STATISTICAL TOOL

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FORMULA

SAMPLE PROBLEM

1. The Mean of Ungrouped

Data

It is used in summing up all the scores divided by the number of cases

X = x1 x2 x3 x4 + K4 N

Find the arithmetic mean of the following raw scores 74, 55, 79, 88, 75, 91, 90 and 87.

Simplified as;

X = X N Where X = Arithmetic mean X = Sum of all scores N = Total number of cases

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2. Weighted Arithmetic Mean

It is applicable to options to different weights, for instance very often, often, seldom and never.

X = fx f

What is the attitude of the public elementary school teacher towards the implementation of the new curriculum?

Where X = weighted arithmetic mean fx = sum of all the products of the frequency (f) of each weight and the weight (x):4 3 2 1 f = sum of all the subjects / respondents

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3. The Mean from Grouped Data

The mean from grouped data is applicable only when the number of cases is large. It is easy to compute the mean by grouping the data.

It is obtained by summing up the products of the frequency by the midpoint.

The Midpoint Method X = fM N

Solve for the arithmetic mean of the following class limit using the Midpoint method.

Where X

= Arithmetic Mean

It is commonly used by researchers because it saves time and effort

fM = Sum of the products of Frequency by midpoint

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N

FORMULA
= Total number of cases

SAMPLE PROBLEM

The Mean of the Class Deviation Method X = MOC fd N

Solve for the arithmetic mean of the following class limit using the class deviation method.

Where MO = Midpoint of origin fd = Sum of the products of the frequency and deviation N C = Total number of cases = Class Interval

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4. Sampling

It is used to the impracticability ifUsing Slovins Sampling Formula: not impossibility of measuring the entire population.

Solve

n = _N__ 1+N(e2)

N = 730 at .05 level of significance

Where: n = sample size N = total population 1 = constant value in formula e = margin of error

5. Pearson Product Moment

Correlation Coefficient

It is used when variables are quantitative; that is of the interval or ratio type. It is considered to be the most stable of all correlational techniques.

From Raw Scores:

r =_

NXY - XY

Is there a significant relationship between competence in Science and competence in Math?

NX2 (X)2 - NY2 (Y) 2

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It is used for data in the form of Where: scores. N = number of variables XY = Sum of the squares of variables X and Y

From the difference:

r = _Sx2 + Sy2 Sd2_ 2 Sx Sy

Where: Sx = square root of the sum of x divided by the number of variable

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Sy = square root of the sum of y divided by the number of variables

SAMPLE PROBLEM

Sd = square root of the sum of the difference divided by the number of variable

From Standard Score

R = ZxZy N

6. Spearman Rank Difference

It is used when data are in the form of ranks and N is small.

r = 1 - 6(D2) N(N2-1)

Is there a significant relationship between the academic performance of male and female high school students?

Where: N = number of variables

D2 = sum of the squares of the

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FORMULA
rank difference of the variables X and Y

SAMPLE PROBLEM

7. Point Biserial Correlation

Coefficient

It is used when the variable is 2-category split and this dichotomy is considered real and not arbitrary.

rpbis = Xp-Xq pq SD

Where: Xp = mean score for variable p Xq = mean score for variable q Pq = square root for variable p and q in proportion SD = standard deviation

Is there a significant relationship between the academic performance of male and female high school students using point biserial correlation.

It is used as a measure of the capacity of the anxiety inventory to discriminate between the two clinical groups. SD = 6 = d2 N

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When N>30

rbis = Xp Xt (p/y) SD

8. Biserial R

It is used to determine the Where correlation between variables Xp = mean of variable p where one variable is an artificial or arbitrary dichotomy Xt = mean of variable t SD = standard deviation P = proportion of similar Group Y = height of ordinate separating P and Q in the normal distribution Q = proportion of bigger group

Is there a significant correlation between schools who have a cultural group and without cultural group?

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SAMPLE PROBLEM

9. Chi-Square (2)

It is used with the data in the form of frequencies or for data that can readily be transmitted into frequency

To test for significance, hypothesis involving more than one set of data

THE CHI-SQUARE TEST of goodness of fit tests significance of difference among responses in groups

Fe = N / No. of categories

Where:

In a sampling of 50 students, it was predicted that 24% belonged to the high socioeconomic status; 48% belonged to the average socioeconomic status, while 28%

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N = no. of variables

SAMPLE PROBLEM
belonged to the low socioeconomic status. Do they differ significantly from the population they were drawn?

THE CHI-SQUARE TEST of association between and among variables

Is emotional intelligence (EQ) significantly associated with intelligence quotient (IQ) among the high school students?

Step 1: Compute Fes

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FORMULA
Fe = (R total)(K total) N total

SAMPLE PROBLEM

Where: R total = row total K total = column total N total = variable total

Step 2: Put up contingency table (Fo Fe)2 / Fe

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SAMPLE PROBLEM

10.

The T-Distribution

It is used to determine the difference between two sample means.

Step 1: Compute for Estimate of Variance (S2)

The T-test for Independent Means

o

It is used when two independent groups are tested; when N is small; and when the data are in S2 =X12 (X1)2 + X22 (X2)2 the form of scores _ N N1 + N2 -2 _

Is there a significant difference between the perception of male and female teachers towards work attitude?

Where: N = No. of Variables

Step 2: Compute for T-Value

t=_

X1 X2 S2 + S2 N1 N2

Where: N = no. of variables

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11.

Kruskal-Wallis one-way

Analysis of Variance by Rank

It is used to test the difference of K independent samples from different population if they differ significantly or not.

H = 12 Ri2 - 3(n+1) N(N+1)n

Is there a significant difference in the level of performance of students coming from coastal schools, highland schools, and central schools?

Where: Ri = sum of the rank

12.

Friedmans Two-way

Analysis of Variance by Ranks

It is used when the data from K Xr2 = 12 _ (Ri)2 3N(K+1) related samples consist of at NK (K+1) least an ordinal scale and have drawn from the same population. Where: K = no. of categories N = no. of variables

Is there a significant rank difference in the teaching of mathematics using the three methods of instruction, method 1, method 2 and method 3?

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13.

Z-Distribution z = _ P1 P2 _

The 1-tailed Z-test

It is used when there exists a pre postulated hypothesis going in a specific duration

PQ N

A teacher claims that 85% of his students can pass the test he had given. A test was conducted on 50 students and it was found that 45 of his students passed the test. Is the teacher as effective as claimed?

Where: P1 = claim of effectiveness P2 = findings PQ = claim x (100%-claim) N = total no. of persons being tested

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14.

The Z-Test of

Independent Proportion

It is used to test the difference of proportions in two independent z = ____P1 P2 groups It is used for:
a. Data expressed in terms of

PQ(N1+N2/N1N2)

frequency
b. NPs and NQs not less than 10

Where: P1 = Proportion of group 1 P2 = proportion of group 2 P = the sum of the two groups responses divided by the total no. of each group Q = P subtracted from 1

Two groups of students are sampled. In the first group of 100, 60 said they disapproved the manner the president did her job. In the second group of 50, 35 said the same. Is the disapproval of group 2 as strong as that expressed by group 1?

It is used when the same group PQ = Product of P and Q of subjects are involved in two testing or experimental situations or when we deal with matched pair such as twins, siblings and the like

The Z-test of Correlated or

Step 1: Draw up a contingency

Of 50 voters chosen at random, 30 were in favor of a certain candidate and 20 against him. After listening to the candidates speech, of the 30 who favored him before the speech, 22 still favored him after the speech. Did the candidates speech significantly affect the voters

STATISTICAL TOOL
Dependent Proportions

WHEN TO USE
Table

FORMULA

SAMPLE PROBLEM
preferences.

Step 2: Solve for the value of z

z= DA A+D

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15.

Analysis of

Group 1 X1

Variance (Anova) It is used for more than one variable affecting one condition

X12

a. One Way Anova

To test the effect of hunger as a motivation for learning, three groups of white rats were trained to make a left turn in a maze. Learning was measured by having the rats run the maze 5 times after the training period, and recording the number of correct left turns for each rat. The grouping was based on three different conditions of food deprivation (hunger).

Group 1: immediately after _ X _ X _ X feeding time Group 2: 3 hours after feeding time Computing from original measurements Group 3: 6 hours after feeding time

x1 = x1 + x2 + x3 Does learning among rats differ

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FORMULA
x12 = x12 + x22 + x32 N1 = N1 + N2 + N3

SAMPLE PROBLEM
under different degree of starvation?

SS1 = (x12) (x1)2 N1

SSbg = (x1)2 + (x2)2 + (x3)2 (xt)2 N1 N2 N3

Nt

SSwg = SSt - SSbg

Summary Table Source of variation SS DF Mean Score

Ng-1 BG

A-Posteriori t-test

It is used to determine between which group the difference lies.

Nt-Ng

WG Total

To test the effects of two types of programmed materials (linear and branching) upon children of three types of

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SAMPLE PROBLEM
learning ability, three groups of children of different learning abilities, (low, average, high) were given lessons from these materials. After a period of months, they were given a test on the skills and knowledge taught in these materials. Do the children of different learning abilities differ in the way they learn under the two types of programmed materials?

It is used for more than one Ft = _X1 X2_ or _ X2 X3_ variable affecting one condition 2Ms/wg 2Ms/wg of two or more subsets. N N

b. Two-Way Anova

(df = T-test)

Xtotal = X1 + X2 + X3 + X4 + X5 + X6 X2total =X21 +X22 +X23 +X24 +X25 +X26 Ntotal = N1 + N2 + N3 + N4 + N5 + N6

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SStotal = (X12) (X1)2 N

SSbg = (X1)2 + (X2)2 + (X3)2 + + (X6)2 N1 N6 N2 N3

- (Xt)2 Nt

SSwg = SSt SSbg

SSA = (x1)2 + (x2)2 + (x3)2 (xt)2 N N N

Nt

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(A Learning Ability)

SAMPLE PROBLEM

It is used for more than one variable affecting two conditions with two or more subsets each.

c. Three-Way Anova

SSB = (x1)2 + (x2)2 + (x3)2 (xt)2 N N N

Nt

(B Type of Programmed materials used)

SSAxB = SSbg SSA - SSB

A-Posteriori T-test

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FORMULA
a) Method of Teaching (A)

SAMPLE PROBLEM

SSA = Ti2 + xii2 + xiii2 N N N

- Tt2 Nt

b) Teacher (B)

SSB = T12 + x22 + x32 N N N

- Tt2 Nt

c) Sex (C)

SSC = T2M.k + T2F.k N..k N..k

- Tt2 Nt

d) Method of Teaching and Teacher (AB)

SSAB = T2ij.. - Tt2 - SSA - SSB

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Nij..

FORMULA
N

SAMPLE PROBLEM

e) Method of Teaching and Sex (AC)

SSAC = T2ik.. - Tt2 - SSA SSC Nik.. N

f)

TSS = X2ijkl - T2 N

g)

SSE = TSS - SSA SSB - SSC - SSAB - SSAC

Totaldf = N-1 Adf = Cdf = ACdf =

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Bdf =

FORMULA
ABdf =

SAMPLE PROBLEM

Errordf = Totaldf - Adf - Bdf - Cdf - ABdf ACdf

F Values

A: B: C:

F = MSA / MSE F = MSB / MSE F = MSC / MSE

AB: F = MSAB / MSE AC: F = MSAC / MSE

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SAMPLE PROBLEM

16.

Analysis of

It is used to control or adjust

1. Sum of squares (Y)

To compare the three methods of

Covariance (Anacova)

for the effects of one or more uncontrolled variables and permit thereby, a valid evaluation of the outcome of the experiment.
In psychology and education

Y (SSbg) Y (SSwg) Total (SStotal)

= (Ty)2/N - Ty2/N = y2 - (Ty)2/N = y2 (Ty)2/N

primary interest in the analysis of covariance rests in its use as a procedure for the analysis for the statistical control of an uncontrolled variable.
In application of the analysis of

2. Sum of squares (X)

X (SSbg) X (SSwg) Total (SStotal)

= (Tx)2/N - Tx2/N = x2 - (Tx)2/N = x2 (Tx)2/N

covariance the influence of the uncontrolled variable, sometimes called covariate or the concomitant variable is usually removed by a simple linear regression method and the residual sum of squares are used to make tests of significance.

3. Sum of products (SP)

Between Groups = Tx1Ty1 - TxTy N N

learning French, each method is applied to a different group of subjects. Mean scores in a test of French achievement, following the period of instruction are obtained for the three groups at random; the means for the three groups could be directly compared. Practical consideration may, however prevent the assignment of subjects to groups at random. The investigator may require the use of three existing classes of pupils. These classes may differ in intelligence and may be correlated with French achievement.

Within Groups = Txy - Tx1Ty1 N

4. Adjusted sum of squares (SS) for

Intelligence in this situation is an uncontrolled variable. Thus, difference in French achievement between class with the influence of intelligence as were statistical or controlled may be determined.

STATISTICAL TOOL

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FORMULA
ASStotal = (SSbg + SSwg for X) (SP total)2 SSt
otal

SAMPLE PROBLEM

ASSWG = SSwgX (SPwg)2 / SSwgY

ASSBG

= ASStotal - ASSwg

F = BG / WG
5.

From the F-table, the value of the F can be determined:

A = F (Adf, Errordf) B = F (Bdf, Errordf) C = F (Cdf, Errordf) AB = F (ABdf, Errordf) AC = F (ACdf, Errordf)

Philippine Normal University The National Center for Teacher Education Negros Occidental Campus Cadiz City

SUMMARY TABLE OF STATISTICAL TOOL

Submitted to:

DR. EPHRAIM ESTACION

Submitted by:

KATHLEEN OGARO

A.Y 2011-2012

Philippine Normal University The National Center for Teacher Education Negros Occidental Campus Cadiz City

SUMMARY TABLE OF STATISTICAL TOOL

Submitted to:

DR. EPHRAIM ESTACION

Submitted by:

ANGEL P.LARESMA

A.Y 2011-2012