COURSE SYLLABUS INS Form 1

IN November 2015
Revision: 0
STAT 426 Page 1 of 6
Bio-statistical Analysis
(2nd Sem., A.Y. 2017-2018)

Department/Area : Mathematics and Statistics

Curriculum : BS Statistics
Curricular Year : Fourth Year
No. of Hours/Sem. : 54 hours
Credit Unit(s) : 3 units
Prerequisite(s) : STAT 328 (Regression and Correlation Analysis)

Vision of the University: A premier multidisciplinary-technological university

Mission of the University: The University shall primarily provide advanced professional and technical instruction for special purposes, advanced studies in
industrial trade, agriculture, fishery, forestry, aeronautics and land-based programs, arts and sciences, health sciences, information
technology and other relevant fields of study. It shall also undertake research and extension services, and provides progressive
leadership in its areas of specialization.

Goal of the College : CAS aims at the integral development of the individual toward fullness as a human being through the humanistic and scientific
studies.

Program Outcomes : The graduates of BS Statistics shall be able to;

1. articulate and discuss the latest development in the specific field of practice,
2. communicate effectively through oral and in written forms using both English and Filipino,
3. work effectively and independently in multi-disciplinary and multi-cultural teams,
4. act in recognition of professional, social, and ethical responsibilities,
5. preserve and promote “Filipino historical and cultural heritage” (based on RA 7722),
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6. apply basic mathematical/statistical tools to solve problems in daily life,

7. appreciate the practical, intellectual and aesthetic dimensions of mathematics/statistics,
8. pursue advanced studies in Statistics and other allied programs that require technological competencies for gainful
living,
9. select, create, evaluate and administer computer-based systems to suit user needs under various constraints,
10. analyze the roles of proving and reasoning to read and write statistical process,
11. evaluate the statistical conjectures and arguments to validate statistical thinking,
12. communicate statistical ideas using clear and precise language to solve complex problems, and
13. analyze data using appropriate mathematical and statistical software.

Course Description : This course includes iterative estimation and linear approximation, model specifications, classification of nonlinear
models, stating values and transformation, convergence, multi-response model, nonlinear inference regions, model
building, diagnostic checking, remedial measures, and applications.

General Objectives:

At the end of the Course, the students should be able to:

1. determine if there are significant differences in the responses across levels of a treatment (a fixed effect) or any interaction
between the treatment levels.
2. reduce as much as possible heterogeneity among plots within each block.
3. enumerate all possible combinations of the levels of several factors in a factorial experiment.
4. construct a best design which is appropriate to certain experiments.
5. analyze different experimental designs using Analysis of Variance.
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Course Content:

TEACHING
INTENDED LEARNING ASSESSMENT LEARNING TIME
LEARNING CONTENT REFERENCES REMARKS
OUTCOMES TASKS RESOURCE ALLOCATION
ACTIVITIES
1. State the vision, mission and Recitation Discussion Vision, Mission and CTU Student CTU Student 2
goals of CTU and CAS. Recitation Goals of CTU/CAS and Manual Manual and
2. Explain how the vision, Memorization Orientation Bulletin of
Information
mission and goals of CTU Internalization
and CAS are achieved.

1.determine and study the Exercise Discussion I. Rates and Chalkboard or Agresti, Alan et 9
population by means of Board Work Proportions Whiteboard, al. Statistical
describing the prevalence and Homework Paper and Pen Methods for the
incidence of disease, 1.1 Rates, Social
2. define incidence and Incidence and Sciences.
prevalence rates, Prevalence Upper Saddle
3. discuss some problems in 1.2 Direct and River, New
terms of crudes rates, Indirect Jersey:
4. discuss and compare the Standardization Pearson
direct and indirect 1.3 Hazard Rates Prentice Hall,
standardization, 1.4 Multiple Inc., 2009.
Logistic Model
for Estimated
Risk and
Adjusted Risk

1.identify and make decisions Exercise Discussion II. Estimation Chalkboard or Ambrosius, 9
concerning unknown population Board Work and Test of Whiteboard, Walter T.
parameters, based on Homework Hypothesis Paper and Pen Topics in
observed sample data, Biostatistics.
2.1 Introduction to Totowa, New
Hypothesis Jersey:
 Page 4 of 9

2. differentiate and measure Testing Humana Press

clinical effectiveness of a 2.1.1 Large– Inc., 2007
certain numerical variables, Sample Tests
3. determine the concepts of Concerning µ1 Zar, Jerrold H.
size and power of statistical − µ2 (Parallel Biostatistical
test, Groups) Analysis.
4. choose the power, the 2.2 Elements of Englewood
probability that will reject Hypothesis Cliffs, New
hypothesis when the population Tests Jersey:
means differ by the clinically 2.2.1Significance Prentice-Hall,
meaningful difference, Level of a Inc., 1984
5. test whether or not the Test (Size of
means or median of two a Test)
distributions are equal. 2.2.2 Power of a
Test
2.3 Sample Size
Calculations
to Obtain a
Test With
Fixed Power
2.4 Small–
Sample Tests
2.4.1 Parallel
Groups
Designs
2.4.2 Crossover
Designs
2.5 Large–
Sample
Confidence
Intervals
2.6 Small–
Sample
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Confidence
Intervals
2.6.1 Parallel
Groups
Designs
2.6.2 Crossover
Designs

Test Paper
Evaluate students’ level of Major Written PRELIM
Green Booklet 1.5
understanding Examination Examination EXAMINATION
Pen
1. discuss the estimation and Exercise Discussion III. Regression Chalkboard or Degu, Getu and 9
inference for the simple Board Work and Whiteboard, Tessema, Fasil.
regression model, measures of Homework Correlation Paper and Pen Biostatistics.
correlation and the analysis of Ethiopia: 2005.
variance table, 3.1 Least Squares
2. compute estimates of the Estimation of β0 and
parameters β0 and β1, β1
3. analyze the data by 3.1.1 Inferences
interpreting the results of a Concerning β1
computer program, 3.2 Correlation
4. determine whether the Coefficient
variable is linearly associated. 3.3 The Analysis of
Variance Approach
to Regression
3.4 Multiple Regression
3.4.1 Testing for
Association
Between the
Response
and the Set of
Explanatory
Variables
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3.4.2 Testing for

Association
Between the
Response
and an
Individual
Explanatory
Variable

Test Paper
Evaluate students’ level of Major Written MID-TERM
Green Booklet 1.5
understanding Examination Examination EXAMINATION
Pen
1.identify methods that can be Exercise Discussion IV.Experimental Chalkboard or Lingren, 10
used to compare more than two Board Work Designs and Whiteboard, Bernard W.
groups, Homework Sample Size Paper and Pen Elementary
2. compare means or median Statistics. New
responses among several 4.1 Completely York:
populations, Randomized MacMillan
3. identify or detect differences Design (CRD) Publishing
among the treatment means For Parallel Co. Inc., 1981.
(treatment effects), Groups
4. differentiate the three Studies
designs: factorial designs, 4.1.1 Test
crossover designs with Based on
sequence and periods effects Normally
and repeated measures Distributed
designs. Data
4.1.2 Test
Based on
Non–Normal
Data
4.2 Randomized
Block Design
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(RBD) For
Crossover
Studies
4.2.1 Test
Based on
Normally
Distributed
Data
4.2.2 Friedman’s
Test for the
Randomized
Block Design
4.3 Other
Frequently
Encountered
Experimental
Designs
4.3.1 Factorial
Designs
4.3.2 Crossover
Designs With
Sequence
and Period
Effects
4.3.3 Repeated
Measures
Designs

Test Paper
Evaluate students’ level of Major Written SEMI-FINAL
Green Booklet, 1.5
understanding Examination Examination EXAMINATION
Pen
 Page 8 of 9

1. use and understand the V. Survival Data Chalkboard or Punsalan, T. G. 9

theoretical derivation of one- Analysis Whiteboard, et al. Statistics
sample estimators, including Paper and Pen a Simplied
the Kaplan- Meier estimator, 5.1 Estimating a Approach.
2. understand basic elements Survival Manila,
of martingale theory and Function Philippines:
counting process notation in — Kaplan– Rex Bookstore,
the formulation of various test Meier 1989.
statistics and estimation Estimates
procedures, 5.2 Log–Rank
3. understand the spectrum of Test to
non-proportional hazards Compare 2
models available, such as the Population
accelerated failure time (AFT) Survival
model, additive hazards model Functions
and proportional odds model. 5.3 Relative Risk
Regression
(Proportional
Hazards
Model)

Test Paper
Evaluate students’ level of Major Written
FINAL EXAMINATION Green Booklet, 1.5
understanding Examination Examination
Pen

Course Requirements: 1. 40% cut-off score

2. Class Participation
3. Satisfactory Attendance

Evaluation Procedures: 1. Major Examination ............................................................. 40%

2. Class Standing
Quizzes ......................................................................... 30%
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Recitation ...................................................................... 20%

Project ........................................................................... 10%
Total: 100%

Prepared by:

FRANCES JAY B. PACALDO

Instructor

Date Submitted: November 13, 2017

Upon Recommendation by the Curriculum Committee:

FRANCES JAY B. PACALDO, BSSTAT, LPT. ROBERT JAY N. ANGCO, BSSTAT.

Member Member

BELENDA P. BABIERA, MA.Ed.

OIC-Chairman

APPROVED:

EDWIN A. PILAPIL, Ed. D.

Dean