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<aside> <img src="/icons/light-bulb_blue.svg" alt="/icons/light-bulb_blue.svg" width="40px" /> Summary

Goal

This project aims to analyze data on low-engagement students to determine whether new features on the 365 company’s website have increased student engagement. Low-engagement students are defined as those who interacted with the website for a total of 1 to 100 minutes in 2021. The results of the analysis will help the company better understand how users interact with their website and identify opportunities to enhance engagement, ultimately increasing overall platform usage.

Process

The data is imported into Microsoft Excel from a local storage folder.

• Task 1: Calculate the mean, median, and standard deviation of minutes watched in 2021 and 2022 for both Paid-Plan students and Free-Plan students. This analysis aims to understand and compare student engagement across the two years.
• Task 2:Calculate the skewness and kurtosis of minutes watched in both years to understand the distribution of minutes watched during this period.
• Task 3: Calculating 95% confidence Interval on the data.
• Task 4: Conduct Hypothesis testing.

Highlights

This project is entirely carried out in Microsoft Excel.

The Descriptive statistics and Hypothesis testing are conducted in Data Analysis Toolpak in Excel.

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<aside> <img src="/icons/checkmark_blue.svg" alt="/icons/checkmark_blue.svg" width="40px" /> Question 1 -How engagement levels of paid and free-Plan students compare in 2021 and 2022.

Paid-Plan-students

• Mean :Among students who watched between 1 and 100 minutes in 2021, the average minutes watched by paid-plan students increased significantly from Q4 2021 to Q4 2022, from approximately 33.80 minutes to about 273.02 minutes. This suggests a substantial increase in engagement among this group of initially low-engagement-paid-plan students.
• Median :The median minutes these low-engagement-paid-plan students watched increased from Q4 2021 to Q4 2022, from 26.33 minutes to 40.28 minutes. While this increase is not as dramatic as the increase in the mean, it indicates that the typical student in this group (i.e., the student in the middle of the distribution) also increased their engagement. This suggests that the increase in engagement was more widespread among paid-plan students and not solely driven by a few outliers.
• Standard deviation :he standard deviation for these low-engagement-paid-plan students increased substantially from 28.21 minutes in Q4 2021 to 854.58 minutes in Q4 2022. This indicates a much larger variability in the minutes watched by these students in Q4 2022 compared to Q4 2021. This could be due to a broader range of engagement levels among the students in Q4 2022, with some students watching very little content and others watching a lot of content.

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<aside> <img src="/icons/checkmark_blue.svg" alt="/icons/checkmark_blue.svg" width="40px" /> Question 1 cont.. - How engagement levels of paid and free-Plan students compare in 2021 and 2022.

Free-Plan-students

• Mean :Among students who watched between 1 and 100 minutes in 2021, the average minutes watched by free-plan students increased from about 25.39 minutes in Q4 2021 to about 117.64 minutes in Q4 2022. This suggests that overall engagement among these initially low-engagement-free-plan students increased during this period. But the extent of this increase is less than what was observed for similar low-engagement-paid-plan students, suggesting that while these free-plan students are watching more content, they're still not as engaged as the equivalent group of paid-plan students.
• Median :Interestingly, the median minutes watched by these low-engagement-free-plan students decreased from Q4 2021 to Q4 2022, from 14.17 minutes to 11.83 minutes. This indicates that engagement decreased for the typical student in this group (i.e., the student in the middle of the distribution). The increase in the mean might be driven by a small number of free-plan students who significantly increased their engagement in Q4 2022, while the majority did not increase their engagement or even reduced it.
• Standard deviation :The standard deviation for the low-engagement-free-plan students increased from 26.23 minutes in Q4 2021 to 468.93 minutes in Q4 2022. This indicates a more significant variability in the minutes watched by these students in Q4 2022 compared to Q4 2021. The behavior of these students then became more diverse in Q4 2022, with some watching a lot of content and others watching very little.

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<aside> <img src="/icons/checkmark_blue.svg" alt="/icons/checkmark_blue.svg" width="40px" /> Question 2 - Understanding the underlying data distribution of minutes watched by Paid-Plan-students in 2021 and 2022.

Skewness is a fundamental measure of probability distribution asymmetry in a dataset. It reveals whether the observations are concentrated more on one side of the distribution. This metric helps us understand how the data deviates from a normal distribution and provides insights into its underlying structure. A positive skewness value (higher than 0) indicates a right-skewed distribution, while a negative skewness value (lower than 0) points to a left-skewed distribution. A symmetrical distribution has a skewness value of 0, indicating a balanced data spread around the mean. For paid-plan students, the skewness increased from 0.63 in Q4 2021 to 7.07 in Q4 2022.

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<aside> <img src="/icons/checkmark_blue.svg" alt="/icons/checkmark_blue.svg" width="40px" /> Question 2 cont.. - Understanding the underlying data distribution of minutes watched by Free-Plan-students in 2021 and 2022.

The skewness for free-plan students increased from 1.17 in Q4 2021 to 15.06 in Q4 2022, indicating positive skewness.

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Detailed Report — For More Information