Learning Task 3 Draft

De La Salle University
2401 Taft Avenue, Manila 1004
Science Education Department College of Education
Statistics for Science Education SCE500M

The facts of variability, of the struggle for existence, of adaptation to conditions, were notorious enough; but none of us had suspected that the road to the heart of the species problem lay through them, until Darwin and Wallace dispelled the darkness. Thomas Henry Huxley QUESTIONS 1. Give illustrative examples/situations for the various methods/ways on random sampling and non-random sampling Three primary methods of non-probability sampling are used in quantitative studies: convenience/incidental, quota, and purposive. Example of a convenience sample Shaker, Scott, and Reid (2004) studied the infant feeding attitudes (breastfeeding versus formula feeding) of expectant mother. Their sample was convenience sample of 108
expectant mothers and their partners attending three maternity clinics in Scotland.
Example of a quota sample Reyes, Meininger, Liehr, Chan, and Mueller (2003) examined the differences in adolescents anger by gender, age, and ethnicity. They used quota sampling to ensure adequate
representation of diverse subgroups of adolescents.
Example of a purposive sample Staggers, Gassert, and Curran (2002) conducted a study to identify informatics competencies needed for nurses at various levels of practice. They conducted 3-round survey with a purposive sample of expert nurses who had at least 5 years of experience in nursing informatics and had high visibility within the specialty.
The four most commonly used probability sampling design are simple random, stratified random, cluster, and systematic sampling. Example of a random sampling Criste (2003) examined whether nurse anesthetists demonstrate gender bias in treating pain. Questionnaires were mailed to a national random sample of 450 currently practicing Certified Learning Task 3: Sampling, Presenting Data & Measuring Variability Roxanne Diane R. Uy Master of Science in Teaching Biology

Registered Nurse Anesthetists in the United States.
Example of a stratified random sampling Ulrich, Soeken, and Miller (2003) studies views of nurse practitioners (NPs) regarding ethical conflicts associated with managed care. The researchers mailed questionnaires to a stratified random sample of 700 NPs licensed to practice in the state of Maryland. The stratifying variable was primary care specialty (Family Health, Pediatrics,
Obstetrics/Gynecology, and Adult Health) as listed with the Maryland State Board of Nursing.
Example of a systematic sampling Ruchala, Metheny, Essenpreis, and Borcherding (2003) surveyed a national sample of obstetric units in the United States to determine the types of intravenous fluids used to dilute oxytocin for labor induction. They mailed questionnaires to a systematic random sample of nurse managers in 700 obstetric units with 50 or more births per year as listed by the American Hospital Association.
2. What are the possible ways in which data can be presented? Give illustrative example for each possible way. Textual method Ungrouped data can be presented in textual form, as in paragraph form. This involves enumerating the important characteristics, giving emphasis in significant figures ad identifying important features of the data. 3 9 10 10 12 13 13 14 15 16 17 18 18 19 20 20 21 25 26 26 27 28 28 28 29 30 30 31 31 32 32 33 34 35 35 35 36 37 38 39 40 40 40 41 42 43 46 48 50 50
Learning Task 3: Sampling, Presenting Data & Measuring Variability Roxanne Diane R. Uy Master of Science in Teaching Biology

Textual Presentation for the given data: The highest score obtained is 50 and the lowest is 3. Ten students got a score of 40 and above while only 4 got ten and below. Generally, the students performed well in the test with 33 students or 66% getting a score of 25% and above.
Tabular method Sometimes, we could hardly grasp information from a textual presentation of data. Thus, we may present data using tables. By organizing the data in tables, important features about the data can be readily understood and comparison can easily be made. Thus, a table shows complete information regarding the data. A frequency distribution table is a table which shows the data arranged unto different classes and the number of cases which fall into each class. Favorite Colors of the Class Tally Marks Frequency 2 1 5 8 4
Graphical Method Some readers find graphical presentation of data easier to comprehend than when data are presented in tabular form. A graph adds life and beauty to ones work, but more than this, it helps facilitate comparison and interpretation without going through the numerical data.

GRAPH DESCRIPTION A bar chart is a graph represented by either vertical or horizontal rectangles whose bases represent the class intervals and whose heights represent the frequencies. Bar charts are useful for showing trends over time and plotting many data series. A histogram is a graph represented by vertical or horizontal rectangles whose bases are the class mark and whose heights are the frequencies.
A pie chart is a circle graph showing the proportion of each class through either the relative or percentage frequency. Pie charts are useful for highlighting proportions.
Line graphs are useful for emphasizing the movement or trend of numerical data over time, since they allow a viewer to trace the evolution of a particular point by working backwards or interpolating. Highs and lows, rapid or slow movement, or a tendency towards stability are all types of trends that are well suited to a line graph. Area charts are useful for emphasizing the magnitude of change over time. Stacked area charts are also used to show the relationship of parts to the whole.

Bubble charts, like scatter charts, use data points and bubbles to plot measures anywhere along a scale. The size of the bubble represents a third measure.
Scatter charts use data points to plot two measures anywhere along a scale, not only at regular tick marks.
Radar graphs are used to compare two or more data sets. You can use axes or polygons to represent values in a star or spider configuration. They are essentially analogous to a line chart, except that the scale wraps around. Radar graphs work well with any data that are cyclical, such as the months of a year. A Waterfall chart is a cumulative stacked chart. The waterfall chart will automatically perform the cumulative sum when using Subtotal or Total. Waterfall charts essentially require one data value for each series or group marker to be drawn in a chart.
3. What are the most commonly used measures of variability? Describe each. There are several measures of variability or dispersion. Among them are the range, mean absolute deviation, variance and standard deviation, to name a few.
Range is the difference between the highest and the lowest values. This is the simplest but the most unreliable measure of variability since it uses only two values in the distribution.

A more reliable measure of variability takes into account all the data in the given distribution. One of them is the mean absolute deviation (MAD). Mean absolute deviation is the average of the summation of the absolute deviation of each observation from the mean.
Variance is the average of the squared deviation from the mean.
Standard deviation is the square root of the average deviation from the mean, or simply the square root of the variance.
Coefficient of variation is the ratio of the standard deviation to the mean. It is used to compare the variability of two or more sets of data even when they are expressed in different unit of measurement.
4. What is the effect on the standard deviation when: a. a constant is added to each score in the distribution? b. a constant is multiplied to each score in the distribution? A linear transformation of a data set is one where each element is increased by or multiplied by a constant. In addition, if a constant c is added to each member of a set, the standard deviation will not be affected; this can be proved by letting be the standard deviation, before adding c, and t be the mean after the transformation. Finally, let the original set be {a1, a2, . . . , an}, so that the transformed set is {a1 + c, a2 + c, . . . , an + c}.
Another type of transformation is multiplication. If each member of a set is multiplied by a constant c, then the standard deviation will be |c| times its value before the constant was multiplied. Using the same notation as before, the equation would be: Learning Task 3: Sampling, Presenting Data & Measuring Variability Roxanne Diane R. Uy Master of Science in Teaching Biology
5. A class in Educational Statistics consisting of 40 students were given a diagnostic test. The results if this test will be used to decide whether the students will be advised to attend a remedial class or not before acceptance to the Stat class. A score lower than 70 means that the student has to attend remedial class. The following set of data are the students scores in the diagnostic test: a. What is the range of the values?
42 45 47 49 55 Formula
55 56 57 59 59
61 63 65 65 65
66 68 68 69 72
72 74 78 78 79
79 80 80 81 81
82 83 84 85 87
88 88 90 91 95
R= Hv Lv
Where R = range Hv = highest value Lv = lowest value Computation 95-42= 53 53 is the range

b. Organize the data into a frequency distribution having the following class intervals: 4049, 50-59, 60-69, . and 90-99 Class Interval 40-49 50-59 60-69 70-79 80-89 90-99 c. Organize the data into a stem-and-leaf plot Stem 4 2 5 7 9 5 5 5 6 7 9 6 1 3 5 5 5 7 2 2 4 8 8 8 0 0 1 1 2 9 0 1 5 Frequency 4 6 9 7 11 3
Leaf 9 6 8 8 9 9 9 3 4 5 7 8 8
d. Construct a histogram, and a frequency polygon for the frequency distribution derived in (b)
Diagnostic Test Result Score of Educational Statistic Students

12 10 8 6 4 2 0 40-49 50-59 60-69 70-79 80-89 90-99 Class Interval Frequency
Figure 1.Histogram for the frequency distribution
Diagnostic Test Result Score of Educational Statistic Students

12 10 8 6 4 2 0 40-49 50-59 60-69 70-79 80-89 90-99
Figure 2.Frequency Polygon for the frequency distribution e. Give a short description about the results. Based on the frequency distribution and stemand-leaf plot, how many students need to attend the remedial class? By looking at the stem-and-leaf plot, the ten lowest scores are: 42, 45, 47, 49, 55, 55, 56, 57, 59, and 59, while the ten highest scores are: 82, 83, 84, 85, 87, 88, 88, 90, 91 and 95. Most of the students scores are between 80-89 because 11 out of the 40 students scored in this class interval, followed by the class interval 60-69 (9 students), then 70-79 (7 students), then 50-59 (6 students), 4 students scored within the lowest class interval of 40-49, while 3 students scored in the highest class interval of 90-99. Given that a score lower than 70 means that the student has to attend remedial class, 19 out of the 40 Educational Statistics students need to attend the remedial class. 6. The performance rating of twelve Grade 7 students in Science, Mathematics and English during the first quarter of the school year are given in the following table: Student No. 1 2 3 4 5 6 7 Sex M M M F F F M Science 82 80 87 79 85 95 80 Mathematics 83 79 86 83 86 93 85 English 78 79 85 82 85 82 80

8 9 10 11 12 M F M F F 85 82 82 80 73 82 88 86 84 82 80 95 85 82 87
a. Calculate the mean and standard deviation of students ratings in each if the three subjects. (Note use standard deviation of samples scores) __ mean= X sample standard deviation= s Student No. 1 2 3 4 5 6 7 8 9 10 11 12 __ X s Science Mathematics 82 83 80 79 87 86 79 83 85 86 95 93 80 85 85 82 82 88 82 86 80 84 73 82 82.50 5.32 84.75 3.55 English 78 79 85 82 85 82 80 80 95 85 82 87 83.33 4.599 or 4.60
b. How do the performance ratings of the two groups (Male and Female) compare in each of the three subjects? Student No. 1 2 3 7 8 Sex M M M M M Science 82 80 87 80 85 Mathematics 83 79 86 85 82 English 78 79 85 80 80

10 __ X s M 82 82.67 2.80 86 83.50 2.74 85 81.17 3.06
Student No. 4 5 6 9 11 12 __ X s
Sex F F F F F F
Science 79 85 95 82 80 73 82.33 7.37
Mathematics 83 86 93 88 84 82 86 4.049 or 4.05
English 82 85 82 95 82 87 85.50 5.089 or 5.09
c. How do the variations in scores of the two groups of samples in the three subjects compare? Male Female __ Science X 82.67 82.33 s 2.80 7.37 __ Mathematics X 83.50 86 S 2.74 4.05 __ English X 81.17 85.50 s 3.06 5.09 Females have a higher average in Mathematics and English. However, their scores are more spread out since their standard deviation is greater than the males scores. The males average is higher in Science, and all have a smaller standard deviation compared to females, meaning that their scores are more close to each other.

References Acelajado, M., Belecina, R., & Blay, B. (1999). Mathematics for the new millennium. Makati, Philippines: Diwa Scholastic Press. IBM (n.d.). IBM cognos express version 10.1 information center. Retrieved from http://pic.dhe.ibm.com/infocenter/cx/v10r1m0/index.jsp?topic=%2Fcom.ibm.swg.ba.cog nos.ug_cr_rptstd.10.1.0.doc%2Fc_cr_rptstd_chrts_appndx_chart_types_appendix.html Polit, D. F., & Beck, C. T. (2006). Essentials of nursing research: Methods, appraisal, and utilization (6th ed.). Philadelphia, USA: Lippincott Williams & Wilkins. WebFOCUS (2007). Selecting a graph type and style. Retrieved from
http://www.csueastbay.edu/FOCUS/wf761doc/ibi_html/javaassist/intl/EN/help/topic247. htm

Learning Task 3 Draft

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De La Salle University

2401 Taft Avenue, Manila 1004

Science Education Department College of Education

Statistics for Science Education SCE500M

representation of diverse subgroups of adolescents.

Science Education Department College of Education

Statistics for Science Education SCE500M

Science Education Department College of Education

Statistics for Science Education SCE500M

Science Education Department College of Education

Statistics for Science Education SCE500M

Science Education Department College of Education

Statistics for Science Education SCE500M

Science Education Department College of Education

Statistics for Science Education SCE500M

Variance is the average of the squared deviation from the mean.

Science Education Department College of Education

Statistics for Science Education SCE500M

Science Education Department College of Education

Statistics for Science Education SCE500M

Diagnostic Test Result Score of Educational Statistic Students

Figure 1.Histogram for the frequency distribution

Science Education Department College of Education

Statistics for Science Education SCE500M

Diagnostic Test Result Score of Educational Statistic Students

Science Education Department College of Education

Statistics for Science Education SCE500M

Science Education Department College of Education

Statistics for Science Education SCE500M

Science 79 85 95 82 80 73 82.33 7.37

Mathematics 83 86 93 88 84 82 86 4.049 or 4.05

English 82 85 82 95 82 87 85.50 5.089 or 5.09

Science Education Department College of Education

Statistics for Science Education SCE500M

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