SHS

Statistics and Probability

Quarter 4 – Week 7, Module15
Correlation Analysis
Statistics and Probability
Quarter 4 – Week 7 Module 15: Correlation Analysis
First Edition, 2021

Copyright © 2021
La Union
Schools
Division
Region I

All rights reserved. No part of this module may be reproduced in any

form without written permission from the copyright owners.

Development Team of the Module

Writers: LORENA D. LACHICA, T-II

RAQUEL D. DE GUZMAN, T-II

Editor: SDO La Union, Learning Resource Quality Assurance Team

Management Team:
ATTY. Donato D. Balderas, Jr.
Schools Division Superintendent
Vivian Luz S. Pagatpatan, PHD
Assistant Schools Division Superintendent
German E. Flora, PHD, CID Chief
Virgilio C. Boado, PHD, EPS in Charge of LRMS
Erlinda M. Dela Peña, EDD, EPS in Charge of Mathematics
Michael Jason D. Morales, PDO II
Claire P. Toluyen, Librarian II
 Target
In your previous lesson, you have learned about population
proportion. You have learned how to compute and draw
conclusion about the population proportion based on the test-
statistic value and the rejection region and have solved problems
involving them.

This module will provide you with information and activities

that will help you learn about correlation analysis.

After going through this module, you are expected to:

1. illustrate the nature of bivariate data (M11/12SP-IVg-2);

2. construct a scatter plot (M11/12SP-IVg-3);
3. describe shape(form), trend(direction), and variation(strength) based on a
scatter plot (M11/12SP-IVg-4
4. calculate the Pearson’s sample correlation coefficient (M11/12SP-IVh-2)
and;
5. solve problems involving correlation analysis (M11/12SP-IVh-3)

Subtask:
1. define bivariate data
2. give examples of bivariate data
3. describe a scatter plot

Before going on, check how much you know about this topic. Answer
the pretest below in a separate sheet of paper.
Pretest
Directions: Write the letter of the correct answer on a separate sheet of
paper

1. Which of the following graph is used to see the relationship between

bivariate data?
A. Box-and –whisker plot B. Histogram
C. Normal curve D. Scatterplot
2. Which of the following bivariate data are positively correlated?
A. Grades and IQ
B. B. Income and saving
C. Number of absences and grades
D. Size of the family and expenses
3. Which of the following bivariate data are negatively correlated?
A. Religion and spiritual belief
B. Study time and grades
C. Speed of the car and time to reach a place
D. Tuition fee & school performance
4. Which of the following bivariate data are not correlated to each other?
A. Height & test score
B. Math grade & math anxiety
C. Socio-economic status & expenses
D. Weight & swimming speed
5. What kind of correlation is shown when all the points lie on a straight
line?
A. Negative correlation B. No correlation
C. Perfect correlation D. Positive correlation
6. Which of the following bivariate data are considered quantitative?
A. Family size & water consumption
B. Educational attainment & salary
C. Number of male teachers & type of school
D. Weight & dancing ability
7. Which of the following bivariate data are considered qualitative?
A. Family size & water consumption
B. Number of male teachers & type of school
C. Number of absences & grades
D. Daily allowance & food expenses
8. In a regression analysis, which of the following variable being explained
or predicted
A. Continuous variable B. Dependent variable
C. Discrete variable D. Independent variable
9. Which of the following lines approximate the general direction of the
points in a scatter plot?
A. Best fitting lines B. Horizontal lines
C. Trend lines D. Vertical lines
10. It is used to measure the linear relationship between two variables that
are normally distributed.
A. Pearson’s Product-Moment correlation coefficient
B. Spearman’s Rank-order correlation coefficient
C. Both A & B
D. Neither A nor B
11. Which of the following is used as a comparative measure of association
of two ordinal variables?
A. Coefficient Correlation
B. Normal Distribution
C. Population Parameter
D. Sampling Distribution
12. If the two variables have a strong negative correlation the value of r is
close to what value?
A. 0 B. 1 C. -1 D. 0.5
13. Which of the following represents a positive correlation?
A. Anxiety and test performance
B. Stress and job satisfaction
C. Summative Scores and Grades
D. percentage free/ reduced lunch and FCAT scores
14. It is used to find out if the computed r is significant or not.
A. T-test B. Z-test C. Pearson r D. Spearman rho
15. Pearson’s r ranges in value from__________.
A. 0 to 1 B. -1 to 1 C. 0 to -1 D. 1 to 10
 Jumpstart

Correlation analysis will help you understand how to determine if two

variables are associated to each other and how strong is their relationship.

Activity 1. My Best!
A. All of the scatterplots display the data correctly, but which of them
displays the data best?

1.
 2.

B. Choose the scatterplot that best fits the description.

3. “There is a strong, positive, linear association between the two

variables”

C.
4. “There is a moderately strong, negative, linear association between the
two variables with a few potential outliers.”

5. Which statement is the best description of the association between

the two variables?

A. As time went by, the average

temperature tended to
increase.
B. As the time, went by the
average temperature tended
to decrease.
C. There is no clear relationship
between the time and average
temperature.

Discover

Lesson 1: Bivariate data and Scatterplot

Bivariate data deals with two variables that can be explored to
establish relationships. Bivariate data has an independent variable and a
dependent variable. We use bivariate data to compare two sets of data and to
discover any relationships between them.

Bivariate data examples

• age and heights of the babies and toddlers

• age and the systolic blood pressure
• IQ and academic performance
• Number of absences and grades
 One of the best methods for graphing bivariate data that is through
the scatterplot. A scatterplot is a type of data display that shows the relationship
between two numerical variables. Each member of the dataset gets plotted as a
point whose (x, y) coordinates relates to its values for the two variables. Scatter
plots are used to observe relationships between variables.

A quick description of the association in a scatterplot should always include

a description of the form, direction, and strength of the association, along with the
presence of any outliers.
Form: Is the association linear or nonlinear?
Direction: Is the association positive or negative?
Strength: Does the association appear to be strong, moderately strong, or weak?
Outliers: Do there appear to be any data points that are unusually far away from
the general pattern?
Figure 1.
Form: linear
Direction: positive
(increases)
Strength: strong
(points are
clustered near the
line line of fit= if
drawn)
Outlier: none

Figure 2
Form: linear
Direction:
negative
Figure 1. Figure 2. (decreases)
Strength:
moderate (some
points are away
from the of line of
fit - drawn)
Outlier: few
Figure 3
Form: non-linear
Direction: null
Strength: null
Outlier: null
Figure 4
Form: non-linear
Direction:
Figure 3 Figure 4 negative
Strength: strong
Outlier: none
Example 1.

Let's describe this scatterplot, which shows the relationship between the age of
drivers and the number of car accidents per 100 drivers in the year 2009.

This scatterplot shows a

strong, negative, linear
association between age
of drivers and number of
accidents. There don't
appear to be any outliers
in the data."

Example 2: FRUITMAN CAN!

A fruit man retailer repacked oranges in different ways and

recorded the number of packs sold based on the numbers of oranges per pack.
He noticed that very few packs are sold when there are 100 oranges in a pack,
so he offers discount for packs of 100 candies based on the number of packs
to be bought.

Number of Number Number of packs Discount per

pieces per of packs (100 pcs. per pack ) pack ( in
pack sold
Pesos)

10 30 3 2

20 27 4 4

30 24 5 6

40 21 6 8

50 18 7 10
 60 15 8 12

70 12 9 14

80 9 10 16

90 6 11 18

100 3 12 20

Draw scatterplot for the following and interpret.

1. Number of oranges per pack and the number of packs sold.

2. Number of packs (100 pcs. per pack) to be bought and discount to be

given.

Solution:

Figure 4 Figure 5

In Figure 4, we can say that there is perfect negative association

between the number of oranges per pack and the number of packs sold.
That is, the more oranges in a pack, the lesser the number of packs
sold. On the other hand, a perfect positive association exists between
the number of packs to be bought and the discount to be given, So, the
more packs is bought, the bigger the discount to be availed.

Lesson 2: Coefficient of Correlation

Another way to get a qualitative measure for the strength and direction
of association between two variables is to determine its correlation coefficient.
The Pearson product moment coefficient of correlation, denoted by r with
values between -1 and 1. It gives the following us information:
.
• The direction of association. If −1 < 𝒓 < 0, then the variables
are negatively correlated. That is, an increases in one variable
implies a decrease in the other variable. If 0 < r < 1, then the
variables positively correlated. This implies that an increase in one
variable implies an increase in the other variable.
• The strength of association. The closer r is to -1, the stronger
the negative correlation between the variables. The closer r is to
1, the stronger the positive correlation between the variables. As r
gets, closer to 0 the association from either direction becomes
weaker. Values of r very close to 0 suggest no correlation between
the variables involved.

The following summarizes the correlation coefficient and the strength of

relationships:

Computed r-value Interpretation

0.00 No correlation/no relationship
±0.01 to ± 0.20 Very low correlation/almost Negligible correlation
±0.21 to ± 0.40 Slight correlation, definite but small relationship
±0.41 to + 0.70 Moderate correlation, substantial relationship
±0.71 to ± 0.90 High correlation, marked relationship
± 0.91 to ± 0.99 Very high correlation, very dependable relationship
±1.00 Perfect correlation, perfect relationship

The following formula are used to calculate the Pearson Product-Moment

Correlation:
∑ 𝒅𝒙𝒅𝒚
Formula 1: 𝒓𝒑 = (𝑵−𝟏)(𝒔𝒅
𝒙 )(𝒔𝒅𝒚 )
where: 𝒓𝒑 = Pearson’s r coefficient correlation; N= number of subjects
∑ 𝑑𝑥𝑑𝑦= the sum of the product of the deviation of x and y variables
∑(𝑑𝑥)2 ∑(𝑑𝑦)2
𝑠𝑑𝑥 = √ 𝑠𝑑𝑥 = standard deviation of x 𝑠𝑑𝑦 = √ 𝑠𝑑𝑦 =
𝑁−1 𝑁−1
standard deviation of y
∑𝑥 ∑𝑥
𝜇𝑥 = 𝑁 𝜇𝑦 = 𝑁 𝑑𝑥 = 𝑥 − 𝜇 𝑑𝑦 = 𝑦 − 𝜇
𝒏 ∑ 𝒙𝒚−(∑ 𝒙)(∑ 𝒚)
Formula 2: 𝒓=
[√𝒏(∑ 𝒙𝟐 )−(∑ 𝒙)𝟐 ][√(𝒏(∑ 𝒚𝟐 )−(∑ 𝒚)𝟐 ]

A test of significance for the coefficient of correlation should be used to

find out if the computed r is significant or not. The test statistic follows the t-
distribution with n-2 degrees of freedom. The formula is :

𝑛−2
𝒕 − 𝑣𝑎𝑙𝑢𝑒 = 𝑟√1−𝑟 2
where: t =t-test for correlation coefficient
r = correlation coefficient
n =number of paired samples

The test for correlation is two tailed, which means that the rejection region is
divided into two equal parts.

Procedure for the Pearson Product-Moment Correlation Test:

1. Set up the hypothesis
𝐻0 : The correlation in the population in zero or there is no significant
correlation between the paired variables.
𝐻𝑎 : The correlation in the population is not zero or there is a significant
correlation between the paired variables.
2. Set the level of significance.
3. Calculate the degrees of freedom and determine the critical value of t.
4. Calculate the value of the Pearson r.
5. Calculate the value of t and arrive at the statistical decision.
If 𝒕𝑐𝑜𝑚𝑝𝑢𝑡𝑒𝑑 𝑣𝑎𝑙𝑢𝑒 < 𝑐𝑟𝑖𝑡𝑖𝑐𝑎𝑙 𝑣𝑎𝑙𝑢𝑒, 𝑎𝑐𝑐𝑒𝑝𝑡 𝐻𝑜
If 𝒕𝑐𝑜𝑚𝑝𝑢𝑡𝑒𝑑 𝑣𝑎𝑙𝑢𝑒 > 𝑐𝑟𝑖𝑡𝑖𝑐𝑎𝑙 𝑣𝑎𝑙𝑢𝑒, 𝑟𝑒𝑗𝑒𝑐𝑡 𝐻𝑜
6. State the conclusion.

Illustrative Example
The data were taken from a population. In the relationship between the
students’ English Performance with their Mathematics Performance as shown
in the table:
Eng(X) Math(Y)
19 11
17 15
15 9
14 13
13 11
11 9
11 8
 9 7
7 6
4 1

Step 1: Set up the hypothesis

𝐻0 : There is no significant relationship between the English and
Mathematics performance.
𝐻𝑎 : There is significant relationship between the English and
Mathematics performance.

Step 2: Set the level of significance.

The level of significance is at 0.05
Step 3: Calculate the degrees of freedom and determine the critical value
of t.
Df= n-2= 10-2= 8 critical value= 2.31
Step 4: Calculate the value of the Pearson r.

Formula 1.
∑ 𝑑𝑥𝑑𝑦
𝒓𝑝 = (𝑁−1)(𝑠𝑑 )(𝑠𝑑
𝑥 𝑦)
Eng(X) Math(Y) dx (𝑋 − 𝑑𝑥 2 (𝑋 dy (𝑌 − 𝜇) 𝑑𝑦 2 (𝑌 − 𝜇)2 (𝑑𝑥𝑑𝑦)
𝜇) − 𝜇)2
19 11 7 49 2 4 4
17 15 5 25 6 36 30
15 9 3 9 0 0 0
14 13 2 4 4 16 8
13 11 1 1 2 4 2
11 9 -1 1 0 0 0
11 8 -1 1 -1 1 1
9 7 -3 9 -2 4 6
7 6 -5 25 -3 9 15
4 1 -8 64 -8 64 64
∑ 𝑋 = 120 ∑𝑌 ∑ 𝑑𝑥 2 ∑ 𝑑𝑦 2 ∑(𝑑𝑥𝑑𝑦) = 140
= 90 = 188 = 138
120 90
𝜇𝑥 = 𝜇𝑥 =
10 10
= 12 =9
∑(𝑑𝑥)2 188 ∑ 𝑑𝑥𝑑𝑦
𝑠𝑑𝑥 = √ = √10−1 = 4.57 𝑟𝑝 = (𝑁−1)(𝑠𝑑
𝑁−1 𝑥 )(𝑠𝑑𝑦 )

∑(𝑑𝑦)2 138 140

𝑠𝑑𝑦 = √ = √10−1 = 3.92 𝑟𝑝 = (10−1)(4.57)(3.92)
𝑁−1
𝒓𝒑 = 0.87 which indicates very high
positive correlation
 𝑛 ∑ 𝑥𝑦−(∑ 𝑥)(∑ 𝑦)
Formula 2: 𝒓=
[√𝑛(∑ 𝑥 2 )−(∑ 𝑥)2 ][√(𝑛(∑ 𝑦 2 )−(∑ 𝑦)2 ]
Example: The data were taken from a population. In the relationship between
the students’ English Performance with their Mathematics Performance as
shown in the table:
Eng(X) Math(Y) 𝑋2 𝑌2 XY
19 11 361 121 209
17 15 289 225 255
15 9 225 81 135
14 13 196 169 182
13 11 169 121 143
11 9 121 81 99
11 8 121 64 88
9 7 81 49 63
7 6 49 36 42
4 1 16 1 4
∑ 𝑋 = 120 ∑ 𝑌 = 90 ∑ 𝑋 2 = 1628 ∑ 𝑌 2 = 1628 ∑ 𝑋𝑌 = 1628
𝑛 ∑ 𝑥𝑦−(∑ 𝑥)(∑ 𝑦)
𝒓=
[√𝑛 𝑥 −(∑ 𝑥)2 ][√(𝑛(∑ 𝑦 2 )−(∑ 𝑦)2 ]
(∑ 2 )
10(1220)−(120)(90)
𝒓=
√ 10 1628)−(120)2][10(948)−(90)2
[ (
1400
𝒓=
√2594400
𝒓 = .87 which indicates very high positive correlation
Step 5: Calculate the value of t and arrive at the statistical decision.
𝑛−2
𝒕 − 𝑣𝑎𝑙𝑢𝑒 = 𝒓√1−𝑟 2
10−2
= 0.87√1−(.87)2
=0.87 (5.74)
= 4.99

In testing the significance of r- value, compare the computed t-value with that
of the tabular value at .05 alpha or at a p-value set at .05 alpha or a two tailed
test.

Calculated t- Tabular t-
value value
.05 .01
4.99 2.31 3.36
Step 6. State the conclusion.

The null hypothesis if there is no significant relationship between the English

and Mathematics performance of the students was rejected. The researcher is
confident positive that there is a significant relationship between the variables.

Explore

Here are some enrichment activities for you to work on to master and
strengthen the basic concepts you have learned from this lesson.

Activity 2: KNOW MY CORRELATION!

Directions: For each of the following cases, identify whether there is
positive correlation, negative correlation, or no correlation exists.

______________ 1. Total family income and family expenses

______________ 2. Mathematics grades and height of students
______________ 3. Company sales and advertising expenses
______________ 4. Number of absences and grades
______________ 5. Number of policemen and number of crimes recorded
______________6. Number of pages and price of the book
_______________7. Weight and dancing ability
______________8. Educational attainment and salary
______________9. School allowance and academic performance
______________10. Size of the family and expenses

Activity 3: WHAT’S MY RELATIONSHIP?

Directions: Write the statement showing the relationship between the two
variables.
 Activity 4: APPLY WHAT YOU HAVE LEARNED!
A psychologist wanted to determine if there is a correlation between anxiety
experienced by patients before an operation and religiosity. The patients
completed an anxiety scale (high score=high anxiety) and also completed a
checklist design to measure an individual’s degree of religiosity (belief in a
particular religion, regular attendance at religious services, number of times
per week they regularly pray, etc.) (high score= greater religiosity). A data
sample is provided below:

Anxiety before Operation Religiosity

38 4
42 3
29 11
31 5
28 9
15 6
24 14
17 9
19 10
11 15
8 19
19 17
3 10
14 14
6 18

Perform the procedure for the Pearson Product-Moment Correlation Test.

 Deepen

There is a popular belief that if you are good in English, you are not good in
Mathematics and vice versa. This means a negative correlation, meaning,
the higher your grade in English, the lower is your grade in Math, or the
other way around. To prove that this is wrong, a Mathematics teacher
gathered some data on the grades of students and came up with the table
below:
Student Grade in English Grade in Math
1 75 76
2 88 89
3 94 95
4 75 73
5 86 85
6 83 84
7 79 78
8 77 76
9 76 76
10 93 94
11 91 90
12 89 88
13 85 86
14 84 85
15 84 83

Is the popular belief correct or just a misconception?

Justify and show your solution.

Very well done! You are now ready to take your posttest. You may again go over
the lessons, activities and maps to review for the final assessment.
Good luck!
 Gauge

Directions: Read each item carefully. Use a separate sheet for your
answers. Write only the letter of the best answer for each test item.

1. What type of data uses two sets of variables that can change and are
compared to find relationships?
A. Bivariate B. Correlation C. Dependent D. Independent
2. A condition or piece of data in an experiment that is controlled or
influenced by an outside factor is considered what type of variable?
A. Bivariate B. Correlation C. Dependent D. Independent

3. What type of relationship is evident between foot length and height?

A. A strong negative linear relationship.
B. A strong positive linear relationship
C. A weak negative linear relationship.
D. A weak positive linear relationship.

4. The correlation coefficient measures:

A. Whether there is a relationship between two variables
B. The strength of the relationship between two quantitative variables
C. Whether a cause and effect relation exists between two variables
D. The strength of the linear relationship between two quantitative
variables.

5. What type of relationship between ice cream sales and temperature is

shown on the scatter graph?
A. A strong positive linear relationship.
B. A strong negative linear relationship
C. A weak positive linear relationship.
D. A weak negative linear relationship.
6. Which of the following is true of the correlation r?
A. It is a resistant measure of association
B. −1 ≤ r ≤ 1
C. If r is the correlation between X and Y, then –r is the correlations
between Y and X
D. Whenever all the data lie on a perfectly straight-line, the correlations r
will always be equal to +1.0

7. When the values of two variables move in the same direction, correlation is
said to be _______________.
A. Linear B. Positive C. Non-linear D. Negative

8. When the values of two variables move in the opposite directions, correlation
is said to be ______________.
A. Linear B. Positive C. Non-linear D. Negative

9. When the amount of change in one variable leads to a constant ratio of

change in the other variable, then correlation is said to be ___________.

A. Linear B. Positive C. Non-linear D. Negative

10. Scatter diagram is also called ____________.

A. Scatter chart B. Correlation graph
C. Both a and b D. None of these

11. What measure of correlation measures the strength and direction of the
linear relationship of two variables and its association between interval and
ordinal data?
A. Spearman’s rho B. Pearson’s r C. Chi-Square D. T-test

12. If there is no correlation or a weak correlation, what is the value of r?

A. 0 B. -1 C. 1 D. 2
13. What statistical treatment is used to test the significant relationship
between the number of hours of computer gaming and the students daily
allowance?
A. Chi-Square test B. ANOVA C. Correlational rank D. T-test

14. What decision will you make if the computed t-value is less than the
critical value?
A. Accept the null hypothesis
B. Accept the Alternative hypothesis
C. Reject the null hypothesis
D. None of the Above

15. If there are 15 number of paired samples, what is the degree of freedom?
A. 14 B. 13 C. 12 D. 11

References
Printed Materials:

Calaca, Ninia I., Manalo, Ronald A., Noble, Nestor M. Statistics and
Probability. Araneta Ave., Quezon City: Vibal Group, Inc. 2016. pp. 354-362
*DepED Material: Statistics and Probability Learner’s Material

Melosantos, Luis Allan B., Antonio, Janice F., Robles, Susan J.,
Bruce, Ryan M.,Math Connections in the Digital Age Statistics
and Probability. Sibs Publishing House. Inc. 2016. pp. 3-7
Website:

http://www.westmaths.com.au › Bivariate+Data+Test+ETA

bhsapstats.weebly.com /uploads/3/8/0/2/38020589
/bivariate_data_analysis_review_2017.

dept.stat.Isa.umich.edu/˜kshedden/ Courses/Stat401/Notes/401-bivariate-
slides.

web.cortland.edu>STATS>corr.

https://www.khanacademy.org/math/ap-statistics/bivariate-data-ap/scatterplots-
correlation/e/interpreting-scatter-plots
Jumpstart
Activity 1
1. C 2. A 3. C 4. C 5. A
Pretest
ANSWER KEY
Deepen
* NO, the popular belief is just a misconception since the computed rp =
0.99, which indicates very high positive correlation.
Gauge
1. A 6. B 11. B
2. D 7. B 12. A
3. B 8. D 13. D
4. B 9. A 14. A
5. A 10. A 15. B