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Advanced
Educational Statistics
Functions/Uses of Statistics
Helps in providing a better understanding and
exact description of a phenomenon of nature.
Helps in proper and efficient planning of a
statistical inquiry in any field of study.
Helps in collecting and classifying an
appropriate set of quantitative data.
Helps in presenting complex data in a suitable
tabular, diagrammatic and graphic form for an
easy and clear comprehension of data.
Statistics
is a branch of
mathematical science that deals with the
scientific collection, classification,
organization, description, analysis and
interpretation of data obtained from
surveys and experiments. It also deals
with prediction and forecasting based on
data.
Types of Data:
1. Measurement data sometimes
called quantitative data the result of
using some instrument to measure
something (e.g. test score, weight).
2. Categorical data also referred to
as nominal or qualitative data
provide categories for sorting or
classifying objects or events on the
basis of some quality like major field
(Sociology, Psychology, etc.)
Types of Variable:
1. Continuous a variable that consists of an
infinite continuum of points and provides
exact measures of the amount of a
characteristic present, in theory, any value
between the lowest and highest points on the
measurement scale.
2. Discrete provides counts of the number of
observations appearing in a finite set of
categories (e.g. gender, (male/female), college
class (freshmen/sophomore/junior/senior),
etc.)
7. Intervening processes that are not directly observable which like extraneous variables
can alter the results of research. In Language teaching for example, these are usually
inside the subjects heads including various language learning processes which the
researcher cannot observe. If teaching technique is the independent variable and mastery
of objectives is the dependent variable, then the language learning processes used by the
subjects are the intervening variables.
Descriptive Statistics
Example:
Given: X
85
72
X
80 79
86
83 83
85
79 74 86
83
N=9
83
80 Md = 80
79
79
74
72
Given: X
59 53
40 54
48 44
40 40
N = 12
X
51
50
43
41
59
54
53
51
50
48
Md = 48 + 44
44
2
43
= 92
41
2
40
= 46
40
40
Example:
Given: X
X
85 80
72 83
89 74
N=9
79
83
85
85
83
80
89
79
74
85
83
72
-----------M = x = 730 = 81.11
N
9
Example:
Ungrouped scores in a 75-item test:
25 38 48 35 28 62 48 38 35
60 47 38 34 66 59 46 38 34
57 44 37 33 22 56 44 37 32
55 43 37 32 20 52 42 36 31
50 39 35 29 17 50 41 36 30
N = 50
a. Determine the Range (R)
R = Hs Ls
6617 = 49
b. Determine the class interval (i)
i=(R + 1) - 1
10
= (49 + 1) 1
10
= (50) - 1
10
= 51
= 4
27
23
21
19
18
Grouped scores:
Ci of scores
64 67
60 63
56 59
52 55
48 51
44 47
40- 43
(ll is 35.5) 36 39
32 35
28 31
24 27
1
2
3
2
4
4
3
10 (fm)
8 = 21(F)
4
2
20 23
16 19
4
3
______
N = 50
Given: N = 25
2
F = 21
fm = 10
ll = 35.5
i= 4
X = 35.5 + (25 21) 4
10
= 35.5 + .4 (4)
= 35.5 + 1.6
= 37.1 or 37 (Rating for this
score is 75%)
Formula:
M = AM + i (fd)
N
Ci of scores
64 67
60 63
56 59
52 55
48 51
44 47
40 - 43
(AM = 37.5) 36 39
32 35
28 31
24 27
20 23
16 19
fd
1
7
7
2
6
12
3
5
15
2
4
8
4
3
12
4
2
8
3
1
3 = 65
10
0
0
8
-1
-8
4
-2
-8
2
-3
-6
4
-4
-16
3
-5
-15 =-53
______
________
N = 50
fd = 12
M = AM + i (fd)
N
= 37.5 + 4 (12/50)
= 37.5 + 4(.24)
= 37.5 + .96
= 38.46
* Therefore:
Md = 37.1
M = 38.46
Mo = 34.38
* The mode is the highest of the three if
the Md is larger than the M. It is the
lowest if the M is greater than the MD.
Measures of Spread/Variability/Dispersion
- Show the tendency of the scores to scatter or
disperse above or below the measures of
central tendency
1. Range (R) the distance between the highest
score and the lowest score. Preferred than the
standard deviation to represent dispersion of
small data sets (e.g. number of samples is less
than 10)
Formula:
R = Hs Ls
S2 = (d2/N) 2
Given:
SD= 3.67
S2 = (3.67)2
= 13.47
Formula:
SD = d2/N
Example:
X
d
23 (23-23)
0
22 (22-23)
-1
23
0
25
2
18
-5
30
7
18
-5
25
2
_______
M = 184/8
= 23
d2
0
1
0
4
25
49
25
4
___
SD = d2/N
= 108/8
= 13.5
= 3.67
______
d = 108
2
Formula: X = fixi
fi where:
x = weighted mean
= items/options given
frequencies corresponding
Questionnaire/Instrument
Validation
Reliability is the extent to which
the test/questionnaire is dependable,
self-consistent and stable. The test
agrees with itself. It is concerned with
the consistency of responses; even if
the person takes the test twice, the
same results are obtained.
Student
1
2
3
4
5
6
7
8
9
10
Total
X
4
5
5
7
12
14
17
18
19
20
121
(X-x)
-8.1
-7.1
-7.1
-5.1
0.1
1.9
4.9
5.9
6.9
7.9
S2 (X x)2
65.61
50.41
50.41
26.01
0.01
3.61
24.01
34.81
47.61
62.41
364.90
Correlational Procedures
Pearson Product Moment Correlation the
commonly used type of correlation which determines the
relationship between two or more variables.
The
correlation (r) ranges from -1.00 to +1.00. A correlation of
1.00, whether it is positive or negative, is a perfect
correlation. This means that as scores on one of two
variables increase or decrease, the scores on the other
variable also increase or decrease by the same magnitude.
A correlation of zero (0) means there is no relationship
between the two variables, i.e., when scores on one of the
variables go up, scores on the other variable may go up,
down or whatever. The Pearson r is also used to establish
the reliability and validity of a data-gathering instrument.
Formula:
Example:
N
1
2
3
4
5
6
7
8
9
10
X
(Math
Scores)
12
10
14
11
8
7
10
4
11
12
99
Y
(English
Scores)
16
12
8
13
10
6
19
6
13
19
122
X2
144
100
196
121
64
49
100
16
121
144
1055
Y2
256
144
64
169
100
36
361
36
169
361
1696
XY
192
120
112
143
80
42
190
24
143
228
1274
Formula: