Esimos, Eaon Jay

A-223

1. This school year, synchronous online discussions are hold at least once a week and
students need to accomplish the required modular activities on asynchronous class. This
teaching and learning setup is something new particularly among students. A survey was
conducted among students, and they were asked how they perceived the new teaching-
learning setup? At a .05 level of significance, is there significance difference on male and
female students’ perceptions of the new teaching-learning setup? The survey results are
shown on the table below.

MALES FEMALES TOTAL

FRUSTRATING 22 18 40

CHALLENGING 15 30 45

INTERESTING 23 12 35

TOTAL 60 60 120

Null Hypothesis: There is no significant difference on male and female students’ perceptions of the new
teaching-learning setup.

Alternative Hypothesis: There is a significant difference on male and female students’ perceptions of the
new teaching-learning setup.

Level of Significance: .05

Degree of Freedom: (3-1) (2-1) = 2

Critical X2= 5.99

Normal Curve:

5.99

Decision Rule: Reject the null hypothesis if X2 > 5.99; otherwise, do not reject the null hypothesis.
 Fo Fe (fo –fe)2/fe
Frustrating- 22 (40X60)/120= 20 (22-20)^2/20 = 0.2
MALES
Frustrating- 18 (40X60)/120= 20 (18-20)^2/20 = 0.2
FEMALES
Challenging- 15 (45X60)/120= 22.5 (15-22.5)^2/22.5 = 2.5
MALES
Challenging- 30 (45X60)/120= 22.5 (30-22.5)^2/22.5 = 2.5
FEMALES
Interesting- 23 (35X60)/120= 17.5 (23-17.5)^2/17.5= 1.73
MALES
Interesting- 12 (35X60)/120= 17.5 (12-17.5)^2/17.5= 1.73
FEMALES
TOTAL 120 = 120 TOTAL (X2) = 8.86

Conclusion:
Reject null hypothesis, 8.8572 > 5.99, which means that there is a significant difference on male
and female students’ perceptions of the new teaching-learning setup.
Recommendation:
According to the statistics, most male students find the new teaching setup to be interesting and
at the same time frustrating. On the other hand, most female students feel that having such a
setup is challenging. Based on the data, we can conclude that students' perceptions differ for a
variety of reasons. I propose that the administration further question the students about their
experiences with the specified setup and the causes for such differences in perception in order to
reach a conclusion and suggest solutions for the setup. The administration can also make new
teaching set up that will help the students to learn effectively. They can make programs that will
contribute to the eagerness of the students to learn even on a new set up.
2. A survey conducted by a private school to determine parents’ and teachers’ confidence
that the school will meet the standards set by the No Child Left Behind program. The result
of the survey is shown on the table below. At a 0.01 level of significance, is there significant
difference between parents’ and teachers’ confidence that the school will meet the
standards set by the program?

PARENTS TEACHERS TOTAL

VERY CONFIDENT 455 361 816

NOT VERY CONFIDENT 545 439 984

TOTAL 1000 800 1800

Null Hypothesis: There is no significant difference between parents’ and teachers’ confidence that the
school will meet the standards set by the program.

Alternative Hypothesis: There is no significant difference between parents’ and teachers’ confidence
that the school will meet the standards set by the program.

Level of Significance: .01

Degree of Freedom: (2-1) (2-1) = 1

Critical X2= 6.63

Normal Curve:

6.63
Decision Rule: Reject null hypothesis if X2 > 6.63; otherwise, do not reject the null hypothesis.
Fo Fe (fo –fe)2/fe

Very Confident- PARENTS 455 (816x1000)/1800 =453.333 (455-453.333)^2/453.333 = 0.006

Very Confident- 361 (816x800)/1800 = 362.667 (361-362.667)^2/362.667 = 0.008

TEACHERS

Not Very Confident- 545 (984x1000)/1800 = 546.667 (545-546.667)^2/546.667 = 0.005

PARENTS

Not Very Confident- 439 (984x800)/1800 = 437.333 (439-437.333)^2/437.333 = 0.006

TEACHERS

TOTAL 1,800 = 1,800

Total X² = 0.025
CONCLUSION:
Do not reject the null hypothesis; which means that there is no significant difference between
parents’ and teachers’ confidence that the school will meet the standards set by the program.
RECOMMENDATION:
Based on the computations, there is indeed no significant difference when it comes to the
confidence of teachers and parents regarding the implementation of their standards which is the
“No Child Left Behind.”. In spite the fact that the parents have higher percentage in the data, the
X2 suggests that they are both confident about the school achieving its standard. Therefore, we
can conclude that these people are convinced that the school is able to execute the said
standards. I can also suggest that they can implement services like financial aids, meal allowance
and uniform allowance to students who needs it. In number of ways, they can surely put into
practice their standard of “No Child Left Behind.”