value. The response options are discrete since they represent
specific dollar amounts, and respondents are instructed to provide their expected salary to the
nearest $100. For example, a respondent might select $3,000 as their expected monthly salary, a
specific and discrete value.
8. The variable’s data type in this question is numerical and continuous—the variable measures the
monthly cost of transportation from college to home, which is a numerical value. The cost of
transportation can take on any value within a specific range, including fractional values or
decimals, making it a continuous variable. For example, a student might report that their monthly
transportation cost is $36.75, a specific and continuous value.
9. If the foot size is reported as "9", "9.5", "8.5", "10.5", "8.875", and "9.5", then the data type of the
variable is numerical and continuous. Although foot size is measured in whole numbers, reporting
sizes with decimal points (e.g., "8.875") implies a degree of precision beyond whole numbers.
Therefore, foot size is continuous and can take on any value within a specific range, including
fractional values or decimals. For example, a person might have a foot size of 8.875 inches, a
specific and continuous value.

Q2. c) Apply the empirical rule to the feet size variable using the descriptive statistics summary
table.
Show your calculations and interpret your results.
Answer:
Descriptive
Statistics FEET SIZE
Mean 9.17
Standard
Deviation 1.15

Empirical rule to the feet size variable:

Lower Upper
Empirical Rule Bound bound
SD Percentage
1 68% 8.028334479 10.32
2 95% 6.882805321 11.46
 3 99.7% 5.737276164 12.61

According to the empirical rule, if a distribution follows a bell-shaped, symmetrical curve

centered around the mean, we would expect:
 Approximately 68% of the values fall within ± 1 standard deviation from the mean, which means
the 68% values of feet size fall between 8.02 to 10.32.
 Approximately 95% of the values fall within ± 2 standard deviations from the mean, which
means the 95% values of feet size fall between 6.88 to 11.46.
 Approximately 99.7% of the values fall within ± 3 standard deviations from the mean, which
means the 99.7% values of feet size fall between 5.73 to 12.61.

Q2. d) Compare males and females with respect to height: What is the mean height of males
versus
females?
Answer:
Mean Height of Males & Females
Sex Average of HEIGHT
Female 164.308
Male 175.706

According to the derived data, the mean height of males is 175.706 cm, while the mean height of
females is 164.308 cm. Therefore, on average, males are taller than females.

Q2. e) Compare the percentage of males versus the percentage of females with respect to the
following characteristics:
i). Living (not Living) at Home with parents. Distinguish between the undergrad and
graduate students as well.
Answer:

Count of LIVE
w PARENTS? Column Labels
Female Female Male Male
 Total Total
Undergra
Row Labels Grad Undergrad Grad d
32.50
No 40.00% 20.00% 60.00% % 7.50% 40.00%
25.00
Yes 12.50% 25.00% 37.50% % 37.50% 62.50%

The table shows the percentage of males and females living with parents based on their education
level (graduate or undergraduate). Here's a comparison of the percentage of males versus the percentage
of females for each category:

 Among undergraduate students, 20% of females live at home with their parents, while 7.5%
of males do, indicating that a higher percentage of females live at home than males.
 Among graduate students, 40% of females live at home with their parents, while 32.5% of
males do, indicating that a slightly higher percentage of females live at home than males.
 Overall, when looking at all students (both undergraduate and graduate), 25% of females live
at home with their parents, while 20% of males do, indicating that a slightly higher
percentage of females live at home than males.
 In summary, females have a slightly higher percentage of living at home with parents than
males across all categories, except for the "Yes" category for undergraduate students, where
the percentage of males is slightly higher.

Q2). e. ii. What is the importance associated with the labelling of organic foods?

Answer:

Count of ORG LABEL

IMP? Column Labels
Row Labels Female Male
No 25.00% 33.33%
Yes 31.25% 10.42%
43.75
Grand Total 56.25% %
 The table shows the percentage of females and males who believe labelling organic foods is
essential. Here's a comparison of the percentage of males versus the percentage of females for each
category:

 Among those who answered "No" to the question, 33.33% of males believe that there is no
importance associated with the labelling of organic foods, while 25% of females feel the same.
 Among those who answered "Yes" to the question, 31.25% of females believe there is importance
associated with labelling organic foods, while only 10.42% of males feel the same.

Overall, when looking at all respondents, 56.25% of females believe there is importance
associated with the labelling of organic foods, while only 43.75% of males feel the same.

In summary, a higher percentage of females believe there is importance associated with labelling
organic foods than males, regardless of their response to the question. Among those who answered "Yes"
to the question, the difference between the percentage of males and females is particularly pronounced.

Q2). e. iii. Preference for using Facebook on a Daily Basis?

Answer:

% Of students who use Facebook

Row Labels daily
Female 14.58%
Male 8.33%

The table shows the percentage of females and males who use Facebook on a daily basis. Here's a
comparison of the percentage of males versus the percentage of females:

 14.58% of females use Facebook daily, while only 8.33% of males do, indicating that a higher
percentage of females use Facebook daily than males.

Q2). e. iv. Create a table to compare the average # of sleep Hrs/night between gender.

Answer:

Average of SLEEP
Row Labels HRS/Night
Female 7.28
Male 6.95
 The table above compares the average number of sleep hours per night between female and male
individuals. According to the table, females tend to sleep slightly longer than males, with an average of
7.28 hours of sleep per night, compared to males, who have an average of 6.95 hours.

Q2). f). Create a properly labelled scatter plot between any two appropriate variables. Provide a
concluding statement with respect to any possible relationships that you see in your scatter plot
(i.e., this variable increases, what does the other variable do? Increase. Decrease, no change (that
means no relationship between the variables).

Answer:

From the given data, we have considered two variables, namely GPA and Study hours, to know
the relationship between them with the help of scatter a problem. The x-axis shows the GPA, and the y-
axis shows the Study Hrs in the plot.

Scatter Plot:

Scatter Plot GPA v/s Study Hrs

60

50

40
Study Hrs

30

20

10

0
0.5 1 1.5 2 2.5 3 3.5 4
GPA

It is difficult to identify any clear relationship between GPA and study hours. The scatter plot
provides a clearer picture, but no consistent pattern exists where one variable always increases or
decreases when the other variable changes. So, we conclude that there is no relationship between these
two variables. It is important to note that a single dataset may need to provide more information to draw
definitive conclusions about relationships between variables. Further analysis may be required to identify
any potential correlations.

Q3). A food processing company has developed a new ready-made meal for dinner. The file
NewMealTriers.xls (posted in week 5 of course portal) contains data on the potential customers
being tracked by the company. The file contains a number of demographic variables on these
customers The data also indicates whether they have tried the company’s newly developed meal.
The company wants to understand why some potential customers tried the new meal and others are
not. Does gender make a difference?
Does income make a difference? In general, what distinguishes those who tried the new meal from
those who don’t? (Hint: use pivot tables to explore these questions)

a) Generate pivot table and bar chart to examine the effect of gender. Who do you think is
more likely to try the new meal, males or females?
Show the percentages of those who tried and those who don’t for males and females
separately. Provide a concluding statement.

Answer:

Pivot table:
Count Have Tried
Grand
Gender Yes No Total
Male 279 179 458
Female 216 182 398
Grand Total 495 361 856

The above table indicates

Number of males who have tried the new meal: 279
Number of males who haven’t tried the new meal: 179
Number of females who have tried the new meal: 216
Number of females who haven’t tried the new meal: 182
Percentages of those who tried and those who don’t for males:

Count of Have tried

Grand
Gender No Yes Total
Male 39.08% 60.92% 100.00%
60.92
Grand Total 39.08% % 100.00%
Bar Graph:

95.00%
85.00%
75.00%
65.00% 60.92%
55.00% No
45.00% Yes
39.08%
35.00%
25.00%
15.00%
5.00%

Percentages of those who tried and those who don’t for females:
Count of Have Tried
Grand
Gender No Yes Total
Female 45.73% 54.27% 100.00%
54.27
Grand Total 45.73% % 100.00%

Bar Graph:
 95.00%
85.00%
75.00%
65.00%
54.27%
55.00% No
45.73%
45.00% Yes
35.00%
25.00%
15.00%
5.00%

Concluding Statement:
More males have tried the new meal than females (279 versus 216, respectively). However, to
determine which gender is more likely to try the new meal, we need to calculate the proportion of males
and females who have tried the meal.
The proportion of males who have tried the new meal is 279/458, approximately 61%. The
proportion of females who have tried the new meal is 216/398. Therefore, based on the derived data, it
appears that males are likelier to try the new meal than females.
However, it is essential to note that this conclusion is based on the limited information provided
in the table. Other factors may influence whether someone is more likely to try a new meal.

3. b) Generate pivot table and bar chart to examine the effect of Live Alone. Who do you
think is more likely to try the new meal, those who live alone or don’t live
alone? Provide a concluding statement.
Answer:
Pivot Table:
Count Have tried Meal
Grand
Live Alone Yes No Total
Yes 108 37 145
32
No 387 4 711
36
Grand Total 495 1 856
The above table indicates
Number of People who live alone have tried the new meal: 108
Number of People who live alone haven’t tried the new meal: 37
Number of People who doesn’t live alone have tried the new meal: 387
Number of People who doesn’t live alone haven’t tried the new meal: 324
Bar Graph:
450.00
400.00 387

350.00 324
300.00
Have Tried

250.00
200.00 Yes
150.00 No
108
100.00
50.00 37

0.00
Yes No
Live Alone

Concluding Statement:
Individuals who live alone are more likely to try the new meal compared to those who don't live
alone.
To determine this, we can calculate the proportion of individuals who have tried the new meal in
each group. The proportion of individuals who live alone and have tried the new meal is 108/145,
approximately 74.5%. The proportion of individuals who do not live alone and have tried the new meal is
387/711, about 54.4%. Therefore, individuals who live alone are more likely to try the new meal
compared to those who do not live alone.
However, it is essential to note that this conclusion is based on the limited information provided
in the table. Other factors may influence whether someone is more likely to try a new meal.