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Spring 2025 Sta301 1 Sol

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4 views6 pages

Spring 2025 Sta301 1 Sol

Uploaded by

Ali Sher
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
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Question 1: Marks: 10

Grades in English of 50 students are given below:


72, 76, 83, 77, 0, 22, 70, 21, 9, 62, 52, 16, 95, 31, 73, 91, 16, 62, 37, 66,
62, 37, 31, 84, 66, 8, 73, 84, 88, 33, 19, 8, 77, 75, 17, 91, 71, 13, 30, 68,
12, 25, 30, 92, 10, 97, 38, 32, 16, 40.

1) Construct a frequency distribution. (5)

2) Calculate any three measures of central tendency and interpret the results. (3)

3) Create a histogram. (2)

Solution:
1)
Class Interval Frequency Midpoint f×x Cumulative Frequency
0 – 13 7 7.0 49.0 7
14 – 27 8 21.0 168.0 15
28 – 41 10 35.0 350.0 25
42 – 55 1 49.0 49.0 26
56 – 69 6 63.0 378.0 32
70 – 83 10 77.0 770.0 42
84 – 97 8 91.0 728.0 50

2)
Three measures of Central Tendency
Mean:

The average value in the dataset is approximately 49.84.

Median:
The median lies in class 28-41, because the 25.5th value falls there. Using the formula:
Half the data lies below 42.0.

Mode:
The modal class is 28-41 (highest frequency = 10). Using the mode formula:

Mid- Range:

From your data:


Minimum = 0
Maximum = 97

Class Interval Frequency (f) Midpoint (x) log₁₀(x) f × log₁₀(x)


0–13 7 7.0 0.8451 5.9157
14–27 8 21.0 1.3222 10.5776
28–41 10 35.0 1.5441 15.4410
42–55 1 49.0 1.6902 1.6902
56–69 6 63.0 1.7993 10.7958
70–83 10 77.0 1.8865 18.8650
84–97 8 91.0 1.9590 15.6720
Geometric Mean:

Applying the formula:

Interpretation
• Mean (49.84) represents the overall average performance.
• Median (42) shows the central point where half of the students scored below and half
above.
• Mode (30.55) reflects the most frequent score range, indicating many students had
low performance.
• Midrange (48.5) is affected by the extreme values (0 and 97), serving as a rough
estimate of central location.
• Geometric Mean (38.02) is lower than the arithmetic mean, suggesting a right-skewed
distribution with high outliers.

3)
Question 2: Marks: 10

The following table shows the number of study hours per week (X) and the exam scores (Y)
for a group of students.

Study
5 8 10 12 15 18 20
Hours (X)
Exam
50 65 70 75 85 90 95
Scores (Y)

1) Create a scatter plot and provide an interpretation. (5)

2) Apply an appropriate regression line with justification and interpret the results. (3+2)

Solution:
1)

Interpretation of the Scatter Plot


• The plot shows a strong positive linear relationship between study hours and exam
scores.
• As the number of study hours increases, the exam score also increases.
• This suggests that students who study more tend to score higher on exams.
• The points lie close to an imaginary straight line, indicating a high correlation.

2)
One independent variable: Study Hours (X)
One dependent variable: Exam Scores (Y)

The general form of the regression line is:

Where:

: predicted exam score


a: intercept
b: slope of the regression line

Now, the regression coefficient is:


Regression Equation:

The fitted regression line is:

where:

• Intercept (a)= 39.79: This is the predicted exam score for a student who studies 0
hours. (While not practically meaningful, it is mathematically necessary)
• Slope(b)=2.86: For each additional hour of study, the exam score increases by approx-
imately 2.86 points.
Interpretation:

• There is a positive linear relationship between study hours and exam scores.
• The slope indicates a moderate-to-strong effect: increasing study time leads to better
exam performance.
• The regression line can be used to predict exam scores for given study hours, e.g. a
student who studies 14 hours is predicted to score:

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