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OF TEACHERS

for Senior High School

Roldan C. Bangalan

Content Standards The learner demonstrates

understanding of key concepts of correlation and

regression analyses.

perform correlation and regression analyses on

real-life problems in different disciplines.

for Senior High School

Learning Competencies The learner…

1. Illustrates the nature of bivariate data.

2. Constructs a scatter plot

3. Describes shape (form), trend (direction), and variation

(strength) based on a scatter plot.

4. Estimates strength of association between the variables based

on a scatter plot.

5. Calculates the Pearson’s sample correlation coefficient.

6. Solves problems involving correlation analysis.

7. Identifies the independent and dependent variables.

8. Draws the best-fit line on a scatter plot.

9. Calculates the slope and y-intercept of the regression line.

10. Interprets the calculated slope and y-intercept of the regression

line.

11. Predicts the value of the dependent variable given the value of

the independent variable.

12. Solves problems involving analyses.

Matching Type

1. Philippines

2. Thailand

Indonesia

3.

Singapore

4.

Malaysia

5.

What’s the Rule?

B = 2A - 3

1 -1

2A – B = 3

2 1

3 3

4 5

5 7

A B

Who is he?

Michael Fred Phelps II

(born June 30, 1985) is an

American competition swimmer

and the most decorated

Olympian of all time, with a

total of 22 medals in three

Olympiads. Phelps also holds

the all-time records for Olympic

gold medals (18, double the

second highest record holders),

Olympic gold medals in

individual events (11), and

Olympic medals in individual

events for a male (13).

You and Michael

Roman writer, architect, and engineer Marcus

Vitruvius proposed, among other relationships, that

a person’s height and their arm span (herein called

“wingspan”) are approximately equal. In this

investigation, students will collect data to assess

whether or not Vitruvius’s proposal was reasonable.

Scatterplots will be drawn to illustrate the data and

a best-fit line will be overlain on the scatterplot.

The equation of the best-fit line will be determined,

and the slope interpreted in context.

Stephen Miller, Winchester Thurston School, http://www.amstat.org/education/stew/

Michael Phelps

Guide questions:

Assessment

1. How well does a line fit the wingspan vs. height

data? What does that mean?

2. Can we claim that the scatterplot represents the

relationship between height and “wingspan” in the

general population? Why or why not?

3. What about Michael Phelps – is he like us or is he

different? How?

4. How do your measurements compare to Michael

Phelps?

Answers

1. The data points do seem to cluster closely to the best-fit

line; there is not a lot of deviation between the line and the

points.

2. No, we cannot claim that the scatterplot represents the

relationship between height and wingspan in the general

population. These data values were collected for students;

there is no guarantee that as adults or younger children this

same relationship between height and wingspan holds true.

3. Although Michael seems to follow the same general trend,

his wingspan seems to be somewhat longer compared to his

height than typical students.

4. Answers may vary. One possible answer is “My height and

wingspan are closer to each other than are Michael’s height

and wingspan.”

Statistics @ Work

A businessperson may want to know whether the volume of

sales for a given month is related to the amount of advertising

the firm does that month.

Educators are interested in determining whether the number of

hours a student studies is related to the student’s score on a

particular exam.

Medical researchers are interested in questions such as, Is

caffeine related to heart damage? or Is there a relationship

between a person’s age and his or her blood pressure?

A zoologist may want to know whether the birth weight of a

certain animal is related to its life span.

Correlation Analysis

Correlation analysis is a method used to measure the

strength of relationship between two variables.

Correlation is a statistical method used to determine

whether a linear relationship between variables

exists.

Examples of Correlated Variables

The students’ mental ability and academic

performance in school are related.

There is a close relationship between reading

comprehension and mathematical ability.

Bivariate data

Bivariate data is a fancy way to say, ‘two-variable

data.’ The easiest way to visualize bivariate data is

through a scatter plot.

Bivariate Data

Can you think of pairs Why do you think there

of variables that may is a link between the

be linked? variables you have

Ice cream sales and chosen?

temperature

Hours spent studying

and Marks in exams

The amount of hours you

work and the amount of

money you earn

Law of Supply Law of Demand

Types of Correlation

1. A positive correlation exists when high scores in one

variable are associated with high scores in the

second variable. This is also true when low scores in

one variable are associated with low scores in the

other. Thus, there is direct relationship that exists in

positively correlated variables.

A B

x y

Types of Correlation

2. A negative correlation exists when high scores in one

variable are associated with low scores in the

second variable. This is also true when low scores in

one variable are associated with high scores in the

other.

M N

Types of Correlation

3. A zero correlation exists when high scores in one

variable tend to score neither systematically high

nor systematically low in the other variable.

Examples

The more you study for a test, the higher your grade will be.

The more you practice a sport, the better you will become.

The more hours you work, the more money you'll have in

your bank account.

The more you go over your notes, the higher your test scores

will be.

The more you shoot a basketball the easier it gets score

The more clubs you join in school, the more friends you can

make.

The more you exercise, the more weight you will lose.

Examples

The more you daydream in class, the worse you will do on

the tests.

The faster you drive the sooner you'll get where you're

going. The faster ... the less time.

The more hours of sleep you get, the less stressed you will

be.

The more sunscreen you wear, the less sunburned you will

get.

The more you work, the less of a social life you'll have.

The more you eat veggies and fruit , the less chance you will

have to take vitamins for nutrients

The more you exercise, the less chance of gaining weight.

Describe the relationship

Soft drink sales and temperature

Coffee sales and temperature

Reaction time and age

Mood and drug dose

Scatter Diagram

A graph of plotted points that shows the relationship

between two sets of data.

Construct a scatter plot for the data

below:

Student Hours of study x Grade y (%)

A 6 92

B 2 73

C 1 67

D 5 98

E 2 78

F 3 85

Scatter Plot

Scatter Diagram

Employee Age Efficiency Rating

1 44 61

2 44 41

3 45 91

4 43 76

5 40 79

6 52 67

7 43 73

8 47 94

9 54 96

Scatter Diagram (Interpretation)

Scatter Diagram (Interpretation)

Scatter Diagram (Interpretation)

Pearson Product-Moment Correlation Coefficient

in measuring the linear

relationship between two

random variables, x and y, is

the linear correlation coefficient

commonly called the Pearson

Product-Moment Correlation

Coefficient or Pearson r for

short. This formula was

developed and perfected by

Karl Pearson.

Pearson Product-Moment Correlation Coefficient

(Formula)

Properties of the Linear Correlation

Coefficient r

1. The value of r is always between -1 and +1

inclusive. That is, −1 ≤ r ≤ +1

2. The value of r does not change if all values of

either variable are converted to a different scale.

3. The value of r is not affected by the choice of x

or y. Interchange all x- and y-values and the value

of r will not change.

4. r measures the strength of a linear relationship. It

is not designed to measure the strength of a

relationship that is not linear.

Three Characteristics of the relationship

between two variables

TREND (Direction) – positive or negative

SHAPE (Form) – linear and nonlinear

STRENGTH (Variation/Degree) – value of r

Correlation Coefficient

r Interpretation

1.0 Perfect correlation

±0.80 to ± 0.99 High

0 No correlation

Jimenez, R. and Parreno, E. (2014). Basic Statistics. Quezon City. C & E Publishing, Inc.

Correlation Coefficient

–0.70. A strong downhill (negative) linear relationship

–0.50. A moderate downhill (negative) relationship

–0.30. A weak downhill (negative) linear relationship

0. No linear relationship

+0.30. A weak uphill (positive) linear relationship

+0.50. A moderate uphill (positive) relationship

+0.70. A strong uphill (positive) linear relationship

Exactly +1. A perfect uphill (positive) linear relationship

http://www.dummies.com/how-to/content/how-to-interpret-a-correlation-coefficient-r.html

Pearson Product-Moment Correlation Coefficient

(Example)

relationship between knowledge factors and

practical factors of a training course. The following

scores were obtained by six trainees on the

knowledge factors, X, and the practical factors, Y, in

a training course.

Pearson Product-Moment Correlation Coefficient

(Example)

Factors (X) (Y)

1 2 4

2 4 10

3 4 8

4 5 8

5 7 14

6 9 16

Test of Significance of the Correlation Coefficient

coefficient be tested if it is significant or not.

If it is found to be significant then, there is a

relationship that exists between the two variables.

Otherwise, the computed r is due to chance alone.

Test of Significance of the

Correlation Coefficient

Test of Significance of the Correlation Coefficient

(Example)

spent in studying is correlated with the score

obtained in an examination. The following table

shows the number of hours spent in studying and the

scores obtained by six students. Compute the

correlation coefficient and test its significance at

0.01 level.

Test of Significance of the Correlation Coefficient

(Example)

Spent in Exam (Y)

Studying (X)

A 3.0 20

B 2.7 34

C 3.8 19

D 2.6 10

E 3.3 24

F 3.4 31

Problem 1:

Ruben wants to see the degree of relationship that

exists between Jojo’s scores in English (x) and

Trigonometry (y). The data are given below. Is the

obtained relationship significant at 𝛼 =0.05?

English(x) 14 12 18 20 8 10 12

Math(y) 10 9 12 13 7 8 9

Problem 2

A researcher wishes to determine if a person’s age

is related to the number of hours he or she exercises

per week. The data for the sample are shown here.

Test the significance of r at alpha 0.05.

Age (x) 18 26 32 38 52 59

Hours (y) 10 5 2 3 1.5 1

SPSS Result (Pearson r)

Spearman Rank-Order

Correlation Coefficient

is most appropriate when the data are interval or

ratio scale.

For ordinal data, the Spearman Rank-Order

correlation coefficient of the ranks of the variables

is used to determine the strength of relationship

between two variables. Spearman rho (ρ)

Spearman Rank-Order Correlation Coefficient

(Formula)

Spearman Rank-Order Correlation Coefficient

their History and Literature classes. Then, use

Spearman rho coefficient to test the difference

between their ranks. Use 5% level of significance.

Spearman Rank-Order Correlation Coefficient

(Example)

PERFORMANCE in

STUDENT HISTORY LITERATURE

A 78 79

B 77 80

C 88 85

D 84 78

E 80 89

F 85 80

G 79 80

H 88 85

Possible Relationships Between

Variables

When the null hypothesis has been rejected for a specific a

value, any of the following five possibilities can exist.

1. There is a direct cause-and-effect relationship between the

variables. That is, x causes y. For example, water causes

plants to grow, poison causes death, and heat causes ice to

melt.

2. There is a reverse cause-and-effect relationship between the

variables. That is, y causes x. For example, suppose a

researcher believes excessive coffee consumption causes

nervousness, but the researcher fails to consider that the

reverse situation may occur. That is, it may be that an

extremely nervous person craves coffee to calm his or her

nerves.

Possible Relationships Between

Variables

3. The relationship between the variables may be caused by a third variable.

For example, if a statistician correlated the number of deaths due to

drowning and the number of cans of soft drink consumed daily during the

summer, he or she would probably find a significant relationship. However,

the soft drink is not necessarily responsible for the deaths, since both

variables may be related to heat and humidity.

4. There may be a complexity of interrelationships among many variables. For

example, a researcher may find a significant relationship between students’

high school grades and college grades. But there probably are many other

variables involved, such as IQ, hours of study, influence of parents,

motivation, age, and instructors.

5. The relationship may be coincidental. For example, a researcher may be

able to find a significant relationship between the increase in the number of

people who are exercising and the increase in the number of people who

are committing crimes. But common sense dictates that any relationship

between these two values must be due to coincidence.

Thus, when the null hypothesis is rejected, the

researcher must consider all possibilities and select

the appropriate one as determined by the study.

Remember, correlation does not necessarily imply

causation.

Correlation does not necessarily imply

causation.

That there is a strong positive correlation between ice

cream sales and murder rates in the summer.

As ice cream sales rise, so do murder rates.

Is this because eating ice cream makes us want to

murder people?

The actual explanation is that when the weather is hot,

more people buy ice cream, but they also go out more,

drink more, and socialize more, leading to an increase

in murder rates. Extreme temperatures observed in the

summer also have been shown to increase aggression.

Source: Boundless. “Correlational Research.” Boundless Psychology. Boundless, 26 May. 2016. Retrieved 29

May. 2016 from https://www.boundless.com/psychology/textbooks/boundless-psychology-

textbook/researching-psychology-2/types-of-research-studies-27/correlational-research-125-12660 /

REGRESSION ANALYSIS

2017 MASS TRAINING

OF TEACHERS

for Senior High School

ROLDAN C. BANGALAN

What’s next?

x 1 2 3 4 5

y -2 1 4 7 ?

10

y = 3x - 5

Follow the rule

x 2 3 4 5 7

y -3 -5 -7 -9 ?

-13

y = -2x + 1

What’s the pattern?

x 18 26 32 38 52 59

y 10 5 2 3 1.5 ??

y=?

Scatter It! (Predict Billy’s Height)

In this lesson, students explore the relationship

between age and height in order to help a

hypothetical student predict his height in two years.

Students will examine data that will enable them to

create a scatterplot and approximate a line of best

fit. The scatterplot and line of best fit will be used

to predict height. The slope of the line of best fit

will be interpreted in context.

Susan Haller, St. Cloud State University

Explain to the class that Billy’s parents measured each of their

children’s heights on the first day of school every year

Billy K 5 42.00

Billy 1 6 44.50

Billy 2 7 46.25

Billy 3 8 50.00

Billy 4 9 53.50

Billy 5 10 56.25

Billy 6 11 59.25

Billy 7 12 63.25

Billy 8 13 68.00

Guide questions:

1. After the graph of Billy’s data has been constructed, ask

students to share anything they notice within the pattern of Billy’s

growth – does there seem to be a relationship between age and

height? Does this relationship appear to be linear? Discuss the

properties of a line of best fit, and have students place the

spaghetti in their scatterplot to approximate the line of best fit for

Billy’s data. Next, have students locate Billy’s age in grade 10 (he

would be 15 at the start of that school year), and use the line of

best fit to predict Billy’s height. Students should compare their

results with the rest of the class (predictions will vary because the

lines will be slightly different).

Students should then enter the data into a graphing calculator or

appropriate computer statistical software program and create a

scatterplot of and line of best fit for Billy’s data. Alternatively, the

teacher can calculate the line of best fit. In this case, the line of best

fit is y = 3.21x + 24.8.

REGRESSION ANALYSIS

Regression Analysis deals with the estimation of one

variable based on the changes or movements of the

other variable.

If two variables are correlated, then it is possible to

predict or estimate the value of one variable from the

knowledge of the other variable.

The goal of regression analysis is to describe the

relationship between two variables based on observed

data and to predict the value of the dependent

variable based on the value of the independent

variable.

Line of best fit

A line on a scatter plot which can be drawn near

the points to more clearly show the trend between

two sets of data

Line of best fit

Does your line minimize

the average distance

from it to each of the

data points?

Best fit means that the

sum of the squares of

The reason you need a line of

the vertical distances best fit is that the values of y

will be predicted from the

from each point to the values of x; hence, the closer

line is at a minimum. the points are to the line, the

better the fit and the prediction

will be.

How do I construct a best-fit line?

A best-fit line is meant to mimic the trend of the data. In

many cases, the line may not pass through very many of

the plotted points. Instead, the idea is to get a line that

has equal numbers of points on either side.

There are two possible ways to construct a best-fit line:

The first method involves enclosing the data in an area

The second method involves dividing data into two

equal groups, approximating the center of each group

and constructing a line between the two centers

http://serc.carleton.edu/mathyouneed/graphing/bestfit.html

STEPS FOR CONSTRUCTING A BEST-FIT LINE

USING THE AREA METHOD

1. Begin by plotting all your data on

graph paper.

2. Examine the data and determine the

visual trend of data. Does it look like a

line? A blob? Does x increase as y

increases? Try to visualize approximately

where the trend should be.

3.Draw a shape that encloses all of the

data, (try to make it smooth and relatively

even).

4. Draw a line that divides the area that

encloses the data into two even sized

areas. In other words, bisect the area with

a line that goes from one edge of the plot

to the other.

5. Congratulations! You have just

constructed a best fit line through the

data!

STEPS FOR CONSTRUCTING A BEST-FIT LINE

USING THE DIVIDING METHOD

1. Begin by plotting all your data on graph

paper.

2. Examine the data and determine the

visual trend of data. Does it look like a

line? A blob? Does x increase as y

increases? Try to visualize approximately

where the trend should be.

3. Draw a line that divides the data points

in two equal groups (even numbers of points

on either side).

4. Place an x (or a dot) at the center of the

clusters of data on either side of the line

you drew in part 3.

5. Draw a line that connects the two x -

marks (or points) that you drew in part 4.

6.Congratulations! You have just constructed

a best fit line through the data!

Outliers

A scatter plot should be checked for outliers. An outlier is a point that

seems out of place when compared with the other points. Some of

these points can affect the equation of the regression line. When this

happens, the points are called influential points or influential

observations. When a point on the scatter plot appears to be an

outlier, it should be checked to see if it is an influential point. An

influential point tends to “pull” the regression line toward the point

itself. To check for an influential point, the regression line should be

graphed with the point included in the data set.

Then a second regression line should be graphed that excludes the

point from the data set. If the position of the second line is changed

considerably, the point is said to be an influential point. Points that

are outliers in the x direction tend to be influential points.

Outliers

Researchers should use their judgment as to whether

to include influential observations in the final

analysis of the data. If the researcher feels that the

observation is not necessary, then it should be

excluded so that it does not influence the results of

the study. However, if the researcher feels that it is

necessary, then he or she may want to obtain

additional data values whose x values are near the

x value of the influential point and then include

them in the study.

REGRESSION ANALYSIS (formula)

y = a + bx

where

y = criterion measure

x = predictor

a = ordinate or point where the regression line

crosses the y-axis

b = beta weight of the slope of the line

REGRESSION ANALYSIS (formula)

Sample Problem

A researcher wishes to determine if a person’s age

is related to the number of hours he or she exercises

per week. The data for the sample are shown here.

Test the significance of r at alpha 0.05. Predict the

number of hours a 21 year old person exercises per

week.

Age (x) 18 26 32 38 52 59

Hours (y) 10 5 2 3 1.5 1

SPSS Result (Pearson r)

SPSS Result (Scatter Plot)

SPSS Result (y = a + bx)

REGRESSION ANALYSIS (example)

Data about the advertising cost of a product and its annual sales

in million pesos are shown below.

Advertising Annual Sales

Cost (x) (y)

0.9 2

1.1 4

1.1 6

1.4 8

1.5 10

1.9 12

REGRESSION ANALYSIS (example)

Data about the advertising cost of a product and its annual sales

in million pesos are shown below.

Advertising Annual Sales

Cost (x) (y)

0.9 2

1.1 4

1.1 6

1.4 8

1.5 10

1.9 12

1.Write the regression equation for predicting the annual sale

from the knowledge of the costs.

2.Predict the annual sale of the product, if the advertising cost is

1.3 million pesos.

TAYO para sa EDUKASYON!

rbangalan@spup.edu.ph

St. Paul University Philippines

Tuguegarao City, Cagayan

Caritas Christi urget nos!

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