Module Details
Module Code: |
MATH H1R13 |
Module Title:
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Quantitative Techniques 1 – Data Analysis
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Title:
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Quantitative Techniques 1
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Module Level:: |
6 |
Module Coordinator: |
Martin Meagher
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Module Author:: |
Damien Raftery
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Domains: |
Carlow Lifelong Learning
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Module Description: |
The aim of this module is to develop students’ mathematical and statistical reasoning and skills, including how to collect, analyse, interpret and present data. Students will be introduced to the areas of descriptive statistics, surveying, sampling, linear correlation and regression, and forecasting. The module's emphasis on both the conceptual and practical will assist students to confidently and fluently use mathematical and statistical thinking and techniques to enquire using data, solve problems and make better business decisions.
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Learning Outcomes |
On successful completion of this module the learner will be able to: |
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Learning Outcome Description |
LO1 |
Describe basic concepts in data analysis, descriptive statistics, surveys, sampling, linear correlation and regression, and time series |
LO2 |
In business scenarios, calculate and interpret statistics |
LO3 |
Apply statistical skills and thinking to explore data numerically and graphically |
Dependencies |
Module Recommendations
This is prior learning (or a practical skill) that is recommended before enrolment in this module.
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No recommendations listed |
Co-requisite Modules
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No Co-requisite modules listed |
Additional Requisite Information
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No Co Requisites listed
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Indicative Content |
Introduction to Quantitative Techniques (10%)
Use an electronic calculator; Undertake basic arithmetic operations; Rearrange equations; Work with decimals and percentages; Calculate and interpret absolute and relative change
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Introduction to Statistics, Surveys and Samples (30%)
Describe statistics and data analysis; Appreciate the importance of statistical reasoning in business and everyday life; Interpret critically numbers and statistics: draw warranted conclusions and spot flaws in arguments based on numbers and statistics; Appreciate the statistical investigative cycle; Distinguish between categorical (nominal, ordinal) and numerical (discrete, continuous) data, and between primary and secondary data; Tabulate data and interpret tables; Draw conclusions from tables, including Simpson's Paradox; Interpret different types of charts and graphs; Explain the terms population, sample and inference; Distinguish between and describe random and non-random sampling methods; Design a questionnaire; Outline the procedure to follow in conducting a sample survey; Describe experiments; Appreciate the business applications of big data and analytics; Appreciate ethical issues; Appreciate the role of information technology in collecting data
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Averages and Dispersion (25%)
Recognise and explain variability; Calculate and interpret the mean, median and quartiles; Calculate and interpret the range and interquartile range; Calculate and interpret the variance and standard deviation; Interpret the shape of histograms and boxplots; Interpret output from spreadsheet and statistical software
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Linear Correlation and Regression, and Time Series (35%)
Draw and interpret scatter diagrams, calculate and interpret the coefficient of linear correlation, the coefficient of determination and the line of linear regression, make and interpret predications using the line of linear regression, calculate and interpret correlation coefficient for ranked data; Identify the factors which affect a time series, calculate a moving average trend and seasonal variation, and forecast future values; Interpret output from spreadsheet and statistical software
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Module Content & Assessment
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Assessment Breakdown | % |
Continuous Assessment | 50.00% |
End of Module Formal Examination | 50.00% |
AssessmentsFull Time
End of Module Formal Examination |
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Reassessment Requirement |
Repeat examination
Reassessment of this module will consist of a repeat examination. It is possible that there will also be a requirement to be reassessed in a coursework element.
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SETU Carlow Campus reserves the right to alter the nature and timings of assessment
Module Workload
Workload: Full Time |
Workload Type |
Workload Category |
Contact Type |
Workload Description |
Frequency |
Average Weekly Learner Workload |
Hours |
Lecture |
|
Contact |
No Description |
Every Week |
3.00 |
3 |
Independent Learning |
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Non Contact |
No Description |
Every Week |
6.00 |
6 |
Total Weekly Contact Hours |
3.00 |
Workload: Part Time |
Workload Type |
Workload Category |
Contact Type |
Workload Description |
Frequency |
Average Weekly Learner Workload |
Hours |
Lecture |
|
Contact |
No Description |
Every Week |
1.50 |
1.5 |
Independent Learning Time |
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Non Contact |
No Description |
Every Week |
7.50 |
7.5 |
Total Weekly Contact Hours |
1.50 |
Module Resources
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Recommended Book Resources |
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Burdess, N.. (2010), Starting Statistics, eBook.
| Supplementary Book Resources |
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Oakshott, L.. (2020), Essential Quantitative Methods for Business, Management and Finance, 7th/6th. Book/eBook.
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Luca, M. and Bazerman, M. H.. (2020), The Power of Experiments: Decision Making in a Data-Driven World, eBook.
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Rumsey, D. J.. (2015), U Can: Statistics For Dummies, eBook.
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Swift, L. & Piff, S.. (2014), Quantitative Methods: for Business, Management and Finance, 4.
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Moore D. and Notz W.. (2019), Statistics: Concepts and Controversies, 10th. eBook.
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Shield, M.. (2020), Statistical Literacy for Decision Makers.
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Jacques, I.. (2018), Mathematics for Economics and Business, 9th. eBook.
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MacInnes, J.. (2019), See numbers in data.
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Kara, H.. (2019), Write a questionnaire.
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Nussbaumer Knaflic, C.. (2015), Storytelling with Data: A Data Visualization Guide for Business Professionals, eBook.
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Nussbaumer Knaflic, C.. (2019), Storytelling with Data: Let's Practice!, eBook.
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Best, J.. (2013), Stat-Spotting : A Field Guide to Identifying Dubious Data, eBook.
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Spiegelhalter, D.. (2019), The art of statistics: learning from data.
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Rosling, H.. (2018), Factfulness: Ten Reasons We're Wrong About The World - And Why Things Are Better Than You Think.
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Kahneman, D.. (2012), Thinking, fast and slow.
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Blastland, M. & Wilnot, A.. (2007), The Tiger that Isn’t London.
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Paulos, J. A.. (1996), A mathematician reads the newspaper.
| This module does not have any article/paper resources |
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Other Resources |
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, Central Statistics Office,
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, Hans Rosling. Gapminder,
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