Republic of the Philippines

CAMARINES NORTE STATE COLLEGE

F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

COLLEGE OF BUSINESS AND PUBLIC ADMINISTRATION

GEC 3 – Mathematics in the Modern World Page 1 of 12

Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

COLLEGE OF BUSINESS AND PUBLIC ADMINISTRATION

GEC 3 – MATHEMATICS IN THE MODERN WORLD

ENGR. FRNACES ANGELIQUE T. UBANA
Instructor 1

Contact Details
Contact Number: 09489322205
E-mail Address: [email protected]
Web Address: -

Consultation Schedule
Friday 8:00am-5:00pm

OUTLINE OF LEARNING TOPICS TIME ALLOCATION

B. Mathematics as a Tool Week 7 to Week 12 [Midterm]
B.1 Data Management
-Data: Gathering and Organizing Data; Representing using Graphs and Charts;
Interpreting Organized Data
-Measures of Central Tendency: Mean, Median, Mode, AWM
-Measures of Dispersion: Range, Standard Deviation and Variance
-Measures of Relative Position: z-scores, Percentiles, Quartiles
-Basic/Elementary Probability
-Inferential Statistics: t-test, ANOVA & Pearson r Coefficient

INTENDED LEARNING OUTCOMES (ILOs)

At the end of the topic, students should be able to
• Use a variety of statistical tools to process and manage numerical data.
• Use the methods of linear regression and correlations to predict the value of a variable given certain
conditions
• Advocate the use of statistical data in making important decisions

INSTRUCTIONS TO THE LEARNERS

This learning material serves as a reflection among one of the flexible learning strategies that complement
the outcomes-based education approach. This material contains the essential discussions for the specified
topic together with a learning activity in order to achieve the indicated intended learning outcomes.

In addition, students will undergo pre-test and post-test short-examination. The pre-test questionnaires will
be given at the start of each rating period (Prelims, Midterms, Finals) while the post-test questionnaires will
be given at the end of each rating period. The results of the assessment will serve as one of the key
indicators that determine the effectiveness of this learning material. Thus, exemplifying honesty and
rectitude in this particular undertaking are highly appreciated and commendable.

Always keep connected and updated with announcements and relevant information concerning this course.
Lastly, do not hesitate to ask for assistance and raise your concerns to your instructor / professor.

GEC 3 – Mathematics in the Modern World Page 2 of 12

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F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

COLLEGE OF BUSINESS AND PUBLIC ADMINISTRATION

B. Mathematics as a Tool
Introduction
Mathematics is a powerful tool for global understanding and communication. Using it, students can
make sense of the world and solve complex and real problems. Rethinking math in a global context offers
students a twist on the typical content that makes the math itself more applicable and meaningful for
students. For students to function in a global context, math content needs to help them get to global
competence, which is understanding different perspectives and world conditions, recognizing that issues
are interconnected across the globe, as well as communicating and acting in appropriate ways. In math,
this means reconsidering the typical content in a typical ways and showing students how the world consists
of situations, events and phenomena that can be sorted out using the right math tools. In this learning
material, you will find out how mathematics is applied as a powerful tool in our nature.

B.1 Data Management

B.1.6. Inferential Statistics: t-test, ANOVA and Pearson r Coefficient
Inferential statistics deals with the analysis and interpretation of data. This statistics consists of
different statistical tools/test used in the analysis of interval, ratio, nominal and ordinal data. These test
are used in making inferences from conclusion on larger group, populations, or generalizations about
them on the basis of information obtained by the study of one or more samples. (Broto, Antonio S.
Statistics Made Simple)

t-test
A t-test is a statistical test that is used to compare the means of two groups. It is often used in
hypothesis testing to determine whether a process or treatment actually has an effect on the
population of interest, or whether two groups are different from one another. Also, t-test uses means
and standard deviations of two samples to make a comparison and expressed by the formula:
𝑥1 − ̅̅̅
̅̅̅ 𝑥2
𝑡=
𝑆12 𝑆2
√( ) + ( 2)
𝑛1 𝑛1

Where:
̅̅̅1 =
𝑥 Mean of first set of values
𝑥2 =
̅̅̅ Mean of second set of values
𝑆1 = Standard deviaton of first set of values
𝑆2 = Standard deviation of second set of values
𝑛1 = Total number of values in the first set.
𝑛2 = Total number of values in second set.

The formula for standard deviation is given by:

∑(𝑥 − 𝑥̅ )2
𝑆=√
𝑛−1
Where:
𝑥 = values given
𝑥̅ = mean
𝑛 = Total number of values

GEC 3 – Mathematics in the Modern World Page 3 of 12

Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

COLLEGE OF BUSINESS AND PUBLIC ADMINISTRATION

Let us refer on the following set of example

Example
The following are the scores of 4 male and 4 female in spelling. Male: 7, 2, 9, 8 and Female:
1, 2, 3, 4 and test the null hypothesis that there is no significant difference between the
performance of male and female students in the said test. Use the t-Test at 0.05 level of
significance.

Solution:
Step 1: Set up the hypothesis.
H0: There is no significant difference between the performance of male and
female students in spelling.
H1: There is a significant difference between the performance of the male and
female students in spelling.
Step 2: Set the level of Significance.
𝑎 = 0.05
𝑑𝑓 = 𝑛1 + 𝑛2 − 2
𝑑𝑓 = 4 + 4 − 2 = 6
𝑡. 05 = 2.4469 𝑡 − 𝑡𝑎𝑏𝑢𝑙𝑎𝑟 𝑣𝑎𝑙𝑢𝑒 𝑎𝑡 0.025 (Refer to the table below on page 10)

Step 3: Construct the following table for standard deviation and calculate the t-Test value.
𝑥 𝑥 − 𝑥̅ (𝑥 − 𝑥̅ )2 𝑥 𝑥 − 𝑥̅ (𝑥 − 𝑥̅ )2
7 0.5 0.25 1 1.5 2.25
2 -4.5 20.25 2 0.5 0.25
9 2.5 6.25 3 -0.5 0.25
8 1.5 2.25 4 1.5 2.25
𝑥̅1 = 6.5 ∑(𝑥 − 𝑥̅ )2 = 29 𝑥̅2 = 2.5 ∑(𝑥 − 𝑥̅ )2 = 5
𝑛1 = 4 𝑆1 = 3.11 𝑛2 = 4 𝑆2 = 1.29
𝑆12 = 9.67 𝑆22 = 1.67

Solving for t-test value, we have:

𝑥1 − ̅̅̅
̅̅̅ 𝑥2 6.5 − 2.5
𝑡= =
𝑆2 𝑆2 √(9.67) + (1.67)
√( 1 ) + ( 2 ) 4 4
𝑛1 𝑛1
𝒕 = 𝟐. 𝟑𝟕𝟓𝟕 𝒐𝒓 𝟐. 𝟑𝟖

Step 4: Use the following basis for arriving at the decision:

If the t-computed value is greater than or beyond the t-tabular/critical value, reject Ho. Since
the t-computed value (2.3757) is smaller than the t-tabular value (2.4469), accept Ho.

Step 5: State the conclusion

Therefore, there is no significant difference between the performance of male and
female in spelling.

GEC 3 – Mathematics in the Modern World Page 4 of 12

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F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

COLLEGE OF BUSINESS AND PUBLIC ADMINISTRATION

Analysis of Variance (ANOVA)

ANOVA or analysis of variance is used to compare two or more populations of interval ratio
data. This technique determines whether the differences exist between two or more population
means. It is used to compare the means of more than two samples. The test statistics for ANOVA is
F-ratio. It compares the variances from the two sources:
𝑏𝑒𝑡𝑤𝑒𝑒𝑛 − 𝑔𝑟𝑜𝑢𝑝 𝑣𝑎𝑟𝑖𝑎𝑛𝑐𝑒 𝑀𝑒𝑎𝑛 𝑆𝑞𝑢𝑎𝑟𝑒 𝐵𝑒𝑡𝑤𝑒𝑒𝑛 𝐺𝑟𝑜𝑢𝑝𝑠 (𝑀𝑆𝐵) 𝑀𝑆𝐵
𝐹= = =
𝑤𝑖𝑡ℎ𝑖𝑛 − 𝑔𝑟𝑜𝑢𝑝 𝑣𝑎𝑟𝑖𝑎𝑛𝑐𝑒 𝑀𝑒𝑎𝑛 𝑆𝑞𝑢𝑎𝑟𝑒 𝑊𝑖𝑡ℎ𝑖𝑛 𝐺𝑟𝑜𝑢𝑝𝑠 (𝑀𝑆𝑊) 𝑀𝑆𝑊

Where:
𝑆𝑢𝑚 𝑜𝑓 𝑆𝑞𝑢𝑎𝑟𝑒𝑠 𝐵𝑒𝑡𝑤𝑒𝑒𝑛 𝐺𝑟𝑜𝑢𝑝𝑠 𝑆𝑆𝑏
𝑀𝑆𝐵 = =
𝐷𝑒𝑔𝑟𝑒𝑒𝑠 𝑜𝑓 𝐹𝑟𝑒𝑒𝑑𝑜𝑚 𝐵𝑒𝑡𝑤𝑒𝑒𝑛 𝐺𝑟𝑜𝑢𝑝𝑠 𝑑𝑓𝑏
𝑆𝑢𝑚 𝑜𝑓 𝑆𝑞𝑢𝑎𝑟𝑒𝑠 𝑊𝑖𝑡ℎ𝑖𝑛 𝐺𝑟𝑜𝑢𝑝𝑠 𝑆𝑆𝑤
𝑀𝑆𝑤 = =
𝐷𝑒𝑔𝑟𝑒𝑒𝑠 𝑜𝑓 𝐹𝑟𝑒𝑒𝑑𝑜𝑚 𝑊𝑖𝑡ℎ𝑖𝑛 𝐺𝑟𝑜𝑢𝑝𝑠 𝐷𝑓𝑏

𝑆𝑆𝑏 = 𝑘 − 1
Degree of freedom (df):
𝑆𝑆𝑤 = 𝑘(𝑛 − 1)
Where:
k = number of group samples
n = number of items per column (size of each sample)

To find SSb and SSw:

∑(∑ 𝑋𝑐)2 (∑ 𝑥)2 (∑ 𝑥)2
𝑆𝑆𝑏 = 𝑛
− 𝑁
𝑆𝑆𝑤 = 𝑆𝑆𝑡 − 𝑆𝑆𝑏 𝑆𝑆𝑡 = ∑ 𝑥 2 − 𝑁

Where:
SSt = total number of squares SSb = sum of the squares between
X = item value per column ∑ 𝑋𝑐 = sum of the values per column
N = total sample size SSw = sum of squares within
n = sample size

Let us refer on the following set of example

Example
A researcher wants to determine whether there is a significant difference in the weight loss
of women following three different weight loss diet program. Women were randomly assigned to
the three groups and placed on the diet program for three months. Can the researcher conclude
that there is a significant difference in the weight loss diet program based on the weight loss of
the women gathered as shown below? Let a = .05.

Diet 1 Diet 2 Diet 3

3 10 9
5 11 8
6 12 5
7 14 13
4 17 6
5 15 9
4 12 8

GEC 3 – Mathematics in the Modern World Page 5 of 12

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COLLEGE OF BUSINESS AND PUBLIC ADMINISTRATION

Solution:
Step 1: Set up the hypothesis.
H0: There is no significant difference in the weights of the women as a result of
the weight loss diet program.
H1: There is a significant difference in the weights of the women as a result of the
weight loss diet program.
Step 2: Set the level of Significance.
𝑎 = 0.05
𝑑𝑓𝑏 = 𝑘 − 1 = 3 − 1 = 2
𝑑𝑓𝑤 = 𝑘(𝑛 − 1) = 3(7 − 1) = 18
critical value at 2 & 18 from the F-table at 0.05 = 3.55 (Refer to the table on page 11)
Step 3: Solve for the F-ratio

Diet 1 (X1) (X1)2 Diet 2 (X2) (X2)2 Diet 3 (X3) (X3)2

3 9 10 100 9 81
5 25 11 121 8 64
6 36 12 144 5 25
7 49 14 196 13 169
4 16 17 289 6 36
5 25 15 225 9 81
4 16 12 144 8 64
∑ 𝑥1 = 34 ∑ 𝑥12 = 176 ∑ 𝑥2 = 91 ∑ 𝑥22 = 1,219 ∑ 𝑥3 = 58 ∑ 𝑥32 = 520
𝑛=7 𝑛=7 𝑛=7
∑ 𝑥 = 183 ∑ 𝑥 2 = 1,915

Solving for the different sum of squares:

(∑ 𝑥)2 ∑(∑ 𝑋𝑐)2 (∑ 𝑥)2
𝑆𝑆𝑡 = ∑ 𝑥 2 − 𝑆𝑆𝑏 = −
𝑁 𝑛 𝑁
(183)2 34 + 91 + 582 (183)2
2 2
𝑆𝑆𝑡 = 1915 − 𝑆𝑆𝑏 = −
21 7 21
𝑺𝑺𝒕 = 𝟑𝟐𝟎. 𝟐𝟗 𝑺𝑺𝒃 = 𝟐𝟑𝟒

𝑆𝑆𝑤 = 𝑆𝑆𝑡 − 𝑆𝑆𝑏

𝑆𝑆𝑤 = 320.29 − 234 = 86.29

𝑆𝑆𝑏 234 𝑆𝑆𝑤 86.29

𝑴𝑺𝒃 = = = 𝟏𝟏𝟕 𝑴𝑺𝒘 = = = 𝟒. 𝟕𝟗
𝑑𝑓𝑏 2 𝑑𝑓𝑤 18
𝑀𝑆𝑏 117
𝑭= = = 24.43
𝑀𝑆𝑤 4.79

Step 4: Use the following basis for arriving at the decision:

If F computed value < the critical value, accept H0
If F computed value ≥ the critical value, reject H0

Step 5: State the conclusion

Therefore, there is a significant difference in the weight loss diet program based on
the weight loss of women since, the F computed value is 31.79 which is > the critical
value 3.5.
GEC 3 – Mathematics in the Modern World Page 6 of 12
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F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

COLLEGE OF BUSINESS AND PUBLIC ADMINISTRATION

Pearson r Coefficient
Statisticians devised quantitative ways to measure the association between two variables. The
strength of correlation is indicated by one coefficient of correlation. There are several coefficients of
correlation. One that is most commonly used is Pearson Product-Moment coefficients of correlation,
symbolized by r, named in honor of the statistician who did a lot of research on this area, Karl
Pearson (Belecina, Rene R. Et.al Statistics and Probability 2019).
• If an r-value of exactly +1indicates a perfect positive correlation. Positive values indicate
a relationship between x and y variables such that as values for one variable increase,
values of the other variable also increase.
• If an r-value of exactly -1 indicates a perfect negative relationship between two variables.
Negative values indicate a relationship between two variables such that as values of x
increases, values for y decreases.
• If there is no correlation or a weak correlation, r is close to 0. A value near zero means
that there is a random, nonlinear relationship between two variables.

The following summarizes the correlation coefficient and the strength of relationships:
0.0 no correlation, no relationship
±0.01 𝑡𝑜 ± 0.20 Very low correlation, almost negligible relationship
±0.21 𝑡𝑜 ± 0.40 Slight correlation, definite but small relationship
±0.41 𝑡𝑜 ± 0.70 Moderate correlation, substantial relationship
±0.71 𝑡𝑜 ± 0.90 High correlation, marked relationship
±0.91 𝑡𝑜 ± 0.99 Very high correlation, very dependable relationship
±1.00 Perfect correlation, perfect relationship

The formula for the Pearson Product Moment Coefficient of Correlation r is:
𝑛 ∑ 𝑥𝑦 − ∑ 𝑥 ∑ 𝑦
𝑟=
√[𝑛 ∑ 𝑥2 − (∑ 𝑥)2 ][𝑛 ∑ 𝑦2 − (∑ 𝑦)2 ]
Where,
r = the Pearson Product Moment Coefficient of Correlation
n = sample size
∑xy = the sum of product of x and y
∑x∑y = the product of the sum of ∑x and the sum of ∑y
∑x2 = sum of squares of x
∑y2 = sum of the squares of y

GEC 3 – Mathematics in the Modern World Page 7 of 12

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Let us refer on the following set of example

Example
Below are the midterm (x) and final (y) grades. Interpret the given data. Use a = 0.05
x 75 70 65 90 85 85 80 70 65 90
y 80 75 65 95 90 85 90 75 70 90

Solution:
Step 1: Set up the hypothesis.
H0: There is no significant relationship between the midterm grades and the final
grades of 10 students in Mathematics
H1: There is a significant relationship between the midterm grades and the final
grades of 10 students in Mathematics.
Step 2: Set the level of Significance.
𝑎 = 0.05
𝑑𝑓 = 𝑛 − 2 = 10 − 2 = 8
𝑟. 05 = 0.632 (Refer to the table on page 12)

Step 3: Solve for the value of r.

x y x2 y2 xy
75 80 5,625 6,400 6,000
70 75 4,900 5,625 5,250
65 65 4,225 4,225 4,225
90 95 8,100 9,025 8,550
85 90 7,225 8,100 7,650
85 85 7,225 7,225 7,225
80 90 6,400 8,100 7,200
70 75 4,900 5,625 5,250
65 70 4,225 4,900 4,550
90 90 8,100 8,100 8,100
∑x=775 ∑y=815 ∑x2= 60,925 ∑y2= 67,325 ∑xy= 64,000
𝑥̅ = 77.5 𝑦̅ = 81.5

𝑛 ∑ 𝑥𝑦 − ∑ 𝑥 ∑ 𝑦
𝑟=
√[𝑛 ∑ 𝑥2 − (∑ 𝑥)2 ][𝑛 ∑ 𝑦 2 − (∑ 𝑦)2 ]
10(64,000) − (775)(815)
𝑟=
√[10(60,925) − (775)2 ][10(67,325) − (815)2 ]
8,375
𝑟=
√(8,625)(9,025)
8,375
𝑟=
8,822.73
𝒓 = 𝟎. 𝟗𝟒𝟗 (very high correlation, very dependable relationship)
Step 4: Use the following basis for arriving at the decision:
If the computed r value is greater than r tabular value, reject H0

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COLLEGE OF BUSINESS AND PUBLIC ADMINISTRATION

Step 5: State the conclusion

Therefore, there is a significant relationship between the midterm grades and the final
grades of 10 students in Mathematics. It implies that the higher the midterm grades
the higher also are the final grades because the value of r is positive. Likewise the
lower the midterm grade the lower the final grades.

Learning Activity – Application (Critical Thinking)

Instructions: Follow what each item requires with the given set of data.
1. An experimental study was conducted on the effect of programmed materials in Math on the
performance of 20 selected students. The following are the scores of 10 male and 10 female in
the administered quiz. Test the null hypothesis that there is no difference between the
performance of the male and female students in the said test. Use the t-test at 0.05 level of
significance.
x 14 18 17 16 4 14 12 10 9 17
y 12 9 11 5 10 3 7 2 6 13

2. A coffee shop serves different brands of coffee based on customers request. They would like to
determine the best coffee based on the number of orders. A sample of 8 days were taken and
here is the result:
Brand A Brand B Brand C
23 18 12
24 15 8
18 17 7
25 15 5
33 20 12
45 13 10
33 14 14
23 15 12
Is there a significant difference in the number of orders of the different brands of coffee at 0.05
level of significance?

3. A teacher would like to know if there is a linear correlation between a student’s classroom
performance and achievement in the national achievement test (NAT). At the end of academic
year, she gathers the data and came up with the following table. If the set level of significance a
= 0.05, is there a significant relationship between classroom performance and achievement in
the national achievement test (NAT)?
Achievement 98 96 94 88 91 77 86 71 59 63 84 79 75 72 86 85 71 93 90 62
GPA 3.6 2.7 3.1 4.0 3.2 3.0 3.8 2.6 3.0 2.2 1.7 3.1 2.6 2.9 2.4 3.4 2.8 3.7 3.2 1.6

References:
Manlulu, E.A. and Hipolito, L.M.M. (2019) A Course Module for Mathematics in the Modern World.
Baltazar, Ethel Cecille, et. al, Mathematics in the Modern World. C and E Publishing, Inc. 2018
Tolentino, Aurora Roslie P. et. al., Mathematics in the Modern World. Mutya Publishing House. 2018
Ariola, Marion Faye Q. et. al., Deal with the World of Today through Mathematics. Mutya Publishing House. 2018
Matira, Myrna D. (2016) Data Handling Essentials of Statistics and Probability for the 21st Century Learners
Belcina, R.R, Baccay, E.S, and Mateo, E.B (2019) Statistics and Probability
Broto, Antonio S. Statistics Made Simple (second edition)

GEC 3 – Mathematics in the Modern World Page 9 of 12

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Annex A – t-Table

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Annex B – F-Table

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Annex C – Table for Pearson r Coefficient

GEC 3 – Mathematics in the Modern World Page 12 of 12