Midterm Examination:

1. How important is statistics in educational research? State at least five

reasons and explain.
- Statistics is very important in educational research. This is because,
it helps in collecting data either numerically or otherwise. It also
helps teachers in classification, organization, and summarization.
Also, it helps in drawing general conclusions. Statistics also help in
the task of evaluation and measurement. Moreover, it helps in the
construction and standardization of tests as well as in using them
properly. It also helps teachers in knowing the individual differences
of the students, comparing the suitability of one method or
technique with another, and making predictions for the future.
Lastly, it helps in testing for innovations that would help improve the
teaching and learning process.

2. How do you state a research problem? Why?

- A research problem should be simple and stated in a clear manner
so that it can be understood easily. It must reflect the need to
conduct the research. It must be based on a factual evidence and
should be relevant and manageable. A well stated research problem
establishes the foundation of one’s research.

3. Discuss at least five roles of statistical treatment in a quantitative

research study.
a. Statistics is used in identifying the required number of samples in
a quantitative research.
 b. Statistics provides direction on how to go about the data
description.
c. Statistics is used in analyzing data collected.
d. From the collected data, statistics is used to analyze and interpret
the data gathered.
e. Statistics also helps in identifying the need to reject and accept
the hypotheses.
f. Lastly, it gives credibility to research methodology and
conclusions.

4. When one should use one-tailed? Two-tailed?

- One – tailed tests also known as directional test while a two-tailed
test is also known as non-directional test. A one-tailed test is used if
you want to determine the difference between groups in a specific
direction. Example, if you want to know if group A is higher than
group B, then you use a one-tailed test. The two-tailed test on the
other hand is used when you test for the possibility of the
relationship in both directions.

5. Differentiate a null hypothesis from alternative hypothesis.

- A null hypothesis is a hypothesis that states that there is no
significant difference between the two variables. It is the hypothesis
that a researcher will try to disprove. An alternative hypothesis is
the hypothesis that states that there is a statistically significant
relationship between two variables.
 6. Using the following raw data in the table below, answer the related
questions proceeding the table.

Student Score score - mean (score-

mean)2

1 32 10.6 112.36
2 21 -0.4 0.16
3 23 1.6 2.56
4 22 0.6 0.36
5 21 -0.4 0.16
6 25 3.6 12.96
7 26 4.6 21.16
8 23 1.6 2.56
9 10 -11.4 129.96
10 19 -2.4 5.76
11 32 10.6 112.36
12 21 -0.4 0.16
13 23 1.6 2.56
14 12 -9.4 88.36
15 32 10.6 112.36
16 12 -9.4 88.36
17 24 2.6 6.76
18 15 -6.4 40.96
19 16 -5.4 29.16
20 19 -2.4 5.76
Total 428 774.8

Mode = Trimodal: 21, 23, and 32

Median = 21.5
Mean = 21.4
Standard Deviation = 6.39
Variance = 40.78

See attached sheet for the computation and solution.

Final Examination in Applied Statistics in Educational Research
1. Formulate a nine – step hypothesis of the following research statistical result.
A teacher employed a traditional method – Drills and Parroting in teaching his
students in reading skills improvement. There was a pre –test conducted before the
administration of the technique and a post – test followed. The scores of the students
of the pre –test and post – test was subjected to statistical treatment in order to know
the mean gain of the students in reading. Present the following result in a procedural
hypothesis testing

Paired Differences

Pair 1 95% Confidence

Interval of the
Difference
T –
Sig.
critical
Std. Std. (2-
t
Deviat Error @ = taile
Mean ion Mean Lower Upper df .05 d)

pretes 2.045
ttradit
- - -
ional -
0.640 8.455 1.546 -67.190 60.87 41.4 29 .000
Postes
3 6 83
ttradit
ional

Paired Samples Statistics

Std. Error
Mean N Std. Deviation Mean

Pair 1 pretesttraditional 54.7667 30 5.62435 1.02686

Postesttraditional 1.188E2 30 5.57952 1.01868

ANSWER:

a. Problem: What is the effect of the traditional method – Drills and Parroting in
teaching the students in reading skills improvement?
- Is there a significant difference between the pretest and posttest scores of the
students?
b. State the null hypothesis:
Ho: There is no significant difference between the pretest and posttest scores of the
students.
c. State the alternative hypothesis:
Ha: There is a significant difference between the pretest and posttest scores of the
students.
d. Statistical Test used: Paired Sample T-test
e. Level of significance: α = 0.05
f. Computation: t = 2.045 (p = 0.000)

Paired Differences

Pair 1 95%
Confidence
Interval of the
Std. Difference T – critical
t
Std. Error Sig. (2-
@ = .05
Mean Deviation Mean Lower Upper df tailed)

pretesttradition
al -
-0.6403 8.455 1.546 -67.190 -60.876 -41.483 29 2.045 .000
Postesttradition
al

g. Criteria: If p-value is less than or equal to alpha (p ≤ α), then we reject the
null hypothesis, and we say that the result is statistically significant. If p-value
is greater than alpha (p > α), then we accept the null hypothesis, and we say
that the result is statistically not significant.
h. Decision: p < 0.05, Reject Ho. (Accept Ha)
“There is a significant difference between the pretest and
posttest scores of the students
i. Conclusion: There is a significant improvement from the pretest scores of the
students to their posttest scores from a mean score of 54.77 (pretest) to a
188-mean score (posttest). This means that the intervention done by the
teacher was effective.
 2. The following data were gathered from the graduates of your educational institution.
What could be the best statistical Treatment to be used? Analyze, interpret, conclude
and recommend.

6 – month certificate 2 – year Diploma Baccalaureate

course Course Degree Course

Male 25 34 35

female 23 21 12

Third Gender 14 8 6

ANSWER:

a. Problem: What is the effect of the traditional method – Drills and Parroting in
teaching the students in reading skills improvement?
- Is there a significant difference between the courses of the three groups
respondents?
b. State the null hypothesis:
Ho: There is no significant difference between the courses of the three respondents.
c. State the alternative hypothesis:
Ha: There is a significant difference between the courses of the three respondents.
d. Statistical Test used: Chi-square test for Independence
e. Level of significance: α = 0.05, with a df = 4, critical region = 9.488
f. Computation: (you may see attached manual computation on the attached sheet)
X2 = 8.4815 (p = 0.075)

Chi-Square Tests

Value df Asymp. Sig. (2-

sided)

Pearson Chi-Square 8.482a 4 .075

Likelihood Ratio 8.499 4 .075
N of Valid Cases 178

g. Criteria: If p-value is less than or equal to alpha (p ≤ α), then we reject the
null hypothesis, and we say that the result is statistically significant. If p-value
is greater than alpha (p > α), then we accept the null hypothesis, and we say
that the result is statistically not significant. Also, if the x2 value is lesser than
the critical value of 9.488, accept Ho. If the x2 value is higher than the critical
value of 9.488, reject Ho.
 h. Decision: p > 0.05, Accept Ho. (Reject Ha)
“There is no significant difference between the courses of the
three groups of respondents.

i. Conclusion: Gender is not a factor in determining the degree finished by an

individual.

3. A teacher intends to know if the length of time the students answer a periodical test
can be associated with the student performance. Given with the following raw scores
of your students below, determine the association between the length of time and
student performance.
Length of
Student time, in Scores (Y) XY x2 y2
minutes (X)
1 23 12 276 529 144
2 19 32 608 361 1024
3 16 15 240 256 225
4 25 19 475 625 361
5 21 27 567 441 729
6 11 17 187 121 289
7 13 20 260 169 400
8 26 38 988 676 1444
9 15 18 270 225 324
10 27 31 837 729 961
11 35 20 700 1225 400
12 15 24 360 225 576
13 40 36 1440 1600 1296
14 29 24 696 841 576
15 40 26 1040 1600 676
total 355 359 8944 9623 9425
mean 23.67 23.93 596.27 641.53 628.33

ANSWER:

a. Problem: What is the relationship between the length of time in answering the
periodical test and the students’ score?
- Is there a significant relationship between the length of time in answering the
periodical test and their scores?
b. State the null hypothesis:
Ho: There is no significant relationship between the length of time in answering the
periodical test and the students’ scores.
c. State the alternative hypothesis:
 Ha: There is a significant relationship between the length of time in answering the
periodical test and the students’ scores.

d. Statistical Test used: Pearson Product Moment Correlation

e. Level of significance: α = 0.05
f. Computation: r = 0.4438 (p = 0.097)

Correlations

time score

Pearson Correlation 1 .444

time Sig. (2-tailed) .097

N 15 15
Pearson Correlation .444 1

score Sig. (2-tailed) .097

N 15 15

g. Criteria: If p-value is less than or equal to alpha (p ≤ α), then we reject the
null hypothesis, and we say that the result is statistically significant. If p-value
is greater than alpha (p > α), then we accept the null hypothesis, and we say
that the result is statistically not significant.

h. Decision: p > 0.05, Accept Ho. (Reject Ha)

“There is no significant relationship between the length of time
taken in answering a test and the students’ score.

i. Conclusion: The length of time in answering the periodical test does not
affect the students’ test score.

4. Using the result of r above, is length of time a determiner of student performance in

Science?
- Based on the result above, the length of time is not a determiner of student
performance in Science.
 5. Using the table below, use the nine-step hypothesis to make a comprehensive
presentation and discussion of the results given.
t-Test: Two-Sample Assuming Equal Variances

Pretest Posttest
Mean 10.467 12.000
Variance 11.838 26.286
Observations 15 15
Pooled Variance 19.062
Hypothesized Mean Difference 0
df 28
t Stat -0.962
P(T<=t) one-tail 0.172
t Critical one-tail 1.701
P(T<=t) two-tail 0.344
t Critical two-tail 2.048

ANSWER:

a. Problem:
- Is there a significant mean difference between the pretest and posttest scores?
b. State the null hypothesis:
Ho: There is no significant mean difference between the pretest and posttest scores.
c. State the alternative hypothesis:
Ha: There is a significant mean difference between the pretest and posttest scores.

d. Statistical Test used: Paired t-Test

e. Level of significance: α = 0.05
f. Computation: (p=0.172 one-tailed; p = 0.344 two-tailed)

t-Test: Two-Sample Assuming Equal Variances

Pretest Posttest
Mean 10.467 12.000
Variance 11.838 26.286
Observations 15 15
Pooled Variance 19.062
Hypothesized Mean Difference 0
 df 28
t Stat -0.962
P(T<=t) one-tail 0.172
t Critical one-tail 1.701
P(T<=t) two-tail 0.344
t Critical two-tail 2.048

g. Criteria: If p-value is less than or equal to alpha (p ≤ α), then we reject the
null hypothesis, and we say that the result is statistically significant. If p-value
is greater than alpha (p > α), then we accept the null hypothesis, and we say
that the result is statistically not significant.

h. Decision: p > 0.05, Accept Ho. (Reject Ha)

“There is no significant mean difference between the pretest and
posttest scores.”

i. Conclusion: The pretest score is not a determining factor of one’s posttest

scores.

6. When to use the following statistical tools?

6.1 Levene’s test

It is an inferential statistic used to assess the equality of variances for a variable calculated for
two or more groups.
6.2 Kolmogorov smirnov test of one sample
It is a nonparametric test of the equality of continuous, one-dimensional probability distributions
that can be used to compare a sample with a reference probability distribution or to compare
two samples.
6.3 Phi test of coefficient
It is a nonparametric test of relationship that operates on two dichotomous variables. The
possible range from -1 to 0 to 1. It measures two binary variables.
6.4 Chi –square test of equal expected frequency
It is intended to test how likely it is that an observed distribution is due to chance. It measures
how well the observed distribution of data fits with the distribution that is expected if the
variables are independent.
6.5 Bartlett’s test
It is used to test if k samples are from populations with equal variances or homogeneity of
variances.
6.6 Benferrioni
It is one of the methods used to counteract the problem of multiple comparisons. It is an
adjustment made to P values when several dependent or independent statistical tests are being
performed simultaneously on a single data.
6.7 t-test of unequal variance
It is used to report a confidence interval for the difference between two means that is usable
even if the standard deviations differ.
6.8 McNemar’s Change Test
It is a test used on paired nominal data. It is applied to 2 x 2 contingency tables with a
dichotomous trait, with matched pair of subjects, to determine whether the row and column
marginal frequencies are equal.
6.9 Fleiss Kappa
It is a statistical measure for assessing the reliability of agreement between a fixed number of
raters when assigning categorical ratings to a number of items or classifying items.
6.10 MANCOVA
Multivariate Analysis of Variance is an extension of ANOVA methods to cover cases where there
is more than one dependent variable and where the control of continuous independent variables
(covariates) is required.