Republic of the Philippines

EASTERN VISAYAS STATE UNIVERSITY

Tacloban City
-oOo-

Name : MARIA THERESA M. HERBOLINGO Subject: Statistics in Education

Program: Master of Arts in Education Teacher: Dr. FERDINAND T. ABOCEJO
Major : Guidance & Counseling Learning Module No. 1 Z-test for
single and large samples (n 30,
assumed normal distribution of
samples)

CLASSROOM EXERCISE

Dr. Chua, the Principal of the Integrated Laboratory School, wanted to find out the kindergarten
pupils’ achievement in the Reading Comprehension Test. She set a standard performance of 80
percent of the 50-item administered test. The class of 35 pupils registered a mean score of 35.6
with an SD of 11.2. Do a hypothesis test to find out if the kindergarten pupils have achieved (or
otherwise) the target performance of eighty percent at α =0.01 level of significance.

1. Problem statement

Is there a significant difference between the actual mean and the expected mean of the
Kindergarten students’ achievement in the Reading Comprehension Test?

2. Hypotheses

Ho: There is no significant difference between the hypothetical and actual mean of the
Kindergarten students’ achievement in the Reading Comprehension Test. (Ho: μ1 = μ2)

Ha: There is a significant difference between the hypothetical and actual mean of the Kindergarten
students’ achievement in the Reading Comprehension Test. (Ha: μ1 ≠ μ2 -non-directional or two-
tailed test).

3. Choice of test statistic and α: Z–test for single and large sample, α = 0.05.

𝑥̅ −𝑢
Z-value = 𝑠𝐷
⁄
√𝑛
where:
μ = population or expected mean
x = actual or sample mean
SD = sample standard deviation
n = total number of observations (sample size)

4. Computation
Z-value = -23.45
P-value = 0.000
5. Decision Rule and Finding
Decision Rule: Reject Ho if level of significance (α) > p-value
Finding: 𝛼 (0.05) > p-value (0.000)

6. Decision: Reject the null hypothesis.

7. Interpretation and analysis

There is a significant difference between the hypothetical and actual mean of the Kindergarten
students’ achievement in the Reading Comprehension Test. (Ha: μ1 ≠ μ2 -non-directional or two-
tailed test). Since the sample mean is greater than the expected mean then, the performance of the
Kindergarten students belongs to the above average level during the Reading Comprehension
Test. They have already learnt the necessary vocabulary development, comprehension skills,
concepts of print and decoding skills.

8. Implications

Implications

The above average achievement of the Kindergarten pupils may imply that they have obtain the
necessary learnings during their reading classes. The reading teaching strategies employed by
their English Teacher were properly chosen and were held effective as depicted on the outcome of
the Reading Comprehension Test of the pupils. The pupils have acquired good reading
comprehension skills during the engaging, interactive and experiential activities namely read
aloud strategies, environmental print, rhyme time, reading games and dramatic play carefully
designed by the teacher.

9. Conclusion

The Kindergarten students have achieved more than the 80% target performance during the
Reading Comprehension Test.
 Republic of the Philippines
EASTERN VISAYAS STATE UNIVERSITY
Tacloban City
-oOo-

Name : MARIA THERESA M. HERBOLINGO Subject: Statistics in Education

Program: Master of Arts in Education Teacher: Dr. FERDINAND T. ABOCEJO
Major : Guidance & Counseling Learning Module No. 3 T-Test of two
Independent Sample

Classroom Exercise

The manufacturer that sells a juice extraction device to Thirsty Food, Co. Inc. claims that its
machine can extract 40 percent of the weight of an orange in the form of juice. Can you reject the
manufacturer’s claim on the basis of a random sample of 20 oranges in which the mean
percentage of extracted juice was 44.5 percent with a standard deviation of 2.4 percent? Test at
0.05 level of significance.

1. Problem statement

Is there a significant difference between the actual mean and the expected mean of the
Kindergarten students’ achievement in the Reading Comprehension Test?
2. Hypotheses

Ho: There is no significant difference between the hypothetical and actual mean of the
Kindergarten students’ achievement in the Reading Comprehension Test. (Ho: μ1 = μ2)

Ha: There is a significant difference between the hypothetical and actual mean of the Kindergarten
students’ achievement in the Reading Comprehension Test. (Ha: μ1 ≠ μ2 -non-directional or two-
tailed test).

3. Choice of test statistic and α: Z–test for single and large sample, α = 0.05.

𝑥̅ −𝑢
Z-value = 𝑠𝐷
⁄
√𝑛
where:
μ = population or expected mean
x = actual or sample mean
SD = sample standard deviation
n = total number of observations (sample size)

4. Computation
T-value = 8.39
P-value = 0.000

5. Decision Rule and Finding

Decision Rule: Reject Ho if level of significance (α) > p-value
Finding: 𝛼 (0.05) > p-value (0.000)

6. Decision: Reject the null hypothesis.

7. Interpretation and analysis

There is a significant difference between the hypothetical and actual mean of the Kindergarten
students’ achievement in the Reading Comprehension Test. (Ha: μ1 ≠ μ2 -non-directional or two-
tailed test). Since the sample mean is greater than the expected mean then, the performance of the
Kindergarten students belongs to the above average level during the Reading Comprehension
Test. They have already learnt the necessary vocabulary development, comprehension skills, and
concepts of print and decoding skills.

8. Implications

Implications

The above average achievement of the Kindergarten pupils may imply that they have obtained the
necessary learning during their reading classes. The reading teaching strategies employed by their
English Teacher were properly chosen and were held effective as depicted on the outcome of the
Reading Comprehension Test of the pupils. The pupils have acquired good reading comprehension
skills during the engaging, interactive and experiential activities namely read aloud strategies,
environmental print, rhyme time, reading games and dramatic play carefully designed by the
teacher.

9. Conclusion

The Kindergarten students have achieved more than the 80% target performance during the
Reading Comprehension Test.
 Republic of the Philippines
EASTERN VISAYAS STATE UNIVERSITY
Tacloban City
-oOo-

Name : MARIA THERESA M. HERBOLINGO Subject: Statistics in Education

Program: Master of Arts in Education Teacher: Dr. FERDINAND T. ABOCEJO

Major : Guidance & Counseling Learning Module No. 2 T-test for single
and small samples (n < 30, still
assumed normal distribution of
samples)

Classroom Exercise

Two photocopying machines were observed in a span of five years to find out which brand was better. An
investigation on the number of repair times was recorded and the data are shown below.

Equipment Brand Number of Job Repair Times (in minutes)

Repairs
Mean SD
A 60 84.2 19.4
B 60 91.6 18.8

Test at the 0.05 level of significance whether the difference between these two samples means repair
time is significant.

1. Problem statement

Is there a significant difference between the two sample mean repair times of the two brand of
photocopying machine?

2. Hypotheses

Ho: There is no significant difference between the two sample mean repair times of the two brand
of photocopying machine.

Ha: There is a significant difference between the two sample repair time of the brand of
photocopying machine. (Ha: μ1 ≠ μ2 -non-directional or two-tailed test).

3. Choice of test statistic and α: Z–test for single and large sample, α = 0.05.

Type equation here.

4. Computation
Z-value = -23.45
 P-value = 0.000
5. Decision Rule and Finding
Decision Rule: Reject Ho if level of significance (α) > p-value
Finding: 𝛼 (0.05) > p-value (0.000)

6. Decision: Reject the null hypothesis.

7. Interpretation and analysis

There is a significant difference between the hypothetical and actual mean of the Kindergarten
students’ achievement in the Reading Comprehension Test. (Ha: μ1 ≠ μ2 -non-directional or two-
tailed test). Since the sample mean is greater than the expected mean then, the performance of the
Kindergarten students belongs to the above average level during the Reading Comprehension
Test. They have already learnt the necessary vocabulary development, comprehension skills, and
concepts of print and decoding skills.

8. Implications

Implications

The above average achievement of the Kindergarten pupils may imply that they have obtained the
necessary learning during their reading classes. The reading teaching strategies employed by their
English Teacher were properly chosen and were held effective as depicted on the outcome of the
Reading Comprehension Test of the pupils. The pupils have acquired good reading comprehension
skills during the engaging, interactive and experiential activities namely read aloud strategies,
environmental print, rhyme time, reading games and dramatic play carefully designed by the
teacher.

9. Conclusion

The Kindergarten students have achieved more than the 80% target performance during the
Reading Comprehension Test.