1.

FREQUENCY DISTRIBUTION

Class Interval Tally Frequency

45-50 IIIII-IIII 9

51-56 IIIII 5

57-62 II 2

63-68 - -

69-74 - -

75-80 II 2

n=18

Analysis:
The data presented above is the class interval, tally, and frequency. After identifying the
class width the class interval was complete and before the tally was done the scores of the
students were identified and recorded. So in the class interval, 9 students scored between 45-
50, 5 students scored between 51-56, 2 students scored between 57-62, 2 students scored
between 75-80, and both 63-68 and 69-74 got zero. Therefore, our frequency distribution is
9,5,2,0,0, and 2 and the total frequency is 18.
2. MEAN-VARIANCE

45 46 46 48 48 48 50 50 50
52 54 54 54 56 60 62 76 77

Σx
x̄= 45
n
976
x̄=
18
x̄= 54.22

x x̄-x Σ x̄-x
45 54.22-45 9.22
46 54.22-46 8.22
46 54.22-46 8.22
48 54.22-48 6.22
 48 54.22-48 6.22
48 54.22-48 6.22
50 54.22-50 4.22
50 54.22-50 4.22
50 54.22-50 4.22
52 54.22-52 2.22
54 54.22-54 0.22
54 54.22-54 0.22
54 54.22-54 0.22
56 54.22-56 1.78
60 54.22-60 5.78
62 54.22-62 7.78
76 54.22-76 21.78
77 54.22-77 22.78
∑| x̄-x|=119.76

δ= ∑| x̄-x|
N
δ= 119.76
18
δ=6.65
Analysis:
The data above is the presentation of mean-variance, through the use of data
collected from the TEP 3B student, the computation result of the data was 6.65 which is
our mean-variance for this data. Therefore, 6.65 were not truly scattered nor spread
apart.
 3. INTERQUARTILE RANGE, QUARTILE, AND DEVIATION
45 46 46 48 48 48 50 50 50 52 54 54 54 56 60 62 76 77
Interquartile Range:
IQR= Q3-Q1
IQR= 56-48
IQR= 8
Quartile:
Quartile 1 Quartile 2 Quartile 3
QK=(K.(N+1)th QK=(K.(N+1)th QK=(K.(N+1)th
4 4 4
Q1=(1.(18+1)th Q2=(2.(18+1)th Q3=(3.(18+1)th
4 4 4
Q1=(1.(19)th Q2=(2.(19)th Q3=(3.(19)th
4 4 4
Q1= 19 Q2= 38 Q3= 57
4 4 4
Q1= 5th l 48 Q2= 10th l 52 Q3= 14th l 56

Deviation:

Q.D= Q3- Q1
2
Q.D= 56-48
2
Q.D= 8
2
Q.D= 4
Analysis:
In this data, in getting the interquartile range the sum of Q3 should be subtracted from
the sum of Q1. So in this data, 56 was subtracted from 48 and we have a total of 8 which would
be our interquartile range in this data. Along with this, the quartiles were done using the
quartile formula which is QK=(K.(N+1)th/4. Therefore, Q1 is 48 which was placed on the 5 th of
the set data, Q2 is 52 which was placed on the 10 th of the set data, and Q3 is 56 which was
placed on the 14th of the set data. The quartile deviation was done through the use of Q.D=
∑lQ3-Q1l/2, therefore the quartile deviation in this data is 4.
 4. VARIANCE AND STANDARD DEVIATION

Variance formula: S 2= Σf(x− x̄)2

n–1
Class Interval f x fx x− x̄ (x− x̄)2 f(x− x̄)2
45-50 9 47.5 427.5 -6.16 37.94 341.46
51-56 5 53.5 267.5 -0.16 0.02 0.1
57-62 2 59.5 119 5.84 34.10 68.2
63-68 - 65.5 0 11.84 140.18 0
69-74 - 71.5 0 17.84 318.26 0
75-80 2 77.5 155 23.28 541.95 1083.9
∑f= 18 ∑fx= 969 ∑ f(x− x̄)2=1493.66
2 2
S = Σf(x− x̄)
n–1
2
S = 1493.66
18– 1

S 2= 1493.66
17
S 2= 87.86

Standard Deviation: S √s2

S √87.86
S=9.37

Analysis:
The data above is the presentation of getting the variance and standard deviation.
Through the use of S 2= Σf(x− x̄)2/n-1 as the formula for getting the variance, we come up with
the result of 87.86 which is also the variance for this data. Using this S √s2 as the formula for
solving the standard deviation the result was 9.37 which is also our standard deviation for this
data. Therefore, the result above it refers to the distance of each data as well as in mean which
means that each score of the midterm result was far apart.

5. MEASURES OF SKEWNESS
Mean(x̄)= 54.22
Median= 51
Standard D.= 9.37

SK= 3(x̄-MD)
 SD
SK= 3(54.22-51)
9.37
SK= 9.66
9.37
SK= 1.03

Analysis:

The data presented is the solution of getting the measures of skewness which resulted
in 1.03 which means that the measure of skewness is positive and the value of the mean is
greater than the value of the median. So the data shows that it will move to the right as it
occurs in the right direction. Since the measure of skewness is positive therefore the graph will
be positively skewed.

6. Z SCORES

45 46 46 48 48 48 50 50 50 52 54 54 54 56 60 62 76 77

Z= X- x̄
SD
X= SCORE
x̄= 54.22
SD= 9.37

Z= 45-54.22 Z= 46-54.22 Z= 46-54.22

9.37 9.37 9.37
Z= -0.98 Z= -0.87 Z= -0.87
Z= 48-54.22 Z= 48-54.22 Z= 48-54.22
9.37 9.68 9.68
Z= -0.66 Z= -0.66 Z= -0.66
Z= 50-54.22 Z= 50-54.22 Z= 50-54.22
9.37 9.37 9.37
Z= -0.45 Z= -0.45 Z= -0.45
Z= 52-54.22 Z= 54-54.22 Z= 54-54.22
9.37 9.37 9.37
Z= -0.23 Z= -0.02 Z= -0.02
Z= 54-54.22 Z= 56-54.22 Z= 60-54.22
9.37 9.37 9.37
Z= -0.02 Z= 0.18 Z= 0.61
Z= 62-54.22 Z= 76-54.22 Z= 77-54.22
9.37 9.37 9.37
Z= 0.83 Z= 2.32 Z= 2.43
Analysis:
According to the data presented above, 13 students got a negative result on their Z
SCORE which means that their scores are below compared to the mean average while 5
students got a positive result on their Z SCORE which means that their scores are above
compared to the mean average. I conclude that the 13 students who got negative results did
not meet the passing score base on the provided mean average and among the students only 5
students positively often considered that they reached the passing score based on the provided
mean average.

7. T SCORES
T= 10(Z)+x̄
T= 10(-0.98)+54.22 T= 10(-0.87)+54.22 T= 10(-0.87)+54.22
T= -9.8+54.22 T= -8.7+54.22 T= -8.4+54.22
T= 44.42 T= 45.52 T= 45.52

T= 10(-0.66)+54.22 T= 10(-0.66)+54.22 T= 10(-0.66)+54.22

T= -6.6+54.22 T= -6.4+54.22 T= -6.4+54.22
T= 47.62 T= 47.62 T= 47.62

T= 10(-0.45)+54.22 T= 10(-0.45)+54.22 T= 10(-0.45)+54.22

T= -4.5+54.22 T= -4.5+54.22 T= -4.5+54.22
T= 49.72 T= 49.72 T= 49.72

T= 10(-0.23)+54.22 T= 10(-0.02)+54.22 T= 10(-0.02)+54.22

T= -2.3+54.22 T= -0.2+54.22 T= -0.2+54.22
T= 51.92 T= 54.02 T= 54.02

T= 10(-0.02)+54.22 T= 10(0.18)+54.22 T= 10(0.61)+54.22

T= -0.2+54.22 T= 1.8+54.22 T= 6.1+54.22
T= 54.02 T= 56.02 T= 60.32

T= 10(0.83)+54.22 T= 10(2.32)+54.22 T= 10(2.43)+54.22

T= 8.3+54.22 T= 23.2+54.22 T= 24.4+54.22
T= 62.52 T= 77.42 T= 78.52

Analysis:
The table above represents the data and computation on getting the T SCORES of the
midterm score of TEP 3B students. Using the T SCORE formula T= 10(Z)+x̄ therefore, students
who got negative on Z SCORES means that their scores are below the mean average and still in
the T SCORES are below the mean average. While students who got positive in Z SCORES still
got positive on the T SCORES. Therefore, students who got negative did not reach the passing
score based on the mean average, and students who got positive are those who reached the
passing score often considered the passing score based on the mean average of the set data.
8. STANDARD NINE/STANINE
x x- x̄ Z SCORES T SCORES STANINE
45 -9.22 -0.98 44.42 1
46 -8.22 -0.87 45.52 2
46 -8.22 -0.87 45.52 2
48 -6.22 -0.66 47.62 2
48 -6.22 -0.66 47.62 2
48 -6.22 -0.66 47.62 2
50 -4.22 -0.45 49.72 3
50 -4.22 -0.45 49.72 3
50 -4.22 -0.45 49.72 3
52 -2.22 -0.23 51.92 3
54 -0.22 -0.02 54.02 4
54 -0.22 -0.02 54.02 4
54 -0.22 -0.02 54.02 4
56 1.78 0.18 56.02 5
60 5.78 0.61 60.32 6
62 7.78 0.83 62.52 7
76 21-78 2.32 77.42 8
77 22.78 2.43 78.52 9

Analysis:
The table is the representation of STANDARD NINE or STANINE, the student who got -
0.98 is placed in stanine 1 means that the student had very poor performance among TEP 3B
students. Students who got -0.87 to -0.66 are the students placed in stanine 2 means that
students are poor performance. Students who got -0.44 to -0.23 are placed in stanine 3 means
that the students performing below average. Students who got -0.02 are placed in stanine 4 as
a result of the below-normal average. The student who got 0.18 is placed in stanine 5 as a result
of the average score. A student who got 0.61 is placed in stanine 6 means that the student got a
moderately above average. Student who got 0.83 is placed stanine 7 means that the student is
doing well and got a good average. A student who got 2.32 is placed in stanine 8 means that
this student is rated as superior in the midterm exam. Lastly, the student who got 2.43 is placed
in stanine 9 as a result of as an outstanding student in the midterm exam. Therefore, among
the students in TEP 3B there 13 students did not meet the average score and only 5 students
got the average score. I conclude that the 13 students need to perform well in the final to get
the average score.
 9. PERCENTILE
PR= CF-b+0.5(f) X100
N

SCORE F <cf PERCENTILE RANK

77 1 18 97.22TH
76 1 17 91.66TH
62 1 16 86.11TH
60 1 15 80.55TH
56 1 14 75TH
54 3 13 63.88TH
52 1 10 52.77TH
50 3 9 41.66TH
48 3 6 25TH
46 2 3 11.11TH
45 1 1 2.77TH
N=18

Score: 77 Score: 76 Score: 62

PR= CF-b+0.5(f) X100 PR= CF-b+0.5(f) X100 PR= CF-b+0.5(f) X100
N N N
PR= 18-1+0.5(1) X100 PR= 17-1+0.5(1) X100 PR= 16-1+0.5(1) X100
18 18 18
PR= 17+0.5 X100 PR= 16+0.5 X100 PR= 15+0.5 X100
18 18 18
PR= 97.22TH PR= 91.66TH PR= 86.11TH

Score: 60 Score: 56 Score: 54

PR= CF-b+0.5(f) X100 PR= CF-b+0.5(f) X100 PR= CF-b+0.5(f) X100
N N N
PR= 15-1+0.5(1) X100 PR= 14-1+0.5(1) X100 PR= 13-3+0.5(3) X100
18 18 18
PR= 14+0.5 X100 PR= 13+0.5 X100 PR= 10+1.5 X100
 18 18 18
PR= 80.55TH PR= 75TH PR= 63.88TH

Score: 52 Score: 50 Score: 48

PR= CF-b+0.5(f) X100 PR= CF-b+0.5(f) X100 PR= CF-b+0.5(f) X100
N N N
PR= 10-1+0.5(1) X100 PR= 9-3+0.5(3) X100 PR= 6-3+0.5(3) X100
18 18 18
PR= 9+0.5 X100 PR= 6+1.5 X100 PR= 3+1.5 X100
18 18 18
PR= 52.77TH PR= 41.66TH PR= 25TH

Score: 46 Score: 45
PR= CF-b+0.5(f) X100 PR= CF-b+0.5(f) X100
N N
PR= 3-2+0.5(2) X100 PR= 1-1+0.5(1) X100
18 18
PR= 1+1 X100 PR= 0+0.5 X100
18 18
PR= 11.11TH PR= 2.77TH

Analysis:
On the percentile rank as stated above 97.22 is the high percentile which also scores 77
as the highest score among others and 2.77 is the lowest percentile rank which also is the
lowest score in the midterm exam result. Therefore, the students who got above 76 in the
percentile rank are students who performed above the mean average in a midterm exam,
students who got 51 to 75 in the percentile rank who performed average, students who got 26
to 50 in the percentile rank who performed below average, and the student who got 25 below
in the percentile rank who performed very poor in the midterm exam.

10. MEASURES OF CENTRAL TENDENCY

Mean=? Median=? Mode=? Quantiles=? Range=?
45, 46, 46, 48, 48, 48, 50, 50, 50, 52, 54, 54, 54, 56, 60, 62, 76, 77
mean= ∑x
N
mean= 976
 18
Mean= 54.22

Median= The score(s) that is placed in the middle

Median= 50+52
2
Median= 51

Mode= The mode is the value that appears most frequently in a data set.
Mode= 48, 50, and 54 (Trimodal)

Quantile = Quartile

Quartile:
Quartile 1 Quartile 2 Quartile 3
QK=(K.(N+1)th QK=(K.(N+1)th QK=(K.(N+1)th
4 4 4
Q1=(1.(18+1)th Q2=(2.(18+1)th Q3=(3.(18+1)th
4 4 4
Q1=(1.(19)th Q2=(2.(19)th Q3=(3.(19)th
4 4 4
Q1= 19 Q2= 38 Q3= 57
4 4 4
Q1= 5th l 48 Q2= 10th l 52 Q3= 14th l 56

Rang= Highest score- The lowest score

Range= 77-45
Range= 32

Analysis:
The data above is the presentation of measures of tendency, in this data, the mean is
54.22, the median is 51, and this data has trimodal which are 48, 50, and 54. In this data, the
quantile used was quartile which resulted that Q1 being 48, Q2 52, Q3 being 56, and the range
of this data being 32.
 11. VALIDITY COEFFICIENT

Rxy= (n) (∑xy)-(∑x)(∑y)

√[(n)(∑x2)-(∑x)2][(n)( ∑y2)-(∑y)2
Student Dr. Suan Criterion Test XY X2 Y2
X Y
1 45 46 2070 2025 2116
2 46 47 2162 2116 2209
3 46 47 2162 2116 2209
4 48 50 2400 2304 2500
5 48 50 2400 2304 2500
6 48 51 2448 2304 2601
7 50 53 2650 2500 2809
8 50 52 2600 2500 2704
9 50 51 2550 2500 2601
10 52 54 2808 2704 2916
11 54 55 2970 2916 3025
12 54 56 3024 2916 3136
13 54 55 2970 2916 3025
14 56 56 3136 3136 3136
15 60 61 3660 3600 3721
16 62 64 3968 3844 4096
17 76 78 5928 5776 6084
18 77 79 6083 5929 6241
2 2
N=18 ∑X= 976 ∑Y= 1005 ∑XY=55989 ∑X =54406 ∑Y = 57629

Rxy= (n) (∑xy)-(∑x)(∑y)

√[(n)(∑x2)-(∑x)2][(n)( ∑y2)-(∑y)2

Rxy= (18) (∑55989)-(∑976)(∑1005)

√[(18)(∑544062)-(∑976)2][(18)( ∑576292)-(∑1005)2
Rxy= 1007802- 980880
√(979308-952567)(1037322-1010025)

Rxy= 26922
√(26741)(27297)
 Rxy= 26922
√729949077

Rxy= 26922
27017.56978

Rxy= 0.99
Coefficient of Determination= (0.99)2 = 98.01%
Analysis:
The correlation coefficient is 0.99, which means that the validity of the test is high with
98.01% of the variance in the student’s performance can be attributed to the test.

12. ITEM ANALYSIS

LOWER GROUP UPPER GROUP DIFFICULTY INDEX DISCRIMINATION INDEX
45 52 54% 0.77
46 54 56% 0.88
46 54 56% 0.88
48 54 57% 0.66
48 56 58% 0.88
48 60 60% 1.33
50 62 62% 1.33
50 76 70% 2.88
50 77 71% 3
Analysis:
The table shows how the item analysis broke down the collected scores into two groups:
the lower group, which has scored between 45 and 50, and the upper group, which has values
between 52 and 77. According to the results above, there are 8 data points in the difficulty
index that received scores between 54% and 70%, indicating that they are both moderately
tough and easy, while just 1 data point in the difficulty index had a score of 71%, designating
that it is an easy item. Since all of the values in the discrimination index were higher than 0.40,
it was concluded that there was very good discrimination.
13. SCATTER GRAPH AND COMPUTATION OF CORRELATION (ONGOING)

14. RELIABILITY

TEST-RETEST
Student Test Retest XY X2 Y2
Scores Y
X
1 45 46 2070 2025 2116
2 46 47 2162 2116 2209
3 46 47 2162 2116 2209
 4 48 50 2400 2304 2500
5 48 50 2400 2304 2500
6 48 51 2448 2304 2601
7 50 53 2650 2500 2809
8 50 52 2600 2500 2704
9 50 51 2550 2500 2601
10 52 54 2808 2704 2916
11 54 55 2970 2916 3025
12 54 56 3024 2916 3136
13 54 55 2970 2916 3025
14 56 56 3136 3136 3136
15 60 61 3660 3600 3721
16 62 64 3968 3844 4096
17 76 78 5928 5776 6084
18 77 79 6083 5929 6241
N=18 ∑X= 976 ∑Y= 1005 ∑XY=55989 ∑X2=54406 ∑Y2= 57629

R= (n) (∑xy)-(∑x)(∑y)
√[(n)(∑x2)-(∑x)2][(n)( ∑y2)-(∑y)2

R= (18) (∑55989)-(∑976)(∑1005)
√[(18)(∑544062)-(∑976)2][(18)( ∑576292)-(∑1005)2
R= 1007802- 980880
√(979308-952567)(1037322-1010025)

R= 26922
√(26741)(27297)

R= 26922
√729949077

R= 26922
27017.56978

R= 0.99
Analysis:
The reliability coefficient using the Pearson formula is r= 0.99, which means that
it has very high reliability. The scores of the 18 students were conducted a day after the
first test which is x of the data. Hence, the test has very high reliability.

SPEARMAN RHO
Student Test Retest RX RY D D2
Scores Y
X
1 45 46 11 13 -2 4
2 46 47 10 12 -2 4
3 46 47 10 12 -2 4
4 48 50 9 11 -2 4
5 48 50 9 11 -2 4
6 48 51 9 10 -1 1
7 50 53 8 8 0 0
8 50 52 8 9 -1 1
9 50 51 8 10 -2 4
10 52 54 7 7 0 0
11 54 55 6 6 0 0
12 54 56 6 5 1 1
13 54 55 6 6 0 0
14 56 56 5 5 0 0
15 60 61 4 4 0 0
16 62 64 3 3 0 0
17 76 78 2 2 0 0
18 77 79 1 1 0 0

Step 1. Step 2. Step 3. Step 4. Step 5.

HO: rs= 0 (There is no X=0.01 df= N-2 rs= 1- 6(∑D2) t= rs√N-2
correlation between grades in =18-2 N(N2-1) √1-(rs)2
midterm exam scores and = 16 rs= 1- 6(27) t= 0.97√18-2
remedial test scores) Tcrit= 2.921 18(182-1) √1-(0.97)2
Ha: rs= 0 (There is no rs= 0.97 t= 3.88
correlation) 0.24
t= 16.16

Step 6.
T value tcrit
16.16 > 2.921
rs= 0.97
Reject the Ho (Null hypothesis)
Since I learned a lot about this subject from day one until now, I was able to gain knowledge on
how to become a more effective teacher throughout the course. This course analyzes me in
order to determine what area or topic I should focus on developing for my future pupils as well
as for myself. I was able to test and fully comprehend the significance of creating test
questionnaires thanks to this training. Even though I initially found it difficult to complete the
multiple-choice test, I still thought it would be a challenge. However, I find this course to be
quite beneficial because it makes students more prepared. I discovered that creating test
questionnaires should ultimately be valid and trustworthy for the pupils. Additionally, in order
to be an effective teacher, one must be able to use and interpret data, and in order to grade
students effectively using statistics, the teacher must be able to analyze and evaluate the data.
Although this subject presented me with many temptations and obstacles, I am fortunate that
this course helped and taught me a lot to become a stronger and more controllable student,
which also aided my personal growth in becoming more mature in my thinking skills. In just two
months, this topic has changed my outlook and my course of action. Assessment of learning 1
helped me develop my independence as a learner. Despite how difficult it is during this
pandemic, I am fortunate to be able to manage my time so that I may complete this course as a
student.
Still, I am grateful to God for this topic since it has greatly changed the way I live, including the
way I make decisions in life and how I practice patience and bravery in the face of adversity.
This course serves as a reminder to always put God first and follow his plans for your future
when difficulties and trials come your way. Finally, the most significant lesson I took away from
this course is that becoming a teacher does not only involve imparting knowledge to students
or creating tests for them; rather, it also entails guiding them toward success.