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.