Republic of the Philippines

CENTRAL MINDANAO UNIVERSITY

College of Education
Graduate School Program
University Town, Musuan, Bukidnon, 8710

July 15, 2023

Student: VICTORIANO A. GAPAS JR.

Instructor: DR. RAUL ORONGAN
Program: Master of Arts in Language Education (English)
Subject: Statistical Methods in Educational Research (EDUC254)

EDUC 254 / 242 PRACTICAL EXAM MIDYEAR 2023

INSTRUCTIONS:
A. ANALYZE THE FF. EXERCISES BY USING THE USE THE SIX STEPS
HYPOTHESIS TEST.
B. SUBMIT OR TURN IN YOUR ANSWERS (SUMMARY TABLES) IN PDF FORMAT.
C. APPEND ALL YOUR COMPUTER OUTPUTS IN YOUR ANSWERS.

PART I: EXERCISES
1. A survey on the number of cell phones per 100 residents in urban and rural communities
was conducted for communication campaign. Test at 0.05 level if there is a difference on
the number of cell phones per 100 residents. The following results are given below:

A. IDENTIFY THE DEPENDENT AND INDEPENDENT VARIABLES.

DV: the number of cell phones per 100 residents

IV: the type of community (urban or rural)
B. STATE THE NULL AND ALTERNATIVE HYPOTHESIS

HO: There is no significant difference in the number of cell phones per 100
residents between urban and rural communities.

HA: There is a significant difference in the number of cell phones per 100
residents between urban and rural communities.

C. ESTABLISH THE LEVEL OF SIGNIFICANCE (USUALLY SET TO 0.05 LEVEL FOR

SOCIAL RESEARCHES UNLESS SPECIFIED)
Specify the α level: α = .05
D. DETERMINE THE APPROPRIATE TEST STATISTICS
Independent T-Test because we compare the means of two independent groups.

E. COMPUTATION / ANALYSIS (USE BASIC AVAILABLE STATISTICAL SOFTWARE)

SUMMARY TABLE/S:
VARIABLE / GROUPINGS MEAN SD T- PROB
VALUE (SIG. 2
TAILED)
URBAN COMMUNITY
91.9318 47.66667
-1.745 .085
RURAL COMMUNITY 108.1556 39.76977

F. INTERPRETATION / IMPLICATION / CONCLUSION

The results of the independent t-test show that the t-value is -1.745 and the p-
value is 0.085. The p-value is greater than the significance level of 0.05, which means
that we fail to reject the null hypothesis. Therefore, we can conclude that there is no
statistically significant difference in the number of cell phones per 100 residents
between urban and rural communities.
Although the mean number of cell phones per 100 residents is higher in rural
communities (108.1556) compared to urban communities (91.9318), the difference
between the means is not statistically significant at the 0.05 level. Therefore, we cannot
conclude that there is a significant difference in the number of cell phones per 100
residents between urban and rural communities based on the results of this study.
Therefore, there is no significant difference in the number of cell phones per
100 residents between urban and rural communities based on the independent t-test
results.
 APPENDIX 1

Group Statistics

groupings N Mean Std. Deviation Std. Error Mean

1.00 44 91.9318 47.66667 7.18602

numberofcellphones
2.00 45 108.1556 39.76977 5.92853

Independent Samples Test

Levene's Test for t-test for Equality of Means

Equality of
Variances

F Sig. t df Sig. Mean Std. Error 95% Confidence

(2- Difference Difference Interval of the
tailed) Difference

Lower Uppe
r

Equal variances 2.25

.649 .423 -1.745 87 .085 -16.22374 9.29697 -34.70247
numberofc assumed 499
ellphones Equal variances 2.30
-1.742 83.604 .085 -16.22374 9.31592 -34.75074
not assumed 327

2. An online module developer launches a modular instruction online to various professionals

in different levels of educators. Test if the module being developed differs by the number of
users in each level. Use 0.05 level. The results are shown below:

A. IDENTIFY THE DEPENDENT AND INDEPENDENT VARIABLES.

DV: the effectiveness or performance of the online module

IV: the number of users in each level of educator.
 B. STATE THE NULL AND ALTERNATIVE HYPOTHESIS

HO: There is no significant difference in the effectiveness or performance of the

online module across the different levels of educators.

HA: There is a significant difference in the effectiveness or performance of the

online module across the different levels of educators.

C. ESTABLISH THE LEVEL OF SIGNIFICANCE (USUALLY SET TO 0.05 LEVEL FOR

SOCIAL RESEARCHES UNLESS SPECIFIED)
Specify the α level: α = .05
D. DETERMINE THE APPROPRIATE TEST STATISTICS
ANOVA because we determine if there are statistically significant differences between
the means of three or more groups on a continuous outcome variable.
E. COMPUTATION / ANALYSIS (USE BASIC AVAILABLE STATISTICAL SOFTWARE)

SUMMARY TABLE/S:
VARIABLE STANDARD SD F-VALUE PROB (Sig.
MEAN 2- tailed)
ELEMENTARY
149.1875 102.85797

HIGH SCHOOL 207.8750 85.21414 2.593 0.103

TERTIARY
216.3750 83.28015

F. INTERPRETATION / IMPLICATION / CONCLUSION

The results of the one-way ANOVA show that the F-value is 2.593 and the p-
value is 0.103. The p-value is greater than the significance level of 0.05, which means
that we fail to reject the null hypothesis. Therefore, we can conclude that there is no
statistically significant difference in the effectiveness or performance of the online
module across the different levels of educators.
Although the mean effectiveness or performance scores are different across
the different levels of educators, the difference is not statistically significant at the 0.05
level. Therefore, we cannot conclude that there is a significant difference in the
effectiveness or performance of the online module across the different levels of
educators based on the results of this study.
The conclusion is that there is no significant difference in the effectiveness or
performance of the online module across the different levels of educators based on
the one-way ANOVA results.
 APPENDIX 2

Descriptives
numberofusers

N Mean Std. Deviation Std. Error 95% Confidence Interval for Mean Minimum Maximum

Lower Bound Upper Bound

1.00 16 149.1875 102.85797 25.71449 94.3784 203.9966 31.00 357.00

2.00 16 207.8750 85.21414 21.30354 162.4676 253.2824 113.00 365.00
3.00 16 216.3750 83.28015 20.82004 171.9981 260.7519 131.00 373.00
Total 48 191.1458 93.90828 13.55449 163.8777 218.4140 31.00 373.00

ANOVA
numberofusers

Sum of Squares df Mean Square F Sig.

Between Groups 42830.042 2 21415.021 2.593 .086

Within Groups 371651.938 45 8258.932
Total 414481.979 47

Multiple Comparisons
Dependent Variable: numberofusers
Tukey HSD

(I) groupsss (J) groupsss Mean Std. Error Sig. 95% Confidence Interval
Difference (I-J) Lower Bound Upper Bound

2.00 -58.68750 32.13046 .173 -136.5593 19.1843

1.00
3.00 -67.18750 32.13046 .103 -145.0593 10.6843
1.00 58.68750 32.13046 .173 -19.1843 136.5593
2.00
3.00 -8.50000 32.13046 .962 -86.3718 69.3718
1.00 67.18750 32.13046 .103 -10.6843 145.0593
3.00
2.00 8.50000 32.13046 .962 -69.3718 86.3718

numberofusers
Tukey HSD

groupsss N Subset for alpha = 0.05

1.00 16 149.1875
2.00 16 207.8750
3.00 16 216.3750
Sig. .103

Means for groups in homogeneous subsets are displayed.

a. Uses Harmonic Mean Sample Size = 16.000.

3. The grade(Y) and admission test scores(X) of SHS students are recorded
a. Create a scatter plot
b. Compute for the correlation coefficient and interpret.
c. Find a regression equation between grade and admission test scores. Interpret.

A. IDENTIFY THE DEPENDENT AND INDEPENDENT VARIABLES.

DV: the grade of SHS students, denoted by Y

IV: the admission test score of SHS students, denoted by X

B. STATE THE NULL AND ALTERNATIVE HYPOTHESIS

HO: There is no significant linear relationship between the admission test score
and the grade of SHS students.
 HA: There is a significant linear relationship between the admission test score
and the grade of SHS students.

C. ESTABLISH THE LEVEL OF SIGNIFICANCE (USUALLY SET TO 0.05 LEVEL FOR

SOCIAL RESEARCHES UNLESS SPECIFIED)
Specify the α level: α = .05
D. DETERMINE THE APPROPRIATE TEST STATISTICS
Linear Regression because we analyze the relationship between variables, and to
make predictions and forecasts based on this relationship and Pearson r Correlation because
we measure the strength and direction of the linear relationship between two variables.
E. COMPUTATION / ANALYSIS (USE BASIC AVAILABLE STATISTICAL SOFTWARE)

SUMMARY TABLE/S:
DV: Grade of SHS students, denoted by Y
R- Value
Variable PROB. (Sig. 2-tailed)
(Correlation Coefficient)
Admission test score
of SHS students, 0.098 0.548
denoted by X

Unstandardized Standardized
Model Coefficients Coefficients t Sig.
B Std. Error Beta
(Constant) 490.196 60.175 8.146 .000
grade .483 .795 .098 .607 .548
R= 0.098 R2 = 0. 010 F-VALUE=0.368 PROB=0.548
 F. INTERPRETATION / IMPLICATION / CONCLUSION
The correlation coefficient between the admission test score and the grade of
SHS students is 0.098, and the p-value is 0.548. The p-value is greater than the
significance level of 0.05, which means that we fail to reject the null hypothesis.
Therefore, we can conclude that there is no statistically significant linear relationship
between the admission test score and the grade of SHS students.
The regression analysis shows that the coefficient for the admission test score,
denoted by X, is 0.483 and the p-value is 0.607. Since the p-value is greater than the
significance level of 0.05, we cannot reject the null hypothesis of no significant linear
relationship between the admission test score and the grade of SHS students.
Both the correlation and regression analyses suggest that there is no significant
linear relationship between the admission test score and the grade of SHS students.
Therefore, we can conclude that there is no significant evidence to support the
alternative hypothesis, and we fail to reject the null hypothesis.

APPENDIX 3

Correlations

grade admissiontestsc
ore

Pearson Correlation 1 .098

grade Sig. (2-tailed) .548

N 40 40
Pearson Correlation .098 1

admissiontestscore Sig. (2-tailed) .548

N 40 40

Model Summary

Model R R Square Adjusted R Std. Error of the

Square Estimate

1 .098a .010 -.016 70.12530

a. Predictors: (Constant), grade

ANOVAa

Model Sum of Squares df Mean Square F Sig.

Regression 1809.602 1 1809.602 .368 .548b

1 Residual 186867.173 38 4917.557

Total 188676.775 39

a. Dependent Variable: admissiontestscore

b. Predictors: (Constant), grade
 Coefficientsa

Model Unstandardized Coefficients Standardized t Sig.

Coefficients

B Std. Error Beta

(Constant) 490.196 60.175 8.146 .000

1
grade .483 .795 .098 .607 .548

a. Dependent Variable: admissiontestscore