STATISTICS (Additional Activities)

Given Data
SN Age Gender Parent’s Monthly Income Academic Rating IQ
1 16 1 30000 90 99
2 18 1 35000 87 108
3 20 1 50000 88 112
4 17 2 35000 95 98
5 19 1 40000 87 114
6 21 2 47000 88 115
7 22 2 36000 78 109
8 23 1 65000 69 100
9 19 2 52000 88 98
10 17 1 34000 83 99
11 15 2 55000 82 97
12 18 2 47000 82 105
13 18 1 65000 80 116
14 19 1 65000 89 114
15 23 2 45000 86 96
16 20 2 54000 86 95
17 22 2 55000 79 100
18 21 2 35000 77 112
19 23 2 42000 87 112
20 24 2 51000 86 114
21 23 1 60000 75 145
22 21 1 47000 88 145
23 22 1 38000 92 109
24 19 2 37000 81 107
25 19 1 32000 83 98
26 18 2 37000 84 99
27 17 1 56000 76 109
28 23 2 45000 87 95
29 18 1 55000 89 96
30 17 2 32000 90 98
31 16 1 30000 90 99
32 18 1 35000 87 108
33 20 1 50000 88 112
34 23 1 60000 75 145
35 21 1 47000 88 145
36 22 1 38000 92 109
37 21 2 35000 77 112
38 23 2 42000 87 112
39 24 2 51000 86 114
40 23 1 60000 75 145

1. How may the demographic profile of engineering students of AGM University be described considering the
following variables: age, gender, parents’ monthly income, academic rating and IQ?
Table 1
Demographic Profile of Engineering Students
Variables Frequency Relative Frequency (%)

Age
(years)

Mean Age = SD =
Male
Gender Female

Parents’
Income

Mean Income = SD =

Academic Rating

Mean Rating = SD =
 IQ

Mean IQ = SD =

2. Is there significant relationship between:

2.1 Academic rating and IQ, 2.2 Age and IQ, and
2.3 Parent’s monthly income and academic rating?

Table 2
Age Rating Income IQ
r p r p r p r p
Age
Rating
Income
IQ

3. Do age, gender, year level, parent’s income, student’s IQ significantly affect the student’s
academic rating? (Gender: 1 – male 2 – female)

Table 3
Effects of Demographic Profile of Engineering Students
on their Academic Rating

Variable Beta Coefficient t-value Sig level Interpretation

Age
Gender
Year Level
Parents’ Income
IQ
Adjusted R square = F= Sig. level =

4. The students in the Statistic class are randomly assigned to three different study groups. Each of the three
groups is given a separate reading assignment to be completed within a period of two weeks. The first group is
assigned reading in analytic theory, the second in cognitive field theory, and the third in stimulus-response
theory. At the end of two-week period, an examination is administered to the class. The results of the
examination are reported as shown in the Table.

SN Group 1 Group 2 Group 3

1 89 86 89
2 88 86 88
3 88 85 87
4 86 84 87
5 85 84 87
6 84 83 86
7 84 82 85
8 84 82 90
9 87 88 85
10 90 84 85
11 88 87 89
12 83 81 80
13 82 82 81
14 84 82 85
15 88 85 87
16 86 84 87
17 85 84 87
18 84 82 85
19 84 82 90
20 87 88 85
21 90 84 85
22 87 88 85
23 90 84 85
24 88 87 89
25 82 84 87
 4.1 Is there significant difference in the performance of students, based on the examination results,
4.1.1 between group 1 and group 2,
4.1.2 between group 2 and group 3,
4.1.2 between group 1 and group 3?

4.2 Is there significant difference in the performance of students, based on the examination results,
among three groups?

t-Test: Two-Sample Assuming Unequal Variances

Group 1 (analytic theory) Group 2 (cognitive field)
Mean
Observation
Hypothesized mean difference
t Stat
P(T<=t) one-tail
t Critical one-tail
P(T<=t) two-tail
t Critical two-tail

t-Test: Two-Sample Assuming Unequal Variances

Group 2 (cognitive) Group 3 (stimulus response)
Mean
Observation
Hypothesized mean difference
t Stat
P(T<=t) one-tail
t Critical one-tail
P(T<=t) two-tail
t Critical two-tail

t-Test: Two-Sample Assuming Unequal Variances

Group 1 (analytic theory) Group 3 (stimulus response)
Mean
Observation
Hypothesized mean difference
t Stat
P(T<=t) one-tail
t Critical one-tail
P(T<=t) two-tail
t Critical two-tail

Table 4.2
Students’ Performance in Statistics
Groups Count Sum Average Variance
Group 1 (analytic theory)
Group 2 (cognitive field)
Group 3 (stimulus response)

ANOVA Statistical Results

Sources of Variation SS df MS F p-value F critical
Between Groups
Within Groups
Total