Assessment Revised

8/3/2019 Assessment Revised

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ARELLANO UNIVERSITY

School of Education

Legarda, Manila

Correlation Analysis of the Performance in English

and Selected Variables of Grade V pupils of

Arellano University

(Research in assessment of Student Learning- II)

Submitted by:

Cristo, Joy Mariette B.

Reyes, Marilou

Malabana, Liezl Euness

Submitted to:

Dr. Eduardo O. Dela Cruz Jr.

(Professor)



I. Introduction

In some research problems, several variables or characteristics of a

population are studied simultaneously to determine whether a relationship exists

and if so how strong or how significant the relationship might be. Correlation is a

statistical tool to measure the association of two or more quantitative variables.

Correlation of variables is used in assessment of student learning as a

tool to measure the relationship of their abilities or performance from other

variables to determine whether these variables have significant relationship or not.

Its main concern is to analyze the organized the data leading to a prediction or

inferences. Here it implies that before carrying out an inference, appropriate and

correct descriptive measures or methods are employed to bring out good results.

Hypothesis testing is used in this area; it is a decision-making process for

evaluating claims about the variables based on the information obtained.

Correlation is a statistical measurement of the relationship between

two variables. Possible correlations range from +1 to – 1. A zero correlation

indicates that there is no relationship between the variables. A correlation of – 1

indicates a perfect negative correlation, meaning that as one variable goes up, the

other goes down. A correlation of +1 indicates a perfect positive correlation,

meaning that both variables move in the same direction together.



When the increase in one variable (X) is followed by a corresponding

increase in the other variable (Y); the correlation is said to be positive correlation.

The positive correlations range from 0 to + l; the upper limit i.e. +1 is the perfect

positive co-efficient of correlation. The perfect positive correlation specifies that,

for every unit increase in one variable, there is proportional increase in the other.

For example "Heat" and "Temperature" have a perfect positive correlation.

If, on the other hand, the increase in one variable (X) results in a

corresponding decreases in the other variable (Y), the correlation is said to be

negative correlation. The negative correlation ranges from 0 to -1; the lower limit

giving the perfect negative correlation. The perfect negative correlation indicates

that for every unit increase in one variable, there is proportional unit decrease in

the other. .

Zero correlation means no relationship between the two variables X

and Y; i.e. the change in one variable (X) is not associated with the change in the

other variable (Y). For example, body weight and intelligence, shoe size and

monthly salary; etc. The zero correlation is-the mid-point of the range -1 to + l .

It is a statistical technique that can show whether and how strongly

pairs of variables are related.



II. Theoretical Framework

Correlation is one of the most widely used analytic procedures in the field of

Educational Measurement and Evaluation. It is useful in the prediction of one

variable- the dependent variable on the basis of the other variable the independent

variable.

The purpose of doing correlations is to allow us to make a prediction

about one variable based on what we know about another variable. Correlation

analysis can be used to make inferences about one variable which cannot be easily

measured based on which can be.

Grade V Pupils

Independent Variable

(Selected variable)

Dependent Variable

(English performance)



III. Statement of the Problem

This study aims to find out the relationship between performance in English and

selected variables of Grade V pupils in Juan Sumulong Campus, Arellano

University for S.Y. 2010-2011.

1. What is the profile of Grade V pupils as regards:

1.1 gender1.2 age1.3 height1.4 weight1.5 educational attainment of parents1.6 aggregate monthly family income1.7 family members attending to their needs and education

2. What is the English performance of the pupils in the 1 st periodical test?

3.

What significant difference exists in the English performance of male and

female pupils?

4. What significant relationship exists between English performance and the

following variables:

4.1 age4.2 height4.3 weight4.4 educational attainment of mother4.5 educational attainment of father4.6 aggregate monthly family income4.7 family members attending to their needs and education



Definition of terms

Other key terms used in this research are defined in this section to

facilitate understanding of this study.

Selected Variables

These refer to the gender, age, height, weight, educational

attainment of parents, aggregate monthly family income, family

members attending to their needs and education.

Performance in English

This refers to the raw score of the grade V pupils in the first

periodical test in English.

Correlation Analysis

Correlation is a statistical measurement of the relationship

between two variables.



IV. Methods and Procedure

The researchers utilized the raw scores of Grade V pupils in their 1 st

periodical test in English for S.Y. 2010-2011 for this correlation analysis

between their performance in English and selected variables.

The total number of pupils who took the test is 48 (forty-eight). There are 23

(twenty-three) boys and 25 (twenty-five) girls.

T-test

The significant difference between the English performance of male and female

was analyzed by utilizing the independent t-test formula which is a method used

to show the difference between the means of two different variables. The

hypothesis about their significant difference was subjected to testing.

To determine whether to accept or reject Ho or Ha, the tabular value (from the

t-distribution table) of the computed value of the t-test must be compared.

If the computed value is bigger than the tabular value = there is significant

difference

If the computed value is lesser than the tabular value = there is no

significant difference



To get the tabular value of the computed value of the t-test, look for the or

degrees of freedom of the computed value in the t-distribution table opposite to its

or level of significance. Selected Variables

The profile of the pupils regarding their age, height, weight, educational

attainment of parents, aggregate monthly family income, and family members

attending to their needs and education were gathered by conducting a survey to the

Grade V pupils.

Pearson r

The significant relationship that exists between the English performance and the

selected variables was analyzed by utilizing the Pearson r formula. The level of

significance or the acceptance or rejection of null hypothesis (Ho) or alternative

hypothesis (Ha) is based on the computed value of the variables shown in table

below.

Chi-square test

We used the chi-square test in determining the relationship of the English

performance of the grade V pupils and the following variables:

a. Educational attainment of mother

b. Educational attainment of father



c. Aggregate monthly family income

d. Family members attending to their needs and education

The chi-square can be used for a variable or two variables for which there are

two or more mutually categories.

In order to determine whether to accept or reject the null or alternative

hypothesis, locate the tabular value of the chi-square in the chi-square

distribution table by getting the value where the desired level of significance

and the computed degree of freedom intersect.



V. Statistical Treatment of Data

Correlation analysis involves many statistics that can provide useful

information for testing the hypothesis about the significant relationships

between variables. These formulas help in showing whether the selected

variables have an effect on the performance of the pupils or does their

performance vary on certain variable.

Independent t-test

Formula:

1. Sum of Squares

a.

where; = the sum of squares of the first variable

= sum of the first variable squared= sum of the first variable

= number of subjects in first variable

b.

where; = the sum of squares of the second variable= sum of the second variable squared

= sum of the second variable

= number of subjects in second variable

2. t-test



t = . /

where;= mean of the first variable

= mean of the second variable

= sum of squares of the first variable

= sum of squares of the second variable



degree of difference between and

Summary:



= degrees of frequency

= level of significance

= computed value

= tabular value

= is there a significance difference or none

= reject or accept Ho

reject or accept Ha



Pearson r

Formula:

, -, -

where;= degree of relationship between x and y= number of the subjects

= sum of multiplied value of first (x) and second (y) variable

= sum of the first variable

= sum of the second variable

Chi-square test

Formula: Yate’s Correction Formula

*| | +

where:

actual frequency

= expected Frequency

To get the E:

where:

VT = vertical total

HT = horizontal total

GT = grand total



VI. Results and Discussion

The result of this study will help the teacher monitor if a certain variable

affects the ability of the pupils or not. Correlation analysis will help test the

hypothesis of the researchers whether there is a significant relationship that exist

between the pupils’ English performance and the selected variables.

The set of data obtained in the research conducted was analyzed and

interpreted through the following tables shown below.

1. What is the profile of Grade V pupils as regards:

Gender

Table 1

Gender Distribution of Grade V Pupils

Pupils Frequency Percentage (%)Male 23 47.92%Female 25 52.08%TOTAL 48 100%

Shown in the table 1 are the frequencies and percentages of male and female

pupils of Grade V. as the table shows, 47.92% of Grade V pupils is composed of

male which has a number of 23(twenty-three) while 52.08% of the pupils is

composed of female which has a number of 25(twenty-five) for a total of 48(forty-

eight) pupils.



Age

Table 2

Age Distribution of Grade V Pupils

Age Frequency Percentage (%)12 1 2.08%11 24 50%10 20 41.67%

9 3 6.25%

TOTAL 48 100%

The table 2 portrays the profile of pupils according to their age. As shown in

the table above , only 1(one) or 2.08% of the pupils is 12 years old while most of

pupils are 11 years old which composes of 24(twenty-four) or 50% of the Grade V

pupils. 20 (twenty) or 41.67% of the pupils are 10 years old and 3 (three) or 6.25%

of the pupils are 9 years old.

Weight

Table 3

Weight Distribution of Grade V Pupils

Weight(kg) Frequency Percentage (%)58 2 4.17%41-57 11 22.91%31-40 20 41.67%20-30 14 29.17%

18 1 2.08%TOTAL 48 100%



In the table 3, the profile of the pupils according to weight is shown; 1(one)

or 2.08% of the pupils is 18 kg which is the lightest while 2 or 4.175% of them is

58 kg which is heaviest. Most of the pupils have weighed 31-40 kilogram which

composes 41.67% or 20 pupils.

Height

Table 4

Height Distribution of Grade V Pupils

Height(inches) Frequency Percentage (%)64.5 1 2.08%

61-63.5 8 16.67%56-60.5 21 43.75%53-55.5 15 31.25%52-52.5 3 6.25%

TOTAL 48 100%

Shown in the table 4 is the profile of the pupils according to height. Most

of the pupils are on the height range of 56-60.5 which composes of 21(twenty-

one) or 43.75% of the pupils while only 1(one) or 2.08% of the pupils measures

64.5 inches which is the tallest. 3(three) or 6.25% of the pupils measures 52-52.05

inches.



Educational attainment of parents

Table 5.1Distribution of Educational Attainment of Mother of Grade V Pupils

Educational attainment of mother

Frequency Percentage (%)

Elementary level 1 2.08%High school level 6 12.5%

College level 41 85.42%TOTAL 48 100%

Shown in the table 5.1, only 1(one) or 2.08% of the pupils said that their

mother attained elementary level; 16 (sixteen) or 12.5 % of the pupils said that

their mother attained high school level while 41 (forty-one) or 85.42% of the

pupils said that their mother attained college level.

Table 5.2

Distribution of Educational Attainment of Father of Grade V Pupils

Educational attainment of father


Elementary level 0 0High school level 5 10.42%

College level 43 89.58%TOTAL 48 100%

In the table 5.2 the educational attainment of father of Grade V pupils were

analyzed. None of the pupils said that their father attained elementary level while

43(forty-three) or 89.58% of the pupils said that their father attained college level



Aggregate monthly family income

Table 6

Distribution of Aggregate Monthly Family Income of Grade V PupilsAggregate monthly family

income Frequency Percentage (%)

5,000-10,000 30 62.5%10,000-15,000 5 10.42%15,000-20,000 3 6.25%20,000-above 10 20.93%

TOTAL 48 100%

The table 6 portrays the aggregate monthly family income of the pupils. 3

(three) or 6.25% of the pupils said that their aggregate monthly family income

ranges from 15,000 to 20,000 while 30 (thirty) or 62.5% of the pupils said that

their aggregate monthly family income ranges from 5,000 to 10,000.

Family members attending to their needs and education

Table 7

Distribution of family members attending

to the needs and education of Grade V Pupils

Family membersattending to their needs

and education


Parents 45 93.75%Grandparents 2 4.17%Guardian 1 2.08%TOTAL 48 100%



Shown in table 7, only 1(one) or 2.08% of the pupils said that the family

member that attends to his/her needs is his/her guardian while 45(forty-five) or

93.75% of the pupils said that their parents are the ones who attend to their needs

and education.

2. What is the English performance of the pupils in the 1 st periodical test?

Table 8

Distribution of English Performance of the Grade V Pupils in the 1 st Periodical

Test

Raw scores Frequency Percentage (%)0-10 0 0%11-20 0 0%21-30 0 0%31-40 14 29.17%41-50 34 70.83%TOTAL 48 100%

The table 8 portrays the raw scores of the pupils in the first periodical test in

English. None of the pupils got 0 to 30 scores, 14(fourteen) or 29.17% of the

Grade V pupils got score that ranges from 31 to 40 while 34(thirty four) or 70.83%

got the score that ranges from 41 to 50.



3. What is the significant difference between in the English performance of

male and female pupils?

Table 9

Test of Difference between the English Performance of Male and Female Pupils

Conclusion:

Since the computed value of t which is 0.11is lest than the tabular value of

2.013 at .05 level of significance with 26 degrees of freedom, the null

hypothesis is confirmed or accepted. This means that there is no significant

difference between the English performance of male and female of Grade V

pupils.

Variables English

performanceof male and

female

26 .05 0.11 2.013



4. What is the significant relationship of the English performance of Grade Vpupils and the selected variables.

Table 10

Test of Significant Relationship of the English Performance of Grade V Pupils andthe selected Variables.

Variables Performance inEnglish and age

46 .05 -0.19 .2845

Performance inEnglish and weight

46 .05 0.01 .2845

Performance inEnglish and height

46 .05 -0.22 .2845

Performance inEnglish andeducational attainmentof mother

8 .05 0.66 15.51

Performance inEnglish andeducational attainmentof father

8 .05 3.06 15.51

Performance inEnglish and aggregatemonthly familyincome

12 .05 0.85 21.03

Performance inEnglish and familymembers attending totheir needs andeducation

8 .05 0.52 15.51

Conclusion:

Since all the computed value of r of the English performance of Grade V

pupils and the selected variables are less than the tabular value at .05 level of

significance with its corresponding degrees of freedom, the null hypotheses is



confirmed or accepted. These mean that the selected variables do not predict the

English performance of Grade V pupils.

VII. Summary of Findings and Conclusion

The purpose of this correlation analysis is to analyze the relationships of

the English performance of Grade V pupils and the selected variables

accurately.

Problem 1:

What is the profile of the Grade V pupils as regards to:

1.1 Gender

Findings: 47.92% of Grade V pupils is composed of male which has

a number of 23(twenty-three) while 52.08% of the pupils is composed

of female which has a number of 25(twenty-five) for a total of

48(forty-eight) pupils.

1.2 Age

Findings: only 1(one) or 2.08% of the pupils is 12 years old while

most of pupils are 11 years old which composes of 24(twenty-four) or

50% of the Grade V pupils. 20 (twenty) or 41.67% of the pupils are 10

years old and 3 (three) or 6.25% of the pupils are 9 years old.



1.3 Weight

Findings: 1(one) or 2.08% of the pupils is 18 kg which is the lightest

while 2 or 4.175% of them is 58 kg which is heaviest. Most of the

pupils have weighed 31-40 kilogram which composes 41.67% or 20

pupils.

1.4 Height

Findings: Most of the pupils are on the height range of 56-60.5 which

composes of 21(twenty-one) or 43.75% of the pupils while only

1(one) or 2.08% of the pupils measures 64.5 inches which is the

tallest. 3(three) or 6.25% of the pupils measures 52-52.05 inches.

1.5 Educational attainment of Parents

a. Mother

Findings: only 1(one) or 2.08% of the pupils said that their mother

attained elementary level; 16 (sixteen) or 12.5 % of the pupils said

that their mother attained high school level while 41 (forty-one) or

85.42% of the pupils said that their mother attained college level.



b. Father

Findings: None of the pupils said that their father attained elementary

level while 43(forty-three) or 89.58% of the pupils said that their father

attained college level

1.6 Aggregate Monthly Family Income

Findings: 3 (three) or 6.25% of the pupils said that their aggregate

monthly family income ranges from 15,000 to 20,000 while 30 (thirty)

or 62.5% of the pupils said that their aggregate monthly family income

ranges from 5,000 to 10,000.

Problem 2: What is the English performance of the pupils in the

1st periodical test?

Findings: None of the pupils got 0 to 30 scores, 14(fourteen) or

29.17% of the Grade V pupils got score that ranges from 31 to 40

while 34(thirty four) or 70.83% got the score that ranges from 41 to 50.

Problem 3: Is there a significant difference in the English

performance of male and female pupils?

Findings: Since the computed value of t which is 0.11is lest than the

tabular value of 2.013 at .05 level of significance with 26 degrees of

freedom, the null hypothesis is confirmed or accepted. This means that



there is no significant difference between the English performance of

male and female of Grade V pupils.

Problem 4: Is there a significant relationship between the English

performance and the selected variables?

4.1 Age

Findings: Since the computed value of r which is -0.19 is less than the

tabular value of .2845 at .05 level of significance with 46 degrees of

freedom, the null hypotheses is accepted. Thus, the age of Grade V

pupils do not affect their English performance.

4.2 Weight

Findings: Since the computed value of r which is 0.01 is less than the


freedom, the null hypotheses is accepted. Thus, the English

performance of Grade V pupils does not depend on their weight.

4.3 Height

Findings: Since the computed value of r which is -0.22 is less than the


freedom, the null hypotheses is accepted. Therefore the English

performance of Grade V pupils does not depend on their height.



4.4 Educational attainment of parents

a. Mother

Findings: Since the chi-square value is 0.66 is less than the tabular

value of 15.51 at .05 level of significance with 8 degrees of freedom,

the null hypotheses is accepted. Hence, the English performance of

Grade V pupils is not related to educational attainment of their mother.

b. Father




Grade V pupils is not related to educational attainment of their father.

4.5 Aggregate Monthly Family Income




Grade V pupils is not related to their aggregate monthly family

income.



4.6 Family Members Attending to their Needs and Education

Findings: Since the chi-square value is 0.52 is less than the tabular value

of 15.51 at .05 level of significance with 8 degrees of freedom, the null

hypotheses is accepted. Thus, the English performance of Grade V pupils

does not depend to the family members attending to their needs and

education

Conclusion:

From the findings of the different test, where the significant relationship and

difference of the English performance of Grade V pupils and the selected

variables were subjected to testing in order to determine whether there is

significant relationship or none. The conclusions made are the following:

1. All the results indicate the acceptance of the null hypothesis. Therefore,

there is no significant difference between the English performance of

male and female pupils and there is no significant relationship between

the English performance of Grade V pupils and the selected variables.

2. These results indicate that the selected variables do not predict the

English performance of the Grade V pupils.



VIII. Direction for Future Use (Recommendation)

Correlation analysis consists of generalizing from samples to populations,

performing hypothesis testing, determining relationships among variable, and

making predictions. Let us suggest a number of points of departure in the

application of correlation analysis.

1. It must be understood that the teacher must not predict the performance

of the pupils according to their age, height, weight, etc.

2. The teacher must understand that there is no difference between the

performance of boys and girls.



IX. AppendixProfile of Grade V Pupils

Pupils Raw score in English Age Height (Inch) Weight (Kg)GIRLS 1 43 10 54 25

2 49 11 56.5 49

3 45 11 53 184 41 11 62.5 555 43 11 62 396 45 10 54 247 39 10 55.5 338 37 11 60 439 41 11 62.5 4010 45 11 58 3811 47 10 58 3212 41 11 55 3013 37 11 58.5 3414 46 10 52 3015 40 11 62.5 3916 45 11 65 4817 45 10 53.5 2418 42 9 55.5 3819 45 10 55 2620 42 10 56.5 2821 38 11 56 3022 32 10 61 4323 44 10 59 4124 40 9 54 2625 41 9 56.5 40

BOYS 1 45 10 61.5 582 44 10 55.5 293 47 11 55 324 46 10 58 545 43 11 58 416 38 11 60 407 41 11 60 588 41 10 52 229 40 11 55.5 31

10 45 10 57 3911 41 11 52.5 2212 48 11 56.5 3813 47 10 61.5 4114 47 11 53 2915 42 10 58 4816 41 10 54 3617 39 11 56.5 3218 38 11 53.5 3019 42 11 60.5 3620 36 11 57.5 3821 44 10 61.5 5122 38 10 57 3423 33 12 64.5 40



Is there a significant difference in the English performance of male and

female pupils?

Statement of the Hypothesis:

: there is no significant difference in the English performance of male andfemale pupils,

: there is significant difference in the English performance of male and

female pupils,

Table 11

Pupils Male

Female

1 45 43 2025 18492 44 49 1936 24013 47 45 2209 20254 46 41 2116 16815 43 43 1849 18496 38 45 1444 2025

7 41 39 1681 15218 41 37 1681 13699 40 41 1600 1681

10 45 45 2025 202511 41 47 1681 220912 48 41 2304 168113 47 37 2209 136914 47 46 2209 211615 42 40 1764 160016 41 45 1681 202517 39 45 1521 202518 38 42 1444 176419 42 45 1764 202520 36 42 1296 176421 44 38 1936 144422 38 32 1444 102423 33 44 1089 193624 40 160025 41 1681



Sum of squares

t-test

t =

. / t ( )

t =

. / √

t =

t =

t =

Summary:



Table 12

Pupils English Performance

Age

1 43 10 1849 100 4302 49 11 2401 121 5393 45 11 2025 121 4954 41 11 1681 121 4515 43 11 1849 121 4736 45 10 2025 100 4507 39 10 1521 100 3908 37 11 1369 121 4079 41 11 1681 121 451

10 45 11 2025 121 49511 47 10 2209 100 47012 41 11 1681 121 45113 37 11 1369 121 40714 46 10 2116 100 46015 40 11 1600 121 440

16 45 11 2025 121 49517 45 10 2025 100 45018 42 9 1764 81 37819 45 10 2025 100 45020 42 10 1764 100 42021 38 11 1444 121 41822 32 10 1024 100 32023 44 10 1936 100 44024 40 9 1600 81 36025 41 9 1681 81 36926 45 10 2025 100 45027 44 10 1936 100 44028 47 11 2209 121 517

29 46 10 2116 100 46030 43 11 1849 121 47331 38 11 1444 121 41832 41 11 1681 121 45133 41 10 1681 100 41034 40 11 1600 121 44035 45 10 2025 100 45036 41 11 1681 121 45137 48 11 2304 121 52838 47 10 2209 100 47039 47 11 2209 144 51740 42 10 1764 100 42041 41 10 1681 100 41042 39 11 1521 121 42943 38 11 1444 121 41844 42 11 1764 121 46245 36 11 1296 121 39646 44 10 1936 100 44047 38 10 1444 100 38048 33 12 1089 144 396



Pearson , -, -

,

-,

-

, -, -

, -, -

√

Summary:



Table 13


Height

1 43 54 1849 2916 23222 49 56.5 2401 3192.25 2768.5

3 45 53 2025 2809 23854 41 62.5 1681 3906.25 2562.55 43 62 1849 3844 26666 45 54 2025 2916 24307 39 55.5 1521 3080.25 2164.58 37 60 1369 3600 22209 41 62.5 1681 3906.25 2562.5

10 45 58 2025 3364 261011 47 58 2209 3364 272612 41 55 1681 3025 225513 37 58.5 1369 3422.25 2164.514 46 52 2116 2704 239215 40 62.5 1600 3906.25 250016 45 65 2025 4225 292517 45 53.5 2025 2862.25 2407.518 42 55.5 1764 3080.25 233119 45 55 2025 3025 247520 42 56.5 1764 3192.25 237321 38 56 1444 3136 212822 32 61 1024 3721 195223 44 59 1936 3481 259624 40 54 1600 2916 216025 41 56.5 1681 3192.25 2316.526 45 61.5 2025 3782.25 2767.527 44 55.5 1936 3080.25 2442

28 47 55 2209 3025 258529 46 58 2116 3364 266830 43 58 1849 3364 249431 38 60 1444 3600 228032 41 60 1681 3600 246033 41 52 1681 2704 213234 40 55.5 1600 3080.25 222035 45 57 2025 3249 256536 41 52.5 1681 2756.25 2152.537 48 56.5 2304 3192.25 271238 47 61.5 2209 3782.25 2890.539 47 53 2209 2809 249140 42 58 1764 3364 2436

41 41 54 1681 2916 221442 39 56.5 1521 3192.25 2203.543 38 53.5 1444 2862.25 203344 42 60.5 1764 3660.25 254145 36 57.5 1296 3306.25 207046 44 61.5 1936 3782.25 270647 38 57 1444 3249 216648 33 64.5 1089 4160.25 2128.5



Pearson , -, -

,

-,

-

, -, -

, -, -

√

Summary:



Table 14


Weight

1 43 25 1849 625 10752 49 49 2401 2401 2401

3 45 18 2025 324 8104 41 55 1681 3025 22555 43 39 1849 1521 16776 45 24 2025 576 10807 39 33 1521 1089 12878 37 43 1369 1849 15919 41 40 1681 1600 1640

10 45 38 2025 1444 171011 47 32 2209 1024 150412 41 30 1681 900 123013 37 34 1369 1156 125814 46 30 2116 900 138015 40 39 1600 1521 1560

16 45 48 2025 2304 216017 45 24 2025 576 108018 42 38 1764 1444 159619 45 26 2025 676 117020 42 28 1764 784 117621 38 30 1444 900 114022 32 43 1024 1849 137623 44 41 1936 1681 180424 40 26 1600 676 104025 41 40 1681 1600 164026 45 58 2025 3364 261027 44 29 1936 841 127628 47 32 2209 1024 150429 46 54 2116 2916 248430 43 41 1849 1681 176331 38 40 1444 1600 152032 41 58 1681 3364 237833 41 22 1681 484 90234 40 31 1600 961 124035 45 39 2025 1521 175536 41 22 1681 484 90237 48 38 2304 1444 182438 47 41 2209 1681 192739 47 29 2209 841 136340 42 48 1764 2304 201641 41 36 1681 1296 147642 39 32 1521 1024 124843 38 30 1444 900 114044 42 36 1764 1296 151245 36 38 1296 1444 136846 44 51 1936 2601 224447 38 34 1444 1156 129248 33 40 1089 1600 1320



Pearson , -, -

,

-,

-

, -, -

, -, -

√

Summary:



Table 15

EnglishPerformance

Educational attainment of Mother TOTAL

College High school Elementary

O E O E O E41-50 31 29 3 4 0 0.71 34

31-40 10 12 3 2 1 0.29 14

21-30 0 0 0 0 0 0 0

11-20 0 0 0 0 0 0 0

0-10 0 0 0 0 0 0 0

TOTAL 41 6 1 48

Cell O E | | | | {| | + *| | +

a 31 29 2 2 1.5 2.25 0.08b 3 4 -1 1 .5 .25 0.06c 0 0.71 -0.71 0.71 0.21 .04 0.06d 10 12 -2 2 1.5 2.25 0.19e 3 2 1 1 .5 .25 0.13f 1 0.29 0.71 0.71 0.21 .04 0.14g 0 0 0 0 0 0 0h 0 0 0 0 0 0 0i 0 0 0 0 0 0 0

j 0 0 0 0 0 0 0

k 0 0 0 0 0 0 0

l 0 0 0 0 0 0 0m 0 0 0 0 0 0 0

n 0 0 0 0 0 0 0

o 0 0 0 0 0 0 0

TOTAL 0.66

Summary:

48

=



Table 16

EnglishPerformance

Educational attainment of Father TOTAL

College High school Elementary

O E O E O E

41-50 32 30 2 4 0 0 3431-40 11 13 3 1 0 0 1421-30 0 0 0 0 0 0 011-20 0 0 0 0 0 0 00-10 0 0 0 0 0 0 0

TOTAL 43 5 0 48

Cell O E | | | | {| | + *| | +

a 32 30 2 2 1.5 2.25 0.08

b 2 4 -2 2 1.5 2.25 0.56c 0 0 0 0 0 0 0d 11 13 -2 2 1.5 2.25 0.17e 3 1 2 2 1.5 2.25 2.25f 0 0 0 0 0 0 0g 0 0 0 0 0 0 0h 0 0 0 0 0 0 0i 0 0 0 0 0 0 0

j 0 0 0 0 0 0 0

k 0 0 0 0 0 0 0

l 0 0 0 0 0 0 0

m 0 0 0 0 0 0 0

n 0 0 0 0 0 0 0

o 0 0 0 0 0 0 0

TOTAL 3.06

Summary:

48

=



Table 17

EnglishPerformance

Aggregate Monthly Family Income TOTAL5,000-10,000 10,000-15,000 15,000-20,000 20,000-above

O E O E O E O E41-50 20 21 5 4 3 2 6 7 3431-40 10 9 0 1 0 1 4 3 1421-30 0 0 0 0 0 0 0 0 0

11-20 0 0 0 0 0 0 0 0 0

0-10 0 0 0 0 0 0 0 0 0TOTAL 30 5 3 10 48

Cell O E | | | | {| | + *| | +

a 20 21 -1 1 .5 .25 0.01b 5 4 1 1 .5 .25 0.06c 3 2 1 1 .5 .25 0.13d 6 7 -1 1 .5 .25 0.04e 10 9 1 1 .5 .25 0.03f 0 1 -1 1 .5 .25 0.25g 0 1 -1 1 .5 .25 0.25h 4 3 1 1 .5 .25 0.08i 0 0 0 0 0 0 0

j 0 0 0 0 0 0 0

k 0 0 0 0 0 0 0l 0 0 0 0 0 0 0

m 0 0 0 0 0 0 0

n 0 0 0 0 0 0 0o 0 0 0 0 0 0 0

p 0 0 0 0 0 0 0

q 0 0 0 0 0 0 0

r 0 0 0 0 0 0 0

s 0 0 0 0 0 0 0t 0 0 0 0 0 0 0

TOTAL 0.85

Summary:48

=



Table 18

EnglishPerformance

Family Members Attending to their Needs and Education TOTAL

Parents Grandparents Guardian

O E O E O E

41-50 33 32 0 1 1 1 3431-40 12 12 2 1 0 0 1421-30 0 0 0 0 0 0 0

11-20 0 0 0 0 0 0 00-10 0 0 0 0 0 0 0

TOTAL 45 2 1 48

Cell O E | | | | {| | + *| | +

a 33 32 1 1 .5 .25 0.01b 0 1 -1 1 .5 .25 0.25c 1 1 0 0 0 0 0d 12 12 0 0 0 0 0e 2 1 1 1 .5 .25 0.25f 0 0 0 0 0 0 0g 0 0 0 0 0 0 0h 0 0 0 0 0 0 0i 0 0 0 0 0 0 0

j 0 0 0 0 0 0 0

k 0 0 0 0 0 0 0

l 0 0 0 0 0 0 0

m 0 0 0 0 0 0 0.01

n 0 0 0 0 0 0 0

o 0 0 0 0 0 0 0

TOTAL 0.52

Summary:

48

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Documents

Assessment Revised