• Over 1,000 exercises, with revisions and updates to 30%. Many new and updated exercises, based on contemporary studies and real data, have been added. Most of these exercises foster and promote critical thinking skills.

• Updated technology. All printouts from statistical software (SAS, SPSS, MINITAB, and the TI-83/TI-84 Plus Graphing Calculator) and corresponding instructions for use have been revised to reflect the latest versions of the software.

• New Statistics in Action Cases. Almost half of the 9 Statistics in Action cases are new or updated, each based on real data from a recent study.

• Continued emphasis on Ethics. Where appropriate, boxes have been added emphasizing the importance of ethical behavior when collecting, analyzing, and interpreting data with statistics.

• Chapter 1 (Statistics, Data, and Statistical Thinking). Material on all basic sampling concepts (e.g., random sampling and sample survey designs) has been streamlined and moved to Section 1.5 (Collecting Data: Sampling and Related Issues).

• Chapter 2 (Methods for Describing Sets of Data). The section on summation notation has been moved to the appendix (Appendix A). Also, recent examples of misleading graphics have been added to Section 2.10 (Distorting the Truth with Descriptive Statistics).

• Chapter 4 (Random Variables and Probability Distributions). Use of technology for computing probabilities of random variables with known probability distributions (e.g., binomial and normal distributions) has been incorporated into the relevant sections of this chapter. This reduces the use of tables of probabilities for these distributions.

• Chapter 6 (Tests of Hypothesis). The section on p-values in hypothesis testing (Section 6.3) has been moved up to emphasize the importance of their use in real-life studies. Throughout the remainder of the text, conclusions from a test of hypothesis are based on p-values.

We have maintained or strengthened the pedagogical features of A First Course in Statistics that make it unique among introductory statistics texts. These features, which assist the student in achieving an overview of statistics and an understanding of its relevance in both the business world and everyday life, are as follows:

• Use of Examples as a Teaching Device—Almost all new ideas are introduced and illustrated by data-based applications and examples. We believe that students better understand definitions, generalizations, and theoretical concepts after seeing an application. All examples have three components: (1) “Problem”, (2) “Solution”, and (3) “Look Back” (or “Look Ahead”). This step-by-step process provides students with a defined structure by which to approach problems and enhances their problem-solving skills. The “Look Back” feature often gives helpful hints to solving the problem and/or provides a further reflection or insight into the concept or procedure that is covered.

• Now Work—A “Now Work” exercise suggestion follows each example. The Now Work exercise (marked with the icon in the exercise sets) is similar in style and concept to the text example. This provides the student with an opportunity to immediately test and confirm their understanding.

• Statistics in Action—Each chapter begins with a case study based on an actual contemporary, controversial or high-profile issue. Relevant research questions and data from the study are presented and the proper analysis demonstrated in short “Statistics in Action Revisited” sections throughout the chapter. These motivate students to critically evaluate the findings and think through the statistical issues involved.

• Applet Exercises—The text is accompanied by applets (short computer programs) available at www.pearsonhighered.com/mathstatsresources and within MyStatLab. These point-and-click applets allow students to easily run simulations that visually demonstrate some of the more difficult statistical concepts (e.g., sampling distributions and confidence intervals.) Each chapter contains several optional applet exercises in the exercise sets. They are denoted with the following icon:

• Real Data-Based Exercises—The text includes more than 1,000 exercises based on applications in a variety of disciplines and research areas. All the applied exercises employ the use of current real data extracted from a current publications (e.g., newspapers, magazines, current journals, and the Internet). Some students have difficulty learning the mechanics of statistical techniques when all problems are couched in terms of realistic applications. For this reason, all exercise sections are divided into four parts:

  • Learning the Mechanics. Designed as straightforward applications of new concepts, these exercises allow students to test their ability to comprehend a mathematical concept or a definition.

  • Applying the Concepts—Basic. Based on applications taken from a wide variety of journals, newspapers, and other sources, these short exercises help students begin developing the skills necessary to diagnose and analyze real-world problems.

  • Applying the Concepts—Intermediate. Based on more detailed real-world applications, these exercises require students to apply their knowledge of the technique presented in the section.

  • Applying the Concepts—Advanced. These more difficult real-data exercises require students to use their critical thinking skills.

• Critical Thinking Challenges—Placed at the end of the “Supplementary Exercises” section only, students are asked to apply their critical thinking skills to solve one or two challenging real-life problems. These exercises expose students to real-world problems with solutions that are derived from careful, logical thought and selection of the appropriate statistical analysis tool.

• Exploring Data with Statistical Computer Software and the Graphing Calculator—Each statistical analysis method presented is demonstrated using output from three leading Windows-based statistical software packages: SAS, SPSS, and MINITAB. Students are exposed early and often to computer printouts they will encounter in today’s hi-tech world.

• “Using Technology” Tutorials—MINITAB software tutorials appear at the end of each chapter and include point-and-click instructions (with screen shots). These tutorials are easily located and show students how to best use and maximize MINITAB statistical software. In addition, output and keystroke instructions for the TI-84 Graphing Calculator are presented.

• Profiles of Statisticians in History (Biography)—Brief descriptions of famous statisticians and their achievements are presented in side boxes. With these profiles, students will develop an appreciation of the statistician’s efforts and the discipline of statistics as a whole.

• Data and Applets—The Web site www.pearsonhighered.com/mathstatsresources has files for all the data sets marked with the dataset icon in the text .These include data sets for text examples, exercises, Statistics in Action and Real-World cases. All data files are saved in three different formats: SAS, MINITAB, and SPSS. This site also contains the applets that are used to illustrate statistical concepts.

MyStatLab is the world’s leading online resource for teaching and learning statistics. MyStatLab helps students and instructors improve results, and provides engaging experiences and personalized learning for each student so learning can happen in any environment. Plus, it offers flexible and time-saving course management features to allow instructors to easily manage their classes while remaining in complete control, regardless of course format.

Special thanks are due to our ancillary authors, Nancy Boudreau and Mark Dummeldinger, both of whom have worked with us for many years. Accuracy checkers Dave Bregenzer and Engin Sungur helped ensure a highly accurate, clean text. Finally, the Pearson Education staff of Deirdre Lynch, Patrick Barbera, Christine O’Brien, Chere Bemelmans, Justin Billing, Tiffany Bitzel, Jennifer Myers, Barbara Atkinson and Jean Choe as well as Integra-Chicago’s Alverne Ball helped greatly with all phases of the text development, production, and marketing effort.