1.

Uses statistical techniques to analyze data – study of differences and

relationships limited for bivariate analysis;
2. Draws conclusions from research findings;
3. Formulates recommendations.

Timeframe: 2 weeks (Q2-Week 7&8)

Student’s Name: ___________________________________________

Grade & Section: __________________________________________

 Statistical Techniques to Analyze Data –
Study of Differences and Relationships limited for bivariate analysis

Concept Notes

Get ready to check the information below! If you have internet access, you may gather more information about them.

akspublication.com

Types of Statistical Data Analysis

Types of statistical analysis of variables in a quantitative research are as follows:
 Univariate Analysis – analysis of one variable
 Bivariate Analysis – analysis of two variables (independent and dependent variables)
 Multivariate Analysis – analysis of multiple relations between multiple
variables
Statistical Tests are of various types, depending upon the nature of the study. Statistical tests provide a
method for making quantitative decisions about a particular sample. Statistical tests mainly test the
hypothesis that is made about the significance of an observed sample.

Common Single Comparison Tests

Parametric Non-
Independent
Dependent(Out Test (data is parametric Test
Comparing (Explanatory)
come) Variable normally (Ordinal/skewe
Variable
distributed) d data)
The average of two Mann-Whitney
Independent t-
INDEPENDENT groups Scale Nominal(Binary) test/Wilcoxon rank
test
sum
The averages of 3+ independent
Scale Nominal One-way ANOVA Kruskal-Wallis test
groups
The average difference between
Time/Condition Wilcoxon signed
paired(matched) samples e.g. Scale
Variable
Paired t-test
rank test
weight before and after a diet
The 3+ measurements on the Time/ Condition Repeated
Scale Friedman Test
same subject Variable Measures ANOVA
Statistical Methods of Bivariate Analysis
Bivariate analysis happens by means of the following methods (Argyrous 2011; Babbie 2013; Punch 2014):
1. Correlation or Covariation (correlated variation) – describes the relationship between two variables and also tests
the strength or significance of their linear relation. This is a relationship that makes both variables getting the same high
score or one getting a higher score and the other one, a lower score.
Covariance is the statistical term to measure the extent of the change in the relationship of two random variables.
Random variables are data with varied values like those ones in the interval level or scale (strongly disagree, disagree,
neutral, agree, strongly agree) whose values depend on the arbitrariness or subjectivity of the respondent.
2. Cross Tabulation – is also called “crosstab or students-contingency table” that follows the format of a matrix (plural:
matrices) that is made up of lines of numbers, symbols, and other expressions. Similar to one type of graph called table,
matrix arranges data in rows and columns. By displaying the frequency and percentage distribution of data, a crosstab
explains the reason behind the relationship of two variables and the effect of one variable on the other variable. If the
Table compares data on only two variables, such table
is called Bivariate Table.

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Test of Association
Non-parametric
Independent
Dependent(Outcome) Parametric Test (data is Test
Comparing (Explanatory)
Variable normally distributed) (Ordinal/skewed
Variable
data)
Relationship between 2 continuous Spearman’s
Pearson’s Correlation
variables Scale Scale Correlation
Coefficient
Coefficient
Predicting the value of one variable Simple Linear
Scale Any Transform Data
from the value of a predictor variable Regression
or looking for significant relationships Nominal(Binary) Any Logistic regression
Assessing the relationships between
Categorical Categorical Chi-Squared Test
two categorical variables

Parametric Test for Comparison

1.Independent T-test
Use: A t-test is used to compare the means of two independent groups. Independent groups
mean that different people are in each group.
Interpretation: If the p-value < 0.05, there is a significant difference between the means of
the two groups. Report the means of the two groups or the mean difference and confidence
interval from the SPSS output to describe the difference.
Sample Output in APA Style:
The first part of output gives the Descriptive

Group Statistics
Sex N Mean Std. Deviation Std. Error Mean
1 56 3.0727 .42536 .05684
Average
2 94 3.1455 .30410 .03137
This output gives the descriptive statistics for each of the two group (as defined by grouping variable). In this
example, there are 56 (1= Male) with the average of 3.0727, with the standard deviation of 0.42536. And there are
94 (2= Female) with an average of 3 .1455 and a standard deviation of 0.30410.

The second part of output gives the Inferential

Independent Samples Test
Levene's Test for
t-test for Equality of Means
Equality of Variances
95% Confidence
Sig. (2- Mean Std. Error Interval of the
F Sig. t df
tailed) Difference Difference Difference
Lower Upper
Equal variances
5.044 .026 -1.218 148 .225 -.07281 .05976 -.19092 .04529
assumed
Average
Equal variances
-1.122 88.727 .265 -.07281 .06492 -.20182 .05619
not assumed
The column labeled Levene’s Test for Equality of Variances tell us whether an assumption of the t-test has been met.
Look at the column labeled Sig. under the heading Levene’s Test for Equality of Variances. In the Example above,
the significance (p value) of the Levene’s test is 0.026.

Note: If the p value is less than or equal to your α level for the test (usually .05), then you can reject the null
hypothesis that the variability of the two groups is equal, implying that the variances are unequal. If the p value is less
than or equal to the α level, then you should use the bottom row of the output (the row labeled "Equal variances not
assumed."). The column labeled “Sig.( 2-tailed)” gives the two tailed p value associated with the rest. In the
example, the p value is .265.

Interpretation: If the p-value < 0.05, there is a significant difference between the means of the two groups. Report the
means of the two groups or the mean difference and confidence interval from the SPSS output to describe the
difference.

2. One-Way Analysis of Variances(ANOVA)

Use: The One-way Analysis of Variances (ANOVA) is used to determine whether there are any statistically
significant differences between the means of two or more independent (unrelated) groups (although you tend to only
see it used when there are a minimum of three, rather than two groups).

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Interpretation: If the p-value < 0.05, there is a significant difference between the means of the two or more groups.
Report the means of the two groups or more groups the mean difference and confidence interval from the SPSS output
to describe the difference.

Sample Output in APA Style:

The first part of output gives the Descriptive

Descriptives
95% Confidence Interval for Mean
SES N Mean Std. Deviation Std. Error
Lower Bound Upper Bound
1 4 2.950 .546 .273 2.081 3.818
2 19 2.728 .310 .071 2.578 2.877
3 7 2.752 .322 .121 2.454 3.050
Total 30 2.763 .343 .062 2.635 2.891
This output gives the descriptive statistics for each of the three groups (as defined by grouping variable). In this example, there are
4 (1= Upper Class Bracket) with the average of 2.950, with the standard deviation of 0.546, there are 94 (2= Middle Class
Bracket) with an average of2.728 and a standard deviation of 0.310 and there are 7 (3= Lower Class Bracket) with the average of
3.763, with the standard deviation of 0.34.

The second part of output gives the Inferential

ANOVA
Sum of Squares df Mean Square F Sig.
Between Groups .164 2 .082 .681 .515
Within Groups 3.250 27 .120
Total 3.414 29
Note: If the p value is less than or equal to your α level for the test (usually .05), then you can reject the null hypothesis that the
variability of the two groups is equal, implying that the variances are unequal. If the p value is less than or equal to the α level, then
you should use the bottom row of the output (the row labeled "Equal variances not assumed."). The column labeled “Sig. (2-
tailed)” gives the two tailed p value associated with the rest. In the example, the p value is .265.
Interpretation: If the p-value < 0.05, there is a significant difference between the means of the two groups. Report the
means of the two groups or the mean difference and confidence interval from the SPSS output to describe the
difference
Parametric Test for Association
1.Pearson’s Correlation
Use: The Pearson’s Correlation utilized when you have two quantitative variables and you wish to see if there is a
linear relationship between those variables. Your research hypothesis would represent that by stating that one score
affects the other in a certain way. The correlation is affected by the size and sign of the r.
Interpretation: High degree: If the coefficient value lies between ± 0.50 and ± 1, then it is said to be a
strong correlation. Moderate degree: If the value lies between ± 0.30 and ± 0.49, then it is said to be a
medium correlation. Low degree: When the value lies below +. 29, then it is said to be a small correlation.

The Pearson correlation coefficient, r, is 0.706, and that it is statistically significant (p = 0.005). For interpreting
multiple correlations, see our enhanced Pearson’s guide.
A Pearson-product moment correlation was run to determine the relationship between height and distance jumped in
a long jump. There was a strong positive correlation between height and distance jumped, which was statistically
significant (r= .706, n=14, p= .005).

References:
Barrot, J.S. (2017). Practical research 2 for senior high school. 839 EDSA, South
Triangle, Quezon City: C & E Publishing, Inc.
Cristobal, Jr., A. P & Cristobal, M. C. D. (2017). Practical research 2 for senior high school. 839EDSA, South Triangle, Quezon City: C & E
Publishing, Inc.

For additional Learning Materials, just visit https://tinyurl.com/yaj2zg9e

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 Worksheet

It’s time to test yourself!

Name: ______________________________________ Strand & Section: ____________________

Date: ______________________________________ Teacher: ____________________________

Worksheet # 1: Identify the Statistical Test to Use

I. Directions: INDIVIDUAL WORK. Pretend you are researchers and determine what appropriate
statistical test to us in each problem. And give justification for each chosen Statistical Test.

1. You have an independent-measures design, with four conditions (varying in the amount of beer that was
drunk). Each participant belongs to one condition only, and provides a single score. Speed of ascent is a
ratio measure, and we are given no indications that the data do not satisfy the other requirements for a
parametric test. Therefore, the appropriate test is a ______________________________________.

Justification: _________________________________________________________________________

2. You are studying at the moment the “Effect of Corona Virus-2019(COVID -19) pandemic on the
Public Utility Vehicle Modernization (PUVM) Plans of Iloilo Transport Cooperative (ITRANSCO)
Members; Input to Continuity Plan”, and you want to measure the following:

2.1 The effect of COVID-19 on the modernization plan of ITRANSCO members when grouped
according to occupation in terms a/(an)1.1 Financial Aspect, 1.2. Physical Aspect, 1.3 Operational
Aspect. Therefore, the appropriate test is a _____________________________.

Justification: _________________________________________________________________

2.2 If there is a significant difference in the effect of COVID-19 pandemic on the PUVM plans of
ITRANSCO when grouped according to occupation in terms of a/(an): 1.1 Financial Aspect, 1.2.
Physical Aspect, 1.3 Operational Aspect. Therefore, the appropriate test is a ______________.

Justification: _________________________________________________________________

3. You are studying “The Association of Platelet to Lymphocyte Ratio (PLR) and Neutrophil
to Lymphocyte Ratio (NLR) on the Outcome of Patients Admitted Due to Acute Coronary
Syndrome(ACS) at Iloilo Mission Hospital: A Retrospective Study”, and you want to
measure the following:

3.1 To determine the significant differences on the admission platelet-lymphocyte ratio

(PLR) of patients diagnosed with acute coronary syndrome when taken as a whole and
when grouped according to ACS type, age and sex. Therefore, the appropriate test is a
_____________________________.

Justification: _________________________________________________________________

3.2 To determine if there is an association between PLR and the clinical outcome of the
patients with ACS. Therefore, the appropriate test is a _____________________________.

Justification: _________________________________________________________________

*Please detach this page and submit to your subject teacher in PR

Reference:
Arcenas, M.M. (2017). Applied Research: An introduction to quantitative research methods and report writing. Queuzon City:
Phoenix Publishing House
Baraceros, E.L. (2017). Practical research 2. Recto Avenue: Rex Book Store
Barrot, J.S. (2017). Practical research 2 for senior high school. Quezon City: C & E Publishing, Inc,

This document and the information thereon is the property of Iloilo National High School- Senior High School. 4|Page
 Draws conclusions from Research Findings

Concept Notes

Conclusion

- It contains insights drawn from the findings per sub-problem. It summarizes the principal features
of the study (Cristobal, 2017).
- This section gives a lasting impression about the paper. It is composed of four subsections: the
summary of findings; conclusion drawn; limitations of the study; and useful recommendations.
 Summary
- It briefly restates the major findings that correspond to each of the research questions or objectives.
Each research question or objective should be accompanied by its own summary of findings and
must be written in only one or two sentences.
- Strategies in writing the summary section:
a. Refrain from providing detailed figures or elaborating major findings. One short statement that
responds to each of the research questions/objectives is sufficient.
b. Avoid making interpretations and conclusions from findings.
c. Be direct and brief in writing your summary.
d. Refrain from introducing new data in your summary.
 Conclusions
- Discusses the generalizations, deductions and inferences that can be obtained from the findings.
- Each generalization or deduction that is written should be applicable to all of the findings.
Therefore, you need to have one conclusion that directly addresses your general research problem.
- It also explains how your findings address the gap you have identified in the introduction of your
paper.
- It also states the implications of your findings in terms of different aspects. The implications of
your findings relates to the different issues which can be looked into in accordance with your
findings. Implications can be classified as: practical, theoretical and methodological. Practical
implications relate to the issues in real-life contexts that can be addressed through the findings.
Theoretical implications relate to the issues concerning the support, refutation, and
supplementation of existing models and concepts in your field of study. Methodological
implications relate to the issues concerning materials and processes in research.
- Points to consider in writing the conclusion subsection:
a. Avoid merely summarizing your findings; instead, use your findings in making inferences.
b. Avoid making speculations by making sure that each conclusion is supported by proofs or data
that you have gathered.
c. State your conclusion briefly and clearly and shall already apply to your study as a whole.
d. Limit your conclusion to your participants.
e. Refrain from using numerals and figures in your conclusion.
f. Avoid using terms that imply doubt such as maybe, perhaps and possibly. Instead, you may
use the phrase “the evidence suggests…” in stating your conclusions.
 Limitation of the Study
- It refers to the factors that the researcher fails to control or use and can be addressed in subsequent
studies. It puts boundaries on the extensiveness of your findings and the strength of your
conclusions. It may include sampling problems, uncontrolled variables, errors in test
administration, generalizability of data, representativeness of samples, and reliability and validity
of research instruments.
- It pertains to the conditions that emerged in your research as it progressed, thus affecting the
applicability of your findings. It is not consciously set by the researcher.
- Guidelines in writing the limitations of the study:
a. Consider all types of limitations.
 Study design limitations- research being bound to specific methods or frameworks
 Impact limitations- implications of the study being confined to a specific population
 Data limitations- data gathered in the study being insufficient to have large-scale
implications.
b. Discuss why the limitation of your study exist. Explain how they can possibly impact your
findings and their interpretation.
c. Describe the alternatives that may have been used to address the limitations of your study.
Explain why these alternatives were not taken in the research.
d. Take note of other conventions in writing the limitations of your study. For instance, use the
present tense when presenting the limitations, since these were found after the research was
conducted.

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 Worksheets

It’s time to test yourself!

Name: ____________________________________ Strand & Section: ____________________

Date: _____________________________________ Teacher: ____________________________
Worksheet #2.1
Pretend that you are the researcher of the Study. Draw one or two conclusions and implications
from the major findings of the Study below. Write your answers on the space provided. Use
separate sheet/s if needed.

The clinico-demographic profile of patients admitted due to ACS at Iloilo Mission Hospital from January 1,
2018 to December 31, 2019.
Total (n=162)
Variables Category Mortalities(n=14) Survivors(n=148)
frequency(%)
Entire Group 162(100%) 14(8.64%) 148(91.36%)
Age (mean ±SD) 70.21±12.42 64.18±14.06

Below 45 years old 14(8.6%) 0 14(9.46%)

45 to 64 years old 61(37.7%) 4(28.57%) 57(38.51%)
65 years old and above 87(53.7%) 10(71.43%) 77(52.03%0
Sex
Female 60(37%) 8(57.14%) 52(35.14%)
Male 102(63%) 6(42.86%) 96(64.86%)
Comorbidities
Diabetic 73(45.1%) 6(42.86%) 67(45.27%)
Hypertension 124(76.5%) 11(78.57%) 113(67.57%)
Previous CAD 37(22.8% 4(28.57%) 33(22.30%)
Previous Stroke 15(9.3%) 2(14.29%) 13(8.78%)
Smoker 69(42.6%) 5(35.71%) 64(43.24%)
Diagnosis
UA(Unstable Angina) 41(25.3%) 1(7.14%) 40(27.03%)
NSTEMI (Non-ST-elevation myocardial infarction) 65(40.1%) 4((28.57%) 61(41.22%)
STEMI (ST-Elevation Myocardial Infarction) 56(34.6%) 9(64.29%) 47(31.76%)

The significant differences on the admission platelet-lymphocyte ratio (PLR) of patients diagnosed with
acute coronary syndrome when taken as a whole and when grouped according to ACS type, age and sex.
Total (n=162) P-
Variables Category Mortalities(n=14) Survivors(n=148)
frequency(%)) value
PLR (mean ±SD) Entire 188.54±138.80 248.71±291.97 182.85±114.83 .000
Age 188.54±138.80 248.71±291.97 182.85±114.83 .276
Below 45 years old 145.35±49.21 0 145.35±49.21
45 to 64 years old 178±102.00 144.96±81.18 180.68±103.48
65 years old and above 202.63±166.93 290.20±337.99 191.26±129.86

Sex 188.54±138.80 248.71±291.97 182.85±114.83 .805

Female 189.16±161.73 310.48±382.38 170.49±86.75
Male 188.17±124.23 166.34±51.87 189.54±127.41

Diagnosis 188.54±138.80 248.71±291.97 182.85±114.83 .324

UA 177.11±72.13 97.83±0 179.10±71.10
NSTEMI 177.79±154.89 410.10±536.13 162.55±85.91
STEMI 209.38±155.00 193.74±107.07 212.37±163.32

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Conclusions:
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

Practical Implications:
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

Theoretical Implications:
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

Methodological Implications:
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

This document and the information thereon is the property of Iloilo National High School- Senior High School. 7|Page
Name: ____________________________________ Strand & Section: ____________________
Date: _____________________________________ Teacher: ____________________________
WORKSHEET 2.2
Write at least one limitation of your own study corresponding to each of the following types. Use separate
sheet/s if needed.

1. Conduct a hypothesis test on the relationship between General Public Knowledge and the Attitudes
Regarding COVID-19.
Correlations
Attitudes Regarding
General Public Knowledge
COVID-19
Pearson Correlation 1 .162**
General Public Knowledge Sig. (2-tailed) .007
N 271 271
Pearson Correlation .162** 1
Attitudes Regarding COVID-19 Sig. (2-tailed) .007
N 271 271
**. Correlation is significant at the 0.01 level (2-tailed).

1. Formulate the null and the alternative hypothesis.

Ho:_____________________________________________________________________________________
________________________________________________________________________
Ha:____________________________________________________________________________________
________________________________________________________________________
2. Decide the level of significance, α.
_______________________________________________________________________________

3. Choose appropriate test statistic.

4. Establish the critical Region/ Compute the value of the Statistical test.

5. Make a decision.

2. The researcher wants to know if online learning has significantly increased the average GPA (grade point
average) of students in XYZ High School from the known GPA which is 80. The GPA of 200 randomly selected
students was found to be 83. If the computed value for t is 1.306 and the tabular value is 1.960. Test at 0.01
significance level whether there is a significant increase the GPA of students in XYZ High School in online
learning.
1. Formulate the null and the alternative hypothesis.
Ho:_______________________________________________________________________________
__________________________________________________________________________________
Ha:_______________________________________________________________________________
___________________________________________________________________

This document and the information thereon is the property of Iloilo National High School- Senior High School. 8|Page
 2. Identify the level of significance, α.
__________________________________________________________________________
3. Identify the appropriate test statistic.

4. Establish the critical Region/ Compute the value of the Statistical test.

5. Make a decision.

3. Conduct a hypothesis test to determine if there is a significant difference on the level of learning
strategies of Grade 12 learners’ and Time Management. Assume a 95% confidence.
Independent Samples Test
Levene's Test for
t-test for Equality of Means
Equality of Variances
95% Confidence
Sig. (2- Mean Std. Error Interval of the
F Sig. t df
tailed) Difference Difference Difference
Lower Upper
Equal variances
13.938 .000 1.954 175 .052 .114 .058 -.001 .229
assumed
Overall
Equal variances
1.764 88.309 .081 .114 .065 -.014 .242
not assumed

1. Formulate the null and the alternative hypothesis.

Ho:_______________________________________________________________________
__________________________________________________________________________
Ha:________________________________________________________________________
__________________________________________________________________________
2. Identify the level of significance, α.
__________________________________________________________________________
3. Identify the appropriate test statistic.

4. Establish the critical Region/ Compute the value of the Statistical test.

5. Make a decision.

*Please detach this page and submit to your subject teacher in PR

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 Formulates Recommendations

Concept Notes

Get ready to check the information below! If you have internet access, you may gather more information about them.
 Recommendations
- It serves as the practical suggestions for future research in similar fields. They are
envisioned to further improve the pertinent variables of the investigation undertaken
(Cristobal, 2017).
- It has two functions: (1) relates to the implications of your findings. While the
implications identify the areas of concern that can be addressed based on the findings, the
recommendations provide an actual course of action through which these areas of concern
can be addressed. (2) considered with stating how future studies can address the
limitations encountered in your research. For instance, if the sample size is one of the
limitations of your study, you may state that future studies can increase the number of
participants involved.
- Guidelines in writing recommendations:
a. Make sure that your recommendations are in accordance with the conclusions and
limitations of your study. It should be aligned also with the purpose and scope of your
research.
b. Make your recommendations as specific as possible for them to become workable and
practical.
c. Make your recommendations concise and clear.
d. Refrain from offering recommendations that could have been easily addressed as you
were conducting your study.

Structure of the Conclusion Section

5. Conclusion
5.1. Summary
 Summary of findings for research question/objective 1
 Summary of findings for research question/objective 2
 Summary of findings for research question/objective 3
5.2. Conclusions
Conclusion
 Conclusion 1
 Conclusion 2
 Conclusion 3
Implications
 Practical implications
 Theoretical implications
 Methodological implications
5.3. Limitations
 Limitation 1
 Limitation 2
 Limitation 3
5.4. Recommendations
 Future studies and the current study’s limitations
 Practical recommendation
 Theoretical recommendation
 Methodological recommendation
Source: Barrot, J.S. (2017). Practical Research 2 for Senior High School. 839EDSA, South Triangle, Quezon City: C & E Publishing, Inc.

This document and the information thereon is the property of Iloilo National High School- Senior High School. 10 | P a g e
 Worksheets

It’s time to test yourself!

Name: ________________________________ Section: _____________________

Date: _________________________________ Score: _______________________

Worksheet #3

Write the recommendations for the study on Worksheets 2.2. Point out as well how future studies
can address the limitations you have discovered in the research. Use separate sheet/s if needed.

Practical recommendations:
1. _________________________________________________________________________
_________________________________________________________________________
________________________________________________________________________

2. _________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

3. _________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

Source: Barrot, J.S. (2017). Practical Research 2 for Senior High School. 839EDSA, South Triangle, Quezon City: C & E Publishing , Inc.

References:

Barrot, J.S. (2017). Practical research 2 for senior high school. 839 EDSA, South
Triangle, Quezon City: C & E Publishing, Inc.

Cristobal, Jr., A. P & Cristobal, M. C. D. (2017). Practical research 2 for senior

high school. 839EDSA, South Triangle, Quezon City: C & E Publishing, Inc.

This document and the information thereon is the property of Iloilo National High School- Senior High School. 11 | P a g e
 Reflection

Pledge of Commitment

PLEDGE OF COMMITMENT

I commit fully to the accomplishment of the module with all honesty

and dedication.
I promise to spend _______________(no. of hours/specific day(s) of
the week) learning about Organization and Management.
Further, I promise that no part of this module will be posted publicly,
and I will not allow anybody to have it photocopied without a written
permit of my teacher.

__________________________________________
STUDENT’S SIGNATURE OVER PRINTED NAME /DATE

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