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In Education 107B.

(Assess of student learning)

Mahardika Institute of Technology inc.

Illmoh Street, Bongao ,Tawi-Tawi

Submitted by:

Rhimaiza J. Hji Jainal Abidin

Katrina D. Madisa

Jaafar Timbassal

Students

Submitted to:

Mrs. Vicitasion Alfad

Course Instructress

I- Learning Objectives: At the end of the lesson

the learners can able to:

b. Give their own examples on what does

topic taught to them.

c. Appreciate the correlation.

d. Relates in their daily life.

Reference:

Page: 283-296

Author:

III- Learning materials: Laptop, overhead

projector( power point presentation)

a. Activity:

Greetings

Ice breaker

Checking attendance.

b. Abstraction:

Correlation.

c. Analysis:

CORRELATION

A statistic called a correlation

coefficient(symbolized by r) helps us address

general issues lie those just mentioned or

answer specific questions like those that

follow:

Are athletes really poor scholars?

SAT, are you likely to do poorly on the

quantitative portion?

really tend to get high grades in college?

THE CORRELATION COEFFICIENT

correlate positively or negatively. They

may also not correlate at all! The

correlation coefficient (r) tells us ay a

glance the strength and direction

(positive or negative) of the relationship

between distributions. Correlation

coefficients range from -1.0 to +1.0. the

closer the coefficient gets to -1.0 or +1.0,

the stronger the relationship. The sigh

of the coefficient tells us whether the

relationship is positive or negative.

STRENGTH OF A CORRELATION

ranging from very weak to strong. You

may ask yourself, “How high must r be

for it to be strong?” well, there is no cut

and dried answer to this question

because an r = .40 may be considered

strong for one set of data (for example,

correlation of IQ scores and “happiness”)

and very weak for another (for example,

correlation of scores from two

standardized achievement tests).

DIRECTION OF A CORRELATION

is the relationship between height and

weight. As people increase in height, they

tend to increase in weight, and vice

versa. A real life example of negative

correlation is the relationship between

the number of cigarettes smoked per day

and life expectancy. As the number of

cigarettes smoked per day increases,

life expectancy decreases, and vice

versa. Fortunately, for those who are

smokers, the correlation is not very

strong.

SCATTERPLOTS

direction of a relationship between two

distributions can be determined by a

correlation coefficient. Scatterplots

also enable us to determine the strength

and direction of a correlation, but in a

less formal manner. A scatterplot is

nothing more than a graphical

representation of the relationship

between two variables representing the

scores in two distributions.

1. Correlation refers to the extent to which two

distributions are related or associated. That is, it

refers to the extent in which sores in one distribution

vary depending on the variation of scores in the other

distribution.

correlation coefficient(r) and graphically by a scatter

plot.

associated with low scores in another distribution,

and vice versa, the correlation is negative.

associated with high scores in another distribution

(with the same being true for low and moderate

scores), the correlation is positive.

positive correlation) to +1.0 (perfect positive

correlation) . A correlation of .00 indicate an

absence of relationship or association.

6. The size of the number of the correlation

coefficient indicates the strength of the

correlation (higher numbers indicates stronger

correlation), and the sigh indicates the direction

(positive or negative).

indicative of a perfect correlation to ellipses

that approach circles. The tighter the

ellipses, the stronger the correlation; the

more circular the ellipses, the weaker the

correlation.

with each other does not necessarily mean

that one variables causes the other . Often

the correlation is the result of the effects of

a third variable.

9. To compare the relative strength of correlation

coefficients it is necessary to square the

coefficients are not percentages; coefficients of

determination are.

scores increase or decrease across the range

of scores.

relationship, scores in one distribution may

increase and then decrease , or vice versa,

while scores in the other distribution

consistently increase or decrease.

12 Since a linear correlation coefficient will

underestimate the strength of a curvilinear

relationship, it is wise to construct a scatterplot

before computing a correlation coefficient.

scores for a distribution is considered (for

example, only high or low scores) in computing

a correlation coefficient, the strength of the

correlation coefficient decreases. This

effect is due to use of a truncated range of

scores, rather than the entire range of

scores.

d. Application:

A. Drills:

For practice

score in the order given, construct a

scatterplots of the data.

X:15,15,15,15,30,30,30,30,45,45,45,45,60,60,

60,60,75,75,75,75,

Y:1,2,1,3,12,10,13,15,19,18,20,21,15,11,12,12,2,3,1,

2

B. Evaluation:

Direction: Answer the following questions.

indicate that the data are linear or

curvilinear? If X represents age and Y

represents average annual income in

thousands of dollars, describe this

relationship in words.

compute a Pearson Product-Moment

Correlation for the following data.

X: 10,8,14,6,4,8,7,3,7,10

Y: 12,7,13.8,7,6,6,4,9,11

c. Assignment:

questions.

correlation between shoe size and

vocabulary size in elementary school

pupils. The researcher concludes that

big feet cause big vocabularies. Do you

agree or disagree? If so, why? If not,

why not?

range of scores will result in a lower

correlation between the variables in

question than if the distribution were

not truncated.

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