Chapter 9 Fundamentals of Hypothesis Testing: One-Sample Tests .................................................. 331

Copyright ©2019 Pearson Education, Inc.Table of Contents Teaching Tips...................................................................................................................................1 Chapter 1 Defining and Collecting Data ............................................................................................... 39 Chapter 2 Organizing and Visualizing Variables ................................................................................. 47 Chapter 3 Numerical Descriptive Measures ....................................................................................... 151 Chapter 4 Basic Probability ................................................................................................................ 195 Chapter 5 Discrete Probability Distributions ...................................................................................... 205 Chapter 6 The Normal Distribution and Other Continuous Distributions .......................................... 237 Chapter 7 Sampling Distributions....................................................................................................... 269 Chapter 8 Confidence Interval Estimation .......................................................................................... 293 Chapter 9 Fundamentals of Hypothesis Testing: One-Sample Tests .................................................. 331 Chapter 10 Two-Sample Tests ............................................................................................................. 373 Chapter 11 Analysis of Variance .......................................................................................................... 433 Chapter 12 Chi-Square and Nonparametric Tests ................................................................................ 461 Chapter 13 Simple Linear Regression .................................................................................................. 489 Chapter 14 Introduction to Multiple Regression .................................................................................. 539 Chapter 15 Multiple Regression Model Building ................................................................................. 591 Chapter 16 Time-Series Forecasting ..................................................................................................... 651 Chapter 17 Business Analytics ............................................................................................................. 721 Chapter 18 A Roadmap for Analyzing Data ......................................................................................... 757 Chapter 19 Statistical Applications in Quality Management (Online) ................................................. 819 Chapter 20 Decision Making (Online) .................................................................................................. 849 Online Sections ......................................................................................................................................... 889 Instructional Tips and Solutions for Digital Cases ................................................................................... 955 The Brynne Packaging Case ..................................................................................................................... 991 Basic Business Statistics Concepts and Applications, 14e Mark Berenson, David Levine, Kathryn Szabat, David Stephan (Solutions Manual All Chapters, 100% Original Verified, A+ Grade) 1 / 4

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The CardioGood Fitness Case .................................................................................................................. 993

The Choice Is Yours/More Descriptive Choices Follow-up Case .......................................................... 1105

The Clear Mountain State Student Surveys Case .................................................................................... 1201

The Craybill Instrumentation Company Case ........................................................................................ 1373

The Managing Ashland MultiComm Services Case ................................................................................ 1375

The Mountain States Potato Company Case ........................................................................................... 1423

The Sure Value Convenience Stores Case .............................................................................................. 1431

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Teaching Tips Our Starting Point Of late, business statistics has been expanding and combining with other disciplines to form new fields of study such as business analytics. Because of these changes, business statistics has become an increasing ly importan t part of business education. One must consistently reflect on which business statistics topics should get taught and how those topics sho uld be taught.As authors, we seek ways to continuously improve the teaching of business statistics have always gu ided our efforts. We are members of the Decision Sciences Institute (DSI) and American Statistical Association (ASA) and attend their annual con ferences. We are members of the DSI Data, Analytics and Statistics Instruction (DASI) Special Interest Grou p and are frequent presenters at DASI sessions held at annual and regional DSI meetings. We use the ASA’s Guidelines for Assessment and Instruction (GAISE) reports and combine them with our experiences teaching business statistics to a diverse student body at several large universities.What to teach and how to teach it are particularly significant questions to ask during a time of change. As an au thor team, we bring a unique collection of experiences that we believe helps us find the proper perspective in balancing the old and the new. Mark Berenson and David Levine were the first edu cators to create a business statistics textbook that discussed using statistical software and that used computer output as illustrations. They introduced many additional teaching and curricular innovations in their careers, and with David Stephan develo ped the first comprehensive introductory business statistics textbook that featured Microsoft Excel.Kathryn Szabat has provided statistical advice to various business and non-business communities.Her ex tensive background in statistics and operations research and her experiences interacting with p rofessionals in practice guided her to develop and chair a new, interd isciplinary Business Systems and Analytics department, in response to the technology- and data-driven changes occurring in business today. David Stephan, an information system sp ecialist, devised ne w co urses and teaching methods for computer information systems, creating and teaching in one of the first personal computer classrooms in a large school of business. He became involved in early digital media efforts to improve education and lectured about the impo rtance of data in a digital media, which led him to join Berenson’s and Levine’s efforts to improve statistics edu cation and simplify interactions with statistical programs. Our work also ben efits from teaching and research interests and the diversity o f interests and generous contributions of ou r past co-author, Timothy Kreh biel.

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• Teaching Tips

Copyright ©2019 Pearson Education, Inc.Five Guiding Principles When writing for introductory business statistics students, five principles guide us.

• Help students see the relevance of statistics to their own careers by providing examples drawn

from the functional areas in which they may be specializing. Students need a frame of reference when learning statistics, especially when statistics is not their major. That frame of reference for business students should be the functional areas of business, such as accounting, finance, information systems, management, and marketing. Each statistics topic needs to be presented in an applied context related to at least one of these functional areas. The focus in teaching each topic should be on its application in business, the interpretation of results, the evaluation of the assumptions, and the discussion of what should be done if the assumptions are violated.

• Emphasize interpretation of statistical results over mathematical computation. Introductory

business statistics courses should recognize the growing need to interpret statistical results that computerized processes create. This makes the interpretation of results more important than knowing how to execute the tedious hand calculations required to produce them.

• Give students ample practice in understanding how to apply statistics to business. Both

classroom examples and homework exercises should involve actual or realistic data as much as possible. Students should work with data sets, both small and large, and be encouraged to look beyond the statistical analysis of data to the interpretation of results in a managerial context.

• Familiarize students with how to use statistical software to assist business decision-making.

Introductory business statistics courses should recognize that programs with statistical functions are commonly found on a business decision maker’s desktop computer. Integrating statistical software into all aspects of an introductory statistics course enables the course to focus on interpretation of results instead of computations (see second point).

• Provide clear instructions to students for using statistical applications. Books should explain

clearly how to use programs such as Microsoft Excel, JMP, and Minitab with the study of statistics, without having those instructions dominate the book or distract from the learning of statistical concepts.

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