ANSWERS

IN
MAJOR 16
ADVANCE STATISTICS

Joannabel T. Tenedero
BSED III – Math
ASSESSMENT 1:
A. Essay.
1. Explain briefly the meaning of research.
 Research is defined as a systematic investigation, like for instance the
gathering and analysis of information, designed to develop or contribute to
generalizable knowledge. The National Academy of Sciences states that the
object of research is to “extend human knowledge of the physical, biological,
or social world beyond what is already known.” Research is different than
other forms of discovering knowledge (like reading books) because it uses a
systematic process called Scientific Method which consists of observing the
world around you and creating a hypothesis about relationships in the world.
Research can be done with human beings, animals, plants, other organisms
and inorganic matter.
2. Why do man’s major problems demand research?
 Man’s major problems demands research because research is an in-depth
study of a certain problem. We have already seen it and countless times it
was proved to our faces like this recent major problem that we had, the
COVID-19 Pandemic. We cannot resolve this humungous problem by not
relying upon a deep kind of research. The research process for this has been
long and deeply researched. If it weren’t for research, this pandemic would
not have been stopped from spreading too much, being fatal, and being threat
to humankind.
3. When are we going to use nonparametric statistics?
 We’re going to use nonparametric statistics when our data isn’t normal or a
particular distribution cannot be assumed.

B. Identification.
1. Give one example for each research designs.

Basic Research Applied Research Developmental Research

 Newton’s Law of  Practicing social  Wearing facemasks
Motion. distancing in public and face shields are
places to reduce the more effective to
chance of catching mitigate the spread of
communicable communicable
diseases. diseases such as
COVID-19 virus.
2. Identify the type of data in the boxes by writing them on the appropriate
column.

Nominal Ordinal Interval Ratio

PNP No Response 1.25 Mathematics 100 centimeters
Grade
Covid – 19 Yes, Maybe, 34 Decibels
Vaccines Sometimes 95% battery
percentage 24 psi
UEP – PRMC

ASSESSMENT 2:
A. Essay.
1. Differentiate null and alternative hypothesis.
 The null hypothesis is a statement, in which there is no relationship between
two variables and it is what the researcher tries to disprove. On the contrary,
an alternative hypothesis is statement in which there is some statistical
significance between two measured phenomenon and it is what the
researcher tries to prove.
2. Choose two nonparametric tests and compare and contrast them according
to their uses in research.
 Chi-square test of goodness-of-fit is a test of difference between the observed
frequencies and expected frequencies. While Chi-square test of homogeneity
is concerned with two or more samples, with only one criterion variable. This
test is used to determine if two or more populations are homogenous. Its data
distribution is similar with respect to a particular criterion variable. However,
the major commonalities of these two tests are both use the same testing
statistics.

B. Identification.

Objectives Null Hypotheses Alternative Hypotheses

1. Determine the  There is no  There is a significant
significant relationship significant relationship between
between the age level relationship between the age level and
and mathematical ability the age level and mathematical ability
of Mathematics majors of mathematical ability of Mathematics
UEP-PRMC. of Mathematics majors of UEP-
majors of UEP- PRMC.
PRMC.
2. Determine the  There is no  There is a significant
significant difference significant difference difference between
between the between the the mathematical
 mathematical ability of mathematical ability ability of online
online learners and of online learners learners and
modular learners of UEP and modular modular learners of
Main Campus students. learners of UEP UEP Main Campus
Main Campus students.
students.
3. Determine the  There is no  There is a
significant relationship of significant significant
being left-handed to the relationship of being relationship of being
mathematical ability of left-handed to the left-handed to the
Senior High School in mathematical ability mathematical ability
UEP Main Campus. of Senior High of Senior High
School in UEP Main School in UEP Main
Campus. Campus.

ASSESSMENT 3:
Problem Solving.
1. In 100 tosses of a coin, 57 heads and 43 tails are observed. Is this a balanced
coin? Use chi-square test at 0.05 level of significance.

I – Problem: Is there a significant difference between the 57 heads and 43 tails that
are observed in 100 tosses of a coin?

II – Hypotheses:
Ho = There is no significant difference between the 57 heads and 43 tails that
are observed in 100 tosses of a coin.
Ha = There is a significant difference between the 57 heads and 43 tails that
are observed in 100 tosses of a coin.

III – Level of Significance:

a = 0.05
df = (c-1) (r-1)
= (2-1) (2-1)
= (1)(1)
=1
2
x 0.05 = 3.841 tabular value

IV – Statistics:
Chi-square Test of Goodness-of-fit

( O−E ) 2
x2 = ∑
E
( 57−50 ) 2 ( 43−50 ) 2
x =∑
2
+
50 50
 2 ( 7 ) 2 (−7 ) 2
x = +
50 50
49 49
x2 = +
50 50
x 2 = 0.98 + 0.98
2
x = 1.96

V – Decision Rule: If the chi-square computed value is greater than the chi-square
tabular value, reject the null hypotheses.

VI – Conclusion: Since the computed value is 1.96 which is smaller than the tabular
value of 3.841 at 0.05 level of significance with 1 degree of freedom, the null
hypothesis is accepted which means that the coin is balanced.

2. A random sample of 300 voters classified according to their political affiliation

were asked if they were in favor of the ongoing peace negotiation in Mindanao.

Political Affiliation Favor Not in Favor Total

Lakas 40 60 100
Laban 50 50 100
LP 70 30 100
Total 160 140 300

Level of Significance:
a = 0.05
df = (c-1) (r-1)
= (2-1) (3-1)
= (1)(2)
=2
2
x 0.05 = 5.991 tabular value

Solution:
Chi-square Test of Goodness-of-fit
Political Affiliation Favor Not in Favor Total
Lakas 40 60 100
a b k
Laban 50 50 100
c d l
LP 70 30 100
e f m
Total 160 140 300
 n o N

2 N (ade−bcf )2
x =
klmno
300[(40)(50)(70)−(60)(50)(30)] 2
x2 =
(100)(100)(100)(160)( 140)
2
2 300(140,000−90,000)
x =
2.24E10
2 300(50,000)2
x =
2.24E10
2 7.5E11
x =
2.24E10
2
x = 3.35

Conclusion: Since the computed value is 3.35 which is smaller than the tabular
value of 5.991 at 0.05 level of significance with 2 degree of freedom, the null
hypothesis is accepted which means that there is no significant differences in a
random sample of 300 voters classified according to their political affiliation asked if
they were in favor of the ongoing peace negotiation in Mindanao.
ASSESSMENT 4:
Problem Solving.
Data on charter change before and after a televised debate for a sample of 50
registered voters. Use 0.05 level of significance.

Yes No Total
Before the Yes 19 11 30
Debate
No 8 12 20
Total 27 23 50

Level of Significance:
a = 0.05
df = (c-1) (r-1)
= (2-1) (2-1)
= (1)(1)
=1
2
x 0.05 = 3.841 tabular value

Solution:
Mc Nemar’s Test for Correlated Proportion

( b−c ) 2
x2 =
b+c
( 11−8 )2
x2 =
11+ 8
 2 (3)2
x =
19
9
x2 =
19
x 2 = 0.47

Conclusion: Since the computed value is 0.47 which is smaller than the tabular
value of 3.841 at 0.05 level of significance with 1 degree of freedom, the null
hypothesis is accepted which means that there is no significant difference in the
charter change before and after a televised debate for a registered voter.

MIDTERM
A. Multiple Choice:

1. B
2. C
3. B
4. C
5. A
6. A
7. A
8. B
9. B
10. A

B. Identification.
1. Group the given data below.
Nominal Interval Ratio Ordinal
gender 85 IQ 45 psi
92 degrees Celsius 1 km
2. Make a null and alternative hypothesis of the given problem.

There is a significant relationship between the use of technology in learning Mathematics.

Ho: There is no significant relationship between the use of technology in learning

Mathematics.
Ha: There is a significant relationship between the use of technology in learning
Mathematics.

C. Problem Solving.

1. Data on charter change before and after a televised debate for a sample of 50
registered voters. Use 0.10 level of significance.
Yes No Total
Before the Yes 19 11 30
Debate No 8 12 20
Total 27 23 50

III – Level of Significance:

a = 0.10
df = (c-1)(r-1)
= (2-1)(2-1)
= (1)(1)
=1
2
x 0.10 = 2.706 tabular value

Solution:
Mc Nemar’s Test for Correlated Proportion

2 ( b−c ) 2
x =
b+c
( 11−8 ) 2
x2 =
11+ 8
2 ( 3 )2
x =
19
2 9
x =
19
2
x = 0.47

Conclusion: Since the computed value is 0.47 which is smaller than the tabular value of
2.706 at 0.10 level of significance with 1 degree of freedom, the null hypothesis is accepted
which means that there is no significant difference in the charter change before and after a
televised debate for a registered voter.

2. The pretest and the posttest results of before and after the implementation of the
program. Use 0.05 level of significance.

Pretest Posttest
x y
 15 19
19 30
31 26
36 8
10 10

Level of Significance:
a = 0.05
Z 0.05= ¿1.96 tabular value

Solution:
Z-test (Fisher Sign Test)
Pretest Posttest Sign of x-y
x y D
15 19 -
19 30 -
31 26 +
36 8 +
10 10 0

There are 2 + signs, 2 – signs, and 1 zero. Zero is disregarded.

|D|−1
Z=
√N
|2−2|−1
Z=
√4
−1
Z=
2
Z = -0.5
Conclusion: Since the Z computed value is -0.5 which is smaller than the tabular value of ¿
1.96 at 0.05 level of significance, the null hypothesis is accepted which means that there is
no significant difference between the pretest and the posttest results of the five students.

3. In 150 tosses of a coin, 84 heads and 66 tails are observed. Is this a balanced coin?
Use chi-square test at 0.05 level of significance.

Level of Significance:
a = 0.05
df = (c-1)(r-1)
= (2-1)(2-1)
= (1)(1)
=1
2
x 0.05 = 3.841 tabular value

Solution:
Chi-square Test of Goodness-of-fit

( O−E ) 2
x2 = ∑
E
( 84−75 ) 2 ( 66−75 ) 2
x =∑
2
+
75 75
 2 ( 9 ) 2 (−9 ) 2
x = +
75 75
81 81
x2 = +
75 75
2
x = 1.08 + 1.08
2
x = 2.16

Conclusion: Since the computed value is 2.16 which is smaller than the tabular value of
3.841 at 0.05 level of significance with 1 degree of freedom, the null hypothesis is accepted
which means that the coin is balanced.

ASSESSMENT 5:

1. From the group of six subjects each are given 3 different methods of teaching
Mathematics, the following scores were obtained. Use 0.05 level of confidence.

Method 1 R1 Method 2 R2 Method 3 R3

37 3 38 5 40 8
38 5 40 8 70 14.5
40 8 45 10 68 13
30 1 50 12 70 14.5
35 2 49 11 38 5
n1 =5 R1=19 n2 =5 R2=46 n3 =5 R3=55
 Arrange the scores jointly from the lowest to the highest, then rank them.
Number Observation Rank
1 30 1
2 35 2
3 37 3
4 38 5
5 38 5
6 38 5
7 40 8
8 40 8
9 40 8
10 45 10
11 49 11
12 50 12
13 68 13
14 70 14.5
15 70 14.5

Level of Significance:
a = 0.05
df = h - 1
=3-1
=2
2
x 0.05 = 5.991 tabular value

Solution:
H- Test

12 Ri 2 – 3 (n + 1)
H=
n(n+1) ∑ ¿
12 ( 55 ) 2
H=
15(15+1)
∑ ¿¿ +
5
) – 3 (15 + 1)
12
H= ( 72.2+423.2+605 )−48
240
12
H= ( 1,100.4 )−48
240
H =55.02−48
H =7.02
Conclusion: Since the H-computed value of 7.02 is greater than the chi-square tabular
value of 5.991 at 0.05 level of significance with 2 degrees of freedom, the null hypothesis is
rejected. This means that there is a significant difference of the group of six subjects using
the three different methods of teaching Mathematics.

2. Six subjects were exposed to 4 treatments and the following data were recorded.
Use 0.05 level of confidence.

Treatments
Subjects T1 T2 T3 T4
1 9 5 6 2
2 10 10 3 5
3 8 7 9 10
 4 5 6 3 4
5 10 9 8 7
6 5 6 8 9

Level of Significance:
a = 0.05
df = k - 1
=4-1
=3
2
x 0.05 = 7.815 tabular value

Solution:
Friedman Fr Test for Randomized Block Design
Subjects T1 R1 T2 R2 T3 R3 T4 R4
1 9 4 5 2 6 3 2 1
2 10 3.5 10 3.5 3 1 5 2
3 8 2 7 1 9 3 10 4
4 5 3 6 4 3 1 4 2
5 10 4 9 3 8 2 7 1
6 5 1 6 2 8 3 9 4
R1=17.5 R1=15.5 R1=13 R1=14

12
bk (k +1) ∑ i
2
F= T – 3b (k + 1)
12
F= ¿+(15.5)2+(13)2+(14)2] – 3 (6) (5)
(6)( 4)(4 +1)
12
F= [(306.5)+(240.25)+(169)+(196)] – 90
120
12
F= (911.5) – 90
120
F = 1.15

Conclusion: Since the F rvalue of 1.15 is smaller than the tabular value of 7.815 at 0.05
level of significance with 3 degrees of freedom, the null hypothesis is accepted. This means
that there is no significant difference in the six subjects exposed on the four treatments.

ASSESSMENT 6:

1. Score of 10 female and 10 male students in a clinical laboratory examination. The

following results:

Male 21 82 50 65 75 80 45 18 36 70
Female 45 95 60 75 55 40 85 95 48 95

Test the significance of the difference between the two medians using a sign
test at 0.05 level of confidence.

Level of Significance:
 a = 0.05
df = (c-1)(v-1)
2
x 0.05 = 3.841 tabular value

Solution:
Median test for two independent samples.

The median of the female and male observations is 56.5. Assigning a + to values
above the median and a – to values at or below it, we have the following result.

Male - + - + + + - - - +
Female - + + + - - + + - +

These data may be tabulated in the form of 2×2 table as follows:

+ - Total
Male a 5 b 5 k 10
Female c 6 d 4 l 10
m 11 n 9 N 20

2
2 N (ad−bc)
x =
klmn
2
2 20(20−30)
x =
(10)(10)(11)( 9)
2
20(−10)
x2 =
9900
2 20(100)
x =
9,900
2 2,000
x = 9,900
2
x = 0.20

Conclusion: Since the computed value is 0.20 which is smaller than the tabular value of
3.841 at 0.05 level of significance with 1 degree of freedom, the null hypothesis is accepted
which means that there is no significant difference in the score of 10 female and 10 male
students in a clinical laboratory examination.

ASSESSMENT 7:

1. Two judges of a town fiesta parade in Catarman ranked 5 floats in the order below.
Use 0.01 level of significance.

Judge X Judge Y
5 7
8 5
9 10
10 9
4 4
Level of Significance:
a = 0.01
df = m = 2; N = 5
W 0.01 = ¿

Solution:
W Coefficient of Concordance
Judge X Judge Y Sum of (R – sum of D
2

Ranks Ranks) D
1 5 7 12 2.2 4.84
2 8 5 13 1.2 1.44
3 9 10 19 -4.8 23.04
4 10 9 19 -4.8 23.04
5 4 4 8 6.2 38.44
∑R 71 ∑ D2 90.8

2
12Ʃ D
W= 2 2
m (N) ( N -1)
12(90.8)
W= 2
2 (5) (5 2 -1)
1,089.6
W=
(4) (5) (24)
1,089.6
W=
480
W = 2.27

x 2 = m (n-1) W
2
x = 2 (5-1) 2.27
x 2 = (2) (4) 2.27
2
x = (8) (2.27)
x 2 = 18.16

Conclusion: Since the computed value is 18.16 which is greater than the tabular value of
7.779 at 0.01 level of significance with m = 2 and n = 5 degrees of freedom, the null
hypothesis is rejected which means that there is an agreement or concordance of the two
judges of a town fiesta parade in Catarman regarding the 5 floats.