FAR EASTERN UNIVERSITY
HIGH SCHOOL, INC.
(Insert Title Here)
One to two liner
A Statistical Analysis Paper Presented to
Science, Technology, Engineering, and Mathematics (STEM)
Far Eastern University High School
In Partial Fulfillment of the
Requirements in Statistics and Probability
by:
Jamisola, Monalyn Lara
Arquillo, Xena Nicole R.
De Vera, Kathleen M.
Garcia, Mark Angelo M.
Magbanua, Gabriel Louie C.
Oguete, Iven Ronin
Tapia, Maysie Angily C.
Grade 11 – ABM 3
March 11, 2019
Statistics and Probability
TABLE OF CONTENTS
Title Page i
Table of Contents ii
List of Tables/Figures iii
1.0 Introduction and Rationale 4
1.1 Introduction
1.2 Rationale
2.0 Problem and Hypothesis 5-6
2.1 Problem
2.2 Hypothesis
3.0 Data Analysis 7-8
3.1
3.2
4.0 Summary of Findings, Conclusions, and page no.
Recommendations
4.1
4.2
References page no.
Appendices
Appendix A: Permit to Conduct Research page no.
Appendix B: Sample Questionnaire page no.
Appendix C: Sample Answered Questionnaire (if applicable) page no.
2
LIST OF TABLES AND FIGURES
LIST OF TABLES
Table 4.1 Scores of Grade 11- ABM 3 7
Table 4.2 t-Test: Paired Two Sample for Means 8
LIST OF FIGURES
Figure 1.1 Scores of Grade 11- ABM 3 8
3
Chapter 1
INTRODUCTION AND RATIONALE
Thinking of today’s generation, according to (Briggs, 2014) teachers aim to
obviously teach the students. Teachers are giving written-examinations to the students,
to assess their understanding in the lessons that a teacher have taught them. But, it is
clearly possible for a student to understand the lesson but cannot get a high score on
examinations. As stated by (Melisa Kelly, 2018) the performance-based learning are
provided for the students to participate school activities that requires them to think very
well and apply a lot of knowledge to be able to analyze and understand the given
problem. Students are being able to transfer their understanding in Mathematics
through demonstrating the knowledge and skills that they have learned. If a student is
actively participating the performance task given, he/she will be able to absorb and
understand mathematics in much deeper level.
Focusing on the strand Accountancy, Business and Management which also has
a multiple math subjects aside from the strand STEM. ABM has general mathematics,
statistics and probability, business mathematics and accounting. Majority of ABM
students used to learn more if the based scoring is on their performance while on the
other side they learn more if the based scoring is in written.
This research focuses on the differences of performance based examination and
written based examination. In the act of learning, people obtain content knowledge,
acquire skills, and develop work habits. And practice the application of all to the real
world situations. In this research we will analyze the correlation between performance
based examination and written based examination as well as the advantages and
disadvantages of this two kind of examination.
4
Chapter 2
PROBLEM AND HYPOTHESIS
Statement of the Problem
1. Which is more precise and accurate in determining a student's intelligence,
Written-based examination scores or Performance-based examination
scores?
Null Hypothesis
1.1 There are no difference in written-based examination scores and
performance- based examination scores in determining student’s
intelligence.
Alternative Hypothesis
1.2 There are difference in written-based examination scores and performance-
based examination scores in determining student’s intelligence.
Statement of the Problem
2. What do most students prefer? Written based examination scores or
performance based examination scores?
Null Hypothesis
2.1 There are no difference in the preference of students.
Alternative Hypothesis
2.2 There are difference in the preference of students.
5
Statement of the Problem
3. Is it possible for students to get a higher score in Performance-based
examination than written-based examination?
Null Hypothesis
3.1 There is no possibility to get a higher score in performance-based
examination than written-based examination.
Alternative Hypothesis
Ha: There is a possibility to get a higher score in performance-based examination
than written-based examination.
6
Chapter 3
DATA ANALYSIS
Names Written-based Performance-based
examination scores examination scores
Bendaña, Anthonette 26 44
Cruz, Aisha 23 44
Orcullo, Patricia 32 36
Init, Vernadine 23 38
Ruiz, Iana 26 44
Esperat, Jaymz 25 44
Garcia, Mary 22 38
Glory, Marjorie 28 35
Legaspi, Maria 31 43
Table 4.1. Scores in Written-based examination and Performance-based examination of
some respondents from Grade 11-ABM 3.
Table 1 shows that performance-based examination scores of Grade 11-ABM 3
is higher than written-based examination scores.
The graph (Figure 1.1) below presents the frequency rate of ABM 3 students’
scores in Written-based and Performance-based examination. Thus, this data implies
that there is a significant difference between Written-based examination scores and
Performance-based examination scores.
7
SCORES
50
45
40
35
30
25
20
15
10
5
0
Participant 1 Participant 2 Participant 3 Participant 4
Written-based examination scores Performance-based examination scores Table 4.2.
Using the above example with n = 20 students, the following results were obtained:
t-Test: Paired Two Sample for Means
WW PETA
Mean 26.52 40.16
Variance 32.76 13.64
Observations 25 25
Pearson Correlation 0.057004339
Hypothesized Mean Difference 0
df 24
t Stat -10.28270541
P(T<=t) one-tail 1.42191E-10
t Critical one-tail 1.71088208
P(T<=t) two-tail 2.84381E-10
t Critical two-tail 2.063898562
The tab
le above shows that the researchers do the data analysis by using the T – test in
order to determine the value of mean and other kinds of p – value between the two
variables
The tables gives p = 0.05. Therefore, there is strong evidence that, on average,
there is a significant difference between Performance-based examination and Written-
based examination scores in assessing understanding in Mathematics.
8
Chapter 4
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
This section should return you to the problem raised at the beginning of the
paper. It provides the link between your narrow data analysis and the broader
intellectual concerns with which you began. You might start by summarizing the
results of your statistical tests and determining whether your research supported or
contradicted prevailing theory. If your hypotheses are supported, how powerful is the
theory? That is, how much variance are you explaining in the dependent variable? If
your research fails to support the theory tested, what are the possible sources of
failure? The theory itself? The presence of confounding variables? The inadequacy of
the data or the way the variables were measured? The basic research design? If you
see weaknesses in your research, here is the place to comment and perhaps make
suggestions about future research.
9
REFERENCES
Briggs, S.(2014, May 2).21 ways to check for student [Link]
from [Link]
student-understanding/
Edutopia.(2015, June 23).Performance-based assessment in math. Retrieved
from [Link]
math-relevant
Melissa Kelly.(2018).Authentic ways to develop performance-based
[Link] Acquire Knowledge, Practice Skills, and Develop Work
Habits. Retrieved from [Link]
activities-7686
10
Appendix A
PERMIT TO CONDUCT RESEARCH
The researcher requests your consent for participation in a study about the “Difference
between Performance-based examination scores and Written-based examination
scores in assessing understanding in Mathematics”. This consent form asks you to
allow the researcher to use your comments to enhance understanding of the topic. The
form also asks your permission to use or share your related observations for the other
questions.
Participation in this study is completely voluntary and there are no known or anticipated
risks to participation in this study. All information provided will be kept and it will used
only for academic purposes. If you decide not to participate there will not be any
negative consequences. Please be aware that if you decide to participate, you may stop
participating at any time and you may decide not to answer any specific question.
By submitting this form you are indicating that you have read the title of the study, and
that you agree to the terms as described.
Your approval to conduct this study will be greatly appreciated. Thank you in advance
for your interest and cooperation with this research.
11
Appendix B
SAMPLE QUESTIONNAIRE
1. Which is more effective in understanding the subject Mathematics?
A. Performance based examination
B. Written based examination
2. Do you think performance-based examination scores and written based
examination scores are different?
A. Yes
B. No
3. Where do you get higher score?
A. Performance based examination
B. Written based examination
4. Which do you prefer between written-based and performance-based
examination?
A. Performance based examination
B. Written based examination
5. For you, is there a difference between performance-based examination and
written based examination scores in assessing the understanding of students in
mathematics subject? (minimum of 3 sentences)
A. Yes, why?
___________________________________________________________
___________________________________________________________
__________________________________________________________.
B. No, why?
___________________________________________________________
___________________________________________________________
__________________________________________________________.
12
Appendix C
SAMPLE ANSWERED QUESTIONNAIRE
Q1. Which is more effective in understanding the subject Mathematics?
Participant 1: Written based examination
Participant 2: Written based examination
Participant 3: Performance based examination
Participant 4: Performance based examination
Participant 5: Performance based examination
Participant 6: Written based examination
Participant 7: Written based examination
Participant 8: Written based examination
Participant 9: Performance based examination
Participant 10: Performance based examination
Participant 11: Written based examination
Participant 12: Performance based examination
Participant 13: Performance based examination
Participant 14: Performance based examination
Participant 15: Written based examination
Participant 16: Performance based examination
Participant 17: Performance based examination
Participant 18: Written based examination
Participant 19: Performance based examination
Participant 20: Written based examination
13
Q2. Do you think performance-based examination scores and written based
examination scores are different?
Participant 1: Yes
Participant 2: Yes
Participant 3: Yes
Participant 4: Yes
Participant 5: Yes
Participant 6: Yes
Participant 7: Yes
Participant 8: Yes
Participant 9: Yes
Participant 10: Yes
Participant 11: Yes
Participant 12: Yes
Participant 13: Yes
Participant 14: Yes
Participant 15: Yes
Participant 16: Yes
Participant 17: Yes
Participant 18: Yes
Participant 19: Yes
Participant 20: Yes
14
Q3. Where do you get higher score?
Participant 1: Written based examination
Participant 2: Written based examination
Participant 3: Performance based examination
Participant 4: Written based examination
Participant 5: Performance based examination
Participant 6: Written based examination
Participant 7: Written based examination
Participant 8: Written based examination
Participant 9: Performance based examination
Participant 10: Performance based examination
Participant 11: Performance based examination
Participant 12: Performance based examination
Participant 13: Performance based examination
Participant 14: Performance based examination
Participant 15: Written based examination
Participant 16: Performance based examination
Participant 17: Written based examination
Participant 18: Performance based examination
Participant 19: Performance based examination
Participant 20: Written based examination
15
Q4. Which do you prefer between written-based and performance-based examination?
Participant 1: Written based examination
Participant 2: Written based examination
Participant 3: Performance based examination
Participant 4: Written based examination
Participant 5: Performance based examination
Participant 6: Written based examination
Participant 7: Written based examination
Participant 8: Written based examination
Participant 9: Performance based examination
Participant 10: Performance based examination
Participant 11: Performance based examination
Participant 12: Written based examination
Participant 13: Performance based examination
Participant 14: Performance based examination
Participant 15: Written based examination
Participant 16: Performance based examination
Participant 17: Performance based examination
Participant 18: Written based examination
Participant 19: Performance based examination
Participant 20: Written based examination
16
Q5. For you, is there a difference between performance-based examination and written
based examination scores in assessing the understanding of students in mathematics
subject?
Participant 1: No
Participant 2: Yes
Participant 3: Yes
Participant 4: Yes
Participant 5: Yes
Participant 6: Yes
Participant 7: Yes
Participant 8: Yes
Participant 9: Yes
Participant 10: Yes
Participant 11: No
Participant 12: No
Participant 13: Yes
Participant 14: Yes
Participant 15: Yes
Participant 16: Yes
Participant 17: Yes
Participant 18: Yes
Participant 19: Yes
Participant 20: Yes
17