statistical mini research

Conducting Mini-Research spj.pptx aaaaaa

This document discusses conducting a mini-research on students' performance in mathematics. It provides steps to take, including stating the problem, designing the research, gathering data, using statistical treatment on the data, and formulating conclusions and recommendations. An example is given of a mini-research on the performance of Grade 10 MDL students in mathematics for the third quarter. The results found the average grade was 84% and recommendations were made to provide intervention to the 25% of students who scored below 75%. Learning tasks are also provided to have students conduct their own mini-research on student performance. Read less

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• 8. Population vs. Sample
• 20. Look at the pictures below, does it illustrate something? What can you say about it ?
• 21. Let us use the number in each card in reviewing the concepts about the measures of central tendency and variability.These numbers are : 7, 10, 8, 4, 6, 3, 7
• 24. Computation : a. Mean
• 25. b. Median : (To identifify the median, we need to put the data in an array from lowest to greatest.) 3, 4, 6, 7, 7, 8 , 10 We can see that the middle is 7, therefore, the median is 7.
• 26. C. Mode : is the number that occurs the most frequently. 3, 4, 6, 7, 7, 8 , 10 The mode is 7
• 27. d. Range : Highest data – Lowest data 10 – 3 = 7 The range is 7.
• 28. e. Interquartile Range: The interquartile range includes the 50% of data points that fall between Q1 and Q3. IQR = Q3 - Q1 8 – 4 = 4
• 29. Mini - research Making
• 30. • it is a scientific investigation and study of something in order to establish facts and reach new conclusions.
• 31. “Research is a systematic inquiry to describe, explain, predict, and control the observed phenomenon. It involves inductive and deductive methods.”
• 32. • comes from two words RE (again) and SEARCH (to seek for)
• 33. • to look for something.
• 34. Illustrative Example Suppose you want to know the level of performance of MDL students in Mathematics for the third quarter, thus, you are prompted to conduct a statistical mini-research.
• 35. The Performance of Students in Mathematics of Grade 10 MDL Students in Pinoma National High School of 3rd Quarter S.Y. 2020-2021
• 36. For some reason, Mathematics is one of the unloved subjects. Many students have low grades and lack interest in the subjects. Thus, teachers need to know who among the students are experiencing difficulties with and make an intervention that will help them to overcome these.
• 37. This mini-research will help the researcher determine the performance of Grade 10 MDL Section L Students in Mathematics at Pinoma National High School for the 3rd quarter of S.Y. 2020-2021.
• 38. The research can be able to identify those students who need help and intervention on the subject. This will reveal if the students in MDL class are struggling with mathematics or not.
• 39. A. Research Design This is quantitative research. Documentary analysis and purposive sampling was used in conducting this mini-research.
• 42. B. Participants/ Respondents Grade 10 MDL Students Section L at Pinoma NHS.
• 43. C. Data Gathering The data were taken from the teacher’s class record.
• 44. D. Statistical Treatment : Mean = Average Percentile : P15 Percentile Rank
• 45. The first thing you should do is to create a frequency table
• 46. A frequency table is a table that list items and shows the number of times the items occur. We represent the frequency by the English alphabet “f”
• 47. Then, we have now the final table.
• 48. Computation :
• 49. Computation :
• 50. Percentile Rank Using Percentile Rank , we are going to determine how many students got the grade below 80. Thus, we are going to get the Percentile Rank of 79 which is between 78-81 class interval ; it is in the 3rd class.
• 51. Then, we have now the final table.
• 52. IV. Results and Findings (Evaluation) • The class has an average of 84.26% or 84%. • 15% of the MDL Class Section L has a grade of which is equal or less than 75. • 85% of the MDL Class Section L has a grade of which is equal or greater than 75. • 25% of the MDL Class Section L has a grade of which is equal or less than 79. • 75% of the MDL Class Section L has a grade of which is equal or greater than 79.
• 53. V. Conclusion and Recommendation Based on the results, the MDL Class Section L got a high mastery level of performance for the third quarter in Mathematics. There are only a few students who will be given an intervention. The Math Teachers of MDL Grade, 10 section L, must prepare intervention materials for that 25% of the class who failed to reach above 75% of the grade.
• 54. VI. References Here , you list down the books, journals, links , etc. that helps you in conducting this mini-research.
• 55. To summarize, let us consider the following Five Steps in conducting statistical mini-research : • STEP 1- State the problem, concern, or issues you need to solve (You can formulate hypothesis.) • STEP 2- Design the Research (You can make the outline to have a meaningful result.) • STEP 3- Gather data (You can gather from records, websites, survey checklist/questionnaire, interview.) • STEP 4- Use Statistical Treatment ( You can apply formulas you learned in Statistics.) • STEP 5- Formulate conclusions and recommendation (This answers the hypothesis.) After doing the steps you can now write the final draft of your Mini- research.
• 57. 2.5 5.5 8.5 11.5 14.5 17.5 20.5 23.5 26.5 29.5 32.5 35.5 38.5 1 2 4 8 16 23 32 42 64 77 86 93 99 4 7 10 13 16 19 22 25 28 31 34 37 40 4 7 20 52 128 133 198 250 616 403 306 259 240 N=99 𝒇𝑿𝒎 = 𝟐𝟔𝟏𝟔
• 61. 2.5 5.5 8.5 11.5 14.5 17.5 20.5 23.5 26.5 29.5 32.5 35.5 38.5 1 2 4 8 16 23 32 42 64 77 86 93 99 4 7 10 13 16 19 22 25 28 31 34 37 40 4 7 20 52 128 133 198 250 616 403 306 259 240 N=99 𝒇𝑿𝒎 = 𝟐𝟔𝟏𝟔
• 64. 2.5 5.5 8.5 11.5 14.5 17.5 20.5 23.5 26.5 29.5 32.5 35.5 38.5 1 2 4 8 16 23 32 42 64 77 86 93 99 4 7 10 13 16 19 22 25 28 31 34 37 40 4 7 20 52 128 133 198 250 616 403 306 259 240 N=99 𝒇𝑿𝒎 = 𝟐𝟔𝟏𝟔
• 70. Learning Task 2 : Based on Research Conduct a mini-research on students’ performance in their third quarter summative test in Mathematics. Apply the knowledge and skills you have learned in this lesson based on the test results and make/formulate meaningful decisions based on the results to resolve the identified problem, concern, or issue.
• 71. Learning Task 2 : Based on Research Grade 10 SPJ – Grade 10 Zeus Grade 10 Zeus – Grade 10 Selene Grade 10 Selene – Grade 10 Athena Grade 10 Athena – Grade 10 SPJ

Editor's Notes

• # 5 : From the previous lessons you have already learned and identified the measures of position and the process of computing. Now that you have a deeper understanding of these concepts, in this lesson, you are going to apply the concepts you learned in formulating statistical mini-research. But before we proceed, let us check our previous knowledge about sampling techniques, measures of central tendency, and variability
• # 6 : From the previous lessons you have already learned and identified the measures of position and the process of computing. Now that you have a deeper understanding of these concepts, in this lesson, you are going to apply the concepts you learned in formulating statistical mini-research. But before we proceed, let us check our previous knowledge about sampling techniques, measures of central tendency, and variability
• # 7 : A population consists of all the objects or events of a certain type about which researchers seek knowledge or information. A population might be broad in scope (e.g., adult males living in the United States) or narrow (e.g., blog postings in the first 24 hours after a significant event). A population is the entire group that you want to draw conclusions about.
• # 8 : Even when a population consists of a relatively small number of objects or events, it is often impractical or impossible to gather data about each member of the population. Instead, researchers select a subset of the population, called a sample, which is a manageable size for observation. From their observations about the sample, researchers make generalizations about the population from which the sample was chosen. A sample is the specific group that you will collect data from. The size of the sample is always less than the total size of the population.
• # 13 : A measure of central tendency is a single value that attempts to describe a set of data by identifying the central position within that set of data
• # 14 : Maen
• # 19 : Since you are going to conduct a statistical mini-research, the aforementioned terminologies are important, and applications also of the computational knowledge you gained are significant.
• # 21 : Solution : The picture above illustrates the tabletop game using cards. This game is called Solitaire (Solitaryo in tagalog ay larong nagsasanay ng utak ) and can be played by one person. This is popular among people even in the old times, particularly in a remote area. We can observe our grandparents playing these tabletop game cards solely while resting after a hard time working from the farm. Solitaire is an excellent way to diffuse any tension in one’s mind or body and helps the person enjoys the day or get to sleep better at night; enough sleep keeps the body healthy. It gives the mind something to focus on, particularly in times of low action when the opportunity to fret is high.
• # 22 : Let us make a Concept Map about the measures of central tendency and use the numbers shown from the cards to identify the mean, median , mode, range, and interquartile range.
• # 30 : Now that you have reviewed the concepts about measures of central tendency and variability; and you have already learned and identified measures of position and the process of computing and interpreting results. All these concepts are significant as you learn the lesson on how to conduct a statistical mini-research and be able to answer the guide question: “How can the position of data be described and used in solving problems?”
• # 31 : Research is the careful consideration of study regarding a particular concern or research problem using scientific methods.
• # 32 : According to the American sociologist Earl Robert Babbie, “research is a systematic inquiry to describe, explain, predict, and control the observed phenomenon. It involves inductive and deductive methods.”
• # 33 : Research is the careful consideration of study regarding a particular concern or research problem using scientific methods.
• # 34 : Note: -Research is not only about the discovery of something unknown but it is coming up with a new explanation of something that is known. -Research is a process. It is a process of searching for something to solve for an existing problem or difficulty that needs to solve. But I will not discuss in detailed the concept of the research as a topic because 1 hour or weeks is not enough. There will be a particular subject for this research, especially when you move to SHS. What I will show you is the concept of mini-statistical research preparatory concepts and ideas for college and shs. Now let’s have a sample.
• # 36 : Title must be specific.
• # 37 : The background of a study is the first section of the paper and establishes the context underlying the research. It contains the rationale, the key problem statement, and a brief overview of research questions that are addressed in the rest of the paper.
• # 38 : A statement of the problem is used in research work as a claim that outlines the problem addressed by a study. The statement of the problem briefly addresses the question: What is the problem that the research will address? The problem must be reflected in your title. It means to talk about the subject matter of your paper. Ina way it means describing the issue you are going to investigate and solve.
• # 39 : This focuses the question: “Who will benefit from the study? It also states the contribution and usefulness of your study in the society.
• # 40 : Research design is a plan to answer your research question.
• # 41 : The main difference between quantitative and qualitative research is the type of data they collect and analyze. -Quantitative research collects numerical data and analyzes it using statistical methods. The aim is to produce objective, empirical data that can be measured and expressed in numerical terms. Quantitative research is often used to test hypotheses, identify patterns, and make predictions. -Qualitative research, on the other hand, collects non-numerical data such as words, images, and sounds. The focus is on exploring subjective experiences, opinions, and attitudes, often through observation and interviews.
• # 42 : The main difference between quantitative and qualitative research is the type of data they collect and analyze. -Quantitative research collects numerical data and analyzes it using statistical methods. The aim is to produce objective, empirical data that can be measured and expressed in numerical terms. Quantitative research is often used to test hypotheses, identify patterns, and make predictions. -Qualitative research, on the other hand, collects non-numerical data such as words, images, and sounds. The focus is on exploring subjective experiences, opinions, and attitudes, often through observation and interviews.
• # 44 : (This is most important part of statistics, data should be collected accurately and convenient to use.)
• # 45 : (This is most important part of statistics, data should be collected accurately and convenient to use.) A statistical treatment is a summary of the procedure, including statistical methods used.
• # 46 : (This is most important part of statistics, data should be collected accurately and convenient to use.)
• # 47 : (This is most important part of statistics, data should be collected accurately and convenient to use.)
• # 48 : (This is most important part of statistics, data should be collected accurately and convenient to use.)
• # 49 : (This is most important part of statistics, data should be collected accurately and convenient to use.)
• # 50 : (This is most important part of statistics, data should be collected accurately and convenient to use.)
• # 51 : (This is most important part of statistics, data should be collected accurately and convenient to use.)
• # 52 : (This is most important part of statistics, data should be collected accurately and convenient to use.)
• # 53 : (This is most important part of statistics, data should be collected accurately and convenient to use.)
• # 54 : (This is most important part of statistics, data should be collected accurately and convenient to use.)
• # 55 : (This is most important part of statistics, data should be collected accurately and convenient to use.)
• # 56 : (This is most important part of statistics, data should be collected accurately and convenient to use.)
• # 57 : (This is most important part of statistics, data should be collected accurately and convenient to use.)
• # 58 : (This is most important part of statistics, data should be collected accurately and convenient to use.)
• # 59 : (This is most important part of statistics, data should be collected accurately and convenient to use.)
• # 60 : (This is most important part of statistics, data should be collected accurately and convenient to use.)
• # 61 : (This is most important part of statistics, data should be collected accurately and convenient to use.)
• # 62 : (This is most important part of statistics, data should be collected accurately and convenient to use.)
• # 63 : (This is most important part of statistics, data should be collected accurately and convenient to use.)
• # 64 : (This is most important part of statistics, data should be collected accurately and convenient to use.)
• # 65 : (This is most important part of statistics, data should be collected accurately and convenient to use.)
• # 66 : (This is most important part of statistics, data should be collected accurately and convenient to use.)
• # 67 : (This is most important part of statistics, data should be collected accurately and convenient to use.)
• # 68 : (This is most important part of statistics, data should be collected accurately and convenient to use.)
• # 69 : (This is most important part of statistics, data should be collected accurately and convenient to use.)
• # 70 : (This is most important part of statistics, data should be collected accurately and convenient to use.)
• # 71 : (This is most important part of statistics, data should be collected accurately and convenient to use.)
• # 72 : (This is most important part of statistics, data should be collected accurately and convenient to use.)
• # 73 : (This is most important part of statistics, data should be collected accurately and convenient to use.)

Grade 10 Mathematics Module: Descriptive Research

This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises, and discussions are carefully stated for you to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-step as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This will tell you if you need to proceed on completing this module or if you need to ask your facilitator or your teacher’s assistance for better understanding of the lesson. At the end of each module, you need to answer the post-test to self-check your learning. Answer keys are provided for each activity and test. We trust that you will be honest in using these.

Please use this module with care. Do not put unnecessary marks on any part of this SLM. Use a separate sheet of paper in answering the exercises and tests. And read the instructions carefully before performing each task. This module was designed and written with you in mind. Also, the scope of this module permits it to be used in many different learning situations. The arrangement of the lessons follows the standard sequence of the course. But the pacing in which you read the contents and answer the exercises in this module is dependent on your ability.

This module is here to indulge you on how to do a statistical mini research. It is expected that after this module, you will be able to do a descriptive research using one or a combination of any of the descriptive measures discussed in the previous module.

This module will also help you write an introduction, methodology, results and discussion, conclusion and recommendations, and reference list sections of a research manuscript.

Grade 10 Mathematics Quarter 4 Self-Learning Module: Descriptive Research

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Conducting A Statistical MINI - Research

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Learning area mathematics grade level 10, quarter 4 th quarter date, i. lesson title conducting a statistical mini -research, ii. most essential learning, competencies (melcs).

• Identifies sampling techniques, measures of central tendency and variability. (EC-M10SP-IVf-g1)
• Formulates statistical mini – research. -M10SP-IVf-g-

III. CONTENT/CORE CONTENT

Iv. learning phases and learning activities.

I. Introduction (Time Frame: _ 20 minutes____) At the end of this lesson you are expected to :

• organize the knowledge about sampling techniques, measures of central tendency and variability;
• recall the gained knowledge about measures of positions or the quantiles; and
• conduct statistical mini-research and apply the statistical methods.

From the previous lessons you have already learned and identified the measures of position and the process of

Now that you have a deeper understanding of these concepts, in this lesson, you are going to apply the concepts you.

learned in formulating statistical mini-research. But before we proceed, let us check our previous knowledge about sampling

techniques, measures of central tendency, and variability.

Let us recall the following :

Population- the set of all possible values of a variable.

Sample – consists of one or more data drawn from a population.

Sampling – method of choosing a representative from a population.

Probability Sampling involves random selection, allowing you to make strong statistical inferences

about the whole group.

Non- probability i nvolves non-random selection based on convenience or other criteria, allowing you to

collect data easily.

Measures of Central Tendency – are sometimes called measures of central location.

A measure of central tendency is a single value that attempts to describe a set of data by identifying the central position within

that set of data

Mean - often called the average; it is equal to the sum of all the values in the data set divided by the number of values in the

Median - the middle score for a set of data that has been arranged in order of magnitude.

Range – the difference between the highest and the lowest values in a given set of data.

Interquartile Rang e - the middle half of the data that is in between the upper and lower quartiles.

Variance is the average squared difference of the values from the mean.

Standard Deviation is the standard or typical difference between each data point and the mean.

Since you are going to conduct a statistical mini-research, the aforementioned terminologies are important, and applications

also of the computational knowledge you gained are significant.

Let us have a review.

Illustrative Example 1.

Look at the pictures below, does it illustrate something ?What can you say about it?

Let us make a Concept Map about the measures of central tendency and use the numbers shown from the cards to

identify the mean, median , mode, range, and interquartile range.

The picture above illustrates the tabletop game using cards. This game is called Solitaire ( Solitaryo in tagalog ay larong

nagsasanay ng utak ) and can be played by one person. This is popular among people even in the old times, particularly in a

remote area. In San Pablo City, we can observe our grandparents playing these tabletop game cards solely while resting after

a hard time working from the farm. Solitaire is an excellent way to diffuse any tension in one’s mind or body and helps the

person enjoys the day or get to sleep better at night; enough sleep keeps the body healthy. It gives the mind something to

focus on, particularly in times of low action when the opportunity to fret is high.

Let us use the number in each card in reviewing the concepts about the measures of central tendency and variability

. These numbers are : 7, 10, 8, 4, 6, 3, 7

By Concept Mapping you can easily organize your knowledge learned from the previous lessons you had when you were in grade 8.

CONCEPT MAP

I. background of study:, for some reason, mathematics is one of the unloved subjects. many students have low grades and lack, interest in the subjects. thus, teachers need to know who among the students are experiencing difficulties with, and make an intervention that will help them to overcome these., ii. statement of the problem:, this mini-research will help the researcher determine the performance of grade 10 mdl section l students, in mathematics at san jose national high school for the 3rd quarter of s. 2020-2021., iii. significance of the study, the research can be able to identify those students who need help and intervention on the subject. this will, reveal if the students in mdl class are struggling with mathematics or not., iv. methodology, a. research design, this is quantitative research. documentary analysis and purposive sampling was used, in conducting this mini-research., b. participants/ respondents, grade 10 mdl students section l at san jose nhs., c. data gathering( this is most important part of statistics, data should be collected accurately and convenient, the data were taken from the teacher’s class record., d. statistical treatment :, mean = average, percentile : p 15, percentile rank, the first thing you should do is to create a frequency table.

A frequency table is a table that list items and shows the number of times the items occur. We represent the frequency by the English alphabet “f”

Then, we have now the final table.

Class Interval f LB <cf Xm fXm

94 - 97 4 93 45 95 382, 90 - 93 5 89 41 91 457., 86 - 89 10 85 36 87 875, 82 - 85 9 81 26 83 751., 78 - 81 9 77 17 79 715., 74 - 77 5 73 8 75 377., 70 - 73 3 69 3 71 214., i = 4 n= 45 ∑ 𝒇𝑿𝒎 = 3,791., computation :, mean = (∑𝒇𝑿𝒎) /𝑵, therefore, 15% of the n has grade of < 75, using percentile rank , we are going to determine how many students got the grade below 80. thus, we, are going to get the percentile rank of 79 which is between 78-81 class interval ; it is in the 3rd class., therefore 25% of the class got the grade of < 79., iv. results and findings (evaluation), the class has an average of 84% or 84%..

15% of the MDL Class Section L has a grade of which is equal or less than 75. 85% of the MDL Class Section L has a grade of which is equal or greater than 75.

25% of the MDL Class Section L has a grade of which is equal or less than 79. 75% of the MDL Class Section L has a grade of which is equal or greater than 79.

A. Assimilation (Time Frame: 60 minutes)

Learning task 2 : based on research, conduct a mini-research on students’ performance in their third quarter summative test in mathematics., apply the knowledge and skills you have learned in this lesson based on the test results and make/formulate, meaningful decisions based on the results to resolve the identified problem, concern, or issue..

V. ASSESSMENT (Time Frame:60 minutes)

Learning Task 3 : Be a Researcher

Body mass index (bmi) is a person’s weight in kilograms divided by the square of height in meters. a high bmi, can be an indicator of high body fatness. bmi can be used to screen for weight categories that may lead to health, problems. the tle and mapeh teachers usually have a record of this., make a mini-research about the nutritional status of grade 7 students of your school. apply the knowledge, and skills you learned in this lesson. like for instance, you will identify the percentile of severely wasted grade 7, students and what recommendation you can give based on your findings., follow the steps 1-5, until you do the final draft of your statistical mini-research..

VI. REFLECTION (Time Frame: 10 minutes )

Journal Writing

Write an entry in your journal describing how much you have learned about quantiles, and how these can, be applied to real life. add also the parts of the lesson that you still find confusing, if any. work on these difficulties, with your teacher., vii. references mathematics learner’s module grade 10 , pages 396-, statistics.laerd/statistical-guides/measures-central-tendency-mean-mode-, statisticsbyjim/basics/variability-range-interquartile-variance-standard-.

Prepared by: MARIA VICTORIA V. TIQUIS Checked by: MA. FILIPINA M. DRIO LAILA R. MALOLES HENRY P. CONTEMPLACION MARIA CRISTINA O. ROSAS

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