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Statistics Problem Set: Sampling & Data Analysis

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0% found this document useful (0 votes)
23 views6 pages

Statistics Problem Set: Sampling & Data Analysis

Uploaded by

Thảo Nhi
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

PROBLEM SET 1: STATISTICS, POPULATION,

AND SAMPLING
This problem set introduces the key ideas of statistics, population, and sampling through
small, practical experiments. You may work in groups, but each student must submit
their own answers.

Part I. Discovering Statistics (MCQs)


Exercise

The instructor records the number of hours each student used social media yester-
day. The data (in hours) for 8 students are:

2, 3, 5, 1, 2, 4, 3, 6

Answer the following multiple-choice questions:


a) Which of the following best describes what we are doing in this study?
A. Memorizing data values
B. Collecting, organizing, and summarizing data to learn about behavior
C. Guessing numbers without computation
D. Ignoring data completely

b) Which of the following statistics gives a quick summary of all 8 values?


A. Range B. Mean C. Mode D. Both A and B

c) Compute the mean (average) number of hours. Which is closest?


A. 2.0 B. 3.3 C. 4.5 D. 5.0

d) Based on this sample, students at FTU spend about how many hours on
social media per day?
A. Around 1 hour B. Around 3 hours C. Around 6 hours D. Cannot be
determined

e) What is the key lesson from this part?


A. Statistics turns raw data into meaningful information
B. Data are useless no matter what we do
C. We should always guess without computing
D. Collecting data is impossible in practice

1
Solution

Data sum = 2 + 3 + 5 + 1 + 2 + 4 + 3 + 6 = 26, so x̄ = 26/8 = 3.25 ≈ 3.3.

• 1: B — This is statistics: collect, organize, summarize to learn.

• 2: B — The mean is a concise summary of all values.

• 3: B — Closest to 3.25 is 3.3.

• 4: D — A tiny convenience sample cannot justify a population claim.

• 5: A — Statistics turns raw data into information.

Part II. Exploring the Population (MCQs)


Exercise

We want to study how long FTU students use social media per day. Two groups of
students recorded their daily screen time (in hours):

Group A 4 2 7 3 6 2 5 1
Group B 3 3 4 3 4 3 5 4

Answer the following questions:


a) When we look at the raw data above, what can we say? A. It’s clear which
group spends more time
B. The data is confusing without calculation
C. The groups are exactly equal
D. The numbers are meaningless

b) Why do we compute the mean of each group? A. To destroy the data


B. To summarize all values with one number
C. To make data longer
D. To guess randomly

c) Which group has the higher mean? (Compute approximately) A. Group A


B. Group B C. They are identical D. Impossible to know

d) What does the mean tell us in this case? A. The average screen time for each
group
B. The largest and smallest values only
C. Nothing important
D. Randomness of sampling

2
e) Which of the following statements is true? A. Without analysis, data has no
meaning
B. The mean is always useless
C. Population means always change
D. Data speaks for itself

f) Imagine we wanted to record the social-media time of every FTU student


(about 10 000 people). What would be the main difficulty? A. It takes too
much time and cost to collect all data
B. We can easily collect all data in one day
C. We should only guess without measuring
D. Data from 10 000 students are identical

g) Therefore, in practice, what should we do instead? A. Take a smaller, random


sample to represent the population
B. Stop collecting data completely
C. Record only extreme cases
D. Average only the largest numbers

Solution

Compute means:
Group A: 4 + 2 + 7 + 3 + 6 + 2 + 5 + 1 = 30 ⇒ x̄A = 30/8 = 3.75.
Group B: 3 + 3 + 4 + 3 + 4 + 3 + 5 + 4 = 29 ⇒ x̄B = 29/8 = 3.625.

• 1: B — Raw tables are hard to compare without summaries.

• 2: B — The mean summarizes all values with one number.

• 3: A — Group A has the higher mean (3.75 > 3.625).

• 4: A — The mean reports the average screen time.

• 5: A — We need analysis (summaries/visuals) to interpret data.

• 6: A — Full enumeration is often too costly/time-consuming.

• 7: A — Use a smaller, random sample to represent the population.

3
Part III. Collecting a Sample
Exercise

Instead of studying all FTU students, we only survey 5 randomly chosen students.
Their daily screen time (hours) is:

3, 2, 4, 1, 3

a) Compute the sample mean.

3+2+4+1+3
X̄ = =
5

b) If we took another random group of 5 students, would we get the same


mean? (Yes/No)

c) Explain why the sample means might differ.

d) Complete the blanks: The sample is a small part of the , so its


results may slightly.

Solution

Sum = 3 + 2 + 4 + 1 + 3 = 13. Hence X̄ = 13/5 = 2.6.

• 1: 2.6 .

• 2: N o — different random samples rarely yield the same mean.

• 3: Sampling variability: different individuals ⇒ different observed values ⇒


different means.

• 4: population , vary (or dif f er ).

4
Part IV. Why Must We Sample Randomly? (Illustra-
tion)
Exercise

We want to estimate the average number of study hours per day among FTU
students.
a) Suppose we only survey your close friends (who are all hard-working). Their
average study time is found to be 6.5 hours per day.
What can we say about this sample?
A. It may overestimate the true population mean
B. It may underestimate the true population mean
C. It perfectly represents all students
D. It tells nothing about bias

b) Why is this sample likely to be biased?


A. Because your friends do not represent all FTU students
B. Because there are too many students
C. Because averages cannot be computed from small data
D. Because the mean depends on the teacher

c) Now imagine we select 10 students randomly from different classes across


campus. Their average study time is 4.2 hours per day. What can we infer
about this random sample compared to the first one?
A. It is likely closer to the population mean
B. It is likely farther from the population mean
C. It must be exactly the same
D. It has no relationship to accuracy

d) Which of the following statements is true about random sampling?


A. Random samples reduce bias and improve representativeness
B. Random samples are always identical
C. Random samples increase bias
D. Random sampling is unnecessary for large populations

e) Complete the statement below:


When selecting samples, we must choose them to avoid
.

5
Solution

• 1: A — Friends (all hard-working) likely overestimate the population mean.

• 2: A — They are not representative of all FTU students (selection bias).

• 3: A — A diverse random sample is more representative, hence closer on


average.

• 4: A — Random sampling reduces bias and improves representativeness.

• 5: randomly to avoid bias .

Common questions

Powered by AI

Relying solely on a small sample size limits the ability to make accurate inferences about an entire population due to potential biases and high variability. Small samples may not represent the population's diversity, leading to skewed results if the sampled individuals are not chosen randomly. Additionally, small samples are more susceptible to sampling error, producing means that vary significantly from the true population mean .

The process aims to turn raw data into meaningful information, allowing for an understanding of behaviors or trends. This is achieved through the collection of data, its organization to create coherent datasets, and summarization to extract useful statistics such as the mean, which provide insights into the data .

The mean of a sample might differ when different groups of individuals are sampled due to sampling variability. Each random sample consists of different individuals, leading to different observed values and, consequently, different computed sample means .

Summarizing experimental data with measures like the mean improves interpretation by condensing complex datasets into single, representative figures, thus highlighting central tendencies and allowing for direct comparisons. This makes identifying patterns or differences between datasets more straightforward, enhancing the clarity and communicability of the findings without needing to analyze each data point individually .

Concluding that a sample of close friends accurately represents the average study time of all students is inappropriate because such a sample likely suffers from selection bias. This group may share similar characteristics not representative of the broader student population, such as higher motivation or similar study habits, leading to an overestimated average that doesn't reflect the average student's behavior .

The main issues in collecting data from an entire large population include time and cost constraints. Gathering data from every member is often impractical due to the resources required for complete coverage, which leads to logistical challenges. Additionally, such an exhaustive process might not yield significantly better insights than a well-designed random sample .

Random sampling reduces bias and improves representativeness by ensuring each member of the population has an equal chance of being selected. This process minimizes the likelihood of selecting a skewed subgroup and enhances the chance that the sample accurately reflects the population's diversity. As a result, the findings are more likely to approximate the population parameters .

Different random samples rarely yield the same mean due to the inherent variability in any population. Each sample captures a unique subset of the population, encompassing different combinations of members. The natural differences among these members contribute to variation in the calculated means. As a result, each sample provides a slightly different estimation of the population mean, illustrating the concept of sampling variability .

When comparing a biased sample of friends to a random sample, the inference is that the random sample offers a more accurate estimate of the population's study time. The biased sample, composed of friends who may share similar habits, is likely to overestimate the true mean due to a lack of representativeness. In contrast, the random sample's diversity in selection is more likely to reflect the actual population average, minimizing bias and improving accuracy .

The mean provides a single numerical summary of a dataset representing the average value, thus simplifying complex datasets into comprehensible statistics. For example, by computing the means of two groups' screen time data, we can easily compare their average usage levels. This aids in analysis by offering a direct method to determine which group generally uses more screen time, facilitating decision-making and interpretation without delving into each data point .

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