INTRODUCTION

We conducted this study to pass as a requirement. We would also like to know the
standing and perIormance oI the Sophies during their achievement test. Most oI all, we want to
show them also how well did they perIorm in this achievement test.
As a transIerred task, this study became as our application oI the lessons in the Iirst
quarter in our subject Statistics. Presenting these data is manually created and manipulated. We
gathered data; we`ve organized then analyzed and created a conclusion upon it. We discovered a
systematic way to gather data and to present it through tabular, textual and graphical.
Statistics gives an opportunity to experience these things. It helped us to organize better.
To analyze things more to come up with the correct inIormation and maybe someday, these
learned and developed skills would be used to help also the community. To help resolve
problems and help in committing peace Ior each and everyone.















A Complete Frequency Distribution Table oI The Achievement Test Results(Verbal) oI 67
Second Year High School Students School Year 2010-2011
1able 1.1(results of verbal test)






i 28-4/5 4.8

A Complete Frequency Distribution Table oI The Achievement Test Results(Non-Verbal) oI 67
Second Year High School Students School Year 2010-2011
1able 1.2(results

i 35-6/ 5 5.8




Class
Interval
Frequency Class
Mark
Cumulative
Freq.

(<cf)
Cumulative
Freq.

(>cf)
Relative
Freq.
(ci) (f) (x) (rf)
4-8 11 6 11 67 16.42
9-13 16 11 27 56 23.88
14-18 20 16 47 40 29.85
19-23 15 21 62 20 22.39
24-28 5 26 67 5 7.46
Class Interval
(ci)
Frequency
(f)
Class mark
(x) <CF >CF RF
6-10

4 8

4 67 5.97
11-15

16 13

20 63 23.88
16-20

18 18

38 47 26.87
21-25

11 23

49 29 16.42
26-30

11 28

60 18 16.42
31-35

7 33

67 7 10.45
_

67

100
A Complete Frequency Distribution Table oI The Achievement Test Results(Achievement Test)
oI 67 Second Year High School Students School Year 2010-2011
1able 1.3

Class Interval
(ci)
Frequency
(f)
Classmark
(x) <CF >CF RF
77-81

2 79

2 67 2.98
82-86

1 84

3 65 1.49
87-91

1 89

4 64 1.49
92-96

4 94

8 60 5.97
97-101

1 99

9 59 1.49
102-106

4 104

13 55 5.97
107-111

4 109

17 51 5.97
112-116

2 114

19 49 2.98
117-121

7 119

26 42 7.45
122-126

5 124

31 37 7.46
127-131

6 129

37 31 8.96
132-136

3 134

40 28 4.48
137-141

4 139

44 24 5.97
142-146

4 144

48 20 5.97
147-151

4 149

52 16 5.97
152-156

3 154

55 13 4.48
157-161

4 159

59 9 5.97
162-166

2 164

61 7 2.98
167-171

1 169

62 6 1.49
172-176

3 174

65 3 4.48
177-181

1 179

66 2 1.49
182186

1 184

67 1 1.49
_

67

100

i 186-77/ 5 21.8




RR%IVE
In our group we used 11.5 margin oI error. That was how we got 67 as our sample size.
We chose the systematic sampling Ior it is suitable Ior the given situation. We chose the every
Iist, last, second, second to the last, third, third to the last, Iorth, Iorth to the last and so on and so
Iorth until we got 67 raw scores Irom the Iive sections (St. Maria Goretti, St. Cecilia, St.
Augustine, St. Therese oI Liseux and St. Agnes).
AIter gathering the data, we organized it by rewriting it, typing and see and correct some
necessary errors. We thereIore separate ways and do individual jobs. I then analyzed the data. I
tallied and solved Ior the class interval, Irequency, class mark, cumulative Irequency and relative
Irequency.
Getting the values was easy, but tallying made it more complicated. I got conIused. But
there were easy ways to get some values.
I got the class width by subtracting the upper limit to the lower limit and divide it by my
desired class size. Getting the class mark is just the boundary oI the class intervals. While I had
my class intervals, I started tallying my Irequency Irom the raw data. Cumulative Frequency is
the number oI cases Ialling below a particular value. We are sometimes interested in the number
greater than or less than speciIied value. This type oI inIormation can be seen in the Cumulative
Frequency. In relative Irequency, we can see the percentage on how the class interval takes a part
oI the whole oI the population.