TABLE OF FORMULAS................................................................................................................................................................................................

1
General concepts........................................................................................................................................................................................................... 1
Independent-samples t-test........................................................................................................................................................................................... 3
Paired-samples t-test..................................................................................................................................................................................................... 4
Chi-square test (for both types).................................................................................................................................................................................... 4
ANOVA........................................................................................................................................................................................................................ 5
Pearson correlation....................................................................................................................................................................................................... 5
Testing validity............................................................................................................................................................................................................. 5
WRITING REPORTS OF DATA.................................................................................................................................................................................... 6
Công thức...................................................................................................................................................................................................................... 6
Ví dụ 1.......................................................................................................................................................................................................................... 6
Ví dụ 2.......................................................................................................................................................................................................................... 6

TABLE OF FORMULAS
General concepts
* Nhớ sắp xếp data set từ bé đến lớn trước khi xác định
Value Meaning Formula
Simple frequency (f ) The number of times a value has occurred Just count :)))
Simple frequency of x
Relative frequency How often a value occurs within the whole data set Relative frequency of x=
Total number of entries
Sum of simple frequencies of a value and all smaller
Cumulative frequency (F) Just count and add
values
Simple frequency of x
Ratio A value compared to another value Ratio=
Simple frequency of y
 Simple frequency of x
Proportion A part compared to a whole Proportion=
Total number of entries
Percentage A proportion expressed in percentage Percentage=( 1000 ) ( Proportion )

How often an event happens compared with how often

Rate it might happen  The number of things per some Rate=( 1000 ) ( Relative frequency )
other number, usually 1000
Percent change is used:
2 1 n −n
 to compare different populations with respect to Percent change=(100) n
1
Percent change frequency of some variable
 n2: the new frequency number
 to compare the same population at different
 n1: the beginning frequency number
times
 Percentile rank: Percentage of values at or below
Percentile a particular value Cumulative frequency of x
Percentile of x=
Percentile rank  Percentile: When a score is identified by its Total number of entries

percentile rank, written as ordinal number

Mean Trung bình cộng Mean=

∑ of values
Total number of entries
Value that lies in the middle of the data
 Data set with an odd number of values: Median
Median = The 1 middle value Please swear you can do this
 Data set with an even number of values: Median
= Average of two middle values
Mode Value with highest simple frequency Again, you have to be able to do this
2
 Range Difference between the largest and smallest value Range=Largest value−Smallest value

Deviation Difference between a value and the mean of a data set Deviation of x=x−x

2
s=
∑ ( x−x )2
N −1
2
Variance (s ) How far each entry is from the mean
x : mean
N: total number of entries

Standard deviation (s) How far each entry if from each other s= √ s =
2

√ ∑ ( x−x )2
N −1

Independent-samples t-test
Value Meaning Formula
M A−M B
t obsAB=

√
2 2
SD A SD B
t-test observed for the difference in means of groups A and +
NA NB
B
tobsAB MA, MB: means for groups A and B
SDA, SDB: standard deviations for groups A and B
NA, NB: number of people in groups A and B
* Có lúc A là experimental group, B là control group
Degrees of freedom df = NA - 1 + NB - 1

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Paired-samples t-test
Value Meaning Formula
MD
t obsD =
SD D / √ N

tobsD t-test observed for the difference in paired means MD: means of the differences
SDD: standard deviations of the differences
N: number of pairs
Degrees of freedom df = N - 1

Chi-square test (for both types)

Value Meaning Formula
2
(f obs−f exp )
χ =∑
2

Chi-square test f exp

2
χ
statistic f obs: observed simple frequency
f exp: expected simple frequency

Degrees of freedom (for one-way chi-square test) df = number of categories - 1

Degrees of freedom (for two-way chi-square test) df = (number of rows - 1) x (number of columns - 1)
row total x column total
Expected simple frequency (for two-way chi-square test) f exp of each cell=
grand total

4
ANOVA
Value Meaning Formula
G
SStotal=∑ X −
2
2
N
Types of SS SSwithin =∑ SS
SSbetween =SStotal−SS within
df total =N−1

Degrees of freedom df within=df denominator=N −k

df between=df numerator =df total−df within
SS between
Variancebetween df between
F F= =
Variance within SS within
df within

Pearson correlation
Value Meaning Formula
N ( ∑ XY )−( ∑ X )( ∑ Y )
Pearson correlation coefficient (r) r=
√ [N ∑ X −(∑ X) ][ N ∑ Y −(∑ Y ) ]
2 2 2 2

Degrees of freedom df = n - 2

Testing validity

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 M p−M q
r pb= √ pq
s
M p : themean score on thetotal test of Ss answering theitem ¿
Point-biserial correlation M q :the mean score on the total test of Ss answering the itemwrong
p : proportion of cases answering the item¿
q : proportion of cases answering theitem wrong
s :standard deviation of the total sample on the tes t

WRITING REPORTS OF DATA

Công thức
1. Mình làm thí nghiệm gì? 3. Số liệu kết quả
2. Đối tượng là ai? (cụ thể bao nhiêu) (nếu có thông tin) 4. Kết luận
Ví dụ 1
The researchers want to answer the following research question: "To what extent can the process-genre approach affect students’
writing?", so he implemented t-test. The two groups are Control (N = 25, Mean = 6.712) and Experimental (N = 34, Mean = 7.706). From
the test, we can see Sig. = .089 > .05 so the variances are equally assumed, and Sig. (2-tailed) = .01 < .05, so there is a stastically
significant difference between the two groups. Therefore, the null hypothesis is rejected. In other words, there is a relationship between
the application of the process-genre approach and students’ writing. It can be deduced that the process-genre approach is effective and
should be applied more in teaching writing to ESL students.
Ví dụ 2
The researchers want to answer the following research question: "Is there any relationship between the length of service and staff
satisfaction?", so he uses Pearson Product Moment Correlation to check. From the collected data, we can see that Sig. (2-tailed) = .045
< .05, so there is a statistically significant correlation between the length of service and staff satisfaction. In other words, there is a
relationship between them. Moreover, as r = -.096, the relationship between the length of service and staff satisfaction is a negative one.
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This means that when the length of service increases, staff satisfaction decreases or vice versa. Because of this, employers are advised to
pay more attention to staff satisfaction, especially employees who have worked for a long time.