II.

ESSAY

Instruction: Answer correctly the following questions. (5x5=25 pts.)

1. Explain the meaning of analysis and give examples.

Analysis is the process of breaking up the whole study into its constituents parts categories
according to specific questions under the statement of the problem. For example, you could analyze the
role of a mother in every family. You could break down that topic into its parts- the mother’s duties in
the family, social status, and expected role in the larger society- and research those parts in order to
present your general perspective and conclusion about the mother’s role.

2. How are data classified and arranged? Explain.

Data are classified on the basis of group such as: Qualitative (kind) – this is the grouping of data
having the same quality or are of the same kind. Quantitative – this is the grouping of data according to
their quantity.. Geographical- data may be arranged according to geographical location or according to
direction. Chronological- this listing down data occurred first and last those that occurred last or vice
versa according to the purpose of presentation. The bases of arrangement of data or groups of data are
the same as these of; Qualitative- data are arrange alphabetically, or from the biggest class to smallest
class from phylum to specie in classifying animals or vice-versa, or listing the biggest country to the
smallest one or vice-versa, etc. Quantitative- this is arranging data according to numerical magnitudes,
from the greatest to the smallest number or vice-versa. Geographical- data maybe arranged according to
their geographical location or according to direction. Chronological- this is listing down data occurred
first and last those that occurred last, or vice-versa according to the purpose of presentation. This is
especially true in historical research.

3. Explain how group-derived generalizations are made. Why are they important in analysis?

Group-derived generalizations are made when the data are collected by means of the use of the
survey, usually called the normative survey as a method of research implies the study of groups. From
the finding are formulated conclusions in the form of generalizations that pertain to the particular group
studied. So, the generalizations of the conclusion of the said group study designed to represent
characteristics of groups and are applied to group rather than the individual cases one at a time. These
are applicable to all kinds of research, be they social, science or natural research, are important in
analysis because without these, the analysis of the research data can’t be successful knowing the fact
that the main purpose in analyzing data is to form inferences, interpretations, conclusions, and/or
generalization from the collected data.
4. What is talligram? Explain how to construct and use one.

Talligram is the presentation of data in the statistical tables, where they (data) have to be
tallied first in tabulation diagram. It is a contraction of tally and diagram, where the individual
responses to a questionnaire or interview schedule for examples have to be tallied one by one. A
talligram may be constructed through determining the classes and their respective subclasses along
with their respective numbers, making rows for the classes by drawing horizontal lines and the
numbers of the rows should be two more than the number of the classes, and making columns for the
subclasses by drawing vertical lines and the numbers of columns should be two more than the
numbers of subclasses.

5. What are the major functional parts of a statistical table? What are their functions?

The major functional parts of a statistical table are: Table Number - each table should have a
number, preferably in Arabic, for reference purposes. This is because only the table numbers are cited,
the number is written above the title. Tables are numbered competitively throughout the thesis report.
If there is only one table the number is unnecessary. Title- tells the subject matter that table deals
with, where such subject is situated or to what entity or persons it belongs, or from whom the data
about such subject were gathered. Stub- contains the stub head and the row labels. The stub head tells
what the stub contains, the row labels. Each row label describes the data contained in that row. Box
Head- contains the master caption, the column captions, and the column captions in twin describe the
sub column captions. Main body, field or text - the main body, field, or text of the table contains. All
the quantitative and / or proportional information presented in the table in rows and in columns. Each
numerical datum is entered in the cell which is the inter-selection of the row and the column of the
datum. Footnote - the footnote which appears immediately below the bottom line of the table
explains, qualifies, or clarifies some items in the table which are not readily understandable or are
missing. Proper symbols are used to indicate the items are clarified or explained. Source notes - the
source note which is generally written below the footnote indicates the origin or source of the data
presented in the table.
 Ave Maria College
COLLEGEOF EDUCATION
HEI Unique Institutional Identifier: 09077

RES 1- Research in Education 1

WEEKLY EXAM NO. 5

NAME: _____________________________________ DATE: ____________________

PROGRAM & YEAR _________________________ SCORE: ___________________

I. MODIFIED TRUE OR FALSE

Instruction: Write “True” if the statement is correct. Otherwise if the statement is false, underline the
word/words that makes the statement incorrect. Write the correct answer on the space provided before
each number. (10x2=20 pts.)

____________1. Conclusion is the process of organizing data into logical, sequential, and meaningful
categories and classifications to make them amenable to study and interpretation.
____________2. A numeral table or simply table is a systematic arrangement of related data in which
classes of numerical facts or data are given each row and their subclasses are given
each a column in order to present the relationship of the sets or numerical facts or data
in a definite, compact, and understandable form/s.
____________3. Contextual presentation uses statements with numerals or numbers to describe data.
____________4. Before presenting data in accepted forms, especially in presenting them in form of
statistical tables, they have to be tallied first in a calculation diagram which may be
called talligram, a contraction of tally and diagram.
____________5. Interpretation is the process of breaking up the whole study into its constituent’s parts
of categories according to the specific question under the statement of the problem.
____________6. Analysis usually precedes interpretation.
____________7. Cross-classification is grouping together data with similar characteristics.
____________8. Analysis and interpretation put data into proper order and in categories adding them
into forms that are intelligible and interpretable so that the relationship between
research specific questions and their intended answers can be established.
____________9. Characterization is breaking up or dividing a big class into smaller classes.
____________10. Classification, cross-classification and arrangement of data are done for purposes of
organizing the thesis report and in presenting them in circular form.

Ave Maria College

 COLLEGEOF EDUCATION
HEI Unique Institutional Identifier: 09077
PED 308: ASSESSMENT OF LEARNING 1

NAME: _____________________________________ DATE: ____________________

PROGRAM & YEAR _________________________ SCORE: ___________________

Activity4
Item Analyzing and Revising of Administered Test Paper

Template for Item Analysis

Index Range Interpretation Action

−¿ Can discriminate but item is questionable Discard
−0. Non – discriminating Revise
0.46−1.0 Discriminating item Include

Item Analysis

Upper Lower
Index of Index of
Items Group Group Interpretation Action
Difficulty Discrimination
(50%) (50%)
1 5 2 70% 0.6 Discriminating item Include
2 5 2 70% 0.6 Discriminating item Include
3 5 2 70% 0.6 Discriminating item Include
4 4 1 50% 0.6 Discriminating item Include
5 5 2 70% 0.6 Discriminating item Include
6 4 0 40% 0.8 Discriminating item Include
7 5 0 50% 1 Discriminating item Include
8 5 2 70% 0.6 Discriminating item Include
9 4 1 50% 0.6 Discriminating item Include
10 5 2 70% 0.6 Discriminating item Include
11 4 1 50% 0.6 Discriminating item Include
12 5 2 70% 0.6 Discriminating item Include
13 5 2 70% 0.6 Discriminating item Include
14 4 1 50% 0.6 Discriminating item Include
15 5 2 70% 0.6 Discriminating item Include
16 5 2 70% 0.6 Discriminating item Include
17 5 4 90% 0.2 Non-discriminating Revise
18 4 1 50% 0.6 Discriminating item Include
19 5 1 60% 0.8 Discriminating item Include
 20 5 1 60% 0.8 Discriminating item Include
21 4 1 50% 0.6 Discriminating item Include
22 5 1 60% 0.8 Discriminating item Include
23 4 2 60% 0.4 Non-discriminating Revise
24 5 2 70% 0.6 Discriminating item Include
25 5 2 70% 0.6 Discriminating item Include
26 5 1 60% 0.8 Discriminating item Include
27 4 2 60% 0.4 Non – discriminating Revise
28 5 1 60% 0.8 Discriminating item Include
29 5 1 60% 0.8 Discriminating item Include
30 4 1 50% 0.6 Discriminating item Include
31 4 1 50% 0.6 Discriminating item Include
32 4 1 50% 0.6 Discriminating item Include
33 4 1 50% 0.6 Discriminating item Include
34 4 0 40% 0.8 Discriminating item Include
35 5 2 70% 0.6 Discriminating item Include
36 4 1 50% 0.6 Discriminating item Include
37 5 2 70% 0.6 Discriminating item Include
38 4 1 50% 0.6 Discriminating item Include
39 5 1 60% 0.8 Discriminating item Include
40 5 2 70% 0.6 Discriminating item Include
41 5 5 100% 0 Non – discriminating Revise
42 5 5 100% 0 Non – discriminating Revise
43 5 5 100% 0 Non – discriminating Revise
44 5 5 100% 0 Non – discriminating Revise
45 5 5 100% 0 Non – discriminating Revise
46 5 4 80% 0.2 Non – discriminating Revise
47 5 2 70% 0.6 Discriminating item Include
48 5 1 60% 0.8 Discriminating item Include
49 5 2 70% 0.6 Discriminating item Include
50 5 3 80% 0.4 Non – discriminating Revise

Identifying the effectiveness of each item:

Item 1
 Options *A B C D
Upper Group(5) 5 0 0 0
Lower Group(5) 2 1 1 1

Item no. 1 shows that option A, the correct answer functions effectively because more student from the
upper group chose the correct answer and few from the lower group. Option B, C, and D are good
distractors because there is no student chose as wrong response from the upper group and more students
from the lower group.

Item 2
Options A B C *D
Upper Group(5) 0 0 0 5
Lower Group(5) 0 1 2 2

Item no. 2 shows that option D, the correct answer functions effectively because more student from the
upper group chose the correct answer and few from the lower group. Option A, B, and C are good
distractors because there is no student chose as wrong response from the upper group and more students
from the lower group.

Item 3
Options A *B C D
Upper Group(5) 0 5 0 0
Lower Group(5) 1 2 2 0

Item no. 3 shows that option B, the correct answer functions effectively because more student from the
upper group chose the correct answer and few from the lower group. Option A and C are good
distractors because there is no student chose as wrong response from the upper group and more students
from the lower group. Option D is fair because there is no student from upper and lower group chose as
wrong response.

Item 4
Options A *B C D
Upper Group(5) 1 4 0 0
Lower Group(5) 2 1 1 1

Item no. 4 shows that option B, the correct answer functions effectively because more student from the
upper group chose the correct answer and few from the lower group. Option A, C, and D are good
distractors because there is no student chose as wrong response from the lower group and only one
student from the upper group.

Item 5
Options A B *C D
 Upper Group(5) 0 0 5 0
Lower Group(5) 0 0 2 3

Item no. 5 shows that option C, the correct answer functions effectively because more student from the
upper group chose the correct answer and few from the lower group. Option A, B, and D are good
distractors because there is no student chose as wrong response from the upper group and three students
from the lower group.

Item 6
Options *A B C D
Upper Group(5) 4 0 0 1
Lower Group(5) 0 2 2 1

Item no. 6 shows that option A, the correct answer functions effectively because more student from the
upper group chose the correct answer and few from the lower group. Option B, C, and D are good
distractors because there is only one student chose as wrong response from the upper group and more
students from the lower group.

Item 7
Options A B *C D
Upper Group(5) 0 0 5 0
Lower Group(5) 4 0 1 0

Item no. 7 shows that option C, the correct answer functions effectively because more student from the
upper group chose the correct answer and few from the lower group. Option A, B, and D are good
distractors because there is no student chose as wrong response from the upper group and more students
from the lower group.

Item 8
Options A *B C D
Upper Group(5) 0 5 0 0
Lower Group(5) 1 2 2 0

Item no. 8 shows that option B, the correct answer functions effectively because more student from the
upper group chose the correct answer and few from the lower group. Option A, C, and D are good
distractors because there is no student chose as wrong response from the upper group and more students
from the lower group.

Item 9
Options *A B C D
Upper Group(5) 4 0 0 1
Lower Group(5) 1 0 0 4

Item no. 9 shows that option A, the correct answer functions effectively because more student from the
upper group chose the correct answer and few from the lower group. Option B, C, and D are good
distractors because there is only one student chose as wrong response from the upper group and more
students from the lower group.

Item 10
Options A *B C D
Upper Group(5) 0 5 0 0
Lower Group(5) 0 2 1 1

Item no. 10 shows that option B, the correct answer functions effectively because more student from the
upper group chose the correct answer and few from the lower group. Option A is fair because there is no
student from upper and lower group chose as wrong response. Option C and D are good distractors
because there is no student chose as wrong response from the upper group and more students from the
lower group.

Item 11
Options A B C *D
Upper Group(5) 0 0 1 4
Lower Group(5) 0 2 2 1

Item no. 11 shows that option D, the correct answer functions effectively because more student from the
upper group chose the correct answer and few from the lower group. Option A, B, and C are good
distractors because there is only one student chose as wrong response from the upper group and more
students from the lower group.

Item 12
Options *A B C D
Upper Group(5) 5 0 0 0
Lower Group(5) 2 0 3 0

Item no. 12 shows that option A, the correct answer functions effectively because more student from the
upper group chose the correct answer and few from the lower group. Option B and D are fair because
there is no student from upper and lower group chose as wrong response. Option C is a good distractor
because more students from the lower group are attracted as their response.

Item 13
Options A B *C D
Upper Group(5) 0 0 5 0
Lower Group(5) 0 3 2 0

Item no. 13 shows that option C, the correct answer functions effectively because more student from the
upper group chose the correct answer and few from the lower group. Option A and D are fair because
there is no student from upper and lower group chose as wrong response. Option B is a good distractor
because more students from the lower group are attracted as their response.
 Item 14
Options A *B C D
Upper Group(5) 0 4 0 1
Lower Group(5) 1 1 3 0

Item no. 14 shows that option B, the correct answer functions effectively because more student from the
upper group chose the correct answer and few from the lower group. Option A and C is a good distractor
because more students from the lower group are attracted as their response. Option D is not effective
because only 1 student from upper group and there is no student from the lower group chose as wrong
response.

Item 15
Options A *B C D
Upper Group(5) 0 5 0 0
Lower Group(5) 1 2 0 2

Item no. 15 shows that option B, the correct answer functions effectively because more student from the
upper group chose the correct answer and few from the lower group. Option A and D is a good distractor
because more students from the lower group are attracted as their response. Option C is fair because
there is no student from upper and lower group chose as wrong response.

Item 16
Options A B *C D
Upper Group(5) 0 0 5 0
Lower Group(5) 3 0 2 0

Item no. 16 shows that option C, the correct answer functions effectively because more student from the
upper group chose the correct answer and few from the lower group. Option B and D are fair because
there is no student from upper and lower group chose as wrong response. Option A is a good distractor
because more students from the lower group are attracted as their response.

Item 17
Options *A B C D
Upper Group(5) 5 0 0 0
Lower Group(5) 4 0 1 0

Item no. 17 shows that option A, the correct answer not effective because both upper and lower groups
chose the correct answer. Option B and D are fair because there is no student from upper and lower
group chose as wrong response. Option C is a good distractor because more students from the lower
group are attracted as their response.

Item 18
Options A *B C D
Upper Group(5) 0 4 1 1
 Lower Group(5) 2 1 2 0

Item no. 18 shows that option B, the correct answer functions effectively because more student from the
upper group chose the correct answer and few from the lower group. Option A and C is a good distractor
because only one student from the upper group and more students from lower group are attracted as their
response. Option D is not effective because only 1 student from upper group and there is no student
from the lower group chose as wrong response.

Item 19
Options A B *C D
Upper Group(5) 0 0 4 1
Lower Group(5) 0 4 1 0

Item no. 19 shows that option C, the correct answer functions effectively because more student from the
upper group chose the correct answer and few from the lower group. Option A is fair because there is no
student from upper and lower group chose as wrong response. Option B and D is a good distractor
because only one student from the upper group and more students from lower group are attracted as their
response.

Item 20
Options *A B C D
Upper Group(5) 5 0 0 0
Lower Group(5) 1 0 1 3

Item no. 20 shows that option A, the correct answer functions effectively because more student from the
upper group chose the correct answer and few from the lower group. . Option B is fair because there is
no student from upper and lower group chose as wrong response. Option C and D is a good distractor
because only one student from the upper group and more students from lower group are attracted as their
response.

Determining the reliability using Parallel Forms Method

Scores
Students X2 Y2 XY
Form A Form B
X Y
 48 50 2304 2500 2400
1
2 41 48 1681 2304 1968
3 40 46 1600 2116 1840
4 40 45 1600 2025 1800
5 39 44 1521 1936 1716
6 37 20 1369 400 740
7 37 18 1369 324 666
8 35 19 1225 361 665
9 33 20 1089 400 660
10 29 19 841 361 551

∑X=379 ∑Y=329 ∑ X 2=14,599 ∑ Y 2=12, 727 ∑XY=13,006

Given:
N = 10
∑XY = 13,006
∑X = 379
∑Y = 329
∑ X 2=14,599
∑ Y 2=12, 727

Ave Maria College

COLLEGE OF EDUCATION
HEI Unique Institutional Identifier: 09077
____________________________________________________________________________________
PED 308: ASSESSMENT OF LEARNING 1

Activity6
 Creating Frequency Distribution Table and Graphic Representation

NAME: ___________________________________________ DATE: _______________

COURSE & YEAR ______________________________HPS: 100 Pts. SCORE: _____________

Direction: Using the result in each administration of your test paper, create a frequency distribution table then
determine its mean, median, mode, standard deviation and variance, and present the scores through graph ( use
excel). (Note: this should be encoded in short bond papers with times new roman, 12 font size and single
spacing.)

Scores
48 50
41 48
40 46
40 45
 Column1 Column2
   
       
Mean 37.9 Mean 32.9
Standard Error 1.61555 Standard Error 4.59819
39 44 Median 38 Median 32
37 20 Mode 40 Mode 20
37 18 Standard Deviation 5.10882 Standard Deviation 14.5407
35 19 Sample Variance 26.1 Sample Variance 211.433
33 20 Kurtosis 1.25523 Kurtosis -2.4699
29 19 Skewness 0.24111 Skewness 0.03876
Range 19 Range 32
Minimum 29 Minimum 18
Maximum 48 Maximum 50
Sum 379 Sum 329
Count 10 Count 10

50
45
40
35
30
25
20
15
10
5
0
1First Administration
2 3 4
Second Administration 5 6 7 8 9 10

Ave Maria College

COLLEGEOF EDUCATION
HEI Unique Institutional Identifier: 09077
PED 308: ASSESSMENT OF LEARNING 1

Activity6
Creating Frequency Distribution Table and Graphic Representation

NAME: ___________________________________________ DATE: _______________

COURSE & YEAR ______________________________HPS: 100 Pts. SCORE: _____________

Direction: Using the result in each administration of your test paper, create a frequency distribution table then
determine its mean, median, mode, standard deviation and variance, and present the scores through graph ( use
excel). (Note: this should be encoded in short bond papers with times new roman, 12 font size and single
spacing.)

Second
Administered
Scores Tally Frequency
18-20 ||||| 5
21-23   0
24-26   0
27-29   0
30-32   0
33-35   0
36-38   0
First 39-41   0
Administered 42-44 | 1
Scores Tally Frequency
45-47 || 2
29-30 | 1
48-50 || 2
31-32   0
Total 10 10
33-34 | 1
35-36 | 1
37-38 || 2
39-40 ||| 3
41-42 | 1
43-44   0 Ave Maria College
45-46   0 COLLEGEOF EDUCATION
46-48 | 1 HEI Unique Institutional Identifier: 09077
Total 10 10 PED 308: ASSESSMENT OF LEARNING 1

Activity6
Creating Frequency Distribution Table and Graphic Representation

NAME: ___________________________________________ DATE: _______________

COURSE & YEAR ______________________________HPS: 100 Pts. SCORE: _____________

Direction: Using the result in each administration of your test paper, create a frequency distribution table then
determine its mean, median, mode, standard deviation and variance, and present the scores through graph ( use
excel). (Note: this should be encoded in short bond papers with times new roman, 12 font size and single
spacing.)

Second
Administered Frequenc
Scores y
56 1
55 2
54 1
53 1
36 1
35 1
34 1
33 1
32 1
Total 10
First
Administered Frequenc
Scores y
58 1
56 2
55 1
54 1
53 1
48 1
47 1
46 1
41 Column1 1   Column2  
Scores  
Total  10     
58 56 Mean 51.4 Mean 44.3
56 55 Standard Error 1.75246 Standard Error 3.45784
56 55 Median 53.5 Median 44.5
55 54 Mode 56 Mode 55
54 53 Standard Standard
53 36 Deviation 5.54176 Deviation 10.9347
48 35 Sample Variance 30.7111 Sample Variance 119.567
47 34 Kurtosis -0.6205 Kurtosis -2.4735
46 33 Skewness -0.6988 Skewness -0.0159
41 32 Range 17 Range 24
Minimum 41 Minimum 32
Maximum 58 Maximum 56
Sum 514 Sum 443
Count 10 Count 10
60

50

40

30

20

10

0
First
1 Administration
2 3 4
Second Administration 5 6 7 8 9 10