CEBU TECHNOLOGICAL UNIVERSITY

College of Education - Cebu City Campus

R. Palma Street and MJ Cuenco Avenue, Cebu City
Graduate Teacher Education
1st Trimester as of 2023

EDUC 615 (Non-Parametric Data Analysis for Teachers) Activity : Problem Set – 3
Class Schedule _______________ Date Given: March 8, 2023
Section ______ Group No._______ Deadline : March 26, 2023
Names of the Group Members: Topic : Test for two (2)
1.) __________________________ 3.) ___________________________ Independent
Samples
2.) __________________________ 4.) ___________________________ 5.) ____________________________

General Instructions: This small group-based work is intended to allow collaboration among the
graduate teacher education students in the actual engagement of the course. Only one (1) set of this
document is expected to be submitted from every group. Endorsement or transmittal of one’s
output should wait for the formal announcement. Late submission for utmost 7 calendar days will
still be accepted and shall acquire a 2.1 (this is a failing mark for a MAEd program already).
Likewsie, a “no submission” status for a concerned group beyond the 7 calendar days shall acquire a
No Grade (NG) marking.

Activity Proper:

For this Problem Set, you shall identify the appropriate tool to be utilized in statistically treating a
given situation. To achieve the latter, the choice shall be confined within these mentioned tools
only, namely: (i) Fisher Exact Test for 2x2 Tables, (ii) Chi-Sqaure Test for Two Independent
Samples, (iii) Median Test, (iv) Wilcoxon-Mann-Whitney Test, and The Kolmogorow-Smirnof Two-
Sample Test. To commence, simply accomplish all the established tasks:

1.) Read carefully and follow wholly the specific instructions for each established task-set below.
2.) As a precaution, an inappropriate use of tool to statistically treat a particular situational
problem shall garner a “zero” marking which will definitely affect the group’s overall scoring of
this problem set.
3.) Be ready to possibly present and defend your output within a 10-15minute slide presentation
or its equivalence by group-random calling during online session. Such output sharing should
consider the interfacing of interactive and noninteractive presentation (by providing a
hyperlink for the former to be displayed).
4.) Your group output will be evaluated and rated by the other teams in reference to the
established rubric according to the task-set. Hence, make sure that all pertinent evidences
(manual computation and SPSS pictorial shots) are pasted at the lower part of this set.
5.) The participation and performance of every member within a group shall be ranked by the co-
members themselves. Thus, a separate evaluation sheet shall be provided for this matter. Be
gently warned that any member of a group who is rated with a “Non-Participative” (NP) rating
shall be working out his/her own tasks on a scheduled yet to be planned or determined by the
Faculty In-charge (FIC).

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6.) Changing the forms and style (i.e. font type, font size, margin, spacing, etc.) of this document is
discouraged for personal reason.
TASKS No 1

Specific Instructions:
 For this task set, the group shall perform manual computations in solving the given situational
problems below this part here.
 The 6-Step Model for hypothesis testing should be considered in working out every situation
problem, to enumerate:
 State the null hypothesis, Ho.
 Choose a statistical test (for this one, it is being identified already)
 Select the level of significance and the sample size, N, (if necessitated only)
 Select the sampling distribution and establishing the critical region/value.
 Collect the data (given already) and compute the statistical test.
 Make a decision.
 The rubric for the evaluation of manual computation, aside from the compliance of the
preceding 6-Step Model, shall be the following:
 Solution-process was so clear such that it could be understood very well.
 Manual computation is clean such that there is no vagueness in the visual aspects.
 Calculation was in orderly manner such that it connects from one process to the next.
 The Computed value was theoretically accurate and/or logically correct.
 Brief notes which explain the result or outcome from the computation was rendered.
 Provide analyses, interpretations and implication for each theoretical result and support it with
at least 2 to 3 related literature and/or studies with publication years from 2018 until 2023
only. In complying this task, the total words must be between 200 – 250 words only. Plagiarism
is strictly warned! The rubric for evaluation shall be:
 Provided analysis, interpretation, and implication for each computed value;
 Has considered one (1) very relevant citation from any Scopus-indexed journals;
 Citations were within the publication years from 2018-2023 to support each result;
 Total word count has achieved the requisite to be between 200 – 250 words only; and
 Proof was presented to show that the output was subjected to a similarity index checking.

Situational Problems & Data Set:

1.) In Walaklaro National High School, it was reported by the Division that the senior high school
students were not adept in terms of Scientific Literacy. During their in-service training last
October 2021, the principal has ordered all Mathematics, Science and English Teachers to
collaboratively conduct an action research to address the incumbent issue. The challenge for
these teachers was to infer whether or not there is significant relationship between the
Scientific Literacy and class standing? Additionally, this joint venture must present the outcome
of such empirical investigation to the Principal and Resource Mangers – if the upperclass
significantly different from the underclass on such articulated variable. Note: Test at 0.05 level
of significance and use a 6-step model for hypothesis testing.

Scientific Class Standing

Literacy Underclass Upperclass Combined
High 10 33 43
Average 30 40 70
Low 54 30 84

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 Total 94 103 197

2.) The table below shows the relationship between the gender of the teachers and the
Mathematics subjects that they teach in a certain senior high school. The subjects taught by
them are dichotomized as Pre-Calculus and Basic Calculus. Is there an association between
these two variables? What is the strength of the relationship? Finally, show the computation of
one-tailed and two-tailed probabilities for such appropriate test utilizing the template below.
Note: Test at 0.05 level of significance and use a 6-step model for hypothesis testing.

Gender of Teacher
Subject Taught Male Female
Pre-Calculus 3 2
Basic Calculus 3 7

Template
2 x 2 Table P1 P2 P1 – P(Table) Obs Other Total
P2
C1 C2 Sum
I R1
R2
Sum
C1 C2 Sum
II R1
R2
Sum
C1 C2 Sum
III R1
R2
Sum
C1 C2 Sum
IV R1
R2
Sum
C1 C2 Sum
V R1
R2
Sum
C1 C2 Sum
VI R1
R2
Sum
C1 C2 Sum
VII R1
R2
Sum
Note: From P1 until Total, limit the value until 3 decimal places only.

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TASKS No 2

Specific Instructions:
 For this task set, the group shall treat the data set from the established situational problems
below using the “Minitab” statistical software.
 For the other/remaining 3-items where the “Minitab” statistical software is advised for use, the
following rating guides must be referred to during output evaluation, to enumerate:
 computation was well recorded (e.g. thru cell phone, video, etc.) for a broader viewing.
 clarity of data entries at its highest level was made to allow total grasp of such inputs.
 processes were fluidly exhibited at its highest extent to let the viewers vividly follow.
 the execution of Minitab was so organized such that it permitted better monitoring.
 at least one “distinct” online statistical software was used to validate the Minitab result
 Here’s a brief guide on how to perform the “Minitab” statistical software. However, all groups
are impelled to personally explore the dynamics of such inferential package.
Example Only:
To perform the Wilcoxon-Mann-Whitney Test in Minitab, you can employ the basic steps:
 Open the Minitab and load your data into a new worksheet.
 Go to the “Stat” menu and select “Nonparametric”.
 Select “Two-Sample Wilcoxon” from the options.
 In the dialog box that appears, select the columns that contain your data.
 Click “OK” to run the test.
 The concerned group must invite at least 5 Senior High School students from distinct
institutions to attend the group-initiated online class with an end goal to achieve the intended
learning outcomes (i.e. covering the three learning domains) crafted by the group itself.
 Consequently, the optimal challenge here is to apparently transfer the computational
competency to the learners themselves. The rubric shall be:
 Online participants’ (SHS) ability to use Minitab to perform basic statistical analyses
 Online participants’ (SHS) ability to prepare and manipulate data for analysis using the
Minitab
 Online participants’ (SHS) ability to apply statistical concepts to real-world problems using
Minitab
 Online participants’ SHS) ability to create and interpret data visualization such as
histograms, boxplots, scatterplots, and time series plots.
 Online participants’ (SHS) ability to interpret and communicate statistical results generated
using Minitab.
 The concerned group may only choose one of the 3 cases below to run the foregoing virtual
class and the delivery of intended lesson in statistics using the Minitab software application.

Situational Problems & Data Set:

3.) Mrs. Pachill-chillang, a secondary level Mathematics Teacher, claims that the median grade on a
test was 72. A sample of her 25 students had the following grades. You, having enrolled in the
Graduate Teacher Education with major in Mathematics, must check the teacher’s claim with an
assumption that the population is not normal. Note: Test at 0.01 level of significance and use a
6-step model for hypothesis testing.
Data: 68, 72, 74, 69, 52, 52, 81, 72, 78, 86, 76, 91, 42, 85, 73, 92, 61, 87, 73, 78, 96, 94, 72, 81, 75

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4.) With the consolidated results of the 3 rd quarterly examination from the Grade-11, Mr.
Reklamador defensively pointed out that the low mean percentage scores garnered by his
students in General Mathematics is caused by their degree of anxiety. Hence, his School
Principal and Middle Managers ask him if the female students are more anxious than male
students under his tutelage. With the data below, is the difference between male and female
students statistically significant? Note: Test at 0.05 level of significance and use a 6-step model
for hypothesis testing.
Degree of Anxiety Data
Female students: 50, 38, 49, 41, 39, 45, 46 Male students: 43, 32, 42, 35, 37, 40

5.) A random sample of ten neophyte Subject Teachers (i.e. those who served for less than 5 years)
had been given a skill test on computer literacy with the following results: 85, 82, 74, 93, 87, 86,
75, 80, 79, & 85. A random sample of eight seasoned Subject Teachers (i.e. those who have been
in the service for 20-30 years already) in from the same school had been likewise given the same
test with these scores resulting: 88, 77, 93, 94, 88, 91, 78, & 80, respectively. Is there a
difference in the computer literacy between these two groups, as measured by the test? Note:
Test at 0.01 level of significance and use a 6-step model for hypothesis testing

--------------------------------------------------- Nothing Follows ------------------------------------------------------

Presentation of Outputs Starts Here:

Page 5 of 32
1.) In Walaklaro National High School, it was reported by the Division that the senior high school
students were not adept in terms of Scientific Literacy. During their in-service training last October
2021, the principal has ordered all Mathematics, Science and English Teachers to collaboratively
conduct an action research to address the incumbent issue. The challenge for these teachers was to
infer whether or not there is significant relationship between the Scientific Literacy and class
standing? Additionally, this joint venture must present the outcome of such empirical investigation
to the Principal and Resource Mangers – if the upperclass significantly different from the
underclass on such articulated variable. Note: Test at 0.05 level of significance and use a 6-step
model for hypothesis testing.

Scientific Class Standing

Literacy Underclass Upperclass Combined
High 10 33 43
Average 30 40 70
Low 54 30 84
Total 94 103 197

Step 1: State the null hypothesis, Ho.

 Ho: There is no significant relationship between Scientific Literacy and class

standing; The upperclass is not significantly different from the underclass.
 Ha: There is a significant relationship between Scientific Literacy and class standing;
The upperclass is significantly different from the underclass.

Step 2: Choose a statistical test (for this one, it is being identified already)

 Chi-Square Test for Two Independent Samples

Step 3: Select the level of significance and the sample size, n, (if necessitated only)

 Level of Significance: α= 0.05

 Sample Size: n= 197

Step 4: Select the sampling distribuztion and establishing the critical region/value.

 We compare the test statistic to a critical value from a Chi-Square distribution.

The degrees of freedom (df): For a chi-square test of independence, the df is (number of
variable 1 groups − 1) * (number of variable 2 groups − 1). Since there are three scientific
literacy groups (high, average, and low) and two class standing group (underclass and
upperclass) there are (3 – 1) * (2 – 1) = 2 x 1 = 2 degrees of freedom.
For a two-sided test, find the column corresponding to α/2 in the table for upper critical
values. Similarly, find the column corresponding to 1- α/2 in the table for lower critical
values.

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Upper critical values = α/2 = 0.05/2 = 0.025

Lower critical values = 1 - α/2 = 1 – 0.025 = 0.975

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The critical value for this two-sided test with n=197 and α =0.05 is 0.051 for lower critical
value and 7.378 for upper critical value, and the decision rule is as follows: Reject Ho if the X2
value is greater than the upper critical value and lesser than the lower critical value.

Step 5. Collect the data (given already) and compute the statistical test.

Pearson’s Chi-Square (test statistic for chi-square test of independence) Formula:

Where

 X2 is the chi-square test statistic

 Σ is the summation operator (it means “take the sum of”)
 O is the observed frequency
 E is the expected frequency

To calculate the test statistic, follow these five steps:

Step 1: Create a table with the observed and expected frequencies in two columns.

To calculate the expected frequencies, use the contingency table provided in the problem and
follow this formula:

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Computations:
E (High, Underclass) = (94 x 43)/197 = 4042/197 = 20.52
E (High, Upperclass) = (103 x 43)/197 = 4429/197 = 22.48
E (Average, Underclass) = (94 x 70)/197 = 6580/197 = 33.40
E (Average, Upperclass) = (103x70)/197 = 7210/197 = 36.60
E (Low, Underclass) = (94 x 84)/197 = 7896/197 = 40.08
E (Low, Upperclass) = (103 x 84)/197 = 8652/197 = 43.92

Scientific
Class Standing Observed Expected
Literacy
Underclass 10 20.52
High
Upperclass 33 22.48
Underclass 30 33.40
Average
Upperclass 40 36.60
Underclass 54 40.08
Low
Upperclass 30 43.92

Step 2: Calculate O – E

In a new column called “O − E”, subtract the expected frequencies from the observed
frequencies.

Computations:
O – E (High, Underclass) = (10 - 20.52) = -263/25 = -10.52
O – E (High, Upperclass) = (33 - 22.48) = 263/25 = 10.52
O – E (Average, Underclass) = (30 - 33.40 70) = -17/5 = -3.4
O – E (Average, Upperclass) = (40 – 36.60) = 17/5 = 3.4
O – E (Low, Underclass) = (54 – 40.08) = 348/25 = 13.92
O – E (Low, Upperclass) = (30 - 43.92) = -348/25 = -13.92

Scientific
Class Standing Observed Expected O-E
Literacy
Underclass 10 20.52 -10.52
High
Upperclass 33 22.48 10.52
Underclass 30 33.40 -3.4
Average
Upperclass 40 36.60 3.4
Underclass 54 40.08 13.92
Low
Upperclass 30 43.92 -13.92

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Step 3: Calculate (O - E)2
In a new column called “(O − E)2”, square the values in the previous column.

Computations:
(O – E) 2 (High, Underclass) = (-10.52) 2 = 110.6704
(O – E) 2 (High, Upperclass) = (10.52) 2 = 110.6704
(O – E) 2 (Average, Underclass) = (-3.4) 2 = 11.56
(O – E) 2 (Average, Upperclass) = (3.4) 2 = 11.56
(O – E) 2 (Low, Underclass) = (13.92) 2 = 193.7664
(O – E) 2 (Low, Upperclass) = (-13.92) 2 = 193.7664

Scientific Class
Observed Expected O-E (O - E)2
Literacy Standing
Underclass 10 20.52 -10.52 110.6704
High
Upperclass 33 22.48 10.52 110.6704
Underclass 30 33.40 -3.4 11.56
Average
Upperclass 40 36.60 3.4 11.56
Underclass 54 40.08 13.92 193.7664
Low
Upperclass 30 43.92 -13.92 193.7664

Step 4: Calculate (O - E)2/E

In a final column called “(O − E)2/E”, divide the previous column by the expected frequencies.

Computations:
(O – E) 2/E (High, Underclass) = (-10.52) 2/20.52 = 5.39
(O – E) 2/E (High, Upperclass) = (10.52) 2/22.48 = 4.92
(O – E) 2/E (Average, Underclass) = (-3.4) 2/33.40 = 0.35
(O – E) 2/E (Average, Upperclass) = (3.4) 2/36.60 = 0.32
(O – E) 2/E (Low, Underclass) = (13.92) 2/40.08 = 4.83
Scientific Class
Observed Expected O-E (O - E)2 (O - E)2/E
Literacy Standing
Underclass 10 20.52 -10.52 110.6704 5.39
High
Upperclass 33 22.48 10.52 110.6704 4.92

Underclass 30 33.40 -3.4 11.56 0.35

Average
Upperclass 40 36.60 3.4 11.56 0.32

Underclass 54 40.08 13.92 193.7664 4.83

Low
Upperclass 30 43.92 -13.92 193.7664 4.41
2 2
(O – E) /E (Low, Upperclass) = (-13.92) /43.92 = 4.41

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Step 5: Calculate X2
Finally, add up the values of the final column to calculate the chi-square test statistic (X 2).

Step 6: Make a decision.

 A Chi-Square test for two independent samples showed that there is sufficient
evidence to conclude that there is a significant relationship between Scientific
Literacy and class standing. In addition, all Mathematics, Science, and English
Teachers presented the outcome of such empirical investigation to the Principal and
Resource Managers that the upperclass is significantly different from the underclass
on such articulated variable. The X2 value is 20.22 > 7.378. Therefore, teachers reject
the null hypothesis.

Analyses, Interpretations and Implications

Based on the test, A Chi-Square test for two separate samples revealed enough data to conclude
that there is a substantial correlation between class rank and scientific literacy. The results of
this empirical inquiry showed that the upper class differs greatly from the underclass on such
articulated variable, which was also submitted to the Principal and Resource Managers by all
Mathematical, Scientific, and English Teachers. The value of X2 is 20.22 > 7.378. Teachers
thereby disprove the null hypothesis.

According to the study “Is the scientific literacy-based assessment fit for vocational high
school? Studies in building construction vocational high school in Indonesia” (Arthur, Et al.,
2023), Scientific literacy is one of the important student soft skills to have in facing current
competition. In this study, 30 pupils from Bogor Regency and 71 from Jakarta make up the
responder students. In Bogor, the value of scientific literacy performance is 58,85%, while the
results of vocational school students in Jakarta are about 54,96%. It also demonstrates that

Page 11 of 32
students enrolled in construction and property engineering specialty programs at vocational
high schools in Jakarta and Bogor still have very limited scientific literacy skills. Due to the
substance and scope of scientific literacy in the instrument being less relevant to the
characteristics of vocational students, it could not attain its full potential. The capacity to read,
write, and help others develop skills associated with successfully understanding science is
known as scientific literacy. (Atta, Et. Al., 2020) Developing an instrument for students’
scientific literacy.

https://aip.scitation.org/doi/abs/10.1063/5.0105691
https://iopscience.iop.org/article/10.1088/1742-6596/1422/1/012019

2.) The table below shows the relationship between the gender of the teachers and the Mathematics
subjects that they teach in a certain senior high school. The subjects taught by them are
dichotomized as Pre-Calculus and Basic Calculus. Is there an association between these two
variables? What is the strength of the relationship? Finally, show the computation of one-tailed and
two-tailed probabilities for such appropriate test utilizing the template below. Note: Test at 0.05
level of significance and use a 6-step model for hypothesis testing.

Gender of Teacher
Subject Taught Male Female
Pre-Calculus 3 2
Basic Calculus 3 7

Step 1: State the null hypothesis, Ho.

 Ho: There is no association between the gender of the teachers and the Mathematics
subjects that they teach in a certain senior high school.
 Ha: There is an association between the gender of the teachers and the Mathematics
subjects that they teach in a certain senior high school.

Step 2: Choose a statistical test (for this one, it is being identified already)
 Fisher’s exact test for 2x2 table

Step 3: Select the level of significance and the sample size, n, (if necessitated only)
 Level of Significance: α= 0.05
 Sample Size: n= 15

Step 4: Select the sampling distribution and establishing the critical region/value.
 Fisher’s exact test makes it possible for us to directly calculate the P value, thus we don’t
need to identify the critical value.
 The decision rule is to reject Ho if the P value is lesser than the significance level (P < 0.05).

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Step 5: Collect the data (given already) and compute the statistical test.
 To get the P value for one tailed and two tailed, follow these steps:
Step 1: Get the total for the row and column.

Gender of Teacher
Subject Taught Male Female total
Pre-Calculus 3 (a) 2 (b) 5 (nR1)
Basic Calculus 3 (c) 7 (d) 10 (nR2)
total 6 (nC1) 9 (nC2) 15 n

Step 2: Identify the smallest marginal total and let that number represent the b in the
ordered pair (a , b) to be listed in descending order. Let 0 be the value of a to be listed in
ascending order.
Among the four marginal total (5, 10, 6, 9), the smallest is 5. Since 5 is the smallest marginal
total, we look at the following ordered pairs for (a , b): (0 , 5), (1 , 4), (2 , 3), (3 , 2), (4 , 1),
(5 , 0).
Enumerate all possible contingency tables with constant marginal sum by putting all the
values of the ordered pairs to their corresponding cell respectively. For the values of c just
subtract a from nC1 and for the values of d subtract b from nC2.

2 x 2 Table
C1 C2 Sum
I R1 0 5 5
R2 6 4 10
Sum 6 9 15
C1 C2 Sum
II R1 1 4 5
R2 5 5 10
Sum 6 9 15
C1 C2 Sum
III R1 2 3 5
R2 4 6 10
Sum 6 9 15
C1 C2 Sum
IV R1 3 2 5
R2 3 7 10
Sum 6 9 15
C1 C2 Sum
V R1 4 1 5
R2 2 8 10
Sum 6 9 15
C1 C2 Sum
VI R1 5 0 5
R2 1 9 10
Sum 6 9 15

Page 13 of 32
Step 3: Compute exact probabilities for all tables using the formula below:

Where

X = table number
nR1 = a + b
nR2 = c + d
nC1 = a + c
nC2 = b + d

Computations:

Page 14 of 32
 Step 4: Calculate the one-tailed probability.
To get the one-tailed probability, let the given table of the problem be the basis of the cutoff
probability. The included exact values to be added were a ≤ 3 and the other one is a ≥ 3.
Then, we sum up all the values of the exact probabilities from P(I) until P(IV) and also P(IV)
until P(VI).

In identifying the one-tailed P value, choose from the two computed values above which has
the minimum value. It shows that P(IV, V, VI) = 0.287 is the minimum value. Therefore,

Step 5: Calculate the two-tailed probability.

To get the two-tailed probability, sum up all the exact probabilities which have a value of
less than or equal to 0.240.

Therefore,

 To find out the strength of the relationship, we use the correlation coefficient.

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The correlation coefficient is the specific measure that quantifies the strength of the linear
relationship between two variables in a correlation analysis. The coefficient is what we
symbolize with the r in a correlation report.
The correlation coefficient r is a unit-free value between -1 and 1. Statistical significance is
indicated with a p-value. Therefore, correlations are typically written with two key
numbers: r = and p = .

o The closer r is to zero, the weaker the linear relationship.

o Positive r values indicate a positive correlation, where the values of both variables
tend to increase together.
o Negative r values indicate a negative correlation, where the values of one variable
tend to increase when the values of the other variable decrease.

o The values 1 and -1 both represent "perfect" correlations, positive and negative
respectively. Two perfectly correlated variables change together at a fixed rate. We
say they have a linear relationship; when plotted on a scatterplot, all data points can
be connected with a straight line.
o The p-value helps us determine whether or not we can meaningfully conclude that
the population correlation coefficient is different from zero, based on what we
observe from the sample.

Start by finding the sample means.

Calculate the distance of each point from its mean.

Gender

Subject Taught Male (x) Female (y) x - x̅ y - y̅

Pre-calculus 3 2 3–3=0 2 – 4.5 = -2.5

Basic calculus 3 7 3–3=0 7 – 4.5 = 2.5

Using the correlation coefficient formula:

Complete the top of the coefficient equation.

[ (0) (-2.5) + (0) (2.5) ] = 0

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 Complete the bottom of the coefficient equation.

∑(x - x̅ )2 = 02 + 02 = 0
∑(y - y̅ )2 = -2.52 + 2.52 = 6.25 + 6.25 = 12.5
When we multiply the result of the two expressions together, we get:
0 x 12.5 = 0
This brings the bottom of the equation to:

Finish the calculation.

A correlation coefficient of zero indicates that no linear relationship exists between two
variables.

Step 6: Make a decision.

A Fisher’s exact test for 2x2 table showed that there is insufficient evidence to conclude that
there is an association between the gender of the teachers and the Mathematics subjects
that they teach in a certain senior high school. The P(one-tailed) = 0.287 > a = 0.05 and the
P(two-tailed) = 0.329 > a = 0.05. A correlation coefficient showed the strength of the
relationship that no linear relationship exists between two variables. Thus, we fail to reject
the null hypothesis.

Analyses, Interpretations and Implications

Based on Fisher's exact test, there is insufficient data to conclude the gender of the teachers and the
Mathematics courses they instruct in SHS are related. Based on correlation coefficient, there is no
linear relationship between two variables. Therefore, we cannot rule out the null hypothesis.
According to the study, “Biased teachers and gender gap in learning outcomes: Evidence from
India” (Rakshit, Et al., 2022),The gender gap has remained in various other ways even though the
participation of females in education has significantly grown over time. Girls' poor arithmetic ability,
especially when they are young adolescents,. is an ongoing issue that has received much literature-
based research. Yet, girls are disproportionately underrepresented in STEM fields (Kahn and Ginther,
2017). Gender discrepancy in math ability and STEM participation may have an impact on women's
overall economic outcomes when compared to men, which may also result in occupational segregation
and the gender pay gap in the labor market (WorldBank, 2012, Joensen and Nielsen, 2016). Studies
have shown that teachers' gender biases might influence students' evaluations and grades, but none of
these studies have gone a step further by examining how these prejudices affect students' subsequent

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development and educational trajectories. (Terrier, Camille 2020) “Boys lag behind: How
teachers’ gender biases affect student achievement”
In addition, this study evaluates how prejudices held by instructors affect students' learning outcomes
in the setting of India. We demonstrate using a value-added model when gender-stereotypical math
instructors instruct young students, the gender gap in math performance (favoring boys) grows.

https://www.sciencedirect.com/science/article/abs/pii/S0304387822001833
https://www.sciencedirect.com/science/article/abs/pii/S0272775718307714

3.) Mrs. Pachill-chillang, a secondary level Mathematics Teacher, claims that the median grade on a
test was 72. A sample of her 25 students had the following grades. You, having enrolled in the
Graduate Teacher Education with major in Mathematics, must check the teacher’s claim with an
assumption that the population is not normal. Note: Test at 0.01 level of significance and use a 6-
step model for hypothesis testing.
Data: 68, 72, 74, 69, 52, 52, 81, 72, 78, 86, 76, 91, 42, 85, 73, 92, 61, 87, 73, 78, 96, 94, 72, 81, 75

Problem 3:

Mrs. Pachill-chillang, a secondary level Mathematics Teacher, claims that the median grade on a test
was 72. A sample of her 25 students had the following grades. You, having enrolled in the Graduate
Teacher Education with major in Mathematics, must check the teacher’s claim with an assumption
that the population is not normal. Note: Test at 0.01 level of significance and use a 6-step model for
hypothesis testing.
Data: 68, 72, 74, 69, 52, 52, 81, 72, 78, 86, 76, 91, 42, 85, 73, 92, 61, 87, 73, 78, 96, 94, 72, 81, 75

Step 1: State the null hypothesis, Ho.

 Ho: The median grade on a test is 72.

 Ha: The median grade on a test is not 72.
Step 2: Choose a statistical test

 Wilcoxon Signed Rank Test.

Step 3: Select the level of significance and the sample size, n, (if necessitated only)

 Level of Significance: α= 0.01

 Sample Size: n= 25

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Step 4: Select the sampling distribution and establishing the critical region/value.

 If the p-value is less than the level of significance, the null hypothesis should be rejected;
otherwise, the null hypothesis should not be rejected.

Step 5: Collect the data (given already) and compute the statistical test.

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 From the above output, the test statistic value obtained is 172 and the corresponding P-
value obtained is 0.144.

Hence, the P-value is greater than the level of significance value;

P-Value > α ; 0.144 > 0.01
Step 6: Make a decision.

 A Wilcoxon signed rank test showed that there is no sufficient evidence to conclude that the
median grade on test is 72 at 0.01 level of significance. Therefore, we failed to reject the null
hypothesis.

Analysis, Interpretation and Implication

Based on the rank test conducted above the P-value is greater than the level of significance value;
0.144 > 0.01 which concludes that the median of the test is 72.

According to a study published January 2023, “The number line estimation task is a valid tool for
assessing mathematical achievement: A population-level study with 6484 Luxembourgish
ninth-graders” (Nuraydin, Et. Al.). Even after controlling for potentially confounding variables,
mathematical achievement and number line estimation accuracy were linked. Subpopulations of
students shown significant variances in estimation accuracy, which can be used as a standard in future
research. The number line estimate test with fractions was more strongly associated to mathematical
achievement in pupils throughout the whole mathematical skill spectrum than the number line
estimation task with whole numbers.

Students from low-income households frequently begin school with lower levels of mathematical
competence and grow at a slower rate than pupils from high-income households. (Jordan & Levine,
2009). There is some indication that pupils from low socioeconomic origins have more difficulty
grasping numerical magnitudes. (Ramani & Siegler, 2008). However, an empirical evaluation of the
SES-number line estimation accuracy relation in a large and representative sample has yet to be
conducted.

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Reference:
https://www.sciencedirect.com/science/article/abs/pii/S0022096522001503

4.) With the consolidated results of the 3 rd quarterly examination from the Grade-11, Mr.
Reklamador defensively pointed out that the low mean percentage scores garnered by his students
in General Mathematics is caused by their degree of anxiety. Hence, his School Principal and Middle
Managers ask him if the female students are more anxious than male students under his tutelage.
With the data below, is the difference between male and female students statistically significant?
Note: Test at 0.05 level of significance and use a 6-step model for hypothesis testing.
Degree of Anxiety Data
Female students: 50, 38, 49, 41, 39, 45, 46 Male students: 43, 32, 42, 35, 37, 40

Step 1: State the null hypothesis, Ho.

 There is no significant difference in the degree of anxiety between male and female
students
 There is a significant difference in the degree of anxiety between male and female
students
Step 2: Choose a statistical test

 The Mann-Whitney Test

Step 3: Select the level of significance and the sample size, n, (if necessitated only)

 Level of Significance: α= 0.05

 Sample Size: n= 13 ; n1 = 7 and n2 = 6
Step 4: Select the sampling distribution and establishing the critical region/value.

 If is less than the level of significance , the null hypothesis should be rejected;
otherwise, the null hypothesis should not be rejected.

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Step 5: Collect the data (given already) and compute the statistical test.

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Step 6: Make a decision.

 A Mann-Whitney Test showed that there is insufficient evidence to conclude that there is a
significant difference in the degree of anxiety between male and female students. The p
value = 0.074 > a = 0.05. Therefore, we failed to reject the null hypothesis.

Analysis, Interpretation and Implication

Based on the Mann-Whitney test for the two-sample conducted above the P-value is greater than the
level of significance value; 0.074 > 0.05 which concludes that there is a significant difference in anxiety
levels between male and female students.

According to a study published April 2019, “Spotlight on math anxiety”, (Luttenberger, Et. Al.).
Math anxiety has primarily been studied in educational contexts, with little connection to clinical
research on anxiety disorders. It is not included as a separate category in the diagnostic systems for
mental disorders - the Diagnostic and Statistical Manual of Mental Disorders (DSM) and the
International Classification of Diseases (ICD)- but is rather subsumed under generalized anxiety
disorder or social anxiety disorder. Many people who claim to have math anxiety do not meet the DSM
criteria for an anxiety disorder. Nonetheless, evidence indicates that math anxiety affects people of all
ages in academic contexts, as well as their academic progress and well-being.

Secondary education studies (grades 6-12) almost invariably indicate negative connections between
anxiety and math performance, which is primarily quantified as points on achievement exams or
grades. "The story told by the correlations is sad indeed," Ashcraft and Krause conclude. The more a
person's math anxiety, the worse his or her math learning, mastery, and motivation."

Reference:

https://www.tandfonline.com/doi/full/10.2147/PRBM.S141421

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5.) A random sample of ten neophyte Subject Teachers (i.e. those who served for less than 5 years)
had been given a skill test on computer literacy with the following results: 85, 82, 74, 93, 87, 86, 75,
80, 79, & 85. A random sample of eight seasoned Subject Teachers (i.e. those who have been in the
service for 20-30 years already) in from the same school had been likewise given the same test with
these scores resulting: 88, 77, 93, 94, 88, 91, 78, & 80, respectively. Is there a difference in the
computer literacy between these two groups, as measured by the test? Note: Test at 0.01 level of
significance and use a 6-step model for hypothesis testing

Step 1: State the null hypothesis, Ho.

 There is no difference in computer literacy between the neophyte Subject

Teachers and seasoned Subject Teachers.
 There is a difference in computer literacy between the neophyte Subject
Teachers and seasoned Subject Teachers.

Step 2: Choose a statistical test

 The Kolmogorov-Smirnov of Two-Sample Test.

Step 3: Select the level of significance and the sample size, n, (if necessitated only)

 Level of Significance: α= 0.01

 Sample Size: n = 18 ; n1 = 10 and n2 = 8

Step 4: Select the sampling distribution and establishing the critical region/value.

 Kolmogorov-Smirnov of Two-Sample Test makes it possible for us to directly calculate the P

value using Minitab, thus we don’t need to identify the critical value.
 The decision rule is to reject Ho if the P value is lesser than the significance level (P < 0.01).

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Step 5: Collect the data (given already) and compute the statistical test.

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Stepn 6: Make a decision.

 A Kolmogorov-Smirnov of Two-Sample Test showed that there is insufficient evidence to

conclude that there is a significant difference in the computer literacy the neophyte
Subject Teachers and seasoned Subject Teachers. The p-value = 0.525 > a = 0.01.
Therefore, we failed to reject the null hypothesis.

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Analysis, Interpretation and Implication

Based on the two-sample test conducted above since 0.525 < 0.736888 this concludes that
there is a difference in the computer literacy between the two groups.
According to a study published March 2022, “Expected data literacy knowledge and skills for early
career teachers: Perspectives from school and district personnel”, (Conn, Et. Al). To accurately assess
student learning, multiple and diverse academic and non-academic data sources must be used. This
necessitates the incorporation of data literacy concepts into teacher preparation programs and
professional development offerings. The current study used focus group interviews with school/district
personnel to learn about their assessment and data literacy expectations for pre-service and early
career teachers.

The current study was carried out to gain a better understanding of the essential components of data
literacy from field professionals, particularly in terms of expectations related to foundational data
literacy knowledge and skills required by early career teachers. The study's implications suggest that
future researchers should collect authentic examples of how teachers demonstrate data literacy
knowledge and skills from various types of schools/districts, as well as examine the impact of.

Reference:
https://www.sciencedirect.com/science/article/abs/pii/S0742051X21003322

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