40% 33.9% 46.1% 12.1%
30% 24.3% 35.7% 11.4%
20% 15.0% 25.0% 9.9%
10% 6.3% 13.7% 7.4%
5% 2.3% 7.7% 5.4%
3. Some textbooks, particularly statistics textbooks, explicitly state the alternative
hypothesis.We do not do so in our textbook, however Instructors who believe students should
understand the concept of an alternative hypothesis may wish to add material of their own on
the concept of an alternative hypothesis.
4. With the XL Data Analyst available to them, students may not appreciate doing hand
calculations of confidence intervals or hypothesis tests. These calculations are more than
tedious exercises. The point is to have students see what is in the numerator and what is in
the denominator of each formula, so they can understand what is driving the computed value.
Typically, the sample size is always in the denominator, while the hypothesized value and
sample statistic are in the numerator. Larger sample sizes drive the computed value (e.g., a
t-value) down; whereas, larger differences between the sample statistic and the hypothesized
value will drive it up.
5. This chapter is the first encounter for students with XL Data Analyst statistical test output
(namely, hypothesis tests).The text describes each interpreted output example in some detail;
however, the statistical values are reported in the output as well.Instructors who prefer to
have their students work with statistical values will find it useful to spend class time on how
to find and interpret the findings.
6. Strictly speaking, the use on any generalization analysis (confidence interval, or hypothesis
test) requires the use of random sampling. However, a true random sample is rare due to
difficulties in acquiring complete population listings and high refusal rates. Instructors who
use student projects or other datasets that are created with the use of convenience sampling or
otherwise nonrandom sampling methods may opt to include a footnote to the effect that the
sample is assumed to be random for educational purposes.
7. Instructors will find Marketing Research Application 12.1, “How to Estimate Market
Potential Using a Survey’s Findings,” a useful demonstration of the economic impact of their
university on specific, local businesses by doing the following:
a. Have students or student teams identify some local establishment patronized by
university students. Examples are: pizza place, coffee shop, restaurant, bar, etc.
b. Using a convenience sample determine the following:
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