Analysis Of Bachelor Of Commerce Core Units Data

		SUMMARY STATISTICS Save Time On Research and Writing Hire a Pro to Write You a 100% Plagiarism-Free Paper. Get My Paper
CORE1		CORE2 Save Time On Research and Writing Hire a Pro to Write You a 100% Plagiarism-Free Paper. Get My Paper		CORE3		CORE4		CORE5		CORE6		CORE7		CORE8

Mean	62.53908	Mean	87.67936	Mean	85.08818	Mean	70.12625	Mean	76.02204	Mean	83.53307	Mean	60.87174	Mean	68.47695
Standard Error	0.749876	Standard Error	0.373296	Standard Error	0.453174	Standard Error	0.544763	Standard Error	0.710116	Standard Error	0.448614	Standard Error	0.481653	Standard Error	0.368674
Median	63	Median	90	Median	88	Median	70	Median	79	Median	86	Median	60	Median	68
Mode	50	Mode	97	Mode	96	Mode	62	Mode	82	Mode	95	Mode	60	Mode	67
Standard Deviation	16.75095	Standard Deviation	8.338797	Standard Deviation	10.12315	Standard Deviation	12.16908	Standard Deviation	15.86279	Standard Deviation	10.02128	Standard Deviation	10.7593	Standard Deviation	8.235549
Sample Variance	280.5944	Sample Variance	69.53554	Sample Variance	102.4782	Sample Variance	148.0864	Sample Variance	251.628	Sample Variance	100.4261	Sample Variance	115.7626	Sample Variance	67.82427
Kurtosis	-0.46269	Kurtosis	0.947642	Kurtosis	1.326087	Kurtosis	-0.54341	Kurtosis	0.47567	Kurtosis	1.373255	Kurtosis	-0.20581	Kurtosis	-0.00595
Skewness	-0.12534	Skewness	-1.14881	Skewness	-1.23307	Skewness	-0.03043	Skewness	-0.86489	Skewness	-1.19925	Skewness	-0.04725	Skewness	0.037547
Range	79	Range	41	Range	54	Range	62	Range	84	Range	58	Range	62	Range	49
Minimum	19	Minimum	56	Minimum	42	Minimum	36	Minimum	14	Minimum	37	Minimum	27	Minimum	42
Maximum	98	Maximum	97	Maximum	96	Maximum	98	Maximum	98	Maximum	95	Maximum	89	Maximum	91
Sum	31207	Sum	43752	Sum	42459	Sum	34993	Sum	37935	Sum	41683	Sum	30375	Sum	34170
Count	499	Count	499	Count	499	Count	499	Count	499	Count	499	Count	499	Count	499

min	19
max	147
bin	Frequencies	interval
20	3	0-20
40	48	21-40
60	168	41-60
80	199	61-80
100	81	81-100
120	0	101-120
140	0
160	1
total	500

It is symmetric

Graphical representation for core2

frequencies	interval
0	41-50
3	51-60
22	61-70
62	71-80
184	81-90
229	91-100
500

It is symmetric to the right.

For core 3

Bin	frequencies	interval
50	2	41-50
60	11	51-60
70	39	61-70
80	86	71-80
90	165	81-90
100	197	91-100

It is symmetric to the right.

For core 4

Bin	frequencies	interval
40	3	31-40
50	25	41-50
60	83	51-60
70	151	61-70
80	130	71-80
90	86	81-90
100	22	91-100

It is symmetric

For core 5

Bin	frequencies	Interval
20	1	10 to 19
30	3	20 to 29
40	10	30 to 39
50	28	40 to 49
60	42	50 to 59
70	77	60 to69
80	109	70 to 79
90	133	80 to 89
100	97	90 to 99

It is symmetric to the right

For core 6

Bin	Frequency	Interval
40	1	30-39
50	2	40-49
60	11	50-59
70	47	60-69
80	94	70-79
90	199	80-89
100	146	90-99

It is symmetric to the right

For core 7

Bin	Frequencies	Interval
30	2	21-30
40	11	31-40
50	73	41-50
60	164	51-60
70	153	61-70
80	82	71-80
90	15	81-90
100	0	91-100

We have to investigate any particular relationship(s) between core unit 3 scores and gender.

We use two sample unequal variances t- test.

Now we set up the hypothesis

: Core unit 3 scores and gender population mean are same.

: Core unit 3 scores and gender population mean are not same.

Using excel we get the following table

Mean	85.08818	130.5
Variance	102.4782	27144.5
Observations	499	2
Hypothesized Mean Difference	0
Degrees of freedom	1
t Stat	-0.3898
P(T<=t) one-tail	0.38169
t Critical one-tail	6.313752
P(T<=t) two-tail	0.763381
t Critical two-tail	12.7062

P-value =0.76

α- value = 0.05

Since p-value < α- value.

We clearly reject. Therefore there is a sufficient evidence at 5% level of significance to conclude that Core unit 3 scores and gender population mean are not same.

Origin	Female	Male	Other	Total
International	85	64	6	155
Local	162	175	8	345
Total	247	239	14	500

EXPT. FREQ
International	76.57	74.09	4.34
Local	170.43	164.91	9.66

O-E	8.43	-10.09	1.66
	-8.43	10.09	-1.66
(0-E)^2	71.0649	101.8081	2.7556
	71.0649	101.8081	2.75
(0-E)^2/E	0.928104	1.374114	0.634931
	0.416974	0.617356	0.284679

: There is a significant relationship between origin and gender.

: There is no significant relationship between origin and gender.

Chi-square	4.256157
Degrees of freedom	2
table value	0.1

Since calculated t > tab t

We Cleary reject our null hypothesis. There is a strong evidence at 5% level of significance that there is no significant relationship between origin and gender.

: Student grades in core unit 3 and their attendance rate in lectures and seminars population mean are same.

: Student grades in core unit 3 and their attendance rate in lectures and seminars population mean are not same.

Using excel we get the following table

	Attendance	Core 3
Mean	12.07014	85.08818
Variance	21.18985	102.4782
Observations	499	499
Hypothesized Mean Difference	0
Degrees of freedom	696
t Stat	-146.674
P(T<=t) one-tail	0
t Critical one-tail	1.647046
P(T<=t) two-tail	0
t Critical two-tail	1.963378

P-value =0

α- value = 0.05

Since p-value < α- value.

We clearly reject. Therefore there is a sufficient evidence at 5% level of significance to conclude that Student grades in core unit 3 and their attendance rate in lectures and seminars population mean are not same.

: Students’ total attendance in core units and their gender population mean are same.

: Students’ total attendance in core units and their gender population mean are not same.

Using excel we get the following table

t-Test: Two-Sample Assuming Unequal Variances
Mean	12.07014028	130.5
Variance	21.18984958	27144.5
Observations	499	2
Hypothesized Mean Difference	0
Degrees of freedom	1
t Stat	-1.016563729
P(T<=t) one-tail	0.247385513
t Critical one-tail	6.313751515
P(T<=t) two-tail	0.494771025
t Critical two-tail	12.70620474

P-value =0.494

α- value = 0.05

Since p-value > α- value.

We may not reject. Therefore there is a sufficient evidence at 5% level of significance to conclude that Students’ total attendance in core units and their gender population mean are same.

Conclusion:

From our analysis it is conclude that

From core1 to core 7, we have seen that there are different types of graph like symmetric, positively skewed and negatively skewed.
We investigate any particular relationship(s) between core unit 3 scores and gender. we get there is a sufficient evidence at 5% level of significance to conclude that Core unit 3 scores and gender population mean are not same.
Explore any particular relationship between student origin and gender we get there is a strong evidence at 5% level of significance to conclude that there is no significant relationship between origin and gender.
We investigate for any particular relationship between students’ total attendance in core units and their gender, we get there is a sufficient evidence at 5% level of significance to conclude that students total attendance in core units and their gender population mean are same.

efore there is a sufficient evidence at 5%

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