Fundamentals of Statistics

OSMEÑA COLLEGES
City of Masbate
GRADUATE SCHOOL

OSMEÑA COLLEGES
Vision Statement Mission Statement

Osmena Colleges envisions graduates equipped with knowledge, skills, and values, who will With the aid of Divine Providence, Osmeña Colleges dedicates itself to develop a responsible
be productive, resilient, and self-sufficient individuals. and resilient citizenry who will be committed to serve God, country, home, and to adhere to
sustain the principles of productivity and self-sufficiency to translate development goals towards
the attainment of a better quality of life.
To produce professionally competent, resilient, and self-sufficient graduates by providing service for a better quality of life guided by our strong core
Goals
values
Osmeña Colleges shall endeavor to:
1. Produce graduates who can integrate their knowledge and skills and values in their service to God, country, and family;
2. Contribute to the economic development, social, intellectual, moral, and scientific progress of the community, through relevant and
accessible course offerings and services;
3. Produce graduates equipped with skills, knowledge and attitude, who will be productive, self-sufficient, and resilient professionals in any setting
Objectives where they are in;
4. Be an active promoter in the review and preservation of desirable cultural heritage, values, practices, traits and other distinctive features that
compose the Filipino national identity;
5. Provide opportunities for freedom of inquiry and honest research in the field of learning;
6. Promote the advancement and spread of new knowledge through the conduct of demand driven/ identified priority researches by CHED/ NEDA
as well as establish research linkages through modern technology;
7. Strengthen research utilization through research utilization through research-based community extension services; and
8. Address regional, national issues and concerns by institutionalizing and integrating research-based programs in all colleges.
We will be guided with our strong core values of:
L-LEADERSHIP-Osmena Colleges strives to attain graduates with skills in self-sufficiency, confidence, competence, strong communication and
management skills, demonstrates integrity and ethical behavior, acts responsibly in influencing change guided by the principles of good governance as
professionals.
E-EXCELLENCE -The school strives to attain high performance in the practice of their profession guided by the necessary knowledge, skills, and
attitudes shared by our skilled, committed employees working as a team in providing a conducive environment that facilitates an effective and efficient
Core Values teaching-learning process.
A- ACCOUNTABILITY AND RESPONSIBILITY -The school commits to provide the students with skills in communicating goals, objectives, and key
results (OKR’s) in fostering alignment and team focus guided by the principles of accountability and delegation, and the importance of acting responsibly
in personal and professional roles.
D- DISCIPLINE – Osmena Colleges commits to exhibit awareness of the importance of a God-fearing professional manifesting Christian values in one's
personal and professional life; practice ethical behavior in all aspects of life; follow rules and regulations; and demonstrate the skills of a self-oriented
and well-mannered professional at all times.
S- SERVICE- We foster a culture that will ensure the delivery of quality service to others and a positive response to the needs of others.
 Fundamentals of Statistics

R-RESILENCE– We strive to provide the necessary knowledge, skills, and attitude in the development of the ability or capacity of our students to recover
quickly from difficulties, adapting well in the face of trauma and other difficult situations and making them aware of the importance of not giving up and
being able to evolve to these situations

GRADUATE SCHOOL
Vision Statement Mission Statement

Osmeña Colleges Graduate School envisions dynamic, competent graduates who Osmena Colleges Graduate School is committed to the attainment of high standards and
will be active leaders in their professional field in the economic, political, social, and professional excellence through the development of greater and newer insights to promote
moral development of the province, the region, and the nation. leadership and participation in progress to meet the challenges of the times.

SpecificObjectives Core Values

1. Attain higher standards of excellence; C-ollaboration

2. Greater involvement in research to help promote socio-economic, intellectual, and A-gility
scientific progress of the community; and R-esponsibility and Accountability
3. Develop linkages with government and private agencies to promote professional E-thical Leadership
servicing and join cooperation ventures. S-elfless Service

INSTITUTIONAL INTENDED LEARNING OUTCOMES

Forecasted Osmenian Graduate Attributes (FOGA)
FOGA Competencies/ Skills FOGA Competencies/ Skills
FOGA 1: Compassionate Commitment FOGA 7: Leadership and Leadership/Management Skills, Creativity Skills
facilitation skills-ready
FOGA 2: Resilient Survival Skills FOGA 8: Interpersonal skills- Communication skills
Equipped
FOGA 3: Law-Abiding Ethical Competencies FOGA 9: Service-Oriented Service-orientation
FOGA 4: Disciplined Integrity, Self-control FOGA 10: Responsible Stewardship skills
and Accountable
FOGA 5: God-fearing Spiritual, Religious Competencies FOGA 11: Integrity and Integrity, honesty, transparency skills
development skills-focused
FOGA 6: Competent Innovation and creativity skills, problem-solving skills,
critical thinking skills, technical skills, information
technology skills
 Fundamentals of Statistics

Class Information Instructor’s Information

Section 2548 Instructor’s Name, Qualification Jeslene L. Pusing, LPT, MAT-(PhD – 36 units)

Schedule Blended Learning Office Designation & Location BEED- Program Head
Time 4:00-7:00 pm Office/ Consultation hours
Venue Online Class Via Zoom and Google Classroom Office contact number 09503541456
Term 1st Semester E-mail Address Lupaguejeslene@gmail.com

Curriculum Map

Program Outcomes Foundation Subject Required Subject Cognate Thesis

1 2 3 4 1 2 3 4 5 6 1 2
A. Apply analytical, critical and problem solving skills
using the scientific method.
B. Carry out basic mathematical and/or statistical
computations and use appropriate technologies in the
analysis of data, and in pattern recognition,
generalization, abstraction, critical analysis, and
problem solving.
C. Gain mastery in the core areas of mathematics: algebra,
analysis and geometry
D. Demonstrate skills in pattern recognition,
generalization, abstraction, critical analysis, problem-
solving and rigorous argument.
E. Develop an enhanced perception of the vitality and
importance of mathematics in the modern world,
including the interrelationships within mathematics and
its connection to other disciplines
F. Appreciate the concept and role of proof and reasoning and
demonstrate knowledge in reading and writing mathematical
proofs.
G. Make and evaluate mathematical conjectures and
arguments and validate their own mathematical
thinking
H. Communicate mathematical ideas orally and in writing
using clear and precise language
 Fundamentals of Statistics

Course Information
Course Title Fundamentals of Statistics Course Code PA 205

Pre-requisite subject Course Credit 3 Units

Date last revised (Syllabus) Revision date (Syllabus)

Tasks
60%
quizzes/seatwork 15% Numerical Grade Point Value Description
recitation/participation 15% 99-100 1.0 Outstanding
Course Assessment/ attendance 10% 96-98 1.25 Excellent
Grading System 93-95 1.5 Very Satisfactory
Evaluation output/lab work 20%
(assignments, journals, projects, oral and written 90-92 1.75 Satisfactory
reports) 87-89 2.0 Fair
84-86 2.25 Incomplete
Major Examinations
40%
(Midterm, Final)
100%
Burton, David M. Elementary Number Theory, 7th ed., 2011,
Textbooks McGraw-Hill, Inc. Articles
And References Koshy, Thomas. Elementary Number Theory With Applications,
2nd ed., 2007. Elsevier, Inc
Robbins, Neville. Beginning Number Theory, 1993. Iowa: Wm.
C. Brown
Rosen, Kenneth. Elementary Number Theory and its
Applications, 5th ed., Reading, Massachusetts: Addison-
Wesley.

Elementary Number Theory Accessed July 6, 2018 from: joshua.smcvt.edu/numbertheory/book.pdf

Websites
Raji, Wissam. (2013) An Introductory Course in Elementary Number Theory Accessed July 6, 2018 from
: https://www.saylor.org/site/wp-content/uploads/2013/05/An-Introductory-in-Elementary-Number-Theory.pdf
 Fundamentals of Statistics
COURSE POLICIES

Academic Honesty
Academic honesty, as expected of every student, is important to the process of education and to upholding high ethical standards. Acts of cheating, plagiarism, inappropriate use of technology, or any other
kind of unethical behavior, may subject the student to necessary academic disciplinary measures and penalties including dismissal.
All work required for submission for purposes of evaluation in a course, including journals, tests, term papers, and position papers, must represent only the work of the student unless certain indications
pertaining to a group or dyadic activity is otherwise stipulated.
Materials cited and/or taken from the work of others, and used as a reference and literary supplement must be acknowledged. Particular materials submitted to fulfill requirements in one course may not be
submitted in another course without the prior approval of the instructor(s). It is a thrust that students be encouraged to practice ingenuity in producing outputs.

Attendance Regulations
Students enrolled in the subject are expected to attend each and every scheduled meeting and to be present for the full class period. Absenteeism and tardiness, regardless of cause, are a threat to academic
achievement. These cases will be addressed accordingly.
A student who is absent from a class is responsible, nevertheless, for all material covered during the class period. The student is also subject to appropriate consequences if a test, quiz, recitation, homework
assignment, or any other activity falls on the day of absence unless the student is granted an excused absence. Excused absences may be granted to students who participate in extra-curricular activities;
however, due process is observed.

Course Portfolio
All tasks and major exams and pieces of evidence of performance assessments are to be compiled by the students as part of their portfolio and must be submitted to the instructional coach before the end of
the semester as part of the assessment.

On Examinations
The course uses alternative assessment on a case-to-case basis. Thus, less pen and paper exams are expected.
An examination permit/promissory note must be presented by the student to take the examination.
Delayed examinations may be given consistent to the policy of the college.

Rationale
On completion of this course, the student is expected to present the following learning outcomes in line with the Expected Osmenian Graduate Attributes (FOGA) and the outcomes
prescribed by the CHED Memorandum Order for the BS Mathematics program. They should apply appropriate concepts and algorithms in Number Theory , thinking processes, tools, and
technologies in the solution to various conceptual or real-world problems.
Course Description
This is an introductory course in Number Theory taken up as a major course by students in the mathematics programs. Topics discussed include divisibility, the greatest common
divisor and least common multiple, prime numbers and their properties, the unique factorization theorem, basic properties of congruences, linear congruences and linear Diophantine
equations, the Chinese Remainder Theorem, applications of congruences, the theorems of Fermat, Euler and Wilson, arithmetic functions and their properties, quadratic congruences,
quadratic residues and the Quadratic reciprocity law, and primitive roots.
Course Learning Outcomes
At the end of the course, the graduate students will be able to:
A. understand the role of descriptive and inferential statistics as part of quantitative research methodology.
B. demonstrate the usefulness of descriptive and inferential statistics as part of quantitative research methodology.
C. describe quantitative results using descriptive statistics.
D. use inferential statistics to test hypotheses.
E. design research hypotheses for testing.
F. develop competence in the use of SPSS for classifying and describing data, as well as for inference.
G. retrieve information from library and Internet resources relevant to statistical procedures.
 Fundamentals of Statistics
H. compare statistical procedures for different purposes.
I. plan and carry out basic statistical analyses of research data.
J. choose appropriate statistical methods according to circumstances.

Forecasted
Course
Intended Learning Osmenian Content Teaching-Learning Activities Instructional Assessment Tools Time
Learning
Outcomes (ILO) Graduate Resources Allotment
Outcomes Attributes
A At the end of
this session the 8, 9, 10  Class Orientation  facilitated discussion and  Osmeña  Essay-writing
In-service teachers Osmena Colleges interaction Colleges  Rubric
should be able Graduate School Graduate School 3
to: Manual of
 Explain the Information
significance/mean course outline
ing of the
Graduate School
VMGOs
A, D, E  At the end of these 1, 6, 11 I. Basic introduction to  Cooperative Learning  Written and oral report 15
sessions, the in- Statistics  Interactive Discussion on a specific real-life
service teacher 1.1 Origin and Development of application of concepts
 Computer Aided
should be able to: statistics
Exercises in number theory, such
1.2 Definition of statistics
a. 1.3 Importance of Statistics  PDF-copies of as divisibility,
1.4 Limations of statistics Lesson congruences, and
1.5 Distrust of statistics arithmetic functions.
This is a group project
with each group made
up of at most three
students.
 Construct a concept
map to illustrate the
inter-relationships
among the various
concepts and processes
studied in the course
 Fundamentals of Statistics

b. II. Frequency Distributions and  Interactive Discussion Via  Library work

Measure of Central Tendency Zoom  Cooperative Learning
2.1. frequency Distribution reporting  Quiz
2.2 Continous Frequency
Distribution  Seatwork
2.3 Graphic Representation of a  Problem Set
frequency Distribution  Project Discussion
2.4 requisites for an ideal measure  Video Presentation
of Central tendency
2.5 arithmetic Mean
2.6 properties of arithmetic mean
2.7 Median
2.8 derivation of median formula
2.9 Merits and demerits of median
2.10 Mode
2.11 derivation of mode formula
2.912Merits and demerits of mode

c. III. Measures of Dispersion,  Interactive Discussion Via  Library work

skewness and kurtosis Zoom  Cooperative Learning
3.1 Dispersion reporting  Quiz
3.2 Characteristics for an ideal
measure of dispersion  Seatwork
3.3 measure of dispersion  Problem Set
3.4 range  Project Discussion
3.5 quartile deviation  Video Presentation
3.6 mean deviation
3.7 standard deviation (Ȭ) and
Root Mean square Deviation
3.8 Relation between Q and s
3.9 skewness
3.10 kurtosis
 Fundamentals of Statistics

Midterm Examination

C, D, E At the end of these 6, 7,8,10,11 IV. Theory of probability  Lecture   Cooperative Learning
sessions, the In- 4.1 Introduction  Reporting  Library work
service teacher should 4.2 short History 7
 Skills exercises
be able to: 4.3 Definitions of various terms
a. Apply the 4.4. Mathematical or classical  Seatwork
theory of probability  Problem Set
congruency in 4.5 statistical or empirical  Video Presentation
the real-life probability
problems and 4.6 probability function
solution to
other
mathematical
situations.
V Sampling Distribution.  Interactive Discussion Via   Library work
B. design research 5.1 sampling Zoom  Cooperative Learning
hypotheses for testing. 5.2Types of sampling  reporting  Quiz
5.3 Purposive sampling
5.4 ramdom sampling  Seatwork
5.5 simple sampling  Problem Set
5.6 stratified sampling  Project Discussion
5.7 sampling distribution  Video Presentation
5.8 standard error
5.9 test of significance
5.10 Null hypothesis
5.11 critical region and level of
significance
5.12 one tailed and two tailed
test
5.13 procedure for testing of
hypothesis

A, D, At the end of these 6, 7,8,10 VI. Chi-Square Distribution  Interactive Discussion Via  Library work
E sessions, the in-service 6.1 chi-square variate Zoom  Cooperative Learning
teacher should be able to: 6.2 deviation of the chii square  reporting 7
 Quiz
distribution
A. apply appropriate 6.3 Applications of chi-square  Seatwork
linear algebraic Distribution  Problem Set
concepts, thinking 6.4 Chi-Square Test for  Project Discussion
processes, tools, Population Variance  Video Presentation
and technologies 6.5 Chi-square test for
in the solution to goodness of fit
 Fundamentals of Statistics
various conceptual
or real-world
problems.

Final Examination
Total Number of Hours: 54

Prepared by/ Date Reviewed by/ Date Noted by/ Date Approved by/ Date

JESLENE L. PUSING, LPT, MAT

DATE DATE DATE DATE

 Fundamentals of Statistics

Student’s Affirmation
My signature affirms to the fact that I have read and understood the syllabus, a copy of which was given to me, and I agree to comply with all the requirements of the course stated
therein.

_
Signature of Student
Signature of Instructional Coach
Semester: Date:

Academic Year: Course: Year: