STATISTICS AND PROBABILITY

Statement of the Problem: Is there a significant relationship between the stress level of an FEU HS
Student and their GWA in First Semester of S.Y. 2016-2017?
Sampling technique: Cluster-Systematic Random Sampling
Data Collection: Survey
Sample size: Using cluster-systematic random sampling, the researchers select 4 sections using
random sampling and selects the 6th student in each sections class list.
Presentation of Data

GRADES FREQUENCY PERCENTAGE

Grades of FEUHS Students
20
A+ 0 0
18
16 A 1 2.5%
14
FREQUENCY

12 A- 5 12.5%
10
8
B+ 18 45%
6
4
2 B 9 22.5%
0
A+ A A- B+ B B- C+ B- 6 15%
Number of students C+ 1 2.5%

TOTAL: 40 100%

Measures of Central Tendency and the Standard Deviation of the GWA of Students in FEU High School.
Mean Median Mode sd
GWA 89.27 90.495 87.495 3.08

Given the graph and table above, grades range of the students from 8991.99 got the highest rate of
45% while grades range from 81-84.99 and 94-96.99 got the lowest rate of 2.5%. It was also stated
that there are more students in the mediocre grade which is between 89-92.
 STRESS TEST
28
24
STRESS Frequency PERCENT
LEVEL
20
FREQUENCY

Coping 4 10%
16
Well
12 Stressed 22 5.5%
8 Distress 10 2.5%
4
Marginal 4 1%
0
COPING WELL STRESS DISTRESS MARGINAL

Number of students

Measures of Central Tendency and the Standard Deviation of the scores of the Stress Level of FEU HS
Students
Mean Median Mode sd
Stress Level 61.25 61 62 10.372

The given graph and table above shows that there less coping well students than stressed students.
The highest percentage that was given in the table was Stressed Students which garnered 5.5% while
the lowest percentage was garnered by Marginal Students which is neutral between coping well and
stress.

Materials:

RESPONDENT NO. STRESS LEVEL GWA

1. 57 87.495
2. 42 87.495
3. 62 90.495
4. 85 84.495
5. 44 90.495
6. 62 90.495
7. 73 90.495
8. 61 84.495
9. 62 87.495
10. 53 90.495
11. 76 90.495
12. 49 92.995
13. 56 90.495
14. 58 92.995
15. 65 90.495
16. 82 87.495
17. 63 84.495
18. 83 95.495
19. 62 92.995
20. 51 87.495
21. 47 87.495
22. 59 84.495
23. 62 81.495
24. 61 90.495
25. 56 87.495
26. 59 84.495
27. 58 90.495
28. 57 87.495
29. 64 92.995
30. 55 90.495
31. 75 90.495
32. 71 92.995
33. 52 90.495
34. 75 90.495
35. 66 90.495
36. 43 90.495
37. 54 90.495
38. 61 84.495
39. 65 87.495
40. 64 90.495
SUMMARY
OUTPUT

Regression Statistics
Multiple R 0.057060232
R Square 0.00325587
Adjusted R
Square -0.022974239
Standard Error 10.49039661
Observations 40

ANOVA
df SS MS F Significance F
Regression 1 13.66000278 13.66000278 0.124127204 0.726547176
Residual 38 4181.839997 110.048421
Total 39 4195.5

Standard
Coefficients Error t Stat P-value Lower 95% Upper 95%
Intercept 43.88743034 49.30901938 0.890048735 0.379040199 -55.93346073 143.7083214
GWA 0.194795049 0.552897247 0.352316908 0.726547176 -0.924486911 1.314077008

Hypothesis:
Null: There is no significant relationship between the stress level of an FEU HS Student and their
GWA in First Semester of S.Y. 2016-2017.
Alternative Hypothesis: There is significant relationship the stress level of an FEU HS Student and
their GWA in First Semester of S.Y. 2016-2017.
f-value = 0.726547176
f-value = 0.73 > = 0.05

Analysis:
The f-value of the relationship between the stress level of an FEU HS Student and their GWA in First
Semester of S.Y. 2016-2017 is 0.73 since the f-value is greater than 0.05, therefore accept the null
hypothesis that there is no significant relationship between the stress level of an FEU HS Student and
their GWA in First Semester of S.Y. 2016-2017.
Interpretation:
With the results of the survey conducted by the researchers as the basis, it can be concluded that
there is no significant relationship f-value = 0.73 > = 0.05 and there is a weak correlation r - value
= 0.057 < 0-0.49 between the stress level of an FEU HS Student and their GWA in First Semester of
S.Y. 2016-2017.

Recommendation:
It is highly recommended for the future researchers of this topic to identify the different factors that
causes stress to FEUHS Students to make the evaluation of the study more specific and clear.

APPENDICES