University of Eastern Philippines

PEDRO REBADULLA MEMORIAL CAMPUS

Catubig, Northern Samar
[email protected]
EDUCATION DEPARTMENT

First Semester Module

in
MAJOR 16

Name

Cellphone Number

WRITTEN WORKS
ASSESSMENTS SCORES
Assessment 1
Assessment 2
Assessment 3
Assessment 4
Assessment 5
Assessment 6
Assessment 7

1|M a j o r 1 6 – A D V A N C E S T A T I S T I C S
Hello future educators!

This subject Major 16 – Advance Statistics was developed to deepen the

concepts and techniques that are essential to data processing and
analysis. This is to expand your knowledge in making further conclusions
of your data in which inferential statistics was developed. More
statistical formula for nonparametric tests will be presented in this
module using Stepwise method to understand further the essence of each
formula.

Statistics is very significant in research. Conclusions will be drawn based

on the statistical analysis and the statistical tool that you will use. We
hope that you value the importance of this subject as you go through this
module for we are not only going to teach these formulas but also to use
these at some instances.

For quality education.

Alvin Galan Comendador, LPT

Bachelor of Secondary Education Major in Mathematics
[email protected]
San Juan, Mondragon, Northern Samar
09281003302 (Smart)/09561568691 (Globe)
Alvin Galan Comendador (Fb Messenger)

2|M a j o r 1 6 – A D V A N C E S T A T I S T I C S
INTRODUCTION TO NONPARAMETRIC STATISTICS

In this lesson, students should be able to:

a. discuss the basic principles of research and planning for research;
b. explain the various types of research designs;
c. explain the importance of using Nonparametric Statistics;
d. enumerate the uses of Nonparametric statistics;
e. identify the types of data and level of measurement for each variable;
and
f. illustrate the data and their level of measurement.

1. Introduction to Research
Research is defined as the scientific investigation of phenomena which
includes collection, presentation, analysis and interpretation of facts that links
an individual’s speculation with reality. In other words, research is the
systematic study of trend or event which involves careful collection,
presentation, analysis and interpretation of quantitative data or facts that
relates man’s thinking with reality.
Here are some definitions of research:

 Research is basically used to help alleviate the well-being of humanity.

Best and Khan (1989) have their own definitions that research is
“systematic and objective analysis and recording of controlled
observations that may lead to the development of generalizations,
principles or theories resulting in the prediction and possibly ultimate
control of events”.
 Ardales (1993) forwarded an all-inclusive definition of research as
“research is systematic, objective and comprehensive investigation of
certain phenomenon, which involves accurate gathering, recording and
critical analyzing and interpreting of facts about the phenomenon”.
 Research is a studious inquiry or examination especially a critical and
exhaustive investigation or experimentation having for its aim the
discovery of new facts and their correct interpretation, the revision of
accepted conclusions, theories or laws in the light of newly discovered
facts or the practical application of such conclusions, or laws (Leedy,
1988).
 Research is an inquiry for producing new knowledge (Worthen and
Sanders 1973). It is a systematic investigation or “disciplined inquiry”
(Cronbach and Suppes, 1969).

3|M a j o r 1 6 – A D V A N C E S T A T I S T I C S
Research can be described as:

 Systematic. It follows steps or stages that begin with the identification

of the problem, relating of the problem with existing theories, collection
of data, analysis and interpretation of these data, drawing of
conclusions, and integration of these conclusions into the stream of
knowledge.
 Controlled. It is unlike solving ordinary problem solving which may be
done curiosity. Scientific research is so planned every step of the way
that fancy and guess work do not set in. The problem is defined
thoroughly, variables identified and selected, instruments carefully
selected or constructed, and conclusions drawn only from the data
yielded. Consequently, recommendations are based on the findings and
conclusions. Everything is so controlled that any observer of the
investigation will develop full confidence in the results.
 Empirical. As soon as the data have been collected, evidences are now
on hand to confirm or refute the hypothesis formulated at the start of the
investigation. These empirical data will form the bases for conclusions.
 Critical investigation. After the researcher has completed the
research, the whole work is ready for critical analysis by a panel of
judges that passes judgment on the entire research.

There are three types of research. Namely:

1. Basic Research. This is called “fundamental research” or “pure

research”. It seeks to discover basic truths or principles. It is intended
to add to the body of scientific knowledge by exploring the unknown to
extend the boundaries of knowledge as well as to discover new facts,
and learn more accurately the characteristics of the known without any
particular thought as to immediate practical utility. In other words, the
result of basic research in theoretical knowledge have no immediate
usefulness or value to man.
Examples: Newton’s Law of Motion, Archimede’s Principle of
Buoyancy, Pyhtagorean Theorem
2. Applied Research. This type pf research involves seeking new
applications of scientific knowledge to the solution of the problem, such
as development of a new system or procedure, new device or new
method in order to solve the problem.
Example: Practicing social distancing in public places to reduce the
chance of catching communicable diseases.
3. Developmental Research. This is a decision-oriented research
involving the application of the steps of the scientific method in
response to an immediate need to improve existing practices. In other
4|M a j o r 1 6 – A D V A N C E S T A T I S T I C S
words, if a researcher continues to find practical applications from
theoretical knowledge and use this existing knowledge to produce
useful products it is called developmental research, hence, Research
and Development (R and D) concept is applied.
Examples: Using biometric system is efficient rather than using DTR.
Using different media for teaching mathematics to make more
meaningful learning. Wearing facemasks and face shields are more
effective to mitigate the spread of communicable diseases such as
covid-19 virus.

Planning research always starts in identifying the problem you wanted

to find a solution. This is the very essence of conducting research. You should
also consider TERM (Time, Effort, Resources, Money) in conducting research.

Problem/Objectives

Hypotheses

Theoritical/Conceptual Framework

Assumptions

Review of Related Literature

Research Design

Data Collection

Data Processing and Statistical Treatment

Analysis and Interpretation

Summary, Conclusions and Recomendadtions

Figure 1. Schematic Diagram for the Research Process

5|M a j o r 1 6 – A D V A N C E S T A T I S T I C S
2. Overview and Uses of Nonparametric Statistics

Nonparametric statistics uses statistical tools or formula that does not

require normal distribution of the data. These formulas can be used only for
nominal and ordinal type of measurements.

We can say that the data is normally distributed if the value of

skewness is 0 and kurtosis is equal to 0.265. Meanwhile, nominal type of data
is expressed in categories such as male and female, Muslims and Christians,
rural or urban and many more. On the other hand, ordinal type of data refers
to the ranking of individuals or objects such as large or small objects or
persons, harder or softer, responses such as Strong Agree, Agree, No
Opinion, Disagree, and Strongly Disagree.

3. Uses of Nonparametric Statistics

Statistics is commonly used in researches to test the hypotheses.

Every statistical tools are designed to specific problems to have an accurate
and precise decisions. However, there are researches wherein the conditions
are not stringent compared to some researches where parametric tests are
applied. Most of the researchers also uses smaller sample size in nominal or
ordinal type of data. That is why, nonparametric statistical tests are presented.

4. Levels of Measurement and Types of Data Used in Nonparametric

Tests

According to Stevens, there are four types of scales that are used in
sciences. These are nominal, ordinal, interval, and ratio.

Nominal scales are used as measures of identity. The data are

categorized or classified. For instance, black and white objects, Yes or No
answers, name of religions like Muslims and Christians, gender or sex
preferences, and many more.

Ordinal scale is used for ranking objects or individuals. Common

example is the responses of a research such as Strongly Agree, Agree, No
Opinion, Disagree, and Strongly Disagree.

Interval scales are number that reflect differences among items.

Examples are scores in a test, grades of students, IQ test, ages, blood
pressures, land level of temperatures. This type of scale has no absolute zero

6|M a j o r 1 6 – A D V A N C E S T A T I S T I C S
value. For instance, having a zero result of your grade does not mean that you
learn nothing.

Ratio scale is the highest type of scale. The basic difference between
the interval and ratio scale is that ratio scale are the measures of length,
weight, loudness, width, and so on. Ratio scale have zero absolute value. For
instance, you have zero length of measurement, it means that there is no
distance.

ASSESSMENT 1.

A. Essay. Answer the following briefly but substantively in a readable manner.

(10 points each)
1. Explain briefly the meaning of research.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

2. Why do man’s major problems demand research?

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

3. When are we going to use nonparametric statistics?

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

7|M a j o r 1 6 – A D V A N C E S T A T I S T I C S
B. Identification.
1. Give one example for each research designs.
Developmental
Basic Research Applied Research Research

2. Identify the type of data in the boxes by writing them on the appropriate
column.

PNP Yes, Maybe, Sometimes 95% battery percentage

34 Decibels No Response 24 psi

Covid-19 Vaccines 1.25 Mathematics Grade

100 centimeters UEP-PRMC

Nominal Ordinal Interval Ratio

8|M a j o r 1 6 – A D V A N C E S T A T I S T I C S
THE USE OF STATISTICAL TESTS IN RESEARCH

In this lesson, students should be able to:

a. differentiate between Null and Alternative Hypotheses;
b. state the Null and Alternative hypotheses given a problem;
c. list down the different Nonparametric statistical test for testing the Null
hypothesis; and
d. compare and contrast the different Nonparametric statistical test.

The Null and Alternative Hypothesis

Making hypotheses in research will be based on your objectives. That

is why, your objectives should be SMART (Specific, Measurable, Attainable,
Relevant, and Time-bounded). It is very important to have SMART objectives
to have accurate statements in your findings of your study.
Hypotheses is described as educated guess. These are statements
assumed to be true. There are two types of hypothesis: null hypothesis (Ho)
is an statement that negates the concept of the original statement; alternative
hypothesis (Ha) is an statement that shows the positive concept.

Examples:
Alternative
Research Objective Null Hypothesis (Ho) Hypothesis
(Ha)
 Determine the  There is no significant  There is a significant
significant relationship relationship between relationship between
between the gender the gender and the gender and
and academic academic academic
performance of third performance of third performance of third
year Mathematics year Mathematics year Mathematics
majors of UEP-PRMC. majors of UEP-PRMC. majors of UEP-
PRMC.
 Identify the significant  There is no significant  There is a significant
difference between the difference between difference between
academic the academic the academic
achievement of male achievement of male achievement of male
and female BSEd-3 and female BSEd-3 and female BSEd-3
students in UEP- students in UEP- students in UEP-
PRMC. PRMC. PRMC.
 ẋ of male = ẋ of female  ẋ of male ≠ ẋ of female

9|M a j o r 1 6 – A D V A N C E S T A T I S T I C S
According to Albert Einstein, “No amount of experimentation can ever
prove me right; a single experiment can prove me wrong”. This implies that
we test the hypothesis not prove it but to falsify. This is the very essence of
Null hypothesis and data analysis.
The Choice of Statistical Nonparametric Tests

Number of INFERENTIAL STATISTICS

Nature of
Groups/Number of
Tests Variables Nonparametric Tests
 Chi-Square Test of Goodness-of-Fit
 Chi-Square Test of Homogeneity
2 independent  Chi-Square Test of Independence (One-
groups Sample, Two Criterion Variables)
 Wilcoxon Rank-Sum Test or Wilcoxon
Two-Sample Test
 Sign Test for Two Correlated Samples
Tests of Correlated
Difference
(Fisher Sign Test)
sample/one-sample
group  Mc Nemar Test for Correlated
Proportions
 Krustal-Wallis Test/Krustal-Wallis H-Test
3 or more  Friedman Fr Test for Randomized Block
independent Design
groups  Sign Test for K Independent Samples
(The Median Test: Multi-Sample Case)
 Spearman Rank Order Coefficient of
One independent
Tests of Correlation, rs
and one dependent
Relationship
variable  Sign Test for Two Independent Samples
(Median Test Two Sample-Sample Case)
One dependent
and one
independent
variable
Tests of
Association
Kendall’s Coefficient of Concordance W
One dependent
and 2 or more
independent
variables

Figure 2. Schema in the use of different statistical tests for research problem.
(Antonio S. Broto)

 Chi-square test of goodness-of-fit is a test of difference between the

observed frequencies and expected frequencies.

 Chi-square test of homogeneity is concerned with two or more samples,

with only one criterion variable. This test is used to determine if two or more
10 | M a j o r 1 6 – A D V A N C E S T A T I S T I C S
populations are homogenous. Its data distribution is similar with respect to
a particular criterion variable.
 Chi-square test of independence (One Sample, Two Criterion
Variables) is different from the test of homogeneity. The sample used in this
test consists of members randomly drawn from the same population. This
test is used to look into whether measures taken on two criterion variables
are either independent or associated with one in a given population using
such variables as level of education and income, performance in class and
IQ etc. The calculation of this test is similar to the test of goodness-of-fit and
the test of homogeneity.

 Wilcoxon rank-sum test or Wilcoxon two-sample test is used to compare

if there is a significant difference between two independent groups. This is
the counterpart of the t-test under the parametric test.

 Krustall-Wallis test or Krustall-Wallis H-test is used to compare 3 or more

independent groups. This is an alternative for the F-test (ANOVA) in
parametric tests.

 Spearman rank order coefficient of correlation is denoted by rs. This test

of correlation does not require the stringent assumption of normality like the
Pearson Product Moment of Correlation which is denoted by small r.

 Sign test for two independent samples (Median test Two-sample Case)
is also known as the median test, another test under nonparametric
statistics. It is used to compare the median of two independent samples.
The data is composed of two independent samples.

 Sign test for two correlated samples (Fisher sign test) is used to
compare two correlated samples and is applicable to data composed of N
paired observations. The difference between each pair of observations is
obtained. This test is based on the idea that half of the difference between
the paired observations will be positive and the other half will be negative.

 Sign test for K independent samples (Median test: Multi sample case)
is under the nonparametric tests. This is a straightforward extension of the
median test for two independent samples.

 MC Nemar’s test for correlated proportions is for the situations when

samples are matched, that is, they are not independent. This is the before
and after design which all are trying to test whether there is a significant
change between the before and after situations.

11 | M a j o r 1 6 – A D V A N C E S T A T I S T I C S
 Friedman Fr test for randomized block design is used to compare the
distributions of measurements for k treatments laid out in blocks using
randomized block design. The procedure for conducting the test is similar to
that used for Krustall-Wallis H-test. When either the number of k of
treatments or the number of b of blocks is larger than five, sampling
distribution of Fr test can be approximated by a chi-square distribution with
(k-1) df.

 Kendalls’ coefficient of concordance W is used to find out if there is an

agreement or concordance among raters or judges of N objects or
individuals. The interpretation of W is high agreement when W=1, no
agreement when W=0.

ASSESSMENT 2

A. Essay. Answer the following questions briefly but substantively.

(10 points each)

1. Differentiate null and alternative hypotheses.

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

2. Choose two nonparametric tests and compare and contrast them

according to their uses in research.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

12 | M a j o r 1 6 – A D V A N C E S T A T I S T I C S
b. Identification. State the null and alternative hypotheses for each objective.

Objectives Null Hypotheses Alternative Hypotheses

1. Determine the significant
relationship between the age
level and mathematical ability
of Mathematics majors of
UEP-PRMC.

S T A T I S T I C S
2. Determine the significant
difference between the
mathematical ability of online
learners and modular learners
of UEP Main campus
students.

A D V A N C E
3. Determine the significant
relationship of being left-
(2 points each)

–
handed to the mathematical

1 6
ability of senior high school

13 | M a j o r
students in UEP main
campus.
TESTS OF DIFFERENCE FOR TWO INDEPENDENT GROUPS

In this lesson, students should be able to:

a. enumerate different tests of difference for two independent groups;
b. decide what test of difference for two independent groups to be used
given a set of data;
c. solve problems using the statistical tests; and
d. make an interpretation of the statistical analysis result.

1. The Chi-Square Test of Goodness-of-Fit

(𝑂 − 𝐸)2
𝑥2 = ∑
𝐸

Where:
𝑥 2 = Chi-Square test
O = observed frequencies
E = expected frequencies

The theory of Mendel regarding crossing of peas is in the ratio of

9:3:3:1, meaning 9 parts are smooth yellow, 3 parts smooth green, 3 parts
wrinkled yellow and 1 part wrinkled green. The researcher conducted an
experiment and the result was out of 560 peas, 310 were smooth yellow, 100
were wrinkled yellow, 110 were smooth green and 40 were wrinkled green. Is
there a significant difference between the observed and the expected? Use
chi-square test at 0.05 level of significance.

Solving by Stepwise Method:

I – Problem: Is there a significant difference between the observed (actual

experiment) and the expected (theory) frequencies?

II – Hypotheses:

Ho = There is no significant difference between the observed and the

expected frequencies.

Ha = There is a significant difference between the observed and

expected frequencies.

14 | M a j o r 1 6 – A D V A N C E S T A T I S T I C S
III – Level of Significance
α = 0.05
df = h – 1
=4–1
=3
𝒙𝟐𝟎.𝟎𝟓 = 7.815 tabular value

IV – Statistics
Chi-Square test for goodness-of-fit
 Computation: Add the ratio 9:3:3:1 = 16
(Actual Result) (Theory)
Attributes Ratio
Observed Expected
Smooth Yellow :9 310 315
Wrinkled Yellow :3 100 105
Smooth Green :3 110 105
Wrinkled Green :1 40 35
Total 16 560 560
 Then divide 560 by 16 = 35
 For expected frequencies multiply
35 x 9 = 315
35 x 3 = 105
35 x 3 = 105
35 x 1 = 35

(𝑂 − 𝐸)2
𝑥2 = ∑
𝐸
(310 − 315)2 (100 − 105)2 (110 − 105)2 (40 − 35)2
𝑥2 = + + +
315 105 105 35
𝑥 2 = 0.079 + 0.238 + 0.238 + 0.714

𝒙𝟐 = 𝟏. 𝟐𝟔𝟗

V – Decision Rule: If the chi-square computed value is greater than the chi-
square tabular value, reject the null hypothesis.
VI - Conclusion: Since the chi-square computed value of 1.269 is lesser than
the chi-square tabular value of 0.7815 at 0.05 level of
significance with 3 degrees of freedom, so the null
hypothesis is accepted. This means that there is no
significant difference between the observed and
expected frequencies. In other words, the theory of
15 | M a j o r 1 6 – A D V A N C E S T A T I S T I C S
Mendel holds true of the chi-square test did not warrant
the rejection of the null hypothesis.

2. The Chi-Square Test of Homogeneity

𝑁 (𝑎𝑑 − 𝑏𝑐)2
𝑥2 =
𝑘𝑙𝑚𝑛

Where:
𝑥 2 = chi-square test
N = grand total
klmn = the product of the rows and columns

To illustrate this, we can evaluate the attitude of a sample of Lakas

and Laban parties on the issue of peace and order in Mindanao. To carry out
such study, a separate random sample of members of each party is drawn
from the nationwide population of Lakas and Laban and each individual in
both samples responds to the scale. Scores are then classified into
“Favorable” or “Unfavorable” categories. The following frequencies are
obtained:
Favorable Unfavorable Total
65 35 100
Lakas
a b k
50 50 100
Laban
c d l
115 85 200
Total
m n N

Solving by the Stepwise Method:

I – Problem: Is there a significant difference between the attitudes of the two

political parties on the issue of peace and order in Mindanao?
II – Hypotheses:
Ho = There is no significant difference between the attitudes of
the two political parties on the issue of peace and order in
Mindanao.

Ha = There is a significant difference between the attitudes of

the two political parties on the issue of peace and order in
Mindanao.

16 | M a j o r 1 6 – A D V A N C E S T A T I S T I C S
III – Level of Significance:
α = 0.05
df = (c – 1)(r – 1)
= (2 – 1)(2 – 1)
= (1)(1)
=1
𝟐
𝒙𝟎.𝟎𝟓 = 3.841 tabular value

IV – Statistics

Chi-Square Test of Homogeneity

Favorable Unfavorable Total
65 35 100
Lakas
a b K
50 50 100
Laban
c d L
115 85 200
Total
m n N

𝑁 (𝑎𝑑 − 𝑏𝑐)2
𝑥2 =
𝑘𝑙𝑚𝑛

200 [(65)(50) − (35)(50)]2

𝑥2 =
(100)(100)(115)(85)

200 (3250 − 1750)2

𝑥2 =
97750000

200 (1500)2
𝑥2 =
97750000

450000000
𝑥2 =
97750000

𝒙𝟐 = 𝟒. 𝟔𝟎𝟒

V – Decision Rule: If the chi-square computed value is greater than the chi-
square tabular value, reject the null hypothesis.

VI – Conclusion: Since the chi-square value of 4.604 is greater than the chi-
square tabular value of 3.481 at 0.05 level of significance
with 1 degree of freedom, the research hypothesis is
17 | M a j o r 1 6 – A D V A N C E S T A T I S T I C S
accepted. This means that there is a significant difference
between the attitudes of the two political parties on the
issue of peace and order in Mindanao. It implies that the
Lakas group has favorable attitude while those of the
Laban group has unfavorable on the said issue.

3. The Chi-Square Test of Independence (One Sample, Two Criterion

Variables)

(𝑂 − 𝐸)2
𝑥2 = ∑
𝐸

Where:
𝑥 2 = Chi-Square test
O = observed frequencies
E = expected frequencies

Ninety individuals, male and female, were given a test in psychomotor

skills and their scores were classified into high and low. Using chi-square test
of independence at 0.05 level of significance, the table is shown as follows:

Score
High Low Total
Sex
O E O E
Male 18 28 46
Female 32 12 44
Total 50 40 90

Solving using Stepwise Method:

I – Problem: Is there a significant relationship between sex and scores in

psychomotor skill?
II – Hypotheses:
Ha = There is no significant relationship between the sex and
scores in psychomotor skill.

Ha = There is a significant relationship between the sex and

scores in psychomotor skill.

III – Level of Significance:

18 | M a j o r 1 6 – A D V A N C E S T A T I S T I C S
α = 0.05
df = (c – 1)(r – 1)
= (2 – 1)(2 – 1)
= (1)(1)
=1
𝟐
𝒙𝟎.𝟎𝟓 = 3.841 tabular value

IV – Statistics

Chi-Square Test of Independence

Score
High Low Total
Sex
O E O E
Male 18 (25.56) 28 (20.44) 46
Female 32 (24.44) 12 (19.56) 44
Total 50 40 90

For expected values: Multiply the column total to the row total and divide the
product by the grand total.
(𝑂 − 𝐸) 2
𝑥2 = ∑
𝐸
(18 − 25.56)2 (32 − 24.44)2 (28 − 20.44)2 (12 − 19.56)2
𝑥2 = + + +
25.56 24.44 20.44 19.56
𝑥 2 = 2.236 + 2.338 + 2.796 + 2.922

𝒙𝟐 = 𝟏𝟎. 𝟐𝟗𝟐
V – Decision Rule: If the chi-square computed value is greater than the chi-
square tabular value, reject the null hypothesis.

VI – Conclusion: The chi-square value of 10.292 is greater than the chi-

square tabular value of 3.841 at 0.05 level of significance
with one degree of freedom. This leads to the confirmation
of the research hypothesis which means that there is a
significant relationship between the sex and scores in
psychomotor skill. It implies that the female’s high scores
are more in psychomotor skills than their male counterpart.

19 | M a j o r 1 6 – A D V A N C E S T A T I S T I C S
4. The Wilcoxon Rank-Sum Test of Wilcoxon Two-Sample Test

𝑛1 (𝑛1 + 1)
𝑈1 = 𝑊1 −
2

𝑛2 (𝑛2 + 1)
𝑈2 = 𝑊2 −
2

Where:
𝑈1 = Wilcoxon Rank-Sum Test
𝑊1 = sum of ranks of group 1
𝑛1 = sample size of group 1
𝑈2 = sum of ranks of group 2
𝑊2 = sum of ranks o group 2
𝑛2 = sample size of group 2

Of the eighteen selected patients who reached an advanced stage of

leukemia, ten were treated with a new serum and eight were not. The survival
time, in years, was reckoned from the time the experiment was conducted.
Using the Wilcoxon rank-sum test at 0.05 alpha level to test whether the serum
is effective, consider the following data.
With Treatment 2.9 3.1 5.3 4.2 4.5 3.9 2.0 3.7 4.1 4.0
No Treatment 1.9 0.5 0.9 2.2 3.1 2.0 1.7 2.5

Solving using Stepwise Method:

I – Problem: Is the new serum effective in treating leukemia?

II – Hypotheses:
Ho = The new serum is not effective.
Ha = The new serum is effective.

III – Level of Significance

α = 0.05
df = 𝑛1 = 10; 𝑛2 = 8
𝑼𝟎.𝟎𝟓 = 𝟏𝟕

20 | M a j o r 1 6 – A D V A N C E S T A T I S T I C S
IV – Statistics
U-test, Wilcoxon rank-sum test.
Arrange the data of both groups from the lowest to the highest value
and rank them. Then sum up their ranks.
With Treatment Rank No Treatment Rank
2.9 9 1.9 4
3.1 10.5 0.5 1
5.3 18 0.9 2
4.2 16 2.2 7
4.5 17 3.1 10.5
3.9 13 2.0 5.5
2.0 5.5 1.7 3
3.7 12 2.5 8
4.1 15
4.0 14
Total 𝑊1 = 130 Total 𝑊2 = 41

𝑛1 (𝑛1+1) 𝑛2 (𝑛2 +1)

𝑈1 = 𝑊1 − 𝑈2 = 𝑊2 −
2 2

10(10+1) 8(8+1)
𝑈1 = 130 − 𝑈2 = 41 −
2 2

110 72
𝑈1 = 130 − 𝑈1 = 41 −
2 2

𝑈1 = 130 − 55 𝑈1 = 41 − 36

𝑼𝟏 = 𝟕𝟓 𝑼𝟏 = 𝟓

V – Decision Rule: Select the smaller value from the two groups. If the U
computed value is lesser than or equal to the tabular
value, reject the null hypothesis.

VI – Conclusion: Since the computed value of the second group is 5 which

is lesser than the U tabular value of 17 at 0.05 level of
significance with 10 degrees of freedom from group 1 and
8 degrees of freedom from group 2, the null hypothesis is
rejected. It means that the serum is effective. It also implies
that patients treated with the new serum live longer when
compared to the patients who are not treated with the new
serum.

21 | M a j o r 1 6 – A D V A N C E S T A T I S T I C S
ASSESSMENT 3

Problem Solving. Choose an appropriate statistical tool to answer the given

problem. Use the Stepwise Method to formulate your conclusion. Use yellow
paper for your answer and attach it in this page.

1. In 100 tosses of a coin, 57 heads and 43 tails are observed. Is this a

balanced coin? Use chi-square test at 0.05 level of significance.

2. A random sample of 300 voters classified according to their political

affiliation were asked if they were in favor of the ongoing peace negotiation in
Mindanao.
Political Affiliation Favor Not in Favor Total
Lakas 40 60 100
Laban 50 50 100
LP 70 30 100
Total 160 140 300

22 | M a j o r 1 6 – A D V A N C E S T A T I S T I C S
TESTS OF DIFFERENCE FOR CORRELATED SAMPLES

In this lesson, students should be able to:

a. enumerate different tests of difference for correlated samples;
b. decide what test of difference for correlated samples to be used given a
set of data;
c. solve problems using the statistical tests; and
d. make an interpretation of the statistical analysis result.

1. Sign Test for Two Correlated Samples (Fisher Sign Test)

|𝐷 | − 1
𝑍=
√𝑁

Where:
Z = the Fisher Sign test
D = the difference between the number of + and – signs

The pretest and the posttest results of before and after the
implementation of the program.
Pretest Posttest
x y
15 19
19 30
31 26
36 8
10 10
11 6
19 17
15 13
10 22
16 8

Solving using Stepwise Method:

I – Problem: Is there a significant difference between the pretest and posttest

result of the 10 students?

23 | M a j o r 1 6 – A D V A N C E S T A T I S T I C S
II – Hypotheses:
Ho = There is no significant difference between the pretest and
posttest results of the 10 students.
Ha = There is a significant difference between the pretest and
posttest result of 10 students.
III – Level of Significance
α = 0.05
𝒁𝟎.𝟎𝟓 = ±𝟏. 𝟗𝟔

IV - Statistics
Z-test (Fisher Sign Test)
Pretest Posttest Sign of x-y
x y D
15 19 -
19 30 -
31 26 +
36 8 +
10 10 0
11 6 +
19 17 +
15 13 +
10 22 -
16 8 +

In this example, there are all 6 + signs, 3 – signs, and 1 zero. Zero is
disregarded. It may be shown that -.

|𝐷 | − 1
𝑍=
√𝑁

|6 − 3| − 1
𝑍=
√9

2
𝑍=
3

Z = 0.67

V – Decision Rule: If Z computed value is greater than Z tabular value, reject

the null hypothesis.

24 | M a j o r 1 6 – A D V A N C E S T A T I S T I C S
VI – Conclusion: Since the Z computed value of 0.67 is less than the Z tabular
value of 1.96 at 0.05 level of significance, the null hypothesis
is accepted which means that there is no significant
difference between the pretest and the posttest results of
ten students.

2. The Mc Nemar’s Test for Correlated Proportions

(𝑏 − 𝑐)2
𝑥2 =
𝑏+𝑐
Where:
𝑥 2 = chi-square test
b = first cell of the 2nd column in a 2x2 table
c = first cell of the 2nd row in a 2x2 table

Data on seat belt use before and after involvement in auto accidents
for a sample of 100 accident victims.
Wore seat belt regularly after the
Wore seat belt accident Total
regularly before Yes no
the accidents yes a = 60 b=6 66
no c = 19 d = 15 34
Total 79 21 100
Solving using Stepwise Method:

I – Problem: Is there a significant difference in the use of seat belt before and
after involvement in automobile accident?

II – Hypotheses:
Ho = There is no significant difference in the use of seat belt
before and after involvement in an automobile accident.
Ha = There is a significant difference in the use of seat belt
before and after involvement in an automobile accident.

III – Level of Significance

α = 0.05
df = (c – 1)(r – 1)
= (2 – 1)(2 – 1)
= (1)(1)
=1
𝒙𝟐𝟎.𝟎𝟓 = 3.841 tabular value
25 | M a j o r 1 6 – A D V A N C E S T A T I S T I C S
IV – Statistics
Mc Nemar’s Test for Correlated Proportion

(𝑏 − 𝑐)2
𝑥2 =
𝑏+𝑐

(6 − 19)2
𝑥2 =
6 + 19

(−13)2
𝑥2 =
25

169
𝑥2 =
25

𝒙𝟐 = 𝟔. 𝟕𝟔

V – Decision Rule: If the chi-square computed value is greater than the chi-
square tabular value, reject the null hypothesis.

VI – Conclusion: Since the computed chi-square is 6.76 which is larger than

the tabular value of 3.841 at 0.05 level of significance with 1
degree of freedom, the null hypothesis is rejected in favor of
the research hypothesis that there is a significant difference
in the use of seat belt before and after involvement in an
automobile accident. It implies that there is increase in seat
belt use after involvement in an automobile accident.

ASSESSMENT 4

Problem Solving. Choose an appropriate statistical tool to answer the given

problem. Use the Stepwise Method to formulate your conclusion. Use yellow
paper for your answer and attach it in this page.

Data on charter change before and after a televised debate for a

sample of 50 registered voters. Use 0.05 level of significance.
Yes No Total
Before the
Yes 19 11 30
Debate
No 8 12 20
Total 27 23 50

26 | M a j o r 1 6 – A D V A N C E S T A T I S T I C S
MIDTERM EXAMINATION

A. Multiple Choice. Encircle the letter of the best answer.

1. It is a scientific investigation of phenomena which includes collection,

presentation, analysis and interpretation of facts that links an individual’s
speculation with reality.
a. search c. statistics
b. research d. data

2. The following are the description of research, EXCEPT:

a. empirical c. Easy
b. controlled d. Critical Investigation

3. This also referred as “fundamental research”.

a. Applied Research c. Developmental Research
b. Basic Research d. None of the above

4. It involve the application of the research to improve existing practices.

a. Applied Research c. Developmental Research
b. Basic Research d. None of the above

5. This type of research involves seeking new applications of scientific

knowledge to the solution of the problem.
a. Applied Research c. Developmental Research
b. Basic Research d. None of the above

6. The data is said to be normal if the value of skewness is equal to zero.

a. True c. Maybe
b. False d. Not sure

7. The data is said to be normal if the value of kurtosis is equal to 0.265.

a. True c. Maybe
b. False d. Not sure

8. Nonparametric tests can be used only for nominal and ratio data.
a. True c. Maybe
b. False d. Not sure

9. Nonparametric tests can be used only for interval and ordinal data.
a. True c. Maybe
b. False d. Not sure
27 | M a j o r 1 6 – A D V A N C E S T A T I S T I C S
10. Nonparametric tests can be used only for nominal and ordinal data.
a. True c. Maybe
b. False d. Not sure

B. Identification.

1. Group the given data below.

45 psi 92 degrees Celsius 85 IQ 1 km gender

Nominal Interval Ratio Ordinal

2. Make a null and alternative hypothesis of the given problem.

There is a significant relationship between the use of technology in

learning Mathematics.

Ho:
_____________________________________________________________
_____________________________________________________________

Ha:
_____________________________________________________________
_____________________________________________________________

C. Problem Solving. Use an appropriate tool to solve the given problems.

Follow the Stepwise method. Use yellow paper to answer this part. Write your
answer in a readable manner.

1. Data on charter change before and after a televised debate for a sample
of 50 registered voters. Use 0.10 level of significance.
Yes No Total
Before the
Yes 19 11 30
Debate
No 8 12 20
Total 27 23 50

28 | M a j o r 1 6 – A D V A N C E S T A T I S T I C S
2. The pretest and the posttest results of before and after the implementation
of the program. Use 0.05 level of significance.
Pretest Posttest
x y
15 19
19 30
31 26
36 8
10 10

3. In 150 tosses of a coin, 84 heads and 66 tails are observed. Is this a

balanced coin? Use chi-square test at 0.05 level of significance.

29 | M a j o r 1 6 – A D V A N C E S T A T I S T I C S
TESTS OF DIFFERENCE FOR THREE OR MORE GROUPS

In this lesson, students should be able to:

a. enumerate different tests of difference for three or more groups;
b. decide what test of difference for three or more groups to be used given
a set of data;
c. solve problems using the statistical tests; and
d. make an interpretation of the statistical analysis result.

1. The Krustall-Wallis Test (Krustall-Wallis H-Test)

12 𝑅𝑖 2
𝐻= ∑ − 3(𝑛 + 1)
𝑛(𝑛 + 1) 𝑛𝑖

Where:
H = Krustal-Wallis Test
n = the number of observation
12 = constant
3 = constant

Consider the examination scores of samples of high school

students who are taught in English using three different methods: Method 1
(classroom instruction and language laboratory). Method 2 (only classroom
instruction). Method 3 (only self study in language laboratory). Use the H-test
at 0.05 level of significance to test the null hypothesis that their means are not
equal. Consider the following data:

Method 1 𝑅1 Method 2 𝑅2 Method 3 𝑅2

94 17 85 8.5 89 12
88 10.5 88 10.5 78 3
90 14 90 14 75 2
95 18 80 6 65 1
92 16 79 4 80 6
90 14 85 8.5
80 6
𝑛1 = 6 Ʃ𝑅1 = 89.5 𝑛2 = 7 Ʃ𝑅2 = 57.7 𝑛3 = 5 Ʃ𝑅3 = 24

30 | M a j o r 1 6 – A D V A N C E S T A T I S T I C S
Arrange the scores jointly from the lowest to the highest, then rank
them.
Number Observation Rank
1 65 1
2 75 2
3 78 3
4 79 4
5 80 6
6 80 6
7 80 6
8 85 8.5
9 85 8.5
10 88 10.5
11 88 10.5
12 89 12
13 90 14
14 90 14
15 90 14
16 92 16
17 94 17
18 95 18

Solving using Stepwise Method:

I – Problem: Are there significant differences in the average scores using the
three different methods of teaching English?

II – Hypotheses:

Ho = There is no significant differences in the average scores

using the three different methods of teaching English.

Ha = There is a significant differences in the average scores

using the three different methods of teaching English.

III – Level of Significance

α = 0.05
df = h - 1
=3-1
=2
𝟐
𝒙𝟎.𝟎𝟓 = 5.991 tabular value

31 | M a j o r 1 6 – A D V A N C E S T A T I S T I C S
IV – Statistics
H-test

12 𝑅𝑖 2
𝐻= ∑ − 3(𝑛 + 1)
𝑛(𝑛 + 1) 𝑛𝑖

12 (89.5)2 (57.5)2 (24)2

𝐻= ( + + ) − 3(18 + 1)
18(18 + 1) 6 7 5

12
𝐻= (1335.04 + 472.32 + 115.2) − 57
342

12
𝐻= (1922.56) − 57
342

𝐻 = 67.458 − 57

𝑯 = 𝟏𝟎. 𝟒𝟓𝟖

V – Decision Rule: If the H-computed value is greater than the chi-square

tabular value, reject the null hypothesis.

VI – Conclusion: Since the H-computed value of 10.458 is greater than the

chi-square tabular value of 5.991 at 0.05 level of
significance with 2 degrees of freedom, the research
hypothesis is accepted. This means that there is a
significant difference in the average scores using the three
different methods of teaching English. It can be also
concluded that the three methods are not equally effective.

32 | M a j o r 1 6 – A D V A N C E S T A T I S T I C S
2. The Friedman 𝑭𝒓 Test for Randomized Block Design

12
𝐹𝑟 = ∑ 𝑇𝑖2 − 3𝑏(𝑘 + 1)
𝑏𝑘(𝑘 + 1)

Where:
𝐹𝑟 = Friedman Test
b = number of blocks
k = number of treatments
𝑇𝑖 = rank sum for treatment i
i = 1,2,…k

In the study of probability of antibiotics in children, 5 sample healthy

children were used as subjects to assess their reaction to the taste of four
antibiotics. The children’s response was measured on a 10-centimeter visual
analog scale incorporating the use of faces, from sad (low score) to happy
(high score). The minimum score was 0 and the maximum was 10. The
following data were recorded:
Antibiotics
Child 1 2 3 4
1 5.8 2.5 6.7 6.2
2 9.0 9.0 6.6 9.5
3 5.0 2.6 3.5 6.6
4 7.9 9.4 5.3 8.4
5 3.9 7.5 2.5 2.5

Solving using Stepwise Method:

I – Problem: Is there a significant difference in the reaction of 5 children on

the 4 different antibiotics?

II – Hypotheses:

Ho = There is no significant difference in the reaction of 5

children on the 4 different antibiotics.

Ha = There is a significant difference in the reaction of 5 children

on the 4 different antibiotics.

33 | M a j o r 1 6 – A D V A N C E S T A T I S T I C S
III – Level of Significance
α = 0.05
df = k - 1
=4-1
=3
𝟐
𝒙𝟎.𝟎𝟓 = 7.815 tabular value

IV – Statistics
Friedman Fr Test for Randomized Block Design
Antibiotics
Child 1 Rank 2 Rank 3 Rank 4 Rank
1 5.8 2 2.5 1 6.7 4 6.2 3
2 9.0 2.5 9.0 2.5 6.6 1 9.5 4
3 5.0 3 2.6 1 3.5 2 6.6 4
4 7.9 2 9.4 4 5.3 1 8.4 3
5 3.9 3 7.5 4 2.5 1.5 2.5 1.5
Rank
𝑇1 = 12.5 𝑇2 = 12.5 𝑇3 = 9.5 𝑇4 = 15.5
Sum

12
𝐹𝑟 = ∑ 𝑇𝑖2 − 3𝑏(𝑘 + 1)
𝑏𝑘(𝑘 + 1)

12
𝐹𝑟 = [(12.5)2 + (12.5)2 + (9.5)2 + (15.5)2 ] − 3(5)(5)
(5)(4)(4 + 1)

12
𝐹𝑟 = [156.25 + 156.25 + 90.25 + 240.25] − 75
100

𝐹𝑟 = (12)(643) − 75

𝑭𝒓 = 𝟐. 𝟏𝟔

V – Decision Rule: If the value of 𝐹𝑟 is greater than the tabular value, reject
the null hypothesis.

VI – Conclusion: Since the 𝐹𝑟 value is 2.16 is lesser than the tabular value of
7.815 at 0.05 level of significance with 3 degree of freedom,
the null hypothesis of no significant difference in the
reaction of 5 children on the 4 different antibiotics was
accepted.
34 | M a j o r 1 6 – A D V A N C E S T A T I S T I C S
3. The Sign Test for K Independent Samples (The Median Test: Multi-
Sample Case)
(𝑂 − 𝐸)2
𝑥2 = ∑
𝐸
Where:
𝑥 2 = chi-square test
b = observed frequencies
c = expected frequencies

A sampling of the acidity of rain for ten randomly selected rainfalls was
recorded at here different locations in the province of Northern Samar:
Mondragon, Catubig, and Las Navas. The pH readings for these 30 rainfalls
are shown in the table below.

(Note pH readings range from 0-14; 0 is acid, 14 is alkaline. Pure water falling
through clean air has a pH reading of 5.7).
Mondragon Catubig Las Navas
4.4 4.6 4.7

4.0 4.5 4.8

4.1 4.3 5.0

3.5 3.8 4.9

2.4 4.2 3.9

3.8 4.5 4.5

4.2 4.7 4.6

3.9 4.3 4.3

4.1 4.5 4.0

4.2 4.8 4.7

Use the median test at 0.05 level of significance to test the null
hypothesis that there is no significant difference among the pH readings of the
three different municipalities of Northern Samar.

35 | M a j o r 1 6 – A D V A N C E S T A T I S T I C S
Solve using Stepwise Method:
I – Problem: Is there a significant difference in pH readings among the three
different municipalities of Northern Samar?

II – Hypotheses:

Ho = There is no significant difference in pH readings among

the three different municipalities in Northern Samar.

Ha = There is a significant difference in pH readings among the

three different municipalities in Northern Samar.

III – Level of Significance

α = 0.05
df = (c – 1)(r – 1)
= (2 – 1)(3 – 1)
= (1)(2)
= (2)
𝟐
𝒙𝟎.𝟎𝟓 = 5.991 tabular value

IV – Statistics
Median Test for K Independent Samples
Get the median of the pH readings jointly for the three municipalities.
Arrange the data from the highest to the lowest value. The median is 4.3.
Assign a + sign to values above the median and a – sign to values at or below.
Mondragon Catubig Las Navas
5.0 4.5 4.1
4.9 4.5 4.1
4.8 4.5 4.0
4.8 4.4 4.0
4.7 4.3 3.9
4.7 4.3 3.9
4.7 4.3 3.8
4.6 4.2 3.8
4.6 4.2 3.5
4.5 4.2 2.4

36 | M a j o r 1 6 – A D V A N C E S T A T I S T I C S
Going back to the data of the three municipalities:
Mondragon Catubig Las Navas
+ + +
- + +
- - +
- - +
- - -
- + +
- + +
- - -
- + -
- + +

The data may be arranged in 2x3 table as follows:

Above 4.3 At or Below 4.3
Municipalities + - Total
O E O E
Mondragon 1 4.7 9 5.3 10
Catubig 6 4.7 4 5.3 10
Las Navas 7 4.7 3 5.3 10
TOTAL 14 16 30

(𝑂 − 𝐸)2
𝑥2 = ∑
𝐸

(1 − 4.7)2 (6 − 4.7)2 (7 − 4.7)2 (9 − 5.3)2 (4 − 5.3)2 (3 − 5.3)2

𝑥2 = + + + + +
4.7 4.7 4.7 5.3 5.3 5.3

𝑥 2 = 2.912 + 0.359 + 1.125 + 2.583 + 0.319 + 0.998

𝒙𝟐 = 𝟖. 𝟐𝟗𝟔

V – Decision Rule: If the chi-square computed value is greater than the

tabular value, reject the null hypothesis.

VI – Conclusion: The chi-square computed value of 8.296 is greater than the

tabular value of 5.991 at 0.05 level of significance with 2
degrees of freedom; hence, the research hypothesis is
accepted which means that there is a significant
difference in pH readings among the three municipalities
in Northern Samar. It implies that Las Navas is less acidic
than Mondragon and Catubig.
37 | M a j o r 1 6 – A D V A N C E S T A T I S T I C S
ASSESSMENT 4

Problem Solving. Choose an appropriate statistical tool to answer the given

problem. Use the Stepwise Method to formulate your conclusion. Use yellow
paper for your answer and attach it in this page.

1. From the group of six subjects each are given 3 different methods of
teaching Mathematics, the following scores were obtained. Use 0.05 level of
confidence.
Method 1 Method 2 Method 3
37 38 40
38 40 70
40 45 68
30 50 70
35 49 38

2. Six subjects were exposed to 4 treatments and the following data were
recorded. Use 0.05 level of confidence.

Treatments
Subjects 𝑇1 𝑇2 𝑇3 𝑇4
1 9 5 6 2
2 10 10 3 5
3 8 7 9 10
4 5 6 3 4
5 10 9 8 7
6 5 6 8 9

38 | M a j o r 1 6 – A D V A N C E S T A T I S T I C S
TESTS OF RELATIONSHIP FOR ONE INDEPENDENT AND
DEPENDENT VARIABLES

In this lesson, students should be able to:

a. enumerate different tests of relationship for one independent and
dependent variables;
b. decide what test of difference for one independent and dependent
variables to be used given a set of data;
c. solve problems using the statistical tests; and
d. make an interpretation of the statistical analysis result.

1. Spearman Rank Order Coefficient of Correlation 𝒓𝒔

6Ʃ𝐷 2
𝑟𝑠 = 1 −
𝑛(𝑛2 − 1)

Where:
𝑟𝑠 = Spearman Rank Order Coefficient Correlation
2
Ʃ𝐷 = sum of the squares of the difference between rank x and rank y
n = sample size
6 = constant

The following are the number of hours which 12 students studied for
a midterm examination and the grades they obtained in Statistics. Calculate
𝑟𝑠 at 0.05 level of significance.
Number of Hours Studied Midterm Grades
x y
5 50
6 60
11 79
20 90
19 85
20 92
10 80
12 82
8 65
15 85
18 94
10 70

39 | M a j o r 1 6 – A D V A N C E S T A T I S T I C S
Solving using Stepwise Method:

I - Problem: Is there a significant relationship between the number of hours

spent in studying in Statistics and the corresponding grades in
the midterm examination?

II – Hypotheses:

Ho = There is no significant relationship between the number of

hours spent in studying Statistics and the corresponding grades
in the midterm examination.

Ha = There is a significant relationship between the number of

hours spent in studying Statistics and the corresponding grades
in the midterm examination.

III – Level of Significance

α = 0.05
df = n – 1
= 12 – 1
= 11
𝑟𝑠 = 0.532

IV – Statistics

Spearman Rank Order Coefficient Correlation

x y 𝑅𝑥 𝑅𝑦 D 𝐷2
5 50 12 12 0 0
6 60 11 11 0 0
11 79 7 8 -1 1
20 90 1.5 3 -1.5 2.25
19 85 3 4.5 -1.5 2.25
20 92 1.5 2 -0.5 0.25
10 80 8.5 7 1.5 2.25
12 82 6 6 0 0
8 65 10 10 0 0
15 85 5 4.5 0.5 0.25
18 94 4 1 3 9
10 70 8.5 9 -0.5 0.25
Ʃ𝐷 2 17.5

40 | M a j o r 1 6 – A D V A N C E S T A T I S T I C S
6Ʃ𝐷 2
𝑟𝑠 = 1 −
𝑛(𝑛2 − 1)

6(17.5)
𝑟𝑠 = 1 −
12(122 − 1)

105
𝑟𝑠 = 1 −
1716

𝑟𝑠 = 1 − 0.06

𝒓𝒔 = 𝟎. 𝟗𝟒

V – Decision Rule: If the 𝑟𝑠 computed value is greater than the 𝑟𝑠 tabular

value, reject the null hypothesis.

VI – Conclusion: Since the 𝑟𝑠 computed value of 0.94 is greater than the 𝑟𝑠

tabular value of 0.532 at 0.05 level of significance with 11
degrees of freedom, the research hypothesis is accepted.
A significant relationship between the number of hours
spent in studying Statistics and the grade in the midterm
examination in Statistics is established. It implies that the
more number of hours devoted to studying, the higher is
the result in the examination.

2. Sign Test for Two Independent Samples (Median Test Two Sample
Case)
𝑁 (𝑎𝑑 − 𝑏𝑐)2
𝑥2 =
𝑘𝑙𝑚𝑛

Where:
𝑥 2 = Chi-square test
a and c = observed (+) frequencies
b and d = observed (-) frequencies
k and l = the row total
m and n = the column total
N = the grand total

41 | M a j o r 1 6 – A D V A N C E S T A T I S T I C S
Consider the test scores of 12 female and 9 male students on a
spelling test.
Female 12 26 25 10 10 10 22 20 19 17 17 15
Male 6 22 19 7 8 12 16 8 19

Solving using Stepwise Method:

I – Problem: Is there a significant difference in the performance of the two

groups?

II – Hypotheses:

Ho = There is no significant difference in the performance of the

two groups.

Ha = There is a significant difference in the performance of the

two groups.

III – Level of Significance

α = 0.05
df = (c – 1)(v – 1)
𝟐
𝒙𝟎.𝟎𝟓 = 3.841 tabular value

IV – Statistics

Median test for two independent samples.

The median of the female and male observations is 16. Assigning a +
to values above the median and a – to values at or below it, we have the
following result.
Female - + + - - - + + + + + -
Male - + + - - - - - +

These data may be tabulated in the form of a 2x2 table as follows:

+ - Total
Female a 7 b 5 k 12
Male c 3 d 6 l 9
Total m 10 n 11 N 21

42 | M a j o r 1 6 – A D V A N C E S T A T I S T I C S
𝑁 (𝑎𝑑 − 𝑏𝑐)2
𝑥2 =
𝑘𝑙𝑚𝑛

21 (42 − 15)2
𝑥2 =
(12)(9)(10)(11)

21 (27)2
𝑥2 =
11880

21(729)
𝑥2 =
11880

15309
𝑥2 =
11880

𝒙𝟐 = 𝟏. 𝟐𝟖𝟖

V – Decision Rule: If 𝑥 2 computed value is greater than 𝑥 2 tabular value,

reject the null hypothesis.

VI – Conclusion: Since the 𝑥 2 computed value of 1.288 is lesser than the 𝑥 2

tabular value of 3.841 at 0.05 level of significance with 1
degree of freedom, the null hypothesis of no significant
difference in the performance of the two groups is
accepted.

ASSESSMENT 5

Problem Solving. Choose an appropriate statistical tool to answer the given

problem. Use the Stepwise Method to formulate your conclusion. Use yellow
paper for your answer and attach it in this page.

1. Score of 10 female and 10 male students in a clinical laboratory

examination. The following results:
Male 21 82 50 65 75 80 45 18 36 70
Female 45 95 60 75 55 40 85 95 48 95

Test the significance of the difference between the two medians

using a sign test at 0.05 level of confidence.
43 | M a j o r 1 6 – A D V A N C E S T A T I S T I C S
TESTS OF ASSOCIATION: THE KENDALL’S COEFFICIENT OF
CONCORDANCE W

In this lesson, students should be able to:

a. identify the formula for the test of association;
c. solve problems using Kendall’s coefficient of concordance; and
d. make an interpretation of the statistical analysis result.

12 Ʃ 𝐷 2
𝑊=
𝑚2 (𝑁)(𝑁 2 − 1)

Where:
W = The coefficient of concordance
D = The difference between the individual sum of ranks of the raters
or judges and the average of the sum of ranks of the object or individuals
Ʃ 𝐷 2 = the sum of squares of the difference
m = judges or raters
N = objects or individuals being rated or ranked

The data on the ranking of 10 projects by 4 judges.

Individual Judge’s Ranks
Project A B C D
1 1 2 3 4
2 3 1 2 2
3 4 4 1 3
4 5 5 5 1
5 2 6 7 6
6 8 3 4 7
7 6 8 6 5
8 7 7 8 9
9 10 10 9 8
10 9 9 10 10

Stepwise Method:

I – Problem: Is there an agreement or concordance of the 4 judges regarding

the 10 projects?

44 | M a j o r 1 6 – A D V A N C E S T A T I S T I C S
II – Hypotheses:
Ho = There is agreement or concordance of the 4 judges
regarding the 10 projects.
Ha = There is an agreement or concordance of the 4 judges
regarding the 10 projects.

III – Level of Significance

α = 0.05
df = m = 4; N = 10
𝑾𝟎.𝟎𝟓 = 0.44

IV – Statistics

W Coefficient of Concordance
Judge’s Ranks (R – sum
Individual Sum of
of Ranks) 𝐷2
Project A B C D Ranks
D
1 1 2 3 4 10 12 144
2 3 1 2 2 8 14 196
3 4 4 1 3 12 10 100
4 5 5 5 1 16 6 36
5 2 6 7 6 21 1 1
6 8 3 4 7 22 0 0
7 6 8 6 5 25 3 9
8 7 7 8 9 31 9 81
9 10 10 9 8 37 15 225
10 9 9 10 10 38 16 256
ƩR 220 Ʃ 𝐷2 1048

Add the ranks of the four judges of the ten individual projects; place
them under column Sum of Ranks. Get the summation of the Sum of Ranks
with the notation ƩR = 220. Get the average of the Sum of Ranks by dividing it
by 10, the number of projects. The average is 22 and subtract it from the
individual Sum of Ranks of the ten projects and place them under column D.
Square the difference and place them under 𝐷 2 . Get the
Ʃ 𝐷 2 = 1048.
45 | M a j o r 1 6 – A D V A N C E S T A T I S T I C S
12 Ʃ 𝐷 2
𝑊=
𝑚2 (𝑁)(𝑁 2 − 1)

12 (1048)
𝑊=
42 (10)(102 − 1)

12576
𝑊=
(16)(10)(99)

12576
𝑊=
158404

𝑾 = 𝟎. 𝟕𝟗

V – Decision Rule: If the computed value of W is greater than the tabular

value, reject the null hypothesis.

VI – Conclusion: The computed W value of 0.79 is greater than the tabular

value of 0.44 at 0.05 level of significance with m = 4 and
N = 10 degrees of freedom, the null hypothesis is rejected
in favor of the research hypothesis. This means that there
is an agreement or concordance of the 4 judges
regarding the 10 projects. It implies that the project
number 2 is rank 1 while project number 10 is the last
rank.

ASSESSMENT 5

Problem Solving. Use the Stepwise Method to formulate your conclusion.

Use yellow paper for your answer and attach it in this page.

1. Two judges of a town fiesta parade in Catarman ranked 5 floats in the

order below. Use 0.01 level of significance.
Judge X Judge Y
5 7
8 5
9 10
10 9
4 4

46 | M a j o r 1 6 – A D V A N C E S T A T I S T I C S
FINAL EXAMINATION (MINI-RESEARCH)

Objectives:
1. Apply the knowledge learned in Advance Statistics.
2. Choose appropriate nonparametric tool to solve specific problem.
3. Develop critical thinking ability.
4. Make conclusions, implications, and recommendations to real life problem.
3. Appreciate the significance of nonparametric test in real life by solving real
life problems.

Mechanics in making a mini-research paper.

Choose only 1 problem wherein Nonparametric test can be applied.

1. Your class should only have 4 groups. 2 groups must consist of 5 members
while the 2 groups will have 6 members.
2. Follow this format:
a. bond paper: letter
b. margins: left (1.5 inches), right, top, and bottom (1 inches each)
c. Titles should be inverted pyramid
3. In your first page or cover page, indicate only the title of your mini-research,
your name, and the year submitted. No further designs or layouts, be
technical in your cover page.
4. Your contents must start with a 3 to 5 paragraphs of introductions of your
mini-research. This part should include background of your study, its
significance, and some researches that are related to your study.
5. Use only the Stepwise method.
6. Make your own question/s depending on the problem that you’re are going
to study with. You can refer on the examples from this module.
7. Make conclusions and recommendations from the result of your statistical
analysis. Itemized your recommendations.
8. Present your gathered data in tabular form.
9. Submit your output in a white folder.
10. If you have questions or clarifications, kindly contact your lecturer in your
convenient means of communication.
Good luck!

47 | M a j o r 1 6 – A D V A N C E S T A T I S T I C S
Appendices:

48 | M a j o r 1 6 – A D V A N C E S T A T I S T I C S
49 | M a j o r 1 6 – A D V A N C E S T A T I S T I C S
50 | M a j o r 1 6 – A D V A N C E S T A T I S T I C S
51 | M a j o r 1 6 – A D V A N C E S T A T I S T I C S
52 | M a j o r 1 6 – A D V A N C E S T A T I S T I C S
53 | M a j o r 1 6 – A D V A N C E S T A T I S T I C S
54 | M a j o r 1 6 – A D V A N C E S T A T I S T I C S
55 | M a j o r 1 6 – A D V A N C E S T A T I S T I C S
56 | M a j o r 1 6 – A D V A N C E S T A T I S T I C S
57 | M a j o r 1 6 – A D V A N C E S T A T I S T I C S
58 | M a j o r 1 6 – A D V A N C E S T A T I S T I C S
59 | M a j o r 1 6 – A D V A N C E S T A T I S T I C S
60 | M a j o r 1 6 – A D V A N C E S T A T I S T I C S
References:
 Kraska-Miller M.(2014). Nonparametric Statistics for Social and
Behavioral Sciences . Taylor & Francis Group, LLC.
 Broto, A. (2012). Made Simple Statistics, 2nd Edition. National
Bookstore, Inc.
 Broto, A. (2008). Nonparametric Statistics (With Computer-
Aided Solutions). National Bookstore, Inc.
 Calmorin, L., Calmorin, M. (2014). Research Methods and
Thesis Writing. Second Edition. Rex Bookstore, Inc.
 Colleti, P. (2010). Advanced Statistics. Free University of
Bolzano Bozer. Retrieved from:
file:///C:/Users/Acer/Desktop/Bluetooth%20Files/AdvancedStati
stics.pdf
 Walde, J. Advanced Statistics. Department of Statistics,
University of Innsbruck. Retrieved from:
file:///C:/Users/Acer/Desktop/Bluetooth%20Files/advanced_stat
istics.pdf
 Walkins, J. An Introduction of the Science of Statistics: From
Theory to Implementation. Retrieved from:
file:///C:/Users/Acer/Desktop/Bluetooth%20Files/statbook.pdf
 Creswell, J. (2012). Educational Research: Planning,
Conducting and Evaluating Quantitative and Qualitative
Research. Retrieved from:
file:///C:/Users/Acer/Documents/MAME/Methods%20of%20Res
earch/creswell_educational_research.pdf

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