ED 502:

EDUCATIONAL STATISTICS
TESTS OF RELATIONSHIP

STATISTICAL
TREATMENT

Pearson - r

Spearman RankOrder Correlation /

Spearman Rho

FUNCTION USE

LEVEL/SCALE OF
MEASUREMENT

It is used to determine if there is

a correlation or relationship
between two variables of the
interval or ratio type.

Interval / Ratio

It is used to determine if there is

a correlation or relationship
between two variables of the
ordinal type.

Ordinal

* product-moment correlation

Independence

It is used to determine if there is

a correlation or relationship
between two variables of the
nominal type.

Scores, Grades, Ratings

Ex.
Reading Comprehension
Personality

* nonparametric statistics
(distribution free statistics)

Chi-Square Test of

SAMPLE DATA

Nominal

SAMPLE PROBLEM
Is there a positive correlation between
Reading Comprehension and
Personality of PNU graduate students?
Is there a significant relationship
between the Student Academic
Achievement in Math II and
Instructional Level among PNU
undergraduate students?

Ranks, Non-numeric
scales

Is there a correlation between

Motivation and Self-Concept?

Ex.
Satisfaction
Happiness
Motivation
Self-concept
Discomfort

What type of affective need is

addressed by the type of management
of emotions?

Categorical /
Classificatory Variables

50 Male high school students and 50 Female

high school students were asked about their
color preferences. Among the Male students,
20 preferred light colors, 15 preferred bright
and 15 preferred dark. Of the 50 Female
students, 15 preferred light colors, 15
preferred bright and 20 preferred dark colors.

Ex.
Sex
Drink Preference
Color Preference

Is sex related to color preferences?

TESTS OF DIFFERENCE
STATISTICAL
TREATMENT

One Population
Z - Test

FUNCTION USE

LEVEL/SCALE OF
MEASUREMENT

SAMPLE DATA

It is used to determine if the

given sample mean was drawn
from the population with no
parameters or if a given group
represent the population.

Interval / Ratio

2 groups single interval

variable
Ex.
Group of Teachers
(sample mean) from the
University (population)
Group of Teenagers
(sample mean) from the
Metro Manila
(population)

* random / purposive sampling

Z - Test of
Independent
Proportions

It is used to determine if there is

a significant difference between
two independent / different
groups or situations that call
for two types of responses
(dichotomous).
* include issues in which you are
only asked whether you agree
or disagree

Nominal

Frequencies converted to
Proportions
(2 groups 2 responses)
Ex.
Yes and No
Agree and Disagree
In Favor and Against

SAMPLE PROBLEM
The given population obtained a mean of 120
and the standard deviation is 20. A sample of
100 was drawn from the population and it
obtained a mean of 119.

Test the hypothesis that the sample

mean of 119 was drawn from the
population whose mean is 120.

50 Male graduate students and 50 Female

graduate students were asked whether they
are in favor or against same sex marriage.
Among Male respondents, 25 are in favor and
25 are against. Among Female respondents,
20 are in favor and 30 are against.

Is there a significant difference between

Male and Female graduates who are
in favor of same sex marriage?
90 Ph.D candidates in Educ. Mgt. and 80
Ph.D candidates in Math respond to an item
concerning the usefulness of Foreign
Language requirement for the Ph.D. 30
Educational Mgt. candidates and 55 Math
candidates agree with the statement.

Is there a significant difference between

the proportions in each group that
responded In Favor?

Z - Test of
Dependent
Proportions

It is used to determine if there is

a significant difference between
pair of observations from a
single group.

Nominal

Pair of Observations
Ex.
Before and After
In Favor and Against
Passed and Failed

* response to a question given in

two different occasions

Is there a significant difference in the

responses of the 50 voters before and
after the Meeting de Avance?
Consider the test items A and B. In a sample

of 100 children, 30 pass item A fail item B,

whereas 20 fail item and pass item B.

Are the proportions of children

passing the two items significantly
different from each other?

T - Test of
Independent /
Uncorrelated
Means

It is used to determine if there is

a difference between two
groups using dependent
independent variables.

Interval / Ratio

2 groups Control and

Experimental Group
Ex.
Method of Teaching
Achievement
IQ Scores

* comparison of two groups

Is there a significant difference between

the experimental and control group in
terms of achievement in Statistics?
A survey was conducted on attitude toward
mentally impaired children. A random
sample of teachers and administrators were
selected and asked to respond to an attitude
toward mentally impaired children scale.

Is there a significant difference between

teachers and school administrators in
terms of attitude toward mentally
impaired children?

T - Test of
Dependent /
Correlated Means

It is used to determine if there is

a significant difference between
two sets or two groups of
correlated scores or measures.

Interval / Ratio

2 groups Pre-test and

Post-test
Ex.
Scores

Is there a significant difference between

the Pre-test and Post-test in Statistics
of the Experimental Group?
Is there a difference in the Pre-test and
Post-test scores in the Math
Achievement test of Grade IV pupils
when exposed to traditional method?
calculator-integrated method?

Chi-Square Test of
Goodness of Fit

One-Way Analysis
of Variance
(ANOVA I)

It is used to determine if there is

difference between the
observed (hypothetical /
theoretical) distribution and
expected (predetermined)
distribution.

It is used to determine if there is

a significant difference between
two or more groups in terms of
means (achievement, weight, IQ).

Nominal

Ex.
Responses
Strongly Agree (SA)
Agree (A)
No Opinion (NO)
Strongly Disagree (SD)
Disagree (D)

Interval / Ratio

of Variance
(ANOVA II)

It is used to determine if there is

an interaction / combined
effect between or among two or
more independent variables
(ex. method of teaching, medium
of instruction) to the dependent
variable (ex. achievement test).
* can answer 3 questions

2 or more groups
Ex.
Method of Teaching:
I Discovery Approach
II Distance-Learning
III Instructional-TV

* extension of T-test / inspects

an independent variable

Two-Way Analysis

Frequencies, Scale,
Opinion, Response

Interval / Ratio

2 or more groups
Ex.
Effect of Method of
Teaching and Medium
of Instruction to
Achievement

100 students were asked about their opinion

about Pacquiaos candidacy. 23 strongly
agreed, 21 agreed, 5 expressed no opinion, 25
disagreed and 26 strongly disagreed.

Is there a significant difference between

the observed distribution and
expected distribution of the students
responses on the said issue?
Are the observed frequencies the same
as an expected set of frequencies? (Ex.
Are the number of workplace accidents
the same for each hour of the day?)

Do the three groups of graduate

students (discovery approach, distance
learning, instructional TV) differ
significantly in terms of achievement in
Statistics?

A researcher was interested in whether an

individual's interest in politics was influenced
by their level of education and gender.
Therefore, the dependent variable was
"interest in politics", and the two independent
variables were "gender" and "level of
education".

Is there an interaction between

education level and gender / was the
effect of level of education on interest in
politics different for males and females?

LEVELS OF MEASUREMENT
NOMINAL

ORDINAL

INTERVAL

STATISTICAL

Chi-Square Test of Independence

Spearman Rank-Order

Pearson - r

TREATMENTS

Z - Test of Independent Proportions

Correlation / Spearman Rho

One Population Z - Test

TO BE USED

RATIO

Z - Test of Dependent Proportions

T - Test of Independent / Uncorrelated Means

Chi-Square Test of Goodness of Fit

T - Test of Dependent / Correlated Means

One-Way Analysis of Variance (ANOVA I)
Two-Way Analysis of Variance (ANOVA II)

STATISTICS /

proportions
percentage

MEASURES

Median
Quartile Deviation

PRE-TEST POST-TEST CONTROL GROUP DESIGN:

EXPERIMENTAL GROUP
Pre-test

Post-test

CONTROL GROUP
Pre-test

T - Test of Independent Means

Means

LEVEL OF SIGNIFICANCE

.05 you have 5 chances (Type I Error) out of 100 that you are wrong with your
decision and 95% that youre correct; rejecting the null hypothesis when it should
be accepted; has smaller Region of Acceptance and bigger Region for Rejection (
any computed Z-value or absolute value 1.96, reject Ho )
.01 you have 1 chance (Type II Error) of being wrong and 99% that youre
correct; accepting the null hypothesis when it should be rejected; has bigger Region
of Acceptance and smaller Region for Rejection ( any computed Z-value or absolute
value 2.58, reject Ho)
DECISION INTERPRETATION OF HYPOTHESIS
Significant

REJECT

use Alternate Hypothesis

Not Significant

GUIDE IN CHOOSING STATISTICAL TREATMENT:

1) Determine the type of research question to be answered by the statistical analysis.
a. the degree of relationship or dependence among variables (H0 = there is no relationship or dependence,
and the statistical test answers the question as to whether any relationship or dependence found is
sufficiently different from zero that it can be considered statistically significant.)
b. the significance of group differences (H0 = there is no difference between groups. The statistical test
answers the question as to whether an observed difference is probably due just to random factors, or is
large enough to be considered statistically significant and due to the treatment factor.)

T - Test of Dependent

T - Test of Dependent
Means

Post-test

Mean
Standard Deviation

ACCEPT

use Null Hypothesis

2) Determine the nature(s) of the variables under discussion, and whether they meet the assumptions of a
particular test (e.g. the data are normally distributed).
3) Types/levels of data:
NOMINAL unordered categories; numbers simply express identity/ labeling purposes (e.g. religion;
country of birth; sex; etc.)
ORDINAL ordered categories; numbers express ranks (e.g. level of agreement on an opinion survey;
proficiency level at a martial art; scale used in determining the hardness of a mineral, academic ranks)
for nominal and ordinal data, what is usually recorded is the number of occurrences of a particular
result (e.g. number of Christians, number of Buddhists etc. but these numbers are not the values of the
variable. In this case, variable = religion, values = Christian, Buddhist, and the numbers are the number
of occurrences of a particular value.)
INTERVAL ordinal + distance between values is of constant size; has equal intervals that is distances
between points are equal starting an arbitrary zero (e.g. temperature; score)
RATIO interval + (i) there is a meaningful zero and (ii) the ratio between two numbers is meaningful;
zero is absolute; there is absolute value of the variable (e.g. height; weight, distance, number of children)
ratio and interval data can be either discrete (i.e. there are gaps between values, e.g. number of
children) or continuous (i.e. there are no gaps between values (e.g. weight, height).