ADVANCED STATISTICS 1ST SEMESTER 2016-2017

-Bryan M. Nozaleda-
Exercise 2

COMPUTING MEASURES OF CENTRAL TENDENCY AND VARIABILITY

1. Using the data set,

22, 24, 13, 11, 14,16, 17, 12, 18, 19, 15, 20, 21, 23, 18, 10, 9

compute for the following:

a. mean 16.57
b. median- 17
c. mode- 18

2. Using the mean for the above scores, prove the two properties of the mean
by computing the deviations about the mean and the sum of squares. In
doing the task, take note of the following: (Note: *SS and *SS^2 used false
mean)

x SS SS^2 *SS *SS^2

1st property- 9 -7.5882 57.5813 -3 9 2nd property- -
the sum of the
10 -6.5882 43.4048 -2 4 the least sum of
deviation
11 -5.5882 31.2283 -1 1 squares is
about the
-4.5882 21.0519 derived from the
mean is 12 0 0
sum of square
always equal 13 -3.5882 12.8754 1 1 deviations of
to zero. 14 -2.5882 6.6989 2 4 score from the
15 -1.5882 2.5224 3 9 true means
The sum of the 16 -0.5882 0.3460 4 16
deviations about the 17 0.4117 0.1695 5 25 In this example I used
mean is zero in this 18 1.4117 1.9930 6 36 12 as the false mean, it
example. This proves 18 1.4117 1.9930 6 36 turned out that the
the first property of the 2.4117 5.8166 sum of squared
19 7 49
mean. The positive deviation is greater
20 3.4117 11.6401 8 64
difference of the larger than that of the true
values from the mean 21 4.4117 19.4636 9 81 mean. Even if I use a
seems to compensate 22 5.4117 29.2872 10 100 value very near to the
the deficiency of the 23 6.4117 41.1107 11 121 true mean like 16,
smaller values to reach 24 7.4117 54.9342 the sum of SS^2 will be
12 144
the true mean. Thus- 348 and still greater.
.0000 342.1176
the net vector will be 700 Indeed, the least sum
zero. of squares is derived
from the sum of square
deviations of score
from the true mean.

ADVANCED STATISTICS 1ST SEMESTER 2016-2017 | BRYAN M. NOZALEDA

 ADVANCED STATISTICS 1ST SEMESTER 2016-2017

3. Using the data set in Item 1, compute for the (1) variance and (2) standard
deviation. Explain the results.

Standard Deviation 4.624106

Sample Variance 21.38235

Explanation:
This tells us that, on average, each score is 21.38 squared units away from the mean.
Using the standard deviation, the scores in our data set was 4.62 units away from the mean
score of 16.57. This means the scores have a narrow scatter away from the mean. This is a
fairly homogeneous data (fairly leptokurtic) set because the possible range of scores is 9-
24.

ADVANCED STATISTICS 1ST SEMESTER 2016-2017 | BRYAN M. NOZALEDA

 ADVANCED STATISTICS 1ST SEMESTER 2016-2017

-Bryan M. Nozaleda-
Exercise 3

HYPOTHESIS TESTING

1. A researcher wanted to ascertain if the use of graphic organizers could enhance the
retention of concepts among the Science students. In the quasi-experimental set-up, the
35 students were given a 50-item pretest about the topics covered by the grading period.
Then the topics were taught with the students summarizing their learning through the use
of graphic organizers at the end of every lesson. After experimental period, an
equivalent test consisting of 50 items was given as posttest to the students. For this
research, the data were analyzed using the t-test for dependent groups. The analysis
revealed that the pretest score had a mean score of 20.36 with a standard deviation of
8.11, while the posttest score was 43 with a standard deviation of 4.19.

a. State the null and alternative hypothesis.

We are testing here a one-tailed hypothesis, since the objective of the study is to determine if the
use of graphic organizers could enhance retention. There is a prejudice therefore because we expect and
we like results on the positive half of the normal curve. These are the proposed null and alternative
hypotheses:

Ho: There is no difference between the mean pretest and posttest scores of students after the
intervention of using graphic organizers.
Ha: There is a difference between the mean pretest and posttest scores of students after the
intervention of using graphic organizers.

b. If the computed t-ratio has an associated probability value of p = 0.004, what is the
right decision.

If the alpha level is set at 0.05 and the computed t-ratio is 0.004, that means that null hypothesis
should be rejected. The computed t-ratio is less than the significance level, hence can be found in the
rejection region of the normal curve. Same is true if alpha is equal to 0.01.

c. How would you interpret the results? What would be the implications, if any?

The hypothesis test clearly shows that there is a significant difference between the pretest and
posttest scores of the students after using graphic organizers in summarizing their learning in Science.
This conclusion can find its basis on the information processing model, most related to the theoretical
perspective- Cognitivism. Graphic organizers can help learners in connecting relationships between
concepts and will make their learning more evocative as they try to build meaningful information out
from those isolated pieces of facts. Those kinds of instructional media can also help students form
mental representations/images of what seems abstract to them now made concrete. This will
facilitate the transfer of information from the short term memory to the long term memory which can
only be possible if there has been a linking from the schema to the new knowledge or if there was an
application of these concepts and theories to the real world. Therefore, the implication is- teachers are
encouraged to use graphic organizers to encapsulate their lesson to enable more effective and efficient
learning.

ADVANCED STATISTICS 1ST SEMESTER 2016-2017 | BRYAN M. NOZALEDA

 ADVANCED STATISTICS 1ST SEMESTER 2016-2017

2. In a study, the researcher determined if the number of trainings attended by a

principal is associated with the institutional productivity of the principals school. Using a
120 samples of school principals in a congressional district, the researcher gathered data
and analyzed the results.

a. State the null and alternative hypothesis.

Ho: There is no relationship between the number of trainings attended by a principal and in
his/her institutional productivity.
Ha: There is a relationship between the number of trainings attended by a principal and in
his/her institutional productivity.

b. If the computed r-value has an associated probability value of p = 0.649, what is the
right decision.

If the alpha level is set at 0.05 and the computed r-value is 0.649, that means that null
hypothesis should be accepted. The computed r-value is greater than the significance level, hence can
be found in the acceptance region of the normal curve. Same is true if alpha is equal to 0.01.

c. How would you interpret the results? What would be the implications, if any?

The result shows that there is no significant relationship between the number of trainings
attended by principals to their institutional productivity. This is unexpected because the goal of
trainings or seminars is to strengthen and enhance the ability of professionals to their field, institutional
management and leadership for that matter. Therefore, there could have been a problem in the
seminars and trainings. They might not be relevant to their anticipated responsibilities, hence; likely
outputs are not produced. In light of that, the training division of the education department must assure
that the trainings they conduct are attuned to the needs of the principals. However, there could also be
another interpretation of the result of the hypothesis test. It could happen that the principals lack
political will and motivation to initiate programs which can improve their schools productivity or the
other way around. The principals have the motivation but the downline teachers do not. In other words,
there must be a continuous evaluation (countercheck) of the expected outcomes of the training from
the principal. Another implication is to include also classroom teachers to such trainings and activities
in order to create common knowledge which will lead them to building a mindset of attaining one goal.
(and I think that is very important for a group to functionto have a common vision)

ADVANCED STATISTICS 1ST SEMESTER 2016-2017 | BRYAN M. NOZALEDA