Prepared by: DENNIS S.

AGUDO
District Research Coordinator, HS
 STATISTICS

DESCRIPTIVE INFERENTIAL
MEASURE OF CENTRAL MEASURE OF
PARAMETRIC NON-PARAMETRIC
TENDENCY VARIABILITY

WILCOXON
PAIRED T-TEST
MEAN RANGE RANK SUM TEST
UNPAIRED T- MANN-
TEST WHITNEY U-TEST
MEDIAN VARIANCE
PEARSON R SPEARMAN
CORRELATION RHO
STANDARD KRUSKAL-
MODE ONE-WAY
DEVIATION WALLIS TEST
ANOVA
TWO-WAY
FRIEDMAN TEST
ANOVA
CHI-SQUARE
TEST
 Normally Distributed Data Distribution Free Data
INFERENTIAL

PARAMETRIC NON-PARAMETRIC

A statistical test used to determine if there is significant WILCOXON

PAIRED T-TEST
difference between the means of two dependent samples. RANK SUM TEST
UNPAIRED T- A statistical test used to determine if there is significant MANN-
TEST difference between the means of two independent samples. WHITNEY U-TEST
PEARSON R A statistical test used to determine if there is significant SPEARMAN
CORRELATION relationship between the means of two independent samples. RHO
ONE-WAY A statistical test used to test for differences among more than KRUSKAL-
ANOVA two populations. WALLIS TEST
TWO-WAY Two-way ANOVA is used when you want to know how two
independent variables, in combination, affect a dependent variable. FRIEDMAN TEST
ANOVA
CHI-SQUARE A statistical test used to compare observed results with
TEST expected results.
Research Independent Dependent Essential Parametric Non-
Questions Variable Variable Feature Statistics Parametric
Is there a Curricula Spelling More than One-Way Kruskal-
significant (RBEC, STEM, Test Scores two groups: ANOVA Wallis
difference in SPA) Different
the Spelling people in
Test Scores for each group
the three-
different
curricula
(RBEC, STEM,
SPA)?
Research Independent Dependent Essential Parametric Non-
Questions Variable Variable Feature Statistics Parametric
Is there a Strategies of Performance Two groups of Paired T-test Wilcoxon Rank
significant teaching in English 2 different sum test
difference in the (Traditional samples
performance in and non-
English 2 when traditional)
grouped
according to the
strategies of
teaching
(traditional and
non-traditional)
used?
LET’S DO COMPUTATIONS
There is no significant differences in the test scores of the
Grade 7 learners in Araling Panlipunan before and after the
implementation of Project CLASH.
Statistical tool: Paired T-test

27 27 27 27 27
= = = = = = 𝟕. 𝟗𝟔𝟔𝟓
775 − 729 46 11.5 11.5 3.39
4 4 4
 𝒙𝟏 𝒙𝟐 df LoS T-test
Computed Tabular Int Decision

Reject
1.20 6.60 4 0.05 7.9665 2.7764 Significant
Ho
LET’S DO COMPUTATIONS
There is no significant differences in the spelling
scores of the Grade 9 learners in English before
and after the implementation of Project SMASH
Statistical tool: Paired T-test
Student Before After Difference Diff Square
1 5 5 0 0
2 5 7 -2 4
3 14 8 6 36
4 17 9 8 64
5 11 10 1 1
Sum 52 39 13 105
Mean 10.4 7.8 2.6 21
 𝒙𝟏 𝒙𝟐 df LoS T-test
Computed Tabular Int Decision

Not Accept
10.40 7.80 4 0.05 1.3780 2.7764
Significant Ho
LET’S DO COMPUTATIONS
There is no significant relationship between in the number of
absences and the performance of the Grade 6 pupils at
Pinagkaisahan ES.
Statistical tool: Pearson’s r
Pupil Absences Performanc 𝑥2 𝑦2 xy
(x) e (y) 5 1217 − (16)(390)
=
1 2 80 4 6400 160 5 82 − 162 [5 30454 − 3902 ]
2 3 79 9 6241 237
6085 − 6240
3 2 78 4 6084 156
=
410 − 256 [152,270 − 152,100]
4 1 80 1 6400 80 −155
=
5 8 73 64 5329 584 154 [170]
−155
σ 𝒙 =16 σ 𝒚 =390 σ 𝒙𝟐 =82 σ 𝒚𝟐 =30454 σ 𝒙𝒚=1217 −155 =
= 162
N=5 26,180
−155 = −0.96
=
162
0.96
 𝒙𝟏 𝒙𝟐 df LoS T-test
Computed Tabular Int Decision

Reject
3.20 78.00 4 0.05 29.7069 2.7764 Significant
Ho
ACTIVITY TIME