About the Book
About this Adaptation
Introductory Business Statistics with Interactive Spreadsheets – 1st Canadian Edition was adapted by Mohammad Mahbobi from Thomas K. Tiemann’s textbook, Introductory Business Statistics. For information about what was changed in this adaptation, refer to the copyright statement at the bottom of the home page. This adaptation is a part of the B.C. Open Textbook project.
The B.C. Open Textbook project began in 2012 with the goal of making post-secondary education in British Columbia more accessible by reducing student cost through the use of openly licensed textbooks. The B.C. Open Textbook project is administered by BCcampus and funded by the British Columbia Ministry of Advanced Education.
Open textbooks are open educational resources (OER); they are instructional resources created and shared in ways so that more people have access to them. This is a different model than traditionally copyrighted materials. OER are defined as teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and re-purposing by others (Hewlett Foundation).
Our open textbooks are openly licensed using a Creative Commons license, and are offered in various e-book formats free of charge, or as printed books that are available at cost.
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A note from the original author: Thomas K. Tiemann
I have been teaching introductory statistics to undergraduate economics and business students for almost 30 years. When I took the course as an undergraduate, before computers were widely available to students, we had lots of homework, and learned how to do the arithmetic needed to get the mathematical answer. When I got to graduate school, I found out that I did not have any idea of how statistics worked, or what test to use in what situation. The first few times I taught the course, I stressed learning what test to use in what situation and what the arithmetic answer meant.
As computers became more and more available, students would do statistical studies that would have taken months to perform before, and it became even more important that students understand some of the basic ideas behind statistics, especially the sampling distribution, so I shifted my courses toward an intuitive understanding of sampling distributions and their place in hypothesis testing. That is what is presented here—my attempt to help students understand how statistics works, not just how to “get the right number”.
