1

BASIC CONCEPTS ON STATISTICS

Statistics is a branch of mathematics that deals with the processes of gathering,

describing, organizing, analyzing and interpreting numerical or statistical data as
well as with drawing valid conclusions and making reasonable decisions on the
basis of such analysis.

FUNCTIONS OF STATISTICS

1. To describe a group in terms of what is average or typical

2. To describe a group in terms of its dispersion or variability
3. To determine the existence of a relationship between/among two or more
variables
4. To compare two or more group scores on a variable
5. To determine the probability of occurrence of an event or observation
6. To estimate the value of a population parameter on the basis of an observed
statistic

Branches of Statistics
1. Descriptive Statistics. This type of statistics is used to describe a group of
individuals or describe the data that have been collected. In short, this type of
statistics is devoted to summarization and description of data sets.
Statistical tools used: frequencies, percentages, measures of central
tendency, graphs, measures of variability

Statistics- numerical indices are calculated from a sample drawn from a

population.
Parameters-numerical indices are calculated from the entire population

2. Inferential Statistics. This type of statistics is used when one makes decision,
estimates prediction or generalization about a population based on a sample

One group: Chi square; Z

Two groups: t; Z; chi square, Mann-Whitney test; McNemar Test of Change;

Wilcoxon Test; Sign Test; Median Test

Three or more groups: Analysis of Variance, Kruskall-Wallis Test; Cochran’s

Test; Chi square

a. Parametric Test
- a test of significance appropriate when the data represent an interval or
ratio scale of measurement and
-it is stronger, the sample size is large n>30
-distribution is normal
-sampling is done at random
b. Non-parametric test
a test of significance appropriate when the data represent an ordinal or
nominal scale
-sample size is small
-the distribution is free
-the samples are not randomized (purposive)
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Scales of Measurement
1. Nominal
- involves naming or labeling; that is of placing cases into categories and
counting their frequency of occurrence
-distinguishes responses into attributes or categories
ex. religion, gender( real dichotomy), nationality, aggression ( either active
or passive- artificial dichotomy)

2. Ordinal
-distinguishes among categories arranged in rank order, grouped
according to rank/ ranges
Example of ordinal scale: military rank, comparing and rank-ordering of
socio-economic status (high, middle, low); state of happiness (very happy, not so
happy, unhappy, very unhappy); rank in an oratorical contest ( It cannot be
concluded that the 1st places is twice as good as the 2nd placer.

3. Interval-expressed in terms of numbers and differences between successive

numbers are consistently the same
-not only tells about the ordering of categories but also indicates exact
distance between them (ex. Score in an exam, IQ, performance)
-arbitrary zero-0 A zero score does not mean he has no knowledge of the
subject at all.

4. Ratio- like the interval measurements are also expressed in numbers and the
differences between any two successive numbers are consistent
- it has a true zero, meaning measurement starts with zero
ex. no of children, height, speed, capacity, years of experience

For a statistical technique to be more manageable, an interval/ratio

variable may be converted to an ordinal variable, for example length of service
Length of Service Rank
40 and above 1
30-39 2
20-29 years 3
10-19 years 4
10 years below 5

Categorize each of the following according to the level of measurement

1. sex
2. religious affiliation
3. no. of immediate family members
4. highest level of educational attainment
5. monthly income
6. social class you belong
7. the region where you live
8. math grade
9. first place, second place, third place in a lantern contest
10. rating of a teacher in the licensure exams

Sources of Data
1. Primary-from eye or ear witness of past
2. Secondary- information furnish by a person who was not a direct observer or
participant of the event
3. Documentary data- data obtained from records of offices, hospitals etc.
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RESPONDENTS OF THE STUDY AND SAMPLING TECHNIQUES

Population-consists all elements considered in a study. It is a universal set. Ex.

Students in DMMMSU
Finite-can be counted
Infinite-cannot be counted
Sample-representative group taken from a population
Why? 1. very expensive to get the entire population
2. time consuming
3. the sampling enables the researcher to do some inferences or
generalizations

Sampling size of the population

Slovin’s Formula

N
n= 2
1+ N e
where: n=sample size
N=population size
e= desired margin of error

Lynch Formula

[N Z 2 x p ( 1− p ) ]
n= 2 2
N d + z p (1− p)

n = sample size
N= Population size
Z = the standard value of (2.58) of 1% level probability with
0.99 reliability ( 1.96 for 5%)
d= margin of error (.05)
p= largest possible proportion (0.50) for getting the correct
number of sample from the population

Solve the sample size for N= 3590 using the slovin’s formula and lynch
formula. Compare the results.

3590
Using the slovin’s formula, n =
¿¿

n = 360

Using the lynch formula, n = ¿ ¿

3447.836
n=
9.9354

n= 347

Using stratified random sampling, get the sample size for each group of
respondents using slovin’s and lynch formula
 4

n 360
a. Using Slovin’s Formula, the multiplier is which is
N 3590
360
1. 40 x =4
3590
360
2. 385 x = 39
3590

DMMMSU Community

Group Population Size per Group Sample Size per group

Administrators 40 4
Teachers 385 39
Staffs/Personnel 65 7
Students 3100 310
Total 3590 3360

n 347
b. Using Lynch Formula, the multiplier is which is
N 3590
347
1. 40 x =4
3590
347
2. 385 x = 37
3590

DMMMSU Community

Group Population Size per Group Sample Size per group

Administrators 40 4
Teachers 385 37
Staffs/Personnel 65 6
Students 3100 300
Total 3590 347

Exercise: 1. Solve for the sample size using slovin’s and lynch formula

School Teachers Students Total

Population Sample Population Sample Population Sample
UNP 32 4 320 41 352 45
ISPSC 35 4 114 15 149 19
NLPSC 25 3 118 15 143 18
DMMMSU 62 8 188 24 32
NLUC 250
DMMMSU 72 9 289 37 46
MLUC 361
DMMMSU 72 9 460 59 68
SLUC 532
PSU Lingayen 52 7 306 39 358 46
PSU 100 13 350 44 57
Bayambang 450
PSU Asingan 23 3 127 16 150 19
Total 473 2, 272 2745 349
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School Teachers Students Total

Population Sample Population Sample Population Sample
UNP 32 4 320 39 352 43
ISPSC 35 4 114 14 149 18
NLPSC 25 3 118 15 143 18
DMMMSU 62 8 188 23 31
NLUC 250
DMMMSU 72 9 289 35 44
MLUC 361
DMMMSU 72 9 460 56 65
SLUC 532
PSU Lingayen 52 6 306 38 358 44
PSU 100 12 350 43 55
Bayambang 450
PSU Asingan 23 3 127 15 150 18
Total 473 58 2, 272 278 2745 337

Exercise: 2. Solve for the sample size using slovin’s and lynch formula

School Teacher Students Total

Population Sample Population Sample Population Sample
UNP 30 325
ISPSC 40 116
NLPSC 20 119
DMMMSU 63 186
NLUC
DMMMSU 75 280
MLUC
DMMMSU 75 465
SLUC
PSU Lingayen 51 303
PSU 108 356
Bayambang
PSU Asingan 22 129
Total

SAMPLING TECHNIQUE
Sampling Techniques- is selecting a part of the population to represent the
population

Probability sampling- (also known as random sampling) every member of the

population has an equal chance of being selected for the sample
a. Lottery/ fishbowl technique- the name of each member in a population is
written in a piece of paper then draw lots
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b. Table of random numbers- computer generated number representation. Point

an entry in the Table, then proceed in any direction vertically, horizontally, or
diagonally until n distinct numbers could represent the numerically coded
elements in the population
c. Systematic sampling- this method is taking every kth element in the
population (ex. Arranged alphabetically or by experience or position)
d. Stratified- the group is divided based on homogeneity and samples will be
selected from each stratum.
1. Simple stratified random sampling – The same number of respondents
are taken from each stratum
Suppose a population of students taking History of size N= 800
can be grouped according to year levels, 50 students will be taken
randomly from each of the four groups and that comprises a
sample of 200 students.
2. Stratified proportional random sampling-the sample is taken from the
strata proportionally
e. Multi-Stage-this technique uses several stages in getting the sample from the
population. However, the selection is still done at random.

Non probability sampling- (selective) not all members are given equal chance of
being selected

a. Purposive (judgement) sampling-representative samples are deliberately

chosen based on judgement. (Ex. Study on the type of credit card plan
availed by customers. In determining the sample, the researcher may
consider only the people who seem to have white-collar jobs based on attire.
b. Quota sampling-the choice of the number of persons or elements to be
included in a sample is done at the researcher’s own convenience or
preference.
c. Cluster Sampling-sometimes referred to as an area sample because it is
usually applied on a geographical basis.
d. Accidental/Incidental Sampling –the design is applied to those samples which
are taken because they are the most available (ex. An interviewer can simply
choose to ask those people around him or in a coffee shop where he is taking
a break)
e. Convenience Sampling- this is utilizing the easiest way of reaching the
subject
(ex. Opinions of tv viewers and listeners concerning a controversial issue- get
responses and comments from those who will call)

TOOLS IN GATHERING DATA

1. Questionnaire
2. Interview
3. Observation
4. Documents or Records
5. Test

CRITERIA FOR RESEARCH TOOLS

1. Validity- extent to which the procedure actually accomplishes what it seeks to
accomplish or it measures what it intends to measure
a. face validity- the construction and arrangement of items are good,
present to at least 3 experts
b. Content validity- relevance of the test items, item analysis, determine
which are too easy and which are too difficult
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2. Reliability- refers to the degree of consistency, accuracy, stability, repeatability

or precision
methods: split-half method, test-retest method, parallel-form method,
internal consistency method, Richard-kuderson 20 and 21
3. Sensitivity-sensitive to detect changes
4. Specificity-gives only one answer
5. Positive predictive value-note change and improvement
6. Appropriateness-respondents can meet the demands of the instrument
7. Objectivity- free from any influence of the examiner

TOOLS
1. Questionnaire
- researcher puts his questions on paper and asks the respondents to
answer them,
-survey form
-paper pencil data gathering method
Guidelines:
a. Make all directions clear.
b. Use correct grammar.
c. Make all questions unequivocal.
d. Avoid asking biased questions
e. Objectify the responses.
f. Relate all questions to the topic under study.
g. Create categories or classes for approximate answers.
h. Group the questions in logical sequence.
i. Create sufficient number of response categories.
j. Word carefully or avoid questions that deal with confidential or
embarrassing information.
k. Explain and illustrate difficult questions.
l. State all questions affirmatively
m. Make as many questions as would supply adequate information for the
study.
n. Add a catch-all word or phrase to options of multiple response
questions
o. Place all spaces for replies at the left side
p. Make the respondents anonymous
For discussion: What are the advantages and disadvantages of using
questionnaire?
2. Interview
-it is defined as a purposeful face to face relationship between two
persons, one of whom called the interviewer who asks questions to gather
information and the other called the interviewee or the respondent who supplies
the information asked for.

Steps in the interview

1. Planning Step
-selection of the universe and locale of the study
-selection of the respondents by any valid sampling method
-selection of type of interview
-preparation of the instrument (questions to be asked)
2. Selecting a place for interview
3. Establishing rapport.
4. Carrying out the interview.
5. Recording the interview.
6. Closing the interview.
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What to Avoid in Interviews

1. Avoid exerting undue pressure upon a respondent to make him participate in
an interview.
2. Avoid disagreeing or arguing with or contradicting the respondent.
3. Avoid unduly pressing the respondent to make a reply.
4. Avoid using a language well over and above the ability of the respondent to
understand.
5. Avoid talking about irrelevant matters.
6. Avoid placing the interviewee in embarrassing situations.
7. Avoid appearing too high above the respondent in education, knowledge, and
social status.
8. Avoid interviewing the respondent in an unholy hour.
For discussion: Advantages and disadvantages of using an interview.

3. Observation
-a means of gathering information for research, may be defined as
perceiving data through senses: sight, hearing, taste, touch, and smell. It is
widely used in studying behavior.

Making Observation More Valid and Reliable

1. Use observation where and when other data gathering devices cannot be
used.
2. Use appropriate observation forms.
3. Record immediately.
4. Be as objective as possible
5. Base evaluation on several observations.
For discussion: Instruments for recording the results of observation and
advantages and disadvantages of using observation.

4. Tests
-a specific type of measuring instrument whose general characteristic is
that, it forces responses from a person and the responses are considered to be
indicative of the person’s skill, knowledge, attitudes, etc.
Classification
A. According to Standardization
1. Standard test-prepared by specialist, norms are established
2. Non-standard test-prepared by teachers to measure achievement of
their students.
B. According to Function
1. Psychological test such as intelligence test, aptitude, personality and
vocational and professional interest inventory

Characteristics:
1. Validity
2. Reliability
a. Adequacy
b. Objectivity
c. Same procedure and condition
3. Usability

5. Registration
- is a process of listing down items of the same kind in some systematic
manner for record purposes.
-registered matter may be classified alphabetically, chronologically,
quantitatively, qualitatively or otherwise.

Reliability
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-means the extent to which a test is dependable, self-consistent and

stable. In other words, the test agrees with itself
-refers to the consistency of the scores obtained-how consistent they are
for each individual from one administration of an instrument to another and from
one set of items to another

1. Test-retest method
The same measuring instrument is administered twice to the same group
of subjects. The scores of the first and second administrations of the test are
determined by correlation coefficient.
The disadvantages are:
1. when the time interval is short, memory effects may operate. The subjects may
recall of his previous responses and tends to make the correlation of the test high
2. when the interval is long, such factors as unlearning, forgetting, among others
may occur and may result to low correlation of the test
3. regardless of the time interval separating the two administrations, other
varying environmental conditions such as noise, temperature, lighting and other
factors may affect the correlation of the test

Spearman rank correlation coefficient or Spearman rho may be used to

correlate the scores of this method. The formula is

r = 1- 6 Σ D2
N3 –N
Where: Σ D2 =the sum of the squared difference between ranks
N = the total number of cases

For example, 10 students in second year high school are used as pilot sample to
test the reliability of an achievement test in Biology. Determine the reliability
coefficient given their scores in the two administrations of the test.

Students s1 s2
1 89 90
2 85 85
3 77 76
4 80 81
5 83 83
6 87 85
7 90 90
8 73 72
9 85 85
10 80 83

2. Split-half Method
The test in this method may be administered once, but the test items are
divided into two halves. The common procedure is to divide the test into odd and
even items. The two halves of the test must be similar but not identical in content,
difficulty, means and standard deviations. Each student obtained two scores, one
on the odd and the other on the even items, in one test. The scores obtained in
the two halves are correlated. The result is reliability coefficient for a half test.
Since the reliability holds only for half test, the reliability coefficient for the whole
test may be estimated by using the Spearman-Brown formula. This formula is:
rwt = 2 rht
1 + rht
where:
rwt = reliability of the whole test
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rht = correlation coefficient between the odd and even

scores
Given the scores in the odd and even nos. determine if the test is reliable:
Student Score (40) Even (20) Odd (20)
A 40 20 20
B 28 15 13
C 35 19 16
D 38 18 20
E 22 10 12
F 20 12 18
G 35 16 19
H 33 16 17
I 31 12 19
J 28 14 14

For this information it is possible to calculate correlation using the Pearson

Product-Moment Correlation coefficient, a statistical measure of the degree of
relationship between the two halves.

Pearson Product Moment Correlation Coefficient

r = N (ΣXY) - (ΣX) (ΣY)

√ NΣX2-(ΣX)2 NΣY2 –(ΣY)2

3. Kuder-Richarson 21 Formula

r =  nσ2 – M (n-M) 
(n-1) σ2

where: r- reliability of the whole test

n- product of the number of items in the questionnaire and the highest
scale
σ2- variance

σ2 = Σ ( x-M)2
N

Where: x= total score of each respondent

M- mean score of the respondents

M = Σx
N
N- number of respondents

How to interpret the coefficient of variability?

Computed Value Interpretation

0- .10 negligible
.11-.25 low
.26-.50 moderate
.51-.75 high
.76-1.00 very high
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Presentation of Data

1. Textual-narrative, paragraph, use of text

2. Tabular- tables
3. Semi-tabular
4. Graphs
a. histogram/ bar
b. line graph/ frequency polygon
c. pie graph
d. pictograph
e. scatter diagram

Frequency Counts and Percentages

Sample research question: What is the profile of students along highest
educational attainment?
HEA Frequency Percent
AB/BS Graduate 0 0
AB/BS with MA/MS units 5 21.74
MA/MAT/MASE/MS holder 12 52.17
MA/MS with doctoral units 4 17.39
Ed.D/Ph.D holder 2 8.70
Total 23 100.00

Measures of Central Tendency

-is a single figure that stands for or represents a group of figures, this
number can represent all the values in a given distribution
ex. average contribution to a fund drive, temperature for the month of
February, salary of a Filipino in the Philippines, size of shoes of a Filipina

The mode is used with nominal data or any distribution when haste is
necessary.
The median is used with ordinal data or higher especially when data
depart from normal or the distribution is badly skewed.
The mean is used with interval or ratio data. It is associated with a
symmetrical or normal distribution.

Mean
The arithmetic mean or simply mean (popularly called the average) is the
sum of all the scores divided by the number of scores.
The formula is
x = ∑x
N where ∑x is the sum of all the scores
N is the number of scores
Solve for the mean of the ff numbers:
2, 4, 6, 8, 10, 15, 20, 25, 30, 45, 50

Score(x) Frequency (f)

30 2
20 3
26 3
25 20
23 18
21 6
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19 3
18 2
total (N) 57

∑f x
use x= where ∑fx is the sum of the product of the frequency and each
N
score

Weighted Mean
Research Question: What is the perceived level of instructional competence
along teaching skills of Mathematics Instructors in the HEI’s of La Union
Level of Instructional Competence Student Teache Head Mean DE
(345) r (15)
(23)
1. Substantiality of teaching 3.83 4.29 4.54 3.89 VG
2. Quality of faculty member’s 3.71 4.15 4.42 3.76 VG
explanation
3. Receptivity to students’ ideas and 3.68 3.95 4.18 3.72 VG
contribution
4. Quality of questioning procedure 3.70 4.10 4.43 3.75 VG
5. Selection of teaching methods 3.56 4.11 4.15 3.62 VG
6. Quality of information and 2.70 3.20 3.01 2.74 VG
communication technology utilized
Mean 3.53 3.97 4.12 3.58 VG

X= 345(x1) + 23 (x2) + 15 (x3)

383
THE MEDIAN

The median is the midpoint of the distribution. Half of the value in the
distribution fall below the median and the other half above it. For distributions
having an even number of arrayed observed values, the median is the average of
the two middlemost values. But for odd number of arrayed observations, it is the
middlemost value.

Example 1. Find the median of the following set of observations:

8, 4, 1, 3 and 7

To find the median, arrange the scores from lowest o greatest

1, 3, 4, 7, 8 The median is the middlemost item which is 4.

Example 2. Compute the median of the following data

12, 9, 6, 10, 7, 14
Arrange 6, 7, 9, 10, 12, 14
Me= (9+10)/2 = 9.5

THE MODE
The mode of a given set of data is the value that appears with the highest(
greatest) frequency. That is, the value that appears most often.

Example 1. Find the mode of the following distribution:

5, 8, 10, 5, 3, 5, 2, 5, 7

First arrange the scores

2, 3, 5,5,5, 5, 7, 8, 10

The mode is 5. It is unimodal ( there is only one mode).

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Example 2. Find the mode of the following:

20, 15, 10, 9, 17, 20, 10, 10, 20, 8
Arrange the scores
8, 9, 10, 10, 10, 15, 17, 20, 20, 20

The modes are 10 and 20. It is bimodal ( two modes)

A distribution with more than two modes is multimodal. It is also possible that a
distribution may not have any mode at all.
Mo= 3(Median)- 2 (Mean)

MEASURES OF VARIABILITY
-It indicates the extent to which value in a distribution are spread around the
central tendency. These measures describe how item values cluster or scatter in
a distribution.
Range, Mean Absolute Deviation, Interquartile Range, Standard Deviation,
Variance Quartile Deviation
Formulas:

Range=Highest Score- Lowest Score

MAD= ∑ │x-x│
N
Where x – each score
x- the mean

S2 or variance = ∑ ( x- x) 2
N
S or standard deviation is the square root of the variance
S= √ ∑ ( x- x) 2
N
The greater the value of the tool for variability the more varied the group is.
Consider the following data sets:
Set A: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11
Set B: 4, 5, 5, 5, 6, 6, 6, 7, 7, 7, 8

Which of the two sets of data is more variable or more spread out?

Advanced Statistic Take Home Exercises:

1. Below is the distribution of the group respondents along highest

educational attainment. Fill in the blanks with the missing figures. 15 pts.
HEA frequency percentages
College Graduate 10 ______
College Level ______ 18.75%
HS Graduate 12 ______
HS Level ______ 25%
Elem Graduate 14 ______
Elem Level ______ 7.5 %
No schooling 3 ______
Total 80 100 %

2. Given the data below, solve for the sample size and solve for the no. of
members to be taken from each subset. 10 pts.
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SLS Community No. of Members

Administration 20
Faculty 350
Acad/Non Acad Personells 120
Students 4000
Auxilliary Staff 60
Coop Personells 45

3. . Given the scores below in the even and odd numbered items, determine the
reliability of the given test using the appropriate method .10 pts.
Odd Numbers Even Numbers
8 6
9 7
10 6
6 8
7 7
5 6
6 8
7 3

Use the scale for problem number 4.

Ranges Descriptive Equivalent
4.51-5.00 Excellent
3.51-4.50 Very Good
2.51-3.50 Good
1.51-2.50 Fair
1.00-1.50 Poor/ Needs Improvement

4. . Below is the table of Level of Instructional Competence of Teachers along

Selection of Teaching Methods. There were 100 students, 20 teachers and 14
administrators who gave their perceptions. Compute for the weighted means
and sub means and interpret using the scale above.
Instructional Students Teachers Administrators Weighted Descriptiv
Competence Mean e
along Selection Equivalent
of Teaching
Methods
1. Variety of 3.57 4.17 4.3
teaching
methods are
used
2. Method is 3.54 4.09 3.91
determined by
purpose and
content
3. Emphasis is 3.51 4.09 4.26
given to student-
centered learning
4.Cooperative- 3.6 4.09 4.13
collaborative
 15

methods are
used
Sub Mean

5. Given the data below, solve for the mean, median, mode, range, and standard
deviation
82 85 90 94 92 88 80 78 86 85 68 85

6. The following table shows the final grades of ten students in Basic Math and Algebra.
Basic Math (X) 82 78 86 72 91 80 95 72 89 74
Algebra (Y) 75 80 93 65 87 71 98 68 84 77
a. Find the coefficient of correlation using pearson r and spearman rho rank
correlation and interpret the result.
b. Solve for the coefficient of correlation and coefficient of determination and
interpret.
c. Test for the significance of r
d. Draw the scatter diagram
e. Predict grade in Algebra if grade in Basic Math is 93

7. . An English spelling test was given to a random sample of urban and rural
children to infer possible effects of media on children’s spelling abilities. Test
which group spells better given their scores below.
URBAN 48 36 23 32 35 60
RURAL 21 36 40 18 29 16

8. Compare the degree of neighborliness of the three groups of respondents

Male 7 9 6 3 4 7 8 9
Female 10 16 20 18 16 15 12 13
Homo 9 10 6 5 15 12 10 9
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Determine the statistical tool/s utilized to answer the following research

questions: 1 pt. each
1. What is the profile of SLC graduate students along IQ level?
2. What is the perceived extent of implementation of policies and
guidelines on civil registration?
3. Is there a significant difference in the student’s competency level in
Basic Math considering economic status?
4. Is there a significant difference in the perception of students before and
after viewing the film?
5. Is there a significant correlation between profile of implementers and
extent of implementation?
6. Is there a significant relationship between students IQ and final grade
in English?
7. Is there a significant relationship between IQ level and teaching
performance?
8. Is there a significant difference in the performance of teachers
considering highest degree finished?
9. What is the status of instructional materials used in SLC?
10. Is there a significant difference in the level of awareness when grouped
according to position held/designation.
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9. MULTIPLE CHOICE: Choose the letter of the correct answer. 1 pt. each

1. It defines where and when the study is conducted and who the subjects are.
a. title b. rationale c. scope and delimitation
2. It is an expected answer to a problem.
a. title b. hypotheses c. rationale
3. It is a definition of a term indicating the meaning of the term in the study.
a. operational b. conceptualc. descriptive
4. It discusses the contributions of the study to the field of knowledge.
a. rationale b. importance of the study c. assumptions
5. It reflects the general problem.
a. rationale b. title c. scope and delimitation
6. It describes the existing and prevailing situation.
a. rationale b. title c. scope and delimitation
7. It is a part in which key terms of research are clearly defined.
a. scope and delimitation b. definition of terms c. rationale
8. It is a definition of a term found in the dictionary.
a. operational b. conceptualc. descriptive
9. It is a type of variable which is considered presumed cause.
a. independent b. dependent c. moderator
10. It is a type of variable which is considered presumed effect.
a. independent b. dependent c. moderator

10. Classify each title as descriptive, experimental or historical research. 1 pt.

each

1. The Origin of the Name of the Town Bacnotan.

2. The Curative Power of Honey on the Asthma Disease
3. English Instruction in the Secondary Schools in La Union
4. Establishment of SM in San Fernando City
5. Problems of Corn Farmers in Balaoan
6. The Effects of Inorganic Fertilizer in the Growth of Rice
7. Impression on Pre-Marital Sex of Students in the Catholic Schools
8. The Effectiveness of Group Discussion Method in Teaching Psychology
9. Looking Back at Lorma Hospital
10. A Follow-Up of the Five-Year BSED graduates of SLC

11. TRUE OR FALSE: Read each statement below. If it is correct, write true.
Otherwise, write false. RIGHT MINUS WRONG. 1 pt. each
1. The questionnaire method can be used to those who are illiterate.
2. In constructing questionnaire, make directions unequivocal.
3. There is no anonymity in interview method.
4. It is alright to argue in an interview.
5. Interview method is the superior technique of collecting information.
6. Validity means a test measures what it intends to measure.
7. Reliability of a test means accuracy, stability, repeatability or
consistency of test results.
8. Standard test are valid and reliable.
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9. Random is a sampling technique in which every member of the

population has an equal chance of being selected for the sample size.
10. Determining the sample size is getting 30% of the population

12. Given the research paradigm below, construct the questions which will
complete the Statement of the Problem of the Study. 15 pts
Given the same research paradigm, construct an appropriate title for the study.5
pts.

Input Process Output

A. Performance of the faculty A. Analysis of the status Proposed Training Program for
along the following areas: of performance and the the Faculty of Saint Louis
1. Instruction capabilities and needs of College along:
a. Personal Characteristics the faculty along the 1. Instruction
b. Teaching Efficiency following areas: 2. Research
2. Research 1. Instruction 3. Extension
a. Research Competencies 2. research
b. Research attitudes 3. Extension
3. Extension
a. Extension Skills B. Formulation of the
b. Extent of Involvement proposed training
c. Extension Attitudes program
B. Identified capabilities and
needs of the faculty along the
aforementioned areas

Prepared by: Dr. Nora A. Oredina

How to use the Analysis Toolpak to treat data in

research?
1. Proceed to Microsoft Excel
2. Click tools
3. Search for add-ins then click
4. Check for Analysis Toolpak
5. Analysis Toolpak is installed
6. Check tools if data analysis is already present
In the data analysis, the statistical tools are present and
can be used to treat data in statistics.
7. Encode data
8. Click tools
9. Click Data Analysis
10. Choose the statistical tools to be used ( ex. correlation, t-
test, anova)
11. Highlight Data for input range
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12. Highlight empty cell for output range

13. Click ok.
14. Interpret the given output