PRACTICAL 12

RESEARCH 2

Analyzing Bivariate Correlation

1
Achilles Charles G. Grandeza -Crossing Bayabas National High School
 A module developed by DepEd-Davao City
Icons were illustrated by

Copyright Page

Writer:

ACHILLES CHARLES G. GRANDEZA

Teacher II Crossing Bayabas National High School

Evaluators:

RONNIE M. VALES
Teacher II Bernardo Carpio National High School

ELSIE E. GAGABE, PHD

EPS - Research

Illustrator:

ACHILLES CHARLES G. GRANDEZA

Teacher II Crossing Bayabas National High School

2
Achilles Charles G. Grandeza -Crossing Bayabas National High School
 ________________________________________
Information about this ADM learner’s material
I. Objectives: The learner demonstrates understanding of

Ia. Content Standards data processing, organizing, and analysis

The learner is able to gather and analyze data

Ib. Performance Standards with intellectual honesty, suing suitable

techniques

. Ic. Learning Competencies Uses statistical techniques to analyze data—

study of differences and relationships limited

for bivariate analysis

CS_RS12-IId-g-3
II. Content / Topic Statistical techniques for study of relationships

1
Achilles Charles G. Grandeza -Crossing Bayabas National High School
 To the Learner

Good day! This module for practical research will

help you in finding out the results of your
research by using your data to check if there is a
relationship within your chosen variables.
This module is organized in a way for you
to learn easier and in a more convenient way.
The computation here will only require you to
have a basic calculator and a piece of paper.
Should you have any questions, feel free to
ask your parents or contact a teacher for
clarification.

2
Achilles Charles G. Grandeza -Crossing Bayabas National High School
 Let’s Learn This

To start your learning, we have to set our targets straight.

The objective of this module is for you to learn about using
statistical techniques to analyze relationships limited for
bivariate analysis using Pearson Product Moment
Correlation, specifically after reading this module you will be
able to:

1. Define correlational analysis.

2. Identify statistical techniques for correlational
analysis
3. Use Pearson’s R as a statistical technique in
analyzing bivariate relationship.

3
Achilles Charles G. Grandeza -Crossing Bayabas National High School
 Introduction

I guess you have always thought about how it’s going to be easier to study if
your room was colder or more comfortable, where your thought is the more
comfortable your room is the better your grades will be. Maybe you have always
thought that the higher your allowance in school is or motivation, the better your grades
will be. I think you have always thought that your classmates or friends think the same
while those thought run through your mind.
What you are actually trying to do at those times you were thinking about them
is testing if there is a relationship between those two variables, or if they are associated
with each other. (Hanneman et al., 2013) considers this comparison as a vital part in
testing your hypothesis since comparing groups is actually one application of the idea
of statistical association.
This statistical technique can be useful if you want to prove that a statistically
significant relationship really exists between your chosen variables but can’t answer if
your crush has a relationship with your friend, so just concentrate your studies first.

4
Achilles Charles G. Grandeza -Crossing Bayabas National High School
 Let’s Try This

The Link

Instruction: Group the pictures that you think are connected or go together by

placing their number on the table provided below.

1 2 3

4 5 6

7 8 9

Group 1 Group 2 Group 3

5
Achilles Charles G. Grandeza -Crossing Bayabas National High School
 .

That was just a warmup. I hope somehow that activity

made you think that it is natural for us to see
connections or relationships behind images.

Analysis

How well did you do? Did you do? Let’s try to answer the
.
next questions to process what you are about to learn in
the next pages. Are you excited?

Instruction:

Guide Questions:
1. What word that best describes group 1, group 2, and group 3?
Group 1 ___________
Group 2 ___________
Group 3 ___________
2. What was your basis for grouping the pictures?

6
Achilles Charles G. Grandeza -Crossing Bayabas National High School
 Let’s Study This

From here on, it is important that you focus on the

topics that will be discussed and try to reflect on what
should be done. Do your Best!

Lesson 1: Correlational Analysis

What is Correlational Analysis?

The easiest way to define this is the relationship or linkage of two variables.
Looking at the variables if they co-occur, co-relate, or go together therefore you will only
use statistical techniques pertaining to this if you want to find the relationship
magnitude, direction, and significance of two variables.
This correlation coefficient (r) can take a value of -1 to +1 where a value of zero
shows that there is no association between the two variables. When there is a positive
coefficient or r > than 0, this means that as one variable increases, so does the value of
the other variable. A value of negative coefficient or r < 0 means that if a variable
increase, the value of the paired variable decreases. However, correlation does not
mean causation (Sowell, 2001; Tabachnick & Fidell, 2013) and the only way to establish
causation is through experiment and logic.

7
Achilles Charles G. Grandeza -Crossing Bayabas National High School
To analyze correlation the ff statistical techniques can be use

1. Pearson Product Moment Correlation – We can use Pearson Product

Moment Correlation to measure or prove an existence of relationship between two
variables, this simply measures or tells us how strong a linear association is between
two variables represented by r (Pearson Product-Moment Correlation - When You
Should Run This Test, the Range of Values the Coefficient Can Take and How to
Measure Strength of Association., n.d.). )

Assumptions (requirements for usage of technique)

1. Normality – your variables should show an approximately bell curve when

plotted on a histogram, practical implications if this assumption is violated may

lead to degraded solutions and biased results.

2. Absence of Outliers – If the data is observed, there are no very high and very

low values

3. Level of Measurement – both variables should be either interval or ratio or what

we sometimes call as continuous data. (grades, height, weight, temperature,

scores)

3. Spearman’s Rank Correlation – When your data involves ranked data (1st, 2nd,

3rd) or follows a hierarchal order (grade 1, grade 2, grade 3) or (child, teen, youth)

or simply when you know that there is an order for the responses. (we will only

be discussing Pearson in this module)

Assumptions (requirements for usage of technique)

1. Level of Measurement – Variables are ordinal (5 point scale from very low to

8
Achilles Charles G. Grandeza -Crossing Bayabas National High School
 very high), and interval or ratio.

2. Paired Observations – Observations should be paired, where if you get the

height of a respondent your other data should also come from the same

respondent such as his birth order in the family.

The Formula for Pearson Product Moment Correlation

The formula that we will be using is placed above, you have also learned this

through your subject in statistics.

r= correlation coefficient: this tells us the strength of relationship as well as the

direction of relationship depending on the value or polarity (positive or negative)

x = variable x (we call them as such in replacement of the name of the variable)

y= variable y (we call them as such in replacement of the name of the variable)

x̅= mean of variable x (we get it by adding all the values in x and then divide them

depending on how many there are in the columns x)

y̅= mean of y (we get it by adding all the values in y and then divide them

depending on how many there are in the columns y)

9
Achilles Charles G. Grandeza -Crossing Bayabas National High School
Steps on How to Use the Formula

Step 1: Create a table like the one shown below and put the values on x and y

columns – the context of this example is a study between Knowledge and

Attitude towards COVID 19 where x is Knowledge and y as the Attitude

x Y (x-x̅) (y-y̅) (x-x̅) x (y-y̅) (x -x̅)2 (y-y̅)2

3 3
4 5
4 5
4 5
2 3
3 4
3 4
2 3
1 2
1 2
x̅= y̅=

Step 2: compute the mean for x

x̅= 3 + 4 + 4 + 4 +2 +3 + 3 +2 +1 + 1
10
x̅= 2.7

Step 3: compute the mean of y

y̅= 3 + 5 + 5 +5 + 3 + 4 + 4 + 3 + 2 + 2
10
y̅= 3.6

Step 4: Fill out the table by subtracting the value of x with x̅

3 – 2.7 = 0.3

4 – 2.7 = 1.3

4 – 2.7 = 1.3 and so on

10
Achilles Charles G. Grandeza -Crossing Bayabas National High School
 x y (x-x̅) (y-y̅) (x-x̅) x (y-y̅) (x -x̅)2 (y-y̅)2
3 3 0.3
4 5 1.3
4 5 1.3
4 5 1.3
2 3 -0.7
3 4 0.3
3 4 0.3
2 3 -0.7
1 2 -1.7
1 2 -1.7
x̅=2.7 y̅=3.6

Step 5: Fill out the table by subtracting the value of y by y̅.

3 – 3.6 = -0.6

5 - 3.6 = 1.4

5 - 3.6 = 1.4

x y (x-x̅) (y-y̅) (x-x̅) x (y-y̅) (x -x̅)2 (y-y̅)2

3 3 0.3 -0.6
4 5 1.3 1.4
4 5 1.3 1.4
4 5 1.3 1.4
2 3 -0.7 -0.6
3 4 0.3 0.4
3 4 0.3 0.4
2 3 -0.7 -0.6
1 2 -1.7 -1.6
1 2 -1.7 -1.6
x̅=2.7 y̅=3.6
Step 6: compute for (x-x̅) x (y-y̅)

0.3 x -0.6 = -0.18

1.3 x 1.4 = 1.82

11
Achilles Charles G. Grandeza -Crossing Bayabas National High School
 x y (x-x̅) (y-y̅) (x-x̅) x (y-y̅) (x -x̅)2 (y-y̅)2
3 3 0.3 -0.6 -0.18
4 5 1.3 1.4 1.82
4 5 1.3 1.4 1.82
4 5 1.3 1.4 1.82
2 3 -0.7 -0.6 0.42
3 4 0.3 0.4 0.12
3 4 0.3 0.4 0.12
2 3 -0.7 -0.6 0.42
1 2 -1.7 -1.6 2.72
1 2 -1.7 -1.6 2.72
x̅ = 2.7 y̅ = 3.6  (x-x̅) x (y-y̅) = 11.8
Step 7: compute for sum of (x-x̅) x (y-y̅) by adding all the values in its column

-0.18 + 1.82 + 1.82 + 1.82 + 0.42 + 0.12 + 0.12 + 0.42 + 2.72 + 2.72 = 11.8

Step 7: compute for (x -x̅)2 by squaring all the values in (x-x̅)

0.3 x 0.3 or (0.3)2 = 0.09

1.3 x 1.3 or (1.3)2 = 1.82

x y (x-x̅) (y-y̅) (x-x̅) x (y-y̅) (x -x̅)2 (y-y̅)2

3 3 0.3 -0.6 -0.18 0.09
4 5 1.3 1.4 1.82 1.69
4 5 1.3 1.4 1.82 1.69
4 5 1.3 1.4 1.82 1.69
2 3 -0.7 -0.6 0.42 0.49
3 4 0.3 0.4 0.12 0.09
3 4 0.3 0.4 0.12 0.09
2 3 -0.7 -0.6 0.42 0.49
1 2 -1.7 -1.6 2.72 2.89
1 2 -1.7 -1.6 2.72 2.89
x̅ = 2.7 y̅ = 3.6  (x-x̅) x (y-y̅)=11.8 12.1 12.4
2
Step 8: compute for the sum of (x -x̅) by adding all the values in its column

0.09 + 1.69 + 1.69 + 1.69 + 0.49 + 0.09 + 0.09 + 0.49 + 2.89 + 2.89 = 12.1

12
Achilles Charles G. Grandeza -Crossing Bayabas National High School
Step 9: compute for (y-y̅)2 by squaring all the values in (y-y̅)

-0.06 x -0.06 or (0.06)2 = 0.36

1.4 x 1.4 or (1.4)2 = 1.96

x y (x-x̅) (y-y̅) (x-x̅) x (y-y̅) (x -x̅)2 (y-y̅)2

3 3 0.3 -0.6 -0.18 0.09 0.36
4 5 1.3 1.4 1.82 1.69 1.96
4 5 1.3 1.4 1.82 1.69 1.96
4 5 1.3 1.4 1.82 1.69 1.96
2 3 -0.7 -0.6 0.42 0.49 0.36
3 4 0.3 0.4 0.12 0.09 0.16
3 4 0.3 0.4 0.12 0.09 0.16
2 3 -0.7 -0.6 0.42 0.49 0.36
1 2 -1.7 -1.6 2.72 2.89 2.56
1 2 -1.7 -1.6 2.72 2.89 2.56
x̅ = 2.7 y̅ = 3.6  (x-x̅) x (y-y̅)=11.8  (x -x̅)2=12.1  (y-y̅)2=12.4

Step 10: compute for the sum of (y-y̅)2 by adding all the values in its column

0.36 + 1.96 + 1.96 +1.96 + 0.36 + 0.16 + 0.16 + 0.36 + 2.56 + 2.56 = 12.4

Step 11: Substitute all the values to our formula

Where:

 (x-x̅) * (y-y̅) =11.8

 (x -x̅)2 = 12.1
 (y-y̅)2 = 12.4

13
Achilles Charles G. Grandeza -Crossing Bayabas National High School
 Substituted:

Substitute all the values in

the formula

Multiply 12.1 by 12.4

Get the square root of

150.04

Divide 11.8 by 12.25

Interpretation for Positive Value Result

Size of Correlation Descriptive Interpretation

.90 to 1.00 Very High Positive

.70 to .89 High Positive

.50 to .69 Moderate Positve

.30 to .49 Low Positive

.00 to .29 Negligible Positive

Interpretation for Negative Value Result

Size of Correlation Descriptive Interpretation

14
Achilles Charles G. Grandeza -Crossing Bayabas National High School
-.90 to -1.00 Very High Negative

-.70 to - .89 High Negative

-.50 to -.69 Moderate Negative

-.30 to -.49 Low Negative

-.00 to -.29 Negligible Negative

Since we got .963 as the r value, we can interpret the relationship as “very high

positive correlation” and we can also say that knowledge and attitude towards COVID

19 has a very high positive correlation.

Now we have the magnitude and direction, the next phase is to check if the

relationship is significant.

Get the significance by solving t

- subsitute the values from the table

.963 is our r

.927 is the result of

.963 being squared

10 is the number of our

samples

.073 is the difference

of 1 and .927

8 is the difference of
10 and 2

.0091 is the result of

dividing .073 by 8
15
Achilles Charles G. Grandeza -Crossing Bayabas National High School
 .0955 is the result of
getting the root of
.0091

10.08 is the result of

dividing .963 by .0955

Step 1 – compute for Degree of freedom wherein we just subtract one (1) from the total

sample of 10 which is equals to 9.

Step 2 – look for the column of your alpha value which is .05

Step 3 – make a cross on the table and you should find that it meets at 2.262

We can see that the computed t of 10.08 is greater than our critical value of

2.262. This means that our computed t is on the rejection region wherein we can see

that there is sufficient evidence to reject the null hypothesis.

16
Achilles Charles G. Grandeza -Crossing Bayabas National High School
Format for interpretation:

Pearson's Correlations
Variable Knowledge Attitude
1. Knowledge n —
Pearson's
—
r
t —
t- crit —
2. Attitude n 10 —
Pearson's
0.963 —
r
t 10.08 —
t- crit 2.262 —

A ___________ (Statistical technique) was run to find out the significance,

magnitude, and direction of relationship between ________ (variable A) and
________(variable B). Results show that _________ (Variable A) and _________
(Variable B) were found to have a ___________ (descriptive interpretation)
________(Direction) ___________(significance), r _______ (degree of freedom)
______(r statistic), _____ (computed T) ______ (greater or lesser than sign) ), _____
critical value.

Data applied in the format

A Pearson product moment correlation was run to find out the significance,
magnitude, and direction of relationship between Knowledge and Attitude towards
COVID-19. Results show that Knowledge and Attitude were found to have a
Significant Very High Positive Correlation, r(8) = .963, t=10.08 > 2.262.

. By now, you should be able to compute for the needed

information and as well as substitute them in the

formula. After this, we will have a little practice on what

you have learned. 17

Achilles Charles G. Grandeza -Crossing Bayabas National High School
 Let’s Do This

Instruction: Substitute the values given to the formula and fill out the

interpretation format.

Title: Covid -19 Awareness and Health Practices of Senior High School Students

Samples: 7

Where:

 (x-x̅) * (y-y̅) = 0.94

 (x -x̅)2 = 7.03

 (y-y̅)2 = 8.12

Write your computation here:

18
Achilles Charles G. Grandeza -Crossing Bayabas National High School
INTERPRETATION

Draw table here:

A ___________ (Statistical technique) was run to find out the significance,

magnitude, and direction of relationship between ________ (variable A) and

________(variable B). Results show that _________ (Variable A) and _________

(Variable B) were found to have a ___________ (descriptive interpretation)

________(Direction) ___________(significance), r _______ (degree of freedom)

______(r statistic), _____ (computed T) ______ (greater or lesser than sign) ), _____

critical value.

Were you able to write the answers correctly? I sure

hope you did, but just in case, you can always read the

“study this part”.

Using the statistical tool will help you establish a clear

result of your research in term of the significance,

magnitude , and direction of relationship between

your identified variables.

19
Achilles Charles G. Grandeza -Crossing Bayabas National High School
 Let’s Remember This

1. A bivariate correlation is linear relationship between two identified variables.

2. The formula for Pearson’s r is

3. You can use Pearson’s r if your data is normally distributed or approximately

forms a bell curve when you draw a histogram, there are no outliers or extreme

values, you variables are both continuous data, and when you make a scatterplot

the plot should look like a line going up or down which could say that it is linear.

4. When we want to analyze for bivariate correlation we can use Pearson Product

Moment Correlation formula by filling out the needed data first.

20
Achilles Charles G. Grandeza -Crossing Bayabas National High School
 Let’s Test Ourselves

Instruction: Analyze the data given by filling out the table, using the formula,

drawing the table, and writing the interpretation.

Title: Alcohol Sales and Covid-19 Cases in Davao City

x y (x-x̅) (y-y̅) (x-x̅) x (y-y̅) (x -x̅)2 (y-y̅)2

415 150
400 185
389 189
458 190
489 210
478 220
530 256

A ___________ (Statistical technique) was run to find out the significance,

magnitude, and direction of relationship between ________ (variable A) and

________(variable B). Results show that _________ (Variable A) and _________

(Variable B) were found to have a ___________ (descriptive interpretation)

________(Direction) ___________(significance), r _______ (degree of freedom)

______(r statistic), _____ (computed T) ______ (greater or lesser than sign) ), _____

critical value.

21
Achilles Charles G. Grandeza -Crossing Bayabas National High School
 Congratulations!

You have reached the end of our module, hopefully you

have listed your hypothesis for the research that you are

planning to do this school year. Be reminded that studying

relationship between variables is just a start, you can also

do comparative studies and more, which means that there

are more ways of writing a hypothesis. Should you have

any questions do not hesitate to ask your parent or

contact your teacher.

Answer Key

Let’s Try This

Group 1 Group 2 Group 3

1 4 7

5 8 2

9 3 9

(the order of groups can be in any order and the answers per group may also be in any

order)

22
Achilles Charles G. Grandeza -Crossing Bayabas National High School
Let’s Do This

A Pearson product moment correlation was run to find out the significance,
magnitude, and direction of relationship between COVID-19 Awareness and Health
Practices of Senior high School Students. Results show that COVID-19 Awareness
and Health Practices were found to have a Non Significant Neglible Positive
Relationship , r(5) = .`1, t=.18 < 2.447.

23
Achilles Charles G. Grandeza -Crossing Bayabas National High School
Let’s Test Ourselves

x y (x-x̅) (y-y̅) (x-x̅) x (y-y̅) (x -x̅)2 (y-y̅)2

415 150 412.3 146.4 60360.72 169991.3 21432.96
400 185 397.3 181.4 72070.22 157847.3 32905.96
389 189 386.3 185.4 71620.02 149227.7 34373.16
458 190 455.3 186.4 84867.92 207298.1 34744.96
489 210 486.3 206.4 100372.32 236487.7 42600.96
478 220 475.3 216.4 102854.92 225910.1 46828.96
530 256 527.3 252.4 133090.52 278045.3 63705.76
451.29 200 625236.64 1424807 276592.7

r = .99 t= 24.82 t critical = 2.447

A Pearson product moment correlation was run to find out the significance,
magnitude, and direction of relationship between Alcohol Sales and COVID-19 Cases
in Davao City. Results show that Alcohol Sales and COVID-19 Cases in Davao City
were found to have a Significant Very High Relationship , r(5) = .1, t=.24.82 > 2.447.

24
Achilles Charles G. Grandeza -Crossing Bayabas National High School
References:

Hanneman, R. A., Kposowa, A. J., & Riddle, M. D. (2013). Basic Statistics

For Social Research.pdf. Jossey-Bass.

Pearson Product-Moment Correlation—When you should run this test, the

range of values the coefficient can take and how to measure strength

of association. (n.d.). Retrieved June 30, 2020, from

https://statistics.laerd.com/statistical-guides/pearson-correlation-

coefficient-statistical-guide.php

Sowell, T. (2001). Thomas Sowell—Education_ Assumptions versus.

Hoover Institution Press.

Tabachnick, B., & Fidell, L. (2013). Using Multivariate Statistics (6th ed.).

Pearson.

25
Achilles Charles G. Grandeza -Crossing Bayabas National High School