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STATISTICS &
PROBABILITY
Quarter 4 - Module 2:
Correlation Analysis
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Published by the Department of Education – Division of Misamis Oriental
Division Superintendent: Dr. Jonathan S. Dela Peña, CESO V
Development Team of the Module
Authors: Monina C. Raagas
Editor: Glenn C. Aradilla Milger A. Baang, PhD
Reviewer/s: Flordeliz D. Laput
Illustrator:
Layout Artist:
Management Team:
Chairperson: Jonathan S. Dela Peña, PhD, CESO V
Schools Division Superintendent
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STATISTICS &
PROBABILITY
Quarter 4 - Module 2:
Correlation Analysis
vii
TABLE OF CONTENTS
Cover Page i
Copyright Page ii
Title Page iii
Table of Contents iv
Introduction vi
Lesson 1 Correlation Analysis 1
What I Need To Know 1
What I Know 2
What’s In 4
What’s New Activity 1 4
What Is It 8
What’s More Creating Scatterplot in Spreadsheet or Excel 9
What I Have Learned 9
What I Can Do 10
Assessment 10
Lesson 2 Pearson Product-Moment Correlation 12
What I Need To Know 12
What I Know 12
What’s In 13
What’s New Activity 1 13
What Is It 16
What’s More Correlation Coefficient Software 16
What I Have Learned 17
What I Can Do 18
Assessment 18
Answer Key 21
References 23
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INTRODUCTION
This module, as part of the response in crafting the Alternative Delivery Module
Learning Resource, is made for you as students who took up Statistics and
Probability subject. The resource focuses on topics under Correlation Analysis which
solving problems involving correlation analysis. Activities are suited to your own pace
and capacity. You are also advised to use applications like Excel in your computer in
accomplishing some objectives. This is to make you enjoy the comparison of manual
computation and use of formula in the computer application. The module starts with a
Pre-test to assess how much knowledge you have about the lessons. At the end part,
an Assessment ensures that you gained an understanding and skill on the objectives
set.
For the facilitator, teacher or parent, this module serves as a guide in achieving
curriculum guide. Furthermore, this is not to say that you limit only in the resources
available in this module but it is hoped that you may supplement materials and
The Author
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Lesson
Correlation Analysis
1
Quarter: Fourth Week: 7th
What I Know
Directions: Write the letter that corresponds to the best answer in your
answer sheet.
1. Which scatterplot shows most likely a positive correlation?
Scatterplot I Scatterplot II
5. Which scatterplot below best describes the table of values for the
number of hours studied and the test scores?
a. c.
b. d.
What’s In
2. (3, 3)
3. (1, -5)
4. (4, -4)
5. (-3, -5)
6. (3, 5)
7. (-2, 4)
8. (1, -3)
9. (-5, 0)
10. ( 0, 5)
What’s New
Bivariate Data
Data in statistics is sometimes classified according to how many variables
are in particular study. When you conduct a study that looks at a single
variable, that study involves univariate data. For example, you study a group
of students to find out their average grade.
Bivariate data is when you are studying two variables. These variables
are compared to find the relationships between them. For example, age might
be one variable and weight might be another variable. Another is when you
want to find out the temperature and the ice cream sales.
Using correlation analysis, we can find out the relationship of variables in
a bivariate data. Many businesses, marketing and social science questions
and problems could be solved using bivariate data sets. For instance, is there
a link between child obesity and family income? This is where correlation
analysis is helpful.
Activity 1
Arm Span and Height of a Person
Steps Solution
Activity 2
Number of Times Late and Grade of a Student
Steps Solution
10
Activity 3
Weight of a Person and Number of Facebook Friends
Steps Solution
10
What is It
The diagram above shows some examples of scatter plots and correlations.
8
What’s More
Creating Scatterplot in Spreadsheet or Excel
What’s interesting is you can create your scatterplot from your data
using Excel. Here are the steps you need:
What I Can Do
With the lesson studied, we want to know if we can apply the use of
scatterplot in real life. Suppose the number of people of different ages who
died of COVID-19 virus on the month of April in our region is taken.
Construct the scatterplot of number of people died against age. Show your
output using Excel.
Assessment
A. For each of the following case, tell whether the relationship is positive,
negative or no correlation.
1. The more students enroll in a school, the more teachers are needed.
2. The wealthier a person is, the more friends he has.
3. A student who has many absences has a decrease in grades.
4. As one increases in age, often one's agility decreases.
5. The longer your hair grows, the more shampoo you will need.
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1. 2.
3. 4.
A. Strong negative correlation
B. Strong positive correlation
C. Moderate positive correlation
D. Low negative correlation
E. Zero correlation
D. Construct a scatterplot for the following data and use it to comment on
the form, direction, and strength between the variables.
1 Age of a
. person, 11 12 13 14 15 16 17 18 19 20
years
Weight,
kg 40 42 38 35 45 51 48 48 50 47
2. Age of a
car, 0.5 1 1.5 2 3 4 4.5 5 6 7
years
Mileage,
16 15 10 12 10 12 11 10 11 8
km/L
11
What I Know
Directions: The table shows the correlations for the four graphs below. Match
each graph to the correlation coefficient.
A. B.
y 100 90 85 60 50
2.
x 6 15 30 12 20
y 3 6 15 5 15
12
What’s In
1 7 12
2 6 8
3 8 12
4 5 10
5 6 11
6 9 13
13
Steps Solution
4 5 10
5 6 11
6 9 13
r=
14
Activity 2
Mathematics and Physics Scores
Steps Solution
1 55 66
2 93 89
3 89 94
4 60 52
5 90 84
Can you state the correlation coefficient for the relationship between
Math and Physics scores?
15
What is It
What’s More
16
=PEARSON(array1, array2)
Simply replace ‘array1‘ with the range of cells containing the first variable
and replace ‘array2‘ with the range of cells containing the second variable.
For the example above, the Pearson correlation coefficient (r) is 0. 76.
17
What I Can Do
Assessment
18
1. 2.
3. 4.
2.
x 1 3 5 7 9
y 44 34 24 14 4
3.
x 1 3 6 9 11
y 12 28 37 28 12
19
D. Find the value of Pearson coefficient r. Give your conclusion about the
variables of the studies.
1. The diameter of the longest lichens growing on gravestones were
measured. Data gathered show the following:
Age of
gravestone 9 18 20 31 44 52 53 61 63 63
X (years)
Diameter of
2 3 4 20 22 41 35 22 28 32
lichen
Age
1 2 3 4 5 6 7 8
X (days)
No. of
bacteria 34 106 135 181 192 231 268 300
Y(mil)
20
Answer Key
Lesson 1 Lesson 2
2. a Graph B = -1
3. a Graph C = 0
4. d Graph D = -0.72
5. c B. Graph A = 0.96
5. Positive
C. 1. B
2. C
3. E
4. A
D. 1. 2.
21
Lesson 2
Assessment
A.
1. a
2. b
3. a
4. b
5. B
B. 1. D
2. C
3. B
4. A
C. 1. r = 1 ; perfect positive correlation
D. 1. r = 0.86 ; There is a strong positive correlation between age of grave stone and
diameter of lichen.
2. r = 0.99 ; There is a strong positive correlation between the number of days
and the number of bacteria
22
References
Belecina, Rene R. et. al. Statistics and Probability. P. Florentino ST., Sta.
Mesa Heights, Quezon City: Rex Printing Company, Inc., 2016
Websites
https://www.onlinemathlearning.com/scatter-plots.html
https://courses.lumenlearning.com/boundless-statistics/chapter/correlati
on/
https://www.dummies.com/software/microsoft-office/excel/how-to-create-
a-scatter-plot-in-excel/
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