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G12

PRACTICAL RESEARCH II

QUARTER 2: WEEK 7
Lesson No. 6

CapSLET
Capsulized Self-Learning
Empowerment Toolkit

 
Schools Division Office of Zamboanga City
Region IX, Zamboanga Peninsula
Zamboanga City

“Unido, Junto avanza con el EduKalidad Cree, junto junto puede!”

Prepared by: Lesley Ann F. Atilano-Tang, J.D. / Senior High School Teacher - II
Ma. Clara L. Lobregat National High School
 1

CapSLET
Practical research ii
Subject &
PR II -12 QUARTER 2 WEEK 7 DAY
Grade Level dd/mm/yyyy
CONTENT STATISTICAL TECHNIQUES FOR BIVARIATE ANALYSIS
MOST ESSENTIAL Uses statistical techniques to analyse data – study of
LEARNING
COMPETENCY differences and relationships limited for bivariate analysis
(CS_RS12-lld-g-3)
IMPORTANT: Do not write on this material. Write your answers on the Learner’s Activity
and Assessment Sheets provided separately.

KNOW AND UNDERSTAND

CONTENT STANDARD: The learners demonstrate an understanding of data processing,
organizing, and analysis.

CHECKPOINT: What are the statistical techniques for bivariate analysis?

What is Bivariate Data?

Data in statistics is sometimes classified according to how many variables are

in a particular study. For example, “height” might be one variable and “weight” might
be another variable. Depending on the number of variables being looked at, the data
might be univariate, or it might be bivariate.

What is Bivariate Analysis?

Bivariate analysis means the analysis of bivariate data. It is one of the

simplest forms of statistical analysis, used to find out if there is a relationship
between two sets of values. It usually involves the variables X and Y.

When a Researcher conducts a study that looks at a single variable, that study
involves univariate data. For example, one might study a group of college students to
find out their average SAT scores or one might study a group of diabetic patients to
find their weights. Bivariate data is when you are studying two variables. For
example, if one is studying a group of college students to find out their average SAT
score and their age, you have two pieces of the puzzle to find (SAT score and age).
Or if you want to find out the weights and heights of college students, then one also
has bivariate data. Bivariate data could also be two sets of items that are dependent
on each other. For example:

 Ice cream sales compared to the temperature that day.

 Traffic accidents along with the weather on a particular day.

“Unido, Junto avanza con el EduKalidad Cree, junto junto puede!”

Prepared by: Lesley Ann F. Atilano-Tang, J.D. / Senior High School Teacher - II
Ma. Clara L. Lobregat National High School
 2

Bivariate data has many practical uses in real life. For example, it is pretty
useful to be able to predict when a natural event might occur. One tool in the
statistician’s toolbox is bivariate data analysis. Sometimes, something as simple as
plotting on variable against another on a Cartesian plane can give you a clear picture
of what the data is trying to tell you.

For example, the scatterplot

shows the relationship between the time
between eruptions at Old Faithful vs. the
duration of the eruption.

Waiting time between eruptions and the

duration of the eruption for the Old
Faithful Geyser in Yellowstone National
Park, Wyoming, USA. This scatterplot
suggests there are generally two “types”
of eruptions: short-wait-short-duration,
and long-wait-long-duration.

The results from bivariate analysis can be stored

in a two-column data table. For example, you might
want to find out the relationship between caloric intake
and weight. Caloric intake would be your independent
variable, X and weight would be your dependent
variable, Y.

Bivariate analysis is not the same as two sample data analysis. With two
sample data analysis (like a two sample z test in Excel), the X and Y are not directly
related. You can also have a different number of data values in each sample; with
bivariate analysis, there is a Y value for each X. Let’s say you had a caloric intake of
3,000 calories per day and a weight of 300lbs. You would write that with the x-
variable followed by the y-variable: (3000,300).

Y-Values
90
80
70
60
50
40
30
20
10
0
0 50 100 150 200 250 300 350 400 450

Two sample data analysis

Sample 1: 100,45,88,99
Sample 2: 44,33,101
Bivariate analysis
(X,Y)=(100,56),(23,84),(398,63),(56,42)

Types of Bivariate Analysis

“Unido, Junto avanza con el EduKalidad Cree, junto junto puede!”
Prepared by: Lesley Ann F. Atilano-Tang, J.D. / Senior High School Teacher - II
Ma. Clara L. Lobregat National High School
 3

Common types of bivariate analysis include:

1. Scatter plots

These give you a visual idea of the pattern that your variables follow.

A simple scatterplot.

2. Regression Analysis

Regression analysis is a catch all term for a wide variety of tools that you can
use to determine how your data points might be related. In the image above, the
points look like they could follow an exponential curve (as opposed to a straight line).
Regression analysis can give you the equation for that curve or line. It can also give
you the correlation coefficient.

3. Correlation Coefficients

Calculating values for correlation coefficients are using performed on a

computer, although you can find the steps to find the correlation coefficient by hand
here. This coefficient tells you if the variables are related. Basically, a zero means
they are not correlated (i.e. related in some way), while a 1 (either positive or
negative) means that the variables are perfectly correlated (i.e. they are perfectly in
sync with each other).

Numerical & Numerical Categorical & Categorical Numerical & Categorical

Bivariate Quantitative Data

This means that for each unit in our sample, two quantitative variables will be
determined. The purpose of collecting two quantitative variables is to determine if
there is a relationship between them.

1. Changing the x variable will cause a change in the y variable

2. Changing the y variable will cause a change in the x variable
3. A feedback loop may exist in which a change in the x variable leads to a
change in the y variable which leads to another change in the x variable, etc.
4. The changes in both variables are determined by a third variable
5. The changes in both variables are coincidental.
6. The correlation is the result of outliers, without which there would not be
significant correlation.
7. The correlation is the result of confounding variables.

Causation is easier to prove with a manipulative experiment than an

“Unido, Junto avanza con el EduKalidad Cree, junto junto puede!”

Prepared by: Lesley Ann F. Atilano-Tang, J.D. / Senior High School Teacher - II
Ma. Clara L. Lobregat National High School
 4

observational experiment. In a manipulative experiment, the researcher will randomly

assign subjects to different groups, thereby diminishing any possible effect from
confounding variables. In observational experiments, confounding variables cannot
be distributed equitably throughout the population being studied. Manipulative
experiments cannot always be done because of ethical reasons.

For example, the earth is currently undergoing an observational experiment in

which the explanatory variable is the amount of fossil fuels being converted to carbon
dioxide and the response variable is the mean global temperature. It would have
been considered unethical if a scientist had proposed in the 1800s that we should
burn as many fossil fuels as possible to see how it affects the global temperature.
Likewise, experiments that would force someone to smoke, text while driving, or do
other hazardous actions would not be considered ethical and so correlations must be
sought using observational experiments.

There are several reasons why it is appropriate to collect and analyze bivariate
data. One such reason is that the dependent or response variable is of greater
interest, but the independent or explanatory variable is easier to measure. Therefore,
if there is a strong relationship between the explanatory and response variable, that
relationship can be used to calculate the response variable using data from the
explanatory variable. For example, a physician would really like to know the degree
to which a patient’s coronary arteries are blocked, but blood pressure is easier data
to obtain. Therefore, since there is a strong relationship between blood pressure and
the degree to which arteries are blocked, then blood pressure can be used as a
predictive tool.

Another reason for collecting and analyzing bivariate data is to establish norms
for a population. As an example, infants are both weighed and measured at birth and
there should be a correlation between their weight and length (height?). A baby that
is substantially underweight compared to babies of the same length would raise
concerns for the doctor.

Data must be independent, quantitative, continuous, and have a bivariate

normal distribution. Independence means that the magnitude of one data value does
not affect the magnitude of another data value. This is often violated when time
series data are used. For example, annual GDP (gross domestic product) data
should not be used as one of the random variables for bivariate data analysis
because the size of the economy in one year has a tremendous influence on the size
of it the next year.

This is shown in the two graphs below. The graph on the left is a time series
graph of the actual GDP for the US. The graph on the right is a scatter plot that uses
the GDP for the US as the x variable and the GDP for the US one year later (lag 1)
for the y value. The fact that these points are in such a straight line indicates that the
data are not independent. Consequently, this data should not be used in the type of
the analyses that will be discussed in this chapter.

“Unido, Junto avanza con el EduKalidad Cree, junto junto puede!”

Prepared by: Lesley Ann F. Atilano-Tang, J.D. / Senior High School Teacher - II
Ma. Clara L. Lobregat National High School
 5

A bivariate normal distribution is one in which y values are normally distributed

for each x value and x values are normally distributed for each y value. If this could
be graphed in three dimensions, the surface would look like a mountain with a
rounded peak.

Life can be more difficult for those in poverty and certainly the influence they
can have in the country is far more limited than those who are affluent. Since people
in poverty must channel their energies into survival, they have less time and energy
to put towards things that would benefit humanity as a whole. Therefore, it is in the
interest of all people to find a way to reduce poverty and thereby increase the number
of people who can help the world improve.

There are a lot of possible variables that could contribute to poverty. A partial
list is shown below. Not all of these are quantitative variables, and some can be
difficult to measure, but they can still have an impact on poverty levels

1. Education
2. Parent’s income level
3. Community’s income level
4. Job availability
5. Mental Health
6. Knowledge
7. Motivation and determination
8. Physically disabilities or illness
9. Wealth gap
10. Race/ethnicity/immigration status/gender
11. Percent of population that is employed

Data was gathered from seven states to determine if there is a correlation

between these two variables. The scatter plot is reproduced below. The correlation is
-0.65.

As a reminder, correlation is a number between -1 and 1. The population

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Prepared by: Lesley Ann F. Atilano-Tang, J.D. / Senior High School Teacher - II
Ma. Clara L. Lobregat National High School
 6

correlation is represented with the Greek letter ρρ, while the sample correlation
coefficient is represented with the letter rr. A correlation of 0 indicates no correlation,
whereas a correlation of 1 or -1 indicates a perfect correlation. The question is
whether the underlying population has a significant linear relationship. The evidence
for this comes from the sample. The hypotheses that are typically tested are:

H0:ρ=0H0:ρ=0
H1:ρ≠0H1:ρ≠0

This is a two-tailed test for a non-directional alternative hypothesis. A

significant result indicates only that the correlation is not 0, it does not indicate the
direction of the correlation.

The logic behind this hypothesis test is based on the assumption the null
hypothesis is true which means there is no correlation in the population. An example
is shown in the scatter plot on the left. From this distribution, the probability of getting
the sample data (shown in solid circles in the graph at the right), or more extreme
data (forming a straighter line), is calculated.

The test used to determine if the correlation is significant is a t test. The

formula is:

t=rn−2−−−−−√1−r2−−−−−√.(7.1)(7.1)t=rn−21−r2.

There are n - 2 degrees of freedom.

This can be demonstrated with the example of Gini coefficients and poverty
rates as provided in Chapter 4 and using a level of significance of 0.05. The
correlation is -0.650. The sample size is 7, so there are 5 degrees of freedom. After
substituting into the test statistic, 

t=−0.6507−2−−−−√1−(−0.650)2−−−−−−−−−−−√t=−0.6507−21−(−0.650)2

the value of the test statistic is -1.91. Based on the t-table with 5 degrees of freedom,
the two-sided p-value is greater than 0.10 (actual 0.1140). Consequently, there is not
a significant correlation between Gini coefficient and poverty rates.
“Unido, Junto avanza con el EduKalidad Cree, junto junto puede!”
Prepared by: Lesley Ann F. Atilano-Tang, J.D. / Senior High School Teacher - II
Ma. Clara L. Lobregat National High School
 7

Another explanatory variable that can be investigated for its correlation with
poverty rates is the employment-population ratio (percent). This is the percent of the
population that is employed at least one hour in the month
SAQ1: How do you use statistical techniques to analyze data?
SAQ2: What are the differences and relationship in terms of bivariate analysis?

Learner’s Name: _________________________________________ Date: ____________

Grade/ Section: ____________________________________________________________
Name of Adviser: ___________________________________________________________
School: ____________________________________________________________________
BE ABLE TO DO
Apply your understanding on data processing, organizing, and analyzing.

Let’s Practice!

Activity 1: ANALYZE ON A HIGHER

LEVEL!!!
Home – Based LoT (Individual Activity)

Directions: Data are given below. Present these by drawing tables using bivariate
analysis through numerical or categorical pattern. Give the analysis
based on data presented.
x-variable y-variable
(Academic Year) (No. of Student-Enrollees)
2017 4,500
2018 5,100
2019 5,600
2020 7,800

Table 1
No. of Student-Enrollees for MCLL National High School from
Academic Year 2017-2020 using Scatterplot Analysis
(Numerical to Numerical Pattern)

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

“Unido, Junto avanza con el EduKalidad Cree, junto junto puede!”

Prepared by: Lesley Ann F. Atilano-Tang, J.D. / Senior High School Teacher - II
Ma. Clara L. Lobregat National High School
 8

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

y-variable
x-variable
(No. of Student-Enrollees who opted
(Grade Level)
Online Education)
Grade 7 1,800
Grade 8 900
Grade 9 1,200
Grade 10 1,100
Grade 11 700
Grade 12 850

Table 2
No. of Student-Enrollees for Don Pablo Lorenzo Memorial High School – Senior
High Stand Alone who have chosen Online Education using Scatterplot
Analysis (Categorical to Categorical Pattern)

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___________________________________________________________________________
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___________________________________________________________________________
___________________________________________________________________________

Let’s Practice PaMORE!

Activity 2: VENN DIAGRAM

Home – Based LoT (Individual Activity)

Directions: Write the difference and relationship of bivariate analysis.

Let’s Practice EVEN
MORE!!!
Activity 3: NARRATIVE REPORT
Home – Based LoT (Individual Activity)

Directions: Write a Narrative Report entitled “Using Statistical Techniques for

“Unido, Junto avanza
Bivariate con el with
Analysis” EduKalidad
the following guideCree, junto as
questions junto puede!”
your content
guide. by: Lesley Ann F. Atilano-Tang, J.D. / Senior High School Teacher - II
Prepared
Ma. Clara L. Lobregat National High School
 9

Guide Questions:

1. What is bivariate analysis?

2. What are the different types of bivariate analysis? What is the relationship of
x-variable to y-variable?
3. Why is it important for a Researcher to understand how to process the data,
organize it, and do a bivariate analysis, if applicable?

Using Statistical Techniques for Bivariate Analysis

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REMEMBER
Key Points

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Prepared by: Lesley Ann F. Atilano-Tang, J.D. / Senior High School Teacher - II
Ma. Clara L. Lobregat National High School
 10

CHAPTER 4
DATA PRESENTATION, DISCUSSION AND INTERPRETATION

This Chapter presents the results of data collection, collation and discussion
of implication and interpretations of the results.

I. Collate the data, tally the results, and get the research questions.
II. After data collection, apply the statistical treatment.
III. Create a Table
IV. Write Analysis
V. Discuss the Results
VI. Interpret the Results

What is Bivariate Analysis?

Bivariate analysis means the analysis of bivariate data. It is one of the

simplest forms of statistical analysis, used to find out if there is a relationship
between two sets of values. It usually involves the variables X and Y.

Types of Bivariate Analysis

Common types of bivariate analysis include:

1. Scatter plots

These give you a visual idea of the

pattern that your variables follow.

A simple scatterplot.

2. Regression Analysis

Regression analysis is a catch all term for a wide variety of tools that you can
use to determine how your data points might be related. In the image above, the
points look like they could follow an exponential curve (as opposed to a straight line).
Regression analysis can give you the equation for that curve or line. It can also give
you the correlation coefficient.

3. Correlation Coefficients

Calculating values for correlation coefficients are using performed on a

computer, although you can find the steps to find the correlation coefficient by hand
here. This coefficient tells you if the variables are related. Basically, a zero means
they are not correlated (i.e. related in some way), while a 1 (either positive or
negative) means that the variables are perfectly correlated (i.e. they are perfectly in
sync with each other).

TRY
Let’s see how much you have learned today!

“Unido, Junto avanza con el EduKalidad Cree, junto junto puede!”

Prepared by: Lesley Ann F. Atilano-Tang, J.D. / Senior High School Teacher - II
Ma. Clara L. Lobregat National High School
 11

PRESENT YOUR OWN WRITTEN BIVARIATE ANALYSIS

DIRECTIONS: Refer to your own research. Construct your own Table. Label it with
the x and y-variables. Afterwards, state your bivariate analysis.

Table
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Analysis: ___________________________________________________________
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____________________________________
Parent/Guardian’s Signature
Above printed Name

REF WEBSITE:
ERE
Stephanie Glen. "Bivariate Analysis Definition & Example" From StatisticsHowTo.com:
NCE
S Elementary Statistics for the rest of us! https://www.statisticshowto.com/bivariate-analysis/

https://www.statisticshowto.com/bivariate-analysis#:~:text=Bivariate%20analysis%20means
%20the%20analysis,the%20variables%20X%20and%20Y.&text=Bivariate%20analysis%20is
%20the%20analysis%20of%20exactly%20two%20variables.

https://stats.libretexts.org/Bookshelves/Introductory_Statistics/Book

“Unido, Junto avanza con el EduKalidad Cree, junto junto puede!”

Prepared by: Lesley Ann F. Atilano-Tang, J.D. / Senior High School Teacher - II
Ma. Clara L. Lobregat National High School
 12

%3A_Foundations_in_Statistical_Reasoning_(Kaslik)/07%3A_Analysis_of_Bivariate_Quantitati
ve_Data
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CapSLET
Practical research ii
“Unido, Junto avanza con el EduKalidad Cree, junto junto puede!”
Prepared by: Lesley Ann F. Atilano-Tang, J.D. / Senior High School Teacher - II
Ma. Clara L. Lobregat National High School
 13

Subject &
PR II -12 QUARTER 2 WEEK 7 DAY
Grade Level dd/mm/yyyy
CONTENT STATISTICAL TECHNIQUES FOR BIVARIATE ANALYSIS
MOST ESSENTIAL Uses statistical techniques to analyse data – study of
LEARNING
COMPETENCY differences and relationships limited for bivariate analysis
(CS_RS12-lld-g-3)
ANSWER KEY
Let’s Practice!

Activity 1: ANALYZE ON A HIGHER

LEVEL!!!
Home – Based LoT (Individual Activity)

“Unido, Junto avanza con el EduKalidad Cree, junto junto puede!”

Prepared by: Lesley Ann F. Atilano-Tang, J.D. / Senior High School Teacher - II
Ma. Clara L. Lobregat National High School