ARELLANO UNIVERSITY School of Education Legarda, Manila

Correlation Analysis of the Performance in English and Selected Variables of Grade V pupils of Arellano University
(Research in assessment of Student Learning- II)

Submitted by: Cristo, Joy Mariette B. Reyes, Marilou Malabana, Liezl Euness

Submitted to: Dr. Eduardo O. Dela Cruz Jr. (Professor)

I.

Introduction

In some research problems, several variables or characteristics of a population are studied simultaneously to determine whether a relationship exists and if so how strong or how significant the relationship might be. Correlation is a statistical tool to measure the association of two or more quantitative variables. Correlation of variables is used in assessment of student learning as a tool to measure the relationship of their abilities or performance from other variables to determine whether these variables have significant relationship or not. Its main concern is to analyze the organized the data leading to a prediction or inferences. Here it implies that before carrying out an inference, appropriate and correct descriptive measures or methods are employed to bring out good results. Hypothesis testing is used in this area; it is a decision-making process for evaluating claims about the variables based on the information obtained. Correlation is a statistical measurement of the relationship between two variables. Possible correlations range from +1 to 1. A zero correlation indicates that there is no relationship between the variables. A correlation of 1 indicates a perfect negative correlation, meaning that as one variable goes up, the other goes down. A correlation of +1 indicates a perfect positive correlation, meaning that both variables move in the same direction together.

When the increase in one variable (X) is followed by a corresponding increase in the other variable (Y); the correlation is said to be positive correlation. The positive correlations range from 0 to + l; the upper limit i.e. +1 is the perfect positive co-efficient of correlation. The perfect positive correlation specifies that, for every unit increase in one variable, there is proportional increase in the other. For example "Heat" and "Temperature" have a perfect positive correlation. If, on the other hand, the increase in one variable (X) results in a corresponding decreases in the other variable (Y), the correlation is said to be negative correlation. The negative correlation ranges from 0 to -1; the lower limit giving the perfect negative correlation. The perfect negative correlation indicates that for every unit increase in one variable, there is proportional unit decrease in the other. . Zero correlation means no relationship between the two variables X and Y; i.e. the change in one variable (X) is not associated with the change in the other variable (Y). For example, body weight and intelligence, shoe size and monthly salary; etc. The zero correlation is-the mid-point of the range -1 to + l . It is a statistical technique that can show whether and how strongly pairs of variables are related.

II.

Theoretical Framework Correlation is one of the most widely used analytic procedures in the field of

Educational Measurement and Evaluation. It is useful in the prediction of one variable- the dependent variable on the basis of the other variable the independent variable.

Grade V Pupils

Independent Variable (Selected variable)

Dependent Variable (English performance)

The purpose of doing correlations is to allow us to make a prediction about one variable based on what we know about another variable. Correlation analysis can be used to make inferences about one variable which cannot be easily measured based on which can be.

III.

Statement of the Problem

This study aims to find out the relationship between performance in English and selected variables of Grade V pupils in Juan Sumulong Campus, Arellano University for S.Y. 2010-2011.

1. What is the profile of Grade V pupils as regards: 1.1 gender 1.2 age 1.3 height 1.4 weight 1.5 educational attainment of parents 1.6 aggregate monthly family income 1.7 family members attending to their needs and education 2. What is the English performance of the pupils in the 1st periodical test? 3. What significant difference exists in the English performance of male and female pupils? 4. What significant relationship exists between English performance and the following variables: 4.1 age 4.2 height 4.3 weight 4.4 educational attainment of mother 4.5 educational attainment of father 4.6 aggregate monthly family income 4.7 family members attending to their needs and education

Definition of terms

Other key terms used in this research are defined in this section to facilitate understanding of this study. Selected Variables These refer to the gender, age, height, weight, educational attainment of parents, aggregate monthly family income, family members attending to their needs and education. Performance in English This refers to the raw score of the grade V pupils in the first periodical test in English. Correlation Analysis Correlation is a statistical measurement of the relationship between two variables.

IV.

Methods and Procedure

The researchers utilized the raw scores of Grade V pupils in their 1 st periodical test in English for S.Y. 2010-2011 for this correlation analysis between their performance in English and selected variables.

The total number of pupils who took the test is 48 (forty-eight). There are 23 (twenty-three) boys and 25 (twenty-five) girls. T-test

The significant difference between the English performance of male and female was analyzed by utilizing the independent t-test formula which is a method used to show the difference between the means of two different variables. The hypothesis about their significant difference was subjected to testing.

To determine whether to accept or reject Ho or Ha, the tabular value (from the t-distribution table) of the computed value of the t-test must be compared. If the computed value is bigger than the tabular value = there is significant difference If the computed value is lesser than the tabular value = there is no significant difference

To get the tabular value of the computed value of the t-test, look for the

or

degrees of freedom of the computed value in the t-distribution table opposite to its or level of significance. Selected Variables The profile of the pupils regarding their age, height, weight, educational attainment of parents, aggregate monthly family income, and family members attending to their needs and education were gathered by conducting a survey to the Grade V pupils. Pearson r

The significant relationship that exists between the English performance and the selected variables was analyzed by utilizing the Pearson r formula. The level of significance or the acceptance or rejection of null hypothesis (Ho) or alternative hypothesis (Ha) is based on the computed value of the variables shown in table below. Chi-square test We used the chi-square test in determining the relationship of the English performance of the grade V pupils and the following variables: a. Educational attainment of mother b. Educational attainment of father

c. Aggregate monthly family income d. Family members attending to their needs and education The chi-square can be used for a variable or two variables for which there are two or more mutually categories. In order to determine whether to accept or reject the null or alternative hypothesis, locate the tabular value of the chi-square in the chi-square distribution table by getting the value where the desired level of significance and the computed degree of freedom intersect.

V.

Statistical Treatment of Data

Correlation analysis involves many statistics that can provide useful information for testing the hypothesis about the significant relationships between variables. These formulas help in showing whether the selected variables have an effect on the performance of the pupils or does their performance vary on certain variable. Independent t-test Formula: 1. Sum of Squares a. where;
( )

= the sum of squares of the first variable = sum of the first variable squared = sum of the first variable = number of subjects in first variable

b. where;

= the sum of squares of the second variable = sum of the second variable squared = sum of the second variable = number of subjects in second variable

2. t-test

t=

. /

where;

= mean of the first variable = mean of the second variable = sum of squares of the first variable = sum of squares of the second variable = number of subjects in first variable = number of subjects in second variable degree of difference between and

Summary: = number of subjects in first variable = number of subjects in second variable = degrees of frequency = level of significance = computed value = tabular value = is there a significance difference or none = reject or accept Ho reject or accept Ha

 Pearson r Formula:
, ( ) -, ( ) -

where; = degree of relationship between x and y = number of the subjects = sum of multiplied value of first (x) and second (y) variable = sum of the first variable = sum of the second variable

Chi-square test Formula: Yates Correction Formula

*| | +

where: actual frequency = expected Frequency To get the E:

where: VT = vertical total HT = horizontal total GT = grand total

VI.

Results and Discussion

The result of this study will help the teacher monitor if a certain variable affects the ability of the pupils or not. Correlation analysis will help test the hypothesis of the researchers whether there is a significant relationship that exist between the pupils English performance and the selected variables. The set of data obtained in the research conducted was analyzed and interpreted through the following tables shown below. 1. What is the profile of Grade V pupils as regards: Gender Table 1 Gender Distribution of Grade V Pupils Pupils Male Female TOTAL Frequency 23 25 48 Percentage (%) 47.92% 52.08% 100%

Shown in the table 1 are the frequencies and percentages of male and female pupils of Grade V. as the table shows, 47.92% of Grade V pupils is composed of male which has a number of 23(twenty-three) while 52.08% of the pupils is composed of female which has a number of 25(twenty-five) for a total of 48(fortyeight) pupils.

Age Table 2 Age Distribution of Grade V Pupils Age 12 11 10 9 TOTAL Frequency 1 24 20 3 48 Percentage (%) 2.08% 50% 41.67% 6.25% 100%

The table 2 portrays the profile of pupils according to their age. As shown in the table above , only 1(one) or 2.08% of the pupils is 12 years old while most of pupils are 11 years old which composes of 24(twenty-four) or 50% of the Grade V pupils. 20 (twenty) or 41.67% of the pupils are 10 years old and 3 (three) or 6.25% of the pupils are 9 years old. Weight Table 3 Weight Distribution of Grade V Pupils Weight(kg) 58 41-57 31-40 20-30 18 TOTAL Frequency 2 11 20 14 1 48 Percentage (%) 4.17% 22.91% 41.67% 29.17% 2.08% 100%

In the table 3, the profile of the pupils according to weight is shown; 1(one) or 2.08% of the pupils is 18 kg which is the lightest while 2 or 4.175% of them is 58 kg which is heaviest. Most of the pupils have weighed 31-40 kilogram which composes 41.67% or 20 pupils. Height Table 4 Height Distribution of Grade V Pupils Height(inches) 64.5 61-63.5 56-60.5 53-55.5 52-52.5 TOTAL Frequency 1 8 21 15 3 48 Percentage (%) 2.08% 16.67% 43.75% 31.25% 6.25% 100%

Shown in the table 4 is the profile of the pupils according to height. Most of the pupils are on the height range of 56-60.5 which composes of 21(twentyone) or 43.75% of the pupils while only 1(one) or 2.08% of the pupils measures 64.5 inches which is the tallest. 3(three) or 6.25% of the pupils measures 52-52.05 inches.

Educational attainment of parents Table 5.1 Distribution of Educational Attainment of Mother of Grade V Pupils
Educational attainment of mother

Frequency 1 6 41 48

Percentage (%) 2.08% 12.5% 85.42% 100%

Elementary level High school level College level TOTAL

Shown in the table 5.1, only 1(one) or 2.08% of the pupils said that their mother attained elementary level; 16 (sixteen) or 12.5 % of the pupils said that their mother attained high school level while 41 (forty-one) or 85.42% of the pupils said that their mother attained college level. Table 5.2 Distribution of Educational Attainment of Father of Grade V Pupils
Educational attainment of father

Frequency 0 5 43 48

Percentage (%) 0 10.42% 89.58% 100%

Elementary level High school level College level TOTAL

In the table 5.2 the educational attainment of father of Grade V pupils were analyzed. None of the pupils said that their father attained elementary level while 43(forty-three) or 89.58% of the pupils said that their father attained college level

Aggregate monthly family income Table 6 Distribution of Aggregate Monthly Family Income of Grade V Pupils
Aggregate monthly family income

Frequency 30 5 3 10 48

Percentage (%) 62.5% 10.42% 6.25% 20.93% 100%

5,000-10,000 10,000-15,000 15,000-20,000 20,000-above TOTAL

The table 6 portrays the aggregate monthly family income of the pupils. 3 (three) or 6.25% of the pupils said that their aggregate monthly family income ranges from 15,000 to 20,000 while 30 (thirty) or 62.5% of the pupils said that their aggregate monthly family income ranges from 5,000 to 10,000. Family members attending to their needs and education Table 7 Distribution of family members attending to the needs and education of Grade V Pupils
Family members attending to their needs and education

Frequency 45 2 1 48

Percentage (%) 93.75% 4.17% 2.08% 100%

Parents Grandparents Guardian TOTAL

Shown in table 7, only 1(one) or 2.08% of the pupils said that the family member that attends to his/her needs is his/her guardian while 45(forty-five) or 93.75% of the pupils said that their parents are the ones who attend to their needs and education. 2. What is the English performance of the pupils in the 1st periodical test? Table 8 Distribution of English Performance of the Grade V Pupils in the 1st Periodical Test Raw scores 0-10 11-20 21-30 31-40 41-50 TOTAL Frequency 0 0 0 14 34 48 Percentage (%) 0% 0% 0% 29.17% 70.83% 100%

The table 8 portrays the raw scores of the pupils in the first periodical test in English. None of the pupils got 0 to 30 scores, 14(fourteen) or 29.17% of the Grade V pupils got score that ranges from 31 to 40 while 34(thirty four) or 70.83% got the score that ranges from 41 to 50.

3. What is the significant difference between in the English performance of male and female pupils? Table 9 Test of Difference between the English Performance of Male and Female Pupils Variables
English performance of male and female

26

.05

0.11

2.013

Conclusion: Since the computed value of t which is 0.11is lest than the tabular value of 2.013 at .05 level of significance with 26 degrees of freedom, the null hypothesis is confirmed or accepted. This means that there is no significant difference between the English performance of male and female of Grade V pupils.

4. What is the significant relationship of the English performance of Grade V pupils and the selected variables. Table 10 Test of Significant Relationship of the English Performance of Grade V Pupils and the selected Variables. Variables
Performance English and age in

46 46 46 8 8 12 8

.05 .05 .05 .05 .05 .05 .05

-0.19 0.01 -0.22 0.66 3.06 0.85 0.52

.2845 .2845 .2845 15.51 15.51 21.03 15.51

Performance in English and weight Performance English and height in

Performance in English and educational attainment of mother Performance in English and educational attainment of father Performance in English and aggregate monthly family income Performance in English and family members attending to their needs and education

Conclusion: Since all the computed value of r of the English performance of Grade V pupils and the selected variables are less than the tabular value at .05 level of significance with its corresponding degrees of freedom, the null hypotheses is

confirmed or accepted. These mean that the selected variables do not predict the English performance of Grade V pupils.

VII. Summary of Findings and Conclusion The purpose of this correlation analysis is to analyze the relationships of the English performance of Grade V pupils and the selected variables accurately. Problem 1: What is the profile of the Grade V pupils as regards to: 1.1 Gender Findings: 47.92% of Grade V pupils is composed of male which has a number of 23(twenty-three) while 52.08% of the pupils is composed of female which has a number of 25(twenty-five) for a total of 48(forty-eight) pupils. 1.2 Age Findings: only 1(one) or 2.08% of the pupils is 12 years old while most of pupils are 11 years old which composes of 24(twenty-four) or 50% of the Grade V pupils. 20 (twenty) or 41.67% of the pupils are 10 years old and 3 (three) or 6.25% of the pupils are 9 years old.

1.3 Weight Findings: 1(one) or 2.08% of the pupils is 18 kg which is the lightest while 2 or 4.175% of them is 58 kg which is heaviest. Most of the pupils have weighed 31-40 kilogram which composes 41.67% or 20 pupils. 1.4 Height Findings: Most of the pupils are on the height range of 56-60.5 which composes of 21(twenty-one) or 43.75% of the pupils while only 1(one) or 2.08% of the pupils measures 64.5 inches which is the tallest. 3(three) or 6.25% of the pupils measures 52-52.05 inches. 1.5 Educational attainment of Parents a. Mother Findings: only 1(one) or 2.08% of the pupils said that their mother attained elementary level; 16 (sixteen) or 12.5 % of the pupils said that their mother attained high school level while 41 (forty-one) or 85.42% of the pupils said that their mother attained college level.

b. Father Findings: None of the pupils said that their father attained elementary level while 43(forty-three) or 89.58% of the pupils said that their father attained college level 1.6 Aggregate Monthly Family Income Findings: 3 (three) or 6.25% of the pupils said that their aggregate monthly family income ranges from 15,000 to 20,000 while 30 (thirty) or 62.5% of the pupils said that their aggregate monthly family income ranges from 5,000 to 10,000. Problem 2: What is the English performance of the pupils in the 1st periodical test? Findings: None of the pupils got 0 to 30 scores, 14(fourteen) or 29.17% of the Grade V pupils got score that ranges from 31 to 40 while 34(thirty four) or 70.83% got the score that ranges from 41 to 50. Problem 3: Is there a significant difference in the English performance of male and female pupils? Findings: Since the computed value of t which is 0.11is lest than the tabular value of 2.013 at .05 level of significance with 26 degrees of freedom, the null hypothesis is confirmed or accepted. This means that

there is no significant difference between the English performance of male and female of Grade V pupils. Problem 4: Is there a significant relationship between the English performance and the selected variables? 4.1 Age

Findings: Since the computed value of r which is -0.19 is less than the tabular value of .2845 at .05 level of significance with 46 degrees of freedom, the null hypotheses is accepted. Thus, the age of Grade V pupils do not affect their English performance. 4.2 Weight

Findings: Since the computed value of r which is 0.01 is less than the tabular value of .2845 at .05 level of significance with 46 degrees of freedom, the null hypotheses is accepted. Thus, the English performance of Grade V pupils does not depend on their weight. 4.3 Height

Findings: Since the computed value of r which is -0.22 is less than the tabular value of .2845 at .05 level of significance with 46 degrees of freedom, the null hypotheses is accepted. Therefore the English performance of Grade V pupils does not depend on their height.

4.4

Educational attainment of parents

a. Mother Findings: Since the chi-square value is 0.66 is less than the tabular value of 15.51 at .05 level of significance with 8 degrees of freedom, the null hypotheses is accepted. Hence, the English performance of Grade V pupils is not related to educational attainment of their mother. b. Father Findings: Since the chi-square value is 3.06 is less than the tabular value of 15.51 at .05 level of significance with 8 degrees of freedom, the null hypotheses is accepted. Hence, the English performance of Grade V pupils is not related to educational attainment of their father. 4.5 Aggregate Monthly Family Income

Findings: Since the chi-square value is 0.85 is less than the tabular value of 21.03 at .05 level of significance with 12 degrees of freedom, the null hypotheses is accepted. Hence, the English performance of Grade V pupils is not related to their aggregate monthly family income.

4.6

Family Members Attending to their Needs and Education

Findings: Since the chi-square value is 0.52 is less than the tabular value of 15.51 at .05 level of significance with 8 degrees of freedom, the null hypotheses is accepted. Thus, the English performance of Grade V pupils does not depend to the family members attending to their needs and education Conclusion: From the findings of the different test, where the significant relationship and difference of the English performance of Grade V pupils and the selected variables were subjected to testing in order to determine whether there is significant relationship or none. The conclusions made are the following: 1. All the results indicate the acceptance of the null hypothesis. Therefore, there is no significant difference between the English performance of male and female pupils and there is no significant relationship between the English performance of Grade V pupils and the selected variables. 2. These results indicate that the selected variables do not predict the English performance of the Grade V pupils.

VIII. Direction for Future Use (Recommendation) Correlation analysis consists of generalizing from samples to populations, performing hypothesis testing, determining relationships among variable, and making predictions. Let us suggest a number of points of departure in the application of correlation analysis. 1. It must be understood that the teacher must not predict the performance of the pupils according to their age, height, weight, etc. 2. The teacher must understand that there is no difference between the performance of boys and girls.

IX.

Appendix Profile of Grade V Pupils

Raw score in English 43 49 45 41 43 45 39 37 41 45 47 41 37 46 40 45 45 42 45 42 38 32 44 40 41 45 44 47 46 43 38 41 41 40 45 41 48 47 47 42 41 39 38 42 36 44 38 33 Age 10 11 11 11 11 10 10 11 11 11 10 11 11 10 11 11 10 9 10 10 11 10 10 9 9 10 10 11 10 11 11 11 10 11 10 11 11 10 11 10 10 11 11 11 11 10 10 12 Height (Inch) 54 56.5 53 62.5 62 54 55.5 60 62.5 58 58 55 58.5 52 62.5 65 53.5 55.5 55 56.5 56 61 59 54 56.5 61.5 55.5 55 58 58 60 60 52 55.5 57 52.5 56.5 61.5 53 58 54 56.5 53.5 60.5 57.5 61.5 57 64.5 Weight (Kg) 25 49 18 55 39 24 33 43 40 38 32 30 34 30 39 48 24 38 26 28 30 43 41 26 40 58 29 32 54 41 40 58 22 31 39 22 38 41 29 48 36 32 30 36 38 51 34 40

Pupils GIRLS 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 BOYS 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23

Is there a significant difference in the English performance of male and

female pupils? Statement of the Hypothesis:

: there is no significant difference in the English performance of male and

female pupils, : there is significant difference in the English performance of male and female pupils,
Table 11
Pupils Male Female

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

45 44 47 46 43 38 41 41 40 45 41 48 47 47 42 41 39 38 42 36 44 38 33

43 49 45 41 43 45 39 37 41 45 47 41 37 46 40 45 45 42 45 42 38 32 44 40 41

2025 1936 2209 2116 1849 1444 1681 1681 1600 2025 1681 2304 2209 2209 1764 1681 1521 1444 1764 1296 1936 1444 1089

1849 2401 2025 1681 1849 2025 1521 1369 1681 2025 2209 1681 1369 2116 1600 2025 2025 1764 2025 1764 1444 1024 1936 1600 1681

 Sum of squares
( ) ( )

t-test t=
. /

t=
. /

t=
( )

t= t=

Summary:

Table 12
Pupils English Performance Age

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48

43 49 45 41 43 45 39 37 41 45 47 41 37 46 40 45 45 42 45 42 38 32 44 40 41 45 44 47 46 43 38 41 41 40 45 41 48 47 47 42 41 39 38 42 36 44 38 33

10 11 11 11 11 10 10 11 11 11 10 11 11 10 11 11 10 9 10 10 11 10 10 9 9 10 10 11 10 11 11 11 10 11 10 11 11 10 11 10 10 11 11 11 11 10 10 12

1849 2401 2025 1681 1849 2025 1521 1369 1681 2025 2209 1681 1369 2116 1600 2025 2025 1764 2025 1764 1444 1024 1936 1600 1681 2025 1936 2209 2116 1849 1444 1681 1681 1600 2025 1681 2304 2209 2209 1764 1681 1521 1444 1764 1296 1936 1444 1089

100 121 121 121 121 100 100 121 121 121 100 121 121 100 121 121 100 81 100 100 121 100 100 81 81 100 100 121 100 121 121 121 100 121 100 121 121 100 144 100 100 121 121 121 121 100 100 144

430 539 495 451 473 450 390 407 451 495 470 451 407 460 440 495 450 378 450 420 418 320 440 360 369 450 440 517 460 473 418 451 410 440 450 451 528 470 517 420 410 429 418 462 396 440 380 396

 Pearson

( ) -, ( ) ( ) ( ) -,

( ) )( ( ) ) ( ) -

-,

-,

Summary:

Table 13 Pupils 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 English Performance 43 49 45 41 43 45 39 37 41 45 47 41 37 46 40 45 45 42 45 42 38 32 44 40 41 45 44 47 46 43 38 41 41 40 45 41 48 47 47 42 41 39 38 42 36 44 38 33 Height 54 56.5 53 62.5 62 54 55.5 60 62.5 58 58 55 58.5 52 62.5 65 53.5 55.5 55 56.5 56 61 59 54 56.5 61.5 55.5 55 58 58 60 60 52 55.5 57 52.5 56.5 61.5 53 58 54 56.5 53.5 60.5 57.5 61.5 57 64.5 1849 2401 2025 1681 1849 2025 1521 1369 1681 2025 2209 1681 1369 2116 1600 2025 2025 1764 2025 1764 1444 1024 1936 1600 1681 2025 1936 2209 2116 1849 1444 1681 1681 1600 2025 1681 2304 2209 2209 1764 1681 1521 1444 1764 1296 1936 1444 1089 2916 3192.25 2809 3906.25 3844 2916 3080.25 3600 3906.25 3364 3364 3025 3422.25 2704 3906.25 4225 2862.25 3080.25 3025 3192.25 3136 3721 3481 2916 3192.25 3782.25 3080.25 3025 3364 3364 3600 3600 2704 3080.25 3249 2756.25 3192.25 3782.25 2809 3364 2916 3192.25 2862.25 3660.25 3306.25 3782.25 3249 4160.25 2322 2768.5 2385 2562.5 2666 2430 2164.5 2220 2562.5 2610 2726 2255 2164.5 2392 2500 2925 2407.5 2331 2475 2373 2128 1952 2596 2160 2316.5 2767.5 2442 2585 2668 2494 2280 2460 2132 2220 2565 2152.5 2712 2890.5 2491 2436 2214 2203.5 2033 2541 2070 2706 2166 2128.5

 Pearson

( ) -, ( ) ( ) -,

( ) )( ( ) ) ( ) -

) (

-,

-,

Summary:

Table 14 Pupils 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 English Performance 43 49 45 41 43 45 39 37 41 45 47 41 37 46 40 45 45 42 45 42 38 32 44 40 41 45 44 47 46 43 38 41 41 40 45 41 48 47 47 42 41 39 38 42 36 44 38 33 Weight 25 49 18 55 39 24 33 43 40 38 32 30 34 30 39 48 24 38 26 28 30 43 41 26 40 58 29 32 54 41 40 58 22 31 39 22 38 41 29 48 36 32 30 36 38 51 34 40 1849 2401 2025 1681 1849 2025 1521 1369 1681 2025 2209 1681 1369 2116 1600 2025 2025 1764 2025 1764 1444 1024 1936 1600 1681 2025 1936 2209 2116 1849 1444 1681 1681 1600 2025 1681 2304 2209 2209 1764 1681 1521 1444 1764 1296 1936 1444 1089 625 2401 324 3025 1521 576 1089 1849 1600 1444 1024 900 1156 900 1521 2304 576 1444 676 784 900 1849 1681 676 1600 3364 841 1024 2916 1681 1600 3364 484 961 1521 484 1444 1681 841 2304 1296 1024 900 1296 1444 2601 1156 1600 1075 2401 810 2255 1677 1080 1287 1591 1640 1710 1504 1230 1258 1380 1560 2160 1080 1596 1170 1176 1140 1376 1804 1040 1640 2610 1276 1504 2484 1763 1520 2378 902 1240 1755 902 1824 1927 1363 2016 1476 1248 1140 1512 1368 2244 1292 1320

 Pearson

( ) -, ( ) ( ) ( ) -,

( ) )( ( ) ) ( ) -

-,

-,

Summary:

Table 15

Educational attainment of Mother

TOTAL

English Performance

College

High school

Elementary

E
29 12 0 0 0 41
| | 2 1 0.71 2 1 0.71 0 0 0 0 0 0 0 0 0

O
3 3 0 0 0 6
|

E
4 2 0 0 0 0 1 0 0 0

E
0.71 0.29 0 0 0 1 34 14 0 0 0 48
| 2.25 .25 .04 2.25 .25 .04 0 0 0 0 0 0 0 0 0 TOTAL 0.66 + *| | 0.08 0.06 0.06 0.19 0.13 0.14 0 0 0 0 0 0 0 0 0 +

41-50 31-40 21-30 11-20 0-10

TOTAL

31 10 0 0 0

Cell a b c d e f g h i j k l m n o

O 31 3 0 10 3 1 0 0 0 0 0 0 0 0 0

E 29 4 0.71 12 2 0.29 0 0 0 0 0 0 0 0 0 2 -1 -0.71 -2 1 0.71 0 0 0 0 0 0 0 0 0

| 1.5 .5 0.21 1.5 .5 0.21 0 0 0 0 0 0 0 0 0

{|

Summary:
48 ( =( )( )( ) )

( )( )

Table 16 Educational attainment of Father English Performance College O 41-50 31-40 21-30 11-20 0-10 TOTAL 32 11 0 0 0 43 30 13 0 0 0 E 2 3 0 0 0 5 High school O 4 1 0 0 0 E 0 0 0 0 0 0 Elementary O 0 0 0 0 0 E 34 14 0 0 0 48 TOTAL

Cell a b c d e f g h i j k l m n o

O 32 2 0 11 3 0 0 0 0 0 0 0 0 0 0

E 30 4 0 13 1 0 0 0 0 0 0 0 0 0 0 2 -2 0 -2 2 0 0 0 0 0 0 0 0 0 0

| 2 2 0 2 2 0 0 0 0 0 0 0 0 0 0

| 1.5 1.5 0 1.5 1.5 0 0 0 0 0 0 0 0 0 0

{|

| 2.25 2.25 0 2.25 2.25 0 0 0 0 0 0 0 0 0

*|

| 0.08 0.56 0 0.17 2.25 0 0 0 0 0 0 0 0 0 0

0 TOTAL

3.06

Summary:
48 ( =( )( )( ) )

( )( )

Table 17

English Performance

5,000-10,000 O E 21 9 0 0 0 30

Aggregate Monthly Family Income 10,000-15,000 15,000-20,000 O 5 0 0 0 0 5 E 4 1 0 0 0 O 3 0 0 0 0 3 E 2 1 0 0 0

TOTAL 20,000-above O 6 4 0 0 0 10 E 7 3 0 0 0 34 14 0 0 0 48

41-50 31-40 21-30 11-20 0-10 TOTAL

20 10 0 0 0

Cell a b c d e f g h i j k l m n o p q r s t

O 20 5 3 6 10 0 0 4 0 0 0 0 0 0 0 0 0 0 0 0

E 21 4 2 7 9 1 1 3 0 0 0 0 0 0 0 0 0 0 0 0 -1 1 1 -1 1 -1 -1 1 0 0 0 0 0 0 0 0 0 0 0 0

| 1 1 1 1 1 1 1 1 0 0 0 0 0 0 0 0 0 0 0 0

| .5 .5 .5 .5 .5 .5 .5 .5 0 0 0 0 0 0 0 0 0 0 0 0

{|

| .25 .25 .25 .25 .25 .25 .25 .25 0 0 0 0 0 0 0 0 0 0 0 0

*|

| 0.01 0.06 0.13 0.04 0.03 0.25 0.25 0.08 0 0 0 0 0 0 0 0 0 0 0 0 0.85

TOTAL

Summary:
48 ( )( )( =( ( )( ) ) )

Table 18

English Performance O 41-50 31-40 21-30 11-20 0-10 TOTAL 33 12 0 0 0

Family Members Attending to their Needs and Education Parents E 32 12 0 0 0 45 Grandparents O 0 2 0 0 0 2 E 1 1 0 0 0 O 1 0 0 0 0 1 Guardian E 1 0 0 0 0

TOTAL

34 14 0 0 0 48

Cell a b c d e f g h i j k l m n o

O 33 0 1 12 2 0 0 0 0 0 0 0 0 0 0

E 32 1 1 12 1 0 0 0 0 0 0 0 0 0 0 1 -1 0 0 1 0 0 0 0 0 0 0 0 0 0

| 1 1 0 0 1 0 0 0 0 0 0 0 0 0 0

| .5 .5 0 0 .5 0 0 0 0 0 0 0 0 0 0

{|

| .25 .25 0 0 .25 0 0 0 0 0 0 0 0 0 0

*|

| 0.01 0.25 0 0 0.25 0 0 0 0 0 0 0 0.01 0 0

TOTAL 0.52

Summary:
48 ( =( )( )( ) )

( )( )