JOGINPALLY B R ENGINEERING COLLEGE

Bhaskar Nagar, Yenkapally(V), Moinabad (M), R.R.District,

Hyderabad – 500075, T.S., India

CONTENTS OF COURSE FILE

1. Institute & Department Vision & Mission.

2. a. Individual Time table
b. Course Syllabus copy
3. a. List of Program Educational Objectives
b. List of Program Outcomes
c. List of Course Objectives
d. List of Course Outcomes
4. a.Course Plan
b. Unit Plan
c. Lesson Plan
5. Illustrative Verbs for Writing.
6. List of various Mappings/Matrix used in the course
a. Mapping between Course Objectives and Course Outcomes
b. Mapping between Course Objectives and Program Outcomes(POs)
c. Mapping between Course Outcomes and Program Outcomes(POs)
d. Mapping between Course with titles and codes and Program Outcomes(POs)
e. Mapping between the PEOs and Course Outcomes
f. Mapping between POs and Assessment Methods
g. Mapping between the Assessment Methods and PEOs
7. Unit- wise course material.
8. List of Assessments, assignments, Tests, Seminar Topics, Group Discussions, Projects,
Experiments etc. given to students- and criteria used for evaluation.
9. Assessments sheets and course Schedules.
10. Evaluation Strategy ( Combination of continuous internal evaluation and external
evaluation involving knowledge, skills and attitude)
11. Guidelines to the Study of the Course.
12. Mid exam question papers.
13. Mid & Quiz exam marks of the students for all assessments and end exam for the course.
14. Photocopy of the best, average and the worst answer sheets in all assessments and final
exam for the course.
15. Results of surveys and feedback from students about the course.
16. Any teaching/learning aids, additional resources like OHP transparencies, LCD projection
material, Hard and Soft copies of handouts used.
17. Course Outcomes and Program Outcomes achievement sheet.
18. Grading sheet of the course of all students.
 19. Material collected from internet/websites.
20. Previous question papers.

JOGINPALLY B R ENGINEERING COLLEGE

Bhaskar Nagar, Yenkapally(V), Moinabad (M),R.R.District,
Hyderabad – 500 075, T.S., India.

VISION & MISSION

Academic Year : 2014-2015

Semester : I
Name of the Program : MBA Year: I Section: N.A
Course/Subject: Research Methodology And Statistical analysis
Course Code:
Name of the Faculty: G.Kirthy Dept.: MBA
Designation: Assistant Professor

VISION OF THE INSTITUTE

To be a global leader in educational and research institution in Engineering and Management.

MISSION OF THE INSTITUTE

 To impart high quality technical and professional education in order to mould the learners into
globally competitive professionals who are professionally deft, intellectually adept and socially
responsible.
 To collaborate with industries and research organizations and excel in the emerging areas of
research.
VISION OF THE PROGRAM

 To become recognized as a dynamic, student competent, high quality, selective

program that produces well-rounded business leaders.

MISSION OF THE PROGRAM

 To mentor the students to transform and advance in managerial and administrative

practices, entrepreneurial skills through brainstorming, cases studies and research
work that augment organization performance.

 To formulate a tenacious research and teaching atmosphere that responds

dynamically to the contemporary issues and obtains managerial solutions.

2a. Individual Time Table

Day 9:10- 10:00- 10:50 – 11:40- 12:30 – 01:00- 01:50 – 02:40 –

10:00 10:50 11:40 12:30 01:00 1:50 02:40 3:30
MON

TUES
RMSA
WED
RMSA
THU
RMSA
FRI
RMSA
SAT
RMSA
 2b. COURSE SYLLABUS
RESEARCH METHODOLOGY & STATISTICAL ANALYSIS

MBA I Year I Sem. L T/P/D C

Course Code: 31/0/0/3

I Year I Semester

Unit – I:

Introduction to Statistics- Functions of Statistics and Managerial Applications of Statistics

Relationship with other subjects. Measures of central Tendency- Mean, Median, Mode,
Geometric Mean and Harmonic Mean
Unit – II:
Measures of Dispersion- Range Quartile deviation, Mean Deviation , Standard deviation
and co-efficient of variation Skewness: Karl Pearson co-efficient of skewness, Bowleys
co-efficient of skewness, Kelleys co-efficient of skewness, kurtosis
Unit – III:
Tabulation of Univariate , Bivariate and multivariate data, Data classification and
tabulation, Diagrammatic and graphical representation of data. One dimensional, Two
dimensional and three dimensional diagrams and graphs. Small Sample Tests- t-
Distribution-properties and applications, testing for one and two means, paired t- test.

Unit – IV:
Analysis of Variance-One Way and Two Way ANOVA (with and without Interaction).
Chi-Square distribution: Test for a specified Population variance, Test for Goodness of fit,
Test for Independence of Attributes. Correlation Analysis-Scatter diagram, Positive and
Negative correlation, limits for coefficient of Correlation, Karl Pearson’s coefficient of
correlation, Spearman’s Rank correlation, concept of Multiple and partial
Correlation,Regression Analysis-Concept, least square fit of a linear regression, two lines
of regression, Properties of regression coefficients.

Unit – V:

Time Series Analysis-Components, Models of Time Series–Additive, Multiplicative and

Mixed models; Trend analysis-Free hand curve, Semi averages, moving averages, Least
Square methods and Index numbers – introduction ,Characteristics and uses of index
numbers ,types of index numbers , un weighted price indexes weighted price indexes,
Tests of adequacy and consumer price indexes.

REFERENCES:
1. Levin R.I., Rubin S. David, “Statistics for Management”, 2015, 7th Ed. Pearson.
2. Beri, “ Business Statistics ”, 2015, 1st Ed, TMH.
3. Gupta S.C, “Fundamentals of Statistics”, 2015, 6th Ed. HPH.
4. Amir D. Aczel and Jayavel Sounder pandian, “Complete Business Statistics”, TMH,
5. Levine , Stephan , krehbiel , Berenson -Statistics for Managers using Microsoft Excel,PHI .
6. J. K Sharma, “Business Statistics”, 2015, 2nd Ed. Pearson.

3a. PROGRAM EDUCATIONAL OBJECTIVES (PEOs)

1. To create the students as effective professionals by solving real problems through the
use of management science knowledge and with attention to team work, effective
communication, critical thinking and problem solving skills.

2. To develop professional skills that prepares students for immediate employment and
for life-long learning in advanced areas of management and related fields.

3. To acquire an ability to adapt to a rapidly changing environment by having learned

and applied new skills and new competencies.

4. To provide with an educational foundation that prepares them for excellence,

leadership roles along diverse career paths with encouragement to professional ethics
and active participation needed for a successful career.

3b. PROGRAM OUTCOMES (POs)

1. An ability to apply conceptual business foundations to solve practical

decision-making problems, both individually and as part of teams using
techniques such as case analysis, projects and assignments.
2. An ability to develop a systematic understanding of globalization and its
impact on people, businesses and the economy.
3. An ability to demonstrate a critical awareness of current issues (e.g., diversity,
social responsibility, sustainability, innovation, knowledge management, etc.)
in business and management which is informed by leading edged research and
practice in the field.
4. An ability to function effectively on multi-disciplinary teams (Team work).
 5. An ability to analyze a problem, identify, formulate and use the appropriate
managerial skills for obtaining its solution.
6. An ability to recognize and address ethical issues and values and apply them
in organizational settings.
7. An ability to understand professional, ethical, legal, financial, marketing,
sales, logistical security and social issues and responsibilities (Professional
integrity).
8. An ability to communicate effectively, both in writing and orally (Speaking /
Writing skills).
9. An ability to use information and knowledge effectively: scanning and
organizing data, synthesizing and analysing in order to abstract meaning from
information, and to share knowledge.
10. An ability to acquire knowledge of contemporary issues (Social awareness).
11. An ability to use current techniques, skills, and tools necessary for managerial
practice (Practical managerial analysis skills).
12. An integrated knowledge of and demonstrated ability to perform as
management professionals, and will be prepared for continued learning
throughout their career.

3c.COURSE OBJECTIVES

S.N Course Objectives

o
On completion of this Course the student will:
1 Be familiar with the statistical tools. Understand and implement the managerial applications of
statistics.
2 Understand the difference between t-test, paired t-test, Anova one way and two way
classification.
3 Characterize the kinds of patterns that can be discovered by the methods of central tendency.

4 Understand the concept of coefficient of skewness i.e karl pearsons coefficient of skewness,
Bowley’s coefficient of skewness.

3d. COURSE OUTCOMES

S.N Course Outcomes

o After completing this course the student will be able to:

1 Understand how to calculate and apply measures of location and measures of dispersion-
 grouped and ungrouped data cases.
2 How to apply discrete and continous series in various business problems.

3 Perform test of hypothesis as well as calculate confidence interval for a population parameter
for single sample and two sample cases.
4 Learn non- parametric test such as chi-square test for Independence as well as goodness of fit.

4a. COURSEPLAN

TEXT BOOK
 Levin R.I., Rubin S. David, “Statistics for Management”, 2015, 7th Ed. Pearson.
 Beri, “ Business Statistics ”, 2015, 1st Ed, TMH.

REFERENCE BOOKS

 Gupta S.C, “Fundamentals of Statistics”, 2015, 6th Ed. HPH.

 Amir D. Aczel and Jayavel Sounder pandian, “Complete Business Statistics”, TMH,
 Levine , Stephan , krehbiel , Berenson -Statistics for Managers using Microsoft Excel,PHI .
 J. K Sharma, “Business Statistics”, 2015, 2nd Ed. Pearson.

Course
Objectives References
No. of & (Text Book,
Unit Lesson
Date Periods Topics / Sub-Topics Course Out Journal…)
No. No.
comes
Nos.
I COb 1 & T1, T2
29/8/14 CO 1,3
1 1
Introduction to Statistics-Overview

1/9/14 Functions of Statistics COb 1 & T1, T2

2 1
CO 1,3
Managerial Applications of COb 1 & T1
4/9/14 Statistics Relationship with other CO 1
3 1
subjects

4 6/9/14 1 Measures of central Tendency- COb 1 & T1

 Mean, Median CO 1

8/9/14 Mode ,Geometric Mean and COb 1 & T1, T2

Harmonic Mean CO 1
To
5 2
11/9/14

12/9/14 COb3& T1,T2

Unit – II: CO 2,6
6 To Dispersion- Range Quartile
2
13/9/14 deviation

7 15/9/14 Mean Deviation COb3& T1,T2

1
CO 2,6
8 16/9/14 Standard deviation COb3& T1,T2
1
CO 2,6
18/9/14 co-efficient of variation COb3& T1,T2
CO 2,6
9 To
2
II 19/9/14

10 22/9/14 Karl Pearson co-efficient of COb2,4& T1, T2

1 CO 2
skewness
3/10/14 Bowleys co-efficient of skewness COb2,4& T1, T2
CO 2
11 To
2
4/10/14

12 6/10/14 Kelleys co-efficient of skewness COb2,4& T1, T2

1
CO 2
13 7/10/14 Kurtosis. COb2,4& T1
1
CO 2
COb 2& T1
14 9/10/14
1 Unit – III: CO 3
Tabulation of Univariate
15 10/10/14 Bivariate and multivariate data COb 2& T1
1 CO 3
16 11/10/14 Data classification and tabulation COb 3,4& T1
1 CO 3,4
Diagrammatic and graphical COb 2& T1
14 16/10/14 CO 3
1 representation of data.

18 14/10/14 One dimensional COb 2& T1

1
III CO 3
19 20/10/14 2 Two dimensional and three COb 2& T1
dimensional. CO 3
To

21/10/14
 Diagrams and graphs COb 2& T1
20 23/10/14 CO 3
1

24/10/14 COb 2& T1

Small Sample Tests- t- CO 3
21 To Distribution-properties and
2 applications
25/10/14

30/10/14 Testing for one and two

COb 2& T1
means CO 3
22 To
2
31/10/14

1/11/14 Paired t- test.

COb 2& T1
CO 3
23 To
2
3/11/14

UNIT-IV Analysis of
COb 1& T1, T2
24 6/11/14 1 Variance-One Way. CO 3,7

7/11/14 Two Way ANOVA (with and

COb 1& T1, T2
25 To 2 without Interaction). CO 3,7
8/11/14
Chi-Square distribution: Test
COb 1& T1, T2
26 10/11/14 1 for a specified Population CO 3,7
variance,
Test for Goodness of fit, Test
COb 1& T1, T2
27 13/11/14 1 for Independence of CO 3,7
Attributes.
Correlation Analysis-Scatter
COb 1& T1, T2
28 14/11/14 1 diagram, Positive and CO 3,7
Negative correlation.
limits for coefficient of
COb 1& T1, T2
29 15/11/14 1 CO 3,7
Correlation
Karl Pearson’s coefficient of
COb 1& T1, T2
30 14/11/14 1 CO 3,7
correlation
31 18/11/14 Spearman’s Rank correlation,
COb 1& T1, T2
1
CO 3,7
concept of Multiple and
COb 1& T1, T2
32 20/11/14 1 partial Correlation. CO 3,7

Regression Analysis-Concept
COb 1& T1, T2
33 21/11/14 1 CO 3,7

Least square fit of a linear

COb 1& T1, T2
34 22/11/14 1 regression, CO 3,7

35 24/11/14 2 Two lines of regression,

COb 1& T1, T2
 To Properties of regression
CO 3,7
25/11/14 coefficients
UNIT-V Time Series
COb 5& T1, T2
36 27/11/14 1 Analysis-Components CO 4

Models of Time Series–

COb 5& T1, T2
Additive, Multiplicative and CO 4
37 28/11/14 1
Mixed models.

Trend analysis-Free hand

COb 6& T1, T2
38 29/11/14 1 curve, Semi averages CO 5

2/12/14 Moving averages

COb 6& T1,T2
39 To 2 CO 5
4/12/14
5/12/14 Least Square methods
COb 6& T1,T2
40 To 2 CO 5
6/12/14
Index numbers–
COb 6& T1,T2
41 8/12/14 1 introduction ,Characteristics CO 5
and uses of index numbers
42 11/12/14 1 COb 6& T1,T2
Types of index numbers CO 5
12/12/14 COb 6& T1,T2
Un weighted price indexes CO 5
43 To 2
13/12/14
44 15/12/14 1 COb 6& T1,T2
weighted price indexes CO 5
16/12/14 Tests of adequacy and
COb 6& T1,T2
45 To 2 consumer price indexes. CO 5
18/12/14

Signature of HOD Signature of faculty

Date: Date:

Note: 1. ENSURE THAT ALL TOPICS SPECIFIED IN THE COURSE ARE MENTIONED.
2. ADDITIONAL TOPICSCOVERED, IF ANY, MAY ALSO BE SPECIFIED IN BOLD
3. MENTION THE CORRESPONDING COURSE COBECTIVE AND CO COME NUMBERS AGAINST EACH

4b. UNIT PLAN

TEXT BOOK
 Levin R.I., Rubin S. David, “Statistics for Management”, 2015, 7th Ed. Pearson.
 Beri, “ Business Statistics ”, 2015, 1st Ed, TMH.

REFERENCE BOOKS

 Gupta S.C, “Fundamentals of Statistics”, 2015, 6th Ed. HPH.

 Amir D. Aczel and Jayavel Sounder pandian, “Complete Business Statistics”, TMH,
 Levine , Stephan , krehbiel , Berenson -Statistics for Managers using Microsoft Excel,PHI .
 J. K Sharma, “Business Statistics”, 2015, 2nd Ed. Pearson.

UNIT-I

No. of Objectives & References

Lesson Date Period Topics / Sub - Topics Outcomes (Text Book,
No. s Nos. Journal…)

1 COb 1 & T1, T2

29/8/14 CO 1,3
1
Introduction to Statistics-Overview

2 1/9/14 Functions of Statistics COb 1 & T1, T2

1 CO 1,3
3 Managerial Applications of COb 1 & T1
4/9/14 Statistics Relationship with other CO 1
1
subjects

4 Measures of central Tendency- COb 1 & T1

6/9/14 CO 1
1 Mean,Median

5 8/9/14 Mode ,Geometric Mean and COb 1 & T1, T2

Harmonic Mean CO 1
To
2
11/9/14

UNIT-II

No. of Objectives References

Lesson Date Periods Topics / Sub - Topics & (Text Book,
No. Outcomes Journal…)
 Nos.
1 12/9/14 COb3& T1,T2
Unit – II: CO 2,6
To 2 Dispersion- Range, Quartile deviation
13/9/14

2 15/9/14 Mean Deviation COb3& T1,T2

1
CO 2,6
3 16/9/14 Standard deviation COb3& T1,T2
1
CO 2,6
4 18/9/14 co-efficient of variation COb3& T1,T2
CO 2,6
To
2
19/9/14

5 22/9/14 Karle Pearson co-efficient of skewness COb3& T1,T2

1
CO 2,6
6 3/10/14 Bowleys co-efficient of skewness COb3& T1,T2
CO 2,6
To
2
4/10/14

7 6/10/14 Kelleys co-efficient of skewness COb2,4& T1, T2

1
CO 2
8 7/10/14 Kurtosis. COb2,4& T1, T2
1
CO 2

UNIT-III

No. of Objectives References

Lesson Date Periods Topics / Sub - Topics & (Text Book,
No. Outcomes Journal…)
Nos.
1 COb 2& T1
9/10/14
1 Unit – III: CO 3
Tabulation of Univariate
2 10/10/1 Bivariate and multivariate data COb 2& T1
4 1 CO 3

3 11/10/1 Data classification and tabulation COb 3,4& T1

4 1 CO 3,4

4 16/10/1 Diagrammatic and graphical COb 2& T1

4 1 representation of data. CO 3

5 14/10/1 One dimensional COb 2& T1

4 1 CO 3
 6 20/10/1 Two dimensional and three dimensional. COb 2& T1
4 CO 3

To
2
21/10/1
4

7 23/10/1 Diagrams and graphs COb 2& T1

4 1 CO 3

8 24/10/1 COb 2& T1

Small Sample Tests- t-Distribution- CO 3
4 properties and applications
To
2
25/10/1
4

9 30/10/1 Testing for one and two means

COb 2& T1
4 CO 3

To
2
31/10/1
4

10 1/11/14 Paired t- test.

COb 2& T1
CO 3
To
2
3/11/14

UNIT-IV

No. of Objectives References

Lesson Date Periods Topics / Sub - Topics & (Text Book,
No. Outcomes Journal…)
Nos.
1 UNIT-IV Analysis of Variance-One
COb1& T1
6/11/14 1 Way. CO 3,7

2 7/11/14 Two Way ANOVA (with and without

COb 1& T1
To 2 Interaction). CO 3,7
8/11/14
3 10/11/1 Chi-Square distribution: Test for a
COb 1& T1, T2
1 CO 3,7
4 specified Population variance,
4 13/11/1 Test for Goodness of fit, Test for
COb 1& T1, T2
1 CO 3,7
4 Independence of Attributes.
5 14/11/1 Correlation Analysis-Scatter diagram,
COb 1& T1, T2
2 CO 3,7
4 Positive and Negative correlation.
6 15/11/1 limits for coefficient of Correlation
COb 1& T1, T2
1 CO 3,7
4
7 14/11/1 Karl Pearson’s coefficient of correlation
COb 1& T1, T2
1 CO 3,7
4
8 18/11/1 Spearman’s Rank correlation,
COb 1& T1, T2
1 CO 3,7
4
9 concept of Multiple and partial
COb 1& T1, T2
20/11/1
1 Correlation. CO 3,7
4
10 21/11/1 Regression Analysis-Concept
COb 1& T1, T2
1 CO 3,7
4
11 22/11/1 Least square fit of a linear regression,
COb 1& T1, T2
1 CO 3,7
4
12 24/11/1 Two lines of regression, Properties of
COb 1& T1, T2
4 regression coefficients CO 3,7
To 2
25/11/1
4

UNIT-V

No. of Objectives References

Lesson Date Periods Topics / Sub - Topics & (Text Book,
No. Outcomes Journal…)
Nos. Page Nos.: ___to ___
1 UNIT-V Time Series Analysis-
COb 5& T1, T2
27/11/14 1 Components CO 4

2 Models of Time Series–Additive,

COb 5& T1, T2
28/11/14 1 Multiplicative and Mixed models. CO 4

3 Trend analysis-Free hand curve,

COb 5& T1, T2
29/11/14 1 Semi averages CO 4

4 2/12/14 Moving averages

COb 5& T1, T2
To 2 CO 4
4/12/14
5 5/12/14 Least Square methods
COb 6& T1, T2
To 2 CO 5
6/12/14
6 8/12/14 1 Index numbers–
COb 6& T1,T2
introduction ,Characteristics and uses CO 5
 of index numbers
7 11/12/14 1 COb 6& T1,T2
Types of index numbers CO 5
8 12/12/14 COb 6& T1,T2
Un weighted price indexes CO 5
To 2
13/12/14
9 15/12/14 1 COb 6& T1,T2
weighted price indexes CO 5
10 16/12/14 Tests of adequacy and consumer
COb 6& T1,T2
To 2 price indexes. CO 5
18/12/14
11 2 COb 6& T1,T2
Un weighted price indexes CO 5
12 1 COb 6& T1,T2
weighted price indexes CO 5
13 Tests of adequacy and consumer
COb 6& T1,T2
2 CO 5
price indexes.

Signature of HOD Signature of faculty

Date: Date:

Note: 1. ENSURE THAT ALL TOPICS SPECIFIED IN THE COURSE ARE MENTIONED.
2. ADDITIONAL TOPICS COVERED, IF ANY, MAY ALSO BE SPECIFIED IN BOLD
3. MENTION THE CORRESPONDING COURSE OBJECTIVE AND OUT COME NUMBERS AGAINST EACH
TOPIC.

4c. LESSON PLAN

Lesson No: ……1…………………… Duration of Lesson: 45mins

Lesson Title: …… Introduction to Statistics-Overview

INSTRUCTIONAL/LESSON OBJECTIVES:

On completion of this lesson the student shall be able to:

1. Get the importance of Statistics

2.Understand the concept and overview of Statistics

TEACHING AIDS : White Board and marker

TEACHING POINTS :
 Introduction to Statistics-Overview

Assignment / Questions:
1. Define statistics? (obj-1, out-1,3)
2. Discuss the overview of statistics.(obj-1, out-1,3)

Signature of faculty

Lesson No: ……2…………………… Duration of Lesson: 45 mins

Lesson Title: …… Functions of Statistics

INSTRUCTIONAL/LESSON OBJECTIVES:

On completion of this lesson the student shall be able to:

1. get the importance of origin and development of statistics.

2.learn the various functions of statistics.

TEACHING AIDS : White Board and marker

TEACHING POINTS :

Functions of Statistics

Assignment / Questions:
1. Explain the functions of statistics.. (obj-1, out-1,3)

Signature of faculty

Lesson No: ……3…………………… Duration of Lesson: 45 mins

 Lesson Title: ……, Managerial Applications of Statistics, Relationship with other subjects

INSTRUCTIONAL/LESSON OBJECTIVES:

On completion of this lesson the student shall be able to:

1. get the importance of origin and development of statistics.

2.learn the concept and managerial applications of statistics.

TEACHING AIDS : White Board and marker

TEACHING POINTS :

Managerial Applications of Statistics, Relationship with other subjects

Assignment / Questions:
1. 1. Discuss the Managerial applications of statistics..(obj-1, out-1,3)
2. What are the branches and relationship of statistics with other subjects.? (obj-1, out-1)

Signature of faculty

Lesson No: ……4…………………… Duration of Lesson: 45 mins

Lesson Title: …… Measures of central Tendency-Mean, Median

INSTRUCTIONAL/LESSON OBJECTIVES:

On completion of this lesson the student shall be able to:

1. learn important of Measures of central Tendency.

2. Understand where we need to apply this problems..

TEACHING AIDS : White Board and marker

TEACHING POINTS :
 Measures of central Tendency-Mean, Median

Assignment / Questions:
1. Define central tendency.(obj-1, out-1)
2. Problems on mean, median.(obj-1, out-1)

Signature of faculty

Lesson No: ……5…………………… Duration of Lesson: 45 mins

Lesson Title: …… Mode ,Geometric Mean and Harmonic Mean

INSTRUCTIONAL/LESSON OBJECTIVES:

On completion of this lesson the student shall be able to:

1. Understand problems on Mode ,Geometric Mean and Harmonic Mean

2. Learn the series of Individual ,Discrete and Continous

TEACHING AIDS : White Board and marker

TEACHING POINTS :

Mode ,Geometric Mean and Harmonic Mean

Assignment / Questions:
1. Problems on Mode (obj-1, out-1)

Signature of faculty
Lesson No: ……5…………………… Duration of Lesson: 45 mins

Lesson Title: …… Mode ,Geometric Mean and Harmonic Mean

INSTRUCTIONAL/LESSON OBJECTIVES:

On completion of this lesson the student shall be able to:

3. Understand problems on Mode ,Geometric Mean and Harmonic Mean

4. Learn the series of Individual ,Discrete and Continous

TEACHING AIDS : White Board and marker

TEACHING POINTS :

Mode ,Geometric Mean and Harmonic Mean

Assignment / Questions:
2. Problems on Mode (obj-1, out-1)

Signature of faculty

Lesson No: ……6…………………… Duration of Lesson: 45 mins

Lesson Title: …… Dispersion- Range Quartile deviation

INSTRUCTIONAL/LESSON OBJECTIVES:

On completion of this lesson the student shall be able to:

1. learn the importance of Dispersion- Range, Quartile deviation

2. Understand the difference between Range and Quartile deviation

TEACHING AIDS : White Board and marker

TEACHING POINTS :

Dispersion- Range, Quartile deviation

Assignment / Questions:
1. problems on range and quartile deviation. (obj-1, out-1)

Signature of faculty

Lesson No: ……6…………………… Duration of Lesson: 45 mins

Lesson Title: …… Dispersion- Range Quartile deviation

INSTRUCTIONAL/LESSON OBJECTIVES:

On completion of this lesson the student shall be able to:

1. learn the importance of Dispersion- Range, Quartile deviation

2. Understand the difference between Range and Quartile deviation

TEACHING AIDS : White Board and marker

TEACHING POINTS :

Dispersion- Range, Quartile deviation

Assignment / Questions:
1. problems on range and quartile deviation. (obj-1, out-1)

Signature of faculty
Lesson No: ……7…………………… Duration of Lesson: 45 mins

Lesson Title: ……… Mean Deviation

INSTRUCTIONAL/LESSON OBJECTIVES:

On completion of this lesson the student shall be able to:

1. learn the importance of Mean Deviation.

TEACHING AIDS : White Board and marker

TEACHING POINTS :

Mean Deviation

Assignment / Questions:
1. problems on Mean Deviation (obj-1, out-3)

Signature of faculty

Lesson No: ……8…………………… Duration of Lesson: 45 mins

Lesson Title: ……… Standard deviation

INSTRUCTIONAL/LESSON OBJECTIVES:

On completion of this lesson the student shall be able to:

1. Learn the importance of Standard deviation

2. Understand the applicability of Standard deviation

TEACHING AIDS : White Board and marker

TEACHING POINTS :
 Standard deviation

Assignment / Questions:
1. Problems on Standard deviation (obj-1, out-1)

Signature of faculty

Lesson No: ……9…………………… Duration of Lesson: 45 mins

Lesson Title: ……… co-efficient of variation

INSTRUCTIONAL/LESSON OBJECTIVES:

On completion of this lesson the student shall be able to:

1. Understand the method of co-efficient of variation.

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TEACHING POINTS :

co-efficient of variation

Assignment / Questions:
1. problems on co-efficient of variation (obj-1, out-1)

Signature of faculty

Lesson No: ……9…………………… Duration of Lesson: 45 mins

Lesson Title: ……… co-efficient of variation

INSTRUCTIONAL/LESSON OBJECTIVES:
On completion of this lesson the student shall be able to:

1. Understand the method of co-efficient of variation.

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TEACHING POINTS :

co-efficient of variation

Assignment / Questions:
1. problems on co-efficient of variation (obj-1, out-1)

Signature of faculty

Lesson No: ……10…………………… Duration of Lesson: 45 mins

Lesson Title: ……… Karle Pearson co-efficient of skewness

INSTRUCTIONAL/LESSON OBJECTIVES:

On completion of this lesson the student shall be able to:

1. Learn the different types of skewnwss.

2. Understand and identify the karl pearsons coefficient of skewness

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TEACHING POINTS :

Karle Pearson co-efficient of skewness

Assignment / Questions:
1. what is skewness. Solve problems on Karle Pearson co-efficient of skewness (obj-1, out-1)
 Signature of faculty

Lesson No: ……11…………………… Duration of Lesson: 45 mins

Lesson Title: ……… Bowleys co-efficient of skewness

INSTRUCTIONAL/LESSON OBJECTIVES:

On completion of this lesson the student shall be able to:

1. Learn the importance of Bowleys co-efficient of skewness

2. Understand and identify the Bowleys co-efficient of skewness

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TEACHING POINTS :

Bowleys co-efficient of skewness

Assignment / Questions:
1.problems on Bowleys co-efficient of skewness ? (obj-1, out-1)

Signature of faculty

Lesson No: ……11…………………… Duration of Lesson: 45 mins

Lesson Title: ……… Bowleys co-efficient of skewness

INSTRUCTIONAL/LESSON OBJECTIVES:

On completion of this lesson the student shall be able to:

1. Learn the importance of Bowleys co-efficient of skewness

2. Understand and identify the Bowleys co-efficient of skewness

TEACHING AIDS : White Board and marker

TEACHING POINTS :

Bowleys co-efficient of skewness

Assignment / Questions:
1.problems on Bowleys co-efficient of skewness ? (obj-1, out-1)

Signature of faculty

Lesson No: ……12…………………… Duration of Lesson: 45 mins

Lesson Title: …… Kelleys co-efficient of skewness

INSTRUCTIONAL/LESSON OBJECTIVES:

On completion of this lesson the student shall be able to:

1. Learn the importance of Kelleys co-efficient of skewness.

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TEACHING POINTS :

Kelleys co-efficient of skewness

Assignment / Questions:
1. solve problem on Kelleys co-efficient of skewness (obj-1, out-1)

Signature of faculty

Lesson No: ……13…………………… Duration of Lesson: 45 mins

Lesson Title: ……… Kurtosis.

INSTRUCTIONAL/LESSON OBJECTIVES:

On completion of this lesson the student shall be able to:

1. Learn the importance of Kurtosis.

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TEACHING POINTS :

Kurtosis.

Assignment / Questions:

1. Define Kurtosis. (obj-3, out-6)

Signature of faculty

Lesson No: ……14…………………… Duration of Lesson: 45 mins

Lesson Title: ……… Tabulation of Univariate

INSTRUCTIONAL/LESSON OBJECTIVES:

On completion of this lesson the student shall be able to:

1. Learn how to create Tabulation of Univariate

2. Understand the concept of Univariate

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TEACHING POINTS :
 Tabulation of Univariate

Assignment / Questions:

1. How to create table of univariate.(obj-3, out-6)

Signature of faculty

Lesson No: ……15…………………… Duration of Lesson: 45 mins

Lesson Title: ……… Deleting Text, Navigating cursors

INSTRUCTIONAL/LESSON OBJECTIVES:

On completion of this lesson the student shall be able to:

1. Learn how to create Bivariate and multivariate data

2. Understand the concept of Bivariate and multivariate data.

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TEACHING POINTS :

Bivariate and multivariate data

Assignment / Questions:

1. what is Bivariate and multivariate data (obj-3, out-6)

Signature of faculty

Lesson No: ……16…………………… Duration of Lesson: 45 mins

Lesson Title: ……… Data classification and tabulation

INSTRUCTIONAL/LESSON OBJECTIVES:

On completion of this lesson the student shall be able to:

1. Learn the importance of Data classification and tabulation

2. Understand the various classifications of table

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TEACHING POINTS :

Data classification and tabulation

Assignment / Questions:

1. write a short notes on Data classification and tabulation. (obj-3, out-6)

Signature of faculty

Lesson No: ……14…………………… Duration of Lesson: 45 mins

Lesson Title: ……… Diagrammatic and graphical representation of data.

INSTRUCTIONAL/LESSON OBJECTIVES:

On completion of this lesson the student shall be able to:

1. Learn the importance of Diagrammatic and graphical representation of data.

2. Understand the various Diagrammatic and graphical representation of data.

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TEACHING POINTS :
 Diagrammatic and graphical representation of data.

Assignment / Questions:

1. What is the purpose of Diagrammatic and graphical representation of data.? (obj-3, out-6)

Signature of faculty

Lesson No: ……18…………………… Duration of Lesson: 45 mins

Lesson Title: ……… One dimensional diagrams.

INSTRUCTIONAL/LESSON OBJECTIVES:

On completion of this lesson the student shall be able to:

1. Learn the concept of One dimensional diagrams

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TEACHING POINTS :

One dimensional

Assignment / Questions:

1. Write a short note on One dimensional diagrams .( obj-3, out-6)

Signature of faculty

Lesson No: ……19…………………… Duration of Lesson: 45 mins

Lesson Title: ……… Two dimensional and three dimensional.

INSTRUCTIONAL/LESSON OBJECTIVES:

On completion of this lesson the student shall be able to:

1. Learn the importance of Two dimensional and three dimensional.

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TEACHING POINTS :

Two dimensional and three dimensional.

Assignment / Questions:

1. What are the Two dimensional diagrams.(obj-4, out-2)

2. write a short notes on three dimensional. (obj-2,4, out-2)

Signature of faculty

Lesson No: ……19…………………… Duration of Lesson: 45 mins

Lesson Title: ……… Two dimensional and three dimensional.

INSTRUCTIONAL/LESSON OBJECTIVES:

On completion of this lesson the student shall be able to:

1. Learn the importance of Two dimensional and three dimensional.

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TEACHING POINTS :
 Two dimensional and three dimensional.

Assignment / Questions:

1. What are the Two dimensional diagrams.(obj-4, out-2)

2. write a short notes on three dimensional. (obj-2,4, out-2)

Signature of faculty

Lesson No: ……20…………………… Duration of Lesson: 45 mins

Lesson Title: ……… Diagrams and graphs

INSTRUCTIONAL/LESSON OBJECTIVES:

On completion of this lesson the student shall be able to:

1. Learn the importance of Diagrams and graphs

2. Understand the difference between Diagrams and graphs

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TEACHING POINTS :

Diagrams and graphs

Assignment / Questions:

1. Write short note on Diagrams and graphs (obj-4, out-2)

Signature of faculty
Lesson No: ……21…………………… Duration of Lesson: 45 mins

Lesson Title: ……… Small Sample Tests- t-Distribution-properties and applications

INSTRUCTIONAL/LESSON OBJECTIVES:

On completion of this lesson the student shall be able to:

1. Learn the importance of t-test and its applications.

2. Learn and Practice problems on t-test.

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TEACHING POINTS :

Small Sample Tests- t-Distribution-properties and applications

Assignment / Questions:

1. problems on t-test? (obj-4, out-2)

Signature of faculty

Lesson No: ……21…………………… Duration of Lesson: 45 mins

Lesson Title: ……… Small Sample Tests- t-Distribution-properties and applications

INSTRUCTIONAL/LESSON OBJECTIVES:

On completion of this lesson the student shall be able to:

1. Learn the importance of t-test and its applications.

2. Learn and Practice problems on t-test.

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TEACHING POINTS :

Small Sample Tests- t-Distribution-properties and applications

Assignment / Questions:

1. problems on t-test? (obj-4, out-2)

Signature of faculty

Lesson No: ……22…………………… Duration of Lesson: 45 mins

Lesson Title: ……… Testing for one and two means

INSTRUCTIONAL/LESSON OBJECTIVES:

On completion of this lesson the student shall be able to:

1. Learn the importance of Testing for one and two means.

2. Understand the concept of one mean and two mean

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TEACHING POINTS :

Testing for one and two means

Assignment / Questions:

1. solve problems on Testing for one and two means (obj-4, out-2)

Signature of faculty

Lesson No: ……22…………………… Duration of Lesson: 45 mins

Lesson Title: ……… Testing for one and two means

INSTRUCTIONAL/LESSON OBJECTIVES:

On completion of this lesson the student shall be able to:

1. Learn the importance of Testing for one and two means.

2. Understand the concept of one mean and two mean

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TEACHING POINTS :

Testing for one and two means

Assignment / Questions:

1. solve problems on Testing for one and two means (obj-4, out-2)

Signature of faculty
Lesson No: ……23…………………… Duration of Lesson: 45 mins

Lesson Title: ……… Paired t- test.

INSTRUCTIONAL/LESSON OBJECTIVES:

On completion of this lesson the student shall be able to:

1. Learn the concept of Paired t- test.

2. Understand the difference between t-test and paired test.

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TEACHING POINTS :

Paired t- test.

Assignment / Questions:

1. solve the problems on Paired t- test. (obj-2, out-3)

Signature of faculty

Lesson No: ……23…………………… Duration of Lesson: 45 mins

Lesson Title: ……… Paired t- test.

INSTRUCTIONAL/LESSON OBJECTIVES:

On completion of this lesson the student shall be able to:

1. Learn the concept of Paired t- test.

2. Understand the difference between t-test and paired test.

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TEACHING POINTS :
 Paired t- test.

Assignment / Questions:

1. solve the problems on Paired t- test. (obj-2, out-3)

Signature of faculty

Lesson No: ……24…………………… Duration of Lesson: 45 mins

Lesson Title: ……… Analysis of Variance-One Way.

INSTRUCTIONAL/LESSON OBJECTIVES:

On completion of this lesson the student shall be able to:

1. Learn the concept of Analysis of Variance-One Way.

2. Understand the importance of Analysis of Variance-One Way.

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TEACHING POINTS :

Analysis of Variance-One Way.

Assignment / Questions:

1. what is ANOVA. Solve problem on Analysis of Variance-One Way. (obj-2, out-3)

Signature of faculty
Lesson No: ……25…………………… Duration of Lesson: 45 mins

Lesson Title: ……… Two Way ANOVA

INSTRUCTIONAL/LESSON OBJECTIVES:

On completion of this lesson the student shall be able to:

1. Learn the concept of Two Way ANOVA

2. Understand the difference between one way and two way classification..

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TEACHING POINTS :

Two Way ANOVA

Assignment / Questions:

1. solve problem on Two Way ANOVA (obj-2, out-3)

Signature of faculty

Lesson No: ……25…………………… Duration of Lesson: 45 mins

Lesson Title: ……… Two Way ANOVA

INSTRUCTIONAL/LESSON OBJECTIVES:

On completion of this lesson the student shall be able to:

1. Learn the concept of Two Way ANOVA

2. Understand the difference between one way and two way classification..

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TEACHING POINTS :

Two Way ANOVA

Assignment / Questions:

1. solve problem on Two Way ANOVA (obj-2, out-3)

Signature of faculty

Lesson No: ……26…………………… Duration of Lesson: 45 mins

Lesson Title: ……… Chi-Square distribution: Test for a specified Population variance

INSTRUCTIONAL/LESSON OBJECTIVES:

On completion of this lesson the student shall be able to:

1. Learn the importance of chi-square test.

2. Understand and practice the problems on chi-square test..

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TEACHING POINTS :

Chi-Square distribution: Test for a specified Population variance

Assignment / Questions:

1. what is chi-square test. Explain the properties of chi-square test. (obj-2, out-3).
2. Solve the problems on population variance (obj-2, out-3)..
 Signature of faculty

Lesson No: ……27…………………… Duration of Lesson: 45 mins

Lesson Title: ……… Test for Goodness of fit, Test for Independence of Attributes.

INSTRUCTIONAL/LESSON OBJECTIVES:

On completion of this lesson the student shall be able to:

1. Learn the importance of Test for Goodness of fit and Test for Independence of Attributes.

2. Understand and practice the problems on Test for Independence of Attributes.

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TEACHING POINTS :

Test for Goodness of fit, Test for Independence of Attributes.

Assignment / Questions:

1. what is the test for goodness of fit. (obj-2, out-3)

2. solve problems on independence of attributes (obj-2, out-3).

Signature of faculty

Lesson No: ……28…………………… Duration of Lesson: 45 mins

Lesson Title: ……… Correlation Analysis-Scatter diagram, Positive and Negative correlation.

INSTRUCTIONAL/LESSON OBJECTIVES:

On completion of this lesson the student shall be able to:

1. Learn the importance of Correlation Analysis

2. Understand the concept of Correlation Analysis.

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TEACHING POINTS :

Correlation Analysis-Scatter diagram, Positive and Negative correlation.

Assignment / Questions:

1. what is correlation Analysis. explain its types. (obj-2, out-3)

Signature of faculty

Lesson No: ……25…………………… Duration of Lesson: 45 mins

Lesson Title: ……… Two Way ANOVA

INSTRUCTIONAL/LESSON OBJECTIVES:

On completion of this lesson the student shall be able to:

1. Learn the concept of Two Way ANOVA

2. Understand the difference between one way and two way classification..

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TEACHING POINTS :

Two Way ANOVA

Assignment / Questions:
1. solve problem on Two Way ANOVA (obj-2, out-3)

Signature of faculty

Lesson No: ……29…………………… Duration of Lesson: 45 mins

Lesson Title: ……… limits for coefficient of Correlation

INSTRUCTIONAL/LESSON OBJECTIVES:

On completion of this lesson the student shall be able to:

1. Learn the importance of limits for coefficient of Correlation.

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TEACHING POINTS :

limits for coefficient of Correlation

Assignment / Questions:

1. what are the limitations for correlation of coefficient. (obj-2, out-3)

Signature of faculty

Lesson No: ……30…………………… Duration of Lesson: 45 mins

Lesson Title: ……… Karl Pearson’s coefficient of correlation

INSTRUCTIONAL/LESSON OBJECTIVES:

On completion of this lesson the student shall be able to:

1. Learn the importance of Karl Pearson’s coefficient of correlation

2. Understand and practice the problems on Karl Pearson’s coefficient of correlation

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TEACHING POINTS :

Karl Pearson’s coefficient of correlation

Assignment / Questions:

1. solve problem on Karl Pearson’s coefficient of correlation. (obj-2, out-3)

Signature of faculty

Lesson No: ……31…………………… Duration of Lesson: 45 mins

Lesson Title: ……… Spearman’s Rank correlation.

INSTRUCTIONAL/LESSON OBJECTIVES:

On completion of this lesson the student shall be able to:

1. Learn the importance of Spearman’s Rank correlation

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TEACHING POINTS :

Spearman’s Rank correlation

Assignment / Questions:

1. solve problems on equal ranks and unequal ranks.(obj-1, out-3)

 Signature of faculty

Lesson No: ……32…………………… Duration of Lesson: 45 mins

Lesson Title: ……… concept of Multiple and partial Correlation.

INSTRUCTIONAL/LESSON OBJECTIVES:

On completion of this lesson the student shall be able to:

1. Learn the concept of Multiple and partial Correlation.

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TEACHING POINTS :

concept of Multiple and partial Correlation.

Assignment / Questions:

1. explain the concept of Multiple and partial Correlation. (obj-1, out-3,7)

Signature of faculty

Lesson No: ……33…………………… Duration of Lesson: 45 mins

Lesson Title: ……… Regression Analysis-Concept

INSTRUCTIONAL/LESSON OBJECTIVES:
On completion of this lesson the student shall be able to:

1. Learn the concept of Regression Analysis.

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TEACHING POINTS :

Regression Analysis-Concept

Assignment / Questions:

1. solve the problems on Regression Analysis (obj-1, out-3,7)

Signature of faculty

Lesson No: ……34…………………… Duration of Lesson: 45 mins

Lesson Title: ……… Least square fit of a linear regression,

INSTRUCTIONAL/LESSON OBJECTIVES:

On completion of this lesson the student shall be able to:

1. Learn the importance of Least square fit of a linear regression,

2. Understand and implement the Least square fit of a linear regression,

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TEACHING POINTS :

Least square fit of a linear regression,

Assignment / Questions:

1. solve the problems on Least square fit of a linear regression, ((obj-1, out-3,7)

Signature of faculty

Lesson No: ……35……Duration of Lesson: 45 mins

Lesson Title: ……… Two lines of regression, Properties of regression coefficients

INSTRUCTIONAL/LESSON OBJECTIVES:

On completion of this lesson the student shall be able to:

1. Learn the importance of Two lines of regression, Properties of regression coefficients

2. Understand the concept of Properties of regression coefficients

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TEACHING POINTS :

Two lines of regression, Properties of regression coefficients

Assignment / Questions:

1. solve the problems on Two lines of regression (obj-1, out-3,7)

2. what are the properties of regression coefficients (obj-1, out-3,7)

Signature of faculty
Lesson No: ……35……Duration of Lesson: 45 mins

Lesson Title: ……… Two lines of regression, Properties of regression coefficients

INSTRUCTIONAL/LESSON OBJECTIVES:

On completion of this lesson the student shall be able to:

1. Learn the importance of Two lines of regression, Properties of regression coefficients

3. Understand the concept of Properties of regression coefficients

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TEACHING POINTS :

Two lines of regression, Properties of regression coefficients

Assignment / Questions:

3. solve the problems on Two lines of regression (obj-1, out-3,7)

4. what are the properties of regression coefficients (obj-1, out-3,7)

Signature of faculty

Lesson No: ……36……Duration of Lesson: 45 mins

Lesson Title: ……… Time Series Analysis-Components

INSTRUCTIONAL/LESSON OBJECTIVES:

On completion of this lesson the student shall be able to:

1. Learn the importance of Time Series Analysis-Components

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TEACHING POINTS :

Time Series Analysis-Components

Assignment / Questions:

1. what is time series.explain its components. (obj-1, out-3,7)

Signature of faculty

Lesson No: ……37……Duration of Lesson: 45 mins

Lesson Title: ……… Models of Time Series–Additive, Multiplicative and Mixed models.

INSTRUCTIONAL/LESSON OBJECTIVES:

On completion of this lesson the student shall be able to:

1. Learn the importance of Models of Time Series–Additive, Multiplicative and Mixed models.

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TEACHING POINTS :
 Models of Time Series–Additive, Multiplicative and Mixed models.

Assignment / Questions:

1. what are the Models of Time Series (obj-1, out-3,7)

Signature of faculty

Lesson No: ……38……Duration of Lesson: 45 mins

Lesson Title: ……… Trend analysis-Free hand curve, Semi averages

INSTRUCTIONAL/LESSON OBJECTIVES:

On completion of this lesson the student shall be able to:

1. Learn about Trend analysis-Free hand curve, Semi averages

2. Understand how to solve problems on Free hand curve, Semi averages

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TEACHING POINTS :

Trend analysis-Free hand curve, Semi averages

Assignment / Questions:

1. solve the problems on Free hand curve, Semi averages (obj-1, out-3,7)
 Signature of faculty

Lesson No: ……39……Duration of Lesson: 45 mins

Lesson Title: ……… Moving averages

INSTRUCTIONAL/LESSON OBJECTIVES:

On completion of this lesson the student shall be able to:

1. Learn the concept of Moving averages

.

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TEACHING POINTS :

Moving averages

Assignment / Questions:

1.solve problems on Moving averages (obj-1, out-3)

Signature of faculty

Lesson No: ……39……Duration of Lesson: 45 mins

Lesson Title: ……… Moving averages

INSTRUCTIONAL/LESSON OBJECTIVES:

On completion of this lesson the student shall be able to:

1. Learn the concept of Moving averages

.

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TEACHING POINTS :

Moving averages

Assignment / Questions:

1.solve problems on Moving averages (obj-1, out-3)

Signature of faculty

Lesson No: ……40……Duration of Lesson: 45 mins

Lesson Title: ……… Least Square methods

INSTRUCTIONAL/LESSON OBJECTIVES:

On completion of this lesson the student shall be able to:

1. Learn the importance of Least Square methods

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TEACHING POINTS :
 Least Square methods

Assignment / Questions:

1.solve the problem on Least Square methods. (obj-1, out-3,7)

Signature of faculty

Lesson No: ……40……Duration of Lesson: 45 mins

Lesson Title: ……… Least Square methods

INSTRUCTIONAL/LESSON OBJECTIVES:

On completion of this lesson the student shall be able to:

1. Learn the importance of Least Square methods

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TEACHING POINTS :

Least Square methods

Assignment / Questions:

1.solve the problem on Least Square methods. (obj-1, out-3,7)

 Signature of faculty

Lesson No: ……41……Duration of Lesson: 45 mins

Lesson Title: ……… Index numbers– introduction , Characteristics and uses of index numbers

INSTRUCTIONAL/LESSON OBJECTIVES:

On completion of this lesson the student shall be able to:

1. Learn the importance of index numbers.

2. Understand the importance and characteristics of index numbers.

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TEACHING POINTS :

Index numbers– introduction ,Characteristics and uses of index numbers

Assignment / Questions:

1.what is index number. explain the characteristics of index numbers. (obj-1, out-3,7)

Signature of faculty

Lesson No: ……42……Duration of Lesson: 45 mins

Lesson Title: ……… Types of index numbers

INSTRUCTIONAL/LESSON OBJECTIVES:

On completion of this lesson the student shall be able to:

1. Learn the important types of index numbers

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TEACHING POINTS :

Types of index numbers

Assignment / Questions:

1. Write the important types of index numbers. (obj-5, out-4)

Signature of faculty

Lesson No: ……43……Duration of Lesson: 45 mins

Lesson Title: ……… Un weighted price indexes

INSTRUCTIONAL/LESSON OBJECTIVES:

On completion of this lesson the student shall be able to:

1. Learn the importance of Un weighted price indexes.

2. Understand the concept of Un weighted price indexes.

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TEACHING POINTS :

Un weighted price indexes

Assignment / Questions:

1. solve the problems on Un weighted price indexes (obj-5, out-4)

 Signature of faculty

Lesson No: ……43……Duration of Lesson: 45 mins

Lesson Title: ……… Un weighted price indexes

INSTRUCTIONAL/LESSON OBJECTIVES:

On completion of this lesson the student shall be able to:

1. Learn the importance of Un weighted price indexes.

2. Understand the concept of Un weighted price indexes.

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TEACHING POINTS :

Un weighted price indexes

Assignment / Questions:

1.solve the problems on Un weighted price indexes (obj-5, out-4)

Signature of faculty

Lesson No: ……43……Duration of Lesson: 45 mins

Lesson Title: ……… weighted price indexes

INSTRUCTIONAL/LESSON OBJECTIVES:

On completion of this lesson the student shall be able to:

1. Learn the importance of weighted price indexes.

2. Understand the concept of weighted price indexes.
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TEACHING POINTS :

weighted price indexes

Assignment / Questions:

1.solve the problems on weighted price indexes (obj-5, out-4)

Signature of faculty

Lesson No: ……44……Duration of Lesson: 45 mins

Lesson Title: ……… Tests of adequacy and consumer price indexes.

INSTRUCTIONAL/LESSON OBJECTIVES:

On completion of this lesson the student shall be able to:

1. Learn about the Tests of adequacy and consumer price indexes.

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TEACHING POINTS :

Tests of adequacy and consumer price indexes.

Assignment / Questions:

1. solve the problem on Tests of adequacy and consumer price indexes. (obj-5, out-4)
 Signature of faculty

Note: Mention for each question the relevant Objectives and Outcomes Nos.

5. ILLUSTRATIVE VERBS FOR STATING

INSTRUCTIONAL OBJECTIVES
These verbs can also be used while framing questions for Continuous Assessment Examinations as well as for End
– Semester (final)Examinations
ILLUSTRATIVE VERBS FOR STATING GENERAL OBJECTIVES/OUTCOMES

Know Understand Analyze Generate

Comprehend Apply Design Evaluate

ILLUSTRATIVE VERBS FOR STATING SPECIFIC OBJECTIVES/OUTCOMES:

A. COGNITIVE DOMAIN (KNOWLEDGE)

1 2 3 4 5 6
Comprehension Application Analysis Evaluation
Knowledge Understanding of knowledge & Of whole w .r.t. its Synthesis
comprehension constituents Judgment

Define Convert Change Breakdown Categorize Appraise

Identify Defend Compute Differentiate Combine Compare

Label Describe (a Demonstrate Discriminate Compose Conclude

List Procedure) Deduce Distinguish Compose Contrast

March Distinguish Manipulate Separate Create Criticize

Reproduce Estimate Modify Subdivide Devise Justify

Select Explain why/how Predict Design Interpret

State Extend Prepare Generate Support

Generalize Relate Organize

Give examples Show Plan

Illustrate Solve Rearrange

Infer Reconstruct

Summarize Reorganize

Revise

B. AFFECTIVE DOMAIN (ATTITUDE) C. PSYCHOMOTOR DOMAIN (SKILLS)

Adhere Resolve Bend Dissect Insert Perform Straighten

Assist Select Calibrate Draw Keep Prepare Strengthen

Attend Serve Compress Extend Elongate Remove Time

Change Share Conduct Feed Limit Replace Transfer

Develop Connect File Manipulate Report Type

Help Convert Grow Move Precisely Reset Weigh

Influence Decrease Increase Paint Set

6. List Of Mappings/Matrix

A. Course Objectives-Course Outcomes Relationship Matrix (Indicate the relationships

by mark giving a rating from 1 to 3) 1 – High, 2- Medium, 3- Low

Course-Outcomes CO1 CO2 CO3 CO4

Course-Objectives
COb1 2 1
COb2 1 2
COb3 2 1
COb4 2

B. Course Objectives-Program Outcomes(POs) Relationship Matrix (Indicate the

relationships by mark “X”)
P-Outcomes PO1 PO2 PO PO PO PO PO PO P PO PO PO
3 4 5 6 7 8 O 10 11 12
C-Objectives 9
COb1 2 1 1 2 2
COb2 2 1 2
COb3 2 1 1 1
COb4 2 1 2

C. Course Outcomes-Program Outcomes (POs) Relationship Matrix (Indicate the

relationships by mark “X”)
P-Outcomes PO1 PO2 PO PO PO PO PO PO P PO PO PO
3 4 5 6 7 8 O 10 11 12
C-Outcomes 9
CO1 2 1
CO2 2 1 3 1 3
CO3 3
CO4 1 1 2 3 1 1

D. Courses (with title & code)-Program Outcomes (POs) Relationship Matrix (Indicate
the relationships by mark “X”)

P-Outcomes PO1 PO2 PO PO PO PO PO PO PO PO PO PO

3 4 5 6 7 8 9 10 11 12
Courses

Data
Warehousing
and Data 1 2 2 2 1 2 3
Mining(DWDM
)

E. Program Educational Objectives (PEOs)-Course Outcomes Relationship Matrix

(Indicate the relationships by mark “X”)

P-Objectives (PEOs) PEO PEO PEO PEO

1 2 3 4
Course-Outcomes
CO1 2 1 1
CO2 3 1
CO3 2 2
CO4 1 2
 7. UNIT WISE MATERIAL

8. a.INDIRECT ASSESSMENT(RUBRIC)

S.no Student Performance Unsatifsactory Developing/ Satisfactory Exemplary Score

Name Criteria Marginal
1 (0-25%) 2 (26-50%) 3 (51-75%) 4 (76-100%)
1 Determines Does not know Has at least a Has a good Has a 4
nature and where to begin partial idea of idea of what comprehensive
extent of looking for what information to understanding of
information information or information to look for and what information
needed what information look for and where to look to look for and
to look for where to look for it where to look for
for it. it
2 Acquies needed Collects Collects at least Collects a Collects extensive 3
information information from some significant information from
only one source information amount of multiple sources
from at least information
two sources from at least
three sources
3 Critically Accepts as Collects Actively seeks Actively seeks 4
evaluates correct information multiple Mulitple sources
information and information from from at least sources that that disagree or
its sources(s) the only source two sources and disagree or are are of
consulted demonstrates an of significantly significantly
ability to different different quality
discriminate quality and and relies more
between the relies more heavily on better,
sources’ heavily on more credible
credibility and better, more source(s) and
quality credible justifies choices
source(s). coherently
4 Uses Uses information Uses correct Selects a Selects a 3
information in-correctly or information particular particular version
 effectively uses in-correct correctly version of of correct
information correct information,
information, applies it
applies it correctly, and
correctly, and justifies choice
justifies choice based on
based at least correctness and
on correctness stylistic factors
such as elegance,
accessibility etc.
Average 3.5
score

Course assessment sheet Indirect

CSP Rubric Name & Number:

S.No Roll Number Rubric Assessment Remarks

8b. TUTORIAL SHEET - 1

This Tutorial corresponds to Unit No.………… Unit-1 TO Unit-3 ………………….

1. Define Statistics & Explain the Origin and development in detail.

2. What are the Managerial applications of Statistics?
3. Explain the functions of statistics?
4. Solve the problem on Range & Mean Deviation
5. Solve the problem on Skewness
6. Solve the problem on Standard Deviation
7. Define Tabulation and explain it’s classification with the help of Diagram
8. Explain Diagrammatic and Graphical representation of data.
9. Solve the problem on Paired t- Test.

Course Outcome Nos.: ………………1, 2

TUTORIAL SHEET – 2

This Tutorial corresponds to Unit No ..………Unit-3, Unit-4, Unit-5 ………………….

1. Solve the problem on ANOVA Two Way Classification

2. Solve the problem on ANOVA One Way Classification.
3. Solve the problem on Spearman’s Rank correlation
4. Solve the problem on Regression Analysis.
5. Solve the problem on moving average.
6. Solve the problem on Least Square.
7. Write a short notes on One dimensional diagram.
8. What is Time Series? Explain the components of Time Series.
9. Solve the problem on Unweighted price Index.
10. Solve the problem on time reversal test and factor reversal test.

Please write the Questions / Problems / Exercises which you would like to give to the
students and also mention the Course Outcomes to which these Questions / Problems /
Exercises are related.

Course Outcome Nos.: …………… 3,4…………………………………………………………….

Signature of HOD Signature of faculty

Date: Date:

8c. ASSIGNMENT SHEET – 1

This Assignment corresponds to Unit No. Unit1 toUnit-3

1. Define Statistics & Explain the Origin and development in detail.

2. What are the Managerial applications of Statistics?
3. Explain the functions of statistics?
4. Solve the problem on Range & Mean Deviation
5. Solve the problem on Skewness
6. Solve the problem on Standard Deviation
7. Define Tabulation and explain it’s classification with the help of Diagram
8. Explain Diagrammatic and Graphical representation of data.
9. Solve the problem on Paired t- Test.

Course Outcome Nos.: ………………1, 2

Please write the Questions / Problems / Exercises which you would like to give to the students and
also mention the Course Outcomes to which these Questions / Problems / Exercises are related.

Course Outcome Nos.: ………… 1, 2 and 3

ASSIGNMENT SHEET – 2

This Assignment corresponds to Unit No. :Unit-3 toUnit-5

1. Solve the problem on ANOVA Two Way Classification

2. Solve the problem on ANOVA One Way Classification.
3. Solve the problem on Spearman’s Rank correlation
4. Solve the problem on Regression Analysis.
5. Solve the problem on moving average.
6. Solve the problem on Least Square.
7. Write a short notes on One dimensional diagram.
8. What is Time Series? Explain the components of Time Series.
9. Solve the problem on Unweighted price Index.
10. Solve the problem on time reversal test and factor reversal test.

Please write the Questions / Problems / Exercises which you would like to give to the
students and also mention the Course Outcomes to which these Questions / Problems /
Exercises are related.

Course Outcome Nos.: …………… 3,4…………………………………………………………….

Signature of HOD Signature of faculty

Date: Date:

9a. Sample Assignment sheets

9b. Course Schedule

The Schedule for the whole Course is:
Duration (Date) Total No.
S. No. Description From To Of Periods
29/8/14 11/9/14
1. UNIT – I 5

12/9/14 7/10/14
2. UNIT - II 12

9/10/14 3/11/14 14
3. UNIT – III

6/11/14 25/11/14
4. UNIT – IV 14

27/11/14 18/12/14
5. UNIT – V 14

Total No. of Instructional periods available for the course: 65 Hours / Periods

10.EVALUATION STRATEGY

1. TARGET:

a) Percentage for pass: 80%

b) Percentage of class: 85%

2. COURSE PLAN & CONTENT DELIVERY

All the topics of this course covered by delivering lectures through PPTs and class room lectures and given
exercises , assignments to the students.

3. METHOD OF EVALUATION

3.1 √ Continuous Assessment Examinations (CAE-I, CAE-II)

Assessment Objective questions

Descriptive
 (CAE-I,CAE-II) questions

Topic relevance 50% ---

Diagrams with labels 20% ---

Accuracy 30% 100%

3.2 √ Assignments/Seminars

Assessment plan for Assignments:

Content Weight age

Problem description 20%

Implementation 70%

Diagrams/Scripts 10%

3.5 √ Mini Project

3.4 Quiz

3.5 √Semester/End Examination

Content Weight age

Topic description 20%

Writing 70%

Diagrams/Scripts 10%

3.6 √ Others

Assessment plan for Slip Tests:

Content Weight age

Analysis 10%

Writing 80%

Diagrams/Scripts 10%

4. List out any new topic(s) or any innovation you would like to introduce in teaching the subjects in this Semester .
 …………………………………………………………………………………………………..

Signature of HOD Signature of faculty

Date: Date:

11. GUIDELINES TO STUDY THE COURSE

Guidelines to study the Course:

PREREQUISITES

1. History of statistics, individual, discrete and continous series.

CORE TOPICS:
1. Managerial Applications of Statistics.
2. Measures of central tendency
3. Skewness.
4. Tabulation and classification of data.
5. T-test.
6. Anova one way and two way.
7. Regression analysis.
8. Time series.
TOPICS COVERED BEYOND THE SYLLABUS:

1. Link relative.
 2. Bivariate frequency.

TEXT BOOKS AND REFERENCES

TEXT BOOK
 Levin R.I., Rubin S. David, “Statistics for Management”, 2015, 7th Ed. Pearson.
 Beri, “ Business Statistics ”, 2015, 1st Ed, TMH.

REFERENCE BOOKS

 Gupta S.C, “Fundamentals of Statistics”, 2015, 6th Ed. HPH.

 Amir D. Aczel and Jayavel Sounder pandian, “Complete Business Statistics”, TMH,
 Levine , Stephan , krehbiel , Berenson -Statistics for Managers using Microsoft Excel,PHI .
 J. K Sharma, “Business Statistics”, 2015, 2nd Ed. Pearson.

Signature of HOD Signature of faculty

Date: Date:

12. MID Exam Question Papers

Joginpally B.R. Engineering College

Yenkapally (V), Moinabad (M), R.R.Dist.TS-500075
MBA IYear I-Sem I-Mid Term Examinations, Jan-2014
Branch: MBA
Sub: SFM
Time: 10:00AM TO 12:00Noon
Marks: 25
---------------------------------------------------------------------------------------------------------
------------------
 PART-A

Compulsory Question 5*2=10

1.Write a short notes on

a) Index numbers

b) Types of correlation.

c) Compute Price Index numbers for the year 2000 with 1995 as base year using
i) Laspeyre’s Method ii) Fisher Method

Quantity units value Rs

Year 1995 2000 1995 2000
A 100 150 500 900
B 80 100 320 500
C 60 72 150 360
D 30 33 360 297
d) The following are the wages of 10 workers of a factory find the range of variation and also coefficient
of range.
120 140 240 100 105 205 300 160 150 180
E) In a given distribution mean is 35,median is 36.what is mode.

PART-B

Answer any Three Questions 3*5=15

1) From the following data find out the Karl persons coefficient of skewness.

Measurement: 10 11 12 13 14 15

Frequency: 2 4 10 8 5 1

2) Write components of time series in brief?

3) Calculate 4 years moving average and least squares trend line for the production of an Engineering
Factory.

Year 1980 1981 1982 1983 1984 1985 1986

Production 12 10 14 11 13 15 16
in (‘000’s)
Estimate production on the year 1988.

4) You are given the data below find the combined mean and standard deviation.
A B
Number of items 100 150
Mean 50 40
 Standard deviation 5 6

5) From the following data obtain two regression equations and coefficient of correlation between the
regression.
Sales 91 97 108 121 67 124 51 73 111 57
Purchase 71 75 69 97 70 91 39 61 80 47

Joginpally B.R. Engineering College

Yenkapally (V), Moinabad (M), R.R.Dist.TS-500075
MBA IYear I-Sem II-Mid Term Examinations, Jan-2014
Branch: MBA
Sub: SFM
Time: 10:00AM TO 12:00Noon
Marks: 25
---------------------------------------------------------------------------------------------------------
------------------
PART-A

Compulsory Question 5*2=10

Write short notes on

1. Managerial applications of statistics.

2. Calculate spearman’s rank correlation coefficient for the following data.
X 58 43 50 19 26 27 75 34 28 67
Y 23 24 34 16 25 14 30 39 14 29
3. Diagrams and graphs.
4. Two dimensional diagrams.
5. Testing of hypothesis.

PART-B

Answer any Three Questions 3*5=15

1. Calculate the following data by suitable method with ( table value 3.07)

Batches hours

I 4 14 19 22 25 27 36
II 11 18 18 25 30 32 -

III 2 11 13 16 18 20 30

IV 0 4 5 10 22 - -

2. Two independent samples of 8 & 7 items respectively has given

Sample 1 11 11 13 11 15 9 12 14

Sample 2 9 11 10 13 9 8 10 -

Is the difference between the means of sample are significant? (Table value 2.160)

3. Explain the concept of tabulation and classification of data.

4. Define statistics and also explain its origin and history of development.

5a) what are the limitations of statistics.

b) Suppose that in a public opinion survey answer to the questions

i) Do you drink
ii) Are you in favour of local action on sale of liquor?
iii) Can you infer that opinion on local actions is dependent on whether or not an individual
drinks?

Question (a)

Question (b) yes No

Yes 56 31

No 18 6

(The table value is 3.841)

13.MID EXAM MARKS

S.No Name of the Student Roll No MID-I MID-II

26
1 B. A. Dinesh Raj 14J21E0001 26
26
2 Beerla Madhusudan 14J21E0002 27
26
3 Burra Kiran Goud 14J21E0003 26
39
4 CH. Bhaskar 14J21E0004 33
 26
5 Chakali Srisailam 14J21E0005 30
26
6 Cheguri Shiva Kumar 14J21E0006 26
26
7 Dasari Mahender 14J21E0007 26
37
8 Durgam Rajani 14J21E0008 26
26
9 Gopagoni Srushanth 14J21E0009 27
26
10 Ibraheempally Laxmi Kanth Reddy 14J21E0010 26
26
11 K. Srinivasulu 14J21E0011 26
26
12 Kammari Praveen Kumar 14J21E0012 27
31
13 Kanakamamidi Venkatesh 14J21E0013 35
31
14 Kandragula Srikanth 14J21E0014 32
27
15 Karre Mallesh 14J21E0015 27
29
16 Karuna D 14J21E0016 26
26
17 Kavali Venkatesh 14J21E0017 26
38
18 Kolluri Arun Kumar 14J21E0018 36
37
19 Kothwalguda Ganesh 14J21E0019 39
29
20 Kyama Srinivas 14J21E0020 32
40
21 Mounika Nallolla 14J21E0021 40
40
22 Peesre Sindu Reddy 14J21E0022 40
39
23 Pendhota Meghamala 14J21E0023 39
26
24 S. Bharath Kumar 14J21E0024 31
31
25 S. Sandeep 14J21E0025 27
33
26 Shaik Bashi 14J21E0026 32
39
27 Shampa Roy 14J21E0027 27
36
28 Siddanti Madhukar 14J21E0028 37
26
29 Sulge Satish Kumar 14J21E0029 27
34
30 Vadagunla Suresh Reddy 14J21E0030 36
26
31 Vijay N 14J21E0031 26
13.PHOTOCOPIES OF MID-I ANSWER SHEETS

MID-I BEST ANSWER SHEET

MID-I AVERAGE ANSWER SHEET
MID-I WORST ANSWER SHEET
 13.Results of surveys and feedback

Course assessment sheet Indirect

CSP Rubric Name & Number:

S.No Roll Number Rubric Assessment Remarks

End exam Results

Hallticket Subjec Internal External
No t Code Subject Name Marks Marks
14J21E000 RESEARCH METHODOLOGY & STATISTICAL
1 711AF ANALYSIS 26 -1
14J21E000 RESEARCH METHODOLOGY & STATISTICAL
2 711AF ANALYSIS 27 24
14J21E000 RESEARCH METHODOLOGY & STATISTICAL
3 711AF ANALYSIS 26 39
14J21E000 RESEARCH METHODOLOGY & STATISTICAL
4 711AF ANALYSIS 36 37
14J21E000 RESEARCH METHODOLOGY & STATISTICAL
5 711AF ANALYSIS 28 24
14J21E000 RESEARCH METHODOLOGY & STATISTICAL
6 711AF ANALYSIS 26 25
14J21E000 RESEARCH METHODOLOGY & STATISTICAL
7 711AF ANALYSIS 26 31
14J21E000 RESEARCH METHODOLOGY & STATISTICAL
8 711AF ANALYSIS 32 24
14J21E001 RESEARCH METHODOLOGY & STATISTICAL
0 711AF ANALYSIS 26 24
14J21E001 RESEARCH METHODOLOGY & STATISTICAL
1 711AF ANALYSIS 26 24
14J21E001 RESEARCH METHODOLOGY & STATISTICAL
2 711AF ANALYSIS 27 32
14J21E001 RESEARCH METHODOLOGY & STATISTICAL
3 711AF ANALYSIS 33 29
14J21E001 RESEARCH METHODOLOGY & STATISTICAL
4 711AF ANALYSIS 32 33
14J21E001 RESEARCH METHODOLOGY & STATISTICAL
5 711AF ANALYSIS 27 12
14J21E001 RESEARCH METHODOLOGY & STATISTICAL
6 711AF ANALYSIS 28 -1
14J21E001 RESEARCH METHODOLOGY & STATISTICAL
7 711AF ANALYSIS 26 26
14J21E001 RESEARCH METHODOLOGY & STATISTICAL
8 711AF ANALYSIS 37 44
14J21E001 RESEARCH METHODOLOGY & STATISTICAL
9 711AF ANALYSIS 38 32
14J21E002 RESEARCH METHODOLOGY & STATISTICAL
0 711AF ANALYSIS 31 32
14J21E002 711AF RESEARCH METHODOLOGY & STATISTICAL 40 51
 1 ANALYSIS
14J21E002 RESEARCH METHODOLOGY & STATISTICAL
2 711AF ANALYSIS 40 53
14J21E002 RESEARCH METHODOLOGY & STATISTICAL
3 711AF ANALYSIS 39 37
14J21E002 RESEARCH METHODOLOGY & STATISTICAL
4 711AF ANALYSIS 29 36
14J21E002 RESEARCH METHODOLOGY & STATISTICAL
5 711AF ANALYSIS 29 26
14J21E002 RESEARCH METHODOLOGY & STATISTICAL
6 711AF ANALYSIS 33 28
14J21E002 RESEARCH METHODOLOGY & STATISTICAL
7 711AF ANALYSIS 33 39
14J21E002 RESEARCH METHODOLOGY & STATISTICAL
8 711AF ANALYSIS 37 34
14J21E002 RESEARCH METHODOLOGY & STATISTICAL
9 711AF ANALYSIS 27 28
14J21E003 RESEARCH METHODOLOGY & STATISTICAL
0 711AF ANALYSIS 35 41
14J21E003 RESEARCH METHODOLOGY & STATISTICAL
1 711AF ANALYSIS 26 26

16. Any Teaching/Learning Aids, additional resources used

Teaching Resources Used :
 A lecture on weka tool
Websites:
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3157145/

http://itfeature.com/time-series-analysis-and-forecasting/component-of-time-series-data

http://www.statisticshowto.com/anova/

http://study.com/academy/lesson/application-of-statistics-in-business.html

http://stat420.blogspot.in/2009/07/definition-of-statistics-scope-and.html

19. Material

Introduction:
Statistics is the study of numerical information, which is called data. People use statistics as tools to
understand information. Learning to understand statistics helps a person react intelligently to statistical
claims. Statistics are used in the fields of business, math, economics, accounting, banking, government,
astronomy, and the natural and social sciences.

Businesses use statistics to find customer preferences, check the quality of products, market products,
estimate costs and make decisions. Statistics help make mathematical theories more accurate. Economists
use statistics to find the relationship between supply and demand, the relationship between imports and
exports, the inflation rate, the per capita income, and the national income rate. Accountants use statistics
to see how well a company is doing, discover trends and create projections for the next year. Bankers use
statistics to estimate the number of people depositing money versus the number requesting loans. The
government uses statistics federally and locally to make budgets, set the minimum wage and discover the
cost of living. Astronomers use statistics to estimate the distance between objects in space and the timing
of interstellar events. People working in the natural and social sciences use statistics to form theories on
what they're studying, whether it's estimating large populations, predicting the weather or studying the
human brain.

Definition of Statistics:
1. Statistics can be defined as the collection presentation and interpretation of
numerical data.- Croxton and Crowed.

2. Statistics are numerical statement of facts in any department of enquiry placed

interrelation to each other.- Bouly.

Scope and importance of Statistics:

1. Statistics and planning: Statistics in indispensable into planning in the modern age
which is termed as “the age of planning”. Almost all over the world the govt. are re-
storing to planning for economic development.

2. Statistics and economics: Statistical data and techniques of statistical analysis

have to immensely useful involving economical problem. Such as wages, price, time
series analysis, demand analysis.

3. Statistics and business: Statistics is an irresponsible tool of production control.

Business executive are relying more and more on statistical techniques for studying
the much and desire of the valued customers.

4. Statistics and industry: In industry statistics is widely used inequality control. In

production engineering to find out whether the product is confirming to the
specifications or not. Statistical tools, such as inspection plan, control chart etc.

5. Statistics and mathematics: Statistics are intimately related recent advancements

in statistical technique are the outcome of wide applications of mathematics.

6. Statistics and modern science: In medical science the statistical tools for
collection, presentation and analysis of observed facts relating to causes and
incidence of dieses and the result of application various drugs and medicine are of
great importance.

7. Statistics, psychology and education: In education and physiology statistics has

found wide application such as, determining or to determine the reliability and
validity to a test, factor analysis etc.
8. Statistics and war: In war the theory of decision function can be a great assistance
to the military and personal to plan “maximum destruction with minimum effort.”

Statistics in business and management:

1. Marketing: Statistical analysis are frequently used in providing information for

making decision in the field of marketing it is necessary first to find out what can be
sold and the to evolve suitable strategy, so that the goods which to the ultimate
consumer. A skill full analysis of data on production purchasing power, man power,
habits of compotators, habits of consumer, transportation cost should be consider to
take any attempt to establish a new market.

2. Production: In the field of production statistical data and method play a very
important role. The decision about what to produce? How to produce? When to
produce? For whom to produce is based largely on statistical analysis.

3. Finance: The financial organization discharging their finance function effectively

depend very heavily on statistical analysis of peat and tigers.

3. Banking: Banking institute have found if increasingly to establish research

department within their organization for the purpose of gathering and analysis
information, not only regarding their own business but also regarding general
economic situation and every segment of business in which they may have interest.

4. Investment: Statistics greatly assists investors in making clear and valued

judgment in his investment decision in selecting securities which are safe and have
the best prospects of yielding a good income.

5. Purchase: the purchase department in discharging their function makes use of

statistical data to frame suitable purchase policies such as what to buy? What
quantity to buy? What time to buy? Where to buy? Whom to buy?

6. Accounting: statistical data are also employer in accounting particularly in

auditing function, the technique of sampling and destination is frequently used.

7. Control: the management control process combines statistical and accounting

method in making the overall budget for the coming year including sales, materials,
labor and other costs and net profits and capital requirement.

EFINITION, ORIGIN AND DEVELOPMENT, A

D USES OF STATISTICS

ORIGIN AND DEVELOPMENT OF STATISTICS:

One of the ways to appreciate what is being studied is to know its origin and how it developed and helped mankind. Statistics arose from the
need of states to collect data on their people and economies, in order to administer them. Its meaning broadened in the early 19 th century to
include the collection and analysis of data in general. Today statistics is widely employed in government, business, in the natural and social
sciences.
Statistics as a field of knowledge proved so much in the world as a very powerful tool in almost all fields of work. It can be found in the field of
sciences, in business and economics, in education, politics, psychology and in research.
  In social sciences, particularly in the field of education and psychology, statistics is an indispensable tool.
 In education, the school administration and staff, the faculty and the students use statistics as a tool in performance of their
respective functions and responsibilities.
 In psychology, statistical methods are used to analyze and interpret data on intelligence test scores, aptitude tests, personality test
ratings, entrance examinations. etc. for the better understanding of the individual tested, and for better administration and
management.
 In government, statistics provides the various government agencies organized and systematic records of data needed in the
formulation of national policies for the betterment of the nations' well being.
 In research, many scientific investigations produce large quantities of raw data that are overwhelming and difficult to interpret hence,
statistical tool are employed.

Thus today, STATISTICS which can be defined as the art and science that deals with the collection, organization, creative presentation, analysis
and interpretation of data. Statistics has an interesting history of development. Before becoming a science in its modern sense, statistics had a
long history of development. numerical data relating to particular events, were being used already in antiquity.

The history of statistics can be traced back at least to the biblical times in ancient Egypt, Babylon, and Rome.
EGYPT (3,500 BC)

Used statistics in the form of

 recording the number of of sheep or cattle owned

 the amount of grain produced
 the number of people living in a particular city

BABYLONIAN GOVERNMENT (3,800 BC)

Used statistics to measure

 the numbers of men under a king's rule

 the vast territory that the king occupied

ROMAN EMPIRE (700 BC)

Used statistics by

 conducting registration to record population for the purpose of collecting taxes.

MODERN TIMES

Statistical methods have been used to record and predict such things as:

 birth and death rates

 employment and inflation rates
 sports achievements
 other economic and social trends

Limitations of statistics:

The scope of the science of statistic is restricted by certain limitations:

 1. The use of statistics is limited numerical studies: Statistical methods cannot be applied to
study the nature of all type of phenomena. Statistics deal with only such phenomena as are
capable of being quantitatively measured and numerically expressed. For, example, the
health, poverty and intelligence of a group of individuals, cannot be quantitatively
measured, and thus are not suitable subjects for statistical study.
2. Statistical methods deal with population or aggregate of individuals rather than with
individuals. When we say that the average height of an Indian is 1 metre 80 centimetres, it
shows the height not of an individual but as found by the study of all individuals.
3. Statistical relies on estimates and approximations : Statistical laws are not exact laws
like mathematical or chemical laws. They are derived by taking a majority of cases and are
not true for every individual. Thus the statistical inferences are uncertain.
4. Statistical results might lead to fallacious conclusions by deliberate manipulation of figures
and unscientific handling. This is so because statistical results are represented by figures,
which are liable to be manipulated. Also the data placed in the hands of an expert may lead
to fallacious results. The figures may be stated without their context or may be applied to a
fact other than the one to which they really relate. An interesting example is a survey made
some years ago which reported that 33% of all the girl students at John Hopkins University
had married University teachers. Whereas the University had only three girls student at that
time and one of them married to a teacher.

MEASURES OF CENTRAL TENDENCY- MEAN, MEDIAN AND MODE

A measure of central tendency is a single value that attempts to describe a set of data
by identifying the central position within that set of data. As such, measures of
central tendency are sometimes called measures of central location. They are also
classed as summary statistics. The mean (often called the average) is most likely the
measure of central tendency that you are most familiar with, but there are others, such
as the median and the mode.

The mean, median and mode are all valid measures of central tendency, but under
different conditions, some measures of central tendency become more appropriate to
use than others. In the following sections, we will look at the mean, mode and
median, and learn how to calculate them and under what conditions they are most
appropriate to be used.

Mean (Arithmetic)

The mean (or average) is the most popular and well known measure of central
tendency. It can be used with both discrete and continuous data, although its use is
most often with continuous data (see our Types of Variable guide for data types). The
mean is equal to the sum of all the values in the data set divided by the number of
values in the data set. So, if we have n values in a data set and they have values x 1, x2,
..., xn, the sample mean, usually denoted by (pronounced x bar), is:
This formula is usually written in a slightly different manner using the Greek capitol
letter, , pronounced "sigma", which means "sum of...":

You may have noticed that the above formula refers to the sample mean. So, why
have we called it a sample mean? This is because, in statistics, samples and
populations have very different meanings and these differences are very important,
even if, in the case of the mean, they are calculated in the same way. To acknowledge
that we are calculating the population mean and not the sample mean, we use the
Greek lower case letter "mu", denoted as µ:

The mean is essentially a model of your data set. It is the value that is most common.
You will notice, however, that the mean is not often one of the actual values that you
have observed in your data set. However, one of its important properties is that it
minimises error in the prediction of any one value in your data set. That is, it is the
value that produces the lowest amount of error from all other values in the data set.

An important property of the mean is that it includes every value in your data set as
part of the calculation. In addition, the mean is the only measure of central tendency
where the sum of the deviations of each value from the mean is always zero.

Median

The median is the middle score for a set of data that has been arranged in order of
magnitude. The median is less affected by outliers and skewed data. In order to
calculate the median, suppose we have the data below:

6 5 8 5 3 1 5 5 8 4 9
5 5 9 6 5 4 6 5 7 5 2

We first need to rearrange that data into order of magnitude (smallest first):

1 3 4 5 5 5 5 6 8 8 9
4 5 5 5 5 6 6 5 7 9 2
Our median mark is the middle mark - in this case, 56 (highlighted in bold). It is the
middle mark because there are 5 scores before it and 5 scores after it. This works fine
when you have an odd number of scores, but what happens when you have an even
number of scores? What if you had only 10 scores? Well, you simply have to take the
middle two scores and average the result. So, if we look at the example below:

65 55 89 56 35 14 56 55 87 45

We again rearrange that data into order of magnitude (smallest first):

14 35 45 55 55 56 56 65 87 89

Only now we have to take the 5th and 6th score in our data set and average them to
get a median of 55.5.

Mode

The mode is the most frequent score in our data set. On a histogram it represents the
highest bar in a bar chart or histogram. You can, therefore, sometimes consider the
mode as being the most popular option. An example of a mode is presented below:

Normally, the mode is used for categorical data where we wish to know which is the
most common category, as illustrated below:
We can see above that the most common form of transport, in this particular data set,
is the bus. However, one of the problems with the mode is that it is not unique, so it
leaves us with problems when we have two or more values that share the highest
frequency, such as below:
We are now stuck as to which mode best describes the central tendency of the data.
This is particularly problematic when we have continuous data because we are more
likely not to have any one value that is more frequent than the other. For example,
consider measuring 30 peoples' weight (to the nearest 0.1 kg). How likely is it that we
will find two or more people with exactly the same weight (e.g., 67.4 kg)? The
answer, is probably very unlikely - many people might be close, but with such a
small sample (30 people) and a large range of possible weights, you are unlikely to
find two people with exactly the same weight; that is, to the nearest 0.1 kg. This is
why the mode is very rarely used with continuous data.

Another problem with the mode is that it will not provide us with a very good
measure of central tendency when the most common mark is far away from the rest
of the data in the data set, as depicted in the diagram below:

In the above diagram the mode has a value of 2. We can clearly see, however, that the
mode is not representative of the data, which is mostly concentrated around the 20 to
30 value range. To use the mode to describe the central tendency of this data set
would be misleading.

GEOMETRIC MEAN AND HARMONIC MEAN:

In mathematics, the geometric–harmonic mean M(x, y) of two positive real numbers x

and y is defined as follows: we form the geometric mean of g0 = x and h0 = y and call it
g1, i.e. g1 is the square root of xy. We also form the harmonic mean of x and y and call it h1,
i.e. h1 is the reciprocal of the arithmetic mean of the reciprocals of x and y. These may be
done sequentially (in any order) or simultaneously.

Now we can iterate this operation with g1 taking the place of x and h1 taking the place
of y. In this way, two sequences (gn) and (hn) are defined:

Both of these sequences converge to the same number, which we call the geometric–
harmonic mean M(x, y) of x and y. The geometric–harmonic mean is also designated
as the harmonic–geometric mean. (cf. Wolfram Math World below.)

The existence of the limit can be proved by the means of Bolzano–Weierstrass theorem in a
manner almost identical to the proof of existence of arithmetic–geometric mean.
 UNIT II: MEASURES OF DISPERSION:

Measures of average such as the median and mean represent the typical value for a
dataset. Within the dataset the actual values usually differ from one another and from
the average value itself. The extent to which the median and mean are good
representatives of the values in the original dataset depends upon the variability or
dispersion in the original data. Datasets are said to have high dispersion when they
contain values considerably higher and lower than the mean value.

In figure 1 the number of different sized tutorial groups in semester 1 and semester 2
are presented. In both semesters the mean and median tutorial group size is 5
students, however the groups in semester 2 show more dispersion (or variability in
size) than those in semester 1.

Dispersion within a dataset can be measured or described in several ways including

the range, inter-quartile range and standard deviation.
RANGE, QUARTLE DEVIATION:

Range

The simplest method of studying the variation in the distribution is the range. The
range is defined as the difference between the largest item and the smallest item in
the set of observations. So, in a set of observations if L is the largest item and S is the
smallest item, then range is given by

Range = L – S

In a grouped frequency distribution, range is the difference between the upper limit of
the largest class and lower limit of the smallest class.

The range is the absolute measure of dispersion.It cannot be used to compare two
distributions with different units. So, the relative measures corresponding to the range
known as the coefficient of range is defined by

coefficientofrange=L−SL+S

Merits and demerits of range

Merits:

 It is rigidly defined.
 Range is simple to understand and easy to calculate.
 Only minimum time is required to know the variability with the help of range.

Demerits

 It is not based on all observations.

 Range is affected by the fluctuation of sampling.
 Range is affected by extreme values.
 Range cannot be calculated in case of open classes.
 Range is not suitable for further mathematical treatment.

Semi-Interquartile range or Quartile deviation

The measure of dispersion depending upon the lower and upper quartiles is known as
the quartile deviation. The difference between the upper and lower quartile is known
as the Interquartile range. Half the interquartile range is known as Semi-interquartile
range or quartile deviation.
 ∴Quartiledeviation=Q3−Q12

The relative measure based on the lower and upper quartiles known as coefficient of
quartile deviation is given by

Coeffi,ofQ.D=Q3−Q1Q3+Q1

The variability of the items will be less or greater according to the value of the
quartile deviation is less or greater. If the quartile deviation is small then the
variability is less or the uniformity is great. In the same way, If the quartile deviation
is greater then the variability is greater or the uniformity is less.

Merits and Demerits of Q.D.

Merits

 It is rigidly defined.
 It is simple to understand and easy to calculate.
 It is the better measure of dispersion in comparison to range as it is based on
50% of central items.
 It is not affected by extreme values.
 It can be calculated even when end classes are open.

Demerits

 It is not based on all observations.

 QD. is affected by the fluctuation of sampling.
 Q.D. is not suitable for further mathematical treatment.

Mean Deviation (Average Deviation)

Mean deviation is defined as the arithmetic mean of the deviations of the items from
mean, median and mode when all deviations are considered positive.

IFx¯¯¯,MdMobethearithmeticmean,medianandmodeofthesetofvariat
evaluesx,

thenthemeandeviation(M.D)arecomputedbythefollowingformulae:

M.D.frommean=Σ/x−x¯¯¯/n=Σ/d/n

AlsoM.D.frommean=Σf/x−x¯¯¯/N=Σf/d/N
 where/d/=/x−x¯¯¯/
andreadasmodulusófdorx−x¯¯¯,n=numberofobservationsandN=tota
lfrequency.

M.D. from median and mode can similarly be obtained by replacing mean by M d and
M0 respectively.

The relative measure of mean deviation is defined as follows:

coeff.ofM.D.frommean=M.D.frommeanmean

coeff.ofM.D.frommedian=M.D.frommedianmedian

STANDARD DEVIATION:

The standard deviation is a measure that summarises the amount by which every
value within a dataset varies from the mean. Effectively it indicates how tightly the
values in the dataset are bunched around the mean value. It is the most robust and
widely used measure of dispersion since, unlike the range and inter-quartile range, it
takes into account every variable in the dataset. When the values in a dataset are
pretty tightly bunched together the standard deviation is small. When the values are
spread apart the standard deviation will be relatively large. The standard deviation is
usually presented in conjunction with the mean and is measured in the same units.

In many datasets the values deviate from the mean value due to chance and such
datasets are said to display a normal distribution. In a dataset with a normal
distribution most of the values are clustered around the mean while relatively few
values tend to be extremely high or extremely low. Many natural phenomena display
a normal distribution.

For datasets that have a normal distribution the standard deviation can be used to
determine the proportion of values that lie within a particular range of the mean
value. For such distributions it is always the case that 68% of values are less than one
standard deviation (1SD) away from the mean value, that 95% of values are less than
two standard deviations (2SD) away from the mean and that 99% of values are less
than three standard deviations (3SD) away from the mean. Figure 3 shows this
concept in diagrammatical form.
If the mean of a dataset is 25 and its standard deviation is 1.6, then

1. 68% of the values in the dataset will lie between MEAN-1SD (25-1.6=23.4)
and MEAN+1SD (25+1.6=26.6)
2. 99% of the values will lie between MEAN-3SD (25-4.8=20.2) and
MEAN+3SD (25+4.8=29.8).

If the dataset had the same mean of 25 but a larger standard deviation (for example,
2.3) it would indicate that the values were more dispersed. The frequency distribution
for a dispersed dataset would still show a normal distribution but when plotted on a
graph the shape of the curve will be flatter as in figure 4.

CO-EFFICIENT OF VARIATION:
The coefficient of variation (CV) is the ratio of the
standard deviation to the mean. The higher the
coefficient of variation, the greater the level of
dispersion around the mean. It is generally expressed as
a percentage. Without units, it allows for comparison
between distributions of values whose scales of
measurement are not comparable.

When we are presented with estimated values, the CV

relates the standard deviation of the estimate to the
value of this estimate. The lower the value of the
coefficient of variation, the more precise the
estimate.

SKEWNESS AND KURTOSIS:

Measures of Skewness and Kurtosis, like measures of central

tendency and dispersion, study the characteristics of a frequency
distribution. Averages tell us about the central value of the
distribution and measures of dispersion tell us about the
concentration of the items around a central value. These
measures do not reveal whether the dispersal of value on either
side of an average is symmetrical or not. If observations are
arranged in a symmetrical manner around a measure of central
tendency, we get a symmetrical distribution, otherwise, it may be
arranged in an asymmetrical order which gives asymmetrical
distribution. Thus, skewness is a measure that studies the degree
and direction of departure from symmetry.
A symmetrical distribution, when presented on the graph paper,
gives a ‘symmetrical curve’, where the value of mean, median and
mode are exactly equal. On the other hand, in an asymmetrical
distribution, the values of mean, median and mode are not
equal. When two or more symmetrical distributions are compared,
the difference in them are studied with ‘Kurtosis’. On the other
hand, when two or more sysmmetrical distributions are compared,
they will give different degrees of Skewness. These measures are
mutually exclusive i.e. the presence of skewness implies absence of
kurtosis and vice-versa

KARL PEARSON’S COEFFICIENT OF SKEWNESS:

Karl Pearson has suggested two formulae;

(i) where the relationship of mean and mode is established;
(ii) where the relationship between mean and median is not
established.

1)When the values of Mean and Mode are related

Absolute skewness = Mean – Mode

Coefficient of skewness = Coefficient of skewness generally lies

within + 1

2)when the value of mean and median are related

Abosulte skewness= 3(mean –median)

Coefficient of skewness = coefficient of skewness general lies within +3

BOWLEY’S COEFFICIENT OF SKEWNESS:

Bowley’s method of skewness is based on the values of median,

lower and upper quartiles. This method suffers from the same
limitations which are in the case of median and quartiles. Wherever
positional measures are given, skewness should be measured by
Bowley’s method. This method is also used in case of ‘open-end
series’, where the importance of extreme values is ignored.

Absolute skewness = Q3 + Q1 – 2 Median

Coefficient of Skewness =
Coefficient of skewness lies within the limit ± 1. This method is
quite convenient for determining skewness where one has already
calculated quartiles.

KELLEYS COEFFICIENT OF SKEWNESS:

Kelly’s Measure of Skewness is one of several ways to measure skewness in a data

distribution. Bowley’s skewness is based on the middle 50 percent of the observations in
a data set. It leaves 25 percent of the observations in each tail of the distribution.
Kelly suggested that leaving out fifty percent of data to calculate skewness was too
extreme. He created a measure to find skewness with more data. Kelly’s measure is
based on P90 (the 90th percentile) and P10 (the 10th percentile). Only twenty percent of
observations (ten percent in each tail) are excluded from the measure.

Kelley’s measure of skewness is given in terms of percentiles and deciles(D). Kelley’s

absolute measure of skewness (Sk)is:

Sk=P90 + P10 – 2*P50 = D9 + D1-2*D5.

UNIT III: TABULATION

TABULATION OF UNIVARIATE BIVARIATE

AND MULTIVARIATE DATA:

Univariate, bivariate and multivariate are the various types of data that are based on
the number of variables. Variables mean the number of objects that are under
consideration as a sample in an experiment. Usually there are three types of data sets.
These are;

Univariate Data:

Univariate data is used for the simplest form of analysis. It is the type of data in
which analysis are made only based on one variable. For example, there are sixty
 students in class VII. If the variable marks obtained in math were the subject, then in
that case analysis will be based on the number of subjects fall into defined categories
of marks.

Bivariate Data:

Bivariate data is used for little complex analysis than as compared with univariate
data. BiTvariate data is the data in which analysis are based on two variables per
observation simultaneously.

Multivariate Data:

Multivariate data is the data in which analysis are based on more than two variables
per observation. Usually multivariate data is used for explanatory purposes.

DATA CLASSIFICATION AND TABULATION:

The collection data, after classification, are recorded in rows and columns to give
them tabular form. Tabular presentation of data, more conveniently known as
tabulation, may be defined as “the orderly or systematic presentation of numerical
data in rows and columns designed to clarify the problem under consideration and to
facilitate the comparison between the figures”.
ADVANTAGES OF TABULATION:

The following are the advantages of tabulation:

(i) Tabulation simplifies complicated data.
(ii) Tabulation presents quantitative data in a coincise and condenced form.
(iii) It facilitates comparison of data.
(iv) Presentation of data in tabular form provides a basis for analysis and
interpretation of such data.
Objectives of Tabulation:
The objectives of tabulation are inherent in advantages of tabulation. Thus the
objectives of tabulation are: (i) To simplify complicated data, (ii) To present
quantitative data in a coincise and condenced form, etc.

PARTS OF TABLE:
A table consists of the following parts. These may be considered as the essentials of a
satisfactory table.
(i) Table Number: Every table should be identified by a number. It facilitates easy
reference. The table number may be given at the beginning of the title of the table, or
can be centered above the title of the table.

(ii) Title: A table must have a title which is to be written either below the table
number or after the table number in the same line. The title should convey the full
description of the contents in the table.

(iii) Stub: The extreme left hand column of the table which contains the headings of
the rows is called stub.

(iv) Caption: Caption is the headings for the columns. It is the upper part of the table.
There may be sub-heads or sub-captions in each caption.

(v) Body: It is the main part of the table containing the numerical figures.

(vi) Totals: The totals and sub-totals of all the rows and columns should be given in
the table.

(vii) Footnote: Any explanatory note concerning the table itself, written directly
beneath the table, is called ‘footnote’. The purpose of footnote is to clarity some of
the specific items given in the table.

(viii) Source: The source or sources of the data embodied in the table should be
mentioned beneath the table if data are collected from secondary sources. It is given
below the footnote.

Diagrammatic representation of data:

Usually data are presented with the help of the following diagrams:
(a) Bar Diagram (Chart)
(b) Rectangular and Square Diagrams (Chart)
(c) Circular and Pie Diagrams (or Pie Chart)
We shall limit our discussions to various types of bar diagrams as well as pie diagram
only as these are the most commonly used diagrams. (a) Bar Diagram: In bar
diagram only the length is considered, the breadth may be of any finite magnitude.
The bar diagrams are divided into the following three categories:
(i) Simple Bar Diagram
(ii) Multiple Bar Diagram
(iii) Sub-Divided or Compound Bar Diagram

(i) Simple Bar Diagram: Only one type of data are presented with the help of simple
bar diagram. For example, the volume of production of rice in Assam during the last
five years can be presented with the help of simple bar diagram. In order to draw
simple bar diagram, a bar is drawn for each datum. All the bars are on the same
general base. The heights of the bars will be as per the magnitudes of the data. The
breadth of each bar must be same and the gaps among the bars must be uniform.
Generally the gap between two consecutive bars should not be less than half the
breadth of a bar. The bars are drawn either on a common horizontal or on a
common vertical base. Data can be easily compared with the help of the heights of
the bars.

GRAPHICAL REPRESENTATION OF DATA:

Graphical representation is another way of analysing numerical data. A graph is a sort

of chart through which statistical data are represented in the form of lines or curves
drawn across the coordinated points plotted on its surface.

Graphs enable us in studying the cause and effect relationship between two variables.
Graphs help to measure the extent of change in one variable when another variable
changes by a certain amount.

Graphs also enable us in studying both time series and frequency distribution as they
give clear account and precise picture of problem. Graphs are also easy to understand
and eye catching.

ONE ,TWO AND THREE DIMENSIONAL DIAGRAMS AND GRAPHS:

One-dimensional diagrams:

In such diagrams, only one-dimensional measurement, i.e

height is used and the width is not considered. These diagrams are

in the form of bar or line charts and can be classified as

1.Line Diagram

2.Simple Diagram

3.Multiple Bar Diagram

4.Sub divided Bar Diagram

5.Percentage Bar Diagram

Line Diagram:

Line diagram is used in case where there are many items to be

shown and there is not much of difference in their values. Such

diagram is prepared by drawing a vertical line for each item according to the
scale. The distance between lines is kept uniform.

Line diagram makes comparison easy, but it is less attractive

Simple Bar Diagram:

Simple bar diagram can be drawn either on horizontal or vertical base, but
bars on horizontal base more common. Bars must be uniform width and
intervening space between bars must be equal. While cons

tructing a simple bar diagram, the scale is determined on the basis of the
highest value in the series. To make the diagram attractive, the bars can be
coloured.

Bar diagram are used in business and economics. However, an important

limitation of such diagrams is that they can present only one classification or
one category of data. For example, while presenting the population for the
last five decades, one can only depict the total population in the simple bar
diagrams, and not its sex-wise distribution.

Multiple Bar Diagram:

Multiple bar diagram is used for comparing two or more

sets of statistical data. Bars are constructed side by side to

represent the set of values for comparison. In order to distinguish

bars, they may be either differently coloured or there should be

different types of crossings or dotting, etc. An index is also

prepared to identify the meaning of different colours or dottings.

Sub-divided Bar Diagram:

In a sub-divided bar diagram, the bar is sub-divided into various parts in

proportion to the values given in the data and the whole bar represent the
total. Such diagrams are also called Component Bar diagrams. The sub
divisions are distinguished by different colours or crossings or dottings. The
main defect of such a diagram is that all the parts do not have a common
base to enable one to compare accurately the various components of the
data

Percentage bar diagram:

This is another form of component bar diagram. Here the components are not
the actual values but percentages of the whole.The main difference between
the sub-divided bar diagram and percentage bar diagram is that in the former
the bars are of different heights since their totals may be different whereas in
the latter the bars are of equal height since each bar represents 100 percent.
In the case of data having sub-division, percentage bar diagram will be more
appealing than sub-divided bar diagram.

Two-dimensional Diagrams:

In one-dimensional diagrams, only length 9 is taken in account. But in two-

dimensional diagrams the area represent the data and so the length and
breadth have both to be taken into account. Such diagrams are also called
area diagrams or surface diagrams. The important types of area diagrams
are:

1.Rectangles

2. Squares

3. Pie-diagrams
Rectangles:

Rectangles are used to represent the relative magnitude of

two or more values. The area of the rectangles are kept in

proportion to the values. Rectangles are placed side by side for

comparison. When two sets of figures are to be represented by

rectangles, either of the two methods may be adopted.

We may represent the figures as they are given or may

convert them to percentages and then subdivide the length into

various components. Thus the percentage sub-divided rectangular diagram is

more popular than sub-divided rectangular since it

enables comparison to be made on a percentage basis.

Squares:

The rectangular method of diagrammatic presentation is difficult to use where

the values of items vary widely. The method of drawing a square diagram is
very simple. One has to take the square root of the values of various item that
are to be shown in the diagrams and then select a suitable scale to draw the
squares.

Pie Diagram or Circular Diagram:

Another way of preparing a two-dimensional diagram is in the form of circles.

In such diagrams, both the total and the component parts or sectors can be
shown. The area of a circle is proportional to the square of its radius. While
making comparisons, pie diagrams should be used on a percentage basis
and not on an absolute basis. In constructing a pie diagram the first step is to
prepare the data so that various components values can be transposed into
corresponding degrees on the circle. The second step is to draw a circle of
appropriate size with a compass. The size of the radius depends upon the
available space and other factors of presentation. The third step is to
measure points on the circle and representing the size of each sector with the
help of a protractor.

Three-dimensional diagrams:

Three-dimensional diagrams, also known as volume diagram, consist of

cubes, cylinders, spheres, etc. In such diagrams three things, namely length,
width and height have to be taken into account. Of all the figures, making of
cubes is easy. Side of a cube is drawn in proportion to the cube root of the
magnitude of data. 79 Cubes of figures can be ascertained with the help of
logarithms. The logarithm of the figures can be divided by 3 and the antilog of
that value will be the cube –root.

Pictograms and Cartograms:

Pictograms are not abstract presentation such as lines or bars but really
depict the kind of data we are dealing with. Pictures are attractive and easy to
comprehend and as such this method is

particularly useful in presenting statistics to the layman. When Pictograms are

used, data are represented through a pictorial symbol that is carefully
selected.

Cartograms or statistical maps are used to give quantitative

information as a geographical basis. They are used to represent

4 cm 3 cm 2 cm 80 spatial distributions. The quantities on the map can be

shown in many ways such as through shades or colours or dots or placing
pictogram in each geographical unit.

Graphs:

A graph is a visual form of presentation of statistical data. A graph is more

attractive than a table of figure. Even a common man can understand the
message of data from the graph. Comparisons can be made between two or
more phenomena very easily with the help of a graph. However here we shall
discuss only some important types of

graphs which are more popular and they are

1.Histogram

2. Frequency Polygon

3.Frequency Curve

4. Ogive

5.Lorenz Curve

B) SMALL SAMPLE TESTS:

When samples are small, n<30, when the population is normally distributed, and
when the population variance has to be estimated from sample data, the
distribution of the sample mean is no longer normal. A small sample distribution,
known as the t-distribution, has to be used in this case.

Sampling problems discussed so far dealt with means and proportions.

Evaluation of their sampling errors was based on the normal distribution.

In the case of the mean, the sampling distribution was normal because the variable
was distributed normally in the population or because the Central

Limit Theorem ensured normality for large samples. n the case of proportions, the
normal distribution was used as an approximation for the

underlying binomial distribution. In each case, we required a large sample

(n≤30). When samples are small, n<30, when the population is normally distributed,
and when the population variancehas to be estimated from sample data, the
distribution of the sample meanisno longer normal. A small sample distribution,
known as the t-distribution, has to be used in this case. When samples are small and
the distribution of the variable in the population is not normal, there is no readily
available sampling distribution. When dealing with proportions coming from small
samples, it is necessary to use the exact binomial distribution. 6.1 The t-distribution
Assume that the variables is distributed normally in the population with
mean μ and variance σ2, i.e. X~N(μ,σ2). If σ2 is known, then the sample

mean is normally distributed, and we have no problem. However, in almost all cases
we do not in fact know the population variance, σ2, and must estimate it. We have
seen that the estimator

This does not have a normal distribution. It can be shown that this statistic, the t-
statistic, has the t-distribution with n-1 degrees of freedom.For largen, the t-
distribution resembles the standard normal distribution, but we are interest here in
small samples. The formula for the t-distribution is quite complicated, and depends
on the number of degrees of freedom. However, it is symmetric about 0, so the same
useful shortcuts, such as P(t>a)=P(t<a) can be used as for the standard normal. It
can be shown that E(t)=0, and Var(t)=k/(k-2), where k is the number of degrees of
freedom, so in this case, Var(t)=(n-1)/(n-3). Tables of the cumulative t-distribution
for different numbers of degrees of freedom are available. There is also a t-
distribution function in Excel: For x>0, and k degrees of freedom, the function
TDIST(x,n,1) will return P(t>x), while the function TDIST(x,n, 2) will return the 2-
tailed test, P(t>x OR t<-x). There is also a function TINV(p,n) will return the critical
X value Cfor a 2-tailed t-distribution with n degrees of freedom, such that P(|t|
>XC)=p. The distribution of X in the population has to be normal for the t-statistic

to have the t-distribution. However, the t-distribution is quite robust, and

small deviations from normality in the population will not invalidate it.

In statistics, t-tests are a type of hypothesis test that allows you to compare means.
They are called t-tests because each t-test boils your sample data down to one
number, the t-value. If you understand how t-tests calculate t-values, you’re well on
your way to understanding how these tests work.

In this series of posts, I'm focusing on concepts rather than equations to show how t-
tests work. However, this post includes two simple equations that I’ll work through
using the analogy of a signal-to-noise ratio.

Minitab statistical software offers the 1-sample t-test, paired t-test, and the 2-sample t-
test. Let's look at how each of these t-tests reduce your sample data down to the t-
value.
ONE MEAN T-TEST:

Paired Sample T-Test

The paired sample t-test, sometimes called the dependent sample t-test, is a statistical
procedure used to determine whether the mean difference between two sets of
observations is zero. In a paired sample t-test, each subject or entity is measured
twice, resulting in pairs of observations. Common applications of the paired sample
t-test include case-control studies or repeated-measures designs. Suppose you are
interested in evaluating the effectiveness of a company training program. One
approach you might consider would be to measure the performance of a sample of
employees before and after completing the program, and analyze the differences
using a paired sample t-test.

ASSUMPTIONS:

As a parametric procedure (a procedure which estimates unknown parameters), the

paired sample t-test makes several assumptions. Although t-tests are quite robust, it is
good practice to evaluate the degree of deviation from these assumptions in order to
assess the quality of the results. In a paired sample t-test, the observations are defined
as the differences between two sets of values, and each assumption refers to these
differences, not the original data values. The paired sample t-test has four main
assumptions:

• The dependent variable must be continuous (interval/ratio).

• The observations are independent of one another.

• The dependent variable should be approximately normally distributed.

• The dependent variable should not contain any outliers.

One Sample T-Test

The one sample t-test is a statistical procedure used to determine whether a sample of
observations could have been generated by a process with a specific mean. Suppose
you are interested in determining whether an assembly line produces laptop
computers that weigh five pounds. To test this hypothesis, you could collect a sample
of laptop computers from the assembly line, measure their weights, and compare the
sample with a value of five using a one-sample t-test.
As a parametric procedure (a procedure which estimates unknown parameters), the
one sample t-test makes several assumptions. Although t-tests are quite robust, it is
good practice to evaluate the degree of deviation from these assumptions in order to
assess the quality of the results. The one sample t-test has four main assumptions:

• The dependent variable must be continuous (interval/ratio).

• The observations are independent of one another.

• The dependent variable should be approximately normally distributed.

• The dependent variable should not contain any outliers Understanding this process
is crucial to understanding how t-tests work. I'll show you the formula first, and then
I’ll explain how it works.

TWO SAMPLE T -TEST:

The two-sample t-test (Snedecor and Cochran, 1989) is used to determine if two
population means are equal. A common application is to test if a new process or
treatment is superior to a current process or treatment.

There are several variations on this test.

1. The data may either be paired or not paired. By paired, we mean that there is
a one-to-one correspondence between the values in the two samples. That is,
if X1, X2, ..., Xn and Y1, Y2, ... , Yn are the two samples, then Xi corresponds to Yi.
For paired samples, the difference Xi - Yi is usually calculated. For unpaired
samples, the sample sizes for the two samples may or may not be equal. The
formulas for paired data are somewhat simpler than the formulas for
unpaired data.
2. The variances of the two samples may be assumed to be equal or unequal.
Equal variances yields somewhat simpler formulas, although with computers
this is no longer a significant issue.
3. In some applications, you may want to adopt a new process or treatment only
if it exceeds the current treatment by some threshold. In this case, we can
state the null hypothesis in the form that the difference between the two
 populations means is equal to some constant μ1−μ2=d0 where the
constant is the desired threshold.

UNIT IV: ANALYSIS OF VARIANCE:

Analysis of variance (ANOVA) is similar to regression in that it is used

to investigate and model the relationship between a response variable and
one or more independent variables. However, analysis of variance differs
from regression in two ways: the independent variables are qualitative
(categorical), and no assumption is made about the nature of the relationship
(that is, the model does not include coefficients for variables). In effect,
analysis of variance extends the two-sample t-test for testing the equality of
two population means to a more general null hypothesis of comparing the
equality of more than two means, versus them not all being equal. Several of
MINITAB’s ANOVA procedures, however, allow models with both qualitative
and quantitative variables.MINITAB’s ANOVA capabilities include procedures
for fitting ANOVA models to data collected from a number of different
designs, for fitting MANOVA models to designs with multiple responses, for
fitting ANOM (analysis of means) models, and specialty graphs for testing
equal variances, for error bar or confidence interval plots, and graphs of main
effects and interactions

One-way and two-way ANOVA models

One-way analysis of variance tests the equality of population means when

classification is by one variable. The classification variable, or factor, usually

has three or more levels (one-way ANOVA with two levels is equivalent to a t-
test), where the level represents the treatment applied. For example, if you
conduct an experiment where you measure durability of a product made by
one of three methods, these methods constitute the levels. The one-way
procedure also allows you to examine differences among means using
multiple comparisons. Two-way analysis of variance performs an analysis of
variance for testing the equality of populations means when classification of
treatments is by two variables or factors. In two-way ANOVA, the data must
be balanced (all cells must have the same number of observations) and
factors must be fixed. If you wish to specify certain factors to be random, use
Balanced ANOVA if your data are balanced; use General Linear Models if
your data are unbalanced or if you wish to compare means using multiple
comparisons.

ONE WAY ANALYSIS:

One-way analysis of variance tests the equality of population means when

classification is by one variable. There are two ways to organize your data in
the worksheet. You can enter the response in one column (stacked) or in
different columns (un stacked). If your response is in one column, you can
examine differences among means using multiple comparisons.

Data

The response variable must be numeric. You can enter the sample data from
each population into separate columns of your worksheet (unstacked case),
or you can stack the response data in one column with another column of
level values identifying the population (stacked case). In the stacked case,
the factor level column can be numeric, text, or date/time. If you wish to
change the order in which text levels are processed from their default
alphabetical order, you can define your own order. See Ordering Text
Categories in the Manipulating Data chapter of MINITAB User’s Guide 1. You
do not need to have the same number of observations in each level. You can
use Cal Make Patterned Date to enter repeated factor levels.

TWO WAY ANALYSIS:

A two-way analysis of variance tests the equality of populations means when

classification of treatments is by two variables or factors. For this procedure,

the data must be balanced (all cells must have the same number of
observations) and factors must be fixed. If you wish to specify certain factors
to be random, use

Balanced ANOVA if your data are balanced, and use General Linear Model if
your data are unbalanced or if you wish to compare means using multiple
comparisons.

Data

The response variable must be numeric and in one worksheet column. You
must have a single factor level column for each of the two factors. These can
be numeric, text, or date/time. If you wish to change the order in which text
categories are processed from their default alphabetical order, you can define
your own order. See

Ordering Text Categories in the Manipulating Data chapter of MINITAB

observations User’s Guide1. You must have a balanced design (same
number of in each treatment combination) with fixed and crossed factors.
CHI SQUARE DISTRIBUTION:

The Chi Square distribution is the distribution of the sum of squared standard
normal deviates. ... A Chi Square calculator can be used to find that the probability
of a Chi Square (with 2 df) being six or higher is 0.050. The mean of a Chi Square
distribution is its degrees of freedom.

A standard normal deviate is a random sample from the standard normal distribution.
The Chi Square distribution is the distribution of the sum of squared standard normal
deviates. The degrees of freedom of the distribution is equal to the number of standard
normal deviates being summed. Therefore, Chi Square with one degree of freedom,
written as χ2(1), is simply the distribution of a single normal deviate squared. The
area of a Chi Square distribution below 4 is the same as the area of a standard normal
distribution below 2, since 4 is 22.

Consider the following problem: you sample two scores from a standard normal
distribution, square each score, and sum the squares. What is the probability that the
sum of these two squares will be six or higher? Since two scores are sampled, the
answer can be found using the Chi Square distribution with two degrees of freedom.
A Chi Square calculator can be used to find that the probability of a Chi Square (with
2 df) being six or higher is 0.050.

The mean of a Chi Square distribution is its degrees of freedom. Chi Square
distributions are positively skewed, with the degree of skew decreasing with
increasing degrees of freedom. As the degrees of freedom increases, the Chi Square
distribution approaches a normal distribution. Figure 1 shows density functions for
three Chi Square distributions. Notice how the skew decreases as the degrees of
freedom increases.
 Figure 1. Chi Square distributions with 2, 4, and 6 degrees of freedom.

The Chi Square distribution is very important because many test statistics are
approximately distributed as Chi Square. Two of the more common tests using the
Chi Square distribution are tests of deviations of differences between theoretically
expected and observed frequencies (one-way tables) and the relationship between
categorical variables (contingency tables). Numerous other tests beyond the scope of
this work are based on the Chi Square

CHI SQUARE TEST FOR INDEPENDENCE OF ATTRIBUITES:

The Chi-Square test of Independence is used to determine if there is a significant

relationship between two nominal (categorical) variables. The frequency of one
nominal variable is compared with different values of the second nominal variable.
The data can be displayed in an R*C contingency table, where R is the row and C is
the column. For example, a researcher wants to examine the relationship between
gender (male vs. female) and empathy (high vs. low). The chi-square test of
independence can be used to examine this relationship. If the null hypothesis is
accepted there would be no relationship between gender and empathy. If the null
hypotheses is rejected the implication would be that there is a relationship between
gender and empathy (e.g. females tend to score higher on empathy and males tend
to score lower on empathy).

TEST FOR GOODNESS OF FIT:

Chi-Square goodness of fit test is a non-parametric test that is used to find out how
the observed value of a given phenomena is significantly different from the expected
value. In Chi-Square goodness of fit test, the term goodness of fit is used to compare
the observed sample distribution with the expected probability distribution. Chi-
Square goodness of fit test determines how well theoretical distribution (such as
normal, binomial, or Poisson) fits the empirical distribution. In Chi-Square goodness
of fit test, sample data is divided into intervals. Then the numbers of points that fall
into the interval are compare

Procedure for Chi-Square Goodness of Fit Test:

 Set up the hypothesis for Chi-Square goodness of fit test:

A. Null hypothesis: In Chi-Square goodness of fit test, the null hypothesis assumes
that there is no significant difference between the observed and the expected value.

B. Alternative hypothesis: In Chi-Square goodness of fit test, the alternative

hypothesis assumes that there is a significant difference between the observed and the
expected value.

 Compute the value of Chi-Square goodness of fit test using the following
formula:

Where, = Chi-Square goodness of fit test O= observed value E= expected value

b) CORRELATION ANALYSIS:

SCATTER DIAGRAM, POSITIVE AND NEGATIVE CORRELATION:

LIMITS FOR COEFFICIENTOF CORRELATION:

KARL PEARSON’S COEFFICENT OF CORRELATION:

SPEARMAN’S RANK CORRELATION:

CONCEPT OF MULTIPLE AND PARTIAL CORRELATION:

REGRESSION ANALYSIS CONCEPT:

LEAST SQUARE FIT OF A LINEAR REGRESSION:

TWO LINES OF REGRESSION, PROPERTIES OF REGRESSION COEFFICIENT:

20. PREVIOUS QUESTION PAPERS.