Paper Dispenser in Every Building

Paper Dispenser
in Every Building in
TUP-T
A PROJECT PROPOSAL: DATA AND ANALYSIS
BY GROUP 6
Introduction
Paper is vital thing for our college life. It might not be an exaggeration to say
that your whole college life is written in a piece of paper.
For sure, some time in your daily college life, you were given a vital activity or
exam, and you noticed that you dont have your gun; you dont have a
paper. Now youll need to excuse yourself to buy some in the Business Center.
The problem is, its a couple of minutes walk from your current position. Now,
you have already lost some of your valuable time which you shouldve spent
doing the activity rather than walking with face full of anxiety.
This project, the Paper Dispenser in Every Building in TUP-T, aims to reduce
the hassle of going to the Business Center every time they need a paper in
the middle of the class. Because not every building is close to the business
center, this project will save the students some time, giving them more time
for their class, thus making them more efficient and more productive.
Research Background
Type of Data: Primary Data By Interview
Sampling Technique Used: Probability Sampling Cluster Sampling
33 students per year, excluding 4th year and Ladderized students.
Total of 99 respondents
The questionnaire we distributed consisted of questions about the frequency of their

use of paper, whether it is convenient to rush down to the business center for papers
or not, and whether the idea of paper dispenser will be a benefit to the students or
not.
We also have a supporting question which was not included in the questionnaire:
*Supporting Question (Not included in the actual questionnaire):
How many Yellow Paper and Bond Paper do you consume weekly?
Data and Analysis

NOMINAL DATA
Data and Analysis Nominal Data
First Year
Second Year
Third Year
Total
How often do you use paper in school?
ALWAYS
25
20
26
71
SOMETIMES
13
28
TOTAL
33
33
33
99
Is it convenient to rush down to the business for paper?
YES
10
11
17
38
NO
19
17
11
47
NEUTRAL
14
TOTAL
33
33
33
99
Will the students of TUP-T benefit in a Paper Dispenser?
YES
29
26
20
75
MAYBE
12
21
NO
TOTAL
33
33
33
99
Data and Analysis

When asked the frequency of their paper consumption, 71 (25 first years, 20
second years, 26 third years) answered ALWAYS (72%), 28 (8 first years, 13
second years, 7 third years) answered SOMETIMES (28%).
How often do you use paper in school?
80
70
60
50
40
30
20
10
0
Always
First Year
Sometimes
Second Year
Third Year
Data and Analysis

With regards to whether they consider going down the business
center for papers as convenient, 38 students (10 first years, 11
second years, 17 third years) said Yes (38%), 47 students
(19 first years, 17 second years, 11 third years) said No
(47%), 14 students (4 first years, 5 second years, 5 third years)
said It, doesntIs matter
(14%).
it convenient to rush
down to the business for paper?
50
45
40
35
30
25
20
15
10
5
0
Yes
No
First Years
Second Years
Neutral
Third Years
Data and Analysis

When we asked them their favor for the idea of a Paper
Dispenser, 75 students (29 first years, 26 second years, 20 third
years) gave a positive response (76%), 21 (4 first years, 5
second years, 12 third years) gave a neutral response (21%),
3 students (0 first years, 2 second years, 1 third year) gave a
the students of TUP-T benefit in a Paper Dispenser?
negative responseWill(3%).
80
70
60
50
40
30
20
10
0
Yes
Maybe
First Year
Second Year
No
Third Year
Data and Analysis

NUMERICAL DATA
Data and Analysis- Numerical

Data
Still having the same number of respondents, we obtained the following
results:
I. First Year
Bond Paper
LIMIT
BOUNDARY
FREQUENCY (No.
of Students)
R.F.
PERCENTAGE
05
0 5.5
11
0.333
33.3%
6 11
5.5 11.5
11
0.333
33.3%
12 17
11.5 17.5
0.060
6%
18 23
17.5 23.5
0.031
3.1%
24 29
23.5 29.5
0.031
3.1%
30 35
29.5 35.5
0.212
21.2%
TOTAL
33
100%

Data
I. First Year
Yellow Paper
LIMIT
BOUNDARY
FREQUENCY (No.
of Students)
R.F.
PERCENTAGE
06
0 6.5
0.242
24.2%
7 13
6.5 13.5
0.242
24.2%
14 20
13.5 20.5
10
0.303
30.3%
20 26
19.5 26.5
0.151
15.1%
27 33
26.5 33.5
0.000
0%
34 40
33.5 40.5
0.061
6.1%
TOTAL
33
100%

Data
I. Second Year
Bond Paper
LIMIT
BOUNDARY
R.F.
PERCENTAGE
0 5.5
FREQUENCY
(No. of
Students)
7
05
0.212
21.2%
6 11
5.5 11.5
17
0.515
51.5%
12 17
11.5 17.5
0.182
18.2%
18 23
17.5 23.5
0%
24 29
23.5 29.5
0%
30 35
29.5 35.5
0.091
9.1%
TOTAL
33
100%

Data
I. Second Year
Yellow Paper
LIMIT
BOUNDARY
FREQUENCY
(No. of
Students)
R.F.
PERCENTAGE
06
0 6.5
0.242
24.2%
7 13
6.5 13.5
11
0.333
33.3%
14 20
13.5 20.5
0.273
27.3%
21 27
20.5 27.5
0.061
6.1%
28 34
27.5 34.5
0.030
3.0%
35 41
34.5 41.5
0.061
6.1%
TOTAL
33
100%

Data
I. Third Year
Bond Paper
LIMIT
BOUNDARY
FREQUENCY
(No. of
Students)
R.F.
PERCENTAGE
02
0 2.5
0.091
9.1%
35
2.5 5.5
0.151
15.1%
68
5.5 8.5
0.273
27.3%
9 11
8.5 11.5
0.182
18.2%
12 14
11.5 14.5
0.182
18.2%
15 17
14.5 17.5
0.121
12.1%
TOTAL
33
100%

Data
I. Third Year
Yellow Paper
LIMIT
BOUNDARY
R.F.
PERCENTAGE
0 1.5
FREQUENCY
(No. Of
Students)
4
01
0.121
12.1%
23
1.5 3.5
0.273
27.3%
45
3.5 5.5
0.151
15.1%
67
5.5 7.5
0.121
12.1%
89
7.5 9.5
0.151
15.1%
10 11
9.5 11.5
0.151
15.1%
12 13
11.5 13.5
0.030
3.0%
TOTAL
33
100%

Data
I. Overall
Bond Paper
LIMIT
BOUNDARY
FREQUENCY (No.
of Students)
R.F.
PERCENTAGE
04
0 4.5
13
0.131
13.1%
59
4.5 9.5
40
0.405
40.5%
10 14
9.5 14.5
24
0.242
24.2%
15 19
14.5 19.5
10
0.101
10.1%
20 24
19.5 24.5
0.020
2.0%
25 29
24.5 29.5
0.000
0%
30 34
29.5 34.5
0.091
9.1%
35 39
34.5 39.5
0.010
1.0%
TOTAL
99
100%

Data
I. Overall
Yellow Paper
LIMIT
BOUNDARY
FREQUENCY (No.
of Students)
R.F.
PERCENTAGE
04
0 4.5
23
0.232
23.2%
59
4.5 9.5
26
0.263
26.3%
10 14
9.5 14.5
19
0.192
19.2%
15 19
14.5 19.5
10
0.101
10.1%
20 24
19.5 24.5
10
0.101
10.1%
25 29
24.5 29.5
0.061
6.1%
30 34
29.5 34.5
0.010
1.0%
35 39
34.5 39.5
0.010
1.0%
40 44
39.5 44.5
0.030
3.0%
TOTAL
99
100%
Mean, Median,
Mode
FIRST YEAR
BOND PAPER
LIMIT
BOUNDARY
Class Midpoint (x)
FREQUENCY (No. of
Students)
f(x)
CF<
05
0 5.5
27.5
11
2.5
11
6 11
5.5 11.5
93.5
11
8.5
22
12 17
11.5 17.5
29
14.5
24
18 23
17.5 23.5
20.5
20.5
25
24 29
23.5 29.5
26.5
26.5
26
30 35
29.5 35.5
32.5
227.5
33
TOTAL
33
424.5
FIRST YEAR
MEAN:
MEDIAN:
MODE:
YELLOW PAPER
LIMIT
BOUNDARY
Class Midpoint (x)
FREQUENCY (No. of
Students)
f(x)
CF<
06
0 6.5
24
7 13
6.5 13.5
10
80
16
14 20
13.5 20.5
17
10
170
26
20 26
19.5 26.5
23
115
31
27 33
26.5 33.5
30
31
34 40
33.5 40.5
37
74
33
TOTAL
33
463
MEAN:
MEDIAN:
MODE:
SECOND YEAR
BOND PAPER
LIMIT
BOUNDARY
Class Midpoint (x)
FREQUENCY (No. of
Students)
f(x)
CF<
05
0 5.5
2.5
17.5
6 11
5.5 11.5
8.5
17
144.5
24
12 17
11.5 17.5
14.5
87
30
18 23
17.5 23.5
20.5
30
24 29
23.5 29.5
26.5
30
30 35
29.5 35.5
32.5
97.5
33
TOTAL
33
346.5
MEAN:
MEDIAN:
MODE:
YELLOW PAPER
LIMIT
BOUNDARY
Class Midpoint (x)
FREQUENCY (No. of
Students)
f(x)
CF<
06
0 6.5
24
7 13
6.5 13.5
10
11
110
19
14 20
13.5 20.5
17
153
28
21 27
20.5 27.5
24
48
30
28 34
27.5 34.5
31
31
31
35 41
34.5 41.5
38
76
33
TOTAL
33
442
MEAN:
MEDIAN:
MODE:
THIRD YEAR
BOND PAPER
LIMIT
BOUNDARY
Class Midpoint (x)
FREQUENCY (No. of
Students)
f(x)
CF<
02
0 2.5
35
2.5 5.5
20
68
5.5 8.5
63
17
9 11
8.5 11.5
10
60
23
12 14
11.5 14.5
13
78
29
15 17
14.5 17.5
16
64
33
TOTAL
33
288
MEAN:
MEDIAN:
MODE:
YELLOW PAPER
LIMIT
BOUNDARY
Class Midpoint (x)
FREQUENCY (No. Of
Students)
f(x)
CF<
01
0 1.5
0.5
23
1.5 3.5
2.5
22.5
13
45
3.5 5.5
4.5
22.5
18
67
5.5 7.5
6.5
26
22
89
7.5 9.5
8.5
42.5
27
10 11
9.5 11.5
10.5
52.5
32
12 13
11.5 13.5
12.5
12.5
33
TOTAL
33
180.5
MEAN:
MEDIAN:
MODE:
OVERALL
BOND PAPER
LIMIT
BOUNDARY
Class Midpoint (x)
FREQUENCY (No. of
Students)
f(x)
CF<
04
0 4.5
13
26
13
59
4.5 9.5
40
280
53
10 14
9.5 14.5
12
24
288
77
15 19
14.5 19.5
17
10
170
87
20 24
19.5 24.5
22
44
89
25 29
24.5 29.5
27
89
30 34
29.5 34.5
32
288
98
35 39
34.5 39.5
37
37
99
TOTAL
99
1133
MEAN:
MEDIAN:
MODE:
YELLOW PAPER
LIMIT
BOUNDARY
Class Midpoint (x)
FREQUENCY (No. of
Students)
f(x)
CF<
04
0 4.5
23
46
23
59
4.5 9.5
26
182
49
10 14
9.5 14.5
12
19
228
68
15 19
14.5 19.5
17
10
170
78
20 24
19.5 24.5
22
10
220
88
25 29
24.5 29.5
27
162
94
30 34
29.5 34.5
32
32
95
35 39
34.5 39.5
37
37
96
40 44
39.5 44.5
42
126
99
TOTAL
99
1203
MEAN:
MEDIAN:
MODE:
Percentile, Decile,
Quartile
FIRST YEAR
BOND
PAPER
PERCENTILE:
DECILE:
QUARTIEL:

YELLOW
PAPER
PERCENTILE:
DECILE:
QUARTIEL:
SECOND YEAR
BOND
PAPER
PERCENTILE:
DECILE:
QUARTIEL:

YELLOW
PAPER
PERCENTILE:
DECILE:
QUARTIEL:
Variance,
Standard
Deviation and Z
Score
INTRODUCTION
The variance is a numerical value used to indicate how
widely individuals in a group vary. If individual observations vary
greatly from the group mean, the variance is big; and vice versa.
It is important to distinguish between the variance of a
population and the variance of a sample. They have different
notation, and they are computed differently. The variance of a
population is denoted by 2; and the variance of a sample, bys2.
Continuation
Standard Deviation (SD) is the measure of spread of the numbers in a
set of data from its mean value. Also called as SD, Standard Deviations
symbol (sigma). This can also be said as a measure of variability or volatility
in the given set of data.
A Z-Score is a statistical measurement of a score's relationship to the
mean in a group of scores. A Z-score of 0 means the score is the same as the
mean. A Z-score can also be positive or negative, indicating whether it is
above or below the mean and by how many standard deviations.
DATA ANALYSIS
Using the data table we made using the Amount of Bond
Paper used by a student in a week and the Amount of Yellow
Paper used by the same student, we created a table showing the
usage of bond paper and yellow paper.
Class
04
59
10 14
12
15 19
17
20 24
22
25 29
27
30 34
32
35 39
37
Total
frequenc
y
13
40
24
10
2
0
9
1
99
BONDPAP
ER
fx
x-x'
(x-x')^2
f(xx')^2
zscore=(x-mean)/sd
-1.12
26
-9.44
89.11
1158.4
3
280
-4.44
19.71
788.4
-.53
288
0.56
0.31
7.44
.7
170
5.56
30.91
309.1
.66
44
10.56
111.51
223.02
1.25
15.56
242.11
1.85
288
20.56
422.71
0
3804.3
9
37
25.56
653.31
653.31
6944.0
9
3.04
1133
2.44
8.29
BOND PAPER (continuation)

MEAN
1133/99
11.44
VARIANCE
6944.09/99-1
70.86
SD
sqrt of variance
8.42
YELLOW PAPER
Class
04
59
10 14
15 19
20 24
25 29
30 34
35 39
40 44
Total
frequency
fx
x-x'
(x-x')^2
f(x-x')^2
zscore=(x-mean)/sd
23
46
-10.15
103.02
2369.46
-1.04
26
182
-5.15
26.52
689.52
-.53
12
19
228
-0.15
0.0225
0.4275
-0.02
17
10
170
4.85
23.52
235.2
0.50
22
10
220
9.85
97.02
970.2
1.01
27
162
14.85
220.52
1323.12
1.53
32
32
19.85
394.02
394.02
2.04
37
37
24.85
617.52
617.52
2.55
42
126
29.85
891.02
2673.06
3.07
99
103.02
9272.528
9.11
1203
YELLOW PAPER (continuation)

MEAN
1203/99
12.15
VARIANCE
9272.528/99-1
94.62
SD
sqrt of variance
9.73
GRAPH
BOND PAPER
3
2.55
2.5
2.04
2
1.53
1.5
1.01
1
0.5
0
04
-0.5
-1
-1.04
-1.5
0.5
59
-0.53
-0.02
10 14
15 19
20 24
25 29
30 34
35 39
GRAPH
YELLOW PAPER
3.5
3
2.5
2
1.5
1
0.5
0
04
-0.5
-1
-1.5
59
10 14 15 19 20 24 25 29 30 34 35 39 40 44
Regression and Correlation
Introduction
Correlation
CORRELATION
Regression
-> measure of linear association between two variables

-> strength of the relationship
->r = -1 (perfectly related in a positive linear sense) to +1
(perfectly related in a negative linear sense)
-> r = 0 (No relationship; independent)
Introduction
Regression
-> analysis involves identifying the relationship between a

dependent variable and one or more independent variables
-> predicting the unknown value of a variable from the
known value of another variable.
In this analysis:
-> two sets of data :

Amount of Bond Paper;
Amount of Yellow Paper
Scatter Diagram
SCATTER DIAGRAM OF YELLOW PAPER VS BOND PAPER IN ALL YEARS
40
35
30
25
20USED PER WEEK

YELLOW PAPER
f(x) = - 0.54x + 16.7
15
10
10
15
BOND PAPER USED

PER WEEK
20
25
30
35
40
Correlation Analysis
Pearsons correlation coefficient formula
Regression Analysis
Bond Paper used per week -> independent variable
Yellow Paper used per week -> dependent variable.
Provided by the trendline in the scatter diagram:
y-intercept is 16.703 (
slope is -0.544 (
)
)
Scatter Diagram
SCATTER DIAGRAM OF YELLOW PAPER VS BOND PAPER IN ALL YEARS
40
35
30
25
20USED PER WEEK

YELLOW PAPER
f(x) = - 0.54x + 16.7
15
10
10
15
BOND PAPER USED

PER WEEK
20
25
30
35
40
Regression Analysis
Then, we can predict the value of Y or the Yellow Paper usage of
a student in a week using the formula:
(measure of explained variation) sum of the squared

differences between the prediction for each observation and the
population mean.
SSR -
Regression Analysis
(measure of unexplained variation ) A least squares
regression selects the line with the lowest total sum of squared
prediction errors.
SSE
Total Variation
Coefficient of Determination (
) - The proportion of total
variation (SST) that is explained by the regression (SSR)
Standard Error - a measure of its variability.
T Test and ANOVA
Introduction
T TEST
Comparing the means of two samples
Compares the actual difference between two means in
relation to the variation in the data.
A one-samplelocation testof whether the mean of a
population has a value specified in anull hypothesis.
t value formula :
ANOVA
a
collection ofstatistical modelsused to analyze the differences

among group means.
Statistical testof whether or not themeansof several groups are
equal.
Useful for comparing three or more means forstatistical
significance.
T-Test Analysis
In this analysis:
We have two sets of data :
Amount of Bond Paper
Our null hypothesis is that most of students in the school use bond
paper than yellow paper in whole year.
We have means ;
@ Bond Paper : 10.84314
@ Yellow Paper: 10.80392
Next we have variance;

@ Bond Paper : 75.63852
@Yellow Paper : 69.72355
We must get thevariance of the difference between the means by using

formula :
The t value by using this formula:
Entering at-tableat 100 degrees of freedom

(100 for n1+ 100 for n2) we find a tabulated t value of 1.660
(p= 0.05) going up to a tabulated value of 1.984(p= 0.025).
Analysis of Variance
Ideally, for this test we would have thesame number of
replicates for each treatment, but this is not essential.
We have two sets of data :
Amount of Bond Paper
But we have 3 groups:
1st years
2nd years
3rd years
@ Bond Paper
We have Analysis of variance:
D = (Grand total)2/total observations

= 1106^2/99
= 12355.91919
Total sum of squares(S of S) =A - D= 7276.080808
Between-treatments S of S=B - D= 327.3808
Residual S of S=A - B= 6949.7
F = Between treatments mean square /Residual mean square

= 163.690404 / 72.3927083
= 2.261145
The tabulated value ofF (p= 0.05)whereuis df of between treatments
mean square (2) andvis df of residual mean square (96) is 3.1
The F do not exceed the value 3.1, it means that there is no significant
difference between years using bond paper.
Data Summary and Conclusion

As weve come across the data that we have gathered with regards to our project, we
have seen that:
A.) Most students use paper always and some of them use paper sometimes.
B.) Most students use yellow paper more often than bond paper.
C.) Most students find it inconvenient to rush down to the business center to buy
paper. More students say that it is convenient to rush down to the business center and
only a few number of students say that it doesnt really matter to them.
D.) Most students say that the idea of a Paper Dispenser in every building is a good
idea. Some said maybe and a few said no.
From those answers, we could prove that paper really is a need in a students everyday
life and that it is a good idea to establish a Paper Dispenser in every building here in
TUP-T.
Data Summary and Conclusion

Now from our Numerical Data, we could infer that the all of the
students from first year to third year that we have interviewed
use yellow paper more than bond paper.
Paper really is a need in a students everyday life.
Yellow papers, bond papers, and all types of paper like graphing
paper, tracing paper, so on and so forth.
weve inferred that it is a good idea to establish a Paper
Dispenser in every building here in TUP-T.
Variance, Standard Deviation & ZScore:

As stated above, we could infer that the all of the students from first year to third year that we
have interviewed use yellow paper more than bond paper. From all the data that we have
gathered, we could prove that paper really is a need in a students everyday life, regardless if
its a bond paper or a yellow paper. Nobody knows when are you going to need a paper. There
may be times wherein you wont use a paper for the entire day, but that happens only once in
a while and the probability is really small. So whatever paper that the students may frequently
need or use, weve inferred that it is a good idea to establish a Paper Dispenser in every
building here in TUP-T.
Conclusion
Correlation Analysis
-> inversely proportional

-> far from -1 = little linear relation
-> we cant expect that a student who uses large amount of Bond
Paper will use the inverse amount of Yellow Paper
Conclusion
Regression Analysis
Coefficient of Determination
-> 32.11%
The small inaccuracy can be explained by the correlation analysis.
Since the two sets of data has low linear correlation, we cant expect
our regression formula to be highly accurate.
T Test Analysis :
We get the value between (p= 0.05) and (p= 0.025)
so that we have 90% to 95% confidence level.
These levels tell us the probability of our null hypothesis
being correct but , but we still have nearly 5% to 10%
chance of being wrong in this hypothesis.
Clearly, that most of the student in the school use bond
paper than yellow paper in whole year.
Analyzing of Variance( ANOVA)

The F do not exceed the value 3.1, it means that there is no
significant difference between years using bond paper.
If you exceed to the tabulated value of F (p=.05) it means that
there is significant difference .
This is the best test for comparing means of 3 or more groups,
to avoid the error inherent in performing multiplet-tests.
End.
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The questionnaire we distributed consisted of questions about the frequency of their

Data and Analysis

Data and Analysis Nominal Data

How often do you use paper in school?

Is it convenient to rush down to the business for paper?

Will the students of TUP-T benefit in a Paper Dispenser?

Data and Analysis

Data and Analysis

Data and Analysis

Data and Analysis

Data and Analysis- Numerical

Data and Analysis- Numerical

Data and Analysis- Numerical

Data and Analysis- Numerical

Data and Analysis- Numerical

Data and Analysis- Numerical

Data and Analysis- Numerical

Data and Analysis- Numerical

Class Midpoint (x)

Class Midpoint (x)

Class Midpoint (x)

Class Midpoint (x)

Class Midpoint (x)

Class Midpoint (x)

Class Midpoint (x)

Class Midpoint (x)

BOND PAPER (continuation)

YELLOW PAPER (continuation)

Regression and Correlation

-> measure of linear association between two variables

-> analysis involves identifying the relationship between a

-> two sets of data :

20USED PER WEEK

f(x) = - 0.54x + 16.7

BOND PAPER USED

20USED PER WEEK

f(x) = - 0.54x + 16.7

BOND PAPER USED

(measure of explained variation) sum of the squared

Standard Error - a measure of its variability.

T Test and ANOVA

collection ofstatistical modelsused to analyze the differences

Next we have variance;

We must get thevariance of the difference between the means by using

The t value by using this formula:

Entering at-tableat 100 degrees of freedom

D = (Grand total)2/total observations

F = Between treatments mean square /Residual mean square

Data Summary and Conclusion

Data Summary and Conclusion

Variance, Standard Deviation & ZScore:

-> inversely proportional

Analyzing of Variance( ANOVA)

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