Tarlac Agricultural University

Camiling, Tarlac

TRAINING ON ACTION RESEARCH

Statistical Interpretation of Data

October 19, 2018

ENGR. ARNOLD E. VELASCO

Professor
I – Descriptive Type
This type of problem intends to describe the subjects of the study
using the following statistical tools:
1. Frequency and percentage
BEHAVIORAL PROBLEMS FREQUENCY PERCENTAGE
Noisy Inside the Classroom 15 30.00
Always Tardy 25 50.00
Cheating During Exam 10 20.00
Total 50 100

2. Mean, frequency and percentage

STUDY HABIT FREQUENCY PERCENTAGE
Very Desirable 40 20.00
(2.50-3.00)
Desirable 60 30.00
(1.50-2.49)
Not Desirable 100 50.00
(1-1.49)
Total 200 100
3. Ranking

PROBLEMS RANK
ENCOUNTERED
Laziness in making 1
their assignments

Noisiness inside the 2

classroom

Restlessness inside the 4

classroom
Absenteeism 5

Cheating During Exams 6

II– Comparative Type
This type of problem intends to determine the:
1. Difference between two groups/factors.
a. t-test is used when n<30
a.1. Comparing two factors in one group.
Use t-test, paired two sample for means
a.2 Comparing two groups in one factor
a.2.1. for equal number of cases:
*Use t-test, two samples assuming equal variances
a.2.2. for unequal number of cases
*Use t-test, two samples assuming unequal
variances
b. z-test is used when n>30
2. Variations among three or more groups/factors.
Comparing three or more factors in one group or three
or more groups in one factor.
Use F-test or One-Way ANOVA (Analysis of Variance)
Bases of Interpretation:
1. For 2 groups/factors
The difference between groups/factors is
highly significant if :
a) t-computed value is greater than the t-critical value
(t-computed value > t-critical value)
b) probability value is equal or close to zero
(from .009 to 0)
significant if :
a) t-computed value is greater than the t-critical value
(t-computed value > t-critical value)
b) probability value is less than .05 (from .01 to .049)
not significant if :
a) t-critical value is greater than the t-computed value
(t-critical value > t-computed value)
b) probability value is equal or less than .05
Note: the above conditions also apply to z-test analysis
Bases of Interpretation:
2. For 3 or more groups/factors
The variation among groups/factors is
highly significant if :
a) F-computed is greater than the F-critical value
(F-computed value > F-critical value)
b) probability value is equal or close to zero
(from .009 to 0)
significant if :
a) F-computed is greater than the Fcritical value
(F-computed value > t-Fritical value)
b) probability value is less than .05 (from .01 to .049)

not significant if :
a) F-critical value is greater than the F-computed value
(F-critical value > F-computed value)
b) Probability value is equal or less than .05
Sample ANOVA Table or F-test Table

GROUP MEAN SCORE

A 28 a
B 22 b
C 14 c
F-computed = 143 F-critical = 44
Probability = .0024 LSMD = 5

Note: Mean scores followed by uncommon letters

are significantly different at 5% level
Sample ANOVA or F-test Table

GROUP MEAN SCORE

A 28 a
B 25 a
C 18 b
F-computed = 143 F-critical = 44
Probability = .0246 LSMD = 5

Note: Mean scores followed by the same letter are

statistically the same or comparable
Sample ANOVA or F-test Table

GROUP MEAN SCORE

A 28 a
B 25 a
C 22 a
F-computed = 14 F-critical = 44
Probability = .0676

Note: Mean scores followed by the same letter are

statistically the same or comparable
II – Comparative Type

LSMD = Least Significant Mean Difference

Formula of LSMD

LSMD = square root of [(m-1)x(MSW)x(Fcritical)/N]

Where: m = no. of groups

MSW = mean square within group
N = number of cases

MSExcel Formula:

LSMD = (m-1*MSW*Fcrit/N)^.5
III - Associative Type
This type of problem intends to determine relationship
between two or among more than two variables.

For Continuous Data or Ratio Variable: (age, income,

performance rating, etc.)
use Pearson Product Moment Correlation

Degree of relationship/association (Based on Cohen)

Strength of Coefficient of Correlation, r
Association Negative Positive
Low/Weak correlation -.1 to -.29 0.1 to 0.29
Moderate/ Medium
correlation -.3 to -.49 0.3 to 0.49
High/Strong correlation -.5 to -1.0 0.5 to 1.0
III - Associative Type
For Continuous Data or Ratio Variable using Pearson
Product Moment Correlation:
The commonly used size and degree of correlation
between variables of the study is shown below:
Size of Correlation Interpretation
.1.00 (-1.00) Perfect positive (negative) correlation

.90 to .99 (−.90 to −.99) Very high positive (negative) correlation

.70 to .89 (−.70 to −.89) High positive (negative) correlation

.50 to .69 (−.50 to −.69) Moderate positive (negative) correlation

.30 to .49 (−.30 to −.49) Low positive (negative) correlation

.10 to .29 (-.10 to -.29) Very low positive (negative) correlation

0 to .09 (0 to -.09) Trivial or no correlation

III - Associative Type
For Nominal Data: (sex, religion, school, and other
categorical data)
use Chi-square

For Ordinal Data: (With reference to Order or Rank)

use Spearman Rho
 IV- Functional Type
Problems of this type intends to establish functional
relationship of the dependent variable with one or more
predictor variables. Predicting what happens with the
dependent variable when one or more predictor variables
vary.

Regression Analysis determines the strength of influence

or contribution of the independent variable/s to the
dependent variables

Sample Regression Table

Influence of Students’
COEF. OF
ATTRIBUTES PROBABILITY
REGRESSION
Age -5.432 * .012
Study Habit +2.345 ** .004
Attitude Towards Math +1.234 ns .067
Multiple Coefficient of Determination (R2) = 80.37%
Overall Probability = .0123
THANK YOU
VERY MUCH!