WHEN TO USE FORMULA SAMPLE PROBLEM

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1. MEAN
We use the mean in grouped data when we want to ∑fm Given the 5000 as the sum of products or the (∑fm)
find the average value of a data set that has been X = N and the number of cases is twenty. Find its
 Grouped Data
organized into classes or intervals, rather than Where: arithmetic mean.
individual data points. X = arithmetic mean
∑fm = sum of the products of frequency by midpoint
N = total number of scores

X = X1 + X2 + X3 + X4 + ... + Xk = ∑x
The mean is used for ungrouped data when you N NX Marc is a smart young man, according to the results
have individual data points, not grouped into Where: of each test he takes. His scores are 50, 60, 48, 49,
intervals or categories. It helps find the average X = arithmetic mean 50, 48, 47, 49, 59, and 60. Determine Marc’s grade's
value, summing all values and dividing by the total ∑x = sum of all scores average.
count. N = total number of scores

X = f₁x₁ + f₂x₂ + … fₖxₖ = ∑fx

 Ungrouped Data
Weighted arithmetic mean is used when different
data points have varying degrees of importance or
significance. It assigns weights to each data point
based on their importance, giving more weight to
certain values when calculating the mean.
f 1 + f 2 + … fₖ ∑f
Where: “How often does your Municipality Mayor's send
X = Weighted arithmetic mean you to seminars, workshops, etc?”
∑fx = Sum of all the products of f and x; where f is the
frequency of each weight and x is the weight
∑f = Sum of all subjects respondents

X = M₀+ C ∑fd
N
The mean of the class deviation method is used Where: Determine the mean deviation for the data values
when you have grouped data with known class M₀ = Midpoint value of origin 7,8,5,4,2,9.
midpoints and want to calculate the mean efficiently ∑fd = Sum of the products of the frequency x the deviation
by considering deviations from the midpoints. N = Total number of cases
C = Class interval

 Weighted Arithmetic Mean

 WHEN TO USE FORMULA SAMPLE PROBLEM
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 Mean of Class- Deviation Method

MEDIAN The median is used in grouped data when you want to find ~ (N – ∑CF<) Calculate the median for grouped data.
the central value that divides the data into two equal halves. X =L+2 (i) Exam Score Frequency
 Grouped Data It helps handle the effects of extreme values and provides a Fm 51-60 7
robust measure of central tendency. Where: 61-70 16
~ 70-80 13
X = Median 81-90 9
L = lower real limit of the median class 91-100 8
∑CF< = sum of the cumulative frequencies “lesser than”
up to but below the median class
fm = frequency of the median class
N = number of cases
i = class interval

Use the median in ungrouped data when data is skewed, N is odd, median = [(n+1)/2] th The following are set of scores of Grade 11 students
contains outliers, or when ordinal data needs representation. N is even, median = [(n/2)+1] th in their Mathematics
It's robust to extreme values and provides a central value. Exam:45,38,41,49,50,36,32,43,47,34. Identify the
median.
 WHEN TO USE FORMULA SAMPLE PROBLEM
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 Ungrouped Data

MODE Use the mode in grouped data when you want to identify X = L + h (f 1– f 0/2f 1– f 0– f 2 ) Consider this set of values: 29, 25, 23, 22, 22, 21,
the most frequent category or class. It is suitable for 21, 21, 21, 20, 20, 19, 18 and 18. Find the mode.
 Grouped Data nominal data and can provide the most common value in a
distribution.

Use the mode in ungrouped data when you have discrete ✧ Find the mode of the following raw scores:
values or categorical data. It helps find the most frequent 6 5 4 8 9
value, representing the highest occurrence in the dataset. 3 5 7 2 2
6 6 15 11 11
14 10 6 3 6
7 6 8 6 12

 Ungrouped Data
Use standard deviation when you want to measure the
4. Standard Deviation dispersion or variability of data points from the mean. It
gives a quantitative measure of how spread out the values
are in a dataset.
✧ The calculated height of Diotay family (in cm)
are 168,167,173,176,178, and 172. Find the
standard deviation
Where:
σ = population standard deviation
N = the size of the population
Xi= each value from the population
μ = the population mean

Use standard error of the mean when you want to estimate SEX= Drivers have a mean of 750 pesos daily wage with a
5. STANDARD ERROR OF THE the uncertainty of the sample mean as an indicator of how Where : standard deviation of 5. Estimate the standard error
well it represents the population mean in inferential SD = standard deviation of the mean given a sample size of 40.
MEAN statistics. N = Number of subjects

When measuring the variability from a specific data point SED = The amount of the time required for an oil and filter
6. STANDARD ERROR OF THE to the mean. Where : change on a car is normally distributed with a mean
SEX1 = standard error of the mean group 1 of 45 minutes and a standard deviation of 10 mins.
DEVIATION SEX2 = standard error of the mean group 2 A random set of 8 cars were chosen. What will be
the standard error of the deviation?
Use a 1-tailed Z-test when you have a specific directional Z = P1 - P2 PQ/N A drug company claims that product ABC has 85%
7. 1-TAILED Z TEST hypothesis and want to determine if a sample mean Where: effectivity. A test was conducted on 180 leukemia

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8. Z TEST OF INDEPENDENT
MEANS OR THE CRITICAL RATIO
9. Z TEST OF CORRELATED
OR DEPENDENT
PROPORTIONS
10. Z TEST OF INDEPENDENT
PROPORTIONS
WHEN TO USE
significantly differs from a population mean in that
particular direction.
Use the Z test of independent means or the critical ratio
when you want to compare means of two independent
groups to determine if the difference is statistically
significant.
Use the Z test of correlated proportions when you want to
compare proportions from paired or dependent samples,
such as before and after measurements, to determine if the
difference is statistically significant.
Use the Z test of independent proportions when you want to
compare proportions from two independent groups to
determine if the difference in proportions is statistically
significant.
FORMULA SAMPLE PROBLEM
P1=claim patients and found effective on 130. Is the product
P2=findings as effective as claimed?
Q = 1.00 - claim
PQ = claim x (1.00 – claim)
N = total number of respondents
SEX = SD/N ✧ Two groups, one made up 280 graduate
Where : students and the other 420 undergraduate were
SD = the standard deviation given a mental ability test. The graduate students
N = total number of group obtained a mean score of 92.27and the
undergraduate students obtained a mean score of
Compute for the SED (Standard Error of the Deviation): 87.68. Is there a significant difference in the mental
SED= ability of graduate and undergraduate students?
Compute the Z or the Critical Ratio:
Z = X1 - X2 /SED
Where :
X1 = mean of group 1
X2 = mean of group 2
SED = Standard Error of the Deviation
Z = D - A /A + D ✧ 70 voters chosen as random, 40 were in favour
Where : of a certain candidate, and 30 against him. After
D = subjects who do not agree but agreed after hearing the listening to the candidate’s speech, of the 40 who
speech favoured him before the speech, 32 still favoured
A = subjects who were agree but change to disagree after him afterwards but went 8 against him. Of the 30
hearing the speech who were against the candidate before the speech, 5
remained against him but the 25 switched in his
favour after the speech. Did the candidate’s speech
significantly affect the voter’s preference?
Z = P1 - P2 Two groups of farmers are sampled. In the first
PQ (N1 + N2 / N1 N2 ) group of 60 farmers, 40 commented that they
Where: disapprove the new method of farming imposed by
P1 = proportion of group 1 their new handler. In the second group of 70, 50
P2 = proportion of group 2 farmers said the same. Is the disapproval of group 2
P = sum of P1 and P2 divided by the sum of N1 and N2 as strong as that expressed by group 1?
 WHEN TO USE FORMULA SAMPLE PROBLEM
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Use the t-test of independent means when you want to S2 = ∑X2 - (∑X1)2 + ∑X2 - (∑X1)2 Is there a notable gap between the interpersonal
11. T TEST OF INDEPENDENT compare the means of two independent groups to determine N1 N2 abilities of leaders in business and education?
if the difference is statistically significant, assuming the N1 + N2 - 2
MEANS data is approximately normally distributed. Where:
∑X1= summation of the scores of group 1
∑X2 = summation of the scores of group 2
N1 = total number of group 1
N2 = total number of group 2

To compute the T-value

t = X1 - X2
s2 + s2
N1 N2
Where:
X1 = mean of group 1
X2 = mean of group 1
N1 = total number of group 1
N2 = total number of group 2

Use the t-test of correlated means when you want to
12. T TEST OF CORRELATED compare means of paired or dependent samples, such as
before and after measurements, to determine if the
MEANS difference is statistically significant.
∑D () Is there a significant difference in the pre and post
N∑D2 - (∑D)2 test scores of the twenty (25) Grade VII disabled
N-1 readers who were tested of their mental ability after
Where: being subjected to reading remediation strategies.
∑D = summation of the difference of the pre-test and post
test scores
D2 = square of the difference if two scores
∑D2 = summation of the squared difference of the scores.
N = total number of students

Use the Chi-square test of association when you have Step 1: Compute Fe’s ; Is one’s mental ability significantly associated with
13. CHI-SQUARE TEST OF categorical data and want to determine if there is a R total x K total/ N total one’s self concept?
significant association between two or more variables in a Step 2: Put up a contingency table
ASSOCIATION contingency table. Step 3: Compute
= Fo – Fe2
Fe
Where :
Fo = observed frequency
Fe = N/ No. of categories
 WHEN TO USE FORMULA SAMPLE PROBLEM
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Use the Chi-square test of goodness of fit when you have Fo – Fe2 To test the community involvement of teachers, one
14. CHI-SQUARE TEST OF categorical data and want to determine if an observed Fe of the questions asked was: “During calamities, do
frequency distribution differs significantly from an Where : you help with relief work?”
GOODNESS OF FIT expected theoretical distribution. Fo = observed frequency
Fe = N/ No. of categories

Use Spearman rank difference when you have ordinal or
15. SPEARMAN RANK non-normally distributed data and want to assess the
relationship between two variables by comparing their
DIFFERENCE ranks rather than their actual values.
r’= 1 –
Where :
= summation of squared rank difference
N = total number of respondents
N2 = squared of the total number of scores
Is there a significant relationship between one’s
Socioeconomic Status (X) and one’s Academic
Performance (Y)?

Use Pearson product-moment coefficient of correlation FROM RAW SCORES Is there a significant relationship between one’s
16. PEARSON PRODUCT when you have interval or ratio data and want to measure competence in the field of mathematics (X) and
the strength and direction of the linear relationship between r= one’s competence in the field of Social Science (Y)?
MOMENT COEFFICIENT two continuous variables. Where:
∑XY = total sum of the products of the
OF CORRELATION the first and second group
∑X = total sum of scores in the first group
∑Y= total sum of scores in the second group
∑X² = total sum of squared scores in the s first group
∑Y2 = total sum of squared scores in the s second group
n = total number of respondents

BY METHOD OF DIFFERENCE

❖ Sd2=
⮚ Sd=

❖ Sx2=
⮚ Sx=

❖ Sy2=
⮚ Sy=

r=

Where:
∑d = summation of the difference of two groups
 WHEN TO USE FORMULA SAMPLE PROBLEM
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∑d2 = total sum of squared difference of the two groups.
∑x = total sum of scores in the first group
∑x² = total sum of squared scores in the first group
∑y = total sum of scores in the second group
∑y2 = total sum of squared scores in the second group

FROM STANDARD SCORES

❖ x=

❖ σx=

❖ σȳ=

r=

Where:
∑x = total sum of scores in the first group
∑x² = total sum of squared scores in the first group
∑y2 = total sum of squared scores in the second group
n = total number of respondents

Use biserial r when you have one continuous variable and
17. BISERIAL r one dichotomous variable, and you want to measure the
strength and direction of the linear relationship between
them.
rbis = Is there a significant correlation between music
Where: appreciation (as measure by a test) and musical
P = proportion of the smaller group training (arbitrarily categorized as trained or
Q = proportion of the bigger group untrained.
Y = height of the ordinate separating P and Q in the normal
distribution.
SD = Standard Deviation

Use point biserial r when you have one continuous variable ❖ Xp=
18. POINT BISERIAL r and one dichotomous variable, and you want to measure the
strength and direction of the correlation between them. ❖ Xq =
STANDARD DEVIATION (SD) =
PROPORTION OF CATEGORY 1 (p): =
PROPORTION OF CATEGORY 2 (q): =
rpbis =
 WHEN TO USE FORMULA SAMPLE PROBLEM
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Where:
∑X1 = total sum of scores of the first category
∑X2= total sum of scores of the second category
∑D2 = total sum of squared difference of two categories
N1 = total respondents of the first category
N2 = total respondents of the second category
Nt = total number of respondents

Use one-way ANOVA when you have one categorical Compute the original measurements Does learning among rats duffer under different
19. ONE WAY ANOVA independent variable and one continuous dependent degrees of starvation?
variable. It tests for significant differences in the means of ❖ ∑Xt = ∑X1 + ∑X2 + ∑X3
three or more groups. ❖ ∑Xt2 = ∑X12 + ∑X22 + ∑X32
❖ Nt = N1 + N2 + N3
❖ SSt = (∑Xt2) –
❖ SSbg = ) -
❖ SSwg = SSt - SSbg

Use two-way ANOVA when you have two categorical Linear and Branching Type Do the children of different learning abilities differ
20. TWO WAY ANOVA independent variables and one continuous dependent ❖ ∑XTR = ∑XT1R + ∑XT2R + ∑XT3R in the way they learn under the two types of
variable. It helps assess the main effects and interaction ❖ ∑XT2R = ∑XT12R + ∑XT22R + ∑XT32R programmed materials used?
between the two factors on the outcome.
Computation

1. ∑XTotal = ∑X1 + ∑X2 + ∑X3 + ∑X1 + ∑X2 + ∑X3

2. ∑X2Total= ∑12 + ∑22 + ∑32 + ∑12 + ∑22 + ∑32
3. NTotal= N1 + N2 + N3 + N1 + N2 + N3
4. SSTotal = (∑Xt2) –
5. SSbg= ) –
6. SSwg= SSt - SSbg
7. SSA= -
8. SSB= -
9. SSAxB= SSbg - SSA - SSB

Use three-way ANOVA when you have three categorical Summary of Procedures The researcher wants to determine whether there are
21. THREE WAY ANOVA independent variables and one continuous dependent 1. Computing the various sum of squares. differences between the various teaching methods
variable. It helps assess the main effects and interactions a. (A) employed, between teachers, and between sexes. If
 WHEN TO USE FORMULA SAMPLE PROBLEM
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among all three factors on the outcome. SSA = there are variations between the factors, are these
b. (B) differences influenced by additional factors? For
SSB = instance, are the observed differences true for all
c. (C) teachers if there are differences in teaching
SSC = methods? or in each gender?
d. (AB)
SSAB =
e. (AC)
SSAC=
f. Total Sum of Squares
TSS= ∑T2ijkl +∑T2ijkl +…+∑T2ijkl +∑T2ijkl
g. Error Sum of Squares
SSE= TSS – SSA – SSB – SSC – SSAB- SSAC

2. Determine the various degree of freedom.

❖ Total df = N-1
❖ A df = I-1
❖ B df = J-1
❖ C df = K-1
❖ AB df = (A df) (B df)
❖ AC df = (A df) (C df)
❖ Error df = Total df- A df – B df – C df – AB -AB df –
AC df

3. Compute the F values

❖ A:F=

❖ B:F=

❖ C:F=

❖ AB : F =

❖ AC : F =

4. Compute the F table, the value of F can be found.

❖ A : F (A,E)
❖ B : F (B,E)
❖ C : F (C,E)
 WHEN TO USE FORMULA SAMPLE PROBLEM
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❖ AB : F (AB,E)
AC : F (AC,E)

Use analysis of covariance (ANCOVA) when you want to
22. ANALYSIS OF compare the means of groups, controlling for the effects of
one or more continuous covariates that may influence the
CO-VARIANCE dependent variable.
Ty2 ∑Tx2 Compare the three approaches to learning French,
N as each one focuses on a different set of topics.
❖ = ∑XY + ∑XY + ∑XY Following a period of instruction, mean results on a
SUM OF SQUARES test of French proficiency are obtained for the three
Y (SSbg)= groups. The three groups' means might be directly
Y (SSwg)= compared if individuals had been divided into the
Y Total (SStotal)= three groups at random. However, practical
X (SSbg)= considerations might preclude random grouping of
X (SSwg)= subjects. Three current classes of students may be
X Total (SStotal)= necessary to be used by the researcher. These
classes may have different intelligence levels, and
SUM OF PRODUCTS IQ and proficiency in French may be connected.
Between groups = The difference in intellect between the three classes
Within groups = is an uncontrolled variable in this scenario, thus the
Total = investigator is unable to determine the extent to
which the differences in French achievement are
ADJUSTED SUM OF SQUARES (ASS) caused by the various instructional approaches.
Thus, it is possible to identify disparities in French
ASStotal= (SSbg + SSwg for x) - proficiency between classes while controlling for IQ
ASSwg= SSwg – using statistics.
ASSbg= ASStotal - ASSwg

An a posteriori t-test, also known as a post hoc t-test, is Between Group 1 and Group 2
23. A POSTERIORI T-TEST used after performing an ANOVA to compare specific Ft =
group means and identify significant differences between Between Group 1 and Group 3
pairs of groups. Ft=
Between Group 2 and Group 3
Ft=
Do students of different mental ability (Low,
Average,High) differ in the way they learn under the
two methods of teaching (Discover Modular) being
used?

Use Kruskal-Wallis one-way analysis of variance by ranks H = ∑3(N+1) Is there a significant difference in the LET
24. KRUSKAL WALLIS ONE when you have non-normally distributed data and want to percentile rank of teacher education students who
compare the medians of three or more independent groups. Where : underwent the LET Review and those who did not
WAY ANALYSIS OF It is a non-parametric alternative to one-way ANOVA. N = total of respondents undergo the LET Review?
 WHEN TO USE FORMULA SAMPLE PROBLEM
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n = number of respondents per category
VARIANCE BY RANKS Ri = sum of ranks per category
Ri2 = square of the summation of the ranks

25. FRIEDMAN’S TWO WAY
ANALYSIS OF VARIANCE
BY RANKS
Use Friedman's two-way analysis of variance by ranks
when you have non-normally distributed data and want to
compare the medians of three or more dependent groups
measured on two or more occasions. It is a non-parametric
alternative to two-way ANOVA.
H = ∑Ri2- 3N (K+1) Which of the four approaches—the Structured
Approach (SA), Unstructured Approach (UN),
Where: Theory and Practice Approach (TPA), and
N = total of respondents Discovery Approach (DA)—leads to a substantial
K = number of categories difference in the rank levels at which advanced
NK = total number of respondents x number of categories statistics is taught?
Ri = sum of ranks per category
Ri2 = square of the summation of the ranks

SUMMARY TABLE
OF
2S-SOC 11
Submitted by: Richard A. Diotay Jr
Submitted to: Dr. Ephraim Estacion Jr.