Course Code

Math Ed 6: ELEMENTARY STATISTICS AND PROBABILITY

and Title:
Term First Semester, SY 2020-2021
BICOL UNIVERSITY Class Schedule Saturday
Revision Date 1:00 pm to 4: 00 pm
Legazpi City Credit 3 unit lecture Pre-Requisite/s None
Course Placement First Semester, 2nd Year Type of course Lecture
College: TABACO CAMPUS Faculty JENALYN T. CARDANO Consultation Hours
jenalyn.cardano@bicol-u.edu.ph
Department: EDUCATION DEPARTMENT Contact Details
jenalyn.cardano@deped.gov.ph Dean/Director MARIA GISELLA N. MORTEGA
Program: BS Education – Mathematics Department Chair MARLYN A. VILLAR, Ph.d
A world-class university producing leaders and change
Vision Core Values Scholarship, Leadership, Character, Service
agents for social transformation and development
Give professional and technical training, and provide
advanced and specialized instruction in literature, Bicol University commits to continually strive for excellence in instruction, research and extension
Mission philosophy, the sciences, and arts besides providing Quality Policy by meeting the highest level of clientele satisfaction and adhering to quality standards and
for the promotion of scientific and technological applicable statutory and regulatory requirements
researches (RA5521, Section 3.0)

INSTITUTIONAL LEARNING OUTCOMES:

Every BU graduate should:
1. Demonstrate critical thinking and integrative skills to solve problems and to support lifelong learning;
2. Communicate effectively and appropriately orally and in writing for various purposes with the responsible use ICT tools;
3. Collaborate with diverse people ethically and with mastery of knowledge and skills in given disciplines; and
4. Create knowledge and innovation to promote inclusive development as well as globalization.

COLLEGE LEARNING OUTCOMES:

Every BUTC graduate:
1. Articulates global trends and developments in specific fields of practice;
2. Demonstrates managerial skills and technical competency matching national and international requirements;
3. Communicates effectively and responsively through appropriate media;
4. Abides by professional, social and moral standards;
5. Adapts to multi-cultural and cross-cultural work environment; and
6. Introduces innovations supportive to sustainable regional development

BU-F-VPAA-04 Revision: 3
Effectivity: _______________ Page 1 of 13
PROGRAM LEARNING OUTCOMES:
1. Exhibit competence in mathematical concepts and procedures.
2. Exhibit proficiency in relating mathematics to other curricular areas.
3. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of mathematics.
4. Demonstrate competence in designing, constructing, and utilizing different routine and non-routine problems with different levels of complexity.
5. Demonstrate proficiency in problem-solving and creating routine and non-routine problems with different levels of complexity.
6. Use effectively appropriate approaches, methods, and techniques in teaching mathematics including technological tools.
7. Appreciate mathematics as an opportunity, discovery and gaining insights of the world.

Course Description:

This course introduces statistical techniques that are essential to data analysis in educational researches. The main goal in this exploration is statistical literacy – the ability to understand
and apply a variety of parametric statistical operations. Topics will cover descriptive statistics, probability, inferential statistics, regression and correlation. Students will be required to conduct a mini-
research related to teaching and learning that will showcase the use of both descriptive and inferential statistics. Moreover, this course will enhance students’ ability in using statistical software such
as SPSS to automate data processing.

Course Learning Outcomes P1 P2 P3 P4 P5 P6 P7 P8 P9

A. Demonstrate knowledge and skills in data gathering, processing, and communication; P P D P P

B. Use appropriate statistical measures to describe and compare data sets;

P P P

C. Run appropriate inferential statistical tests to verify hypotheses and formulate data-driven conclusions and decisions;
P P P

D. Use appropriate statistical treatments to analyze a teacher-made summative test, profile students’ performance, and generate
recommendations for enhancement; P P P P

E. Exhibit competence in the use of statistical software in data processing as entailed by an actual mini-research relating to
teaching and learning; P P P P

F. Manifest accuracy in data handling for evidence-based decisions.

P P P P
Legend: I - Introduced concepts/principles; P - Practice with supervision; D - Demonstrated across different settings with minimal supervision

BU-F-VPAA-04 Revision: 3
Effectivity: _______________ Page 2 of 13
Course Outline:
Specific Learning Outcomes
At the end of the lesson the
students will be able to:
Recognize the importance of
the attainment of the learning
outcomes of BU, BUTC and
Education Dept.
At the end of the lesson, the
students should be able to:
I.1. discuss the contributions of
the different
statisticians/mathematicians in
the continuous improvement of
statistical knowledge and
concepts
I.2. differentiate between a.
Descriptive and Inferential
Statistics b. Population and
Sample;
I.3. Identify the types of data
and the level of measurement
for each variable;
I.4. describe the different data
collection methods and
sampling techniques;
I.5. create a tree diagram
illustrating data and their levels
of measurement;
I.6. Explain how Statistics can
be used and misused;
I.7. Point out the importance of
using digital technology in
Statistics.
BU-F-VPAA-04
Effectivity: _______________
Performance Assessment Time
Learning Content Instructional Delivery Instructional Resources
Standard Tasks/Outputs Allotment
1. Orientation to: E-copies of the VMGO and Course Syllabus and 90 % of the students
a. Vision, Mission, Goals & Quality Policy of Bicol Course Guide can contribute to the
Objectives of BU, BUTC, and University; Goals & Objectives goal setting of the
Education Department. of BUTC, and Education Dept. course and submit the KWL Chart 2 hours
b. Course Objectives, Content, KWL Chart
Expectations and Requirements of
the Course
A. The Nature of Statistics
a. Description and history of 1.Electronic books:
statistical science - Bluman, A.G. (2013).
Elementary Statistics: A Online Quiz:
b. Descriptive and Inferential 80 % of student
Step by Step Approach, 6 th Students are to
Statistics Self Directed Learning acquired the learning
Edition . McGraw Hill compare and
c. Population and Sample International. content by submission contrast the
d. Variables and types of Data Interactive Discussion of the assessment
- Supe et. Al.,(2012). different terms
- Prior knowledge probing
e. Data Collection and Sampling Elementary Statistics . tasks and/or outputs. like Descriptive
- Follow-up questioning
Techniques Central Book Supply Inc. and Inferential
f. Uses and Misuses of Statistics statistics and
Concept Mapping T-Chart or
2. curated lecture materials; the like.
g. The use of computers and Venn Diagram
calculator 3. lecture videos; Hands Signal 3 hours
(get responses
Interactive Lecture
4. Prepared Lecture from the class
presentation (pdf/ppt). through “thumbs
For No Connectivity
up/down” signal
Printed Modules and reading
to determine
materials
students
understanding
of a concept or
process.
Revision: 3
Page 3 of 13

Specific Learning Outcomes Learning Content
B. Collection and Sampling
II.1. identify the type of data Techniques
collection method to be used
in different studies/researches. a. Data Collection
(Interview Method, Questionnaire
Method, Observation Methods,
II.2. apply the appropriate
Test Methods, Registration
sampling technique during
Method, Other methods)
data collection.
b. Sampling Techniques
(Sampling Error, Random
Sampling, Systematics Random
Sampling, Stratified Random
Sampling, Cluster Sampling,
Purposive Sampling, Quota
Sampling, Convenience
Sampling and Other sampling
techniques)
BU-F-VPAA-04
Effectivity: _______________
Performance Assessment Time
Instructional Delivery Instructional Resources
Standard Tasks/Outputs Allotment
Self-Directed Learning
1.Electronic books:
Cooperative Learning Structure: - Bluman, A.G. (2013). 80 % of student
Elementary Statistics: A
With another student or two from acquired the learning
Step by Step Approach, 6 th
the class, the students are asked Edition . McGraw Hill content by submission
to interview thirty or more students International. of the assessment
at their college/school via
- Supe et. Al.,(2012). tasks and/or outputs.
messenger, get some information
Elementary Statistics .
from them like name, course and
Central Book Supply Inc.
year, and determine the answers
to the questions listed below.
2. curated lecture materials;
1. What is your height? 2. What is
your birth date? 3. How many 3. lecture videos;
semesters have you attended this
college, including this semester? 4. Prepared Lecture Written Works
4. How many units have you presentation (pdf/ppt). and digital
completed? 5. What is your Grade technology
Point Average? 6. What is your application:
gender? 7. What is the color of
your hair? 8. What is the color of Frequency 3 hours
your eyes? 9. What is your blood Distribution
type? 10. How many different Table
cellphones have you/family Histograms
owned, including your present Charts and
one? other graphs
The students are to decide to what
data collection method to use and
what sampling technique to
employ.
After doing so, the students are to
answer several questions like -
Which are discrete/continuous
Qualitative/quantitative, among
others
For No Connectivity
Printed Modules and reading
materials
Revision: 3
Page 4 of 13

Specific Learning Outcomes Learning Content
III.1. present data through texts,
tables, and graphs; C. Presentation of Data
III.2. organize data sets using a. Data Presentation
frequency distribution table; (Tabular Method
Graphical Method Textual
Method)
III.3. represent data in frequency
b. Organizing Data
distributions graphically using
(Frequency Distribution
histograms, frequency polygons,
Table)
and ogives;
c. Histograms, Frequency
Polygons, and Ogives
III.4. use appropriate digital d. Other types of Graphs
(Pareto Charts Time
technology in organizing data;
Series Graphs Pie Charts
Stem-Leaf Plot Box Plot)
III.5. represent data using
e. Paired Data and Scatter
graphs, Pareto charts, time
Plots
series graphs, and pie graphs;
III.6. draw a stem and leaf plot
and scatter plot;
III.7. interpret a stem and leaf
plot and scatter plot;
Performance Assessment Time
Instructional Delivery Instructional Resources
Standard Tasks/Outputs Allotment
1.Electronic books:
Self Directed Learning
- Bluman, A.G. (2013).
Elementary Statistics: A 80 % of student
Step by Step Approach, 6 th
Multiple Visual Representation - acquired the learning
using the information gathered Edition . McGraw Hill content by submission
International.
from their activity on collection of Written Works:
of the assessment tasks
data, the students are to present - Supe et. Al.,(2012). Charts and other
and/or outputs.
using the different forms of data Elementary Statistics . graphs
presentation Central Book Supply Inc.
Product-based
Integration of Digital Technology 2. curated lecture materials; output in digital
form: Students
For No Connectivity 3. lecture videos; are given data
3 hours
Printed Modules and reading set and would
materials ask them to use
4. Prepared Lecture
the suitable
presentation (pdf/ppt).
graph for a given
data set through
the application of
digital
technology.

III.8. use appropriate digital

technology in organizing data.

IV.1. summarize data using

measures of central tendency; D. Data Descriptions 1.Electronic books: 80 % of student
(Grouped and Ungrouped - Bluman, A.G. (2013).
Self Directed Learning acquired the learning
IV.2.decide the appropriate Data) Elementary Statistics: A Step
by Step Approach, 6 th content by submission
measure of central tendency to Worksheet on data descriptions
a. Measures of Central Edition . McGraw Hill of the assessment
be used given a data set; Performance
Tendency using the collected data from the International. tasks and/or outputs. Task: Problem 3 hours
b. Measures of Variation students - Supe et. Al.,(2012).
IV.3. interpret numerical output Elementary Statistics . Set
to describe the distribution of Central Book Supply Inc.
For No Connectivity
data set in terms of its variability 2. curated lecture materials;
Printed Modules and reading
materials 3. lecture videos;
4. Prepared Lecture
presentation (pdf/ppt).

BU-F-VPAA-04 Revision: 3
Effectivity: _______________ Page 5 of 13

Specific Learning Outcomes
V.1. identify the position of a
data value using various
measures of positions such as
percentiles, deciles, and
quartiles, median, and
ZScores;
V.2. Interpret the values of
quantiles;
V.3. Use the techniques of
exploratory analysis, like
Boxplot and five-Number
summaries to summarize data;
V.4. Use digital technology to
describe and compare data
sets.
VI.1. define Probability and
Sample Space;
VI.2. differentiate between union
and intersection of events;
VI.3. find the probability of union
and intersection of events sets;
VI.4. find the probability of an
event using classical probability
and empirical probability;
VI.5. find the probability of
compound events using addition
rules and multiplication rules.
.
BU-F-VPAA-04
Effectivity: _______________
Learning Content
E. Data Descriptions
(Grouped and Ungrouped
Data)
a. Measures of Position
b. Exploratory Data Analysis
F. Probability and Counting
Rules
a. Sample Spaces and
Probability
b. Union and Intersection of
sets/events
c. The Addition Rules for
Probability d. The
Multiplication Rules and
Conditional Probability
Instructional Delivery
Self Directed Learning
Worksheet on data descriptions
using the collected data from the
students
For No Connectivity
Printed Modules and reading
materials
Self Directed Learning
Problem Solving Worksheet on
Probability
For No Connectivity
Printed Modules and reading
materials
Performance Assessment Time
Instructional Resources
Standard Tasks/Outputs Allotment
1.Electronic books: 80 % of student
- Bluman, A.G. (2013). acquired the learning
Elementary Statistics: A
content by submission
Step by Step Approach, 6 th
Edition . McGraw Hill of the assessment
International. tasks and/or outputs.
- Supe et. Al.,(2012).
Elementary Statistics .
Central Book Supply Inc. Performance
Task: Problem 3 hours
Set
2. curated lecture materials;
3. lecture videos;
4. Prepared Lecture
presentation (pdf/ppt).
1.Electronic books: 80 % of student
- Bluman, A.G. (2013). acquired the learning
Elementary Statistics: A
content by submission
Step by Step Approach, 6 th
Edition . McGraw Hill of the assessment
International. tasks and/or outputs.
- Supe et. Al.,(2012).
Elementary Statistics . Pen and Paper
Central Book Supply Inc. Test that 3 hours
engage students
2. curated lecture materials;
in problem
solving
3. lecture videos;
4. Prepared Lecture
presentation (pdf/ppt).
Revision: 3
Page 6 of 13

Specific Learning Outcomes
VII.1. find the total number of
outcomes in a sequence of
events using the fundamental
counting rule;
VII.2. use permutation or
combination in finding the
number of ways an r objects
can be selected from n objects
with or without regard to order;
VIII.3. define random variable;
VIII.4. differentiate discrete
random variable from
continuous random variable;
VII.5. describe the distributions
graphically.
VIII.1. discuss the properties of
a Normal Distribution;
VIII.2. identify distributions as
symmetric or skewed
VIII.3. apply concepts and
principles of normal
distribution to real life
problems
VIII.4. apply the Central Limit
Theorem to solve problems
involving sample means for
large samples;
BU-F-VPAA-04
Effectivity: _______________
Learning Content
G. Probability and Counting
Rules/Probability
Distributions
a. Counting Rules
b. Probability and Counting
Rules
c. Random Variables
d. Discrete and Continuous
Variables
e. Probability Distribution
H. The Normal Distribution
a. Normal Distribution
b. Applications of the Normal
Distribution
c. The Central Limit Theorem
d. Sample Size
Determination
e. Confidence Interval
Instructional Delivery
Self Directed Learning
Problem Solving Worksheet on
Probability
For No Connectivity
Printed Modules and reading
materials
Self Directed Learning
Socratic Method
Performance Assessment Time
Instructional Resources
Standard Tasks/Outputs Allotment
1.Electronic books: 80 % of student
- Bluman, A.G. (2013). acquired the learning
Elementary Statistics: A
content by submission
Step by Step Approach, 6 th
Edition . McGraw Hill of the assessment
tasks and/or outputs.
International.
- Supe et. Al.,(2012).
Elementary Statistics .
Central Book Supply Inc.
Pen and Paper
2. curated lecture materials; Test that 3 hours
engage students
3. lecture videos; in problem
solving
4. Prepared Lecture
presentation (pdf/ppt).
1.Electronic books: 80 % of student
- Bluman, A.G. (2013). acquired the learning
Elementary Statistics: A
content by submission
Step by Step Approach, 6 th
Edition . McGraw Hill of the assessment
International. tasks and/or outputs.
- Supe et. Al.,(2012).
Elementary Statistics . Learning Log 3 hours
Central Book Supply Inc.
2. curated lecture materials;
3. lecture videos;
4. Prepared Lecture
presentation (pdf/ppt).
Revision: 3
Page 7 of 13
 Performance Assessment Time
Specific Learning Outcomes Learning Content Instructional Delivery Instructional Resources
Standard Tasks/Outputs Allotment
VIII.5. compute for the sample
size needed;

VIII.6. construct and interpret

95% and 99% confidence
intervals for means and
proportions;

VIII.7. use digital technology in

finding the probability of an
event and the number of ways
an r objects can be selected
from n objects with or without
regard to order.

Assess students’ mastery of Written or Oral/Phone call Earn at least 70%

concepts
IX. 1. differentiate between null
and alternative hypotheses
IX.2. formulate null and
alternative hypotheses based
on the given problem
IX.3. make statistically-based
decisions regarding
populations through
hypothesis testing procedure
using the traditional method
and/or p-value method
Midterm examination
I. Hypothesis Testing
a. Steps in Hypothesis Testing;
b.Hypothesis Testing using the
traditional method and the p-value
method
c. Z Test for the Mean
d. T Test for a Mean
e. Z Test for a Proportion
Exam
Self Directed Learning
Problem Solving Activities
Students are given different
situations/problems and ask
them to use the correct
statistical test in hypothesis
testing.
Note: The students may retrieve
their data and are asked to
formulate null and alternative
hypotheses. These may also be
used in their mini-research
presentation later on
Virtual Room 2 hours
score
1.Electronic books: 80 % of student
- Bluman, A.G. (2013). acquired the learning
Elementary Statistics: A
content by submission
Step by Step Approach, 6 th
Edition . McGraw Hill of the assessment
International. tasks and/or outputs.
- Supe et. Al.,(2012).
Elementary Statistics .
Central Book Supply Inc. Written Works:
Hypothesis
3 hours
2. curated lecture materials; Formulation and
decision making
3. lecture videos;
4. Prepared Lecture
presentation (pdf/ppt).

BU-F-VPAA-04 Revision: 3
Effectivity: _______________ Page 8 of 13

Specific Learning Outcomes
X. 1. utilize digital technology
to automate data processing
and interpretation
XI.1. use appropriate statistical
test in testing the difference
between means, proportions,
and variances;
XI.2. interpret the result of the
different statistical tests;
XI.3. utilize digital technology
in data processing;
XI.4. produce the interpretation
of results in digital outputs.
BU-F-VPAA-04
Effectivity: _______________
Performance Assessment Time
Learning Content Instructional Delivery Instructional Resources
Standard Tasks/Outputs Allotment
1.Electronic books:
- Bluman, A.G. (2013).
Elementary Statistics: A
80 % of student
Step by Step Approach, 6 th
J. Hypothesis Testing Edition . McGraw Hill acquired the learning
International. content by submission
Self Directed Learning of the assessment Written Works:
a. Z Test for the Mean - Supe et. Al.,(2012).
Elementary Statistics . tasks and/or outputs. Hypothesis
b. T Test for a Mean
Hands-on Activities: Students is Central Book Supply Inc. Formulation and
c. Z Test for a Proportion 3 hours
to use the correct test in decision making
d. Introduction of Digital technology to 2. curated lecture materials;
hypothesis testing employing Outputs in
process data
digital technology digital form
3. lecture videos;
4. Prepared Lecture
presentation
(pdf/ppt).
K. Testing the Difference 1.Electronic books:
- Bluman, A.G. (2013).
Between Two Means, Two
Elementary Statistics: A
Proportions, and Two 80 % of student
Step by Step Approach, 6 th
Variances Edition . McGraw Hill acquired the learning
content by submission
International. Product-based:
of the assessment
a. Testing the Difference Between - Supe et. Al.,(2012). • Test of
Two Means: Using the z Test; Self Directed Learning Elementary Statistics . tasks and/or outputs. difference One-
Central Book Supply Inc.
b. Testing the Difference Between sentence
3 hours
Two Means of Independent Samples: Hands-on Activity using digital summary to
2. curated lecture materials;
Using the t Test; technology interpret results
c. Testing the Difference Between 3. lecture videos; using z-test, t-
Two Means: Dependent Samples; test
d. Testing the Difference Proportions 4. Prepared Lecture
presentation
e. Testing the Difference Between
(pdf/ppt).
Two variances.
Revision: 3
Page 9 of 13
 Performance Assessment Time
Specific Learning Outcomes Learning Content Instructional Delivery Instructional Resources
Standard Tasks/Outputs Allotment
XII.1. draw and interpret
scatter plot for a set of ordered 80 % of student
Visualization Activity 1.Electronic books:
pairs; acquired the learning
L. Correlation and Regression Interpreting Graphs - Bluman, A.G. (2013).
XII.2. compute the correlation content by submission
a. Correlation Elementary Statistics: A
coefficient; Step by Step Approach, 6 th of the assessment
b. Regression Problem Solving and
XII.3. test the hypothesis H o: Edition . McGraw Hill tasks and/or outputs. Product-based:
c. Coefficient of Determination and Interpretation Activities
p=0; International.
Standard Error of the Estimate • drawing of the
XII.4. compute the equation of - Supe et. Al.,(2012).
the regression line; Elementary Statistics . scatter plot
XII.5. compute the coefficient Central Book Supply Inc.
• Answers to
of determination and the 3 hours
2. curated lecture materials; problem sets
standard error of estimate
create mathematical models 3. lecture videos; • Mathematical
showing the relationship Models
between one or more 4. Prepared Lecture
independent variables; presentation
XII.6. utilize digital technology (pdf/ppt).
in data processing;
XII.7. produce the
interpretation of results in
digital outputs.

Written Work:
80 % of student
XIII.1. investigate several 1.Electronic books:
acquired the learning Interpretation of
teacher-made tests, profile of - Bluman, A.G. (2013).
Elementary Statistics: A Step content by submission the teacher-made
students’ performance and Hands-on Activity: Students are
by Step Approach, 6 th of the assessment test
choose appropriate statistical given sample teacher made
Edition . McGraw Hill tasks and/or outputs.
treatments to analyze the data; tests and ask them to compute International.
M. Applying Statistical Profile of
the different measures like - Supe et. Al.,(2012). students’
3 hours
Procedures to Problems Elementary Statistics .
XIII.2. generate mean, median, mode, and the academic
recommendations for the like and ask them to interpret Central Book Supply Inc.
2. curated lecture materials; achievement
enhancement of the teacher- these values. 3. lecture videos; One-sentence
made tests and profiling of 4. Prepared Lecture summary of
students’ performance presentation (pdf/ppt). recommendation

BU-F-VPAA-04 Revision: 3
Effectivity: _______________ Page 10 of
13
 Performance Assessment Time
Specific Learning Outcomes Learning Content Instructional Delivery Instructional Resources
Standard Tasks/Outputs Allotment

80 % of student
1.Electronic books:
acquired the learning
- Bluman, A.G. (2013).
XIV. 1. conduct a mini- Elementary Statistics: A Step content by submission
research related to teaching by Step Approach, 6 th of the assessment
and learning that showcases Edition . McGraw Hill tasks and/or outputs. Product-based:
N. Mini-Research Project Lecture International.
the use of both descriptive and
- Supe et. Al.,(2012). 3 hours
inferential statistics; Elementary Statistics .
Mini Research
Inquiry Method
Central Book Supply Inc.
XIV.2. manifest accuracy in 2. curated lecture materials;
data handling. 3. lecture videos;
4. Prepared Lecture
presentation (pdf/ppt).

80 % of student
1.Electronic books:
acquired the learning
- Bluman, A.G. (2013).
Elementary Statistics: A Step content by submission
by Step Approach, 6 th of the assessment
Edition . McGraw Hill tasks and/or outputs. Video
present and discuss results O. Presentation of Mini- International. Presentation of
Research Proposal Inquiry Method - Supe et. Al.,(2012). the Mini – 3 hours
of their research Elementary Statistics . Research.
Central Book Supply Inc.
2. curated lecture materials;
3. lecture videos;
4. Prepared Lecture
presentation (pdf/ppt).

Assess students’ mastery of Written or Oral/Phone call Earn at least 70%

Final examination Virtual Room 2 hours
concepts Exam score

BU-F-VPAA-04 Revision: 3
Effectivity: _______________ Page 11 of
13
Course Requirements:
Type of Requirements Specific Requirements Modality of Submission Due Date
Midterm Examination Oral Comprehensive Oct. 8, 2020
Tests and Examinations
Final Examination Oral Comprehensive Dec. 10, 2020
Activity/Problem Solving Worksheets Activity/Problem Solving Worksheets Thru: email and/or snail mail TBA
Video Demo Teaching Video Demo Teaching Thru: email and/or snail mail TBA

Course Assessment:
System of Computing Grades :

Attendance and Class Participation – 20%

Examination (Midterm/Final Examination) – 40%
Written/Activity Outputs/Performance Tasks – 40%

Midterm Grade = Attendance and Class Participation (20%) + Midterm Examination (40%) + Written/Activity Outputs/Performance Tasks (40%)

Tentative Final Grade = Attendance and Class Participation (20%) + Final Examination (40%) + Written/Activity Outputs/Performance Tasks (40%)

Final Grade = Mid-term grade (1/3) + [(Tentative Finals x 2) + Midterm]/3

References:

Bluman, A.G. (2013). Elementary Statistics: A Step by Step Approach, 6 th Edition . McGraw Hill International.

Calaca, N, Uy, C. Noble,N., Manalo, R. Statistic and Probability. Vibal Group Inc.

Supe et. Al.,(2012). Elementary Statistics . Central Book Supply Inc.

Course Policies:

Academic Integrity Policy:

For this course, the Honor Code is that there will be no plagiarizing on written work and no cheating on exams. Proper citation must be given to authors whose works were used in
the process of developing instructional materials and learning in this course. If a student is caught cheating on an exam, he or she will be given zero mark for the exam. If a student is caught
cheating twice, the student will be referred to the Office of Student Services and be given a failing grade in accordance with the guidelines as stated in the BU Students Handbook

BU-F-VPAA-04 Revision: 3
Effectivity: _______________ Page 12 of
13
 Policies on Absences and Tardiness:
According to CHED policy, total number of absences by the students should not be more than 20% of the total number of meetings or 7 Hours for a two-unit-course. Students
incurring more than 7 hours of unexcused absences automatically gets a failing grade regardless of class standing. This policy is applicable only for residential (face-to-face) mode of
instruction delivery.

Language of Instruction:
The language of Instruction is English. Students are expected to use English in their outputs and reports.

Use of the Learning Management System:

The Schoology will be used as the primary course site for this course. However, mobile application on Mathematics will also be part of the learning delivery for those who has slow
connectivity to no connectivity. It will be useful for those with difficulty accessing the virtual classroom, therefore, those apps provides tutorial and other study tools for the subject matter.
Enrolled students must have official BU email address. For students with zero internet connectivity, communications will via phone and submissions will be through Mail or Drop Box.

Special/Make-Up Quiz/Examinations/Work:
Make-Up on the examination will be given to students with valid reasons. Students are allowed to inform the subject professor for rescheduling of exam two (2) days prior to the
schedule. No show or response will considered as forfeited and will obtain a failing mark. A written letter signed by the parents and/or guardian is needed to reconvene such examination.

Submission of Laboratory Outputs/Paper Reports

All course requirements such as activity/problem solving worksheets/videos can be send thru LMS (Schoology) or it can be send via email (jenalyn.cardano@deped.gov.ph). The
requirements can also be submitted via snail mail or drop it off at the Education Department drop box with a proper label and details. Late submission will earn 2 points deduction per week.

Dress and Grooming Codes:

All students are expected to wear uniform during face-to-face meetings. Should there be a synchronous activity through online platforms (e.g., Google Meet, Zoom, etc.) a proper
attire is expected among participants.

Advising and Support:

Consultation schedule for this course are as follow:
a. Online: Weekdays (5:30 pm to 7:00 pm)
b. Onsite (Face-to-face) consultation is by appointment basis, please set appointment at least a day before your intended date of consultation. Health and Safety protocols
will be strictly implemented.

Caveat: Issues and matters not stated in this syllabus that are important for this course should be consulted with the course Instructor.

Prepared by: Reviewed by: Approved:

JENALYN T. CARDANO MARLYN A. VILLAR, Ph.d MARIA GISELLA N. MORTEGA, Ph.D

Course Instructor Department Head Dean
Date

BU-F-VPAA-04 Revision: 3
Effectivity: _______________ Page 13 of
13