Advanced Educational: Statistics

ADVANCED EDUCATIONAL
STATISTICS
Course Description
This introductory course in applied statistics covers relevant concepts in
DESCRIPTIVE and INFERENTIAL Statistics applicable to research and thesis
writing.
 Aim: To produce globally competitive professionals who are lifelong learners.

 Goal: To develop students who are focused, goal oriented and equipped with
critical thinking skills and attitude in handling data, information and in doing
research in their chosen field.
 Objectives: At the end of the course, the student is expected to:
1. Write/make sound description of the characteristics of population sample.
2. Perform sampling in a target population chosen for a specific study .
3. Formulate statistical hypotheses which are appropriate to the problems of a
particular study/research.
4. Select the statistical tools appropriate to the research problem and design.
5. Correctly present and interpret statistical results.
6. Make relevant predictons, inferences, and decisions based on the results of

statistical analysis.
7. Practice intellectual honesty in processing statistical data and in analyzing

and interpreting statistical results.
8. Appreciate the value of statistics in research and in everyday life.

CONTENT
 Definiton of Terms
 Descriptive/Inferential Statistics
 Population/Sample
 Data:Quantative/Qualitative
 Variable
 Margin of Error/Sampling Error

 Determining Sample Size(Slovin’s Formula)
 Sampling Techniques
 Questionaire
 Research design
 Table of Random Numbers
 Presentation of data
 Tabular Presentation of Data
 Graphical Presentation of Data
 Summation Notation & the Use of Calculator

 Measures of Central Tendency
Mean
Median
Mode
 Measures of Variability for Ungrouped Data

Range
Variance
Standard Deviation
Coefficient of Variation
 Measures of Variability of Grouped Data
 Inferential Statistics
 Definition of Terms
 Hypothesis Testing on Means
Z-test on means
Z-Table (Critical Values)
 P-value approach in Hypotheses Testing

 Z-test Two Sample Means
 t-test
 Correlation Analysis
 Types of Correlation
 Pearson’s r
 Degree of Correlation
 Excel Printout
 Table of Critical Values of Pearson’s “r’’
 Assigning of Ranks
 Spearman Rank Order Correlation
 Test on significance of Spearman Rho
 Table of Critical values of Spearman’s Rho
 Regression Analysis
 Regression Y on X
 Regression of X on Y
 Time series Analysis

STATISTICS is divided into descriptive & inferential .
Learning Objectives: At the end of this lesson students are expected to:
1. Realize the importance and application of statistics

2. Difference inferential from descriptive statistics and give examples of
each
3. Differentiate sample from population and give examples of each
4. Define parameter and statistics
5. Classify data as quantitative or qualitative
6. Determine whether a variable is discrete or continuous
7. Discuss the level of measurements
8. Realize the importance and application of Statistics in real life situation
Definitions of Important terms in Statistics
Definitions Definitions
 STATISTICS is a scientific  DESCRIPTIVE STATISTICS is

body of knowledge that deals
with a statistical procedure
- collection of data concerned with describing the
- organization or presentation characteristics and properties
of data
of a group of persons, places or
- analysis and interpretation
of data things.
Descriptive statistics organizes the presentation, description, and interpretation

of data gathered. It includes the study of relationships among variables.
It may answer questions such as:
1. How many students are interested to take online STATISTICS?
2. What are the highest and the lowest scores obtained by applicants in
a test?
3. What are the characteristics of the most likable professors in CSB

according to students?
4. Who performed better in the entrance examination?
5. What proportion of CSB students likes mathematics?

Microsoft Excel Printout in STATISTICS quiz of 40 Students.
Definitions
 INFERENTIAL STATISTICS is a statistical procedure that is used to

draw inferences from a large group of people, places of things on
the basis of the information obtained from a small portion of a large
group.
 Inferential statistics: draws inferences about the population based

on the data gathered from samples using the techniques of
descriptive statistics.
 Descriptive statistics therefore is the backbone of Inferential Statistic. It may
answer questions like:
1. Is there a significant difference between the performance of male and

female student in statistics?
2. Is there a significant difference between the proportion of students who are
interested to take STATISTICS online and those who are not?
3. Is there a significant correlation between educational attainment and job
performance rating?
4. Is there a significant difference between the weights of 20 students before
and after 6 months of attending aerobics?
5. Is there a significant difference between the mean GPA of CA, HRM, CDA
and HRIM students?
Four new terms in Statistics:
Definitions
 DATA are facts, or set of information gathered which are under study
Qualitative data are attributes which cannot be subjected to

meaningful arithmetic. Ex. Gender
Quantitative data are numerical in nature and therefore meaningful

arithmetic can be done. Ex. Age
 Quantitative data involve numbers and can be obtained by counting.
 Qualitative data are attributes or characteristics such are sex,

educational attainment, feelings/opinions.
Which of the given data above do you think will help you in determining
the true economic status of CSB students? Which do you think will be of
little or will not help you at all in your research?
Using the definition of quantitative and qualitative data, classify the data
enumerated in the table below by writing “QN” for quantitative and “QL” for
qualitative.
• The number of students in the room,
the number of books in the library and
the number of respondents in a survey
are examples of discrete data.
• Researchers are not interested on

constants since they do not make the
subject of research different from one
another. They are specifically
interested on variables.
Types of variables or levels of measurement
• It is important to know the kind of variable we are dealing with, so that the
data gathered can be properly interpreted and the appropriate statistics are
used.
In statistics variables can also be classified as either
independent or Dependent.
Sample Research Articles:
Determining sample size using Slovin’s
Formula
Sampling Techniques
Data Gathering Techniques
Project Proposal
Learning Objectives: At the end of this lesson students are
expected to:
1. Determine the sample size from a given population using Slovin’s

formula
2. Explain the margin of error associated when using a sample
3. Perform sampling from any target population
4. Differentiate probability from non-probability sampling
5. Use the different data gathering techniques in drawing samples
6. Be able to submit a research title for the statistical research
project(final output)
7. Suggest an appropriate sampling and data gathering techniques to
be used in their research project
In doing a research, if the population is too big to handle, a substantial
number of samples is acceptable. One way of getting a number of
samples is by using Slovin’s formula.
• The “e” in the formula is called

the margin of error.
• Surveys are usually designed
to provide an estimate of the
true feelings or characteristics
of a population at a given time.
• Like the headline, ”If election is
held now, Roco will beat all his
opponents, says SWS”.
 The usual target of the survey is the proportion of the likely voters in
the election, or the proportion of the respondents having views on
some issues like Charter change, or the percentage of people who
believes the president is doing well, and many other issues of
general interest.
 The result of the survey is unlikely to exactly equal the true
population but a good estimate can be obtained by reducing possible
errors.
 One possible reason for the non-equality of sample survey result to
population is the “sampling error”. But we can summarize the
strength of the information in a survey through the “margin of error”.
• The “margin of error” is a common summary of sampling error,
which we usually read in the newspapers, heard over the radio,
which quantifies uncertainty about the survey results, while
“sampling error” is the difference between the survey results on
sample and population.
Meaning of Margin of Error
• What if the survey is done on a much larger group of people? Assuming
that the same percentage of voters will support the candidates, what is
its complication on each candidate’s chance of winning in the election?
• Which survey gives Roco much greater assurance that a majority of the
voter’s support him?
Examples in determining sample size with a pre-determined
margin of error:
• It should be noted that in research, the more samples we have, the
better the result we would obtain. Therefore, Slovin’s formula is just a
guide for getting the number of samples. You can get more that what is
suggested by the formula but not below it.
Sampling Techniques
Schematic diagram of the two types of sampling techniques
Two types of Sampling Techniques and their Definitions.
• The beauty of probability sampling
is twofold. First it avoids biases
that might arise if samples were
selected based on the whims of
the researcher.
• Second, it provides the basis for
calculating the margin of error.
• Non-probability sampling
is one of the sources of
errors in research
Types of Probability Sampling
1. Simple random sampling
Samples are chosen at random with members of the population having a
known or sometimes equal probability or chance of being included in the
samples.
1.1 Lottery: this needs a complete listing of the numbers of population,
write the names or codes in a piece of paper or cards, place them in a large
container then randomly draw the desired number or samples. The process
is relatively easy for small populations but relatively complicated and time
consuming for large populations.
1.2 Generation of random number/digits: This is better and perhaps
more efficient method for selecting a simple random sample. Computers and
even your calculators can be used to generate random digits. A table called
Table of Random Numbers will be used in this text.

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ADVANCED EDUCATIONAL

 Aim: To produce globally competitive professionals who are lifelong learners.

5. Correctly present and interpret statistical results.

6. Make relevant predictons, inferences, and decisions based on the results of

7. Practice intellectual honesty in processing statistical data and in analyzing

8. Appreciate the value of statistics in research and in everyday life.

 Margin of Error/Sampling Error

 Summation Notation & the Use of Calculator

 Measures of Variability for Ungrouped Data

 P-value approach in Hypotheses Testing

 Time series Analysis

1. Realize the importance and application of statistics

 STATISTICS is a scientific  DESCRIPTIVE STATISTICS is

Descriptive statistics organizes the presentation, description, and interpretation

1. How many students are interested to take online STATISTICS?

3. What are the characteristics of the most likable professors in CSB

4. Who performed better in the entrance examination?

5. What proportion of CSB students likes mathematics?

 INFERENTIAL STATISTICS is a statistical procedure that is used to

 Inferential statistics: draws inferences about the population based

1. Is there a significant difference between the performance of male and

Qualitative data are attributes which cannot be subjected to

Quantitative data are numerical in nature and therefore meaningful

 Quantitative data involve numbers and can be obtained by counting.

 Qualitative data are attributes or characteristics such are sex,

• Researchers are not interested on

1. Determine the sample size from a given population using Slovin’s

• The “e” in the formula is called

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