ASSOCIATION OF STUDENTS’ PERFROMANCE IN COMPUTER-INSTRUCTION IN

TEACHING STATISTICS AND SEX

College of Advanced Studies

BOHOL ISLAND STATE UNIVERSITY

Main Campus, Tagbilaran City

MA. ALODIA A. DUMAPIAS

October 2018
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ABSTRACT

The main objective of this study was to determine the connection

concerning the students’ performance in learning Probability and
Statistics using a computer-aided instruction and the sex of Grade
11 students of Anda High School during the School Year 2018-2019.
Specifically, the study aimed to describe the sex profile of the
respondents involved in the study. The posttest performance on
solving Probability and Statistics of the students using a
computer-aided instruction was also revealed. Lastly, the
relationship between the posttest performances on learning
Probability and Statistics of students taught using computer-aided
instruction and their sex was analyzed. The study used
experimental-descriptive design. The group is composed of 60
students who were taught of Probability and Statistics using
computer-aided instruction. The researcher made questionnaire
which focused on Probability and Statistics and finding its
solutions. It was used posttest material of the study. The
questions were validated through pilot testing and consultation to
the other Mathematics teachers. There were equal number of male
and female respondents. There were 30 males and 30 females
comprising the 60 total number of respondents. There are 26 out of
60 or 43% of the students handled using computer-aided instruction,
which are the highest percentage scores of each group, were
described as “Very Satisfactory”. On the other hand, the lowest
percentage score of performance falls under “Poor” description
with 2 out of 60 or 3%. Generally, the average score of the students
handled using computer-aided instruction is 18.52 which was
described as “Very Satisfactory”. The performance of the
respondents implies that the students had increased their
performance with the use of computer-aided instruction. This
implies that using computer-aided instruction helped the learning
of respondents in Probability and Statistics. There is no
significant relationship between the posttest performance on
learning Probability and Statistics of the students taught using
computer-aided instruction and their sex because the null
hypothesis was accepted since the computed chi-square value of
1.954 is within the tabular chi-square value of 9.488. This implies
that the sex of the students cannot affect their performance. Based
on the findings of the study, the researchers concluded that using
computer-aided instruction is also a good strategy of teaching
students about Probability and Statistics. On the other hand, sex
does not affect students; performance level who were taught using
computer-aided instruction. Sex cannot be used as predictor a
student will perform well or not.
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Name: MARVIN G. BONGATO October 10, 2018

Activity 4

Chi-Square Test

THE PROBLEM

Statement of the Problem

The main purpose of this investigation was to determine the

association between the students’ performance in learning

Statistics and Probability using of computer instruction and the

sex of Grade 11 students of Sikatuna National High School Academic

Year 2018 – 2019.

It will answer the following specific problems:

1. What is sex profile of the respondents?

2. What is the posttest performance in Probability and Statistics

of students using computer-instruction?

3. Is there a significant relationship between the posttest

performance in Probability and Statistics of students using

computer-instruction and their sex?

Statement of Null Hypothesis

There is no significant relationship between the posttest

performance in Probability and Statistics of students taught using

computer-aided instruction and their sex?

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Statistical Treatment

Frequency and percentage was used to determine the profile of

the respondents in terms of sex.

𝑓
𝑃= 𝑋 100
𝑁

Where:

𝑃 = percentage

𝑓 = frequency of responses

𝑁 = number of cases

In determining the mean score performance of the posttest of

the respondents, the mean formula was used:

x 
x
N

Where: x = arithmetic mean

∑ 𝑥 = summation of the scores of the respondents

N = number of cases

The result of the computed arithmetic mean was interpreted

according to the following scale:

Numerical Value Interpretation

20.00 - 25.00 Excellent

15.00 - 19.99 Very Satisfactory
10.00 – 14.99 Satisfactory
5.00 – 9.99 Fair
0 – 4.99 Poor

To determine if there is significant relationship between the

posttest performance in learning Probability and Statistics of

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students taught using computer-aided instruction and their sex,

the researcher used the chi-square test for independence with the

formula:

(𝑂−𝐸)2
x2= ∑
𝐸

where:

x2 = is the Chi-square value from the computation

O = is the Observed value from the data gathered

E = is the Expected Value using the formula

(∑ 𝑟1) 𝑥 (∑ 𝑐1 )
E= 𝐺𝑟𝑎𝑛𝑑 𝑇𝑜𝑡𝑎𝑙

The result of the computation is interpreted with the use of

alpha level 0.05.

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Chapter 2

PRESENTATION, ANALYSIS AND PRESENTATION OF DATA

This chapter covers with the presentation, analysis and

interpretation of the gathered data on the performance in learning

Probability and Statistics of Grade 11 students taught using

computer-instruction and their sex.

Table 1 below shows the profile in terms of sex of Grade 11

students taught using computer-aided instruction.

Table 1

Probability and Statistics performance of the students and sex

N = 60

Frequency Percentage
Sex (f) (%)
Male 30 50
Female 30 50
Total 60 100

The table shows that there are 30 male respondents who were

involved in the study. Moreover, there are also same number of 30

female respondents who were involved in the study. This implies

that there are fair number of respondents.

Table 2 presents the profile of respondents of the posttest

performance in learning Probability and Statistics of the Grade 11

students taught using computer instruction.

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Table 2

Posttest Performance of Grade 11 Students in

Learning Probability and Statistics
N = 60

Range Frequency Percentage

Description (f) (%)
Score
20 - 25 Excellent 10 17
15 - 19 Very Satisfactory 26 43
10 – 14 Satisfactory 19 32
5 – 9 Fair 3 5
0 – 4 Poor 2 3
Mean Score 18.52
Description Very Satisfactory

It shows that 26 out of 60 or 43% of the students handled

using computer-aided instruction, which are the highest percentage

scores of each group, were described as “Very Satisfactory”. On

the other hand, the lowest percentage score of performance falls

under ‘Poor” description with 2 out of 60 or 3%.

Generally, the average score of the students handled using

computer instruction is 18.52 which was described as “Very

Satisfactory”. The performance of the respondents implies that the

students had increased their performance with the use of computer-

aided instruction. This implies that using computer-aided

instruction helped the learning of respondents in Probability and

Statistics.

Table 3 presents the analysis of the relationship between the

students’ performance level and the sex of the Grade 11 students.

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Table 3
Relationship Between the Students' Performance and Sex
N=60

Chi- Chi-
Sex
Student's Row Square Square Deci- Inter-
Performance Male Female Total Test Table sion pretation
Value Value
Excellent 5.000 5.000
4 6 10
0.200 0.200

Very 13.000 13.000

Satisfactory 14 11 26
0.077 0.077

Satisfactory 9.500 9.500

9 10 19
Do not
0.026 0.026 Insigni-
1.954 9.488 Reject
ficant
Fair 1.500 1.500 Ho
2 1 3
0.167 0.167

Poor 1.000 1.000

1 1 2
0.000 0.000

Column Total
30 30 60

The table revealed that there is no significant relationship

between the posttest performance on learning Probability and

Statistics of the students taught using computer-aided instruction

and their sex because the null hypothesis was accepted since the

computed chi-square value of 0.940 is within the tabular chi-

square value of 9.488. This implies that the sex of the students

cannot affect their performance.

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Chapter 3

SUMMARY, CONCLUSIONS AND REOMMENDATIONS

This chapter covers the summary of the study and the findings.

It also includes the conclusions and recommendations which were

also based on the findings of the study. This will also serve as

a useful reference of future researchers who have similar area of

investigation.

Summary

This study was conducted to find out the connection concerning

the students’ performance in learning Probability and Statistics

using a computer-aided instruction and the sex of Grade 11 students

of Sikatuna National High School during the School Year 2018-2019.

Specifically, the study aimed to describe the sex profile of

the respondents involved in the study. The posttest performance on

learning probability and statistics of the students using a

computer-aided was also revealed. Lastly, the relationship between

the posttest performances on learning Probability and Statistics

of students taught using computer-aided instruction and their sex

was analyzed. The study used experimental-descriptive design. The

group is composed of 60 students who were taught of Probability

and Statistics using computer-aided instruction.

 10

The researcher made questionnaire which focused on

Probability and Statistics and finding its solutions. It was used

posttest material of the study. The questions were validated

through pilot testing and consultation to the other Mathematics

teachers.

Finally, the gathered data were treated, tabulated using the

chi-square test to draw conclusions based on the findings of the

study.

Findings

The following are the findings based upon the data obtained:

1. Sex Profile of the Respondents

There were equal number of male and female respondents.

There were 30 males and 30 females comprising the 60 total

number of respondents.

2. Performance Level of the Respondents

There are 26 out of 60 or 43% of the students handled

using computer-aided instruction, which are the highest

percentage scores of each group, were described as “Very

Satisfactory”. On the other hand, the lowest percentage score

of performance falls under “Poor” description with 2 out of 60

or 3%. Generally, the average score of the students handled

using computer-aided instruction is 18.52 which was described

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as “Very Satisfactory”. The performance of the respondents

implies that the students had increased their performance with

the use of computer-aided instruction. This implies that using

computer aided instruction helped the learning of respondents

in Probability and Statistics.

3. Relationship Between the Student’s Performance Level and Sex

There is no significant relationship between the

posttest performance on learning Probability and Statistics

of the students taught using computer-aided instruction and

their sex because the null hypothesis was accepted since the

computed chi-square value of 1.954 is within the tabular chi-

square value of 9.488. This implies that the sex of the

students cannot affect their performance

Conclusion

Based on the findings of the study, the researchers concluded

that using computer aided instruction is also a good strategy of

teaching students about Probability and Statistics. On the other

hand, sex does not affect students; performance level who were

taught using computer aided-instruction. Sex cannot be used as

predictor a student will perform well or not.

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Recommendations

Based on the drawn conclusions of the study, the researcher

came up with the following recommendations:

1. The supervisors may integrate in the mapping of curriculum

using computer aided instruction in the subject Probability and

Statistics.

2. The Mathematics teachers specifically those teaching Grade

11 Probability and Statistics may use computer – aided instruction

in teaching the subject.

3. Future researchers may search for alternative strategies

and make this research as reference.

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Appendix B

QUESTIONNAIRE

Directions: Read each item carefully. Analyze and encircle the

letter of the correct answer.

1. The number of faculty members in 10 different colleges are

16, 25, 40, 24, 15, 20, 50, 15, 35, and 20. Find the sample
mean of the faculty members for the 10 colleges.
a. 25 b. 26 c. 27 d. 28
For numbers 2-4, refer to the probability distribution below.

X 0 2 4 6 8
F 1 1 1 1 1
5 5 5 5 5
2. What is the mean of the probability distribution?
a. 1.5 b. 2.0 c. 3.5 d. 4.0
3. What is the variance of the probability distribution?
a. 4.15 b. 6.35 c. 8.00 d. 7.50
4.
5.
6.
7.
8.
9.
10.
11.
12.
13
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
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APPENDIX C
CHI-SQUARE TEST COMPUTATION

Chi- Chi-
Sex
Student's Row Square Square Deci- Inter-
Performance Male Female Total Test Table sion pretation
Value Value
Excellent 5.000 5.000
4 6 10
0.200 0.200

Very 13.000 13.000

Satisfactory 14 11 26
0.077 0.077

Satisfactory 9.500 9.500

9 10 19 Do not
Insigni-
0.026 0.026 1.954 9.488 Reject
ficant
Ho
Fair 1.500 1.500
2 1 3
0.167 0.167

Poor 1.000 1.000

1 1 2
0.000 0.000

Column Total 30 30 60

(𝒄𝒐𝒍𝒖𝒎𝒏 𝒕𝒐𝒕𝒂𝒍)(𝒓𝒐𝒘 𝒕𝒐𝒕𝒂𝒍)

Computations of Expected Values ; E = 𝒈𝒓𝒂𝒏𝒅 𝒕𝒐𝒕𝒂𝒍
(𝟑𝟎)(𝟏𝟎) (𝟑𝟎)(𝟏𝟎) (𝟑𝟎)(𝟏𝟎) (𝟑𝟎)(𝟏𝟎)
E1,1 = = 5.000 E1,2 = = 5.000 E2,1 = = 5.000 E2,2 = = 5.000
𝟔𝟎 𝟔𝟎 𝟔𝟎 𝟔𝟎

(𝟑𝟎)(𝟏𝟒) (𝟑𝟎)(𝟏𝟏) (𝟑𝟎)(𝟏) (𝟑𝟎)(𝟏)

E3,1 = = 7.000 E3,2 = = 5.500 E4,1 = = 0.500 E4,2 = = 0.500
𝟔𝟎 𝟔𝟎 𝟔𝟎 𝟔𝟎
(𝟑𝟎)(𝟏) (𝟑𝟎)(𝟏)
E5,1 = = 0.500 E5,2 = = 0.500
𝟔𝟎 𝟔𝟎

(𝑶−𝑬)𝟐
Computations of Cell Chi-Square values ; X2 =
𝑬

(𝟒−𝟓.)𝟐 (𝟔−𝟓)𝟐 (𝟏𝟒−𝟏𝟎.𝟓)𝟐 (𝟏𝟏−𝟏𝟎.𝟓)𝟐

X21,1 = = 0.095 X21,2 = = 0.095 X22,1 = = 0.291 X21,1= = 0.291
𝟏𝟎.𝟓 𝟏𝟎.𝟓 𝟏𝟐 𝟏𝟐

(𝟗−𝟕)𝟐 (𝟏𝟎−𝟓.𝟓)𝟐 (𝟏−𝟏)𝟐 (𝟏−𝟏)𝟐

X23,1 = =0.364 X23,1 = =0.818 X24,1 = = 0 X24,2 = = 0
𝟓.𝟓 𝟓.𝟓 𝟎.𝟓 𝟎.𝟓

(𝟏−𝟏)𝟐 (𝟏−𝟏)𝟐
X25,1 = = 0 X25,2 = = 0
𝟎.𝟓 𝟎.𝟓

(𝑶−𝑬)𝟐
Computations of Cell Chi-Square values ; X2 = 𝑬
X2 = 0.095 + 0.095 + 0.083 + 0.291 + 0.291 + 0.364 + 0.818
X2 = 1.954

Since the computed chi-square value of 1.954 is within

the tabular chi-square value of 9.488, then accept the null
hypothesis.