BUSINESS RESEARCH STATISTICS BBA 350

BELHAVEN COLLEGE

TEXTBOOKS: Bluman, Allan G. (2007). Elementary statistics: a step by step approach (7th ed.). New York: McGrawHill Higher Education. ISBN: 0-07-7302354 Raimes, Ann (2008). Keys for writers exercise booklet (5th ed.). Boston: Houghton Mifflin Company. ISBN: 0-618-77765-2
November 2008 Updated April 14, 2009

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ACKNOWLEDGMENT
This module was prepared by Phillip Stewart, adjunct professor of Business Statistics, Belhaven College, Jackson, MS. Updated by Teresa Dawson, Dir. Of Academic Resources

PROGRAM OBJECTIVES
Upon completion of this accelerated degree program students will be able to: Foster and promote a sense of Biblical ethics and values, which may be applied in the students' personal and professional lives. Apply critical thinking and reasoning skills to identify problems and develop problemsolving abilities. Develop students' potential, enabling them to face the future with confidence and determination. Facilitate spiritual growth and examine personal values from a Christian worldview. Facilitate social development and effectiveness in interpersonal relationships through development of personal values and constructive attitudes toward work, other people, and the quality of life Prepare adult students for leadership and service in their chosen fields. Develop students' written communication skills. Develop students' oral communication skills. Recognize the functional components of the students' chosen discipline. Apply theoretical knowledge to solve real-life problems through teamwork within the context of an active learning environment.

COURSE DESCRIPTION
This course surveys data types, data collection, data presentation using descriptive graphs and tables, data summary using descriptive measures of central tendency and variation, fundamentals of probability, discrete and continuous probability distributions, sampling distributions, and confidence intervals for the mean.

COURSE OBJECTIVES
Upon completion of this course, students will be able to: Relate Biblical principles to statistical analysis and interpretation. Discuss the ethical issues raised by the use or misuse of statistics in professional environments. Apply statistical methods to an individual research project. Explain various reasons that statistics is important to decision makers in a business. Understand techniques to produce graphs and charts to accurately represent and display data.

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Recognize when charts, graphs, or other statistical results are reported in an incomplete or misleading manner. Apply concepts of normal distributions to make predictions regarding population parameters using sample data. Develop confidence interval estimates of a population mean and a population proportion. Clearly state and test hypotheses for means and proportions. Perform simple linear regression and interpret correlation coefficients. Apply fundamentals of English writing style and grammar in a statistical research paper.

INTRODUCTORY NOTES TO STUDENTS

This introductory statistics course is a seven week course that provides students with a general understanding of descriptive and inferential statistics. The covers basic statistical terminology, data types, sampling techniques, and methods of presenting data. It also examines measures of central tendency, variation, and position, the normal probability distribution, and the central limit theorem. Students will learn to calculate confidence interval estimates, test hypotheses for means and proportions, and be introduced to linear regression. They will also apply the skills acquired in an individual research project on a problem of interest to the student ideally related to their current job. The will gather data related to the problem, use one of the statistical methods studied to test a hypothesis about the problem, and prepare a written and oral report of their study. Along the way, students will review and refresh basic writing skills needed to successfully complete the research project. This is an extremely challenging and time-demanding course, but truly rewarding. This course is designed to introduce students with varied mathematical backgrounds to the field of elementary statistics. It requires only a minimal knowledge of algebra and familiarity with the basic functions of calculators and computers. The format of the course is for students to preview new material during the week prior to a lecture, and to then reinforce what is taught in the lecture by working assigned problems during the week after the lecture. Problem assignments are to be worked individually. Students needing additional assistance may seek it from their project team or they may contact Student Services and arrange for tutoring assistance. Students completing this course will gain a better understanding of statistics and its application in professional environments. The search for truth and understanding through the analysis of statistical information is a key component of this course. Student should remember that ultimate truth belongs to God and he is the source of true understanding. They must also remember that the search for truth develops informed and educated minds that are invaluable instruments in His service. The Bible encourages us to prepare and educate our minds. I Peter 3:15 says Always be prepared to everyone who asks you to give a reason for the hope you have. An informed and educated mind developed through the methods of research will likely be a stronger and more powerful witness to an increasingly skeptical and uncertain world.

ASSESSMENT CRITERIA
The final grade for this course is determined by applying the number grade resulting from the grading weights and scale below. The components of the final course grade are as follows: Course Participation (5%): Each student is given a grade for participation. This includes class and project team attendance and contributions.

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Individual Homework Exercises (20%): Pre-lecture and post-lecture homework exercises are worked individually and must be submitted at the start of each class. Late submissions are accepted with a letter grade penalty, but only if the instructor believes there is good reason for the late submission. Exercises will be graded, corrected, and returned the following class meeting. Project Team Homework Exercises (5%): Project Team meetings are scheduled for Class Two and Class Four. Each team member must participate in completing the assigned work. Exercises will be graded and returned the following class meeting. Weekly Tests (30%): Each student is given a grade for four (4) weekly tests administered in Classes Two, Three, Four, and Five. These weekly tests cover the material presented and discussed in the preceding class. Questions will be similar to the textbook assignments and the sample questions at Appendix C. Comprehensive Final Exam (10%): Each student is given a grade for the final comprehensive exam administered in Class Six. The final exam covers information discussed in Classes One through Five. Written Research Project (25%): Completion of this course requires the student to achieve a passing grade on an individual research project. The requirements for this project are presented in Appendix B1. An annotated outline is provided at Appendix B2 and the evaluation criteria are presented at Appendix B3. Oral Presentation of Research Project (5%): Each student will deliver a 3-5 minute oral presentation of their research project. Grading criteria for the oral presentation are shown at Appendix B4. Grading Scale: The final grade is determined by the scale below: A AB+ 94100 9093 8789 B BC+ 8386 8082 7779 C CD+ 7376 70 72 6769 D DF 6366 6062 Below 60

MATERIALS INVENTORY:
REQUIRED RESOURCES: The following resources are required for this course, and are essential for successfully understanding and completing the subject matter. Texts: Bluman, Allan G. (2007). Elementary statistics: a step by step approach (7th ed.). New York: McGraw-Hill Higher Education. ISBN: 0-07-7302354 Raimes, Ann (2008). Keys for writers exercise booklet (5th ed.). Boston: Houghton Mifflin Company. ISBN: 0-618-77765-2 The Holy Bible.

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Additional Materials: Calculator: Texas Instruments TI-83 Plus calculator or its equivalent. This is the responsibility of the student. Visit the following Website for details and features, including a user's guidebook: http://education.ti.com/us/product/tech/83p/features/features.html. SUPPLEMENTAL RESOURCES: The following resources are not required for this course, but will likely enhance understanding of the subject matter. Texts: APA Manual: American Psychological Association. (2002). Publication manual of the American Psychological Association (5th ed.). Washington, D.C.: American Psychological Association. Raimes, Ann (2008). Keys for writers (5th ed.). Boston: Houghton-Mifflin Company. Websites*: Keys for Writers student website: http://college.cengage.com/english/raimes/keys_writers/5e/student_home.html http://www.csic.cornell.edu/201/Farmer_guidelines.html *These Websites are not affiliated with Belhaven College nor the Aspire Program. Consequently, they may become unavailable without notice. They were last accessed August 1, 2008. Students are encouraged to find their own statistics Websites to enhance and supplement their learning experience.

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CLASS ONE
OBJECTIVES Upon completion of this class, students will be able to: 1. Cite several examples of statistics used throughout Biblical scripture, 2. Define the role of, and need for, the ethical application of statistics in professional environments, 3. Identify independent and dependent variables as well as different types of data, 4. Define and give examples of nominal, ordinal, interval, and ratio levels of measurement, 5. Recognize probability and non-probability sampling techniques, 6. Know the various methods of data collection, and 7. Calculate and apply measures of central tendency, variation, and position. 8. Identify symmetrical, positively skewed, and negatively skewed distributions, 9. Understand the factors to consider in selecting a problem for the individual Research Project ASSIGNMENTS The following assignments are to be completed prior to this class: Individual: 1. In the Elementary Statistics text, read Chapter 1The Nature of Probability and Statistics, Chapter 2 Frequency Distributions and Graphs, and Chapter 3Data Description. Find an example of descriptive statistics mentioned in the Bible as well as an example from situations you are familiar with at church, work, or in current events (i.e., where data is being collected, organized, analyzed, and presented). Be prepared to discuss these examples in class in particular, to apply them to the types of data chart at the bottom of p. 6 and if you think the statistics are conveying a clear and honest message. Complete the following exercises from Elementary Statistics to be submitted for a grade. Show and clearly label your work. Chapter 1 Review Exercises: 1, 4; Chapter 2 Exercises 2-1: 1, 2, 3 Chapter 3 Exercises 3-1: 3; Exercises 3-2: 1, 3, 8 Exercises 3-3: 1, 2, 4, 12 (a and e) Project Team: No Project Team Meeting is required this week.

2.

3.

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CLASS TWO
OBJECTIVES Upon completion of this class, students will be able to: 1. Discuss ethical issues associated with using sample data to estimate probabilities in a professional environment, 2. Recognize the properties of the normal distribution, 3. Calculate probabilities using the normal distribution curve, 4. Apply the normal distribution curve and its properties to practical applications, 5. Find specific data values corresponding to a given probability by using the properties of the normal distribution curve, and 6. Use a sampling distribution along with the Central Limit Theorem to calculate sample probabilities using known population parameters. 7. Recognize, correct, and avoid several common writing errors. 8. Decide on an approved problem statement for the Research Project. ASSIGNMENTS The following assignments are to be completed prior to this class: Individual: 1. 2. In the Elementary Statistics text, read Chapter 6The Normal Distribution; Sections 6-1, 6-2 and 6-3. In preparation for Class Two, complete the following exercises from the Elementary Statistics text to be submitted for a grade. Show and clearly label your work. Chapter 6 Exercises 6-1: 2, 3, 4; Exercises 6-3: 1, 3, 5 3. 4. In preparation for a quiz on chapters 1, 2, and 3, review materials covered in Class One and complete Weekly Test 1 at Appendix C and submit it for a grade. Read Appendix D, Week One notes. By the conclusion of Class Two, you should have an approved problem statement for the Individual Research Project so you can begin conducting secondary research and gathering data. Therefore, during this week, E-mail or call the instructor to get approval for your proposed topic or to seek help in coming up with an appropriate topic. This contact should be made at least two days before Class Two to allow time for the instructor to provide feedback on the problem statement. In the Keys for Writers exercise booklet, study the lettered examples for sections Style-1, Style-2, and Style-3; then work the odd-numbered exercises (1, 3, 5, etc.) in each of these sections to be submitted for a grade. [Reference: Supplemental Resource book by Raimes, Ann (2008). Keys for Writers (5th ed.). Boston: Houghton-Mifflin Company, pp. 322-324. See also the website resources at the link provided in the Supplemental Resources on page 4 of this module.] Be prepared to discuss any concerns/questions on chapters 1, 2, and 3 at the beginning of Class Two.

5.

6.

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OBJECTIVES (PROJECT TEAM) The following assignments will help students to: 1. Apply Biblical principles associated with the uses and misuses of statistical data, 2. Identify and develop skills needed to work effectively as part of a project team, 3. Recognize situations where statistics have been misused, 4. Become familiar with the Keys for Writers student resources website. ASSIGNMENTS The following assignments are to be completed prior to this class: Project Team: 1. In the Elementary Statistics text, read pages 16-18 (Section 1-5) covering potential errors and misuses of statistics. Be prepared to share with the class examples you have seen involving such issues. Go to the following link, click on each of the last six sections and their corresponding subsections. [The main sections (number of subsections) are Mechanics (3), Research (20), Sentence Problems (5), Style (6), Usage (1), and Writing Process (11)]. Note that some sub sections consists of several PowerPoint slides with a control box in the upper left-hand corner of the page so you need to view the entire slide show for each section. Review the content on each subsection and submit for a grade a written summary describing the content of each subsection. http://college.cengage.com/english/raimes/keys_writers/5e/student_home.html

2.

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CLASS THREE
OBJECTIVES Upon completion of this class, students will be able to: 1. Cite and apply Biblical examples of selecting samples and sample sizes, 2. Calculate confidence interval estimates for the population mean and determine minimum sample sizes for large samples (n >30), 3. Identify the three properties of a good parameter estimator, 4. Calculate confidence intervals for the population mean for small samples (n < 30), 5. Identify the characteristics of the t distribution, and 6. Determine confidence intervals and minimum sample sizes for proportions. 7. Use an outline as a tool to identify information gaps, focus research activities and organize research findings into a logical written report. ASSIGNMENTS The following assignments are to be completed prior to this class: Individual: 1. 2. In the Elementary Statistics text, read Chapter 7Confidence Intervals and Sample Size. In preparation for Class Three, complete the following exercises from Elementary Statistics to be submitted for a grade. Show and clearly label your work. Chapter 7Exercises 7-1: 1, 4, 5; Exercises 7-2: 2, 3; and Exercises 7-3: 1 (b and d only), 2 (b and d only) 3. 4. 5. Locate an instance in the Bible where a sample was selected and be prepared to discuss the circumstances surrounding the need for the sample and how the selection was made. In preparation for a quiz on chapter 6 review the materials covered in Class Two and complete Weekly Test 2 at Appendix C and submit it for a grade. In the Keys for Writers exercise booklet, study the lettered examples for sections Style-4, Style-5, and Style-6 and then work the odd-numbered exercises (1, 3, 5, and so forth) in each of these sections to be submitted for a grade, item 2 above. [Reference: Supplemental Resource book by Raimes, Ann (2008). Keys for writers (5th ed.). Boston: Houghton-Mifflin Company, pp. 328-336. See also the website resources at the link provided in the Supplemental Resources on page 4 of this module.] Read Appendix D Week Three notes. Use the Research Paper Outline at Appendix B2 as a sample to prepare an outline of your research paper and submit it for the instructor to review and provide constructive feedback. Include all required sections of the paper. Follow the sentence outline format, indicating either what information you have that will address the criteria or indicating where you intend to find/complete missing information. This outline is not for a grade, but is intended to help you put your thoughts down on paper and get the structure of the paper organized according to the evaluation criteria. Be prepared to discuss any concerns/questions on chapter 6 at the beginning of Class Three.

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7.

Project Team: No Project Team meeting is required this week.

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CLASS FOUR
OBJECTIVES Upon completion of this class, students will be able to: 1. Identify ethical issues associated with estimating probabilities in a professional environment, 2. Develop educated questions, or hypotheses, for practical situations, 3. Recognize Type I and Type II hypothesis testing errors, 4. Identify critical values, critical regions, and levels of significance, 5. Recognize two-tailed and one-tailed hypothesis tests, and 6. Test hypotheses for large and small samples using a variety of methods. 7. Discuss the major writing style recommendations of the American Psychological Association (APA), ASSIGNMENTS The following assignments are to be completed prior to this class: Individual: 1. 2. In the Elementary Statistics text, read Chapter 8Hypothesis Testing. In preparation for Class Four, complete the following exercises from Elementary Statistics to be submitted for a grade. Show and clearly label your work. Chapter 8Exercises 8-1: 1, 2, 4, 8; Exercises 8-3: 1. 3. 4. In preparation for a quiz on chapter 7, review the materials covered in Class Three and complete Weekly Test 3 at Appendix C and submit it for a grade. In the Keys for Writers exercise booklet, study the lettered examples for sections Style-7, Style-8, Style-9, and Style 10 and then work the odd-numbered exercises (1, 3, 5, and so forth) in each of these sections to be submitted for a grade. [Reference: Supplemental Resource book by Raimes, Ann (2008). Keys for writers (5th ed.). Boston: HoughtonMifflin Company, pp. 337-344. See also the website resources at the link provided in the Supplemental Resources on page 4 of this module.] Read Appendix D, Week Four notes. Submit a rough draft of your Individual Research Paper to the instructor for review. This outline is not for a grade, but is intended to permit timely feedback from the instructor. Follow APA style; you should have adequate information at this point to write the Introduction, Literature Review, and Methodology sections. The Abstract, Results, and Conclusion may not have much narrative, but should contain appropriate subheaders and be in proper style. The References section should include materials cited to date. The following website contains a link to a student paper in APA style: http://college.cengage.com/english/raimes/keys_writers/5e/chapters/research.html Be prepared to discuss any concerns/questions on chapter 7 at the beginning of Class Four.

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OBJECTIVES The following assignments will help students to: 1. Apply Christian ethical principles to estimating population parameters, 2. Identify and develop skills needed to work effectively as part of a project team, 3. Understand how to use the Internet to conduct research and to identify bias and fallacies in online information sources 4. Recognize plagiarism and the importance of avoiding it. ASSIGNMENTS The following assignments are to be completed prior to this class: Project Team: 1. Go to the following link and read the entire article. Write a one page essay on what you found most interesting and useful on this site. Submit your essay descriptions as part of your group homework. http://college.cengage.com/english/resources/research_guide/2e/resources/part1b.html 2. Go to the website below and read the information on plagiarism. List five ways you can avoid plagiarism in writing your research paper and list three instances where it is not necessary to cite your source. Submit your list as part of your group homework. http://college.cengage.com/english/plagiarism_prevention.html

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CLASS FIVE
OBJECTIVES Upon completion of this class, students will be able to: 1. Discuss ethical issues associated with using correlation analysis and linear regressing in making forecasts in a professional environment, 2. Determine independent and dependent variables in correlation studies, 3. Calculate correlation coefficients and determine their significance using a variety of methods, 4. Perform regression analyses and plot 'line of best fit' regression lines, 5. Forecast data based on regression equations, ASSIGNMENTS The following assignments are to be completed prior to this class: Individual: 1. 2. In the Elementary Statistics text, read Chapter 10 - Correlation and Regression (pages 533-560 only) In preparation for Class Five, complete the following exercises from Elementary Statistics to be submitted for a grade. Show and clearly label your work. Chapter 10 Exercises 10-1: 4, 5, 6, and 7 Exercises 10-2: 5 and 6 In preparation for a quiz on chapter 7, review the materials covered in Class Four and complete Weekly Test 4 at Appendix C and submit it for a grade. In the Keys for Writers exercise booklet, study the lettered examples for sections Sentence 9, Sentence 10, Sentence 12, and Sentence 13 and then work the odd-numbered exercises (1, 3, 5, and so forth) in each of these sections to be submitted for a grade. [Reference: Supplemental Resource book by Raimes, Ann (2008). Keys for writers (5th ed.). Boston: Houghton-Mifflin Company, pp. 362-368. See also the website resources at the link provided in the Supplemental Resources on page 4 of this module] Read Appendix D Week 5 notes. Submit a second rough draft of your Individual Research Paper to the instructor for review. This draft is not for a grade, but is intended to permit timely feedback from the instructor. Follow APA style; you should have adequate information at this point to write the Introduction, Literature Review, and Methodology. Many students may also have gathered and tabulated their data sufficiently to write an initial draft of the Sample Data subheader in the Results section. The Abstract and Conclusion may still not have much narrative, but should contain appropriate subheaders and be in proper style. The References section should include materials cited to date. Any Appendices that are ready should also be included. Be prepared to discuss any concerns/questions on chapter 8 at the beginning of Class 5.

3. 4.

5.

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Project Team: No Project Team Meeting is required this week.

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CLASS SIX
OBJECTIVES Upon completion of this class, students will be able to: 1. Identify and discuss ethical issues related to the use of statistical methods. 2. Calculate and apply measures of central tendency, variation, and position. 3. Calculate and apply the normal distribution curve and the central limit theorem. 4. Calculate and apply confidence intervals and sample sizes for large and small samples. 5. Calculate and apply hypothesis tests for means and proportions. 6. Perform correlation analysis, linear regression, and statistical forecasting. 7. Discuss common errors made in interpreting research results and drawing conclusions.

ASSIGNMENTS The following assignments are to be completed prior to this class: Individual: 1. In preparation for a comprehensive final exam, review material covered in Class Five, complete Weekly Test 5 at Appendix C: Review prior weekly tests as well. Exam questions on chapters 1-8 will be similar to those on the previous tests and the questions on chapter 10 will be similar to the Class Five homework problems. 2. In the Keys for Writers exercise booklet, study the lettered examples for sections ESL-8, ESL-9, ESL-10, and Usage-1 and then work the odd-numbered exercises (1, 3, 5, and so forth) in each of these sections to be submitted for a grade. [Reference: Supplemental Resource book by Raimes, Ann (2008). Keys for writers (5th ed.). Boston: HoughtonMifflin Company, pp. 513-518. See also the website resources at the link provided in the Supplemental Resources on page 4 of this module.] Read Appendix D Week 6 notes. Submit a third rough draft of your Individual Research Paper to the instructor for review. This draft is not for a grade, but is intended to permit timely feedback from the instructor. Follow APA style; you should have adequate information at this point to write a draft of every section with the possible exception of your Statistical Calculations subheader, Conclusions, and Abstract. The References section should include materials cited to date. Be prepared to discuss any concerns/questions on chapter 7 at the beginning of Class 6.

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Project Team: No Project Team meeting is required this week.

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CLASS SEVEN
OBJECTIVES Upon completion of this class, students will be able to: 1. Investigate an issue, construct a hypothesis, and apply statistical methods and tools to collect and analyze data and interpret the results, 2. Publish research procedures and conclusions in a written document using APA formatting guidelines, 3. Use oral and visual presentation skills to present and defend research results. ASSIGNMENTS Individual: The following assignments are to be completed prior to this class: 1. Prepare and submit for a grade your individual written Research Project report to the instructor according to reporting guidelines at Appendix B1. Be familiar with the evaluation criteria at Appendix B3. Prepare and deliver for a grade an oral presentation of your project. The presentation should follow the outline of the paper, mentioning the following sections: introduction, literature review, methodology, and conclusion. The length of the presentation may vary depending on the size of the class, but will typically be 3-5 minutes. Be familiar with the evaluation criteria at Appendix B4. Be prepared to practice your presentation with your project team and receive constructive criticism.

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3. 4.

Complete the End-of-Course Survey form and the Christian Worldview Assignment form to be submitted at Class Five. Project Team: No Project Team meeting is required this week.

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Appendix ABusiness Research StatisticsStudent Survey The purpose of this survey is to give the instructor an idea of your e-mail and Internet usage. It also gives the instructor an idea of your personal and professional interests, which provides a basis for class discussions and examples. Please respond to the following:
I. Name & Contact Information Student Name: Day Phone: Night Phone: E-mail: ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ __________ Project Team: ______________ G 1-2 days a week G No E-mail G Yes G No G 1-2 days a week G No Internet G Yes G No G Yes G No

Cohort Number: II. E-mail & Internet Usage

I am able to access my E-mail: G 5-7 days a week (daily) G 3-4 days a week (every other day) I can send and receive E-mail attachments: I am able to access the Internet: G 5-7 days a week (daily) G 3-4 days a week (every other day) I can use the following to conduct research: EBSCOhost: Online Search Engines (Yahoo, Lycos, etc.): Comments:

____________________________________________ ____________________________________________

III.

Professional

Employer (If Applicable): ____________________________________________ Job Title (If Applicable): ____________________________________________ Professional Interests: (i.e., technology, marketing, accounting, leadership/ management, etc.)_____________________________ ____________________________________________ ____________________________________________ (i.e., music, sports, fitness, church, family, etc.) ____________________________________________ ____________________________________________ _____________________________________________ __________________________________________

IV.

Personal

Personal Interests Comments

V.

General

Thank You! I'm looking forward to working with you during the next few weeks.

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Appendix B1Business Research Project Requirements Guidelines o 1518 total pages; use 3-5 quality sources; sample size should be at least 30 o APA format Reference Supplemental Resource book by Raimes, Ann (2008). Keys for writers (5th ed.). Boston: Houghton-Mifflin Company, pp. 229-245 o Incorporate Christian worldview throughout paper using relevant Scripture Contents o TITLE PAGE title page should include running head, title, author, academic institution or geographic location (Belhaven College or Jackson, Mississippi); note the running head should be short and appear on every page o ABSTRACT abstract should be between one-half and one-page long, two pages are too much; it gives overview (summary) of paper; provides purpose; describes participants, sampling method, results (accept or reject hypothesis); offers brief conclusions and contributions to the field or organization o INTRODUCTION (1-2 pages) Introduction Consists of well-developed paragraphs that give an overview of the study and reasoning/rationale for conducting the study. For example, why is this study important? what will it contribute to research in this area? how will it improve your organization? Include several citations to secondary sources to support your statements. Insert Christian Worldview concepts as appropriate. List the variables associated with the problem and state which was (were) addressed in this study. Clearly states the hypothesis of this study. Use the characteristics of a good hypothesis listed in the text (doable, testable, etc.)

Hypothesis

o LITERATURE REVIEW (2-3 pages)use APA format to cite references; start with broad research on topic and work toward being more specific (if you're doing research on WorldCom, the lit review might begin with research on the overall telecommunications industry and move toward specific research on WorldCom); check the following link: http://www.csic.cornell.edu/201/Farmer_guidelines.html Use 6-9 sources that are credible and related to topic; incorporate Biblical references/ Scripture in your literature review o METHODOLOGY (2-3 pages) Research Design Participants Your Data Collection and Your Analysis
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Explain the type of research conducted (observation, survey, or experiment); define independent and dependent variables if applicable. Describe your population and sample; use tables, charts, and/or summary measures as appropriate to illustrate and clarify. Explain your sampling method. Describe data collection instruments used (questionnaire, data collection form, tape recorder, etc.). Describe data collection procedures followed. Include an explanation of the inferential statistical technique you used to test your hypothesis, including definitions of key terms. Use your textbook as a reference, particularly
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chapters 1-3 for descriptive statistics and 7, 8, or 10 for inferential statistics. Include Christian Worldview concepts as appropriate, such as the proper use of sampling and data analysis. o RESULTS (1-2 pages) Sample Data Present and discuss the sample data collected. It is not necessary to include your raw data forms, but tables or spreadsheet printouts should be used to present your data in sufficient detail for the instructor to confirm your calculations. Tables and charts may be used to illustrate key findings. When reporting descriptive statistics, you should always include the sample size and standard deviation. When you use tables of figures be sure to mention them in the text. Explain what each table or figure is showing, and point out for the reader what to look for. The use of charts, figures, and tables is encouraged and they may be included in the body of the paper or as appendices; dont go overboard though. Following the steps presented in the Data Collection and Analysis section above, present your statistical calculations. Include any necessary explanations such as degrees of freedom, level of significance used, etc.

Statistical Calculations

o CONCLUSION (1 page) Evaluate and interpret your results in light of your original problem and hypothesis; be sure to mention all relevant results even if they run counter to your hypothesis. describe the conclusions you reached; did you accept or reject the null hypothesis; state how the results of your research can contribute to the field of study or improve your organization; highlight any limitations of your study, such as non-random sample or variables not considered; note any recommendations for further research on the problem.
o REFERENCES - list of references in APA format

o APPENDICES include summary table showing your data so that the instructor can verify your calculations; include a copy of your survey questionnaire (if you used one); may include charts and calculations. Anything in an Appendix must be referenced in the body of your paper so the reader knows its here.

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Appendix B2 Business Research Project Sample Outline Title Page Abstract About half a page long. Overview of the purpose, participants, sampling method, results; brief conclusion and implications as related to the problem. Introduction Introduces the problem, develops the background, link your work to the prior work. The Literature Review may be integrated with the Introduction or it may be a stand alone section of the paper. The decision is based on what best communicates the message to the readers. State the purpose of your study, the variables involved, and your hypothesis. Clearly develop a rationale for each hypothesis. Method This section should enable readers to evaluate the appropriateness of your methods and the reliability and validity of your results. o Use your best judgment in the use of subheadings. Generally, they would include Participants (how you selected your sample, major demographics), o Apparatus or Materials (if any was used), o Research Design (observational vs. experimental vs. survey, define dependent vs. independent variables, if appropriate), and o Procedure (summarizes each step of the research in sufficient detail to allow others to replicate your study; describes data collection instrument and procedures and explains the statistical technique used to analyze the data) Results First, summarize the data you collected (using descriptive statistics, tables, charts, as appropriate). Tables and figures will appear at the end of the report, but should be referenced in the text. Then, briefly state the main results or findings (but not their implications or any recommendations that comes in the Conclusion). Include all relevant results, even those that run counter to the hypothesis. Then describe your statistical analysis, including such things as level of significance, degrees of freedom, correlation coefficients, etc. Show calculations either in the body or in an appendix (they can be handwritten, neatly). Conclusion Evaluate and interpret the implications of your results in light of your original hypothesis. Discuss the validity and/or limitations of your results. Cite similarities and differences between your results and the work of others to clarify and confirm your conclusions. Negative results should be accepted as such; dont try to explain them away. How has your study helped to resolve the original problem? What conclusions can you draw from your study? References Appendices

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Appendix B3 Business Research Project Paper Grading Criteria

Name:__________________________________________
Total Points Title Page Comments: Abstract Comments: Introduction Comments: Literature Review Comments: Methodology Comments: Results/Calculations Comments: Conclusion Comments: References Comments: Christian Worldview Comments: Total Overall Comments: 4 8 12 20 20 14 6 Excellent (90%) 3.6-4 7.28 10.812 1820 28.832 7.28 5.4-6 3.6 -4 10.812 Good (80%) 3.2-3.5 6.4-7.1 9.6-10.7 1617.9 25.628.8 6.4-7.1 4.8-5.3 3.2-3.5 9.6-10.7 Fair (70%) 2.8-3.1 5.6-6.3 8.4-9.5 14-15.9 22.425.5 5.6-6.3 4.2-4.7 2.8-3.1 8.4-9.5 Poor (<70%) Score 0-2.7 0-5.6 0-8.3 0-13.9 0-22.3 0-5.5 0-4.2 0-2.7 0-8.3

4 12 100

Excellent all elements follow prescribed APA format/rare errors in spelling, punctuation, and grammar; appropriate word selection/topic sentences stated and supported with details; smooth transition/introduction, body, and conclusion wellstructured and easily identified; clear transition through paragraphs; good synthesis of ideas/all ideas relevant to the topic; statistical terms and concepts are regularly referenced and supported/Christian worldview regularly cited. Good most elements follow prescribed APA format/few errors in spelling, punctuation, and grammar; word selection usually appropriate /topic sentences usually stated and supported with details; transition used when necessary/introduction, body, and conclusion lack structure but are easily identified; transition through paragraphs used with inconsistency; synthesis of ideas is common/statistical terms and concepts are usually referenced and supported/Christian worldview usually cited. Fair common errors in prescribed APA format/occasional errors in spelling, punctuation, and grammar; word selection often inappropriate and inaccurate/topic sentences usually not clearly stated; transition is limited/introduction, body, and conclusion lack structure and is not easily identified; transition between paragraphs is limited; synthesis of ideas is limited/statistical terms and concepts are not easily identified/Christian worldview not usually cited. Poor frequent errors in prescribed APA format/frequent errors in spelling, punctuation, and grammar; word selection vague, inappropriate and limited/topic sentences seldom used; transition seldom used/introduction, body, and conclusion are unclear; paragraphs have no transition; ideas have no synthesis/little or no identification of statistical terms and concepts/Christian worldview is not cited.

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Appendix B4 Business Research Project Presentation Grading Criteria

Name:__________________________________________
Total Points Professional Appearance, Posture, Eye Contact, Communication Comments: Visual Aids Comments: Introduction, Methodology, Statistical Terms and Concepts, Results, Results/Conclusions Comments: Christian Worldview Comments: Total Overall Comments: 20 Excellent (90%) 18-20 Good (80%) 16-17 Fair (70%) 14-15 Poor (<70%) Score 0-13

15

13-15

11-13

9-10

0-8

50

44-50

40-43

35-39

0-34

15

13-15

11-13

9-10

0-8

100

Excellent all elements of attire are appropriate; rare problems with posture; eye contact varies across the audience with little reliance on notes; voice volume remains at clear level, voice pace is steady, and inflections are appropriate/all aspects of visual aids are legible; visual aids are clearly relevant to the topic/all elements of methodology are covered in detail; hypotheses clearly mentioned; all elements of statistical analysis clearly outlined; conclusions easily identified and clearly stated/Christian worldview supported with routine citation of Biblical Scripture. Good most elements of attire are appropriate; a few problems with posture; eye contact varies with some reliance on notes; voice volume is usually at clear level, voice pace varies some, and inflections are usually appropriate/most aspects of visual aids are legible; visual aids are usually relevant to the topic/most elements of methodology are covered in detail; hypotheses mentioned but not clearly outlined; most elements of statistical analysis clearly outlined; conclusions easily identified but not clearly stated/Christian worldview supported with some mention of Biblical Scripture. Fair a few elements of attire are appropriate; common problems with posture; eye contact varies little with noticeable reliance on notes; voice volume is seldom at a clear level, voice pace is noticeably varied, and inflections are seldom appropriate/few aspects of visual aids are legible; visual aids are seldom relevant to the topic/few elements of methodology are covered in detail; hypotheses not easily identified; few elements of statistical analysis are outlined; conclusions are not easily identified/Christian worldview visible with little mention of Biblical Scripture. Poor little or no elements of attire are appropriate; posture is inappropriate; little or no eye contact with heavy reliance on notes; voice volume is not at a clear level, voice pace is unstable, and inflections are usually inappropriate/no aspects of the visual aids are legible; visual aids are not relevant to the topic/methodology is not sufficiently discussed; hypotheses are not mentioned; statistical analysis is not sufficiently discussed; conclusions are not mentioned/Christian worldview not supported with no mention of Biblical Scripture.

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Appendix CBusiness Research StatisticsSample Test Questions WEEKLY TEST 1 CHAPTERS 1, 2, and 3 1. Which of the following best describes a group of subjects selected from the population? Sample Element Unit Random 2. Which of the following branches of statistics makes generalizations about a population based on a sample? Experimental Descriptive Inferential Qualitative 3. Which of the following variables is qualitative? Ethnicity of students Pages in a textbooks Water temperatures Heights of athletes

4. Which of the following is the appropriate k to generate a systematic sample of size 20 drawn from a population of 100 people? 5 8 6 10 5. Mrs. Robinson wants to determine if the new computerized math instruction is better for student learning than the traditional lecture-oriented instruction. What is the dependent (outcome) variable in this study? Student learning Method of instruction Mrs. Robinson Computers 6. Which of the following is a continuous quantitative variable? E-mails received in a week Amount of time spent at Northpark mall Primary purpose of surfing the Internet Students in a classroom 7. Which of the following measures best describes the spread or variability of a data set? Range, mean, and weighted mean Range, interquartile range, standard deviation Variance, standard deviation, weighted mean Variance, mean, and midrange 8. Which of the following variables is discrete? Water temperature Number of pizzas sold Weights of newborn infants Water capacity of pools

9. Eighteen percent of the entire Bolivar County population in Mississippi has a college degree. This is called a(an): Estimate Parameter Statistic Generalization 10. Citing several of the uses and misuses of statistics in your textbook, state how having a Christian perspective can impact statistical research?

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11. Construct a frequency distribution and histogram for the following sample representing the ages of a Belhaven Aspire graduating class.
25 24 25 23 33 24 37 45 35 28 28 31 30 26 30 25 25 29 25 30 28 27 33 25

12. Using z scores, determine which of the following students earned a better score on their exam grade in relation to the overall class. Explain your results: Megan Sarah A grade of 37 on a test with the mean=42 and standard deviation=5 A grade of 72 on a test with the mean=80 and standard deviation=6

13. A teacher gives a 20-point test to 10 students. For the following scores, 2, 3, 5, 6, 8, 10, 12, 15, 18, and 20. (A) determine the percentile rank of 6 and (B) determine the value corresponding to the 25th percentile: 14. The following temperatures were recorded in Jackson for a week in March. Find the (1) mean, (2) median, (3) mode, (4) midrange, (5) range, (6) variance, and (7) standard deviation for the following: 87, 85, 80, 78, 83, 86, 90, and 78. WEEKLY TEST 2 CHAPTER 6 1. What are the characteristics of the normal distribution? What is the total area under the normal distribution curve? 2. Find the following areas under the normal distribution curve: (A) (B) (C) Between z = 0 and z = 1.94 Between z = 0 and z = -2.23 To the right of z = 0.23 (D) (E) (F) P(z < -1.67) P(-0.05 < z < 1.23) P(-1.12 < z < 0)

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3. The average starting salary for Wal-Mart assistant managers is $35,350 a year. If the distribution of starting salaries is approximately normal with standard deviation = $3825, what is the probability that a randomly selected first-year manager makes these salaries? (A) (B) Between $25,750 and $33,000 a year More than $42,000 a year

4. A survey found that the average teenager talks on the phone 84 minutes per week. Assuming the standard deviation of the approximately normal distribution is 12 minutes, find the probability that the mean sample of 50 teenagers will be between 90 and 100 minutes. 5. To qualify for a particular management development program, candidates must score in the top 20 percent on an aptitude test. If the mean score of the test is 60 with a standard deviation of 6, find the score a candidate must make to be accepted into the development program. Assume the grades are normally distributed. WEEKLY TEST 3 CHAPTER 7 1. What is the difference between a point estimate and an interval estimate of a parameter? 2. When should the t distribution and z distribution be used to find the confidence interval for the mean? 3. Samples of golfers in Mississippi had an average score of 76 with a standard deviation of 7. (A) Find the 95% confidence interval of the first sample with 40 golfers. (B) Find the 95% confidence interval of the second sample with 100 golfers. (C) Which confidence interval is smaller? Why? 4. A city planner in Biloxi is interested in estimating the average salary of firemen on the Mississippi Gulf Coast. She wants to be 95% confident that the estimate is correct. If the standard deviation is $950, how large a sample is needed to get the desired information and to be accurate within $150? 5. The daily wages of a sample of administrative assistants in the City of Jackson is shown. $56 $52 $56 $51 $66 $53 $51 $61 $55 (A) Find the 90% confidence interval of the mean. (B) Find the 95% confidence interval of the mean. (C) Which confidence interval is smaller? Why? 6. A recent study of 150 people in Washington County found that 35 people were college graduates. Find the 90% confidence interval of the population proportion of individuals living in Washington County who are college graduates.

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WEEKLY TEST FOUR CHAPTER 8 1. What is the difference between a Type I and Type II error? 2. If one wishes to test the claim that the mean of a population is equal to 50, the null hypothesis would be (A) X = 50 (B) = 50 (C) 50 (D) 50 3. To test the hypothesis H0 50, one would use a _______ tailed test. (A) Right (B) Left (C) Two 4. A new diet pill manufacturer claims that the average user of its product loses 30 pounds in the first 6 months. A sample of 50 models is surveyed and their average weight loss over the first 6 months was 28 pounds with a standard deviation of 2 pounds. Is there enough evidence at the .05 level of significance to reject the manufacturers claim? 5. An employment agency claims that at least 90% of the clients they send on interviews are offered a job within 6 months. A sample of 100 clients is surveyed and it is found that 80 did receive a job offer within 6 months. Is there enough evidence at the .05 level of significance to reject the agencys claim? 6. The average salary for high school teachers in New Mexico is claimed to be $27,000. To test this, a local professor surveys 20 randomly selected high school teachers in New Mexico and finds that their average salary is 25,500 with a standard deviation of $700. Is there sufficient evidence at the .05 level of significance to reject the claim?

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WEEKLY TEST 5 CHAPTER 10 Directions: A dental researcher wants to know if the age of a child is related to the number of cavities that he or she has during a given dental visit. Using data in the following table, answer the questions dealing with correlation and regression. Age of Child, X Number of Cavities, Y 1. 2. 3. 4. 5. 6. 6 2 8 1 9 3 10 4 12 6 14 5 11 3 7 2

Draw the scatter plot for the data. Calculate the correlation coefficient. Determine the Regression Equation. Using the regression equation, plot regression line on the scatter plot in Step 1. Is the relationship between X and Y positive or negative? Predict the number of cavities for a 13-year-old boy and a 15-year-old girl.

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APPENDIX D Supplementary Resources for the Research Project Week Two I. The learning objectives of the project are two-fold: (a) To apply the statistical tools studied to investigate a real-world problem of interest. (b) To learn how to conduct secondary and primary research, to document and manage information, to budget your time effectively, and to become better writers. II. The steps involved in conducting the research project include the following. (a) Identify a problem that can be investigated using statistical tools. The topic needs to lend itself to being presented as a problem that deserves analysis. And it needs to be a topic that you can obtain raw data for analysis. (b) Conduct secondary research to gain insight into the problem and related variables The problem in most cases involves multiple factors some more important than others, some that the student may not have thought about prior to the secondary research. It is not practical to analyze all of the relevant factors in this simple study, but its important that you identify them all to properly interpret your results. (see Lecture IV below, Tips for Handling Sources, for ideas on organizing and documenting sources for subsequent integration into your report). (c) Review the secondary information to narrow the scope of the study, formulate a hypothesis about one or more of the variables, and determine what primary data needs to be collected. As stated in (b), most problems will start out as broad areas of concern; secondary research will help students narrow the topic and identify variables for analysis probably based on how easily you can obtain data on the variable. Once the variable or variables are selected, you should formulate a hypothesis. Your research will also make you aware of what data is currently available and what additional primary data, if any, needs to be collected. (d) Pick a data collection method observation, experiment, or survey. Depending on the problem and data needed, decide how to best collect the needed data. (e) Prepare a descriptive outline for the project report to focus your ideas and provide a roadmap going forward. Getting started is 90% of the battle in completing the project; and writing a descriptive outline is the most effective way to get started. (Lecture III below explains the steps in writing the outline.) (f) Select an appropriate sampling method and sample size and collect any necessary primary data. (g) Tabulate, organize, edit, and summarize the sample data using descriptive statistics. (h) Test your hypothesis using your sample data and inferential statistical tools. (i) Analyze your results and draw conclusions that you can relate back to your problem statement. (j) Prepare a written report of your research study.
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(k) Prepare and deliver an oral presentation of your research study. Week Three I. An Outline of your research report is due at Class 3. The following points discuss the objective of the assignment and what is expected. (a) Appendix B2 provides the Major Headings and Subheadings for the outline. What is to be submitted at Class Two is a sentence outline giving your ideas on what you plan to cover in each of the subheadings. Ask yourselves what a reader would want to know about this subject? Sometimes, simply jotting down a list of questions will help define the basic areas you should cover, and even the order in which they might wish to cover them. (b) The purpose of the outline is to help you focus on what is required and provide direction for your continuing research and writing. (c) As you conduct secondary research, it will likely become necessary to adapt the ideas in your original outline to focus on a different aspect of the problem than you had originally thought of or to drop or add additional ideas that your research uncovers. Once the secondary research is complete, you should finalize the outline. It will now serve as the road map in writing the report. You can identify sections where additional supporting material is needed, and conduct additional research to fill in the gaps. (d) Your hypothesis should be finalized as well, so that you can design a research plan to collect any needed primary data to test your hypothesis. II. Tips for Managing Sources (a) Keeping a research portfolio will help you document your sources, and organize them in such a way that they can be quickly integrated into your report. A secondary benefit of the portfolio is that it helps reduce the risk of plagiarism. A research portfolio consists of a research log, note cards and/or pages, an annotated bibliography of sources used, photocopies of each source cited, and all of your rough drafts. Each of these is discussed below. (b) A research log is simply a chronological listing of the research you have conducted. Use a sheet of paper to not the date and time of your research activity, and the type of activity conducted (interview, online, library, etc.) (c) Note cards or note pages document the bibliographic information of each source along with the information obtained from that source. The Purdue University Online Writing Laboratory is an excellent reference source for information on researching, documenting, and writing a research paper in APA style. See their website at (http://owl.english.purdue.edu/owl/ ). The annotated bibliography is a regular bibliography except that under each entry is a summary of the information contained in that source. It can be created by copying the information on your note cards/pages (or a summary of the information) into a References document file in Microsoft Word. This can be a quick reference for you when hunting for a particular reference source. (d) Photocopies of sources used is self explanatory, as is rough drafts. This includes printouts of web pages, photocopies of information from books or magazines, notes from personal interviews. Note: Again, the purpose of keeping these supporting pages is to facilitate organizing and writing your report and minimizing the risk of plagiarism.
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Week Four I. APA Style Issues (a) Title page layout 1. Manuscript page header and page number in upper right corner. 2. Running Head for Publication: flush left, top of page, all caps. Not to exceed 50 characters 3. Title: Uppercase and lowercase letters, centered on the page, double-spaced. 4. Byline and affiliation: Type the authors name in uppercase and lowercase letters, centered on the page, one double-spaced line below the title. Type the institutional affiliation, centered under the authors name on the next double-spaced line. If necessary, include the city and state of the affiliation. (b) Margins, Fonts, Order of Pages 1. Leave uniform margins of at least 1 inch on all sides; use a ragged right margin. 2. Use a serif font such as Times Roman, 12 point. 3. Order of pages: Title page (separate page, numbered 1) Abstract (separate page, numbered 2) single paragraph in block format Text (start on separate page, numbered 3) Type the title of the paper centered at the top of the page, double-space, then type the text. The sections of the text follow each other with no page breaks. References (start on a separate page) double space all entries; indent the first line of each entry just like a paragraph. Appendixes (start each appendix on a separate page) type the word Appendix followed by an identifying capital letter A, B, C in the order in which they were mentioned in the text. If Tables are included in an appendix, precede each appendix table number with an identifier such as Table A1. Do the same with any figures that are included in an appendix. (c) Header levels Main headings are centered, in uppercase and lowercase letters; secondary headings are flushleft, underlined, uppercase and lowercase letters; third level headings are indented, underlined, lowercase letters with a period.

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Week Five I. Plagiarism Issues (a) Plagiarism can result from dishonesty or from careless writing. The research portfolio provides the best tool for avoiding careless errors and can provide a defense against charges of dishonesty (if, for instance, a rough draft had quotation marks or citations that were inadvertently omitted from the final version). As stated above, the portfolio consists of a research log, note cards/pages, an annotated bibliography, photocopies of each source cited, and your rough drafts. If properly maintained, the portfolio will help you avoid the appearance of deliberate cheating and minimize inadvertent writing errors. (b) Plagiarism is the act of passing off someone elses ideas as your own. When you get information from someone else whether in books, magazines, on the Internet, or personal interviews you must clearly indicate any direct quotations and you must give credit to the source. Some guidelines are available at the Purdue University Online Writing Labs website at http://owl.english.purdue.edu/owl/ . (c) Keeping a research portfolio The goal for this lecture is to teach you how to manage your research sources in a systematic fashion. A research project can not only increase your knowledge of the selected topic, it can also teach such valuable life skills as problem analysis, information gathering, records management, time management, and effective writing and oral presentation skills. Additional information is available at the following websites: http://bedfordstmartins.com/technotes/workshops/plagiarism.htm http://www.bedfordstmartins.com/technotes/workshops/talkingplagy.htm http://bedfordstmartins.com/technotes/workshops/plagiarismhelp.htm http://bedfordstmartins.com/technotes/techtiparchive/ttip102401.htm

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Week Six Analyzing and Interpreting Results Interpretation is the process of analyzing your results and drawing logical conclusions related to your problem. Your ability to interpret the results of your results is directly related to how well you understand your subject, your ability to look at the results without preconceptions, and your ability to recognize relationships in your data. The following discussion explains some common errors in interpretation and offers suggestions for improving your interpretation skills. (a) Objectivity Errors 1. Do Not Exaggerate even professional research results must be replicated and verified by other studies before being accepted, so dont overstate the significance of your findings. The Bible says its better to choose a seat at the back and be invited forward than to take a seat at the head table and be asked to move. 2. Its OK If Your Hypothesis is Proven Wrong remember that there are many variables involved in conducting research on any problem; positive results cannot be guaranteed. Accept negative results if thats what you get. There is no penalty if your results do not support your hypothesis. Thomas Edison failed many times before he found the right design for the electric light, and Babe Ruth struck out many more times than he homered. 3. Lack of evidence for A does not mean that not A is true defendants in a courtroom may be found Not Guilty when theres too little evidence to convict them, but they are not found Innocent. Likewise, lack of evidence to support a desired result does not mean the undesirable outcome is necessarily true. Your conclusion is limited to the test you performed and nothing else. 4. Bias, Like Love, is Blind preconceived ideas prevent objectivity. They can influence not only how you view results, but they can influence the way you collect your data in the first place. Sometimes bias is intentional, but not always. There is really no cure for this, but try to be aware of it and be cautious when conducting your research and analysis. (b) Logic Errors 1. Careless comparisons for example, if your study involves comparing prices or salaries at different points in time or different geographic locations, you must remember to adjust the data for inflation or cost of living. Another example is comparing absolute numbers when it would be more appropriate to compare proportions. 2. Confusing cause-effect with coincidence remember that correlation between X and Y does not necessarily mean that X causes Y. A related error is inferring that if one event occurs prior to a second that it caused the second to occur. Dont read meanings into numerical results that are not consistent with common sense and logic. 3. Consider the quality of your data your research results are only as reliable as your data. If you used a non-random sampling method, acknowledge that in youre the discussion of your results. Make sure as well that the resulting sample is actually representative of the population. 4. Consider contributing factors most problems involve several factors. As you analyze your results, consider if some factor you did not include in your study might have a significant influence. If so, acknowledge this and any other limitation of your research when reporting conclusions.
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(c) Try these tips to improve your analysis 1. Remember what the original problem was Your statistical analysis should test the hypothesis you stated in your introduction and our conclusion should discuss the significance of your results as they relate to the problem you presented as the reason for the study. 2. Be skeptical of your results question your initial interpretation; play the devils advocate. 3. Ask what others think about your results share your results with others who are knowledgeable on the subject and discuss your conclusions with them. 4. Make several alternative interpretations, not just one dont assume youre your first analysis is the only or best interpretation. Keeping the problem in mind, study your results and try to draw an opposing conclusion. Is it possible? Can you think of any other conclusions that someone might draw from the results? Look at your data again. Is there anything that stands out that you may not have originally been looking for? Perhaps you can formulate a new hypothesis for testing and draw conclusions that are even more significant than those from your original hypothesis. Make the most of the data you have collected! 5. After you generate several alternative interpretations of the results, do any of your interpretations make good sense? Does one seem best? (d) Explaining your interpretation Those who read your report most likely will not be as familiar with your subject as you are. In order for them to understand your interpretation, you must be sure you have explained the problem your research involves. Provide sufficient details, examples, and comparative results from secondary research sources to help them understand the problem you studied. Then explain your sampling method and data collection processes to assure the readers that your data is valid. Present your data clearly so that they can easily see the same results you see. Finally, explain your statistical analysis and conclusions in terms that they can understand.

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Week Seven I. The Oral Presentation (a) Comparison to a Written Presentation 1. In your oral presentation, you have control over the communications process. You can tailor your presentation to each audience, but you must use your voice and gestures to keep the attention of the listeners and watch for cues to be sure you have their attention and that they understand what you are saying. The language used an oral presentation is generally more informal than a written report. 2. The reader has more control over the communications process in a written report than in an oral presentation. They can back up and re-read a section or jump forward to the end and then go back. They can look up definitions if they dont understand something. However, as explained in the week 6 notes, the burden is on the author to write the report with the reader in mind. The language used is generally more formal in a written report than in an oral presentation. (b) Planning 1. Purpose Understand the assignment review the evaluation criteria. Be organized. Remember that unlike a written message, listeners dont get a second chance to review what you said; if you lose them, the communication fails. Tell them what you are going to say say it and tell them what you said. Be confident. Know that on the subject you are talking about, you have done the research and are the expert. Your informed and organized message delivered with confidence will help persuade them to your viewpoint. Be aware of any areas of weakness in the content of your message and be prepared to answer questions. Be well prepared, but dont make up answers. Be honest. Thank them for the question. Say you will find out. Maintain your credibility. Be friendly. Even if the message you have is serious, deliver it in a pleasant manner. 2. Organization/Content The introduction should capture the interest of the audience raise curiosity or stress the seriousness of the issue. Clearly explain the purpose of the presentation, explain the scope/limitations or your study. The body of your talk should logically develop the subject matter to achieve your goals. Again, tell them what you are going to say say it then summarize what you have said. The conclusion should state the results, their impact on the problem, and recommendations

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3. Know your audience Know the approximate size and general background of the audience this will influence how you deliver the speech. Adjust your language and delivery to match the audience. They will appreciate it and will be more likely to accept your message. As you speak, discern how the audience is responding facial expressions, movements, etc. - and make adjustments to maintain their interest through vocal variety, gestures, or rephrasing your message. (c) Delivery 1. Dress appropriately for the occasion. 2. Dont slouch, dont lean, dont shift from side to side. Be relaxed, not stiff or artificial. You can walk from side to side, but do it with purpose, and dont overdo it. 3. Facial and hand gestures most importantly, maintain eye contact. Use gestures to emphasize points. Practice them and use them to reinforce your points; otherwise they will be a distraction. 4. Use of voice avoid speaking in a monotone; vary your speed; vary your volume to retain the attention of the audience and to emphasize important points. 5. Use of visual aids choose them to complement your message. Make sure everyone can see them. Make them part of your overall presentation use them as tools to explain or support your points. Talk to the audience, not the visual. 6. Practice, practice, practice.

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