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Excel Statistics


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Table of Contents

PART I: Using Excel Functions 1. Computing Averages The AVERAGE Function The AVERAGE A Function The MEDIAN Function The MODE.SNGL Function The MODE.MULT Function GEOMEAN Function 2. Looking at Variability The STDEV.S Function The STDEV.P Function The VAR.S Function The VAR.P Function 3. Describing Data The FREQUENCY Function The NORM.DIST Function The PERCENTILE.INC Function The PERCENTRANK.INC Function The QUARTILE.INC Function The RANK.AVG Function The STANDARDIZE Function 4. Looking at Relationships The COVARIANCE.S Function The CORREL Function The PEARSON Function The INTERCEPT Function The SLOPE Function The TREND Function The FORECAST Function The RSQ Function 5. Testing Independence The CHISQ.DIST Function The CHISQ.TEST Function 6. Testing Significance The F.DIST Function The CONFIDENCE.NORM Function The F.TEST Function The T.DIST Function The T.TEST Function The Z.TEST Function 7. Looking at Data The SMALL Function The LARGE Function The AVERAGEW IF Function The COUNT Function The COUNTA Function The COUNTBLANK Function The COUNTIF Function PART II: Using the Analysis ToolPak 8. Describing Data Descriptive Statistics Moving Average Random Number Generation Rank and Percentile Sampling 9. Comparing Means z-Test: Two-Sample for Means t-Test: Paired Two-Sample for Means t-Test: Two-Sample Assuming Unequal Variances t-Test: Two-Sample Assuming Equal Variances Anova: Single Factor Anova: Two-Factor With Replication Anova: Two-Factor Without Replication 10. Looking at Relationships The Correlation Tool The Regression Tool 11. Illustrating Data The Histogram Tool

About the Author

Neil J. Salkind received his PhD in human development from the University of Maryland, and after teaching for 35 years at the University of Kansas, he was Professor Emeritus in the Department of Psychology and Research in Education, where he collaborated with colleagues and work with students. His early interests were in the area of children's cognitive development, and after research in the areas of cognitive style and (what was then known as) hyperactivity, he was a postdoctoral fellow at the University of North Carolina's Bush Center for Child and Family Policy. His work then changed direction to focus on child and family policy, specifically the impact of alternative forms of public support on various child and family outcomes. He delivered more than 150 professional papers and presentations; written more than 100 trade and textbooks; and is the author of Statistics for People Who (Think They) Hate Statistics (SAGE), Theories of Human Development (SAGE), and Exploring Research (Prentice Hall). He has edited several encyclopedias, including the Encyclopedia of Human Development, the Encyclopedia of Measurement and Statistics, and the Encyclopedia of Research Design. He was editor of Child Development Abstracts and Bibliography for 13 years. He lived in Lawrence, Kansas, where he liked to read, swim with the River City Sharks, work as the proprietor and sole employee of big boy press, bake brownies (see for the recipe), and poke around old Volvos and old houses.


"The explanations are simple, concise, thorough, and easy to follow. The book covers everything you would want a book like this to cover. It is an excellent resource..." -- Darrell Johnson, Carroll University
"My students, as geographers, don't really need to understand the in-depth math behind the statistics, I really like that it's straightforward and simple." -- Caitlin Finlayson, University of Mary Washington
"The plentiful example data and exercises (with answers) are really useful for enabling students to confidently enact each of the methods." -- Jamal Lahmar, The University of Sheffield, England
"Dr. Salkind's approach is so helpful for [readers], as it's very guided and with very clear written directions. [T]he level of difficulty is just perfect for them and that is why I really prefer using his materials." -- Deborah C. Messecar, Oregon Health & Science University
"The book covers the most important aspects for an introduction to Excel." -- Stephen Sammut, Franciscan University of Steubenville
"I think this text will serve as a great reference, one that I believe my students will use outside of class in years to come." -- Eric Teoro, Lincoln Christian University
"I liked this text because it enables students to use software they already have." -- Kay Davis, Pepperdine University

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