Statistics and

Probability
Quarter 4 – Module 19:
Solving Problems Involving
Correlation Analysis
Statistics and Probability – Grade 11
Alternative Delivery Mode
Quarter 4 – Module 19: Solving Problems Involving Correlation Analysis
First Edition, 2020
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 Statistics and
Probability
Quarter 4 – Module 19:
Solving Problems Involving
Correlation Analysis
Introductory Message
For the facilitator:

Welcome to the Statistics and Probability for Senior High School Alternative
Delivery Mode (ADM) Module on Solving Problems Involving Correlation Analysis!

This module was collaboratively designed, developed, and reviewed by educators

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For the learner:

Welcome to the Statistics and Probability for Senior High School Alternative
Delivery Mode (ADM) Module on Solving Problems Involving Correlation Analysis!

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 What I Can Do This section provides an activity which will
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 What I Need to Know

In the previous lessons, you already familiarized yourself with the concepts
about correlation of bivariate data. You learned about constructing a scatter plot
and identifying the form, direction, and strength of correlation. Also, you already
know how to compute for the Pearson’s sample correlation coefficient. Hence, you’ll
have a recall first on calculating correlation coefficient r. Then, the proceeding
activities will help you master solving problems involving correlation analysis
especially in interpreting Pearson’s r.

After going through this module, you are expected to:

1. compute the Pearson’s sample correlation coefficient r ;
2. interpret the strength of correlation between two variables based on the
computed correlation coefficient; and
3. solve real-life problems using Pearson’s sample correlation coefficient.

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 What I Know

Directions: Choose the best answer to the given questions or statements. Write
the letter of your choice on a separate sheet of paper.

1. What is used to determine the existence, strength, and direction of

relationship between bivariate data?
A. correlation
B. regression
C. hypothesis
D. interpretation

2. Miguel needs to analyze the strength of the relationship between two

variables. What is the correct statistical method he needs to conduct?
A. z-test
B. Pearson’s r
C. Pearson’s co
D. regression analysis

3. Which of the following Pearson coefficients is considered having the

strongest positive correlation?
A. r = -0.93
B. r = -0.81
C. r = 0.58
D. r = 0.75

4. Given the scatter plot below, describe the strength of correlation of the
variables involved.
A. The variables have no
correlation.
B. The variables have perfect
positive correlation.
C. The variables have strong
positive correlation.
D. The variables have weak
positive correlation.

5. In question number 4, which of the following values of r represents the

scatter plot?
A. 1
B. 0.98
C. 0.49
D. -0.99
6. Which of the following interpretation best describes the given scatter plot?
A. As the values of x increase,
the values of y increase.
B. As the values of x increase,

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 the values of y remain the same.
C. As the values of x decrease,
the values of y decrease.
D. As the values of x increase, the values of y decrease.

7. A recent study was conducted in school and it was found out that as a
student’s number of absences increase, the academic performance tends to
decline. Which of the following values of r is appropriate to represent the
correlation of the variables in the given statement?
A. -0.48
B. 0
C. 0.15
D. 1

8. In a survey, the correlation coefficient r between drinking coffee and the

number of hours you stay awake was found to be 0.87. Which of the
following statements best describes the result?
A. As you drink more coffee, the number of hours you stay awake stays
the same.
B. As you drink more coffee, the number of hours you stay awake
increases.
C. As you drink more coffee, the number of hours you stay awake
decreases.
D. As you drink less coffee, the number of hours you stay awake tends to
increase.

9. Researchers found out that the correlation coefficient r between the number
of hours people watch television and their body weight was nearly 0. Which
of the following best describes the result?
A. The longer time a person watches television, the more s/he gains
weight.
B. The longer time a person watches television, the more s/he loses
weight.
C. The less time a person watches television, the more s/he gains
weight.
D. There is no relationship between the number of hours watching
television and weight of a person.

For numbers 10-12, refer to the following situation:

A trainer wants to find out the relationship between the person’s height and
pulse rate. The table below shows the gathered data from 7 people.

Height in inches (X) 62 64 71 64 75 67 66

Pulse rate per minute (Y) 103 90 83 71 85 87 69

10.What is the computed Pearson’s sample correlation coefficient?

A. -0.75
B. -0.28
C. -0.17
D. 0.123

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 11.What is the strength of correlation?
A. no correlation
B. strong negative
C. weak negative
D. weak positive

12.Based on the findings, which of the following best describes the result?
A. The taller a person, the lower is his pulse rate.
B. The taller a person, the higher is his pulse rate.
C. The shorter a person, the lower is his pulse rate.
D. There is no correlation between a person’s height and his pulse rate.

For numbers 13-15, refer to the situation below:

Mr. Antonio always instilled among his students the value of striving hard
for excellence. That’s why he wants to determine if a relationship exists between
the number of hours students spend in studying and their final grade. The table
below indicates the final exam grade and the number of hours spent in studying
for a Mathematics exam.

13.What is the computed Pearson’s sample correlation coefficient?

A. -1
B. study hours (X) 2 4 3 1 5 2 -0.98
C. final exam grade (Y) 76 89 83 69 91 74 0.98
D. 1

14.What is the strength of correlation?

A. perfect negative
B. perfect positive
C. strong positive
D. weak positive

15.Based on the findings, which of the following best describes the result?
A. As a student spends more time in studying, the higher is the final
exam grade.
B. A student spending less time in studying tends to have a higher final
exam grade.
C. As a student spends more time in studying, the lower is the final exam
grade.
D. No correlation exists between the hours spent in studying and the final
exam grade of the students.

Lesson
Solving Problems Involving
1 Correlation Analysis

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 Correlation analysis is one of the most important statistical tools that you
may consider employing in conducting your research studies. In this module, you
will learn how to solve problems involving correlation analysis. Remember your
previous lessons on describing the form, direction, and strength of association
between two variables and on calculating the Pearson’s r. These skills you learned
in the previous modules will help you understand the concepts presented here. You
will dig deeper in the concept of correlation analysis by solving problems and
interpreting the results in the context of the problems presented.

First, you need a recall on how to calculate Pearson’s sample correlation

coefficient by answering the first activity.

What’s In

In correlation analysis, we calculate a sample correlation coefficient

specifically by using Pearson’s sample correlation coefficient (Pearson’s r). Given the
bivariate data below, compute for the Pearson’s r.

Number of Final Average

Student
Absences Grade
1 16 77
2 2 86
3 14 75
4 9 87
5 8 85
6 4 86
7 2 89

What is the value of Pearson’s r? What does this value mean in terms of
student’s number of absences and their final average grade? Can you interpret the
value of Pearson’s r? To give you more background on problems involving
correlation analysis, let’s have another activity.

What’s New

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Directions: Determine the trend of correlation of the situations below. Then,
estimate and interpret the r value. Choose your answers from the
choices in the box below.

Direction/ Degree/
Estimated
Bivariate Data Trend of Strength of
r Value
Correlation Correlation
1. age of a child and his clothing
size
2. volume of alcohol intake and
level of safety in driving a car
3. weight of a person and his/her
skill level in memorizing poem
4. hours spent working out at the
gym and the volume of body
fats
5. score in Quarterly Assessment
in Mathematics
and numbers of hours spent in
studying Mathematics

Choices:

Direction/Trend Estimated r Degree/Strength of Correlation

positive 0.0001 strong
negative -0.75 no/negligible
no/negligible 0.98 weak
perfect

Guide Questions:

1. How did you find the activity?

______________________________________________________________________________
______________________________________________________________________________

2. How did you come up with the trend of the correlation in each item?
______________________________________________________________________________
______________________________________________________________________________

3. Did you find it easy to pick from the choices for the estimated r value? Why?
______________________________________________________________________________
______________________________________________________________________________

4. What helped you decide the degree/strength of correlation?

______________________________________________________________________________
______________________________________________________________________________

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5. Knowing that r value ranges from -1 to 1, make a scale for the degree/strength
of correlation as to no/negligible, weak, strong, and perfect. What are your
considerations in deciding the boundaries for each category?
______________________________________________________________________________
______________________________________________________________________________

What Is It

Correlation is used to determine the existence, strength, and direction of

relationship between two variables. Correlation coefficient r is a number between -1
and 1 that describes both the strength and the direction of correlation. In symbol,
we write -1 ≤ r ≤ 1.

In the first activity in What’s In, you solved for the value of r and identified
its trend. In What’s New activity, you identified the trends, estimated the values of
r, and based on the values, you chose the correct descriptions of the strength of the
correlation. So now, we will interpret r value by looking at the scale that gives both
strength and direction of correlation.

Using the correlation scale, we can determine the strength of the correlation
coefficient r. For example, you have r = 0.63 which means that there is a “strong
positive correlation” between the two variables. To interpret, we can simply state it
this way: “As x values increase, y values also increase and vice versa.”
In interpreting the linear relationship of two bivariate data, refer to the value
of r and the scale presented above. We can state our interpretation in different
ways. In order for you to solve problems involving correlation analysis, you must
know how to calculate the value of r and interpret this value using the scale. Since
computing for r value is a necessary skill, you may go back to the previous lesson if

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you feel that you haven’t mastered it yet. Otherwise, proceed to the following
examples of solving for r.

Scenario: Filipino employees are known for being persistent and hardworking.
That is why they truly value every single cent of their salary. Here are
some situations showing the relationship between the salary and
spending of a Filipino employee.

Situation 1: There is a survey wherein the correlation coefficient r between salary

and spending of employee was found to be 0.97.
Interpretation: There is a “strong positive correlation” between salary and
spending of employees.

Situation 2: In another survey, the correlation coefficient r between salary and

spending of employee was found to be 0.38.
Interpretation: There is a “weak positive correlation” between salary and spending
of employees.

Situation 3: In another survey, the correlation coefficient r between salary and

spending of employee was found to be -0.81.
Interpretation: There is a “strong negative correlation” between salary and
spending of employees.

Situation 4: In another survey, the correlation coefficient r between salary and

spending of employee was found to be -0.19.
Interpretation: There is a “weak negative correlation” between salary and
spending of employees.

For more examples, see the table below:

Computed
Bivariate Data Interpretation
Pearson’s r
Temperature and the There is a strong negative correlation
number of hot chocolate -0.781 between the temperature and the
products sold number of hot chocolate products sold.
Amount of coffee intake There is a weak positive correlation
and number of hours 0.426 between the amount of coffee intake
you stay awake and number of hours you stay awake.
Height and salary of There is no correlation between the
0
teachers height and salary of teachers.

If data are in a scatter plot, we can determine the strength of correlation

and value of r by estimating it. Refer to the given examples below:

Scatter Plot Estimated Estimated

Strength of the Value of r

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 Correlation
The value of r should
be in the range
between
0.5 and 1.
Strong Positive
Correlation We can say 0.8 or
0.75
as long as it is within
the range in the
correlation scale.
The value of r should
be in the range
between
0 and -0.5
Weak Negative
Correlation
We can say -0.39
as long as it is within
the range in the
correlation scale.

The closeness of the points around the trend line determines the strength
of the correlation. The closer the points to the trend line, the stronger the
correlation of the variables is.

This is comparable to Filipino family ties, right? The closeness of each family
member will lead them to stronger family relationship.

Notes to the Teacher

Other authors use different scales of interpreting
the correlations. This may lead to students’ confusion.
Tell them that we will use the presented scale throughout
this course.

What’s More

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Activity 1.1 Is My Value Enough? Then, Why?
Directions: Using the correlation scale, identify the strength of correlation in each
value of r.

Values of r Strength of Correlation

0.16 weak positive correlation
-1 1.
-0.94 2.
0.78 3.
0.43 4.
-0.19 5.
0 6.
1 7.

Activity 1.2 Who Is He?

He was the proponent of Pearson’s Sample Correlation
Coefficient during the latter half of the nineteenth century while ?
conducting a series of studies on individual differences with Sir
Francis Galton. It is now referred to as the Pearson's r.

Directions: Based on the scatter plot, ENCIRCLE its corresponding strength of

correlation and choose the value of r from the LETTER BOX below.
Write on the DECODE section the letter that corresponds to your
answer. The letters arranged accordingly will spell out the FIRST NAME
of Pearson.

Scatter Plot Strength of Correlation Value of r

1.
Perfect Positive
Correlation

Perfect Negative
Correlation
2.
Strong Negative
Correlation

No Correlation

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 3.
Strong Positive
Correlation

Weak Positive
Correlation

4.
Strong Negative
Correlation

Weak Negative
Correlation

LETTER BOX
R S A I L K

0.26 -1 0 -0.27 -0.83 1

DECODE…
PEARSON
1 2 3 4

Activity 1.3 R You Interpreting?

Directions: The following are the results of some other researches with their
correlation coefficients. Make an interpretation for each survey. Item
number 1 is already given as example.

1. In a survey, the correlation coefficient r between engine size and fuel

consumption was found to be -0.9.

Interpretation: There is a strong negative correlation between the engine size

and fuel consumption.

2. In another survey, the correlation coefficient r between engine size and fuel
consumption was found to be -0.261.

Interpretation: ___________________________________________________________
___________________________________________________________

3. In a survey, the correlation between the number of hours per week students
spent studying and their performance in an exam was found to be 0.72.

Interpretation: ___________________________________________________________
___________________________________________________________

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 4. In another survey, the correlation between the numbers of hours per week
students spent studying and their performance in an exam was found to be
0.483.

Interpretation: ____________________________________________________________
____________________________________________________________

5. In a survey, the correlation between educational attainment and amount of

income was found to be 0.88.

Interpretation: ____________________________________________________________
____________________________________________________________

6. In a survey, the correlation between educational attainment and amount of

income was found to be -0.4.

Interpretation: ____________________________________________________________
____________________________________________________________

Activity 1.4 Read, Solve, Analyze, and Then Interpret

Directions: Read the following situations. Using each data, calculate the Pearson’s
sample correlation coefficient. After obtaining Pearson’s r, analyze and
interpret the result. (Show your solution.)

1. The table shows the data obtained from six students of Mapalad Integrated
High School in a study about the number of hours a student exercises each
week and the score s/he gets in a test.

Studen Hours Score

t (X) (Y)
A 1 25
B 2 5
C 3 20
D 4 40
E 5 25
F 6 9

2. A group of Senior High School students is conducting a collaborative

research and they want to determine whether there is a correlation between
the age of tricycles (in years) in a certain city and the mileage it runs (in
kilometers). The data are shown below.

Age of a tricycle, in yrs (X) 0.5 1 1.5 2 3 4

Mileage, in km/liter (Y) 16 14 10 12 10 12

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 Notes to the Teacher
Tell your students to be cautious in interpreting
correlations. One can easily conclude that because two
variables have a strong correlation, one variable causes the
change in the other. In other words, correlation does not imply
causation (cause-and-effect relationship).
Also, the size of the sample affects the size of a
correlation. Generally, we calculate the sample correlation to
infer the true correlation of our population. The larger the
sample, the more reliable is the obtained correlation. That’s
why a significant test should be done to assess the sample
correlation’s reliability.

What I Have Learned

Directions: Fill in the blanks to complete the statements.

1. ________________ is used to determine the existence, strength, and direction
of relationship between two variables.
2. A statistical method to know the correlation between bivariate data is called
_____________________________.
3. Correlation coefficient r is a number between ___ and ___ that describes both
the strength and the direction of correlation. In symbol, we
write_____________.

Fill in the boxes with the corresponding strength of correlation.

Briefly explain how to interpret the value of r.

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 ____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________

What I Can Do

The following are data on the height of a father and his eldest son, in inches:

Height of the father (X) 70 66 69 65 68 72

Height of the eldest son (Y) 69 68 65 61 68 70

Do the data support the hypothesis that height is hereditary? Explain.

Support your explanation with statistical computations.

Assessment

Directions: Choose the best answer to the given questions or statements. Write
the letter of your choice on a separate sheet of paper.

1. Which of the following statements about correlation is NOT correct?

A. Every correlation has strength only.
B. Correlation is a number from -1 and 1.
C. A correlation can either be positive or negative.
D. Correlation determines the direction between two variables.

2. Miguel needs to analyze the strength of the relationship between two

variables. What is the correct statistical method he needs to conduct?
A. z-test
B. Pearson co
C. Pearson alpha
D. Pearson’s sample correlation coefficient

3. Which of the following Pearson coefficients is considered having the weakest

negative correlation?
A. 0.45
B. -0.1
C. -0.45
D. -0.98

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4. Given the scatter plot below, describe the strength of correlation of the
variables involved.
A. The variables have perfect
positive correlation.
B. The variables have strong positive
correlation.
C. The variables have strong
negative correlation.
D. The variables have weak negative
correlation.

5. In question number 4, which of the following values of r represents the

scatter plot?
A. 0.001
B. 0
C. -0.47
D. -0.85

6. Which of the following interpretation best describes the given scatter plot?
A. As x values increase,
y values increase.
B. As x values increase,
y values decrease.
C. As x values increase, y values
remain the same.
D. As x values decrease,
y values increase.

7. There is a survey indicating that as weather gets colder, air conditioning

costs decrease. Which of the following values of r is appropriate to the result
of the survey?
A. -0.93
B. 0
C. 0.19
D. 0.87

8. The correlation coefficient r between the number of bags of popcorn and the
number of sodas sold at each performance of the circus over one week was
found to be 0.62. Which conclusion can be drawn from the result?
A. There is no correlation between popcorn sales and soda sales.
B. There is a strong positive correlation between popcorn sales and soda
sales.
C. There is a weak positive correlation between popcorn sales and soda
sales.
D. There is a strong negative correlation between popcorn sales and soda
sales.

9. An ornithologist, a person who studies every aspect of birds, found out that
the correlation coefficient r between wing length and tail length of 12 different
species of bird was 0.43. Which conclusion can be drawn from the result?
A. A bird with longer wing length has shorter tail length.
B. A bird with shorter wing length has longer tail length.
C. A bird with longer wing length also has longer tail length.
D. There is no correlation between bird’s wing length and tail length.

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For numbers 10-12, refer to the following situation:
The law of demand is an economic principle that explains certain correlation
between the price of a good and its demand. The table below shows the price of a
certain good and its quantity of demand.

Price in Peso 11 12 13 16 18 19 20
Demand 38 31 26 23 20 20 17

10. What is the computed Pearson’s sample correlation coefficient?

A. 0.94
B. 0.04
C. -0.84
D. -0.94

11. What is the strength of correlation?

A. weak positive
B. strong positive
C. strong negative
D. perfect negative

12. Based on the findings, which of the following best describes the result?
A. As price of good increases, the quantity of demand increases.
B. As price of good decreases, the quantity of demand decreases.
C. As price of good increases, the quantity of demand decreases.
D. As price of good increases, the quantity of demand remains the same.

For numbers 13-15, refer to the situation below:

A Mathematics teacher is interested in finding out if critical and scientific
thinking exists among students who are good in Mathematics and Science. Thus,
he conducted a research and gathered scores of his respondents in Math and
Science. The following data have been obtained:

Score in Score in
Mathematics Science
(X) (Y)
12 13
10 9
5 8
7 8
11 14
6 7

13. What is the computed Pearson’s sample correlation coefficient?

A. 0.87
B. 0.78
C. 0.52
D. 0.23

14. What is the strength of correlation?

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 A. strong negative
B. perfect positive
C. strong positive
D. weak positive

15. Based on the findings, which of the following best describes the result?
A. A student who is good in Mathematics is also good in Science.
B. A student who is good in Mathematics is not good in Science.
C. A student who is not good in Mathematics is good in Science.
D. There is no correlation between the performance of the students in
Mathematics and Science.

Additional Activities

Solve the following problems.

1. Compute the correlation coefficient of the following bivariate data. Then, give a
conclusion based on the results.
Numbe Selling
r of price
years (Y)
owned
(X)
1 23
2 20
3 17
4 14
5 11
2. As shown in the table below, a person’s heart rate
during exercise changes as he gets older. Compute the Pearson’s r, then
interpret the result.

Age Heart rate

(years) (beats per minute)
20 135
22 134
24 132
25 132
27 129
30 130
35 130

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 Answer Key

What I Know What’s New

1. A 9. D Direction/ Degree/
2. B 10. C Estimated r
Trend of Strength of
3. D More
What’s 11. C Value
Correlation Correlation
4. C 12. A
5. B1.1 13. C
Activity positive 0.98 strong
6. D 14. C negative -0.75 strong
1.
7. perfect
A negative
15. A correlation 5. weak negative correlation
2.
8. strong
B negative correlationno/negligible6. no 0.00001
correlation no/negligible
3. strong positive correlation negative 7. perfect positive correlation
-0.75 strong
4. weak positive correlation positive 0.98 strong
What’s In
Activity 1.2
The computed perfect positive correlation 1. K. 1
Pearson’s r no correlation 2. A. 0
is -0.87. weak positive correlation 3. R. 0.26
strong negative correlation 4. L. -0.83
The proponent of Pearson’s Sample Correlation Coefficient is KARL PEARSON.
Activity 1.3
1. already given
2. There is a weak negative correlation between the engine size and fuel
efficiency.
3. There is a strong positive correlation between the number of hours spent
studying and the performance in exam.
4. There is a weak positive correlation between the number of hours spent
studying and the performance in exam.
5. There is a strong positive correlation between educational attainment and
the amount of income.
6. There is a weak negative correlation between educational attainment and
the amount of income.

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What’s More
Activity 1.4
1. r = 0
This means that there is no correlation between the numbers of hours a
student exercises and the score in the test.
2. r = -0.59,
This means that there is strong negative correlation between age of
tricycle and mileage it runs.

What I Have Learned What I Can Do

1. Correlation The computed Pearson’s r of
2. Pearson’s sample correlation 0.71 shows that there is a strong
coefficient / Pearson’s r positive relationship between the
3. -1,1 ; -1≤ r ≤1 height of the father and his son. It
means that generally, a taller person
Strength of Correlation from left to has taller son while a shorter person
right has shorter son. Generalizing
- perfect negative correlation, strong whether the height is hereditary
negative correlation, weak positive needs another statistical test and
correlation, strong positive correlation, that is testing for significance. If the
perfect positive correlation computed r is significant, that’s the
- (Students’ answers may vary.) time we can say that the sample data
is strong enough to use to model the
relationship in the population.
(Students’ explanations may vary.)

Additional Activities Assessment

1. r = -1 1. A
There is a perfect negative correlation 2. D
between number of years owned and the 3. B
selling price of the item. 4. C
This implies that as number of years 5. D
increases, the selling price of the item 6. A
decreases. 7. A
8. B
2. r = -0.81
There is a strong negative correlation between
9. C
age and a person’s heart rate. 10. D
This implies that as you get older, your heart 11. C
rate during exercise decreases. 12. C
13. A
14. C
15. A

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References

Books

Albacea, Zita VJ., Mark John V. Ayaay, Isidoro P. David, and Imelda E. De Mesa.
Teaching Guide for Senior High School: Statistics and Probability. Quezon City:
Commision on Higher Education, 2016.

Caraan, Avelino Jr S. Introduction to Statistics & Probability: Modular Approach.

Mandaluyong City: Jose Rizal University Press, 2011.
De Guzman, Danilo. Statistics and Probability. Quezon City: C & E Publishing Inc,
2017.
Punzalan, Joyce Raymond B. Senior High School Statistics and Probability.
Malaysia: Oxford Publishing, 2018.
Sirug, Winston S. Statistics and Probability for Senior High School CORE Subject A
Comprehensive Approach K to 12 Curriculum Compliant. Manila: Mindshapers
Co., Inc., 2017.
Ubarro, Arvie D., Josephine Lorenzo S. Tan, Renato Guerrero, Simon L. Chua, and
Roderick V. Baluca. Soaring 21st Century Mathematics Precalculus. Quezon
City, Philippines: Phoenix Publishing House Inc., 2016.

Online Resources
DSoftSchools. “Correlation Coefficient Practice Worksheets.” Accessed May 27,
2020. https://dsoftschools.com/correlation-coefficient-practice-worksheets/
Project Maths Development Team. “Teaching & Learning Plans: The Correlation
Coefficient.” Accessed May 23, 2020.
https://www.projectmaths.ie/documents/T&L/CorrelationCoefficient.pdf

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