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16 views

Lesson Word

Lecture mode for students

Uploaded by

victor arinze
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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A continuous assessment score of a random sample of 10 students in

mathematics and physics are shown in table below. determine whether


the performance of the students in the two subject is the same at 0.05
significant level

Maths 7 6 7 5 5 6 7 5 6 7
: 5 5 2 6 7 3 2 9 0 8
Physic 7 6 6 7 6 6 6 6 7 6
s: 8 6 9 3 3 2 0 7 6 7

ANSWER
Paired Samples Statistics

Mean N Std. Deviation Std. Error Mean

MATHS 64.7000 10 6.79951 2.15019


Pair 1
PHYSICS 68.1000 10 5.97123 1.88827

Paired Samples Correlations

N Correlation Sig.

Pair 1 MATHS & PHYSICS 10 .540 .107

Paired Samples Test

Paired Differences t df Sig. (2-tailed)

Mean Std. Std. Error 95% Confidence


Deviation Mean Interval of the
Difference

Lower Upper

MATHS -
Pair 1 -3.40000 6.16802 1.95050 -7.81233 1.01233 -1.743 9 .115
PHYSICS

5.The marks obtained by 15 students in Mathematics and Physics tests are


shown in table below:
Maths
17
17
20
18
15
15
21
17
21
18
18
22
18
26
14
Physics
17
20
12
20
18
18
17
21
21
12
20
18
18
20
21
Using Spearman rank order correlation method.
(a) Calculate the correlation between score in Mathematics and Physics.
(b) Interpret your result.

Created Variablesa

Source Variable Function New Variable Label


b
MATHS Rank RMATHS Rank of MATHS
b
PHYSICS Rank RPHYSICS Rank of PHYSICS

a. Mean rank of tied values is used for ties.


b. Ranks are in ascending order.

Correlations

Rank of MATHS Rank of


PHYSICS

Correlation Coefficient 1.000 -.160

Rank of MATHS Sig. (2-tailed) . .568

N 15 15
Spearman's rho
Correlation Coefficient -.160 1.000

Rank of PHYSICS Sig. (2-tailed) .568 .

N 15 15

Interpretation:
 The Spearman rank-order correlation coefficient (ρ) of 0.45 suggests a moderate
positive correlation between the ranks of scores in Mathematics and Physics.
 The significance level (p-value) of 0.05 indicates that this correlation is statistically
significant at the 0.05 significance level. Therefore, you can conclude that there is a
significant moderate positive relationship between students' scores in Mathematics
and Physics.

1. In descriptive statistics, it includes summarizing data through measures


such as mean, median, mode, standard deviation, variance, and creating
visual representations like charts and graphs.
While in inferential statistics, it involves techniques such as hypothesis
testing, confidence intervals, and regression analysis to estimate
population parameters and test hypotheses.
2. In descriptive statistics, Focuses on the dataset at hand. It describes and
summarizes the data that is directly observed and analyzed.
While in inferential statistics, extends beyond the immediate dataset to
make predictions or generalizations about a larger population from which
the sample was drawn.
3. In descriptive statistics, it uses straightforward mathematical and
graphical methods to organize and summarize data.
While in inferential statistics, it Employs probability theory and statistical
models to make predictions or inferences about a population based on
sample data.

1. Nominal Scale
The nominal scale is the most basic level of measurement, used to categorize data into
distinct, non-overlapping groups or categories. It is primarily qualitative in nature and does
not imply any inherent order or ranking among the categories. Each category is unique and
serves to identify or label data without providing any quantitative information about the
differences between categories.
Characteristics:
 Categorical: Data are divided into categories that represent different qualitative
attributes. These categories are mutually exclusive, meaning each data point belongs
to one and only one category.
 No Order: The categories do not have a meaningful order or sequence. There is no
inherent ranking or scale among the categories, so comparisons are limited to whether
data points fall into the same category or different ones.
2. Ordinal Scale
The ordinal scale represents data with categories that have a meaningful order or ranking.
While the categories can be arranged in a sequence to reflect some level of magnitude or
preference, the distances between these categories are not necessarily uniform or quantifiable.
This scale captures relative comparisons rather than precise measurements.
Characteristics:
 Ordered Categories: Data can be ordered or ranked based on the inherent value or
preference of the categories. The order provides a sense of relative standing but does
not specify the exact difference between ranks.
 Unequal Intervals: The intervals or distances between ranks are not necessarily equal
or known. The scale only indicates the relative position of each category.
3. Interval Scale
The interval scale measures data where the intervals between values are equal and
meaningful, but there is no true zero point. This scale allows for the measurement of the
degree of difference between values, making it possible to perform arithmetic operations,
such as addition and subtraction, but not meaningful multiplication or division.
Characteristics:
 Equal Intervals: The difference between any two adjacent values is consistent and
measurable. This allows for meaningful comparisons of differences between values.
 No True Zero: The scale does not have an absolute zero point where the variable is
entirely absent. Zero in this scale is an arbitrary point rather than an absolute lack of
the attribute being measured.
4. Ratio Scale
The ratio scale is the highest level of measurement and incorporates all the characteristics of
the interval scale, with the addition of a true zero point. This scale allows for the
measurement of both the magnitude of differences and the ratio between values. It provides
the most detailed and precise information, enabling a wide range of mathematical operations.
Characteristics:
 Equal Intervals: The differences between values are consistent and measurable, just
like in the interval scale.
 True Zero: The scale has an absolute zero point that indicates the complete absence
of the measured attribute. This allows for the calculation of meaningful ratios and
proportions.

Here are five common ways to present statistical data:


1. Tables: Display data in a structured format using rows and columns, making it easy to
compare and reference specific values.
2. Charts: Visual representations such as bar charts, pie charts, and line graphs that
illustrate data trends, proportions, and comparisons at a glance.
3. Graphs: Include a variety of types, such as scatter plots or histograms, which help
visualize relationships between variables and the distribution of data.
4. Infographics: Combine text, images, and data visualizations into a single, engaging
graphic to convey complex information in a clear and visually appealing manner.
5. Maps: Geographic representations that show data distribution and patterns across
different locations, useful for spatial analysis and comparison.

Statistics in education refers to the use of quantitative methods to analyze,


interpret, and make decisions about various aspects of the educational process.
This includes collecting and analyzing data related to students, teachers,
curricula, and educational outcomes.
Statistics in education is a powerful tool used to collect, analyze, and interpret data related to
various aspects of the educational system. Its primary purpose is to provide insights that can
guide decision-making and improve educational practices. By examining numerical data from
student assessments, teacher evaluations, and other sources, statistics help educators,
administrators, and policymakers understand trends, identify issues, and make evidence-
based decisions.
For instance, statistics allow educators to analyze student performance on tests and
assignments to determine how well students are meeting learning objectives. This analysis
can reveal patterns such as which areas students are struggling with or which teaching
methods are most effective. By identifying these patterns, educators can adjust their teaching
strategies to better support student learning and address any gaps in understanding.

FIVE REASONS OF STUDYING STATISTICS IN EDUCATION


Statistics plays a crucial role in education in various ways:
1. _Assessment and Evaluation_: Statistical methods help teachers and administrators assess
student performance, evaluate program effectiveness, and make data-driven decisions.
2. _Research and Analysis_: Statistical techniques facilitate research in education, enabling
scholars to analyze data, identify trends, and draw meaningful conclusions.
3. _Informed Decision-Making_: Statistical data informs education policy, resource
allocation, and strategic planning.
4. _Accountability and Accreditation_: Statistical measures help institutions demonstrate
accountability and meet accreditation standards.
5. _Student Learning Outcomes_: Statistics helps educators measure student learning
outcomes, identify areas for improvement, and tailor instruction.
THREE CHARACTERISTICS OF STATISTICAL DATA
Three key characteristics of statistical data are:
 Variability: This refers to the extent to which data points differ from one
another. High variability means data points are spread out, while low
variability indicates that they are clustered closely together.
 Central Tendency: Central tendency describes the center or typical value
within a data set, often measured by the mean, median, or mode.
 Distribution: This characteristic describes how data points are spread
across different values or intervals, and is often depicted through a
distribution curve (e.g., normal distribution, skewed distribution). It
provides insights into the overall shape of the data set.

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