STATISTICS AND PROBABILITY

Name: ______________________ Grade: ___________

Section: ____________________ Date : ___________

LEARNING ACTIVITY SHEET (Quarter 4, Week 5)

Learning Competency
Solves problems involving test of hypothesis on the population mean.
(Quarter 4, Week 5): LC Code: M11/12SP-IIIe-1
Formulates the appropriate null and alternative hypotheses on a population proportion.
(Quarter 4, Week 5): LC Code: M11/12SP-IIIe-2
Identifies the appropriate form of the test-statistic when the Central Limit Theorem is to be used.
(Quarter 4, Week 5): LC Code: M11/12SP-IIIe-3

LESSON 1: SOLVES PROBLEMS INVOLVING TEST OF HYPOTHESIS ON THE POPULATION

MEAN
In testing hypothesis on the population means, follow the steps below:
1. State the null hypothesis 𝐻𝑜 and the alternative hypothesis 𝐻𝑎.
2. Determine the test statistic that will be used to conduct the hypothesis test. Then,
calculate its value.
3. Find the critical value for the test and draw the critical region.
4. Decide and draw a conclusion based on the comparison of the calculated value of the
test statistic and the critical value of the test.
5. In general, if the absolute value of the computed value is greater than the absolute value
of the critical value, we reject the null hypothesis and support the alternative hypothesis.
But if the absolute value of the computed value is less than the absolute value of the
critical value, we fail to reject the null hypothesis and the alternative hypothesis is not
supported.
In a right-tailed test, if the computed value is greater than the critical value, we reject the null
hypothesis and support the alternative hypothesis. But if the computed value is less than the
critical value, we fail to reject the null hypothesis and the alternative hypothesis is not supported.
In a left-tailed test, if the computed value is less than the critical value, we reject the null
hypothesis and support the alternative hypothesis. But if the computed value is greater than the
critical value, we fail to reject the null hypothesis and the alternative hypothesis is not supported.
Study the given examples below.
Example 1: According to a study conducted by the Grade 12 students, ₱155 is the average
monthly expense for cell phone loads of high school students in their province. A Statistics
student claims that this amount has increased since January of this year. Do you think his claim
is acceptable if a random sample of 50 students has an average monthly expense of ₱165 for
cell phone loads? Using 5% level of significance, assume that a population standard deviation is
₱52.
Solution:
Given: 𝑥̅ = 165 𝜇 = 155 𝜎 = 52 𝑛 = 50 𝛼 = 0.05
Step 1: State the null and alternative hypotheses.
𝐻𝑜: 𝜇 = 155 𝐻𝑎: 𝜇 > 155
Step 2: Determine the test statistic, then compute its value.
Since the population mean is being tested, the population standard deviation 𝜎 is known,
the appropriate test statistic is the z-test.
Step 3: Find the critical value and draw the critical region. Use the z-critical value table.
The alternative hypothesis is directional. Hence, the one-tailed test (right-tailed test) shall be
used. From the z-value table at 0.05 level of significance, the critical value is 1.645.

Step 4: Draw a conclusion.

The z-computed value is 1.361 and it lies within the non-rejection region, so we fail to reject
the null hypothesis. Therefore, there is no enough evidence to support the claim that the
average monthly expense for cell phone loads is more than ₱155. This result is
significant at 𝛼 = 0.05 level.

LESSON 2: HYPOTHESES AND TEST-STATISTIC OF A POPULATION PROPORTION

As what you know, the first step in hypothesis testing is to formulate
the null and the alternative hypothesis. This is also true if you are testing
hypothesis concerning population proportion. But prior to that, you must
fully understand the given situation and identify what values are given on
the problem. It is important to correctly identify the different symbols
2
 involved and their corresponding values found in the given problem.
As a reminder, the null hypothesis is always a statement of equality.
The alternative hypothesis is always a statement of inequality, using the
symbols <, >, or ≠. Moreover, the hypotheses are stated in such a way that
they are mutually exclusive. That is, if one is true, the other must be false;
and vice versa.
If you are going to write the null hypothesis in sentence form, you will
usually use “is” or “is equal to”. In symbols, you are going to use:
HO : p = po
Meanwhile, to formulate alternative hypothesis in sentence form or in
symbols, you will just remember the following:
 When testing for population proportions, there are three (3) possible alternative
hypotheses. They are based on the wording of the question instructing you what to
hypothesize. (See illustrative examples below.)

In the given symbols as shown above, letters a and b are used in a

one-tailed test or one-sided tests (directional) while letter c is used for a two-
tailed test (non-directional).
As you might recall, the differences between one-tailed test
(directional) and two-tailed test (non-directional) were already explained to
you in the previous modules. And for the purpose of this lesson, the table
below shows the differences between one-tailed test and two-tailed test.

Here is the other concept!

In the previous lesson, we have learned the sampling distribution of the sample mean using
the Central Limit Theorem. Remember that the Central Limit Theorem allows us to use the standard
normal distribution of sample means provided that n ≥ 30 or the sample size is large. In testing the
hypothesis when the population proportion is given, we need to consider another test statistic for us to
formulate the decision, whether to reject or not to reject the null hypothesis as basis for the formulation of
conclusion. For the last lesson this week, we will identify the appropriate form of the test-statistic in
population proportion when the Central Limit Theorem is to be used.

3
 Example 1
It has been claimed that 30% of students in a certain school who have difficulty of waking up early due to
playing online games. A researcher would like to verify the claim by getting 700 sample students for
survey. Out of 700 students, 240 students said that they had difficulty of waking up early due to playing
online games.
a. What test statistic should be applied?
b. What are the null and alternative hypotheses?
c. What are the corresponding values of the variables in the z-test formula?
d. What is the computed test value?
Solution:
a. z-test for one-sample proportion
b. Ho: The proportion of students in a certain school who have difficulty of waking up early due to
playing online games is 30%. (po = 0.30)
Ha: The proportion of students in a certain school who have difficulty of waking up early due to
playing online games is not equal to 30%. (po ≠ 0.30)
c. po = 0.30 (convert 30% to decimal) n = 700
x = 240
p̂ = 240 ÷ 700 = 0.34

d. z = 2.31

Example 2
Don Fast Food Restaurant believes that more than 90% of their customers are satisfied with the quality of
service that they offer. 150 customers were surveyed and it was found out that only 130 customers were
satisfied.
a. What test statistic should be applied?
b. What are the null and alternative hypotheses?
c. What are the corresponding values of the variables in the z-test formula?
d. What is the computed test value?
Solution:
a. z-test for one-sample proportion
b. Ho: The proportion of customers who are satisfied with the quality of service that Don Fast Food
Restaurant offers is 90%. (po = 0.90)
Ha: The proportion of customers who are satisfied with the quality of service that Don Fast Food
Restaurant offers is more than 90%. (po > 0.90)
c. po = 0.90 (convert 90% to decimal) n = 150
x = 130
p̂ = 130 ÷ 150 = 0.87
d.
z = -1.22

Activity
1. A certain school claims that less than 20% of their students prefer online learning in the new normal
education. After conducting a survey on 500 randomly chosen students, they found out that 87 of them
preferred online learning.
2. It has been claimed that 30% of students in a certain school dislike Mathematics. A researcher
conducted a survey and it showed that 153 out of 600 students dislike Mathematics.

4
Reflection:_____________________________________________________________________________
_____________________________________________________________________________________

STATISTICS AND PROBABILITY

Name: ______________________ Grade: ___________
Section: ____________________ Date : ___________

LEARNING ACTIVITY SHEET (Quarter 4, Week 6)

Learning Competency
Identifies the appropriate rejection region for a given level of significance when the Central Limit
Theorem is to be used.(Quarter 4, Week 6): LC Code: M11/12SP-IIIe-4
Computes for the test-statistic value (population proportion).
(Quarter 4, Week 6): LC Code: M11/12SP-IIIf-1
Draws conclusion about the population proportion based on the test-statistic value and the rejection
region. (Quarter 4, Week 6): LC Code: M11/12SP-IIIf-2

LESSON: POPULATION PROPORTION

In drawing conclusions, there are two different approaches that you may
apply: the critical z-approach (computed z-value) and the P-value approach.

CRITICAL VALUE APPROACH

In applying the first approach which is determining the critical value (which
you were already taught in the previous modules), you need to consider the
following:
a. Null and Alternative Hypotheses;
b. Level of Significance (α);
c. Computed Test Statistic, Critical Value (including rejection region);
and
d. Decision (whether to reject or fail to reject the null hypothesis (Ho).

Determine if the test statistic falls in the rejection region. If it

does, reject the null hypothesis. If it does not, do not reject the null
 If the computed z-statistic (zcom) is > or < the tabular value (ztab), reject
the null hypothesis (Ho).
 If the computed z-statistic (zcom) falls in the rejection region, reject the null hypothesis (Ho).
 If the computed z-statistic (zcom) does not fall in the rejection region,
fail to reject the null hypothesis (Ho).

hypothesis.
Illustrative Example:

Example 1

a. Ho : p =0.85 or p >0.85 Ha : p <0.85

b. Level of Significance: α = 0.01
c. Computed Test Statistic:
Given: x = 325 p = 0.85 n = 400

𝑝̂ = 𝑋
𝒑̂ = 0.81
𝑛

z = -2.24

5
 The alternative hypothesis is directional. Hence, one-tailed test
shall be used.

Using the Areas Under the Normal Curve Table, the critical value is
-2.326 at α = 0.01 level. There is a negative sign in the value due to the direction of the
alternative hypothesis.

d. DECISION: Since the computed test statistic (zcom) z = -2.24 does not fall
in the rejection region, fail to reject the null hypothesis (Ho).

CONCLUSION: Therefore, at 0.01 level of significance, there is not enough evidence

to conclude that there is a decrease in the number of students who prefer male
rather than female candidates.

P-VALUE APPROACH
What is P-value?
In critical value approach, a test statistic is compared with a critical value.
However, in p-value approach (short for probability value), probabilities or areas
are compared. P-value measures the consistency of the sample statistics with the
null hypothesis. High P-values mean that sample results are consistent with a true
null hypothesis while low P-values are not consistent. If the P value is small
enough, we can conclude that the sample is so incompatible with the null
hypothesis. Therefore, we can reject the null hypothesis for the entire population.

P-value approach uses the following basic procedures:

1. State the null hypothesis H0 and the alternative hypothesis Ha.
2. Set the level of significance α.
3. Calculate the test statistic.
4. Calculate the p-value.
5. Make a decision. Check whether to reject the null hypothesis by comparing p-value to α.
 If the p-value < α, then reject Ho. Otherwise, do not reject Ho.
Illustrative Example:
Given:
Ho:p = 0.5 or p<0.5 α = 0.05 n= 25,468
H a: p > 0.5 𝑝̂ = 0.5172

Solution:
Using the formula:

The p-value is represented in the graph below:

P=P(Z≥5.49)=0.0000⋯≈0

6
CONCLUSION: Because the p-value is smaller than the significance level α=0.05, we can reject
the null hypothesis. Again, we would say that there is sufficient/enough evidence to
conclude that boys are more common than girls in the entire population at α=0.05 level.
As should always be the case, the two approaches (critical value approach and p-value
approach) lead to the same conclusion.

NOTE:
Conclusions are answers in sentence form which include: 1) whether there is enough
evidence or not (based on the decision); 2) the level of significance; and 3) whether the original
claim is supported or rejected. Conclusions are based on the original claim which may be the
null or alternative hypothesis. The decisions are always based on the null hypothesis.

NOTE:
If the null hypothesis isn’t rejected, this doesn’t necessarily mean that it’s true. It simply
means that there is not enough evidence to justify rejecting it.
The hypothesis-testing procedure leads to the acceptance of H0 when H0 is true and the
rejection of H0 when H0 is false. Unfortunately, since hypothesis tests are based on sample
information, the possibility of errors must be considered. A Type I error corresponds to
rejecting H0 when H0 is actually true, while a Type II error corresponds to accepting H0 when H0 is
false.
Activity : Fill It Up!
Directions: Compute the test statistic. Fill in the blank with the word REJECT if the decision is
to reject the null hypothesis. Otherwise, write FAIL TO REJECT. Then, draw your own
conclusions by completing the statement.
1. In a public senior high school, a survey conducted last year by a Health Officer showed that 12% of
the students drink alcohol. This year, a new survey was conducted randomly on 500 students from
the same school. It was found that 97 of them drink alcohol. Test if the claim was higher at α =0.01
level.
a. Ho :p = 0.12 or p > 0.12 Ha : p < 0.12
b. Level of Significance: α = 0.01
c. Computed Test Statistic: zcom =
d. Critical Value: 2.326
e. DECISION: Since the computed test statistic zcom = falls in the
rejection region, the null hypothesis (Ho).

CONCLUSION: Therefore, we conclude that at 0.01 level of significance,

evidence to claim that

7
 .

Reflection:_____________________________________________________________________________
_____________________________________________________________________________________

STATISTICS AND PROBABILITY

Name: ______________________ Grade: ___________
Section: ____________________ Date : ___________

LEARNING ACTIVITY SHEET (Quarter 4, Week 7)

Learning Competency
Solves problems involving test of hypothesis on the population proportion.
(Quarter 4, Week 7): LC Code: M11/12SP-IVf-g-1
Illustrates the nature of bivariate data.
(Quarter 4, Week 7): LC Code: M11/12SP-IVg-2
Constructs a scatter plot.
(Quarter 4, Week 7): LC Code: M11/12SP-IVg-3
Describes shape (form), trend (direction), and variation (strength) based on a scatter plot.
(Quarter 4, Week 7): LC Code: M11/12SP-IVg-4

LESSON: PROBLEMS INVOLVING TEST OF HYPOTHESIS ON THE POPULATION PROPORTION

Just like in puzzles, you need to think of different ways on how you will be
able to solve it. Same with solving problems involving test of hypotheses on
population proportions, you need to follow important steps in order to arrive at the
correct answer.
Here are the five (5) steps in solving problems for a test of hypothesis on
the population proportion.
STEP 1. HYPOTHESES: State the null and alternative hypotheses (either in
sentence/statement form or in symbols).

STEP 2. LEVEL OF SIGNIFICANCE

Choose a level of significance like α = 0.01 level
STEP 3. TEST STATISTIC: Calculate the appropriate test statistic.
Remember:
Test statistic is a random variable calculated from a sample. You can use test statistics
to determine whether to reject the null hypothesis or not. The test statistic compares your data
with what is expected under the null hypothesis. The test statistic is used to calculate the p-
value.
A test statistic measures the degree of agreement between a sample of data and the
null hypothesis. Its observed value changes randomly from one random sample to a different
sample. A test statistic contains information about the data relevant on deciding whether to
reject the null hypothesis or not.
STEP 4. CRITICAL VALUE/P-VALUE: Determine the critical value or p-value.

where: x = number of sample units that possess the characteristics of interest

8
 p0 = population proportion q0 = 1 – p

𝑝̂ = sample proportion n = sample size

Remember:
The critical value and p-value are the points being compared with the test statistic in order
to make the final decision on whether to reject the null hypothesis or not.
STEP 5. DECISION/CONCLUSION:
 The decision will be either to reject or fail to reject the null hypothesis (Ho).
 Draw your conclusion about the population proportion based on the test statistic
value and the rejection region.
 If the computed z-statistic (zcom) is > or < the tabular/critical value (ztab), reject the
null hypothesis (Ho).
 If the computed z-statistic(zcom) falls in the rejection region,
reject the null hypothesis (Ho).
 If the computed z-statistic(zcom) does not fall in the rejection region, fail to reject the
null hypothesis (Ho).
NOTE:
(These conditions were already mentioned in the previous module on drawing conclusions on
population proportions.)
To solve problems involving population proportions, just follow the
5-step procedure mentioned above.

Illustrative Example
Every year, the assigned teachers determine the Body Mass Index
(BMI) of students. In a certain public junior high school, a study finds that
10% of Grade 7 students observed are underweight. A sample of 780
Grade 7 students were randomly chosen and it was found out that 125 of
them are underweight. Is this claim different for their grade level age? Use
0.05 level of significance.
SOLUTION:
STEP 1: State the null and alternative hypotheses.
Ho ; p = 0.10 Ha : p ≠ 0.10
STEP 2: Choose a level of significance. α = 0.05
STEP 3: Compute the test statistic.
Given: x= 125 p0 = 0.10 n = 780

𝑝̂ =
𝑋 𝑛

zc = 5.61

STEP 4: Determine the critical value.

NOTE: Since the alternative hypothesis is non-directional, the two- tailed
test shall be used. Divide α by 2, then subtract the quotient from 0.5.

Therefore, 0.05 – 0.025 = 0.025.

NOTE: Using the Areas Under the Normal Curve Table, critical

𝑣𝑎𝑙𝑢𝑒𝑠 at 0.05 level of significance are ± 1.96.

9
 STEP 5: Make a decision whether to reject or fail to reject the null hypothesis. Draw a conclusion.
DECISION: Since the computed test statistic zcom = 2.0 is greater than the critical value or it falls in
the rejection region, reject the null hypothesis.
CONCLUSION: Therefore, we conclude that at 0.05 level of significance, there is enough
evidence that the percentage of Grade 7 students who are underweight is
different from 10%.
ACTIVITY : “Complete Me!”
Directions: Each item below is an incomplete test of hypothesis. Supply the missing solution to
the item. (2 points each blank)

Here is the other concept!

Data that involve one variable is called univariate data. Univariate
data are often described using the measures of central tendency (mean or
average, mode, and median), variations, or other descriptive statistics.
Here are examples of univariate data:

Examples Variable involved

Department of Health (DOH) recorded the number of number of infected cases
infected COVID-19 cases from April 14 to
May 21, 2020 in the Philippines.

10
World Health Organization (WHO) number of COVID-19
summarized the number of COVID- 19 recoveries around the recoveries
world.
Data that involve two variables are called bivariate data. The
statistical procedure used to determine and describe the relationship
between two variables is called correlation analysis.
Examples Variables involved
In Tayabas City public market, a consumer observed that the supply and price of vegetable
fewer is the supply of vegetables, the
higher the price gets.
The Quezon provincial government gave emphasis that number of household members
limiting the number of household members going outside to and rate of COVID-19
purchase essential goods will help decrease the rate of infection
COVID -19 infection in the province.
Here is the other concept!
Scatter plot, scatter graph, scatter diagram, or scatter gram is a
graphical representation that shows the relationship or the correlation of two
variables of bivariate data.
Scatter plot shows how points collected from a set of bivariate data are
scattered on a Cartesian plane. It gives a good visual picture of how two variables
are related or associated with one another in terms of form, trend, and variation of
correlation. The form of points in the scatter plot determines the shape of the
correlation of the variables. The trend determines the direction of the points, either
the variables have positive, negative, or no correlation. The variation or strength of
correlation is based on the closeness of the points on a trend line and it determines
whether the variables have no, weak, moderate, strong, or perfect correlation.
In constructing a scatter plot, you should know how to plot points in a
Cartesian plane. The independent variable will assume the values of x or abscissa
while the dependent variable will assume the values of y or ordinate.

Example:
The given numbers are the age of a person in years and his/her
corresponding weight.

Age of a 11 12 13 14 15 16 17 18 19 20
person (x)
Weight (y) 40 42 38 35 45 51 48 48 50 47

Since the weight of an individual depends on his/her age, the independent

variable is the age of the person which is plotted horizontally. The dependent
variable is the weight of the person, which is plotted vertically as shown in the
scatter plot below.

11
Here is the other concept!
The correlation of the variables can be described in terms of form (shape),
trend (direction), and variation (strength) of scatter plot. The form of correlation
can be determined by the shape of points on a scatter plot categorized as linear or
curvilinear. The form of correlation is linear if the points on scatter plot follow a
trend of straight line. The form of scatter plot is non-linear if the points follow a
trend of curve line. Sample scatter plots showing curvilinear form of correlation
are given below.
The correlation of variables can also be described in terms of its trend or direction. The
trend of correlation can be positive, negative, or zero/negligible depending on the direction of the
points. The trend of correlation is summarized in the table that follows

The closeness of the points around the trend line determines the variation or
strength of the correlation between the variables involved. The closer the points to
the trend line, the stronger the correlation of the variables is. The strength of
correlation between two variables can be perfect, strong, weak, or no/negligible
correlation. To summarize the strength of correlation, refer to the table below.

12
Reflection: Give two(2) best experiences in your life wherein you think you made the right
decisions. Share some things, ideas, or techniques that you considered before finally deciding.

STATISTICS AND PROBABILITY

Name: ______________________ Grade: ___________
Section: ____________________ Date : ___________

LEARNING ACTIVITY SHEET (Quarter 4, Week 8)

Learning Competency
Calculates the Pearson’s sample correlation coefficient.
(Quarter 4, Week 8): LC Code: M11/12SP-IVh-2
Solves problems involving correlation analysis.
(Quarter 4, Week 8): LC Code: M11/12SP-IVh-3

LESSON: CORRELATION
The Pearson’s sample correlation coefficient (also known as Pearson r ),
denoted by r, is a test statistic that measures the strength of the linear relationship
between two variables. To find r, the following formula is used:

The correlation coefficient (r) is a number between -1 and 1 that

describes both the strength and the direction of correlation. In symbol, we write -1
≤ r ≤ 1.
Illustrative Example:

Solve for the Pearson’s sample correlation coefficient r.

Points M A T H
X 1 5 5 1
Y 1 1 5 5
The next section will guide you on how to compute the Pearson product
moment correlation r.

13
Here is the other concept!
Correlation is used to determine the existence, strength, and direction of
relationship between two variables. Correlation coefficient r is a number between -
1and 1 that describes both the strength and the direction of correlation. In
symbol, we write -1 ≤ r ≤ 1.

In the first activity in What’s In, you solved for the value of r and identified its
trend. In What’s New activity, you identified the trends, estimated the values of r,
and based on the values, you chose the correct descriptions of the strength of the
correlation. So now, we will interpret r value by looking at the scale that gives both
strength and direction of correlation.

Using the correlation scale, we can determine the strength of the correlation
coefficient r. For example, you have r = 0.63 which means that there is a “strong
positive correlation” between the two variables. To interpret, we can simply state it
this way: “As x values increase, y values also increase and vice versa.”
In interpreting the linear relationship of two bivariate data, refer to the value
of r and the scale presented above. We can state our interpretation in different

14
 ways. In order for you to solve problems involving correlation analysis, you must
know how to calculate the value of r and interpret this value using the scale. Since
computing for r value is a necessary skill, you may go back to the previous lesson if
you feel that you haven’t mastered it yet. Otherwise, proceed to the following
examples of solving for r.

Scenario: Filipino employees are known for being persistent and hardworking. That is
why they truly value every single cent of their salary. Here are some situations
showing the relationship between the salary and spending of a Filipino employee.

Situation 1: There is a survey wherein the correlation coefficient r between salary and
spending of employee was found to be 0.97.
Interpretation: There is a “strong positive correlation” between salary and spending
of employees.

Situation 2: In another survey, the correlation coefficient r between salary and spending of
employee was found to be 0.38.
Interpretation: There is a “weak positive correlation” between salary and spending
of employees.

Activity: Read, Solve, Analyze, and Then Interpret

Directions: Read the situation. Using the given data, calculate the Pearson’s
sample correlation coefficient. After obtaining Pearson’s r, analyze and interpret
the result. (Show your solution.)
The table shows the data obtained from six students of Bagabag National High School
in a study about the number of hours a student exercises each week and the score s/he gets
in a test.

Student Hours (X) Score (Y)

A 1 25
B 2 5
C 3 20
D 4 40
E 5 25
F 6 9

Reflection:_____________________________________________________________________________
_____________________________________________________________________________________

15
 STATISTICS AND PROBABILITY
Name: ______________________ Grade: ___________
Section: ____________________ Date : ___________

LEARNING ACTIVITY SHEET (Quarter 4, Week 9&10)

Learning Competency
Identifies the independent and dependent variables.
(Quarter 4, Week 9): LC Code: M11/12SP-IVi-1
Calculates the slope and y-intercept of the regression line.
(Quarter 4, Week 8): LC Code: M11/12SP-IVi-3
Interprets the calculated slope and y-intercept of the regression line..
(Quarter 4, Week 9): LC Code: M11/12SP-IVi-4
Predicts the value of the dependent variable given the value of the independent variable.
(Quarter 4, Week 10): LC Code: M11/12SP-IVj-1
Solves problems involving regression analysis.
(Quarter 4, Week 10): LC Code: M11/12SP-IVj-2

LESSON: REGRESSION ANALYSIS

In the previous activity, you became familiar with bivariate data. Bivariate
data always involve two variables. One of these variables is the dependent
variable and the other one is the independent variable.
16
What is the difference between the two variables?
 Dependent variable depends on other variables or factors. It is something
that is influenced and affected. It is also associated with the word effect or
outcome.
Independent variable affects the dependent variable. It is something you
have control over, one which you can choose and manipulate. However, in some
cases, you may not be able to manipulate the independent variable. It is commonly
known as the cause or the reason behind changes.
Example 1: The researcher wants to determine the effects of use of social
media in the academic performance of students in Mathematics.
The bivariate data in the study are use of social media and academic
performance. The academic performance depends on the use of social media, or
we can say that academic performance is affected by the use of social media.
Therefore, independent variable here is the use of social media and the
dependent variable is the academic performance.

Example 2: Research Title: Math App (Math Tricks) for Improving Fundamental
Basic Skills and Retention of Grade 11 Students of Bagabag National High School
Increasing or improving your fundamental basic skills and retention
depends on how you frequently practice or use the Math app called Math Tricks.

Here is the other concept!

Your learnings in calculating the slope and y-intercept of a regression line will help you to
get the regression equation in the form y′ = bx + a, where b0 is the slope of the regression line, b1is
the y-intercept of the regression line, x is the value of the independent variable and y ′is the predicted
value.
For example, if the computed value for the slope and y-intercept of a regression line is
24.31 and 3.25 respectively then, the regression equation will be y′ = 24.31x + 3.25.
Regression Analysis- the process of predicting the value of a variable in terms of the others
variable.
Regression equation- it is the algebraic expression of the regression line.
17
 We can predict the value of one variable in terms of the other variable as long as the correlation of
two variables are statistically significant.
Example: The data below shows the number of absences and number of missed quizzes of 6 students. If there
is a significant relationship between the two variable, predict the number of missed quizzes by a student
who was absent for 7 days.

Step 1.
Identify the dependent and independent variables.
- In the given data, the independent variable is the number of absences while the dependent
variable is the number of missed quizzes.
Step 2.
Compute the correlation coefficient r using the formula:

-You need to find the value of ∑ 𝑋 , ∑ 𝑌, ∑ 𝑋 2 , ∑ 𝑌 2, ∑ 𝑋𝑌 and substitute them in the

formula.
X Y XY
X2 Y2
1 1 1 1 1
1 2 1 2 2
2 2 4 2 4
2 3 4 9 6
3 3 9 9 9
4 5 16 25 20
∑ 𝑋 = 13 ∑ 𝑌 = 16 ∑ 𝑋 2 = 35 ∑ 𝑌 2 = 48 ∑ 𝑋𝑌 = 42

6(42) − (13)(16)
𝑟=
√[(6)(35) − (13)2][(6)(48) − (16)2]
𝑟 = 0.9183
-The computed r is 0.9183 indicating a very high positive correlation.
Step 3. Compute the values of b and b in the regression equation y′ = bx + a using the following
0 1
formulas.

(16 )( 35 )−(13)( 42)

¿ = 0.3414
6 ( 35 ) −(13)2

6(42)−(13) ( 16 )
= 6 (35 )−(13) 2 = 1.0732

Step 4.
Form the regression equation.
- Substitute the computed values of slope and y-intercept in the regression equation.
y′ = bx + a
y = 1.0732x + 0.3414
′

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Step Predict
5. the number of missed quizzes by a student who was absent for 7 days.
- Find the value of y when x is 7 in the regression equation.
y′ = 1.0732x + 0.3414
y′ = 1.0732(7)+ 0.3414
y′ = 7.8538

Therefore, the predicted number of missed quizzes of a student who was absent for 7
days is approximately 8 quizzes. Remember that this is just a predicted value based on the
given data.

Activity: Solve Me!

Directions: Read and analyze the problem. Your task is to answer the questions posted after item.

Reflection:_____________________________________________________________________________
_____________________________________________________________________________________

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