SUMMATIVE TEST

BASIC CONCEPTS: Identify each concept below.

1. The most widely used expression of average in Statistics.

2. Any one of the nine points that separate a distribution of scores into ten equal parts.
3. A tabulation of large numbers of scores showing frequencies with which persons
obtained scores.
4. A distribution in which a series of scores is distributed symmetrically about the mean.
5. Any point along a distribution of scores with a certain percentage of scores falling below
it.
6. The total number of individuals from which a random sample is drawn.
7. The term used to express the division of a distribution into 4 equal parts.
8. The original score obtained when scoring a test.
9. A measure of the way scores vary or disperse themselves around the mean.
10. A standard score with a mean of 0 and a standard deviation of 1.

LEVELS OF MEASUREMENT: Write the level of measurements that corresponds to the variable
in each item.

1. First born and second born children.

2. High and low speech intelligibly of the hearing impaired children.
3. Performance of boys and girls in Mathematics achievement test.
4. T- Scores of high intelligent children in the Torrance Creativity Test.
5. Love oriented or power- assertive mothers in a study of fear developed by children.
6. Shade preferences (darkest to lightest) of Negros on self portraits.
7. Frequencies of favorable and non- favorable responses to a question.
8. Positions of ranks of children on a social adjustment scale.
9. Failing and passing in an entrance test.
10. Performance of 50 Ss on an initial Self- Concept Test.

II. NORMAL DISTRIBUTION: Answer each item. (2 pts. each)

1. What is the proportion of cases falling between -1 and +1 standard deviations?
2. If N= 100, how many cases would score between the mean and 1 standard deviation?
3. What percent of the cases will fall beyond ±1.96 standard deviation?
4. What is the probability that a score picked at random will score lower than x= -1.0?
5. What are the two extreme Z- scores that limit the middle 96% of the cases?
6. If Susan’s score is at the 35th percentile, this indicates that –
a. 35% of the cases scored above her.
b. She got 35% of the test correct.
c. 35% of the class scored below her.
d. She got 35% of the test incorrect.
7. If Cecille’s Z- score on a final test is 2.4, her T- score would be___.
 8. Given a reading test with a mean of 81 and a standard deviation of 12, and arithmetic
test with a mean of 33 and a standard deviation of 8. Nimfa’s score is 72 in Reading and
27 in Arithmetic. Assuming normality, compare Nimfa’s performance in the 2 tests in
terms of Z- scores. (3 points)

IV. IDENTIFY:

1. Midpoint of class interval 40-49

2. Size of class interval in no. 1
3. The exact limits of 36-38
4. The approximate percent of cases included between Mean and -1.96 standard deviation
in a normal distribution
5. The Z- score of 65 with a mean of 50 and a SD of 10
6. Critical Z- ratio at 0.01 level
7. What is symbolized by µ
8. What p <0.05 means
9. What r= 0.65 means
10. What negative correlation means

V. Refer to the distribution below in answering the questions.

130- 139 1 (1) most appropriate assumed mean

120- 129 1 (2) exact limits of the highest interval
110- 119 3 3 (3) interval where the lowest -15% falls
100- 109 2 (4) point below which 10% of the cases fall
90- 99 8
80- 89 9 (5) interval where the Q3 falls
70- 79 14 (6) frequency of the interval where Q1 falls
60- 69 6
50- 59 5 (7) size of class interval
40- 49 5 (8) crude mode
30- 39 4 (9) midpoint of the lowest interval
20- 29 2 (10) percent of the cases above 99.5

VI. Compute the following:

1. Given: ∑X= 38 ∑X2= 160

N= 15

Compute the X and s. Interpret your answer.

2. Given: X- variable in anxiety level

Y- Variable is aggression
 Computed r= 0.58
Critical r= 0.51 (0.05 level)
Critical r= 0.64 (0.01 level)

Test a hypothesis based on the data above by following the steps in hypothesis testing.

VII. Write the letter of the correct answer.

1. In a population of 350 the probability that a member will be picked out for the random
sample is:

1
a. 350 c.
350
1
b. 1 d.
349

2. The midpoint of the class interval 10- 14 is:

a. 12 c. 12.5
b. 13 d. 12 and 13

3. The most un reliable measure of central tendency is:

a. Mean c. Mode
b. Median d. None of the Above

4. In a normal curve the proportion of cases found between the mean and 1 standard
deviation is:

a. 34.13 c. 0.6826
b. 0.3413 d. 68.26

5. The point below which 50% of the cases fall and 50% fall above is:

a. P50 c. Quartile 2
b. Median d. all of the above
6. The Z- score for a raw score of 36 with a group mean of 90 and SD of 3 is:

a. 2.0 c. 6
b. -2.0 d. -3

7. The peakedness or flatness of a frequency distribution is referred to as:

a. Skewness c. ?
 b. Kurtosis d. all of the above

8. The principle of randomization that does not allow the chances of other members be
affected by the chance of one member is:

a. Equi- Probability c. one- to- one correspondence

b. Interdependence d. Independence

9. The most systematic technique for getting sample units at random is:

a. Fishbowl c. Table of Random Numbers

b. Systematic d. Lottery

10. The most reliable measure of dispersion is:

a. Mean c. Standard Deviation

b. Median d. Range

11. The null hypothesis intended for statistical test states:

a. No significant relationship between variables

b. No effect of the treatment variable
c. No difference between two groups
d. All of the above

12. The hypothesis, “Values clarification lessons have a positive effect on the self- concept
of the students,” is stated in what form?

a. Null c. alternative (non- directional)

b. Research (directional) d. null (directional)

13. What level of measurement is the variable height?

a. Nominal c. interval
b. Ordinal d. ratio

14. The critical ratio of z at the 1% level of significance is:

a. 2.57 c. 1.98
b. 2.58 d. 1.96

15. Parametric tests are applied to what type of data?

a. Interval and ratio c. interval and ordinal

 b. Interval d. all of the above

16. If N= 160 and the computed Z- ratio is 2.25, which of the following is a correct
interpretation?

a. P< 0.05 c. Z is significant

b. Reject Ho d. all of the above

17. Given the following data:

X- 85 µ- 89 s- 12 N- 144
What is the computed z ratio?

a. z= 4.00 c. x= -4.1
b. x= -4.00 d. z= 4.1

18. Which is the correct interpretation for # 17?

a. The sample mean was not significantly different from the parameter mean.
b. The sample performed significantly lower than the national mean.
c. The sample had a better performance than the national population.
d. None of the above.

19. What is the df for a t- ratio, if there are 25 boys and 30 girls in the study?

a. 36 c. 58
b. 54 d. 56

20. What type of t- test would you apply for the problem in #19?

a. Dependent t- test c. independent t- test

b. Correlated t-test d. any of the above

21. If the computed t- ratio for #19 is 2.578, and the critical ratio at 0.05 is 2.01 and 2.61 at
the 0.01 level, which of the following would be a correct decision to make?

a. Reject the Ho c. Reject the Ho at 0.05

b. Accept the Ho d. Reject the Ho at 0.01

22. To determine if there is a significant effect of an experimental treatment on the boys

group, a statistical test should be applied to their pretest and posttest scores. What is
the most appropriate test for this?

a. One- way F- test c. Two- way F- test

 b. Independent T- test d. Dependent T- test

23. If the mean gain of the boys is significant, which interpretation is most appropriate?

a. The boys performed better in their posttest than in the pretest.

b. The boys performed better in the test tan the girls did.
c. There is no significant difference between the pretest and the posttest scores of the
boys.

24. In a 3x2x2 factorial design, where the criterion variable is interval, what would be the
most appropriate statistical test applied?

a. Chi- square test c. Three- way F- test

b. Two- way ANOVA d. Three T- Test

25. If N= 120 in #24, what would be the within group df?

a. 116 c. 114
b. 112 d. 108

26. How many groups would be involved in #24?

a. 10 c. 12
b. 18 d. none of the above

27. How many IV’s are studied in #24?

a. 1 c. 3
b. 2 d. 4

28. How many interaction effects are possible in #24?

a. 2 c. 4
b. 3 d. 5

29. What df would be used to determine the significance of Factor A? (#24)

a. 2/ 112 c. 2/ 114
b. 1/ 108 d. 2/108

2
30. What is the df associated with a 3x4 contingency table for a test?

a. 9 c. 12
b. 6 d. 8
 31. If a computed is significant, the two variables being studied are:

a. Not associated c. Independent

b. Not related d. none of the above

32. If the reliability coefficient of a test is 0.92, the test is said to be:

a. Highly reliable c. Not reliable

b. Moderately reliable d. Substantially reliable

33. The Pearson r is applied to what type of variables?

a. Nominal/ nominal c. Nominal/ interval

b. Interval/ Interval d. Ordinal/ Interval

34. If (r) = 0.65, N= 30, this means that:

a. The two variables are not correlated

b. The two variables are correlated
c. One variable is inversely correlated with the other
d. One variable is not significantly correlated with the other variable

35. Which of the following is not possible for IQ and scholastic achievement?

a. r= -0.86 c. r= -0.05
b. r= 0.03 d. all of the above

VIII. Write the statistical analysis you would use to test each of the following hypotheses.
Indicate if samples are correlated or independent; what the design is, etc. if necessary.

1. The performance of 50 Ss on the initial test will not differ significantly from their
performance in the final test.
2. There are no significant differences of performance on Math Concept Test among low IQ
and high IQ boys and girls coming from three levels of socio- economic status.
3. The high school graduates of the PNC Laboratory High School will get a significantly
higher mean in the NCEE than the National norm.
4. There is no difference in the Mathematics mean scores of four classes exposed to
different learning conditions.
5. There is no relationship of home atmosphere (permissive, authoritative) and the
aggressive behavior of children (aggressive, moderate, and withdrawn).
6. There is no significant difference in mean scores in a Reading Achievement Test
between boys and girls.
7. There is a positive relationship between ranks of children on the Social Adjustment Scale
as judged by two teachers.
8. The failing and passing of 400 Ss in the college entrance test in independent of SES.
9. The low scorers in the Self concept test will also be the low scorers in the Intelligence
Test.
10. There will be no significant difference in verbal creative thinking (interval scores) among
high, high, average and low mental ability boys and girls.
11. There is no significant effect of treatment, sex, IQ and SES on the performance of
children on Science Achievement Test.
12. The proportion of males will not differ significantly from the proportion of females in
their attitude toward birth control.
13. There is a positive relationship of the intelligence test scores and grade point average of
the BSE graduates in college.
14. There is no significant difference of frequencies between the distribution of test scores
of Ss in Creativity Test (categorized into high, average and low) and the distribution of a
normal population.
15. Love- oriented or power- assertive mothers bear no relationship to fear- oriented
children.