9

Research II
Quarter III - Module 1:
Measures of Correlation (Pearson’s r and
Spearman rho) as Statistical Tools in Analyzing
and Interpreting Research Data
Research II – Grade 9
Self-Learning Modules
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.

Published by the Department of Education – Regional Office VIII

Regional Director: Ramir B. Uytico EdD, CESO IV
Assistant Regional Director: Arnulfo M. Balane, CESO V

Development Team of the Module

Writers: Marvin P. Lavado
Language Editors: Name
Content Editors: Name
Illustrators: Name
Layout Artist: Name
Management Team:
Rosemarie M. Guino EdD, OIC – Chief, CLMD
Ryan R. Tiu EdD, EPS, CLMD – Science
Joy B. Bihag, EPS, CLMD – LRMS
Nicolas G. Baylan, Chief, CID
Rhea N. Coles, EPS, CID – Science
Name. EPS, CID - LRMS

Printed in the Philippines by ________________________

Department of Education – Regional Office VIII

Office Address: Government Center, Candahug, Palo, Leyte

Telefax: 053 - 3233156

E-mail Address: region8@deped.gov.
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners,
can continue your studies and learn while at home. Activities, questions,
directions, exercises, and discussions are carefully stated for you to understand
each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-
step as you discover and understand the lesson prepared for you.

At the end of each module, you need to answer the test to self-check your
learning. Answer keys are provided for each activity and test. We trust that you will
be honest in using these.

In addition to the material in the main text, Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how they
can best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any
part of this SLM. Use a separate sheet of paper in answering the exercises and
tests. And read the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering
the tasks in this module, do not hesitate to consult your teacher or facilitator.

Thank you.

ii
For the learner:

Welcome to the Research 9 Self – Learning Module 1 on the Measures of

Correlation as Statistical Tools in Analyzing and Interpreting Research Data!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action, and purpose. Through our hands we may learn, create, and
accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!

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:

This will give you an idea of the skills or

Explore
competencies you are expected to learn in the
module. A brief drill or review to help you link
the current lesson with the previous one. The
new lesson will also be introduced to you in
various ways such as a story, a song, a poem, a
problem opener, an activity, or a situation.
This section provides a brief discussion of the
Learn
lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the answers
to the exercises using the Answer Key at the
end of the module.
This includes questions or blank
Apply sentence/paragraph to be filled into process
what you learned from the lesson.

Assess This is a task which aims to evaluate your level

of mastery in achieving the learning
competency.
This contains answers to all activities in the
Answer Key module.

This contains the learner’s reflection. Learners

Reflect
are encouraged to think about the lessons
particularly the parts that went well (they have
understood) and the parts that were weak (they
have difficulty) and write about it briefly.
Learners can share their thoughts and feeling

iii
 about the lessons.

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.
2. Read the instruction carefully before doing each task.
3. Observe honesty and integrity in doing the tasks and checking your
answers.
4. Finish the task at hand before proceeding to the next.
5. Return this module to your teacher/facilitator once you are 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!

iv
v
 Explore

Introduction:

You’re almost there! You are about to perform the next phase of your study that
involves analyzing of your collected research data. You will try to analyze and apply
the measures of correlation (Pearson r and Spearman rho) and its corresponding
hypothesis testing by doing the activities in this worksheet. At this point, you are
expected to assume the role of a statistician interpreting collected data in a
research study. Your unique combination of analytical, technical, communication,
and leadership skills will be required from you in this stage of your study.

Are you ready? Are you prepared? We hope this activity sheet will help you out.
Enjoy doing your tasks! After going through this module, you are expected to:
1. utilize the appropriate measures of correlation in analyzing data,
2. interpret data / statistical results,
3. test hypothesis, and
4. draw conclusions from the measures of correlation as an statistical tool in
inferential statistics research.

Notes to the Teacher

Prior to this lesson, the learners must be informed to prepare gather
their collected data from the results of their conducted study. As they
read the measures of correlation (Pearson r and Spearman rho), they can
analyze their data if correlation as a statistical tool and its hypothesis
testing can be applied.

Q3_STE_Research_II_ Module 1 Page 1 of 26

 Learn

Measures of Correlation Defined

If a scatter points does seem to exhibit a non-random trend, then one might choose
to measure the strength and the direction of it through the use of correlation
statistics.

Correlation is the measure to determine the degree of linear relationship between

two sets of variables, X and Y. These data, X and Y, are sometimes called bivariate
data due to two variables, X and Y, as paired measurements. The change in one
variable affects the value of the other variable. If X increases and Y also increase,
correlation is positive. If X increases but Y decreases, correlation is negative. A zero
correlation means no correlation at all.

Measures of correlation are used both in descriptive and experimental researches.

Some examples of descriptive researches on correlation are as follows:

1. Correlation Between Achievement and Economic Status of Grade 12 Senior

High School Students
2. I.Q. and Personality Relationship of Grade 10 Junior High School Students
3. Capital and Profit Relationship of Income Generating Projects of Grade 11
Senior High School Students
4. Correlation Between Mathematics and English Achievements of Grade 9
Junior High School Students
5. Correlation Between High and Low Achievers of Grade 10 Junior High
School Students

Some examples of correlation in experimental research are the following:

1. Weight-Length Relationship of Mudcrab (Alimango) Cultured in the Backyard

Fishpond Using Bread Meal as Supplemental Feed
2. The Height-Weight Relationship of Bottle-Fed Infants Using the Same Milk
Brand
3. Weight-Length Relationship of Tilapia Cultured in Backyard Fishpond Using
Trash Fish as Supplemental Feed
4. Weight-Length Relationship of Eggplant Planted in Pots Using Chicken Dung
as Fertilizer
5. Weight-Length Relationship of Cucumber Planted in Pots Using Nigh Soil as
Fertilizer

Q3_STE_Research_II_ Module 1 Page 2 of 26

The measures of correlation are traditionally assigned values ranging from -1 to +1.
A value equal to -1 means a perfect negative correlation and +1, a perfect positive
correlation. A zero value describes no correlation at all.

A perfect positive correlation having a value of +1 rarely happens. This denotes that
all of the individual performances in X and Y have the same position. X increases
as Y increases. For example, is a student tops in Test X (Mathematics), he also tops
in Test Y (English). If he is lowest in Test X, he is also lowest in Test Y.

A perfect negative correlation having a value of -1 also rarely happens. The scores
of the students in Test X is an exact opposite of Test Y. X increases as Y decreases.
For example, a student who gets highest score in Test X (Mathematics) is lowest in
Test Y (English). If he ranks second in Test X, he ranks second to the lowest in Test
Y and so on.

In most calculations of correlation, an approximation of a linear relationship is

assumed. However, the relationship could be curvilinear or cylindrical, and so one
should always examine a scattergram to see if the relationship between two values
is non-linear.

Interpretation of Correlation Value

To interpret the correlation value, the classification are as follows:

An r from 0.00 to ± 0.20 denotes negligible correlation or relationship

An r from ± 0.21 to ± 0.40 means low or slight relationship or correlation

An r from ± 0.41 to ± 0.70 represents marked or moderate relationship

An r from ± 0.71 to ± 0.90 signifies high relationship or correlation

An r from ± 0.91 to ± 0.99 denotes very high relationship or correlation

An r ± 1.00 means perfect correlation or relationship

Pearson Product-Moment Correlation Coefficient

Pearson product-moment correlation coefficient (rxy) is a linear correlation necessary
to find the degree of the association of two sets of variables, X and Y. This is the
most commonly used measure of linear correlation to determine the relationship
between two sets of variables quantitatively. To obtain the value of r from
ungrouped data, the formula is as follows (Guilford, 1973).

rxy = N ¿¿

where:

rxy = Correlation between X and Y

Q3_STE_Research_II_ Module 1 Page 3 of 26

 ∑X = Sum of Test X

∑Y = Sum of Test Y

∑ XY = Sum of the product of X and Y

N = Number of Cases

∑X
2
= Sum of squared X scores

∑Y
2
= Sum of squared Y scores

The steps in computing Pearson Product-Moment Correlation Coefficient (rxy) are as

follows:

Step 1. Find the sum of X and Y

Step 2. Square all X and Y values
Step 3. Sum X2 and Y2 to get ΣX2 and ΣY2
Step 4. Multiply X and Y
Step 5. Get the sum of the product XY to get ΣXY
Step 6. Apply the formula

Illustration 1 (Descriptive Research)

For illustration purposes, suppose the researcher wishes to determine the
relationship between Mathematics (X) and English (Y) scores taken by Grade 10
junior high school students in a certain high school. Below are fictitious data of
Mathematics and English scores to illustrate Pearson product-moment correlation
in descriptive research. Table 1 shows the computation of the said data.

Table 1. Computation of Pearson Product-Moment Correlation Coefficient between

Mathematics (X) and English (Y) Scores Taken by Grade 10 Junior High School Students in a
Certain High School (Fictitious Data)

Students X Y X2 Y2 XY
1 25 30 625 900 750
2 42 53 1764 2809 2226
3 18 21 324 441 378
4 30 30 900 900 900
5 54 53 2916 2809 2862
6 27 29 729 841 783
7 55 60 3025 3600 3300
8 48 42 2304 1764 2016
9 27 31 729 961 837
10 58 60 3364 3600 3480
11 57 72 3249 5184 4104
12 32 31 1024 961 992
13 44 50 1936 2500 2200
14 28 29 784 841 812

Q3_STE_Research_II_ Module 1 Page 4 of 26

 15 60 73 3600 5329 4380
TOTAL 605 664 27273 33440 30020

rxy = N ¿ ¿ Given:
15 ( 30020 ) −(605)(664 ) N = 10
=
√[ 15 ( 27273 )−( 605 ) ][ 15 ( 33440 )−( 664 ) ]
¿2 ¿2
ΣX = 30020
450300−401720 ΣY = 605
=
√[409095−366025][501600−440896]
ΣXY = 664
48580
= ΣX2 = 27273
√(43070)(60704 )
ΣY2 = 33440
48580
=
√2614521280
48580
=
51132.38973

= 0.95 (very high relationship)

The correlation value obtained is 0.95, very high relationship. This means students
who got very high score in Mathematics also got very high score in English and
those who got very low score in Mathematics also got very low score in English.

Illustration 2 (Experimental Research)

Suppose the researcher wishes to conduct a study on the weight (X) and length (Y)
relationship of mudcrab (alimango) cultured at the background fishpond using
bread meal as supplemental feed. Table 2 presents the computation of the said
data.

Table 2. Computation of Pearson Product-Moment Correlation Coefficient on the Weight (X)

and Length (Y) Relationship of Mudcrab (Alimago) Cultured at the Backyard Fishpond Using
Bread Meal as Supplemental Feed

Mudcrab X (kg) Y (m) X2 Y2 XY

1 0.12 0.23 0.0144 0.0529 0.0276
2 0.25 0.31 0.0625 0.0961 0.0775
3 0.53 0.42 0.2809 0.1764 0.2226
4 0.57 0.51 0.3249 0.2601 0.2907
5 1.00 0.61 1.0000 0.3721 0.6100
6 0.75 0.53 0.5625 0.2809 0.3975
7 0.32 0.35 0.1024 0.1225 0.1120
8 0.44 0.42 0.1936 0.1764 0.1848
9 0.81 0.55 0.6561 0.3025 0.4455
10 0.98 0.61 0.9604 0.3721 0.5978
TOTAL 5.77 4.54 4.1577 2.2120 2.9660

rxy = N ¿ ¿ Given:

Q3_STE_Research_II_ Module 1 N = 10 Page 5 of 26

ΣX = 5.77
ΣY = 4.54
 10 ( 2.9660 )−(5.77)(4.54)
=
√[ 10 ( 4.1577 )− (5.77 ) ] [10 ( 2.2120 )−( 4.54 ) ]
¿2 ¿2

29.66−26.1958
=
√[41.577−33.2929][22.12−20.6116]
3.4642
=
√(8.2841)(1.5084)
3.4642
=
√12.49573644
3.4642
=
3.534931

= 0.98 (very high relationship)

The correlation value obtained is 0.98, very high relationship. This means the
heavier the weight, the longer is the length of mudcrab and the lighter the weight
the shorter it is or as the weight increases, the length also increases.

Spearman Rank Correlation Coefficient or Spearman rho

Spearman rho (rs) correlation coefficient is a statistic which is used to measure the
relationship of paired ranks assigned to individual scores of sets of variables. This
kind of correlation estimates the degree of association of two sets of variables in at
least an ordinal scale (first, second, third and so on) so that the individuals under
study maybe ranked in a two-ordered series. This is commonly used to measure
the disarray, ΣD2, where a correlation coefficient rank has a value of ± 1 when the
paired ranks are the same order and a value of – 1 when ranks are in the reverse
order. The maximum value of correlation coefficient is ± 1.0, perfect correlation, be
it Pearson r or Spearman rho. If the value obtained is more than 1.0, there is
something wrong on the computation.
To get the value of Spearman rho (rs), consider the formula below:
2
6ΣD
rs = 1 - 3
N −N
where:
rs = Spearman rho
ΣD2 = Sum of the squared differences between ranks
N = Number of cases
To apply the above formula, the steps are as follows:
Step 1. Rank the values from highest to lowest in the first set of variable (X)
and mark them Rx. The highest value is given the rank of 1; second, 2;
third,3 and so on.
Step 2. Rank the second set of values (Y) in the same way as in Step 1 and
mark them Ry
Q3_STE_Research_II_ Module 1 Page 6 of 26
 Step 3. Get the rank difference of Rx and Ry.
Step 4. Square each rank difference to get D2
Step 5. Sum the squared difference to get ΣD2
Step 6. Compute Spearman rho (rs) by applying the formula

Spearman rho (rs) is also applicable both in descriptive and experimental

researches.

Illustration 1 (Descriptive Research)

Suppose the Grade 10 junior high School students want to find out the rank
relationship between capital and profit of boneless bangus as their income
generating projects. For illustration purposes, consider the computation of the
following data using the Spearman rho.

Table 3. Computation of Spearman rho Between Capital (X) and Profit (Y) of Boneless Bangus
(fictitious data)

Operation X Y Rx Ry D D2
1 P 1,000 P 500 6.5 5.5 1 1
2 1,500 550 3.5 4 0.5 0.25
3 900 340 9 9 0 0
4 1,000 400 6.5 7.5 1 1
5 800 270 10 10 0 0
6 1,350 500 5 5.5 0.5 0.25
7 2,000 930 1 1 0 0
8 1,900 900 2 2 0 0
9 1,500 600 3.5 3 0.5 0.25
10 950 400 8 7.5 0.5 0.25
TOTAL 3.00

Arrange from highest to lowest

X Temporary Rx Y Temporary Ry
Rank Rank
2,000 1 1 930 1 1
1,900 2 2 900 2 2
1,500 3 3.5 600 3 3
1,500 4 3.5 550 4 4
1,350 5 5 500 5 5.5
1,000 6 6.5 500 6 5.5
1,000 7 6.5 400 7 7.5
950 8 8 400 8 7.5
900 9 9 340 9 9
800 10 10 270 10 10

If there are tie values, for instance, 1,500 has two and the temporary ranks are 3
and 4. To get the final rank, just add the temporary rank and divided by 2 because
there are only two 1,500. Thus, 3+4 = 7/2 = 3.5. Another example, there are two
1,000 with temporary ranks of 6 and 7. hence, 6+7 = 13/2 = 6.5 and so on.

Q3_STE_Research_II_ Module 1 Page 7 of 26

 2
6ΣD Given:
rs = 1 - 3
N −N
ΣD2 = 3
6 (3) N = 10
= 1 -
103−10
18
= 1 -
1000−10

18
= 1 -
990

rs = 1−0.0181818

rs = 0.98 (very high relationship)

The Spearman rho (rs) value obtained is 0.98, very high relationship. This means if
capital is high, the profit is also high and if capital is low, the profit is also low. In
other words, profit increases if capital also increases.

Illustration 2 (Experimental Research)

Suppose the researcher wishes to conduct a study on the weight (X) and length (Y)
relationship of radish planted in pots using chicken dung as fertilizer. For
illustration purposes, consider the computation of Spearman rho (rs) on the weight
(X) and length (Y) relationship of radish planted in pots using chicken dung as
fertilizer as shown in table 4.

Table 4. Computation of Spearman rho on the Weight (X) and Length (Y) Relationship of
Relationship of Radish Planted in Pots Using Chicken Dung as Fertilizer

Radish X (g) Y (cm) Rx Ry D D2

1 150 32 5 4.5 0.5 0.25
2 100 28 9 8 1 1
3 200 35 3 3 0 0
4 100 25 9 10 1 1
5 200 32 3 4.5 1.5 2.25
6 130 29 7 6.5 0.5 0.25
7 100 27 9 9 0 0
8 250 40 1 1.5 0.5 0.25
9 140 29 6 6.5 0.5 0.25
10 200 40 3 1.5 1.5 2.25
TOTAL 7.50

Arrange from highest to lowest

X Temporary Rx Y Temporary Ry
Rank Rank
250 1 1 40 1 1.5
200 2 3 40 2 1.5

Q3_STE_Research_II_ Module 1 Page 8 of 26

 200 3 3 35 3 3
200 4 3 32 4 4.5
150 5 5 32 5 4.5
140 6 6 29 6 6.5
130 7 7 29 7 6.5
100 8 8 28 8 8
100 9 9 27 9 9
100 10 10 25 10 10

In getting the rank of three tie values, for instance, 200, just add the temporary
ranks and divided by 3. The temporary ranks of 200 are 2, 3, and 4. So, 2+3+4 =
9/3 = 3. Another example is 100 having three tie values. To get the rank, just add
the temporary ranks of 8, 9 and 10, then divided by 3. Hence, 8+9+10 = 27/3 = 9.

2
6ΣD
rs = 1 - 3 Given:
N −N
ΣD2 = 7.50
6 (7.50)
= 1 -
103−10 N = 10

45
= 1 -
1000−10

45
= 1 -
990

rs = 1−0.045454545

rs = 0.95 (very high relationship)

Hypothesis Testing
To illustrate the use of Pearson Product-moment correlation in hypothesis testing,
let us consider the data below (see table 5): age (x) and self-efficacy (Y). The
hypothesis testing should be performed with the following steps:
Step 1. Ho: There is no significant correlation between the age and self-
efficacy of the Grade 10 Junior High School Students at Maydolong National
High School
H1: The age and self-efficacy of the Grade 10 Junior High School
Students has a direct significant correlation.
Step 2. Level of measurement: Interval
Step 3. Level of significance: α = 0.05 or 5%
Step 4. Use two-tailed Pearson correlation
Step 5. Calculate the test statistics
The data obtained on the age and self-efficacy are as follows

Table 5. Computation of Pearson Product-Moment Correlation Coefficient between Age (X) and
Self-efficacy (Y) of Grade 10 Junior High School Students at Maydolong National High School

Students X Y X2 Y2 XY

Q3_STE_Research_II_ Module 1 Page 9 of 26

 1 25 29 625 841 725
2 38 27 1444 729 1026
3 21 33 441 1089 693
4 22 28 484 784 616
5 23 27 529 729 621
6 24 31 576 961 744
7 36 34 1296 1156 1224
8 29 37 841 1369 1073
9 30 35 900 1225 1050
10 28 33 784 1089 924
11 38 32 1444 1024 1216
12 37 33 1369 1089 1221
13 45 28 2025 784 1260
14 30 36 900 1296 1080
TOTAL 426 443 13658 14165 13473

Substituting these values to the formula:

Given:
rxy = N ¿ ¿ N = 14

14 ( 13473 )−(426)( 443) ΣX = 426

=
√[ 14 ( 13658 )−( 426 ) ] [ 14 ( 141465 )− ( 443 ) ]
¿2 ¿2
ΣY = 443

= ΣXY = 13473

−96 ΣX2 = 13658

=
√(9736)(2061) ΣY2 = 141465
−96
=
20065896

= −0.021430976

Step 6. Obtain the critical value of r. First the degree of freedom (df) will
be computed, and then the critical value will be obtained from a table
on r distribution at the specified level of significance and df. The df is
computed by the formula, df = N-2
Fromm an appropriate table, the critical value of r at df = 12
and α = 0.05 (two-tailed) is 0.532
Step 7. Since the computed r value (- 0.021) is lesser than its
corresponding critical r value (0.532), the null hypothesis is accepted.
Step 8. Interpretation: There is no significant correlation between the
age and self-efficacy of the Grade 10 Junior High School Students at
Maydolong National High School. In other words, the self-efficacy
score of the female Grade 10 junior high school students does not
depend on the age of the students.

Engage

Q3_STE_Research_II_ Module 1 Page 10 of 26

1. What are the descriptive relationships between X and Y is the obtained r values
are as follows:

1.1 0.19 1.6 0.75

1.2 0.81 1.7 0.39
1.3 0.22 1.8 0.93
1.4 0.59 1.9 0.77
1.5 0.68 1.10 0.46

Q3_STE_Research_II_ Module 1 Page 11 of 26

 Apply

Activity 1.1 Hypothesis Testing

1. Find a scientific research and then identify/illustrate the following:
a. Null and alternative hypothesis
b. Level of measurement
c. Level of Significance
d. Measure of Correlation
e. Computed r value
f. Degree of freedom
g. Critical r value
h. Interpretation

Q3_STE_Research_II_ Module 1 Page 12 of 26

 Assess

I. What is the relationship between the weight (X) and length (Y) of milkfish
cultured in the fishpond using fish meal as supplemental feed? Use Pearson
product-moment correlation coefficient (show the computation) and interpret the
results.

Milkfish X (Weight) (kg) Y (Length) (m)

1 0.50 0.55
2 0.25 0.32
3 0.41 0.43
4 0.33 0.31
5 0.59 0.55
6 0.74 0.61
7 0.60 0.54
8 0.48 0.45
9 0.37 0.32
10 0.55 0.57
11 0.27 0.30
12 0.39 0.32

II. What is the relationship between the capital (X) and profit (Y) of milkfish offal
burger as income generating projects of Grade 10 junior high school students? Use
Spearman rho (show the computation) and interpret the results.

Operation Capital Profit

1 P 500 P 550
2 570 600
3 620 650
4 500 600
5 725 785
6 550 600

Q3_STE_Research_II_ Module 1 Page 13 of 26

 7 475 550
8 500 650
9 570 650
10 400 450
11 490 500
12 700 780
13 600 600
14 450 475

Q3_STE_Research_II_ Module 1 Page 14 of 26

 Reflect

Reflect on the following questions:

1. What are the basis in choosing the appropriate measure of correlation in a
given scientific study (Pearson Product-Moment Correlation or Spearman
rho)?
2. How does the alpha or significance level and critical r value in determining
whether a given hypothesis will be accepted or not?

Q3_STE_Research_II_ Module 1 Page 15 of 26

 Answer Key

Engage Apply
1. negligible (I)
2. high
3. low or slight rxy = 0.92666
4. marked or moderate
5. marked or moderate interpretation: very high
6. high relationship
7. low or slight
8. very high (II)
9. high rs = 0.884615
10. marked or moderate
interpretation: high
relationship

Q3_STE_Research_II_ Module 1 Page 16 of 26

References
Relfect Icon.

2017. https://pixabay.com/illustrations/idea-icon-bulb-creativity-set-2558678/.
Calmorin, Laurentina (2006). Statistics for Secondary Students. National Book
Store, Mandaluyong City.

Q3_STE_Research_II_ Module 1 Page 17 of 26

For inquiries or feedback, please write or call:

Department of Education – Regional Office VIII – Curriculum and Learning

Management Division (CLMD) - Learning Resources Management Section (LRMS)

Government Center, Candahug, Palo, Leyte, 6501

Telefax: (053) 323-3156; 323-3854; 824-4627

Email Address: *region8@deped.gov.ph

*clmd.region8@deped.gov.ph *lrmds.region8@deped.gov.ph