Review for

Inferential Statistics
&
Statistical Analysis
for Education

Benjamin A. Dillena Jr., Ed.D.

Score and Rating

High Passed 91% - 100%

Passed 81% - 90%

Low Passed 75% - 80%

Remedial Below 75%

Examinee Number
 GTR NUMBER
Congratulations
 168409  168435  168426
 169461  169611  168441
 169495  168449  169492
 169604  169488  169490
 168448  188432  168433
 169496  168446  169460
 168443  169458  168445
 168434  168442  168447
 169489  168428  168444
Congratulations
 169459  169640
 169627  169622
 168412  169621
 168450  169457
 169619  169456
 169620
 169623
 169634
 169614
 Table 1
Significant Difference Between the Assessment of the
Public School Teachers and Private School Teacher
Respondents on their Performance Level
Public School Private School
Teachers Teachers
AWM SD AWM SD
Comput  
Mean ed t-
Performance Areas Diff. value Interpretation
Instructional Ability 3.76 .114 3.95 .116 .29 0.1088 Significant
Professional
Responsibility 4.10 .079 4.23 .065 .11 0.1075 Significant
Involvement in
Academic-Related
Activities Not
3.89 .089 4.08 .082 .19 0.0095 Significant
Instructional
Improvement and
Innovation
3.83 .065 3.99 .060 .06 0.6371 Significant
p-value = 0.05
Table 1 shows the significance of difference between the assessments
of the teacher respondents in public and private schools on their performance
levels.
The t-test for independent samples yielded significant t values in
comparing the assessment of the public school teachers and private school
teacher respondents regarding their performance levels. All the three
computed t values were greater than the p-value of 0.05 except the
involvement academic-related activities.
In terms of instructional ability, the computed t value was 0.1088 which
is significant at .05 level. The private school teacher respondents disclosed a
much higher mean rating of 3.95 as compared to the public school teachers’
mean rating of 3.76. This yielded a mean difference of .29.
 Table 1
Significant Difference Between the Assessment of the
Public School Teachers and Private School Teacher
Respondents on their Performance Level
Public School Private School
Teachers Teachers
AWM SD AWM SD
Comput  
Mean ed t-
Performance Areas Diff. value Interpretation
Instructional Ability 3.76 .114 3.95 .116 .29 0.1088 Significant
Professional
Responsibility 4.10 .079 4.23 .065 .11 0.1075 Significant
Involvement in
Academic-Related
Activities Not
3.89 .089 4.08 .082 .19 0.0095 Significant
Instructional
Improvement and
Innovation
3.83 .065 3.99 .060 .06 0.6371 Significant
p-value = 0.05
In the area of professional responsibility, the computed t value was
0.1075 which is significant at .05 level. The private school teacher
respondents disclosed a much higher mean rating of 4.23 than the public
school teacher respondents who posted a mean rating of 4.10. This resulted
to a mean difference of .13.
In terms of instructional improvement and innovation, the computed t
value was 0.63707 which is significant at .05 level. The private school
teacher respondents posted a higher self-rating of 3.99 in comparison to the
public school teachers’ mean rating of 3.83. This yielded a mean difference
of .16.
 Table 1
Significant Difference Between the Assessment of the
Public School Teachers and Private School Teacher
Respondents on their Performance Level
Public School Private School
Teachers Teachers
AWM SD AWM SD
Comput  
Mean ed t-
Performance Areas Diff. value Interpretation
Instructional Ability 3.76 .114 3.95 .116 .29 0.1088 Significant
Professional
Responsibility 4.10 .079 4.23 .065 .11 0.1075 Significant
Involvement in
Academic-Related
Activities Not
3.89 .089 4.08 .082 .19 0.0095 Significant
Instructional
Improvement and
Innovation
3.83 .065 3.99 .060 .06 0.6371 Significant
p-value = 0.05
With reference to the above findings, the null hypothesis of no significant
difference between the assessments of the public school teachers and private
school teacher respondents on their performance level in terms of
instructional ability, professional responsibility, and instructional improvement
and innovation, was rejected. This means that there are marked variations
between the assessment of the private school teacher respondents and the
appraisal given by the public school teacher respondents on the teachers’
performance level. This implies the need for teachers to reflect on the
performance of their instructional tasks and to be more inspired to upgrade
their instructional abilities.
 Table 1
Significant Difference Between the Assessment of the
Public School Teachers and Private School Teacher
Respondents on their Performance Level
Public School Private School
Teachers Teachers
AWM SD AWM SD
Comput  
Mean ed t-
Performance Areas Diff. value Interpretation
Instructional Ability 3.76 .114 3.95 .116 .29 0.1088 Significant
Professional
Responsibility 4.10 .079 4.23 .065 .11 0.1075 Significant
Involvement in
Academic-Related
Activities Not
3.89 .089 4.08 .082 .19 0.0095 Significant
Instructional
Improvement and
Innovation
3.83 .065 3.99 .060 .06 0.6371 Significant
p-value = 0.05
However, with respect to involvement in academic-related activities, the
computed t value was 0.0095 which is not significant at .05 level. The
computed t-value is less the p-value of 0.05. A higher mean rating of 4.08 was
posted by the private school teacher respondents in contrast to the public
school teachers’ mean rating of 3.89. This resulted to a mean difference
of .19. Thus, the null hypothesis of no significant difference between the
assessments of the public and private school teachers relative to involvement
in academic-related activities was accepted.
Test
 Z- Test
 Student’s t-Test
 t-Test
 Analysis of Enumeration Data
 Chi-square Test
 Analysis of Variance or ANOVA
 Post hoc Analysis
 Scheffẻ Test
 Correlation
 Spearman rho Rank Correlation
 Regression
Standard Deviation
 Sample Standard Deviation (S)

 Population Standard Deviation ()

Remember this!
A small standard deviation (and variance)
means a high degree of uniformity in the
observations and homogeneity in the
distribution.
Standard Deviation
 The standard deviation,  for a population or s
for a sample, is the square root of the value of
the variance.
 The variance and standard deviation are based
on all items in the data set and each is given a
proper weight. These two are very useful
measures of variability because it measures the
mean scattering of the data around the average.
Standard Deviation
 The variance is the most suitable for algebraic
manipulations, but its computation results are in
squared units. On the other hand, the standard
deviation has a value in the original units of
data. Thus, it serves as the primary just as mean
as the primary measures of central tendency.
 The standard deviation, however, has its set of
limitations. It gives more weight to the extreme
data and less to those near the mean and the
computation is not as easy as the range. This
measure is not appropriate when comparing
two or more data sets in different units or
different levels.
Measures of Variation
Example No. 1

Describe and compare the Group

A B C
results of the three groups.
34 44 11
Mean 37 33 10
21 22 41
Standard Deviation/Variance 18 10 40
Minimum/Maximum 44 43 33
50 47 16
 Measures of Variation
Example No. 1
A   B   C  
Mean 34Mean 33.1666667Mean 25.1666667
5.13160143 5.96331376 5.90715197
Standard Error 9Standard Error 9Standard Error 4
Median 35.5Median 38Median 24.5
Mode #N/A Mode #N/A Mode #N/A
Standard Standard Standard
Deviation 12.5698050 Deviation 14.6070759 Deviation 14.4695081
Sample Variance 158Sample Variance 213.366667Sample Variance 209.366667
-
Kurtosis -1.4911552Kurtosis -0.6633852Kurtosis 2.81220297
Skewness -0.1767345Skewness -0.8621186Skewness 0.06056139
Range 32Range Range 31
Minimum 18Minimum 10Minimum 10
Maximum 50Maximum 47Maximum 41
Sum 204Sum 199Sum 151
Count 6Count 6Count 6
Pearson-Product Moment
Correlation
Formula:

The Significance Test for the Coefficient of Correlation

t-Test: Paired Two Sample for Means

Where: Table of Relationship for the Value of r 

The Value of r Verbal Interpretation
d = difference per paired value
1 Perfectly Relationship
N = number of Samples  0.81 to  0.99 Very High Relationship

 0.71 to  0.80 High Relationship

 0.41 to  0.70 Moderate Relationship

 0.21 to  0.40 Low Relationship

 0.01 to  0.20 Slight Relationship

0 No Relationship
 Pearson-Product Moment Correlation
Example No. 2
The following data represent the Mathematics
grades (Y) for a random sample of 6 freshmen
students of a certain school along with their IQ
score (X).
Student
A 67 78 4489 6084 5226
B 71 71
C 60 88 5041 5041 5041
D 95 90 3600 7744 5280
E 80 73 9025 8100 8550
F 67 89 6400 5329 5840
  4489 7921 5963
440 489 33044 40219 35900
 Pearson-Product Moment Correlation
Example No. 10
Student
  440 489 33044 40219 35900
Solution:

Interpretation:
Slight Relationship
 Pearson-Product Moment Correlation
Example No. 2
The following data represent the Mathematics
grades (Y) for a random sample of 6 freshmen
students of a certain school along with their IQ
score (X).
Student
A 67 78 - 11 121
B 71 71
C 60 88 0 0
D 95 90 - 28 784
E 80 73 5 25
F 67 89 7 49
  - 22 484
440 489 - 49 1463
The Significance Test for the
Coefficient of Correlation
Use 5%
 If the Confidence Interval does not include 0, SIGNIFICANT
Decision Example:
Lower Confidence Interval
-2.897
 It is a statement regarding the null hypothesis.
Upper Confidence interval
 It is to reject the null hypothesis or fail to reject the null
hypothesis. 4.345

If P-Value > 0.05 If the  computed value  is

(Level of Significance) less than
Failed to Reject Null the  tabular/critical value  , therefore
Hypothesis, fail to reject the null hypothesis (Ho).
Do not Reject Null Hypothesis (Ho)
NOT SIGNIFICANT
ACCEPT Ho and REJECT Ha.
If P-Value < 0.05
If the  computed value  is
(Level of Significance) greater than
Reject Null Hypothesis the  tabular/critical value  , therefore
SIGNIFICANT reject the null hypothesis (Ho).
ACCEPT Ha
Steps in Hypothesis Testing
Step 1. State the Null Hypothesis and Alternative
Hypothesis
Step 2. Set the level of Significance
Step 3. Choose an appropriate statistical tool or
statistic test statistics.
Step 4. Establish critical and non-critical regions.
Step 5. Compute the test statistic.
Step 6. Decide whether to reject or fail to reject the
null hypothesis
Step 7. Conclusion
 Steps in Hypothesis Testing
If the Confidence Interval does not include 0, SIGNIFICANT
Example:
Lower Confidence Interval
Step No. 6 -2.897
Determine the significance of the computed
Upper Confidence interval value.
Decision: 4.345

If P-Value > 0.05 If the  computed value  is

(Level of Significance) less than
Failed to Reject Null the  tabular/critical value  , therefore
Hypothesis, fail to reject the null hypothesis (Ho).
Do not Reject Null Hypothesis (Ho)
NOT SIGNIFICANT
ACCEPT Ho and REJECT Ha.
If P-Value < 0.05
If the  computed value  is
(Level of Significance) greater than
Reject Null Hypothesis the  tabular/critical value  , therefore
SIGNIFICANT reject the null hypothesis (Ho).
ACCEPT Ha
Steps in Hypothesis Testing
Step No. 7
Interpret and discuss the results
z – Test
Formula:

One Sample Mean

Two Sample Mean

t – Test
• It is used when the sample size is less than
30 and population variance is not known.
Formula:

One Sample Mean

t – Test
Formula:
Two Sample Mean
Case I: and unknown

Case II: but unknown

t – Test
Conditions for t-test:
The Level of Significance
α  2, if the problem is classify as two-tailed
test.
The Degree of Freedom
One Sample

Two Sample
ANOVA
• It is used to test hypotheses about
population means rather than population
variances.
• It is a techniques have been developed for
the analysis of data in very complex
statistical design.
• It is a technique in inferential statistics
designed to test whether or not more than
two sample or significantly different from
each other.
ANOVA
• It is used to test non-significance difference.
• It has an advantage over than other because
it minimizes time and effort expended when
computing and testing more than two
samples.
• It was developed by RA Fisher.
• ANOVA is designed specifically to test if two
or more population has the same mean
through examining the variances of the
sample used.
Steps in Analysis of Variance
(ANOVA or F-test)
1. State the Null Hypothesis (Ho) and Alternative
Hypothesis (Ha)
2. Set the Level of Significance ()
3. Compute for Sum of Squares (SS)
4. Compute for Degrees of Freedom (df)
5. Compute for Mean Sum of Squares (MSS)
6. Compute for F-value
Compute for Sum of Squares (SS)
7. Critical value / Tabular Value 3.1. SST or Total Sum of Squares
3.2. SSB or Sum of Squares (Treatments)
8. Decision 3.3. SSW or Sum of Squares (Error)
9. Conclusion Compute for Degrees of Freedom (df)
4.1. df (Total)
10. ANOVA Table
T
4.2. df (Treatments)
B
4.3. dfW (Error)
Compute for Mean Sum of Squares (MSS)
5.1. MSSB (Treatments)
5.2. MSSW (Error)
Example
A firm wants to compare four programs that will train
workers to perform a certain manual task. Twenty new
employees have been randomly assigned to the training
programs with five assigned per program. At the end of the
training period, a test is conducted to see how quickly the
trainees can perform the task. The number of times the task
is performed per minute is recorded for each trainee with the
following results:

a) Construct the ANOVA table

b) Determine whether the program differ in their
effectiveness at α = 0.05.
 Example

x 59 44 61 43 = 207
x2 711 398 751 379 = 2239
ANOVA Table