Business and Management Statistics 1

BUSINESS AND MANAGEMENT STATISTICS

By Student Name

Course

Tutor

University

City and State

Date
 Business and Management Statistics 2

Business and Management Statistics

Task 1

Introduction

Statistical information may be used to interpret and communicate a problem affecting an

organization (Anderson, Sweeney, Williams, Camm and Cochran, 2017, 347). This is achieved

by performing data analysis of on the gathered statistical information. Through data analysis, the

statistical relationship between the variables studied is established (Keller, 2015, 139). The

purpose of this task is to investigate the factors that affect the students' commuting time to the

university.

Description of data

The research aims to investigate whether factors such as gender, type of student, and age

influence the commuting time to the university. The main variables included in the study include

gender, type of student, age, and time to the university. The hypothesis used is that gender, type

of student, and age affect commuting time to the university. The descriptive information on the

variables is summarized below.

Statistics
Domicil Age? Gende Time To
e? r? University?
N Valid 163 163 163 163
Missi 0 0 0 0
ng
Mean 1.90 1.71 1.39 40.30
Std. .811 .916 .559 32.238
Deviation
 Business and Management Statistics 3

Domicile?
Frequen Percen Valid Percent Cumulative Percent
cy t
Vali UK 62 38.0 38.0 38.0
d EU 55 33.7 33.7 71.8
Internationa 46 28.2 28.2 100.0
l
Total 163 100.0 100.0

Age?
Frequen Percen Valid Percent Cumulative
cy t Percent
Vali 18 or 99 60.7 60.7 60.7
d 19
20 or 13 8.0 8.0 68.7
21
Over 51 31.3 31.3 100.0
21
Total 163 100.0 100.0

Gender?
Frequen Percen Valid Percent Cumulative
cy t Percent
Vali Male 106 65.0 65.0 65.0
d Female 51 31.3 31.3 96.3
Prefer not to 6 3.7 3.7 100.0
Say
Total 163 100.0 100.0

A total of 163 students are included in the investigation. Out of this, 65.0 percent are

male, 31.3 percent are female, and 3.7 percent prefer not to say. 60.7 percent are aged 18 or 19,

8.0 percent are either 20 or 21 years, and 31.3 percent are over 21 years. The population

comprises of 38.0 percent UK students, 33.7 percent EU, and 28.2 percent international students.
 Business and Management Statistics 4

Investigation of factors affecting the commuting time to University

The bivariate correlation is performed to investigate the factors affecting the commuting time to

the university. The results are generated and displayed below.

Correlations
Domicil Age? Gende Time To
e? r? University?
Domicile? Pearson 1 -.031 -.093 -.015
Correlation
Sig. (2-tailed) .696 .239 .848
N 163 163 163 163
Age? Pearson -.031 1 .175* .236**
Correlation
Sig. (2-tailed) .696 .025 .002
N 163 163 163 163
Gender? Pearson -.093 .175* 1 .226**
Correlation
Sig. (2-tailed) .239 .025 .004
N 163 163 163 163
Time To Pearson -.015 .236** .226** 1
University? Correlation
Sig. (2-tailed) .848 .002 .004
N 163 163 163 163
*. Correlation is significant at the 0.05 level (2-tailed).
**. Correlation is significant at the 0.01 level (2-tailed).

Conclusion

The relationship between domicile and time to university has a p-value of 0.848, which is

above the significant level of 0.05. The relationship between both age and gender with time to

university has a p-value of 0.002 and 0.004 respectively. These values are below the significant

level of 0.05, therefore, the null hypothesis is rejected (Bhattacharyya, 2018, 287). From the

investigation, it is concluded that the type of student affects commuting time to the university.
Business and Management Statistics 5
 Business and Management Statistics 6

Task 2

Linear regression analysis

Regression Statistics
Multiple R 0.017106744
R Square 0.000292641
Adjusted R -
Square 0.005916722
Standard Error 32.33318389
Observations 163

ANOVA
Significanc
df SS MS F eF
49.2702 49.2702 0.04712
Regression 1 4 4 9 0.828411
1045.43
Residual 161 168315 5
168364.
Total 162 3

Standard Lower Upper Lower Upper

Coefficients Error t Stat P-value 95% 95% 95.0% 95.0%
53.2885
Intercept 41.47692894 5.981134 6.934626 9.36E-11 29.66534 53.28852 29.66534 2
-
X Variable 1 0.060210211 0.277349 -0.21709 0.828411 -0.60792 0.4875 -0.60792 0.4875

Scatterplot with a fitted regression line

 Business and Management Statistics 7

Scatter Plot
160

140

120
Time to University

100

80

60

40

20

0
Time on Part-time Work

Regression equation

The regression equation for the regression test is y = -0.0602x + 41.477

Determine and interpret the slope

The slope the regression is -0.0602. A negative coefficient indicates that there is a

negative relationship between the variables (Hoffmann and Shafer, 2015, 48). Therefore, the time

spent doing part-time work and time taken from student accommodation to university varies

negatively.

Determine and interpret the intercept

The intercept is the expected average of the value on y-axis when the value on the x-axis

is zero (Chatfield, 2018, 195). In this case, the intercept is 41.477. Therefore, the average time

moving from student accommodation when the student is not engaged in part-time work is

41.477 minutes.
 Business and Management Statistics 8

Determine and interpret the R-squared value

The R-squared value provides a measure of the level of closeness of data to the regression line

(Harrell Jr., 2015, 78). For the test above, the R-square is 0.000292641. This implies that the data is

widely scattered.

Predictions for the time spent doing part-time work when the time taken from student

accommodation to Coventry University is:

15 minutes

Time spend doing part-time work is 40.6 hours.

20 minutes

Time spend doing part-time work is 40.3 hours.

Are the variables in your regression model statistically significant to your model? Give

justification for your answer.

The p-value of the regression analysis illustrates whether there is a correlation between

the dependent and independent variables (Darlington and Hayes, 2016, 125). The significant

value of the regression is 0.828, which is above the significance level of 0.05. Therefore, the

variables are statistically significant.

 Business and Management Statistics 9

Task 3

Network diagram

G H I J

K
A B

C E F
D

Precedence diagram

A precedence diagram is used to illustrate the dependence of project activities using

nodes (Harrison and Lock, 2017, 219). In this case, the precedence diagram will use the finish-

to-start analogy, implying that the preceding activities will have to be completed before the next

is initiated.

Activity Description Duration Earliest Earliest Latest Latest Slack

start finish start finish
A Approval of 1 0 1 0 1 0
training budget
B Training of 9 1 10 1 10 0
service staff
C Training of 3 1 4 1 4 0
sales staff
D Sales 4 4 8 4 8 0
promotion to
 Business and Management Statistics 10

distributors
E Distribution to 2 8 10 8 10 0
distributors
F Distribution to 4 10 14 10 14 0
retailers
G Advertising 2 1 3 1 3 0
brief
H Advertising 1 3 4 3 4 0
contract
I Illustrations 4 4 8 4 8 0
and text
J Printing 4 8 12 8 12 0
K Product launch 1 10 11 14 15 4

The precedence diagram for the above project is displayed below.

G H I J
(2) (1) (4) (4)

A B K
START (1) (9) (1) END

C D E F
(3) (4) (2) (4)

Critical Path

The critical path is the longest chain of activities that are followed to complete a project

(Lock, 2016, 367). It defines the longest schedule that will be spent to complete the entire

project. The critical path for the project is illustrated below.

 Business and Management Statistics 11

A  C  D  E  F  K = 1 + 3 + 4 + 2 + 4 + 1 = 15 weeks

Activity Float

A float is the time duration it can take to delay a task in a project without impacting on

other activities (Kehe, Tingting, Yanwen, and Wenjing, 2015, 97). It is computed by subtracting

the earliest start time from the latest start time of an activity. The float for activities A to J is 0

weeks. Activity K will have a float of 4 weeks.

Complete Duration of Project

The total duration taken to complete the whole project is 15 weeks.

 Business and Management Statistics 12

References

Anderson, D.R., Sweeney, D.J., Williams, T.A., Camm, J.D., and Cochran, J.J., 2017. Essentials

of statistics for business and economics. Cengage Learning.

Bhattacharyya, D.K., 2018. Application of Statistics in HR Research. In Statistical Tools and

An analysis in Human Resources Management (pp. 74-107). IGI Global.

Chatfield, C., 2018. Introduction to multivariate analysis. Routledge.

Darlington, R.B. and Hayes, A.F., 2016. Regression analysis and linear models: Concepts,

applications, and implementation. Guilford Publications.

Harrison, F. and Lock, D., 2017. Advanced project management: a structured approach.

Routledge.

Harrell Jr, F.E., 2015. Regression modeling strategies: with applications to linear models,

logistic and ordinal regression, and survival analysis. Springer.

Hoffmann, J.P., and Shafer, K., 2015. Linear regression analysis. Washington, DC: NASW

Press.

Kehe, W., Tingting, W., Yanwen, A. and Wenjing, Z., 2015, August. Study on the Drawing

Method of Project Network Diagram. In 2015 7th International Conference on Intelligent

Human-Machine Systems and Cybernetics (Vol. 2, pp. 95-98). IEEE.

Keller, G., 2015. Statistics for Management and Economics, Abbreviated. Cengage Learning.

Lock, D., 2016. Project Management in Construction. Routledge.

Business and Management Statistics 13