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CHAPTER 13 Simple Linear Regression

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546 <strong>CHAPTER</strong> THIRTEEN <strong>Simple</strong> <strong>Linear</strong> <strong>Regression</strong><br />

a. Compute and interpret the coefficient of correlation, r.<br />

b. At the 0.05 level of significance, is there a significant<br />

linear relationship between the mileage as calculated by<br />

owners and by current government standards?<br />

<strong>13</strong>.53 College basketball is big business, with coaches’<br />

salaries, revenues, and expenses in millions of dollars. The<br />

data in the file colleges-basketball.xls represent the coaches’<br />

salaries and revenues for college basketball at selected<br />

schools in a recent year (extracted from R. Adams, “Pay for<br />

Playoffs,” The Wall Street Journal, March 11–12, 2006, pp.<br />

P1, P8).<br />

a. Compute and interpret the coefficient of correlation, r.<br />

b. At the 0.05 level of significance, is there a significant<br />

linear relationship between a coach’s salary and<br />

revenue?<br />

<strong>13</strong>.54 College football players trying out for the NFL are<br />

given the Wonderlic standardized intelligence test. The data in<br />

the file wonderlic.xls represent the average Wonderlic scores of<br />

football players trying out for the NFL and the graduation<br />

rates for football players at selected schools (extracted from<br />

S. Walker, “The NFL’s Smartest Team,” The Wall Street<br />

Journal, September 30, 2005, pp. W1, W10).<br />

a. Compute and interpret the coefficient of correlation, r.<br />

b. At the 0.05 level of significance, is there a significant<br />

linear relationship between the average Wonderlic score<br />

of football players trying out for the NFL and the graduation<br />

rates for football players at selected schools?<br />

c. What conclusions can you reach about the relationship<br />

between the average Wonderlic score of football players<br />

trying out for the NFL and the graduation rates for football<br />

players at selected schools?<br />

<strong>13</strong>.8 ESTIMATION OF MEAN VALUES AND PREDICTION<br />

OF INDIVIDUAL VALUES<br />

This section presents methods of making inferences about the mean of Y and predicting individual<br />

values of Y.<br />

The Confidence Interval Estimate<br />

In Example <strong>13</strong>.2 on page 519, you used the prediction line to predict the value of Y for a given<br />

X. The mean annual sales for stores with 4,000 square feet was predicted to be 7.644 millions<br />

of dollars ($7,644,000). This estimate, however, is a point estimate of the population mean. In<br />

Chapter 8, you studied the concept of the confidence interval as an estimate of the population<br />

mean. In a similar fashion, Equation (<strong>13</strong>.20) defines the confidence interval estimate for the<br />

mean response for a given X.<br />

CONFIDENCE INTERVAL ESTIMATE FOR THE MEAN OF Y<br />

Yˆ<br />

i ± tn−2SYX hi<br />

Yˆ<br />

− t S h ≤ µ ≤ Yˆ<br />

+ t S h<br />

where<br />

h<br />

i n− 2 YX i Y | X = Xi<br />

i n−2<br />

YX i<br />

2<br />

i<br />

1 ( Xi<br />

− X)<br />

= +<br />

n SSX<br />

Yˆ<br />

i = predicted value of Y; Yˆ<br />

i = b0 + b1X<br />

S YX<br />

= standard error of the estimate<br />

n = sample size<br />

X i<br />

= given value of X<br />

i<br />

(<strong>13</strong>.20)<br />

µ YX | = Xi<br />

= mean value of Y when X = X i<br />

n<br />

∑<br />

SSX = ( X − X)<br />

i=<br />

1<br />

i<br />

2

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