DARWIN L.

MORALES

FINAL EXAM

STATISTICS WITH COMPUTER

1. How can educators use Cronbach's Alpha to evaluate the consistency of responses
in a student satisfaction survey?

Educators can use Cronbach's Alpha to evaluate the internal consistency or reliability of the
responses in a student satisfaction survey by measuring how closely related the items (questions)
on the survey are to each other. It is commonly used when the survey includes multiple items
aimed at assessing the same underlying concept.

2. How can percentage distribution help identify the most common errors made by
students in a mathematics test?

by analyzing the percentage of correct and incorrect responses across different categories, you
can identify where students are making the most errors, allowing teachers to focus their teaching
efforts on the most problematic areas.

3. How can teachers use the mean score of a class to evaluate the overall
effectiveness of a new instructional strategy?

the mean score provides a snapshot of overall class performance and can serve as a starting point
for evaluating the success of a new instructional strategy. However, it should be considered
alongside other factors like the distribution of scores, individual progress, and feedback from
students for a more comprehensive assessment.

4. How can these tests - Kolmogorov-Smirnov Test and Shapiro-Wilk Test - help
educators determine if students' test scores are normally distributed for further
statistical analysis?

Kolmogorov-Smirnov Test

• Purpose: The K-S test compares the sample distribution to a reference normal
distribution to determine if they are similar. It calculates the largest distance between the
empirical cumulative distribution function (ECDF) of the data and the cumulative
distribution function (CDF) of the normal distribution.
• Usage in Education:
o If an educator has a set of test scores, the K-S test can determine whether the
scores follow a normal distribution.
o The test returns a p-value, which helps decide whether to reject the null
hypothesis (the data follows a normal distribution).
 o A high p-value (typically above 0.05) suggests that the data is likely to be
normally distributed, while a low p-value suggests deviation from normality.

Shapiro-Wilk Test

• Purpose: The Shapiro-Wilk test specifically tests for normality by examining the sample
data’s skewness and kurtosis relative to a normal distribution. It is considered more
powerful and accurate for small sample sizes than the K-S test.
• Usage in Education:
o This test is often used for smaller datasets, such as classroom test scores, where
the sample size might be too small for other normality tests.
o Similar to the K-S test, a p-value greater than 0.05 suggests that the data does not
significantly differ from a normal distribution.
o If the p-value is low, educators may consider transforming the data or using non-
parametric methods.

5. How can ANOVA or Kruskal-Wallis be applied to compare the academic performance of

1. ANOVA (Analysis of Variance)

When to use:
ANOVA is appropriate when the data is normally distributed and the variances of the groups
(teaching methods) are similar. It assumes that the academic performance scores are continuous,
and the groups being compared (the teaching methods) are independent.

Steps:

• Hypotheses:
o Null hypothesis (H₀): There is no significant difference in the academic
performance of students across the three teaching methods.
o Alternative hypothesis (H₁): At least one of the teaching methods results in a
different academic performance compared to the others.
• Assumptions:
1. Normality: The scores for each group (teaching method) should be approximately
normally distributed.
2. Homogeneity of variances: The variances of academic performance across the
groups should be roughly equal (this can be tested with Levene’s test).
• Procedure:
1. Collect Data: Academic performance scores for students in each teaching method
group.
2. Calculate Group Means: Calculate the mean score for each teaching method
group.
3. ANOVA Calculation: The test will compare the variance within each group to
the variance between the groups.
 4. Interpret the F-statistic: If the p-value is less than the significance level (usually
0.05), reject the null hypothesis, indicating that there is a significant difference in
academic performance between at least two teaching methods.

2. Kruskal-Wallis Test

When to use:
The Kruskal-Wallis test is used when the data is not normally distributed, or when dealing with
ordinal data, non-continuous data, or when the assumption of equal variances is not met. It is a
non-parametric alternative to ANOVA.

Steps:

• Hypotheses:
o Null hypothesis (H₀): There is no significant difference in the academic
performance across the three teaching methods.
o Alternative hypothesis (H₁): There is a significant difference in academic
performance among at least two of the teaching methods.
• Assumptions:
1. The samples from each group (teaching method) are independent.
2. The academic performance scores can be ranked (they don’t need to be normally
distributed).
3. The distributions of scores across the groups should be similar in shape.

6. How can Eta-Squared help educators assess the strength of the relationship
between teaching strategy and student performance?

Eta-squared (η²) is a measure used in statistics to assess the strength of the relationship between
two variables. In the context of education, it can help educators understand how much of the
variability in student performance is explained by a particular teaching strategy. Here’s how it
can be applied:

Effect Size Measurement: Eta-squared is an effect size measure that quantifies how
much of the total variance in student performance (such as test scores, grades, or other
assessments) is explained by the teaching strategy. A higher eta-squared value indicates a
stronger relationship between teaching strategy and student performance.

7. How can a paired T-test or Wilcoxon Signed-Rank Test be used to

Both the paired T-test and Wilcoxon Signed-Rank Test can be used to measure the
effectiveness of a remedial program by comparing the pre-test and post-test scores of
participants. These tests help determine if there is a statistically significant difference in the
scores, indicating whether the program has had an effect.

8. How can Pearson's or Spearman Rho's correlation coefficient be applied to analyze the
relationship between students’ study habits and their exam performance?

Pearson's correlation coefficient and Spearman's rank correlation coefficient are both used to
measure the strength and direction of the relationship between two variables, but they differ in
how they handle the data.

Pearson's Correlation Coefficient:

Pearson’s correlation measures the linear relationship between two continuous variables. It
assumes that both variables are normally distributed and have a linear relationship.

Application in the context of study habits and exam performance:

• Study habits might be measured with continuous data, such as hours of study per week,
or a score based on a survey measuring study habits.
• Exam performance is typically a continuous variable, such as the score on an exam or
grade.