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ANALYSING BUSINESS DATA (BUS1BAN) Research Project
LA TROBE UNIVERSITY
ANALYSING BUSINESS DATA (BUS1BAN)
Research Project
| Member No. | Student ID | Student Name | Contribution (%)[1] | Student Signature |
| 1 | ||||
| 2 | ||||
| 3 |
Subject tutor name:
Workshop day and time:
Instructions
- Fill in your name, student ID, contribution (100% should be specified for each group member in most cases) in the table above on the cover page.
- Each group member must sign on the cover page to show your agreement on the version of your group work to be submitted.
- Record your subject tutor’s name and workshop details under your group member information.
An insight into market share and usage of mobile phones by
students studying BUS1BAN at La Trobe University
This research project comprises of two sections. While Section-1 deals with sampling plans and descriptive statistics, section-2 relates to inferential statistics.
Section-1 contains three parts i.e. from Part A to Part C and there are altogether 8 questions in these three parts. Section-2 comprises of four parts i.e. from Part A to Part D, however there are altogether 10 questions in these four parts of section-2. This assignment requires you to apply statistical methods taught in this subject, descriptive as well as inferential, to the random sample selected from a survey data. You are expected to be using Microsoft Excel to help answer questions in section 1 and section 2.
SECTION-1: SAMPLING AND DESCRIPTIVE STATISTICS
Part A: Sampling
Q1. What sampling plan did you employ to select your sample? [1 mark]
Q2. Apart from the sampling plan you employed to select your random sample, use your own words to briefly describe two other commonly used sampling plans that were discussed in the workshops? [1 mark]
Part B: Descriptive Statistics
Q3. Analysis on gender proportion:
- In the following table, report proportion of the students based on gender in your sample. [1 mark]
| Gender | Sample Proportion (in percentage form) |
| Female | |
| Male |
- Use an appropriate chart (properly labelled) to display information in Q3-a above and provide brief interpretation on the chart. [1 mark]
Q4. Investigating the relationship between mobile phone brands and student gender:
- Complete the following cross classification table of frequencies. [2 marks]
| Brand | ||||||||
| Apple | Samsung | LG | Basic mobile phone |
Other smart phone |
Do not use mobile phone |
Total | ||
| Gender | Male | |||||||
| Female | ||||||||
| Total | ||||||||
- Derive row relative frequencies in the following table based on cross classification table of frequencies in Q4-a above. [2 mark]
| Brand | ||||||||
| Apple | Samsung | LG | Basic mobile phone |
Other smart phone |
Do not use mobile phone |
Total | ||
| Gender | Male | |||||||
| Female | ||||||||
| Total | ||||||||
- Use an appropriate graph to display row relative frequencies contained in the above cross-classification table. Briefly discuss whether there is a relationship between gender and mobile phone brands. [2 marks]
Graph. [1.0 marks]
Brief discussion on relationship between gender and mobile phone brands. [1.0 marks]
Q5. Investigating the relationship between earnings and money spent on mobile phone by gender:
- In the following table, report average monthly earnings and mobile bill of students by gender in your sample. [2 marks]
| Female | Male | |
| Average Monthly Earnings ($) | ||
| Average Monthly Bill ($) |
- Produce a scatter plot (showing trend line, linear equation and R square) using Excel, to show the relationship between earnings and money spent on mobile phone for each gender. (Hint: Graphs for female and male should be shown separately.) [2 marks]
Q6. Descriptive statistics on the relationship between average monthly earning and average monthly mobile bill by gender:
- Use Excel and fill in the table. Provide the following statistical measures to examine the relationship between average monthly earning and average monthly mobile bill. [4 marks]
| Female | Male | |
| Covariance | ||
| Coefficient of Correlation | ||
| Coefficient of Determination | ||
| Y-intercept | ||
| Slope | ||
| Least Squares Line |
- Interpret each of the statistics in the table above in Q6-a for both genders. [2 marks]
Female: [1 mark]
- Covariance
- Coefficient of Correlation
- Coefficient of Determination
- Y-Intercept
- Slope
Male: [1 mark]
- Covariance
- Coefficient of Correlation
- Coefficient of Determination
- Y-Intercept
- Slope
Part C: Summary and Discussion
Q7. Briefly discuss how to determine the relationship between two nominal variables, and how to determine the relationship between two numerical variables. [2 marks]
- Relationship between two nominal variables: [1 mark]
- Relationship between two numerical variables: [1 mark]
Q8. What are your main findings based on the analysis in Q3-Q6 of Part B? [2 marks]
SECTION-2: INFERENTIAL STATISTICS
Part A: Point Estimate and Confidence Interval
Q1. Suppose you randomly select a student from BUS1BAN class, how likely is it that the student selected will be a female student? How likely is it that the student selected will be an iPhone user? [1 mark]
| Proportion in percentage form () | |
| Female students | |
| iPhone users |
Q2. Estimate the 99% confidence interval for the proportion of iPhone users. Show the confidence intervals graphically and interpret your results. You should show the formula and calculation by putting values in the formula. [2 marks]
Q3. What are the average monthly earnings of male and female students in your sample? [1 mark]
| Average monthly earnings in dollars ($) | |
| Female students | |
| Male students |
Q4. Provide 95% confidence interval of the average monthly earnings for each gender. Show the confidence intervals graphically and interpret your answer. You should show the formula and calculation by putting values in the formula. [2 marks]
Part B: Hypothesis Testing
Q5. A US market survey shows that the market share of iPhone is more than 50% of the US market. Is it true for BUS1BAN students at La Trobe as well? Use your sample data to test this claim at the 5% level of significance and interpret your answer. [5 marks]
Note: You should label and follow the five steps (follow as given in the formula sheet) of hypothesis testing procedure.
Step-1
Step-2
Step-3
Step-4
Step-5
Part C: The Effect of Price on Preference
Q6. iPhone and Samsung are two important players in the smartphone market who compete against each other. Samsung’s phones are generally sold cheaper than Apple’s smartphones. Complete the following table using the survey data responses in your random sample. [4 marks]
| Discount offered on Samsung Galaxy (i.e. if the Galaxy is X cheaper than the iPhone) | Proportion (%) of male students who said they would buy the latest Samsung Galaxy instead of the latest iPhone if the price of Samsung Galaxy is discounted by X. |
| X | Y |
| 0% | |
| 5% | |
| 10% | |
| 15% | |
| 20% | |
| 25% | |
| 30% | |
| 35% | |
| 40% | |
| 45% | |
| 50% |
Q7. Based on your Q6 results, perform a simple linear regression of variable Y on variable X using Excel. Report the Excel regression output below and write down the linear regression equation as per Excel regression output. [3 marks]
- Excel Regression Output (Copy paste below): [2 marks]
- Regression Equation: [1 mark]
Q8. Interpret the intercept Coefficient, slope coefficient, and coefficient of determination in Q7. Then compute the correlation coefficient between X and Y using the value of coefficient of determination. [4 marks]
- Intercept Coefficient (interpretation): [1 mark]
- Slope Coefficient (interpretation): [1 mark]
- Coefficient of Determination (interpretation): [1 mark]
- Compute the Coefficient of Correlation (show working): [1 mark]
Q9. Based on the excel regression output in Q7, is there a linear relation between X and Y? (Hint: Use p-value approach) Explain why. [2 marks]
Part D: Summary and Discussion
Q10. What are your main findings/conclusions based on the analysis in Q5-Q9 of Parts B and C? [2 marks]
[1] 50% means the student will receive 50% of the marks awarded. All group members are to exert an equal amount of effort on all questions of the assignment. Students should not divide sections. If a student has contributed to only some sections, the contribution of the student should be equal to the marks it carries. A student with less than 100% contribution will receive marks proportional to their contribution.