1.

A. Hypothesis:
Ho: There is no significant correlation between emotional quotient and dependence on internet usage
among students.
Ha: There is a significant correlation between emotional quotient and dependence on internet usage
among students.

B. ∑d2 = 324.5 (computed as the sum of squared differences between the ranks of EQ and internet usage
dependence)

C. To compute the Spearman correlation coefficient (rs), we can use the formula:

rs = 1 - (6∑d2)/(n(n^2 - 1))

where n is the number of participants and ∑d2 is the sum of squared differences between the ranks of
EQ and internet usage dependence.

Substituting the values, we get:

rs = 1 - (6 * 324.5)/(10 * (10^2 - 1)) = -0.818

D. To compute the coefficient of determination (rs^2), we square the value of rs:

rs^2 = (-0.818)^2 = 0.669

The coefficient of determination indicates that 66.9% of the variance in dependence on internet usage
can be explained by the variance in emotional quotient.

Interpretation: There is a strong negative correlation between emotional quotient and dependence on
internet usage among students. In other words, as emotional quotient increases, dependence on
internet usage decreases.

E. Decision Basis using rs critical values:

To determine if rs is significant, we can compare it to the critical values in the table of the Spearman's
rank correlation coefficient at α = 0.05 for a two-tailed test. For n=10, the critical value is ±0.632.

Since |-0.818| > 0.632, the computed rs is significant at α = 0.05 level.

F. Statistical Decision using r critical values:

Alternatively, we can also use the critical values for Pearson's correlation coefficient (r) with a sample
size of 10. The critical value for a two-tailed test at α = 0.05 is ±0.632.

Since the absolute value of rs (0.818) is greater than the critical value (0.632), we can reject the null
hypothesis and conclude that there is a significant correlation between emotional quotient and
dependence on internet usage among students.
G. Contextual Decision:
Based on the computed Spearman correlation coefficient (rs) and coefficient of determination (rs^2), we
can conclude that there is a strong negative relationship between emotional quotient and dependence
on internet usage among the sample of 10 students surveyed. However, since the sample size is small
and may not be representative of the entire student population, the findings should be interpreted with
caution. Further studies with larger sample sizes may be necessary to generalize the results.

2.

A. Hypothesis:
Ho: There is no significant correlation between the ranks given by Judge A and Judge B for the Most
Active Psych Student Competition.
Ha: There is a significant correlation between the ranks given by Judge A and Judge B for the Most Active
Psych Student Competition.

B. ∑d2 = 24 (computed as the sum of squared differences between the ranks given by Judge A and Judge
B)

C. To compute the Spearman correlation coefficient (rs), we can use the formula:

rs = 1 - (6∑d2)/(n(n^2 - 1))

where n is the number of participants and ∑d2 is the sum of squared differences between the ranks
given by Judge A and Judge B.

Substituting the values, we get:

rs = 1 - (6 * 24)/(6 * (6^2 - 1)) = 0.114

D. To compute the coefficient of determination (rs^2), we square the value of rs:

rs^2 = (0.114)^2 = 0.013

The coefficient of determination indicates that only 1.3% of the variance in the ranks given by Judge A
and Judge B can be explained by the variance in the other judge's ranks.

Interpretation: There is a very weak positive correlation between the ranks given by Judge A and Judge B
for the Most Active Psych Student Competition. However, the degree of agreement or disagreement
between the two judges is very low.

E. Decision Basis using rs critical values:

To determine if rs is significant, we can compare it to the critical values in the table of the Spearman's
rank correlation coefficient at α = 0.05 for a two-tailed test. For n=6, the critical value is ±0.632.

Since |0.114| < 0.632, the computed rs is not significant at α = 0.05 level.

F. Statistical Decision using r critical values:

Since we do not have the actual ratings given by the judges, we cannot compute the Pearson correlation
coefficient (r) and determine if it is significant or not.

G. Contextual Decision:
Based on the computed Spearman correlation coefficient (rs) and coefficient of determination (rs^2), we
can conclude that there is a very weak positive correlation between the ranks given by Judge A and
Judge B for the Most Active Psych Student Competition. However, the degree of agreement or
disagreement between the two judges is very low. This suggests that the judges have different criteria
for ranking the students and may need further training or standardization in their rating system. Since
the sample size is small and the data are limited to only six students, the findings should be interpreted
with caution and further studies with larger sample sizes may be necessary to generalize the results.