(Cover page of Pedagogy Practical note book).

PEDAGOGY PRACTICAL

EDUCATION HONOURS

PAPER - VIII, GROUP - B

B.A. (HONOURS) PART -III EXAMINATION, 20--

UNDER 1+1+1 2009 REGULATIONS

HELD BY

UNIVERSITY OF CALCUTTA

ROLL NO. XXXX-XX-XXXX

REGISTRATION NO. XXX-XXXX-XXXX-XX

 (Cover page of Statistics Practical note book).

STATISTICS PRACTICAL

EDUCATION HONOURS

PAPER - VIII, GROUP - B

B.A. (HONOURS) PART -III EXAMINATION, 20--

UNDER 1+1+1 2009 REGULATIONS

HELD BY

UNIVERSITY OF CALCUTTA

ROLL NO. XXXX-XX-XXXX

REGISTRATION NO. XXX-XXXX-XXXX-XX

 General instructions:

EXPERIMENT NO. 1

PROBLEM:

To determine the immediate memory span by auditory method.

BASIC CONCEPT:

This simple method of determining immediate memory span was introduced by Jacob in the year 1887. Memory
span is the quantity of a given material reproduced by the individual perfectly after one presentation. It correlates
very much with span of attention. The materials or items may be digits, dots, words, alphabets etc. The
experiments have shown that memory span for digits is limited and it varies with age and intelligence. The
Stanford Binet Scale has given the average memory span for different age groups:-

 2 digits at the age of 2 ½ years

 3 digits at the age of 3 years
 4 digits at the age of 4 ½ years
 5 digits at the age of 7 years
 6 digits at the age of 10 years

Memory span is considered to be a factor of intelligence and should be studied experimentally.

PRELIMINARIES:

Name of the subject:

Age of the subject:

Sex of the subject:

Condition of the subject:

Date of the Experiment:

Time of the Experiment:

MATERIALS REQUIRED:

1. 3 lists of 3-12 digits arranged in 10 rows, first row starting with 3digits and last row ending with 12 digits;
2. Paper
3. Pen
4. Pencil
5. Rubber
6. Scale
7. Graph paper.

EXPERIMENTAL PROCEDURE:

1) Rules for construction of list of digits:

I. Digits are chosen at random and written horizontally in the form of a list.
 II. In every list there should be 10 rows of digits in increasing order, starting with 3 digits and ending
with 12 digits.
III. The first and last digit in a row should not be identical (For example, if a row starts with digit 3
then the last digit of that row cannot be 3 again).
IV. The last digit of the preceding row should not be identical with the first digit of the following row
(For example, if the last digit of the preceding row is 4 then the first digit of the following row
cannot be 4).
V. In a row placing of consecutive digits either forward or backward should be avoided (For example
345or 987).
VI. Any kind of association [like1947, A.P. (arithmetic progression) series: 1,3,5,7 or G.P. (geometric
progression) series: 3, 9, 27 should be avoided].
VII. 0 digits cannot be used.

LIST - 1 LIST - 3 LIST - 3

618 372 739

2583 Xxxx Xxxx
xxxxx Xxxxx Xxxxx
Xxxxxx Xxxxxx Xxxxxx
Xxxxxxx Xxxxxxx Xxxxxxx
Xxxxxxxx Xxxxxxxx Xxxxxxxx
Xxxxxxxxx Xxxxxxxxx Xxxxxxxxx
Xxxxxxxxxx Xxxxxxxxxx Xxxxxxxxxx
Xxxxxxxxxxx Xxxxxxxxxxx Xxxxxxxxxxx
xxxxxxxxxxxx xxxxxxxxxxxx xxxxxxxxxxxx

2) Instruction to the subject:

Proper rapport was established between the experimenter and the subject. Then the subject has been
given the following instruction “I shall call out certain numbers and you will have to repeat them in the
same order as soon as I finish them.”

3) Experiment Proper:

The environment under which the experiment has been conducted was congenial and quiet. The first list
was presented to the subject by reading each row aloud. Each presented row was followed by
reproduction of the same by the subject. The procedure continued till the subject failed to repeat exactly
the digits of a particular row in the same sequence as has been read out to him/her by the experimenter.
The experimenter recorded the number of digits reproduced in a row by the subject in the table 1 and if
while reproducing the digits the subject makes any mistake then the experimenter marks the mistake by
putting circle around the wrong digit. In the similar way the second list of digits was presented to the
subject after 10 minutes of rest and the digits reproduced by the subject were recorded. When the
subject failed to reproduce the digits correctly the experiment for that list ended. Again, the third list of
digits was presented to the subject after 10 minutes of rest and the reproduction of correct digits of each
row by the subject was recorded.

TABLE-1
 Number of digits reproduced

No. of rows No. of LIST -1 LIST - 2 LIST -3

digits
presented
1 3 Xxx Xxx Xxx
2 4 Xxxx Xxxx Xxxx
3 5 Xxxxx Xxxxx Xxxxx
4 6 Xxxxxx Xxxxxx Xxxxxx
5 7 xxxxxxx Xxxxxxx Xxxxxxx
6 8 XxxxxOxx xxxxxxxx xxxxxOxO
7 9 xxxOOOxxx
8 10
9 11
10 12

RESULT:

For list 1 my subject could reproduce all the 7 number of digits of the 5th row in correct order. Hence, for list 1
his/her memory span is 7. For list 2 the subject could reproduce all 8 digits of the 6th row in exact sequence and so
his/her memory span for list 2 is 8. Similarly, for list 3 he/she could reproduce again 7 digits of the 5th row in
correct order and so his/her memory span for list 3 is 7. Therefore, the average memory span of my subject is
7+8+7/3 = 17.33 which is shown in Table-2 given below.

TABLE - 2

AVERAGE MEMORY SPAN

NO.OF LISTS MAXIMUM REPRODUCTION AVERAGE MEMORY SPAN

1 X (7) X+Y+Z/3 = (7+8+7/3=17.33)
2 Y (8)
3 Z (7)

INTROSPECTIVE REPORT:-

The subject is required to write an introspective report stating briefly but clearly his/her experience during the
whole process of experimentation. At the end of the report the subject must put his/her full signature and date.
(It is compulsory to make the subject write introspective report even during the final examination).

DISCUSSION & GRAPHICAL REPRESENTATION:-

It can be observed that there is a specific pattern in the subjects’ procedure of memorization. This experiment
comprised of three lists of numeric digits. The lists were presented to the subject one after another maintaining
required time interval. It was found that my subject could altogether reproduce 7 digits, 8 digits and again seven
digits for list 1, 2 and 3 respectively. Hence, it can be concluded from the above experiment that the average
memory span of my subject is ------ .

For, pictorial representation of the findings of this study so that it will be much easier to understand and interpret,
three separate line graphs, one for each lists were used. The “x” axis in the graph represented number of
presentation by the experimenter and the “y” axis represented the number of digits reproduced by the subject. On
y - axis the maximum/highest reproduction of digits in correct sequence for each list was marked by a small circle
around the highest point plotted on the graph.

Note: Graphical representation of the findings to be shown.

In regard to educational implications it can be said that the concept of memory span has proved to be very useful
especially in the academic field. It can help the teacher in preparing class routine/time table as well as lesson plans
for any particular class consisting of students of more or less same age group with an approximate similar average
memory span. Since this is also an indication of the intelligence of the students so this knowledge can be used by
the teachers effectively while teaching or forming groups and engaging students in various group activities. Thus,
the general performance of the students can be predicted once the memory span is determined. (More points can
be added).
 General instructions

MODEL EXPERIMENT No --2

PROBLEM

To determine the index of complete learning or capacity of memorization.

BASIC CONCEPT:

Memorization is a form of mental activity by which we can call back or revive a previously learned
material or experience. The method of learning used in memorization is greatly dependent on the
nature of the material and the subject’s intelligence. As materials for memorization are not always
the same, the method and degree of learning also varies considerably. German Psychologist
Ebbinghaus was the first to introduce the nonsense syllables as learning material to determine the
capacity of memorization. Nonsense syllables were used to minimize the effect of association during
the process of memorization.

PRELIMINARIES:

Name of the Subject:

Sex of the Subject:

Age of the Subject:

Condition of the Subject:

Date of the Experiment:

Time of the Experiment:

MATERIALS REQUIRED:

1. Two lists of nonsense syllables containing ten (10) nonsense syllables in each list.
2. Paper
3. Pencil
4. Pen
5. Scale
6. Rubber
7. Graph paper

EXPERIMENTAL PROCEDURE:

I) Rules for Construction of list of nonsense syllables:

The lists shall be prepared on the basis of the following rules:

 1. Ten nonsense syllables each comprising of three letters had to be developed for each list
with two consonants and a vowel in between them.
2. Two consonants should not be repeated in the same row.
3. The starting and ending consonants should not be repeated in the consecutive rows.
4. The same vowel should not be repeated in consecutive rows.
5. Meaningful association with the syllables should be avoided.
6. Alphabets like Q, W, X, Y & Z should be avoided.

List of Nonsense Syllables

Serial no. List-1 List-2

1. TAM SOJ
2. Xxx Xxx
3. Xxx Xxx
4. Xxx Xxx
5. Xxx Xxx
6. Xxx Xxx
7. Xxx Xxx
8. Xxx Xxx
9. Xxx Xxx
10. xxx Xxx

2) Instruction to the subject:

Proper rapport was established between the experimenter and the subject. Then the subject had
been given the following instructions: “Please be attentive. I shall present orally ten (10) nonsense
syllables, one by one. After each presentation (10 nonsense syllables), please try to reproduce them
in the same order as far as possible. The process will continue until you can reproduce all the
syllables correctly and in the proper order.”

3) Experiment Proper:

The experimenter asked the subject to sit comfortably and then she/he read out the syllables slowly
and clearly and after completion asked the subject to reproduce the said syllables orally in the same
order. The experimenter recorded the number of correct syllables reproduced by the subject and
went on repeating the process till the subject could memorize and reproduce the whole list. When
the subject could correctly reproduce the whole list the experiment for that particular list ended.
The experimenter noted down the total number of trials that the subject required for memorising
and reproducing the whole list. After completion of first list ten (10) minutes of rest was provided to
the subject. Then, in the similar manner the second list was presented to the subject and his/her
responses were noted by the experimenter. The subject’s index of complete learning for each list is
the total number of trials required to recall the whole list correctly.

EXPERIMENTAL DATA
The subject’s correct reproductions were recorded in Table- 1 & 2 as given below:

TABLE- 1

Index of complete learning (list 1)

Nonsense Index of
Serial no. Syllables No. of Trials complete
(List-I) Learning
T1 T2 T3 T4 T5 T6
1 TAM      
2 XXX     
3 XXX     
4 XXX    
5 XXX    
6 XXX    6
7 XXX    (as
8 XXX   applicable)
9 XXX 
10 XXX 
No. of syllables correctly 1 3 5 7 8 10
reproduced
% of correct reproduction 10 30 50 70 80 100

TABLE- 2

Index of complete learning (list 2)

Nonsense Index of complete

Serial No. Syllables No. of Trials Learning
(List-II)
T1 T2 T3 T4 T5

1 SOJ     
2 XXX     
3 XXX     
4 XXX    
5 XXX     5
6 XXX    (as applicable)
7 XXX  
8 XXX 
9 XXX 
10 XXX 
No. of syllables correctly 3 5 6 7 10
reproduced
% of correct reproduction 30 50 60 70 100

RESULT:
My subject took six (6) numbers of trials to reproduce all the ten (10) nonsense syllables of List 1 in
correct order and took 5 trials for correct reproduction of List 2. Therefore, her/his index of
complete learning for list 1 and list 2 is 6 and 5 respectively. The average capacity of memorization is
5.5 which are shown in Table-3 given below.

TABLE-3

Average capacity of memorization

List no. Index of complete Learning Average capacity of

memorization
1 6 6+5/2=5.5
2 5 (as applicable)

INTROSPECTIVE REPORT:

The subject is required to write the introspective report stating briefly but clearly his/her experience during
the whole process of experimentation. At the end of the report the subject must put his/her full signature
and date. (It is compulsory to make the subject write introspective report even during the final examination).

DISCUSSION & GRAPHICAL REPRESENTATION:

It can be observed from the experiment that there is a specific pattern in the subject’s procedure of
memorization. The experiment consisted of two lists of nonsense syllables comprising of ten (10)
nonsense syllables in each list. When the first list was read out the subject could reproduce the
whole list in the correct order after altogether 6 trials. He /she could reproduce at first one, then
three, then gradually five, seven, eight and finally all ten in six numbers of trials. Ten (10) minutes of
rest was provided to the subject. Then again the second list was presented. My subject took
altogether 5 trials to reproduce all the ten nonsense syllables of list 2 correctly and in the same
sequence as presented to him/her. Her/his index of complete learning for list 1 and list 2 is 6 and 5
respectively. The average capacity of memorization of my subject is -----------. The result shows a -----
-------------- trend in my subject’s capacity of memorization.

For pictorial representation of the findings so that it becomes much easier to understand and
interpret line graph has been used. In the graph, X-axis represents number of trials required by the
subject to reproduce the non sense syllables correctly and in the same sequence for each list and the
Y-axis represents the percentage (%) of correct reproduction of non sense syllables by the subject.

In regard to educational implication it can be said that the nature of the material which is to be
learned or memorized and the subject’s intelligence plays an important role in influencing the
process of memorization. Simple, meaningful materials are much easier to learn and remember than
difficult and meaningless materials. This experiment provides scientific knowledge about the
subject’s capacity of memorization. On the basis of the experiment it can be said that even
meaningless material (like the list of nonsense syllables used in this experiment) can also be
effectively memorized by a learner through continuous repetition and practice. More points can be
added.
 General instruction

EXPERIMENT - 3

PROBLEM: To compare recall and recognition as modes of measuring retention.

BASIC CONCEPT:

Memorisation is a mental process to store in memory previously learned items, materials or

experiences and to reproduce them correctly when required. The four processes involved in
memorisation are learning, retention, recall and recognition. In order of time, recall and recognition
comes after retention. But there is some sense in studying them first because they are used as
indications of retention.

The term ‘recall’ is used to cover the whole range of activities that are reactivated after something
being learned. Sometimes, the word reproduction is preferred in place of recall. There are varieties
of cases which are previously learned and reproduced. For example:

1. Recall of lists, items, facts, materials of any sort which are previously learned and is now
intentionally remembered.
2. Execution of any learned act.
3. Reverie or free association without any intention of recalling.
4. Controlled association occurs in adding, reading or conversation
5. Thinking as in problem solution and mastery of the novel situations.

On the other hand recognition is dependent on the perception of the objects. An object is
‘recognised’ as an individual thing or person when it is ‘perceived’ as an object of a certain class.
The recognition processes differ functionally from those of recall in that recognition starts with
the object given where as in recall the object has to be found. Often a face or a name which
cannot be recalled is recognised promptly when presented. In a sense, then, recognition is easier
than recall.

PRELIMINARIES:

1. Name of the subject:

2. Age of the subject:
3. Sex of the subject:
4. Condition of the subject:
5. Date and time of the experiment:
6. Surrounding environment: calm and quiet

MATERIALS REQUIRED
1. Three lists of disconnected words consisting of three (3) letters each.
a. List A: consisting of 15 words
b. List B: consisting of 25 words
c. List C: consisting of 25 words of which 10 words are to be taken from list B and 15
new words to be constructed.
2. Paper
 3. Pen
4. Pencil
5. Rubber
6. Scale
7. Graph paper

PROCEDURE
a. Rules for construction of word list:
I. Disconnected words like red, man, bow, lip, sun and likewise which are not at all
associated with each others are most likely to be preferred.
II. Care must be taken so that the words in each list are not associated.
III. Each word must be clearly written.
IV. Correct spellings must be ensured.

b. Instructions to the subject:

At first proper rapport was established with the subject and then the following instruction
was given to him/her: “Please be attentive. I shall show you a list of words. You will be given
15 seconds to see them. After that you will have to write the words you have seen in the
list.” List A was then presented to the subject and removed after 15 seconds. The subject
was given a paper and asked to write down those words that he/she could remember from
List A within maximum two minutes. An interval of 5 minutes was given and during this time
some light talk with the subject was carried out to avoid inhibition from List A.
In the next part of the experiment another list of twenty five (25) new words was prepared
by the experimenter following the same set of rules as stated earlier and it was presented
before the subject. The subject was then requested to study this new list denoted as list B
attentively for 15 seconds. However, the subject was not asked to recall anything from List B
immediately.
Next list C was prepared. It consisted of twenty five (25) words of which ten (10) words was
taken from list B and placed in list C but not together in the same sequence as in list B but
distributed and mixed with another new set of fifteen (15) words. The list was prepared by
the experimenter following the same set of rules.
Now the subject was given the following instruction. “Please be attentive and carefully
follow the instructions. You have seen list B. Now I shall show you another list (List C) which
consists of twenty five (25) words. You are required to study the new list for 15 seconds. In
list C you may find some words which you have already seen in List B. You will be given two
(2) minutes time to recognise and write those words from List C which are common to List B.

c. Experiment proper:
Three lists: List A comprising of 15 words
List B “ “ 25 “
List C “ “ 25 “ were prepared by the experimenter. Proper rapport was
established with the subject. The lists were presented to the subject one after another maintaining
the time gap. Paper and pencil was provided to recall and write the words from List A and
recognise and write the common words of List B from List C. The number of correctly recalled
 words from list A is his/her recalled score and the number of correct words from List B, which are
recognised from the list C, is the subject’s recognition score.

RESULT:
Table-1 showing percentage of correctly recalled words

List A Recalled words Correctly recalled Percentage (%) of

words correctly recalled
words
1. SUN No. of correctly
2. BOX recalled words/ total
3. XXX no. of words
4. XXX

Upto 15.

Table-2 showing percentage of correctly recognised words

List B List C Recognised Correctly Percentage (%) of

words recognised words correctly
recognised words
1.BAG 1.NUT 1.XXX 1.XXX No. of correctly
2.POT 2.RAY 2.YYY 2.XXX recognised words /
3.XXX 3.XXX 3.YYY 3. total no. of
4.XXX 4.YYY 4.XXX 4. common words of
5.XXX 5.XXX 5.YYY 5. list B and C. (Not
Upto 25. Upto 25 the total no. of
words).

Table-3 showing comparative result of recall and recognition score in percentage

Mode of retention Score in percentage Comments

Recall The result shows that ....
Recognition

INTROSPECTIVE REPORT:
The subject is required to write the introspective report stating briefly but clearly his/her experience
during the whole process of experimentation. At the end of the report the subject must put his/her
full signature and date. (It is compulsory to make the subject write introspective report even during
the final examination).

DISCUSSION AND GRAPHICAL REPRESENTATION:

People are better at recognising things they have previously experienced than they are at recalling
things from memory. Recognition is triggered by context while recall works without context. So,
recognition memory is much easier to access than recall memory. While recognised memory is
obtained through exposure of stimuli but recall memory is obtained through learning. Since learning
is acquisitioned through knowledge so it is seen that some extraneous factors may interfere in recall
but in recognition there is less chance of interference of such factors.
For pictorial representation of the findings of the study so that the result can be more easily
understood and interpreted bar graph with proper labelling was used. In the graph x-axis
represented mode of retention, (two bars one denoting recall and another denoting recognition)
and y-axis represented percentage (%) of correct words was drawn.
In regard to educational implication it can be said that the result implies that simple rote learning
may not result in efficient memorization. Rather presenting concept within the context of familiar
matter may elicit better memorization. Learning involving recognition therefore has the potential of
initiating long term memory of concepts. More points can be added.
 INSTRUCTION PERTAINING TO
STATISTICS PRACTICAL (PAPER-VIII GROUP-B)
As per the Syllabus of Education Honours Course (under 1+1+1, New /09 Regulations)
[Notification No. CSR/91/10 dated 30th June 2010]

 For Statistics Practical Laboratory Note book students are required to collect data from
their college or school or neighborhood. The size of the sample should be minimum 50.
Bivariate or paired data must be used.

 One set of data may be collected and used by one individual student or may be collected by
and shared amongst members of a small group (not exceeding 3 members per group)

Title

Objectives:
The present study attempts to analyze the scores obtained by students of class ___/ ____year in
achievement tests in two subjects /examinations / papers etc with the following objectives:

1. Studying the characteristics of distributions of scores in _______ and _______

2. Comparing the achievement of students in the two subjects/examinations / papers etc.
3. Finding out the association between the two subjects/examinations / papers etc.

Collection of data:
For the purpose of the study, secondary data, collected from XXXXXXX school/College have been used.
The data consist of marks of each of the students of Class ____ in the __________Examination(s) in two
subjects/ in two examinations / in two paper: __________ and _________. Full Marks in the
subjects/examinations / papers are ______.

Sample:
The sample comprises _____ students of class ___/ ____year of Academic session________. The
composition of the sample is as follows:

Table 1: Description of the Sample

Class /Year/Section Male Female Total

The Data:
The study deals with bi-variate data. The raw data are shown in the following table

Table 2: Raw data

Serial Marks in Marks in

No. (variable 1) (variable 2)
1 X1 Y1
2 .
3 .
. .
. .
50 X 50 Y 50
.
Method:
1.1 TABULATION OF DATA

For studying the nature and shape of the distribution of scores in the two subjects/examinations/
Papers, the collected data have been organized and summarized into the following frequency
distributions:

A. SUBJECT /EXAMINATION / PAPER X:

Highest Score:
Lowest Score:
Range=
Class width (i) = *
Table 3: Frequency Distributions showing marks in _________

SCORES Tally Mark Frequency

N=

B. SUBJECT/ EXAMINATION/PAPER Y:

Highest Score:
Lowest Score:
Range=
Class width (i) = *
Table 4: Frequency Distributions showing marks in ___________
SCORES Tally Frequency

N=

*[Note: Class width should be so selected that around ten class intervals are obtained]
1.2 GRAPHICAL REPRESENTATION OF DATA THROUGH FREQUENCY POLYGON

To study the shape of the distributions of scores in _________ and ________ the two distributions
have been graphically represented through Frequency Polygons.

Figure 1: Frequency Polygon showing the frequency distribution of scores in ____________

Figure 2: Frequency Polygon showing the frequency distribution of scores in ______________

[Note: Frequency Polygons are to be drawn in graph paper, following 75% rule, appropriately labeled
with scales mentioned in terms of mm/small squares. Frequency distribution showing class boundaries/
midpoints required for drawing frequency polygon may be added. If such tables are added the table No.s
are to be altered accordingly]

1.3 CALCULATION OF MEASURES OF CENTRAL TENDENCY AND STANDARD

DEVIATION

To study the characteristics of the distributions of scores in _________ and ________ on the basis of
Central Tendency and Variability, Mean, Median, Mode and Standard Deviation of the two
distributions have been calculated.

A. CALCULATION OF MEASURES OF CENTRAL TENDENCY AND S.D. FOR _______ :

Table 5: Table for calculation of measures of central tendency and SD for __(X)_______

Subject/ Examination / Paper X

SCORES f x’ fx’ fx’2 Cf

Measures of Central Tendency for (X):

(i) Mean (M) = AM +∑ fx’/N x i where,

N/2 - F Note: Terms

(ii) Median (Mdn) = L + ------------------- x i used in the
fm formulae are
to be defined
(iii) Mode (M o ) = 3 Mdn – 2 M
Standard Deviation:

SD = i ∑ fx’2/N –( ∑ fx’/N)2
 B. CALCULATION OF MEASURES OF CENTRAL TENDENCY AND S.D. FOR ______:

Table 6: Table for calculation of measures of central tendency and SD for (Y)……

Subject/Examination / Paper Y
SCORES f1 x’ f 1 x’ f 1 x’2 Cum f

Measures of Central Tendency for (Y):

(i) Mean =
(ii) Median =
(iii) Mode =

Standard Deviation:

SD =

(Note: Working out of the sums including the formulae and terms used should be shown)

1.4 GRAPHICAL REPRESENTATION OF DATA THROUGH CUMULATIVE FREQUENCY

CURVE AND LOCATION OF MEDIAN AND QUARTILES TO STUDY THE NATURE OF THE
DISTRIBUTION

Table 7: Table for drawing Cumulative frequency graph for (X)

SCORES fx Cf

Figure 3: Cumulative frequency graph for (X)

Graphically determined values for _(X)____:

First Quartile (Q 1 ) =
Third Quartile (Q 3 ) =
Median or Second Quartile (Q 2 ) =
 Table 8 : Table for drawing Cumulative frequency graph for (Y)

SCORES fy Cum f

Figure 4: Cumulative frequency graph for Y

Graphically determined values for _(Y)_______

First Quartile (Q 1 ) =
Third Quartile (Q 3 ) =
Median or Second Quartile (Q 2 ) =

[Note: Cumulative frequency graphs are to be drawn in graph paper, following 75% rule, appropriately
labeled with scales mentioned in terms of mm/small squares.]

2. GRAPHICAL REPRESENTATION OF THE MEASURES OF CENTRAL TENDENCY AND

S.D. THROUGH BAR-CHART FOR COMPARISON OF PERFORMANCE IN _______ AND
___________

Table 9: Table showing the value of Measures of Central Tendency and SD

Of ________ and ___________

Subject/ Exam /Paper X Subject/Exam /Paper Y

Mean
Median
Mode
Standard Deviation

Figure 5: Bar-chart showing the Measures of Central Tendency and SD

of Mathematics and History

[Note: Vertical Multiple Bar graph to be drawn showing the values of two Means, Medians, Modes
and S.D.s with appropriate labels; scale in Y axis to be mentioned in terms of mm/small squares]

3. DETERMINATION OF THE TYPE OF ASSOCIATION BETWEEN THE SCORES

IN___________ AND __________ BY DRAWING SCATTER DIAGRAM

Figure 6: Scatter Diagram showing the Scores in _(X)_____ and __(Y)_________

 Observations:
• Identifying the Modal Class from the frequency distributions: e.g. From the frequency distributions it can be
observed that the modal class for (X)_______ is ___ and that for ____(Y)___ is _____.
• Observation about the shape (symmetrical/ asymmetrical) from the frequency polygons
• Stating the values of Mean, Median and Mode of the two distributions
• Observing whether Mean < Median < Mode or Mean > Median >Mode or Mean=Median=Mode for each of
the distributions (Intra-group comparison)
• Observation regarding the comparative (calculated) values of Mean, Median and Mode of the two
distributions (inter-group comparison)
• Stating the values of SD of the two distributions and comparing the values
• Stating graphically determined values of 1st and 3rd Quartile and Median for the two distributions
• Observation about the comparative values of the measures of central tendency and SD from bar chart/ graph
• Stating the number of points observed in the scatter diagram. Identifying whether or not the scatter diagram
exhibits any diagonal linear pattern, if so the direction of the linear path.

Interpretation
1. Nature and characteristics of the distribution of scores:
A. Distribution for Scores in (X)______:
• Description on the basis of shape of the distribution (from frequency polygon): Students are to
comment on the shape of the distribution (Symmetrical or asymmetrical) and find out where the scores tend to
accumulate ( at the higher/lower end or at the middle) and what it indicates
• Description on the basis of central tendency and variability:
Nature of Central tendency
◦ Mean – average performance
◦ Median – the middle most point of the distribution
◦ Mode – the point of highest concentration

Nature of Variability
Standard Deviation – how much the scores deviate on an average from the mean

• Graphically determined Quartile values – identifying the score below which fall one-fourth (Q 1 ) ,
half (Q 2 ) and three-fourth (Q 3 ) of the distribution

B. Distribution for Scores in (Y)______: [ Same as X]

2. Comparison between the two distributions:

◦ Shape of the distributions – how the shapes of frequency polygons differ or whether they are
identical.
◦ Comparison on the basis of average performance ( the Mean score)
◦ Comparison on the basis of Variability with the help of S.D (identifying the distribution in
which the scores are more scattered )

3. Association between the two sets of data

• Identifying whether the diagonal linear pattern as stated in the observation reflects positive or
negative association/relation
• If no such pattern is observed identifying that as no/zero association
• Describing the relation between the two variables on the basis of the type of association identified