COLEGIO DE LA PURISIMA CONCEPCION

The School of the Archdiocese of Capiz

Roxas City 5800, Philippines

SCHOOL OF GRADUATE STUDIES

CPC FLEXIBLE LEARNING MONOTORING SHEET

CURRICULAR M.A.E.D./M.B.A./M.P.A. YEAR Second Year

PROGRAM LEVEL
NAME OF FACULTY Engr. Joel C. Villaruz, Ph.D. First Semester 2020-2021

Subject Educ. 202

Code
Course Advanced Statistics
Title
Course Statistics refer to the science that deals with the collection, tabulation or
Description presentation, analysis, and interpretation of numerical or quantitative data. Statistics
is divided into two, descriptive statistics and inferential statistics. Descriptive
statistics is concerned with the gathering, classifications, and presentations of data
and the collection of summarizing values to describe group characteristics. The
summarizing values most commonly used in descriptive statistics are the measures
of central tendency and measures of variability. Inferential statistics demands a
higher order of critical judgment and mathematical methods. It aims to give
information about the large groups of data without dealing with each and every
element of these groups.

Instructional At the end of the course the students should be able to:
Goals
1. Explain the use and importance of descriptive and inferential
statistics.
2. Tabulate and present the data into tables, graphs, or charts so
that logical and statistical conclusions can be derived.
3. Analyzed the data pertaining to the process of extracting relevant
information from which numerical description can be formulated.
4. Understand and identify the correct statistical tools to be used
appropriate to the specific problem.
5. Interpret the data to the task of drawing conclusions, discussion
and recommendations.
ILK
Delivery 18 weeks (August 22 – December 05, 2020)
Duration
No. of 16 topics
Topics
Week Topics and Activities
Schedule
Week 1 Topic 1: VMGO of the College and the SGS Department

What is VMGO?

A vision statement is created as a compelling verbal image and forms a

mental picture of the future. It should define what an institution seeks to become,
yet describe something that is realistic. The vision should generate human energy
and engagement. In other words, it should provide direction and focus for the
institution.

A mission is the reason for the existence of an institution. It is an element of

the charter. It does not describe a specific outcome and contains no time limit or
measurement. The mission statement provides the basis for setting goals and is used
to allocate resources.

Goals are conditions to be achieved in the future. They must be defined

consistent with the vision, mission, and strategic directions of the institution. Goals
guide your decisions and actions. However, they usually do not involve measurable
results, and therefore, do not change as often as objectives.

Objectives are focused on critical issues and milestones. They describe the
activities and targets to achieve the goals. They identify the dates for completing the
activities. They are measurable in terms of being achieved, or not. 

Purpose of VMGO?

VMGO provide a road-map where the institution wants to go and how to get
there. The vision is what one wants to accomplish. The Mission is a general
statement of how one will achieve one’s vision. Goals are statements of what needs
to be accomplished. And objectives are specific actions and timelines for achieving
the goal. 

Creating all these statements may seem to be a tedious process. But VMGO
will help the institution focus on the important aspects of its organization (or
business). If done properly, they can save money and time and increase the odds
that any venture of the institution will be successful.

These statements are living documents that may change as the needs would
arise. Too often these statements are treated as "iconic relics" to be stored away in a
safe place. But, if one does not use them, one has time will only be wasted.

Reference:
Whittington & Associates, LLC, 2020
D. Hofstrand, Iowa State University, 2016
CPC VMGO AND QUALITY POLICY

CPC VISION: A Center of Excellence for Catholic Education

CPC MISSION: Produce globally competitive professionals through quality

Catholic instruction, relevant research and community service for Love
of God, Mary and country.

CPC GOALS:
1. Promoting quality catholic instruction, cultural heritage, relevant
research and community service for love of God, Mary and country.
2. Sustaining an Effective and quality management system to promote
globally competitive development.

OBJECTIVES:
1. Offer the programs in the basic Education, arts and sciences, business
and marine education, engineering and technology, criminal justice,
post-graduate Studies and other relevant programs
2. Preserve, enrich and promote the culture of Capiz, and the Philippines.
3. Adopt a quality management system that addresses emerging needs of
a fast changing global community.

CPC CORE VALUES: Faith, Hope, Charity, Integrity, Justice, Mercy,

Excellence, Service

QUALITY POLICY: CPC, compliant with applicable and regulatory

standards, is committed to continuous enhancement of skills,
knowledge and values of students who are God-centered, environment
friendly, research and extension oriented and world class professional.

CPC SGS DEPARTMENT VMGO

VISION: A dynamic and responsive Catholic Graduate Education

MISSION: To provide quality graduate programs through scholarly and

relevant research in various disciplines and responsive to opportunities
for community development

GOALS and OBJECTIVES:

GOAL 1: Well- integrated Christian and value formation in the curriculum.
Objective: To inculcate the Christian formation and core values of the
school.
GOAL 2: Effective and efficient governance of the SGS.
Objective: To observe transparency in the administration of the
department.

GOAL 3: Quality, relevant and research- based instruction.

Objective: To improve the curricular offerings in order to address the
industry needs.

GOAL 4: Strong and competent pool of graduate and post- graduate professors.
Objective: To attract qualified and competent professors.

GOAL 5: Strong culture of research among professors and students.

Objective: To inculcate the culture of research among professors and
students.

GOAL 6: Conducive learning resource center.

Objective: To provide professors and students with appropriate learning
materials and facilities.

GOAL 7: Quality support services.

Objective: To provide students with the necessary academic and
non- academic support services.

GOAL 8: Active involvement in the CPC Community Extension Programs.

Objective: To align outreach program of the SGS to CPC’s extension
program. To empower the professors and students to share
their knowledge and skills to the community.

GOAL 9: Conducive learning Environment for the SGS

Objective: To improve facilities in support of instruction.

CORE VALUES: * Faith,

* Scholarship

THE GRADING SYSTEM

Midterm Worksheets Midterm Computed
Period (60%) Examination Midterm Grade
(40%) (MG) Final Grade =
50%MG + 50%FG
Final Worksheets Final Computed Final
Period (60%) Examination Grade (FG)
(40%)

Rubric for Worksheet/Activity Assessment:

CRITERIA PERFORMANCE LEVELS
100 VERY NEEDS
(Total Points) OUTSTANDING SATISFACTORY
SATISFACTORY IMPROVEMENT

CONTENT/ The worksheet The worksheet The worksheet The worksheet

SUBSTANCE submitted has all submitted has all submitted has all submitted is
(50 points) the contents, the contents, the contents, lacking in
complete, complete, but complete, but content,
expressed in expressed in expressed in expressed in
comprehensive slightly loosely incomprehensive
and coherent comprehensive comprehensive and incoherent
manner. and coherent and incoherent manner.
manner. manner.
(50 points) (35 points) (20 points) (5 points)
ACCURACY Has followed all Has followed Has followed least Did not follow the
(20 points) the required most of the of the required required
specification/ required specification/ specification/
format/details. specification/ format/details. format/details.
format/details.
(20 points) (15 points) (10 points) (5 points)
ORIGINALITY Has shown Has little Has no originality Has copied the
(10 points) originality in originality works of others
work
(10 points) (7 points) (5 points) (2 points)
PROMPTNESS Has submitted Has submitted on Submitted after Submitted 2
(10 points) before deadline. the day of the the deadline. weeks after the
deadline. deadline or has
not submitted at
all.
(10 points) (7 points) (5 points) (2 points)
NEATNESS Very good/Very Good/Appealing/ Average Weak
(10 points) appealing/Very Neat presentation presentation of presentation of
neat presentation of work work work
of work
(10 points) (7 points) (5 points) (2 points)

Week 2 Topic: Introduction of the Course: Descriptive Statistics

Measures of Central Tendency
(Mean, Median and Mode)

Statistics – refer to the science that deals with the collection, tabulation,
presentation, analysis and interpretation of numerical or quantitative data.

Descriptive Statistics – is concerned with the gathering, classification, and

presentation of data and the collection of summarizing values to describe group
characteristics.

Inferential Statistics – demands a higher order of critical judgment and

mathematical methods. It aims to give information about large groups of data
without dealing with each and every element of these groups. It uses only a small
portion of the total set of data in order to draw conclusions or judgment regarding
the entire set.

Scales of Measurement
1. Numerical or Nominal Scale
2. Ordinal Scale
3. Interval Scale
4. Ratio Scale

Numerical Scale - is a primitive form of measurement where numbers

may be substituted for names of various classes of the variable, but this does not
indicate that one has greater or lower degree than the other. It serves only to
identify classes but do not indicate anything about the classes other than they that
they are different.
The data resulting from nominal scales are referred to as categorical data,
frequency data, attribute data or enumerated data. For example, data which classify
objects according to color, size or shape or people according to sex, race and civil
status.

Ordinal Scale – some observations are ordered in such a way that one
observation represents more of a given variable than another observation. The data
is an ordinal scale where the numbers used to identify the observations are called
ranks.
Rank tells us something about the degree of the variable within the set of
observations. Usually, the observation with rank 1 represents a greater degree of the
variable than any of the other observations.

Interval Scale – when the numbers used to identify observations represent

not only ordering of observations but also meaningful information regarding degree
of difference or distance between observations we call this an interval scales.
The unit of measurement for interval scales is arbitrary. Within an interval
scale, we can add or subtract a number to each of the values and maintain the
essential properties of the interval.

Ratio Scale – in cases where the ratio of any two given values of a variable
in an interval scale starts from a fixed origin or zero, we call this as ratio scale. In
the ratio scale, only the unit of measurement is arbitrary, the zero point is fixed.
We cannot add or subtract a given number for each value of the variable and
maintain the original properties.
However, since the unit of measure is arbitrary, we can multiply or divide
each of the values by a specified number, except zero which changing the properties
of the ratio scale.

Central Tendency – is a single figure which is the representative of the

general level of magnitudes or values of the items in a set of data. This figure is
used to represent all the numbers in the set of data. When arranged according to
magnitude, it tends to lie centrally within the set.
1. Mean – the average of all scores in the given set of data.
2. Median – the middle of the all the scores in the given set of data when
arrange in ascending or descending orders.
3. Mode – the value of the term that appears most frequently.
Grouped Data – the term used when dealing with the data where the number of
cases is more than 30.
Ungrouped Data – the term used when dealing with the data where the number of
cases is 30 or less.
Equation for Central Tendency Considering Ungrouped Data:
Mean: x = ∑x
N
Equation for Central Tendency Considering Grouped Data:
Mean: x = ∑fx or x = x’ + ∑fdi
N N
Mode: Mo = Lm + [ Δ1 ] i
Δ1 + Δ2
Median: Md = Lm + [N/2 - ∑fL] i
fm
where: x = mean
f = frequency
x = score
N = number of cases
i = interval
x’= assumed mean
fm = frequency where deviation is zero
Lm = lower boundary limit
Δ1 = difference between the highest frequency and the frequency
just above it
Δ2 = difference between the highest frequency and the frequency
just below it
Example 1: In a 5th grade class, a “guess who” sociometric technique was
administered to assess the peer relationship of the students. Compute the mean,
median and mode.

22 09 14 28
12 15 08 10
05 28 27 20
20 12 20 07
40 10 18 30

Solution: N < 30: Ungrouped Data

Mean: x = ∑x
N
∑x = 22 + 12 + 5 + 20 + 40 + 9 + 15 + 28 + 12 + 10 + 14 + 8 + 27 + 20
+ 18 + 28 + 10 + 20 + 7 + 30 = 355
N = 20
x = 355/20 = 17.75
Mode = 20; the most frequent number in the data
Median = 5, 7, 8, 9, 10, 10, 12, 12, 14, 15, 18, 20, 20, 20, 22, 27, 28,
28, 30, 40
= 15 + 18
2
= 16.5
Example 2. From the given scores of 35 students in a sociology class, compute the
mean, mode and median and describe the performance of the class based on their
mean score. Use D = 10
30 27 61 74 70
18 15 37 33 61
25 23 40 48 50
19 60 55 35 45
53 75 64 60 72
16 39 50 62 30
54 43 59 22 48

Solution: N > 30: Grouped Data

Construct frequency distribution:

HS = 75 i = R/D N/2 = 17.5

LS = 15 i = 60/10 x’ = 50.5
R = 60 i=6

Class Interval f - frequency d - deviation fd x fx

12 – 17 2 -6 -12 14.5 29
18 – 23 4 -5 -20 20.5 82
24 – 19 2 -4 -8 26.5 53
30 – 35 4 -3 -12 32.5 130
36 – 41 3 -2 -6 38.5 115.5
42 – 47 2 -1 -2 44.5 89
48 – 53 5 0 0 50.5 252.5
54 – 59 3 1 3 56.5 169.5
60 – 65 6 2 12 62.5 375
66 – 71 1 3 3 68.5 68.5
72 – 77 3 4 12 74.5 223.5
Total N = 35 -30 1587.5

Mean: x = ∑fx or x = x’ + ∑fdi

N N
x = 1587.5/35 or x = 50.5 + (-30)6 = 45.36
= 45.36 35

Mode: Mo = Lm + [ Δ1 ] i
Δ1 + Δ2
Lm = 47.5
Δ1 = 5 – 2 = 3
Δ2 = 5 – 3 = 2

Mo = 47.5 + 3 (6) = 51.10

5

Median: Md = Lm + [N/2 - ∑fL] i

fm
= 47.5 + (17.5 – 17) 6 = 48.10
5
Activity 1:
1. From the given raw scores, compute the mean, mode and median.
24 30 14 10 13 28
20 12 16 14 10 15
20 18 12 20 8 21
15 18 9 16 25 30

2. From the given scores of 40 students in a Physics class, compute the

mean, mode and median and describe the performance of the class based on their
mean score. Use D = 10
34 85 30 42 50 60 47 81
30 42 50 50 37 51 48 70
65 42 28 80 73 60 55 76
60 44 39 63 79 80 45 20
90 88 22 40 30 80 40 48

3. A company pays its 45 employees a mean monthly salary of

Ph 24,500.00; a second company pays its 50 employees an average monthly salary
of Ph 26,400.00; a third company pays its 85 employees an average monthly salary
of Ph 25,800.00. What is the average salary per employee in the three companies?

Week 3 Topic: Measures of Variability - Mean Absolute Deviation (MAD) and

the Standard Deviation (SD)

MAD - is a more reliable indicator of variability or spread in a distribution.

It is computed to determine how far an individual score deviated from the mean.

SD = is a special form of average deviation from the mean. It is therefore

affected by all the individual values of the items in the distribution. It is important
as a measure of heterogeneity or unevenness within a set of observations.

For Ungrouped Data:

MAD = ∑ [x - x]
N

SD = ∑ (x – x)2 or SD = ∑x2 - [∑x]2

√ N √ N N

For Grouped Data:

MAD = ∑f [x - x]
N

The Standard Deviation has three (3) Equations:

1. Long Method A

SD = ∑ [f (x – x)2]
√ N

2. Long Method B

SD = ∑f (x2) – ( ∑fx2)
√ N–1 N(N – 1)

3. Coded Deviation Method

SD = i ∑f(d)2 - (∑fd)2
√ N–1 N (N – 1)

Example 1: Compute the Mean Absolute Deviation (MAD) and the Standard
Deviation (SD) of the given data:

Algebraic Absolute Squared of the

Values (x) deviations from deviation deviation
the mean (x – x) from the (x – x)2
mean
15 15 – 17 = -2 2 4
15 15 – 17 = -2 2 4
17 17 – 17 = 0 0 0
18 18 – 17 = 1 1 1
20 20 – 17 = 3 3 9
x = 17 ∑(x – x) = 8 ∑(x – x)2 = 18

MAD = ∑ [x - x] = 8/5 = 1.60

N

SD = ∑ (x – x)2 = 18/5 = 1.9

√ N √

Example 2: Compute the Mean Absolute Deviation (MAD) and Standard

Deviation (SD) of the given data using the three methods.

Class interval frequency

118 - 126 3
127 – 135 5
136 – 144 9
145 – 153 12
154 – 162 5
163 – 171 4
172 – 180 2

Solution:
Mean Absolute Deviation:

Class Intervals f x (x – x) f (x – x)
118 – 126 3 122 25 75
127 – 135 5 131 16 80
136 – 144 9 140 7 63
145 – 153 12 149 2 24
154 – 162 5 158 11 55
163 – 171 4 167 20 80
172 – 180 2 176 29 58
Total 40 ∑f (x – x) = 435

MAD = ∑f [x - x] = 435/40 = 10.875

N

1. Long Method A

SD = ∑ [f (x – x)2]
√ N

Class f x (x – x) (x – x)2 f (x – x)2

Intervals
118 – 126 3 122 -25 625 1875
127 – 135 5 131 -16 256 1280
136 – 144 9 140 -7 49 441
145 – 153 12 149 2 4 48
154 – 162 5 158 11 121 605
163 – 171 4 167 20 400 1600
172 – 180 2 176 29 841 1682
Total 40 ∑f (x – x) = 7531

Substituting these results to the formula:

SD = 7531 = 13.70
√ 40

2. Long Method B
SD = ∑f (x2) – (∑fx2)
√ N–1 N(N – 1)

Using the same table as that of Long Method A:

f x fx x2 fx2
3 122 366 14884 44652
5 131 655 17161 85805
9 140 1260 19600 176400
12 149 1788 22201 266412
5 158 790 24964 124820
4 167 668 27889 111556
2 176 352 30976 61952
N = 40 ∑fx = 5879 ∑fx2 = 871597

Substituting these results to the formula:

SD = 871597 - (5879)2 = 13.80

√ 39 40(39)

3. Coded Deviation Method

SD = i ∑f(d)2 - (∑fd)2
√ N–1 N (N – 1)

f d fd d2 fd2
3 -3 -9 9 27
5 -2 -10 4 20
9 -1 -9 1 9
12 0 0 0 0
5 1 5 1 5
4 2 8 4 16
2 3 6 9 18
N = 40 ∑fd = -9 ∑fd2 = 95

Substituting these results to the formula:

SD = 9 95 - (-9)2 = 13.95
√ 39 40(39)

Activity 2:
1. From the given raw scores, compute the Mean Absolute Deviation
(MAD) and the Standard Deviation (SD). Discuss the characteristics of the group
using the values obtained.
24 30 14 10 13 28
20 12 16 14 10 15
20 18 12 20 8 21
15 18 9 16 25 30

2. From the given scores of 40 students in a Physics class, compute the

Standard Deviation using the three methods. Consider 15 as the class mark to
measure heterogeneity, discuss the IQ level of the group. Use D = 10
34 85 30 42 50 60 47 81
30 42 50 50 37 51 48 70
65 42 28 80 73 60 55 76
60 44 39 63 79 80 45 20
90 88 22 40 30 80 40 48