PERFORMANCE STANDARD-BASED ASESSMENT

IN STATISTICS AND PROBABILITY

CORRELATION AND REGRESSION ANALYSES

Abadilla, Mesja Annika A. 11 STEM 2-Hawking

THE CORRELATION BETWEEN STUDENTS’ FINAL GRADE AND THE NUMBER OF

HOMEWORK GIVEN
90

80

70

60
Course Grade

50

40

30

20

10

0
45 50 55 60 65 70 75 80 85 90 95
Number of Problems

Problems (x) Course Grade (y)

51 62
58 68
62 66
65 66
68 67
76 72
77 73
78 72
78 78
84 73
85 76
91 75
 The scatter plot shows that there is a positive correlation between the students’ final grade and the
number of homework given. Based on the r-value of 0.885889, there is a strong positive correlation between
the students’ final grade and the number of homework given.

The correlation between the students’ final grade and the number of homework given can be best
represented by the model 𝑦̂ = 0.355𝑥 – 44.76. This model suggests that for every homework done, there is a
corresponding average increase of 1.29 in their final grade.

Additionally, the R2 value tells us that 78.48% of the variation in the students’ final grade is explained
by the number of homework given to them .

These findings coincide with the study of Bembenutty & White (2012). In their study, they found out
that giving homework has a positive impact on students’ final grade.

Solutions/Computations:

Solve for mean of x and y:

Σx
x=
n

873
¿
12

¿ 72.7 5
 Solve for R2=r 2 ( 100 )

2
¿ ( 0.885889 ) (100 )

¿ ( 0.784799 ) ( 100 )

¿ 78.48 %

Solve for the equation of the scatterplot:

x−x (𝑥 − 𝑥̅) 2 y− y (x−x ) ( y − y )

51-72.75 = −21.75 473.0625 62-70.6 =−8.6 187.05
58-72.75 = −14.75 217.5625 68-70.6 =−2.6 38.35
62-72.75 = −10.75 115.5625 66-70.6 =−4.6 49.45
65-72.75 = −7.75 60.0625 66-70.6 =−4.6 35.65
68-72.75 = −4.75 22.5625 67-70.6 =−3.6 17.1
76-72.75 = 3.25 10.5625 72-70.6 = 1.4 4.55
77-72.75 = 4.25 18.0625 73-70.6 =2.4 10.2
78-72.75 = 5.25 27.5625 72-70.6 = 1.4 7.35
78-72.75 = 5.25 27.5625 78-70.6 =7.4 38.85
84-72.75 = 11.25 126.5625 73-70.6 =2.4 27
85-72.75 = 12.25 150.0625 76-70.6 =5.4 66.15
91-72.75 = 18.25 333.0625 75-70.6 =4.4 80.3
𝛴(𝑥 − 𝑥̅)2 ≈1582.25 𝛴(𝑥 − 𝑥̅)(𝑦 − 𝑦̅) ≈ 562
^y =mx+b → standard form

m=
∑ ( x−x) ( y− y )
∑ (x−x)
2

562
¿
1582.25

m=0.35519

Equation of the scatterplot: 𝑦̂ = 0.355𝑥 – 44.76

Solve for the average difference of the given problems (homework) using the equation of the scatterplot:

Problems (x) Course Grade under the equation:

𝑦̂ = 0.355𝑥 – 44.76
51 -26.655
58 -24.17
62 -22.75
65 -21.685
68 -20.62
76 -17.78
77 -17.425
78 -17.07
78 -17.07
84 -14.94
85 -14.585
91 -12.455

Differences:

(-24.17)-(-26.655)=2.485

(-22.75)-(-24.17)=1.42

(-21.685)-(-22.75)=1.065

(-20.62)-(-21.685)=1.065

(-17.78)-(-20.62)=2.84

(-17.425)-(-17.78)=0.355
(-17.07)-(-17.425)=0.355

(-17.07)-(-17.07) = 0

(-14.94)-(-17.07)= 2.13

(-14.585)-(-14.94)=0.355

(-12.455)-(-14585)=2.13

14.2 ÷11=1.29
UNSATISFACTORY(1) BASIC(2) PROFICIENT (3) DISTINGUISHED (4) SCORE
 Explains
Displays errors in Clearly articulates Fully and eloquently
mathematical
knowledge of mathematical articulates
MathematicalConcepts concepts

mathematical without
concepts. mathematical concepts.
concepts. difficulty, but

expresses ideas Develops connections

in rudimentary among

form. mathematical concepts.

Has difficulty Explains Explains

Explains mathematical
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procedures
mathematical procedures procedures without
without
procedures. without difficulty difficulty
difficulty.

and provides and provides full

partial explanations

explanations for
for why mathematical
why

mathematical
procedures are valid or
procedures are

valid or
appropriate.
appropriate.

Representations Representations Representations are clear

Representations are
Mathematical clear and are clear and and

inappropriate or appropriate, but appropriate, with appropriate, with

Representations unclear. no connections explanations explanations

are made of significant of significant elements.

(equations, diagrams, between elements. Clearly

Mentions
explains connections
representations. connections
among
graphs, tables, etc.) among

mathematical
representations.
representations.

Consistently Adequate use of Appropriate use

Sophisticated use of
Mathematical inappropriate use mathematical of

Communication of mathematical terminology and mathematical mathematical terminology

 terminology symbols; may terminology and and

contain minor
and/or symbols. symbols. symbols.
flaws.

The presentation has The presentation The presentation The presentation has a
Presentation Structure no clearly has a has a clearly clearly

defined structure, or recognizable defined structure defined structure with

the structure with an with some elegant

introduction and clear transitions transitions and an

structure is chaotic.
conclusion. and a logical effective

introduction and introduction and

conclusion. conclusion.

grammatical errors.

Prepared by: ROSALIE S. ESPINOSA

NI Ň A DATUIN