I have a video on solving combination and permutations problems using StatCrunch, but here is the basic Excel solution for problem 3.4.51 in MyStatLab homework:
I may be a bit biased, but I believe our Excelsior quantitative courses are critical to our students. I found this article about an interview with Dr. Rebecca Goldin, Director of STATS and professor at George Mason University, about the importance of quantitative literacy:
You argue that statistical literacy gives citizens a kind of power. What do you mean?
What I mean is that if we don’t have the ability to process quantitative information, we can often make decisions that are more based on our beliefs and our fears than based on reality. On an individual level, if we have the ability to think quantitatively, we can make better decisions about our own health, about our own choices with regard to risk, about our own lifestyles. It’s very empowering to not be scared or bullied into doing things one way or another.
On a collective level, the impact of being educated in general is huge. Think about what democracy would be if most of us couldn’t read. We aspire to a literate society because it allows for public engagement, and I think this is also true for quantitative literacy. The more we can get people to understand how to view the world in a quantitative way, the more successful we can be at getting past biases and beliefs and prejudices. (Bleicher, 2017)
I teach statistics for Excelsior and have found many students come into the courses with a bit of trepidation. Possibly because of past negative experiences with math courses, I believe some have statistics anxiety. Research shows that one characteristic of folks with statistics anxiety is fear of the instructor which translates into fear of asking questions.
I just found an interesting article that suggests students who ask a lot of questions do better in courses. My own anecdotal evidence supports this idea. Try it. I think you will find Excelsior instructors ready and willing to help.
I know there is pressure, either self-inflicted or from external sources, to try to rush through your degree as fast as possible. For many, that means always taking 8-week term courses. In my experience in teaching introductory statistics, I have seen students do well in the 8-week terms, but I have seen too many students struggle in them. Perhaps, as I believe, statistics is “one” of those courses where time is required for the concepts and ideas to jell and firm up.
I stumbled across an interesting article while researching cognitive load and found this: “When you have nothing to think about, you can do your best thinking. You don’t even have to be in the shower.” (Baer, 2016)
In a related article, I found Stanford researcher Emma Seppälä saying:
We need to find ways to give our brains a break…. At work, we’re intensely analyzing problems, organizing data, writing—all activities that require focus. During downtime, we immerse ourselves in our phones while standing in line at the store or lose ourselves in Netflix after hours. (Seppälä, 2017)
Taking courses in the 8-week term format, especially if you take more than one at a time, can easily be a form of information overload. Moreover, the 8-week terms do not give you much freeboard if one of life’s frequent surprises shows up.
My “two cents” is that you should build-in time for your brain to recharge after work and studies. Time to be with your family and time to be alone. Taking the 15-week version of a course now and then may help give you that time to recharge. That is not a sign of weakness or selfishness.
That is being smart.
Baer, D. (2016, June 20). ‘Unloaded’ Minds Are the Most Creative. Retrieved from Science of Us: http://nymag.com/scienceofus/2016/06/unloaded-minds-are-the-most-creative.html
JSeppälä, E. (2017, May 8). Happiness research shows the biggest obstacle to creativity is being too busy. Retrieved from Quartz: https://qz.com/978018/happiness-research-shows-the-biggest-obstacle-to-creativity-is-being-too-busy/?utm_source=qzfb
I have been making Excel-based “calculators” to help some of my students who are finding other technology limiting or difficult to use. Currently, I have seven up on this site under the BUS 233 tab. Check them out here. This is the Two-sample z-test for the difference between proportions.
Download a PDF with the step-by-step instructions for finding the confidence interval for a population mean, μ, using StatCrunch.