Alba, Sharlot T.
A-234
1. This school year, synchronous online discussions are hold at least once a week and
students need to accomplish the required modular activities on asynchronous class.
This teaching and learning setup is something new particularly among students. A
survey was conducted among students, and they were asked how they perceived
the new teaching-learning setup? At a .05 level of significance, is there significance
difference on male and female students’ perceptions of the new teaching-learning
setup? The survey results are shown on the table below.
Males Females Total
Frustrating 22 18 40
Challenging 15 30 45
Interesting 23 12 35
Total 60 60 120
Null Hypothesis: There is no significance difference on male and female students’ perceptions
of the new teaching-learning setup.
Alternative Hypothesis: There is significance difference on male and female students’
perceptions of the new teaching-learning setup
Level of Significance: 0.05
DF = (2-1)(3-1) = 2
Critical X2 value: 5.99
Decision Rule: Reject the null hypothesis if X2> 5.99; otherwise, do not reject the null
hypothesis.
Computation:
Alba, Sharlot T.
A-234
Fo Fe ( Fo−Fe)2
Fe
Frustrating - M 22 (40x60)/120 = 20 (22-20)2/20 = 0.2
Frustrating - F 18 (40x60)/120 = 20 (18-20)2/20 = 0.2
Challenging -M 15 (45x60)/120 = 22.5 (15-22.5)2/22.5 = 2.5
Challenging -F 30 (45x60)/120 = 22.5 (30-22.5)2/22.5 = 2.5
Interesting - M 23 (35x60)/120 = 17.5 (23-17.5)2/17.5 = 1.7286
Interesting - F 12 (35x60)/120 = 17.5 (12-17.5)2/17.5 = 1.7286
Total 120 120 X2 = 8.8572
Conclusion: Reject the null hypothesis, 8.8572 > 5.99; which means there is significance
difference on male and female students’ perceptions of the new teaching-learning setup
Recommendation: Based on the results, there is a significant difference in male and female
students’ perceptions of the new teaching-learning– learning setup. According to the findings,
the students both male and female have different perceptions, such as: for females, it is
challenging while for males it is interesting more so, some said it is frustrating. In that way, I
would like to recommend for students to practice time management skills in terms of studying
and for their personal matters and school must have also an effective way of learning that will
enjoy by their students. In addition, students and the school must allow themself for adjustments
and other adaptations that will be helpful and effective for both of them.
2. A survey conducted by a private school to determine parents’ and teachers’
confidence that the school will meet the standards set by the No Child Left Behind
program. The result of the survey is shown on the table below. At a 0.01 level of
significance, is there significant difference between parents’ and teachers’
confidence that the school will meet the standards set by the program?
Alba, Sharlot T.
A-234
Parents Teachers Total
Very confident 455 361 816
Not very confident 545 439 984
Total 1000 800 1800
Null Hypothesis: There is no significant difference between parents’ and teachers’ confidence
that the school will meet the standards set by the program
Alternative Hypothesis: There is significant difference between parents’ and teachers’
confidence that the school will meet the standards set by the program
Level of Significance: 0.01
DF = (2-1)(2-1) = 1
Critical X2 value: 6.63
Decision Rule: Reject the null hypothesis if X2> 6.63; otherwise, do not reject the null
hypothesis.
Computation:
Fo Fe ( Fo−Fe)2
Fe
Very confident 455 (816x1000)/1800 = (455-453.3333)2/453.3333 =
Parents 453.3333 0.0061
Very confident 361 (816x800)/1800 = (361-362.6667)2/362.6667 =
Teachers 362.6667 0.0077
Alba, Sharlot T.
A-234
Not very confident 545 (984x1000)/1800 = (545-546.6667)2/546.6667 =
Parents 546.6667 0.0051
Not very confident 439 (984x800)/1800 = (439-437.3333)2/437.3333 =
Teachers 437.3333 0.0064
Total 1800 1800 X2 = 0.0252
Conclusion: Do not reject the null hypothesis, 0.0252 < 6.63; which means there is no
significant difference between parents’ and teachers’ confidence that the school will meet the
standards set by the program
Recommendation: Based on the data computed, there is no significant difference between
parents’ and teachers’ confidence that the school will meet the standards set by the program.
Thus, it can be recommended for the school that they must properly execute their " No Child
Left Behind" program since parents and teachers have expectations that the school will meet the
standards set by the program. To achieve the standards of parents and teachers, the school can
conduct a survey or schedule a meeting or orientation regarding the rules and suggestions to
improve ways to meet the program's specifications and quality standards for the school.
