compre reviewers for masters

1. 3. The field of statistics is the science of learning from data. Statistical knowledge helps
you use the proper methods to collect the data, employ the correct analyses, and
effectively present the results. Statistics is a crucial process behind how we make
discoveries in science, make decisions based on data, and make predictions. Statistics
allows you to understand a subject much more deeply.
I cover two main reasons why studying the field of statistics is crucial in modern society.
First, statisticians are guides for learning from data and navigating common problems
that can lead you to incorrect conclusions. Second, given the growing importance of
decisions and opinions based on data, it’s crucial that you can critically assess the
quality of analyses that others present to you.
Personally, I think statistics is an exciting field about the thrill of discovery, learning, and
challenging your assumptions. Statistics facilitates the creation of new knowledge. Bit
by bit, we push back the frontier of what is known.
Statistics Uses Numerical Evidence to Draw Valid Conclusions
Statistics are not just numbers and facts. You know, things like 4 out of 5 dentists prefer
a specific toothpaste or vaccines. Instead, it’s an array of knowledge and procedures
that allow you to learn from data reliably. Statistics allow you to evaluate claims based
on quantitative evidence and help you differentiate between reasonable and dubious
conclusions. That aspect is particularly vital these days because data are so plentiful
along with interpretations presented by people with unknown motivations.
Statisticians offer critical guidance in producing trustworthy analyses and predictions
such as today, the essential role in analysing data of COVID turnout. Along the way,
statisticians can help investigators avoid a wide variety of analytical traps.
When analysts use statistical procedures correctly, they tend to produce accurate
results. In fact, statistical analyses account for uncertainty and error in the results.
Statisticians ensure that all aspects of a study follow the appropriate methods to
produce trustworthy results. These methods include:
Producing reliable data.
Analyzing the data appropriately.
Drawing reasonable conclusions.
4. Quick Steps
1. Click on Analyze -> Descriptive Statistics -> Frequencies
2. Move the variable of interest into the right-hand column
3. Click on the Chart button, select Histograms, and the press the Continue button
4. Click OK to generate a frequency distribution table

2. Descriptive Statistics in SPSS
1. From the start menu, click on the “SPSS menu.”
2. Select “descriptive statistics” from the analysis menu. ...
3. From this window, select the variable for which we want to calculate
the descriptive statistics and drag them into the variable window.
The Bivariate Correlations window opens, where you will specify the variables to be
used in the analysis. All of the variables in your dataset appear in the list on the left
side. To select variables for the analysis, select the variables in the list on the left and
click the blue arrow button to move them to the right, in the Variables field.
A Variables: The variables to be used in the bivariate Pearson Correlation. You must
select at least two continuous variables, but may select more than two. The test will
produce correlation coefficients for each pair of variables in this list.
B Correlation Coefficients: There are multiple types of correlation coefficients. By
default, Pearson is selected. Selecting Pearson will produce the test statistics for a
bivariate Pearson Correlation.
C Test of Significance: Click Two-tailed or One-tailed, depending on your desired
significance test. SPSS uses a two-tailed test by default.
D Flag significant correlations: Checking this option will include asterisks (**) next to
statistically significant correlations in the output. By default, SPSS marks statistical
significance at the alpha = 0.05 and alpha = 0.01 levels, but not at the alpha = 0.001
level (which is treated as alpha = 0.01)
HYPOTHESIS
The null hypothesis (H0) and alternative hypothesis (H1) of the significance test for
correlation can be expressed in the following ways, depending on whether a one-tailed
or two-tailed test is requested:
Two-tailed significance test:

3. H0: ρ = 0 ("the population correlation coefficient is 0; there is no association")
H1: ρ ≠ 0 ("the population correlation coefficient is not 0; a nonzero correlation could
exist")
One-tailed significance test:
H0: ρ = 0 ("the population correlation coefficient is 0; there is no association")
H1: ρ > 0 ("the population correlation coefficient is greater than 0; a positive correlation
could exist")
OR
H1: ρ < 0 ("the population correlation coefficient is less than 0; a negative correlation
could exist")
where ρ is the population correlation coefficient.

4. Issues & Critical Evaluation Regarding the K12
Educational System
Quality of Education
First of which, is the quality of education. In the year 2015, the National Achievement Test (NAT) and the
National Career Assessment Examination (NCAE) results show that there had been a decline in the quality of
Philippine education at the elementary and secondary levels. The students' performance in both the 2015
NAT and NCAE were excessively below the target mean score. Having said this, the poor quality of the
Philippine educational system is manifested in the comparison of completion rates between highly urbanized
city of Metro Manila, which is also happens to be not only the country's capital but the largest metropolitan
area in the Philippines and other places in the country such as Mindanao and Eastern Visayas. Although
Manila is able to boast a primary school completion rate of approximately 100 percent, other areas of the
nation, such as Eastern Visayas and Mindanao, hold primary school completion rate of only 30 percent or
even less. This kind of statistic is no surprise to the education system in the Philippine context, students who
hail from Philippine urban areas have the financial capacity to complete at the very least their primary
school education.
Budget for Education
The second issue that the Philippine educational system faces is the budget for education. Although it has
been mandated by the Philippine Constitution for the government to allocate the highest proportion of its
government to education, the Philippines remains to have one of the lowest budget allocations to education
among ASEAN countries.
Affordability of Education
The third prevalent issue the Philippine educational system continuously encounters is the affordability of
education (or lack thereof). A big disparity in educational achievements is evident across various social
groups. Socioeconomically disadvantaged students otherwise known as students who are members of high
and low-income poverty-stricken families, have immensely higher drop-out rates in the elementary level.
Additionally, most freshmen students at the tertiary level come from relatively well-off families.
Drop-out Rate (Out-of-school youth)
Drop-out rate has controlled but not sure in the long pace as France Castro, secretary of Alliance of
Concerned Teachers (ACT), stated that there is a graved need to address the alarming number of out-of-
school youth in the country. The Philippines overall has 1.4 million children who are out-of-school, according
to UNESCO's data, and is additionally the only ASEAN country that is included in the top 5 countries with the
highest number of out-of-school youth. In 2015, the Department of Education showed data of a 6.38%
drop-out rate in primary school and a 7.82% drop-out rate in secondary school. Castro further stated that
"the increasing number of out-of-school children is being caused by poverty. The price increases in prices of
oil, electricity, rice, water, and other basic commodities are further pushing the poor into dire poverty."
Subsequently, as more families become poorer, the number of students enrolled in public schools increases,
especially in the high school level. In 2016, the Department of Education estimated that there are 38, 503
elementary schools alongside 7,470 high schools.
Mismatch
There is a large mismatch between educational training and actual jobs. This stands to be a major issue at
the tertiary level and it is furthermore the cause of the continuation of a substantial amount of educated yet
unemployed or underemployed people. According to Dean Salvador Belaro Jr., the Cornell-educated
Congressman representing 1-Ang Edukasyon Party-list in the House of Representatives, the number of
educated unemployed reaches around 600,000 per year. He refers to said condition as the "education gap".
Brain Drain
Brain Drain is a persistent problem evident in the educational system of the Philippines due to the modern
phenomenon of globalization, with the number of Overseas Filipino Workers (OFWs) who worked abroad at
any time during the period April to September 2014 was estimated at 2.3 million. This ongoing mass
emigration subsequently inducts an unparalleled brain drain alongside grave economic implications.
Additionally, Philippine society hitherto is footing the bill for the education of millions who successively spend
their more productive years abroad. Thus, the already poor educational system of the Philippines indirectly
subsidizes the opulent economies who host the OFWs.

5. Social Divide
There exists a problematic and distinct social cleavage with regard to educational opportunities in the
country. Most modern societies have encountered an equalizing effect on the subject of education. This
aforementioned divide in the social system has made education become part of the institutional mechanism
that creates a division between the poor and the rich.
Lack of Facilities and Teacher Shortage in Public Schools
There are large-scale shortages of facilities across Philippine public schools - these include classrooms,
teachers, desks and chairs, textbooks, and audio-video materials. According to 2003 Department of
Education
Issues regarding the K-12
There is dispute with regard to the quality of education provided by the system. In the year 2016, the
National Achievement Test (NAT) and the National Career Assessment Examination (NCAE) results show that
there had been a decline in the quality of Philippine education at the elementary and secondary levels. The
students' performance in both the 2016 NAT and NCAE were excessively below the target mean score.
Having said this, the poor quality of the Philippine educational system is manifested in the comparison of
completion rates between highly urbanized city of Metro Manila, which is also happens to be not only the
country's capital but the largest metropolitan area in the Philippines and other places in the country such as
Mindanao and Eastern Visayas. Although Manila is able to boast a primary school completion rate of
approximately 100 percent, other areas of the nation, such as Eastern Visayas and Mindanao, hold primary
school completion rate of only 30 percent or even less. This kind of statistic is no surprise to the education
system in the Philippine context, students who hail from Philippine urban areas have the financial capacity to
complete at the very least their primary school education.
The second issue that the Philippine educational system faces is the budget for education. Although it has
been mandated by the Philippine Constitution for the government to allocate the highest proportion of its
government to education, the Philippines remains to have one of the lowest budget allocations to education
among ASEAN countries. The third prevalent issue the Philippine educational system continuously
encounters is the affordability of education (or lack thereof). A big disparity in educational achievements is
evident across various social groups. Socioeconomically disadvantaged students otherwise known as
students who are members of high and low-income poverty-stricken families, have immensely higher drop-
out rates in the elementary level. Additionally, most freshmen students at the tertiary level come from
relatively well-off families. Lastly, there is a large proportion of mismatch, wherein there exists a massive
proportion of mismatch between training and actual jobs. This stands to be a major issue at the tertiary
level and it is furthermore the cause of the continuation of a substantial amount of educated yet
unemployed or underemployed people.