STATISTICS FOR

BUSINESS REPORT
Group M&M

Lecturer: Vo Duc Hoang Vu

SB-T321PWB2
 GROUP ASSIGNMENT COVER SHEET
STUDENT DETAILS

Student name: Phạm Thanh Uyên Phương Student ID number: 21001243

Student name: Võ Thành Vinh Student ID number: ISB21000030

Student name: Huỳnh Tâm Ý Student ID number: 21001313

Student name: Trần Anh Thư Student ID number: 21001436

Student name: Lâm Minh Thy Student ID number: 21000520

Student name: Nguyễn Hoàng Phúc Student ID number: 21000420

UNIT AND TUTORIAL DETAILS

Unit name: Statistic Business Unit number: SB-T321PWB-2

Tutorial/Lecture: Class day and time: Friday, 1:00 p.m

Lecturer or Tutor name: Võ Đức Hoàng Vũ

ASSIGNMENT DETAILS

Title: Statistics Business Reports

Length: 17 pages Due date: 19/12/2021 Date submitted: 19/12/2021

DECLARATION

I hold a copy of this assignment if the original is lost or damaged.

I hereby certify that no part of this assignment or product has been copied from any other student’s work or from
any other source except where due acknowledgement is made in the assignment.
I hereby certify that no part of this assignment or product has been submitted by me in another (previous or
current) assessment, except where appropriately referenced, and with prior permission from the Lecturer /
Tutor / Unit Coordinator for this unit.
No part of the assignment/product has been written/ produced for me by any other person except where
collaboration has been authorised by the Lecturer / Tutor /Unit Coordinator concerned.
I am aware that this work may be reproduced and submitted to plagiarism detection software programs for the
purpose of detecting possible plagiarism (which may retain a copy on its database for future plagiarism
checking).

Student’s signature: Uyên Phương

Student’s signature: Thành Vinh
Student’s signature: Tâm Ý
Student’s signature: Anh Thư
Student’s signature: Minh Thy
Student’s signature: Hoàng Phúc

STUDENT EVALUATION OF GROUP MEMBER PARTICIPATION

Great teamwork enhances group outcomes. This form has two functions: to provide you with a guide to the
behaviours expected of you as a team member AND as a means of evaluating your contribution and that of each
other team member on completion of the project. Evaluations may be used by your lecturer to determine the final
project mark for each person in your team. On formation of the team, examine the participation criteria carefully.
Think about how you will contribute to the group effort and discuss this as a team. Write your own name below
(‘Self’) and that of each other person. On completion of the project use the form to evaluate yourself and the team.
Circle the letter that best describes the person’s participation for each criterion, then give the form to your lecturer.

Person 1: Võ Thành Vinh Person 3: Huỳnh Tâm Ý Person 5: Phạm Thanh Uyên Phương
Person 2: Lâm Minh Thy Person 4: Trần Anh Thư Person 6: Nguyễn Hoàng Phúc

1 Introduction..............................................................................................................................2

2 Data Collecting.........................................................................................................................2

3 Data analysis.............................................................................................................................3

3.1 Two-sample hypothesis test for the mean of GPA...........................................................3

3.1.1 Test for variance........................................................................................................3

3.1.2 The two-sample test..................................................................................................3

3.2 Test for Independence of Concentration and GPA...........................................................4

3.3 Test for Independence of Memorizing and GPA...............................................................4

3.4 Test Independence of GPA to Frequency of consuming caffeine.....................................5

3.4.1 Hartley’s test..............................................................................................................5

3.4.2 ANOVA’s test.............................................................................................................6

3.4.3 Tukey’s test................................................................................................................6

3.5 Test Self-study time on GPA..............................................................................................6

3.5.1 Hartley’s test..............................................................................................................7

 3.5.2 ANOVA’s test.............................................................................................................7

3.5.3 Tukey’s test................................................................................................................7

4 Conclusion................................................................................................................................8

5 Appendix..................................................................................................................................9

5.1 Data and calculation for Two-sample hypothesis test for the mean of GPA...................9

5.2 Data and calculation for Test for Independence of Concentration and GPA.................10

5.3 Data and calculation for Test for Independence of Memorizing and GPA.....................11

5.4 Data and calculation for Test Independence of GPA to Frequency of consuming
caffeine......................................................................................................................................12

5.5 Data and calculation for Test Self-study time on GPA....................................................13

1 Introduction
It has become a habit for most people to use caffeine in their daily life. The majority of caffeine
consumers say that they like the way it makes them energized, more concentrated in work,
whereas others drink it just for self-preference. Since caffeine is used widely among people,
there are some questions about whether or not it helps improve or decrease a person
performance in school or work. Therefore, for this semester of Statistics Business, our group
has decided to tackle on this question “Does Caffeine consumption affect the performance of
university students?”

In this report, we will state how we collect the data, the data analysis and conclusions based on
the findings. There is going to be a clear and detail description of how we conduct the
hypothesis tests, as well as providing calculation charts in the appendix. The hypothesis test will
help us to understand the data and give out a more accurate conclusion.

2 Data Collecting
We have chosen primary data as our data sources, which we will collect by handing out survey
forms. The target population for this topic is the university students, and the sampling frame is
170 university students who use and do not use caffeine. Our group has listed the information
that is needed for the data analysis: the number of students who use and do not use caffeine,
the frequency of caffeine used a day, the time frame students use for their self-study and the
concentration level, the memorizing level and the GPA of both use and do not use groups.

After having set all the important information, the next step in our process is to conduct the
survey and send it out. The number of responses we received is 170.

When entering and clearing the data, the information is sorted and present in an organized
table, which will make the calculation process in the hypothesis test more accurate and easier.
Our group has determined to only use 100 responses out of 170, as the number of data
received from the students who use and do not use caffeine are not equal. So to make the
analysis accurate as possible, we will base the hypothesis tests on 100 responses.
3 Data analysis
Throughout this step, we have performed 5 tests on the influence of caffeine on the GPA, the
concentration level, the memorizing level, the frequency of consuming caffeine and GPA, and
the time of self-study on GPA of university students.

3.1 Two-sample hypothesis test for the mean of GPA

The first test our group have performed is the two sample test. The reason is to test caffeine’s
influence on GPA. The Two-Sample Test compares two sample that are drawn from the same
population to see if the result yield different estimates of a parameter. The sampling size of this
test is people who use and do not use caffeine. The level of significance  = 0.1.

Descriptive data: (Appendix 1)

3.1.1 Test for variance

First, we set the hypothesis:

- H 0 :σ 1=σ 2 “The variance of the group who use caffeine is equal to the group who do
not use caffeine”
- H 1: σ1≠ σ 2 “The variance of each group is different”.

The decision rule is to reject H 0 if the test statistic falls in the rejection regions as defined by
the critical values F_I = 0.53 and F_r = 1.88. In summary, we reject H 0 if F_cal < F_I or F_cal >
F_r. Otherwise, then we do not reject H 0.

We calculate that F_cal = 1.41 and 0.53 < 1.41 < 1.88; therefore, we do not reject H 0 hence
deducing that the two-sample test for the mean has an equal variance.

3.1.2 The two-sample test

State the hypothesis: ( μ1 :mean GPA of students do not use caffeine, μ2 : mean GPA of students
use caffeine)

- H 0 :μ 1−μ2 ≥0 “The GPA of students using caffeine is not higher than the GPA of
students who not using caffeine”
- H 1 : μ 1−μ2 <0 “The GPA of students using caffeine is higher than those who not
using caffeine”

The decision rule for the two-sample test is if the t_CR > t_cal, we reject the null hypothesis.
The T_CR is equal 1.29. Otherwise, we do not reject the null hypothesis.
The result that we get is t_cal equals 0.018, so that means we reject the null hypothesis that the
GPA of students who use caffeine is not higher than those that do not (0.018 < 1.29).

We reach a conclusion that the consumption of caffeine does affect much on the GPA of
students.

3.2 Test for Independence of Concentration and GPA

This data collection aims to test whether concentration is reliant on using caffeine. In a data set
of 100 students, the variable concentration scale is divided into four levels (one, two, three,
four), and the variable is use and do not use caffeine. The sampling size of this test is students
who use and do not use caffeine. The level of significance  = 0.1.

- The null hypothesis ( H ¿¿ 0)¿ is “Concentration is independent of the variable of

whether the students use or don’t use caffeine.”
- The alternative hypothesis ( H ¿¿ 1)¿ is “Concentration is dependent on the variable of
whether the students use or don’t use caffeine.”

The decision rule is to reject the null hypothesis if X 2calc is higher than the critical value of 7.815.
If otherwise, then do not reject the null hypothesis.

Using the MegaStat, the calculation value X 2calc we have find is 2.323, which is smaller than
7.815; therefore, we conclude that we cannot reject the null hypothesis. The p-value (0.5081)
also indicates that the null hypothesis should not be rejected at α = 0.05 as concentration is
independent of using or not using caffeine.

We reach a conclusion that the consumption of caffeine does not affect much on the
concentration level of students.

Descriptive data: (Appendix 2)

3.3 Test for Independence of Memorizing and GPA

This data collection seeks to test whether memory is reliant on using caffeine. In a data set of
100 students, the variable memorization scale is divided into levels one, two, three, four and
the variable of whether use or do not use caffeine. The sampling size of this test is the students
who use and do not use caffeine. The level of significance  = 0.1.

Descriptive data (Appendix 3)

 - The null hypothesis ( H ¿¿ 0)¿ is “Memorizing is independent of using or not using
caffeine”
- The alternative hypothesis ( H 1 ¿ is “Memorizing is dependent on using or not using
caffeine”.

The decision rule for this test is to reject the null hypothesis is the calculation value X 2calc is
larger than 7.815. If otherwise, then do not reject the null hypothesis. Because the test statistic
we obtain through the MegaStat X 2calc = 3.74 is lower than the critical value of 7.815. We
conclude that we can not reject the hypothesis. Moreover, the p-value (0.29) also indicates that
memorising is independent of using or not using caffeine.

We reach a conclusion that the use of caffeine does not have much effect on the memorizing
level of students.

3.4 Test Independence of GPA to Frequency of consuming caffeine

We decide to use the ANOVA and Tukey’s test to test for this hypothesis. This test is only
reliable if the variance among the groups is equal, therefore we use the Hartley’s test to prove
this assumption first. The sampling size of this test is based on only the students who consume
caffeine. We have set the frequency of how much caffeine people consume a day to three
groups: 1,2 and 3.

Descriptive data (Appendix 4)

3.4.1 Hartley’s test

State the hypothesis:

- H 0 :σ 21=σ 22=σ 23 “The variances of the three frequency are equal”.

- H 1: σ 2j ≠ σ 2k “The variances of the three frequency are unequal”

First, we use the significant of level  = 5%, df1 = 3, df2 = 11.67, and it yields H_CR to be
approximately 4.87. The decision rule is to reject H 0if H_Cal is larger than H_CR.

Using the MegaStat, we have calculated H_Cal = 3.78 and 4.87 > 3.78. So we choose level of.
We conclude that the variance among the groups is equal; therefore, we can conduct the
ANOVA’s test and the Tukey’s test.

3.4.2 ANOVA’s test

State the hypothesis:

 - H 0: μ1=μ 2=μ3 “The mean GPA of all three frequency is the same”
- H 1: μ j ≠ μk “The mean GPA of three frequencies is not the same”.

The decision rule is to reject H 0 if F_Cal > F_CR, F_critical value at 5% level of significance is
3.27

The result that we found through MegaStat is F_Cal = 0.46 < F_CR = 3.27. Therefore, we do not
reject H 0. So the mean GPA of three frequencies is the same and the frequency of consuming
caffeine does not affect GPA.

3.4.3 Tukey’s test

The Tukey’s test that we have conducted through the use of Megastat shows us the following
results.

One cup Three cups Two cups

8.63258 8.66889 8.85818
One cup 8.63258      
Three cups 8.66889 0.13    
Two cups 8.85818 0.88 0.70  
Critical values for experiment wise error rate:
0.05 2.45
0.01 3.12

With this, we see that there are no differences in mean for each pair of group. The inference
that we have reached is that the frequency of consuming caffeine does not affect the GPA.

After conducting tests on the independence of GPA to frequency of consuming caffeine, we

have reached a conclusion that the frequency of consumption of caffeine does not have effect
on the GPA of students.

3.5 Test Self-study time on GPA

Similar to the Frequency test, we decide to use the ANOVA and Tukey’s test to test for this
hypothesis. This test is also only reliable if the variance among the groups is equal, therefore we
use the Hartley’s test to prove this assumption first. The sampling size of this test is people who
use and don’t use caffeine. We have set the self-study time of the students to group 1, 2, 3 and
4

Descriptive data (Appendix 5)

3.5.1 Hartley’s test

State the hypothesis:

- H 0 :σ 21=σ 22=σ 23=σ 24 “The four groups have equal variances”

- H 1: σ 2j ≠ σ 2k “The variances of the four groups are not equal”

The decision rule is that to reject H 0 if H_Cal > H_CR. At the level of significance α = 5%, df1 = 4,
df2 = 24 we get H_CR = 3.29 (Appendix).

Using MegaStat, we get that H_Cal = 4.16, and 4.16 > 3.29, therefore, we reject H 0. But the
self-study time on GPA test can only be continued when the variances are proved to be equal,
so we choose another level of significance α= 1%, which yields H_CR = 4.3 > H_Cal = 4.16.
Therefore, we choose the level of significance  = 1% as we do not reject H 0.

3.5.2 ANOVA’s test

State the hypothesis:

- H 0: μ1=μ 2=μ3=μ 4 “The mean GPA of all four groups is the same
- H 1 : μ j ≠ μk “The mean GPA of four groups is not the same”.

The level of significance  is 5%. The decision rule is to reject H 0 if F_Cal > F_CR.

The result that we found through MegaStat is F_Cal = 4.02 > F_CR = 2.7 hence we reject H 0.
Therefore, the mean GPA of four groups is not the same.

3.5.3 Tukey’s test

Using the Megastat, we obtain the following values:Tukey simultaneous
comparison t-values (d.f. = 96)
One hour Two hours Three hours Four hours
8.23910 8.34783 8.88069 9.01593
One hour 8.23910        
Two hours 8.34783 0.42      
Three hours 8.88069 2.29 1.95    
Four hours 9.01593 2.87 2.53 0.47  

critical values for experiment wise error rate:

0.05 2.62
0.01 3.21
With this, we see that there is a significance between the GPA for students whose self-study
hours is four and one at 95% confidence.

After conducting three tests on the self-study time on the GPA, we have reached a conclusion
that the amount of self-study time does have much effect on the GPA of students. With further
test using Tukey’s method, there is a statistic difference in the score for students with one hour
self-study with who spends four hours.

4 Conclusion
After conducting 5 tests on the influence of Caffeine on the performance of students in college,
the conclusion that our group arrive is that the use of Caffeine and their self-study time does
significantly affect the GPA of students. However, the remain tests provide the verdict that
Caffeine does not significantly affect the memorization, concentration of student in class.
Moreover, the frequency of Caffeine consumption does not have a large influence on the
grades on university’s student.

This implicates that while it is true that some student self-study for a longer period of time due
to the intake of Caffeine and receive a higher GPA, Caffeine does not specifically increase or
decrease the students’ memorization or concentration in class.
5 Appendix
5.1 Data and calculation for Two-sample hypothesis test for the mean of GPA

Excel file for sample data and Megastat

  No use Use
count 29 29
mean 8.5687 8.5643
sample standard deviation 1.0368 0.8731
sample variance 1.0749 0.7623
minimum 6 6.667
maximum 10 10
range 4 3.333

BoxPlot

4 5 6 7 8 9 10 11
No use

BoxPlot

6 6.5 7 7.5 8 8.5 9 9.5 10 10.5

Use
5.2 Data and calculation for Test for Independence of Concentration and GPA

Excel file for sample data and MegaStat

  No use Use
count 35 65
mean 3.49 3.55
sample standard deviation 0.74 0.83
sample variance 0.55 0.69
minimum 2 2
maximum 5 5
range 3 3

Concentration Level
35

30

25

20

15

10

0
One Two Three Four

No use Use
5.3 Data and calculation for Test for Independence of Memorizing and GPA

Excel file for sample data and MegaStat

  No use Use
count 35 65
mean 3.49 3.55
sample standard deviation 0.74 0.83
sample variance 0.55 0.69
minimum 2 2
maximum 5 5
range 3 3

Memorizing Level
35

30

25

20

15

10

0
One Two Three Four

No use _x001f_Use
5.4 Data and calculation for Test Independence of GPA to Frequency of
consuming caffeine

Excel file for sample data and MegaStat

  One Two Three

count 12 16 10
mean 8.6326 8.8582 8.6689
sample standard
deviation 0.4263 0.7126 0.8285
sample variance 0.1818 0.5078 0.6865
minimum 7.667 7.66667 7.13333
maximum 9.167 10 9.66667
range 1.5 2.33333 2.53333
 BoxPlot

7.4 7.6 7.8 8 8.2 8.4 8.6 8.8 9 9.2 9.4

One

BoxPlot

6 6.5 7 7.5 8 8.5 9 9.5 10 10.5

Two

BoxPlot

6 6.5 7 7.5 8 8.5 9 9.5 10

Three
5.5 Data and calculation for Test Self-study time on GPA

Hartley critical value table

Excel file for sample data and MegaStat

  One Two Three Four

count 26 29 21 24
mean 8.2391 8.3478 8.8807 9.0159
sample standard
deviation 1.3880 0.7035 0.6807 0.8452
sample variance 1.9264 0.4949 0.4633 0.7143
minimum 4.375 7 7.41667 7
maximum 10 9.66667 10 10
range 5.625 2.66667 2.58333 3

BoxPlot

4 5 6 7 8 9 10 11
One

BoxPlot

6 6.5 7 7.5 8 8.5 9 9.5 10

Two
 BoxPlot

6 6.5 7 7.5 8 8.5 9 9.5 10 10.5

Three

BoxPlot

6 6.5 7 7.5 8 8.5 9 9.5 10 10.5

Four

6 References
David P.Doane, L. E. (2016 ). Applied Statistics in BUSINESS and ECONOMICS 5th Edition. New
York: McGraw-Hill Education.