FEU HIGH SCHOOL

Nicanor Reyes Street, Sampaloc, Manila

S.Y. 2021 – 2022

STATISTICS AND PROBABILITY

ASSESSMENT
REPORT

JANELLE GRACE S. HABLERO

11 GAS 1
 STATISTICS AND PROBABILITY
ASSESSMENT REPORT FORM

CONTENTS

A. Collection of Data
1. For the data, the students will given a data from a research.
2. The data will be process through the Excel Toolpak.
3. Present only the table result from the Toolpak from Part I to Part III.

Part I – One Sample Hypothesis Testing (10pts)

Given the values in the data, check if the sample data truly represent the population data at 5%
level of significance using hypothesis testing in one variable.

a. Construct the null and alternative hypothesis.

b. Use the MS Excel Data Analysis Toolpak to compute the p-value.
c. Decide from the p-value and significance level.

1. Ho: There is no significant difference between the average of the sample and the
expected average of the population.

2. Ha: There is a significant difference between the average of the sample and the
expected average of the population.

Test Statistic: -2.9554

P-value:
Two-sided alternative: 0.006898
Less than alternative: 0.003449
Greater than alternative: 0.9966

Confidence Interval for mean µ:

Two-sided confidence interval: 43.9599, 45.4801
Upper confidence interval: - ∞, 44.72
Lower confidence interval: 44.72, ∞
Guide Question (5pts)
1. Using the given and computed values, is there a reason to believe that there is no significant
difference between sample data and population data? Justify.
- There is a significant difference between the average of the sample and the expected
average of the population since the p-value is less than α — the null hypothesis is
rejected. The average of the sample does not correspond to the average that is
anticipated for the full population.
-
2. What if the significance level is raised to 10%, will there be a change on the original
conclusion? Justify.
- There will be no change since even if the significance level is increased, the test
statistic, which is -2.9554, will still not be inside the area of acceptance that covers 50
percent of the possible values: [-0.6848, 0.6848]. In such case the interval for
confidence at a level of 50 percent is [43.9599, 45.4801].
-
Part II – Two-Sample Hypothesis Testing (10 points)
Given the values, check if there is a significant difference between the 1st and 2nd variables of
height and weight at 10% level of significance using hypothesis testing in two variables.
a. Construct the null and alternative hypothesis.
b. Use the MS Excel Data Analysis Toolpak to compute the p-value.
c. Decide from the p- value and significance level.
Guide Questions (5 points)
1. Using the given and computed values, is there a reason to believe that there no significant
difference between the weight of male and female students of 11 STEM 24.? Justify.

- Since the p-value is greater than (the probability of a Type 1 Error), the null hypothesis
cannot be rejected; consequently, it is assumed that the average weight of the male
population is equivalent to the average weight of the female population. This is because the
probability of a Type 1 Error is greater than the p-value. The combined weights of the two
samples are insufficient to constitute a statistically significant sample size. The p-value
equals 0.476, ( p(x≤T) = 0.238 ). It indicates that the likelihood of making a type I mistake,
or ignoring a true H0, is very high: 0.476 (47.6 percent).

2. What if the significance level is raised to 20%, will there be a change on the original
conclusion? Justify.

- Because the t-test (-0.7246) will still fall within the 80 percent zone of acceptability (-
1.3195: 1.3195), there will be no change.

Part III – Correlation (10 points)

Given the values, check if there is a relationship between the height and weight of 11 STEM 24
students. Use the MS Excel Data Analysis Toolpak to compute the correlation coefficient.

Weight Height
Weight 1
Height 0.834655437 1
 HEIGH AND WEIGHT
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Weight Height

Weight Height

Guide Question (5 points)

1. Using the computed value, what can you say about the relationship between the height and
weight of 11 STEM 24 students? Justify.

The value of R is 0.0835, and while this indicates a positive correlation, the fact that it is so
near to 0 makes it a very weak one. This indicates that the heights travel in the same
direction as the weights do, but that the correlation is not strong or dependable in any way.

USE THE FOLLOWING DATA BELOW FOR YOUR DATA REFERENCE.

From 45 students of Grade 11 Stem 24, their average weight is 48 kg and an average height of
153 cm. 25 randomly selected students are taken from the group. (The data are as follows)

Respondents Gender Weight Height

1 Male 47 154
2 Male 44 150
3 Male 52 167
4 Male 47 152
5 Male 37 150
6 Male 48 157
7 Female 42 158
8 Female 41 151
 9 Female 49 160
10 Male 48 154
11 Male 44 149
12 Male 43 150
13 Female 43 155
14 Female 39 144
15 Female 52 165
16 Female 42 150
17 Male 47 158
18 Male 38 143
19 Male 48 161
20 Female 44 148
21 Female 52 160
22 Female 57 167
23 Female 41 152
24 Male 32 147
25 Male 41 144
STATISTICS AND PROBABILITY
ASSESSMENT REPORT FORM
RUBRICS

RATING GRADE
CATEGORY
Excellent Satisfactory Unsatisfactory Poor
PART I – ONE-SAMPLE HYPOTHESIS (15pts)
1. Accuracy of (10) All of the (7) All of the (4) All of the (2) The
Computation answers are answers are answers are answers are
s correct, the correct, but correct, but correct, but
Accuracy on given, the the given and the given and the given and
computing the p- formula are formula is not the formula the formula
value, which is clearly stated, stated, the are not stated, are not stated,
important in the process/ process/ the process/ and the
making decisions procedures in procedures in procedures in process/
solving the solving the solving the procedures in
problem are problem are problem is solving the
complete and somehow incomplete. problem is
demonstrates complete, and and incomplete,
a clear demonstrates demonstrates but
knowledge a general a limited demonstrates
and knowledge knowledge a little to no
application of and and evidence of
mathematical application of application of knowledge
skills. mathematical mathematical and
skills. skills. application of
(9) All of the mathematical
answers are (6) All of the (3) All of the skills.
correct, the answers are answers are
given and the correct, but correct, but (1) All
formula are the given and the given and answers are
somehow formula is not the formula incorrect, the
stated, the stated, the are not stated, given and the
process/ process/ the process/ formula are
procedures in procedures in procedures in not stated, the
solving the solving the solving the process/
problem are problem are problem are procedures in
complete, and somehow incomplete, solving the
demonstrates complete, and and problem are
a clear demonstrates demonstrates incomplete,
knowledge a limited a little and does not
and knowledge evidence of demonstrates
application of and knowledge knowledge
mathematical application of and and
skills. mathematical application of application of
skills. mathematical mathematical
(8) All of the skills skills.
answers are (5) All of the
correct, the answers are
given is stated correct, the
but there is no given and the
formula, the formula are
process/ stated, but the
process/
procedures in
solving are
incomplete,
and
demonstrates
a limited
knowledge
and
application of
mathematical
skills
 (5) Uses 3) Uses (2) Some (1) Little
complex and effective evidence of evidence of
logical mathematical mathematical mathematical
mathematical reasoning reasoning reasoning
reasoning through through through
through demonstrating demonstrating demonstrating
demonstrating a general a limited a little or no
a clear knowledge knowledge understanding
knowledge and and of application
2. Mathematical and application of application of of
Reasoning application of mathematical mathematical mathematical
Refined mathematical skills. skills. skills.
mathematical skills.
reasoning in (4) Uses
answering the refined
guide questions mathematical
reasoning
through
demonstrating
a clear
knowledge
and
application of
mathematical
skills
PART II – TWO-SAMPLE HYPOTHESIS (15pts)
3. Accuracy of (10) All of the (7) All of the (4) All of the (2) The
Computation answers are answers are answers are answers are
s correct, the correct, but correct, but correct, but
Accuracy on given, the the given and the given and the given and
computing the p- formula are formula is not the formula the formula
value, which is clearly stated, stated, the are not stated, are not stated,
important in the process/ process/ the process/ and the
making decisions. procedures in procedures in procedures in process/
solving the solving the solving the procedures in
problem are problem are problem is solving the
complete, and somehow incomplete. problem is
demonstrates complete, and and incomplete,
a clear demonstrates demonstrates but
knowledge a general a limited demonstrates
and knowledge knowledge a little to no
application of and and evidence of
mathematical application of application of knowledge
skills. mathematical mathematical and
skills. skills. application of
(9) All of the mathematical
answers are (6) All of the skills.
correct, the answers are (3) All of the
given and the correct, but answers are
formula are the given and correct, but (1) All
somehow formula is not the given and answers are
stated, the stated, the the formula incorrect, the
process/ process/ are not stated, given and the
procedures in procedures in the process/ formula are
solving the solving the procedures in not stated, the
problem are problem are solving the process/
complete, and somehow problem are procedures in
demonstrates complete, and incomplete, solving the
a clear demonstrates and problem are
knowledge a limited demonstrates incomplete,
and knowledge a little and does not
application of and evidence of demonstrates
mathematical application of knowledge knowledge
skills. mathematical and and
skills. application of application of
(8) All of the mathematical mathematical
answers are (5) All of the skills. skills.
correct, the answers are
given is stated correct, the
but there is no given and the
formula, the formula are
process/ stated, but the
procedures in process/
solving the procedures in
problem are solving are
somehow incomplete,
complete, and and
demonstrates demonstrates
a general a limited
knowledge knowledge
and and
application of application of
mathematical mathematical
skills. skills
 (5) Uses (3) Uses (2) Some (1) Little
complex and effective evidence of evidence of
logical mathematical mathematical mathematical
mathematical reasoning reasoning reasoning
reasoning through through through
through demonstrating demonstrating demonstrating
demonstrating a general a limited a little or no
a clear knowledge knowledge understanding
knowledge and and of application
and application of application of of
4. Mathematical application of mathematical mathematical mathematical
Reasoning mathematical skills. skills. skills.
Refined skills.
mathematical (4) Uses
reasoning in refined
answering the mathematical
guide questions. reasoning
through
demonstrating
a clear
knowledge
and
application of
mathematical
skills.

PART III – CORRELATION (15 pts)

5. Accuracy of (10) All of the (7) All of the (4) All of the (2) The
Computations answers are answers are answers are answers are
Accuracy on correct, the correct, but correct, but correct, but
computing the given, the the given and the given and the given and
correlation formula are formula is not the formula the formula
coefficient, which clearly stated, stated, the are not stated, are not stated,
is needed to the process/ process/ the process/ and the
interpret the procedures in procedures in procedures in process/
relationship. solving the solving the solving the procedures in
problem are problem are problem is solving the
complete, and somehow incomplete. problem is
demonstrates complete, and and incomplete,
a clear demonstrates demonstrates but
knowledge a general a limited demonstrates
and knowledge knowledge a little to no
application of and and evidence of
mathematical application of application of knowledge
skills. mathematical mathematical and
skills. skills. application of
(9) All of the mathematical
answers are (6) All of the skills.
correct, the answers are (3) All of the
given and the correct, but answers are
formula are the given and correct, but (1) All
somehow formula is not the given and answers are
stated, the stated, the the formula incorrect, the
process/ process/ are not stated, given and the
procedures in procedures in the process/ formula are
solving the solving the procedures in not stated, the
problem are problem are solving the process/
complete, and somehow problem are procedures in
demonstrates complete, and incomplete, solving the
a clear demonstrates and problem are
knowledge a limited demonstrates incomplete,
and knowledge a little and does not
application of and evidence of demonstrates
mathematical application of knowledge knowledge
skills. mathematical and and
skills. application of application of
(8) All of the mathematical mathematical
answers are (5) All of the skills. skills.
correct, the answers are
given is stated correct, the
but there is no given and the
formula, the formula are
process/ stated, but the
procedures in process/
solving the procedures in
problem are solving are
somehow incomplete,
complete, and and
demonstrates demonstrates
a general a limited
knowledge knowledge
and and
 application of application of
mathematical mathematical
skills. skills

(5) Uses
complex and
logical
mathematical
reasoning
through
demonstrating
a clear
(3) Uses (2) Some (1) Little
knowledge
effective evidence of evidence of
and
mathematical mathematical mathematical
application of
1. Mathematical reasoning reasoning reasoning
mathematical
Reasoning through through through
skills.
Refined demonstrating demonstrating demonstrating
(4) Uses
mathematical a general a limited a little or no
refined
reasoning in knowledge knowledge understanding
mathematical
answering the and and of application
reasoning
guide questions. application of application of of
through
mathematical mathematical mathematical
demonstrating
skills. skills. skills.
a clear
knowledge
and
application of
mathematical
skills.