STATISTICAL TEST

PREPARED BY: SHEILA BAYOG

MAY 5, 2017

Prepared for EDUC 213 (Educational Statistics)

Source: Understanding and Doing Research: A Handbook for Beginners by David, F. (2005)
 Sample: Data Sheet
DEMOGRAPHIC PROFILE IMPORTANCE OF THE VALUE TO YOU
Actual #Resp Income Higthest Love Love of Resp Com Stewa A.8a
BRGY. Gende Religio Ethnicit Marital Type of A.3 Integ Disci
No. of by Brgy. Name age (Ave. Educ`l Occupation A.1a A.1b A. 1c A.1d of A.2a A.2b A.2c Countr A.3.b ectful A.4a A.4b A.4c A.4d A.5a A.5b A.5c A.5d mitm A.6a A.6b A.7a A.7b rdshi Competi
CODE r n y Status Employer a rity pline
Respo Brngy Annual) Attainment God y ness ent p tiveness
1-
1 1
assumption 1 26 2 1 1 2 1 4 5 5 2 2 2 2.75 5 2 5 4.00 5 4 4.50 5 4 1 2 3.00 4 3 3 5 3.75 5 4 4.50 4 4 4.00 4
2 2
1 29 2 1 5 2 1 4 5 5 5 5 5 5.00 5 5 5 5.00 5 5 5.00 5 5 5 5 5.00 5 5 5 5 5.00 5 5 5.00 5 5 5.00 5
3 3
1 24 2 1 5 2 1 6 5 5 5 5 5 5.00 4 4.00 5 5.00 5 5.00 5 5.00 5 5.00 5 5.00 5
4 4
1 47 2 1 5 2 1 3 5 4 4 4 4 4.00 4 4 4 4.00 4 4 4.00 4 4 4 4 4.00 4 4 4 4 4.00 4 4 4.00 4 4 4.00 4
5 5
1 19 2 1 5 1 1 4 5 4 4 4 4 4.00 5 5 4 4.67 4 4 4.00 4 4 4 4 4.00 4 4 4 4 4.00 4 4 4.00 4 4 4.00 4
6 6
1 48 2 1 5 2 1 3 5 5 4 4 4 4.25 4 4 4 4.00 4 4 4.00 4 4 4 4 4.00 4 4 4 4 4.00 4 4 4.00 4 4 4.00
7 7
1 63 2 1 5 4 1 1 5 5 5 5 5 5.00 5 5 4 4.67 4 4 4.00 4 4 4 4 4.00 4 4 4 4 4.00 4 4 4.00 4 4 4.00 4
8 8
1 30 2 1 5 2 1 4 5 5 5 5 5 5.00 5 5 5 5.00 5 5 5.00 5 5 5 5 5.00 5 5 5 5 5.00 5 5 5.00 5 5 5.00 5
9 9
1 26 2 1 5 2 1 4 5 5 5 5 5 5.00 5 5 5 5.00 5 4 4.50 4 4 4 4 4.00 4 4 4 4 4.00 4 4 4.00 4 4 4.00 4
10 10
1 23 1 1 5 2 1 2 1 5 4 4 4 4.25 4 4 4 4.00 4 4 4.00 4 4 4 4 4.00 4 4 4 4 4.00 4 4 4.00 4 4 4.00 4
11 11
1 32 2 1 5 2 1 4 5 5 5 5 5 5.00 5 5 5.00 5 5 5.00 5 5 5 5 5.00 5 5 5 5 5.00 5 5 5.00 5 5 5.00 5
12 12
1 40 2 1 5 2 1 6 4 1 5 4 5 4 4.50 4 4 4 4.00 5 5 5.00 5 4 5 4 4.50 4 5 5 5 4.75 5 5 5.00 5 5 5.00 4
13 13
1 49 2 1 5 4 2 7 4 1 5 5 5 5 5.00 5 5 5 5.00 5 5 5.00 5 5 5 5 5.00 5 5 5 5 5.00 5 5 5.00 5 5 5.00 5
14 14
1 51 2 1 5 2 1 3 5 5 5 5 5 5.00 5 5 5 5.00 5 5 5.00 5 5 5 5 5.00 5 5 5 5 5.00 5 5 5.00 5 5 5.00 5
15 15
1 40 1 1 1 1 1 5 6 2 2 2 2 2.00 2 2 2 2.00 2 2 2.00 2 2 2 2 2.00 2 2 2 2 2.00 2 2 2.00 2 2 2.00 2
16 16
1 33 2 1 5 2 1 6 4 5 5 5 5 5.00 5 5 5 5.00 5 5 5.00 5 5 5 5 5.00 5 5 5 5 5.00 5 5.00
17 17
1 30 2 1 5 2 1 2 5 5 4 4 4 4.25 4 4 4 4.00 4 4 4.00 4 4 3 3 3.50 4 4 4 4 4.00 4 4 4.00 4 4 4.00 4
18 18
1 28 2 1 5 2 1 3 5 5 4 4 4 4.25 4 4 4 4.00 4 4 4.00 4 4 4 4 4.00 4 4 4 4 4.00 4 4 4.00 4 4 4.00 4
19 19
1 35 2 1 5 2 1 2 5 5 4 4 4 4.25 4 4 4 4.00 4 3 3.50 4 4 4 4 4.00 4 4 4 4 4.00 4 4 4.00 4 4 4.00 4
20 20
1 20 2 1 5 2 1 4 5 5 4 4 4 4.25 4 4 4 4.00 4 3 3.50 4 4 3 3 3.50 4 3 4 4 3.75 4 4 4.00 4 4 4.00 4
21 21
1 30 2 1 5 2 1 2 5 4 4 3 4 3.75 4 4 4 4.00 4 5 4.50 5 4 5 4 4.50 4 5 4 4 4.25 4 4 4.00 4 4 4.00 4
22 22
1 25 2 1 5 2 1 2 5 4 4 4 4 4.00 4 4 4 4.00 4 4 4.00 4 4 4 4 4.00 4 4 4 4 4.00 4 4 4.00 4 4 4.00 4
23 23
1 46 1 1 5 2 1 2 1 4 4 4 4 4.00 4 4 4 4.00 4 4 4.00 4 4 4 4 4.00 4 4 4 4 4.00 4 4 4.00 4 4 4.00 4
24 24
1 29 2 1 5 2 1 2 5 5 4 5 4 4.50 4 4 4 4.00 4 5 4.50 4 4 4 4 4.00 4 4 4 4 4.00 4 4 4.00 4 4 4.00 4
25 25
1 40 2 1 5 2 1 2 5 5 4 4 4 4.25 4 4 4 4.00 4 5 4.50 5 4 4 4 4.25 4 4 4 4 4.00 4 4 4.00 4 4 4.00 4
26 26
1 42 2 1 5 2 1 1 5 5 4 4 4 4.25 4 4 4 4.00 4 4 4.00 4 4 4 4 4.00 4 4 4 4 4.00 3 4 3.50 3 3 3.00 4
27 27
1 47 1 1 5 2 1 3 1 5 4 4 4 4.25 4 3 4 3.67 4 4 4.00 3 3 4 3 3.25 4 3 3 3 3.25 3 4 3.50 4 3 3.50 4
 Data Analysis
• A process of summarizing trends
and patterns observed in the data;
• Determining major differentials or
relationships among variables used
in the study; and
• Application of appropriate
statistical tests on a set of data to
answer the OBJECTIVES OF THE
STUDY.
Source: Understanding and Doing Research: A Handbook for Beginners by David, F. (2005)
The type of data analysis to use depends on:

objective of the study

kind of scales of
measurement of the data
or variables being dealt
with
4 Scales of Measurement
Description Example
Categories do Sex: 1-Male
• NOMINAL not have 2-Female
• ORDINAL
mathematical Color:1- Red
• INTERVAL
values. 2- White
• RATIO 3-Yellow
One is not higher Civil Status:
or lower than the 1-Single
other 2-Married
4 Scales of Measurement
Description Example
• NOMINAL Categories can be Degree of malnutrition:
ranked. The 1st degree
• ORDINAL difference between 2nd degree
3rd degree
• INTERVAL the first and the
Honor Roll:
second rank is not the
• RATIO 1st, 2nd, 3rd
same as the Level of Anger:
difference between Not Angry
the second and third Angry
ranks. Very Angry
4 Scales of Measurement
• NOMINAL Description Example
The data have Business
• ORDINAL
numerical value. Capital (PhP):
• INTERVAL The distance 1M, 2M, 3M
between two
• RATIO
points is the
same, but there
is no zero point
or it may be
arbitrary.
4 Scales of Measurement
• NOMINAL

• ORDINAL Description Example

• INTERVAL The same No. of children: 0, 1, 2, 3, 4

as interval Hrs. spent in studying: 0, 5, 10
• RATIO data but
the zero
point is
fixed.
 Variables Basic elements which are measured in a
study. They are observable and measurable.

Examples
• Age • Exposure to mass media • Degree of malnutrition
• Sex • Smoking habits • Level of fertilizer
• Marital status • Study habits • Type of crop
• Income • Extent of decision-making • Size of land
• Location of business participation • Perception about
• Revenue • Knowledge of the dangers of gender roles
• Type of work smoking • Attitude towards land
• Number of meetings • Knowledge of Local reform
government code
DATA ANALYSIS: may be DESCRIPTIVE or INFERENTIAL

Descriptive Analysis Inferential Analysis

Is used to describe the nature Is a method of analysis used in testing

and characteristics of an event or a
hypothesis.
population under investigation.
Used to test for significance of
Used to describe the characteristics
observed differences or
of a variable or a set of
relationship between or among
data and/or the variance within variables.
the data
Used in analytical studies
DATA ANALYSIS: may be DESCRIPTIVE or INFERENTIAL

DATA/VARIABLES MAY BE ANALYZED:

•one at a time (UNIVARIATE)

•two at a time (BIVARIATE)
•Three or more at a time (MULTIVARIATE)
 UNIVARIATE
WHAT ARE THE CHARACTERISTICS OF THE POPULATION? (respondents, subjects, items, or events)
The two (2) methods of analyzing the data to answer this question are:
1. Frequency distribution 2. Measures of Central Tendency
(mean, mode, median)

• Indicates the number and percentage of responses • Commonly called averages

for each category • Enable the researcher to summarize the data
• Useful measure for analyzing nominal and ordinal in a single number. This number represents a
data
typical score attained by a group of individuals
• Percentage is computed by dividing the number of
responses per category by the total number of or subjects on a certain variable or measure
cases or respondents, and then multiplying the
result by 100.
• May be presented in table or graphical form.
UNIVARIATE
Examples

Table 1. Distribution of Students According to Gender

Gender Frequency Percent
Male 45 39.13
1. Frequency distribution
Female 70 60.87
Total 115 100.00
Table 2. Distribution of Children by Nutritional Status
Nutritional Status Frequency Percent
Normal 30 40.0
1st Degree malnourished 20 26.7
2nd degree malnourished 15 20.0
3rd degree malnourished 10 13.3
Total 75 100.00
 UNIVARIATE
Example
Table 4. Mean College Performance of Students

Sex No. Mean Grade

2. Measures of Central Tendency
(Mean) Male 129 82.34
Female 178 81.85
• Commonly called averages
Total 307 82.05
• Enable the researcher to summarize the data
in a single number. This number represents a
typical score attained by a group of individuals
or subjects on a certain variable or measure
 BIVARIATE

DESCRIBING RELATIONSHIPS BETWEEN VARIABLES

(BIVARIATE ANALYSIS)

•Many studies focus on determining association or

relationship between two variables

•The simplest way of finding out whether there is an

association between two variables is by using
crosstabulations.
BIVARIATE
Example
Research Title Research Objective Variables
A Study on the Impact Determine the profile of the
 FAMILY SIZE
of LGU Pre-Marriage LGU-PMC and Non-LGU PMC
 number of years
Counseling to Married couples in terms of family size,
married/living together
Couples number of years
 education
married/living together,
 tribal affiliation
education, tribal affiliation,
 membership in
membership in community
community
organizations, occupation,
organizations
family income, and ownership
 Occupation
of property
 family income
 ownership of property
BIVARIATE
Example
Distribution of Respondents by family size,
according to PMC seminar attended (LGU/Non-LGU)
Type of PMC seminar attended
TOTAL
Family Size LGU Non-LGU
f % f % f %
3 39 39.00 13 13.00 52 26.0
4 27 27.00 31 31.00 58 29.0
5 22 22.00 26 26.00 48 24.0
6 9 9.00 17 17.00 26 13.0
7 2 2.00 5 5.00 7 3.5
8 4 4.00 4 2.0
9 1 1.00 3 3.00 4 2.0
10 1 1.00 1 0.5
TOTAL 100 100.00 100 100.00 200 100.00
MEAN 4.12 4.99 4.55
BIVARIATE
Example
Research Title Research Objective Variables
A Study on the Impact Determine the profile of the  family size
of LGU Pre-Marriage LGU-PMC and Non-LGU PMC  number of years
Counseling to Married couples in terms of family size, married/living together
Couples number of years  education
married/living together,  tribal affiliation
education, tribal affiliation,  membership in
membership in community community
organizations, occupation, organizations
family income, and ownership  Occupation
of property  FAMILY INCOME
 ownership of property
BIVARIATE
Example
Distribution of Respondents by Family Monthly Income,
according to PMC seminar attended (LGU/Non-LGU)
Type of PMC seminar attended
Income Bracket LGU Non-LGU
f % f %
P3,000 & below 36 36.0 35 35.0
P3,001 – P6,000 33 33.0 30 30.0
P6,001 – P9,000 14 14.0 17 17.0
P9,001 – P12,000 7 7.0 10 10.0
More than P12,000 10 10.0 8 8.0
Total 100 100.0 100 100.0
Lowest monthly income P 800.00 P 1,000.00
Highest monthly Income 41,000.00 25,000.00
MEAN monthly income 6,403.58 6,090.50
 Example
Research Title: Solid Waste Management Practices Among Households (Pidlaon D., 2007)

Specific Objective #3: What is the volume of solid wastes that these household dispose (a)
everyday, (b) every week, and (c) every month?

Data presentation
Frequency and Volume of Solid Wastes Households Disposed (in kilos)
Volume
Frequency
3-5 6-8 9-10 11-13 Most of the households
Every day 76 (38%) disposed about 3-5
Every other day 46 (23%) kilos of solid wastes
Once a week 41 everyday (38%) and
(20.5%) about 6-8 kilos every
Every other week 20 (10%) other day.
Once a month 12 (6%)
DATA ANALYSIS: may be DESCRIPTIVE or INFERENTIAL

Descriptive Analysis Inferential Analysis

Is used to describe the nature Is a method of analysis used in testing

and characteristics of an event or a
hypothesis.
population under investigation.
Used to test for significance of
Used to describe the characteristics
observed differences or
of a variable or a set of
relationship between or among
data and/or the variance within variables.
the data
Used in analytical studies
INFERENTIAL
Test of Significance

• A researcher typically has 2 or more group means

• These means are very likely to be at least a little different
• Must decide whether the means are significantly different,
different enough to conclude that they represent a true
difference
• Researcher must make the decision whether to reject the
null hypothesis
INFERENTIAL
Test of Significance

• A researcher typically has 2 or more group means

• These means are very likely to be at least a little different
• Must decide whether the means are significantly different,
different enough to conclude that they represent a true
difference
• Researcher must make the decision whether to reject the
null hypothesis
INFERENTIAL
Test of Significance

• Typically designated with words such as “significance” or

“probability (p value)”
Statistical Significance
Social scientists have generally
accepted that if the p value is less
than .05 than the result is considered
statistically significant.

Thus, when there is less than a 1 in 20

probability that a certain outcome
occurred by chance, then that result is
considered statistically significant
 Statistical Significance

When the significance level

falls far below .05 (e.g., .001,
.0001, etc.) the smaller the
value the greater confidence
the researcher has that his or
her findings are valid.
Statistical Significance

TEST OF DIFFERENCE
T-test: Means Attitude-related Statements
People intending to get married should undergo family planning seminar.
LGU
3.65
NON-LGU
3.37

Example It is important for couples to plan and decide on the number of children they want
and when they want to have them.
3.61 3.38

Family planning enables the mother to regain her health after delivery. 3.63 3.33
MEAN SCORES of Couples should practice family planning. 3.69 3.43
the Respondents Use of Family Planning will strengthen marriage. 3.54 3.25
on the ATTITUDE- Practice of Family Planning will benefit the children. 3.56 3.37
RELATED Practice of family planning will solely depend on wife’s decision. 3.18 2.93
STATEMENTS Family planning will improve family’s quality of life. 3.52 3.34
ABOUT FAMILY Family Planning does not contribute to the solution of our country’s problems. 3.03 2.91
PLANNING per It is necessary to practice family planning if a couple wants to save for the future. 3.62 3.30
item, classified by Yearly deliveries have no effect on the health of the mother. 2.88 2.80
group that There is no need for family planning because the more children there are the merrier. 3.25 2.97
conducted the PMC
A big family has problems providing for its basic needs. 3.42 3.14
seminar they Family planning program limits a couple’s freedom to decide on the number of
attended 2.47 2.27
children that they should have.
(LGU/Non-LGU) Family planning program is the best solution to problems concerning population
3.60 3.33
like poverty, hunger, over-population and the like.
TOTAL 3.37 3.15
 T-test: Means
Example
T-TEST for the Scores Obtained by the Respondents (Attitude-related Statements about FP),
Classified by group that conducted the PMC seminar they attended (LGU/Non-LGU)
Number of Standard t
Group Mean Probability
Cases Deviation value
LGU 98 3.37 .375
4.56 .000
Non-LGU 92 3.15 .270

The mean score of the LGU and the NON-LGU respondents were then obtained and a t-test
was performed to establish significance of the difference. The procedure disclosed that the
respondents have generally a healthy attitude towards family planning. The mean score of
the LGU (3.37) was higher than that of the NON-LGU (3.15). The difference of their mean
score (.22) is large enough to be statistically significant. The t-test yielded a value of 4.56. A
t value this big has .000 associated probability of occurrence. The two groups really differ in
their mean score on attitude on family planning.
Statistical Significance

TEST OF RELATIONSHIP
Describing Relationships between Variables (BIVARIATE)

• Many studies focus on determining association or

relationship between two variables
• The simplest way of finding out whether there is an
association between two variables is by using
crosstabulations.
Describing Relationships between Variables (BIVARIATE)
Example 1
CROSSTABULATION
• Displays the distribution of one variable for each category of another variable

Distribution of Young Adults by Voting Behavior and Monthly Income

Monthly Income (in pesos)
Voting Below 10,001 – More than Total The research question
Behavior 10,000 20,000 20,000 being addressed by this
No. % No. % No. % No. % analysis is “Is there a
Voted 70 58.3 50 55.5 30 42.9 150 53.6 relationship between
Did not 50 41.7 40 45.5 40 57.1 130 46.4 income and the decision
vote
to vote or not to vote?”
Total (n) 120 100.0 90 100.0 70 100.0 280 100.0
 Describing Relationships between Variables (BIVARIATE)
Example 1
Distribution of Young Adults by Voting Behavior and Monthly Income The table shows negative
Monthly Income (in pesos) association between
Voting Below 10,001 – More than Total income and voting
Behavior 10,000 20,000 20,000 behavior of young adults.
No. % No. % No. % No. % As income increases, the
Voted 70 58.3 50 55.5 30 42.9 150 53.6 percentage of young who
Did not 50 41.7 40 45.5 40 57.1 130 46.4
voted decreases from
vote
58.3% of those who were
Total (n) 120 100.0 90 100.0 70 100.0 280 100.0
earning below 10,000
The dependent variable is “voting behavior,” while the pesos to 42.9% of those
independent variable is “monthly income.” who were earning more
than 20,000 pesos a
month.
Describing Relationships between Variables (BIVARIATE)

Example 2
-1 0 +1
Pearson Product Correlation Perfect Absence of Perfect
Negative Relationship Positive
Relationship Relationship

Perfect Positive Correlation Perfect Negative Correlation

(r = +1) (r = -1)
 IV DV
Describing Relationships between Variables (BIVARIATE) QTM GPA
Student 1 13 68
Student 2 17 84
Student 3 18 76

Example 2 Student 4
Student 5
18
18
77
80
Student 6 19 78

Pearson Product Correlation Student 7

Student 8
Student 9
20
20
21
80
86
78
Hypothesis: There is no relationship between GPA and QTM of Student 10 22 72
Student 11 22 82
BSCS students. Student 12 23 67
Student 13 23 70
100 Student 14 23 69
90 Student 15 23 83
Student 16 24 82
80 Student 17 25 78
70 Student 18 25 80
Student 19 25 68
60 Student 20 27 63
50 Student 21 28 71
Student 22 29 90
40
Student 23 31 84
30 Student 24 32 86
Student 25 33 79
20
Student 26 34 83
10 Student 27 34 82
0 Student 28 34 84
0 10 20 30 40 50 60 Student 29 35 78
Student 30 36 93
Student 31 36 86
 IV DV
Describing Relationships between Variables (BIVARIATE) QTM GPA
Student 1 13 68
Student 2 17 84
Student 3 18 76

Example 2 Student 4
Student 5
18
18
77
80
Student 6 19 78

Pearson Product Correlation Student 7

Student 8
Student 9
20
20
21
80
86
78
Hypothesis: There is no relationship between GPA and QTM of Student 10 22 72
Student 11 22 82
BSCS students. Student 12 23 67
Student 13 23 70
Pearson Correlation (r) .531(**)
Student 14 23 69
Student 15 23 83
Student 16 24 82
Sig. (2-tailed) .000 Student 17 25 78
Student 18 25 80
r Indication Student 19 25 68
Student 20 27 63
Between + .80 to + 1.00 High correlation Student 21 28 71
Between + .60 to + .79 Moderately high correlation Student 22 29 90
Student 23 31 84
Between + .40 to + .59 Moderate correlation Student 24 32 86
Between + .20 to + .39 Low correlation Student 25 33 79
Between + .01 to + .19 Negligible correlation Student 26 34 83
Student 27 34 82
Student 28 34 84
Student 29 35 78
Student 30 36 93
Student 31 36 86
Statistical Measurement of Relationship
Scale by Type of Variable
Statistical Measure of Relationship
Independent Dependent
Nominal Nominal Chi-square, Phi, Cramer’s V
Nominal Ordinal Yule’s Q, Theta, Chi-square
Nominal Interval/Ratio Eta

Ordinal Nominal Chi-square, Phi Coefficient

Ordinal Ordinal Gamma (G), Spearman’s Rho (Ranks)
Ordinal Interval/Ratio Eta
Interval/Ratio Ordinal Multiserial
Interval/Ratio Interval/Ratio Pearson’s Product Moment
References:
Notre Dame University Research Center (2007). A study on the impact of LGU
Pre-Marriage Counseling (PMC) to married couples. Cotabato City. Notre
Dame Press.
Gay, L. R., Mills G. E., Airasian P. (2006). Educational research: competencies for
analysis and applications, 8th ed. New Jersey, Pearson Merril Prentice Hall.
David, F. (2005). Understanding and doing research: A handbook for beginners.
Iloilo City, Panorama Printing Inc.
Kumar, Ranjit (1996) Research methodology: A step-by-step guide for
beginners. Australia. Addison Wesley Longman.
Thank you