Republic of the Philippines

NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY

Sumacab Campus, Cabanatuan City, Philippines

COLLEGE OF EDUCATION

Syllabus of Instruction in
Stat (Basic Statistics)
st
1 Semester, A. Y. 2019-2020

NEUST VISION
NEUST is a locally responsive and internationally relevant and recognized University of Science and Technology.

PANANAW
Ang NEUST ay Pamantasan ng Agham at Teknolohiyang matugunin sa pambansang pangangailangan, napapanahon, at kinikilala sa daigdig.

NEUST MISSION
To develop new knowledge and technologies and transform human resources into productive citizenry to bring about development impact to local and international
communities.

LAYON
Makalinang ng mga bagong kaalaman at teknolohiya, at baguhing-anyo ang yamang katauhan upang maging mabungang mamamayan na magdadala ng kaunlaran at
pagbabago sa pambansa at pandaigdigang pamayanan.

COLLEGE GOALS

1. Articulate the relationship of education to larger historical, social, cultural, and political processes.
2. Facilitate learning using a wide range of teaching methodologies in various types of environment.
3. Develop alternative teaching approaches for diverse learners.
4. Apply skills in curriculum development, lesson planning, materials development, instructional delivery, and educational assessment.
5. Demonstrate basic and higher levels of thinking skills in planning, assessing, and reporting.
6. Practice professional and ethical teaching standards to respond to the demands of the local and international community.
7. Pursue lifelong learning for personal and professional growth.

Prepared by: Noted: Approved:

CHRISTOPHER R. VERGARA MARY JANE L.TOMAS, Ph.D. ANGELICA O. CORTEZ, Ed.D.
Subject Teacher Chairperson, Program Dean, College of Education
NEUST-AAF-F001
Rev.00 (09.12.18)
PROGRAM GOAL

The BEED degree program aims to develop highly motivated and competent teachers specializing in the content and pedagogy for elementary education.

PROGRAM EDUCATIONAL OBJECTIVES (PEO)

1. Demonstrate in-depth understanding of the diversity of learners in various learning areas.
2. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the different subject areas.
3. Utilize appropriate assessment and evaluation tools to measure learning outcomes.
4. Manifest skills in communication, higher order thinking and use of tools and technology to accelerate learning and teaching.
5. Demonstrate positive attributes of a model teacher, both as an individual and as professional.
6. Manifest a desire to continuously pursue personal and professional development.

COURSE SYLLABUS

I. PRELIMINARIES
A. Curriculum Program : BEED
B. Course Code : STAT
C. Course Title : BASIC STATISTICS
D. Credit Unit : 3 Units
E. Time Duration : 3 hrs/week (54 hrs/sem)
F. Pre-requisite :

II. COURSE DESCRIPTION

This course concentrates on the importance and uses of different statistical tools. Statistics is the science that deals with the collection, description, analysis,
interpretation, and presentation of data. Statistics can be used to describe a particular data set (termed descriptive statistics) as well as to draw conclusions about the
population from a particular data set (termed inferential statistics). Statistics applies statistical methods in education and research context in order to address learning
related questions and help make evidence-based decisions. In Statistics you will learn to apply commonly used statistical methods in research contexts and how to interpret
analyses performed by others.

Prepared by: Noted: Approved:

CHRISTOPHER R. VERGARA MARY JANE L.TOMAS, Ph.D. ANGELICA O. CORTEZ, Ed.D.
Subject Teacher Chairperson, Program Dean, College of Education
NEUST-AAF-F001
Rev.00 (09.12.18)
 III. COURSE OUTCOMES
CO1 Develop statistical literacy.
CO2 Contribute or take part in the generation, interpretation, and communication of data pertaining to problems they encounter in their professional life.
CO3 Express a real-life problem in statistical terms and determine appropriate statistical techniques in the given context.
CO4 Possess the ability to extract information from data.
CO5 Provide correct interpretations from a set of analyses.
CO6 Gain knowledge in the use of statistical software to perform data analysis.

IV. STUDENT OUTCOMES AND RELATIONSHIP TO PROGRAM EDUCATIONAL OBJECTIVES (PEOs)

Student Outcomes 1 2 3 4 5 6
After graduation, the students should have
1. Understand and apply the concept of statistics in education    
2. Collect, present, and interpret data in the most effective way.      
3. Use different statistical treatment for data analysis.   
4. Identify different statistical treatment that can be used in research and feasibility study.   
5. Utilize statistics to become excellent decision maker.      

V. COURSE OUTCOMES AND RELATIONSHIP TO STUDENT OUTCOMES

Course Outcomes 1 2 3 4 5
CO1 Develop statistical literacy.     
CO2 Contribute or take part in the generation, interpretation, and communication of data pertaining to problems they encounter   
in their professional life.
CO3 Express a real-life problem in statistical terms and determine appropriate statistical techniques in the given context.    
CO4 Possess the ability to extract information from data.     
CO5 Provide correct interpretations from a set of analyses.   
CO6 Gain knowledge in the use of statistical software to perform data analysis.    

VI. Course Coverage

Course Orientation – University’s Vision and Mission, Institutional Graduate Attributes (IGA), College Goals, Program Educational Objectives, Course and Student
Outcomes, Course requirements and Evaluation Criteria (3 hours)

Prepared by: Noted: Approved:

CHRISTOPHER R. VERGARA MARY JANE L.TOMAS, Ph.D. ANGELICA O. CORTEZ, Ed.D.
Subject Teacher Chairperson, Program Dean, College of Education
NEUST-AAF-F001
Rev.00 (09.12.18)
 INTENDED LEARNING
ASSESSMENT
TIME OUTCOMES
COURSE TEACHING LEARNING TOOL
LEARNING UNIT/TOPIC ALLOTM (ILO PPST Domain Complied)
OUTCOME ACTIVITIES (AT PPST Domain
ENT At the end of the chapter, the students
Complied)
should be able to
3 hours 1. Interpret and explain the vision
LU 0. Course Orientation and Introduction and mission of the University. Video Presentation
2. Discuss the goals and objectives
1.1 NEUST Vision and Mission of the College of Education. Questions and Answers Participation in
classroom interactions
1.2 CoEd Goals and Objectives 3. Sing the NEUST March. (1.1.1)
1.3 NEUST March 4. Copy and identify the Singing Activities
1.4 Course Syllabus requirements to pass the subject.
Rules and Standards in the classroom 5. Clarify the do’s and don’ts Power Point Presentation
while inside the class
LU I. Introduction to Statistics Core Concepts 6 hours 1. Appreciate statistics as a useful Interactive Lecture Participation in
1. Definition of Statistics discipline. (1.1.1, 1.2.1, 1.4.1) classroom interactions
2. Statistics in Business 2. Identify the basic elements of Mediated Lecture (1.1.1)
3. Categories of Statistics statistics. (1.1.1) Blended learning through
4. Types of Variables Google classroom Group /Individual
https://classroom.google.com/ activity presentations
CO1 5. Population and Sample
with rubric (1.1.1;
CO2 6. Measurement Scale 1.2.1;1.3.1; 2.3.1,
CO3 Active Learning 4.5.1)

Objective test
Paper/pencil test
Socrative(on-
line)/quizziz
(1.1.1;5.5.1)

CO1 LU II. Data Collection and Presentation 6 hours 1. Realize the significance of Group Dynamics Participation in
statistics as an analysis tool in Interactive Lecture classroom interactions
CO2
1. Data Collection research.(1.1.1, 1.2.1. 1.4.1., Guided Discovery Strategy (1.1.1)
CO4 with Mediated Lecture &
CO5 2. Data Presentation 5.3.1)
web Research /mobile apps

Prepared by: Noted: Approved:

CHRISTOPHER R. VERGARA MARY JANE L.TOMAS, Ph.D. ANGELICA O. CORTEZ, Ed.D.
Subject Teacher Chairperson, Program Dean, College of Education
NEUST-AAF-F001
Rev.00 (09.12.18)
 3. Graphical Representation of Frequency 2. Know different research Collaborative Group /Individual
Distributions designs for effective sample learning/project activity presentations
data collection..(1.1.1, 1.2.1. with rubric (1.1.1;
1.4.1. 1.5.1) 1.2.1;1.3.1; 2.3.1,
3. Apply techniques for proper Blended learning through 4.5.1)
data organization. (1.1.1, Google classroom/Social
1.4.1, 5.3.1) Media Objective test
https://classroom.google.com/ Paper/pencil test
4. Generate appropriate statistical
Socrative(on-
tables and graphs based on the line)/quizziz
nature of variables measured. (1.1.1;5.5.1)
(1.2.1, 1.4.1, 5.1.1 )
LU III. Measure of Central Tendency 6 hours 1. interpret the value computed of Lecture Participation in
1. Mean different measures of central classroom interactions
2. Median tendency. (1.1.1, 1.4.1) Active Learning (1.1.1)
3. Mode 2. Compute and interpret
Interblock/Group/indi
4. Percentiles, Deciles and Quartiles numerical summaries to Small group
Discussion vidual activity
describe the sample. (1.1.1,
presentations with
CO1 1.4.1, 1.2.1)
Blended Learning (google rubric (1.1.1;
CO4 classroom/social media ) 1.2.1;1.3.1; 2.3.1,
CO6 https://classroom.google.com/ 4.5.1)

Objective test
Paper/pencil test
Socrative(on-
line/quizziz)
(1.1.1;5.5.1)
LU IV. Measures of Variability 6 ho 1. Identify information on how Lecture Participation in
1. Range urs data are scattered or spread and classroom interactions
CO1 2. Variance and Standard Deviation describe the mass of data. Active Learning (1.1.1)
CO4 3. Coefficient of Variation (1.1.1, 1.4.1)
Interblock/Group/indi
CO6 4. Pearson’s Coefficient of Skewness 2. Compute and interpret Small group
Discussion vidual activity
numerical summaries to presentations with
rubric (1.1.1;
Prepared by: Noted: Approved:
CHRISTOPHER R. VERGARA MARY JANE L.TOMAS, Ph.D. ANGELICA O. CORTEZ, Ed.D.
Subject Teacher Chairperson, Program Dean, College of Education
NEUST-AAF-F001
Rev.00 (09.12.18)
 describe the sample. . (1.1.1, Blended Learning (google 1.2.1;1.3.1; 2.3.1,
1.4.1, 1.2.1) classroom/social media ) 4.5.1)
https://classroom.google.com/

Objective test
Paper/pencil test
Socrative(on-
line/quizziz)
(1.1.1;5.5.1)
MIDTERM EXAMINATION
LU V. The Normal Distribution 6 hours Small group Participation in
1. Indicate how the normal Discussion classroom interactions
1. The standard Normal Distributions distribution can be used to (1.1.1)
2. Applications of Normal Distributions Web Research
calculate probabilities. (1.1.1, Blended Learning (google Written exercises
3. Estimation and Sample size
1.4.1, 1.2.1) classroom/social media )
CO1 2. Compute and interpret https://classroom.google.com/ Hands-on exercises
CO4 numerical summaries to
CO6 Active Learning
describe the sample. (1.1.1, Objective test
1.4.1, 1.2.1) Paper/pencil test
Socrative(on-
line)/quizziz
(1.1.1;5.5.1)

LU VI. Measures of Relationship 6 hours 1. investigate the relationship Lecture Participation in

1. Description of Correlation between two sets of variables classroom interactions
CO1 2. Computation of Pearson r Correlation Small group (1.1.1)
for the purpose of determining Discussion
CO2 Coefficient
the degree of association. Written exercises
CO3 3. Computation of Spearman Rho Rank
.(1.1.1, 1.4.1, 1.2.1) Web Research
CO4 Correlation Coefficient
2. Perform tests of significance Blended Learning (google Hands-on exercises
CO5 classroom/social media )
CO6 concerning population mean https://classroom.google.com/
and proportion for one and two Objective test
Active Learning Paper/pencil test
Prepared by: Noted: Approved:
CHRISTOPHER R. VERGARA MARY JANE L.TOMAS, Ph.D. ANGELICA O. CORTEZ, Ed.D.
Subject Teacher Chairperson, Program Dean, College of Education
NEUST-AAF-F001
Rev.00 (09.12.18)
 populations. (1.1.1, 1.4.1, Socrative(on-
1.2.1) line)/quizziz
(1.1.1;5.5.1)
3. Calculate and interpret
correlation between variables
(1.1.1, 1.4.1, 1.2.1)
4. Interpret statistical significance
correctly. (1.1.1, 1.4.1, 1.2.1)

LU VII. Hypothesis Testing 6 hours 1. Interpret statistical significance Lecture Participation in

1. Z-test correctly. (1.1.1, 1.4.1, 1.2.1) classroom interactions
2. T-test 2. Calculate and interpret Board work (1.1.1)
3. One Factor Analysis of Variance difference between variables.
CO1 (1.1.1, 1.4.1, 1.2.1) Web Research Written exercises
CO2 Blended Learning (google
3. Determine difference among classroom/social media ) Hands-on exercises
CO3 three or more population https://classroom.google.com/
CO4 means. (1.1.1, 1.4.1, 1.2.1)
CO5 Active Learning Objective test
CO6 Paper/pencil test
Socrative(on-
line)/quizziz
(1.1.1;5.5.1)

FINAL - TERM EXAMINATION

VII. COURSE REQUIREMENTS AND EVALUATION CRITERIA

A. Course Requirements
1. regular attendance
2. oral reports and submission of projects/ Interblock/Group/individual activity
3. pass all quizzes, seat works and term examinations

Prepared by: Noted: Approved:

CHRISTOPHER R. VERGARA MARY JANE L.TOMAS, Ph.D. ANGELICA O. CORTEZ, Ed.D.
Subject Teacher Chairperson, Program Dean, College of Education
NEUST-AAF-F001
Rev.00 (09.12.18)
 B. Evaluation Criteria
The minimum requirement for a passing grade is 75% from the following composition:
Midterm Grade: Final Term (Tentative Final Grade):

Term Examination 30% Term Examination 30%

Quizzes 30% Quizzes 30%
Class Participation/Attendance 20% Class Participation/Attendance 20%
Exercises 20% Exercises 20%
TOTAL 100% TOTAL 100%

To compute for the FINAL GRADE is Tentative Final Grade multiplied by 2 + the Mid Term Grade divided by 3. Highest passing rate is 1.00 and the
lowest is 3.00. Failure to comply with any of aforementioned criteria means a failing grade of 5.00.

C. Evaluation Techniques
Paper-and-pencil technique
Socrative /quizziz online
Interblock/Group/individual activity /Performance- based assessment-rubric

VIII. REFERENCES
1. Altares, Priscilla S. et.al., (2009). Elementary Statistics. Manila: Rex Book Store
2. Lind, Douglas A. et.al., (2010). Basic Statistics for Business and Economics. Singapore: McGraw-Hill Co.
3. Santos, Rosita G. et.al., (2011). Statistics. Manila: Mathematics Department, Centro Escolar University
4. Learning Module in Elementary Statistics
5. Walpole, R. Introduction to Statistics.
6. Moore, D. The Basic Practice of Statistics.
7. Mendenhall, W., Beaver, R. and Beaver, B. Introduction to Statistics and Probability.
8. Almeda, J., Capistrano, T., and Sarte, G. (2010). Elementary Statistics.
9. Abao, Zenon R. et al. (2009). Basic Statistics. Books Atbp. Publishing Corp.
10. Calmorin, L. P. & Piedad, L. (2009). Statistics with Computer. Manila: Rex Book Store
11. Zulueta, F. & Costales, N. (2010). Methods of Research, Thesis Writing & Applied Statistics. National Book Store

Prepared by: Noted: Approved:

CHRISTOPHER R. VERGARA MARY JANE L.TOMAS, Ph.D. ANGELICA O. CORTEZ, Ed.D.
Subject Teacher Chairperson, Program Dean, College of Education
NEUST-AAF-F001
Rev.00 (09.12.18)