BUS 499 Module 6 Analysis and Findings Example

Reviewed by Douglas Renshaw, MBA Aspen University Updated October 2026

This BUS 499 Module 6 sample paper reports what the evidence shows in a capstone on first-year plan cancellations at a composite pest control business serving Wichita homeowners. Aspen University's Senior Capstone asks business students to complete an applied research project, and this is the module where the data answer the questions. Cancellation rates differ sharply by group: 44% for customers billed per visit against about 25% for those on monthly automatic payment, and 66% after an unresolved complaint. A logistic regression with confidence intervals, interpreted with Hosmer and colleagues' guidance, supports three of four hypotheses fully and one in part, while the price increase shows no clear effect. Nineteen interviews produce four themes in customers' own words. A joint display shows where records and voices agree, and a final section sets out what the findings cannot prove.

CourseBUS 499 Senior Capstone
ModuleModule 6
Paper typeAnalysis and findings report
LengthAbout 1,070 words, 6 pages
FormatAPA 7 student paper
SchoolAspen University
ProgramBusiness Administration
UpdatedOctober 2026

Free sample paper for BUS 499 Module 6

1

A Stranger at the Door and a Bill With No Bugs: Findings on Why Customers Cancel Quarterly Pest Control Plans

Student Name

Business Administration Program, Aspen University

BUS 499: Senior Capstone

Instructor Name

Month Day, Year

What this page is doingThe title uses two of the customers' own themes, which the findings confirm with numbers. APA 7 student title page.
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A Stranger at the Door and a Bill With No Bugs: Findings on Why Customers Cancel Quarterly Pest Control Plans

This module reports what the capstone study found about why Prairie Shield's homeowners leave. The prepared data include records for 3,186 households, of whom 1,054 ended their plan inside a year, and interviews with 19 former customers. The findings are presented in four parts: cancellation rates by group, a regression testing the four hypotheses, interview themes and a comparison of the two kinds of evidence.

Cancellation Rates by Group

The table shows the share of each group that canceled within twelve months.

The differences are large. Customers billed per visit canceled at almost twice the rate of customers on automatic payment, and two in three customers with an unresolved complaint canceled. Customers whose complaint was resolved quickly canceled at about the same rate as customers with no complaint.

GroupCustomersCanceled within twelve months
Billed per visit1,40244%
Monthly automatic payment1,78424%
Same technician for most visits1,91125%
Changing technicians1,27546%
No complaint logged2,45428%
Complaint resolved within 48 hours47131%
Complaint unresolved after 48 hours26166%
First year of service1,52941%
Renewed at least once1,65726%
What this page is doingSimple rates come first so the regression that follows has a plain-language anchor.
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Testing the Hypotheses

Because customers fall into several groups at once, the rates above could overlap; for example, first-year customers might be more likely to pay per visit. Logistic regression estimates each factor's association with cancellation while holding the others constant (Hosmer et al., 2013). All predictors were entered together.

Hypothesis 1, that per-visit billing is associated with cancellation, was supported: the odds of canceling were about twice as high for per-visit customers after accounting for the other factors. Hypothesis 2, about technician continuity, was supported, with odds about 2.3 times higher when technicians changed. Hypothesis 3 was supported for unresolved complaints, which had the strongest association of any factor, but not for complaints resolved within 48 hours, whose confidence interval includes 1. This matches the research of Smith et al. (1999), which found that a recovery matched to the failure restores much of the satisfaction lost. Hypothesis 4, about first-year customers, was supported. The price increase, which the owners had considered the most likely cause, showed no clear association once other factors were included.

PredictorAdjusted odds ratio95% confidence interval
Billed per visit, compared with automatic payment2.11.8 to 2.5
Changing technicians, compared with same technician2.32.0 to 2.7
Unresolved complaint, compared with none4.63.5 to 6.1
Resolved complaint, compared with none1.10.9 to 1.4
First year of service, compared with renewed1.61.4 to 1.9
Enrolled at $129, compared with $1191.10.9 to 1.3
Season of enrollmentNot significantNot shown

How the Factors Combine

Because the factors operate together, it helps to look at customers who carry several at once. Among customers billed per visit who also saw changing technicians, 58% canceled within twelve months. Among customers on automatic payment who kept the same technician, only 15% did. First-year customers with an unresolved complaint were the group most likely to leave, with nearly three in four canceling. These combinations matter for the recommendations, because a change that affects one factor may help most among customers who carry others as well.

Price and Season

The two control variables behaved differently from the owners' expectations. Customers who enrolled at $129 canceled at 35%, compared with 31% at $119, but the difference disappeared in the regression, largely because the higher price arrived at the same time as the new routing software and a wave of new technicians. Season of enrollment showed no clear pattern; customers who joined during spring insect season were no more likely to stay than those who joined in winter.

Sensitivity Check

Because complaint records were incomplete for January through April 2023, the regression was repeated without customers who started in those months. The odds ratios changed by no more than 0.2, and every conclusion above held, so the gap in early records does not appear to have distorted the results.

What Former Customers Said

Thematic analysis of the 19 interviews, following the phases described by Braun and Clarke (2006), produced four themes.

A stranger every time, raised by 11 participants. Customers described not knowing who would arrive. One said, "I used to have a guy who knew where the dog was. Then it was somebody new every quarter."

The bill shows up when nothing is wrong, raised by 9. Customers on per-visit billing described the quarterly invoice as a moment of reconsideration: "It came in January, there hadn't been a spider in months, and I thought, why am I paying this?"

Nobody came back, raised by 7. Customers who called about pests between visits described waiting days or getting no return visit at all.

I thought one treatment would do it, raised by 5. Some first-year customers did not understand that the plan was preventive and expected a single treatment to solve the problem permanently.

Only 3 participants named price as their main reason for leaving.

Comparing Records and Voices

The two kinds of evidence point in the same direction on every factor, and the interviews explain why the patterns in the records appear.

Statistical findingRelated interview themeRelationship
Per-visit billing doubles the odds of cancelingThe bill shows up when nothing is wrongInterviews explain the pattern
Changing technicians raises the oddsA stranger every timeStrong agreement
Unresolved complaints have the strongest associationNobody came backStrong agreement
First-year customers cancel moreI thought one treatment would do itInterviews suggest a reason
Price shows no clear effectPrice named by only 3 of 19Agreement on a null result
What this page is doingThe joint display carries the integration the convergent design promised in Module 4.
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What the Findings Cannot Show

The records show associations, not causes. Customers who chose automatic payment may differ from others in ways the company does not record, such as stability of income or satisfaction at the outset. The interview sample was chosen for variety and is too small to estimate how common each reason is among all former customers. These limits do not undermine the findings, but they shape how confidently recommendations can be made.

Conclusion

Cancellation at Prairie Shield is most strongly associated with unresolved complaints, changing technicians, per-visit billing and being in the first year, and not clearly associated with the price increase. Former customers' accounts match and explain each pattern. The next module turns these findings into recommendations.

References

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa

Hosmer, D. W., Jr., Lemeshow, S., & Sturdivant, R. X. (2013). Applied logistic regression (3rd ed.). Wiley.

Smith, A. K., Bolton, R. N., & Wagner, J. (1999). A model of customer satisfaction with service encounters involving failure and recovery. Journal of Marketing Research, 36(3), 356-372. https://doi.org/10.1177/002224379903600305

What the BUS 499 Module 6 instructions ask for

Aspen's catalog for BUS 499 calls for an original, comprehensive project, and the analysis module usually asks students to present findings from their data clearly and honestly. Your classroom's Module 6 prompt sets the format; this example presents findings from both statistics and interviews. Start with simple descriptive results that any reader can follow. Report statistical tests completely, including effect sizes and confidence intervals, not only whether a result was significant. State for each hypothesis whether it was supported. Present qualitative themes with short quotations and the number of participants who raised each. Compare the two kinds of evidence where you used both. Report results that surprised you or contradicted expectations. Keep interpretation modest, and save recommendations for the next module.

How the BUS 499 Module 6 example is put together

The findings open with cancellation rates for each group in a table, showing the gap between per-visit and automatic payment customers and the sharp rise after unresolved complaints. A regression table follows with adjusted odds ratios and 95% confidence intervals for billing method, technician change, complaint status, first-year status, price and season. Each hypothesis is assessed in turn: billing, technician continuity and first-year status are supported, and the complaint hypothesis is supported for unresolved complaints but not for resolved ones, as Smith, Bolton and Wagner's recovery research suggested. A sensitivity check without early 2023 records changes little. Four interview themes follow, each with quotations and counts. A joint display places each statistical result beside related themes, and the limits section explains why association is not proof of cause.

Reading the BUS 499 Module 6 grading rubric

Findings chapters earn credit through complete, honest reporting: results that answer the research questions, statistics with effect sizes and intervals, qualitative themes grounded in evidence and a clear distinction between findings and interpretation. This example reports group rates before the regression, so readers without statistical training can follow, and then presents adjusted odds ratios with confidence intervals. Each hypothesis receives an explicit verdict. Interview themes include counts and short quotations, following Braun and Clarke's guidance that themes should be supported across the data rather than by one vivid story. The joint display, an integration method from Creswell and Creswell's text, shows exactly how the two kinds of evidence relate. Reporting the null result for price and the limits of observational data shows integrity, which instructors value as highly as positive findings.

BUS 499 Module 6 help from the desk

A frequent problem in Module 6 is reporting only the results that support the hypotheses. Report everything you tested, including what did not hold. Another is giving p-values without effect sizes; an odds ratio and its confidence interval tell the reader how large a difference is. Explain statistical results in plain words beside the numbers. When presenting interview themes, show how many participants raised each one, and choose quotations that represent the theme rather than the most dramatic line. Avoid causal language such as caused or led to when your data show associations. Keep recommendations out of this module; findings describe what is, and the next module addresses what to do. If your statistics software produces many tables, select the ones that answer your research questions and place the rest in an appendix.

Write yours, or have the desk draft it

This paper is an original model document written by our desk, not a submitted student paper and not an official Aspen University document. Read it for the moves, then write your own to the instructions in your classroom. If you want one built to your exact prompt and rubric, the first custom sample is free and arrives in 24 to 48 hours.

More BUS 499 and Business Administration sample papers

BUS 499 Module 6 questions, answered

What does BUS 499 Module 6 usually ask for?

Aspen's BUS 499 reaches analysis and findings at this point, so a paper presenting the results of your data analysis and stating whether each hypothesis was supported is typical. Follow your classroom prompt.

What is an odds ratio?

A measure comparing the odds of an outcome in one group with the odds in another; a value above 1 means higher odds, and a confidence interval that excludes 1 indicates a clear difference.

Should I report results that did not support my hypotheses?

Yes. Null and unexpected results are part of the findings, and leaving them out would mislead readers about what the evidence shows.

Where can I find a free BUS 499 Module 6 sample paper?

The full findings are above: cancellation rates by group, a logistic regression table, four interview themes and a joint display for a pest control retention capstone.

What is a joint display?

A single table pairing each number with the related interview theme, used to judge whether records and voices tell one story.