STATISTICS IN RESEARCH

JAY-R DC. OSORIO

SHS TEACHER II
 OBJECTIVES

 Discuss the concept of Statistics in research.

 Gain understanding on the different statistical
tools used in the conduct of a research.
 Use the computer in solving statistical equations
and interpretation and analysis of data.
 DEFINITION OF STATISTICS

STATISTICS is a body of knowledge that deals

with the
* Collection
* Organization
* Presentation
* Analysis
* Interpretation of data
 CLASSIFICATION OF STATISTICS

DESCRIPTIVE STATISTICS – a statistical

procedure concerned with describing the
characteristics and properties of a group of
persons, places or things.
 DESCRIPTIVE STATISTICS

 It organizes the presentation, description

and interpretation of the data gathered
without trying to infer anything that goes
beyond the data.
 DESCRIPTIVE STATISTICS

 Among the measurements that fall under

this category are the following:
* Measure of Central Tendency; and
* Measure of Dispersion or Variation
 DESCRIPTIVE STATISTICS

 It may answer questions such as:

1. How many students are interested to do
Research?
2. What is the highest and lowest scores obtained
by Grade 10 STEP students in Mathematics?
3. What proportion oy OMNHS students like the
subject Mathematics?
 CLASSIFICATION OF STATISTICS

INFERENTIAL STATISTICS – a statistical

procedure that is used to draw inferences
for large group of people, places or things
on the basis of the information obtained
from the small portion of a large group.
 INFERENTIAL STATISTICS

It may answer questions like:

1. Is there a significant difference between the
performance of male and female students in
Mathematics?
2. Is there a significant relationship between
educational attainment and job performance rating
of OMNHS teacher?
 DEFINITION OF HYPOTHESIS

HYPOTHESIS is a supposition or proposed

explanation made on the limited evidence as a
starting point for further investigation.
 It is an educated guess about the population
parameter.
 TYPES OF HYPOTHESIS

NULL HYPOTHESIS (Ho) – it represents a

theory that has been put forward, either because
it is believed to be true because it is to be used
as a basis for argument, but not been proven.
It is always hoped to be rejected and always
contains “=” sign.
 NULL HYPOTHESIS

Problem: The manager of Banco de Mindoro wants to

know if there is a significant difference on the job
satisfaction level of employees before and after the
new compensation package is introduced.
Null Hypothesis: There is no significant difference
between the level of job satisfaction of employees of
Banco de Mindoro before and after the new
compensation package is introduced.
 NULL HYPOTHESIS

Problem: Is there a significant relationship between

the extent of Mathematical anxiety and the level of
academic performance in mathematics by Grade 10
STEP students?
Null Hypothesis: There is no significant relationship
between the extent of Mathematical anxiety and the
level of academic performance in mathematics by
Grade 10 STEP students?
 TYPES OF HYPOTHESIS

 
ALTERNATIVE HYPOTHESIS (Ha) – is a


statement of what a statistical hypothesis test is

set up to establish. It challenges the null
hypothesis and usually presents the idea which
the researcher wants to proved
It is always accept and contains “< or > or ”.
 ALTERNATIVE HYPOTHESIS

Problem: The manager of Banco de Mindoro wants to

know if there is a significant difference on the job
satisfaction level of employees before and after the
new compensation package is introduced.
Alternative Hypothesis: There is a significant
difference between the level of job satisfaction of
employees of Banco de Mindoro before and after the
new compensation package is introduced.
 ALTERNATIVE HYPOTHESIS

Problem: Is there a significant relationship between

the extent of Mathematical anxiety and the level of
academic performance in mathematics by Grade 10
STEP students?
Alternative Hypothesis: There is a significant
relationship between the extent of Mathematical
anxiety and the level of academic performance in
mathematics by Grade 10 STEP students?
STATISTICAL TREATMENT OF DATA
UNDER EXPERIMENTAL RESERACH
 INFERENTIAL STATISTICS

NONPARAMETRIC TEST – used when the data

gathered is in form of nominal and ordinal
measurement
PARAMETRIC TEST – used when the data
gathered is in form of ratio and interval
measurement
NONPARAMETRIC TESTS
INFERENTIAL
•Anderson–Darling test
•Statistical Bootstrap Methods STATISTICS
•Cochran's Q
•Cohen's kappa
•Friedman two-way analysis of variance by ranks
•Kaplan–Meier
•Kendall's tau
•Kendall's W
•Kolmogorov–Smirnov test
•Kruskal–Wallis one-way analysis of variance by ranks
•Kuiper's test
•Logrank test
•Mann–Whitney U or Wilcoxon rank sum test
•McNemar's test
•Pitman's permutation test
•Rank products
•Siegel–Tukey test
•Sign test
•Spearman's rank correlation coefficient
•Squared ranks test
•Tukey–Duckworth test
•Wald–Wolfowitz runs test
•Wilcoxon signed-rank test
 INFERENTIAL STATISTICS

PARAMETRIC TESTS

• z-test
• t- test
• F test or Analysis of Variance
(ANOVA)
• One-way ANOVA
• Two-way ANOVA
• Post ANOVA
• Pearson’s r
 T - test

T-test was introduced in 1908 by William

Sealy Gosset under the pen name “Student”. The
t-test is also referred to as the “Student T-test”. It
is the most commonly used Statistical data
analysis procedure for hypothesis testing since it
is straightforward and easy to use.
The t-test is similar to the z-test. They are both
symmetrical to the mean and both are bell
shaped.
 ILLUSTATIVE EXAMPLE

 PROBLEM: A teacher wants to find out if the Team

Based Instruction (TIB) method of teaching
Mathematics is more effective than the Traditional
Method of Teaching (TMT). Two classes of
approximately equal intelligence were selected. From
one class, she considered 15 students with whom she
used TIB and 14 students were considered with whom
she used TMT. After several sessions, 30 item test was
given. The scores are shown in the table below.
 ILLUSTATIVE EXAMPLE

STUDEN 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
T
TBI 30 28 29 20 18 19 16 27 22 24 26 28 30 29 18
TMT 25 27 20 30 16 21 15 25 28 21 19 17 18 13

 
Based on the result of the test, can we say that TBI method of teaching
is more effective than the TMT? Use

METHOD n
TBI 15 24.27 4.98
TMT 14 21.07 5.21
 ILLUSTATIVE EXAMPLE

 STATE THE NULL HYPOTHESIS

 NULL HYPOTHESIS: There is no significant

difference between TBI and TMT.
 ILLUSTATIVE EXAMPLE

 
Since = 15 and 14, and there are two independent samples, we use this
formula for t-test
 ILLUSTATIVE EXAMPLE

 
Substituting all the values in the formula, we obtain:

= 1.69
df = 15+14-2 = 27
SOLVING T-TEST USING MICROSOFT
EXCEL
 ANOVA: ONE WAY

ANOVA was developed by Ronald Fisher, a famous

statistician from whom the F-test was attributed.
It is a method for partitioning the variation observed
in experimental data into different parts, each part
attribute to a known source.
This statistical test of significance is employed when
three or more groups are involved and when the variable
measured is of the ratio and interval type.
 ILLUSTATIVE EXAMPLE

 PROBLEM: Consider a study which aimed to

determine the physical properties of natural dye
from mahogany barks in terms of adhesion,
luminance, color intensity before washing and color
intensity after washing.
 ILLUSTATIVE EXAMPLE

 The data gathered was shown on the table below.

 ILLUSTATIVE EXAMPLE

STATEMENT OF THE PROBLEM

 Is there a significant difference on the mean

physical properties between the natural dyes in
terms of adhesion, luminance, color intensity
before washing and color intensity after washing?
 ILLUSTATIVE EXAMPLE

STATEMENT OF THE NULL HYPOTHESIS

 There is no significant difference on the mean

physical properties between the natural dyes in
terms of adhesion, luminance, color intensity
before washing and color intensity after washing.
SOLVING F-TEST BY ANOVA: ONE WA
Y
 THE GREAT TRAGEDY OF
SCiENCE – The Slaying of a
Beautiful Hypothesis by an Ugly
Fact.

-- Thomas Huxley
 THANK YOU…

HAVE A GOOD DAY

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