DETAILED LESSON PLAN IN

PEARSON PRODUCT MOMENT ( r ) CORRELATION COEFFICIENT

GRADE 11

Prepared by: Stephannie A. Gonzaga

I. Objectives

At the end of the lesson, the students will be able to;

a. utilize and interpret Pearson’s Correlation coefficient;

b. calculate the coefficient using the formula and statistical tool/s; and

c. Draw conclusion based on the Pearson’s Correlation Coefficient.

A. Content Standard The learners demonstrate an understanding and apply the

Pearson product moment correlation coefficient (r) to
analyze the strength and direction of linear relationships
between two continuous variables
B. Performance Standard The learners shall be able to recognize, represent and
applying the Pearson product moment correlation
coefficient (r) to analyze and interpret the strength and
direction of linear relationships between two continuous
variables.
C. Learning Competencies Identify the variables involved in calculating the Pearson
correlation coefficient and describe their roles in the
Write the code for each formula and calculate the Pearson correlation coefficient
competency using the formula and interpret the resulting value in terms
of the strength and direction of the relationship between
variables.
STEM_STAT11

II. CONTENT “Pearson Product Moment (r) correlation coefficient”

Topic/Title:
II. LEARNING RESOURCES

A. References 1. Statistics and Probability

2. Elementary Statistics
Teacher’s Guide Pages

Learners Materials pages

Textbook Pages
Additional Materials

Learning Resource (LR)

Portal

B. Other Learning Books, Computer, Calculator, PPT, Pentel Pen, Cartolina

Resources

IV. PROCEDURES

TEACHER’S ACTIVITY STUDENT’S ACTIVITY

Preliminary Activity

- Before we will start, may request

everyone to please rise for our prayer

to be lead to us by Ms._________. Ms. _______. “Most gracious and

Heavenly Father, we thank

You …………

In the name of the Father, and of

- Alright, you may now take your the Son, and of the Holy Spirit.

seat. Amen”

- Good afternoon everyone.

- Just a few reminder, when - Good afternoon Sir.

someone is talking, listen. When you

want to talk, raise your hand.

Understand?

- Yes Sir.

A. Engage

- This time, we will identify our

objectives for today’s discussion.

(the teacher will show the objectives (the students will read the lesson
in the class). objectives)
- Everybody read our objectives. Go! d. Identify the different

characteristics of an effective leader;

 e. acknowledged the importance of

effective leadership in community

development; and

developed a community project

proposal that will address

community issues as an effective

- Thank you! leader.

- Now, let me introduce to you Sir Karl

Pearson. He developed a rigorous mathematical

treatment to describe the relationship between
two variables now known as the PEARSON
PRODUCT- MOMENT Coefficient Correlation

With that being said, what are you trying to

describe using Pearson Correlation?

How many variables?

Okay class so there are four concerns raised

when doing a regression analysis. There are
four concerns raised when doing regression
analysis.
1. Relationship of the variables
2. Strength of the relationship
3. Type of relationship (the students show the answer)
4. Predictions that can be made from the
relationship

Here’s the formula in finding the r- value.

Linear correlation coefficient is used to
determine the strength of a linear relationship
between two variables. It is denoted by the
variable � and is computed using the following
formula:

where n is the number of data pairs, x is the

first set of variable and y is the second set of
variable.
Are you familiar with PEMDAS?

(Yes ma’am)
B. Explore

Since I already gave you the formula, get one

whole sheet of paper and try to solve for the
pearson r Product Moment (r) correlation
coefficient for 15 minutes.

- Are you ready?

- Yes Ma’am!

(The students will answer the

question)
C. Explain
Don’t you know class that it is important to
note that an r- value is meaningless if not
interpreted? Because in statistics, for every
numerical value obtained, there is an equivalent
descriptive interpretation. The value of Pearson
r Correlation can be interpreted as follows:

(the teacher will show the value of

pearson in the class).
The students were actively listening
to the discussion.

The r value of 0.428 indicates a substantial

relationship. Since r is positive, it means that a
senior high school student who will get a high
score on the mathematical portion on the
National Admission Test (NAT) will also score
high on the mathematical ability part of a
university admission. Likewise, if the student
will get a low score on the NAT, he will also
have a low score on the mathematical ability
part of a university admission.

Ask: are you still following class?

So in testing the SIGNIFICANCE of r, we need

to follow the procedure.
1. State the Null and Alternative Hypothesis
2. Set the level of significance and Degree of
freedom wherein df= n-2
3. Employ a two-tailed test and degree of
freedom. Locate the tabular value of t.
4. Compute for the value of the t statistics:

Ask: Am I still understood Class?

Then, Let us test the significance of r from

example no. 1 following the procedure given.
(Yes ma’am)

Ask: What would be the hypothesis?

Very Good, How about the level of significance

and df?

The students were actively listening

to the discussion.
Great! You understood. Well done
What is the tabular value?

What is the value of t- statistic? Show your

solution

(yes ma’am)

Great Job!
(student’s answer)
So the decision will be: �� = There is no significant relationship
Since the����� = 1.339 < ���� = 2.306. I between students’ score in math NAT and
therefore accept the Null hypothesis and reject score in Math Admission Test
the Alternative Hypothesis. It means that the �1 = There is significant relationship between
students’ score in math on NAT and Admission students’ score in math NAT and score in
Test is not significantly related. Math Admission Test

Do you have any question class? Or any part of

the lesson that you did not understand?

(student raises hand and answered)

If that is the case. Now let’s proceed to our α= 0.05
activity. df= 8

(student’s raises hand and answered)

1. ���� = 2.306
 (the teacher will choose who will answer on
the board)
10−2
1. ����� = = .428 1−(−428)2

8
= .428
1−0.183
8
= .428 817
= .428 9.792
����� = 1.339

(student’s answer)
None so far ma’am

D. Elaborate

Students are grouped into four. Each group will

be given problem set. Cartolina/ Manila Paper
and Pentel Pen.

Each student should participate in this activity.

Teacher will assign a leader. Leader will assign The students were actively listening
her member. Someone will compute, interpret
and explain the results in front of the class. to the discussion.

ACTIVITY

Direction: Use Excel in Computing for r- value

and its significance. Follow the steps in
showing your answer.
1. A study was made to determine the
relationship between monthly advertising
expenditures and sales. The following data were
recorded:

a. Compute Pearson r and interpret its value

b. Is there a significant relationship between the

age and systolic blood pressure? Use α= 0.05

E. Evaluate

Since we can now identify the

pearson, please get 1/4 sheet of

paper for our short quiz. The students will get 1/4 sheet of
paper.
Direction: Bring out your big note book and
answer the problem, manually, using the
formula. 1. The test score in Mathematics and
Science of 12 college students are recorded as
follows:
(5 student’s answer every data analysis and are
Student No. Math Scores English given points)
Score
1 11 12
2 16 9
3 9 7
4 8 13 1. Ho= there is no significant relationship
5 15 12 between score in mathematics and
6 13 15 science H1= there is a significant
relationship between score in
7 7 8
mathematics and science
8 8 10
9 16 16
2. α=0.05
10 10 9
3. r= 0.92 t tab= 2.228 df= 10
a. Compute the Pearson r at 0.05 level of
significance 4. t comp= 7.42
b. Is there a relationship between score in
mathematics and science? Since t comp is greater than t tab, i.e, 7.42>
2.228, therefore reject Ho. A students’ score in
mathematics is significantly related to his
score in science.
F. Extend

Since we already know how to

calculate the coefficient using the formula The learners actively listens to the
and statistical tool/s. direction given.
Direction. Answer the following questions in a
one whole sheet of paper.

1. What is Spearman Rank- Order Coefficient

of Correlation (rs)
2. Formula for Spearman rho
3. How to test the significance or rs?
G. Educate
Have you ever noticed situations where you
want to compare two things factually?
(Appreciate the answers of the pupils by
Review: Define statistic. praising them.)

Motivation: (present a visual raw data and

research problem on the board).

What did you notice? Express your idea in a

one fourth sheet of paper.

Ask: From our lesson about the Pearson

Product Moment (r) correlation coefficient. (Appreciate the answers of the pupils by
What would you do with the raw data? answering in a one fourth sheet of paper.)
Ask: How would you analyze this raw data
given the research problem?

For quantitative analysis involves using

Very good. numerical data and statistical techniques to
measure, describe, or test relationships between
variables. Qualitative analysis involves using
textual, visual, or audio data and thematic,
content, or discourse techniques to explore,
I hope that you’ve learned something
understand, or explain phenomena or meanings
today. I hope that as future leasers,
we will apply those traits to fully
serve the community

Thank you.
V. REMARKS

VI. REFLECTION

Prepared by;

STEPHANNIE A. GONZAGA

Subject Teacher