PEARSON r

Prepared by:
JOHN AARON D. ALCANTARA, LPT
PEARSON PRODUCT MOMENT COEFFICIENT OF
CORRELATION (Pearson r)
Instructions for use
The Pearson Product Moment Coefficient of
Correlation r is an index of relationship
between two variables.

The independent variable can be represented

by x while dependent variable represented by
y.
Computed value
The value of r is +1,zero to -1.

 If the value of r is +1 or -1, there is a perfect

correlation between x and y (-1≤ r ≤ 1 ).

 It can be said that x influences y or y

depends on x. However if r equals zero then x
and y are independent of each other.
When to use Pearson r.
This is used to determine if significant relationship
exist between independent and dependent variable.
When the data for both variables re expressed in
terms of quantitative variables t is appropriate to
use.
It is designed for use in interval or ratio scale.
Consider the x and y coordinates in
the graph below.
Interpretation:

If the trend of the line graph is going

upward, the value of r is positive.
This indicates that as the value of x
increases the value of y also increases
the x and y being positively
correlated. The relationship is directly
proportional.
Consider the x and y coordinates in
the graph below.
Interpretation:

If the trend of the line graph is going

downward, the value of r is negative.
 It indicates that as the value of x
increases the corresponding value of y
decreases, and x and y being negatively
correlated.
The relationship is inversely
proportional.
Consider the x and y coordinates in
the graph below.
Interpretation:

If the trend of the line graph

cannot be established either
upward or downward, then r =
0, indicating that there is no
correlation between x and y
variables.
 Formula:
  
r =
where
n = number of data pairs
The results of r must be interpreted as follows only
after the value of r has been found significant.
r Verbal Interpretation
0.00 No Correlation
0.01 - 0.20 Slight Correlation
0.21 – 0.40 Low Correlation
0.41 – 0.70 Moderate Correlation
0.71 - 0.80 High Correlation
0.81 - 0.99 Very high Correlation
1.00 Perfect Correlation
Interpretation
Slight Correlation – The changes in
one variable cannot be expected to
signify change in the other . (Almost
negligible relationship)
Low Correlation – The change in one
variable may not be expected from a
change in the other. (Definite but
small relationship)
Interpretation
Moderate Correlation – The change in one
variable is expected from a change in the
other. (Substantial relationship)
High Correlation – The change in one
variable is expected with reliability from
change in the other. (Marked relationship)
Very High Correlation – The change in one
variable is expected to happen with greater
reliability from a change in the other. (Very
dependable relationship)
 Example:
The adviser of Grade 10 students
wants to determine whether the
students achievement test scores in
Mathematics and Physics are related.
She took the test result of ten
randomly selected students in their
exam and presented the scores in a
table. Test at 0.05 level of
significance if relationship exist.
Table 1
The Achievement Test Scores of Ten Students in
Mathematics and Physics
Student Mathematics Physics
1 46 48
2 45 46
3 43 42
4 33 40
5 31 36
6 31 35
7 29 37
8 26 38
9 30 44
10 31 42
STEPWISE METHOD
Problem: Is there
significant relationship
between the students’
achievement test scores in
Mathematics and Physics?
Null Hypothesis: There is no
significant relationship
between the students’
achievement test scores in
Mathematics and Physics.
Alternative Hypothesis: There
is significant relationship
between the students’
achievement test scores in
Mathematics and Physics.
Degrees of Freedom:
df = n -2
df = 10-2
df = 8
Critical Value : α =.05
= 0.632
 Mathematics Physics
Respondents (x) (y) x2 y2 xy
1 46 46 2116 2116 2116
2 45 46 2025 2116 2070
3 43 42 1849 1764 1806
4 33 40 1089 1600 1320
5 31 36 961 1296 1116
6 31 35 961 1225 1085
7 29 37 841 1369 1073
8 26 38 676 1444 988
9 30 44 900 1936 1320
10 31 42 961 1764 1302
  345 406 12379 16630 14196
Test Statistic
  
r
r = 0.74
 Tabular Presentation
Relationship Between the Students’ Test Scores in Mathematics
and Physics

Variable Degrees of Computed Critical Decision Interpretati

Freedom r Value Value on
Mathemati  
cs Score 8   0.74 0.632 Reject Positive
    High
Physics Correlation 
Score
Interpretation

 Based on the computed r-value of 0.74 which

is higher than the critical value of 0.632 with
the degrees of freedom of 8 using at .05 level
of significance the null hypothesis is rejected.
This shows that there is a positive high
correlation on the students achievement in
Mathematics and Physics. This implies that
students performance in Mathematics is
directly proportional to their performance in
Physics. Students who are good in Math also
excel in Physics.
Exercise:

Test the hypothesis using

stepwise method. Answer should
be written in yellow paper.
(Individual)
Twenty students are given
test in Mathematical Ability
and Abstract Reasoning . The
resulting scores are as follows:
 Respondent Mathematical Ability Abstract Reasoning
1 5 7
2 12 14
3 9 11
4 11 9
5 10 10
6 8 6
7 4 3
8 6 9
9 3 4
10 8 9
11 10 11
12 7 12
13 14 13
14 17 13
15 11 14
16 14 12
17 6 10
18 10 5
19 9 7
20 8 9
     
Compute the correlation
coefficient between these
scores and test if significant
relationship exist between
these scores at .01 level.