STUDY HOURS AND MIDTERM TEST SCORES: IMPACT OF STUDY HOURS TO THE

MIDTERM TEST SCORES OF THE STUDENTS.

DIGIE C. ASPRIC
JOENARY LARIOZA
JOHN CARLO ORACION

STATISTICAL ANALYSIS
2024
TITLE: IMPACT OF STUDY HOURS TO THE MIDTERM TESTS SCORES OF THE

STUDENTS.

OBJECTIVES:

The objective of this study is to investigate the relationship between study hours (independent

variable) and Midterm test scores (dependent variable) in GE 4, employing statistical analyses to

discern any correlations or patterns.

HYPOTHESIS:

Our hypothesis suggests that there is a positive correlation between study hours and Midterm test

scores in GE 4, indicating that students who allocate more time to studying are expected to

achieve higher scores on their Midterm tests.

SURVEY DESIGN:

Google Form is made to collect responses automatically collected. Questions are as follows :

On Average, How many hours do you study

the subject GE 4 (The Contemporary World)?
o 1 HOURS
o 2 HOURS
o 3 HOURS
o 4 HOURS
o 5 HOURS
o 6 HOURS
o 7 HOURS
o 8 HOURS
What was your test score on your most recent midterm
exam for GE 4 ( The Contemporary World) .
With an Average Score of 50.
o 10 – 15
o 16 – 20
o 21 – 25
o 26 – 30
o 31 – 35
o 36 – 40
o 41 – 45
o 46 - 50

DATA COLLECTION:

Google form will be distributed to 20 participants to ensure the data is accurate and

representative.

DATA ORGANIZATION:

The collected data will be organized in a structured and presentable spreadsheet.

Each row will represent a participant, and each column will represent a variable ( Study hours ,

Midterm tests scores )

STATISTICAL ANALYSIS:

Descriptive statistics (mean, median, mode, standard deviation) and inferential

statistics (scatterplot, simple linear regression analysis, correlation) will be performed on the

data.

RESULTS:

The outcome of the statistical analyses as follows:

Table 1. Study Hours
Frequency Percentage
Study Hours
(N=20) (100%)
1 Hour 7 35%
2 Hours 4 20%
3 Hours 3 15%
4 Hours 2 10%
5 Hours 1 5%
6 Hours 1 5%
7 Hours 1 5%
8 Hours 1 5%

The mean study hours of the participants is 2.9, indicating that, on average, the

participants dedicated nearly three hours to studying.

The median study hours is 2, indicating that the middle value of the study hours falls at 2 hours.

The mode study hours is 1, suggesting that the most frequent response was 1 hour of study time.

Table 2. Midterm Test Scores

Frequency Percentage
Midterm Test Scores
(N=20) (100%)
10 - 15 3 10%
16 - 20 4 20%
21 - 25 3 15%
26 - 30 6 30%
31 - 35 1 5%
36 - 40 2 10%
41 - 45 1 5%
46 - 50 0 0%
 The mean Midterm Test Score of the participants is 25, indicating that, on average, the

participants dedicated nearly 21 - 25 of Midterm Test Score.

The median Midterm Test Score is 28, indicating that the middle value of the Midterm

Test Score falls at 26 - 30.

The mode Midterm Test Score is 26 - 30, suggesting that the most frequent response was

26 – 30 of Midterm Test Score.

REGRESSION ANALYSIS:

Using the linear regression equation, we have determined that the data’s regression

formula was:

y = 3.21x + 16.12
Where the slope is 3.21 and the y-intercept is 16.12.

SCATTER PLOT:

46-50 |

41-45 | •

36-40 | • •

31-35 | •

26-30 | • • • •

21-25 | • •

16-20 | • • • •

10-15 | • • •

|________________________

0 1 2 3 4 5 6 7 8
 There is a clear positive relationship between study hours and test scores. As study hours

increase, test scores tend to increase as well, indicating a positive direction. The distribution of

data points follows a somewhat linear pattern, suggesting that there is a consistent trend between

study hours and test scores. Additionally, the clustering of data points suggests a moderate

strength of relationship between study hours and test scores. Furthermore, there are no apparent

outliers in the data, indicating a relatively uniform distribution of respondents across study hours

and test scores.

CORRELATION:

Using, with the formula:

Based on the result of the calculations, the value of r = 0.99, describe as Very

Strong Positive. This shows that there is a significant relationship between the study hours and

midterm exam.

CONCLUTION:

The result of this study shows that our hypothesis are correct: students who put

more time into studying are expected to achieve higher score on their midterm test.
APPENDIX:

Attached to the documents are the copies of the data sheet, the computations, and a

sample survey form.

DATA SHEET:

Table 1. Study Hours

Frequency Percentage
Study Hours
(N=20) (100%)
1 Hour 7 35%
2 Hours 4 20%
3 Hours 3 15%
4 Hours 2 10%
5 Hours 1 5%
6 Hours 1 5%
7 Hours 1 5%
8 Hours 1 5%

Table 2. Midterm Test Scores

Frequency Percentage
Midterm Test Scores
(N=20) (100%)
10 - 15 3 10%
16 - 20 4 20%
21 - 25 3 15%
26 - 30 6 30%
31 - 35 1 5%
36 - 40 2 10%
41 - 45 1 5%
46 - 50 0 0%
COMPUTATIONS:

 Study Hours

Solve for:

 Mean

 Median

 Mode

MEAN MEDIAN MODE

{ 1, 1, 1, 1, 1, 1, 1, 2, 2, 2, 2, { 1, 1, 1, 1, 1, 1, 1, 2, 2, 2, 2, { 1, 1, 1, 1, 1, 1, 1, 2, 2, 2, 2,
3, 3, 3, 4, 4, 5, 6, 7, 8 } 3, 3, 3, 4, 4, 5, 6, 7, 8 } 3, 3, 3, 4, 4, 5, 6, 7, 8 }

58/20 2+2=4 = 1
=63.9 4/2=2

 Midterm Test Scores

Solve for:

 Mean

 Median

 Mode
 MEAN MEDIAN MODE
{ 10 – 15, 16 – 20, 21 – 25,
26 – 30, 31 – 35, 36 – 40,
41 – 45, 46 - 50 }

MIDPOINT:
{ 12.5, 12.5, 12.5, 18, 18, 18, { 12.5, 12.5, 12.5, 18, 18, 18,
{ 12.5, 18, 23, 28, 33, 38, 43,
18, 23, 23, 23, 28, 28, 28, 28, 18, 23, 23, 23, 28, 28, 28, 28,
48 }
28, 28, 33, 38, 38, 43 } 28, 28, 33, 38, 38, 43 }
ELEMENTS:

{ 12.5, 12.5, 12.5, 18, 18, 18,

18, 23, 23, 23, 28, 28, 28, 28,
28, 28, 33, 38, 38, 43 }

498.5 / 20 = 24.925 23 + 28 = 51 = 26 - 30
= 25 51/ 2 = 26

CORRELATION:
FORMULA:

X Y X,Y X² Y²
1 12.5 12.5 1 156.25
2 18 36 4 324
3 23 69 9 529
4 28 112 16 784
5 30 150 25 900
6 38 228 36 1,444
7 43 301 49 1,849
8 48 384 64 2,304
 r = 8 (1,292.5) – (36)(240.5)
[ 8(204) – (36)² ][ 8 (8,90.25) – (240.5)²]

= 10, 340 – 8, 658

[ 1, 632 – 1, 296 ][ 66, 322 – 57, 840.25]

= 1, 682
√ 336 ∙8, 481.75

= 1, 682
√ 2 ,849 ,868

= 0.99 ( very strong positive correlation )