Courses numbered above 500Īre graduate level courses. Courses numbered 300 or higher are upper-level courses primarily for juniorsĪnd seniors, though open to other qualified students courses numbered lower thanģ00 are primarily for first-year students and sophomores. Normally numbers also correspond with the college level at which they are
#Is principles of marketing a hard class how to#
In an applied course, there’s a lot of knowing how to apply formulas and using logic to figure out exactly what test to run and on what parameters.Courses are numbered to correspond with the recommended sequence in which they shouldīe taken. I had to take an algebra-based stats crash-course in high school (was the first 3rd or so of our year-long algebra 2 course), and the people that weren’t that great at math did fine. If the OP is in fact talking about a more applied stats course, then you don’t have to be great at math to get a decent grade in the course.
Stats classes can be taught at many different levels, and difficulty can be dependant on what type of students the course is geared towards. It was very, very different from the business stats course my friends were taking in the business school, which didn’t use calculus. It was very hard (I hated it, and I just barely got a B) and you’d be surprised how little actual numbers were involved (lots and lots of derivatives, integration, greek letters, etc). I am a math major and I took the stats course designed for math majors, which was a calc-based theory class. (This will make more sense when you take the class). Most stats books have tables of all the comparisons you need to make, and they’re easy to find online too. I can’t imagine too many classes allowing the graphing calculators at least in the first part of the class because it does a lot of the work for you.
#Is principles of marketing a hard class software#
There is a lot of learning new concepts, formulae (whether or not your professor requires you to memorize them or not will make a difference), and thinking logically and making decisions about the proper techniques to use to do specific things.Īlso, in the stats classes I taught graphing calculators were not allowed - we required students to do things by hand (except in the lab portion, which was done with a statistical software package, usually SPSS for social science/non-calculus-based classes and R for the math-based stats classes). I’d say it depends on why you are bad at math. But statistics classes that are intended for non-majors or for social science majors generally do have more emphasis on concepts and on simple arithmetic/algebra. That’s assuming that this is a non-calculus-based statistics class…calculus-based statistics will have more than that. The emphasis is on concepts and what they mean. Statistics involves essentially arithmetic and some algebra. Just make sure whatever 4 year you transfer to will accept statway as the math requirement. Just to add if you aren’t a stem major and if your CC has it there’s also the year long statway sequence (I took it because I am not a stem major and I would have never have passed the traditional algebra sequence because I am just not wired that way). A lot of it is done on a graphing calculator because trying to test a claim without one imo would be difficult. It’s not really hard math, you deal with mean, median and percentages. Understanding what to do during a testing claim when the significance level (P-value) is above or below the alpha (in my case the alpha always seemed to be 5% or 10%)? Entering values from a table to find the mean and standard deviation. Understanding the differences between a hypothesis testing claim and confidence intervals. It involves as others have said basic math and some algebra and word problems. Math is my worst subject but I passed the stats requirement with a B.
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