TEST I. Determine the sampling technique appropriate for the given scenario.

1. When one wants to study the coping mechanism of people suffering from a rare neurological disease and no
list is available from anywhere-researches can just ask their first participants for other acquaintances that have
same disease.

2. A researcher who wants to know the problems encountered by foreign students in a specific CLSU decides to
interview only 50 out of 128.

3. Only battered women are allowed to participate in a study regarding the feminist perspective of violence.

4. Psychology students would request their friends to participate in their experiments.

5. To know the perception of Filipino people regarding a certain political candidate- the researcher divides the
whole Philippines into geographical clusters. A certain number of regions are randomly selected from which
sample would be taken.

TEST II. Determine the correlational/regression analysis appropriate for the given questions.

1. Students were given a test in Math and were also given a test in Science. The researcher wants to find
out if students who got high scores in Math also scored high in Science.

2. Students were given a test in Math and their scores were ranked from highest to lowest. They were
also given a test in Science and the scores were ranked as well. The researcher wants to find out if
students who ranked high on the Math test also ranked high on the Science test.

3. Are gender and education level dependent with each other at 5% level of significance?

4. Is there a significant relationship between educational attainment and job performance? Educational
Attainment (elementary, high school, college) Job Performance (poor, good, excellent)

5. Is test scores related to College Admission Test result?

6. Do examinees’ gender, type of school, average grades in general education, professional education,
and major course affect performance in the Licensure examination for Teachers (LET)?

7. A study wants to find out the predictors of interview scores. IV: gender, type of school, math scores,
science and anxiety)

8. Does student’s monthly allowance affects their Need for Cognition?

9. A researcher wants to determine whether night time sleep predicts the height of genius students?

10. A study was conducted to determine the effect of an intervention program to improve students’ intrinsic
motivation. Students were randomly assigned as Group 1 (control group) and Group 2 (experimental
group). After several sessions, students’ intrinsic motivation was measured using a standardized test.

TEST III. Given the research questions and the corresponding SPSS Statistics outputs, present the
results in a table; then, interpret them.

1. A researcher is interested to determine the relationship between the scores of

students in a Math test and in an English test.
 2. Is there a significant relationship between students’ age and readiness for flexible learning?

Correlation
s
Readiness Age
Correlation Coefficient 1.000 .049
Readiness Sig. (2-tailed) . .682
N 71 71
Spearman's rho
Correlation Coefficient .049 1.000
Age Sig. (2-tailed) .682 .
N 71 71

3. Is there a significant relationship between students’ sex and acceptance of flexible learning?

Sex * Level of Acceptance Crosstabulation

Count
Level of Acceptance Total
Low to Moderate to High
Moderate High
Female 4 43 8 55
Sex
Male 2 14 0 16
Total 6 57 8 71

Chi-Square Tests
Value df Asymp. Sig. (2-
sided)
Pearson Chi-Square 2.862a 2 .239
Likelihood Ratio 4.582 2 .101
Linear-by-Linear Association 2.433 1 .119
N of Valid Cases 71
a. 3 cells (50.0%) have expected count less than 5. The minimum
expected count is 1.35.

Value Approx. Sig.

Phi .201 .239
Nominal by Nominal
Cramer's V .201 .239
N of Valid Cases 71

Symmetric Measures

4. Does perception towards learning English affect language anxiety?

Descriptive Statistics
Mean Std. Deviation N
Anxiety 3.4945 .59737 119
Perception 3.9025 .45060 119

Model Summary
Model R R Square Adjusted R Std. Error of the
Square Estimate
1 .092a .008 .000 .59737
a. Predictors: (Constant), Perception
 ANOVAa
Model Sum of Squares df Mean Square F Sig.
Regression .357 1 .357 1.002 .319b
1 Residual 41.751 117 .357
Total 42.109 118
a. Dependent Variable: Anxiety
b. Predictors: (Constant), Perception

Coefficients
a

Model Unstandardized Coefficients Standardized t Sig.

Coefficients
B Std. Error Beta
1 (Constant) 3.018 .479 6.295 .000
Perception .122 .122 .092 1.001 .319

5. A study wants to find out the predictors of interview scores. (The independent variables are gender, type
of school, Math scores, Science scores and anxiety).
Model Summary

Model R R Square Adjusted R Std. Error of the

Square Estimate

1 .934a .872 .858 4.250

a. Predictors: (Constant), anxiety, Type of school, Math test, Science,
Gender
ANOVAa

Model Sum of Squares df Mean Square F Sig.

Regression 5419.366 5 1083.873 60.002 .000b

Residual 794.814 44 18.064

1 Total 6214.180 49
a. Dependent Variable: Interview scores
b. Predictors: (Constant), anxiety, Type of school, Math test, Science,
Gender

Coefficientsa
Model Unstandardized Coefficients Standardized t Sig.
Coefficients

B Std. Error Beta

(Constant) 40.100 13.281 3.019 .004

Gender .939 2.588 .042 .363 .718

Type of school 3.075 1.403 .137 2.191 .034

Math test .170 .132 .123 1.289 .204

Science .376 .130 .318 2.897 .006

1 anxiety -4.644 1.001 -.454 -4.638 .000

a. Dependent Variable: Interview scores

6. Do perception, attitude and language anxiety affect students’ motivation towards learning
English?

Descriptive Statistics
Mean Std. Deviation N
Motivation 3.7388 .50181 119
Perception 3.9025 .45060 119
Attitude 3.5462 .38052 119
Anxiety 3.4945 .59737 119
 Model Summary
Model R R Square Adjusted R Std. Error of the
Square Estimate
1 .781a .610 .600 .31745
a. Predictors: (Constant), Anxiety, Perception, Attitude

ANOVAa
Model Sum of Squares df Mean Square F Sig.
Regression 18.126 3 6.042 59.952 .000b
1 Residual 11.590 115 .101
Total 29.715 118
a. Dependent Variable: Motivation
b. Predictors: (Constant), Anxiety, Perception, Attitude

Coefficients
a

Model Unstandardized Coefficients Standardized t Sig.

Coefficients
B Std. Error Beta
(Constant) .069 .317 .218 .828
1 Perception .557 .084 .500 6.624 .000
Attitude .489 .101 .371 4.822 .000
Anxiety -.068 .050 -.081 -1.365 .175
a. Dependent Variable: Motivation
Rubric for Scoring (Test IV)

Criteri 4 3 2 1
a
Presentation
(Essential Elements: All essential One essential Two essential Three or more
Table Number and Title, elements element is elements are essential
Column Header, Row are present missing and/or missing and/or elements are
Classifiers, and correct. incorrect. incorrect. missing and/or
Data Entries) incorrect.

Interpretation (Essential
Elements: All essential One essential Two essential Three or more
Table Reference, Discussion, elements element is elements are essential
Interpretation and Implication are present missing and/or missing and/or elements are
of the Results) and correct. incorrect. incorrect. missing and/or
incorrect.