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PETA Example

The document investigates the relationship between study hours and quiz scores among Grade 11 students, concluding that increased study time correlates with higher quiz scores. A Pearson correlation coefficient of 0.89 indicates a strong positive relationship, leading to the rejection of the null hypothesis. Recommendations include encouraging regular study habits and providing guidance on time management.

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marceloralph73
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3 views13 pages

PETA Example

The document investigates the relationship between study hours and quiz scores among Grade 11 students, concluding that increased study time correlates with higher quiz scores. A Pearson correlation coefficient of 0.89 indicates a strong positive relationship, leading to the rejection of the null hypothesis. Recommendations include encouraging regular study habits and providing guidance on time management.

Uploaded by

marceloralph73
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

The Relationship Between Study Hours

and Quiz Scores


Statistics and Probability
(Grade & Section)

Members:
Introduction
According to Liu (2022), Understanding how
study habits influence academic performance is
a central concern in educational research. Many
studies suggest that the amount of time
students dedicate to studying is linked to better
academic outcomes.
Statement of the Problem
Is there a significant relationship between the
number of hours students' study and their quiz
scores?
Hypotheses
• Null Hypothesis (H₀): There is no significant
relationship between the number of study
hours and students’ quiz scores.
• Alternative Hypothesis (H₁): There is a
significant relationship between the number
of study hours and students’ quiz scores.
• Level of Significance: α = 0.05
Data Gathering Procedure
The study involved 20 respondents from Grade 11
students. Data were collected using a simple survey
designed to measure the following variables:

1. Study Hours – the number of hours each student


spends studying before a quiz.
2. Quiz Score – the score each student obtained on a
quiz.

The survey was administered directly to the participants,


and all responses were recorded for analysis to determine
the relationship between study hours and quiz scores.
Sample Data
Study Quiz Study Quiz
Hours Scores Hours Scores
2 60 6 82
3 65 2 62
4 70 4 74
5 75 7 88
6 80 3 67
3 68 5 76
4 72 6 84
7 85 8 91
8 90 1 55
5 78 2 63
Relationship Analysis
• The Pearson correlation coefficient (r) = 0.89,
which indicates a very strong positive
relationship between study hours and quiz
scores.
• As the study hours increase, quiz score also
increase.
Test Significance
• Sample size = 20 ; Degree of Freedom(df): n-2
• Significance level: α=0.05
• Critical value of r:
𝑡𝑐𝑟𝑖𝑡𝑖𝑐𝑎𝑙
𝑟𝑐𝑟𝑖𝑡𝑖𝑐𝑎𝑙 =
𝑡 2 𝑐𝑟𝑖𝑡𝑖𝑐𝑎𝑙 + 𝑑𝑓
Where: 𝑡𝑐𝑟𝑖𝑡𝑖𝑐𝑎𝑙 is obtained from a t-table with
df = n − 2 at the chosen α.
Computing Critical Value for r
𝑡𝑐𝑟𝑖𝑡𝑖𝑐𝑎𝑙
𝑟𝑐𝑟𝑖𝑡𝑖𝑐𝑎𝑙 =
(𝑡𝑐𝑟𝑖𝑡𝑖𝑐𝑎𝑙 )2 + 𝑑𝑓

2.101
𝑟𝑐𝑟𝑖𝑡𝑖𝑐𝑎𝑙 =
(2.101)2 + 18

𝒓𝒄𝒓𝒊𝒕𝒊𝒄𝒂𝒍 = 𝟎. 𝟒𝟒
Decision
• Decision Rule:
if the computed r > critical r , then Reject H₀.
• Since 0.89 > 0.44, we reject H₀.
Interpretation
• There is a significant relationship between
study hours and quiz scores
• Students who study longer tend to perform
better in quizzes.
Conclusion
• Study hours and quiz scores are strongly
related
• Increased study time is associated with higher
academic performance
• Statistics helps support decisions using data
Recommendations
• Students should practice regular study habits
• Teachers may guide students in time
management

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