Project Part 5 – Final Report

Project Part 5 – Final Report

You will submit a final report, written in Word (or similar word processing software), APA format based on your findings and submissions from parts 1-4. It is highly suggested you not submit this paper without first reviewing all the feedback from your instructor on submissions from weeks 1-6. Be sure to ask any questions you may have on your feedback.

This final submission should be three paragraphs and summarize your entire project. It will be submitted through SafeAssign, Liberty’s Plagiarism software on BlackBoard. The project must be submitted in paragraph form and not just a list of the calculations from your project. Be sure your paragraphs flow (not just listing the answers to the questions, but complete sentences with transitions) and are written in third person. You are presenting your results to a nonstatistical audience, do not describe the calculations, describe your results. It should include the following:

  • Paragraph 1:

· Brief summary of the article, including the source

§ Link for article: https://www.usnews.com/higher-education/online-education/articles/2017-04-04/us-news-data-the-average-online-bachelors-student

Link for article

https://www.usnews.com/higher-education/online-education/articles/2017-04-04/us-news-data-the-average-online-bachelors-student

· Define the population, sample, and statistic for the study

· Statement of the two claims in the article that were tested in this project

· Null and alternative hypothesis for both tests run for this project (in words)

  • Paragraph 2 (address the claim about the mean):

· Summary of sample statistics (mean, standard deviation, median, quartiles, sample size)

· Confidence interval, along with interpretation of the confidence interval

· Description of hypothesis test (alpha, test statistic, p-value, conclusion, interpretation)

  • Paragraph 3 (address the claim about the proportion):

· Summary of sample statistics (sample size, successes, proportion)

· Confidence interval, along with interpretation of the confidence interval

· Description of hypothesis test (alpha, test statistic, p-value, conclusion, interpretation)

Project Part 5 – Final Report

Project Part 5 – Final Report

Final Report 3

 

 

 

 

 

Project Part 5 – Final Report

Name

Liberty University

MATH 201 – B11

Dr. xxxxx xxxxx

March 8, 2021

 

 

 

 

 

 

 

 

 

Summary

 

 

 

 

 

 

 

 

 

 

The null hypothesis: (claim about the mean)

 

 

 

 

 

 

 

 

 

The alternative hypothesis: (claim about the proportion)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

References

https://www.usnews.com/higher-education/online-education/articles/2017-04-04/us-news-data-the-average-online-bachelors-student.

Ferrão, M. E. (2020). Statistical Methods in Recent Higher Education Research. Journal of College Student Development61(3), 366-371.

Hazra, A. (2017). Using the confidence interval confidently. Journal of thoracic disease9(10), 4125.

Student Instructions BM

Student Instructions BM

Overview – Benchmark
Your group has been given a dataset containing 240 records, located in the Student_BM tab of this spreadsheet..
Each student is only responsible for analyzing 60 of these record records – the specifics of which will be assigned by the instructor.
It is important that each student has a unique 60 records, as the results will be an input into the CLC, and duplication of
results is not helpful. Note that the data have been randomized, so the data given to your group are likely different than the
data given to other groups.
The intent of this assignment is for students to organize their data using a pivot table, get a graphical understanding
of the data through a bar chart, then do hypothesis testing comparing Bo Diddly Tech results versus the national average.
All of your analysis should be done in the Student_BM tab of this spreadsheet and submitted as part of the assignmemt.
The location where the pivot table, bar chart, and relevant information should be placed in the Student_BM tab is
indicated by RED instructions.
Once completed, the Student_BM tab will serve as the basis for writing your management report. It is expected that any
conclusions you draw in the management report will be consistent with the data and analyses contained in the spreadsheet.
Instructions Data Analysis Component:
1. Make a pivot table with: Business Student (Rows), Athlete (Rows), Cheated (Columns), and Cheated (Summed Value).
2. Create a bar chart showing cheating by athletes and business students.
4. Determine if there is a statistical difference between nonathlete BDT business students and the national average for business
students as reported by the Chronicle of Higher Education.
5. Determine if there is a statistical difference between athlete BDT business students and the national average for business
students as reported by the Chronicle of Higher Education.
6. Determine if there is a statistical difference between BDT business students and the national average for business students
as reported by the Chronicle of Higher Education.
7. Determine if there is a statistical difference between BDT nonbusiness students and the national average for nonbusiness
students as reported by the Chronicle of Higher Education.
Instructions Data Interpretation Component:
Utilizing the data you have analyzed, write a managerial report of 500-800 words to the dean. The managerial report needs to
include an introduction, analysis, conclusion, and a minimum of three supporting references.
1. Introduction (Define): Explain in your own words why you are providing this report and the problem(s) you are trying to solve.
2. Collect: Describe the data set you used.
3. Organize: Describe your pivot table.
4. Visualize: Include and describe your bar chart.
5. Analyze: Provide a summary of your conclusions based upon the four population proportion hypothesis tests.
6. The Dean has expressed a concern related to the amount of cheating currently taking place at Bo Diddley Tech and has strongly
suggested that you “tweak” the statistical data such that it favors the image of the university.
Discuss the potential use of unethical manipulation of statistical data to provide a biased outcome as well as the ethical counter
proposal you would offer the dean in this scenario.
7. Conclusion: What advice would you give to the dean based on your analysis of the data?

Student_BM

CollegeAthleteCheated1. Pivot TableNationwide Average% Cheated
Insert pivot table in this cell – F2Business56%
Nonbusiness47%
Insert pivot table in this cell – F2
Bar chart starts in this cell – F20
Bar chart starts in this cell – F20
Insert the appropriate numbers into the hypothesis testing calculations below based upon your pivot table results. Note the results.
3-6 Hypothesis Test
Business Nonathlete vs. National AverageBusiness Athlete vs. National AverageBusiness vs. National AverageNonbusiness vs. National AverageBusiness Athlete vs. Business Nonathlete
ProportionProportionProportionProportionp1 and p2 Proportion
Sample Size (n) =count(range)ERROR:#REF!Sample Size (n) =count(range)ERROR:#REF!Sample Size (n) =count(range)ERROR:#REF!Sample Size (n) =count(range)ERROR:#REF!AthleteNonathlete
Response of Interest (ROI)CheatedResponse of Interest (ROI)CheatedResponse of Interest (ROI)CheatedResponse of Interest (ROI)CheatedSample Size (n1 or n2) =COUNT(range)ERROR:#REF!ERROR:#REF!ERROR:#REF!
Count for Response (CFR) =COUNTIF(range,ROI)ERROR:#REF!Count for Response (CFR) =COUNTIF(range,ROI)ERROR:#REF!Count for Response (CFR) =COUNTIF(range,ROI)ERROR:#REF!Count for Response (CFR) =COUNTIF(range,ROI)ERROR:#REF!Response of Interest (ROI)ERROR:#REF!ERROR:#REF!ERROR:#REF!
Sample Proportion (pbar) =CFR/nERROR:#REF!Sample Proportion (pbar) =CFR/nERROR:#REF!Sample Proportion (pbar) =CFR/nERROR:#REF!Sample Proportion (pbar) =CFR/nERROR:#REF!Count for Response (CFR) =COUNTIF(n1or2,ROI)Did Not CheatDid Not Cheat
Sample Proportion (p1 or p2) =CFR1or2/n1or2ERROR:#REF!ERROR:#REF!
Highlight your H0 and HaTwo Tail H0: p = po Ha: p ≠ po Left Tail H0: p ≥ po Ha: p < po Right Tail H0: p ≤ po Ha: p > poHighlight your H0 and HaTwo Tail H0: p = po Ha: p ≠ po Left Tail H0: p ≥ po Ha: p < po Right Tail H0: p ≤ po Ha: p > poHighlight your H0 and HaTwo Tail H0: p = po Ha: p ≠ po Left Tail H0: p ≥ po Ha: p < po Right Tail H0: p ≤ po Ha: p > poHighlight your H0 and HaTwo Tail H0: p = po Ha: p ≠ po Left Tail H0: p ≥ po Ha: p < po Right Tail H0: p ≤ po Ha: p > po
Hypothesized0.56Hypothesized0.56Hypothesized0.56Hypothesized0.47Highlight your H0 and HaTwo Tail H0: p1-p2=0 Left Tail H0: p1-p2≥0 Right Tail H0: p1-p2≤0Ha: p1-p2≠0 Ha: p1-p2<0 Ha: p1-p2>0
Confidence Coefficient (Coe)0.95Confidence Coefficient (Coe)0.95Confidence Coefficient (Coe)0.95Confidence Coefficient (Coe)0.95Hypothesized Value0
Level of Significance (alpha) =1-Coe0.05Level of Significance (alpha) =1-Coe0.05Level of Significance (alpha) =1-Coe0.05Level of Significance (alpha) =1-Coe0.05Level of Sig. α0.05
Point Estimation of Difference (Point) =p1-p2ERROR:#REF!
Standard Error (StdError) =SQRT(Hypo*(1-Hypo)/n)ERROR:#REF!Standard Error (StdError) =SQRT(Hypo*(1-Hypo)/n)ERROR:#REF!Standard Error (StdError) =SQRT(Hypo*(1-Hypo)/n)ERROR:#REF!Standard Error (StdError) =SQRT(Hypo*(1-Hypo)/n)ERROR:#REF!
Test Statistic (Z-stat) =(pbar-Hypo)/StdErrorERROR:#REF!Test Statistic (Z-stat) =(pbar-Hypo)/StdErrorERROR:#REF!Test Statistic (Z-stat) =(pbar-Hypo)/StdErrorERROR:#REF!Test Statistic (Z-stat) =(pbar-Hypo)/StdErrorERROR:#REF!Pooled Estimation of p (PE) =(n1*p1+n2*p2)/(n1+n2)ERROR:#REF!
Accept or Reject: Left TailERROR:#REF!Accept or Reject: Left TailERROR:#REF!Accept or Reject: Left TailERROR:#REF!Accept or Reject: Left TailERROR:#REF!Standard Error (StdError) =SQRT(PE*(1-PE)*(1/n1+1/n2))ERROR:#REF!
Accept or Reject: Right TailERROR:#REF!Accept or Reject: Right TailERROR:#REF!Accept or Reject: Right TailERROR:#REF!Accept or Reject: Right TailERROR:#REF!Test Statistic Z-stat =(Point-Hypo)/StdErrorERROR:#REF!
Accept or Reject: Two TailERROR:#REF!Accept or Reject: Two TailERROR:#REF!Accept or Reject: Two TailERROR:#REF!Accept or Reject: Two TailERROR:#REF!Accept or Reject: Left TailERROR:#REF!
Accept or Reject: Right TailERROR:#REF!
p-value (Lower Tail) =NORM.S.DIST(z,TRUE)ERROR:#REF!p-value (Lower Tail) =NORM.S.DIST(z,TRUE)ERROR:#REF!p-value (Lower Tail) =NORM.S.DIST(z,TRUE)ERROR:#REF!p-value (Lower Tail) =NORM.S.DIST(z,TRUE)ERROR:#REF!Accept or Reject: Two TailERROR:#REF!
p-value (Upper Tail) =1-LowerTailERROR:#REF!p-value (Upper Tail) =1-LowerTailERROR:#REF!p-value (Upper Tail) =1-LowerTailERROR:#REF!p-value (Upper Tail) =1-LowerTailERROR:#REF!
p-value (Two Tail) =2*MIN(LowerTail,UpperTail)ERROR:#REF!p-value (Two Tail) =2*MIN(LowerTail,UpperTail)ERROR:#REF!p-value (Two Tail) =2*MIN(LowerTail,UpperTail)ERROR:#REF!p-value (Two Tail) =2*MIN(LowerTail,UpperTail)ERROR:#REF!p-value (Lower Tail) =NORM.S.DIST(Zstat,TRUE)ERROR:#REF!
Accept or Reject p-value: Left TailERROR:#REF!Accept or Reject p-value: Left TailERROR:#REF!Accept or Reject p-value: Left TailERROR:#REF!Accept or Reject p-value: Left TailERROR:#REF!p-value (Upper Tail) =1-LowerTailERROR:#REF!
Accept or Reject p-value: Right TailERROR:#REF!Accept or Reject p-value: Right TailERROR:#REF!Accept or Reject p-value: Right TailERROR:#REF!Accept or Reject p-value: Right TailERROR:#REF!p-value (Two Tail) =2*MIN(LowerTail,UpperTail)ERROR:#REF!
Accept or Reject p-value: Two TailERROR:#REF!Accept or Reject p-value: Two TailERROR:#REF!Accept or Reject p-value: Two TailERROR:#REF!Accept or Reject p-value: Two TailERROR:#REF!Accept or Reject p-value: Left TailERROR:#REF!
Accept or Reject p-value: Right TailERROR:#REF!
p-Lower Limit =pbar-CONFIDENCE.NORM(alpha,StdError,n)ERROR:#REF!p-Lower Limit =pbar-CONFIDENCE.NORM(alpha,StdError,n)ERROR:#REF!p-Lower Limit =pbar-CONFIDENCE.NORM(alpha,StdError,n)ERROR:#REF!p-Lower Limit =pbar-CONFIDENCE.NORM(alpha,StdError,n)ERROR:#REF!Accept or Reject p-value: Two TailERROR:#REF!
p-Upper Limit =pbar+CONFIDENCE.NORM(alpha,StdError,n)ERROR:#REF!p-Upper Limit =pbar+CONFIDENCE.NORM(alpha,StdError,n)ERROR:#REF!p-Upper Limit =pbar+CONFIDENCE.NORM(alpha,StdError,n)ERROR:#REF!p-Upper Limit =pbar+CONFIDENCE.NORM(alpha,StdError,n)ERROR:#REF!
Based upon the count of cheaters, categorized into business and nonbusiness students, place the relevant numbers in the purple area of the table below and note the conclusion.
8. Test of Independence – Is cheating independent of college and athletic participation?
Comparing business and nonbusiness students number of cheaters for athletes and nonathletes
Ho: all groups cheat at the same rate
Ha: there is a difference in cheating based upon college or athletic participation
Independent Variable
BusinessNonbusinessCalculations
Dependent variableObsExpObsExpTotalERROR:#REF!ERROR:#REF!
AthleteERROR:#REF!ERROR:#REF!ERROR:#REF!ERROR:#REF!ERROR:#REF!ERROR:#REF!ERROR:#REF!
NonathleteERROR:#REF!ERROR:#REF!ERROR:#REF!ERROR:#REF!ERROR:#REF!
TotalERROR:#REF!ERROR:#REF!ERROR:#REF!
Chi square test statistic =ERROR:#REF!
Level of signicance0.05
# of rows2
# of columns2
df =1df = (rows – 1)(columns – 1)
p-factor =ERROR:#REF!
Chi square critical3.8415
Conclusion:ERROR:#REF!

Data

 

 

 

 

 

 

 

 

 

CollegeAthleteCheated
BusinessAthleteCheated
BusinessAthleteCheated
BusinessAthleteCheated
BusinessAthleteCheated
BusinessAthleteCheated
BusinessAthleteCheated
BusinessAthleteCheated
BusinessAthleteCheated
BusinessAthleteCheated
BusinessAthleteCheated
BusinessAthleteCheated
BusinessAthleteCheated
BusinessAthleteCheated
BusinessAthleteCheated
BusinessAthleteCheated
BusinessAthleteCheated
BusinessAthleteCheated
BusinessAthleteCheated
BusinessAthleteCheated
BusinessAthleteCheated
BusinessAthleteCheated
BusinessAthleteCheated
BusinessAthleteCheated
BusinessNonathleteCheated
BusinessNonathleteCheated
BusinessNonathleteCheated
BusinessNonathleteCheated
BusinessNonathleteCheated
BusinessNonathleteCheated
BusinessNonathleteCheated
BusinessNonathleteCheated
BusinessNonathleteCheated
BusinessNonathleteCheated
BusinessAthleteDid Not Cheat
BusinessAthleteDid Not Cheat
BusinessAthleteDid Not Cheat
BusinessAthleteDid Not Cheat
BusinessAthleteDid Not Cheat
BusinessAthleteDid Not Cheat
BusinessAthleteDid Not Cheat
BusinessAthleteDid Not Cheat
BusinessAthleteDid Not Cheat
BusinessAthleteDid Not Cheat
BusinessAthleteDid Not Cheat
BusinessAthleteDid Not Cheat
BusinessAthleteDid Not Cheat
BusinessAthleteDid Not Cheat
BusinessAthleteDid Not Cheat
BusinessAthleteDid Not Cheat
BusinessAthleteDid Not Cheat
BusinessAthleteDid Not Cheat
BusinessAthleteDid Not Cheat
BusinessAthleteDid Not Cheat
BusinessAthleteDid Not Cheat
BusinessAthleteDid Not Cheat
BusinessAthleteDid Not Cheat
BusinessAthleteDid Not Cheat
BusinessAthleteDid Not Cheat
BusinessAthleteDid Not Cheat
BusinessAthleteDid Not Cheat
BusinessAthleteDid Not Cheat
BusinessAthleteDid Not Cheat
BusinessAthleteDid Not Cheat
BusinessAthleteDid Not Cheat
BusinessAthleteDid Not Cheat
BusinessAthleteDid Not Cheat
BusinessNonathleteDid Not Cheat
BusinessNonathleteDid Not Cheat
BusinessNonathleteDid Not Cheat
BusinessNonathleteDid Not Cheat
BusinessNonathleteDid Not Cheat
BusinessNonathleteDid Not Cheat
BusinessNonathleteDid Not Cheat
BusinessNonathleteDid Not Cheat
BusinessNonathleteDid Not Cheat
BusinessNonathleteDid Not Cheat
BusinessNonathleteDid Not Cheat
BusinessNonathleteDid Not Cheat
BusinessNonathleteDid Not Cheat
BusinessNonathleteDid Not Cheat
BusinessNonathleteDid Not Cheat
BusinessNonathleteDid Not Cheat
BusinessNonathleteDid Not Cheat
BusinessNonathleteDid Not Cheat
BusinessNonathleteDid Not Cheat
BusinessNonathleteDid Not Cheat
BusinessNonathleteDid Not Cheat
BusinessNonathleteDid Not Cheat
BusinessNonathleteDid Not Cheat
BusinessNonathleteDid Not Cheat
BusinessNonathleteDid Not Cheat
BusinessNonathleteDid Not Cheat
BusinessNonathleteDid Not Cheat
BusinessNonathleteDid Not Cheat
BusinessNonathleteDid Not Cheat
BusinessNonathleteDid Not Cheat
BusinessNonathleteDid Not Cheat
BusinessNonathleteDid Not Cheat
BusinessNonathleteDid Not Cheat
BusinessNonathleteDid Not Cheat
BusinessNonathleteDid Not Cheat
BusinessNonathleteDid Not Cheat
NonbusinessAthleteDid Not Cheat
NonbusinessAthleteDid Not Cheat
NonbusinessAthleteDid Not Cheat
NonbusinessAthleteDid Not Cheat
NonbusinessAthleteCheated
NonbusinessAthleteCheated
NonbusinessAthleteCheated
NonbusinessAthleteCheated
NonbusinessAthleteCheated
NonbusinessAthleteCheated
NonbusinessAthleteCheated
NonbusinessAthleteCheated
NonbusinessAthleteCheated
NonbusinessAthleteCheated
NonbusinessAthleteCheated
NonbusinessAthleteCheated
NonbusinessAthleteCheated
NonbusinessAthleteCheated
NonbusinessAthleteCheated
NonbusinessAthleteCheated
NonbusinessAthleteCheated
NonbusinessAthleteCheated
NonbusinessAthleteCheated
NonbusinessAthleteCheated
NonbusinessAthleteCheated
NonbusinessAthleteCheated
NonbusinessAthleteCheated
NonbusinessAthleteCheated
NonbusinessAthleteCheated
NonbusinessAthleteCheated
NonbusinessAthleteCheated
NonbusinessNonathleteCheated
NonbusinessNonathleteCheated
NonbusinessNonathleteCheated
NonbusinessNonathleteCheated
NonbusinessNonathleteCheated
NonbusinessNonathleteCheated
NonbusinessNonathleteCheated
NonbusinessNonathleteCheated
NonbusinessNonathleteCheated
NonbusinessNonathleteCheated
NonbusinessNonathleteCheated
NonbusinessNonathleteCheated
NonbusinessNonathleteCheated
NonbusinessNonathleteCheated
NonbusinessNonathleteCheated
NonbusinessNonathleteCheated
NonbusinessNonathleteCheated
NonbusinessNonathleteCheated
NonbusinessNonathleteCheated
NonbusinessNonathleteCheated
NonbusinessNonathleteCheated
NonbusinessNonathleteCheated
NonbusinessNonathleteCheated
NonbusinessNonathleteCheated
NonbusinessNonathleteCheated
NonbusinessNonathleteCheated
NonbusinessNonathleteCheated
NonbusinessNonathleteCheated
NonbusinessNonathleteCheated
NonbusinessNonathleteCheated
NonbusinessNonathleteCheated
NonbusinessNonathleteCheated
NonbusinessNonathleteCheated
NonbusinessNonathleteCheated
NonbusinessNonathleteCheated
NonbusinessNonathleteCheated
NonbusinessNonathleteCheated
NonbusinessNonathleteCheated
NonbusinessNonathleteCheated
NonbusinessNonathleteCheated
NonbusinessNonathleteCheated
NonbusinessNonathleteCheated
NonbusinessNonathleteCheated
NonbusinessNonathleteCheated
NonbusinessAthleteCheated
NonbusinessAthleteCheated
NonbusinessAthleteCheated
NonbusinessAthleteCheated
NonbusinessAthleteDid Not Cheat
NonbusinessAthleteDid Not Cheat
NonbusinessAthleteDid Not Cheat
NonbusinessAthleteDid Not Cheat
NonbusinessAthleteDid Not Cheat
NonbusinessAthleteDid Not Cheat
NonbusinessAthleteDid Not Cheat
NonbusinessAthleteDid Not Cheat
NonbusinessAthleteDid Not Cheat
NonbusinessAthleteDid Not Cheat
NonbusinessAthleteDid Not Cheat
NonbusinessAthleteDid Not Cheat
NonbusinessAthleteDid Not Cheat
NonbusinessAthleteDid Not Cheat
NonbusinessAthleteDid Not Cheat
NonbusinessAthleteDid Not Cheat
NonbusinessAthleteDid Not Cheat
NonbusinessAthleteDid Not Cheat
NonbusinessAthleteDid Not Cheat
NonbusinessAthleteDid Not Cheat
NonbusinessAthleteDid Not Cheat
NonbusinessAthleteDid Not Cheat
NonbusinessAthleteDid Not Cheat
NonbusinessAthleteDid Not Cheat
NonbusinessAthleteDid Not Cheat
NonbusinessNonathleteDid Not Cheat
NonbusinessNonathleteDid Not Cheat
NonbusinessNonathleteDid Not Cheat
NonbusinessNonathleteDid Not Cheat
NonbusinessNonathleteDid Not Cheat
NonbusinessNonathleteDid Not Cheat
NonbusinessNonathleteDid Not Cheat
NonbusinessNonathleteDid Not Cheat
NonbusinessNonathleteDid Not Cheat
NonbusinessNonathleteDid Not Cheat
NonbusinessNonathleteDid Not Cheat
NonbusinessNonathleteDid Not Cheat
NonbusinessNonathleteDid Not Cheat
NonbusinessNonathleteDid Not Cheat
NonbusinessNonathleteDid Not Cheat
NonbusinessNonathleteDid Not Cheat
NonbusinessNonathleteDid Not Cheat
NonbusinessNonathleteDid Not Cheat
NonbusinessNonathleteDid Not Cheat
NonbusinessNonathleteDid Not Cheat
NonbusinessNonathleteDid Not Cheat
NonbusinessNonathleteDid Not Cheat
NonbusinessNonathleteDid Not Cheat
NonbusinessNonathleteDid Not Cheat
NonbusinessNonathleteDid Not Cheat
NonbusinessNonathleteDid Not Cheat
NonbusinessNonathleteDid Not Cheat
NonbusinessNonathleteDid Not Cheat
NonbusinessNonathleteDid Not Cheat
NonbusinessNonathleteDid Not Cheat
NonbusinessNonathleteDid Not Cheat
NonbusinessNonathleteDid Not Cheat
NonbusinessNonathleteCheated
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Nonbusiness

NonathleteCheated

Chronicle of Higher Education.

During the global recession of 2008 and 2009, there were many accusations of unethical behavior by Wall Street executives, financial managers, and other corporate officers. At that time, an article appeared that suggested that part of the reason for such unethical business behavior may have stemmed from the fact that cheating had become more prevalent among business students, according to a February 10, 2009, article in the Chronicle of Higher Education. The article reported that 56% of business students admitted to cheating at some time during their academic career as compared to 47% of nonbusiness students.

Cheating has been a concern of the dean of the college of business at Bo Diddley Tech (BDT) for several years. Some faculty members in the college believe that cheating is more widespread at BDT than at other universities, whereas other faculty members think that cheating is not a major problem in the college. To resolve some of these issues, the dean commissioned a study to assess the current ethical behavior of business students at BDT. As a former college athlete herself, the dean believed that the spirit of fair play students develop as part of participating in athletics would make them less likely to cheat. As part of this study, an anonymous exit survey was administered to a sample of 240 students from this year’s graduating class, half of whom were business students and half of whom were not. The survey asked various questions, including the student’s college and if the student was an athlete or not. Responses of the various questions were fed into a computer algorithm that made a quantitative determination as to whether the student should be considered a “cheater” or not. The results are in the attached Excel spreadsheet, “Benchmark –  Bo Diddley Tech Data Set.”

Prepare a managerial report as part of your submission to the dean of the college that summarizes your assessment of the nature of cheating at BDT. Be sure to include the following items in your written report.

Utilize the data set provided by the instructor in the Excel spreadsheet, “Benchmark – Bo Diddley Tech Data Set” (60 records per student).

Submit the Excel data calculations (Alpha 0.05).

  1. Make a pivot table with: Business Student (Rows), Athlete (Rows), Cheated (Columns), and Cheated (Summed Value).
  2. Create a bar chart showing cheating by athletes and business students.
  3. Determine if there is a statistical difference between nonathlete BDT business students and the national average for business students as reported by the Chronicle of Higher Education.
  4. Determine if there is a statistical difference between athlete BDT business students and the national average for business students as reported by the Chronicle of Higher Education.
  5. Determine if there is a statistical difference between BDT business students and the national average for business students as reported by the Chronicle of Higher Education.
  6. Determine if there is a statistical difference between BDT nonbusiness students and the national average for nonbusiness students as reported by the Chronicle of Higher Education.

Utilizing the data you have analyzed, write a managerial report of 500-800 words for the dean. The managerial report needs to include an introduction, analysis, conclusion, and a minimum of three supporting references.

  1. Introduction (Define): Explain, in your own words, why you are providing this report and the problem(s) you are trying to solve.
  2. Collect: Describe the data set you used.
  3. Organize: Describe your pivot table.
  4. Visualize: Include and describe your bar chart.
  5. Analyze: Provide a summary of your conclusions based on the four population proportion hypothesis tests.
  6. Ethical Summary: The dean has expressed a concern related to the amount of cheating currently taking place at BDT and has strongly suggested that you “tweak” the statistical data such that they favor the image of the university. Discuss the potential use of unethical manipulation of statistical data to provide a biased outcome as well as the ethical counter proposal you would offer the dean in this scenario.
  7. Conclusion: What advice would you give to the dean based upon your analysis of the data?

You are required to submit your Excel data analysis along with your written report.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Benchmark Information

This benchmark assignment assesses the following programmatic competencies:

BS Business Information Systems,

2.2 Use quantitative techniques and tools to analyze data relevant to business decision making. [MC3]

BS Business Administration, BS Business Information Systems, BS Accounting, BS Business Analytics, BS Business Management, BS Entrepreneurial Studies, BS Finance, BS Finance and Economics, BS Hospitality Management, BS Sports Management, BS Supply Chain and Logistics Management

2.3: Use quantitative techniques and tools to analyze data relevant to business decision making. [MC3]

BS Business for Secondary Education

7.3: Use appropriate computer applications to perform mathematical calculations relevant to solving business problems.

 

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Mihaylo College of Business & Economics

Mihaylo College of Business & Economics

Grading Rubric

Assignment: Analytics Project Report for ISDS 361A

Total Points: 25 (5 points maximum for each criterion)

Criteria Poor (0 – 2) Average (2 – 4) Excellent (4 – 5)

Introduction & Background: a) Purpose, business problem description; b) Description of variables and outline of the

statistical methods to be applied (descriptive statistics for Phase 1 and inferential methods for Phase 2)

a) Purpose unclear and the problem description vague; b) Description of variables and statistical methods incorrect or vague (as relevant to each Phase)

a) Purpose included but the problem description lacks clarity; b) Outline of variables and statistical methods adequate (1 error at most) but can be improved

a) Problem well-defined and covers the scope; b) Variable descriptions and statistical methods accurately and clearly outlined

Methodology: Application of the appropriate statistical methods and analyses (as relevant to each Phase)

Incorrect statistical method used and incorrect analysis (Does not meet)

Correct method used but some errors in intermediate steps of the analyses and calculations

Correct method used, correct steps followed, and correct final answers (meets expectations)

Decision-making: Interpretation of the results, conclusions, and final decision-making in the context of the business problem

Conclusion is incorrect and interpretation is incorrect or missing (does not meet)

Correct interpretation of results but the conclusions are not communicated properly in the business context (meets but can be improved)

Correct interpretation of results and conclusions in the context of the business problem (meets expectations completely)

Organization: Development, layout, flow and design

Points not sequential – hard to follow; layout incorrect; design is incorrect or messy

Points are sequential; layout is adequate; design and flow are adequate (meet but can be improved)

Points are well developed, layout is clean, and design is professional

Literacy: Paragraphs, grammar, punctuation, & word choice; Introduction & conclusion

Several misspellings; grammar and/or word usage errors are disruptive; does not include introduction or conclusion

Minor errors in spelling, grammar, punctuation, or word choice; introduction and/or conclusion are included but are not well-structured

Not more than 1 or 2 errors overall; effective introduction and conclusion

 

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Test Hypothesis, Protocol & Summary

Context: Your organization is evaluating the quality of its call center operations. One of the most important metrics in a call center is Time in Queue (TiQ), which is the time a customer has to wait before he/she is serviced by a Customer Service Representative (CSR). If a customer has to wait for too long, he/she is more likely to get discouraged and hang up. Furthermore, customers who have to wait too long in the queue typically report a negative overall experience with the call. You’ve conducted an exhaustive literature review and found that the average TiQ in your industry is 2.5 minutes (150 seconds).

Another important metric is Service Time (ST), also known as Handle Time, which is the time a CSR spends servicing the customer. CSR’s with more experience and deeper knowledge tend to resolve customer calls faster. Companies can improve average ST by providing more training to their CSR’s or even by channeling calls according to area of expertise. Last month your company had an average ST of approximately 3.5 minutes (210 seconds). In an effort to improve this metric, the company has implemented a new protocol that channels calls to CSR’s based on area of expertise. The new protocol (PE) is being tested side-by-side with the traditional (PT) protocol.


Instructions:

Access the CallCenterWaitingTime.xlsx file. Each row in the database corresponds to a different call. The column variables are as follows:

  • ProtocolType: indicates protocol type, either PT or PE
  • QueueTime: Time in Queue, in seconds
  • ServiceTime: Service Time, in seconds
  • Perform a test of hypothesis to determine whether the average TiQ is lower than the industry standard of 2.5 minutes (150 seconds). Use a significance level of α=0.05.
  • Evaluate if the company should allocate more resources to improve its average TiQ.
  • Perform a test of hypothesis to determine whether the average ST with service protocol PE is lower than with the PT protocol. Use a significance level of α=0.05.
  • Assess if the new protocol served its purpose. (Hint: this should be a test of means for 2 independent groups.)
  • Submit your calculations and a 175-word summary of your conclusions.

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Complete the following exercises located at the end of each chapter and put them into a Word document to be submitted as directed by the instructor.

Complete the following exercises located at the end of each chapter and put them into a Word document to be submitted as directed by the instructor.

Show all relevant work; use the equation editor in Microsoft Word when necessary.

1. Chapter 5, numbers 5.11, 5.13, 5.15, and 5.18

2. Chapter 8, numbers 8.10, 8.14, 8.16, 8.19, and 8.21

 

5.11 Scores on the Wechsler Adult Intelligence Scale (WAIS) approximate a normal curve with a mean of 100 and a standard deviation of 15. What proportion of IQ scores are

(a) above Kristen’s 125?

(b) below 82?

(c) within 9 points of the mean?

(d) more than 40 points from the mean?

 

5.13 IQ scores on the WAIS test approximate a normal curve with a mean of 100 and a standard deviation of 15. What IQ score is identified with

(a) the upper 2 percent, that is, 2 percent to the right (and 98 percent to the left)?

(b) the lower 10 percent?

(c) the upper 60 percent?

(d) the middle 95 percent? [Remember, the middle 95 percent straddles the line perpendicular to the mean (or the 50th percentile), with half of 95 percent, or 47.5 percent, above this line and the remaining 47.5 percent below this line.]

(e) the middle 99 percent?

 

IMPORTANT NOTE: When doing Questions 5.15 and 5.16, remember to decide first whether a proportion or a score is to be found.

*5. 15 An investigator polls common cold sufferers, asking them to estimate the number of hours of physical discomfort caused by their most recent colds. Assume that their estimates approximate a normal curve with a mean of 83 hours and a standard deviation of 20 hours.

(a) What is the estimated number of hours for the shortest-suffering 5 percent?

(b) What proportion of sufferers estimate that their colds lasted longer than 48 hours?

(c) What proportion suffered for fewer than 61 hours?

(d) What is the estimated number of hours suffered by the extreme 1 percent either above or below the mean?

(e) What proportion suffered for between 1 and 3 days, that is, between 24 and 72 hours?

(f) What is the estimated number of hours suffered by the middle 95 percent? [See the comment about “middle 95 percent” in Question 5.13(d).]

(g) What proportion suffered for between 2 and 4 days?

(h) A medical researcher wishes to concentrate on the 20 percent who suffered the most. She will work only with those who estimate that they suffered for more than ——— hours.

(i) Another researcher wishes to compare those who suffered least with those who suffered most. If each group is to consist of only the extreme 3 percent, the mild group will consist of those who suffered for fewer than _____ hours, and the severe group will consist of those who suffered for more than _____ hours.

(j) Another survey found that people with colds who took daily doses of vitamin C suffered, on the average, for 61 hours. What proportion of the original survey (with a mean of 83 hours and a standard deviation of 20 hours) suffered for more than 61 hours?

(k) What proportion of the original survey suffered for exactly 61 hours? (Be careful!)

 

*5.18 The body mass index (BMI) measures body size in people by dividing weight (in pounds) by the square of height (in inches) and then multiplying by a factor of 703. A BMI less than 18.5 is defined as underweight; between 18.5 to 24.9 is normal; between 25 and 29.9 is overweight; and 30 or more is obese. It is well established that Americans have become heavier during the last half century. Assume that the positively skewed distribution of BMIs for adult American males has a mean of 28 with a standard deviation of 4.

(a) Would the median BMI score exceed, equal, or be exceeded by the mean BMI score of 28?

(b) What z score defines overweight

(c) What z score defines obese

 

8.10 Television stations sometimes solicit feedback volunteered by viewers about a tele-vised event. Following a televised debate between Barack Obama and Mitt Romney in the 2012 presidential election campaign, a TV station conducted a telephone poll to determine the “winner.” Callers were given two phone numbers, one for Obama and the other for Romney, to register their opinions automatically.

(a) Comment on whether or not this was a random sample.

(b) How might this poll have been improved?

 

*8.14 The probability of a boy being born equals .50, or 1/2, as does the probability of a girl being born. For a randomly selected family with two children, what’s the probability of

(a) two boys, that is, a boy and a boy? (Reminder: Before using either the addition or multiplication rule, satisfy yourself that the various events are either mutually exclu-sive or independent, respectively.)

(b) two girls?

(c) either two boys or two girls?

 

8.16 A traditional test for extrasensory perception (ESP) involves a set of playing cards, each of which shows a different symbol (circle, square, cross, star, or wavy lines). If C represents a correct guess and I an incorrect guess, what is the probability of

(a) C?

(b) CI (in that order) for two guesses?

(c) CCC for three guesses?

(d) III for three guesses?

 

8.19 A sensor is used to monitor the performance of a nuclear reactor. The sensor accurately reflects the state of the reactor with a probability of .97. But with a probability of .02, it gives a false alarm (by reporting excessive radiation even though the reactor is performing normally), and with a probability of .01, it misses excessive radiation (by failing to report excessive radiation even though the reactor is performing abnormally).

(a) What is the probability that a sensor will give an incorrect report, that is, either a false alarm or a miss?

(b) To reduce costly shutdowns caused by false alarms, management introduces a second completely independent sensor, and the reactor is shut down only when both sensors report excessive radiation. (According to this perspective, solitary reports of excessive radiation should be viewed as false alarms and ignored, since both sensors provide accurate information much of the time.) What is the new probability that the reactor will be shut down because of simultaneous false alarms by both the first and second sensors?

(c) Being more concerned about failures to detect excessive radiation, someone who lives near the nuclear reactor proposes an entirely different strategy: Shut down the reactor whenever either sensor reports excessive radiation. (According to this point of view, even a solitary report of excessive radiation should trigger a shutdown, since a failure to detect excessive radiation is potentially catastrophic.) If this policy were adopted, what is the new probability that excessive radiation will be missed simultaneously by both the first and second sensors?

 

*8.21 Assume that the probability of breast cancer equals .01 for women in the 50–59 age group. Furthermore, if a woman does have breast cancer, the probability of a true positive mammogram (correct detection of breast cancer) equals .80 and the probability of a false negative mammogram (a miss) equals .20. On the other hand, if a woman does not have breast cancer, the probability of a true negative mammogram (correct nondetection) equals .90 and the probability of a false positive mammogram (a false alarm) equals .10. (Hint: Use a frequency analysis to answer questions. To facilitate checking your answers with those in the book, begin with a total of 1,000 women, then branch into the number of women who do or do not have breast cancer, and finally, under each of these numbers, branch into the number of women with positive and negative mammograms.)

(a) What is the probability that a randomly selected woman will have a positive mammogram?

(b) What is the probability of having breast cancer, given a positive mammogram?

(c) What is the probability of not having breast cancer, given a negative mammogram?

 

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Health Maintenance Services of Georgia reports

45. An auditor for Health Maintenance Services of Georgia reports 40% of policyholders 55 years or older submit a claim during the year. Fifteen policyholders are randomly selected for company records. a. How many of the policyholders would you expect to have filed a claim within the last year? b. What is the probability that 10 of the selected policyholders submitted a claim last year? c. What is the probability that 10 or more of the selected policyholders submitted a claim last year? d. What is the probability that more than 10 of the selected policyholders submitted a claim last year?

71. Refer to the Baseball 2016 data. Compute the mean number of home runs per game. To do this, first find the mean number of home runs per team for 2016. Next, divide this value by 162 (a season comprises 162 games). Then multiply by 2 because there are two teams in each game. Use the Poisson distribution to estimate the number of home runs that will be hit in a game. Find the probability that: a. There are no home runs in a game. b. There are two home runs in a game. c. There are at least four home runs in a game.

53. Management at Gordon Electronics is considering adopting a bonus system to increase production. One suggestion is to pay a bonus on the highest 5% of production based on past experience. Past records indicate weekly production follows the normal distribution. The mean of this distribution is 4,000 units per week and the standard deviation is 60 units per week. If the bonus is paid on the upper 5% of production, the bonus will be paid on how many units or more?

55. Best Electronics Inc. offers a “no hassle” returns policy. The daily number of customers returning items follows the normal distribution. The mean number of customers returning items is 10.3 per day and the standard deviation is 2.25 per day .a. For any day, what is the probability that eight or fewer customers returned items?  b. For any day, what is the probability that the number of customers returning items is between 12 and 14? c. Is there any chance of a day with no customer returns?

76. Refer to the Lincolnville School District bus data a. Refer to the maintenance cost variable. The mean maintenance cost for last year is $4,552 with a standard deviation of $2332. Estimate the number of buses with a maintenance cost of more than $6,000. Compare that with the actual number. Create a frequency distribution of maintenance cost. Is the distribution normally distributed. Refer to the variable on the number of miles driven since the last maintenance. The mean is 11,121 and the standard deviation is 617 miles. Estimate the number of buses traveling more than 11,500 miles since the last maintenance. Compare that number with the actual value. Create a frequency distribution of miles since maintenance cost. Is the distribution normally distributed?

A. Century National Bank Refer to the Century National Bank data. Is it reasonable that the distribution of checking account balances approximates a normal probability distribution? Determine the mean and the standard deviation for the sample of 60 customers. Compare the actual distribution with the theoretical distribution. Cite some specific examples and comment on your findings. Divide the account balances into three groups, of about 20 each, with the smallest third of the balances in the first group, the middle third in the second group, and those with the largest balances in the third group. Next, develop a table that shows the number in each of the categories of the account balances by branch. Does it ap-pear that account balances are related to the branch? Cite some examples and comment on your findings.

Call Center Timing

Call Center Timing

ProtocolTypeQueueTimeServiceTime
PE43976
PE15133
PE5735
PE71539
PE4541
PE9743
PE23943
PE3348
PE3148
PE29949
PE2750
PE18950
PE5151
PE7152
PE5756
PE14957
PE80961
PE12161
PE6563
PE5965
PE2968
PE4368
PE9171
PE81172
PE9572
PE6774
PE14375
PE8575
PE17375
PE7775
PE2576
PE7577
PE4179
PE52979
PE4780
PE14787
PE24790
PE189104
PE89106
PE323110
PE265121
PE141129
PE167131
PE107144
PE261157
PE63159
PE37167
PE367167
PE91168
PE193172
PE133195
PE31204
PE203210
PE261211
PE705246
PE75255
PE31260
PE177854
PE193899
PE93905
PE53942
PE91225
PE103239
PE219243
PE179268
PE153299
PE57319
PE571321
PE71388
PE89408
PE89577
PT8129
PT6586
PT14786
PT3388
PT10390
PT2190
PT3590
PT6390
PT16392
PT8596
PT6997
PT37799
PT43102
PT41104
PT83108
PT367109
PT45113
PT49122
PT155122
PT45124
PT571130
PT83139
PT55150
PT705156
PT101157
PT277166
PT43172
PT29172
PT97173
PT43187
PT103187
PT65193
PT627197
PT121215
PT131229
PT29248
PT91267
PT219283
PT167323
PT417493
PT141539
PT187551
PT651567
PT203633
PT73775
PT7051048
PE47231
PE29133
PE4334
PE12135
PE17937
PE12938
PE14143
PE7345
PE9747
PE14152
PE6354
PE5156
PE10764
PE9965
PE4367
PE12369
PE31570
PE12976
PE7177
PE3378
PE17980
PE13183
PE10592
PE9594
PE131110
PE143110
PE135112
PE75119
PE127129
PE277140
PE235188
PE97204
PE31206
PE119207
PE219239
PE47214
PE67243
PE65387
PT11931
PT10785
PT12989
PT6991
PT161106
PT27111
PT73119
PT75124
PT69125
PT105132
PT57159
PT63166
PT41168
PT69178
PT145191
PT139215
PT51256
PT43267
PT141310
PT71327
PT159513
PT1292662
PE8333
PE8734
PE13734
PE9134
PE68134
PE2936
PE6936
PE6136
PE72536
PE14737
PE6137
PE8937
PE5138
PE2738
PE81140
PE3740
PE9941
PE5941
PE7942
PE22542
PE13342
PE4343
PE5144
PE10744
PE3744
PE14545
PE17345
PE6345
PE13945
PE3146
PE5546
PE9946
PE2947
PE10547
PE5547
PE4747
PE5747
PE19547
PE41949
PE8349
PE7149
PE6550
PE31151
PE75351
PE4551
PE15151
PE4352
PE4752
PE14352
PE71552
PE7152
PE4352
PE5553
PE5353
PE18754
PE21354
PE12355
PE26555
PE16355
PE10755
PE14156
PE6756
PE8356
PE4756
PE48756
PE4157
PE8357
PE75357
PE8157
PE76757
PE31558
PE24159
PE3959
PE8559
PE7359
PE19959
PE5360
PE7160
PE9160
PE17960
PE9360
PE4760
PE7560
PE10961
PE27361
PE3761
PE12361
PE15562
PE21163
PE4564
PE10964
PE4564
PE3365
PE6365
PE13965
PE9166
PE80966
PE14966
PE7166
PE8567
PE7167
PE3367
PE4967
PE4167
PE13568
PE2168
PE32368
PE17769
PE81169
PE7569
PE14169
PE9969
PE8370
PE13370
PE7770
PE8570
PE80970
PE3571
PE9372
PE6773
PE8373
PE7373
PE5773
PE4574
PE5574
PE6574
PE6774
PE19375
PE14975
PE3975
PE6576
PE17176
PE3376
PE17176
PE9976
PE10576
PE4177
PE9177
PE10777
PE16177
PE9377
PE8378
PE4978
PE6379
PE7179
PE20379
PE22979
PE7779
PE9780
PE30180
PE3981
PE10781
PE14581
PE3382
PE12382
PE10982
PE4983
PE24383
PE20583
PE12583
PE12784
PE18585
PE6994
PE4196
PE165102
PE321106
PE41110
PE189111
PE155114
PE45117
PE179123
PE35124
PE541126
PE57128
PE101129
PE43129
PE123132
PE75142
PE105142
PE145146
PE217152
PE157154
PE61158
PE221162
PE71172
PE123173
PE57179
PE109180
PE123189
PE37206
PE81207
PE89208
PE51216
PE129220
PE77220
PE135225
PE131231
PE27236
PE121242
PE45253
PE95253
PE89255
PE83412
PE135414
PE135799
PE809822
PE149886
PE93901
PE75209
PE55211
PE117211
PE79213
PE113224
PE149225
PE95227
PE57227
PE51241
PE115261
PE43264
PE89296
PE99297
PE105300
PE105320
PE655340
PE27344
PE79388
PE715407
PE87407
PE227474
PE157530
PE31531
PE753532
PE71584
PE237694
PE69704
PE129721
PE1452270
PT24328
PT9129
PT16130
PT5330
PT6333
PT4786
PT6786
PT10786
PT18388
PT6789
PT7589
PT3590
PT35590
PT20790
PT10591
PT7591
PT18591
PT12991
PT3392
PT6192
PT8192
PT7192
PT5193
PT80993
PT12993
PT9594
PT7995
PT7395
PT3595
PT12796
PT11596
PT5196
PT9397
PT9797
PT23797
PT7798
PT3598
PT12398
PT17998
PT23999
PT6399
PT7199
PT89100
PT217100
PT91100
PT23100
PT269101
PT153102
PT263103
PT101103
PT55104
PT95104
PT205104
PT165105
PT271105
PT69106
PT81106
PT129106
PT149106
PT273107
PT225107
PT103109
PT145109
PT35109
PT97109
PT89110
PT65112
PT189114
PT51114
PT339114
PT83115
PT57115
PT99115
PT71116
PT41117
PT73117
PT67118
PT55118
PT77118
PT77119
PT59120
PT101121
PT135121
PT51122
PT247122
PT131122
PT169123
PT165123
PT63123
PT45123
PT301123
PT53124
PT105124
PT47124
PT53124
PT75124
PT153124
PT279126
PT119126
PT153126
PT27126
PT137127
PT111129
PT177129
PT125129
PT131130
PT95130
PT67131
PT261132
PT59132
PT111133
PT205133
PT139133
PT87133
PT141134
PT103134
PT209134
PT59134
PT149135
PT97135
PT67135
PT165136
PT87139
PT129139
PT57141
PT49141
PT83141
PT107142
PT59142
PT55143
PT341144
PT117146
PT59146
PT599147
PT95147
PT57148
PT65148
PT61149
PT51149
PT125149
PT117149
PT111150
PT93151
PT27151
PT47151
PT85155
PT113156
PT49158
PT49158
PT129159
PT161160
PT73161
PT121162
PT171162
PT99163
PT93164
PT135165
PT139165
PT57165
PT125167
PT87168
PT45169
PT171170
PT285171
PT175173
PT51174
PT73174
PT155174
PT95176
PT69177
PT109177
PT199178
PT105179
PT119179
PT49181
PT97181
PT57182
PT81182
PT141183
PT177185
PT31188
PT105189
PT105190
PT77191
PT617193
PT145194
PT163195
PT223197
PT105197
PT311197
PT53199
PT71199
PT51199
PT143201
PT111202
PT279203
PT161204
PT305205
PT47205
PT53205
PT81206
PT65208
PT153208
PT69209
PT161209
PT61218
PT123219
PT73220
PT69221
PT111229
PT107229
PT321234
PT89236
PT417244
PT95245
PT117245
PT69245
PT181247
PT179247
PT195251
PT93252
PT95254
PT59255
PT93257
PT225264
PT207264
PT29264
PT67264
PT725265
PT753266
PT381267
PT133271
PT95272
PT627275
PT99279
PT175279
PT97281
PT123282
PT43282
PT45282
PT725283
PT209284
PT153285
PT107287
PT83288
PT57288
PT131288
PT79289
PT121293
PT83304
PT141313
PT89314
PT65328
PT89330
PT71330
PT79346
PT125346
PT45347
PT175354
PT55356
PT105359
PT79361
PT107362
PT147367
PT29374
PT89376
PT95378
PT153389
PT681393
PT57393
PT175393
PT725407
PT77485
PT223489
PT207492
PT41492

Biblical Worldview PAPER INSTRUCTIONS

EDUC 504

Biblical Worldview PAPER INSTRUCTIONS

Rationale

The Biblical Worldview Assignment is course-embedded into every degree program in Liberty University’s School of Education (SOE). Its purpose is to carry out LU’s mission to provide an education with a solid Christian foundation and to ensure that every SOE program completer understands the implications of a biblical worldview for the field of education. While there are other assignments that require candidates to write a personal philosophy of education, that is not necessarily the intent of this particular assignment. The goal of this activity is for candidates to accomplish the following:

· Convey an understanding of what is meant by a biblical worldview.

· Support and illustrate this understanding by citing the Bible and other literature on the topic of biblical worldview.

· Apply principles of a biblical worldview to educational practice.

· Articulate key components of a Christian philosophy of education, citing from the Bible and other literature on the topic of Christian philosophy of education.

Because the SOE embeds this assignment into every degree program—i.e., bachelor, master, education specialist (Ed.S.), and doctorate (Ed.D)—it is likely that candidates who earn multiple degrees from LU’s SOE will be required to complete the assignment multiple times. Especially in the Ed.S. and Ed.D. degrees, the Biblical Worldview Assignment may be required for more than one course. Candidates who are required to complete the assignment more than once may resubmit the initial assignment but are encouraged to revise as needed. For example, expectations for undergraduate and graduate writing levels are different; therefore, the composition of the paper may need to be strengthened with the repeated submission. Also, check the assignment directions and rubric to ensure that you are meeting the present course’s specific requirements.

Mission of Liberty University: This assignment advances LU’s mission by promoting “the synthesis of academic knowledge and Christian worldview in order that there might be a maturing of spiritual, intellectual, social and physical value-driven behavior” and by encouraging “a commitment to the Christian life, one of personal integrity, sensitivity to the needs of others, social responsibility and active communication of the Christian faith, and, as it is lived out, a life that leads people to Jesus Christ as the Lord of the universe and their own personal Savior.” Click on these links to learn more about LU’s Mission Statement and LU’s Doctrinal Statement .

Mission of LU’s School of Education: This assignment advances the School of Education’s mission, which is “to develop competent professionals with a biblical worldview for Christian, public, and private schools.” Click on this link to learn more about the SOE Conceptual Framework .

Directions

Write a 4-page paper in current APA format that conveys your understanding of what is meant by a biblical worldview and a Christian philosophy of education. Also, discuss the implications of these principles in their application to educational practice. Page length requirement begins with the introductory paragraph and ends with the conclusion; it includes neither the title page nor the reference page. An abstract is not required. In addition to the Bible, cite a minimum of four references that represent the body of literature supporting and explaining biblical worldview and Christian philosophy of education. No more than 10% of the paper is to include direct quotes; therefore, you should do much more summarizing and paraphrasing than quoting. Citations are required both for direct quotes and for summarized ideas drawn from references. The format of the paper is to include the sections below with headings that follow current APA format. Click on this link to view an APA Tips document with helpful hints for writing success.

· Title Page

· Introduction

Present a strong, clear thesis statement. The focus of this paragraph is to introduce the reader to the thesis statement. The remainder of the paper should support and illustrate the main point(s) of the thesis statement.

· Biblical Worldview

Based upon your readings of the Bible and literature on the topic of biblical worldview, convey a basic understanding of the elements of a worldview that is based distinctively on a perspective of life drawn from Judeo-Christian scriptures. Do not focus on the field of education in this section. A common error is for writers to neglect the discussion of a biblical worldview by focusing too much on the field of education, which is to be addressed in subsequent sections of the paper.

· Christian Philosophy of Education

Based upon your readings of the Bible and literature on the topic of Christian philosophy of education, convey a basic understanding of the elements of an educational philosophy that is based distinctively on a perspective drawn from Judeo-Christian scriptures. Address metaphysical and axiological issues. Metaphysical issues relate to questions of meaning and purpose. Axiological issues relate to questions of values. Minimize the discussion of practical application to the field of education in this section. A common error is for writers to neglect the discussion of a Christian philosophy of education by focusing too much on the implications for educational practice, which will be addressed in the subsequent section.

· Implications for Educational Practice

Discuss the implications of a biblical worldview and Christian philosophy for practical application to the overall field of education. Ensure that you discuss these implications for the field in general, but you may also proceed to specify implications for your particular area of interest. For example, if you are preparing to serve as a content area teacher, a special education teacher, an administrator, or a school counselor, you may—after addressing implications for the overall field of education—address implications for your area of service.

· Conclusion

An effective conclusion affirms the thesis statement and leaves the reader with a clear idea of how thoughts in the paper fit together to make a specific point.

· Reference Page

Cite the Bible in the body of the manuscript, but—per APA—the Bible and other classical or holy scriptures are not to be listed on the reference page. List here at least 4 references other than the Bible. One your references is to be the course textbook. Click on this APA Tips Document for details.

Submission: Submit the document both in Blackboard and in LiveText. It will not be graded until it is submitted in both locations. In Blackboard, it will be checked by SafeAssign for plagiarism. It will be graded in LiveText using the embedded rubric there.

References and Citations: See the APA Tips Document for details on how to cite the Bible in the body of the manuscript. Below are links to sources you might find helpful as you prepare:

· Articles and Websites

· What’s a Christian Worldview? (Focus on the Family)

· Developing a Biblical Worldview (Foundations for Living)

· What Is a Christian Worldview (Israel Wayne)

· The Importance of a Christian Worldview (The Gospel Project)

· On Education (Francis Schaefer)

· Writings in Christian Education (Calvin College)

· Journals: Many journals on the topic are available via Liberty Databases.

· Christian Worldview Journal (BreakPoint: The Chuck Colson Center)

· Christian Education Journal (Biola University)

· Christian Perspectives in Education (Liberty University, School of Education)

· LU’s Jerry Falwell Library: Click this link to search Liberty Databases of academic sources. Recommended search terms: biblical Christian worldview, Christian philosophy of education.

· Bibliography: Books on Biblical Worldview and Christian Philosophy of Education

· Course Readings: Relevant readings from present and past courses may be incorporated as appropriate, e.g., textbooks and articles.

Submit this assignment by 11:59 p.m. (ET) on Sunday of Module/Week 6.

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