County
Alpine
Andrews
Angelina
Appling
Arapahoe
Atlantic
Austin
Bailey
Ballard
Bastrop
Baylor
Bee
Belmont
Benewah
Benton
Borden
Bosque
Bowie
Brazoria
Brazos
Brewster
Briscoe
Brooks
Brown
Burleson
Butler
Caldwell
Calhoun
Callahan
Calumet
Camp
Carson
Casey
Castro
Charles
Cherry
Chilton
Clinton
Cochise
Coke
Coleman
Collin
Collins
Median
Average years
household
of schooling
income in dollars
42799
56598
41789
41593
51925
35427
55470
39152
59512
39631
43075
47985
41175
59839
41211
59620
46873
55241
43042
42242
55536
40064
54202
50142
58115
57472
39920
48539
52155
38453
56918
45745
35545
37647
51951
54248
56913
42518
39550
45753
55344
57294
38916
11,8
13,1
11,7
11,7
12,5
10,3
13,1
11,4
14
11,5
11,9
12,2
11,7
13,9
11,7
14
12,1
12,9
11,8
11,8
13,1
11,6
12,6
12,3
13,5
13,5
11,6
12,2
12,5
11,1
13,3
12,1
10,5
10,8
12,5
12,6
12,4
11,8
11,4
12,1
13
13,4
11,2
Average
lifespan in
years
75,9
79,7
75,7
75,5
78,1
73
79,5
74,6
80,1
74,8
76,2
77,5
75,2
78,9
78,1
80,9
77,2
78,9
78,4
75,9
78,4
75,2
78,5
77,9
80,4
80,3
75
77,7
78,1
73,9
80,1
76,8
73,3
73,5
78,1
78,6
80,1
75,9
74,7
76,9
79,2
80,3
74,2
Average
number of
people per
household
2,2
2,5
2,2
2,6
3
2,5
2,2
2,4
2,8
2,9
1,9
2,7
2,7
3,2
2,1
2,5
2
2,7
2,7
3,2
2,5
2,9
2,2
1,8
2,2
2
2,4
2,6
2,3
1,9
2,5
2,4
2,1
2,6
3,2
2,4
2,4
2,7
2,7
3,2
2,9
2,7
2,7
Colorado
Comal
Concho
Cone
Cooke
Cotton
Coweta
Craven
Crockett
Dakota
Dale
Dallam
Dallas
Daniels
Dearborn
Delaware
Denton
DeWitt
Dickens
Dimmit
Durham
Duval
Eastland
Ector
Edward
Erie
Essex
Gregg
Grimes
Guam
Hale
Hall
Jones
Kent
Lincoln
Marion
Nevada
Niagra
Ontario
Orange
Oxford
Putnam
Queens
Richmond
Riverside
Sullivan
Sutter
50008
47085
47703
39275
53163
3600
40793
54863
39582
53529
38668
39820
56972
48640
57777
35831
51417
51311
46677
36620
46660
54668
55060
41648
45157
56785
43613
54416
53695
35968
38098
38375
55043
41928
57064
3900
45455
37975
56027
35442
55998
41332
47582
52193
44685
37692
47253
12,3
12,1
12,2
11,4
12,5
10,8
12
12,7
11,4
12,6
11,7
11,6
13,4
12,3
13,5
10,7
12,4
12,4
12,1
11,1
12,1
12,7
12,8
11,7
12
13,3
11,9
12,6
12,6
10,8
12,2
11
12,8
11,8
13,4
11
12,1
9
13,1
9,4
13,1
11,7
12,2
12,5
12
10,9
12,2
77,8
78,3
77,4
74,6
78,4
73
70,4
78,8
74,8
78,5
74,2
75
78,8
78
80,4
73,3
78,1
78
77,1
73,5
77
78,7
78,9
75,7
76,8
79,7
76,3
78,7
78,5
73,3
73,7
73,8
78,8
75,8
80,2
73,8
76,8
73,6
79,7
70
79,6
75,4
77,4
78,1
76,7
73,6
77,3
2,4
2,3
2
3,5
2,2
2
3
2,2
2
2,3
2,1
1,8
2,4
2,7
2
2
2,5
2,9
2,7
2,1
1,8
2,6
2,3
2,8
2,6
2,8
2,8
2,1
2,2
2,8
2,7
2,7
2,1
3
2,6
2,5
2,7
2,5
2,6
3,1
2,3
2,9
2,1
1,8
2,4
2,3
1,8
Tipton
Trinity
Union
Wabash
Washington
Wells
Wyoming
Yates
Yuba
Ziebach
53186
50098
58850
58223
39193
51233
38956
41905
39077
44500
12,5
12,3
13,6
13,6
12,2
12,4
11,3
11,7
11,4
12
78,4
77,8
80,8
78,8
74,6
78
74,4
78,3
74,5
76,4
3,1
2
2,4
2
3
2,9
2,9
3
2,9
2,4
MTH410
Critical Thinking Rubric - Module 2
Meets Expectation
Content, Research, and Analysis
21 -25 Points
Requirements
Includes all of the
required
components, as
specified:
addressed items 13; report contains
all sections and
components; Excel
file submitted.
25-30 Points
Content
Demonstrates
strong or adequate
knowledge of
numerical
statistics; correctly
represents
knowledge from
the readings and
sources.
25-30 Points
Critical Analysis
Provides a strong
critical analysis
and interpretation
of the information
given.
Mechanics and Writing
9-10 Points
Demonstrates
Project is clearly
college-level
organized, well
proficiency in
written, and in
organization,
proper format as
grammar and
outlined in the
style.
assignment. Strong
sentence and
paragraph
structure; few
errors in grammar
and spelling.
Approaches
Expectation
Below Expectation
Limited Evidence
16-20 Points
Includes most of
the required
components, as
specified in the
assignment.
11-15 Points
Includes some of
the required
components, as
specified in the
assignment.
6-10 Points
Includes few of the
required
components, as
specified in the
assignment.
19-24 Points
Some significant
but not major
errors or omissions
in demonstration
of knowledge.
13-18 Points
Major errors or
omissions in
demonstration of
knowledge.
7-12 Points
Fails to
demonstrate
knowledge of the
materials.
19-24 Points
Some significant
but not major
errors or omissions
in analysis and
interpretation.
13-18 Points
Major errors or
omissions in
analysis and
interpretation.
7-12 Points
Fails to provide
critical analysis and
interpretation of
the information
given.
7-8 Points
Project is fairly well
organized and
written, and is in
proper format as
outlined in the
assignment.
Reasonably good
sentence and
paragraph
structure;
significant number
of errors in
grammar and
spelling.
5-6 Points
Project is poorly
organized; does
not follow proper
paper format.
Inconsistent to
inadequate
sentence and
paragraph
development;
numerous errors in
grammar and
spelling.
3-4 Points
Project is not
organized or well
written, and is not
in proper paper
format. Poor
quality work;
unacceptable in
terms of grammar
and spelling.
MTH410
Critical Thinking Rubric - Module 2
9-10 Points
Demonstrates
Project contains
proper use of
proper APA
APA style
formatting,
according to the
CSU-Global Guide
to Writing and APA
Requirements,
with no more than
one significant
error.
Total points possible = 105
7-8 Points
Few errors in APA
formatting,
according to the
CSU-Global Guide
to Writing and APA
Requirements, with
no more than two
to three significant
errors.
5-6 Points
Significant errors in
APA formatting,
according to the
CSU-Global Guide
to Writing and APA
Requirements, with
four to five
significant errors.
3-4 Points
Numerous errors in
APA formatting,
according to the
CSU-Global Guide
to Writing and APA
Requirements, with
more than five
significant errors.
Running head: GUIDE TO WRITING WITH STATISTICS
MTH410 Guide to Writing with Statistics
CSU-Global Campus
October, 2014
1
GUIDE TO WRITING WITH STATISTICS
2
Introduction
The purpose of this paper is to provide some general guidance in the writing of papers
using statistics and associated tests. The paper provides some general tips for writing and the use
of statistics. An example prompt is included, followed by a sample paper.
General Tips for Writing a Math Paper:
•
•
•
•
•
•
•
•
Organization:
o Turn your prompt into headings for paper sections. This will help you to make
sure you include all of the required information and analysis. It also helps the
reader identify the material.
o Your paper needs:
▪ A separate title page using APA style requirements (running header, page
numbers, course, instructor, your name, date, etc.).
▪ An introduction (often a summary or abstract of the problem).
▪ A body of the paper that answers the questions posed in the problem and
includes calculations and graphs associated with this problem. This is
where you can turn your prompt into headings. All references need to be
properly cited.
▪ A conclusion paragraph that addresses your findings and what you have
determined from the data and your analysis.
▪ A separate sheet for references.
o There are templates that use APA style that you can insert your material into. If
you really struggle with formatting, this may be an option for your first paper or
two. If you use a template, remember to double-check it to remove any extra
instructions or pages or other elements that weren’t used.
In general, numbers less than 10 are to be written in word form. However, if you have
numbers in this range that carry decimals, write them in numeral form.
Never use or interpret a statistic or test that you don’t fully understand.
Target your audience and present as much information as necessary to allow the reader to
make an independent interpretation.
Make use of graphs and tables to display information in an easily understood manner.
Format them the same throughout, and make sure you don’t manipulate axes.
If you are referring to a statistic that is less commonly used, explain how you calculated
it. (It is not necessary to explain mean, but it may be necessary to explain how you set up
an ANOVA test.)
Be clear about your sample and its corresponding population.
Be direct in writing descriptive statistics (The mean in Group A is 22.9 units.).
GUIDE TO WRITING WITH STATISTICS
•
•
2
Translate the meaning of the statistic for the reader. Write plainly and then back it up
with statistical evidence. For example: Men and women scored equally well on this study
(t = 0.25, p < 0.01).
For additional resources see the CSU-Global Guide to Writing and APA Requirements or
visit https://owl.english.purdue.edu/owl/owlprint/672/
GUIDE TO WRITING WITH STATISTICS
3
Prompt for Sample Paper:
Critical Thinking: Heavenly Chocolates
Website transactions are an important segment of sales and distribution today. Heavenly
Chocolates manufactures and sells quality chocolates at its plant and retail store in Bozeman,
MT. Three years ago, the company developed a website and began sales on the internet. Website
sales have exceeded expectations and management is now considering strategies to continue to
increase its sales. To learn more about its sales, Heavenly Chocolates selected a sample of 50
random transactions from its previous month’s sales. The transaction data shows the day of the
week the purchase was made, the type of browser used in the transaction, the time spent on the
website, the number of website pages viewed, and the amount spent by the customer. The data is
shown in a file named Chocolate.
Heavenly Chocolates would like to determine if time spent on the website or the number
of pages viewed influence the total purchase. They would also like to examine any effect that
day of the week and browser type have on sales.
Managerial Report
Prepare a report (see below) using the numerical methods of descriptive statistics presented in
this module to learn how the variables contribute to the sales of chocolate. Be sure to include the
following four (4) items in your report.
1. Descriptive statistics (mean, median, range, and standard deviation) for each of the three
variables along with an explanation of what the descriptive statistics tell us about the
sales.
2. A breakdown using descriptive statistics examining the effect of days of the week on
sales. Evaluate the results.
3. A breakdown using descriptive statistics examining the effect of browser type on sales.
Evaluate the results.
4. Descriptive statistics (correlation coefficient) showing the relationship between sales (in
dollars), and each of the other two variables. Evaluate the relationships between sales (in
dollars) and each of the other variables (time spent and pages visited). Use tables, charts,
graphs, or visual dashboards to support your conclusions. Make recommendations for
continuing to develop sales to the management.
Write a report that adheres to the Written Assignment Requirements under the heading
“Expectations for CSU-Global Written Assignments” found in the CSU-Global Guide to Writing
and APA Requirements. As with all written assignments at CSU-Global, you should have in-text
citations and a reference page.
Your report must contain the following:
•
•
A title page
An introduction
GUIDE TO WRITING WITH STATISTICS
•
•
4
A body of the paper that answers the questions posed in the problem and calculations and
graphs associated with this problem.
A conclusion paragraph that addresses your findings and what you have determined from
the data and your analysis.
Submit your Excel file in addition to your report.
Note: Prompt adapted from the “Heavenly Chocolate Website Transactions Case Problem 4,” D.
Anderson, D. Sweeney, T. Williams, J. Camm, & J. Cochran, 2015, Essentials of statistics for
business and economics. (7th ed.), p. 167,168.
The following pages contain the sample paper corresponding to the prompt written
above. Read through it for ideas on how to write your own papers.
HEAVENLY CHOCOLATES WEB SALES ANALYSIS (Sample)
Heavenly Chocolates Web Sales Analysis
Student Name
MTH410 – Quantitative Business Analysis
Colorado State University–Global Campus
Instructor Name
Date
1
HEAVENLY CHOCOLATES WEB SALES ANALYSIS (Sample)
2
Heavenly Chocolates Web Sales Analysis
Website transactions are an important segment of sales and distribution today. Any
business developing a market for online sales would be wise to analyze data from both the
general marketplace and its own specific customer segment. Analysis of this data can provide
insight into further development of sales. Heavenly Chocolates data-mined their transactions for
the previous month to gather a random sample of 50 customer transactions. The sample recorded
the day of the week the purchase was made, the type of browser used in the transaction, the time
spent on their website, the number of website pages viewed, and the amount spent by the
customer. The purpose of this analysis is to determine if the time spent on the website or the
number of pages viewed influences the total purchase. The impact of day of the week and
browser type on sales will also be studied.
Overview of Online Sales
The 50 customers sampled spent a total of $3,406.41 in the previous month. This is an
average of $68.10 per customer. The purchases ranged from a $17.80 to $158.50. The average
customer spent 12.8 minutes on the website. Time spent on the website ranged from 4.3 minutes
to 32.9 minutes. The typical customer viewed almost five pages, with two as the minimum and
ten as the maximum. The data set is summarized below in Table 1.
Table 1
Summary of Online Sales Sample
Time (min)
Pages Viewed
Amount Spent ($)
mean
12.8
4.8
68.1
median
11.4
4.5
62.2
std dev
6.1
2
32.3
min
4.3
2
17.8
HEAVENLY CHOCOLATES WEB SALES ANALYSIS (Sample)
3
Table 1
Summary of Online Sales Sample (Continued)
Time (min)
Pages Viewed
Amount Spent ($)
max
32.9
10
158.5
range
28.6
8
140.7
SUM ($)
3406.41
Note: Data compiled from the “Heavenly Chocolate Website Transactions Case Problem 4,” D.
Anderson, D. Sweeney, T. Williams, J. Camm, & J. Cochran, 2015, Essentials of statistics for
business and economics. (7th ed.), p. 167,168.
Impact of Day of the Week on Sales
The daily sales breakdown reveals some interesting patterns. Sunday is the lowest sales
day, from the perspective of both total sales ($218.15) and average sales ($43.60). Monday and
Friday were the best days in terms of overall sales performance. Monday had the highest mean
(average) sales at $90.40, while Friday had the highest total sales at $945.43 for roughly 28% of
the sample total. See Table 2 for a complete breakdown of the impact of the day of the week on
amount spent, time spent on the website, and number of pages viewed.
Table 2
Breakdown of Sales by Day of the Week
Sun
Mon
Tues
Wed
Thurs
Fri
Sat
Total
mean
43.6
90.4
59.3
57
58.8
85.9
54.1
68.1
median
37.2
104.2
67.4
53.4
59.2
70.4
55.6
62.2
std dev
12.8
43.5
14.6
24.5
30.4
33.9
17.7
32.3
min
32.7
26.7
39.1
32.7
17.8
52.1
27.9
17.8
max
64.2
158.5
74.4
94.9
91.6
155.3
78.6
158.5
range
31.4
131.8
35.4
62.2
73.8
103.2
50.7
140.7
count
5
9
7
6
5
11
7
50
Total Sales
HEAVENLY CHOCOLATES WEB SALES ANALYSIS (Sample)
4
Table 2
Breakdown of Sales by Day of the Week (Continued)
Sun
SUM ($) 218.15
Mon
Tues
Wed
Thurs
Fri
Sat
Total
813.38
414.86
341.82
294.03
945.43
378.74
3,406.41
Time Spent
mean
11.4
15.3
12.7
12.4
10.9
12.3
13.2
12.8
median
11.7
13.3
10.6
12
8.1
9.7
13.3
11.4
std dev
2.2
7.4
6
4.8
7.1
7.8
4.3
6.1
min
8
7.3
7.8
5
6.2
4.3
6
4.3
max
14.3
30.1
24.7
19.5
23.3
32.9
18.1
32.9
range
6.3
22.8
16.9
14.5
17.1
28.6
12.1
28.6
Pages Viewed
mean
4.2
6.4
4
4.2
3.8
4.8
5.3
4.8
median
4
6
4
4.5
4
4
5
4.5
std dev
1.9
2.1
2.1
1.5
2
2.3
1.1
2
min
2
4
2
2
2
3
4
2
max
7
10
7
6
7
10
7
10
range
5
6
5
4
5
7
3
8
Note: Data compiled from the “Heavenly Chocolate Website Transactions Case Problem 4,” D.
Anderson, D. Sweeney, T. Williams, J. Camm, & J. Cochran, 2015, Essentials of statistics for
business and economics. (7th ed.), p. 167,168.
By almost every measure, Monday is the best day for sales. Friday follows closely (see
Table 2). It makes logical sense to recommend that the marketing department develop
advertising targeted for Monday and Friday. Weekends are subpar and midweek statistics are
nearly equivalent. Targeting sales or special packages for midweek may produce some increased
traffic. If these recommendations are implemented, follow-up analysis is recommended to see if
the desired results are being produced.
HEAVENLY CHOCOLATES WEB SALES ANALYSIS (Sample)
5
Impact of Browser on Sales
There were also sales differences revealed by breaking the data down by browser type.
Customers using Internet Explorer to complete their transactions accounted for the highest total
sales at $1,656.81; however, this value was achieved on volume (see Table 3). Internet Explorer
had the lowest average sale at $61.36 while Firefox customers averaged $76.80 per transaction.
Table 3
Breakdown of Sales by Browser
Firefox
Internet
Explorer
Other
Total
mean
76.8
61.36
74.5
68.1
median
68
55.6
67.4
62.2
std dev
38.9
29.2
24.6
32.3
min
27.9
17.8
52.2
17.8
max
158.5
126.4
120.3
158.5
range
130.6
108.6
68.1
140.7
count
16
27
7
50
SUM ($)
1,228.21
1,656.81
521.39
3,406.41
Note: Data compiled from the “Heavenly Chocolate Website Transactions Case Problem 4,” D.
Anderson, D. Sweeney, T. Williams, J. Camm, & J. Cochran, 2015, Essentials of statistics for
business and economics. (7th ed.), p. 167,168.
The opportunity here is to target premium packages for advertising specific to Firefox.
Value packages could be created for advertising specific to Internet Explorer. This promotion
should be combined with the recommendations given regarding days of the week and subjected
to a follow-up analysis to check for results.
Relationship between Amount Spent and Website Use
The other feature of this analysis is to evaluate the relationship between amount spent by
customers and how much time they spent on the website with the additional variable of number
HEAVENLY CHOCOLATES WEB SALES ANALYSIS (Sample)
6
of pages viewed also taken into account. For this, a correlation analysis was performed. The
correlation coefficient between time spent on the website and amount spent in dollars was
moderately positive (r = 0.58). A similar moderately positive correlation coefficient (r = 0.60)
was found between the variables of time spent on the website and number of pages visited. The
strongest correlation was found between number of pages viewed on the website and amount
spent. This correlation coefficient (r = 0.72) approaches a strong positive correlation (see Figure
1). This suggests that there may be some merit in trying to guide customers to view more pages.
180.00
160.00
Dollars Spent
140.00
120.00
100.00
80.00
60.00
40.00
20.00
0.00
0
2
4
6
8
10
12
Pages Viewed
Figure 1. Relationship Between Pages Viewed and Dollars Spent. Data compiled from the
“Heavenly Chocolate Website Transactions Case Problem 4,” D. Anderson, D. Sweeney, T.
Williams, J. Camm, & J. Cochran, 2015, Essentials of statistics for business and economics. (7th
ed.), p. 167,168.
A common tactic is to guide customers to pages that have also been viewed by other
customers viewing the product on the current page. Another suggestion is to pair pages and
suggest that customers who purchased the product on the current page also frequently purchased
a product on the linked page. As with previous suggestions, follow-up analysis should be
performed to check results. On a cautionary note, this can be overdone. The statement from
HEAVENLY CHOCOLATES WEB SALES ANALYSIS (Sample)
7
Essentials of Statistics for Business and Economics that correlation is a measure of linear
association and not causation should also be duly noted (Anderson, et al., 2015).
Conclusion
The analysis of this sample of 50 random customer transactions revealed several items to
be used in the development of continued growth at Heavenly Chocolate. There is positive
correlation between all three variables, but the strongest correlation is between number of pages
viewed and amount of sales. There is adequate reason to pursue linking pages and making
suggestions for customer purchasing. Monday and Friday are the best sales days. Firefox
customers spend the most, but Internet Explorer customers provide the highest volume.
Packaging and marketing strategies can be developed using this information. This analysis
validates the use of statistical tools to provide insight into new strategies. Follow-up analysis is
also mandated to find out if the strategies are producing results.
HEAVENLY CHOCOLATES WEB SALES ANALYSIS (Sample)
References
Anderson, D.R., Sweeney, D.J., Williams, T.A., Camm, J.D., & Cochran, J.J. (2015). Essentials
of statistics for business and economics. (7th ed.). Stamford, CT: Cengage Learning.
8
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