MPPU 1034

APPLICATION OF STATISTIC IN EDUCATIONAL RESEARCH

One Sample t Test

a. The research question to be addressed.

Is there any significant relationship between gender and statistic score in Course A?

b. The hypothesis to be tested.

H0 : There is no significant relationship in Statistic test score between male student

and female student in course A.

H1 : There is a significant relationship in Statistic test score between male student

and female student in course A.

c. Brief descriptions of instrument used to gather your data

Data was collected from the final statistic test conducted in one of the
college located in Pasir Gudang. The sample chosen is 30 students from
course A. Exam papers was collected and marked.

d. Brief descriptions of the relevant research design

This is an exploratory research. The researcher wants to find out whether

factor of gender influences the performances of students in Statistics score.

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APPLICATION OF STATISTIC IN EDUCATIONAL RESEARCH

e. Data in SPSS format

Variable View

Data view

Gender is defined as 1 (male) and 2 (female). Each statistics score has been keyed in.

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APPLICATION OF STATISTIC IN EDUCATIONAL RESEARCH

f. Relevant analyses

From the graph above, we can conclude that the range of marks for male
students is from 20 to 70, whereas range of marks for female students is from 30 to
80. This show the female students were performing better than male.

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APPLICATION OF STATISTIC IN EDUCATIONAL RESEARCH

Case Processing Summary

Cases

Valid Missing Total

GENDER N Percent N Percent N Percent

STAT_SCORE MALE 16 100.0% 0 0.0% 16 100.0%

FEMALE 14 100.0% 0 0.0% 14 100.0%

Tests of Normality
a
Kolmogorov-Smirnov Shapiro-Wilk

GENDER Statistic df Sig. Statistic df Sig.

STAT_SCORE MALE .296 16 .001 .870 16 .027

FEMALE .251 14 .017 .794 14 .004

a. Lilliefors Significance Correction

g. SPSS output

One-Sample Statistics

N Mean Std. Deviation Std. Error Mean

STAT_SCORE 30 48.43 7.894 1.441

One-Sample Test

Test Value = 0

95% Confidence Interval of the

Difference

t df Sig. (2-tailed) Mean Difference Lower Upper

STAT_SCORE 33.603 29 .000 48.433 45.49 51.38

h. Interpretation of output

The outcome shows that p < 0.05, which means the researcher, rejects
hypothesis null and can conclude that there is a significant relationship between
statistics test score and gender in course A.

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 MPPU 1034
APPLICATION OF STATISTIC IN EDUCATIONAL RESEARCH

Independent Sample t Test

a. The research question to be addressed.

Is there any significant different in mathematics mark between different maths

classes?

b. The hypothesis to be tested.

H0: There is no significant difference in mathematics mark and different maths

classes.

H1: There is significant difference in mathematics mark and different maths

classes.

c. Brief descriptions of instrument used to gather your data

Data was collected from the final mathematics test conducted in SMK
Taman Rinting 2 for form 2 students. The sample chosen is 30 students
from class A and class B respectively. Exam papers was collected and
marked.

d. Brief descriptions of the relevant research design

This is an exploratory research and quantitative method used.

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APPLICATION OF STATISTIC IN EDUCATIONAL RESEARCH

e. Data in SPSS format

Variable View

Variable view has to be filled up with details before proceed to data view. In
this, researcher has to know type of variable and type of data accurately. Here,
gender is a nominal data whereby statistics score is a ratio or scale data.

Data view

Gender define as 1 (male) and 2 (female). Statistics score of each student have been inserted.

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APPLICATION OF STATISTIC IN EDUCATIONAL RESEARCH

i. Relevant analyses

From the graph above, we can conclude that the range of marks for students in
class A is from 0 to 90, whereas range of marks for female students is from 0 to 40.
This show the students from class A were performing better than students from class
B.

Case Processing Summary

Cases

Valid Missing Total

Student N Percent N Percent N Percent

Marks Class 2A 30 100.0% 0 0.0% 30 100.0%

Class 2B 30 100.0% 0 0.0% 30 100.0%

Tests of Normality
a
Kolmogorov-Smirnov Shapiro-Wilk

Student Statistic df Sig. Statistic df Sig.

Marks Class 2A .192 30 .006 .897 30 .007

Class 2B .184 30 .011 .913 30 .018

a. Lilliefors Significance Correction

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APPLICATION OF STATISTIC IN EDUCATIONAL RESEARCH

j. SPSS output

Group Statistics

Student N Mean Std. Deviation Std. Error Mean

Marks Class 2A 30 59.07 18.469 3.372

Class 2B 30 18.83 8.591 1.568

k. Interpretation of output

The outcome shows that p < 0.05, which means the researcher, reject
hypothesis null and can conclude that there is a significant difference in
mathematics mark and different maths classes. This might happen due to
different teaching method, environment and family background of students.

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 MPPU 1034
APPLICATION OF STATISTIC IN EDUCATIONAL RESEARCH

Paired Sample t Test

A tuition centre provides an abacus program to help their students mixed operations and asks
a tutor to investigate the effectiveness of the program. The tutor takes a sample of 30
students, testing each student in the sample before the program begins and after to produce
the table in Figure 2

a. The research question to be addressed.

Is there any effectiveness of the abacus program among the students in solving
mixed operation?

b. The hypothesis to be tested.

H0 : There is no effect to students in solving mixed operation from abacus

program.

H1 : There is an effect to students in solving mixed operation from abacus

program.

c. Brief descriptions of instrument used to gather your data

Data was collected from 30 tuition students who had participated in this
research. Post and pre-test had been carried out. Marks of each student
before treatment and after treatment had been keyed-in SPSS for
analysis.

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APPLICATION OF STATISTIC IN EDUCATIONAL RESEARCH

d. Brief descriptions of the relevant research design

This is an exploratory research. The management wants to find out the

effectiveness of the abacus programme in students solving mixed
operations.

e. Data in SPSS format

Variable View

Data view

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APPLICATION OF STATISTIC IN EDUCATIONAL RESEARCH

f. Relevant analyses

Descriptive Statistics

N Minimum Maximum Mean Std. Deviation

Before_Treatment 30 10 30 20.37 4.545

After_Treatment 30 15 65 36.70 12.035
Valid N (listwise) 30

g. SPSS output

Paired Samples Statistics

Mean N Std. Deviation Std. Error Mean

Pair 1 Before_Treatment 22.73 30 5.669 1.035

After_Treatment 25.63 30 6.300 1.150

Paired Samples Correlations

N Correlation Sig.

Pair 1 Before_Treatment &

30 .816 .000
After_Treatment

h. Interpretation of output

The outcome shows that p < 0.05, which means the researcher rejects
hypothesis null and can conclude that the abacus programme is effective especially in
solving mixed operation by the students.

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 MPPU 1034
APPLICATION OF STATISTIC IN EDUCATIONAL RESEARCH

ANOVA
A study had been carried out in the area of mathematics education involving different
teaching methods to improve standardized math scores in local classrooms. The study will
include four different teaching methods and use eighth grade students who are randomly
sampled from a large urban school district and are then random assigned to the four different
teaching methods.

The four different teaching methods to be examined are:

1. The traditional teaching method where the classroom teacher explains the concepts and
assigns homework problems from the textbook
2. The intensive practice method, in which students fill out additional work sheets both
before and after school
3. The computer assisted method, in which students learn math concepts and skills from
using various computer based math learning programs
4. The peer assistance learning method, which pairs each fourth grader with a fifth grader
who helps them learn the concepts followed by the student teaching the same material to
another student in their group.

Students stayed in their math learning groups for an entire academic year. At the end
of the semester all students took the Multiple Math Proficiency Inventory (MMPI). This is an
experimental designed research and each of the four groups will have the same sample size.
The research question that needs to answer is whether the teaching method imposed makes a
difference in maths score among the eighth grade students from selected schools.

 H0: μ1 = μ2 = μ3, which means there is no significant relationship between teaching

method and maths score.

 H1: Means are not all equal, which means there is at least one significant relationship
between teaching method and maths score.

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APPLICATION OF STATISTIC IN EDUCATIONAL RESEARCH

 Data in SPSS format

Data variable

Data View

Data variable has to define in order to complete data view. So, each category has to be
defined accurately to produce valid output at the end. In this case, variable test score is
numeric type with scale data and teaching method also numeric type because each method
will be defined in numbers. Data type is nominal. When you view data in SPSS, each row in
the Data View represents a case, and each column represents a variable. Cases represent
maths test score and teaching method.

Descriptive Statistics

N Minimum Maximum Mean Std. Deviation

TEST_SCORE 120 11 89 59.21 21.873

Valid N (listwise) 120

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APPLICATION OF STATISTIC IN EDUCATIONAL RESEARCH

Statistics
TEST_SCORE
Descriptive statistics shows sum of sample chosen
N Valid 120 with minimum and maximum marks involved in
Missing 0 the research. Both boxes shows average marks gain
Mean 59.21 by the students (59.21) and other relevant
Median 66.50 information like standard deviation, mode, median
Mode 70 and variance.
Std. Deviation 21.873
Variance 478.435

 Output from SPSS

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APPLICATION OF STATISTIC IN EDUCATIONAL RESEARCH

ANOVA

TEST_SCORE

Sum of Squares df Mean Square F Sig.

Between Groups 50702.692 3 16900.897 314.632 .000
Within Groups 6231.100 116 53.716

Total 56933.792 119

Test of Homogeneity of Variances

TEST_SCORE
Levene Statistic df1 df2 Sig.
3.141 3 116 .028

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APPLICATION OF STATISTIC IN EDUCATIONAL RESEARCH

The analysis shows that significant value, p is less than α which was set as 0.05. Thus, the
researcher rejects the null hypothesis. Since the researcher rejected the null hypothesis, he is
95% confident (1-α) that the mean teaching methods is not statistically equal for traditional,
intensive practice, computer based and peer assistance. This concludes that teaching method
imposed makes a difference in maths score among the eighth grade students from selected
schools.

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