Institute of Science and Technology: Outcomes-Based Course Syllabus

INSTITUTE OF SCIENCE AND TECHNOLOGY
3F. South Timberland Bldg. Km. 50 National Hi-way San Cristobal, Calamba City
redlink_edu@yahoo.com Telephone: (049) 5300667 Sun:09338107471 TM:09356347390
OUTCOMES-BASED COURSE SYLLABUS

in
STAT 111
Course Code
Statistics and Probability for Research

Course Title
1st Semester, Academic Year 2019-2020

Semester/Academic Year
Prepared by:
GLENN PEÑAFLORIDA
Instructor
Approved by:
RENE N. ALTURA, Ph.D.

Program Head, School of Teacher Education
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OUTCOMES-BASED COURSE SYLLABUS
Department: Program: Semester:

School of Teacher Education Bachelor of Technical Vocational Teacher Education First Semester
Course Code: Course Title: Number of Hours:
STAT 111 Statistics and Probability for Research 3 hours per week / 54 hours per semester
Instructor: Academic Year: Pre-requisite:
Glenn Peñaflorida 2019-2020 None
I. Statement of Vision
The Red Link Institute of Science and Technology envisioned to be one of the best technical institute in the country by broadening students technological knowledge and skills as means of maintaining
the culture of excellence and producing graduates with a strong sense of commitment imbued with positive values, engaged citizens, competent professionals and an agent of change in our complex and
globalized world.
II. Statement of Mission

In pursuit of our vision, the school is committed to provide academic excellence as indicated by the quality of curriculum and instructions to facilitate change in the spirit of innovation that
promotes economic vitality and quality of life.
It provide students with high quality, accessible and affordable educational progress and a lifelong learning emphasizing a personalized, diverse, dynamic learning environment which serves as a
key resource of economic, social, cultural and technological advancement that address the needs of the rural areas particularly in the region of Calamba City, Laguna.
It prepares/trained individuals applying God-centered moral values, improving society through the service of collaboration in the community and society at large.
III. Institutional Learning Outcomes

Seq Outcomes Upon graduation, the students can…
.
1 Behavioral Example Foster a high standard of professionalism.
2 Educational Enrichment Offer opportunities for professional and career growth.
3 Service Excellence Respond to the call and challenge of global competitiveness.
4 Technological Expertise Motivate teachers and students towards excellence, and Sustain an environment for innovation and creativity.
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I. Vision of the School of Teacher Education

___________________________________________________________________________________________________________________________________________________
II. The Mission of the School of Teacher Education

___________________________________________________________________________________________________________________________________________________
III. BTVTED Program Outcomes
A. Common to all programs in all types of school

1. Articulate and discuss the latest developments in the specific field of practice.
2. Effectively communicate in English and Filipino, both orally and in writing.
3. Work effectively and collaboratively with a substantial degree of independence in multi-disciplinary and multi-cultural teams.
4. Act in recognition of professional, social, and ethical responsibility.
5. Preserve and promote “Filipino historical and cultural heritage”.
B. Common to the discipline (Teacher Education)

1. Articulate the rootedness of education in a philosophical, socio-cultural, historical, psychological, and political context.
2. Demonstrate mastery of the subject matter/discipline.
3. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environments.
4. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners.
5. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices.
6. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes.
7. Practice professional and ethical teaching standards sensitive to the local, national, and global realities.
8. Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities.
C. Specific to a sub-discipline and major

1. Utilize appropriate various sociocultural and historical materials in explaining current issues.
2. Organize communities towards self-reliance and self-sufficiency
3. Demonstrate leadership skills that will help in teaching or training students who will empower their communities.
4. Integrate local and global perspectives in teaching the principle of the common good.
5. Employ principles of sustainable development in teaching and learning.
6. Show scholarship in research and further learning.
7. Display the qualities of an innovative teacher who has mastery of the subject matter.
IV. Curricular Map on Program Outcomes and Institutional Learning Outcomes

Program Outcomes Institutional Learning
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Outcomes
1 2 3 4
1. Articulate and discuss the latest developments in the specific field of practice. / / / /
2. Effectively communicate in English and Filipino, both orally and in writing. / / / /
3. Work effectively and collaboratively with a substantial degree of independence in multi-disciplinary and multi-cultural teams. / / / /
4. Act in recognition of professional, social, and ethical responsibility. / / / /
5. Preserve and promote “Filipino historical and cultural heritage”. / / / /
6. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and political context. / / / /
7. Demonstrate mastery of the subject matter/discipline. / / / /
8. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environments. / / / /
9. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners. / / / /
10. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices. / / / /
11. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes. / / / /
12. Practice professional and ethical teaching standards sensitive to the local, national, and global realities. / / / /
13. Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities. / / / /
14. Utilize appropriate various sociocultural and historical materials in explaining current issues. / / / /
15. Organize communities towards self-reliance and self-sufficiency / / / /
16. Demonstrate leadership skills that will help in teaching or training students who will empower their communities. / / / /
17. Integrate local and global perspectives in teaching the principle of the common good. / / / /
18. Employ principles of sustainable development in teaching and learning. / / / /
19. Show scholarship in research and further learning. / / / /
20. Display the qualities of an innovative teacher who has mastery of the subject matter. / / / /
V. Course Description
This course deals with the different statistical tools that will be used in Research in Social Studies. Some of the topics include frequency and percentage distribution, ranking, weighted arithmetic mean,
standard deviation, t-test, analysis of variance, chi-square, Pearson r, z-test, etc. It also includes different statistical tools in getting the sample population.
VI. General Objectives of the Course

1. Manifest knowledge and skills on the principles and concepts of statistics.
2. Solve problems involving sample size determination.
3. Organize data in the frequency distribution
4. Represents frequency distribution graphically by constructing graphs.
5. Solve problems involving mean, median and mode for both grouped and ungrouped data.
6. Apply the Microsoft Excel computation on measures of central tendencies.
7. Compute the different measures of dispersion for both grouped and ungrouped data
8. Solve problems involving measures of dispersion and location and be able to interpret results
9. Solve problems involving z-test and t-test.
10. Solve problems involving significant difference and significant relationship of variables.
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11. Determine the sample space, event, and outcome of a probability experiment.
12. Find the probability of an event, using the counting rules.
VII. Curricular Map on Course Learning Outcomes and Program Outcomes

Course Learning Outcomes 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
1. Manifest knowledge and skills on the principles and concepts of / / / / / / / / / / / / / / / /
statistics.
2. Solve problems involving sample size determination. / / / / / / / / / / / / / /
3. Organize data in the frequency distribution / / / / / / / / / / / / / /
4. Represents frequency distribution graphically by constructing graphs. / / / / / / / / / / / / / /
5. Solve problems involving mean, median and mode for both grouped / / / / / / / / / / / / / / /
and ungrouped data.
6. Apply the Microsoft Excel computation on measures of central tendencies. / / / / / / / / / / / / / /
7. Compute the different measures of dispersion for both grouped and / / / / / / / / / / / / / /
ungrouped data
8. Solve problems involving measures of dispersion and location and be / / / / / / / / / / / / / / /
able to interpret results
9. Solve problems involving z-test and t-test. / / / / / / / / / / / / / / /
10. Solve problems involving significant difference and significant / / / / / / / / / / / / / / /
relationship of variables.
11. Determine the sample space, event, and outcome of a probability / / / / / / / / / / / / / / /
experiment.
12. Find the probability of an event, using the counting rules. / / / / / / / / / / / / / / / / / / /
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VIII. Course Requirements

1. Attendance in all class activities
2. Active participation in class activities/deliberations
3. Quizzes/Long Test
4. Major examinations
5. Term paper and Projects
IX. Methods of Evaluation of the Student’s Academic Performance

Grading Components of the School of Teacher Education
General Education Professional
Major Courses
Courses Education Courses
Written Works 30% 30% 20%
Performance Tasks 40% 40% 60%
Major Examinations 30% 30% 20%
Grading System
Percent Number Equivalent Letter Equivalent Percent Number Equivalent Letter Equivalent
97-100 1.00 A+ 83-84 2.25 B-
94-96 1.25 A 80-82 2.50 C+
91-93 1.50 A- 78-79 2.75 C
88-90 1.75 B+ 75-77 3.00 C-
85-87 2.00 B Below 75 5.00 D
X. References
Sirug, W. (2011). Basic statistics and probability. Intramuros Manila, Philippines: Mind shapers Co., Inc.
Bueno, D. (2016). Introduction to statistics (Concepts and applications in research). Quezon City, Philippines: Great Books Trading
Jabilles, A. et al (2018). Statistics for thesis writers. Mandaluyong City, Philippines: Books Atbp. Publishing Corp.
XI. Course Content
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Desired Learning Course Content /Subject Textbooks/ Outcomes-Based Assessment of the Resource Time Key Indicators
Outcomes Matter References Teaching and Learning Learning Outcomes Material Allotment and Results
Acquaint students with Introduction to the Course syllabus Course orientation on Active class Copy of course 1 hour All of the students are
the content of the entire course objectives, grading criteria and participation and outline acquainted with the
course contents, activities and periodic requirements interaction content of the entire
course requirements course
1. Manifest knowledge Chapter 1. Nature of Sirug, W. (2011). Lecture Active class Laptop/netbook 4 hours 88% of the students
and skills on the Statistics Basic Statistics and participation manifest knowledge and
principles and concepts Probability. Projector skills on the principles
of statistics.  Meaning of Intramuros Manila, Computer exercises Spreadsheet about and concepts of statistics
Microsoft Excel
Statistics Philippines: Mind Sample Size and can solve problems
2. Solve problems  Qualities of Good shapers Co., Inc. Written exercises involving sample size
involving sample size Statistician Paper and pencil test determination.
determination.  Scope of Statistics Bueno, D. (2016).
 Functions of Introduction to Numerical scores will be
Statistics Statistics (Concepts used to rate the students’
 Importance of and Applications in performances.
Statistics to Research). Quezon
Research City, Philippines:
 Objectives of Great Books Trading
Researcher in
Studying Statistics Jabilles, A. et al
(2018). Statistics for
 Population
Thesis Writers.
 Sample Size
Mandaluyong City,
Philippines: Books
Atbp. Publishing
Corp.
3. Organize data in the Chapter 2. Sirug, W. (2011). Reporting PowerPoint Presentation app 4 hours 88% of the students can
frequency distribution Frequency Basic Statistics and Presentation like Microsoft organize data using the
Distribution and Probability. Class discussion PowerPoint frequency distribution and
4. Represents frequency Graphs Intramuros Manila, Active class can represent it by
Microsoft Excel
distribution graphically Philippines: Mind Computer exercises participation and constructing a graph.
by constructing graphs.  Introduction shapers Co., Inc. interaction Laptop/Netbook
 Defining some Written exercises Numerical scores will be
terms Bueno, D. (2016). Paper and pencil Projector used for the written
 Constructing Introduction to Conduct a survey tests exercises while rubric will
Frequency Statistics (Concepts about a particular Printed materials be used to evaluate graphs.
12
Distribution and Applications in topic/issue and present
 Graphing Frequency Research). Quezon the data gathered
Distribution City, Philippines: through a frequency
 Guidelines for Great Books Trading distribution which will
Developing Good be presented through a
Graphs/Charts Jabilles, A. et al PowerPoint
(2018). Statistics for Presentation.
Thesis Writers.
Mandaluyong City,
Philippines: Books
Atbp. Publishing
Corp.
5. Solve problems Chapter 3. Measures of Sirug, W. (2011). Lecture Active class Microsoft Excel 4 hours
involving mean, median Central Tendencies Basic Statistics and participation
and mode for both Probability. Printed Materials
grouped and ungrouped  Definition of Intramuros Manila, Written exercises Paper and pencil test
data. Measures of Central Philippines: Mind
tendencies shapers Co., Inc.
6. Apply the Microsoft  Mean Spreadsheet about
Excel computation on -Weighted Mean Bueno, D. (2016). Computer exercises Measures of Central
measures of central -Geometric Mean Introduction to Tendencies
tendencies -Combined Mean Statistics (Concepts
 Median and Applications in
 Mode Research). Quezon
City, Philippines:
Great Books Trading
Jabilles, A. et al
Thesis Writers.
Mandaluyong City,
Philippines: Books
Atbp. Publishing
Corp.
PRELIMINARY EXAMINATION (1 hour)
7. Compute the Chapter 4. Measures of Sirug, W. (2011). Lecture Active class Laptop/netbook 6 hours 88% of the students can
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different measures of Dispersion and Basic Statistics and participation and demonstrate
dispersion for both Location Probability. interaction understanding and
grouped and ungrouped Intramuros Manila, computing skills in
Printed Materials
data  Introduction Philippines: Mind Written exercises Paper and pencil test solving problems
 Mean Absolute shapers Co., Inc. involving measures of
8. Solve problems Deviation Spreadsheet about Microsoft Excel
dispersion and location.
involving measures of  Variance Bueno, D. (2016). Computer exercises Measures of
dispersion and location  Standard Deviation Introduction to Dispersion Numerical scores will be
and be able to interpret  Quartiles, Deciles and Statistics (Concepts used to assess students.
results Percentiles and Applications in
 Kurtosis Research). Quezon
City, Philippines:
 Skewness
Great Books Trading
Jabilles, A. et al
Thesis Writers.
Mandaluyong City,
Philippines: Books
Atbp. Publishing
Corp.
9. Solve problems Chapter 5. Parametric Sirug, W. (2011). Video watching Active class Video presentation 7 hours 88% of the students can
involving z-test and t- Test ( z-test) Basic Statistics and participation and demonstrate an
test Probability. Class discussion interaction Laptop/netbook understanding of the use
 Introduction Intramuros Manila, of parametric testing
Projector
 Introduction to Philippines: Mind Lecture Paper and pencil test specifically z-test/t-test to
Hypothesis Testing shapers Co., Inc. Printed materials
test hypotheses.
 Level of Significance Written exercises
 Critical Values Jabilles, A. et al A small group of Numerical scores will be
 z-test (2018). Statistics for Printed Report students will think of used for written exercises
Thesis Writers. a situation and will while rubric will be used
Chapter 6. Parametric Mandaluyong City, gather data about it. to evaluate the printed
Test (t-test) Philippines: Books Then, will apply z- reports.
Atbp. Publishing test/t-test to test the
 Introduction Corp. hypothesis to come
up with a supported
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 t-test conclusion.
 One-sample mean test
 Two-sample mean
test
 Correlated t-test
MIDTERM EXAMINATION (1 hour)
10. solve problems Chapter 7. Parametric Sirug, W. (2011). Demonstration Active class Diagram 12 hours 88% of the students can
involving significant Test (Pearson r) Basic Statistics and participation and demonstrate an understanding
difference and significant Probability. Lecture interaction Printed materials of testing hypotheses that
relationship of variables.  Introduction Intramuros Manila, involves significant
 Pearson r coefficient Written exercises Paper and pencil test relationship and difference
Philippines: Mind
between and among
shapers Co., Inc. Printed Report A small group of variables.
Chapter 8. Parametric
Test (One-factor students will come up
ANOVA) Bueno, D. (2016). with a simple research Numerical scores will be used
Introduction to report that involves for written exercises while
 Introduction Statistics (Concepts either a testing rubric will be used to
 One-factor ANOVA and Applications in hypothesis for a evaluate the printed reports.
Research). Quezon significant relationship
City, Philippines: or significant
Great Books Trading difference.
Jabilles, A. et al
Thesis Writers.
Mandaluyong City,
Philippines: Books
Atbp. Publishing
Corp.
PREFINAL EXAMINATION (1 hour)
11. Determine the Chapter 9. Probability Sirug, W. (2011). Lecture Active class Coins, a deck of 12 hours 88% of the students can
sample space, event, and Counting Rules Basic Statistics and participation and cards, and color demonstrate an
and outcome of a Probability. Class Discussion interaction wheel understanding of the key
probability  Introduction Intramuros Manila, concepts of probability
Printed materials
experiment.  Counting Rules Philippines: Mind Small group and its counting rules
 Sample Spaces and shapers Co., Inc. activities and can apply these to
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12. Find the Probability Paper and pencil test various situation or
probability of an  Addition Rules and Written exercises Video editing event.
event, using the Multiplication Rules A small group of materials and
counting rules. Social experiment
students will conduct applications Numerical scores will be
for Probability
 Marginal and a social experiment used to asses written
Conditional about the desired exercises while rubric
Probabilities event. Counting will be used to evaluate
rules will be applied the social experiment.
to find its
probability. The
social experiment
includes a video
presentation as
evidence that the
social experiment is
conducted. The
result should be
included in the video
presentation also.
The students are
allowed to use
applications to
enhance the quality
of their output.
FINAL EXAMINATION (1 hour)
Effective Date: August 5, 2019 Date Revised:

Prepared by: GLENN PEÑAFLORIDA Faculty
Reviewed by: RENE N. ALTURA, PHD. Program Head, School of Teacher Education
Approved by: JESS JAY M. SAJISE, DBA VPAA
12

Institute of Science and Technology: Outcomes-Based Course Syllabus

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INSTITUTE OF SCIENCE AND TECHNOLOGY

OUTCOMES-BASED COURSE SYLLABUS

Statistics and Probability for Research

1st Semester, Academic Year 2019-2020

RENE N. ALTURA, Ph.D.

OUTCOMES-BASED COURSE SYLLABUS

Department: Program: Semester:

II. Statement of Mission

III. Institutional Learning Outcomes

I. Vision of the School of Teacher Education

II. The Mission of the School of Teacher Education

III. BTVTED Program Outcomes

A. Common to all programs in all types of school

B. Common to the discipline (Teacher Education)

C. Specific to a sub-discipline and major

IV. Curricular Map on Program Outcomes and Institutional Learning Outcomes

VI. General Objectives of the Course

VII. Curricular Map on Course Learning Outcomes and Program Outcomes

VIII. Course Requirements

IX. Methods of Evaluation of the Student’s Academic Performance

XI. Course Content

Effective Date: August 5, 2019 Date Revised:

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