Angelica Paclita BSED 2 Science

Mr. Ariel Mabansag Prof. Ed 3 LP4

AQ 5.11: The interval between the mean and 75 represents what percentage of scores?

- 47.72

AQ 5.12: What is the difference and similarity between these two figures? Explain.

- The similarity between these two figures are they are both It is a bell-shaped curve. The
differences are the first figure only shows the shape only while the second figure is
symmetrical to the mean; it has mean, median, and mode have the same numerical value. The
shape (spread and height) of the curve will depend on the value of the mean (μ) and standard
deviation (σ).

AQ 5.13: The area between -1 σ and -2 σ represents the percentage of scores (13.59% or
14%) falling within this limits. The midpoint between -1 σ and -2 σ is -1.5 σ. suppose we
extend a straight line upward from the -1.5 σ mark, is it correct to say that “about 7%
of the scores are between --1.5 σ and -2 σ” and also “7% of the scores are between -1.5 σ
and -1 σ”?

- Yes, because 14% half is 7%. So I can say it is correct.

AQ 5.14: In the above example, the score point of Q1 is 12.5. Let us say, we round off
12.5 to 13. What would be the interpretation?

- We round off the 12.5 to 13 so that our total scores point will be a whole number.

AT 5.9: Given the score distribution: 47 28 39 51 33 37 59 24 33

(a) Find the values of the three quartiles.
(b) Where does the score of 28 falls in relation to the other scores?

a. 24, 28, 33, 33, 37, 39, 47, 51, 59

b. lower score than the quartiles.

AT 5.10: Refer to the figure shown below. Describe 2 procedures how the quartile
distribution was integrated into the normal distribution. What was the basis in relating
quartile distribution and normal distribution?

- The normal distribution is symmetric; the median will equal the mean. So the quartile
distribution will be also part of it. Hence, for the normal distribution, these define a narrower
interval than does one standard deviation on each side of the mean.

AT 5.11: Refer to Figure 1.28. What was the basis in relating percentile distribution and
normal distribution? Discuss how the percentile distribution was integrated into the
normal curve distribution (highlighted portion).
- A percentile is another measure of relative position and is most often used for large data
sets. (Percentiles are not very useful for small data sets.) Percentile is a summary measures
that divide a ranked data set into 100 equal parts (Mendenhall, Beaver and Beaver, 2013).
Each ranked data set has 99 percentiles. In other words, the kth percentile is denoted by Pk,
where k is an integer in the range 1 to 99 (Figure 1.34). For instance, the 25th percentile is
denoted by P25. (Take note that the distances between percentiles are equal just like in
quartiles and its position will be affected when integrated into the normal distribution.)

AQ 5.15: What percentage of the scores is between P2 and P16?

- 13.59%

AQ 5.16: Explain why the distances between percentiles are not equal in the normal
curve distribution unlike the standard deviations.

- Because normal distributions, like the standard normal distribution, are unimodal and
symmetrically distributed with a bell-shaped curve. However, a normal distribution can take
on any value as its mean and standard deviation. In the standard normal distribution, the
mean and standard deviation are always fixed.

AQ 5.17: The scores are spread out at the ends and cluster at the center of the curve.
Along this line, explain why the score difference between 50th and 60th percentiles is
smaller (shorter distance) than the 90th and 95th percentiles (longer distance).

- Because the 90th and 95th percentiles are bigger or larger amount rather than the score of 50 th
and 60th percentile.

AQ 5.18: On the verbal portion of the UP Entrance Test (UPET) Jonil obtained a score
of 350. The mean of the UPET is 500, and its standard deviation is 100. The university
Jonil wants to go to will not accept applicants who score below the 10th percentile on
the UPET. Will Jonil be accepted by this university?

- No, because Jonil Score is 350 that is far behind than the passing score which has the mean
of 500.

AQ 5.19: Theoretically, give two main differences between percentile and percentile
rank.

- While each percentile refers to a point, each percentile rank covers an entire interval. When
we start with a given proportion or percentage, we compute a percentile whose value is some
raw score; when we start with a given raw score or interval, we compute a percentile rank
whose value is between 0 and 100.

AQ 5.20: Is it possible to have 100th percentile rank? Why or why not? How about 0th
percentile rank?

- Yes, The 100th percentile is defined to be the largest value in the list, which is 20. So the
25th, 50th, 75th and 100th percentiles of the ordered list {3, 6, 7, 8, 8, 10, 13, 15, 16, 20}
using the nearest-rank method are {7, 8, 15, 20}. It is always that the 100th percentile is the
maximum value and the 0th percentile is the minimum value.

AT 5.12: Determine the percentile rank of score 54 from the example score distribution
above.

number of score lessthan x

Pr= x 100
total number of s cores

30
Pr= x 100
54

Pr = 55.5 or 56

AQ 5.21: Recall as discussed in section two of this unit that measuring and comparing
physical attributes like length and height in not a problem since the measuring
instrument have true zero point unlike scores from a test. In measuring physical
attributes, where do we start? How about measuring academic performance of students,
where do we start?

- A physical property is any property that is measurable; whose value describes a state of a
physical system. The changes in the physical properties of a system can be used to describe
its changes between momentary states. Physical properties are often referred to as
observables. They are not modal properties. While measurement in the physical sciences is
supported by empirical evidence that demonstrates the quantitative nature of the property
assessed, measurement in the social sciences is, in large part, made possible only by a vague,
discretionary definition of measurement that places hardly any restrictions on empirical data.
For measuring academic performance of students, we start at their summative tests, quizzes,
and exams.

AT 5.13: On a 70-item test Sassy obtained a score of 49. The test had a mean of 40 and a
standard deviation of 3. What percentage of the class scored higher than Sassy?

x−μ
z=
σ

70−49
z=
3

Z = 7%

AT 5.14: A test has a mean score of 40 and a standard deviation of 4. What are the T–
scores of two examinees who obtained raw scores of 30 and 45 respectively in the test?
Who performed better in the test?

40
T =30+ 45( )
4

T = 480
The one who has a score of 45 is better in the test

AQ 5.22: Just like a T-score, a z-score can indicate the performance of students in a test
except for the reason that the z-score have negative values. What is wrong with a
negative indicator of student performance?

- Yes, Negative marking scheme in competitive exams and it shouldn’t have a negative score
in every school.

AT 5.15: How many students will be assigned stanine 5 out of 90 students who took the
exam?

- 90 x 0.2 = 18, and one half of this value is 9. So, 9 students will be assigned stanine 5
respectively.

AQ 5.23: Sandra received a stanine score of zero in her standardized test in chemistry.
This means that Sandra’s score was very low compared to other students. Is this
correct? Explain.

- Yes, because 0 has no score and it is very obvious that no score is equals to fail.

AQ 5.24: Mark received a stanine score of 5 on a chemistry test. The stanine score of 5
means that Mark is doing average work in chemistry, and he would be at the 50th
percentile compared to other students. Is this correct? Explain.

- Yes, because stanine of 5 is 50% is equal to 0.5 which is corresponding percentile rank of
40 – 49 which include the normative description of achievement of average.

AQ 5.25: What is the limitation of stanine with regards to students’ performance?

-9

AQ 5.26: Art received a stanine score of 6.5 on the Araling Panlipunan test. This score
should be interpreted as being midway between the sixth and seventh stanines. Yes or
No? Explain.

- Yes, because 6.5 or round of to 7 is located between at stanine 6 or 7 which has percentage
score of 17 to 12%

AQ 5.27: Dr. Lopez asked what should she do about Ellen, who went down from the 5th
stanine last year to the 4th stanine this year in reading comprehension? Should Mrs.
Lopez be worried about this?

- Yes, Mrs. Lopez should be worrying because it decreases from 20% to 17% this year in
reading comprehension.
Assessment

1. Using a table, enumerate the similarities and differences among mean, median, and
mode.

- The difference between mean, median and mode are: Mean is the average value of the given
observations. Median is the middle value of the given observations. Mode is the most
repeated value in the given observation.

2. Using their properties, compare and contrast range and standard deviation.

- The smaller your range or standard deviation, the lower and better your variability is for
further analysis. The range is useful, but the standard deviation is considered the more
reliable and useful measure for statistical analyses. In any case, both are necessary for truly
understanding patterns in your data.

3. Make a summary in matrix format regarding the advantages and limitations of the
different methods of test interpretation.

- Advantages: it provides students with structure and motivation to better them, while
ensuring resilience in competition and disappointment. It helps in understanding competence
so students can be taught an appropriate level and pace for them. Disadvantages: assessments
can change the way teaching is focused.

4. Using the data below which are the scores of 50 students in a 50-item test in
Educational Technology.

a. Construct a frequency distribution table

b. Draw the histogram of the data set.
c. Compute the mean, median and mode
d. Compute the range and standard deviation
e. Compute the 1st Quartile and the 3rd Quartile
f. Compute the P40, P75, and P90.

a.
Category Tally Frequency
40-41 II 2
38-39 I 1
36-37 III 3
34-35 IIII 4
32-33 IIIIIIIII 9
30-31 IIIIIIIIIII 11
28-29 IIIIIIIII 9
26-27 IIIII 5
24-25 IIII 4
22-23 I 1
20-21 I 1
Total 50 50
b.

Frequency Distribution Data

12

10

8
Frequency
6

0
40-41 38-39 36-37 34-35 32-33 30-31 28-29 26-27 24-25 22-23 20-21

c. Mean

X=
∑X
N

50
X=
11

X= 4.5

Median

21, 23, 24, 24, 25, 25, 26, 26, 27, 27, 28, 29, 29, 29, 30, 30, 30, 30, 30, 30, 30, 31, 31, 31, 31,
32, 32, 32, 33, 33, 34, 34, 35, 35, 36, 37, 37, 39, 40, 41

Md = 30

Mode

Category of 30 – 31

Frequency of 7

d. Rage

Rage = Highest - Lowest

R = 41 – 21 = 20
Standard Deviation
Sd σ =
√∑ −¿ ¿ ¿ ¿
X
2

√
1600
1600−
50
Sd σ =
50

Sdσ = 5.6
e.

30−21
Q 1= =19. 5
2

30+30
Q 2= =3 0
2

41−30
Q 3= =2 6
2

f.
X f cf (40)(50)
P 40= =20
40-41 2 50 100
38-39 1 48
36-37 3 47 (75)(50)
34-35 4 44 P 75= =37.5
100
32-33 9 40
30-31 11 31
28-29 9 19 (9 0)( 50)
P 9 0= =45
26-27 5 10 100
24-25 4 5
22-23 1 1
20-21 1 1
N 50 50