# Chap01 - 108 Chapter 1 Introduction and Data Collection...

This preview shows pages 1–3. Sign up to view the full content.

108 Chapter 1: Introduction and Data Collection CHAPTER 1 1.1 (a) 001 (b) 040 (c) 902 1.2 Sample without replacement: Read from left to right in 3-digit sequences and continue unfinished sequences from end of row to beginning of next row. Row 05: 338 505 855 551 438 855 077 186 579 488 767 833 170 Rows 05-06: 897 Row 06: 340 033 648 847 204 334 639 193 639 411 095 924 Rows 06-07: 707 Row 07: 054 329 776 100 871 007 255 980 646 886 823 920 461 Row 08: 893 829 380 900 796 959 453 410 181 277 660 908 887 Rows 08-09: 237 Row 09: 818 721 426 714 050 785 223 801 670 353 362 449 Rows 09-10: 406 Note: All sequences above 902 are discarded. 1.3 (a) Row 29: 12 47 83 76 22 99 65 93 10 65 83 61 36 98 89 58 86 92 71 Note: All sequences above 93 and all repeating sequences are discarded. (b) Row 29: 12 47 83 76 22 99 65 93 10 65 83 61 36 98 89 58 86 Note: All sequences above 93 are discarded. Elements 65 and 83 are repeated. 1.4 A simple random sample would be less practical for personal interviews because of travel costs (unless interviewees are paid to attend a central interviewing location). 1.5 This is a random sample because the selection is based on chance. It is not a simple random sample because A is more likely to be selected than B or C . 1.6 Here all members of the population are equally likely to be selected and the sample selection mechanism is based on chance. But selection of two elements is not independent; for example, if A is in the sample, we know that B is also, and that C and D are not. 1.7 (a) Since a complete roster of full-time students exists, a simple random sample of 200 students could be taken. If student satisfaction with the quality of campus life randomly fluctuates across the student body, a systematic 1-in-20 sample could also be taken from the population frame. If student satisfaction with the quality of life may differ by gender and by experience/class level, a stratified sample using eight strata, female freshmen through female seniors and male freshmen through male seniors, could be selected. If student satisfaction with the quality of life is thought to fluctuate as much within clusters as between them, a cluster sample could be taken. (b) A simple random sample is one of the simplest to select. The population frame is the registrar’s file of 4,000 student names.

This preview has intentionally blurred sections. Sign up to view the full version.

View Full Document
109 Chapter 1: Introduction and Data Collection 1.7 (c) A systematic sample is easier to select by hand from the registrar’s records than a cont. simple random sample, since an initial person at random is selected and then every 20th person thereafter would be sampled. The systematic sample would have the additional benefit that the alphabetic distribution of sampled students’ names would be more comparable to the alphabetic distribution of student names in the campus population. (d) If rosters by gender and class designations are readily available, a stratified sample should be taken. Since student satisfaction with the quality of life may indeed differ by gender and class level, the use of a stratified sampling design will not only ensure all strata are represented in the sample, it will generate a more representative sample and produce estimates of the population parameter that have greater precision.
This is the end of the preview. Sign up to access the rest of the document.

{[ snackBarMessage ]}

### What students are saying

• As a current student on this bumpy collegiate pathway, I stumbled upon Course Hero, where I can find study resources for nearly all my courses, get online help from tutors 24/7, and even share my old projects, papers, and lecture notes with other students.

Kiran Temple University Fox School of Business ‘17, Course Hero Intern

• I cannot even describe how much Course Hero helped me this summer. It’s truly become something I can always rely on and help me. In the end, I was not only able to survive summer classes, but I was able to thrive thanks to Course Hero.

Dana University of Pennsylvania ‘17, Course Hero Intern

• The ability to access any university’s resources through Course Hero proved invaluable in my case. I was behind on Tulane coursework and actually used UCLA’s materials to help me move forward and get everything together on time.

Jill Tulane University ‘16, Course Hero Intern