HOLY ANGEL UNIVERSITY

SCHOOL OF BUSINESS AND ACCOUNTANCY

STATCAL

CLASS CODE AND SECTION

6306 – A234

PANTIG, JOSHUALYN A.

PROFESSOR
RESTITUTO ANTONIO

DATE OF SUBMISSION
OCTOBER 18, 2021

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 Read, understand, and analyze the problems carefully. Work on the problem
and follow the step by step procedures in solving it – from the null hypothesis to the
recommendation.

1. This school year, synchronous online discussions are hold at least once a week and students
need to accomplish the required modular activities on asynchronous class. This teaching
and learning setup are something new particularly among students. A survey was
conducted among students, and they were asked how they perceived the new teaching-
learning setup? At a .05 level of significance, is there significance difference on male and
female students’ perceptions of the new teaching-learning setup? The survey results are
shown on the table below.

Males Females Total

Frustrating 22 18 40

Challenging 15 30 45

Interesting 23 12 35

Total 60 60 120

Null hypothesis: There is no significant significance difference on male and female

students’ perceptions of the new teaching-learning setup.

Alternative hypothesis: There is significance difference on male and female students’

perceptions of the new teaching-learning setup.

Level of significance: 0.05

Degree of freedom = (row – 1)(column – 1) = (3 – 1)(2 – 1) = 2

Critical X2 = 5.99

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Normal Curve:

5.99

Decision rule: Reject null hypothesis if X2 > 5.99; otherwise, do not reject the null

Hypothesis.

Computation:

FO FE (fo-fe)^2/fe
Frustrating - MALE 22 60x40/120=20 0.2
Frustrating - FEMALE 18 60x40/120=20 0.2
Challenging- MALE 15 60x45/120=22.5 2.5
Challenging- FEMALE 30 60x45/120=22.5 2.5
Interesting - MALE 23 60x35/120=17.5 1.73
Interesting - FEMALE 12 60x35/120=17.5 1.73
Total 120 120 8.86

Conclusion: Reject the null hypothesis, 8.86 > 5.99; which means there is
significance difference on male and female students’ perceptions of the new teaching-
learning setup.

Recommendation: According to the results, it was determined that there is a

significant difference in how people perceive the new-learning setup. Based on the
computations' results, it became clear that many male students were able to experience
feelings of frustration while also finding it interesting for the majority of them. The
majority of the female students, however, reported feeling challenged by the strange
environment. It is suggested that the school's administration conduct more thorough student
surveys—at least one per semester—rather than just once. They will be able to keep track
of how the students feel about the new setup by doing this. In order for them to be able to

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 adapt to this new learning environment and learn effectively, they could also inquire about
the types of teaching and learning techniques that best suit them.

2. A survey conducted by a private school to determine parents’ and teachers’ confidence that
the school will meet the standards set by the No Child Left Behind program. The result of
the survey is shown on the table below. At a 0.01 level of significance, is there significant
difference between parents’ and teachers’ confidence that the school will meet the
standards set by the program?

Parents Teachers Total

Very confident 455 361 816

Not very confident 545 439 984

Total 1000 800 1800

Null hypothesis: There is no significant difference between parents’ and teachers’

confidence that the school will meet the standards set by the program

Alternative hypothesis: There is significant difference between parents’ and teachers’

confidence that the school will meet the standards set by the program

Level of significance: 0.01

Degree of freedom = (row – 1)(column – 1) = (2 – 1)(2 – 1) = 1

Critical X2 = 6.63

Normal Curve:

6.63

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 Decision rule: Reject null hypothesis if X2 > 6.63; otherwise, do not reject the null

Hypothesis.

Computation:

FO FE (fo-fe)^2/fe
Very confident - PARENTS 455 1000x816/1800 = 0.01
453.33
Very confident -TEACHERS 361 800x816/1800 = 0.01
362.67
Not very confident -PARENTS 545 1000x984/1800 = 0.01
546.67
Not very confident -TEACHERS 439 800x984/1800 = 0.01
437.33
Total 1800 1800 0.03

Conclusion: Do not reject the null hypothesis, 0.03 < 5.99; which means there is no
significance difference on male and female students’ perceptions of the new teaching-
learning setup.

Recommendation: According to the information provided, it was determined that there is

no significant difference between teachers' and parents' confidence in the school's ability
to meet the program's standards. It is advised for the school administration to conduct
surveys on what kinds of activities the parents, teachers, and even students like in order to
gauge their level of confidence and trust in the effectiveness of the school. Even though
the parents' results were higher, there was not much of a difference from the teachers'
results, which only suggests that both parents and teachers have similar confidence levels
regarding the implementation of "No Child Left Behind." Additionally, they could
determine what the students' needs are in order to offer solutions that might somehow make
their load lighter. Programs like financial scholarships, tutoring, meal and uniform
allowances, as well as online class necessities like tablets, wi-fi, webcams, and other
necessities students must have to have a more conducive learning environment and to
improve the efficacy of their learning, are suggested.

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