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Practical Research 2 Quarter 2 – Module 9 Data Analysis

using Statistical Techniques
Practical Research 1 (Tagum City National High School)

Studocu is not sponsored or endorsed by any college or university

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12
Practical Research 2
Quarter 2 – Module 9
Data Analysis using Statistical Techniques

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Practical Research 1 Grade 12

Quarter 02 – Module 06: Data Analysis using Statistical Techniques
First Edition, 2020

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Published by the Department of Education

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12
Practical Research 2
Quarter 2 – Module 6
Data Analysis using Statistical Techniques

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Introductory Message
For the facilitator:

Welcome to the Practical Research 2 Self-Engaging Module (SEM)!

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the teacher
or facilitator in helping the learners meet the standards set by the K to 12
Curriculum while overcoming their personal, social, and economic
constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this
also aims to help learners acquire the needed 21st century skills while taking
into consideration their needs and circumstances.

As a facilitator, you are expected to orient the learners on how to use

this module. You also need to keep track of the learners’ progress while
allowing them to manage their own learning. Furthermore, you are expected
to encourage and assist the learners as they do the tasks included in the
module

For the learner:

Welcome to the Practical Research 2 Self-Engaging Module (SEM)

Module

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time.
You will be enabled to process the contents of the learning resource while
being an active learner.

This module has the following parts and corresponding icons:

Let Us Learn! In this portion, objectives of the new lesson

will be introduced

Let Us Try! This will give you an idea of the skills or

competencies you are expected to learn in
the module

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Let Us Study This is where the new lesson is introduced

Let Us Practice This comprises of activities for independent

practice to solidify your understanding and
skills of the topic. You may check answers
to the exercises using the answer key at
the end of the module.

Let Us Practice More This section provides an activity which will

help you transfer your new knowledge into
real life situations or concerns

Let Us Remember This includes questions or blank sentences

paragraphs to be filled in to process what
you have learned from the lesson

Let Us Assess This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Let Us Enhance In this portion, another activity will be

given to you to enrich your knowledge or
skill of the lesson learned

Let Us Reflect Closing note of the relevance, meaning an

application of the concepts and skills
developed in the lesson to real life
experiences

At the end of this module, you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any
part of the module. Use a separate sheet of paper in answering the
exercises.

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2. Do not forget to answer Let us Try before moving on to the other

activities included in the module.

3. Read the instructions carefully before doing each task.

4. Observe honesty and integrity in doing the tasks and checking your
answers.

5. Finish the task at hand before proceeding to the next.

6. Return this module to your teacher/facilitator once you through with

it.

If you encounter any difficulty in answering the tasks in this module,

do not hesitate to consult your teacher or facilitator. Always bear in mind
that you are not alone.

We hope that through this material, you will experience meaningful

learning and gain deep understanding of the relevant competencies. You can
do it!

Let Us Learn!

This module focuses on activities in data collection. After administering of

questionnaires, survey or after conducting focus group discussion, data will
be collected and analyzed.

After going through this module, you are expected to:

a. familiarize the different statistical tools in treating quantitative data.

b. apply appropriate statistical tools in analyzing quantitative data set.
c. provide a justifiable computation using the required tools.
Competencies:
1. uses statistical techniques to
analyze data-study of differences
and relationships limited for
bivariate analysis CS_RS12_IId-g-3

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Let Us Try!

Complete the following problems.

1. What is the mean of the following numbers? 10, 39, 71, 39, 76, 38, 25
a. 42 b. 39 c. 42.5 d. 35.5

2. Find the median of the set of numbers: 21, 3, 7, 17, 19, 31, 46, 20 and
43.
a. 19 b. 20 c. 3 d. 167

3. The following represents age distribution of students in an elementary

class. Find the mode of the values: 7, 9, 10, 13, 11, 7, 9, 19, 12, 11, 9, 7,
9, 10, 11.
a. 7 b. 9 c. 10 d. 11

4. The following numbers represent the ages of people on a bus: 3, 6, 27, 13,
6, 8, 12, 20, 5, 10. Calculate their mean of their ages.
a. 11 b. 6 c. 9 d. 110

5. Find the mode from these test results: 17, 19, 18, 17, 18, 19, 11, 17, 16,
19, 15, 15, 15, 17, 13, 11.
a. 15 b. 11 c. 17 d.
19

6. Find the median of the set of numbers: 100, 200, 450, 29, 1029, 300 and
2001.
a. 300 b. 29 c. 7 d. 4,080

7. These numbers are taken from the number of people that attended a
church every Friday for 7 weeks: 62, 18, 39, 13, 16, 37, 25. Find the mean.
a. 25 b. 210 c. 62 d.
30

8. The number of service upgrades sold by each of 30 employees is as follows:

32, 6, 21, 10, 8, 11, 12, 36, 17, 16, 15, 18, 40, 24, 21, 23, 24, 24, 29, 16,
32, 31, 10, 30, 35, 32, 18, 39, 12, 20
What is the median number of service upgrades sold by the 30 employees?
a. 18 b. 21 c. 24 d.
32

9. Which of the following measures can be calculated for qualitative data?

a. Mean b. Median c. Mode d. All of the Above

10. What is the term used to describe the distribution of a data set with one
mode?
a. Multimodal b. Unimodal c. Nonmodal d. Bimodal

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Let Us Study

There are many instances in your life when you tried to determine if some
characteristics are related with each other. On a higher level, you also want
to measure the degree of their relationship or Association. You usually
associate height and weight, budget and expenses, mental ability and
academic performance, sibling order and attitude, civil status and managerial
skills and other aspects of life which may be related with each other.

The relationship between variables can be measured statistically by

various correlation methods.

The Scatter diagrams

Plotting graphically the values of the correlated variables means placing

one variable on the x-axis and the other on the y-axis. This scatter diagram
gives you a picture of the relationship between variables.

A B
35
50 30
30 45 27
25 40 24
20 35 21
30 18
15
25 15
10 20 12
5 15 9
0
10 6
0 10 20 30 40 50 60 5 3

Figure 1

In Figure 1, the points are plotted to show the relationship between the
values listed under column A which are plotted on the x-axis and the values
listed under column B which are plotted on the y-axis. Observe from this
data that for every increase of five units on the items in column A, there is
a corresponding increase of three units in the items listed on B. You will
also observe that the points fall along a straight line running from the lower
left to the upper right of the scatter diagram. This illustrates a perfect
positive relationship. When computed, the coefficient of correlation is equal
to 1.

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35 A B
30 50 3
45 6
25
40 9
20
35 12
15 30 15
10 25 18
20 21
5
15 24
0 10 27
0 10 20 30 40 50 60
5 30

Figure 2

Figure 2 is the opposite of Figure 1. You will notice that for every
increase of 5 units in A, there is a corresponding increase of 3 units on B,
the points also fall along a straight line but this time it runs from the upper
left-hand part to the lower right hand of the scatter diagram. This is an
example of a perfect negative relationship. when computed, the coefficient
of correlation is equal to -1.

30 A B
25
50 24
45 21
20 40 18
15
35 23
30 18
10 25 11
5 20 10
15 7
0 10 4
0 10 20 30 40 50 60
5 2

Figure 3

There are some situations in life where in the relationship is not

perfect. Figure 3 above is a graphical presentation of a scatter diagram
where in the points are not falling along a straight line, but the line is still
apparent. This figure illustrates a very high positive correlation between the
two sets of points.

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25 A B
50 8
20 45 20
40 6
15
35 15
10 30 5
25 20
5 20 9
15 8
0 10 16
0 10 20 30 40 50 60
5 8

Figure 4

Figure 2 is the opposite of Figure 1. You will notice that for every
increase of 5 units in A, there is a corresponding increase of 3 units on B,
the points also fall along a straight line but this time it runs from the upper
left-hand part to the lower right hand of the scatter diagram. This is an
example of a perfect negative relationship. when computed, the coefficient
of correlation is equal to -1.

Hypothesis testing. A hypothesis test helps you determine some quantity

under a given assumption. The outcome of the test tells you whether the
assumption holds or whether the assumption has been violated.

From Module 3, you were exposed to creating your Null hypothesis (H0)
which states that there is no difference between the two values or variables
and the Alternative hypothesis (H1) which states that there is a difference
between two values or variables.

The statistical test uses the data obtained from a sample to decide about
whether the null hypothesis should be rejected. In a one-tailed test (left-tailed
or right-tailed test), when the test value falls in the critical region on one side
of the mean, the null hypothesis should be rejected.

On the other hand, in a two-tailed test, the null hypothesis should be

rejected when the test value falls in either of the two critical regions.

One-tailed, right-tailed test One-tailed, left-tailed test Two-tailed test

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To perform hypothesis testing, you compute the mean from the sample
and compare it with the mean from the population. Then, you decide
whether to reject or not reject the null hypothesis. If the difference is
significant, the null hypothesis is rejected. If the difference is not
significant, then the null hypothesis is not rejected. In the hypothesis-
testing, there are four possible results.

𝐻0 true 𝐻0 𝑓𝑎𝑙𝑠𝑒
Reject 𝐻0 Error Correct
Type I decision
Do not reject 𝐻0 Correct Error
decision Type II
The four possibilities are as follows:
1. It would be an incorrect decision and would result in a Type I error
when you reject the null hypothesis when it is true.
2. It would be a correct decision when you reject the null hypothesis
when it is false.
3. It would be a correct decision when you do not reject the null
hypothesis when it is true.
4. It would be an incorrect decision and would result in a Type II error
when you do not reject the null hypothesis when it is false.

Types of Correlation
The types of correlation are summarized below:
1. Simple Correlation
This is a relationship between two variables. The relationship
between an independent variable and a dependent variable is usually
measured.

A. Linear correlation
This means that a change in one variable is at the constant rate
with respect to the change in the second variable. The correlation
between the variables may either be showing direct or inverse
relationship.
1. Direct – for every increase in one variable, there is a
corresponding increase in the second variable.
2. Inverse – for every increase in one variable there is a
corresponding decrease in the second variable.
B. Curvilinear correlation
This means that a change in one variable is not at a fixed rate. It
may be increasing or decreasing with respect to the change in the
other variable.

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2. Multiple Correlation
Multiple correlation involves more than two variables. The
relationship between a dependent variable and two or more
independent variables is usually measured.

A. Nonlinear correlation
The relationship of nonlinear correlation is like curvilinear
correlation. However, in this correlation more than two variables are
involved.
B. Joint correlation
This correlation between the dependent variable and two or more
variables is changed with the addition of another independent
variable.

3. Partial Correlation
This is a relative measure of relationship between the dependent
variable and an independent variable, without considering the effect of
the other independent variables under study.

The Coefficient of Correlation

To obtain the quantitative value of the extent of the relationship between
two sets of items, it is necessary to calculate the correlation coefficient. The
values of the coefficient of correlation ranges between +1 to -1. Zero represents
no relationship. Correlation coefficient between 1 and -1 represents various
degrees of relationship between two variables.

1. The Pearson Product-Moment Correlation Coefficient (Pearson r)

The Pearson Product-Moment Correlation Coefficient is commonly
called the Pearson r. This measure was first derived by a British
statistician named Karl Pearson. It measures the linear relationship
between two variables. Therefore, to be able to determine linearity, it is
important that is scatter diagram be constructed prior to the
computation of the Pearson r.

Computation of Pearson r
Pearson r can be computed based on raw scores.

Formula: where: 𝑟 = Coefficient of

𝑛 ∑ 𝑥𝑦 − (∑ 𝑥)(∑ 𝑦) Correlation
𝑟= 𝑛 = number of samples
𝑥 = first set of variables
√[𝑛(∑ 𝑥 2 ) − (∑ 𝑥)2 ][𝑛(∑ 𝑦2 ) − (∑ 𝑦)2 ] 𝑦 = second set of variables

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The scores of ten randomly selected Senior High School

students on the mathematical portion of the National Admission
Test (NAT) and mathematical ability part of a university admission
test were recorded as follows:

x y x2 y2 xy
A 5 6 25 36 30
B 7 15 49 225 105
C 9 16 81 256 144
D 10 12 100 144 120
E 11 21 121 441 231
F 12 22 144 484 264
G 15 8 225 324 270
H 17 26 289 676 442
I 20 5 400 625 500
J 26 30 676 900 780
∑ 𝒙 = 132 ∑ 𝒚 = 161 ∑ 𝒙𝟐 = 2110 ∑ 𝒚𝟐 = 3251 ∑ 𝒙𝒚 = 2336

Table 5

The scores on the mathematical portion of the NAT Are listed

under the column marked x while the scores in the mathematical
ability part of the university admission test are listed under the
column marked y. In the column marked x 2 wake up are the
squares of each of the x scores and in the column mark y2 are the
squares of each of the white scores. the last column marked xy
consist of the proud of each x times y. All the columns are summed
up and the values may now be entered in the given formula:

10(2336) − (132)(161)
𝑟=
ඥ[10(2110) − (132)2 ][ 10(3251) − (161)2 ]

2108
=
ඥ(3676)(6589)

2108
=
ξ24,221,164

2108
=
4921.50

= 0.4283

≈ 0.42

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The sign of the coefficient of correlation indicates the direction of the

relationship between the two variables. A positive correlation coefficient
means that individuals obtaining high scores in the first variable tend
to obtain low scores in a second variable.

A negative correlation coefficient means that for every increase in one

variable, there is a corresponding decrease on a second variable. Or a
decrease in one variable brings about an increase on the second
variable.

The absolute value for the correlation coefficient indicates the extent
of the relationship. An r of 0.7 and above indicates are very high
correlation; an r around 0.5 may be interpreted as substantial; and an
r of 0.3 and below indicates a low relationship between two variables
being measured.

The value of the Pearson Product-Moment Correlation Coefficient

(Pearson r) can be interpreted as follows as suggested by Garett (1969).

r from 0.00 to ± 0.20 denotes indifferent, inverse, or negligible

relationship.
r from ±0.21 to ± 0.40 denotes low but slight relationship.
r from ±0.41 to ± 0.70 denotes substantial or marked relationship.
r from ±0.71 to ± 1.00 denotes high to very high relationship.

2. The Spearman Rank-Order Correlation Coefficient (Spearman Rho)

The statistics being used based on ranks or position is the
Spearman Rank Correlation Coefficient represented here by rs. It is a
measure of relationship between two variables by ranking the items or
individuals under study according to their position. It represents the
extent to which the same individuals or events occupy the same relative
position on two variables.

Formula: where: 𝑟𝑠 = Spearman rank correlation coefficient

6 ∑ 𝐷2 𝐷 = difference between the two ranks of
𝑟𝑠 = 1 − 𝑛(𝑛2 −1) an individual in the variables studied
𝑛 = number of individuals

The formula requires you to get the differences in the ranks of the
individuals from the two variables, then you square and add the
squared differences and substitute the resulting values in the above
formula.

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The scores obtained by fifteen (15) randomly selected

senior high school graduating batch of junior high school
students who took an admission test administered in English
were recorded. The same students took a similar test with a
version in Filipino.
Determine the correlation coefficient between the two sets
of scores obtained by the students using the Spearman Rank
Correlation Coefficient formula:
Students SE SP RE RP D S2
1 48 50 4.5 6 -1.5 2.25
2 35 50 12 6 6 36
3 148 52 4.5 3 1.5 2.25
4 38 42 9.5 11 -1.5 2.25
5 36 32 11 15 -4 16
6 53 48 2 8.5 -6.5 42.25
7 48 52 4.5 3 1.5 2.25
8 32 40 13 12 1 1
9 48 48 4.5 8.5 -4 16
10 30 36 14 13.5 0.5 0.25
11 46 52 7 3 4 16
12 56 58 1 1 0 0
13 28 36 15 13.5 1.5 2.25
14 38 46 9.5 10 -0.5 0.25
15 42 50 8 6 2 4
෍ 𝑫𝟐 = 143

Table 6

6 ∑ 𝐷2
𝑟𝑠 = 1 −
𝑛(𝑛2 − 1)
6 (143)
= 1−
15 (152 − 1)
858
= 1−
15 (224)
858
= 1−
3360
= 1 − 0.255
= 0.74

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Simple Linear Regression Analysis

Linear regression is the simplest and commonly used statistical measure
for prediction studies. It is concerned with finding an equation that uses the
known values of one or more variables, called the independent or predictor
variables, to estimate the unknown value of quantitative variable called the
dependent or criterion. It is a prediction when a variable (Y) is dependent on a
second variable (X) based on the regression equation of a given set of data.

There are three major uses of regression analysis:

• Casual Analysis – establishes the possible causation of changes in one

variable by changes in other variables,
• Forecasting an Effect – Predict or estimate the value of a variable given
the values of other variables,
• Linear Trend Forecasting – imposes a line of best fit to time series
historical model (Mc Guigan, 2011).

The next step in regression analysis is to find a suitable function that

expresses the predicted value of Y given a value of X.

The general form of the linear function is 𝑌 = 𝑎 + 𝑏𝑋

Where:

𝑎 = is called the Y intercept of the line (the value of Y when X is equal

to 0),
𝑏 = is the slope of the line called the regression (The rate of change of Y
per unit change in X).

The line that describes the statistical relationship between X and Y is

called the regression line. It is a straight line that attempts to predict the
relationship between points also known as line of best fit.

The regression line gives an estimate of the mean value of Y; denoted by

Y, given the value of X. Hence the equation of the regression line is

𝑌 = 𝑎 + 𝑏𝑋

Y should be distinguished from the observed data values which we did not
simply as Y. For a specific X, the resulting Y is a predicted value of the
dependent variable.

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Characteristics of the Regression Line

1. When 𝑏 > 0, 𝑌 increases as X increases. In this case we say that Y is
directly or positively related to X.
2. When 𝑏 < 0, 𝑌 decreases as X increases, and we say that Y is inversely
or negatively related to X.
3. When 𝑏 = 0, 𝑌 is What is a constant and is equal to the y-intercept a.
This implies that there is no change in Y whatever X value is.

Fifteen (15) randomly selected Grade 11 students took a 50-item

mathematics aptitude test before they began their course in Statistics and
Probability subjects:

1. What linear equation best predicts performance (based on first

grading test scores) in Statistics and Probability based on the
performance in the mathematics aptitude?
2. If a student made a score of 45 on the math aptitude test, what
score would we expect the student to obtain in Statistics and
Probability.
3. How well does the regression equation fit the data?

Table 7

Test 1 (X) Test 2 (Y) X2 Y2 XY

38 25 1444 325 950
35 20 1225 400 700
30 17 900 289 510
28 15 784 225 420
25 12 625 144 300
24 15 576 225 360
20 18 400 324 360
18 10 324 100 180
16 12 256 144 192
15 10 225 100 150
12 10 144 100 120
10 10 100 100 100
8 7 64 49 56
7 6 49 36 42
5 5 25 25 25
෍ 𝑿 = 291 ෍ 𝒀 = 192 ෍ 𝑿𝟐 = 7141 ෍ 𝒀𝟐 = 2886 ෍ 𝑿𝒀 = 4465

11

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Calculation of the Regression Equation

Given:

Equation of the line 𝑌 = 𝑎 + 𝑏𝑋

Computing for a and b:

∑ 𝑋𝑌− ⌊∑ 𝑋 ∑ 𝑌/𝑁⌋
𝑏𝑦𝑥 = [∑ 𝑋 2 −(∑ 𝑋 )2/𝑁]
𝑎𝑦𝑥 = 𝑌 − 𝑏𝑦𝑥 𝑋

Given:
෍ 𝑿 = 291 ෍ 𝒀 = 192 ෍ 𝑿𝟐 = 7141 ෍ 𝒀𝟐 = 2886 ෍ 𝑿𝒀 = 4465

𝑵 = 15 𝑿 = ∑ 𝑿 /𝑵 = 291/15 = 19.4 𝒀 = ∑ 𝒀 /𝑵 = 192/15 = 12.8

1. Substituting to the above equations for axy and bxy

∑ 𝑋𝑌− ⌊∑ 𝑋 ∑ 𝑌/𝑁⌋
𝑏𝑦𝑥 = [∑ 𝑋 2 −(∑ 𝑋)2 /𝑁]
𝑎𝑦𝑥 = 𝑌 − 𝑏𝑦𝑥 𝑋
𝑁 ∑ 𝑋𝑌− ⌊∑ 𝑋 ∑ 𝑌⌋
= [𝑁 ∑ 𝑋 2 −(∑ 𝑋 )2 ]
= (12.8) − (0.4949)(19.4)

15(4465)−⌊(291)(192)⌋
= = (12.8) − 9.60106
[15(7141)−(291)2 ]

66975−⌊55872⌋
= [107115−84681] = 3.19894

11103
= 22434
= 0.49492
The regression equation is a linear equation of the form. Thus, the
regression equation is 𝑌 = 𝑎 + 𝑏𝑋
2. We may now use this equation to predict Test 2 scores given Test 1
scores. For the second problem, when X = 45.
𝑌 = 𝑎 + 𝑏𝑋
= (3.19894) + (0.49492)(45)

= (3.19894) + 22.2714

= 25.47034

The predicted score of a student in Test 2 is 25.47 if his score in Test

1 is 45.

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One-sample t-test
This test is used when we have a random sample and we want to test if it
is significantly different from a population mean or we compared a single
sample mean (𝑥) to a known or hypothesize population mean (𝜇). This test
can be used only if the background assumptions are satisfied such as simple
observations should be random and the population standard deviation is not
known.

Formula: where:
𝑥−𝜇0 ∑(𝑥 − 𝑥)2
ඨ
𝑡= 𝑠 𝑠=
𝑛−1
ξ𝑛

Remember degrees of freedom: 𝑛 − 1

A random sample of 10 fifth-grade pupils has grades in English, where

marks range from 1 (worst) to 6 (excellence). The grade point average (GPA)
of all fifth-grade pupils as of the last six years is 4.5. Is the GPA of the 10
pupils different from the populations’ GPA? Use 0.05 level of significance.
Student 1 2 3 4 5 6 7 8 9 10
Grade
5 6 4.5 5 5 6 5 5 5 5.5
Points

Computational Procedure:
1. Define the Null and Alternative Hypothesis:
𝐻𝑜 : 𝜇 = 4.5 and 𝐻𝛼 : 𝜇 ≠ 4.5
2. State Alpha
𝛼 = 0.05
3. 𝑑𝑓 = 𝑛 − 1 = 10 = 1 = 9
4. State Decision Rule
One-Tailed Test: ȁ𝑡ȁ > 𝑡𝛼,𝑛−1 Reject Ho
Two-Tailed Test: ȁ𝑡ȁ > 𝑡𝛼,𝑛−1 Reject Ho
2

5. Calculate Test Statistic

𝑥−𝜇0 5.20−4.5 5.20−4.5
𝑡= 𝑠 = 0.4831 = = 4.583
0.1528
ξ𝑛 ξ10

6. State Results (use t-table to get the critical value, see the last page)
𝑡𝛼,𝑛−1 → 𝑡0.05 → 𝑡0.025,9 = 2.262
2 ,10−1
2

ȁ4.583ȁ > 2.262, Reject Ho

7. Therefore, the grade point average of the 10 pupils is different from the
populations’ GPA.

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One-Way Analysis of Variance

One-way analysis of variance is used when you want to compare the

means of more than two groups. This test can be used only if the background
assumptions are satisfied such that it has independent random samples,
population are normal and population variance are equal.

DEGREES
SUM OF VARIANCE
SOURCE OF F RATIO
SQUARES ESTIMATE
FREEDOM
𝑆𝑆𝐵
Between 𝑆𝑆𝐵 𝐾−1 𝑀𝑆𝐵 =
𝐾−1 𝑀𝑆𝐵
𝑆𝑆𝑊
Within 𝑆𝑆𝑊 𝑁−𝐾 𝑀𝑆𝑊 = 𝑀𝑆𝑊
𝑁−𝐾
Total 𝑆𝑆𝑅 = 𝑆𝑆𝐵 + 𝑆𝑆𝑊 𝑁−1

Table 9

Summary of the bowl for one-way ANOVA

Note:
2
𝑆𝑆𝐵 = 𝑛 ∑𝑘𝑖=1(ӯ𝑖 − ӯ)2 and 𝑆𝑆𝑊 = ∑𝑘𝑖=1 ∑𝑛𝑗=1(ӯ𝑖𝑗 − ӯ𝑖 )

A teacher is concerned about the level of knowledge possessed by PUP

students regarding Philippine history. Students completed a senior high
school level standardized history exam. Academic major of the students was
also recorded. Data in terms of percent correct is recorded below for 24
students. Is there a significant difference between the levels of knowledge
possessed by PUP students regarding Philippine history when grouped
according to their academic major? Compute the appropriate test for the
data provided below and used 0.05 level of significance.

BUSINESS / BEHAVIORAL /
EDUCATION ENGINEERING
MANAGEMENT SOCIAL SCIENCE
63 72 42 81
79 49 52 57
78 64 30 87
56 68 83 64
67 39 22 29
47 78 71 30
Mean = 65.00 Mean = 61.67 Mean = 50.00 Mean = 58.00

Table 10

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Computational Procedure:
1. Define the Null and Alternative Hypothesis:
𝐻𝑜 : Education = Business = Behavioral = Engineering
𝐻𝛼 : At least two of the means of Education, Business, Behavioral,
and Engineering are not equal.

2. State Alpha
𝛼 = 0.05

6. 𝑑𝑓 = 𝑛 − 1 = 10 = 1 = 9

7. State Decision Rule

One-Tailed Test: ȁ𝑓 ȁ > 𝑓𝛼 , 𝑑𝑓1 , 𝑑𝑓2 Reject Ho
Two-Tailed Test: ȁ𝑓 ȁ > 𝑓𝛼 , 𝑑𝑓1 , 𝑑𝑓2 Reject Ho
2

8. Calculate Test Statistic

BEHAVIORAL
BUSINESS /
EDUCATION / SOCIAL ENGINEERING Total
MANAGEMENT
SCIENCE
63 72 42 81
79 49 52 57
78 64 30 87
56 68 83 64
67 39 22 29
47 78 71 30
Mean 65.00 61.67 50.00 58.00 58.67

𝑘
𝑆𝑆𝐵 = 𝑛 ෍ (ӯ𝑖 − ӯ)2
𝑖=1

= 6(65.00 − 58.67)2 + 6(61.67 − 58.67)2 + 6(50.00 − 58.67)2 + 6(58.00 − 58.67)2

= 748

𝑘 𝑛 2
𝑆𝑆𝑊 = ෍ ෍ (ӯ𝑖𝑗 − ӯ𝑖 )
𝑖=1 𝑗=1

= 𝑆𝑆𝑊 𝐸𝑑𝑢𝑐𝑎𝑡𝑖𝑜𝑛 + 𝑆𝑆𝑊 𝐵𝑢𝑠𝑖𝑛𝑒𝑠𝑠 + 𝑆𝑆𝑊 𝐵𝑒ℎ𝑎𝑣𝑖𝑜𝑟𝑎𝑙 + 𝑆𝑆𝑊 𝐸𝑛𝑔𝑖𝑛𝑒𝑒𝑟𝑖𝑛𝑔

= 778 + 1093.3333 + 2782 + 3032

= 7685.3333

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𝑛 2
𝑆𝑆𝑊 𝐸𝑑𝑢𝑐𝑎𝑡𝑖𝑜𝑛 = ෍ (ӯ𝑖𝑗 − ӯ𝑖 )
𝑗=1

= (63 − 65.00)2 + (79 − 65.00)2 + (78 − 65.00)2 + (56 − 65.00)2

+ (67 − 65.00)2 + (47 − 65.00)2
= 778
𝑛 2
𝑆𝑆𝑊 𝐵𝑢𝑠𝑖𝑛𝑒𝑠𝑠 = ෍ (ӯ𝑖𝑗 − ӯ𝑖 )
𝑗=1

= (72 − 61.67)2 + (49 − 61.67)2 + (64 − 61.67)2 + (68 − 61.67)2

+ (39 − 61.67)2 + (78 − 61.67)2
= 1093.3333
𝑛 2
𝑆𝑆𝑊 𝐵𝑒ℎ𝑎𝑣𝑖𝑜𝑟𝑎𝑙 = ෍ (ӯ𝑖𝑗 − ӯ𝑖 )
𝑗=1

= (42 − 50.00)2 + (52 − 50.00)2 + (30 − 50.00)2 + (83 − 50.00)2

+ (22 − 50.00)2 + (71 − 50.00)2
= 2782
𝑛 2
𝑆𝑆𝑊 𝐸𝑛𝑔𝑖𝑛𝑒𝑒𝑟𝑖𝑛𝑔 = ෍ (ӯ𝑖𝑗 − ӯ𝑖 )
𝑗=1

= (81 − 58.00)2 + (57 − 58.00)2 + (87 − 58.00)2 + (64 − 58.00)2

+ (29 − 58.00)2 + (30 − 58.00)2
= 3032

SUM OF DEGREES OF VARIANCE

SOURCE F RATIO
SQUARES FREEDOM ESTIMATE
748
𝑀𝑆𝐵 = 3
Between 748 𝑘−1= 4−1 =3 =
249.3333
7685.3333 𝑀𝑆𝐵 249.3333
𝑀𝑆𝑊 = =
𝑁 − 𝐾 = 24 − 4 20 𝑀𝑆𝑊 384.2667
Within 7685.3333
= 20 = =
384.2667 0.6489
𝑆𝑆𝑅 = 𝑆𝑆𝐵 + 𝑆𝑆𝑊
= 748 +
Total 𝑁 − 1 = 24 − 1 = 23
7685.3333
= 8433.3333

Table 12

9. State Results (Use t table to get the critical value)

𝑓𝛼 , 𝑑𝑓1 , 𝑑𝑓2 → 𝑓0.025,3,20 = 3.86
2
ȁ0.6489ȁ > 3.86, Accept Ho

10. Therefore, there is no significant difference between the levels

of knowledge possessed by PUP students regarding Philippine history
when grouped according to their academic major.

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Let Us Practice
Task A: Write the letter of the correct answer to the following questions.

1. The coefficient of correlation is

a. is equal to the proportion of the variation in the Y variable that
is due to variations in the X variable.
b. a measure of the strength and direction of the linear
relationship between two variables.
c. equal to the size of the change in the Y variable that is caused
by a change in the X variable.
d. All of the above are correct.

2. Scatter diagram is considered for measuring

a. Linear relationship between two variables
b. Curvilinear relationship between two variables
c. Both a and b
d. None of the above

3. From the following data

x 2 3 5 4 7
y 4 6 7 8 10
Two coefficient of correlation was found to be 0.93. What is the
correlation between u and v as given below?
u -3 -2 0 -1 2
v -4 -2 -1 0 2

a. -0.93 c. 0.93
b. 0.57 d. -0.57

4. The coefficient of determination

a. is maximized by ordinary least squares.
b. has a value between zero and one.
c. will generally increase if additional independent variables are
added to a regression analysis.
d. All of the above are correct.

5. The regression line of y is derived by

a. The minimization of vertical distances in the scatter diagram
b. The minimization of horizontal distances in the scatter diagram
c. All of the above
d. None of the above

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Task B. Here’s a data gathered by Purok A City High School

administration regarding the number of Grade 7 parents who opted to
receive printed copies of the learning modules. Fill out the boxes for
total and percentage. Then write a brief interpretation of the table.

Number of Parents who

Total
opted to receive printed
Sections Number of Percentage (%)
copies of learning
Parents
modules
7-A 30 6
7-B 25 0
7-C 32 16
7-D 30 19
Total

Interpretation:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Task D. Here’s the data gathered from the survey on Study Habits
conducted by the Grade 12 students to the 150 Grade 7
students of Purok A City High School.
A Review Your Study Habits
Strongly Strongly Mean Standard
Agree Undecided Disagree Verbal
Agree Disagre (𝑋̅) Deviation
(4) (3) (2) Interpretation
(5) e (1) (𝑆𝐷)
The desk 90 30 10 5 15
where I study
is always
clear from
distractions.
I use 10 50 30 20 40
earplugs to
minimize
distracting
sounds.
I study facing 15 35 30 20 50
a wall.

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Let Us Practice More

Task A. Solve the following problems completely as directed:

1. The values of y and their corresponding values of y are shown in the table below:
x 0 1 2 3 4
y 2 3 5 4 6
a. Find the least square regression line y = a x + b.
b. Estimate the value of y when x = 10.

2. Using the following summary data, perform a one-way analysis of variance using
α=.01.
n mean sd
30 50.26 10.45
30 45.32 12.76
30 53.67 11.47

3. Sleep researchers decide to test the impact of REM sleep deprivation on a

computerized assembly line task. Subjects are required to participate in two
nights of testing. On the nights of testing EEG, EMG, EOG measures are taken.
On each night of testing the subject is allowed a total of four hours of sleep.
However, on one of the nights, the subject is awakened immediately upon
achieving REM sleep. On the alternate night, subjects are randomly awakened
at various times throughout the 4-hour total sleep session. Testing conditions
are counterbalanced so that half of the subject experience REM deprivation on
the first night of testing and half experience REM deprivation on the second night
of testing. Each subject after the sleep session is required to complete a
computerized assembly line task. The task involves five rows of widgets slowly
passing across the computer screen. Randomly placed on a one/five ratio are
widgets missing a component that must be "fixed" by the subject. Number of
missed widgets is recorded. Compute the appropriate t-test for the data provided
below.
REM CONTROL a. What is your computed answer?
DEPRIVED CONDITION b. What would be the null
26 20 hypothesis in this study?
15 4 c. What would be the alternate
8 9 hypothesis?
44 36 d. What probability level did you
choose and why?
26 20
e. What is your tcrit?
13 3 f. Is there a significant difference
38 25 between the two testing
24 10 conditions?
17 6 g. Interpret your answer.
29 14

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Let Us Remember

Task A: CROSSWORD PUZZLE. Read the clues and put the answers into the
puzzle. No Erasure.

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Task B. Here’s the data about the Math Pretest and Posttest scores of ten
(10) Grade 12 students of Purok A City High School. Is there
a significant relationship between the pretest and posttest
scores in Math?

Student Pretest Posttest

1 49 45
2 32 37
3 34 39
4 45 47
5 41 40
6 20 40
7 27 39
8 32 45
9 37 41
10 31 48

1. Compute the value Pearson’s r:

_____________________________________________________________________

2. Interpretation:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

3. What linear equation best predicts the posttest given the pretest in
Math?
_____________________________________________________________________
_____________________________________________________________________

4. If a student made a pretest score of 43 in Math, what grade would you

expect the posttest score the student will obtain?
_____________________________________________________________________
_____________________________________________________________________

5. Show the line of best fit and its interpretation.

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Let Us Assess

Task A. Solve the following problems completely as directed:

1. The data below shows the scores obtained by the top ten junior high
school students at a certain private high school on an entrance test for
Senior High School (SHS) and a mathematical ability aptitude test for
STEM strand.
SHS ENTRANCE MATHEMATICAL ABILITY
STUDENT
TEST (x) APTITUDE TEST (y)
1 55 52
2 32 26
3 68 56
4 62 50
5 40 38
6 62 60
7 40 50
8 30 18
9 48 44
10 68 56
Directions:
a. Plot a scatter diagram for the data
b. Calculate the Pearson r
c. Convert to ranks and calculate the Spearman Rank-Order Correlation
Coefficient

2. The ranks of the height and weight of seven male senior high school
students are given below. Calculate the correlation coefficient.
STUDENT
A 7 3.5
B 6 1
C 5 3.5
D 4 5.5
E 3 5.5
F 2 7
G 1 2

3. The sales of a company (in million dollars) for each year are shown in the
table below.
x (year) 2005 2006 2007 2008 2009
y (sales) 12 19 29 37 45

a. Find the least square regression line y = a x + b.

b. Use the least squares regression line as a model to estimate the sales
of the company in 2012.

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4. A clinical psychologist has run a between-subjects experiment comparing

two treatments for depression (cognitive-behavioral therapy (CBT)
and client-centered therapy (CCT) against a control condition. Subjects
were randomly assigned to the experimental condition. After 12 weeks, the
subject’s depression scores were measured using the CESD depression
scale. The data are summarized as follows:
n mean sd
CONTROL 40 21.4 4.5
CBT 40 16.9 5.5
CCT 40 19.1 5.8

Use a one-way ANOVA with α=.01 for the test.

5. A research study was conducted to examine the differences between older

and younger adults on perceived life satisfaction. A pilot study was
conducted to examine this hypothesis. Ten older adults (over the age of
70) and ten younger adults (between 20 and 30) were give a life satisfaction
test (known to have high reliability and validity). Scores on the measure
range from 0 to 60 with high scores indicative of high life satisfaction, low
scores indicative of low life satisfaction. The data are presented below.
Compute the appropriate t-test.
OLDER ADULTS YOUNGER ADULTS
45 34
38 22
52 15
48 27
25 37
39 41
51 24
46 19
55 26
46 36

a. What is your computed answer?

b. What would be the null hypothesis in this study?
c. What would be the alternate hypothesis?
d. What probability level did you choose and why?
e. What is your tcrit?
f. Is there a significant difference between the two groups?
g. Interpret your answer.

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Let Us Enhance

Task A. Solve the following problems completely as directed:

1. A researcher hypothesizes that electrical stimulation of the lateral

habenula will result in a decrease in food intake (in this case, chocolate
chips) in rats. Rats undergo stereotaxic surgery and an electrode is
implanted in the right lateral habenula. Following a ten-day recovery
period, rats (kept at 80 percent body weight) are tested for the number of
chocolate chips consumed during a 10-minute period both with and
without electrical stimulation. The testing conditions are counter
balanced. Compute the appropriate t-test for the data provided below.
STIMULATION 12 7 3 11 8 5 14 7 9 10
NO
8 7 4 14 6 7 12 5 5 8
STIMULATION

a. What is your computed answer?

b. What would be the null hypothesis in this study?
c. What would be the alternate hypothesis?
d. What probability level did you choose and why?
e. What were your degrees of freedom?
f. Is there a significant difference between the two testing conditions?
g. Interpret your answer.

2. An education researcher is comparing four different algebra curricula.

Eighth grade students are randomly assigned to one of the four groups.
Their state achievement test scores are compared at the end of the year.
Use the appropriate statistical procedure to determine whether the
curricula differ with respect to math achievement. An alpha criterion of
0.05 should be used for the test.
n mean sd
CURRICULUM 1 50 170.5 14.5
CURRICULUM 2 50 168.3 12.8
CURRICULUM 3 50 167.6 17.7
CURRICULUM 4 50 172.8 16.8

3. The mental ages (x) and the score on the mathematics aptitude test (y) of
fifteen (15) boys were as follows:
x 10 10 10 11 11 12 12 12 13 13 13 13 14 14 14
y 15 18 18 15 25 25 25 26 26 30 35 40 43 45 50

Compute the correlation coefficient using Spearman Rank-Order

Correlation Coefficient.

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Let Us Reflect

Several statistical measures used to analyze data where discussed and

illustrated in this module. Scatter diagram is the simplest method to study
the correlation between two variables or two values of each pair of a variable
plotted on a graph (x & y axis) in the form of dots. The more the points plotted
are closer to the line, the higher is the degree of correlation. If the dots are
scattered, the lesser is the degree of correlation between variables.

The coefficient of correlation measures the extent of correlation or

relationships between two sets of values. The Pearson product moment
correlation coefficient or Pearson r evaluates the linear relationship between
two continuous variables. Our relationship is linear when our change in one
variable is associated with a proportional change in the other valuable. On
the other hand, the Spearman rank-order correlation evaluates the
relationship between two sets of rank or ordinal values.

The simple linear regression analysis involves the identification of the

relationship between a dependent variable called predictor variable and one
more independent variable. The statistical measure is used for prediction
purposes.

Task A. Using the space below, write a reflective essay about your learning
experience on using statistical techniques in data analysis. Let
your essay reveal how much you learned about each concept
behind each topic dealt with in this lesson. Express which
concepts are the most understood, slightly understood, and the
least understood ones.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

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LET US TRY LET US PRACTICE
1. C 6. A 1. B
2. B 7. D 2. C
3. B 8. B 3. B
4. A 9. C 4. D
5. C 10. A 5. A
LET US REMEMBER
1. CORRELATION 9. SPEARMAN RHO
2. LINEAR REGRESSION 10. REGRESSION EQUATION
3. PREDICTOR VARIABLES 11. PEARSON R
4. POPULATION MEAN 12. T TEST
5. ONE WAY ANOVA 13. REGRESSION LINE
6. REGRESSION 14. LINE OF BEST FIT
7. SCATTER DIAGRAM 15. CRITERION
8. DEGREES OF FREEDOM
Answer key to Activities
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References

Babbie, Earl R. The Practice of Social Research, 12th ed. Belmont, CA: Wadsworth
Cengage, 2010.
"Correlation And Regression." ProProfs. Last modified February 14, 2013.
https://www.proprofs.com/quiz-school/story.php?title=correlation-and-
regression.

"Linear Regression - Problems with Solutions." Free Mathematics Tutorials,

Problems and Worksheets. Accessed July 11, 2020.
https://www.analyzemath.com/statistics/linear_regression.html.

Merry, Brenda. "Chapter 5: measures of central tendency." Rio Salado College. Last
modified February 23, 2012.
https://www.riosalado.edu/web/oer/wrkdev100-
20011_inter_0000_v1/m5/pdf/m5_l1_mean_median_mode_practice_probs.
pdf.
This work is licensed under the Creative Commons Attribution-
NonCommercial-ShareAlike 3.0 Unported license. To view a copy of this
license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/

"Multiple Choice Quiz." Oxford University Presspage. Accessed July 11, 2020.
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pubs-
static.s3.amazonaws.com/228015_d8d0ddab79664707890681a9a75cf16d.
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"Practice Problems: t-tests." Accessed July 11, 2020.

https://faculty.webster.edu/woolflm/ttest.html.

Prieto, Nelia G., Victoria C. Naval, and Teresita G. Carey. Practical Research 2:
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Reyes, M. Social Research: A deductive approach. Manila: REX Bookstore, 2004.

Stocker MA, Brian. "Free Mean, Median and Mode Practice Questions." Complete
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For inquiries or feedback, please write or call:

Department of Education – Region XI

Division of Tagum City

Tagum National Trade School
Apokon Road, Tagum City, Davao Del Norte
Philippines

Landlines:
(084) 216 – 2763
(084) 218 – 0711
E-mail Address: tnts_techvoc@yahoo.com

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