This worktext encourages hands-on exploration of statistical concepts so that students take an active part in the learning process. With its strong emphasis on data analysis, this book seeks to make students better consumers of statistics and to give them the skills to design and execute experiments in an undergraduate research class. Statistical concepts are presented economically and immediately reinforced with activities-to be done in small groups or individually-that make the concepts clear and vivid. The TI graphing calculator, although not required, is integrated as an easy-to-use, portable tool that helps students to see statistical methods and models in action. A comprehensive Instructor's Resource Manual, developed by the authors, gives extensive support and guidance for teaching interactively.

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This volume takes a hands-on approach to the introduction of basic statistical methods, using a highly interactive method. Readers are taught to ask "why" and think like a statistician to find the logical solution. With its strong emphasis on data analysis, the book gives readers the skills to understand and interpret a variety of statistical results. Provides an overview of the basic components of decision-making and using statistical ideas. Helps readers master the language of statistics, the importance of a p-value, and the meaning of statistical significance. Includes coverage of current topics such as power of the test and effect size, bootstrap, and blocking designs in experiments. Usesexamples frombusiness, sports, economics, and more to address a wide range of interests. Includes chapter-ending TI Quick Steps for using calculators to enter, manipulate, and plot data. For anyone interested in learning more about statistics.

**Why Teach with Interactive Statistics?**

We face many challenges when teaching an algebra-based introductory statistics course. Among the numerous obstacles is the perception of many students that statistics is boring and pointless. One of our principal goals in this text is to engage students in the subject and to teach them that statistics is full of ideas and methods that will make them more informed users of the information they encounter every day. This worktext encourages hands-on exploration of statistical concepts so that students take an active part in the learning process. With its strong emphasis on data analysis, this book seeks to make students more discerning consumers of statistics and to give them the skills to design and execute experiments in an undergraduate research class. We have tried to present statistical concepts economically and to reinforce them immediately with activities that will make the concepts clear and vivid.

Each chapter has cumulative material (exercises and examples). Students will encounter problems for which they must apply the knowledge learned from previous chapters. This shows students that statistics is not a collection of isolated techniques. Statistics and the scientific method provide a collection of principles and procedures for obtaining and summarizing data in order to make informed decisions.

**Features**

**Interactive Exercises Are Built into the Text**

Each chapter features many *Let's do it!* activities and *Think about it* questions that draw students into the text and reinforce statistical concepts.

- In many ways, the
*Let's do it!*activities are the heart of the text. These activities are designed as individual or group projects to be completed in class. These activities reinforce the concepts just introduced or lead students to discover the next statistical concept. By working with the*Let's do it!*activities, students become engaged and active participants in the material. Students soon find themselves actually doing statistics—gathering data, analyzing the data they have collected, and discussing results with other members of their group. - The
*Think about it*questions ask students to reflect on a concept or technique just presented.*Think about it boxes*encourage students to make the leap to the next related statistical concept. The questions help students retain information and lead to new discoveries. These boxes also show students how to apply their new knowledge practically, rather than relying on rote memorization.

**Real Data Used in Exercises and Examples**

We attempt to pique interest in the examples and exercises by using data sets on current, timely topics that will engage students. The exercises and examples are drawn from newspapers, magazines, and journals with which most students will be familiar, thus underscoring the practicality of statistics.

**Innovative First Chapter Highlighting Major Themes**

Too many introductory statistics texts leave many of the most important ideas in statistics until the last few rushed class periods. We believe that students pay more attention to the path they will follow when they have some understanding of where it will lead. Consequently, in Chapter 1, "How to Make a Decision with Statistics," we introduce students to the major ideas and themes of statistics that they will use throughout the course. We show students how to work with data, make decisions in statistics, determine the chances of error, and assess the statistical significance of the results obtained at a simple level. This unique chapter gives students a grounding in statistical reasoning early on, allowing them to master the subject quickly.

**Early Coverage of Sampling and Experimental Design**

The first three chapters of this text deal with important issues in sampling. We cover practical topics, such as different sampling techniques, biases in the data, and the use of random samples. We provide a thorough introduction to factors for planning statistically valid experiments, including randomization, blinding, control groups, and the placebo effect.

**Up-to-Date and Lucid Treatment of Probability**

We have attempted to write a modern presentation of probability using examples and techniques that show how important probability is in understanding data and interpreting results. Coverage includes both estimation of probabilities through simulation and computation of probabilities through more formal results. The concepts of chance and likeliness are introduced as early as Chapter 1. This early introduction builds students' confidence in working with such concepts later.

**Integrated Use of Graphing Calculator to Reinforce Concepts**

We have found the graphing calculator to be a valuable addition to our course, allowing students to enter, plot, and summarize data quickly and conveniently. The TI-83 Plus graphing calculator has many enhanced statistical features that can be used for the more sophisticated and lengthy statistical analyses such as ANOVA, multiple comparisons, regression (simple and multiple), chi-square, and nonparametric. While the graphing calculator is not required, we rely on it in certain examples and exercises in which a calculator minimizes hand calculations and eases data plotting. More in-depth, keystroke instruction is placed in the TI Quick Steps sections that appear at the ends of selected chapters. These sections show students how to use their calculators efficiently.

**Changes from the First Edition**

Thousands of students have been successful in learning statistics from the first edition of this book, and we have made substantial improvements to the book based on feedback received from students, instructors, and reviewers. Substantive changes from the first edition include the following:

- New material has been added throughout the text to provide instructors the necessary materials to teach longer, more comprehensive courses. Additional content includes:
*Two-way ANOVA*and the concept of*interaction*have been added to Chapter 12 on Comparing Many Treatments.- The material on
*regression*has been enhanced to include more details on*inference*in linear regression and a section on*multiple regression.*The chapter on regression has also been moved to a more appropriate place as Chapter 13, entitled "Is There a Relationship Between Two or More Quantitative Variables?" - A chapter on
*nonparametric procedures*has been added as Chapter 15, which presents the common rank tests: Sign Test, Wilcoxon Rank Sum Test, Wilcoxon Signed Rank Test, and the Kruskal-Wallis Test. *Double the amount of exercises*and updated problems throughout the text. These exercises offer an abundance of material so students can apply and assess their knowledge of learned concepts. All exercises and examples that are based on real data and news articles have a real data icon, as shown here, to readily identify such material throughout the book.- Chapter 10 on one-sample inference has been split into two chapters. Chapter 9 covers inference about a population proportion and Chapter 10 presents inference about a population mean. The smaller pieces help the students digest this material more easily.

**Supplements for the Instructor**

**Comprehensive Instructor's Resource Manual (by Martha Aliaga and Brenda Gunderson)**

To help prepare for teaching an interactive class with our text, we have developed an extensive set of materials to show the instructor how to get the most out of an interactive class. Detailed information is provided on how to set up effective student work groups, how to incorporate the graphing calculator into instruction, and how to prepare for the first day of class. Each chapter of the instructor's resource manual gives learning goals, ideas for teaching, solutions to the *Let's do it!* activities (including how long each activity takes, how to accomplish it, and its importance), solutions to the *Think about it questions,* and solutions to all of the exercises. (The ISBN for the instructor's resource manual is 013-065845-6.)

**Printed Test Bank (by Brenda Gunderson, Martha Aliaga, and Kirsten Namesnik)**

The printed test bank includes about 1000 additional problems for use on quizzes and tests. In addition to the print format, the test bank is available as Microsoft Word files from the publisher. (The ISBN for the printed test bank is 0-13-065849-9.)

**Data Sets**

The larger data sets used in problems and exercises in the book are available to download from the Aliaga/Gunderson Web site.

**Web Site: http://www.prenhall.com/aliaga**

Our Web site provides a central clearinghouse for information about the book for instructors and students. The Web site includes learning objectives, multiple-choice quizzes that provide immediate feedback to students, a syllabus builder for instructors, data files for the book, and a graphing calculator help function.

**Supplements Available for Purchase by Students**

**Student Solutions Manual (by Brenda Gunderson and Martha Aliaga)**

Fully worked out solutions to most of the odd-numbered exercises are provided in this manual. Careful attention has been paid to ensure that all methods of solution and notation are consistent with those used in the core text. (The ISBN for the solutions manual is 0-13-065846-4.)

**Text and Student Version Software Packages**

**Interactive Statistics and SPSS 11.0 Student Version Integrated Package**

A CD-ROM containing the SPSS 11.0 for Windows Student Version and the data files from the text may be purchased as a package with the textbook for a small additional charge. (ISBN 0-13-045396-X)

**Interactive Statistics and M I N ITAB 12.0 Student Edition Integrated Package**

A CD-ROM containing t...

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Published by
Prentice Hall
(1999)

ISBN 10: 0132310368
ISBN 13: 9780132310369

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**Book Description **Prentice Hall, 1999. Paperback. Book Condition: New. Never used!. Bookseller Inventory # P110132310368

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