Stout 1

Suzie Stout
Professor: Richard Christensen
Statistics 1040
April 28, 2015
Hypothesis Testing
A)
According to the statistics the position of outfielder holds a percentage of
37% among all the positions played in baseball. When we randomly select 66
baseball players we find 33% of them play outfield. Test the claim that 37% of
baseball players are outfielders. Using a 90% level of significance.
n= 66

p= .37

Claim: P= .37

Z=

.33.37
.33.76
66

p^= .33

q^= .67

Ho: P= .37

H1: P .37

Z= .691

p-Value= .7549

= 0.10

We fail to reject the null hypothesis. There is significance evidence to support the
claim that 37 percent of baseball players are outfielders.

B)
We are looking for an average number of years played by professional
baseball players. When we randomly select data from 59 baseball players we find
that the sample average is 13.64 with a standard deviation of 2.95. Test the claim
that the average number of seasons played by professional baseball players equals
13.49. Use a 90% level of significance.
n= 59

t=

13.6413.49
( 2.95 )
59

Df= 60

x=13.64

t= .3905

s= 2.95

= 13.49

= 0.10

p-Value= 1.671

We fail to reject the null Hypothesis. There is sufficient evidence to support the
claim that Professional baseball players play on average 13.49 years.
This information however interesting is not of much relevance and a significance
level of 90% may be higher than it need be.

Stout 2

I never thought in my wildest dreams that I would enjoy statistics. My eyes

have been opened to just how much statistics is applicable in many different
aspects of my life. As we began the course I was nervous because so many people
told me how hard statistics was and how much they hated it. I have learned for
myself that it isnt so scary and at least I didnt have to memorize a bunch of
formulas just know how and when to apply them. I have very much enjoyed learning
to analyze data. This course was an eye opener for me by how much statistics is
used in the medical field.
I have seen statistics in English as I research ideas and find percentages and
averages in the articles I read. I have seen statistics as my Anatomy teacher drew a
bell curve and told us how he would be calculating our grades. I have seen statistics
in nutrition as I learn about BMI and healthy percentages for pregnant women to
gain during pregnancy. I have seen statistics as I research food labels and measure
blood pressures. I have seen statistics at work when we look at our customer
approval scores. Now that I have been exposed to statistics I realize how much it is
an everyday part of the life we live. How we manipulate our soil to grow a garden
and how much food I prepare to feed my family. In the news and at the store in
every business and every school and home. Statistics are everywhere.
When we first learned about measures of variance and how to calculate the
mean and standard deviation (which I still struggle with), I was enthusiastic. The
thought of taking this knowledge to work with me and help point out some issues
with scheduling and ordering was perhaps too high an ambition. This didnt happen,
because my schedule has been really heavy and work has been too busy to take on

Stout 3
new projects. It was encouraging when we were assigned to complete our projects
and apply the information we were learning to real data. The idea that I would be
able to collect data and complete charts and graphs and do my own analyzing is not
unreal. If nothing else I have gained confidence in my ability to use a calculator and
excel. I feel I have gained a great deal more from this class than I ever anticipated.