Republic of the Philippines

Philippine Normal University

The National Center for Teacher Education
Mindanao
The Multicultural Education Hub
Prosperidad, Agusan del Sur

S-MAT 25P- STATISTICAL METHODS OF RESEARCH IN PHYSICS

Vision-Mission PNU shall become internationally recognized and nationally responsive teacher education university. As the
established producer of knowledge workers in the field of education, it shall be the primary source of high-quality
teachers and education managers that can directly inspire and shape the quality of Filipino students and graduates in
the country and the world.

PNU is dedicated to nurturing innovative teachers and education leaders.

PNU Quality Policy As the National Center for Teacher Education, the Philippine Normal University commits to provide leadership in
teacher education and nurture innovative teachers and education leaders imbued with values of truth, excellence, and
service. We commit to the continual growth of the University through compliance with international Quality Standards
and statutory and regulatory requirements. We shall achieve this through our core functions of instruction, research,
extension, and production.
FTD Goals The Faculty of Teacher Development promotes the University’s mission of nurturing innovative teachers and
educational leaders. It is committed to:
1. Providing the best teacher preparation and development training to produce teachers who are strong in
content, grounded in the discipline and possess the technological and pedagogical knowledge to effectively
teach and lead in the on-going educational reforms at all levels of education;
2. Promoting quality instruction by ensuring a strong philosophical and conceptual foundations for the teacher
education curriculum programs to develop graduates with the following qualities: humane and ethical educated
person, reflective and responsive specialist, critical and creative technology expert and transformative educator;
3. Advancing research in education by providing opportunities to students and faculty members of the College to
conduct research to produce and construct knowledge about teaching- learning, reflect and make meaningful
connections between theory and practice, solve problems and locate opportunities for strategic actions; and
4. Promoting a culture of sharing by extending scholarship and expertise to other educational institutions and
agencies and establishing partnerships with communities and organizations involved in education.
Course Number S-MAT25P
Course Title STATISTICAL METHODS OF RESEARCH IN PHYSICS
Course
GED MAT01
Prerequisite
Course This 3-unit course deals with the concepts and processes of statistics that are useful in analyzing research data.
Description More particularly, it involves concepts in Descriptive Statistics like Measures of Central Tendency, Measures of
Variations, and Inferential Statistics like Tests of Hypotheses Involving Means, Variances, and Proportions. The use
of statistical programs like MS Excel, MINITAB, and SPSS will be introduced to help students do realistic analyses of
large data.
Course Outcome 1. Summarize a set of data using measures of central tendency, and variability.
2. Describe the characteristics features of a set of data like normality and skewness using graphs.
3. Demonstrate competencies in research by analyzing data relative to the null hypothesis.
4. Demonstrate expertize in the use of statistics software like MINITAB, MS Excel with Real Stat, and SPSS.
5. Use appropriate principles, strategies, techniques, and technologies in analyzing research data leading to
acceptance or rejection of hypotheses.

COURSE CONTENT
Instructional Delivery
Session Assessment
Design
No./Durati Lesson Learning Outcomes Content FLD*
on FFD (Alternative
Video Lessons)
1. Explain the importance of statistics to Role of
teachers. Statistics in
2. Define and Differentiate the following Research
terms:
2.1 Population from Sample.
Importance of Statistics in Why Study
2.2 Parameter from Statistic Posttest for
1 2.3 Observation
Lesson 1 Statistics
Research Lesson 1
3. Classify observation as:
3.1 Nominal, Basic Terms
3.2 Ordinal,
3.3 Interval, or Types of Data
3.4 Ratio.
1. Determine the mean, median, or mode Measures of
Posttest for
2 of a set of data. Measures of Central Tendency Lesson 2 Central
2. Construct a frequency distribution of a Lesson 2
Tendency

Course Syllabus in S-Mat25P Page 1

 2

large set of data.

3. Determine the (a) mean, (b) median,
and (c) mode of a large set of data
from the frequency distribution.
4. Decide as to what measures of central
tendency is appropriate for a given set
of data.
1. Describe the variability of a set of data Measures of
using the following measures: Spread
(1) Range,
(2) Average Deviation,
Posttest for
3 (3) Variance, Measures of Variations Lesson 3
(4) Standard Deviation,
Lesson 3
(5) Median absolute deviation
2. Decide what measures of variations is
appropriate for describing variability?
1. Present the characteristics of a set of Graphical
data using the following graphical Presentation
tools:
1,1Pie Chart,
1.2 Bar Chart,
Posttest for
4 1.3 Histogram, Graphical Presentation of Data Lesson 4
1.4 Frequency Polygon, Lesson 4
1.5 Cumulative Frequency Polygon or
Ogive
2. Decide which graphical tool is
appropriate for describing a set of data?
1. Use the data analysis function of the Using MS
Microsoft Excel to compute the Excel
following descriptive statistics:
a. mean, median, and mode
b. standard deviation, variance, and
range
2. Use the paste fx function of the Microsoft
Excel to compute the following descriptive Using MS Excel to Compute Posttest for
5 statistics:
Lesson 5
Descriptive Statistics Lesson 5
2.1 mean deviation (AVEDEV)
2.2 mean (AVERAGE), median, mode,
2.3 sample standard deviation (STDEV),
and population standard deviation
(STDEVP)
2.4 sample variance (VAR), and
population variance (VARP)
MS Excel
Use MS Excel to construct the following Pie Using MS Excel to do Graphical Posttest for
6 Graph, Bar Chart, and Histogram
Lesson 6 Charts &
Presentation of Data Lesson 6
Graph
1. Tell a statistical hypothesis from an Intro to
ordinary hypothesis, Hypothesis
2. Develop functional ideas on the logic Testing
of hypothesis testing,
3. Gain operational definitions of basic Null &
concepts in hypothesis testing like the Alternate
following: (a) type I and type II errors, Hypothesis Posttest
(b) level of significance of the test, (c)
7-8 null hypothesis and alternative
Hypothesis Testing Lesson 7 for Lesson
Hypothesis 7
hypothesis, (d) one-tailed test and
Tests Part 1
two-tailed test, (e) critical region and
acceptance region
4. State the null hypothesis, the
corresponding alternative hypothesis
and the general location of the critical
region,
1. decide which test is Choosing a
appropriate for testing a Statistical Test
significant of difference of a
population mean  against a
hypothesized value 0 (i.e.  Hypothesis Posttest
9-10 =0) given the size of the Tests Concerning Means Lesson 8 Tests Part 2 for Lesson
sample and the assumption of 8
Hypothesis
normality of the population,
Tests Part 3
2. use the six-step procedure in
conducting a test on significant
of difference of a population

Course Syllabus in S-MAT25P Page 2

 3

mean  against a hypothesized

value 0 (i.e.  =0),
3. decide which test is
appropriate for testing the
significant of difference of two
population means 1 and 2
(i.e. 1- 2 = d0), given the sizes
of the samples and the
assumption of normality of the
two populations,
4. use the six-step procedure in
conducting a test on significant
of difference between two
population means 1 and 2
(i.e. 1- 2 = d0),
USE the Minitab to conduct: Minitab Tutorial
1. T-test on significant of Introduction to
difference of a population Minitab
mean  against a
hypothesized value 0(i.e. 
=0); Minitab
2. Z-test on significant of Using MINITAB to Test Hypothesis Posttest
11 difference of a population Lesson 9 Test 1 Mean for Lesson
Hypothesis Involving Means
mean  against a 9
Minitab
hypothesized value 0(i.e.  Hypothesis
=0);and Test 2 Means
3. tests on significant of
difference between two
population means 1 and 2
(i.e. 1- 2 =d0).
12 MIDTERM EXAMINATION
ANOVA
Test null hypothesis involving Stacked Posttest
Tests Involving Several
13-14 equality of several means using F- Lesson 10 for Lesson
Population Means ANOVA : A
test ANOVA statistic. 10
Visual
Introduction
ANOVA test
using MS Excel

How to Run a
USE MS Excel to test equality of One-Way
means of several samples having ANOVA in Posttest
15 only one independent variable ANOVA Using MS Excel Lesson 11 Excel for Lesson
(ANOVA: Single Factor) 11
Performing a
One-way
ANOVA in
Excel with
post-hoc t-tests
1. Use SPSS to test null Introduction to
16 hypothesis involving equality SPSS for data
analysis
of several means
overview of Posttest
2. Conduct a Post Hoc Analysis Using SPSS to Test Equality of SPSS
(Scheffe’s Test and DMRT) to Lesson 12 for Lesson
Several Means
determine if pairwise One-way 12
comparison of means. ANOVA and
Post Hoc Test
Using SPSS
1. use the chi square statistic F-ratio Test for
for testing a significant of Two Equal Posttest
Variances
17-18 difference of a population Tests Concerning Variances Lesson 13 for Lesson
variance 2 against a Test for 13
hypothesized value 20 (i.e. equality of

Course Syllabus in S-MAT25P Page 3

 4

2 = 20), variances
2. use the f statistic for testing Parametric and
nonparametric
the significant of difference
Levene's test
between two population in SPSS
variances 21 and 22.

USE MINITAB: Testing the

1. to test null hypothesis on assumption of
significant of difference of a equal
variances in
population variance 2 Minitab
against a hypothesized value Posttest
19 02(i.e.  =0). Using Minitab to Tests Variances Lesson 14 Hypothesis for Lesson
2. to test null hypothesis on Test 1 SD 14
significant of difference
Hypothesis
between two population Test 2 SD
variances 21and 22 (i.e. 21-
22 =d0).
1. use the binomial random Hypothesis
variable X for testing a Test 1
proportion p of small sample Proportion
against a hypothesized value
p0 (i.e. p = p0),
2. use the standard normal Analyzing
variable Z for testing a Differences Posttest
20-21 proportion p of large sample Tests Concerning Proportions Lesson 15 between for Lesson
Percentages 15
against a hypothesized value
with SPSS
p0 (i.e. p = p0),
3. use the standard normal
variable Z for testing the
difference between two
proportions (i.e. p1 = p2),

to use MINITAB to conduct: Hypothesis Test

1 Proportion
1. test on significant of
difference of a population Test for One
proportion against a Proportion Using
Minitab17 Posttest
hypothesized value 0( =0), Using Minitab to Test
22-23 Lesson 16 for Lesson
and Proportions Hypothesis Test 16
2. test on significant of 2 Proportions
difference between two
population proportions 1and
2(1- 2 =d0).
24 FINAL EXAMINATION
Course Main Reference: Pontiveros, F. C., Galanida, C. C. & Aguilar, H.T. (2018). A Flexible Learning Material for (S-Mat25P)
References Statistics for Physics Teachers, Teaching Kit for S-Mat25P (E-book in DVD format)
PDF Files : Probability & Statistics for Engineers & Scientists.pdf
Printed Matter: Walpole, R. E., Myers, R.H., Myers, S.L., Ye, K. (2012). Probability & Statistics for Engineers &
Scientists, 9th Ed. New York: Prentice Hall
Performance Course Performance Indicator Evidence of Performance Standard
Indicator and Able to: Performance 50% is the minimum passing score.
Evidence of ❖ Solve and submit all 16 Problem Sets Formula: Grade = 0.5 x (%Score) + 50
Performance (Posttests) ✓ Quizzes, FLA Weight Distribution:
❖ use manual approach to compute the ✓ Investigative Project Quizzes = 15%
values of test statistics ✓ Seat/board works FLA = 10%
❖ Use MS Excel, Minitab, and SPSS in ✓ Written Exams Project = 15%
doing statistical analysis. Orals(Seat/boardworks) = 20%
❖ Show authentic evidence of learning by Midterm Exam = 20%
Final Exam = 20%
actual presentation of answers through
100%
board works or actual demo.
See sample grading template

Course ❖ To pass the course, a student is required to get at least 50% following the criteria below:
Requirements Quizzes = 15%

Course Syllabus in S-MAT25P Page 4

 5

FLA = 10%
Project = 15%
Orals(Seat/boardworks) = 20%
Midterm Exam = 20%
Final Exam = 20%
100%
❖ There are 16 posttests for the entire course, each student must submit a complete set of 16 posttests and must
obtain a passing average for the summative test (Midterm & Final exam). Failure to submit a complete set of 16
posttest and/or failure to take the summative tests will mean a rating of 4.0 (INCOMPLETE).
Course 1. Attendance: Attendance in a Face-to-Face Delivery (FFD) mode (i.e. Lecture) is not compulsory. In cases when a
Policies student is absent, he/she may avail of the Flexible Learning Delivery (FLD) Mode. In such case, the student will do self-
learning by studying the printable/readable Lesson Module(s) and/or by viewing the video lessons related to the topic(s)
he/she has missed.
2. Submission of Requirements: Each student, whether attending the FFD or FLD or a combination of FFD & FLD, will
answer the prepared Assessment task (Posttest) for each lesson. These posttests are home-based (i.e. Home
Assignments). Each student shall submit a hard copy or a soft-copy (in pdf format) of his/her answers. Hard copies of
posttests shall be handed personally to the course instructor while soft copy of posttests may be e-mailed directly to
the instructor’s email address.
3. Summative Exams: There are two summative examinations for this course- the Midterm and the Final exam. Midterm
examination is given after students are done with Lesson 9 (i.e. has submitted posttest for Lesson 9). The Final exam
is given on the last session (Session 24) when the students are done with Lesson 16. These exams should be taken by
the students personally with the teacher acting a proctor for the whole duration of the test. Failure to take these tests
personally will entitle the student for an INCOMPLETE mark. For the purpose of practicality, gadgets, like calculators
and computers including smart phones, are allowed during the examination period.
4. Academic Integrity: A student caught cheating during the summative exam (midterm or final) will automatically get a
score of zero for that said examination.
Consultation
Period As reflected in ROL

Prepared Approved
by:
by: FABIAN C. PONTIVEROS JR CONCEPCION G. BELZA, PHD.
Associate Dean
CESARIO C. GALANIDA

HENRY T. AGUILAR
Faculty

Date: March 1, 2021 ADELYNE COSTELO-ABREA, PHD.

Dean

Course Syllabus in S-MAT25P Page 5