Module

Syllabus

UG1S7 – Business Math and Statistics - Online

Lecturer: Raymond Bou Nader
Term, year: Spring, 2024
Number of ECTS: 13 credits
Email: raymond.bounader@faculty.gbsb.global

1. Module Description
The unit provides a grounding in mathematical and statistical techniques used in business and
enables students to efficiently apply the learned skills in daily duties and future learning. The
purpose of this unit is to increase students’ math and statistics knowledge and improve their
numerical skills as it applies to many aspects of business and to prepare students to study such
areas of management as finance and accounting or conduct quantitative research in business.
Through a practical methodology, students will acquire the necessary skills to understand and
use classic calculus and statistics techniques in real case business scenarios.
NOTE: The content of this module is regulated by the Malta Further and Higher Education
Authority (MFHEA).

2. Module Learning Outcomes

Competencies – at the end of the module/unit the learner will have acquired the responsibility
and autonomy to:
a) C.1. Critically engage with the knowledge of math and calculus acquired in previous studies
by using it in business situations and taking advantage of the potential this knowledge
presents for the profession of management;

b) C.2. Manage numerical information and statistical data and make decisions by undertaking
deductive analysis;

c) C.3. Demonstrate operational capacity for using statistical data and presenting results with
technical accuracy;

d) C.4. Develop learning skills to undertake further studies of business mathematics and
related disciplines such as finance, accounting, and big data analysis;

e) C.5. Manage projects independently that require problem-solving techniques by

distinguishing between various quantitative techniques and selecting those which are best
suited to solve a particular management problem or answer a particular research question.

Skills – at the end of the module/unit the learner will have acquired the following skills:
a) S.1. Demonstrates transfer of theoretical and practical knowledge of business calculus to
examine basic terms in the areas of business calculus and financial mathematics, to
interpret various methods of business calculus, types and methods of interest account and
their basic applications in practice and to independently solve problems related to simple
and compound interest account, use of compound interest account, loan and consumer
credit;

b) S.2. Demonstrate operational capacity for calculating and interpreting business statistics by
applying statistical techniques appropriate to the analysis of business problems or
situations;

c) S.3. Identify and use data to formulate responses to implementing statistical inference
using hypotheses testing and estimation, performing time series analysis and forecasting of
different variables;

d) S.4. Apply statistical procedures to analyze, and make suggestions on, a range of practical
business problems.

Judgement Skills and Critical Abilities – at the end of the module/unit the learner will have
acquired the following judgement skills and critical abilities:
a) JS.1. Analyze, evaluate, and synthesize information;

b) JS.2. Manipulate and analyze numerical data, observable facts and business data and
arrive to an informed conclusion;

c) JS.3. Access and interpret existing business statistics information;

d) JS.4. Make judgements on appropriate statistical techniques and evaluate their advantages
and disadvantages.

3. Module Topics and Content

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 Week Topics and Content Engagement Activities Assessment Readings
Session 1 Brechner, R., Berge
(2019). Contempor
-Module Introduction Mathematics for Bu
and Consumers, (9
-Basic business Cengage Learning.
calculus and business 2, pg. 33-38.
situations where it
can be used (Part I)

Session 2 Activity 2.1 - Practical Session- Brechner, R., Berge

calculation Involving Percentage (2019). Contempor
-Basic business Changes: Mathematics for Bu
calculus and business and Consumers, (9
situations where it Calculate the increase and Cengage Learning.
can be used (Part II) decrease in prices, exchange rates, 6, pg. 162-171.
and rise in population.

Individual work to be uploaded on

VLE.
Week 1

Session 3 Activity 3.1 - Direct Question and Brechner, R., Berge

Response - Simple Interest: (2019). Contempor
-Basic interest Mathematics for Bu
account: examples In groups of 2-3, give examples on and Consumers, (9
from real business simple interest in real life: short Cengage Learning.
situations (Part I) term interests of loans. 10, pg. 313-315.
Each student uploads tasks on VLE
in MS Word or PDF (100-200
words).
Session 4 Brechner, R., Berge
(2019). Contempor
-Basic interest Mathematics for Bu
account: examples and Consumers, (9
from real business Cengage Learning.
situations (Part II) 11, pg. 351-356.

Session 5 Activity 5.1 - Group Work-Simple Formative Assessment 1: Brechner, R., Berge
Interest vs. Compound Interest: Set Exercises / Use of (2019). Contempor
-The methods of Digital Software Tools Mathematics for Bu
usage of a compound In groups of 3-4, discuss the (Excel) FA1 (15%): and Consumers, (9
interest account in the difference between simple interest Cengage Learning.
field of business (Part and compound interest (example 2) Calculation of final and 11, pg. 356-359.
I) interpretation. present value of an
investment knowing the
To be uploaded on discussion interest rate.
board on VLE (100 words).
Finding the loan amount at
Week 2
Session 6 the end of a period and the Brechner, R., Berge
amount of each payment. (2019). Contempor
-The methods of Mathematics for Bu
To be uploaded on the VLE.
usage of a compound and Consumers, (9
interest account in the Cengage Learning.
field of business (Part 12, pg. 381-387.
II)

Session 7 Brechner, R., Berge

(2019). Contempor

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 -The methods of Mathematics for Bu
usage of a compound and Consumers, (9
interest account in the Cengage Learning.
field of business (Part 12, pg. 381-387.
III)

Session 8 Activity 8.1 - Brainstorming - On Brechner, R., Berge

the Different Modes of (2019). Contempor
-The concept of loan Repayment: Mathematics for Bu
and mathematical and Consumers, (9
issues associated In groups of 3-4, brainstorm on loan Cengage Learning.
with its computation repayment model of equal 13, pg. 436-438-.
(Part I) annuities, of equal share payment,
Balloon payment.
Each student submits their work on
VLE. (100-200 words).

Live
session 1 Q&A session via MS Teams (link will be shared in VLE)

Session 9 Formative Assessment 2: Brechner, R., Berge

Set Exercises / Use of (2019). Contempor
-The concept of loan Digital Software Tools Mathematics for Bu
and mathematical (Excel) FA2 (15%): and Consumers, (9
issues associated Cengage Learning.
with its computation Calculation of final and 13, pg. .439-443
(Part II) present value of an
Session 10 Activity 10.1- Practical Session- investment knowing the Brechner, R., Berge
Repayment Table: interest rate. (2019). Contempor
-The concept of loan Finding the loan amount at Mathematics for Bu
and mathematical Drawing up the loan repayment and Consumers, (9
table using the equal share the end of a period and the
issues associated amount of each payment. Cengage Learning.
with its computation principal payment and Balloon 13, pg. .443-446
(Part III) payments methods. Finding the final value of a
Individual work. Excel to be retirement account with
uploaded on VLE. interest compounded
quarterly then monthly.
Session 11 Activity 11.1 - Individual Work- Moore, D. S., McCa
Statistic Components: To be uploaded on the VLE. P., Duckworth, W. M
Week 3
-The importance of Alwan, L. C. (2016)
descriptive statistics Calculate the different components: Practice of Busines
and its applications: Mode Median, Frequency, Statistics and Econ
distributions Interpretation of each component. (4th ed.) W. H. Free
Company. Chapter
Individual work. Excel to be 26-37.
uploaded on VLE.

Session 12 Moore, D. S., McCa

P., Duckworth, W. M
-Brief overview of a Alwan, L. C. (2016)
probability: normal Practice of Busines
distributions Statistics and Econ
(4th ed.) W. H. Free
Company. Chapter
45-58.

Session 13 Activity 13.1 - Practical Session- Formative Assessment 3: Moore, D. S., McCa
Binomial Distribution: Set Exercises / Use of P., Duckworth, W. M
Week 4
-Binomial probability Alwan, L. C. (2016)
distributions, normal Practice of Busines

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 approximation to the Calculate probabilities, mean, Digital Software Tools Statistics and Econ
binomial, inference for variance and standard deviation of (Excel) FA3 (15%): (4th ed.) W. H. Free
categorical variables a discrete random variable Company. Chapter
(Part I) following the binomial distribution. Calculation interpretation 305-312.
and analysis of the central
Individual work. Excel to be tendency, dispersion, and
uploaded on VLE. positions indicators.
Session 14 Finding the total value of the Moore, D. S., McCa
annuities paid. P., Duckworth, W. M
-Binomial probability Alwan, L. C. (2016)
distributions, normal Drawing up a loan Practice of Busines
approximation to the repayment table if the Statistics and Econ
binomial, inference for repayment follows the (4th ed.) W. H. Free
categorical variables constant annuity method. Company. Chapter
(Part II) 305-312.
Finding probabilities of a
normal random variable.
Session 15 To be uploaded on the VLE. Moore, D. S., McCa
P., Duckworth, W. M
-Binomial probability Alwan, L. C. (2016)
distributions, normal Practice of Busines
approximation to the Statistics and Econ
binomial, inference for (4th ed.) W. H. Free
categorical variables Company. Chapter
(Part III) 313-317.

Session 16 Activity 16.1 - Debates and Black, K. (2017). B

Discussions on Experimental Statistics: Contemp
-Experimental design, Design: Decision Making (9
randomness, and Wiley. Chapter 11,
sampling distributions In groups of 2-3, discuss the 442
(Part I) meaning of experimental design,
the difference between opinion poll
and census and the
difference between sample and
population.
Each student uploads their work on
the Discussion Board on VLE (200-
250 words).

Live
Q&A session via MS Teams (link will be shared in VLE)
session 2
Session 17 Activity 17.1 - Debates and Black, K. (2017). B
Discussions/Brainstorming: Statistics: Contemp
-Experimental design, Sampling Techniques: Decision Making (9
randomness, and Wiley. Chapter 11,
sampling distributions Discuss the different sampling 442
(Part II) techniques: Simple Random
Week 5 Sampling, Systematic Random
Sampling, Stratified Random
Sampling, Cluster Sampling.
Project from last class. Individual
work.

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 Session 18 Black, K. (2017). B
Statistics: Contemp
-The application of Decision Making (9
estimation, Wiley. Chapter 8, p
confidence intervals, 252.
sample size, tests of
significance, Alpha,
Beta, & Power (Part I)

Session 19 Black, K. (2017). B

Statistics: Contemp
-The application of Decision Making (9
estimation, Wiley. Chapter 8, p
confidence intervals, nos.247-252
sample size, tests of
significance, Alpha,
Beta, & Power (Part
II)
Session 20 Activity 20.1 - Debates and Black, K. (2017). B
Discussions-Hypothesis Testing: Statistics: Contemp
-The application of Decision Making (9
estimation, How to determine the null and the Wiley. Chapter no 9
confidence intervals, alternative hypothesis (Example). nos.298-299
sample size, tests of Individual work. Each student
significance, Alpha, uploads their work on Discussion
Beta, & Power (Part Board on VLE (100-150 words).
III)

Week 6 No classes Submission of the Summative Assessment activity 1

Session 21 Formative Assessment 4: Black, K. (2017). B
Set Exercises / Use of Statistics: Contemp
-Calculating Digital Software Tools Decision Making (9
confidence intervals (Excel) FA4 (15%): Wiley. Chapter no 9
and testing nos.308-312
hypotheses for one Identifying the null and the
mean and two means alternative hypotheses in
using t-statistic (Part different cases.
I) Finding the Type I and Type
II errors for different
Session 22 Activity 22.1 - Group work - On statements. Leviden, D. (2018).
Hypothesis Testing Using T-test for Managers Using
-Calculating on PSPP: Finding and the Microsoft Excel. Pe
confidence intervals interpretation of the Chapter no 10, pg.
and testing In groups of 2-3, establish a null confidence interval of the 357
Week 7 hypotheses for one and alternative hypothesis. mean for different examples.
mean and two means To be uploaded on the VLE.
using t-statistic (Part
II) Determine the appropriate
statistical test. (Verifying the T-test
conditions). Analyze the data. Make
a business decision.
Each student uploads their work
and PSPP examples on Discussion
Board on VLE (100-150 words).
Session 23 Black, K. (2017). B
Statistics: Contemp
-Calculating Decision Making (9
confidence intervals Wiley. Chapter 10,
and testing 360

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 hypotheses for one
mean and two means
using t-statistic (Part
III)

Session 24 Activity 24.1 - Practical Session- Black, K. (2017). B

Z Test Statistics: Contemp
-Calculating Decision Making (9
Test the population mean using the Wiley. Chapter no 9
confidence intervals, Z- test on PSPP.
sample size, and nos.299-303
testing hypotheses for Individual work. PSPP to be
one and two uploaded on VLE.
proportions using z-
statistic (Part I)

Live
Q&A session via MS Teams (link will be shared in VLE)
session 3
Session 25 Activity 25.1 - Practical Session- Formative Assessment 5: Black, K. (2017). B
Z Test Set Exercises / Use of Statistics: Contemp
-Calculating Digital Software Tools Decision Making (9
confidence intervals, Use the z-test to test the difference (Excel and PSPP) Wiley. Chapter 10,
sample size, and in the two population means. FA5 (15%): 350
testing hypotheses for Examples on PSPP. Interpretation
one and two of the result (Make the decision). Calculation, interpretation,
proportions using z- and analysis of the
Individual work. PSPP to be correlation between two
statistic (Part II) uploaded on VLE. variables.
Session 26 Finding and interpretation of Black, K. (2017). B
the simple linear regression Statistics: Contemp
-Calculating equation. Decision Making (9
confidence intervals, Wiley. Chapter 8, p
sample size, and Construction and 257
testing hypotheses for interpretation of the
one and two confidence interval using the
proportions using z- z-test method.
statistic (Part III) To be uploaded on the VLE.
Week 8
Session 27 Black, K. (2017). B
Statistics: Contemp
-Computing and Decision Making (9
interpreting the Wiley. Chapter no 1
results of a least nos. 466-469
square
regression/correlation
(Part I)

Session 28 Activity 28.1 - Practical Session- Black, K. (2017). B

Correlation Coefficient: Statistics: Contemp
-Computing and Decision Making (9
interpreting the Calculate the Pearson Coefficient Wiley. Chapter 12,
results of a least and determine the correlation 469
square between the variables (Excel and
regression/correlation PSPP).
(Part II)
Individual work. PSPP and Excel to
be uploaded on VLE.
Session 29 Formative Assessment 6: Black, K. (2017). B
Week 9 Set Exercises / Use of Statistics: Contemp

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 -Conducting simple Digital Software Tools Decision Making (9
and multiple (Excel and PSPP) FA6 Wiley. Chapter 13,
regressions using real (15%): 554
business data:
inference and model Finding and interpretation of
building the simple linear regression
equation.
Session 30 Activity 30.1 - Practical Session- Black, K. (2017). B
Statistical Practices in Business Running the MLR and Statistics: Contemp
-Statistical practices developing the equation of Decision Making (9
in the various Do some statistical practices in Wiley. Chapter 12,
the regression model.
functional areas of Business: MANAGEMENT AND 469. Chapter 10, pg
business HR (Linear correlation, Hypotheses Constructing a scatter plot
testing, Type I and Type II Errors). and drawing the regression
line.
PSPP and Excel. Individual work.
To be uploaded on the VLE.
PSPP, Excel and discussion to be
uploaded on VLE.
Session 31 Black, K. (2017). B
Statistics: Contemp
-Statistical practices Decision Making (9
in the various Wiley. Chapter 12,
functional areas of 469. Chapter 10, pg
business

Session 32 Activity 32.1 - Practical Session- Black, K. (2017). B

Statistical Practices in Business Statistics: Contemp
-Statistical practices Decision Making (9
in the various Do some statistical practices in Wiley. Chapter 12,
functional areas of Business: Testing Hypothesis using 469. Chapter 10, pg
business the ANOVA test.

Individual work. PSPP, Excel and

discussion to be uploaded on VLE.
Session 33 Activity 33.1 - Practical session-
Revision:
Revision session
Set of exercises covering all the
Week 10 chapters.

Individual work. Work to be

uploaded on VLE.
Live
session Q&A session via MS Teams (link will be shared in VLE)
4

Week 11 Submission of the Summative Assessment 2

4. Module Assessment
The assessment of this module consists of Formative and Summative assessment activities
listed in table 1 and described in table 2 below:

Table 1:

Online Learning 100%

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 Formative Summative
49.5 hours 19.5 hours
Practical Skill Assessment 1. Set Exercise/Case Study (2000
words) – 40%

2. Report (2800 words) – 60%

Set Exercise/Case Study (45%)
Use of Digital Software Tools (45%)

Prefinal grade is based on the Formative Assessment activities, and it is not a part of a module
final grade. Students should have over 50 points of the prefinal grade to submit
summative assessment activities representing module final grade.

Table 2:

Formative Summative
Practical Skill Assessment: Report: Assesses acquisition of
Assessment of students’ ability to practical skills of mathematics and
use Excel and statistical software. statistics and the ability to interpret
Use of Digital Software Tools: The the results (2800 words and
use of outputs and correct symbols).
interpretation produced by different
software is assessed.
Set Exercise/Case Study: Throughout the unit, students work on questions
or case studies designed to assess the application of knowledge, analytical,
problem-solving, or evaluative skills and receive timely feedback. By the end
of the unit, students will be required to submit the whole solution in writing
(2000 words) to various problems presented in the unit by using skills and
knowledge acquired.
The passing grade for the module is 60%.

4.1. Summative Assessment 1 – Case Study

Objectives:

This summative assessment aims to examine the students' knowledge of the financial
mathematics covered in this course. It includes fundamental formulas for simple and compound
interest, calculation of average rate, effective rate, and average maturity of commercial bills,
comparison of capitals at different dates, and construction of loan amortization tables. The
objective is to select investments based on economic profitability and other aspects related to
financial mathematics.

Definitions: Students will explain various concepts in their own words - 25 marks

• Case study 1: Students will select and apply mathematical formulas to find future values
for different interest rates, analyze the results, explain changes in values (e.g., interest
rates), and make business decisions. - 15 marks
• Case study 2: Students will find the compounded interest rate received from an ordinary
annuity over 20 years. - 10 marks
• Case study 3: Students will find monthly payments and interest rates under two different
plans. - 10 marks
• Case study 4: Given the interest rate and loan amount, students will find the loan
period. - 20 marks

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 • Case study 5: Students will calculate the monthly payments for Sue and Joe, who take
out mortgages with different interest rates. - 20 marks

Guidelines:

Before assessment and grading, all homework assignments submitted via the Virtual Learning
Environment (VLE) will be checked for plagiarism using embedded software. Students must
familiarize themselves with the Plagiarism Handbook available in the VLE before submitting
their first assignment.

Written assignments should be typewritten and will only be marked if submitted via VLE by the
requested time. Late submissions will not be tolerated under any circumstances!

Evaluation Criteria:

1. Clarity and consistency

2. Analytical capacity
3. Domain of financial mathematics and methods
4. Domain of basic statistical concepts and methods
5. Precision in calculations

Refer to Summative Assessment 1 in the Assessment Folder for the task.

4.2. Summative Assessment 2 – Report

Objectives:

This summative assessment aims to evaluate students' knowledge of basic statistics,

probability, and data analysis. Its content includes fundamental formulas of descriptive and
inferential statistics, probability calculus and laws. The objective is to assess students'
understanding and practical application of statistics and probability rules in real-world scenarios
to improve managerial decision-making.

Definitions: Students explain various concepts in their own words - 20 marks.

Exercises 1-6: 80 marks.

• Exercise 1: Students must construct a confidence interval to estimate the price of a

product using given sample data and provide an interpretation.
• Exercise 2: Students are tasked with calculating, analyzing, and interpreting the mean,
variance, standard deviation, coefficient of variation, and percentiles.
• Exercise 3: Students apply hypothesis testing to determine whether gasoline prices are
higher in a certain area.
• Exercise 4: This exercise focuses on calculating the Pearson product-moment
correlation coefficient to determine if there is a correlation between two variables and
finding the equation of the regression line.
• Exercise 5: Students develop a multiple regression model to predict commodities using
other variables.
• Exercise 6: Students calculate probabilities of a binomial random variable using the
normal approximation.

Guidelines:

Before assessment and grading, all homework assignments submitted via Virtual Learning

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Environment (VLE) are checked for plagiarism using embedded software. Students must
familiarize themselves with the Plagiarism Handbook available in the VLE before submitting
their first assignment.

Written assignments should be typewritten and will only be marked and graded if submitted via
VLE by the requested time. Late submissions will not be tolerated under any circumstances!

Evaluation Criteria:

1. Clarity and consistency

2. Analytical capacity
3. Domain of basic statistical concepts and methods and precision in calculations

Refer to Summative Assessment 2 in the Assessment Folder for the task.

4.3. Class Activities

Refer to the Class Activities Document in the folder for more detailed information.

5. Module Requirements
A. Core Readings List
1. Barnett, R. et al. (2018). Calculus for Business, Economics, Life Sciences, and Social
Sciences, (14th ed.) Pearson.
2. Black, K. (2017). Business Statistics: Contemporary Decision Making (9 th ed.) Wiley.
3. Brechner, R., Bergeman, G. (2019). Contemporary Mathematics for Business and
Consumers, (9th ed.) Cengage Learning.
4. Halter, K. (2018). The PSPP Guide: An Introduction to Statistical Analysis (2 nd ed.)
CreativeMinds Press Group.
5. Leviden, D. (2018). Statistics for Managers Using Microsoft Excel. Pearson.
6. Moore, D. S., McCabe, G. P., Duckworth, W. M., Alwan, L. C. (2016). The Practice of
Business Statistics and Economics (4th ed.) W. H. Freeman & Company.
7. Tabesh, P., Mousavidin, E., & Hasani, S. (2019). Implementing big data strategies: A
managerial perspective. Business Horizons, 62(3), 347-358.

B. Supplementary Reading List

1. Anderson, D. R., Sweeney, D. J., Williams, T. A., Camm, J. D., & Cochran, J. J. (2020).
Modern Business Statistics with Microsoft Excel. Cengage Learning.
2. Anderson, H. (2018). Your data literacy depends on understanding the types of data
and how they're captured. Harvard Business Review, October.
3. Haeussler, E.F. (2018). Introductory Mathematical Analysis for Business, Economics
and the Life and Social Sciences (14th ed.) Pearson Education Limited.
4. Harvard Business Review (2018). HBR Guide to Data Analytics Basics for Managers.
Harvard Business Publishing.
5. Hoffmann, L.D., Bradley, G.L. (2012). Calculus for Business Economics, and the Life
and Social Sciences, (11th ed.) McGraw‐Hill.
6. Kazmier, L. J. (2019). Theory and Problems of Business Statistics. McGraw-Hill
Companies.
7. McMullen, C. (2018). Essential Calculus Skills Practice Workbook with Full Solutions.
Zishka Publishing.
8. Newbold, P., Carlson, W. L., Thorne, B. (2019). Statistics for Business and Economics
(9th ed.) Harlow, Essex: Pearson Education.

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 9. Rugg, G. (2019). Using Statistics: A Gentle Introduction Using SAS Studio. SAS
Institute.
10. Vassakis, K., Petrakis, E., & Kopanakis, I. (2018). Big data analytics: Applications,
prospects, and challenges. In Mobile Big Data (pp. 3-20). Springer, Cham.

C. General Rules for Submitting Written Assignments

Prior to the assessment and grading, all homework assignments submitted via Virtual Learning
Environment (VLE) are checked for plagiarism with the software embedded to the system.
Before turning in the first assignment, each student must familiarize themselves with the
Plagiarism Handbook in the VLE.
Written assignments should be typewritten and will only be marked and graded if they are
submitted via VLE by the requested time. Late submissions will not be accepted under any
circumstances!
Being absent shall not be an accepted excuse for not submitting the required homework for the
following session
Technical issues: The VLE system works functionally well and technical issues almost non-
existent. Failure to submit the assignment on a timely basis is typically a result of a misuse of
the VLE instructions or simply a missed deadline.
In case a student experiences issues with the submission of a particular assignment, an email
should be sent before the submission deadline to the lecturer (with a copy to the Academic
Coordinator) along with the screenshot of the technical issue. Each case will be thoroughly
investigated, and the ultimate decision will be made by the Academics Department whether the
homework should be accepted for evaluation and grading.

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