DEVELOPMENT AND VALIDATION OF EASY MODULE IN TEACHING

MEASURES OF CENTRAL TENDENCY AND VARIATION

A Research Paper Presented to

the Faculty of the College of Education
Tarlac State University
Tarlac City

In Partial Fulfillment
of the Requirements for the Course
MM 11 – Research Action in Mathematics

ALTARES, Francyn Cielo C.

AMADOR, Nica P.
BARLAAN, Jan Mareen H.
CADIANG, Justin V.
MINA, Jay Marc B.
NOVEDA, Jerson M.
PARAS, Sunshine B.
SALAS, Paula Joy S.

APRIL 2019
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Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Mathematics is the science that deals with the logic of shape, quantity, and

arrangement. Math is all around us, in everything we do. It is the building block of

everything in our daily lives, including mobile devices, architecture (ancient and modern),

art, money, engineering, and even sports. Math is a subject that can be mastered through

continuous practice. Granted, it is not that easy to understand math initially, but if a student is

determined to learn how to solve math problems, his/her aversion to numbers is guaranteed

to disappear.

On the other hand, teachers have roles to play in the advancement of their students. It

is important for teachers to understand that disabilities in math can arise at any stages of a

child’s educational development. Many factors may stand in the way of a student’s mastery

of the subject, even when his/her classmates claim that mathematics is fun.

With the implementation of the K to 12 program, math teachers have opportunities to

further their own content knowledge for teaching. Ongoing opportunities for professional

development that connect research in education and implementation in the classroom are now

within their reach. Big universities in Metro Manila are currently offering advance courses

for teachers, who want to further their professional development, including math teachers.

K to 12 (also K-12) is an education system under the Department of Education (DepEd) that

aims to enhance learners’ basic skills, produce more competent citizens, and prepare
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graduates for lifelong learning and employment. “K” stands for Kindergarten, and “12” refers

to the succeeding 12 years of basic education (6 years of elementary education, 4 years of

junior high school, and 2 years of senior high school).

Non-STEM students are those who didn’t took the Science, technology,

engineering and mathematics (STEM) strand. They choose to focus on the aspect in

education, but as they enter college, most of the students are taking mathematics and science

as their major. In the college of education, bridging is important. Non-STEM students are

more likely to be consumers of statistical information than producers of statistics. As such,

we want them to be able to develop the necessary skills to reason carefully through statistical

information of better understanding the important issues in society today. In explaining the

importance of statistics to student, you might not have an appreciation for this discipline

before taking your class. The researcher send the information to the students into a globally

competitive as citizens who are curious and willing to challenge speakers, reporters,

politicians, medical care providers, advertisers, and others about where their data and

conclusions come from.

Modular instruction is an attempt to individualize learning by allowing a student to

achieve mastery of one unit of content before moving on to another. Module, as a self-

instructional material, can be used as a supplementary material to help the student improve

his/her mastery and as a means to help the student catch up with the missed lessons.

The researchers strongly believe that developing mathematical understanding does

not merely mean getting high scores in different assessments, such as quizzes and tests, or

being able to solve drills in mathematics books; rather, it is manifested in the students’ ability
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to relate and communicate to previously acquired knowledge and be able to identify its

practical purpose.

The aim of this study is to develop and validate an “Easy Module” that would help

students in the process of bridging.

Statement of the Objectives:

This study would experiment the EASY Module to the Non – STEM science majors

in the College of Education.

Specifically, this study would seek to obtain the following:

1. To Develop an EASY Module in Measures of Central Tendency and Variation:

1.1 Power – point Based

1.2 Publisher Based

1.3 Organization of the Content

2. To Validate the Developed EASY Module in Measures of Central Tendency and

Variation:

2.1 Math Experts

2.1.1 Objectives

2.1.2 Content

2.1.3 Format and Language

2.1.4 Presentation

2.1.5 Usefulness

2.2 Language Expert

2.3 Performance of the Users

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2.3.1 Performance in Pre-test of the Control Group and Experimental Group

2.3.2 Performance in Post-test of Control Group and Experimental Group

2.3.3 Performance in the Pre-Test and Post-Test of the Control Group

2.3.4 Performance of the Experimental Group on the Pre-Test and Post-Test

2.3.5 Gain Scores of Control and Experimental Groups

3. Draw implications in using the easy module in measures of central tendency and

variation in teaching mathematics:

Hypotheses:

1. There is no significant difference between the means of control group’s pre-test and

experimental group’s pre-test.

2. There is no significant difference between the means of control group’s post-test and

experimental group’s post-test.

3. There is no significant difference between the means of the control group’s pre-test

and post-test.

4. There is no significant difference between the means of the experimental group’s pre-

test and post-test.

5. There is no significant difference between the means of control groups and

experimental group’s gain scores.

Significance of the Study

The aim of this study is to develop an EASY Module in Measures of Central

Tendency and to validate its effectiveness and variability to the Non – STEM Science Majors

in the College of Education in Tarlac State University.

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The results of this study would provide baseline data to administrators and school

heads on the use of EASY Module in Measures of Central Tendency and Variation. Thus,

they would be provided information on the alternative methods in planning lessons in

teaching measures of central tendency and variation.

This study would also be valuable to the teachers since they would be given on

another means of delivering their lesson about Measures of Central Tendency and Variation.

The learners/respondents would benefit the most since the goal of this study is to

develop and validate an EASY Module that will improve their skills in manipulation,

thinking, understanding, and observing.

Lastly, this study is valuable to the future researchers who will be given additional

information on the effectiveness of an EASY Module in Measures of Central Tendency and

Variation.

Scope and Delimitation of the Study

The main focus of this study is to test the validity and reliability of the developed

EASY Module on Measures of Central Tendency and Variation to the Non-STEM Science

Majors in the College of Education in Tarlac State University. The respondents of the study

came from the two sections of Science major BSED 1 – C1 and BSED 1 – C2 students in the

College of Education: Tarlac State University Second Semester S.Y. 2018-2019. The two

sections were given equal chances of being selected. The validated pre-test was administered;

then, pairing was done with students who have the same scores. There were 58 students used

as the respondents of the study: 29 students for the experimental group while the remaining
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29 students were the control group. The experimental group utilized the module, while the

control group was taught in the traditional way of teaching.

Definition of Terms

The following terms are defined conceptually in order to give a clear understanding

of the study:

Control Group. This refers to the group of students taught using traditional teaching

method.

Experimental Group. This refers to the group of students taught using the developed and

validated easy module as a supplementary material.

Internally Consistent. This is a measure based on the correlations between different items

on the same test (or the same subscale on a larger test). It measures whether several items

that propose to measure the same general construct produce similar scores.

Module. This is a tool that provides course materials in a logical, sequential, order, guiding

students through the content and assessments in the order specified by the instructor.

Reliability Coefficient. This is a measure of the accuracy of a test or measuring instrument

obtained by measuring the same individuals twice and computing the correlation of the two

sets of measures.

Learning Module. This is a tool that gives an organized data to use by the teachers and

learners
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EASY Module. This is an organized tool that provides much easier content to understand by

the learners.
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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature

Arlene Salve-Opina, Ph.D (2014), proposed Online Modules to college students in

Communication Skills 1 subject at Centro Escolar University, Philippines in an online format

using the computer laboratory of the university. Guided by Alecia Bilton-Ward’s (1997)

concept of virtual teaching and videoconferencing strategy, the instructor-researcher came up

with her modified concept of online instruction delivery for her experimental study using

internet, computers, headsets, web cams. Based on the syllabus of communication 1 subject,

the researcher developed online modules, games and other materials, which were uploaded to

internet Learning Management System (LSM) and linked to virtual class web portals. The

researcher used varied tools like Quia, Slideshare, Quizmoz, Webposter emails, ym chats,

and Nicenet, most of which are free sites for online teaching. Ten English faculty members

were requested to validate the modules in their actual classes before the experiment

commenced. Thereafter, the modules were revised for the next stage of the experimental

study. The questionnaire used for the study was tested to 15 students, from which the result

yielded high reliability. Using ANOVA, All sections handled by the researcher were tested to

identify the possible subjects and respondents of the study. Of the eight sections, only four

with one hundred seventy-two (172) students were comparable in both pre-test scores and

preliminary grades and thus, became the subjects of the study. Based on the above

mentioned-results, the subjects were grouped as slow and fast learners. The researcher also

used linear correlation, Likert Scale, percentage, arithmetic mean and standard deviations, t-
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test for independent population. The data of this research were statistically processed by the

CEU Evaluation and Data Processing Department. The study also tried to find out how

comparable were the control and experimental groups with regard to their midterm, final

grades and post-tests after the introduction of the online modules. The results show that the

students exposed to the online modules in online portals performed better than those

receiving traditional instruction in a classroom with .000 probabilities interpreted as very

significant. The modules were also given an overall rating of very well done by the students.

The overall rating of the students’ interaction with the instructor was superior. In an overall

perspective, the students were to a large extent satisfied with online instruction.

D. J. Naval (2014), conducted a study entitled Development and Validation of Tenth

Grade Physics Modules Based on Selected Least Mastered Competencies. The main purpose

of the study was to develop and validate modules in physics based on selected least mastered

competencies for tenth-graders. Hence, the researcher developed a set of modules which

covered six major areas of physics (i.e. motion, force, energy, momentum and impulse, and

heat and thermodynamics). Specifically, it sought to answer the following questions: (1)

Were the developed modules appropriate in terms of its objectives, content, design

characteristics, learning activities, adaptability, clarity, and evaluation as perceived by the

pool of experts, teachers, and students? (2) Was there a significant difference among the

perceptions of the students, teachers, and experts with respect to acceptability of the

developed modules? (3) Would the developed modules enhance student’s performance in

terms of knowledge acquisition? The development and validation was anchored to the

ADDIE model which involved four stages: preparation, development, validation, and try-
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Out. Select physics experts from Philippine Normal University, and teachers from Tibagan

High School in the Philippines were the sample used for the validation of the modules which

were further tried out on 96 students of Tibagan High School. Moreover, this study utilized

the quasi-experimental design, as such, a pretest and posttest were administered to the

student users to determine the knowledge acquisition performance of the two groups of

respondents (i.e. experimental and control groups). Likert scale data collected and test results

were analyzed using descriptive and inferential data analysis procedures. The result of the

study showed that the developed modules were found acceptable for the 10th grade physics

students. There was no statistically significant difference between the evaluation of the

students, peers, and experts on the module’s acceptability. Also, the developed set of

modules was found to be effective in terms of knowledge acquisition. Therefore, this study

suggests that the developed module can be a useful tool for teaching and learning basic

physics.

Rowena de los Reyes Laroza, Ed. D (2015), conducted a study that aimed to

determine the validity and effectiveness of the developed modules in the subject Social

Orientation (Soc. Or.) or Personality Development and Public Relations (PDPR). This study

was conducted at the University of Rizal System-Morong Campus during the First Semester

of School Year 2009-2010 with 15 PDPR professors and 30 second year students of Bachelor

of Technology major in Hotel and Restaurant Management as the respondent-evaluators in

the study. Descriptive-experimental method of research using the questionnaire-checklist

and test results in gathering data was used in the conduct of the study. The PDPR professors

validated the modules based on the following criteria: objectives, subject matter, organization
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and presentation, language and style and usefulness of the module. Pre-test – post-test design

was used to determine the performance of the control and experimental group in which the

students were equated and divided into two groups. Mean, standard deviation and rank

distribution were used as statistical tools in treating the data. T-test was utilized to test the

significant difference between the mean performance of the control and experimental group

as revealed by the post test results. It was found out that the modules in PDPR were very

much valid as an instructional material. This is shown in the high performance of the

experimental group as revealed in their pre-test and post test results. The modules in PDPR

were perceived to be very much effective by students and professors.

Vivian F. Abarro (2016), proposed a computer-aided instructional material in selected

topics in Elementary Algebra. The study made use of Quasi - Experimental Research method

utilizing one group pre-test - post-test design. The study was conducted at Peter Pan Learning

Center, a private school offering secondary and elementary level of education. The subjects

of the study were the 15 first year high school students enrolled during the school year 2007-

2008. There were no equating factors considered in the selection of the subjects of the study,

but it was made clear that no irregular first year students were included in the study. The

teacher made test which was used in determining the validity of the developed material

consisting of 100-items. The test was divided into two sets and each set was administered

before and after the grading period. The test was developed based on the learning

competencies provided by the Department of Education and the table of specification. The

test was content validated by experts in test preparations. Suggestions provided by experts

were considered in the revision. It was tried out to 10 second year high school students
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enrolled at Peter Pan Learning Center, Baras, Rizal, Philippines during the school year 2007-

2008. The result of the try out was analyzed through indices of difficulties and

discrimination in order to improve the poor items and the test was finalized. Findings

revealed that the performance pre-test and post-test of the subjects in both Algebraic

expressions and first degree equation and inequalities are satisfactory and very satisfactory

respectively. It emphasizes that the computed-aided instructional materials in Elementary

Algebra brought significant gain in knowledge and skills of the students upon its exposures.

According to Evelyn C. Torrefranca (2017) in her study entitled Development and

Validation of Instructional Modules on Rational Expressions and Variation, modular

instruction is an attempt to individualize learning by allowing a student to achieve mastery of

one unit of content before moving on to another. Module, as a self-instructional material, can

be used as a supplementary material to help the student improve his/her mastery and as

means to help the student catch up with the missed lessons. The study utilized the design and

development research approach to establish an empirical basis for the creation of

instructional products, which are self-instructional modules. In particular, the researcher

utilized the ADDIE (Analysis, Design, Development, Implement, Evaluate) Model in

developing the instructional modules on Rational Expressions and Variations. The

participants of the study were the students of a government-owned secondary school in

Quezon City. Specifically, the second year high school students who were taking up

Intermediate Algebra at the time of the study were included. Since the school uses

homogeneous sectioning for the first two sections and heterogeneous sectioning for the other

sections, the researcher used the first four sections that were assigned to her. The researcher
 14

decided to use sections II – Narra (A) composed of 51 students; II – Acacia (B) with 49

students; II – Banuyo (C) with 46 students; and II – Banaba (D) with 47 students, following

the regular schedule of classes to avoid disruption of classes during the try-out of the

modules. Thus, there were 82 male students and 111 female students for a total of 193

students chosen as student- participants of the study. In gathering data relevant in the study,

the researcher employed the following: (1) Experts’ Evaluation Checklist of the Instructional

Modules; (2) Pre-test and Post-test for each instructional module; and (3) Students’

Evaluation Checklist of the Instructional Modules. The researcher utilized descriptive

statistics such as percentages, means, and standard deviations in analyzing the evaluation

ratings of experts and student-respondents as well as the pre-test and post test scores obtained

by the student respondents. Textual interpretation was also used in reporting the supporting

qualitative data. In order to compare the evaluation ratings of experts with that of student -

participants, statistical analysis using t-test for independent means set at 0.05 level of

significance was performed. Finally, to ascertain the effectiveness of instructional modules,

the pre-test results were also compared statistically with the post-test results using paired t-

test set at 0.05 level of significance. Findings revealed that all the evaluators strongly agreed

that the instructional modules satisfied the criteria for evaluating the modules. On the basis of

the findings, the developed instructional modules on Rational Expressions and Variations

under the domain of Algebra are acceptable using the expert jurors’ and student-users’

separate assessments. The instructional modules, subjected to the statistical comparisons of

evaluations, are also consistent between these two groups of evaluators. Meanwhile, the

significant change in the pre-test and post-test scores obtained by students before and after

they were exposed to the instructional modules signifies that the instructional modules
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brought out some sort of improvement in their knowledge of Rational Expressions and

Variations. That is, the students learned from the modules and can go about it, with their

teachers as facilitators of learning. With all these essential information that transpired from

the present study, it may be suffice to say that it could be possible for teachers to redirect the

focus of classroom from what it is to what their students are capable of doing and that would

allow them to be responsible for their own learning.

Ester T. Rada, Ph.D, conducted a study that aims to develop a module for the

teaching of Filipino to beginning level foreign students. The Beginner module follows Tyler

and Taba model on curriculum: needs assessment, formulation of objectives and content,

syllabus design and organization of learning/skills or methodology and evaluation. With

regard to needs assessment, Mackay and Bosquet test/questionnaire model, among other

models, provided the basic framework. As to syllabus design, an Integrated Approach is

used. All the elements such as grammar, notions-functions, content areas, and tasks (target

tasks and pedagogical tasks) are part of the design. The module adapts an integrated

language lesson (integrating all the four macro skills). This Integrated skill lesson sequence

follows seven design principles such as Authenticity – springboard activity/motivation based

on the macro-skill in focus Task continuity – an activity builds up may lead to discussion

Real-world focus – the materials make an explicit link to practical experiences/situations

outside the classroom Language focus – discovery learning Learning focus – application of

skill learned/other skill is integrated or a certain language rule is further discussed for

emphasis Language practice – drill/oral exercises and Evaluation (instead of Problem

solving) – individual/pairs/ group work. This serves as the model for the lesson sequence of
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the module. There are modifications, however, employing the cognitive-psychological

processing (bottom up and top down) in pre-, while-, and post- instruction of the skill in

focus. The format, shape and design adapt Dubin and Olshtain pointers. As regards module

evaluation, the bases are taken from Hutchinson and Waters’ criteria. As concluded by the

researcher, modular approach is based on the principle that every student has his own rate

and pace in learning. Module is a self-contained and independent unit of instruction focused

primarily on some well-defined objectives. Self-instructional materials like modules are of

help to both teachers and students, more so, in the case of foreign students who have different

orientation and culture from the locals. There are basically four macro-skills of

communication, namely, listening, speaking, reading and writing. Another skill, viewing, is

added. The module for beginning level foreign students aims to develop these macro-skills in

the use of Filipino as a medium of communication. The module follows the integrated skill

scheme. The validation of the module will prove that an integrated skill scheme in a modular

format is effective in second language teaching and learning.

Foreign Studies

According to Simone C. O. Conceição, et.al (2007), in his study entitled The

Development and Validation of an Instrument to Evaluate Online Training Materials, the

processes used when developing a survey instrument for research studies are equally as

important when developing a survey for evaluation purposes. Their study presents the steps

involved in the development and validation of a survey instrument that can be used to

evaluate online training modules or instructional aids in both workplace and educational

environments. The resulting survey measures the effectiveness, appeal, and efficiency of
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online training materials. A model for online survey development was used to develop and

validate the evaluation tool. This model starts with the review of literature, the development

of a research question, survey construct development, and then survey question development.

The validation processes described in this model require a pilot test, factor analysis, and

question revision as appropriate. The survey is then evaluated for online use. This model

was used because it stresses the importance of examining both general environmental

concerns associated with survey research, as well as factors specifically related to the use of

surveys in online environments. The pilot test was conducted in a kinesiology online course

at a technical college. The structure of the course included 15 modules of online instruction,

optional one hour open labs held each week when there was a scheduled on-campus

proctored exam, online discussion groups, and online quizzes. The open lab was designed

primarily as a review of content and for hands-on demonstration.

As concluded by the researchers, the pilot study has resulted in (1) the development

and validation of a survey instrument that has been thoroughly tested according to standards

set forth for survey research studies, (2) a description of an evaluation strategy to evaluate

training instructional aids, and (3) the identification of constructs to evaluation instructional

aids in online environments. Surveys used for evaluation purposes are often compiled by

trainers, instructional designers, and educators, with no bases in reliability and validity. The

pilot study set out to address that issue in the context of an online environment, which adds

another layer of complexity to the evaluation process. Using the theoretical bases, along with

a model of online survey development, the researchers were able to develop a general survey

for the evaluation of online training materials or instructional aids that can be used in
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business, non-profit, formal education, and many other settings. Formality of measurement

process, accuracy of measurement, and pilot testing are important elements to help strengthen

the online evaluation process. Conducting a pilot test can establish construct validity rather

than simply having a series of questions that do not measure any given construct. The results

of the pilot test in this study showed that the effectiveness, efficiency, and appeal (the

constructs) of instructional aids did not depend on the type of instructional aid used.

However, the use of video, interactive games, and tutorials showed the importance of moving

beyond text in an online environment. While the use of instructional aids is important in

facilitating student learning, the type of aid was not. In this pilot study, students used

different instructional aids to accomplish different goals. Even though there was no

significant difference in the level of satisfaction, students rated video as their first choice of

instructional aids, followed by interactive games, and then tutorials.

Goldee Jamwal (2012), conducted a study entitled Effective use of Interactive

Learning Modules in Classroom Study for Computer Science Education. Their study

examines the learning preferences of Logan High School (located in Logan, Utah) students

and evaluates the impacts of using interactive learning modules with classroom lectures

compared to other traditional methods of teaching. Working in groups and using Interactive

Learning Modules (ILMs) are preferred by students over other alternative methods of

learning. The learning styles survey results indicated that a significant number of students

considered themselves active and visual learners. Active learners are 3.1 times more likely to

prefer ILMs and 0.1 times as likely to select homework as their preferred method of learning.

Visual learners have similar preferences. Sequential learners have a low preference for
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videos as a method of learning. A very large number of students have indicated they would

like to use ILMs in future because of their experiences during activity.

Dr. Padmapriya P.V. (2015), conducted a study entitled Effectiveness of Self

Learning Modules on Achievement in Biology among Secondary School Students.

Educational technology implies the use of all modern media, methods, materials, practices,

theories and principles for maximizing the learning outcomes. It facilitates learning by

control of environment, media, and method. The present study is an attempt to find out the

effectiveness of self-learning modules on biology learning. The lack of challenging

educational material which will not contain the creativity of the learner, better met within

modular scheduling. Modules help to develop self-learning capacity among the learner. The

study tests the effectiveness of self-learning modules on achievement in biology, so the

investigator selected experimental method with pretest post-test non-equivalent group design.

The study reveals the effectiveness of self-instructional module on achievement among

secondary school students and the administrators must take necessary steps to give special

training to teachers in developing modular packages. The students treated with modular

approach achieved higher mean scores than those students taught through activity-oriented

method.

Yakin Niat Telaumbanua, et.al (2017), conducted a study entitled Development of

Mathematics Module Based on Metacognitive Strategy in Improving Students' Mathematical

Problem Solving Ability at High School. His research is based on problems that occur in

SMA Negeri 3 Gunungsitoli, that is mathematical problem solving ability of student is still
 20

low. Based on the results of observations by researchers, it is because the teaching materials

used by students less attention to students, not equipped with tests of mathematical problem

solving ability or still contains routine questions. This encourages researchers to develop

teaching materials in the form of mathematics modules based on metacognitive strategies

equipped with tests to measure mathematical problem solving ability of students. The

development of this math module uses the Dick & Carey development model. The criteria of

validity and effectiveness are used by the researcher to determine a good mathematics

module. Module validation by three experts and two practitioners earned an average total

validity score of 4.58 with valid criteria. Mathematics module based on metacognitive

strategy in improving students’ mathematical problem solving ability of SMA Negeri 3

Gunungsitoli developed is effective. In trial I obtained the results of the test of mathematical

problem solving ability with an average value of 2.99 and on trial II obtained the test results

of mathematical problem solving ability with an average value of 3.18. Based on the result of

mathematical problem solving test in trial I and trial II it was found that there was an

improvement of students' mathematical problem solving ability.

Nurul Huda Kasim, et.al (2018), their study was conducted to develop a PRO-STEM

module for teaching the topic of “Biodiversity and Ecosystem” in Science for Form Two

students. In this module, the concept of Science, Technology, Engineering, and Mathematics

(STEM) is integrated using a project-based learning approach to promote the application of

higher order thinking skills (HOTS) and 21st century skills among secondary school

students. This module is developed based on the Sidek Module Development Model. A total

of five experts in STEM and science education were appointed to validate the PRO-STEM
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module. The content validity index (CVI) obtained for PRO-STEM module was .976.

Findings from the pilot study were analysed and the Cronbach's alpha for reliability obtained

was .924. These findings show that PRO-STEM module has good validity and reliability and

is capable of being used as a teaching and learning module to integrate STEM in science

classrooms.

According to Choo Mei Cheng, et.al, on their study entitled The Impact Of Using

Modules In The Teaching And Learning Of English In Malaysian Polytechnics: An Analysis

Of The Views And Perceptions Of English Language Lecturers, using a teaching module to

teach the English language as compared to the traditional method of using a textbook is

meant to increase active learning and improve critical thinking, as well as problem solving

skills. It also gives the lecturer the opportunity for conducting formative assessment in the

classroom. Standardized textbooks have their own styles, and their contents, depth of

coverage of materials, and organization, may affect the teaching and learning environment.

Thus, the use of a module presents a more flexible learning environment for both instructors

and learners. Their study aimed at analyzing lecturers’ views and perceptions on the impact

of using modules in the teaching and learning of English in Malaysian Polytechnics. The

study was conducted on 9 polytechnics situated in the Eastern zone, the Southern zone and

East Malaysia. The subjects of the study were language lecturers who were teaching the

English course in these polytechnics. There were altogether 113 respondents in the study.

Based on the findings, more than 75% of the lecturers agree that the module is useful as a

resource book for both students and lecturers and very helpful in providing guidance and

support for new and inexperienced lecturers.

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Conceptual Framework

This study aimed to develop and validate EASY Module that could be used as a

supplementary material in teaching measures of Central Tendency and Variation among

Non-STEM freshmen students major in science. The developed EASY Module was

evaluated by the Language and Mathematics Experts. Also, the effectiveness of the

developed material was tested through the performance of the users and their attitude towards

math was determined.

Development of EASY Module in

Measures of Central Tendency and
Variation

Validation by Experts and

Users’:

 Language Experts
 Math Experts
 Performance of Users

Feedback

Implication to
Mathematics
Education
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Chapter 3

METHODS OF STUDY AND SOURCES OF DATA

This chapter presents the method of research, the respondents of the study, the

methods for gathering data, the research instruments, and the statistical treatment of the

gathered data.

Research Design

This study used the model developed by Borg and Gall (1992) on Educational

Research and Development, which presented as ‘’a process that will be developed and

validate educational products”. This means that a material must be developed in order to

address an educational problem. Then, the material will be validated and pilot-tested to

determine its validity to address the problem. If the developed learning materials were able to

address an educational problem, it would be accepted as valid educational tool in teaching-

learning processes. If did not, the material would be revised or improved. After the revision

and improvement of the material, another testing would follow. The process of validating the

material would be repeated until the product would be ultimately effective to the users. The

developed materials aim to enrich the mastery of the students, as revealed that they had low

mastery on Measures of Central Tendency and Variation during the Second Semester upon

Bridging of Non-STEM students S.Y. 2018-2019.

The pretest-posttest design was used to test the effectiveness of the developed EASY

Module on Measures of Central Tendency and Variation.

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The researchers structured the pretest and posttest in the following model (TSU Research

Journal, 2013)

Pretest-Posttest Design

R G1 O1 X1 O2

R G2 O1 X2 O2

Legend:

R = Random Selection

G1= Experimental Group

G2= Control Group

X1 = Treatment of Module

X2 = Traditional Teaching

O1= Pretest

O2= Posttest

Respondents of the Study

The respondents of the study came from the two sections of Science major BSED 1 –

C1 and BSED 1 – C2 students in the College of Education in Tarlac State University Second

Semester S.Y. 2018-2019. The two sections were given equal chances of being selected. The

validated pre-test was administered, then, pairing was done with students who have the same

scores. There were 58 students used as the respondents of the study: 29 students for the

experimental group, while the remaining 29 students were the control group. The
 25

experimental group utilized the module, while the control group was taught in the traditional

way of teaching.

Procedure in the Development and Validation of the Module

The procedure followed by the researcher in developing and validating the modules

are as follows:

Development

1. The initial mastery level of the students of Science major BSED 1 – C1 and

BSED 1 – C2 S.Y. 2018-2019 were based from the pretest.

2. In the Development of the Learning Modules there were parts on how to review a

learning material. The following are:

2.1. Pre-Assessment assessed the students’ entry-level knowledge of

the topic. It builds the prior learning or prerequisite skills. It tells if the student

were mastered in the focus of the material.

2.2. Learning Objectives are the expected outcomes that a student

should achieve after the completion of a module. The objectives must be

measurable and concise. It mentions the specific outcomes or products which

the students are supposed to demonstrate. It stimulates the interest of the

student in the topic. It also mentions the learning competencies.

2.3. Exercises/Activities provide questions that are reliable to a certain

topic. It challenges the students in performing the tasks in the module. It also

allows the students to make discoveries in solving problems.

 26

2.3.1. The learning material translates the focus in at least 12

exercises. The exercises organized are based on the subtopics of the

two main focuses, which are ungrouped and grouped data. The

ungrouped data has eight exercises which can help students to enhance

their solving skills in mean, median, mode, variance, quartiles, deciles,

and percentiles. While, grouped data has four exercises which focuses

on solving for mean, median, and mode.

2.3.2. The learning material translates the focus parts in at least

2 activities. The activities were organized based on the order of the

focused parts in the learning materials. It has clear instructions and

concretizes the concepts, especially into real-life experiences. It

stimulates discoveries and making new ideas on their own. Both

objectives and activities help students in developing critical thinking

skills and cooperative learning with other students. It recognizes the

students’ accomplishments.

2.4. Key to Correction provides the answer of every exercises/activities, pre-

assessment, and assessment to check whether the learner get the correct answer or

not. This part of the module will help them to assess the learner once they proceed to

checking and rating.

2.5. Rating/Evaluation is the part of the module that the learners will know the

description of their scores on exercises/activities. This part of the module tells if the

learner can proceed to the next lesson or if the learner will review again the previous
 27

lessons to answer the exercises/activity to achieve the half of the total points. The

learner can also determine if they need to improve in solving mathematical concepts

of the lesson.

2.6. Assessment measures the achievement of the learning objectives. It can

assess their understanding of what they have learned in using the validated learning

material. It can also help students to apply the topic in the situations that are given in

the assessment material.

2.7. Reference/Bibliography provides links and resources that relate to the

content of the learning material. However, the resources can provide contents that are

not found in the textbooks, and the students may also refer to further reading about

measures of central tendency.

3. The steps mentioned above were followed by the researchers in the production of

the final copy of the Learning Module.

Validation of the Learning Module

A. Content Validation

The content of the Learning Module were based on the administered

pretest to the Science major BSED 1 – C1 and BSED 1 – C2 students in the

College of Education, Tarlac State University Second Semester S.Y. 2018-

2019. Based from the results of the researchers gathered data, we determined

that the initial mastery level of the Science major is relatively low. Learning

Objectives of the learning module were based on the Outcome-Based

 28

Teaching and Learning (OBTL). The three (3) Math specialists and three (3)

Language specialists evaluated the developed learning material to check if

they are relevant and appropriate for the learners to enrich their initial mastery

level.

B. Panel of Evaluation/Experts/Judges

As mentioned, there were 3 specialists who received the Learning

Module: all of them were Math teachers and English Teachers who are

specialized in Learning Module making. It was evaluated through the

Module’s relevance in scope and procedure, and the evaluators also examined

the material in terms of content validity based on the learning competencies

using a five point rating scale.

The evaluators came from Tarlac State University with about three to

10 years experiences in teaching Mathematics subject.

We recognized and incorporated all the suggestions and comments of

the specialists to prepare the final copy of the Learning Module.

C. Validation of the Pretest/Posttest

The test was administered to the four different colleges, who have

taken Measures of Central Tendency and Variation as their topic. This is to

determine the reliability and validity of the test instrument (Learning Module).

To determine the reliability and validity of the test items, 42 students took the
 29

pilot-test. The results provided the data for the analysis of test items for its

difficulty and discrimination indices and reliability coefficient.

1. Item analysis followed by the following procedures:

1.1.Scoring of the papers

1.2.Arranging the scores from highest to lowest

1.3.Grouping the upper 27% as upper group and the lowest 27% as the

lower group.

1.4.Computing the Standard Deviation

The following formulae will be used to obtain the indices of the difficulty and discrimination.

𝑅𝑈 +𝑅𝐿
Index of Difficulty = 𝑇𝑁

𝑅𝑈 −𝑅𝐿
Index of Discrimination = 1
𝑁
2

Where:

𝑅𝑈 = the number of correct scores from the upper scoring group.

𝑅𝐿 = the number of correct scores from the lower scoring group.

N = number of respondents who attended to answer the items.

TN= total number of respondents who answered the test.

The table below was used to determine the good items and those items that should be

revised or rejected. The acceptable difficulty index is from 44.60 – 74.50, whereas the

discrimination index is from 0.3-1.0. The shaded regions were the items that will be
 30

acceptable and those items that were outside will be revised or rejected in the final revision

of the test.

Table 1
Item Discrimination and Difficulty Index

Discrimination
Difficulty
0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1.0

Very Hard ( 19.50 & below )

Hard ( 19.60 – 44.50 )

Optimum/Moderate ( 44.60 –

74.50 ) Optimum/Moderately Difficult

Easy ( 74.60 – 89.50 )

Very Easy ( 89.60 – above )

The result of the item analysis is presented. The good items and those that are not

were interpreted by the table. After the computation of the difficulty and discrimination

indices, the computed difficulty index should be within the moderate region, which is 44.60 –

74.50, while the discrimination index should be 0.30 – 1.0. The sixteen (16) good items are

accepted, one (1) item was revised, and twelve (12) items were rejected. The items, which

are not within the acceptable mark, will be subjected to revision or rejected.

A seventeen-item multiple choice pre-test/posttest based on the learning areas

conducted by the researcher and submitted to the thesis adviser for comments and

suggestions. The comments and suggestions of the adviser were incorporated in the test

instrument.
 31

Reliability of the Test

This refers to the consistency of the scores obtained how consistent an individual

from one administration to another and from a set of items to another. The standardized test’s

reliability is expressed as a coefficient. The reliability coefficient reflects the extent to which

the test is internally consistent. The reliability of the Learning Module was evaluated using

the coefficient alpha.

To determine the reliability of the test, the Kuder – Richardson 20 was used. The

following formula was used to obtain the coefficient of reliability:

𝐾 ∑ 𝑝𝑞
𝐾𝑅20 = [1 − ]
𝐾−1 𝜎𝑥2

Where:

K = total number of the items

𝜎𝑥2 = variance of the test

p = proportions of those who got the item correctly

q=1–p

∑ 𝑝𝑞 = sum of the product of each item pq.

The thirty (30) item researcher-made-test was constructed to determine the mastery of

the students who have taken the subject. The questionnaire was considered reliable since KR-

20 is equal to 0.7314, which the limit (0.70 to 0.90).

To validate the content of the Learning Module through Math problems, the five point

rating scale was used.

Five Point rating Scale

 32

Scale Average Descriptive Rating

5 4.50 – 5.00 Very Evident

4 3.50 −4.49 Evident

3 2.50 − 3.49 Moderately Evident

2 1.50 − 2.49 Less Evident

1 1.00 − 1.49 Not Evident

To validate the content of the Learning Module through language, the five point

rating scale was used.

Scale Average Descriptive Rating

5 4.50 – 5.00 Strongly Agree

4 3.50 −4.49 Agree

3 2.50 − 3.49 Moderately Agree

2 1.50 − 2.49 Disagree

1 1.00 − 1.49 Very Much Disagree

Instrumentation

The following were the research instruments to be used in the study.

1. High Performance Skills/Low Performance Skills

The study used of S.Y. 2018 – 2019 Second Semester low performance skills

of Science major to determine the mastery level of the students regarding the

major learning competencies in Measures of Central Tendency and Variance

2. Easy Module
 33

This learning module helps to support the progress of students upon learning

new competency-based knowledge. The learning module helps also to increase

and make deeper understanding from their concrete Math upon learning more

abstract. We tend to help students to explore their abilities in making sense of

what new scientific and mathematical ideas they have. The easy module has its

own access in the application of what they have leaned inside the classroom. The

learning material meant to re-teach the concept(s) and skill(s) tend to help learners

to increase the mastery of a learning competency skills in which they cannot gain

in classroom teaching. The learning module has four parts such as the pre-

assessment, learning objectives, exercises, activities, and reference/bibliography.

3. Pretest/Posttest

A 17-item researcher-made test will be designed to measure the mastery of the

learners towards the topic Measures of Central Tendency and Variance. Questions

were based from related books and other resources suited in the nature of the

study.

4. Questionnaire/Checklist

The study used questionnaires/checklists in validating the developed Learning

Module. The validators/specialists were given questionnaires using a five-point

scale/checklist for the Learning Module validation.

Statistical Treatment of Data

The following statistical tools were used to analyze the data of the study:
 34

1. Mean was computed to describe the test – scores of both control and experimental

group. It was the sum of variables divided by the total number of cases.

∑𝑥
Formula: 𝑋= 𝑁

2. The difference between the means of the two groups was the standard error of

difference between of independent data was used to differentiate the performance of

the two groups:

Formula:
𝑋1 −𝑋2
𝑡=
∑ 𝑥2 2
1 + ∑ 𝑥1 ( 1 + 1 )
√
𝑛1 +𝑛2 𝑛1 𝑛2

3. The t – test of difference between means of correlated data was used to differentiate

the performance of the students on pre-test and posttest.

∑𝐷
Formula: 𝑡= 2 2
√𝑁(∑ 𝐷 ) −(∑ 𝐷)
𝑁−1

Where: D = difference of paired scores

For the interpretation of the performances of the students, the following

categories were used:

Score Range Description

14 – 17 Outstanding
11 – 13 Above Average
7 – 10 Average
4–6 Below Average
0–3 Poor
 35

Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter contains the findings, presentation, and interpretation of the data

gathered. It also stipulates the validation of the E-Math Comic Strips.

1. Development of the EASY Module

In this study, the EASY Module in Mathematics pertains to the interactive material

that is specially comprises the topic on the Measures of Central Tendency. The EASY

Module was developed using Microsoft PowerPoint Presentation and Publisher. The

Microsoft PowerPoint was used for the creating of characters and the Microsoft publisher

was used to create the whole module.

1.1 PowerPoint Based

The basic components of the PowerPoint presentation provide the easy module its

colors and characters that would attract the interest of the respondents. The characters in the

Easy Module were made from different shapes and colors of the Microsoft PowerPoint. The

title page which has five characters was create by combining different shapes like circle,

oval, square, rectangle, cylinder and semi-circle. In every pages of the module have colorful

characters that catches the respondent’s interest and it is easier for them to understand the

measures of central tendency and variance.

1.2. Publisher Based

The publisher is the base platform of the Easy Module. All the information about

measures of central tendency and variation was typed using the publisher and the characters
 36

made from the Microsoft PowerPoint was added. The researchers discussed to create their

own questions and problems with the adaptation from the textbooks, modules and the

internet.

1.3. Organization of the Content

Measures of Central Tendency and Variation

1. Ungrouped Data

1.1. Mean

1.2. Median

1.3. Mode

1.4. Variance

1.5. Quartiles

1.6. Deciles

1.7. Percentiles

2. Grouped Data

2.1. Mean

2.2. Median

2.3. Mode
 37

The developed instructional module included the following parts: pretest, objectives,

learning activities with illustrative examples, exercises and posttest. The researchers ensured

that the developed modules have statements of objectives that informing respondents about

what they should be learn and understand after instruction. The modules have the information

in chronological order and then testing is given by the respondents to make sure that they can

follow the steps. Lastly, the developed instructional modules made some sort of characters

that capture and maintain the interest of the respondents as they go about the topics covered

in the instructional materials.

2. Validation of the Easy Module in Measures of Central Tendency and Variation

The validation of the easy module in measures of central tendency and variation was

validated by the Experts and the users.

2.1. Validation of the Easy Module through Expert’s Evaluation

The group specialists who evaluated the developed easy module in terms of its

objectives, content, format and language, presentation, and usefulness are three Mathematics

teachers. Their long years of teaching experiences made them well qualified in evaluating the

easy module the rating scales used in evaluating the easy module are as follows:

5 – Very Evident, 4 – Evident, 3 – Moderately Evident, 2 - Less Evident, and 1 – Not

Evident at all.
 38

Table 1

Validation of the Easy Module through Expert’s Evaluation

Summary of Easy Module Evaluation Mean Rating Verbal Description

1. Objectives 4.42 Evident
2. Content of the Module 4.33 Evident
3. Language and Format of the Module 4.33 Evident
4. Presentation of the Module 4.47 Evident
5. Usefulness of the Module 4.07 Evident
Overall Mean Rating 4.32 Evident

The table shows that Objective is“4.42”, Content of the Module is “4.33”,

Presentation of the Module is “4.33”, Language and Format of the Module is “4.33”,

Presentation of the module “4.07”, and Usefulness of the Module is “4.07” show that

“Evident” as a verbal description with a whole attained mean ratings of “4.32”.

2.1.1 Objectives

Table 2

Evaluation of Mathematics Expert’s in terms of Objectives of the Easy Module

OBJECTIVES Mean X Descriptive Rating

5
1. The objectives are cleared stated in behavioral form. Very Evident
2. The objectives are we1l-planned, formulated, and 4 Evident
organized.
3. The objectives stated are specific, measurable, and 4 Evident
attainable.
4. The objectives are relevant to the topic of each lesson of 4. 67 Very Evident
the modules.
5. The objectives take into account the needs of the 4.33 Evident
students.
Total Mean 4.42 Evident
 39

In the table 2, the total mean rating given by the evaluation is 4.42, which

interpreted as “Evident”. This shows unified opinions from the evaluation that the objectives

of the Easy Module are clear stated, organized, specific, measurable, attainable, and relevant

to the topic and take account the needs of the learner.

2.1.2 Content of the Module

Table 3

Evaluation of the Mathematics Expert’s in terms of Content of the Easy Module

Mean Descriptive
CONTENT OF THE MODULE
X Rating
1. The content of each lesson is directly relevant to defined 4 Evident
objectives.
2. The content of each lesson is simple and easy to understand. 4.67 Very Evident
4.33
3. The topics of each lesson are fully discussed. Evident
4. The topics are supported by illustrative examples, and the 4 Evident
practice tasks are suited to the level of the students.
4.67
5. Each topic is given equal emphasis in the lesson. Very Evident

Total Mean 4.33 Evident

The total mean rating in terms of Content of the Easy Module is 4.33 which indicate

“Evident”. The experts agreed in which the module is relevant to defined mathematics,

(simple and easy to understand, fully discussed, the examples and tasks are suited to the level

of the students and equal emphasis in the lesson). The exercises presented have been

carefully selected and they are suitable to the level of thinking or performance of the learner.
 40

2.1.3 Format and Language of the Module

Table 4

Evaluation of the Mathematics Expert’s in terms of Format and Language

Mean
FORMAT AND LANGUAGE OF THE MODULE Descriptive Rating
X
1. The format/layout is well-organized, which makes the lesson 4.67
Very Evident
more interesting.
4
2. The language used is easy to understand. Evident

3. The language used is clear, concise, and motivating. 4.33 Evident

4. The mathematical symbols are well defined. 4.33 Evident

5. The instructions in the module are concise and easy to follow. 4.33 Evident

Evident
4.33
Total Mean:

The mean rating of the Easy Module in terms format and language is 4.33 which

indicate “Evident”. The evaluators had a strong agreement that the format and language is

organized which makes the lesson more interesting and the language used is easy to

understand, clear, concise, and motivating. Mathematical symbols are well-defined. In

addition, instructions or the Easy Module are easy to understand.

 41

2.1.4 Presentation of the Module

Table 5

Evaluation of the Mathematics Expert’s in terms of Presentation of the Easy Module

Descriptive
PRESENTATION OF THE MODULE Mean X
Rating
1. The topics are presented in logical and sequential order. 4.67 Very Evident
2. The lesson of the modules is presented in a unique and 4.67 Very Evident
original form.
3. The learning activities are presented clearly. 4.33 Evident
4. The presentation of each lesson is attractive and interesting 4 Evident
to the students.
5. Adequate examples are given to each topic. 4.67 Very Evident

Total Mean: 4.47 Evident

In the table 4, the mean rating of the Easy Module in terms of presentation is 4.47,

which interpreted as “Evident”. The topics are presented in a logical, sequential order,

unique, and clear. The presentation of each lesson can attract the learner and it can motivate

them to answer the exercises and activities. Adequate examples are given to each topic.
 42

2.1.5 Usefulness of the Module

Table 6

Evaluation of the Mathematics Expert’s in terms of Usefulness of the Easy Module

Mean Descriptive
USEFULNESS OF THE MODULE
X Rating
1. The instructional modules will motivate the students to study Measures 4.33 Evident
of Central Tendency and Variation.
2. The instructional modules will help the student master the topics ate 4 Evident
their own pace.
3. The instructional modules will allow the students to use their time 3.67 Evident
more effectively.
4. The instructional modules will develop the analytical thinking and
reasoning skills students in solving problems in Measures of Central 4.33 Evident
Tendency and Variation.
5. The instructional modules will serve as a supplementary material that 4 Evident
can cater to the needs of the students.
Total Mean 4.07 Evident

In terms of Usefulness of the Easy Module, the total mean rating is 4.07 which

interpreted as “Evident”. The instructional material will motivate the learner to study

Measures of Central Tendency and Variation. Learner will allow to use their time more

effectively and to master the topics at their own pace. The Easy Module will develop the

analytical thinking and reasoning skills students in solving problems in Measures of Central

Tendency and Variation. This will serve as a supplementary material that can cater to the

needs of the learners.

2.2 Validation of Language Experts

The group of Language specialists who evaluated the developed Easy Module in

terms of its: (1) accuracy and explanation, (2) organization, format and clarity, (3) format and
 43

clarity, grammar and spelling, and (4) application to animation and attention to detail are

three Language specialists. Their three to ten years of experiences in teaching English

language made them well qualified in evaluating the easy module the rating scales used in

evaluating the easy module are as follows:

5 - Strongly Agree/Very Adequate 4 - Agree/Adequate

3 - Undecided/Moderately Adequate 2 - Disagree/Low Adequate

1 – Very much Disagree/Inadequate

Mean
CRITERIA Rating
Verbal Description
1. ACCURACY AND EXPLANATION
1.1 The theme, topic and script of EASY Module are
4.67 Strongly Agree
clear and observed.
2. ORGANIZATION, FORMAT AND CLARITY
2.1 The EASY Module is relatively clean and content is
5.00 Strongly Agree
easy to follow.
3. GRAMMAR AND SPELLING
3.1 The words in the EASY Module are correctly
5.00 Strongly Agree
capitalized, spelled, and punctuated throughout.
4. APPLICATION TO ANIMATION AND ATTENTION TO DETAIL
4.1 Topic discussed is not in any way 4.33 Agree
Total Mean: 4.75 Strongly Agree

In terms of Theme, topic, and script of EASY Module are clear and observed is

“4.67”, the EASY Module is relatively clean and content is easy to follow is “5.00”, the

Words in the EASY Module are correctly capitalized, spelled, and punctuated throughout is

“5.00”, and Topic discussed is not in any way is “4.33”. As a whole attained mean of the

module from the Language Experts is “4.75” which have a description of “Strongly Agree”

in terms of all the criteria’s in evaluating the module.

2.3 Validation of Users

 44

The validity of the developed EASY Module was determined by the students’

performance after being exposed in the material.

The validation was done after the subjects were exposed on the developed EASY

Module in the span of six (6) hours of teaching session after the pretest. One (1) hour and

thirty (30) minutes for the Mean, Median and Mode of Ungrouped Data, two (2) hours for the

Variance, Decile, Percentile and Quartiles, and one (1) hour and thirty (30) minutes for the

Mean, Median and Mode of the Grouped Data. After the experimentation or teaching session

the posttest was administered for the one (1) hour.

Performance of the Users

The performance of the subjects of the study was classified into five categories as

shown on Table 7.

Table 7

Classification of the Students Based on their Performance

Range Description
14 – 17 O – Outstanding
11 – 13 AA – Above Average
7 – 10 A – Average
4–6 BA – Below Average
0–3 P – Poor

Performance in Pre-test of the Control Group and Experimental Group

Before the experimentation, the pre-test was administered for the researchers to

determine the prior knowledge of the students about Ungrouped and Group Data.
 45

20

15

10

0
P (0-3) BA (4-6) A (7-10) AA (11-13) O (14-17)
Control 0 12 17 0 0
Experimental 0 15 14 0 0

Figure 1: Performance in Pre-Test of the Control Group and Experimental Group

As shown in Figure 1, the results in the pre – test revealed that students from control

group registered on average scores and the students from experimental group registered on

below average. 0 (0%) from the both group registered on the “poor level”, 12 (41.38%) of the

students from control group while 15 (51.72%) of the students from experimental group

registered on the “Below Average Level”, 17 (58.62%) of the students from control group

while 14 (48.28%) of the students from experimental group registered in the “average level”,

0 (0%) of the students from both registered on the “above average level” also 0(0%)

registered on the “outstanding level”.

The results of the pre-test of the both control and experimental group were compared

through Independent Samples T-test. The results are shown on Table 8.

 46

Table 8
T-Test Independent between Means of Comparison of the Pre-tests between Control
Group and Experimental Group

Mean
Mean
Difference
Sd ɑ T df P Decision

Pre-Test 6.9310 1.33446 Do not

.44828 0.05 1.369 56 .177
Pre-Test 6.4828 1.15328 reject H0

The statistical analysis presented in Table 7 showed that significant difference

between the means (.44828) of control groups’ pre-test and experimental groups’ pre-test on

Measures of Central Tendency and Variability. The mean score of control groups’ pre-test

was 6.9310 while the mean score of experimental groups’ pre-test was 6.4828. Since the

computed p-value of both group was .177 was greater than the alpha level 0.05 the decision

was not to reject the null hypothesis. Thus the two groups are comparable since there was no

significant difference between the two groups even if the mean of the control group was

higher than the mean of the experimental group.

Thus, merging the control groups’ pre-test and experimental groups’ pre-test in the

study did not make any significant difference that could affect the results of the study.

Performance in Post-test of Control Group and Experimental Group

After the experimentation, the post-test was administered to measure the level of

improvement of the performance of the students after being taught in the traditional method

and the used of EASY Module.

 47

The result of the post-test of the control group and experimental group are shown in

the Figure 2.

25

20

15

10

0
P (0-3) BA (4-6) A (7-10) AA (11-13) O (14-17)

Control 0 0 0 8 21
Experimental 0 0 0 5 24

Figure 2: Performance in Post-Test of the Control Group and Experimental

Group

Based from the Figure 2, it could be noticed that the students registered a higher score

for both control and experimental groups. Although, it can be notice that the experimental

group performed better in the post-test as compared to the control group.

In the post-test, there are 0 (0%) of the students registered in the “poor level”, in the

“below average level” and in the “average level”, 8 (27.59%) of the students in the control

group registered on the “above average level”, while 5 (17.24%) from the experimental

group registered on the same level. 21 (72.41%) of the students from the control group

registered in the “outstanding level” and 24 (82.76%) from the experimental group registered

on the same level.

 48

To present the effectiveness of the EASY Module statistically, the performance of the

control group and the experimental group were subjected into a comparison of the means

through independent sample t-test. The result is shown in the Table 9.

Table 9

T-Test Independent between Means of Comparison of the Post-test between Control

Group and Experimental Group

Mean
Mean
Difference
Sd ɑ T df P Decision

Control 14.2759 1.70915 Do not

-.34483 0.05 -.847 56 .401
Experimental 14.6207 1.37357 reject H0

The statistical analysis presented in Table 8 showed that the significant difference

between the means (-.34483) of control groups’ post-test and experimental groups’ post-test

on Measures of Central Tendency and Variability. The mean score of control groups’ post-

test was 14.2759 while the mean score of experimental groups’ post-test was 14.6207. Since

the computed p-value of both group was .401, the two groups’ p-value was greater than the

alpha level 0.05 the decision was not to reject the null hypothesis. Thus the two groups are

comparable since there was no significant difference between the two groups even if the

mean of the control group was higher than the mean of the experimental group.

Thus, merging the control groups’ post-test and experimental groups’ post-test in the

study did not make any significant difference that could affect the results of the study.
 49

Performance in the Pre-Test and Post-Test of the Control Group

After determining performance of the students in the control group through the results of the

pre-test, the students were exposed in the traditional way or the conventional way of teaching

ungrouped and group data of mean, median, mode, decile, quartile and percentile.

The classification of the students based on their performances in the pre-test and post-

test of the control group in the pre-test and post-test is shown in the Figure 3.

25

20

15

10

0
P (0-3) BA (4-6) A (7-10) AA (11-13) O (14-17)

Pre-test 0 12 17 0 0
Post-test 0 0 0 8 21

Figure 3; Performance of the Control Group in Pre-test and Post-Test

Based from the Figure 3, in the pre-test, 0 (0%) of the students registered in the “poor

level” while in the post-test, same percentage of the students registered still in the same level.

In the “below level”, 12 (41.38%) of the students registered in it while in the post-test it was

reduced into 0(0%) of the students and in the pre-test, 17 (58.62%) of the students registered
 50

in the “average level” and it was reduced in the post-test to 0(0%) of the students. From

0(0%) in the pre-test, it was increased to 8 (27.59%) of the students registered in the “above

average level” and 0(0%) registered in the “outstanding level” in the pre-test while in the

post-test 21 (72.41%) registered in the “outstanding level”.

This means that the traditional method of teaching is still effective in teaching

ungrouped and grouped data of mean, median, mode, decile, percentile, quartile and

variance.

The means of the performance of the control group in the pre-test and post-test were

compared for statistical difference through paired-sample t-test. The Result is shown in Table

10.

Table 10

Paired-Samples T-Test on the Performance of Control Group in Pre-Test and Post-

Test.

Mean
Mean
Difference
Sd ɑ T df P Decision
Pre-Test 6.9310 1.33446
-7.34483 0.05 -46.167 28 0.000 Reject H0
Post-Test 14.2759 1.70915

Employing the paired samples t-test, the mean of the performances of the control

group in the pre-test and post-test were compared to the difference statistically. In the alpha

level of 0.05, the computed p-value is 0.000 and since the computed p-value is lesser than the

established alpha level 0.05, then the decision is to reject the null hypothesis. Thus, there is a

significant difference between the performances of the control group in the pre-test and post-
 51

test which meant that the traditional method is said to be effective in teaching ungrouped and

grouped data of mean, median, mode, decile, percentile, quartile and variance.

Performance of the Experimental Group on the Pre-Test and Post-Test

The performance of the experimental group was determined through their pre-test,

then the experimental group were subjected into experimentation were in they were exposed

with the conventional way of teaching with supplemented EASY Modules. After the four

hours treatment session, the post-test was administered. This would be the basis in testing the

effectiveness of the EASY Module.

The classification of the performance of the experimental group in pre-test and post-

test is shown in Figure 4.

25

20

15

10

0
P (0-3) BA (4-6) A (7-10) AA (11-13) O (14-17)

Pre-test 0 15 14 0 0
Post-test 0 0 0 5 24

Figure 4. Performance of the Experimental Group in Pre-test and Post-Test

As shown in the figure 4, it is evidently that the students’ performance level improved

after the intervention of the EASY Module, from 15 (51.72%) of the students who are in
 52

“below average level, it was reduced into 0 (0)% , from 14 (48.28%) of the students in the

“average level”, it was reduced into 0 (0%) and from 0(0%) of the students who registered in

the “ above average level”, it increased to 5 (17.24%) and 0 (0%) of the students registered

in the “outstanding level” in the pre-test, it increased to 24 (82.76%).

Based from the figure, it was concluded that the intervention of the EASY Module

helps in the improvement of the performance of the students of experimental group.

The performance of the experimental group in the pre-test and post-test were

compared through pair samples t-test to the difference statistically. The results were shown in

the Table 11.

Table 11

Paired-Samples T-Test on the Performance of Experimental Group in Pre-Test and

Post-Test

Mean
Mean Sd ɑ T df P Decision
Difference

Pre-Test 6.4828 1.15328

-8.13793 0.05 -59.000 28 0.000 Reject H0
Post-Test 14.6207 1.37357

Employing the paired samples t-test, the mean of the performances of the

experimental group in the pre-test and post-test were compared to the difference statistically.

In the alpha level of 0.05, the computed p-value is 0.000 and since the computed p-value is

lesser than the established alpha level 0.05, then the design is to reject the null hypothesis.
 53

Meaning, there is a significant difference between the performances of the experimental

group in the pre-test and post-test.

Gain Scores of Control and Experimental Groups

To test the statistical difference of the level of improvement caused by the traditional

method supplemented by EASY Module the mean gain scores of the control group and

experimental group were subjected into independent-samples t-test. The results are shown in

the Table 12.

Table 12

Independent Samples T-Test on the Gain Scores of Control and Experimental Groups

Mean
Group Mean Sd ɑ T df p Decision
Difference

Control 7.3448 .85673

-0.7931 0.05 -3.767 56 0.000 Reject H0
Experimental 8.1379 .74278

After employing the independent samples t-test in comparing the mean gain scores of

the control and experimental group, in the alpha level of 0.05 the p-value is 0.000 which lead

to the decision of rejection of null hypothesis. These mean that there is a significant

difference between the mean gain scores of the control and experimental groups. This implies

that through the intervention of the EASY Module, the students performed better than the

students who are exposed only with the traditional method of teaching Measures of Central

Tendency and Variance.

 54

3. Implication drawn while using the Easy Module

As the participants received the module, they commented that the modules they

received are difficult. The researcher asked them why they think the module is difficult. The

reasons are; (1) for them, the appearance of the module is thick, (2) There’s a lot to compute

within the module, (3) Time consuming.

In the college of Education, as an aspiring teacher, the loads of papers given to them

are quite heavy that’s why they look at the module as another load for them. Looking at

another papers to work on must been hard for them since they are Science majors that works

on experiments all the time. Also such modules have thin appearance. The reason why the

module is thick, there are a lot of characters to catch the attention of the participants and

maintain their attentiveness and the information were well-elaborated.

Due to the thickness of the module another implication was they felt that there will be

a lot of computations they will work on. Though the module itself is thick because of the

characters and explanations, the activities written on it are divided into three levels of

difficulties. It has easy, average and hard. It was called EASY Module because the researcher

made the lesson measure of central tendency and measure of variability simple and easier to

understand by the learners and make the activities much easier to answer.

Another implication was the student thought that the made module was time

consuming. Since it was thick and it has computations, most of them had their thought that

this module will require them to put much of their time. The time was compressed but the

lessons were well imparted. The students had no problems with the time while using the

module.
 55

During the teaching-learning process using the material, the presenter observed the

some students tend to chorus with everybody, getting bored with the lesson and just focusing

on the module itself. Now, the presenter took a break in teaching and conducted an energizer

to wake up the students and be more attentive. After the energizer, the students became more

active in the discussion. Also, the presenter let them answer in the board and make them

explain their answer.

Without the use of the made module in the class, the student would not be able to

understand the lesson measure of central tendency and measure of variability well because all

of the students are attentive since they all have a copy to catch on the discussion. It is very

well that the module is made; they have a guide in learning the lesson. The flow of the

discussion was very smooth. The allotted time in teaching the lesson was balanced

accordance to the syllabus. Still, some students having a hard time explaining their answer in

front, the module was a big help in improving their characteristics especially their self-

esteem.
 56

Chapter 5

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

This chapter presents the summary the summary of findings, conclusion and

recommendations.

Summary of Findings

The following findings were summarized based on the sequence of the specific

objectives raised in the study:

1. Development of EASY Module

The materials utilized in building the EASY Module were (1) Microsoft PowerPoint

which was used in creating the characters and (2) Microsoft Publisher which was used in

creating the whole module.

The procedures in building the EASY Module were: Determine the lesson to be

tackled in the Module; make a lesson plan about the topic; create characters to make the

module more attractive; lay down all the details in Microsoft Publisher.

2. Validation of EASY Module

The Mathematics experts computed a total mean of 4.73 on the objectives of the

EASY module showed unified opinion from the evaluators that the module are clear

stated, organized, specific, measurable, attainable and relevant to the topic and take

account the needs of the learner. In terms of the content of the module the total mean

rating was 4.7. The experts agreed in which the module is directly relevant to defined

mathematics, simple and easy to understand, and also as stated by the evaluators the
 57

exercises presented have been carefully selected and they are suitable to the level of

thinking or performance of the learner. In terms of format and language the total mean was

4.4. The evaluators had a strong agreement that the format and language was organized

which made the lesson more interesting and the language used was easy to understand,

clear, concise and motivating. In presentation the total mean rating of EASY module is

4.7. The topics are presented in logical, sequential order, unique, and clear. The

presentation of each lesson can attract the learner and it can motivate them to answer the

exercises and activities also, adequate examples are given to each topic. In terms of

usefulness the total mean was 4.73. The experts approved that the instructional material

will motivate the learner to study Measures of Central Tendency and Variation. Learner

will allow to use their time more effectively and to master the topics at their own pace and

will develop the analytical thinking and reasoning skills students in solving problems. This

will serve as a supplementary material that can cater to the needs of the learners. With the

overall mean rating of 4.66 the relevance of the EASY module was very evident.

Conclusion

Based on the findings of the study, the following conclusions were drawn:

1. Using module, a resourceful material was utilized by interactive characters and

lessons (measures of central tendency and variations) which can be a great help in

improving the students’ performance and in teaching-learning process.

 58

2. The developed EASY Module which was rated very evident by the Math experts can

be used in improving the students’ performance in problem solving since it provided

an exercises suitable to the students and at the same time interactive.

3. The developed EASY Module which was rated agree by the Language experts can be

used by the students to improve their problem solving skills since it has appropriate

terms and it is clear for them to not misunderstood the given problem so that they can

easily solve the given item.

There was no significant difference in the performance in the pre-test of the

students from control and experimental groups.

There was a significant difference between the performance of control group

and experimental group in the post-test. Even though both groups increased in their

post-test, experimental group manifests higher post-test scores. This confirmed that

the used of EASY Module was helpful in enhancing the students’ skills in solving the

measures of central tendency and variance.

The scores of the students in the pre-test and post-test of the control group

differed from each other. From the pre-test scores of this group, their post-test

increased after the traditional instruction. This means that the performance of the

students in measures of central tendency and variance significantly improved.

The scores of the students from the pre-test to post-test of the experimental

group highly increased after the utilization of the EASY Module as a supplementary

instructional material in teaching measures of central tendency and variance.

 59

Therefore, the use of this module as a supplementary instructional material was

effective.

There was a significant difference between the control and experimental group

gained scores where the experimental group revealed higher increased scores. These

proved the effectiveness of the use of EASY Module as a supplementary instructional

material in enhancing the skills of the students in solving measures of central

tendency and variance.

With the use of EASY Module, the students had a positive attitude towards

Mathematics.

4. The study has an implication in the Mathematics Education since it was proven that

the developed EASY Module had improved the performance of the students.

Recommendations

Based on the summary of findings and conclusions of the study, the following

recommendations are forwarded:

1. The teachers should collaborate with other Mathematics teachers to come up with

unified modules that can be proposed to the school administration.

2. Teachers should assess the performance of the student to identify their weakness so as

to help them in improving their skills.

3. Teachers must be equipped with the trends and new strategies in teaching

Mathematics that could provide more interesting and motivating environment.

 60

4. Teachers should include the EASY Module in the teaching not just Measures of

Central Tendency and Variations but also other topics in Mathematics.

5. Teachers should not be confined in traditional way of teaching rather, collaborate

with each other to develop creative materials other than module that could be of great

help in mathematics instruction.

6. Teachers should not totally banish traditional way of teaching rather integrate creative

materials of strategies to improve mathematics instruction.

7. Teachers should always consider how to neutralize or diminish the math anxiety of

the students by making the discussion more interesting.

8. The School Administrators should consider the developed EASY Module to be

included in the mathematics curriculum. Hence, a book shelves for the module with

different topics may be officially released.

9. Teacher should always flexible to the problems that may occur in integrating other

discipline in mathematics instruction for a well teaching-learning process.

10. The future researchers could use this study as a reference in their research to which

they can modify or adapt the concept of this study.

 61

APPENDIX A

Republic of the Philippines

Tarlac State University
COLLEGE OF EDUCATION
CENTER OF DEVELOPMENT
Lucinda Campus, Tarlac City

_______________________

DR. ERWIN P. LACANLALE

Dean, College of Education
Tarlac State University

Sir:

Greetings!
The undersigned are currently conducting a research study entitled “Development and
Validation of EASY Module in Measures of Central Tendency”. The aim of the study is
to develop and validate the effectiveness of an EASY Module in Measures of Central
Tendency to the Non-STEM Science Major.
In line with this, we are earnestly requesting for your approval to administer a dry-run exam
to the Science Major students in order to gather pertinent data needed for the study.
Your affirmative response regarding this matter is highly appreciated.
Thank you very much and God bless us all!

Respectfully yours,

Francyn Cielo C. Altares Nica P. Amador Jan Mareen H. Barlaan

Justin V. Cadiang Jay Marc B. Mina Jerson N. Noveda
Sunshine B. Paras Paula Joy S. Salas
Researchers
Noted:

Prof. SOCRATES EMBESAN

Research adviser

Dr. NIÑO B. CORPUZ

Professor, MM11

Approved:

Dr. EDWIN P. LACANLALE

Dean, College of Education
 62

APPENDIX B

Republic of the Philippines

Tarlac State University
COLLEGE OF EDUCATION
CENTER OF DEVELOPMENT
Lucinda Campus, Tarlac City

_______________________

DR. ERWIN P. LACANLALE

Dean, College of Education
Tarlac State University

Sir:

Greetings!
The undersigned are currently conducting a research study entitled “Development and
Validation of EASY Module in Measures of Central Tendency”. The aim of the study is
to develop and validate the effectiveness of an EASY Module in Measures of Central
Tendency to the Non-STEM Science Major.
In line with this, we are earnestly requesting for your approval to administer a pre-test and
post-test to the Science Major students in order to gather pertinent data needed for the study.
Your affirmative response regarding this matter is highly appreciated.
Thank you very much and God bless us all!

Respectfully yours,

Francyn Cielo C. Altares Nica P. Amador Jan Mareen H. Barlaan

Justin V. Cadiang Jay Marc B. Mina Jerson N. Noveda
Sunshine B. Paras Paula Joy S. Salas
Researchers
Noted:

Prof. SOCRATES EMBESAN

Research adviser

Dr. NIÑO B. CORPUZ

Professor, MM11

Approved:

Dr. EDWIN P. LACANLALE

Dean, College of Education
 63

APPENDIX C

Republic of the Philippines

Tarlac State University
COLLEGE OF EDUCATION
CENTER OF DEVELOPMENT
Lucinda Campus, Tarlac City

_______________________

DR. ERWIN P. LACANLALE

Dean, College of Education
Tarlac State University

Sir:

Greetings!
The undersigned are currently conducting a research study entitled “Development and
Validation of EASY Module in Measures of Central Tendency”. The aim of the study is
to develop and validate the effectiveness of an EASY Module in Measures of Central
Tendency to the Non-STEM Science Major.
In line with this, we are earnestly requesting for your approval to conduct the said study here
in College of Education.
Your affirmative response regarding this matter is highly appreciated.
Thank you very much and God bless us all!

Respectfully yours,

Francyn Cielo C. Altares Nica P. Amador Jan Mareen H. Barlaan

Justin V. Cadiang Jay Marc B. Mina Jerson N. Noveda
Sunshine B. Paras Paula Joy S. Salas
Researchers
Noted:

Prof. SOCRATES EMBESAN

Research adviser

Dr. NIÑO B. CORPUZ

Professor, MM11

Approved:

Dr. EDWIN P. LACANLALE

Dean, College of Education
 64

APPENDIX D

Republic of the Philippines

Tarlac State University
COLLEGE OF EDUCATION
CENTER OF DEVELOPMENT
Lucinda Campus, Tarlac City

Research Tittle: DEVELOPMENT AND VALIDATION OF EASY MODULE IN

MEASURES OF CENTRAL TENDENCY

RESEARCH ACTION PLAN

Stages Objectives Persons Involved Time Frame

Stage 1. To develop the easy Module Researchers February-
Development of the March
Easy Module
Stage 2. Validation To validate the develop easy module Mathematics March 12-
of the Easy Module by experts experts 15, 2019
Stage 3. Pre – Test To determine the entry behavior of BSEd 1 – C1 and March 19-20,
the students. BSEd 1 – C2 2019
Stage 4. For the control group, to teach the Twenty-nine (29) March 21-29,
Experimentation topics Mean, Median, and mode of students from the 2019
(Control Group the Ungrouped data. The quartile, BSEd 1 – C1
through traditional decile and percentile. Mean,
method & Median, and Mode of the group
experimental group data.
by using the Easy For the experimental group, to teach Twenty - nine March 21-29,
module) the topics Mean, Median, and mode (s9) students from 2019
of the Ungrouped data. The quartile, the BSEd 1 – C2
decile and percentile. Mean,
Median, and Mode of the group data
using the easy module.
Stage 5. Post-test & To determine the enhance skills of Subjects April 9, 2019
Attitude Test the students in Measures of Central
Tendency and Variation and their
perception towards Math after the
use of Easy Module.
Stage 6. Data To determine the validity and Researchers March-April
analysis and effectiveness of the easy module. 2019
interpretation.
 65

APPENDIX E

Republic of the Philippines

Tarlac State University
COLLEGE OF EDUCATION
CENTER OF DEVELOPMENT
Lucinda Campus, Tarlac City

__________________

______________________________
______________________________
______________________________

______________:

Greetings!

The undersigned are currently conducting a research study entitled “Development and
Validation of EASY Module in Measures of Central Tendency”. The aim of the study is
to develop and validate the effectiveness of an EASY Module in Measures of Central
Tendency to the Non-STEM Science Major.

In line with this, we would like to request for your time and expertise to evaluate the EASY
Module in Mathematics based from the attached evaluation sheet. Your responses to each
item may lead to the improvement of the module, making it possible to achieve its goal.

Thank you very much and God bless us all!

Respectfully yours,

Francyn Cielo C. Altares Nica P. Amador Jan Mareen H. Barlaan

Justin V. Cadiang Jay Marc B. Mina Jerson N. Noveda
Sunshine B. Paras Paula Joy S. Salas
Researchers

Prof. SOCRATES EMBESAN

Research adviser
 66

APPENDIX F

EVALUATION OF THE EASY MODULE

(Mathematics Expert)

DIRECTION: This tool asks for the validator’s expertise in validating the Module to be
used in the data gathering of our research entitled “DEVELOPMENT AND
VALIDATION OF EASY MODULE IN TEACHING MEASURES OF CENTRAL
TENDENCY AND VARIATION TO NON-STEM SCIENCE MAJOR IN THE
COLLEGE OF EDUCATION”. We request the honest response of the validator by using
the criteria stated below. Please mark (X) only one from the selection.

Scale Interpretation Description

5 Very high valid The module is valid and can provide unbiased data the
investigation, allowing 0-5% error
4 High valid The module is valid and can provide unbiased data the
investigation, allowing 8-10% error
3 Valid The module is valid and can provide unbiased data the
investigation, allowing 11-15% error
2 Less valid The module is valid and can provide unbiased data the
investigation, allowing 16-20% error
1 Not valid at all The module is valid and can provide unbiased data the
investigation, allowing 21-25% error

VALIDATOR’S CHECKLIST

Ratin
Indicators g
5 4 3 2 1
I. Objectives of the Module
The objectives are cleared stated in behavioral form.
The objectives are well-planned, formulated, and
organized.
The objectives stated are specific, measurable and
attainable
The objectives are relevant to the topic of each lesson
of the modules.
The objectives take into account the needs of the
students.

II. Content of the Module

The content of each lesson is directly relevant to the
 67

defined objectives.
The content of each lesson is simple and easy to
understand.
The topics of each lesson are fully discussed
The topics are supported by illustrative examples,
and the practice tasks are suited to the level of the
students.
Each topic is given equal emphasis in the lesson.

III. Format and Language of the Modules

The format/layout is well-organized, which makes
the lessons more interesting.
The language used is easy to understand
The language used is clear, concise, and motivating
The mathematical symbols used are well-defined
The instructions in the module are concise and easy
to follow.

IV. Presentation of the Modules

The topics are presented in logical and sequential
order
The lesson of the modules are presented in a unique
and original form
The learning activities are presented clearly.
The presentation of each lesson is attractive and
interesting to the students
Adequate examples are given to each topic

V. Usefulness of the Module

The instructional modules will motivate the
students to study Measures of Central Tendency and
Variation
The instructional modules will help the students
master the topics at their own pace.
The instructional modules will allow the students to
use their time more effectively.
The instructional modules will develop the analytical
thinking and reasoning skills of students in solving
problems in Measures of Central Tendency and
Variation.
The instructional modules will serve as a
supplementary material that can cater to the needs of
the students.
 68

Comment(s) and Suggestion(s):

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_________.

______________________________________

Signature over printed name of the validator

 69

APPENDIX G

EVALUATION OF THE EASY MODULE

(Language Expert)

Name: _________________________________________________________________

Department: ____________________________________________________________

Position/Year Level: _____________________________________________________

Directions: Evaluate the material based on criteria outlined below by checking the
appropriate space in the questionnaire. The following scale is to be used in evaluating the
accuracy and explanations, and grammar, usage and mechanics, and spelling of the EASY
Module.

5 - Strongly Agree/Very Adequate

4 - Agree/Adequate
3 - Undecided/Moderately Adequate
2 - Disagree/Low Adequate
1 – Very much Disagree/Inadequate

CRITERIA 5 4 3 2 1
1. ACCURACY AND EXPLANATION
1.1 The theme, topic and script of EASY Module is clear
and observed.
2. ORGANIZATION, FORMAT AND CLARITY
2.1 The EASY Module is relatively clean and content is
easy to follow.
3. GRAMMAR AND SPELLING
3.1 The words in the EASY Module are correctly
capitalized, spelled, and punctuated throughout.
4. APPLICATION TO ANIMATION AND ATTENTION TO DETAIL
4.1 Topic discussed is not in any way
Adapted from iRubric, 2009 (RCampus-Comprehensive Education Management System)

Comment(s) and Suggestion(s):

___________________________________________________________________________
_________.
______________________________________

Signature over printed name of the validator

 70

APPENDIX H

Acceptability Scale of EASY Module

Scale Average Verbal Description

5 4.50 – 5.00 Very Evident

4 3.50 – 4.49 Evident

3 2.50 – 3.49 Moderately Evident

2 1.50 – 2.49 Less Evident

1 1.00 – 1.49 Not Evident

 71

APPENDIX I

Subject: MATHEMATICS
Year Level: 1st Year Semester: Second Semester

ITEM PLACEMENT
COMPETEN NO. EMPHA NO.
CIES OF SIS (%) OF
HOU ITE R E
MS U Ap. An.
RS

Mean 2 44.44% 7 1, 2, 8, 12
5, 6,
14

Median .3 6.67% 1 3

Mode 1 22.22 % 4 10 4, 9 11

Variance .8 17.78% 3 13, 7

15

Quantiles .4 8.89% 2 16,

17
TOTAL 4.5 100% 17 1 0 12 4 0
17
 72

APPENDIX J

Response Analysis for Individual Items

Item
Group A B C D Difficulty Index Discrimination Index
Number
Upper 0 2 7 2 Moderately
1 0.55 0.18 Low
Lower 3 1 5 2 Difficult
Upper 0 5 0 6
2 0.36 Difficult 0.18 Low
Lower 0 3 2 6
Upper 0 2 8 1 Moderately
3 0.5 0.45 High
Lower 2 3 3 3 Difficult
Upper 0 8 1 2 Moderately
4 0.46 0.55 High
Lower 3 2 3 3 Difficult
Upper 1 0 0 10 Moderately
5 0.68 0.45 High
Lower 1 4 1 5 Difficult
Upper 0 0 2 9 Moderately
6 0.64 0.36 Moderate
Lower 2 2 2 5 Difficult
Upper 0 10 1 0 Moderately
7 0.59 0.64 High
Lower 1 3 4 3 Difficult
Upper 2 8 0 1 Moderately
8 0.59 0.27 Moderate
Lower 0 5 3 3 Difficult
Upper 9 2 0 0 Moderately
9 0.5 0.64 High
Lower 2 2 2 5 Difficult
Upper 2 2 6 1
10 0.41 Difficult 0.27 Moderate
Lower 0 7 3 1
Upper 10 0 1 0 Moderately
11 0.68 0.45 High
Lower 5 2 2 2 Difficult
Upper 1 7 1 2
12 0.36 Difficult 0.55 High
Lower 3 1 2 5
Upper 5 1 3 2
13 0.23 Difficult 0.46 High
Lower 0 5 4 2
Upper 1 10 0 0 Moderately
14 0.68 0.45 High
Lower 3 5 2 1 Difficult
Upper 11 0 0 0 Moderately
15 0.68 0.64 High
Lower 4 3 2 2 Difficult
Upper 0 7 0 4 Moderately
16 0.5 0.27 Moderate
Lower 4 4 2 1 Difficult
Upper 0 1 4 6
17 0.36 Difficult 0.36 Moderate
Lower 2 1 6 2
 73

Upper 0 11 0 0 Moderately
18 0.68 0.64 High
Lower 0 4 4 3 Difficult
Upper 1 6 1 4
19 0.36 Difficult 0.36 Moderate
Lower 1 2 2 6
Upper 0 0 0 11 Moderately
20 0.68 0.64 High
Lower 0 0 7 4 Difficult
Upper 5 4 1 1
21 0.41 Difficult -0.09 Low
Lower 1 5 2 3
Upper 4 1 2 4
22 0.18 Difficult 0.36 Moderate
Lower 0 4 2 5
Upper 0 8 0 3
23 0.41 Difficult 0.64 High
Lower 1 1 5 4
Upper 0 1 7 3 Moderately
24 0.46 0.36 Moderate
Lower 1 3 3 4 Difficult
Upper 9 0 2 0
25 0.05 Difficult -0.09 Low
Lower 1 1 7 2
Upper 0 7 2 2
26 0.55 Difficult 0.18 Low
Lower 0 5 5 1
Upper 1 3 0 7
27 0.36 Difficult -0.18 Low
Lower 2 5 2 2
Upper 9 0 1 1 Moderately
28 0.5 0.64 High
Lower 2 3 3 3 Difficult
Upper 0 11 0 0 Moderately
29 0.64 0.73 High
Lower 0 3 4 4 Difficult
Upper 0 7 4 0 Moderately
30 0.59 0.09 Low
Lower 1 6 3 1 Difficult

Accepted items

Rejected Items

Revised Items

Correct Answer

Passed from Difficulty Index

Passed from Discrimination Index

 74

APPENDIX K

Computation of Variance

Pilot Test
Student No.
X Mean (X-Mean)2
Student 1 6 -8.690 75.52
Student 2 6 -8.690 75.52
Student 3 7 -7.690 59.14
Student 4 8 -6.690 44.76
Student 5 9 -5.690 32.38
Student 6 9 -5.690 32.38
Student 7 9 -5.690 32.38
Student 8 9 -5.690 32.38
Student 9 10 -4.690 22.00
Student 10 11 -3.690 13.62
Student 11 11 -3.690 13.62
Student 12 13 -1.690 2.86
Student 13 13 -1.690 2.86
Student 14 13 -1.690 2.86
Student 15 13 -1.690 2.86
Student 16 13 -1.690 2.86
Student 17 14 -0.690 0.48
Student 18 14 -0.690 0.48
Student 19 14 -0.690 0.48
Student 20 15 0.310 0.10
Student 21 15 0.310 0.10
Student 22 15 0.310 0.10
Student 23 15 0.310 0.10
Student 24 15 0.310 0.10
Student 25 15 0.310 0.10
Student 26 15 0.310 0.10
Student 27 18 3.310 10.95
Student 28 15 0.310 0.10
Student 29 15 0.310 0.10
Student 30 16 1.310 1.71
Student 31 16 1.310 1.71
 75

Student 32 18 3.310 10.95

Student 33 19 4.310 18.57
Student 34 19 4.310 18.57
Student 35 20 5.310 28.19
Student 36 18 3.310 10.95
Student 37 22 7.310 53.43
Student 38 20 5.310 28.19
Student 39 23 8.310 69.05
Student 40 22 7.310 53.43
Student 41 24 9.310 86.67
Student 42 25 10.310 106.29
Variance 23.15
 76

APPENDIX L

KR20 of Pilot-Test
77
 78

Computation of KR20 Reliability Coefficient of the Pilot-Test

𝐾 ∑ 𝑝𝑞
𝐾𝑅20 = [1 − ]
𝐾−1 𝜎𝑥2

Where:

K = total number of the items

𝜎𝑥2 = variance of the test

p = proportions of those who got the item correctly

q=1–p

∑ 𝑝𝑞 = sum of the product of each item pq.

TEST

Number of Items 30

∑ 𝑝𝑞 6.782

Variance 23.15

KR20 0.7314

30 6.782
𝐾𝑅20 = [1 − ]
30 − 1 23.15

30
𝐾𝑅20 = [1 − 0.2930]
30 − 1

30
𝐾𝑅20 = (0.7070)
30 − 1

𝐾𝑅20 = (1.0345)(0.7070)

𝐾𝑅20 = 0.7314
 79

APPENDIX M

PRE-TEST/POST-TEST

DIRECTION: Shade the best answer on the provided answer sheet.

For numbers 1-4, consider the scores of the top 10 qualifiers for a scholarship:
92, 93, 95, 90, 89, 92, 94, 95, 91, 96
1. What is the mean of the modal score?
A. 92 B. 95 C. 93.5 D. 187
2. What is the mean score?
A. 92.5 B. 92.7 C. 93. 5 D. 95
For numbers 5-8, refer to the table
Height of Mathematics Enthusiasts Guild
Members

Classes (in cm) Frequency

150-154 6

155-159 10

160-164 13

165-169 19

170-174 12

175-179 5

3. If all the members of the guild submitted their survey form, how many members are
those in the guild?
A. 19 B. 60 C. 29 D. 65
4. What is the modal class?
A. 177.96 B. 164. 5 C. 60 D. 165-169
5. What is the assumed mean?
A. 29.63 B. 164.76 C. 167.94 D. 169.5
 80

6. The score of a student in three tests are 19, 17, and 15. What must his 4th score to gain
an average of 17?
A. 18 B. 17 C. 16 D. 15
7. If the range of the set of scores is 24 and the lowest score is 7, what is the highest
score?
A. 31 B. 24 C. 14 D. 7
8. Shine took a sample of 50 pieces of data. She added up all the pieces of data and then
divided by 50. What measure of center is she working on?
A. mean B. median C. mode D. range
9. Find the highest frequency of score referring to the table below.

SCORES F X f(X)

46-50 1 48 48

41-45 5 43 215

36-40 11 38 418

31-35 12 33 396

26-30 11 28 308

21-25 5 23 115

16-20 2 18 36

11-15 1 13 13

A. 36-40 B. 31-35 C. 26-30 D. 21-25

10. A set is ________________ if it contains only one mode.
A. one modal B. unimodal C. bimodal D. no mode
 81

For items 15-16 .A scientist collected the following sets of data. For each, indicate
which measures of central tendency she should compute.
11. The following IQ scores: 60, 72, 63, 83, 68, 74, 90, 86, 74, 80.
A. mean B. median C. mode D. range
12. The following error scores: 10, 15, 18. 15, 14, 13, 42, 15, 12, 14, 41
A. mean B. median C. mode D. range

13. Anna’s scores on quizzes are 10, 9, 6, 6, 7, 8, 8, 8, 8, 9. Find the range.

A. 2 B. 4 C. 6 D. 8

14-15. The scores of Andrea in consecutive Mathematics quizzes are 97, 92, 96, 95
and 90.
14. Compute the mean score.
A. 90 B. 91 C. 93 D. 94

The scores of Billy in consecutive quizzes in English are 92.6, 92.76, 96.42, 95.59 and
90.81.
∑(𝑥−𝑥̅ )2
15. Solve for variance = 𝑛−1

A. 5.36 B. 5.35 C. 5.05 D. 5.04

Find the position of the following quartile, decile, and percentile with the n = 10.
16. Compute for the value of 𝐷5
A. 5.50 B. 5.05 C. 0.55 D. 5.53
17. Compute for the value of 𝐷7
A. 7.35 B. 7.30 C. 7.29 D. 7.28
 82

APPENDIX N

DETAILED LESSON PLAN IN MATHEMATICS

(Control Group)

I. OBJECTIVES

a. Define the three measures of central tendency for ungrouped data

b. Solve problems involving mean, median and mode

c. Apply in real life situation

II. SUBJECT MATTER

a. Topic: Measures of central tendency for ungrouped data

b. Strategy: Competency, Cooperative Learning, Discussion, and Group activity

c. Materials: Board, Chalk, Cartolina, Power Point Presentation, Marker

d. Reference: Grade 10 Mathematics module (by:Department of Education)

III. PROCEDURE

Teacher’s Activity Student’s Activity

A. Preliminary Activities
Prayer
Greetings
Energizer
Checking of Attendance
B. Review
Last meeting we have discussed the
definition of statistics right?
What is statistics? Statistics deals with the collection,
classification, analysis and interpretation of
 83

numerical facts or data.

C. Motivation
Before we proceed to our discussion
let’s have an activity first. It is entitled
“Find Me!”.
(the class will divide into 4 groups)
Mechanics:
1. Each group will have deck of cards.
2. Perform the instruction posted on the
board and write your answer on the
cartolina.
3. The first group who will finish the task (the students will perform the activity)
will be the winner.

D. Lesson Proper
1. Introduction
What have you done a while ago is
something to do with our lesson for today
which is “Measures of central tendency for
ungrouped data”.
2. Discussion
Measures of central tendency may
also be called as center o location of a
certain distribution. It includes mean,
median and mode. This is also known as average of a
What is mean? distribution.

Mean is the average of distribution.

From which it is the sum of all
measurements divided by the number of
observation in the set of data. Mean is the
 84

most commonly used among the three

measures of central tendency.

Example 1:
Find the mean of the sets,
17, 18, 16, 19, 21, 16 The sum is 107
First, compute the sum of the sets.
What is the sum?

Okay very good. Then divide it by the The quotient is 17. 83

total number of observation which is 6.
What is the quotient?

Therefore, the formula to find the

mean is
∑𝑥
𝑥̅ =
𝑛
x̅ → mean
∑𝑥 → sum of the values
n→ total number of observation

Example 2:
Eric’s grades are as follows: 87, 86,
90, 91, 88, 87, and 89. Find the mean.
87+86+90+91+88+87+89
What are the values of x?

There are 7 number of observation

How about the number of observation?

∑𝑥
𝑥̅ = 𝑛
Who wants to try it on the board?
87 + 86 + 90 + 91 + 88 + 87 + 89
𝑥̅ =
7
 85

618
𝑥̅ = 7

𝑥̅ = 88.29

It is the middle most data in the distribution.

Very good. Any question?
Let’s proceed to median. What is
median?

To find the median it is a must to

arrange the data from lowest to highest and
vice versa.

In finding the mode the formula is,

𝑁+1
𝑥̃ = if N is odd
2

Where N is the total number of

observation.

Example 1: The value of the N is 7

Find the median: 8, 7, 5, 9, 11, 16, 6
Arrange it from lowest to highest
5,6,7,8,9,11,16
What is the value of our N?

As you can see the value of N is an odd

number so we will use the formula,
𝑁+1
𝑥̃ = 2
7+1
𝑥̃ = 2
 86

𝑥̃ = 4th place
The fourth number in the sets is the
median, which is the 8.

How about when the given set is even?

For example; 5, 6, 7, 8, 9, 11, 16, 19
Find the two middle values and divide
it by two

8+9
𝑥̃ = 2
17
𝑥̃ = 2

𝑥̃ = 8.5
The median is 8.5
Example 2: As a rookie basketball player,
Michael played in 10 of the team’s 12 5+6
games. His scores in each game are as 𝑥̃ =
2
follows: 3, 6, 4, 5, 6, 8, 10and 12. Find the 11
𝑥̃ =
median. 2
𝑥̃ = 5.5
Who wants to try it on the board?
The median is 5.5

It is the most frequent occurring data in the

set.

And lastly is the mode. What is mode?

It is observable than the mean and

The most frequently occurring data is 85.
median.
Example 1:
 87

Find the mode in the given sets;

85, 90, 85, 86, 89, 91, 95, 92
What is the most frequently occurring
data in the set?
The distribution is unimodal because we
have only one mode.

*Note
one mode→ unimodal
two modes→ bimodal
three mode→ trimodal
more than three mode→ polymodal

Example 2:
The hourly rate of eight workers are as
follows:
₱50, ₱35, ₱40, ₱45, ₱40, ₱50, ₱60, ₱70 ₱40 and ₱50
Find the mode.
The mode is ₱40 and ₱50 and it is bimodal.
The data shows that we have two numbers
that are repeated. What are these two?

What is our mode?

3. Application
“Two Heads are Better than One”

Mechanics:
1. The class will be divided into 4 groups.
2. Each group will assign “LMNOP” L-
Leader, M-Material Seeker, N-Note Taker,
 88

O-On Time, P-Presenter.

3. Material seeker will choose a mystery
box that contains a problem to be solved.
4. Each group will be given 2 minutes to
solve and 1 minute to present their solution.
5. You will be graded using a rubric. We can solve the mean by using the formula,
∑𝑥
𝑥̅ =
E. Generalization 𝑛

𝑁+1
How to solve the mean of the given set? 𝑥̃ = if N is odd
2

One mode is unimodal

How about the median?

Two modes is bimodal

What do we call when we only have one
mode? It is called trimodal

What do we call when we have two modes? Polymodal

What do we call when we have three

modes?

How about when we have more than three

modes?
 89

IV. EVALUATION

(Short quiz)

1. Find the mean, median and mode of the data set: 99, 87, 75, 88, 87, 99, 88, 86, 87.

2. Find the mean, median, mode of the data set (82,61, 93, 56, 34, 57, 92, 53, 57)

3. A high school teacher at a small private school assigns trigonometry practice problems to
be worked via the net. Students must use a password to access the problems and the time of
log-in and log-off are automatically recorded for the teacher. At the end of the week, the
teacher examines the amount of time each student spent working the assigned problems. The
data is provided below in minutes.

15, 28, 25, 48, 22, 43, 49, 34, 22, 33, 27, 25, 22, 20, 39.

Find the mean, median and mode.

V. ASSIGNMENT

a. Read about Measures of central tendency for group data.

b. Bring a scientific calculator

 90

APPENDIX O

DETAILED LESSON PLAN IN MATHEMATICS

(CONTROL GROUP)

I. Objectives
A. Define variance
B. Solve for the variance, range, percentile, quartile and decile.
C. Apply in Real Life situations

II. Subject Matter

Topic: Variation
References: Mathematics Learners Module; 491 – 506; C. R. Riguerra
Materials: Construction paper, Cartolina, Laptop, LED TV
Methods: Guided Discovery and Deductive Method.
III. Procedure
Teacher’s Activity Students’ Activity
A. Preliminaries
Prayer
Greetings
Checking of Attendance
Checking of Cleanliness of the
room
Checking of Assignment
B. Review
Before we discuss a new lesson
let’s review what we have tackled
last meeting.
What did we discuss last meeting?
We discussed about the Measures of Central
Tendency of ungrouped data.
Very Good! What are the
commonly used measures in the
Central Tendency?
The following measures are mean, median and
mode.
Excellent! Do you have any
questions or clarifications?
None.
Let us have an activity first before
we proceed to our next topic.
C. Motivation
 91

Our activity for today is entitled

Arrange me!
Here are the mechanics that you are
going to follow. Kindly read!
1. Arrange the following data into
descending order.
2. Solve the highest and lowest value by
subtracting it.

Do you understand?
Yes!
Do you have any questions or clarification
before we start?
None.
D. Lesson Proper
1. Presentation of the Lesson

Measures of Variation
Please read the definition of it.
Measures of variation are used to describe the
Excellent! distribution of data.

Let’s start with the Range.

Kindly read!
Range is the difference between the highest and
lowest value.

Very good! In computing for the range we

have the formula R = H -L, where H is the
highest value and L is the lowest value.

Let us have an example.

Let us compute for the value of range.

1. Ana’s grade in her test scores

in mathematics are 15, 12, 5, 8,
9, 10, and 14. Find the range.

First, arrange them in descending order.

(15, 14, 12, 10, 9, 8, 5)
Second, subtract the highest value to the lowest
value.
R = 15 – 5
R= 10
Our range is 10.
 92

Very good! Next example we have,

2. Find the range on the following
quiz scores of 10 students in
science.
{12,13,16,17,14,19,16,14,15,11 {19,17,16,16,15,14,14,13,12,11}
}

R = 19 – 11
R=8
The range is 8.
Very Good! Do you understand
now?
Yes!
Do you have any questions or
clarification?
None!

Let us proceed on the next topic

which is the variance.

2
∑(𝑥 − x̅ )2
𝑠 =
𝑛−1
Where:
n = total number of scores
x = scores
x̅ = mean score

Let us have an example.

Solve for the variance by completing the

table below. Consider the data of scores are Consider the data of scores are 5,8,15,20, and 25
5,8,15,20, and 25.
X x-x̅ (𝑥 − x̅)2
x x-x̅ (𝑥 − x̅)2 5 -9.6 92.16
5 8 -6.6 43.56
8 15 0.4 0.16
15 20 5.4 29.16
20 25 10.4 108.16
25 ∑(𝑥 − x̅ )2 = 273.2

273.2
Thus, we have 𝑠 2 = 5−1
 93

= √68.3
= 8.26

Very good! Do you understand now?

Yes!
Do you have any question or clarification?
None!
Excellent! Then, let us proceed to the
Percentile, Quartile, and Decile.
Let us start with the Quartile. Kindly read!
The quartiles of a data divide the values into four
equal parts.
Excellent! The quartiles divide into four
equal parts where 𝑄1 is equal to 25%, 𝑄2 is
equal to 50%, 𝑄3 is equal to 75% and 𝑄4 is
equal to 100%. The formula in solving for
quartile is

𝑖 𝑖
𝑄1 = [100(n) + (1- 100) ]
where:
i = quartile rank
n = total number of values

Let us try to solve this example

A Teacher gave 120 items to is ten students

after he administered the test student’s
scores are:
68, 72, 93, 100, 95, 80, 70, 87, 110, and
112. Find the value of Q₂
Arrange the scores from lowest to highest.
68,70,72,80,87,93,95,100,110,112
𝑖 𝑖
𝑄2 = [100(n) + (1- 100) ]
25 25
𝑄2 = [100(10) + (1- 100)
Therefore, the value of 𝑄2 lies within third 250 3
𝑄2 = [100 + 4]
and fourth scores. The 𝑄2
𝑄2 = 3.25
Is the sum of third score and 25% of the
difference between the fourth and third
scores.
𝑄2 = 3th score + 0.25 (4th score-3rd score)
𝑄2 = 72 + 0.25 ( 8 )
𝑄2 = 72 + 2
 94

𝑄2 = 74
Therefore, 25% of the scores in the distribution
are less than 74.
Do you understand now?
Yes!

Do you have any question or clarification?

None!
Then let us proceed to the Deciles.

Kindly read! Deciles are values which divide the data into ten
equal parts.

Very good!
Deciles are divided into ten equal parts
unlike the quartiles which are only divided
into four equal parts.

In solving for the deciles we have,

𝑖 𝑖
𝐷1 = [10(n) + (1- 10) ]

Let us solve for the given example.

A teacher gave a 120 item to his ten
students. After he administered the test
student scores are
68,72,93,100,95,80,70,87,110, and 112.
Arrange the scores from lowest to highest.
Find the value of 𝐷7
(68,70,72,80,87,93,95,100,110,112)

𝑖 𝑖
𝐷1 = [10(n) + (1- 10) ]
7 7
𝐷7 = [10(10) + (1- 10) ]
70 3
𝐷7 = [10 + 10) ]
𝐷7 = 7.3 nth score

Therefore, the value of 𝐷7 lies within the

7th and 8th scores. The 𝐷7 is the sum of 7th
score and 30% of the difference between
the 8th and 7th scores.

𝐷7 = 7th score + 0.30 ( 8th score – 7th score)

𝐷7 = 95 + 0.30 ( 100 – 95)
𝐷7 = 95 + 0.30 ( 5 )
𝐷7 = 95 + 1.5
𝐷7 = 96.5
 95

Therefore, 70% of the scores in the

distribution are less than 96.5
Are we clear? Yes!

Do you understand now? Yes!

Do you have any question or clarifications? None!

Then let us proceed to the next which is the

Percentiles.
Kindly read! The percentiles of a data divide it into
hundredths or 100 equal parts. Percentile is the
number where a certain percentage of scores fall
below that number.
The formula in solving the percentile is,
𝑖 𝑖
𝑃1 = [100(n) + (1- 100) ] nth score

Let us try to solve this example.

1. A teacher gave a 120 item to his ten

students. After he administered the
test student scores are
68,72,93,100,95,80,70,87,110, and
Arrange the scores from lowest to highest.
112. Find the value of 𝑃28 .
(68,70,72,80,87,93,95,100,110,112)

𝑖 𝑖
𝑃1 = [100(n) + (1- 100) ] nth score

28 28
𝑃28 = [100(10) + (1- 100) ] nth score

280 18
𝑃28 = [100 + 25) ] nth score

88
𝑃28 = 25nth score

𝑃28 = 3.52 nth score

𝑃28 = 3th score + 0.52 (4th score – 3rd score)

Therefore, the value of 𝑃28 lies within the
𝑃28 = 72 + 0.52 (80-72)
3rd and 4th scores. The 𝑃28 is the sum of the
𝑃28 = 72 + 4.16
 96

sum 3rd score and 52% of the difference of 𝑃28 = 76.16

4th and 3rd scores.

Therefore, 28% of their scores in the

distribution are less than 76.16.

Are we clear now? Yes!

Do you understand now? Yes!

Do you have any question or clarifications? None!

Let us have an activity now. Bring out your

notebook and solve the following
exercises.

D. Application/ Activity

Solve the following.

1. Joshua’s test scores in Math are

23,17,16,14,12. Find the range.
2. Solve for the variance by computing
the table. The given test scores are
23,12,15,32
x x-x̅ (𝑥 − x̅)2
12
15
23
32

3. Solve for 𝑃35 .

4. Solve for the 𝐷15 .
5. Solve for the 𝑄1 .

E. Generalization
What is measures of variability?
It is used to describe the distribution of data.
Very good!
How about the range?
Range is the difference between the highest
value and the lowest value.
Excellent!
Do you understand now? Yes!
 97

Do you have any questions or clarification? None!

Bring out ¼ sheet of paper. Let us have a
quiz.

IV. Evaluation
1. Solve for the range.
(65,63,34,54,21)
(34,32,41,21,13,12,14)
(22,23,12,11,34,23,23,32)
2. Solve for the following.
𝑄2
𝑃24
𝐷21

V. Assignment
Solve the following exercises on your module from pages 12 – 18. Write it on the
back of your module.
 98

APPENDIX P

DETAILED LESSON PLAN IN MATHEMATICS

(Experimental Group)

I. Objectives
At the end of the discussion, the students should be able to:
a. Determine the Mean, Median and Mode of grouped data
b. Solve for the Mean, Median and Mode of grouped data
c. Apply in real life situation

II. Subject Matter

Topic: Measures of Central Tendency
Sub Topic: Mean, Median and Mode of Grouped Data
References: College Statistics (revised edition 2015), by Benjamin C Dayrit et.al.
Materials: Easy Module
Strategies: Activity Method
Values Integrated: Cooperation

III. Procedure
Teacher’s Activity Student’s Activity

A. Preparation
1. Preliminary Activities
 Prayer
 Greetings
 Checking of Attendance
 Checking of Assignment

2. Review
Last meeting, we’ve discussed about
Percentile, Decile and Quartile on ungrouped
data.

What is the formula for Percentile?

𝑛
(𝑁)−𝐶𝐹<𝑃𝑛
𝑃𝑛 = 𝐿𝑝𝑛 + (100 )c
𝑓𝑝𝑛
What is the formula for Decile?
𝑛
(𝑁)−𝐶𝐹<𝐷𝑛
𝐷𝑛 = 𝐿𝐷𝑛 + (10 )c
𝑓𝐷𝑛
 99

What is the formula for Quartile?

𝑛
− 𝐶𝐹<𝑄1
4
𝑄1= 𝐿𝑄1 + ( )c
𝑓 𝑄1

3𝑛
− 𝐶𝐹<𝑄3
𝑄3 = 𝐿𝑄3 + ( 4 )c
𝑓 𝑄3

3. Motivation.
Group Activity: “Balls of Fury”
Direction:
a. The Class will be divided into three
groups
b. The group will line up
c. The player must shoot the ping
pong ball to the paper cup
d. If the player shoots the ball, the
player will get 2 cards and place it on the table
e. After the last player, a
representative to rearrange the cards from least
to greatest and vice versa.

B. Discussion
1. Presentation of the lesson

Let’s start from Mean. Can

someone define what is mean?
Mean is the average value

A mean is where we are getting the

average value of all data in the set.

2. Discussion proper

In grouped data, mean is given by

∑ 𝑓𝑥 Sum of (f(x))
𝑥̅ =
𝑛
Where:
F = Frequency
X = Midpoint
N = total number of frequency

Example
 100

interval x f Fx
1–3 7
4–6 12
7–9 14
n=33 ∑ 𝑓𝑥
=

What are the missing given?

x and fx

First, let’s get the midpoint (x). in

order to get x, add the lower
boundary and upper boundary then
divide the sum by 2.
1+3=4÷2 = 2

interval x f Fx
1–3 2 7
4–6 12
7–9 14
n=33 ∑ 𝑓𝑥
=

Try now the second row and last

row.
4+6 then divided by 2
7+9 then divided by 2
4 + 6 = 10
10 ÷ 2 = 5
7 + 9 = 16
16 ÷ 2 = 8
 101

interval x f fx
1–3 2 7
4–6 5 12
7–9 8 14
n=33 ∑fx=

After getting x, we can now get fx

which we multiply the value of x
and f.

2 x 7 = 14, so our first fx is 14

interval x f fx
1–3 2 7 14
4–6 5 12
7–9 8 14
n=33 ∑fx=

Now try getting the second and

third.
5 x 12 = 60
8 x 14 = 112

interval x f fx
1–3 2 7 14
4–6 5 12 60
7–9 8 14 112
n=33 ∑fx=

So what is our ∑ 𝑓𝑥 ?

14+60+112 = 186
 102

interval x f Fx
1–3 2 7 14
4–6 5 12 60
7–9 8 14 112
n=33 ∑fx=186

Going back to our formula

∑ 𝑓𝑥
𝑥̅ =
𝑛
We can now find the mean

186
𝑥̅ = = 5.64
33

Median
The median is the value that has
exactly half the data above it and
half below it.

Median is the middle or central

value.

The median in grouped data is

given by

𝑛
−𝐶𝐹<
𝑥̃= 𝐿𝑚𝑐 + (2 𝑓 )c
𝑚𝑐

Where
𝐿𝑚𝑐 = Lower boundary of median
class
n= total number of frequency
CF< = cumulative frequency
 103

(preceding to the median class)

𝑓𝑚𝑐 = frequency of the median class
C = class width

Example. Find the median of the

scores

Scores F CF
1–2 1
3–4 3
5–6 8
7–8 6
9 – 10 2
N =20
In finding CF<, copy the first
frequency which is 1

Scores F CF
1–2 1 1
3–4 3
5–6 8
7–8 6
9 – 10 2

Then add the first CF to the second

frequency

Scores F CF
1–2 1 1
3–4 3
5–6 8
7–8 6
 104

9 – 10 2

1+3=4

Scores F CF
1–2 1 1
3–4 2 4
5–6 8
7–8 6
9 – 10 2

Then 4+8 = 11

Scores F CF
1–2 1 1
3–4 2 4
5–6 8 12
7–8 6
9 – 10 2

Find the last two CF<

6+12 = 18 and,
18+2 = 20
Scores F CF
1–2 1 1
3–4 3 4
5–6 8 12
7–8 6 18
9 – 10 2 20
N= 20
 105

In order to find the CF<, divide n

by two
N ÷ 2 = 10
Now look for the data that is
greater than 10.

12 is our median class

12 is greater than 10
Scores F CF
1–2 1 1
3–4 3 4
5–6 8 12
median
class
7–8 6 18
9 – 10 2 20
N= 20

So what is the data preceding to the

median class?

Therefore our CF< is 4 4 is preceding to 12

Scores F CF
1–2 1 1
3–4 3 4 CF<
5–6 8 12
median
class
7–8 6 18
9 – 10 2 20
N= 20

What is our lower boundary?

 106

Scores F CF
1–2 1 1
3–4 3 4 CF<
5–6 8 12
median
class
7–8 6 18
9 – 10 2 20
N= 20

The lower boundary is 4.5

What is the class width? 5 – 0.5 = 4.5

And what is our frequency of the The class width is 2

median class?

The frequency of the median

Gathering all the data, let’s go back class is 8
to the formula.

Substitute
𝑛
−𝐶𝐹<
𝑥̃= 𝐿𝑚𝑐 + (2 𝑓 )c
𝑚𝑐

20
−4
𝑥̃= 4.5 + ( 2 8 ) 2

Find 𝑥̃

Mode 6
𝑥̃= 4.5 + (8) 2
Mode is the value that occurs more
𝑥̃= 6
 107

frequently or it is most seen in a

population

The mode for grouped data is given

by

𝑓𝑚𝑜− 𝑓1
𝑥̂= 𝐿𝑚𝑜 + (2𝑓 )c
𝑚𝑜− 𝑓1−𝑓
2

Where:
𝐿𝑚𝑜 = Lower boundary of modal
class
𝑓𝑚𝑜 = Frequency of modal class
𝑓1 = frequency preceding the
modal class
𝑓2 = frequency after the modal
class
C = class width

In order to find the mode, we need

first to find the median. Let’s use
the example earlier.

Example

Find the median and mode of the

distribution of scores.
Scores F CF
1–2 1
3–4 3
5–6 8
7–8 6
9 – 10 2
N=

Since we already know the median

of the distribution
 108

Scores F CF
1–2 1 1
3–4 3 𝑓1 4 CF<
5–6 8 𝑓𝑚𝑜 12
median
class
7–8 6 𝑓2 18
9 – 10 2 20
N= 20

𝐿𝑚𝑜 = ?
𝑓𝑚𝑜 = ?
𝑓1 = ?
𝑓2 = ?
C=?
𝐿𝑚𝑜 = 4.5
𝑓𝑚𝑜 = 8
𝑓1 = 3
𝑓2 = 6
C=2

We can now substitute the given

𝑓𝑚𝑜− 𝑓1
𝑥̂= 𝐿𝑚𝑜 + (2𝑓 )c
𝑚𝑜− 𝑓1−𝑓
2

8−4
𝑥̂= 4.5+ (2(8)−3−6) 2

4
𝑥̂= 4.5+ (16−3−6) 2

Find 𝑥̂
 109

4
𝑥̂= 4.5+ (7) 2

𝑥̂= 4.5+ 1.142

𝑥̂= 5.64
If you understand how to get the
mean median and mode, try to
solve these

3. Exercise

On a trip to Baguio, there are

travelers that are about the ages of
15 years old to 39 years old.
Compute the mean age.

Ages x f fx
15 – 19 8
20 – 24 23
25 – 29 17
30 – 34 8
35 – 39 4
n=?

Find the median and mode of the

following distribution of sales.

Sales F
1,000 – 1,999 2
2,000 – 2,999 3
3,000 – 3,999 6
4,000 – 4,999 8
5,000 – 5,999 7
 110

6,000 – 6,999 2
7,000 – 7,999 2
n = 30

C. Generalization

The mean is given by

∑ 𝑓𝑥
𝑥̅ =
𝑛

The median is given by

𝑓𝑚𝑜− 𝑓1
𝑥̂= 𝐿𝑚𝑜 + (2𝑓 )c
𝑚𝑜− 𝑓1−𝑓
2

The mode is given by

𝑓𝑚𝑜− 𝑓1
𝑥̂= 𝐿𝑚𝑜 + (2𝑓 )c
𝑚𝑜− 𝑓1−𝑓
2

Where mode is you have to compute

for the median first.
 111

IV. Evaluation
Use the frequency distribution of heights of 40 students to find the mean height.
Weights Number of students
52 – 54 2
55 – 57 4
58 – 60 3
61 – 63 8
64 – 66 10
67 – 69 9
70 – 72 4

Find the median and mode of the weight distribution of 24 students indicated
below

Weights Number of students

52 – 54 1
55 – 57 4
58 – 60 3
61 – 63 5
64 – 66 6
67 – 69 3
70 – 72 2

V. Assignment

A.1. Find the weekly mean wage of 20 employees:

Wage Number of employees

P 1,001 – 2,000 3
2,001 – 3,000 10
 112

3,001 – 4,000 5
4,001 – 5,000 2

A.2. Find the median and modal wage of 20 employees:

Wage Number of employees
P 1,001 – 2,000 5
2,001 – 3,000 9
3,001 – 4,000 4
4,001 – 5,000 2
 113

APPENDIX Q

DETAILED LESSON PLAN IN MATHEMATICS

(Experimental Group)

I. Objectives
A. Define measures of Central Tendency of ungrouped data.
B. Solve for the mean, median and mode.
C. Apply in real life situations
II. Subject Matter
Topic: Measures of Central Tendency of Ungrouped Data
References: Mathematics Learners Module; 491 – 506; C. R. Riguerra
Materials: EASY Module
Methods: Guided Discovery and Deductive Method.
III. Procedure
Teacher’s Activity Students’ Activity
A. Preliminaries
Prayer
Greetings
Checking of Attendance
Checking of Cleanliness of the
room
Checking of Assignment
B. Review
Before we discuss a new lesson
let’s review what we have tackled
last meeting.
What did we discuss last meeting.
C. Motivation

D. Lesson Proper
1. Presentation of the Lesson
Let’s start. Kindly read.
Measures of Central Tendency. The central
tendency of a group of observable values is
the value around which the observations in
the set tend to cluster. A measure of central
tendency indicates a value that is most typical
or representative of the set of observation.
Very Good! Next, please read!
The most commonly used measures are the
mean, the median and the mode.
 114

Excellent! Let’s focus on the

Measures of Central Tendency of
Ungrouped data.
Let us start with the mean. Kindly
read!
The mean (also known as the arithmetic
mean) is the most commonly used measure of
central tendency. It is used to describe a set of
data where the measures cluster or
concentrate at a point.

Very good! When we say MEAN.

We just need to add all the values of
x and divide it depend on their
number.
Let’s have an example.
1. The grades in Mathematics
of 10 students are 87, 84, 85, 85, 86,
90, 79, 82, 78 and 76. What is the
mean grade of the 10 students?

Who would like to try it on the

board? Then explain. The grades of 10 students in Math are 87, 84,
85, 85, 86, 90, 79, 82, 78 and 76. We just add
the given values then divide it by 10.

87 + 84 + 85 + 85 + 86 + 90 + 79 + 82 + 78 + 76
=
10
832
By the given example, what do you = = 83.2
10
think is the formula in solving or
getting the mean of ungrouped data?

The mean grade of 10 students is 83.2.

Let’s have another example.

2. Sonia’s Kitchen hired
another 8 crew members. The ages
of their new crew members are 47,
21, 20, 19, 18, 18, 18 and 17. What
is the mean age of their eight (8)
members?
Mean is equal to the summation of x divided
by N.
 115

What are the value of our x?

Where x is the sum of the measures and N is
the number of values of X.
How about our N?
The value of our x’s are 47, 21, 20, 19, 18,
How did you come up with your 18, 18 and 17.
answer?
The value of our N is 8.

We have 47, 21, 20, 19, 18, 18, 18 and 17

divided by 8.
47 + 21 + 20 + 19 + 18 + 18 + 18 + 17
=
8
178
= = 22.25
8

What is our mean age?

The mean age of eight new crew members is
22.25.
Do you understand now on how to
solve for the mean?
Yes!
Do you have any question?
None!
Then let’s proceed to the next which
is the median.
Kindly read.
The middle value or term in a set of data
arranged according to size / magnitude (either
increasing or decreasing) is called the
Very Good! Thank you! median.
Let’s have this example. Look for
the median.

Example 1. The library logbook shows that

58, 60, 54, 35 and 97 book respectively, were
borrowed from Monday to Friday last week.
Let’s arranged the data in increasing Find the median.
order.

What do you think is the middle

value on the following data? 35, 54, 58, 60, 97
 116

58
Very good! Therefore our median is
58.
Do you understand?
Yes!
Do you have any question?
None!
Solve for this one.

3. Andrea’s scores in 10
quizzes during the first quarter are 8,
7, 6, 10, 9, 5, 9, 6, 10 and 7.
5, 6, 6, 7, 7, 8, 9, 9, 10, 10
7+8
𝑀𝑑 = = 7.5
2
The median of the set of scores is 7.5.

Very good! Do you understand now?

Yes!

Do you have any questions? None

Then, let’s proceed to the last

Measures of Central Tendency
which is the mode.
The Mode is the measure or vale which
occurs most frequently in a set of data. It is
the value with the greatest frequency.
To find the mode for a set of data
here are the ways to find them.

A. Select the measure that appears most

often in the set
B. If two or more measures appear the
same number of times, then each of
these values is a mode ; and
C. If every measure appears the same
member of times, then the set of data
has no mode.
Thank you! Let’s try to solve the
following examples.
 117

Find the Mode in the given set of

scores.

1. 10, 12, 9, 10, 13, 11, 10

Arrange them first in ascending
order.

What is our mode?

Very Good! Next,

2.  15, 20, 18, 19, 18, 16, 20,

18

We have two score that appears

twice, what will be our mode?

Why?

Excellent!

Activity/ Application

Let’s have an activity. Kindly bring

out your notebook and answer the
following questions on the board.

A. Find the Mean in the given

set of scores.
1. 6, 8, 10, 5, 4, 3
2. 10, 20, 50, 30, 20
3. 5, 20, 16, 31, 10
4. 11, 21, 35, 6, 8, 10
5. 3, 5, 4, 10, 2, 8, 6

B. Find the median of the given set

of scores.
1. 8, 5, 4, 3, 9, 21, 16
2. 25, 50, 13, 6, 18
3. 51, 24, 81, 13, 42, 65
 118

C. Find the Mode in the given set of

scores.
1. 5, 8, 7, 9, 6, 8, 5
2. 7, 10, 8, 5, 9, 6, 4

Generalization:
What is Measures Central Tendency?
Measures of Central Tendency indicates a
value that is most typical of representative of
the set of observation.
Very good! Now, what are the most
commonly used measures in Measures of
Central Tendency?
These are the mean, median and mode.
How are we going to solve for the mean?
We will add all the given set of scores then
divide it to the total number of scores.
What about the Median?
We will look for the middle value if we
arrange them in ascending or in descending
How about if our data is even, what are we order.
going to do?
We will add them then divide it by 2.

Excellent! Next, our last which is the

Mode.
The set that appears the most will be our
mode.
 119

APPENDIX R

DETAILED LESSON PLAN IN MATHEMATICS

(Experimental Group)

I. Objectives
A. Define Measures of Variability
B. Solve for the variance, range, percentile, quartile and decile.
C. Apply in Real Life situations
II. Subject Matter
Topic: Variation
References: Easy Module in Mathematics
Materials: Easy Module, Powerpoint
Methods: Guided Discovery and Deductive Method.
III. Procedure
Teacher’s Activity Students’ Activity
1. Preliminaries
Prayer
Greetings
Checking of Attendance
Checking of Cleanliness of the room
Checking of Assignment
2. Review
Before we discuss a new lesson let’s
review what we have tackled last
meeting.
What did we discuss last meeting?
We discussed about the Measures of Central
Tendency of ungrouped data.
Very Good! What are the commonly
used measures in the Central
Tendency? The following measures are mean, median and
mode.

Excellent! Do you have any questions

or clarifications? None.

Let us have an activity first before we

proceed to our next topic.
3. Motivation
Our activity for today is entitled
Arrange me!
 120

Here are the mechanics that you are

going to follow. Kindly read!
3. Arrange the following data into
descending order.
4. Solve the highest and lowest value by
subtracting it.

Do you understand?

Do you have any questions or clarification

before we start?

4. Lesson Proper
Yes!
2. Presentation of the Lesson

Measures of Variation None.

Please read the definition of it.

Excellent!

Let’s start with the Range. Kindly

read! Measures of variation are used to describe the
distribution of data.

Very good! In computing for the range we

have the formula R = H -L, where H is the
highest value and L is the lowest value. Range is the difference between the highest
and lowest value.
Let us have an example. Turn your module
on page 9 and compute for the value of
range.

First, arrange them in descending order.

Very Good! Do you understand now? (5,8,15,20,25)
Second, subtract the highest value to the
Do you have any questions or lowest value.
clarification? R = 25 – 5
R= 20
 121

Our range is 20.

Let us proceed on the next topic which
is the variance. Turn your module on
Yes!
page 10. And read the definition of
variance.
Here is the formula. None!

2
∑(𝑥 − x̅ )2
𝑠 =
𝑛−1
Where:
n = total number of scores
x = scores
x̅ = mean score

Let us have an example.

Solve for the variance by completing the

table below. Consider the data of scores are
5,8,15,20, and 25.

x x-x̅ (𝑥 − x̅)2
5
8
15
20
25 Consider the data of scores are 5,8,15,20, and
25

X x-x̅ (𝑥 − x̅)2
5 -9.6 92.16
8 -6.6 43 56
15 0.4 0.16
20 5.4 29.16
25 10.4 108.16
Very good! Do you understand now? ∑(𝑥 − x̅ )2 = 273.2

Do you have any question or clarification?

273.2
Excellent! Then, let us proceed to the Thus, we have 𝑠 2 = 5−1
Percentile, Quartile, and Decile. = √68.3
Let us start with the Quartile. Kindly read! = 8.26

Excellent! The quartiles divide into four Yes!

 122

equal parts where 𝑄1 is equal to 25%, 𝑄2 is

equal to 50%, 𝑄3 is equal to 75% and 𝑄4 is None!
equal to 100%. The formula in solving for
quartile is

𝑖 𝑖
𝑄1 = [100(n) + (1- 100) ]
The quartiles of a data divide the values into
where:
four equal parts.
i = quartile rank
n = total number of values

Let us try to solve this example.

1. A teacher gave 120 items to his ten students after he
administered the test students scores are
68,72,93,100,95,80,70,87,110, and
112. Find the value of 𝑄2 .

Arrange the scores from lowest to highest.

68,70,72,80,87,93,95,100,110,112
𝑖 𝑖
𝑄2 = [100(n) + (1- 100) ]
25 25
Therefore, the value of 𝑄2 lies within third 𝑄2 = [ (10) + (1- )
100 100
and fourth scores. The 𝑄2 250 3
Is the sum of third score and 25% of the 𝑄2 = [100 + 4]
difference between the fourth and third 𝑄2 = 3.25
scores.

𝑄2 = 3th score + 0.25 (4th score-3rd score)

Do you understand now? 𝑄2 = 72 + 0.25 ( 8 )
𝑄2 = 72 + 2
𝑄2 = 74
Do you have any question or clarification? Therefore, 25% of the scores in the distribution
are less than 74.
Then let us proceed to the Deciles.

Kindly read! Yes!

Very good! None!

Deciles are divided into ten equal parts
 123

unlike the quartiles which are only divided

into four equal parts.
Deciles are values which divide the data into
In solving for the deciles we have, ten equal parts.
𝑖 𝑖
𝐷1 = [10(n) + (1- 10) ]

Let us solve for the given example.

A teacher gave a 120 item to his ten
students. After he administered the test
student scores are
68,72,93,100,95,80,70,87,110, and 112. Find
the value of 𝐷7

Arrange the scores from lowest to highest.

(68,70,72,80,87,93,95,100,110,112)

𝑖 𝑖
Therefore, the value of 𝐷7 lies within the 7th 𝐷1 = [10(n) + (1- 10) ]
7 7
and 8th scores. The 𝐷7 is the sum of 7th score 𝐷7 = [10(10) + (1- 10) ]
and 30% of the difference between the 8th 70 3
and 7th scores. 𝐷7 = [10 + 10) ]
𝐷7 = 7.3 nth score
𝐷7 = 7th score + 0.30 ( 8th score – 7th score)
𝐷7 = 95 + 0.30 ( 100 – 95)
𝐷7 = 95 + 0.30 ( 5 )
𝐷7 = 95 + 1.5
𝐷7 = 96.5

Therefore, 70% of the scores in the

distribution are less than 96.5

Are we clear?

Do you understand now?

Do you have any question or clarifications?

Yes!
Then let us proceed to the next which is the
Percentiles. Yes!
Kindly read!
None!
 124

The percentiles of a data divide it into

Let us try to solve this example.
2. A teacher gave a 120 item to his ten
students. After he administered the
test student scores are
68,72,93,100,95,80,70,87,110, and
112. Find the value of 𝑃28 .
hundredths or 100 equal parts. Percentile is the
number where a certain percentage of scores
fall below that number.
The formula in solving the percentile is,
𝑖 𝑖
𝑃1 = [100(n) + (1- 100) ] nth score

Arrange the scores from lowest to highest.

(68,70,72,80,87,93,95,100,110,112)

𝑖 𝑖
𝑃1 = [100(n) + (1- 100) ] nth score

28 28
𝑃28 = [100(10) + (1- 100) ] nth score

280 18
𝑃28 = [ + ) ] nth score
100 25

88
𝑃28 = 25nth score

𝑃28 = 3.52 nth score

Therefore, the value of 𝑃28 lies within the
3rd and 4th scores. The 𝑃28 is the sum of the
sum 3rd score and 52% of the difference of
4th and 3rd scores.
𝑃28 = 3th score + 0.52 (4th score – 3rd score)
𝑃28 = 72 + 0.52 (80-72)
𝑃28 = 72 + 4.16
𝑃28 = 76.16
Therefore, 28% of their scores in the
distribution are less than 76.16.

Are we clear now?

Do you understand now?

Do you have any question or clarifications?

 125

Yes!

Let us have an activity now. Bring out your Yes!

notebook and solve the following exercises.
None!
IV. Application/ Activity

Solve the following.

6. Joshua’s test scores in Math are

25,19,18,16,14. Find the range.
7. Solve for the variance by computing
the table. The given test scores are
26,12,19,34
x x-x̅ (𝑥 − x̅)2
12
19
26
34

8. Solve for 𝑃20 .

9. Solve for the 𝐷10 .
10. Solve for the 𝑄3 .

V. Generalization:
What is measures of variability?

Very good!
How about the range?

Excellent!
Do you understand now? It is used to describe the distribution of data.

Do you have any questions or clarification?

Range is the difference between the highest
Bring out ¼ sheet of paper. Let us have a value and the lowest value.
quiz.
Yes!

None!

VI. Evaluation
3. Solve for the range.
(55,23,34,44,61)
 126

(34,41,11,17,52,34)
(22,23,12,11,33,23,32)

4. Solve for the following.

𝑄2
𝑃16
𝐷19
VII. Assignment
Solve the following exercises on your module from pages 12 – 18. Write it on the
back of your module.
 127

APPENDIX S

DETAILED LESSON PLAN IN MATHEMATICS

VI. Objectives
At the end of the discussion, the students should be able to:
a. Determine the Mean, Median and Mode of grouped data
b. Solve for the Mean, Median and Mode of grouped data
c. Apply in real life situation

VII. Subject Matter

Topic: Measures of Central Tendency
Sub Topic: Mean, Median and Mode of Grouped Data
References: College Statistic (revised edition 2015), by Benjamin C Dayrit et.al.
Materials: Paper cup, ping pong balls, colored paper, cards, scoreboard
Strategies: Activity Method
Values Integrated: Cooperation

VIII. Procedure
Teacher’s Activity Student’s Activity

D. Preparation
1. Preliminary Activities
 Prayer
 Greetings
 Checking of Attendance
 Checking of Assignment

2. Review
Last meeting, we’ve discussed about
Percentile, Decile and Quartile on ungrouped
data.

What is the formula for Percentile?

𝑛
(𝑁)−𝐶𝐹<𝑃𝑛
100
𝑃𝑛 = 𝐿𝑝𝑛 + ( )c
𝑓𝑝𝑛
What is the formula for Decile?
𝑛
(𝑁)−𝐶𝐹<𝐷𝑛
10
𝐷𝑛 = 𝐿𝐷𝑛 + ( )c
𝑓𝐷𝑛
What is the formula for Quartile?
 128

𝑛
− 𝐶𝐹<𝑄1
𝑄1= 𝐿𝑄1 + (4 )c
𝑓 𝑄1

3𝑛
− 𝐶𝐹<𝑄3
4
𝑄3 = 𝐿𝑄3 + ( )c
𝑓 𝑄3

3. Motivation.
Group Activity: “Balls of Fury”
Direction:
a. The Class will be divided into three
groups
b. The group will line up
c. The player must shoot the ping
pong ball to the paper cup
d. If the player shoots the ball, the
player will get 2 cards and place it on the table
e. After the last player, a
representative to rearrange the cards from least
to greatest and vice versa.

E. Discussion
4. Presentation of the lesson

Let’s start from Mean. Can

someone define what is mean?

A mean is where we are getting the

average value of all data in the set.
Mean is the average value
5. Discussion proper

In grouped data, mean is given by

∑ 𝑓𝑥 Sum of (f(x))
𝑥̅ =
𝑛
Where:
F = Frequency
X = Midpoint
N = total number of frequency

Example
interval x F Fx
 129

1–3 7
4–6 12
7–9 14
n=33 ∑ 𝑓𝑥
=
x and fx
What are the missing given?

First, let’s get the midpoint (x). in

order to get x, add the lower
boundary and upper boundary then
divide the sum by 2.
1+3=4÷2 = 2

interval x f Fx
1–3 2 7
4–6 12
7–9 14
n=33 ∑ 𝑓𝑥 4 + 6 = 10
10 ÷ 2 = 5
= 7 + 9 = 16
16 ÷ 2 = 8
Try now the second row and last
row.
4+6 then divided by 2
7+9 then divided by 2
 130

interval x Fx
1–3 2 7
4–6 5 12
7–9 8 14
n=33 ∑fx=

After getting x, we can now get fx

which we multiply the value of x 5 x 12 = 60
and f. 8 x 14 = 112

2 x 7 = 14, so our first fx is 14

interval x f Fx
1–3 2 7 14
4–6 5 12
7–9 8 14
n=33 ∑fx=
14+60+112 = 186

Now try getting the second and

third.

interval x f Fx
1–3 2 7 14
4–6 5 12 60
7–9 8 14 112
n=33 ∑fx=

So what is our ∑ 𝑓𝑥 ?
 131

interval x f Fx
1–3 2 7 14
4–6 5 12 60
7–9 8 14 112
n=33 ∑fx=186

Going back to our formula

∑ 𝑓𝑥
𝑥̅ =
𝑛
We can now find the mean

186
𝑥̅ = = 5.64
33

Median
The median is the value that has
exactly half the data above it and
half below it.

Median is the middle or central

value.

The median in grouped data is

given by

𝑛
−𝐶𝐹<
𝑥̃= 𝐿𝑚𝑐 + (2 𝑓 )c
𝑚𝑐

Where
𝐿𝑚𝑐 = Lower boundary of median
class
n= total number of frequency
CF< = cumulative frequency
 132

(preceding to the median class)

𝑓𝑚𝑐 = frequency of the median class
C = class width

Example. Find the median of the

scores

Sc res F CF
1–2 1
3–4 3
5–6 8
7–8 6
9 – 10 2
N =20
In finding CF<, copy the first
frequency which is 1

Scores F CF
1–2 1 1
3–4 3
5–6 8
7–8 6
9 – 10 2

Then add the first CF to the second

frequency
6+12 = 18 and,
Scores F CF
18+2 = 20
1–2 1 1
3–4 3
5–6 8
7–8 6
 133

9 – 10 2

1+3=4

Scores F CF
1–2 1 1
12 is greater than 10
3–4 2 4
5–6 8
7–8 6
9 – 10 2

Then 4+8 = 11

Scores F CF
1–2 1 1
3–4 2 4 4 is preceding to 12

5–6 8 12
7–8 6
9 – 10 2

Find the last two CF<

Scores F CF
1–2 1 1
3–4 3 4
5–6 8 12
7–8 6 18
9 – 10 2 20
 134

N= 20

In order to find the CF<, divide n

by two
N ÷ 2 = 10 The lower boundary is 4.5
Now look for the data that is 5 – 0.5 = 4.5
greater than 10.

12 is our median class The class width is 2

Scores F CF
1–2 1 1
The frequency of the median
3–4 3 4 class is 8
5–6 8 12
median
class
7–8 6 18
9 – 10 2 20
N= 20

So what is the data preceding to the

median class?

6
𝑥̃= 4.5 + (8) 2
Therefore our CF< is 4 𝑥̃= 6

Scores F CF
1–2 1 1
3–4 3 4 CF<
5–6 8 12
median
 135

class
7–8 6 18
9 – 10 2 20
N= 20

What is our lower boundary?

Scores F CF
1–2 1 1
3–4 3 4 CF<
5–6 8 12
median
class
7–8 6 18
9 – 10 2 20
N= 20

What is the class width?

And what is our frequency of the

median class?

Gathering all the data, let’s go back

to the formula.

Substitute
𝑛
−𝐶𝐹<
𝑥̃= 𝐿𝑚𝑐 + (2 𝑓 )c
𝑚𝑐
𝐿𝑚𝑜 = 4.5
𝑓𝑚𝑜 = 8
𝑓1 = 3
 136

20
2
−4 𝑓2 = 6
𝑥̃= 4.5 + ( )2 C=2
8

Find 𝑥̃

Mode
Mode is the value that occurs more
frequently or it is most seen in a
population

The mode for grouped data is given

by

4
𝑓𝑚𝑜− 𝑓1 𝑥̂= 4.5+ (7) 2
𝑥̂= 𝐿𝑚𝑜 + (2𝑓 )c
𝑚𝑜− 𝑓1−𝑓
2

𝑥̂= 4.5+ 1.142

Where:
𝐿𝑚𝑜 = Lower boundary of modal 𝑥̂= 5.64
class
𝑓𝑚𝑜 = Frequency of modal class
𝑓1 = frequency preceding the
modal class
𝑓2 = frequency after the modal
class
C = class width

In order to find the mode, we need

first to find the median. Let’s use
the example earlier.

Example

Find the median and mode of the

distribution of scores.
Scores F CF
1–2 1
 137

3–4 3
5–6 8
7–8 6
9 – 10 2
N=

Since we already know the median

of the distribution

Scores F CF
1–2 1 1
3–4 3 𝑓1 4 CF<
5–6 8 𝑓𝑚𝑜 12
median
class
7–8 6 𝑓2 18
9 – 10 2 20
N= 20

𝐿𝑚𝑜 = ?
𝑓𝑚𝑜 = ?
𝑓1 = ?
𝑓2 = ?
C=?

We can now substitute the given

𝑓𝑚𝑜− 𝑓1
𝑥̂= 𝐿𝑚𝑜 + (2𝑓 )c
𝑚𝑜− 𝑓1−𝑓
2
 138

8−4
𝑥̂= 4.5+ (2(8)−3−6) 2

4
𝑥̂= 4.5+ (16−3−6) 2

Find 𝑥̂

If you understand how to get the

mean median and mode, try to
solve these

6. Exercise

On a trip to Baguio, there are

travelers that are about the ages of
15 years old to 39 years old.
Compute the mean age.

Ages x f fx
15 – 19 8
20 – 24 23
25 – 29 17
30 – 34 8
35 – 39 4
n=?

Find the median and mode of the

following distribution of sales.
 139

Sales F
1,000 – 1,999 2
2,000 – 2,999 3
3,000 – 3,999 6
4,000 – 4,999 8
5,000 – 5,999 7
F. G
e 6,000 – 6,999 2
n
e 7,000 – 7,999 2
r
al n = 30
iz
ation

The mean is given by

∑ 𝑓𝑥
𝑥̅ =
𝑛

The median is given by

𝑓𝑚𝑜− 𝑓1
𝑥̂= 𝐿𝑚𝑜 + (2𝑓 )c
𝑚𝑜− 𝑓1−𝑓
2

The mode is given by

𝑓𝑚𝑜− 𝑓1
𝑥̂= 𝐿𝑚𝑜 + (2𝑓 )c
𝑚𝑜− 𝑓1−𝑓
2

Where mode is you have to compute

for the median first.

IX. Evaluation
Use the frequency distribution of heights of 40 students to find the mean height.
Weights Number of students
52 – 54 2
55 – 57 4
 140

58 – 60 3
61 – 63 8
64 – 66 10
67 – 69 9
70 – 72 4

Find the median and mode of the weight distribution of 24 students indicated
below

Weights Number of students

52 – 54 1
55 – 57 4
58 – 60 3
61 – 63 5
64 – 66 6
67 – 69 3
70 – 72 2

X. Assignment

A.1. Find the weekly mean wage of 20 employees:

Wage Number of employees

P 1,001 – 2,000 3
2,001 – 3,000 10
3,001 – 4,000 5
4,001 – 5,000 2

A.2. Find the median and modal wage of 20 employees:

 141

Wage Number of employees

P 1,001 – 2,000 5
2,001 – 3,000 9
3,001 – 4,000 4
4,001 – 5,000 2
 142

APPENDIX T

RESULT OF PRE-TEST, POST-TEST, AND GAIN SCORES

Control Experimental
Pretest Posttest Gain Score Pretest Posttest Gain Score
6 11 5 6 13 7
8 15 7 5 12 7
8 15 7 8 17 9
8 15 7 6 14 8
6 14 8 7 15 8
6 13 7 6 14 8
7 14 7 5 13 8
5 14 9 7 15 8
7 14 7 5 13 8
6 13 7 7 16 9
6 13 7 6 15 9
8 16 8 7 16 9
6 14 8 5 11 6
8 16 8 6 14 8
10 17 7 10 17 7
8 15 7 6 15 9
8 16 8 6 15 9
5 11 6 8 16 8
5 11 6 7 16 9
8 16 8 6 14 8
9 16 7 6 14 8
7 15 8 7 15 8
7 15 8 7 15 8
7 15 8 5 14 9
5 11 6 5 14 9
8 16 8 7 15 8
8 16 8 7 15 8
6 14 8 8 16 8
5 13 8 7 15 8
6.689 13.241 7.344 6.482 13.551 8.137
 143

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Dayrit, B. C., et.al, Y. P. (Revised Edition 2015). College Statistics. Sampaloc, Manila,

Philippines: Sta. Monica Printing Corporation.

Guzman, D. D. (2017). Statistics and Probability. C&E Publishing, Inc.

Renante C. Pagala, M.-M. (2011). Statistics (Revised Edition). Minshapers Co., Inc.

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