The Normal Distributions

Normal Curve

⮚ It is a unimodal frequency distribution curve.

⮚ The scores are scattered on the X axis while the frequency of occurrence is defined by the Y axis.

Characteristics of the Normal Curve

1. Majority of the scores cluster around the middle of the distribution and fewer scores scattered in both
extreme sides or tail ends of the curve.

2. It is always symmetrical and perfectly balanced.

3. Being a theoretical distribution, the mean, median and the mode are all equal.

4. It uses standard deviation along the x-axis.

5. The normal curve is asymptotic to the abscissa and the total area under the curve is approximating 1.0
or 100%

6. The normal curve has a mean of zero and standard deviation of 1 unit.

The Empirical Rule for a normal distribution

z Scores

⮚ are enormously beneficial in interpreting of relative position of the raw score taking into
account the centrality of the distribution and the amount of variability.

⮚ can gain understanding of an individual relative performance compared to the

performance of the entire group being measured.

Mean Line
Case 1. Finding percentage of cases falling between z-score and the mean

Case 2. Finding the percentage of cases above the given z-score.

Case 3. Finding the percentage of cases below the given z-score.

Case 4. Finding the percentage of cases between the two z-scores.

Translating the raw score into the z-score

Case A. When the percentage of cases is between the raw score and the mean.

The normal distribution of physics scores has mean of 85 and a standard deviation of
10. What percentage of scores will fall between the physics score of 95 and the mean?

z = (95-85)/10 = 1

Case B. When the percentage of cases fall below a raw score.

Using the same example, on a normal distribution of scores in physics class, with a mean
of 85 and a standard deviation of 10, what percentage of physics scores fall below a score of 95?

Case C. When the percentage of cases is above a raw score.

On a normal distribution of scores in physics class, with a mean of 85 and a standard

deviation of 10, what percentage of physics scores above a score of 95?
Case D. When the percentage of cases is between raw scores.

On a normal distribution of physics scores, the mean is 85 and the standard deviation is
10. Your physics score is 95 and your friends score is 80. You wanted to determine how many students
got a score between your friend’s score of 80 and your score of 95.

Learning Activity

1. Road test of MG5 Sedan compact car show a fuel mean rating of 20 kilometers per liter
in highways, with a standard deviation of 1.5 kilometers per liter. What percentage of these cars (MG5)
will achieve results of

a. More than 25 kilometers per liter?

b. Less than 17 kilometers per liter?

c. Between 15 and 24 kilometers per liter?

d. Between 21 and 24 kilometers per liter?

2. On a normal distribution, at what percentage must

a. The mean fall?

b. The median fall?

c. The mode fall?

The Linear Correlation: Pearson r

Linear Correlation

⮚ not about patterns, but it is about looking on irregularities and patiently waiting for the patterns
to manifest.

⮚ determine the connections of the things seemed unrelated and to declare whether some
correlations are indeed significant

The Product-Moment Correlation Coefficient or Pearson r

⮚ is a statistical tool that can determine the linear association between two distributions or
groups.

⮚ can only establish the strength of association or correlation but it can never justify any causal
relation that may appear or seemed obvious.

The formula below is the computational method for calculating the Pearson r

The pearson r value may provide three possible scenarios.

✔ If the value of r is + then it is a positive correlation.

✔ If it is - then it is a negative correlation.

✔ If r’s value is around “0” then it means that almost no linear correlation found.

Pearson r Requirements

1. Random selection of participants.

2. Traits being measured must not depart significantly from normality

3. The measurements on both distributions must be in the form of interval data.

4. Comparing only two groups.

5. And the goal is to determine the linear correlation between two groups.
 We want to determine if there is a correlation between hours of study and grades of students
last semester.

===============================================

Student Hours of Study (x) Grade (Y)

===============================================

A 15 2.75

B 35 1.25

C 05 3.00

D 20 2.50

E 30 1.50

F 40 1.00

G 20 2.25

H 25 1.75

I 25 2.00

J 08 3.00

=================================================================================

Student Hours of Study (x) x2 Grade (y) y2 xy

==================================================================================

A 15 225 2.75 7.56 41.25

B 35 1225 1.25 1.56 43.75

C 05 25 3.00 9.00 15.00

D 20 400 2.50 6.25 50.00

E 30 900 1.50 2.25 45.00

F 40 1600 1.00 1.00 40.00

G 20 400 2.25 5.06 45.00

H 25 625 1.75 3.06 43.75

I 25 625 2.00 4.00 50.00

J 08 64 3.00 9.00 24.00

====================================================================================

=223 =6089 =21 = 48.75 =397.75

Guilford’s Interpretation for the values of r

r value Interpretation

==============================================

Less than .20 Almost negligible relationship

.20-.40 Definite but small relationship

.40-.70 Substantial relationship

.70-.90 Marked relationship

.90-1.00 Very dependable relationship

Learning Activity

Seven randomly selected participants were given both math and music tests.

Their scores are as follows:

====================

Math Music

====================

16 14

6 7

17 15

11 14

12 12

4 6

13 11

Is there math ability related to their music ability?

Least-Squares Regression Line

Bivariate Scatter Plot

⮚ graphically represent two variables (x and y) in a scatter plot wherein each point in a scatter
plot represent a pair of scores.

⮚ generated straight line that lies closest to all the point in the scatter plot.

Least-Squares Regression Line

In order to make predictions, three important ingredients must be on hand:

1. The equation of the best fit line.

2. Slope of the line, and

3. The y-intercept of the line.

In the preceding lesson, we were able to establish the strength of correlation of this example using
Pearson r. We found a very strong relationship between hours of study (x) and grade (y). Now let us
predict the grade of students who spent the following weekly study hours: 37, 22, and 8.

Learning Activity

The research office is interested in the possible relationship anxiety and aptitude scores of randomly
selected eight students; they are given both the anxiety test and aptitude test. Their weighted, scaled
scores are as follows:

============================================

Subjects Aptitude Test Anxiety Test

============================================

A 10 12

B 7 9

C 13 14

D 8 7

E 11 11

F 6 7

G 10 12

H 11 10

============================================

a. What is the correlation between anxiety and aptitude scores.

b. If one of the students receives a score of 12 on the aptitude test, what is your best estimate of the
score that student will on anxiety?