Topic: Estimating Population Mean ( μ) When σ is known or

when n ≥30 (formula):

( )
z α ∗σ z α ∗σ
Confidence interval formula for μ : x− 2
, x+
2

√n √n
z α ∗σ
E= 2

√n

( )
2
z α ∗σ
n= 2
E

Topic: Estimating the Population Mean (n<30 and σ is unknown¿

( )
t α ∗s t α ∗s
Confidence interval formula for μ : x− 2
, x+
2

√n √n
t α ∗s
E= 2

√n

Topic: Estimating Population Proportion (p) for Large Sample

Size

Confidence interval formula for p: ( ^p - z α •

2 √ ^p q^
n
, ^p + z α •
2
^p q^
n √)

Error=z α •
2 √ ^p q^
n
2
(z c ) ^p q^
n= 2
(Error)

z-table values: 99% = 2.58, 98% = 2.33, 97% = 2.17, 95% = 1.96, 90% = 1.65
SAMPLE PROBLEMS DOR ESTIMATION OF PARAMETERS
Topic: Estimating Population Mean ( μ) When σ is known
or when n ≥30.
ACTIVITY #1. Compute the margin of error of μ given the level of confidence, population sd
(σ ), and sample size n.

a) Confidence level = 90%, σ =3, n = 30

b) Confidence level = 95%, σ =8, n = 20

c) Confidence level = 97%, σ =12, n = 35

d) Confidence level = 99%, σ =21, n = 50

e) Confidence level = 98%, σ =15, n = 55

ACTIVITY #2. Compute the interval estimate of μ given the level of confidence, sample
mean x , population sd (σ ), and sample size n.

a) C.L. = 90% , x =42, σ =10, n = 40

b) C.L. = 98%, x =21, σ =15, n = 50

c) C.L. = 95%, x =142, σ =9, n = 25

d) C.L. = 99%, x =28, σ =12, n = 60

e) C.L. = 97%, x =45, σ =8, n = 14

ACTIVITY #3. Solve the following:

1. A sample of 50 Asian women showed a mean height of 60 inches. If it is known that the standard
deviation of heights of Asian women is 2.5 inches, construct a 95% confidence interval estimate for
the height of all Asian women.
2. It was reported that households in general discard amounts of garbage with standard deviation of
10.3 kg. If you want to estimate with 97% confidence the mean amount of garbage thrown by
households along Bulok Creek within 2 kg of the true population mean, how many households should
you select?

Topic: Estimating the Population Mean (n<30 and σ is unknown¿

ACTIVITY #4. Compute the margin of error of μ given the level of confidence, sample sd ( s),
and sample size n.

a) Confidence level = 90%, s=3, n = 10

b) Confidence level = 95%, s=8, n = 20

c) Confidence level = 98%, s=12, n = 12

d) Confidence level = 99%, s=21, n = 15

e) Confidence level = 98%, s=15, n = 21

ACTIVITY #5. Compute the interval estimate of μ given the level of confidence, sample
mean x , sample sd ( s), and sample size n.

a) C.L. = 90% , x =42, σ =10, n = 20 d) C.L. = 99%, x =28, σ =12, n = 11

b) C.L. = 98%, x =21, σ =15, n = 10 e) C.L. = 90%, x =45, σ =8, n = 16

c) C.L. = 95%, x =142, σ =9, n = 15

ACTIVITY #6. Solve the following:

1. A coffee machine is regulated so that the amount it dispenses is normally distributed. If a random
sample of 21 cups had an average of 8 ounces with standard deviation of 0.5 ounces. Construct a 95%
confidence interval estimate for the average amount of all cups of coffee dispensed by this machine.

2. A study was conducted to test a new variety of rice. A sample of 5 plots showed an average yield of
per square meter as recorded below.

Construct a 95% confidence interval estimate of the average yield per square meter of the new variety
of rice.

Plot 1 2 3 4 5

Yield(kg/m 2) 2 2.5 3 1.6 2.4

Topic: Estimating Population Proportion (p) for Large Sample Size

ACTIVITY #7. Compute the margin of error of p given the level of confidence, sample
proportion ( ^p), and sample size n.

a) Confidence level = 95%, ^p= 0.3, n = 30

b) Confidence level = 90%, ^p = 0.8, n = 50

c) Confidence level = 98%, ^p = 0.6, n = 35

d) Confidence level = 99%, ^p=0.5, n = 70

e) Confidence level = 90%, ^p= 0.15, n=55

ACTIVITY #8. Compute the interval estimate for p given the level of confidence, sample
proportion ( ^p), and sample size n.

a) Confidence level = 95%, ^p= 0.72, n = 40 d) Confidence level = 99%, ^p=0.4, n =

40

b) Confidence level = 97%, ^p = 0.85, n=120 e) Confidence level = 95%, ^p= 0.66,
n=80

c) Confidence level = 98%, ^p = 0.25, n = 60

ACTIVITY #9. Solve the following:

1. In a survey participated by 100 college students, it was found that 60% of them have personal
computers at home. Construct a 95% confidence interval estimate of the true proportion of all college
students who have personal computers at home.

2. Among 80 randomly selected students who took mathematics as their major, 60 of them are males.
Construct a 99% confidence interval estimate of the true proportion of all students taking up
mathematics who are males.
 Quiz on Estimation of Parameters
1 whole sheet of paper. Show solutions! (10 points
each)
1. In a study of a personnel services analytics, 20 managers were found to spend a mean of 2.5
hours each day on a paper works with a standard deviation of 1.2 hours. Construct a 90%
confidence interval estimate of the average time spent on paper works by all managers.
2. The average weight of 15 adult Dagupan bangus is 750 grams with standard deviation of 80
grams. Construct a 98% confidence interval estimate of the average weight of all adult
Dagupan bangus.
3. Compute the interval estimate of μ : C.L. = 98%, x =70.2, s=16.2, n = 17
4. What is the minimum sample size required if C.L. = 90%, σ =16, and Margin of Error = 3?
5. An engineer wants to determine the average time that it takes to drill a hole in a certain metal
type. How large a sample will he need to be 98% confident that his sample mean will be
within 8 seconds of the true population mean given that the population standard deviation is
25 seconds?
6. To estimate the average salary of teachers, 64 of them were taken as samples. If the mean
salary of these samples is P25,000.00 with standard deviation of P800.00, construct a 90%
confidence interval estimate for the average salary of all teachers.
7. Compute the interval estimate of μ : C.L. = 97%, x =100, σ =26, n = 36
8. For every box of Brand Y light bulbs containing 100 pcs, 8 are defective. Construct a 98%
confidence interval estimate of the true proportion of defective light bulbs for all boxes of this
brand of bulbs.
9. From the record of a weather agency, the rain fell for 21 out of the 35 randomly selected 14 th
of February. Construct a 90% confidence interval estimate of the true proportion of all months
of February that the rain will fall.
10. Compute the margin of error of p: Confidence level = 95%, ^p = 0.66, n = 80.
z-test on the Significance of Difference
between Two Independent Proportions
p 1− p2
z=
√ p1 q1 p2 q2 Where: q 1 = 1 - p1 q 2 = 1 - p2
+
n1 n2

p1= proportion of first sample p2= proportion of second sample

n1 = number of cases in the first sample n2 = number of cases in the second

sample

Sample Problem:

A sample survey of a presidential candidate in the Phils. shows that 120 of 200 male voters
dislike candidate X and 175 out of 250 female voters dislike the same candidate. Determine
120
∧175
whether the difference between the two sample proportions 200 is significant or not at
250
1% level of significance.

120 80
p1 = n1 = 200 q1 =
200 200

175 75
p2 = n2 = 250 q2 =
250 250

1. H0:There is no significant difference between the proportion of the male votes and the
proportion of the female votes. ( p1= p2 )

H1:There is significant difference between the proportion of the male votes and the proportion
of the female votes. ( p1 ≠ p2)

2. Level of Significance: α =0.01 ,

3.Test: z-proportion, two – tailed

4. Critical Region: ±2.58

5. Solution:
 120 175
−
200 250

√
z= 120 80 175 75 z = ± 2.22
( )( ) ( )( )
200 200 250 250
+
200 250

6. Decision: Accept H0

7. Conclusion: There is no significant difference between the proportion of the male votes
and the proportion of the female votes. ( p1= p2 )
ANALYSIS OF VARIANCE (ANOVA)
-when the variances of two or more independent samples
differ.
STEPS: 1. H 0 H1 2. Level of Significance 3. Accomplish the ANOVA
Table.

4. Find the tabular value 5. Computed Value 6. Decision 7. Conclusion

THE ANOVA TABLE:

Source of Sum of Square df Mean Square Fc

Variation

Between SSB d f B =k−1 MSB Fc

Within SSW d f W =N −k MSW

Total TSS d f T =N −1

Where:

TSS = ( ∑ A + ∑ B + ∑ C ) −¿ ¿ ¿
2 2 2

SSB = ∑
( A ) + (∑ B ) +(∑ C )
2 2 2

−¿ ¿ ¿
no . of rows

SSB SSW MSB

SSW = TSS – SSB MSB = MSW = Fc =
dfB dfW MSW

Degrees of freedom:

d f B =k−1 d f W =N −k d f T =N −1

Sample Problem:
Sales of three candidates for promotion.

A B C

12000 15500 12899

10000 12500 16000

10900 12000 15000

18000 13000 12700

16000 14000 15000

14400 15888 13000

14400 12300 12000

15500 15000 16000

18800 19000 16000

∑ A=130,000 ∑ A2=1,951,220,000
∑ B=129,188 ∑ B2 =1,895,218,544
∑ C=128,599 ∑ C 2=1,858,674,201
Where:

TSS = ( ∑ A + ∑ B + ∑ C ) −¿ ¿ ¿135,529,139
2 2 2

SSB = ∑
( A ) + (∑ B ) +(∑ C )
2 2 2

−¿ ¿ ¿ =109,966
no . of rows

SSB SSW
SSW = TSS – SSB MSB = MSW =
dfB dfW

= 135,419,173 = 54,983 =5,642,465.542

 MSB
Degrees of freedom: Fc = = 0.00974
MSW

d f B =k−1 = 3 – 1 = 2

d f W =N −k = 27 – 3 = 24

d f T =N −1 = 27 – 1 = 26

1. H0:There is no significant difference in the mean sales of the three candidates for
promotion.

H1:There is significant difference in the mean sales of the three candidates for promotion.

2. α =0.05

3. SUM OF SQUARES:

TSS = 135,529,139 MSB = 54,983

SSB = 109,966 MSW= 5,642,465,542

SSW= 135,419,173

4. Tabular Value: 3.40

5. Computed Value: 0.00974

6. Decision: Accept H0

7. Conclusion: There is no significant difference in the mean sales of the three candidates
for promotion. Hence, nobody is promoted.
 SAMPLE PROBLEMS
Use the hypothesis testing to answer the
following:
A) t-test Concerning Means of Independent Samples
A course in mathematics is taught to 15 students by explicit method. Another group of 17
students was given the same course by means of another method. At the end of the semester,
the same test was administered to each group. The 15 students under method A made an
average of 85 with a standard deviation of 4, while the 17 students under method B made an
average of 81 with a standard deviation of 5. Test the null hypothesis of no significant
difference in the performance of the two groups of students at 5% level of significance.

B) t – test on the Significance of the Difference Between Two Correlated

Means
To determine whether the students’ performance in Statistics will improve after enrolling in the
subject for one term, a 50-item pre-test and post-test are administered to them on the first day
and last day of classes, respectively. The same test is given as pre-test and post-test. L.S. = 0.05.

The results are as follows:

student A B C D E F G H I

PRE-TEST 24 19 28 30 19 23 29 36 25

POST-TEST 32 26 29 29 26 33 37 34 40

C) z-test on the Significance of Difference between Two Independent

Proportions
A sample survey of a Brgy. Captain candidate in Barangay Sta. Cruz shows that 90 of 210 male
voters dislike candidate W and 129 out of 240 female voters dislike the same candidate.
 90
∧129
Determine whether the difference between the two sample proportions 210 is
240
significant or not at 5% level of significance.

D) ANALYSIS OF VARIANCE (ANOVA) Scores of Three students in

Activities:

A 12 15 13 18 14 10 20 17 9 8

B 19 14 20 17 13 17 12 14 13 13

C 19 20 19 13 15 18 15 15 20 13
E) z-test on the Significance of Difference between the Population and
a Sample Proportion
A company producing milk in cans claims that 41% of the mothers prefer Brand W. A random
sample of 105 mothers were asked what brand they prefer and 57 of them answered they
prefer Brand W. Is it correct to conclude that the company’s claim is true? Use z-test at 2% level
of significance.
CORRELATION ANALYSIS
Bivariate Data: Consists of the values of two different response variables that are obtained from
the same population of interest.

Three combinations of variable types:

1. Both variables are qualitative (attribute).

2. One variable is qualitative (attribute) and the other is quantitative (numerical).

3. Both variables are quantitative (both numerical).

CORRELATION
The measure of relationship between two variables.

Only concerned with the strength of relationship.

No causal effect.

POSITIVE CORRELATION

- when the two variables increase or decrease proportionately.

NEGATIVE CORRELATION

- when one increases and the other one decreases.

EXAMPLES:

1. Mental ability and academic performance in school are related.

2. There is a close relationship between reading comprehension and mathematical ability.

3. The larger the mass of a body, the greater the amount of heat energy is required to melt
it.

4. Physics, the larger the force to push a body, the faster the acceleration of the body is.
 5. In the linear equation y = x + 1, the higher the value of x one will assign the higher the
corresponding value of the dependent variable y be.

A scatter plot (or scatter diagram) is used to show the relationship between two variables
 • Example: In a study involving children’s fear related to being punished, the age and the
score each child made on the Child Most Feared Scale (CMFS) are given in the table
below.

Construct a scatter diagram for this data.

PEARSON PRODUCT-MOMENT CORRELATION COEFFICIENT

-to measure the linear relationship (By KARL PEARSON)

N ∑ xy−∑ x ∑ y
r= where: N = number of data pairs
√[ N ∑ x −( ∑ x )
2 2
][ N ∑ y −( ∑ y )
2 2
]
The results of r must be interpreted as follows only after the value of r has been found to be
significant.

r Verbal Interpretation
 0.00 No Correlation
+0.01 – +0.20 Slight Correlation
+0.21 - +0.40 Low Correlation
+0.41 - +0.70 Moderate Correlation
+0.71 - +0.80 High Correlation
+0.81 - +0.99 Very High Correlation
1.00 Perfect Correlation
Example.

Test the hypothesis at 5% level of significance in which there is no significant correlation

between Mental ability and English proficiency.

Table 1. Mental Ability and English Proficiency Test Scores

Mental Ability (x) English Proficiency (y)

50 200
54 198
50 200
51 203
49 186
46 205
48 185
47 197
44 183
44 171
46 179
45 185
48 184
53 190
54 191
33 170
 34 168
Solution:

1. H0: There is no significant correlation between mental ability and English Proficiency

2. α =0.05 , df = N – 2 = 17 – 2 = 15 n = 17

3. Pearson r 4. Tabular Value: 0.482

2 2
x y xy x y
50 200 10,000 2,500 40,000
54 198 10,692 2,916 39,204
50 200 10,000 2,500 40,000
51 203 10,353 2,601 41,209
49 186 9,114 2,401 34,596
46 205 9,430 2,116 42,025
48 185 8,880 2,304 34,225
47 197 9,259 2,209 38,809
44 183 8,052 1,936 33,489
44 171 7,524 1,936 29,241
46 179 8,234 2,116 32,041
45 185 8,325 2,025 34,225
48 184 8,832 2,304 33,856
53 190 10,070 2,809 36,100
54 191 10,314 2,916 36,481
33 170 5,610 1,089 28,900
34 168 5,712 1,156 28,224

∑ x =796 ∑ y=3195 ∑ xy =150,401 ∑ x 2=37,834 ∑ y 2=602,625

5. Computation:

N ∑ xy−∑ x ∑ y
r= = 0.73
√[ N ∑ x −(∑ x ) ][ N ∑ y −(∑ y ) ]
2 2 2 2
6. Decision: Accept H1.

7. Conclusion: There is a significant linear relationship between Mental ability and English
proficiency. The verbal interpretation of r shows that there is a high correlation between the
two variables.
REGRESSION ANALYSIS
Is important in predicting the behavior of a variable. Explains the amount of variations

It is the equation of a straight line

y=a+bx Where: y = the criterion measure

x = the predictor

a = the ordinate or the point where the regression line crosses the y-axis.

b = the beta weight or the slope of the line.

a = ¿ ¿ and b = n¿¿ n = number of data pairs

The following data represent the memberships at a university mathematics club during the past 5 years.

Number of years (x) Membership (y)

1 25
2 30
3 32
4 45
5 50
Estimate a curve of the form y = a+bx to predict the membership 5 years from now.

Solution:

∑ y=182 ∑ x =15
n=5 ∑ x 2=55 ∑ xy =611
a = ¿ ¿ = 16.9 b = n ¿ ¿ = 6.5

y=a+bx = 16.9+6.5 = 16.9+6.5(5)=49

Thus, 5 years from now, there will be 49 members in the club.

SPEARMAN’S RANK CORRELATION COEFFICIENT ( ρ )
When entries in the data are in ranks.

−6 ∑ D
2
ρ=1 2
N ( N −1)

Where: N = number of pairs D = difference between two sets of Ranks

Example:

Ten instructors are rated by third year and fourth year students on the mastery of subject
matter and the results are tabulated. What is the Spearman Rho for the data? At 5% level of
significance, determine if there is a significant difference in the scores obtained by the teachers
from the students.

Instructor 3rd yr(x) 4th yr(y) Rx Ry D D

2

1 44 46 4 3.5 0.5 0.25

2 45 43 3 6 -3 9
3 38 40 6 7 -1 1
4 32 30 9 10 -1 1
5 46 39 2 8 -6 36
6 47 37 1 9 -8 64
7 37 44 7 5 2 4
8 35 46 8 3.5 4.5 20.25
9 27 48 10 2 8 64
10 40 50 5 1 4 16
N=10 ∑ D 2=215.5
Solution:

1. H0: There is no significant difference between the ratings given to the instructors.

H1: There is no significant difference between the ratings given to the instructors.

2. L.S.: 5% , df = N – 2 = 10 – 2 = 8 n = 10
3. Spearman Rho 4. Tabular Value: 0.648

−6 ∑ D
2
−6(215.5)
5. ρ = 1 =1 = - 0.31
2
N ( N −1) 10(102−1)

6. Decision: Accept H0

7. There is no significant difference in the students’ ratings given to their instructors.

When n is greater than or equal to ten,

t=ρ
√ N−2
1−ρ 2
=−0.31
√
10−2
1−(−0.31 )
2
=−0.92

L.S.:5% df = 8 , Tabular value: 1.86

Decision: Accept H0

Conclusion: There is no significant difference in the students’ ratings given to their instructors.

STATISTICAL TABLES: