SIM PSY 112L Week 5 6 PDF

UNIVERSITY OF MINDANAO
College of Arts and Sciences Education
Physically Distanced but Academically Engaged
Self-Instructional Manual (SIM) for Self-Directed Learning (SDL)
Course/Subject: Psychological Statistics (PSY 112L)
Name of Teacher: Jonnel V. Campania
THIS SIM/SDL MANUAL IS A DRAFT VERSION

ONLY, NOT FOR REPRODUCTION AND
DISTRIBUTION OUTSIDE OF ITS INTENDED
USE. THIS IS INTENDED ONLY FOR THE USE OF
THE STUDENTS WHO ARE OFFICIALLY
ENROLLED IN THE COURSE/SUBJECT.
EXPECT REVISIONS OF THE MANUAL.
NOT FOR REPRODUCTION AND COMMERCIAL USE.
Table of Contents
Course Outline ……………………………………………………………………………. 1
Course Outline Policy …………………………………………………………………… 1
Course Information ……………………………………………………………………… 5
WEEK 5-6
Chapter 6: Normal Distribution
ULO-a: Identify the properties of normal distribution ……………………………………….. 6
ULO-b: Find the area under the standard normal distribution given various 𝑧 values ….. 11
ULO-c: Find the probabilities for a normally distributed variable by transforming it into a
standard normal variable ………………………………………………………………………. 11
ULO-d: Find specific data values for given percentages using the standard normal
distribution ………………………………………………………………………………………. 11
Let’s Check - Activity 1 ………………………………………………………………………... 26
Let’s Analyze - Activity 1 ……………………………………………………………………… 28
In a Nutshell ……………………………………………………………………………………. 29
Q and A List ……………………………………………………………………………………. 30
Keywords Index ………………………………………………………………………………... 30
ii
Psychological Statistics (PSY 112L)
2nd Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082) 300 -5456 / 300-0647 Local 134
Course Facilitator: JONNEL V. CAMPANIA

Email: jonnel_campania@umindanao.edu.ph
Student Consultation: By Appointment
Mobile: 0916-277-0907
Phone: (082)300-5456 / 305-0647 Local 149
Effectivity Date: August 2020
Mode of Delivery: Blended (On-line with face-to-face or virtual sessions)
Time Frame: 162 hours
Student Workload Expected Self-Directed Learning
Requisites: None
Credit: 5 units
Attendance Requirements: A minimum of 95% attendance is required at all scheduled
Virtual or face to face sessions.
Areas of Concern Details
This 5-unit course self-instructional manual is designed for

blended learning mode of instructional delivery, i.e. online
sessions through the LMS and the 2-days on-campus /
Contact and onsite face-to-face review and final examination. The
Non-contact Hours expected number of hours will be 162 including review and
examination days. The face to face sessions shall include
the summative assessment tasks (exams) since this course
is crucial in the psychologist licensure examination.
Submission of assessment tasks shall be on 3rd, 5th, 7th and
9th week of the term. The assessment paper shall be
attached with a cover page indicating the title of the
assessment task (if the task is performance), the name of
the Course Facilitator, date of submission and name of the
student. The document should be emailed to the Course
Facilitator. It is also expected that you already paid your
tuition and other fees before the submission of the
Assessment Task Submission
assessment task.
If the assessment task is done in real time through the

features in the Blackboard Learning Management System,
the schedule shall be arranged ahead of time by the Course
Facilitator. Since this course is included in the Psychologist
licensure examination, you will be required to take the
Multiple-Choice Question exam during the on-campus /
OBD - Psychological Statistics (Psy 112L) 1

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onsite sessions. This should be scheduled ahead of time by

the Course Facilitator. This is non-negotiable for all
licensure-based programs.
To ensure honesty and authenticity, all assessment tasks

are required to be submitted through Turnitin with a
maximum similarity index of 30% allowed. This means that
if your paper goes beyond 30%, the students will either opt
to redo her/his paper or explain in writing addressed to the
Course Facilitator the reasons for the similarity. In addition,
if the paper has reached more than 30% similarity index, the
Turnitin Submission
student may be called for a disciplinary action in accordance
(if necessary)
with the University’s OPM on Intellectual and
Academic Honesty.
Please note that academic dishonesty such as cheating and

commissioning other students or people to complete the
task for you have severe punishments (reprimand, warning,
and expulsion).
The score for an assessment item submitted after the

designated time on the due date, without an approved
extension of time, will be reduced by 5% of the possible
maximum score for that assessment item for each day or
Penalties for Late Assignments part day that the assessment item is late.
/ Assessments
However, if the late submission of assessment paper has a
valid reason, a letter of explanation should be submitted and
approved by the Course Facilitator. If necessary, you will
also be required to present/attach evidences.
Assessment tasks will be returned to you two (2) weeks after

the submission. This will be returned by email or via
Blackboard portal.
Return of Assignments /
For group assessment tasks, the Course Facilitator will
Assessments
require some or few of the students for online or virtual
sessions to ask clarificatory questions to validate the
originality of the assessment task submitted and to ensure
that all the group members are involved.
You should request in writing addressed to the Course

Facilitator his/her intention to resubmit an assessment task.
The resubmission is premised on the student’s failure to
Assignment Resubmission comply with the similarity index and other reasonable
grounds such as academic literacy standards or other
reasonable circumstances e.g. illness, accidents financial
constraints.

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You should request in writing addressed to the program

coordinator your intention to appeal or contest the score
given to an assessment task. The letter should explicitly
explain the reasons/points to contest the grade. The
program coordinator shall communicate with the students
Re-marking of Assessment
on the approval and disapproval of the request.
Papers and Appeal
If disapproved by the Course Facilitator, you can elevate
your case to the program head or the dean with the original
letter of request. The final decision will come from the dean
of the college.
ASSESSMENT METHOD
Lecture (40%)
• 1 – 7 Exam (5% each) ………………………. 35%
• Final Exam ……………………………………. 25%
• Recitation ……………………………………... 10%
• Quiz ……………………………………………. 10%
• Assignment ……………………………………. 5%
Grading System • Project / Research …………………………….15%
TOTAL 100%
Laboratory (60%)
• Written Exam ………………………………… 30%
• Practical Exam ………………………………. 30%
• Laboratory Activities ………………………… 40%
TOTAL 100%
Depends on the discipline; if uncertain or inadequate, use

Preferred Referencing Style
the general practice of the APA 6th Edition.
You are required to create a umindanao email account

which is a requirement to access the BlackBoard portal.
Then, the course coordinator shall enroll the students to
have access to the materials and resources of the course.
All communication formats: chat, submission of assessment
tasks, requests etc. shall be through the portal and other
university recognized platforms.
Student Communication
You can also meet the course coordinator in person through
the scheduled face to face sessions to raise your issues and
concerns.
For students who have not created their student email,

please contact the course coordinator or program head.
Khristine Marie D. Concepcion, Ph.D

Contact Details of the Dean Email: artsciences@umindanao.edu.ph
Phone: (082) 300-5456 / 305-0647 Local 134

Phone No.: (082) 300 -5456 / 300-0647 Local 134
Sheena May A. Lacuesta

Contact Details of the Program
Email: sheena_lacuesta@umindanao.edu.ph
Head
Phone: (082) 300-5456 / 305-0647 Local 134
Students with special needs shall communicate with the

Course Facilitator about the nature of his or her special
needs. Depending on the nature of the need, the Course
Facilitator, with the approval of the Program Head, may
Students with Special Needs
provide alternative assessment tasks or extension of the
deadline of submission of assessment tasks. However, the
alternative assessment tasks should still be in the service of
achieving the desired course learning outcomes.
Dr. Khristine Marie D. Concepcion – Dean

Email: artsciences@umindanao.edu.ph
Instructional Help Desk Phone: (082)300-5456/305-0647 Local 134
Contact Rosyl S. Matin-ao – College LMS Facilitator
Email: rosyl_matinao@umindanao.edu.ph
Phone: (082)300-5456/305-0647 Local 149
Brigida E. Bacani
Library Contact Details Email: brigida_bacani@umindanao.edu.ph
Phone: 300-5456 local 143
Zerdszen P. Ranises – GSTC Facilitator

Well-being Welfare Support
Email: gstcmain@umindanao.edu.ph
Held Desk Contact Details
Phone: 0950-466-5431

Phone No.: (082) 300 -5456 / 300-0647 Local 134
CC’s Voice: Hello future psychologist! Welcome to this course PSY 112L:
Psychological Statistics. This course provides you with the
fundamental concepts of probability theory and statistical inference
necessary to effectively employ statistical techniques both from
descriptive and inferential statistics to the design, analyze, and interpret
psychological studies. Some topics include the nature of statistics, data
collection and presentation, probability concepts, probability
distributions, normal distribution, hypothesis testing, correlation,
regression, and some non-parametric tests. The expected output of the
course is the ability to use statistical software as an aid to report and
analyze statistical data.
Course Outcome: At the end of the course, you are expected to:
1) Apply the principles of statistical techniques in the field of psychology.
2) Interpret results of the statistical data using statistical software.
Let us begin!

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Week 5 - 6: UNIT LEARNING OUTCOMES (ULO): At the end of the chapter, you
are expected to:
a. Identify the properties of a normal distribution.

b. Find the area under the standard normal distribution, given various z values.
c. Find probabilities for a normally distributed variable by transforming it into a standard
normal variable.
d. Find specific data values for given percentages, using the standard normal
distribution.
Chapter 6: NORMAL DISTRIBUTION
ULO – a. Identify the properties of a normal distribution
METALANGUAGE
To demonstrate all ULOs, some unfamiliar terms but essential will be defined to
understand this chapter. You will encounter these terms as we go through this chapter. Please
refer to these definitions in case you will encounter difficulty in understanding some concepts.
1. Standard score – number of standard deviations that a data value is above or below
the mean.
– synonym for z-scores.
2. Skewed distribution – a distribution with some extremely low scores (negatively

skewed, skewed to the left) or some extremely high scores (positively skewed, skewed
to the right), resulting in a frequency polygon with a pronounced tail in one direction.
3. Symmetric distribution – a distribution wherein one half is the mirror image of the
other half.

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ESSENTIAL KNOWLEDGE
Data can be “distributed” (spread out) in different ways.
It can be spread out more on the left or more on the right
Figure 6-1 Figure 6-2
or it can be all jumbled up
Figure 6-3
But there are many cases where the data tends to be around a central value with no
bias left or right, and it gets close to a “Normal Distribution” like this:
Figure 6-4: A Normal Distribution
The normal distribution is a probability function that describes how the values of a
variable are distributed. It is a symmetric distribution where most of the observations cluster
around the central peak and the probabilities for values further away from the mean taper off
equally in both directions. Extreme values in both tails of the distribution are similarly unlikely.

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For example, supposed data on height of 14-year old girls are normally distributed.
Figure 6-5
As seen in Figure 5-6 above, the distribution of heights follows the typical pattern for
all normal distributions. Most girls are close to the average (1.512 meters). Small differences
between an individual’s height and the mean occur more frequently than substantial deviations
from the mean. The standard deviation is 0.0741m, which indicates the typical distance that
individual girls tend to fall from mean height.
The distribution is symmetric. The number of girls shorter than average is equal to the
number of girls taller than average. In both tails of the distribution, extremely short girls occur
as infrequently as extremely tall girls.
Mean
The mean is the central tendency of the distribution. It defines the location of the peak
for normal distributions. Most values cluster around the mean. On a graph, changing the mean
shifts the entire curve left or right on the X-axis.
Figure 6-6
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Standard Deviation
The standard deviation is a measure of variability. It defines the width of the normal
distribution. The standard deviation determines how far away from the mean the values tend
to fall. It represents the typical distance between the observations and the average.
On a graph, changing the standard deviation either tightens or spreads out the width
of the distribution along the X-axis. Larger standard deviations produce distributions that are
more spread out.
Figure 6-7
When the distribution is narrow, the probabilities are higher that values won’t fall far
from the mean. As the increase in the spread of the distribution, the likelihood that
observations will be further away from the mean also increases.
Empirical Rule
When standard deviations are given in every distribution, it means:

68% of the values are within 1 standard 95% of the values are within 2 standard
deviation of the mean deviation of the mean

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Figure 6-10
99.7% of the values are within 3 standard deviations of the mean
For example: 95% of the students at school are between 1.1m and 1.7m tall.
The figures above can be summarized in to one bell shaped curve.
-3SD -2SD -1SD 0 1SD 2SD 3SD

Figure 6-11
Source: https://images.app.goo.gl/CWzaXfAntHybqxPT7
Characteristics of a Normal Distribution

1. The normal curve is a bell-shaped and has a single peak at the exact center of the
distribution.
2. The sum of the area under the normal curve is 1 (or probability is equal to 100%).
3. The mean, media, and mode of the distribution are equal and located at the peak.
4. Half the area under the curve is above and half is below this center point (peak).
5. The normal probability distribution is symmetrical about its mean.
6. It is asymptotic – the curve gets closer and closer to the x-axis but never actually
touches it.

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ULO – b. Find the area under the standard normal distribution, given
various z values.
ULO – c. Find probabilities for a normally distributed variable by
transforming it into a standard normal variable.
ULO – d. Find specific data values for given percentages, using the
standard normal distribution.
All normally distributed variables can be transformed into the standard normally
distributed variable by using the formula for the standard score (𝑧):
𝑣𝑎𝑙𝑢𝑒−𝑚𝑒𝑎𝑛 𝑋−𝜇
𝑧= or 𝑧=
𝑠𝑡𝑎𝑛𝑑𝑎𝑟𝑑 𝑑𝑒𝑣𝑖𝑎𝑡𝑖𝑜𝑛 𝜎
Once the X values are transformed by using the preceding formula, they are called z
values. The z value or z score is the number of standard deviations that a particular X value
is away from the mean.
There are three basic types of problems, and all three are summarized in the
Procedure Table. Note that this table is presented as an aid in understanding how to use the
standard normal distribution table and in visualizing the problems. After learning the
procedures, you should not find it necessary to refer to the Procedure Table for every problem.

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The examples of these types of problems will be illustrated below.
Example 1: The scores on a nationwide mathematics aptitude exam are normally distributed,
with 𝜇 = 80 and 𝜎 = 12. What is the probability that a student will pick at random have a score
less than 84?
STEP 1: Draw the given to visualize the problem.

Since, a raw score is 84 which is above the mean, so it is expected to draw a line to
the right from the mean but not quiet far since the mean is 80 and a raw score is just 84.
Figure 6-12
STEP 2: Substitute the given values to the formula.

𝑋−𝜇
𝑧=
𝜎
84 − 80
=
12
4
=
12
= 0.33
STEP 3: Look the standard normal distribution of the computed z-score value at the z-table
found in appendix of this module.

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62.93%
Figure 6-13
Thus, the proportion of scores lower than 84 is 0.6293. The probability that students
pick at random is 62.93%.
Example 2: What percentage of aptitude scores are below a score of 66?

Since a raw score is 66 which is below the mean, so it is expected to draw a line to the
left from the mean.
Figure 6-14
STEP 2: Substitute the given values to the formula.

𝑋−𝜇
𝑧=
𝜎
66 − 80
=
12
−14
=
12
= −1.17

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12.10%
Figure 6-15
Thus, the proportion of scores lower than 66 is 0.1210. Percentage of the students
got a score lower than 66 is 12.10%.
Example 3: Same population mean, and standard deviation found in example 1, what
percentage of scores fall between 66 and 84?

The shaded region of the graph shows the percentage of the scores fall between 66
and 84.
Figure 6-16

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STEP 2: Subtract the percentile rank of 𝑥1 from 𝑥2 .

In the previous examples, we already computed the z-score and identify the percentile
rank of 66 and 84. So it is easy for us to get the percentage in between of the scores of 66
and 84.
Percentage in between 66 and 84 = Percentile rank of 84 – Percentile rank of 66

= 62.93% – 12.10%
Percentage in between 66 and 84 = 50.83%
50.83%
Figure 6-17
Thus, the percentage of scores fall between 66 and 84 is 50.83%.
Example 4: The scores on a nationwide mathematics aptitude exam are normally distributed,
with 𝜇 = 80 and 𝜎 = 12. What percentage of scores falls between 66 and 92?
Figure 6-18
STEP 2: Solve the percentile rank of 𝑥1 and 𝑥2 .

Since, we already computed the percentage of scores below 66 in the previous
example and it is 12.10%. And 𝑥2 is 92, a score with 1 SD above mean and has equivalent
percent of 84% (see the figure found in page 82).

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Score less
than 92.
84%
Figure 6-19
STEP 3: Subtract the percentile rank of 𝑥1 from 𝑥2 .
Percentage in between 66 and 92 = Percentile rank of 92 – Percentile rank of 66

= 84% – 12.10%
Percentage in between 66 and 92 = 71.90%
71.90%
Figure 6-20
Thus, the percentage of scores fall between 66 and 92 is 71.90%.
Example 5: What percentage of scores falls between 92 and 104?
Figure 6-21

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STEP 2: Find the percentile rank of 92 and 104.

Since 92 is one standard deviation above the mean, it has 84% as percentile rank.
Meanwhile, 104 is located at two standard deviation above the mean so it has 97.5% as
percentile rank. (See the normal distribution figure found in page 82)

Percentage of students got a score below 104 Percentage of students got a score below 92
STEP 3: Subtract the percentile of 𝑥1 from 𝑥2 .
The figure below shows the combination of percentile ranks of 92 and 104 scores. To
find the percentage of scores in between of 92 and 104, simply subtract their percentile rank.
Percentile rank of 104 = 97.5%
Percentile rank of 92 = 84%
Percentage of scores in between = 13.5%
Figure 6-24
13.5%
Figure 6-25
Thus, the percentage of scores in between 92 and 104 is 13.5%

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Example 6: What percentage of scores below 80?
STEP 1: Draw the given values to visualize the problem.
Figure 6-26
This problem can be solved in two ways.
Method 1: Solve using the concept of z-scores.

𝑋−𝜇
𝑧=
𝜎
80 − 80
=
12
0
=
12
=0
Then, look the standard normal distribution of the computed z-score value at the z-table found
in appendix of this module.
Thus, the percentage of students got below 80 scores is 50% or shall say half of the
number of students took the Mathematics aptitude test got below 80 scores.
Another method which does not requires any computation. Just simply recall then
apply the properties of a normal distribution.

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Method 2: Apply the characteristics of Normal Distribution.
Since, the given problem is finding the percentage of scores below 80 and it happened
that 80 is the population mean then the no. 4 characteristics of a Normal Distribution can be
applied. Remember that “Half the area under the curve is above and half is below the mean”.
Since to total area of the curve is 1 (100 in percent), then half of 100% is 50%.
50%
Figure 6-27
The percentage of scores where students got below 80 is 50%.
Example 7: What percentage of scores above 90?
Solution
Figure 6-28
STEP 2: Compute the z-score of 90.

𝑋−𝜇
𝑧=
𝜎
90 − 80
=
12
10
=
12
= 0.83

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Figure 6-29
79.67% of the distribution students got below 90 score in Mathematics aptitude test.
However, the question is about what percent of the distribution where students got above 90
score? To solve this, simply subtract 79.67% to total distribution which is 100%. (See the
figures to visualize)
Figure 6-30: Total Distribution Figure 6-31: Percentage of students got

below 90
Figure 6-32: Combination of Figure 1 & 2 Figure 6-33: Percentage of the students
got above 90 score
Thus, 20.33% of the distribution students got a score above 90.

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Example 8: What percentage of scores below 92? (Let us try to solve this problem without
the use of z-scores formula)
Solution
Figure 6-34
STEP 2: Recall the corresponding percentage of every standard deviation in a Normal

Distribution.
Empirical rule of every standard deviation in a Normal Distribution is shown below.

Since the mean and standard deviation are 80 and 92, respectively. So, the 92 is one standard
deviation above the mean. If one standard deviation above the mean comprises of 34%, and
the other half of the distribution (which is below the mean) is 50%. 34% + 50% = 84%. Thus,
the percentage of the distribution where students got a score below 92 is 84%.
Figure 6-35: Empirical Rule of Normal Distribution
Figure 6-36: A score of 92 is one standard deviation above the mean, thus comprises
84% of the distribution

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Example 9: Supposed the mean is 80 and standard deviation is 12, what is the score that
divides the distribution such that 99% of the area is below it?
Solution
This problem is about finding a raw score (𝑥) such that 99% of the distribution is the
scores lower than the unknown score.
Figure 6-37
STEP 2: Locate the first 99% in the z-table.

Finding the z-score using the given percentage will help us compute the unknown
raw score (𝑥).
Base on the z-table, the z-score with 99% is 2.33. Use this z-score value to find x.
STEP 3: Substitute the 2.33 z-score then do the algebra to compute the x.
𝑋−𝜇
𝑧=
𝜎
𝑥 − 80
2.33 =
12
2.33(12) = 𝑥 − 80
27.96 = 𝑥 − 80
𝑥 = 27.96 + 80
𝑥 = 107.96

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Example 10: What are the scores that bound the middle 95% of the distribution?
Solution
Figure 6-38
STEP 2: Since the entire distribution is 100%, the 95% in the problem is found at the middle
so the remaining 5% is found at the two tails of the distribution which is 2.5% each.
Figure 6-39
So to find the score of 𝑥2 , determine first the z-score value of 𝑥2 which is 97.5% of the
distribution (95%+2.5%=97.5%).
Base on the z-table, the z-score with 97.50% is 1.96. Use this z-score to find 𝑥2 .

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STEP 3: Substitute the 1.96 z-score to compute the score of 𝑥2 .
𝑥2 − 𝜇
𝑧=
𝜎
𝑥2 − 80
1.96 =
12
1.96(12) = 𝑥2 − 80
23.52 = 𝑥2 − 80
𝑥2 = 23.52 + 80
𝑥2 = 103.52
STEP 4: Use the concept of symmetry to find the score of 𝑥1 using the score of 𝑥2 .
Since the question is asking about what two values lies between 95% of the
distribution. It divides the normal distribution into parts. (See the figure below)
Figure 6-40
In step 3, we found out that 𝑥2 = 103.52 and this is 23.52 higher than the mean (103.52
– 80 = 23.52). This 23.52 corresponds to the 47.5% on the figure above. So applying the
concept of symmetry, to find 𝑥2 we add 23.52 from the mean, the same thing to do to find the
score of 𝑥1 , we must subtract it by 23.52 from the mean..
Thus, 𝑥1 = 80 − 23.52
= 56.48
The two values bound at the middle of 95% are 56.48 and 103.52.

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SELF-HELP:
You can also refer to the sources below to help you understand the lesson.
1. Bluman, A. (2012). Elementary Statistics: A Step by Step Approach 8 th Edition.

McGraw-Hill Companies, Inc.
2. Cohen, B. H., Lea, R. B., & Welkowitz, J. (2011). Introductory statistics for the
behavioral sciences. Retrieved from https://ebookcentral.proquest.com
3. Pagano, R. (2009). Understanding Statistics in the Behavioral Sciences 9th Edition.

Wadsworth Cengage Learning.
4. https://www.mathsisfun.com/data/standard-normal-distribution.html
5. https://statisticsbyjim.com/basics/normal-distribution/

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LET’S CHECK
ACTIVITY 1
Now that you know the most essential concepts in Normal Distribution, let us try to
check your understanding of these concepts.
1. Given that a population of scores is normally distributed with 𝜇 = 110 and 𝜎 = 8,

determine the following:
a. The percentile rank of a score of 120.
b. The percentage of scores that are below a score of 99.
c. The percentage of scores that are between a score of 101 and 122.
d. The percentage of scores that are between a score of 114 and 124.
2. At the end of a quarter, Carol took four final exams. The mean and standard deviation
for each exam along with Carol’s grade on each exam are listed below. Assume that
the grades on each exam are normally distributed.
Standard Carol’s
Exam Mean
Deviation Grade
Language 75 6.3 78
History 85 4.1 83
Psychology 88 3.5 89
Statistics 70 8.6 83
a. On which exam did Carol do best relative to the other students taking the
exam?
b. What was her percentile rank on this exam?
3. On which of the following exams did Rebecca do better? How about Maurice? Assume
the scores on each exam are normally distributed?
Rebecca’s Maurice’s
𝝁 𝝈
Scores Scores
Exam 1 120 6.8 130 132
Exam 2 50 2.4 56 52

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4. A psychologist interested in the intelligence of children develops a standardized test

for selecting “gifted” children. The test scores are normally distributed, with 𝜇 = 75 and
𝜎 = 8. Assume a gifted child is defined as one who scores in the upper 1% of the
distribution. What is the minimum score needed to be selected as gifted?
5. Supposed the data are SAT scores and follow a normal distribution with a 𝜇 = 500 and
𝜎 = 100.
a. What percent of the population obtains scores of 410 or less?
b. What is the minimum score needed to rank in the top 5% of the populations?
c. A psychologist wishes to test a new learning strategy on the bottom 15% of
those who took the Math SAT. What cut-off score should she use to select
participants for her study?

Phone No.: (082) 300 -5456 / 300-0647 Local 134
LET’S ANALYZE
ACTIVITY 1
Getting acquainted with the essential terms and concepts of statistics, it is now time
for you to explain thoroughly your answers to the following questions.
1. Explain the role of z-score values in the distribution.

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2. If a set of scores is normally distributed, what information does the area under the
curve give us?
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3. Explain the role of standard deviation (the negative and the positive) in the normal
distribution.
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4. Explain why the bell shape curve is asymptotic.

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Phone No.: (082) 300 -5456 / 300-0647 Local 134
IN A NUTSHELL
ACTIVITY 1
Based on the concept on Normal Distribution and the learning exercises that you have
done, write your arguments or lessons learned below.
1.
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2.
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3.
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4.
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5.
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Phone No.: (082) 300 -5456 / 300-0647 Local 134
Q & A LIST
Do you have any question for clarification?
Questions / Issues Answers
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
KEYWORDS INDEX
Normal
Bell shaped curve Symmetric
Distribution
Asymptotic Empirical Rule z-scores
Standard
Mean Probability
Deviation

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UNIVERSITY OF MINDANAO

College of Arts and Sciences Education

Physically Distanced but Academically Engaged

Self-Instructional Manual (SIM) for Self-Directed Learning (SDL)

Course/Subject: Psychological Statistics (PSY 112L)

Name of Teacher: Jonnel V. Campania

THIS SIM/SDL MANUAL IS A DRAFT VERSION

Course Facilitator: JONNEL V. CAMPANIA

Areas of Concern Details

This 5-unit course self-instructional manual is designed for

If the assessment task is done in real time through the

OBD - Psychological Statistics (Psy 112L) 1

onsite sessions. This should be scheduled ahead of time by

To ensure honesty and authenticity, all assessment tasks

Please note that academic dishonesty such as cheating and

The score for an assessment item submitted after the

Assessment tasks will be returned to you two (2) weeks after

You should request in writing addressed to the Course

OBD - Psychological Statistics (Psy 112L) 2

You should request in writing addressed to the program

Depends on the discipline; if uncertain or inadequate, use

You are required to create a umindanao email account

For students who have not created their student email,

Khristine Marie D. Concepcion, Ph.D

OBD - Psychological Statistics (Psy 112L) 3

Sheena May A. Lacuesta

Students with special needs shall communicate with the

Dr. Khristine Marie D. Concepcion – Dean

Zerdszen P. Ranises – GSTC Facilitator

OBD - Psychological Statistics (Psy 112L) 4

OBD - Psychological Statistics (Psy 112L) 5

a. Identify the properties of a normal distribution.

Chapter 6: NORMAL DISTRIBUTION

ULO – a. Identify the properties of a normal distribution

2. Skewed distribution – a distribution with some extremely low scores (negatively

OBD - Psychological Statistics (Psy 112L) 6

Data can be “distributed” (spread out) in different ways.

It can be spread out more on the left or more on the right

Figure 6-1 Figure 6-2

or it can be all jumbled up

Figure 6-4: A Normal Distribution

OBD - Psychological Statistics (Psy 112L) 7

Figure 6-8 Figure 6-9

OBD - Psychological Statistics (Psy 112L) 9

-3SD -2SD -1SD 0 1SD 2SD 3SD

Characteristics of a Normal Distribution

5. The normal probability distribution is symmetrical about its mean.

OBD - Psychological Statistics (Psy 112L) 10

OBD - Psychological Statistics (Psy 112L) 11

The examples of these types of problems will be illustrated below.

STEP 1: Draw the given to visualize the problem.

STEP 2: Substitute the given values to the formula.

OBD - Psychological Statistics (Psy 112L) 12

Example 2: What percentage of aptitude scores are below a score of 66?

STEP 1: Draw the given to visualize the problem.

STEP 2: Substitute the given values to the formula.

OBD - Psychological Statistics (Psy 112L) 13

STEP 1: Draw the given to visualize the problem.

OBD - Psychological Statistics (Psy 112L) 14

STEP 2: Subtract the percentile rank of 𝑥1 from 𝑥2 .

Percentage in between 66 and 84 = Percentile rank of 84 – Percentile rank of 66

Thus, the percentage of scores fall between 66 and 84 is 50.83%.