STATISTICS

(Using Microsoft Office Excel 2007

Program )
An Adaptation from Antonio S. Broto (2008)

Open Microsoft
Office Excel
2007

Click Data

You should see Data

Analysis on the far right

If not, Click Office

Button icon

The Office Button

Dialogue Box appears
Click
Excel
Options

Excel Options Dialogue

Box appears Click
Add-Ins

Add-Ins Dialogue Box

Click Analysis
appears
Tool Pack-VBA

Click Go

Add-Ins Dialogue Box

appears
Click Box
of
Analysis
Tool Pack
and VBA

Click OK.
This
installs
Data
Analysis
Tool

Youll be prompted to
install the tool. Click YES.

NOW, you are ready

to use Microsoft Excel
2007 Program to solve
different statistical
tests needed in your
research problems

REMEMBER
If the nature of test is test
of difference, the
parametric tests are:
1. t-test
o Independent samples
o correlated samples

REMEMBER
If the nature of test is test
of difference, the
parametric tests are:
2. z-test
o Independent samples
o correlated samples

REMEMBER
If the nature of test is test
of difference, the
parametric tests are:
3. F-test Analysis of
Variance (ANOVA)
o One-Way

REMEMBER
If the nature of test is test
of relationship, the
parametric test is:
Pearson Product
Moment of Coefficient
of Correlation, r

REMEMBER
If the nature of test is test
of association, the
parametric tests are:
1. Simple Linear
Regression Analysis
2. Multiple Regression
Analysis

When do we know if
the test is directional
or non-directional?

1. If the sign in the H1 is:

H1: k, the test is
two-tailed, so the
REJECTION region is in
both tails: Nondirectional

2. If the sign in the H1 is:

H1: < k, the test is
left-tailed, so the
REJECTION region is in
the left tail: Directional

3. If the sign in the H1 is:

H1: > k, the test is
right-tailed, so the
REJECTION region is in
the right tail: Directional

Solving by the
Stepwise Method
I. Problem
II. Hypotheses
III. Level of Significance

Critical or tabular
value
df

Solving by the
Stepwise Method
IV. Statistic
V. Decision Rule
1. If the test-computed
value is or beyond the
critical value, DO NOT
ACCEPT H0

Solving by the
Stepwise Method
IV. Statistic
V. Decision Rule
2. If the computed
value is < or within
the critical value,
ACCEPT H0

Solving by the
Stepwise Method
VI. Conclusion
S-1: Decision
S-2: What your decision
means: NOT significant
or significant
S-3: Implication

Lets get started!!!

How do we use the t-test
for independent samples?
Use the formula:

Sample Problem 1
The following are scores in
spelling of 10 male and female
Grade 8 students. Test the null
hypothesis, H0, that there is
no significant difference
between the performance of
male and female Grade 8
students in spelling. Use the ttest at .05 level of significance.

Given Data
Male (X1): 14, 18, 17, 16, 4
14, 12, 10, 9, 17

Female (X2): 12, 9, 11, 5, 10

3, 7, 2, 6, 13

Let your Excel do the job!

Enter the scores as shown:

Let your Excel do the job!

Click Data Analysis

Let your Excel do the job!

A dialogue box appears

Let your Excel do the job!

Scroll down to t-test: Two
Sample Assuming Equal
Click OK
Variances

Let your Excel do the job!

This box appears
Click this!

Let your Excel do the job!

This box appears

Let your Excel do the job!

Highlight from 14 to 17

Then Click
this!

Let your Excel do the job!

Click this!

Let your Excel do the job!

Highlight from 12 to 13
under Female

Then Click
this!

Let your Excel do the job!

This box appears

Click this!

Then Click
this!

Then Click
this!

Let your Excel do the job!

This box appears

Click D5
cell, or any
cell you
like!

Then Click
this!

Let your Excel do the job!

This box appears

Click OK!

Let your Excel do the job!

Voila! You now have the answer!

df
t-computed
t-critical
value!

Conclusion
Since the t-computed value of 2.881
is greater than the t-tabular (or
critical) value of 2.101 at .05 level of
significance with 18 degrees of
freedom, DO NOT ACCEPT the null
hypothesis. This means that there IS
A significant difference between the
performance of the male and female
Grade 8 students in spelling. It can
be implied that the male students
performed better than the female
students.

Problem 2
Two groups of experimental
rats were injected with a
tranquilizer at 1.0 mg and 1.5
mg dose, respectively. The
time given in seconds that took
them to fall asleep is hereby
given. Use the t-test for
independent samples at .01

Problem 2
level of significance to test
the null hypothesis that the
difference in dosage has no
effect on the length of time it
took them to fall asleep.

Given Data
Time (in seconds)
1.0 mg: 9.8, 13.2, 11.2, 9.5
13.0, 12.1, 9.8, 12.3
7.9, 10.2, 9.7
1.5 mg: 12.0, 7.4, 9.8, 11.5
13.0, 12.5, 12.5, 9.8
10.5, 13.5

Enter data for X1 and X2 as

shown

Click Data

Click Data
Analysis

Click t-Test: Two-Sample

Assuming Unequal Variances

Click Variable 1 Range

Highlight from 9.8 to 9.7

Click Variable 2 Range

Highlight from 12 to 13.5

Click O of Output Range

You should have this result!

df
t-computed
t-critical

Your NDC looks like this since

w/c is non-directional!

Conclusion
Since the t-computed value of
-.40 is within the critical value
of -2.88 at .01 level of
significance with 18 degrees
of freedom, ACCEPT the null
hypothesis. This means that
there is NO significant
difference between 1.0 mg

Conclusion
and 1.5 mg dosages on the
length of time it took for the
rats to fall asleep. It can be
implied that both dosages
have the same tranquilizing
effect on the rats.

How do we use the ttest for correlated

samples?
Use this formula

Sample Problem
An experimental study was
conducted on the effect of
programmed materials in
English on the performance of
20 selected Senior high school
students. Before the program
was implemented the pretest
was administered and after

Sample Problem
5 months the same instrument
was used to get the posttest
result. Use the t-test for
correlated samples at .05 level
of significance to test the null
hypothesis that there is no
significant difference between

Sample Problem
the pretest and posttest, or
the use of the programmed
materials did not affect the
students performance in
English. Hence,

The following is the result of

the experiment:
Pretest (X1): 20, 30, 10, 15, 20
10, 18, 14, 15, 20, 18, 15, 15,
20, 18, 40, 10, 10, 12, 20

Posttest (X2): 25, 35, 25, 25, 20

20, 22, 20, 20, 15, 30, 10, 16,
25, 10, 45, 15, 10, 18, 25

Enter the
data as
shown:

Click Data

Click Data Analysis

Click t-Test: Paired Two

Sample for Means

Click

You should have this result!

The NDC looks like this since

w/c is directional:

Conclusion
Since the t-computed value of
-3.17 is beyond the t-critical
value of -1.73 at .05 level of
significance with 19 degrees of
freedom, DO NOT ACCEPT the
null hypothesis. This means
that there IS A significant
difference between the
pretest and posttest results.

Conclusion
It can be implied that the use
of the programmed materials
in English is effective because
the post-test result is higher
than the pretest.

Sample Problem

An admission test was

administered to incoming
freshmen in the Colleges of
Nursing and Veterinary
Medicine with 100 students
each college randomly
selected. The mean scores of
the given samples were

Sample Problem

= 90 and = 85 and the

variances of the test scores
were 40 and 35, respectively.
Is there a significant difference
between the two groups? Use
.01 level of significance. Hence,

Enter the Data

For , type 90 hundred
times in column A

For , type 85 hundred

times in column B

Enter the Data

You should have this

result

Level of significance
for the z-test for two
sample means
Test

.01

.05

One-Tailed

+/- 2.33

+/- 1.645

Two-Tailed

+/- 2.575

+/- 1.96

Conclusion
Since the z-computed value of
5.774 is greater than the ztabular value of 2.575 at .01
level of significance, DO NOT
accept the null hypothesis. This
means that there IS A
significant difference between
the two groups. It can be
implied that the incoming

Conclusion

freshmen of the College of

Nursing are better than the
incoming freshmen of the
College of Veterinary Medicine.

How do we use the F-test?

Use the following
computations:

1. Compute the correction

factor, CF

2. TSS is the total sum of

squares minus the CF

3. BSS is the between sum

of squares minus the CF
or correction factor

4. WSS is the within sum of

squares or it is the
difference between the
TSS minus the BSS
5. After getting the TSS, BSS
and WSS, the ANOVA
table should be
constructed

Example

A sari-sari store is selling 4

brands of shampoo. The
owner is interested if there is
a significant difference in the
average sales of the four
brands of shampoo for one
week. The following data are
recorded.

Data
Brand
A

7
3
5
6
9
4
3

9
8
8
7
6
9
10

2
3
4
5
6
4
2

4
5
7
8
3
4
5

Enter the Data as shown

Click Data and Data Analysis

Find Anova: Single Factor

Click required fields

You should have this result

Conclusion
Since the F-computed value of
7.98 is greater than the Ftabular value of 3.01 at .05
level of significance with 3
and 24 degrees of freedom,
DO NOT ACCEPT the null
hypothesis. This means that
there IS A significant

Conclusion
difference in the average
sales of the four brands of
shampoo.

Example 2
The following data represent
the operating time in hours of
the 3 types of scientific
pocket calculators before a
recharge is required. Test the
null hypothesis that there is
no significant difference in
the average operating time in

Example 2
hours among the 3 types of
pocket scientific calculators
before a recharge is required.
Do the analysis of variance at
.05 level of significance

You should have this result!

Conclusion

Since the F-computed value

of 0.73 is lesser than the Ftabular value of 3.52 at .05
level of significance with 2
and 19 degrees of freedom,
ACCEPT the null hypothesis.
This means that there is NO
significant difference in the

Conclusion

average operating time in

hours among the 3 types of
pocket calculators before a
recharge is required. It can
be implied that all types of
pocket calculator have the
same operating time and
recharging time.

F-TEST
TWO-WAY ANOVA

Problem 1

Forty-five language
students were randomly
assigned to one of three
instructors and to one of
the three methods of
teaching. Achievement was
measured on a test
administered at the end of

Problem 1

the term. Use the twoway ANOVA with

interaction effect at .05
level of significance to test
the following hypothesis:

Hypotheses

H01: There is no significant

difference in the
performance of the
three groups of students
under three different
instructors

Hypotheses

H02: There is no significant

difference in the
performance of the
three groups of students
under three different
methods of teaching

Enter
Data

Click

Click

Click

Click

You should have this result

F-Test (Two-Way ANOVA)

Conclusion-1
H01: There is no significant difference
in the performance of the three
groups of students under three
different instructors

Since the F-computed value of

11.382 is greater than the Ftabular value of 3.40 at .05 level
of significance with 14 and 2
degrees of freedom, DO NOT
ACCEPT the null hypothesis.

Conclusion-1
H01: There is no significant difference
in the performance of the three
groups of students under three
different instructors

This means that there is A

significant difference in the
performance of the three groups
of students under the three
different instructors. It can be
implied that instructor B is

Conclusion-1
H01: There is no significant difference
in the performance of the three
groups of students under three
different instructors

better than instructor A or C

Conclusion-1
H02: There is no significant difference
in the performance of the three
groups of students under the
three different methods of
teaching

Since the F-computed value of

1.015 is less than the F-tabular
value of 2.063 at .05 level of
significance with 14 and 2
degrees of freedom, ACCEPT the
null hypothesis.

Conclusion-1
H02: There is no significant difference
in the performance of the three
groups of students under the
three different methods of
teaching

This means that there is no

significant difference in the
performance of the students
under the three different
methods of teaching.

Conclusion-1
H02: There is no significant difference
in the performance of the three
groups of students under the
three different methods of
teaching

It can be implied that each

method of teaching is as
effective as the other methods.

0.00 - no correlation, no relationship

0.01 - 0.20 very low correlation,
almost negligible relationship
21 - 0.40 slight correlation,
definite but small relationship

0.41 - 0.70 - moderate correlation,

substantial relationship
0.71 - 0.90 high correlation,
marked relationship
0.91 - 0.99 very high correlation,
very dependable relationship

1.00 perfect correlation, perfect

relationship

Source: Basic Probability and

Statistics by Winston S. Sirug
(2011)

Example:
The owner of a chain of fruit shake
stores would like to study the
correlation between atmospheric
temperature and sales during the
summer season. A random sample
of 12 days is selected with the
results