Gender Year Level Math Scores English Scores
1 1 20 24
1 1 28 30
Scale Description
1 1 26 32
40.01 – 50.00 Very High
1 1 25 28
30.01 – 40.00 High
1 1 33 41 20.01 – 30.00 Fair
1 1 28 31 10.01 – 20.00 Low
1 1 27 29 0.00 – 10.00 Very Low
1 2 27 28
1 2 23 25
1 2 26 29
1 2 33 40
Gender:
1 2 21 23 1 - Male
1 2 24 25 2 - Female
1 2 29 33
Grade Level:
1 3 32 40 1 - 1st Year
2 3 32 45 2 - 2nd Year
2 3 27 43 3 - 3rd Year
2 3 24 43 4 - 4th Year
2 3 28 48
2 3 22 41
2 3 29 42
2 4 22 43
2 4 25 49
2 4 29 41
2 4 31 41
2 4 35 44
2 4 28 45
2 4 29 46
2 4 33 50
2 4 26 49
Questions:
1. Create a frequency distribution for Gender
2. Create a frequency distribution for Grade Level
3. Compute for the mean, median and mode of Math Scores.
4. Compute for the SD, Variance and Range of English Scores
5. What is the level of Math Scores of the students?
6. What is the level of English Scores of the students?
7. Is there a significant difference in Math scores according to Gender?
8. Is there a significant difference in English scores according to grade levels?
9. Is there a significant difference between Math scores and English Scores
10. Is there a significant relationship between Math Scores and English
Unrelated data is produced from unrelated or independent designs, where the observations are
independent of each other, such as different individuals in a population.
Examples of Unrelated Data:
Different Individuals: For example, comparing the heights of individuals from two different countries. The
height measurements are unrelated because they come from different individuals
Independent Groups: For example, comparing the sales of two different products. The sales
measurements are unrelated because they come from independent groups (i.e., customers who bought
different products)
Categorical:
Nominal: Gender, Bl
Ordinal: Educational
Tiers.
Continous:
Ratio:
Weight: If an object w
that an object weigh
grams.
Age: Age is measured
0). If someone is 20 y
years old
Interval
Temperature Measu
Celsius readings, are
difference between 2
but they lack a true z
temperature
IQ Scores: An IQ scor
between scores (like
does not mean the c
interval scale.
SAT Scores: The scor
difference between s
scale. A score of 0 do
but rather just repres
Related data is produ
observations are som
after measurements,
Examples of Related
Before and After Me
individuals before an
are related because t
Repeated Measures:
different time points
measurements are re
Matched Pairs: For e
twins who were sent
measurements are re
who share the same
Types of Data
Categorical:
Nominal: Gender, Blood Type, Hair Color, Nationality
Ordinal: Educational Levels, Customer Satisfaction Rating, Socio economic
Tiers.
Continous:
Ratio:
Weight: If an object weighs 0 grams, it truly has no weight. You can also say
that an object weighing 10 grams is twice as heavy as an object weighing 5
grams.
Age: Age is measured from a defined point of starting, which is birth (age
0). If someone is 20 years old, they are twice as old as someone who is 10
years old
Interval
Temperature Measurements: Temperature data, such as Fahrenheit or
Celsius readings, are interval because they have consistent intervals (the
difference between 20°C and 30°C is the same as between 30°C and 40°C),
but they lack a true zero point (0°C does not mean an absence of
temperature
IQ Scores: An IQ score represents cognitive abilities, and the difference
between scores (like 100 and 110) is consistent. However, an IQ score of 0
does not mean the complete absence of intelligence, which makes it an
interval scale.
SAT Scores: The scores on the SAT test are interval in nature because the
difference between scores, say 1200 and 1300, is consistent across the
scale. A score of 0 does not signify a complete lack of knowledge or ability,
but rather just represents the lowest point on the scale.
Related data is produced from related or paired designs, where the
observations are somehow connected or matched, such as before and
after measurements, repeated measures, or matched pairs.
Examples of Related Data:
Before and After Measurements: For example, measuring the weight of
individuals before and after a diet program. The weight measurements
are related because they come from the same individuals.
Repeated Measures: For example, measuring the heart rate of patients at
different time points during a medical treatment. The heart rate
measurements are related because they come from the same patients.
Matched Pairs: For example, comparing the academic performance of
twins who were sent to different schools. The academic performance
measurements are related because they come from pairs of individuals
who share the same genetic material.
Gender Grade Level Comprehension Level Problem Solving Skills
1 1 79 94
1 2 92 74
1 3 79 93
2 4 77 80
2 1 93 78
2 2 78 75
1 3 95 90
2 4 76 86
1 1 98 76
2 2 78 87
1 3 92 79
2 4 87 96
1 4 79 80
1 2 77 78
1 2 75 90
Questions:
1. Create a frequency distribution for Gender
2. Create a frequency distribution for Grade Level
3. Compute for the mean, median and mode of Comprehension Level.
4. Compute for the SD, Variance and Range of Problem Solving Skills.
5. What is the level of Comprehension of the students?
6. What is the level of Problem Solving Skills of the students?
7. Is there a significant difference in Comprehension level of the students
according to Gender?
8. Is there a significant difference Problem Solving Skills of the students
according to grade levels?
9. Is there a significant difference between Comprehension Level and
Problem Solving Skills
10. Is there a significant relationship between Comprehension Level and
Problem Solving Skills