UNIVERSITY OF LA SALETTE, INC

Graduate School
Santiago City, Philippines

COURSE SYLLABUS
Second Semester School Year 2021-2022

Program Information

Program : Master of Arts in Nursing

Government Recognition : By virtue of CMO N0.32, s. 2001
Date of Approval : May 6, 2004

Course Information

Course Number : N 822

Descriptive Title : Biostatistics with Computer Application
Units : Three (3)
Course Description : This course deals with the study of the division of statistics, the descriptive and inferential Statistics
and their application to other fields of sciences. Descriptive Statistics includes the measures of central tendency, variability, skewness
and kurtosis. Inferential Statistics includes the testing of hypothesis, simple analysis of variance, and analysis of enumeration data,
regression and correlation. It also gives graduate students competence in basic computer technology by generating descriptive
statistics and performing statistical analysis using MS EXCEL.

ULS Vision

The University of La Salette Inc., a Catholic institution founded by the Missionaries of Our Lady of La Salette, forms RECONCILERS
“so that they may have life and have it to the full.” (John 10:10)

ULS Mission

The University of La Salette, Inc. is a premier institution of choice providing accessible, quality, and transformative education for integral
human development
particularly the poor.
 Graduate School Objectives

The Graduate School strives to develop and form research-oriented students, practitioners and professionals who are well-prepared
and mature Christians responsive to the demands of their chosen professions and/or specialized training so that they may contribute to
the welfare of the community and the progress of their professions.

The University of La Salette Graduate School aims to

1. provide an advanced and specialized program through continuous upgrading of curricula about academic standards and industry
needs;

2. provide an ambiance that foster innovative creations, critical thinking, and problem-solving skills;

3. develop empowered, value-driven and socially responsible professionals for the global and technology-based environment;

4. develop and enhance the capabilities of students and faculty possessing originality and ingenuity to conduct pioneering research
in their field of specialization, and through their research and other activities, meet the needs of their community and society at
large, and;

5. initiate the transfer of research output of student and faculty to help improve the life of the community.

Institutional Learning Outcomes

Having finished their academic degree at the University of La Salette, the learners should be able to:

1. TRANSFORMATIVE LEADER. Take active leadership role in their respective community and organization by championing the
Salettinian ideals based on institution’s philosophy of education, vision, mission and core values.

2. RECONCILER. Keep the vision, mission and core values of their Alma Mater as they continue to communicate their Salettinian
identity and culture through active involvements in the evangelizing ministry of reconciliation in their local Christian communities,
work-places and in social organizations.

3. CRITICAL THINKER. Engage themselves in critical reflection and communicative discourses on uncritically assimilated
assumptions, beliefs, value-system and diverse perspectives that need to be collaboratively addressed for an emancipatory and
integral process of human growth and community building.

4. RESEARCH-ORIENTED. Keep abreast with current developments and trends in all relevant technical/professional knowledge
areas for successful adaptation to a changing and complex world through continuing engagement in research projects sponsored
 by any agencies or institutions the goal of which is to contribute to the humanization of the world in general, and to the reconciling
effects on their relationships with God, with fellow human beings, with society and with nature.

5. ICT PROFICIENT. Demonstrate contemporary skills applications as they offer innovative solutions in work situations through the
employment of new technology and new ways of communication.

6. INDUSTRY COMPETENT. Demonstrate their readiness in the arena of and qualification for employment through the established
link between theoretical aspect of the curriculum and its practical dimension as a result of their on-the-job trainings, exposures,
internship, immersion programs and linkages with relevant industries or workplaces.

7. HOLISTIC PERSON. Demonstrate through their attitude, behavior and engagement a synthesis of faith and lived experience, of
faith and science, of cognitive, affective and behavioral aspects of learning, of cultural and global concerns, and a marriage
between the message of Salettinian identity, communicated through curricular and co-curricular programs, and the Salettinian
culture anchored on the institution’s core values of faith, reconciliation, integrity, excellence and solidarity.

I. Educational Objectives and Its Relationship to Institutional Learning Outcomes

INSTITUTIONAL OUTCOMES
EDUCATIONAL OBJECTIVES
1 2 3 4 5 6 7
1. establish in-depth proficiency in engineering management fields relevant to local, national x x
and international industry;
2. develop competitive skills in problem solving techniques, interdisciplinary teamwork and x x
critical analysis of engineering management problems;
3. develop a profound understanding of environmental, societal, global economic and x x
technological aspects to meet the changing needs of knowledge - based economy by adapting
and responding to changes; and

4. provide experience in integrating technical and management aspects in real life engineering x x
project or problem.
II. Program Outcomes and Its Relationship to Institutional Outcomes

INSTITUTIONAL OUTCOMES
PROGRAM OUTCOMES
1 2 3 4 5 6 7
The program prepares the students to: x x x
1.assess economic, social, and environmental requirements, needs and constraints to a system and its
impact to society;
2. manage and administer technical engineering projects, budgets and existing set ups effectively; x x
3. utilize research for finding solutions to problems necessary for the practice of engineering x x x x
management;
4. apply behavioral principles connected with awareness, community, productivity, organizational x x x x x
change, and leadership keeping in mind the nature of business strategy and economic analysis; and
5. animate both the core values and core competencies of the University of La Salette, Inc as they perform x x x x x x x
their role in field of endeavor.

III. Course Learning Outcomes and its Relationship to Program Outcomes

This course is designed to help develop skills that will enable graduate student exhibit an understanding of basic concepts of data analysis
and statistical inference in medical and health sciences and to become both a user and a consumer of basic statistical techniques that are
commonly used in biological and medical research. By the end of this course graduate student should be able to:
PROGRAM OUTCOMES
COURSE LEARNING OUTCOMES
1 2 3 4 5 6 7
1. Select from, use and interpret results of, descriptive statistical methods effectively x x
2. demonstrate an understanding of the distinction between descriptive and x x
inferential statistics and their applications
3. exhibit understanding of fundamental concepts in sampling, populations, x x
probability, and sampling distributions
4. acquired necessary skills to identify the relevant statistical issues in practical x x
problems in medical/health settings and to propose and implement an
appropriate statistical design and/or analysis methodology
5. Communicate the results of statistical analyses accurately and effectively; x x
6. Read and learn new statistical procedures independently x x x

IV. Course Outline

 Topic Selected Readings
I.ORIENTATION N822 Course syllabus
1 Course Orientation Student Manual For ULS Graduate Students
2. ULS Vision Mission ULSCLMS- Guide
3. Core values of ULS
4. Program outcomes
II.OVERVIEW OF STATISTICS Writing Descriptive-Statistics- How to Do It A Research Guide retrieved
1. Definition of Statistics from.https://www.aresearchguide.com/writing-with-descriptive-statistics.html
2. Application of Statistics
3 .Descriptive and Inferential Statistics How to interpret margin of Error in a Poll.( September 15,
4. Population and Sample 2017).https://stats.stackexchange.com/questions/16413/how-to-
5. Sources of Data interpret-the-margin-of-error-in-a-poll.
6. Qualitative and Quantitative Data
7 .Scales of Measurement
III. DESCRIBING POPULATION AND SAMPLE DATA Statistical Language - Measures of Central Tendency. (June 3, 2013).retriieved
1. Tabular and Graphical Descriptions from.
2 .Numerical Measures https://www.abs.gov.au/websitedbs/a3121120.nsf/home/statistical+language+-
2.1. Parameter and Statistics +measures+of+central+tendency
2.2. Measures of Central Tendency Weeks
3. Worksheets on Numerical Measures Exploratory Comparison of Two Actual of sample skewness and kurtosis, Volume 10, Number 3, p482-495
Data Sets Laboratory Activity: Generating Tables and Graphs Computer http://www.stata-journal.com/sjpdf.html?articlenum=st0204
Laboratory Activity: Measures of Variability (including Coefficient of DESCRIPTIVE STATISTICS USING EXCEL AND STATA
Variation) (Excel 2003 and Stata 10.0+).
4. Measures of Relative Standing Retrihttps://www.princeton.edu/~otorres/Excel/excelstata.
5. Measure of Skewness
IV. PROBABILITY AND PROBABILITY DISTRIBUTIONS Areas Under the Normal Curve. Retrieved from.
1. Basic Probability Concepts https://www3.nd.edu/~dgalvin1/10120/10120_S17/Topic20_8p7_Galvin
2. Discrete Probability Distributions: Binomial and Poisson _2017_long.pdf
3. Normal Probability Distribution
Table: Areas under the Normal Curve. Retrived from
http://www.sfu.ca/personal/archives/richards/Zen/PDF-
ZipFiles/HANDYEQ.mid1.04-2.pdf
V. TEST OF HYPOTHESIS Heinzen, Thomas and Nolan, Susan A. Step by Step Solutions: T-tests:
1. Tests of mean, variance and proportion for a single population Paired/Dependent and Independent. accessed ( February 7, 2020_. Retrived
2. Tests of the difference between 2 means, ratio of 2 variances and from https://rstudio-pubs-
difference of 2 proportions for two populations static.s3.amazonaws.com/34222_701124f9913b40c9ba318ef3b2b17e45.html
3.Interpretation of p – value
4. Correlation analysis
4.1 Pearson product moment correlation coefficient Rumsey, Deborah. How to Interpret a Correlation Coefficient r.
 4.2.Testing the significance of the correlation http://www.dummies.com/education/math/statistics/how-to-
determine-a-p-value-when-testing-a-null-hypothesis
VI.ANALYSIS OF VARIANCE (ANOVA)
POST-ANOVA TEST Kim, Hae-Young.Analysis of variance (ANOVA) comparing means of
more than two groups. (2014, January 20)
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3916511/

V. Teaching Methods and Strategies

To achieve the objectives of this course, the following techniques and methodologies shall be used:

Lecture Collaborative and cooperative approach Problem Solving

Discussion individual Research and Presentation

VI. Course References

Websites/ Non-print Resources With Author

Rosenthal, J. (2014, March 24). Statistics and Data interpretation for Social Work. Retrieve from
http://rsw.sagepub.com/content/24/2/249.full.pdf+html

Thron, C. (2014, December 24). Persistent Confusion about Hypothesis Testing in the Social Sciences. Retrieve from www.mdpi.com/2076-
0760/4/2/361/pdf

Real Statistics using Excel: Measures of Central Tendency http://www.real-statistics.com/descriptive-statistics/measures-central-tendency/

Descriptive Statistics using Excel. http://www.real-statistics.com/descriptive-statistics/

Suggested Readings and References:

I. Books

Gonzales, J. and Nocon, R. (2018). Essential Statistics. Quezon City: Maxcor publishing House.
 Sternstein, M. (2013) Barron’s AP Statistics.(7th ed.). New York: Barron’s Educational Series, Inc.

Journals/Ebooks
Rumsey, Deborah. How to Interpret a Correlation Coefficient r.
http://www.dummies.com/education/math/statistics/how-to-determine-a-p-value-when-testing-a-null-hypothesis

Castellan, Catherine M. (2016), Quantitative and Qualitative Research: A View for Clarity, Vol. 2, No. 2 p1-14,
www.macrothink.org/journal/index.php/ije/article/download/446/361

Alacaci, C. (2019), Inferential Statistics: Understanding Expert Knowledge and its Implications for Statistics Education Volume 12, Number 2,
www.amstat.org/publications/jse/v12n2/alacaci.html

Cox, Nicholas J. (2018), Speaking Stata: The limits of sample skewness and kurtosis, Volume 10, Number 3, p482-495. http://www.stata-
journal.com/sjpdf.html?articlenum=st0204

Statistical Language: Measures Of Central tendency. Retrieved from

http://www.abs.gov.au/websitedbs/a3121120.nsf/home/statistical+language+-+measures+of+central+tendency

VII. Course Requirements

Problem sets
Research Project

VIII. Assessment Tools

Rubrics For Research Project

A. Preliminary Project

Output (1-2 points) (3-4 points) (5 points)

Statement of the The general objective/s of the research The general objective/s of the The general objective/s of the
problem(General Objective) is/are not stated research is/ are not clearly stated research is/ are clearly stated
Statement of the problem( The specific objective/s of the research
specific objective) is/ are not stated
Questionnaire Most questions do not jive with the
objectives of the research; there are at
Part 1 least 5 multiple-type or yes/no
questions
Questionnaire Statements are not appropriate for a
Likert scale; there are at least three
Likert Scale questions
Overall presentation The format for constructing the
questionnaire and the statements of the
problem is not followed; questionnaire
is generally dull
Promptness Submits the output one or more weeks
after the deadline
Total points: 30
B. Midterm project
Part of Midterm project (1-2 points)
Introduction and Relevance of the topic is not justified;
importance of the study reasons for choosing the topic are
vaguely stated; little benefits; and no
beneficiary of research is identified.
The specific objective/s is/ are not
clearly stated
Some questions do not jive with
the objectives of the research;
there are at least 5 multiple-type
or yes/no questions
Statements in the Likert scale
show mixed theme/idea; there
are at least three statements
The format for constructing the
questionnaire and the statements
of the problem is followed;
questionnaire is generally
unappealing and not neatly
crafted
Submits the output the following
meeting after the deadline
(3-4 points)
Relevance of the topic is not well
justified; reasons for choosing the
topic are vaguely stated; little
benefits; and no beneficiary of
research is identified.
The specific objective/s is/ are
clearly stated
All questions do not jive with the
objectives of the research; there
are at least 5 multiple-type or
yes/no questions
Statements in the Likert scale
measure only one theme/idea;
there are at least three
statements.
The format for constructing the
questionnaire and the statements
of the problem is followed;
questionnaire is artistically and
neatly crafted.
Submits the output on time.
(5 points)
Relevance of the topic is justified;
reasons for choosing the topic are
clearly stated; little benefits; and
beneficiaries of research are
identified.
Statement of the problem General purpose/s is/are not
emphasized; specific objectives are not
clear and more than two are not doable;
format for writing statement of the
problem is not followed.
Population and sample Target population is identified, but its
exact number and sources of data are
not included; number of samples is not
computed; formula and margin of error
used are not mentioned.
Sampling and data Sampling and data gathering techniques
gathering techniques used are not explained, and the
advantages of using the techniques are
not mentioned.
Research design Research design is not appropriate for
the study; groups to be compared/
variables to be correlated are not
identified.
Setting The place/ days/ time of doing the
research is not indicated
Table of the summary of The table shows incomplete and wrong
research procedures entries (questions, hypothesis, data
gathered, respondents, and statistics
used in analyzing the data)
Copy of Questionnaire Most questions do not jive with general
and specific objectives; there is only one
General purpose/s is/are not well-
emphasized; specific objectives
are not clear and more than two
are not doable; format for writing
statement of the problem is not
followed.
Target population is identified,
but its exact number and sources
of data are not included; number
of samples is not computed
correctly; formula and margin of
error used are not mentioned.
Sampling and data gathering
techniques used are explained,
but the advantages of using the
techniques are not mentioned.
Research design is appropriate for
the study; groups to be
compared/ variables to be
correlated are not identified.
The place/ days/ time of doing
the research are not all indicated
The table shows incomplete
entries (questions, hypothesis,
data gathered, respondents, and
statistics used in analyzing the
data)
some questions do not jive with
general and specific objectives;
General purpose/s is/are
emphasized; specific objectives
are n clear and more than two
are doable; format for writing
statement of the problem is
followed.
Target population is identified,
with its exact number and sources
of data are included; number of
samples is computed; formula
and margin of error used are not
mentioned.
Sampling and data gathering
techniques used are explained,
and the advantages of using the
techniques are mentioned.
Research design is appropriate for
the study; groups to be
compared/ variables to be
correlated are identified.
The place/ days/ time of doing
the research is indicated
The table shows complete entries
(questions, hypothesis, data
gathered, respondents, and
statistics used in analyzing the
data)
Questions jive with general and
specific objectives; there is only

Total points: 50
C. Final Project
Criteria
Relevance of the topic
Statement of the problem
Hypothesis tested and level
of significance
Methods/ procedure
type of questions( multiple-type, yes/no, there is only one type of
Likert scale,…) no description of
questionnaire
(1-2 points)
Relevance of the topic is not justified;
reasons for choosing the topic are
vaguely stated; little benefits; and no
beneficiary of research is identified.
Most of the statements of the problem
are not answered
There is no hypothesis tested
Number of samples is inadequate for
the research design; sampling
techniques used are not justified/ there
is no evidence of random selection;
instrument is not described; most
entries in the table of summary of
research procedure are not correct
questions( multiple-type, yes/no,
Likert scale,…) no description of
questionnaire
(3-4 points)
Relevance of the topic is not well
justified; reasons for choosing the
topic are vaguely stated; little
benefits; and no beneficiary of
research is identified.
Some of the statements of the
problem are not answered
Only one hypothesis tested; null
and alternative hypotheses are
correct and relevant to the topic;
level of significance used is
stated; some steps in hypothesis
testing are incorrect
Number of samples is inadequate
for the research design; sampling
techniques used are not justified/
there is no evidence of random
selection; instrument is
described; some entries in the
one type of questions( multiple-
type, yes/no, Likert scale,…) no
description of questionnaire
(5 points)
Relevance of the topic is justified;
reasons for choosing the topic are
clearly stated; little benefits; and
beneficiaries of research are
identified.
All of the statements of the
problem are not answered
At least two hypothesis tested;
null and alternative hypotheses
are correct and relevant to the
topic; level of significance used is
stated; some steps in hypothesis
testing are correct
Number of samples is inadequate
for the research design; sampling
techniques used are not justified/
there is no evidence of random
selection; instrument is
described; entries in the table of

Presentation of results
Appropriateness of
statistical tests/ tools used
Clarity of findings and
conclusions
Recommendations
Overall quality of
presentation
Graphs and table are not properly
presented and are not labeled correctly;
results are not arranged according to
the objectives
Most statistical tests/tools used are
inappropriate to the topic; printouts are
not generated/formulas used and
solutions are incorrect
Most statements of findings are unclear
and not drawn from results; some
objectives/ questions have no findings;
conclusions are vague and not
consistent with the results and findings
of the study
Recommendations are unattainable and
not clearly stated; addresses are
identified.
Objectives of the research are not
realized; statements are not clear with
many grammatical errors; overall
presentation is dull and not appealing;
some parts are misplaced; format is not
followed.
table of summary of research
procedure are not correct
Graphs and table are not properly
presented and are not labeled
correctly; results are not arranged
according to the objectives
Some statistical tests/tools used
are inappropriate to the topic;
some printouts are not properly
generated/formulas used and
solutions are incorrect
Some statements of findings are
unclear and not drawn from
results; some objectives/
questions have no findings;
conclusions are clear but some
are not consistent with he results
and findings of the study
Only one concrete and attainable
recommendations are clearly
stated; addresses are identified.
Some objectives of the research
are not realized; some statements
are not clear with many
grammatical errors; overall
presentation is not so clear and
less appealing; some parts are
misplaced; format is followed.
summary of research procedure
are correct
Graphs and table are not properly
presented and are not labeled
correctly; results are not arranged
according to the objectives
Statistical tests/tools used are
appropriate to the topic;
printouts are generated/formulas
used and solutions are correct
All statements of findings are
clear and drawn from results; All
objectives/ questions have
findings; conclusions are clear and
consistent with the results and
findings of the study
At least two concrete and
attainable recommendations are
clearly stated; addresses are
identified.
All general and specific objectives
of the research are realized;
statements are clear with many
grammatical errors; overall
presentation is clear and
appealing; all parts are in proper
places; format is followed.
 Promptness Submits the output one or more weeks Submits the output the following Submits the output on time.
after the deadline meeting after the deadline

Total points: 50

IX. Grading System

The standard grade structure of the Graduate School shall be as follows:

Class Participation 30 %
Course Requirements* 35 %
Examination (Average of Midterm and Final) 35 %
TOTAL 100 %

X. Attendance Policy

Regular attendance in all classes is one of the most important obligations of students. They are expected to attend all scheduled
class exercises and activities. The rules on attendance as stipulated in the Graduate School Manual, Article V, Section 5 states that “a
student shall automatically be marked “Failure Due to Absences” or “FDA” from his/her class when the number of hours lost by absence
reaches 20 percent of the total number of hours required in the course. Time lost by late enrolment shall be considered as time lost by
absence. Student absent from class is responsible for all the work given by the professor on the day of absence”.

XI. Consultation Schedules and Platforms

Faculty Name Schedule Room
Melissa B. Bacena 8:00-9:00 MWF bacenamelissa518@gmail.com
2:00 - 4:00 Tuesday

XII. About the Instructor

Name of Instructor : Melissa B. Bacena, MAED, MOM

Academic Rank :
Telephone Number :09175183323
E-mail address : bacenamelissa518@gmail.com

XIII. Revision and Approval Notation

Last Revision by : Melissa B.Bacena, MAED, MOM

Term : First Semester, Sy 2021-2022

Last Updated by: Melissa B. Bacena, MAED,MOM Endorsed by:

MELISSA B. BACENA, MAED,MOM PETER PAUL S. CAGATAO, PhD

Dean, Graduate School
Date: September 14, 2021 Date: _________________

Approved by:

MADEILYN B. ESTACIO, PhD

Vice President for Academics
Date: __________________