Senior High School

Practical Research 2
Quarter 2 – Module 10:
Statistical Techniques for
Bivariate Analysis
Practical Research 2– Grade 12
Alternative Delivery Mode
Quarter 2 – Module 10: Statistical Techniques for Bivariate Analysis
First Edition, 2020

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 Senior High School

Practical Research 2
Quarter 2 – Module 10:
Statistical Techniques for
Bivariate Analysis
Introductory Message

For the facilitator:

Welcome to the Practical Research 2 for Grade 12 Alternative Delivery Mode

(ADM) Module on Statistical Techniques for Bivariate Analysis!

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set by the K to 12 Curriculum
while overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this also
aims to help learners acquire the needed 21st century skills while taking into
consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.

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For the learner:

Welcome to the Practical Research 2 for Grade 12 Alternative Delivery Mode

(ADM) Module on Statistical Techniques for Bivariate Analysis!

The hand is one of the most symbolized part of the human body. It is often
used to depict skill, action and purpose. Through our hands we may learn, create
and accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant competencies
and skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning resource while being an active
learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

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 Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

iv
 What I Need to Know

This module was designed and written with you in mind. It is here to help you
master Practical Research 2. The scope of this module permits it to be used in many
different learning situations. The language used recognizes the diverse vocabulary
level of students. The lessons are arranged to follow the standard sequence of the
course. But the order in which you read them can be changed to correspond with
the textbook you are now using.

The module is composed of a lesson, namely:

• Lesson 10 – Statistical Techniques for Bivariate Analysis

After going through this module, you are expected to use statistical techniques
to analyze data – study of differences and relationships limited for bivariate analysis
(CS_RS12-IId-g-3).

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 What I Know

Read each item carefully and write the letter of your answers on a separate
answer sheet.

1. It is the branch of statistics that allows us to draw conclusions about a

population based on the data obtained from a sample.
a. Inferential statistics c. Differential statistics
b. Descriptive statistics d. Prescriptive statistics

2. Which of the following is NOT a continuous variable?

a. Temperature (in Fahrenheit) c. Height
b. Blood pressure d. Contact number

3. Which of the following statements is TRUE?

a. Correlation does not mean causation.
b. In multiple regression, independent variables are also called as criterion.
c. The analysis of two variables is called univariate analysis.
d. An example of null hypothesis is “the four population means are equal”.

4. This add-in allows us to perform data analysis in Excel.

a. Analysis Program c. Analysis Extension
b. Analysis Toolpak d. Analysis Toolbox

5. Which of the following values of correlation coefficient indicates the strongest

linear relationship?
a. −0.03 c. −0.98
b. 0.64 d. 0.16

6. According to Political Science Department of Quinnipiac University, which of

the following values of correlation coefficient interprets to a moderate negative
relationship between variables?
a. −0.74 c. −0.38
b. −0.29 d. −0.91

7. Which of the following information is determined by multiple regression?

a. regression equation that models the relationship between the dependent
variable and independent variables
b. how the actual data fits the regression equation formed
c. when an independent variable acts as a statistically significant predictor
of the dependent variable
d. all of the above

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8. It is the most appropriate statistical tool to be used when we want to compare
Grade 11 and Grade 12 on their time spent on social media per day.
a. Chi-square c. Analysis of variance
b. T-test d. Multiple regression

9. This statistical tool can be used when you want to compare males and females
in terms of their highest educational attainment (bachelor’s degree, master’s
degree, doctorate degree).
a. Chi-square c. Analysis of variance
b. T-test d. Multiple regression

10. This statistical tool can be used when you want to determine whether a
student’s IQ and hours spent in studying can predict their quarterly exam
score in General Physics 1.
a. Chi-square c. Analysis of variance
b. T-test d. Multiple regression

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 Lesson
Statistical Techniques for
10 Bivariate Analysis

Inferential statistics is the branch of statistics that allows us to draw

conclusions about a population based on the data obtained from a sample. The
sample serves as a valid representation of the population as it was selected using
probability sampling techniques. We use inferential statistics in the analysis of two
variables or what we call as bivariate analysis (Baraceros, 2016). Through this, we
were able to interpret differences in groups or relationship between variables.

What’s In

In investigating cause-and-effect relationships, we should be able to identify

the independent variable that causes an effect on the dependent variable. Complete
the table by identifying the independent and dependent variables in the given
research questions. Write your answers on a separate answer sheet

Research Question Independent Variable Dependent Variable

1. How is the diffusion of air
freshener influenced by
temperature?
2. What are the impacts of
foreign direct investment on
the levels of economic growth
in Taiwan?
3. To what extent does daily use
of Facebook affect the
attention span of MHPNHS-
SHS students?
4. What is the impact of
management style on the
performance of fast-food
chain employees?

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 5. What is the effect of nitrogen
fertilizer on the nitrate
content of lettuce?

Furthermore, the variables present in a study can be classified into categorical

and continuous. Categorical variables include nominal and ordinal data; whereas,
continuous variables include interval and ratio data. On a separate answer sheet,
write CA if it is a categorical variable and CO if it is a continuous variable.

_______ 1. Learner Reference Number (LRN)

_______ 2. Weight

_______ 3. Hair color

_______ 4. Temperature (measured in Celsius)

_______ 5. Gender

_______ 6. Level of satisfaction (very satisfactory, satisfactory, unsatisfactory, very

unsatisfactory)

_______ 7. Age

_______ 8. General weighted average

_______ 9. Academic distinction (with highest honors, with high honors, with honors)

_______ 10. Gross monthly revenue

What’s New

A group of Grade 12 Arts & Design students wants to conduct a study on the
effect of classical music on the quarterly exam scores of Grade 11 STEM students in
Pre-Calculus. They divided their sample into two groups: one group listened to
classical music while answering the quarterly exam, while the other group answered
the quarterly exam without listening to any music. Upon collecting data, they
compared the quarterly exam scores of the said groups. What is the most appropriate
statistical tool to be used for the type of data they collected? How should they analyze
and interpret their data?

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 What is It

We apply statistics to analyze and interpret data. One challenging decision in

conducting a research is choosing the most appropriate statistical tool to be used for
the type of data you collected. According to Creswell (2012), these are the commonly
used statistical techniques for bivariate analysis:
Type of Type of
Statistical # of # of # of
Hypothesis/ Type of IV Type of DV Distribution
Test IV DV Covariates
Question of Scores
Pearson
product Relate Normal
1 1 0 Continuous Continuous
moment variables distribution
correlation
Multiple Relate 2 or Nonnormal
1 0 Continuous Continuous
regression variables more distribution
t-test
Group Normal
(independent 1 1 0 Categorical Continuous
comparison distribution
samples)
Analysis of
Group 1 or Normal
variance 1 0 Categorical Continuous
comparison more distribution
(ANOVA)
Category
within Nonnormal
Chi-square 1 1 0 Categorical Categorical
group distribution
comparison
Source: Adapted from Creswell, J. W. (2012).

Note: A normal distribution implies that half of the data you collected is greater than
the mean, while the other half is less than the mean. It can be represented by a graph
that is in the shape of a bell curve, as the data is equally distributed or appears to
be symmetrical on both sides of the mean. If your data does not satisfy this, then it
is a nonnormal distribution.

There are various statistical programs that we can use for data analysis such
as the Statistical Packages for Social Sciences (SPSS), SYSTAT and Minitab 16
(Creswell, 2012). However, it requires payment before we can utilize all its functions.
What most of us are not aware of is Excel, a software program that can be found in
our computers, is also capable of performing data analysis.

The Excel Analysis Toolpak add-in offers a various range of statistical

functions that we can apply to our data (Schmuller, n.d.). To check if you already
have this installed, go to Excel and click for Data in the menu bar. Then, look for
Data Analysis in the Analyze section.

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 If you were not able to find it, here is a step-by-step procedure on how you
can install the Excel Analysis Toolpak add-in:

1. Click File on the menu bar.

2. On the bottom-left corner of your screen, click Options.
3. Click Add-ins on the left pane of the popup that appeared on your screen.
4. In the Manage drop-down list, select Excel Add-ins and click Go.
5. Look for Analysis Toolpak under the Inactive Application Add-ins, then click
OK.
6. If you are prompted that the Analysis Toolpak is not yet installed in your
computer, then click Yes to install it.

Let us try to make use of Excel in the following statistical techniques used for
bivariate analysis:
✓ Pearson product moment correlation
It measures the strength and direction of the linear relationship of two
quantitative variables. This statistical tool can be used when you want to
determine whether time spent studying is related to quarterly exam scores in
General Mathematics.

The value of the correlation coefficient (also called Pearson’s R) ranges from −1
to 1:
▪ A value of 1 indicates that there is a strong positive linear relationship
between two variables. Both variables go in the same direction. When one
variable increases, the other variable also increases; when one variable
decreases, the other variable also increases.
▪ A value of −1 indicates that there is a strong negative linear relationship
between two variables. Two variables go in the opposite direction. When one
variable increases, the other variable decreases.
▪ A value of 0 indicates that there is no significant relationship between two
variables.

Glen (n.d.) reported that the Political Science Department of Quinnipiac

University released an interpretation of the correlation coefficients:
Pearson’s R Interpretation
0.70 to 1.00 Very strong positive relationship
0.40 to 0.69 Strong positive relationship
0.30 to 0.39 Moderate positive relationship
0.20 to 0.29 Weak positive relationship
0.01 to 0.19 No or negligible relationship
0 No relationship (zero correlation)
−0.01 to −0.19 No or negligible relationship
−0.20 to −0.29 Weak negative relationship
−0.30 to −0.39 Moderate negative relationship
−0.40 to −0.69 Strong negative relationship
−0.70 to −1.00 Very strong negative relationship

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Also, the strength of the linear relationship between two variables can be
determined by the absolute value of the correlation coefficient. The closer the
value to 1, the stronger the linear relationship. For example, we want to compare
which of the two values of correlation coefficient has a stronger linear
relationship: −0.88 and 0.26. Getting its absolute value, |−0.88| = 0.88 and
|−0.26| = 0.26. Thus, 0.88 has a stronger linear relationship than 0.26.

However, even if two variables are proven to have a significant linear

relationship, it does not necessarily imply that one variable causes the other. It
should be noted that correlation does not mean causation.

Here is how we can make use of this function in Excel:

1. Upon encoding your data in Excel, click Data Analysis in the Data tab.
2. Select Correlation in the popup that appeared and click OK.

3. Another popup will appear. For Input Range, select all the cells containing
your data. Select Columns for Grouped By. Tick the box for Labels in First
Row and select New Worksheet Ply under the Output Options.

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 4. A new worksheet will appear containing the value of the correlation
coefficient.

Interpretation: Since the correlation coefficient (R) between time spent in

studying and quarterly exam scores in General Mathematics is 0.86, then
there is a very strong positive linear relationship between the two variables.

✓ Multiple regression
It measures the strength of the relationship between one dependent variable
(criterion) and multiple independent variables (predictor). It also gives us the
following information (Cheusheva, 2020; Stat Trek, n.d.):
a. regression equation that models the relationship between the dependent
variable and independent variables
b. how the actual data fits the regression equation formed (coefficient of
multiple determination)
c. when an independent variable acts as a statistically significant predictor of
the dependent variable (p-value)

The general formula for the regression equation is:

𝑦 = 𝑏0 + 𝑏1 𝑥1 + 𝑏2 𝑥2 + ⋯ + 𝑏𝑛 𝑥𝑛
where 𝑦 is the predicted value of the dependent variable
𝑏0 is the regression intercept
𝑏1 , 𝑏2 , … 𝑏𝑛 are the regression coefficients
𝑥1 , 𝑥2 , … 𝑥𝑛 are the values of independent variables

This statistical tool can be used when you want to determine whether a
student’s IQ and hours spent in studying predict their quarterly exam score in
General Physics 1.

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Here is how we can make use of this function in Excel:
1. Upon encoding your data in Excel, click Data Analysis in the Data tab.
2. Select Regression in the popup that appeared and click OK.

3. Another popup will appear. For Input Y Range under Input, select all the
cells containing the values of your dependent variable.

4. Same with Input X Range under Input, select all the cells containing the
values of your independent variables.

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5. Tick the box for Labels and select New Worksheet Ply under the Output
Options.

6. A new worksheet will appear containing the summary output.

a. regression equation

The regression coefficients will allow us to form the regression equation that
models the relationship between the dependent variable and independent
variables. Since we have two independent variables, we can use the formula:
𝑦 = 𝑏0 + 𝑏1 𝑥1 + 𝑏2 𝑥2
Substituting the values we obtained, we can already form the regression
equation:
𝑦 = 23.1561 + (0.5094)𝑥1 + (0.4671)𝑥2
We can use this equation in predicting a student’s quarterly exam score in
General Physics I, given their IQ and hours spent in studying.

b. coefficient of multiple determination

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 The coefficient of multiple determination is represented by R Square =
0.0953. Converting into percentage, it implies that 90.53% of the quarterly
exam scores variation in General Physics I can be explained by student’s IQ
and hours spent in studying.

c. p-value

The p-value (Significance F) indicates how the independent variables act as

statistically significant predictors of the dependent variable. If the p-value is
less than the level of significance (0.05), then we were able to form a valid
model representing the relationship between our variables. Since p-value =
0.0003 < 0.05, then it confirms that the regression equation fits the data
well.

✓ T-test
It measures the significant difference between the means of two independent
groups – each group consists of a unique set of samples (Frost, n.d.). This
statistical tool can be used when you want to compare Grade 11 and Grade 12
on their time spent on social media per day. Before performing the test, we
formulate two hypotheses:
▪ Null Hypothesis (Ho) - The two population means are equal.
▪ Alternative Hypothesis (Ha) - The two population means are not equal.

We will look at the obtained p-value for the interpretation of the results. If the
p-value is less than the significance level (ex. 0.05), we reject the null
hypothesis. It implies that there is a significant difference between the two
population means.

In Excel, there are two kinds of the two-sample t-test: equal and unequal
variances. If the number of samples of both groups in your study are nearly
equal, then it is safe to assume equal variances; otherwise, other tests for equal
variances should be conducted first.

12
Here is how we can make use of this function in Excel:
1. Upon encoding your data in Excel, click Data Analysis in the Data tab.
2. Select t-Test: Two-Sample Assuming Equal Variances in the popup that
appeared and click OK.

3. Another popup will appear. For Variable 1 Range under Input, select all the
cells containing your data for one group.

4. Same with Variable 2 Range under Input, select all the cells containing your
data for the other group.

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5. Set the Hypothesized Mean Difference to zero. It is the null hypothesis value,
in which we assumed that there is no difference between the means of two
groups. Tick the box for Labels and set the Alpha (significance level) to 0.05.
Select New Worksheet Ply under the Output Options.

6. A new worksheet will appear containing the p-value.

Interpretation: Since p-value = 0.0013 < 0.05, we reject the null hypothesis.
It indicates that the two population means are not equal. Thus, there is
enough evidence to say that there is a significant difference between the
means of two groups. Grade 12 students spend more time in social media
(8.33) than Grade 11 students (7.07).

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✓ Analysis of variance (ANOVA)
It is used in comparing the means of three or more independent groups. This
statistical tool can be used when you want to compare four grade levels in
Junior High School (Grade 7, Grade 8, Grade 9, and Grade 10) on their time
spent in the school library per week. Before performing the test, we formulate
two hypotheses:
▪ Null Hypothesis (Ho) - The four population means are equal.
▪ Alternative Hypothesis (Ha) - The four population means are not equal.

We will look at the obtained p-value for the interpretation of the results. If the
p-value is less than the significance level (ex. 0.05), we reject the null
hypothesis. It implies that there is a significant difference between the four
population means.

Here is how we can make use of this function in Excel:

1. Upon encoding your data in Excel, click Data Analysis in the Data tab.
2. Select Anova: Single Factor in the popup that appeared and click OK.

3. Another popup will appear. For Input Range, select all the cells containing
your data. Select Columns for Grouped By. Tick the box for Labels in First
Row and set the Alpha (significance level) to 0.05. Select New Worksheet Ply
under the Output Options.

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 4. A new worksheet will appear containing the p-value.

Interpretation: Since p-value = 0.0528 > 0.05, we accept the null hypothesis.
It indicates that the four population means are equal. Thus, there is enough
evidence to say that there is no significant difference between the means of
four groups.

✓ Chi-square
It tests whether a significant relationship exists between two categorical
variables. This statistical tool can be used when you want to compare males
and females in terms of their highest educational attainment (bachelor’s degree,
master’s degree, doctorate degree). Before performing the test, we formulate two
hypotheses:
▪ Null Hypothesis (Ho) - The highest educational attainment is not dependent
on gender.
▪ Alternative Hypothesis (Ha) - The highest educational attainment is
dependent on gender.

Here is how we can make use of this function in Excel:

1. Organize your data in a table and get the sum of all rows and columns.

2. Calculate for the expected frequencies (EF) of your data. 𝑁 is the total
number of sample.
(𝑟𝑜𝑤 𝑡𝑜𝑡𝑎𝑙)(𝑐𝑜𝑙𝑢𝑚𝑛 𝑡𝑜𝑡𝑎𝑙)
𝐸𝐹 =
𝑁

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 Example for cell B4 (Junior High School teachers who have bachelor’s degree
as their highest educational attainment):
(60)(51)
𝐸𝐹 = = 30.6
100

3. Calculate for the p-value. Select a blank cell then type the formula:
=CHITEST(actual_range,expected_range). For the actual_range, select the
cells of observed frequencies; while for the expected_range, select the cells
of expected frequencies.

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4. Press Enter to get the p-value.

Interpretation: Since p-value = 0.9673 > 0.05, we accept the null hypothesis.
There is enough evidence to say that the highest educational attainment is
not dependent on gender.

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 What’s More

Now, let us try to analyze the situation given earlier.

A group of Grade 12 Arts & Design students wants to conduct a study on the
effect of classical music on the quarterly exam scores of Grade 11 STEM students in
Pre-Calculus. They divided their sample into two groups: one group listened to
classical music during the quarterly exam, while the other group answered the
quarterly exam without listening to any music. Upon collecting data, they compared
the quarterly exam scores of the said groups:
Listened to Did not listen to
classical music classical music
during the during the
quarterly exam quarterly exam
84 91
88 88
92 90
86 83
91 87
82 89
90 86
86 79
89 85
89 86

On a separate answer sheet, answer the following questions:

1. Do they have categorical or continuous data? ____________________________
2. What is the most appropriate statistical tool to be used for the data? Why?
________________________________________________________________________
________________________________________________________________________
3. What should be the null hypothesis?
________________________________________________________________________
________________________________________________________________________
4. What should be the alternative hypothesis?
________________________________________________________________________
________________________________________________________________________

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 5. Assume equal variances, get the p-value. ________________________________
6. Should they accept or reject the null hypothesis? ________________________
7. How should they interpret the p-value?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

What I Have Learned

On a separate answer sheet, please check your level of understanding for each
statistical tool discussed.

Statistical tool Poor Fair Good Very Good

Pearson product
moment of
correlation

Multiple
regression

T-test

Analysis of
variance (ANOVA)

Chi-square

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 What I Can Do

Identify which among the five statistical techniques discussed can be used for
your research. Explain your answer in more than 3 sentences.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Assessment

Analyze the situations given and use Excel in performing statistical analysis.
Write your answers on a separate answer sheet.

I. A group of Grade 12 STEM students wants to conduct a study on the

relationship between age and glucose level of diabetic patients. Below is
the data they collected:
Subject No. Age Glucose level
1 43 99
2 48 88
3 21 65
4 27 70
5 25 79
6 39 84
7 42 75
8 32 68
9 57 87
10 59 81

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 1. What statistical tool best applies to the data?
a. T-test
b. Pearson product of moment correlation
c. Chi-square
d. Multiple regression

2. What is the value of the correlation coefficient?

a. 0.89 c. 0.15
b. 0.62 d. 0.46

3. What can be concluded from the results obtained?

a. There is a weak positive relationship between age and glucose level
of diabetic patients.
b. There is a moderate positive relationship between age and glucose
level of diabetic patients.
c. There is a strong positive relationship between age and glucose
level of diabetic patients.
d. There is a very strong positive relationship between age and glucose
level of diabetic patients.

II. As part of her final requirement in a Physical Education course, Mimi

conducted a survey on university students regarding their living
arrangement and how frequently they exercised. Below is the data she
collected:
Living No Regular Sporadic Regular
Total
Arrangement Exercise Exercise Exercise
On-Campus
60 64 42 166
Dormitories
Off-Campus
80 50 25 155
Apartment
At Home 30 11 20 61
Total 170 125 87 382

1. What statistical tool best applies to the data?

a. T-test
b. Pearson product of moment correlation
c. Chi-square
d. Multiple regression

2. What is the expected frequency for those who are in on-campus

dormitories and have sporadic exercise?
a. 68.98 c. 13.89
b. 54.32 d. 73.87

3. What is the expected frequency for those who are in off-campus

apartments and have no regular exercise?
a. 68.98 c. 13.89
b. 54.32 d. 73.87

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 4. What is the expected frequency for those who are at home and have
regular exercise?
a. 68.98 c. 13.89
b. 54.32 d. 73.87

5. What should be the null hypothesis?

a. There is no linear relationship between frequency of exercise and
living arrangement among university students.
b. There is a linear relationship between frequency of exercise and
living arrangement among university students.
c. The frequency of exercise of university students is not dependent
on their living arrangement.
d. The frequency of exercise of university students is dependent on
their living arrangement.

6. What is the p-value?

a. 0.0621 c. 0.0901
b. 0.0098 d. 0.0023

7. What can be concluded from the results obtained?

a. There is enough evidence to say that there is no linear relationship
between frequency of exercise and living arrangement among
university students.
b. There is enough evidence to say that there is a linear relationship
between frequency of exercise and living arrangement among
university students.
c. There is enough evidence to say that the frequency of exercise of
university students is not dependent on their living arrangement.
d. There is enough evidence to say that the frequency of exercise of
university students is dependent on their living arrangement.

Additional Activities

Using the Analysis Toolpak add-in in Excel, perform statistical analysis on

your collected data. On a short bond paper, print the results of the statistical analysis
done in Excel and include a one-paragraph explanation about it. Here are the guide
questions in writing down your explanation:
a. What statistical tool did you apply to your data?
b. Why is it the most appropriate statistical tool to be used?
c. What is the result?
d. How do you interpret the results?

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Assessment What’s More
I. 1. B 1. Continuous
2. B 2. T-test is the most appropriate statistical tool to use as it
3. C measures the significant difference between the means
of two independent groups.
II. 1. C 3. The two population means are equal.
2. B 4. The two population means are not equal.
3. A 5. 0.3975
4. C 6. Accept the null hypothesis.
5. C 7. It indicates that the two population means are equal.
6. D Thus, there is enough evidence to say that there is no
7. C significant difference between the means of two groups.
What’s In What I Know
A. 1. IV: temperature 1. A
DV: diffusion 2. D
2. IV: foreign direct investment 3. A
DV: levels of economic growth 4. B
3. IV: daily Facebook use 5. C
DV: attention span 6. C
4. IV: management style 7. D
DV: employee performance 8. B
5. IV: amount of nitrogen fertilizer 9. A
DV: nitrogen content 10. D
B. 1. CA 4. CO 7. CO 10. CO
2. CO 5. CA 8. CO
3. CA 6. CA 9. CA
Answer Key
References
Baraceros, E. L. (2016). Practical Research 2. Sampaloc, Manila: Rex Bookstore Inc.
Cheusheva, S. (2020, October 9). Linear regression analysis in Excel. Retrieved from
https://www.ablebits.com/office-addins-blog/2018/08/01/linear-
regression-analysis-excel/
Creswell, J. W. (2012). Educational Research: Planning, conducting and evaluating
quantitative and qualitative research (4th ed.). Boston, Massachusetts:
Pearson Education Inc.
Frost, J. (n.d.). How to do One-Way ANOVA in Excel. Retrieved from
https://statisticsbyjim.com/anova/one-way-anova-excel/
Frost, J. (n.d.). How to do t-Tests in Excel. Retrieved from
https://statisticsbyjim.com/hypothesis-testing/t-tests-excel/
Glen, S. (n.d.). Correlation Coefficient: Simple Definition, Formula, Easy Steps.
Retrieved from https://www.statisticshowto.com/probability-and-
statistics/correlation-coefficient-formula/
Schmuller, J. (n.d.). Statistical Analysis with Excel For Dummies Cheat Sheet.
Retrieved from https://www.dummies.com/software/microsoft-
office/excel/statistical-analysis-with-excel-for-dummies-cheat-sheet/
Stat Trek. (n.d.). Regression Analysis With Excel. Retrieved from
https://stattrek.com/multiple-regression/excel.aspx

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