DCC 302:

ADVANCED STATISTICS with

LABORATORY

EMOLYN M. IRINGAN, PhDEM/PhDME

COURSE OBJECTIVES
COURSE OUTLINE
COURSE REQUIREMENTS
COURSE OBJECTIVES
COURSE REQUIREMENTS
REVIEW
Use of Descriptive and Inferential Statistics in answering Common Research Problems

1.What is the BMI of the students before and after the intervention?
2.What is the profile of the students in terms of gender and age?
3.What is the assessment of the participants on their extent of
compliance to R.A. 2026?
4.Is there a significant difference in the performance of students when
they are grouped according to year level?
5.Do students significantly differ on their level of acceptability of Gay
Lingo when they are grouped according to sex?
6.Is there a significant association between work performance level and
teaching position?
LEVELS OF DATA
LEVELS OF DATA
LEVELS OF DATA
LEVELS OF DATA
Q RATIO(with distance, ratio, absolute zero, have origin))
N

INTERVAL (with distance, no absolute zero, no

origin))

ORDINAL (can be arranged in order)

Q
L NOMINAL (label, characterize, categorize)
DATA QUALITATIVE OR DISCRETE OR Nominal
QUANTITATIVE CONTINUOUS Ordinal
Interval
Ratio
Name QL NA Nominal
Age in Years QN Continuous RAtio
Sex QL NA Nominal
TIN (tax identification QL NA Nominal
number)
Number of Trainings QN Discrete Ratio

Bytes QN discrete Ratio

Municipality Class Ql NA Ordinal
Sugar Count Qn Continuous Interval
Answers in a Multiple Ql NA nominal
Choice Test

Scores in a Multiple Choice QN discrete ratio

Test
DESCRIPTIVE
STATISTICS
UNIVARIATE
CENTRAL TENDENCY
SUMMARY
UNIVARIATE
UNIVARIATE
A look at dispersion…

Data A

Mean = 15.5
11 12 13 14 15 16 17 18 19 20 21
s = 3.338

Data B
Mean = 15.5
11 12 13 14 15 16 17 18 19 20 21 s = .9258

Data C Mean = 15.5

s = 4.57
11 12 13 14 15 16 17 18 19 20 21
 TEACHING BASIC STATISTICS ….

Remarks on Standard Deviation

If there is a large amount of variation, then
on average, the data values will be far from
the mean. Hence, the SD will be large.
If there is only a small amount of variation,
then on average, the data values will be
close to the mean. Hence, the SD will be
small.

Session 1.25
UNIVARIATE
Measure of Skewness

Describes the degree of departures of the

distribution of the data from symmetry.
The degree of skewness is measured by the
coefficient of skewness, denoted as SK and
computed as,

3Mean  Median 
SK 
SD
Measure of Kurtosis

K=0
mesokurtic

K>0 K<0
leptokurtic platykurtic
What is Symmetry?

A distribution is said to be
symmetric about the mean,
if the distribution to the left
of mean is the “mirror
image” of the distribution to
the right of the mean.
Likewise, a symmetric
distribution has SK=0 since
its mean is equal to its
median and its mode.
Measure of Skewness

SK > 0
positively
skewed

SK < 0
negatively skewed
Measure of Kurtosis
Describes the extent of peakedness or
flatness of the distribution of the data.
Measured by coefficient of kurtosis (K)
computed as,
N

 Xi   
4

K i 1
4
 3
N
 DESCRIPTIVE STATISTICS
 Measures of Center(mean, median,
mode)
 Measures of Dispersion(Range, QD,
Variation, SD)
 Measures of Location (Quartile,
Decile and Percentile)
 Measures of Shape
(Kurtosis and Skewness)
 INFERENTIAL STATISTICS

Population

Sample

Inference

Statistic
Parameter
Sampling Techniques
 HYPOTHESIS
A statement or tentative theory which
aims to explain facts about the real
world.
 An educated guess.
 It is subject to testing. If it is found to
be statistically true, it is accepted, if
not rejected.
 Kinds of Hypothesis
 Null hypothesis (Ho): it serves as the
working hypothesis. It is that which
one hopes to accept or reject. It must
always express the idea of
nonsignificance of difference.
 Alternative hypothesis (Ha): it
generally represents the hypothetical
statement that the researcher wants
to prove.
The Null Hypothesis
Example:
 There is no significant difference
between the average score of Group A
and the average score of Group B on the
XYZ memory test.
 The brand of ice cream preferred is not
related to the buyer’s age.
The Research/Alternative hypothesis
Examples:
 The average score of Group A is significantly
different from the average score of Group B in the
XYZ memory test.
 The brand of ice cream preferred is related to the
buyer’s age.
 Type I and Type II errors
 When making a decision about a
proposed hypothesis based on
the sample data, one runs the risk
of making an error. The following
table below summarizes the
possibilities:
Decision Actual Actual
Condition Condition
Ho is true Ho is false
Reject Ho Type I Correct
error decision
Accept Ho Correct Type II error
decision

 P(Type I Error )  P(Type II Error )

 Level of Significance
 The probability of making a type I
error or alpha error in a test is
called the significance level of the
test. The significance level of a
test is the maximum value of the
probability of rejecting the null
hypothesis Ho when in fact it is
true. 0.05 ; 0.01
 Example:
A level of significance of 0.05
signifies that one is 95 % confident
that he has made the right
decision and allocates only an
error of 5 %.
 Steps in Hypothesis Testing
 Step 1: Formulate the null
hypothesis (Ho) that there is no
significant difference between
items being compared. State the
alternative hypothesis (Ha) which
is used in case Ho is rejected.
 Steps in Hypothesis Testing
Step 2: Set the level of
significance of the test, 
Step 3: Determine the test to be
used.
 Steps in Hypothesis Testing
 Step 4: Making a Decision.

Reject Ho: less than or equal to the 

 Step 5: Interpretation(Supported by
evidences and existing facts.)
TEST OF NORMALITY
-test whether the set of data is
normally distributed

-test of homogeneity
SKEWNESS

The Shapiro-Wilk test (small

samples, n<50)

Kolomogrov-Smirnov test
(larger samples)
TEST OF NORMALITY
IF PV is less than 0.05 or 0.01
= reject HO (distribution is not
normal)
IF PV is greater than 0.05 or
0.01
= accept HO (distribution is
normal)
Parametric Non-Parametric

Paired t-test Wilcoxon Signed Rank

Test
Independent t-test Mann-Whitney U Test

ANOVA Kruskall Wallis Test

Pearson’s Coefficient Spearman’s Coefficient

Repeated ANOVA Friedman’s Test

Chi-Square (Nominal)
TEST OF NORMALITY/HOMOGENIETY

Determine whether
participants’ age assume a
normal distribution.
TEST OF DIFFERENCE
Paired/
TWO GROUPS T-test dependent
independent

Analysis of
MORE THAN TWO GROUPS
Variance

RATIO OR INTERVAL DATA

Assumption of Normality
 INDEPENDENT t- TEST
3.1 Is there a significant difference on the
cholesterol count of male and female
respondents before taking the mineral
supplement?
 DEPENDENT t-TEST
4.1 Is there a significant difference on the
cholesterol count of the respondents before
and after taking the mineral supplement?
4.2. Is there a significant difference on the
cholesterol count of the respondents before
and after taking the mineral supplement
when grouped according to civil status.?
 ANALYSIS OF VARIANCE
5.1 Is there a significant difference on the
cholesterol count after taking the mineral
supplement when grouped according to civil status?
Note: Include Post Hoc Analysis if
there is a significant difference?

5.2 Is there a significant difference on the

cholesterol count after taking the mineral
supplement when grouped according to position ?
TEST OF RELATIONSHIP
Pearson Product Moment
Correlation coefficient
Ratio/Interval Data
Pairwise Correlation

Positive/direct relationship
Sign
r Negative/inverse relationship

1.00 perfect
Values/degree 0.81 - 0.99 very high
of correlation 0.61 - 0.80 high
0.41 - 0.60 moderate
0.21 - 0.40 low
0.01 - 0.20 very low
0.00 no
 Is respondents' age significantly
9.

correlated with their monthly

salary, and cholesterol count after
treatment?
Test of Difference and
Relationship on
Nominal and Ordinal Data
Chi-Square Test
8. Is there a significant relationship
between the respondents' cholesterol
level after taking the mineral and
respondents' position?
8. Is there a significant relationship
between the respondents' cholesterol
level after taking the mineral and
respondents' age group ?