Basic Data Analysis in Action

Research with Computer

Applications

Warren A. Ramos, Ed.D

Policy, Planning and
Research Division DepEd-NCR
 STATISTICS
-the practice or science of
collecting and analyzing numerical
data in large quantities, especially for
the purpose of inferring proportions
in a whole from those in a
representative sample.
 DIVISIONS OF STATISTICS

Descriptive Statistics – deals with the

procedures that organize, summarize, and
describe quantitative data. Ex. In a class of 40
students, we may want to summarize how
many are males, and how many are females.
How many of the students graduated from
public or private school? What is the mean age
of the students? – Frequency distribution
Inferential Statistics – deals with making
prediction, judgment and conclusion
about a population based on the study of
a sample that is taken from the
population. Ex. Testing the effectiveness
of a new strategy in teaching, Testing the
significant difference and independence
between compensation and teachers
evaluation.
 Kinds of Statistical Tests

1. Parametric – are tests that require a normal distribution

and the levels of measurement are expressed in interval
or ratio data. Ex. T-test, F- test, ANOVA, Pearson r, and
linear regression.
2. Non parametric – are tests that do not require normal
distribution and the levels of measurement are expressed
in nominal ( categories ) and ordinal ( ranking ). Ex. Chi-
Square, U-Test, H-Test, Spearman Rank Order Coefficient
of Correlation, Friedman’s Test and Kendall’s Coefficient of
Concordance W.
 Scales of Measuring Data ( Altares,et.al, 2005)

1. Nominal scale – classifies objects or people

responses so that all of those single categories
are equal with respect to some attributes and
then each category is coded numerically. Ex.
Respondents can be grouped according to
marital status 1 – married, 2- separated, or 3 –
widow. Gender- Male or Female
2. Ordinal Scale – classifies objects or
individual responses according to degree
or level , then each level is coded
numerically. It also refers to the
categories that can be ranked. Responses
of students in evaluating their teachers
can fall between ordinal scales. 5-
Always, 4- Very often, 3- Sometimes, 2-
Rarely, 1- Never. 0-1.49 – Never, 1.50-
2.49- Rarely… etc.
3. Interval Scale – refers to quantitative
measurement in which lower and upper
control limits are adapted to classify
relative order and differences of item
numbers or actual scores.
Ex. Households economic status are
classified based from what income level
and age bracket they belong. 1000-2000,
2001-3000, 3001-4000 / Academic Per
4. Ratio scale – takes into account the
interval size and ratio of two related
quantities, which are usually based on a
standard measurement. Weight, time,
height, rate of change in production,
return on investments and economic
order quantity are measured with the
use of ratio scale. Raw scores of
academic performance
 DATA
are the quantities ( numbers ) or
qualities ( attributes) measured
or observed that are to be
collected and/ or organized.
 SOURCES DATA
1. Primary sources - first hand information
is obtained by means of personal
interview and actual observation.
2. Secondary sources – is taken from
others words, news, reports, readings
and from the records of private and
government agencies.
 METHODS OF COLLECTING DATA
1. Direct or Interview Method
2. Indirect or Questionnaire Method
3. Registration Method
4. Observation Method
5. Experimentation Method
 PRESENTATION OF DATA

Data can be presented in textual,

tabular and graphical forms.
 Data Analysis in Research
Input Process Output
Data Collect, validate, Decision
present, Conclusion
analyzes, interpret
 Activating Data Analysis in Computer

1. Turn on your laptop

2. Open the Microsoft Excel
3. Click the Start Menu on the Upper Right corner
4. Click Excel options
5. Click Add ins
6. Highlight Analysis Tool Pak
7. Click Go
8. Click Ok
 Mean, Median, Mode with Excel
1. Click Microsoft Excel
2. Type the following
85, 81, 76, 75, 67, 67, 54,66,72,73,75,67
3. Highlight the Data. Click Tools Menu. Click
Data Analysis.
4. Wait until the computer displays Analysis
Tools.
5. Click Descriptive Statistics. Click ok.
6. Wait until input is displayed.
7. Type $A1:$A12 in the Input Range.
8. Click Summary Statistics. Click Ok.
9. The monitor will display the answer.
10. Transfer the necessary output in table form
then interpret the important values.
 Column1

Mean 71.5
Standard Error 2.330626135
Median 72.5
Mode 67
Standard Deviation 8.073525759
Sample Variance 65.18181818
Kurtosis 1.085208203
Skewness -0.476996809
Range 31
Minimum 54
Maximum 85
Sum 858
Count 12
Mean 71.5 Average
Standard Error 2.330626135
Median 72.5 Median
Mode 67 Mode
Standard Deviation 8.073525759 SD
Sample Variance 65.18181818
Kurtosis 1.085208203
Skewness -0.476996809
Range 31
Minimum 54 Highest Score
Maximum 85 Lowest Score
Sum 858 Total Scores
Count 12 Total Samples
 Solving for Relationship
Problems:
Is there a significant relationship between the
academic performance and the reading
comprehension scores of students?
What is the degree of correlation between the
academic performance and the reading
comprehension scores of students?
1. To determine the significant relationship the
Probability value (p-value) must be lower than .05
level of significance.
2. To interpret the degree of correlation (r), the
classification as are follows:
0.00 to 0.20-denotes negligible correlation
0.21 to 0.40-indicates low or slight correlation
0.41to 0.70 – signifies moderate correlation
0.71 to 0.90 – means high correlation
0.91 to 0.99 – shows very high relationship
1.00 – gives perfect relationship
1. Click Start Menu. Click Programs. Click
Microsoft Excel.
2. Type data as follows
Cell A – Academic Performance Cell B- Reading Comprehension Scores
85 10

50 6

65 8

55 6

70 8

85 10

50 6

65 8
3. Highlight the data. Click Tools Menu. Click
Data Analysis. The computer displays analysis
tools. Click Correlation under analysis tools.
Click Ok.
4. The computer displays the Input
5. Place the bar cursor in the Input Range then
highlight the data or simply type
$A1:$A25:$B1:$B25 then click ok.
6. The computer displays the output.
0.98 = Very High Correlation
 Table 1.1
Relationship between academic performance and reading comprehension
scores of the students
____________________________________________________________
r-value Decision Degree of Correlation Conclusion
____________________________________________________________
.98 Reject Ho Very High Correlation There is a Significant
Relationship
____________________________________________________________
Table 1.1 presents the relationship between academic performance
and reading comprehension scores of the students. As can be gleaned
from the table, the r-value of .98 means that there is a significant
relationship between the two variables. The degree of correlation is very
high which means that if the reading comprehension of the students is
low, then there is a greater chance that the academic performance is also
low. This findings were supported by Davis (2012) that ______________.
LAPG Reading Comprehension
90 83
70 60
89 82
75 63
83 80
89 84
78 72
89 84
75 63
77 71
88 83
83 80
85 82
69 59
87 83
80 73
79 73
76 83
84 82
91 86
81 70
 Solving for Difference
Problem:
Is there a significant difference between the
pretest and posttest scores on the use of
multiplatform strategy?
Null Hypothesis (Ho):
There is a significant difference between the
pretest and posttest scores on the use of
multiplatform strategy.
1. Type the data in the new excel sheet.
Cell A- Pretest Cell B - Posttest
20 25
30 35
10 25
15 25
20 20
10 20
18 22
14 20
15 20
20 15
18 30
15 10
Continuation..
Cell A- Pretest Cell B - Posttest
15 16
20 25
18 10
40 45
10 15
10 10
12 18
20 25
2. Highlight the data. Click Tools menu. Click Data
Analysis.
3. Scroll down until you see the t-test: paired two
samples for means; highlight it and click on OK.
4. The computer displays a dialog box.
a. For the Variable 1 Range, use your mouse and
highlight the cells containing the data for column
one [A-1 to A-20] or type $A1:$A20
b. For the Variable 2 Range, use your mouse and
highlight the cells containing the data for column
one [B-1 to B-20] or type $B1:$B20.
5. Type for Alpha 0.05 ( 5% level of significance ).
Click OK
t-Test: Paired Two Sample for Means

  Variable 1 Variable 2
Mean 17.5 21.55
Variance 51.94736842 73.73421053
Observations 20 20
Pearson Correlation 0.752190672
Hypothesized Mean
Difference 0
df 19
t Stat -3.173357769
P(T<=t) one-tail 0.002502053
t Critical one-tail 1.729132792
P(T<=t) two-tail 0.005004107
t Critical two-tail 2.09302405
t-Test: Paired Two Sample for Means

  Variable 1 Variable 2
Mean 17.5 21.55
Variance 51.94736842 73.73421053
Observations 20 20
Pearson Correlation 0.752190672
Hypothesized Mean
Difference 0
df 19
t Stat -3.173357769 Computed Value
P(T<=t) one-tail 0.002502053
t Critical one-tail 1.729132792 Tabulated Value
P(T<=t) two-tail 0.005004107 P-Value
t Critical two-tail 2.09302405
 Table 1.2
Difference between the pre-test and post-test scores of the students
after using Multiplatform Strategy
________________________________________________________________
Tabulated Computed P-Value Decision Conclusion
Value Value
________________________________________________________________
1.73 -3.17 .005 Reject Ho There is a Significant
Difference
________________________________________________________________

Table 1.2 explicates the statistical difference between the pre-test and post-test
scores of the students using multiplatform strategy in the lesson. As shown in the
table, the computed value is beyond than the tabulated value. Consequently, the
p-value is lesser than .05 level of significance. In this case, the null hypothesis was
rejected and concludes that there is a significant difference between the pre-test
and post-test of the scores using multiplatform strategy.
This findings is related to what Bragadochi (2014) generalized in his
experiment that____________________________________.
 Before After
1 8 5
2 7 5
3 9 8
4 8 10
5 9 6
6 4 7
7 6 4
8 5 7
9 9 7
10 8 7
11 5 9
12 5 10
13 9 8
14 9 5
15 7 6
16 8 7
17 8 9
18 7 8
19 6 4
t-Test: Paired Two Sample for Means

  Variable 1 Variable 2
Mean 7.210526316 6.947368421
Variance 2.619883041 3.385964912
Observations 19 19
Pearson Correlation -0.05203165
Hypothesized Mean
Difference 0
df 18
t Stat 0.456435465 Computed Value
P(T<=t) one-tail 0.326768184
t Critical one-tail 1.734063592 Tabulated Value
P(T<=t) two-tail 0.653536368 P- Value
t Critical two-tail 2.100922037
 Test for Difference ( multivariate)
Problem: Is there a significant difference in the
performance of selected schools in LAPG for
the SY 2014-2015?

Null Hypothesis: There is no significant

difference in the performance of selected
schools in LAPG for the SY 2014-2015.
School A School B School C

1.10 3.00 2.30

1.20 3.20 2.00

1.50 3.40 2.10

2.10 2.80 2.30

1. Type the data
2. Click tools menu. Click Data Analysis. Display
of Analysis Tools. Click ANOVA: Single Factor
Click OK.
3. Bring the cursor bar to the Input range then
highlight the all the data or type
$A1:$A4:$B1:$B4:$C1:$C4.
In alpha type .01.
Click OK.
4. The computer displays the output table.
ANOVA

Source of 
Variation SS df MS F P-value F crit

Between
Groups 5.315 2 2.6575 27.3342 0.00015 4.25649

Within Groups 0.875 9 0.0972

Total 6.19 11
 Table 1.2
Difference in the LAPG increment of selected Elementary Schools
________________________________________________________________
Tabulated Computed P-Value Decision Conclusion
Value Value
________________________________________________________________
4.26 27.3 .00015 Reject Ho There is a
Significant
Difference
________________________________________________________________

Table 1.3 explicates the statistical difference in the LAPG increment of selected
Elementary Schools for the S.Y. 2014-2015 . As shown in the table, the computed
value 27.3 is greater than the tabulated value. Consequently, the p-value is lesser
than .05 level of significance. In this case, the null hypothesis was rejected and
concludes that there is a significant difference in the LAPG increment of the three
schools.
This result is related to what Silverstone (2012) discovered in his experiment
that____________________________________.
Is there a significant difference in the test scores of students
in the three topics utilizing KISS strategy in Grade 9 Science?

Chemical Formula Stoichiometry Matter

42 69 35
53 54 40
49 58 53
53 64 42
43 64 50
44 55 39
45 56 55
52 39
54 40
ANOVA

Source of 
Variation F P-value F crit
Between Groups 15.19623 7.16E-05 3.443357
Within Groups

Total
 Salamat Song
Thank you thank you so much
Maraming Salamat
Muchas Gracias
Arigato, Dios Mabalos
Daghang Salamat po
Maayong Salamat
Salamat Gid
Grazie to you oh Lord
 References
Statistics Made Easy by Antonio Broto
Statistics with Computer by Laurentina Calmorin
And Laurenmelch Calmorin Piedad
www.laerd.com
www.statisticsmadeeasy.com
www.excelstatistics.com