DBA 7310, Statistics for Business Decisions and Research · Discovering statistics using IBM SPSS Statistics (4th ed.). London, England: Sage. Additionally, students will access the

DBA 7310, Statistics for Business Decisions and Research 1

Course Description

Emphasizes practicality and flexibility in utilizing statistical methods to augment business decision making. A practical approach is adopted that prepares students to identify the correct method, calculate the statistics, and properly interpret the results to solve a business question.

Course Textbook

Field, A. (2013). Discovering statistics using IBM SPSS Statistics (4th ed.). London, England: Sage. Additionally, students will access the textbook’s companion webpage and software for various activities throughout the course.

Course Learning Outcomes

Upon completion of this course, students should be able to:

1. Analyze problem objectives by data types to compare and contrast methods of statistical analysis. 2. Rank the correct method of statistical analysis for specific applications. 3. Select optimal computer-based analysis techniques. 4. Discriminate and interpret calculated results in the context of the questions at hand. 5. Access the value of statistical techniques to obtain decision-making information in finance and economics, human

resources management, managerial accounting, marketing, and operations management.

Credits

Upon completion of this course, the students will earn three (3) hours of college credit.

Course Structure

1. Unit Learning Outcomes: Each unit contains Unit Learning Outcomes that specify the measurable skills and

knowledge students should gain upon completion of the unit. 2. Unit Lesson: Each unit contains a Unit Lesson, which discusses unit material. 3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook.

Students are encouraged to read the resources listed if the opportunity arises as they have valuable information that expands upon the lesson material.

4. Learning Activities (Non-Graded): These non-graded Learning Activities are provided in each unit to aid students in their course of study.

5. Discussion Boards: Discussion Boards are part of all CSU term courses. More information and specifications can be found in the Student Resources link listed in the Course Menu bar.

6. Unit Assignments: Students are required to submit for grading Unit Assignments in each unit. Specific information and instructions regarding these assignments are provided below. Grading rubrics are included with each assignment. Specific information about accessing these rubrics is provided below.

7. Ask the Professor: This communication forum provides you with an opportunity to ask your professor general or course content related questions.

DBA 7310, Statistics for Business Decisions and Research Course Syllabus


8. Student Break Room: This communication forum allows for casual conversation with your classmates.

CSU Online Library The CSU Online Library is available to support your courses and programs. The online library includes databases, journals, e-books, and research guides. These resources are always accessible and can be reached through the library webpage. To access the library, log into the myCSU Student Portal, and click on “CSU Online Library.” You can also access the CSU Online Library from the “My Library” button on the course menu for each course in Blackboard. The CSU Online Library offers several reference services. E-mail ([email protected]) and telephone (1.877.268.8046) assistance is available Monday – Thursday from 8 am to 5 pm and Friday from 8 am to 3 pm. The library’s chat reference service, Ask a Librarian, is available 24/7; look for the chat box on the online library page. Librarians can help you develop your research plan or assist you in finding relevant, appropriate, and timely information. Reference requests can include customized keyword search strategies, links to articles, database help, and other services.

Unit Assignments Unit I Assignment Homework Create one APA style Word document with a cover page to submit for the assignment that answers the following questions. References are NOT required. Limit each response to a maximum of 250 words; many responses may only require 100 words or less. Please include the questions so that the instructor can clearly identify your responses. Be sure to read each question carefully.

1. Topic: What area of business research are you interested in (1-3 sentences)? (1 pt., required) 2. Variables: Related to your research topic, list 4 variables that might be measured. The 4 variables must include

one from each of the following measurement scales: nominal, ordinal, interval, and ratio variable. If you cannot find a variable for a scale, explain why it is difficult, given your topic of interest. (9 pts.)

3. Hypotheses: Create both a null and an alternative hypothesis related to your topic of interest. (7 pts.) 4. Research Approach: Describe whether experimental or correlational research would be better for your topic. What

would be the costs/benefits of each approach? (9 pts.) 5. Reliability/Validity: Related to your topic, describe the importance of reliability and validity. Explain whether it is

possible to have one without the other, and why. (9 pts.) 6. Sample/Population: What is the difference between a sample and a population? Why is the difference important in

statistics? (9 pts.) 7. Central Tendency: Consider the follow data set. What are the mean, median, and mode? Which measure of

central tendency best describes this data? Why? Use a calculator, Excel, or any other means desired for the calculations. (9 pts.)

110.00 117.00 120.00 118.00 104.00 100.00 107.00 115.00 115.00 115.00

114.00 100.00 117.00 115.00 103.00 105.00 110.00 115.00 250.00 275.00

8. Dispersion: Using the same data set (above), calculate the range, interquartile range, variance, and standard

deviation. What do the results indicate about the “spread” of the data? (9 pts.) 9. Descriptive Statistics: Why is it important to calculate the basic descriptive statistics before completing inferential

statistical analyses? (9 pts.)

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10. Statistical Significance: Considering the hypotheses created in question 5, if the results of a statistical test on them returned a statistically significant result, what would that mean from both a practical and a statistical viewpoint? (Hint: be sure to include “null hypothesis” and “effect size” in your response). (9 pts.)

11. Type I & Type II error: Considering your response to question 10, what are the implications of making a Type I error? Type II error? (9 pts.)

12. Concerns: Are there any concerns you would like to share with your professor? (1 pt., and required). Information about accessing the Blackboard Grading Rubric for this assignment is provided below. Unit II Assignment 1 Entering Data For the first of your three Unit II assignments, open a data file and enter specific data:

1. Open a data file in SPSS. 2. Enter the data in Table 3.1 of the text.

Submit the SPSS .sav file via file upload. Information about accessing the Blackboard Grading Rubric for this assignment is provided below. Unit II Assignment 2 Research Project The second of your three Unit II assignments involves providing details concerning a research project:

1. Explain a possible research project in 100-500 words. 2. List at least one hypothesis and null hypothesis (you can list more). 3. List at least 10 variables that could be collected to test your hypotheses. For each variable, identify the variable

name you would use in SPSS and the level of measurement (binary, nominal, ordinal, interval, or ratio) as well as the possible range of scores.

Submit this assignment as one Word document. Information about accessing the Blackboard Grading Rubric for this assignment is provided below. Unit II Assignment 3 Mock Data Set Your third and final assignment for Unit II involves creating and entering mock data for the research project in Assignment 2:

1. Open a data file in SPSS and create some mock data for the research project described in Assignment 2 (please note, you are not allowed to collect real data without prior approval for the university, which will not be granted until after you reach your dissertation courses). o Enter at least 10 rows of data for each of the 10 variables identified in Assignment II (you are creating mock

data for 10 participants). o For mock participant # 1, you must have missing data for variable #3. Be certain this is coded correctly.

Submit the .sav file through file upload. Information about accessing the Blackboard Grading Rubric for this assignment is provided below. Unit III Assignment Homework


Graphs For this assignment, you will copy and paste materials from SPSS output into a single Word document. Read the directions carefully to make sure that you submit the correct materials. All datasets can be found on the textbook companion website at http://www.sagepub.com/field4e/study/datasets.htm under the file name Andy Field’s Datasets.

1. Boxplots: Use the dataset JiminyCricket.sav from the text website. a. Create a simple boxplot for Level of Success after Intervention and Strategy for Success. b. Copy the boxplot to a Word document and give it an appropriate title. (15 pts.)

2. Simple Bar Chart: Using the dataset ChickFlick.sav, create a simple bar chart for independent means that displays the error bars. Use the variables Arousal and Film. Copy and paste into your Word document, and give it an appropriate title. (15 pts.)

3. Clustered Bar Chart: Using the ChickFlick.sav dataset, create a clustered bar chart for independent means using the variables Arousal, Film, and the gender grouping variable. Include the error bars and X and Y axis labels. a. Copy and paste your chart into the Word document, giving it an appropriate title. (15 pts.)

4. Mixed Designs: Using the Text Messages.sav data, create a clustered bar chart for mixed designs with the variables Baseline, 6 months, and Group. Include the error bars and labels for the X and Y axis. a. Copy your chart to the Word document with an appropriate title. (15 pts.)

5. Scatterplot: Create a simple scatterplot using the Exam.Anxiety.sav file that includes the regression line using the variables Exam Performance and Exam Anxiety. a. Copy your graph to the Word document with an appropriate title. (15 pts.)

6. Exploratory: Why is exploratory data analysis an important part of any analytical strategy? (25 pts.) Information about accessing the Blackboard Grading Rubric for this assignment is provided below. Unit IV Assignment Homework Assumptions Submit one Word document for this assignment (copy and paste SPSS output into the Word document). All datasets can be found on the textbook companion website at http://www.sagepub.com/field4e/study/datasets.htm under the file name Andy Field’s Datasets.

1. Festival Histogram: Using the file DownloadFestival.sav, beginning with section 5.3.1 in the text on spotting outliers, correct the typo in the data as directed, create a separate histogram for each day, Day1, Day2, and Day3, using the hygiene variable for all three days. Include the normal curve (found under Element Properties), and title each chart. The results should resemble Figure 5.13 on page 182. Copy each one to the Word document with an appropriate title for each. (10 pts.)

2. Festival Descriptives: For the same dataset, use the Frequency command to calculate the standard descriptive measures (mean, median, mode, standard deviation, variance, and range) as well as kurtosis and skew for all three days/hygiene variables. Copy the output to the word document with an appropriate title. You do not need to copy the Frequency Table. (10 pts.)

3. Festival Output: Comment on the sample size, measure of central tendency, dispersion, kurtosis, and skewness. Use the z-scores in the book (or calculate your own) to provide this response. What does the output tell you? (15 pts.)

4. Festival Normality: Is the assumption of normality met for these variables? (5 pts.) 5. Exam Descriptive Statistics: Using the dataset SPSSExam.sav, and the Frequency command, calculate the

standard descriptive statistics (mean, median, mode, standard deviation, variance, and range) plus skew and kurtosis, and histograms with the normal curve on the variables Computer, Exam, Lecture, and Numeracy for the entire dataset. Copy the output to the Word document with an appropriate title. (10 pts.)

6. Exam Grouping Variable: Complete the same analysis using University as a grouping variable. Copy the output to the Word document with an appropriate title. You do not need to copy the Frequency Table. (10 pts.)

7. Exam Data: What do the results tell you with regard to whether the data is normally distributed? (10 pts.) 8. Homogeneity: Using the dataset SPSSExam.sav, determine whether the scores on computer literacy and

percentage of lectures attended (with University as a grouping variable) meet the assumption of homogeneity of variance (use Levene’s test). You must remember to unclick the “split file” option used above before doing this test. a. What does the output tell you? (Be as specific as possible.) (10 pts.)

9. Assumptions: Describe the assumptions of normality and homogeneity of variance. (10 pts.) 10. Assumptions / Options: When these assumptions are violated, what are your options? (5 pts.)

http://www.sagepub.com/field4e/study/datasets.htm



11. Violated Assumptions: Are there cases in which the assumptions may technically be violated, yet have no impact on your intended analyses? Explain. (5 pts.)

Information about accessing the Blackboard Grading Rubric for this assignment is provided below. Unit V Assignment Homework Correlation / Regression Submit one Word document for this assignment (copy and paste SPSS output into your Word document). All datasets can be found on the textbook companion website at http://www.sagepub.com/field4e/study/datasets.htm under the file name Andy Field’s Datasets.

1. Exploratory Data Analysis (EDA): Using the data set Chamorro-Premuzic.sav, you will focus on the variables related to Extroversion and Agreeableness (student and lecturer). Perform exploratory data analysis on all variables in the data set (boxplots, barcharts, histograms, and scatterplots). Because you are going to focus on the variables Extroversion and Agreeableness, be sure to include scatterplots with regression lines as well for these combinations of variables:

Student Agreeableness/Lecturer Agreeableness

Student Extroversion/Lecturer Extroversion

Student Agreeableness/Lecturer Extroversion

Student Extroversion/Lecturer Agreeableness Copy and paste the output into your Word document with appropriate titles. (5 pts.)

2. Interpretation of EDA: Give a one- to two-paragraph write-up of the data from the EDA once you have completed step 1. (5 pts.)

3. EDA Descriptive Statistics: Create an APA-style table that presents descriptive statistics for the sample above. (5 pts.)

4. EDA Missing Data: Make a decision about the missing data from the sample above. How are you going to handle it, and why? (5 pts.)

5. Correlation Table: Perform a correlational analysis on the following variables:

Student Extroversion

Lecturer Extroversion

Student Agreeableness

Lecturer Agreeableness

Make sure that you handle missing data as you decided above. Create an APA table for the results. (5 pts.)

6. Correlation Test: State if you are using a one- or two-tailed test, and why. (5 pts.) 7. Correlation Results: Write up the results from the correlation in APA style and interpret them. (10 pts.) 8. Regression: Using the student’s extroversion score, calculate a regression that examines whether or not you can

predict if a student wants a lecturer to be extroverted. Ensure that you handle missing data as you decided above. Include diagnostics. Copy and paste the output into your Word document. (5 pts.)

9. Regression Test: State if you are using a one- or two-tailed test, and why. (5 pts.) 10. Regression Assumptions: Discuss assumptions; are they met? (5 pts.) 11. Regression Results: Write the results in APA style and interpret them. (10 pts.) 12. Comparison: Discuss whether the regression results differ from the correlation results above. (5 pts.) 13. Multiple Regression: Calculate a multiple regression that examines whether age, gender, and the student’s

extroversion predict if a student wants the lecturer to be extroverted. Ensure that you handle missing data as you decided above. Include diagnostics. Copy and paste the output into your Word document. (5 pts.).

14. Multiple Regression Test: State if you are using a one- or two-tailed test, and why. (5 pts.) 15. Multiple Regression Assumptions: Discuss assumptions; are they met? (5 pts.) 16. Multiple Regression Results: Write the results in APA style and interpret them. (10 pts.) 17. Multiple Regression Comparison: Discuss whether these results differ from the correlation results above. (5 pts.)

Information about accessing the Blackboard Grading Rubric for this assignment is provided below.



Unit VI Assignment Homework Analysis & Research Submit one APA-formatted Word document for this assignment.

1. Briefly restate your research area of interest. You will use this topic as the basis to select variables for the remaining questions in this assignment. (3 pts.)

2. Pearson Correlation a. Identify two variables for which you could calculate a Pearson correlation coefficient. Describe the variables

and their scale of measurement. (3 pts.) b. Now, assume you conducted a Pearson correlation and came up with a significant positive or negative value.

Create a mock r value (for example, .3 or -.2). Report your mock finding in APA style, and interpret the statistic in terms of effect size and R2 while also taking into account the third variable problem and well as direction of causality. (10 pts.) (Note that the text does not use APA style; consult the 6th edition manual.)

3. Spearman’s Correlation a. Identify two variables for which you could calculate a Spearman’s correlation coefficient. Describe the

variables and their scale of measurement. (3 pts.) b. Now, assume you conducted a correlation and came up with a significant positive or negative value. Create a

mock r value (for example, .3 or -.2). Report your mock finding in APA style and interpret the statistic in terms of effect size and R2 while also taking into account the third variable problem and well as direction of causality. (10 pts.) (Note that the text does not use APA style; consult the 6th edition manual.)

4. Partial Correlation vs. Semi-Partial Correlation a. Identify three variables for which you may be interested in calculating either a partial or semi-partial

correlation coefficient. (2 pts.) b. Compare/contrast these two types of analyses using your variables and research example. Which would you

use and why? (10 pts.) 5. Simple Regression

a. Identify two variables for which you could calculate a simple regression. Describe the variables and their scale of measurement. (3 pts.)

b. Which variable would you include as the predictor variable and which as the outcome variable? Why? (5 pts.) c. What would R2 tell you about the relationship between the two variables? (5 pts.)

6. Multiple Regression a. Identify at least three variables for which you could calculate a multiple regression. Describe the variables and

their scale of measurement. (3 pts.) b. Which variables would you include as the predictor variables and which as the outcome variable? Why?

(5 pts.) c. Which regression method would you use and why? (5 pts.) d. What would R2 and adjusted R2 tell you about the relationship between the variables? (5 pts.)

7. Logistic Regression a. Identify at least three variables for which you could calculate a logistic regression. Describe the variables and

their scale of measurement. (3 pts.) b. Which variables would you include as the predictor variables and which as the outcome variable? Why?

(5 pts.) c. Which regression method would you use, and why? (5 pts.) d. What would the output tell you about the relationship between the variables? (5 pts.)

Information about accessing the Blackboard Grading Rubric for this assignment is provided below. Unit VII Assignment Comparison of Means Submit one Word document for this assignment (copy and paste SPSS output into the Word document).

1. Paired Samples t test: For this assignment, you are interested in finding out whether participation in a creative writing course results in increased scores on a creativity assessment. a. Use the data file “Unit7.sav.” In this file, “Participant” is the numeric student identifier, “CreativityPre” contains

creativity pre-test scores, and “CreativityPost” contains creativity post-test scores. A total of 40 students completed the pre-test, took the creativity course, and then took the post-test. (0 pts.)

b. Exploratory Data Analysis: Perform exploratory data analysis on CreativityPre and CreativityPost, then copy and paste the output into the Word document. (15 pts.)


c. Report: Using SPSS, calculate the mean and standard deviation of these two variables and report them in 1-2 sentences. (5 pts.)

d. Chart/graph: Construct an appropriate chart/graph that displays the relevant information for these two variables. (20 pts.)

e. Hypotheses: Write the null and alternative hypotheses used to test the question above (i.e., whether participation in the course affects writing scores). (10 pts.)

2. Comparison of Means a. T-Test: Perform a paired samples t test to assess your hypotheses above (note that many versions of SPSS

use the term “paired samples t test” rather than “dependent t test;” the test itself is the same). Copy and paste the output into the Word document. (20 pts.)

b. Results: Write one or two paragraphs that describe the dataset, give(s) your hypothesis, and present(s) the results of the paired samples t test. Be sure that your writing conforms to APA style. (20 pts.)

Information about accessing the Blackboard Grading Rubric for this assignment is provided below. Unit VIII Assignment Homework ANOVA Submit one Word document for this assignment (copy and paste SPSS output into the Word document).

1. Part 1: All of us have, at some time or another, had our blood pressure measured while at our physician’s office. How accurate are these measurements? It may surprise you to learn that there is something called “white coat syndrome:” the tendency of some people to exhibit elevated blood pressure in clinical (medical) settings only. In other words, for these people the very fact that the physician is taking their blood pressure causes it to increase (for more information about white coat syndrome see http://www.webmd.com/anxiety-panic/features/beyond-white-coat-syndrome). In this assignment, you will be using the “Unit8.sav” data file to determine whether you find support for the existence of white coat syndrome. In this study, 60 participants were randomly assigned to one of three groups. The “settings” variable indicates the location in which the participants’ blood pressure was recorded: 1=home, 2=in a doctor’s office, and 3=in a classroom setting. The “SystolicBP” variable contains the participants’ systolic pressure (the “upper” number). The “DiastolicBP” variable contains the participant’s diastolic pressure (the “lower” number). a. Exploratory Data Analysis: For the SystolicBP and DiastolicBP variables, copy and paste the output into the

Word document. (10 pts.) b. Mean & Standard Deviation: Using SPSS, calculate the mean and standard deviation of these two variables.

Be sure that your analysis is broken down by setting (i.e., you will have six means, six SDs, etc.). Copy and paste the output into the Word document. (15 pts.)

c. Graphs: Create two graphs—one for systolic and one for diastolic pressure. Each graph should clearly delineate the three groups. Copy and paste into the Word document and title appropriately. (15 pts.)

d. Hypotheses. Write null and alternative hypotheses for the comparison of the three groups (note that your alternative hypothesis will state that the three groups are equivalent; be sure to word your null hypothesis correctly). (10 pts.)

2. ANOVA a. ANOVA: Using the Unit8.sav data file, perform two single factor ANOVAs: one using SystolicBP and one

using DiastolicBP as the dependent variable. Copy and paste the output into the Word Document. (20 pts.) b. Post Hoc Analyses: If appropriate for either or both of the ANOVAs, perform post hoc analyses to determine

which groups actually differ. (10 pts.) c. Report: Write one paragraph for each ANOVA (be sure to use APA style). At a bare minimum, each

paragraph should contain the three means, three SDs, ANOVA results (F, df), post hoc tests (if applicable), effect size, and an interpretation of these results. (20 pts.)

Information about accessing the Blackboard Grading Rubric for this assignment is provided below.

http://www.webmd.com/anxiety-panic/features/beyond-white-coat-syndrome

http://www.webmd.com/anxiety-panic/features/beyond-white-coat-syndrome


APA Guidelines

The application of the APA writing style shall be practical, functional, and appropriate to each academic level, with the primary purpose being the documentation (citation) of sources. CSU requires that students use APA style for certain papers and projects. Students should always carefully read and follow assignment directions and review the associated grading rubric when available. Students can find CSU’s Citation Guide by clicking here. This document includes examples and sample papers and provides information on how to contact the CSU Success Center.

Grading Rubrics

This course utilizes analytic grading rubrics as tools for your professor in assigning grades for all learning activities. Each rubric serves as a guide that communicates the expectations of the learning activity and describes the criteria for each level of achievement. In addition, a rubric is a reference tool that lists evaluation criteria and can help you organize your efforts to meet the requirements of that learning activity. It is imperative for you to familiarize yourself with these rubrics because these are the primary tools your professor uses for assessing learning activities. Rubric categories include: (1) Discussion Board, (2) Assessment (Written Response), and (3) Assignment. However, it is possible that not all of the listed rubric types will be used in a single course (e.g., some courses may not have Assessments). The Discussion Board rubric can be found within Unit I’s Discussion Board submission instructions. The Assessment (Written Response) rubric can be found embedded in a link within the directions for each Unit Assessment. However, these rubrics will only be used when written-response questions appear within the Assessment. Each Assignment type (e.g., article critique, case study, research paper) will have its own rubric. The Assignment rubrics are built into Blackboard, allowing students to review them prior to beginning the Assignment and again once the Assignment has been scored. This rubric can be accessed via the Assignment link located within the unit where it is to be submitted. Students may also access the rubric through the course menu by selecting “Tools” and then “My Grades.” Again, it is vitally important for you to become familiar with these rubrics because their application to your Discussion Boards, Assessments, and Assignments is the method by which your instructor assigns all grades.

Communication Forums These are non-graded discussion forums that allow you to communicate with your professor and other students. Participation in these discussion forums is encouraged, but not required. You can access these forums with the buttons in the Course Menu. Instructions for subscribing/unsubscribing to these forums are provided below. Click here for instructions on how to subscribe/unsubscribe and post to the Communication Forums. Ask the Professor This communication forum provides you with an opportunity to ask your professor general or course content questions. Questions may focus on Blackboard locations of online course components, textbook or course content elaboration, additional guidance on assessment requirements, or general advice from other students. Questions that are specific in nature, such as inquiries regarding assessment/assignment grades or personal accommodation requests, are NOT to be posted on this forum. If you have questions, comments, or concerns of a non-public nature, please feel free to email your professor. Responses to your post will be addressed or emailed by the professor within 48 hours. Before posting, please ensure that you have read all relevant course documentation, including the syllabus, assessment/assignment instructions, faculty feedback, and other important information.

http://www.columbiasouthern.edu/downloads/pdf/success/citation-guide

https://online.columbiasouthern.edu/CSU_Content/common_files/instructions/DB/Create_New_Thread_Subscribe.pdf


Student Break Room This communication forum allows for casual conversation with your classmates. Communication on this forum should always maintain a standard of appropriateness and respect for your fellow classmates. This forum should NOT be used to share assessment answers.

Grading

Discussion Boards (Units I & VIII) (2 @ 2%) = 4% Discussion Boards (Units II-VII) (6 @ 4%) = 24% Unit I Assignment = 9% Unit II Assignment 1 (Enter Data) = 3% Unit II Assignment 2 (Research) = 4% Unit II Assignment 3 (Mock Data) = 3% Unit III Assignment = 8% Unit IV Assignment = 8% Unit V Assignment = 10% Unit VI Assignment = 9% Unit VII Assignment = 9% Unit VIII Assignment = 9% Total = 100%

Course Schedule/Checklist (PLEASE PRINT) The following pages contain a printable Course Schedule to assist you through this course. By following this schedule, you will be assured that you will complete the course within the time allotted.


DBA 7310, Statistics for Business Decisions and Research Course Schedule

By following this schedule, you will be assured that you will complete the course within the time allotted. Please keep this schedule for reference as you progress through your course.

Unit I Research Methods & Basic Statistics

Review: Unit Study Guide Learning Activities (Non-Graded): See Study Guide

Read:

Preface How to Use This Book Chapter 1: Why is my evil lecturer forcing me to learn statistics? Chapter 2: Everything you ever wanted to know about statistics Additional Reading Assignment(s): See Study Guide Suggested Reading: See Study Guide

Discuss:

Discussion Board Response: Submit your response to the Discussion Board question by Saturday, 11:59 p.m. CST (Central Time)

Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday, 11:59 p.m. CST (Central Time)

Submit: Assignment by Tuesday, 11:59 p.m. CST (Central Time)

Notes/Goals:

Unit II Entering Data


Read: Chapter 3: The SPSS Environment Additional Reading Assignment(s): See Study Guide Suggested Reading: See Study Guide

Discuss:



Submit: Assignment 1 by Tuesday, 11:59 p.m. CST (Central Time) Assignment 2 by Tuesday, 11:59 p.m. CST (Central Time) Assignment 3 by Tuesday, 11:59 p.m. CST (Central Time)

Notes/Goals:



Unit III Graphs


Read: Chapter 4: Exploring Data With Graphs Additional Reading Assignment(s): See Study Guide Suggested Reading: See Study Guide

Discuss:




Notes/Goals:

Unit IV Assumptions


Read: Chapter 5: The Beast of Bias Additional Reading Assignment(s): See Study Guide Suggested Reading: See Study Guide

Discuss:




Notes/Goals:



Unit V Correlation / Regression


Read:

Chapter 7: Correlation Chapter 8: Regression Additional Reading Assignment(s): See Study Guide Suggested Reading: See Study Guide

Discuss:




Notes/Goals:

Unit VI Logistic Regression


Read: Chapter 19: Logistic Regression Additional Reading Assignment(s): See Study Guide Suggested Reading: See Study Guide

Discuss:




Notes/Goals:



Unit VII Comparison of Means


Read: Chapter 9: Comparing Two Means Additional Reading Assignment(s): See Study Guide Suggested Reading: See Study Guide

Discuss:




Notes/Goals:

Unit VIII ANOVA


Read: Chapter 11: Comparing several means: ANOVA (GLM 1) Additional Reading Assignment(s): See Study Guide Suggested Reading: See Study Guide

Discuss:




Notes/Goals:

Documents

DBA 7310, Statistics for Business Decisions and Research · Discovering statistics using IBM SPSS Statistics (4th ed.). London, England: Sage. Additionally, students will access the