Statistics 201

1
Introduction to Statistics
Module 1
Introduction
Statistics, as popularly known, refer to numerical observations of

almost any kind or any set of quantitative; as in vital statistics or as used
in the phrase statistics show
The word statistics has basic meaning:

 It refers to actual numbers derived from data, such as the number of
medals won in the Asian games; the number of malnourished children
in a barangay; or the attendance figures for a concert.
 It formally refers to the simple collection, tabulation, and data
summation forming meaningful inferences and conclusions.
 It is a branch of science that deals with the collection, tabulation or
presentation, analysis, and interpretation of numerical or quantitative
data
Two fields of statistics.
Descriptive Statistics- is concerned with gathering, classification and

presentation of data and the collection of values to describe group
characteristics of the given data.
- Utilizes numerical and graphical methods to look for patterns in
the data set.
- The method of collecting and presenting data.
Examples:
Measures of central tendency
Variability
Skewness
Kurtosis
Inferential Statistics- aims to give information about large groups of data

without dealing with each and every element of these groups. It
only uses a small but representative portion of the total set of
data in order to draw conclusions or judgments regarding the
entire set of data.
-draws conclusions like decisions, predictions or generalizations
about the data set
Examples:
Sampling/sampling distribution
Estimation
Testing hypotheses using z-test, t-test, chi-square, F-test,
ANOVA
2
Levels of Measurement
Statistical operations on numerical values depend upon the nature of

such values. Numerical values may be categorized by levels of measurement,
namely, nominal, ordinal, interval, and ration
o Nominal scale
The numbers of symbols are used for the purpose of
categorizing forms into groups. When numerical values or
s symbols are used to classify an object, person or
characteristics to identify groups to which various objects,
persons, and characteristics belong, these values
constitute nominal measurements
Ex: Sex M-Male F Female
o Ordinal level
Is a sort of improvement of nominal level. Data are ranked
from bottom to top or low to high manner.
Ex: Class standing (Excellent, good, Poor)
o Interval scale
This possesses the properties of the nominal and ordinal
levels. The distance between any two numbers on the
scale are known and it does not have a stable starting
point.
o Ratio level
This possesses all the properties of the nominal, ordinal
and interval levels. In addition, this has an absolute zero
point. Data can be classified and placed in proper order
Types of data
Classifications of data may vary. Data may be classified as raw,

grouped, ungrouped, primary and secondary.
o Raw data are in their original form and structure

o Grouped data are placed in tabular form characterized by
class intervals with the corresponding frequency.
o Primary data are measured and gathered by the researcher
that published it.
o Secondary data are republished by another researcher or
agency.
3
Variables and measurement
A variable is characteristic or attribute of persons or objects, which

assumes different values (numerical or labels (quantitative). The process of
assigning the value or label of a particular experiment unit is called
measurement.
Classification of Variables
o Qualitative variable yields categorical or qualitative responses. It

refers to the attributes on characteristics of the samples.
Ex: Civil status (Single, Married, widow, etc)
o Quantitative yield numerical responses representing as amount

or quantity.
Ex: height, weight, number of children
Collection of Data
When you want to know whether several boxes of bulb lights are free
from defects, it would be time consuming to examine all of them piece by
piece.
How can you facilitate the quality test?
You can do this by examining a few samples from each box. This
process is called sampling and the defined set that is sampled is called
population
Difference between Population and sample
Study the following examples. Identify the person involved in each

situation used sample or population.
o When a housewife buys a cavan of rice, she examines only a handful

of rice from the cavan to find out whether it is of good quality or not.
o When a doctor examines a patients blood, he or she extracts only a

few cubic centimeters of blood to find out what causes the patient s
illness.
o When a teacher wants to know the common height of first year

students in the city, he or she gets only a sample of 200 first year
students
4
o When a cook wants to know the taste of the food he or she is

preparing, he or she samples a spoonful of the food.
Population, as used in statistics, refers to a set of people, objects,

measurements or happenings that belong to a defined group
Sample, is any subset of elements drawn by some appropriate method from a

defined population
Sampling
A sample should be representative of the population.
Example: Norma wants to know the common number of children of her

classmates families has. Which of the following samples is a good
representation of the class? Why?
1. a sample consisting of Normas friend
2. a sample consisting of students belonging to rich families
3. a sample consisting of students whose names were drawn from a

box containing all the names of students in Normas class.
This idea leads to the importance of random sampling, a method of

drawing out a sample from a population without a definite plan,
purpose or pattern.
Random sampling is a method by which every element of the population has

chance of being included in a sample. That is, the element compose the
sample are taken without purpose. The more elements in the sample, the
better the chances of getting a true picture of the whole population
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Activity Number 1
TOPIC: POPULATION AND SAMPLE
Name:
___________________________________________________________________________
Determine the sample size of the following:

Populati Margin of Error Sample Size
on (N)
1. 10000 .05
2. 20000 .05
3. 30000 .05
4. 5000 .05
5. 10000 95%
6. 20000 95%
7. 30000 95%
8. 5000 95%
9. 10000 99%
10. 20000 99%
11. 30000 99%
12. 5000 99%
13. 10000 90%
14. 20000 90%
15. 30000 90%
Data Collection and Data Organization

6
Module 2
Sampling Techniques
The manner by which samples are drawn from a population is very

important. There are several methods of doing this.
Consider the situation

A math adviser wants to study the average grade of the
members of the Mathematics Club, composed of 45 students, who excel in
math from four year levels.
Below are the respective grades of students numbered according to

the alphabetical listing of their names. The data are entered in four columns
representing the four year levels.
Grades of Members of the Mathematics Club

I II III IV
Student Student Student Student
x x x x
3 - 90 6 - 90 1 - 90 2 - 85
4 - 85 8 - 92 5 - 85 9 - 90
10 - 92 11 - 86 7 - 92 12 - 90
20 - 85 14 - 88 16 - 85 13 - 88
29 - 92 17 - 85 21 - 92 15 - 90
38 - 92 22 - 85 23 - 92 18 - 86
40 - 85 26 - 95 25 - 85 19 - 87
43 - 88 33 - 90 30 - 88 24 - 87
44 - 93 34 - 85 31 - 93 27 - 88
36 - 89 28 - 91
37 - 89 32 - 88
45 - 86 35 - 89
39 - 89
41 - 90
42 - 89
Let x be the grade of each students.

What is the total grade for each year level?
What is the average grade for each year level?
What is the average grade of the population of 45 students?
Study the techniques used in random sampling.
Illustrative examples
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A. With the given data in the table on page I, consider a sample size of
15. How can you randomly select the 15 from the population?
Follow these simple steps.
a. Write the students number with his or her corresponding grade

in uniform short sized slips of paper.
b. Roll the pieces of paper uniformly and place them in a box.
c. Draw a slip of paper at a time, shaking the box after each draw
until 15 samples are taken
What is the average grade of the 15 sample students drawn?
Compare this sample average with the population average.
Simple Random sampling is a procedure where a sample is selected in such a way that
every element is as likely to be selected as any other element from the population.
To obtain the sample size, Slovens formula may be used as follows
n = N
1 + Ne2
Where:
e = margin of error (can either be from .01
to .05 values consistent with the level of
significance used in testing hypothesis
N = Population size
n = Sample Size
B. With the same data written chronologically as listed below, consider

again a sample size of 15. How can you obtain a random sample using
a more systematic approach?
Student x Student Student x Student x

8
x
13 - 88 124 - 233 - 91 342 - 85
24 - 85 90 244 - 87 354 - 89
31 - 90 134 - 253 - 88 363 - 89
41 - 85 88 262 - 95 373 - 89
53 - 86 142 - 274 - 88 381 - 92
62 - 90 88 284 - 91 394 - 89
73 - 88 154 - 291 - 92 401 - 85
82 - 92 90 303 - 87 414 - 90
94 - 90 163 - 313 - 92 424 - 89
101 - 92 85 324 - 88 431 - 88
112 - 86 172 - 332 - 90 441 - 93
85 453 - 86
184 -
86
194 -
87
201 -
85
213 -
85
222 -
85
Legend: Subscript stands for year level, 13 means student number 1,

third year; 424 means student number 42, fourth year.
The steps are as follows:
1. A student with eyes closed, points to a number in the list. If the

number pointed to is 9, student number 9 becomes a part of the
sample. This is a random start.
2. From student number 9, skip count by 9s repeatedly until all 15
sample students are taken. Numbers which are previously selected
are eliminated in the counting.
Following these steps may result in samples which consist of students

numbered 9, 18, 27, 36, 45, 10, 20, 30, 40, 5, 16, 28, 39, 6 and 19.
What is the average grade of the 15 sample students drawn in this

procedure? Compare this sample average with the population average.
Systematic Random sampling is a procedure with a random start
C. With the data in B, consider again a sample size of 15. How can you
obtain a random after classifying the data into groups?
Follow these steps to learn the actual procedure.

1. Classify the population into groups or strata representing the four
year levels, like the one shown on page 1
9
2. Get a proportional number of samples from each group or strata.

3. One at a time, draw the required number of samples from each group.
What is the average grade of the sample students drawn? Again
compare this sample average with the population average.
Stratified Random sampling is specifically used when the population can naturally be
classified into groups or strata
Activity:
1. A researcher wants to know the average age of teachers in a certain

school. All of the fifty teachers from the primary, intermediate and
secondary levels were interviewed for the purpose. Listed below are the ages
of the teachers.
Ages of Teachers in a Public School

27P 42P 29P 31S 27P
22P 29I 50S 32S 35S
56I 27S 43I 42S 37P
45S 28P 42S 50I 33I
43I 45I 40P 28S 32S
28P 55I 52P 29S 40I
35I 37I 25S 22P 42P
52I 35S 28P 56S 38S
31P 32I 45P 48I 28P
39P 30P 42P 42P 29P
Legend: P Primary I Intermediate S Secondary
What is the average age of all the teachers? Find the average age of a
sample size of 15 using:
a. simple random sampling

b. systematic random sampling
c. stratified random sampling
Frequency distribution
Frequency distributions are usually presented graphically in order to

see the significant features of the form of distribution at a glance.
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When data are collected, one needs to organize them to facilitate

analysis of these data. Organization of data of small size is easier that when
one is dealing with voluminous data (usually N < 30). This is because
important characteristics of data must be properly reflected when they are
in organized form. Usually, data are presented in tabular form, where data
are grouped into different classes and then determining the number of
observations that full in each of the classes. Such arrangement is most
commonly referred to as frequency Distribution.
Consider the following number of years of teaching experience of 48

teachers of Laoang 2 district.
11
28 26 21 15 20
16
32 15 18 19 16
14
25 14 22 21 13
9
12 9 18 15 12
10
9 11 12 9 10
11
6 6 7 8 6
8
7 6 8 8 3
4
3 5 5 0 2
1
Frequency Distribution of the number of years of experience of Teachers

in Laoang 2 District
Experience in Years Tally Frequency
N=
Here are the steps in constructing a frequency distribution table.

12
1. Determine the range. It is the difference between the highest and the
lowest values in the list of data.
In our example, the range is 32. That is, 32 0 = 32
Range = HS LS
= 32 0 = 32
2. Determine the number of classes or class interval desired. The

number of classes (usually from 8 to 16) is selected depending upon
the size of the data and spread of the values over which frequencies
are found.
This step does not entail any computation. All you have to do is
decide on the desired number of steps or classes.
In our example, let us have 11 classes or class intervals
3. Determine the size of the intervals by dividing the range by the desired
number of class intervals and then, rounding the result up. The class
size, denoted by i is the number of integer values included in each
class. The usual class sizes are 2, 3, 5, or 10.
In our example, the class interval is 3
i = range/ size of groupings
= 32/11
= 2.90 0r 3
Note the value of i turned out to be even, it is preferable to

round off the value to the nearest odd integer less than or equal to the
computed value
4. Determine the lower and upper limits of the first class interval. It
should include the smallest value in the list of data. Class marks are
the midpoints of the classes.
In our example, the first class interval includes the values 0, 1,

and 2. 0 is the lower limit while 2 is the upper limit. 1 is the class mark.
5. Determine the lower and upper class limits of the succeeding class
intervals by adding the size of the class interval to the lower and
upper limits of the preceding class interval until the highest class
interval is obtained.
6. Determine the number of observations by tallying each value into each

class interval, thus, finding the class frequencies.
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Activity Number 2
TOPIC: Frequency Distribution Table
Name:
___________________________________________________________________________
Construct frequency distribution table of the following:
The following are scores obtained by a group of 40 students in an

achievement test.
48 46 44 48 43 34 46 45
35 30 37 25 29 43 59 47
42 45 32 38 37 36 41 67
26 31 73 30 25 31 38 52
28 75 30 35 36 36 55 78
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Here is a list of scores of 50 high school seniors in a math test.
52 61 91 41 40 48 22 55 63 34
88 55 62 58 98 51 30 73 57 49
95 40 85 66 87 27 65 48 96 45
45 36 75 71 85 20 92 50 50 57
72 90 77 65 70 33 61 81 72 70
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The following are test scores of 40 students:

38 24 36 29 28 35 34 26
42 22 37 49 32 19 33 9
20 23 23 53 34 24 24 21
28 23 14 43 48 11 46 14
49 29 27 42 18 8 7 50
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Activity Number 3
Name:
___________________________________________________________________________
Construct frequency distribution table of the following:

The following data shows the scores in a mastery test of one of the
classes on Mr. Corachea.
32 63 39 55 87 44 80 46 49 57
53 54 31 74 48 61 71 85 81 80
31 45 79 56 75 46 49 82 50 71
57 51 47 47 61 50 69 35 58 63
83 65 76 59 62 77 73 75 44 52
17
A class was given a 100-item test resulting in the following scores.

46 80 57 59 94 76
48 48 61 65 86 65
64 60 63 68 41 66
76 64 68 67 68 27
78 59 72 71 67 68
54 62 64 72 61 67
39 57 57 75 69 61
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The following data shows the result of a mathematics test administered to

40 students in one of the classes of Mr. Corachea.
34 36 21 28 20 40 22 30
21 30 38 32 24 27 25 33
25 27 30 29 31 28 27 23
33 28 18 33 25 23 27 28
27 15 27 19 36 31 20 31
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Measures of Central Tendency

Module 3
Although a frequency distribution table is certainly useful in providing

a general idea about how the data is distributed between two extreme
values, it is usually desirable to summarize the data even further by
computing a single numerical value. This value is known as measure of
central tendency or location of the center of the population. Measures
of central tendency provide precise, objectively-determined values that can
be easily manipulated, interpreted, and compared with one another. The
most commonly used measures of central tendency are mean, median and
mode.
The Mean
Mean for ungrouped data
The mean (symbolized by x ) is another term for arithmetic average.

For ungrouped data where data is not arranged in a frequency distribution,
it is the sum of all values divided by the total frequency. In symbol:
x = Σx
n
Example:
Find the mean of the following set of scores:
20
88 85 87 83 89 84
Solution:
x = 88 + 85 + 87 + 83 + 89 + 84
6
x = 516/6
x = 86
Mean for grouped data

Data which are arranged in a frequency distribution are called
grouped data. When the number of items is too large, it is best to compute
using the frequency distribution. There are two methods we can use to
compute for the mean from grouped data: the long method and the coded
deviation method.
In the long method, we use the formula:
x = Σfx
N
Where:
x = mean
f = frequency in the class interval
x = midpoint of the class interval
N = total umber of observations
Steps in applying the formula:

 Get the midpoint of each class interval.
 Multiply each midpoint by the corresponding frequency to obtain fx.
 Find the sum of these products.
 Divide this sum by N.
The application of the above formula is illustrated below. Find the mean of
the following frequency:
Class
Interval f X fx
75-79 4 77 308
70-74 8 72 576
65-69 8 67 536
60-64 10 62 620
55-59 9 57 513
50-54 7 52 364
45-49 4 47 188
N= 50 Σfx=3105
21
Applying the formula:
x = Σfx
N
= 3105/50
= 62.10
The calculation of the arithmetic mean may be shortened using the coded
deviation method.
x = AM + (Σfd’) i
N
Where:
f = frequency
AM= assumed mean (any class mark)
d’ = unit coded deviation from the assumed mean
i = size of class interval;
N = total frequencies
Steps in applying the formula:

 Determine the assumed mean ( any class interval)
 Set up the unit deviation (d) column by writing 0 for the assumed mean 1, 2,3 and
-1, -2, -3, on the succeeding class marks, higher and lower than the assumed
mean respectively.
 Multiply the ds by the corresponding class frequencies. The products are under
column fd
 Get the algebraic sum of these products. Find fd.
To illustrate, consider the frequency distribution below:
Class
Interval f x d fd
75-79 4 77 3 12
70-74 8 72 2 16 36
65-69 8 67 1 8
60-64 10 62(AM) 0 0
55-59 9 57 -1 -9
50-54 7 52 -2 -14 -35
45-49 4 47 -3 -12
N= 50 Σfd= 1
22
Applying the formula:

x = AM + (Σfd’) i
N
= 62 + (1/50)5
= 62 + (0.02)5
= 62 + 0.1
= 62.10
Interpretation:
If all scores of 50 students were added and divided by 50, then each
student would get a score equal to 62.10
Properties of the Mean
 For any set of quantitative data, the mean always exists.

 It is unique.
 Mean can be further subjected to further statistical treatments
 Relatively reliable since the means of many samples drawn from the
same population usually do not fluctuate.
 It takes into account every item of a set of data
Activity:
A. Find the mean for each set of data. Round each answer to the nearest
tenth.
1. 24 27 12 18 9 20
2. 51 40 63 32 45 78
3. 33 28 90 87 61 59
B. Given the following frequency distribution, find the mean using the
long method.
Class Interval f X fx
95-99 6
90-94 4
85-89 7
80-84 9
75-79 12
70-74 15
65-67 4
60-64 5
55-59 2
50-54 3
45-49 3
N=
23
C. Given the following frequency distribution, find the mean using the
coded deviation method.
Class Interval f x d fd

173-177 1
168-172 5
163-167 1
158-162 5
153-157 3
148-152 10
143-147 5
138-142 7
133-137 4
128-132 2
123-127 4
118-122 3
N=
F. The following are test scores of 40 students:

38 24 36 29 28 35 34 26
42 22 37 49 32 19 33 9
20 23 23 53 34 24 24 21
28 23 14 43 48 11 46 14
49 29 27 42 18 8 7 50
Using an interval of 5, set up a frequency distribution table

Find the mean scores of the students.
The Median
The median is defined as the value of the middle term in a set of

numbers arranged in an ascending or descending order of magnitude. It
is not affected easily by the values of the variables since it is a measure
which is positional in nature. It is not also affected by extreme values of
the variables.
Computation of the Median for Ungrouped Data
If there is an odd number of an observation, the middle value is the median and if the
number of observations is even, the average of the two middle scores is the median
24
Example
1. What is the median of these scores?
91 87 93 89 94
Solution:
Arranging the scores in sequence, we have:
87 89 91 93 94
The middle score is 91. So the median is 91. In this set, there are 2
numbers above the median and 2 numbers below it.
2. Find the median of the following data:

121 130 128 126 130 121
Solution:
Arranging the scores in sequence, we have:
121 121 126 128 130 130
Since the number of scores is even, the median is the average of the
two middle scores 126 and 128
Therefore: Median = 126 + 128

2
= 127
Computation of the Median for Grouped data
When data are represented in frequency distribution, the median class

interval of the interval containing the median must first be identified.
This is done by finding the cumulative frequencies up to the class
interval which has the F immediately lea than N/2
The median formula is:
n cf
x=L + 2 . i
fm
where;
x = median
L =lower limit of the class containing the median
n/2 =one-half of the total number of cases
cf =cumulative frequency immediately below the median interval
fm =frequency of the class containing the median
i = size of the class interval
Steps in Computing the median
 Set up the less than cumulative frequency column
 Find n/2, one half of the total number of classes
 Get the cf of the class immediately below the median class
 Determine the frequency (fm) of the median class
 Determine the class size
 Apply the formula by substituting the given values
25
To illustrate, consider the frequency distribution
Class
Interval f Cf
75-79 4 50
70-74 8 46
65-69 8 38
60-64 10fm 30
55-59 9 20cf
50-54 7 11
45-49 4 4
N= 50
Given:
n/2 = 50/2 = 25
L = 59.5
i=5
fm = 10
cf = 20
Solution:
n cf
x=L + 2 . i
fm
= 59.5 + (25 -20) 5

10
= 59.5 + (0.5)5
= 59.5 + 2.5
= 62
Interpretation:
50% of 50 or 25 students have scores of 62 above it and the other half below it.
Activity:
A. Given the following frequency distribution, find the median. Interpret the result.
26
Class Interval f cf
173-177 2
168-172 1
163-167 3
158-162 2
153-157 4
148-152 5
143-147 8
138-142 6
133-137 4
128-132 2
123-127 2
118-122 1
N=
B. The following data shows the scores in a mastery test of one of the classes on Mr.
Corachea. Find the median and interpret the result.
32 63 39 55 87 44 80 46 49 57
53 54 31 74 48 61 71 85 81 80
31 45 79 56 75 46 49 82 50 71
57 51 47 47 61 50 69 35 58 63
83 65 76 59 62 77 73 75 44 52
C. A class was given a 100-item test resulting in the following scores.

46 80 57 59 94 76
48 48 61 65 86 65
64 60 63 68 41 66
76 64 68 67 68 27
78 59 72 71 67 68
54 62 64 72 61 67
39 57 57 75 69 61
1. construct a frequency distribution

2. find the median
3. interpret the result
The Mode
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The mode (denoted by x) refers to the scores with the greatest frequency of the score
that occurs most frequently. Consider the following data:
1. 2 6 21 3 8 7
2. 44 48 44 55 68 70
3. 10 10 6 2 4 2
In 1, there is no mode because all frequencies are equal
In 2, the mode is 44 since it is the score that frequently appears. This distribution is said to be
unimodal.
In 3, the modes are 10 and 2. since the distribution has two modes, it is said to be bimodal or
multimodal.
Computation of the Mode for Grouped Data
The mode in a frequency distribution is within the class interval with the highest
frequencies, which is known as the modal class. It is sometimes called the crude mode.
When the set of measurement is tabulated in a frequency distribution, the mode can be
obtained from the formula:
x = L mo + d1 i
d1 + d2
where:
x =mode
L mo = lower limit of the modal class (this is class with the highest
frequency
d1 = difference between the frequency of the interval containing
the mode and the frequency of the next lower class interval
d2 = difference between the frequency of the interval containing
the mode and the frequency of the next higher class interval
i = class interval
To illustrate, consider the distribution below:
Class
Interval F
75-79 4
70-74 8
65-69 8 d2
60-64 10x
55-59 9 d1
50-54 7
45-49 4
N= 50
28
The modal class is the class interval 60-64 since it has the largest frequency.
Given:
Lmo = 59.5
d1 = 10 - 9 = 1
d2 = 10 - 8 = 2
Solution:
x = L mo + d1 i
d1 + d2
= 59.5 + ( 1 ) 5
1 +2
= 59.5 + (1/3)5
= 59.5 + (0.33..)5
= 61.17
Activity:
A. Given the following frequency distribution, find the mode.
Class
Interval f
120-124 3
115-119 2
110-114 4
105-109 3
100-104 12
95-99 14
90-94 9
85-89 4
80-84 3
75-79 1
70-74 4
65-69 1
N= 50
29
B. The following data shows the result of a mathematics test administered to 40 students
in one of the classes of Mr. Corachea.
34 36 21 28 20 40 22 30
21 30 38 32 24 27 25 33
25 27 30 29 31 28 27 23
33 28 18 33 25 23 27 28
27 15 27 19 36 31 20 31
Construct a frequency distribution table and find the mode.
C. The data below shows the scores of 40 students in Math Test. Construct a frequency
distribution and find the mode.
52 73 84 78 76 95 70 73
53 66 93 56 93 84 84 81
69 55 90 87 75 70 49 83
84 73 75 91 71 72 72 87
88 45 73 78 63 79 76 82
Activity Number 4
TOPIC: Measures of Central Tendency
Name:
___________________________________________________________________________
Consider the following data. Find the mean.

1. 18 12 14 23 16 26 17 13 10 19
Answer : ______
2. 14 12 25 15 20 22 28
Answer : ________
3. 21 8 12 15 18 16 15 21 16 15 26 19
Answer : _______
4. 34 36 44 49 37 50 28 45 38 29 27
Answer : ________
5. 1.7 2.1 2.0 1.9 1.7 2.2 2.3 2.9 1.4 1.65 1.8 2.2
2.8 2.5 2.5
30
Answer : ______
Activity Number 5
Name:
___________________________________________________________________________
Consider the following data. Find the median.

1. 18 12 14 23 16 26 17 13 10 19
Answer : ______
2. 14 12 25 15 20 22 28
Answer : ________
3. 21 8 12 15 18 16 15 21 16 15 26 19
Answer : _______
4. 34 36 44 49 37 50 28 45 38 29 27
Answer : ________
5. 1.7 2.1 2.0 1.9 1.7 2.2 2.3 2.9 1.4 1.65 1.8 2.2
2.8 2.5 2.5
Answer : ______
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Activity Number 6
Name:
___________________________________________________________________________
Consider the following data. Find the mode.

1. 18 12 14 23 16 26 17 13 10 19
Answer : ______
2. 14 12 25 15 20 22 28
Answer : ________
3. 21 8 12 15 18 16 15 21 16 15 26 19
Answer : _______
4. 34 36 44 49 37 50 28 45 38 29 27
Answer : ________
5. 1.7 2.1 2.0 1.9 1.7 2.2 2.3 2.9 1.4 1.65 1.8 2.2
2.8 2.5 2.5
Answer : ______
32
Activity Number 7
Name:
___________________________________________________________________________
Consider the following data. Complete the table below using data analysis
(Microsoft Excel)
1. 18 12 14 23 16 26 17 13 10 19
Mean
Standard Error
Median
Mode
Standard Deviation
Sample Variance
Kurtosis
Skewness
Range
Minimum
Maximum
Sum
Count
2. 14 12 25 15 20 22 28
Mean
Standard Error
Median
Mode
33
Standard Deviation
Sample Variance
Kurtosis
Skewness
Range
Minimum
Maximum
Sum
Count
3. 21 8 12 15 18 16 15 21 16 15 26 19
Mean
Standard Error
Median
Mode
Standard Deviation
Sample Variance
Kurtosis
Skewness
Range
Minimum
Maximum
Sum
Count
4. 34 36 44 49 37 50 28 45 38 29 27
Mean
Standard Error
Median
Mode
Standard Deviation
Sample Variance
Kurtosis
Skewness
Range
Minimum
Maximum
Sum
34
Count
5. 1.7 2.1 2.0 1.9 1.7 2.2 2.3 2.9 1.4 1.65 1.8 2.2
2.8 2.5 2.5
Mean
Standard Error
Median
Mode
Standard Deviation
Sample Variance
Kurtosis
Skewness
Range
Minimum
Maximum
Sum
Count
35
Activity Number 8
Name:
___________________________________________________________________________
Find the mean:

f x
67-69 8
64-66 25
61-63 44
58-60 16
55-57 7
N=100
Solution:
36
Table shows the weight of 40 athletes in a college

f x
116-121 2
110-115 4
104-109 5
98-103 11
92-97 10
86-91 7
80-85 1
N=40
Solution:
37
Table shows the costs of computer rentals spend by 160 students per week.
f x
200-219 7
180-199 8
160-179 10
140-159 18
120-139 29
100-119 30
80-99 20
60-79 18
40-59 20
N=160
Solution:
38
The frequency distribution below shows the monthly sales of 200

establishments in Laoang
f x
560-599 4
520-559 8
480-519 10
440-479 26
400-439 35
360-399 45
320-359 30
280-319 19
240-279 12
200-239 11
N=200
Solution:
39
Activity Number 9
Name:
___________________________________________________________________________
Find the median:

f cf
67-69 8
64-66 25
61-63 44
58-60 16
55-57 7
N=100
Solution:
40

f cf
116-121 2
110-115 4
104-109 5
98-103 11
92-97 10
86-91 7
80-85 1
N=40
Solution:
41
f cf
200-219 7
180-199 8
160-179 10
140-159 18
120-139 29
100-119 30
80-99 20
60-79 18
40-59 20
N=160
Solution:
42

f cf
560-599 4
520-559 8
480-519 10
440-479 26
400-439 35
360-399 45
320-359 30
280-319 19
240-279 12
200-239 11
N=200
Solution:
43
Activity Number 10
Name:
___________________________________________________________________________
Find the mode:

f
67-69 8
64-66 25
61-63 44
58-60 16
55-57 7
N=100
Solution:
44
f
116-121 2
110-115 4
104-109 5
98-103 11
92-97 10
86-91 7
80-85 1
N=40
Solution:
45
f
200-219 7
180-199 8
160-179 10
140-159 18
120-139 29
100-119 30
80-99 20
60-79 18
40-59 20
N=160
Solution:
46

f
560-599 4
520-559 8
480-519 10
440-479 26
400-439 35
360-399 45
320-359 30
280-319 19
240-279 12
200-239 11
N=200
Solution:
47
Activity Number 11
Name:
___________________________________________________________________________
Complete the table:

achievement test.
48 46 44 48 43 34 46 45
35 30 37 25 29 43 59 47
42 45 32 38 37 36 41 67
26 31 73 30 25 31 38 52
28 75 30 35 36 36 55 78
Mean
Standard Error
Median
Mode
Standard Deviation
Sample Variance
Kurtosis
Skewness
Range
Minimum
Maximum
Sum
Count
48
52 61 91 41 40 48 22 55 63 34
88 55 62 58 98 51 30 73 57 49
95 40 85 66 87 27 65 48 96 45
45 36 75 71 85 20 92 50 50 57
72 90 77 65 70 33 61 81 72 70
Mean
Standard Error
Median
Mode
Standard Deviation
Sample Variance
Kurtosis
Skewness
Range
Minimum
Maximum
Sum
Count

38 24 36 29 28 35 34 26
42 22 37 49 32 19 33 9
20 23 23 53 34 24 24 21
28 23 14 43 48 11 46 14
49 29 27 42 18 8 7 50
Mean
Standard Error
Median
Mode
Standard Deviation
Sample Variance
Kurtosis
Skewness
Range
Minimum
Maximum
Sum
Count
49
Activity Number 12

Name:
___________________________________________________________________________
Compete the table below:
32 63 39 55 87 44 80 46 49 57
53 54 31 74 48 61 71 85 81 80
31 45 79 56 75 46 49 82 50 71
57 51 47 47 61 50 69 35 58 63
83 65 76 59 62 77 73 75 44 52
Mean
Standard Error
Median
Mode
Standard Deviation
Sample Variance
Kurtosis
Skewness
Range
Minimum
Maximum
Sum
Count
50

46 80 57 59 94 76
48 48 61 65 86 65
64 60 63 68 41 66
76 64 68 67 68 27
78 59 72 71 67 68
54 62 64 72 61 67
39 57 57 75 69 61
Mean
Standard Error
Median
Mode
Standard Deviation
Sample Variance
Kurtosis
Skewness
Range
Minimum
Maximum
Sum
Count

34 36 21 28 20 40 22 30
21 30 38 32 24 27 25 33
25 27 30 29 31 28 27 23
33 28 18 33 25 23 27 28
27 15 27 19 36 31 20 31
Mean
Standard Error
Median
Mode
Standard Deviation
Sample Variance
Kurtosis
Skewness
Range
Minimum
Maximum
Sum
Count
51
Measures of Central Location

Module 4
These are important measures which divide the distribution into parts
or subparts. Percentiles are used into one hundred parts. Deciles divide the
distribution into 10 subparts. Quartiles divide the distribution into four
subgroups. These measures are also important in looking at the position of
an individual in a group. This may be also used in categorizing data. For
instance quartiles for 4 categories, deciles for 10 categories, percentiles for
any desired number of categories.
The Quartiles for Ungrouped data

The following are the formulas for Q1, Q2, and Q3:
Q1 = n/4
Q2 = 2n/4
Q3 = 3n/4
Example:
The following is the list of scores resulting from Mathematics Examination
administered to 40 students:
91 61 46 62 54
62 93 90 99 76
48 83 59 96 66
94 52 51 59 62
89 100 92 70 59
91 73 68 49 54
85 43 78 50 45
99 69 77 42 46
Solution:
Arrange the scores from the lowest to the highest as indicated below.
Scores (X)
42 54 68 90
43 54 69 91
45 59 70 91
46 59 73 92
46 59 76 93
48 61 77 94
48 62 78 96
50 63 83 98
51 62 85 99
Q1 10th 52 Q2 20th 66 Q1 30th 89 100
For Q1 = n/4 Q2 = 2n/4 Q3 = 3n/4

= 40/4 = 2(40)/4 = 3(40)/4
= 10 = 20 = 30
52
The Deciles for Ungrouped data
The formula for deciles
Dk = kn/10
Where:
D = the deciles
K = from 1, 2, 9
n = the sample size
Example
The following is the list of scores resulting from Mathematics examination
administered to 40 students (arranged in an array from lowest to highest).Solve for D3, D5,
and D8:
42 54 68 90
th nd
43 12 54 D3 69 32 91 D8
45 59 70 91
46 59 73 92
46 59 76 93
48 61 77 94
48 62 78 96
50 63 83 98
51 62 85 99
52 20th 66 D5 89 100
Solution:
For D3 For D5 For D8

D3 = 3n/10 D5 = 5n/10 D8 = 8n/10
= 3 (40)/10 = 5 (40)/10 = 8 (40) /10
= 120/10 = 200/10 = 320/10
= 12 = 20 = 32
The Percentile for Ungrouped Data
The formula for percentile is:
Pk = kn/100
Where:
D = the percentile
K = from 1, 2, 99
n = the sample size
53
Example
Below are the scores of 40 students in Mathematics Examination (arranged in an array from
lowest to highest).Solve for P50, P66, and P98:
42 54 68 90
43 54 69 91
45 59 70 91
46 59 73 92
46 59 76 93
48 61 26th 77 P66 94
48 62 78 96
50 63 83 98
51 62 85 38th 99 P98
52 20th 66 P50 89 100
Solution:
For P50 For P66 For P98

= 50n/100 = 66n/100 = 98n/100
= 50 (40)/100 = 66 (40)/100 = 98 (40) /100
= 2000/100 = 2640/100 = 3920/100
= 20 = 26.4 = 39.2
It can be noted that the positions of the score of 66 in the above distribution
are the same when the following measures are computed:
Md = Q2 = D5 = P50
Md = 20th = 66
Q2 = 20th = 66
D5 = 20th = 66
P50 = 20th = 66
So that Md = Q2 = D5 = P50
The Quartiles for Grouped data
Quartiles are score-points which divide the distribution into four equal parts. Twenty-
five percent fall below the first quartile (Q 1). Fifty percent are below the second quartile
(Q2 ) and scoring seventy five percent is less than the 3rd quartile (Q3 ).
The following are the formulas for Q1, Q2, and Q3 under grouped data.
Q1 = L + 1n/4 F i
f
54
Q2 = L + 2n/4 F i
f
Q3 = L + 3n/4 F i
f
Qk = L + kn/4 F i
f
Where:
Q = quartile where k is from 1, 2, and 3
L = lower limit
n = sample size
F = cumulative frequency (less than)
f = frequency where the lower limit is located
i = the interval
Example
Find the first, second and third quartiles of the frequency distribution of the scores of
fifty students in a History class. Divide them into four equal-subgroups.
Scores f F
45-49 2 50
40-44 6 48
Q3 34.5 35-39 11 42
Q2 29.5 30-34 10 31
Q1 24.5 25-29 12 21
20-24 5 9
15-19 4 4
N= 50
Q1 = L + 1n/4 F I
f
= 24.5 + 12.5 9 5
12
= 24.5 + ( 3.5/12 ) 5
55
= 25.95
Q2 = L + 2n/4 F i
f
= 29.5 + 25 21 5
10
= 29.5 + (4 / 10) 5
= 29.5 + 20/10
= 29.5 + 2
= 31.5
Q3 = L + 3n/4 F i
f
= 34.5 + 37.5 31 5
11
= 34.5 + 32.5/11
= 34.5 + 2.95
= 37.45
The Deciles for grouped data
Deciles are used to divide a distribution into ten equal parts. These are denoted by D1 ,
D2 , D5 , D9 . The computation is similar to the Median and Quartiles. The formulas for D 1,
D2, D5, D9.
D1 = L + 1n/10 F i
f
D2 = L + 2n/10 F i
f
D5 = L + 5n/10 F i
f
D5 = L + 9n/10 F i
f
56
Dk = L + kn/10 F i
f
Where:
Dk = deciles where k is from 1, 2, 39
L = lower limit
n = sample size
i = the interval
Example
Find the values of D1, D5, and D9 from the given frequency distribution of the scores
in a History class of fifty students
Scores F F
45-49 2 50
D9 L = 39.5 40-44 6 48
35-39 11 42
D5 L = 29.5 30-34 10 31
25-29 12 21
D1 L = 19.5 20-24 5 9
15-19 4 4
N= 50
D1 = L + 1n/10 F i
f
= 19.5 + 54 5
5
= 19.5 + (1/5) 5
= 19.5 +1
= 20.5
D5 = L + 5n/10 F i
f
= 29.5 + 25 21 5
10
57
= 29.5 + (4/10) 5
= 29.5 + 2
= 31.5
D5 = L + 9n/10 F i
f
= 39.5 + 45-42 5
6
= 39.5 + 2.5
= 42
The Percentile for grouped data
Percentiles are the ninety nine score points which divide a distribution into one
hundred equal parts. For, example, the 2nd percentile (P2 ) separates the lowest 2% from 98%.
The formula for percentile is shown below.
Pk = L + kn/100 F i
f
Where:
Pk = Percentiles where k is from 1, 2, 399
L = lower limit
n = sample size
i = the interval
The formulas for P33 , P66 ,P75 are as follows:
P33 = L + 33n/100 F i
f
P66 = L + 66n/100 F i
f
P75 = L + 75n/100 F i
f
58
Example. Solve for P20 P50 P80 from the frequency distribution of the scores or 50 students in
History
Scores F F
45-49 2 50
P80 L = 34.5 40-44 6 48
P50 L = 29.5 35-39 11 42
P20 L = 24.5 30-34 10 31
25-29 12 21
20-24 5 9
15-19 4 4
N= 50
P20 = L + 20n/100 F i
F
= 24.5 + 10 9 5
12
= 24.5 + 5/12
= 24.5 + .41
= 24. 91
P50 = L + 50n/100 F i
F
= 29.5 + 25 -21 5
10
= 29.5 + 20/10
= 29.5 + 2
= 31.5
P80 = L + 80n/100 F i
f
= 34.5 + 40-31 5 Reference:

11
Broto, Antonio Statistics Made
= 34.5 + 45/11 Simple (Philippines: Melbros
= 34.5 + 4.09 Printing Center, 2003)
= 38.5
59
Activity Number 13
TOPIC: Quartiles
Name:
___________________________________________________________________________
Given the data below: look for Q1 , Q2, and Q3

achievement test.
48 46 44 48 43 34 46 45
35 30 37 25 29 43 59 47
42 45 32 38 37 36 41 67
26 31 73 30 25 31 38 52
28 75 30 35 36 36 55 78
60
52 61 91 41 40 48 22 55 63 34
88 55 62 58 98 51 30 73 57 49
95 40 85 66 87 27 65 48 96 45
45 36 75 71 85 20 92 50 50 57
72 90 77 65 70 33 61 81 72 70

61
38 24 36 29 28 35 34 26
42 22 37 49 32 19 33 9
20 23 23 53 34 24 24 21
28 23 14 43 48 11 46 14
49 29 27 42 18 8 7 50
32 63 39 55 87 44 80 46 49 57
62
53 54 31 74 48 61 71 85 81 80
31 45 79 56 75 46 49 82 50 71
57 51 47 47 61 50 69 35 58 63
83 65 76 59 62 77 73 75 44 52

46 80 57 59 94 76
48 48 61 65 86 65
64 60 63 68 41 66
63
76 64 68 67 68 27
78 59 72 71 67 68
54 62 64 72 61 67
39 57 57 75 69 61

34 36 21 28 20 40 22 30
21 30 38 32 24 27 25 33
64
25 27 30 29 31 28 27 23
33 28 18 33 25 23 27 28
27 15 27 19 36 31 20 31
Activity Number 14
TOPIC: Deciles
Name:
___________________________________________________________________________
65
Given the data below: look for D4 , D5, and D6

achievement test.
48 46 44 48 43 34 46 45
35 30 37 25 29 43 59 47
42 45 32 38 37 36 41 67
26 31 73 30 25 31 38 52
28 75 30 35 36 36 55 78
52 61 91 41 40 48 22 55 63 34
88 55 62 58 98 51 30 73 57 49
95 40 85 66 87 27 65 48 96 45
66
45 36 75 71 85 20 92 50 50 57
72 90 77 65 70 33 61 81 72 70

38 24 36 29 28 35 34 26
42 22 37 49 32 19 33 9
20 23 23 53 34 24 24 21
28 23 14 43 48 11 46 14
49 29 27 42 18 8 7 50
67
32 63 39 55 87 44 80 46 49 57
53 54 31 74 48 61 71 85 81 80
31 45 79 56 75 46 49 82 50 71
57 51 47 47 61 50 69 35 58 63
83 65 76 59 62 77 73 75 44 52
68

46 80 57 59 94 76
48 48 61 65 86 65
64 60 63 68 41 66
76 64 68 67 68 27
78 59 72 71 67 68
54 62 64 72 61 67
69
39 57 57 75 69 61

34 36 21 28 20 40 22 30
21 30 38 32 24 27 25 33
25 27 30 29 31 28 27 23
33 28 18 33 25 23 27 28
27 15 27 19 36 31 20 31
70
Activity Number 15
TOPIC: Percentiles
Name:
___________________________________________________________________________
Given the data below: look for P25 , P50, and P75
achievement test.
48 46 44 48 43 34 46 45
71
35 30 37 25 29 43 59 47
42 45 32 38 37 36 41 67
26 31 73 30 25 31 38 52
28 75 30 35 36 36 55 78
52 61 91 41 40 48 22 55 63 34
88 55 62 58 98 51 30 73 57 49
95 40 85 66 87 27 65 48 96 45
45 36 75 71 85 20 92 50 50 57
72 90 77 65 70 33 61 81 72 70
72

38 24 36 29 28 35 34 26
42 22 37 49 32 19 33 9
20 23 23 53 34 24 24 21
28 23 14 43 48 11 46 14
49 29 27 42 18 8 7 50
73
32 63 39 55 87 44 80 46 49 57
53 54 31 74 48 61 71 85 81 80
31 45 79 56 75 46 49 82 50 71
57 51 47 47 61 50 69 35 58 63
83 65 76 59 62 77 73 75 44 52
74

46 80 57 59 94 76
48 48 61 65 86 65
64 60 63 68 41 66
76 64 68 67 68 27
78 59 72 71 67 68
54 62 64 72 61 67
39 57 57 75 69 61
75

34 36 21 28 20 40 22 30
21 30 38 32 24 27 25 33
25 27 30 29 31 28 27 23
33 28 18 33 25 23 27 28
27 15 27 19 36 31 20 31
76
Activity Number 16
TOPIC: Quartiles
Name:
__________________________________________________________________________
Find Q2:
f cf
67-69 8
64-66 25
61-63 44
58-60 16
55-57 7
77
N=100
Solution:
Table shows the weight of 40 athletes in a college. Find Q3:
f cf
116-121 2
110-115 4
104-109 5
98-103 11
92-97 10
86-91 7
80-85 1
N=40
78
Solution:
Table shows the costs of computer rentals spend by 160 students per week. Find Q1:
f cf
200-219 7
180-199 8
160-179 10
140-159 18
120-139 29
100-119 30
80-99 20
60-79 18
79
40-59 20
N=160
Solution:
Activity Number 17
TOPIC: Deciles
Name:
___________________________________________________________________________
Find D4:
f cf
67-69 8
64-66 25
61-63 44
58-60 16
55-57 7
80
N=100
Solution:
Solution:
Table shows the weight of 40 athletes in a college. Find D5:
f cf
116-121 2
110-115 4
104-109 5
98-103 11
92-97 10
86-91 7
80-85 1
N=40
81
Table shows the costs of computer rentals spend by 160 students per week. Find D7:
f cf
200-219 7
180-199 8
160-179 10
140-159 18
120-139 29
100-119 30
80-99 20
60-79 18
82
40-59 20
N=160
Solution:
Activity Number 18
TOPIC: Percentiles
Name:
___________________________________________________________________________
_
Find P25:
f cf
67-69 8
64-66 25
61-63 44
58-60 16
55-57 7
N=100
83
Solution:
Solution:
Table shows the weight of 40 athletes in a college. Find P50:
f cf
116-121 2
110-115 4
104-109 5
98-103 11
92-97 10
86-91 7
80-85 1
N=40
84
Table shows the costs of computer rentals spend by 160 students per week. Find P75:
f cf
200-219 7
180-199 8
160-179 10
140-159 18
120-139 29
100-119 30
80-99 20
60-79 18
40-59 20
N=160
85
Solution:
Measures of Dispersion/variation
Module 5
The measures of variability or dispersion are quantities that measure

the spread or variability of the observations or measurements in a data set.
Some measures of variability are range, variance, standard deviation, and
coefficient or variation. Measures of variability provide us information on
how the data are scattered and dispersed for one to have adequate
information relative to a set of distribution
Consider the scores of two sets of students

86
Set A 10 11 9 12 11 10 12 11 11 9
10 12 9 11 10 12
Set B 8 10 11 9 11 9 11 12 10 15
8 9 10 13 14 10 9 11
What is the mean of the two sets of scores?
If they have the same mean, where do they differ?
Find the highest and the lowest values in each distribution.
How far is each of these values from the mean o the distribution?
Set A tells us that this group of students whose scores are very near from
each other have almost the same abilities, and therefore would be more
teachable and would progress at the same rate.
Set B consists of very slow and very fast learners. These students are more
difficult to manage as a group because of their diverse abilities.
Range for Ungrouped data

The range is the difference between the highest value and the lowest
value in the given distribution.
The formula: Range = HS LS
Example: The heights in centimeters of the students in a class:

Males: 150 151 151 151 154 154 155 156 158
160 161 166
Females: 144 145 146 146 147 149 150 152
157 153 155 156
Average deviation for Ungrouped Data
The average deviation is a measure of variation that takes into

consideration the deviations of the individual scores from the mean.
The formula:
AD = Σ X–X
where:
AD = average deviation
87
ΣIX–XI = sum of the absolute value of x minus

the mean
n = the sample size
The scores of students in a Math test.
x x Ix – xI
12 7 5
13 7 6
6 7 -1
3 7 -4
9 7 2
1 7 -6
7 7 0
15 7 8
2 7 -5
2 7 -5
Σx = 70 ΣI x – XI 42
Solution:
x = Σx/n
= 70/10
=7
AD = ΣIX–XI
n
= 42/10
= 4.2
The Average Deviation for grouped data

The formula for finding the average deviation for the grouped data in a
frequency distribution is given as:
AD = Σf / m – x/
n
where:
AD = average deviation
Σf / m – x/ = sum of the products of the frequency times
the difference between the midpoint and the mean
n = sample size
Find the average deviation from frequency deviation below.
Scores f m fm /m-x/ f/m-x/

45-49 5
40-44 7
35-39 12
88
30-34 10
25-29 13
20-24 8
15-19 5
------------------------------------------------------------------------------------------
n = 60 Σfm= Σf/m-x/ =
The Standard Deviation

The standard deviation is the measure of the variation of a set of data
in terms of the amounts by which the individual values differ from their
mean.
Standard Deviation of Ungrouped Data

In calculating the standard deviation, the steps to follow are:
1. find the mean
2. determine the deviations d from the mean (x x)
3. square the deviations
4. add all the squared deviations
5. divide the sum b y n
6. take the square root of the result obtained in step 5
The formula:
s = Σd2
n-1
where:
s = standard deviation
Σd2 = sum of squared deviations
n = number of items
Calculate the standard deviation of the given scores in an Algebra quiz: 18,
20, 22, 15, 16, 12, 17, 21, 10, 19.
Standard deviation for Grouped Data
For large quantities, the standard deviation is computed using a

frequency distribution table with columns for the midpoint, the product of
the frequency and midpoint value, the deviation and its square and finally
the product of the frequency and the squared deviation.
The formula:
s = Σfd2
n
89
where:
s = standard deviation
Σfd2 = sum of the product of frequency and
squared deviation
n = number of items
In calculating the standard deviation for grouped data, the steps to follow
are:
1. Prepare the frequency distribution with appropriate class intervals

and write the corresponding frequency.
2. Get the midpoint of each class interval
3. Multiply the frequency and midpoint of each interval to get fx.
4. Add fx of each interval to get Σfx.
5. Compute the mean using x = Σfx/n.
6. Calculate the deviation by subtracting the mean from each
midpoint. Thus, x – x.
7. Square the deviation of each interval to get d2
8. Multiply frequency and d2. Find the sum of each product to get
Σfd2
9. Calculate the standard deviation.
Variance
Variance is sometimes called the mean square and is highly related to

the standard deviation.
For ungrouped data:

Var = Σ (x – x)2
n
where:
x - scores/values
x - mean
n - total number of cases
For grouped data:
Var = Σf (Xm – x)2

N
Where:
Xm - class mark or midpoint
x - mean
n - number of cases
f - class frequencies
90
The Quartile Deviation for Ungrouped Data
The formula for quartile deviation is shown below
Q = Q3 - Q1
2
Where:
Q - Quartile deviation
Q3 - Quartile of 3
Q1 - Quartile of 1
2 - Constant
Example:
Below are the scores of ten students in problem solving. Solve for
Quartile Deviation.
Scores
X
11
8
12
7
5
3
4
15
9
6
Solution: Arrange the data in an array form from lowest to the highest score.
3 8
th th
Q1 2.5 4 4.5 Q3 7.5 9 10
5 11
6 12
7 15
Solve for Q1:

Q1 = n/4
= 10/4
= 2.5 th
91
Solve for Q3:

Q3 = 3n/4
= 3(10)/4
= 30/4
= 7.5th
Q = Q3 - Q1
2
= 10 - 4.5
2
= 5.5/2
= 2.25
The Quartile Deviation for Grouped data

The formula for quartile deviation is shown below.
Q = Q3 - Q1
2
Where:
Q - Quartile deviation
Q3 - Quartile of 3
Q1 - Quartile of 1
2 - Constant
For Example:
Scores f F
45-49 2 50
40-44 6 49
Q3 35-39 11 42
30-34 10 30
Q1 25-29 12 21
20-24 5 9
15-19 4 4
----------------------------------------------------------------------------------------------
n = 50
Q3 = L + 3n/4 F i
F
= 34.5 + 37.5 30 5
11
= 34.5 + 3.40
92
= 37.90
Q1 = L + 1n/4 F i
F
= 24.5 + 12.5 9 5
12
= 24.5 + 1.46
= 25.96
Q = Q3 - Q1
2
= 37.90 25.96 = 11.94/2 = 5.97
2
Activity:
Find the following:

1. standard deviation
2. variance
3. average deviation
4. quartile deviation
5. range
A. The following is a frequency distribution of scores obtained in an

aptitude test of 80 applicants for clerical positions in a large company.
Scores No. of Applicants

90-99 3
80-89 9
70-79 18
60-69 22
B. Given 50-59 15 below are the
scores of 54 40-49 7 students in a
Mathematics 30-39 3 test.
71 20-29 2 41 77 38
68 10-19 1 34 64 39
55 41 50
31 51 33 46 36 42 40 46 45 51 58
72 43 74 44 66 47 63 53 61 48 48
45 56 59 40 50 52 35 46 47 50 46
55 50 49 63 56 50 70 57 42 60
C. The following scores obtained by a group of 40 students in an

achievement test in Mathematics.
93
48 46 44 48 43 34 46 25
35 30 37 25 29 43 59 57
42 45 32 38 37 36 41 77
26 31 73 30 25 31 38 32
28 75 30 35 36 36 55 48
Ix- I
x
Activity Number 19 85
75
TOPIC: Average Deviation
89
Name: 95
___________________________________________________________________________
69
86
Compute for the average deviation:
75
94
88
x I x - I 82
15
12
94
18
20
15
24
14
x Ix- I x Ix- I
25 12
25 15
14 18
26 19
35 30
25 25
50 24
41 19
24 28
29 31
95
Activity Number 20
TOPIC: Standard Deviation
Name:
___________________________________________________________________________
Compute for the standard deviation:
x- d2
x (d)
85
75
89
95
69
86
75
94
88
82
x - d2
x (d)
15
12
18
20
15
24
14
x- d2 x- d2
x (d) x (d)
25 12
25 15
14 18
26 19
35 30
25 25
50 24
41 19
24 28
29 31
x x- (x - )2
Activity Number 21 85
75
TOPIC: Variance 89
95
Name:
69
___________________________________________________________________________
86
75
94
Compute for the variance:
88
82
x x- (x - )2
15
12
18
20
15
24
14
x x- (x - )2 x x- (x - )2
25 12
25 15
14 18
26 19
35 30
25 25
50 24
41 19
24 28
29 31
Activity Number 22
x
TOPIC: Quartile Deviation 85
75
Name: 89
___________________________________________________________________________
95
69
Compute for the quartile deviation:
86
75
94
88
82
x
15
12
18
20
15
24
14
x x
25 12
25 15
14 18
26 19
35 30
25 25
50 24
41 19
24 28
29 31
Activity Number 23
TOPIC: Average Deviation
Name:
___________________________________________________________________________
f x fx Ix - I f Ix - I
70-78 3
61-69 1
52-60 3
43-51 10
34-42 12
25-33 11
N=
97-107 1
86-96 7
75-85 5
64-74 9
53-63 9
42-52 9
31-41 6
20-30 4
N=
87-93 1
80-86 6
73-79 7
66-72 3
59-65 7
52-58 8
45-51 11
38-44 3
31-37 4
N=
93-103 1
82-92 1
71-81 8
60-70 20
49-59 6
38-48 5
27-37 1
N=
Activity Number 24
TOPIC: Standard Deviation
Name:
__________________________________________________________________________
f x fx Ix - I d2 fd2
(d)
70-78 3
61-69 1
52-60 3
43-51 10
34-42 12
25-33 11
N= Efd2
(d)
97-107 1
86-96 7
75-85 5
64-74 9
53-63 9
42-52 9
31-41 6
20-30 4
N= Efd2
(d)
87-93 1
80-86 6
73-79 7
66-72 3
59-65 7
52-58 8
45-51 11
38-44 3
31-37 4
N= Efd2
(d)
93-103 1
82-92 1
71-81 8
60-70 20
49-59 6
38-48 5
27-37 1
N= Efd2
Activity Number 25
TOPIC: Variance
Name:
___________________________________________________________________________
f x fx (x - ) (x - )2 f(x - )2
70-78 3
61-69 1
52-60 3
43-51 10
34-42 12
25-33 11
N= Ef(x - )2
f x fx (x - ) (x - )2 f(x - )2
97-107 1
86-96 7
75-85 5
64-74 9
53-63 9
42-52 9
31-41 6
20-30 4
N= Ef(x - )2
f x fx (x - ) (x - )2 f(x - )2
87-93 1
80-86 6
73-79 7
66-72 3
59-65 7
52-58 8
45-51 11
38-44 3
31-37 4
N= Ef(x - )2
f x fx (x - ) (x - )2 f(x - )2
93-103 1
82-92 1
71-81 8
60-70 20
49-59 6
38-48 5
27-37 1
N= Ef(x - )2
Activity Number 26
TOPIC: Quartile Deviation
Name:
___________________________________________________________________________
f F
70-78 3
61-69 1
52-60 3
43-51 10
34-42 12
25-33 11
N=
f F
97-107 1
86-96 7
75-85 5
64-74 9
53-63 9
42-52 9
31-41 6
20-30 4
N=
f F
87-93 1
80-86 6
73-79 7
66-72 3
59-65 7
52-58 8
45-51 11
38-44 3
31-37 4
N=
f F
93-103 1
82-92 1
71-81 8
60-70 20
49-59 6
38-48 5
27-37 1
N=
Elements of Hypothesis Testing and Measures of Correlation
Module 6
What is a hypothesis?
A hypothesis is basically a statement about the target population. This

is formulated as a result of years of observation and researches. New
researches may result from ones desire to determine whether or not a
researchers hypothesis is supported when sample data are subjected to
rigorous scientific and statistical methods.
There are two forms of a hypothesis, namely, the null hypothesis and
the alternative hypothesis. The null hypothesis, H o, is the hypothesis to be
tested and it represents what the investigation doubts to be true. On the
other hand, the alternative hypothesis, H1, is the operational statement of
the theory that the experimenter or researcher believes to be true and
wishes to prove.
Moreover, the alternative hypothesis is a statement that contradicts or

disagrees with the null hypothesis. If the null hypothesis is rejected as a
result of sample evidence, then the alternative hypothesis is the conclusion.
If there is no sufficient evidence to reject the null hypothesis, it is retained,
but, not accepted. In this case, the null hypothesis is not necessarily true,
but it just cannot be rejected from the current evidence from the sample
data.
Measures of Correlation
The most meaningful research is that which seeks to find and to verify
relationships between and among variables. In correlational studies,
researchers determine if a relationship exists between two (or more)
quantitative variables, such as score and age or reading comprehension and
word-problem solving skill in mathematics. Such relationships are often
times used in prediction, to imply causation. Although causal relationship
cannot be proven through correlational researches, researchers hope
eventually to make causal statements as an outgrowth of their work.
The measures of correlation are conventionally assigned values of

-1.0 to + 1.0. A value to -1.0 denotes a perfect negative correlation while a
value of +1.0 denotes a perfect positive correlation. A zero value means no
relation at all. To interpret the obtained values for correlation coefficient, the
following table may be used (Calmorin)
Value Interpretation
0.00 to + 0.20 Negligible correlation
+ 0.21 to + 0.40 Low or slight correlation
+ 0.41 to + 0.70 Marked/Moderate correlation
+ 0.71 to + 0.90 High correlation
+ 0.91 to + 0.99 Very High correlation
+ 1.00 Perfect correlation
The Pearson product- moment correlation coefficient
The degree of association or closeness of relationship between two

variables is measures by a correlation coefficient, denoted by r. It is
sometimes called Pearsons correlation coefficient after its originator and is a
measure of linear association.
The formula:
rxy = n (Σxy) - (Σx) (Σy) .
n ( Σx2 ) - ( Σx )2 n ( Σy2) - (Σy )2
Determine the correlation of this data
A group of graduating Agricultural Engineering students designed,

constructed. and tested a manually operated crop-grading machine as their
thesis. Using potato as a sample crop in the testing, the following data on
capacity and efficiency of the machine were gathered for ten trials and are
presented below.
Capacity and Efficiency of a Crop-Grading Machine
Trial Capacity Efficiency

1 3.52 83.33
2 4.15 76.67
3 3.84 93.33
4 3.93 80.00
5 4.25 70.00
6 3.16 90.00
7 3.17 86.67
8 4.76 73.33
9 3.12 83.33
10 3.78 80.00
In the same study, the researchers wanted to determine if there was a
relationship between the speed of the grading machine and the capacity.
The data gathered are presented below.
Speed Capacity
20.45 3.52
30.86 4.15
14.40 3.84
22.50 3.93
29.14 4.25
12.45 3.16
16.25 3.17
38.00 4.76
17.49 3.12
24.00 3.78
Spearman Rho
There are instances that it is more convenient to express the date in

ordinal form. This case calls for another correlation formula known as the
Spearman Correlation Coefficient. This statistic is a measure of association
between two variables that are in ordinal scale.
The formula:
n
6 Σd 2
Ρ = 1- i=1 .
n ( n2 - 1)
where:
ρ = Spearman correlation coefficient
d = difference in ranks of each of the
given pairs of ranks
n = number of pairs of measurements
Example:
Seven aspirants of the Outstanding Freshman Student were ranked
according to their grade point average and performance in interview. The
data were tabulated and ranked, where the highest rank is 1 and the lowest
is 7.
Ranking of Outstanding Freshman Student Contenders
Students GPA(x) Interview(y)

1 5 4
2 2 1
3 6 7
4 1 3
5 3 2
6 7 5
7 4 6
Consider the data presented below. Compute the correlation coefficient and
test its significance at .o5 level
X 6 11 9 14 5 3
Y 5 2 3 1 7 11
The t-test
The t-test is used to compare two means, the means of two

independent samples or two independent groups and the means of
correlated samples before and after the treatment. Ideally the t-test is used
when there are less than 30 samples, but some researchers use the t-test
even if there are more than 30 samples.
The formula:
t = x1 - x2
SS1 + SS 1 + 1
n1 + n2 - 2 n1 n2
where:
t = t-test
x1 = mean of group 1
x2 = mean of group 2
SS1 = sum of squares of group 1
SS2 = sum of squares of group 2
n1 = number of observation in group 1
n2 = number of observation in group 2
for SS1
2
SS1 = Σx1 - (Σx1 )2
n1
for SS2
2
SS2 = Σx2 - (Σx2 )2
n2
The t-test for correlated samples
The t-test for correlated samples is used when comparing the means
before and after the treatment. It is also used to compare the mean of the
pretest and the posttest.
The formula:
t = D .
ΣD2 - ( ΣD ) 2
n .
n(n - 1)
where:
D = the mean difference between the pretest and

the posttest
ΣD2 = the sum of squares of the difference between
the pretest and the posttest.
ΣD = the summation of the difference between the
pretest and the posttest
n = the sample size
QUESTIONNAIRE
TEACHERS’ AND STUDENTS’ PERSPECTIVES ON GOOD MATHEMATICS

TEACHING IN THE PUBLIC AND PRIVATE TEACHER EDUCATION
INSTITUTIONS IN REGION VIII
Part I. Important Attributes of Good Mathematics Teaching in the Perspective

of the Respondents
Directions: Listed below are the important attributes of good mathematics teaching.
Please rate the following statements using the scales below.
Scale Value Interpretation

5 (Very Much Important)
4 (Very Important)
3 (Important)
2 (Somewhat Important)
1 (Not Important)
Attributes 5 4 3 2 1
a. Mathematics Competence
1. Has mastery of the subject
2. Selects higher level tasks and examples
3. Shows different ways of solving problems
4. Provides mathematical tasks that engage students in critical
thinking
5. Poses tasks that promote communication about mathematics.
6. Others please specify ____________________________
b. Communication Skills
1. Encourages mathematical discourse
2. Provokes logical and reasoning
3. Poses questions and tasks that elicit, engage, and
challenge each student's thinking
4. Listens carefully to students' ideas; asking students to clarify and
justify their ideas orally and in writing
5. Gives answers when students have questions
6. Others please specify ____________________________
c. Teacher s Personality
1. Has self-confidence in teaching mathematics
2. Engages and motivates students
3. Shares their broad knowledge and love of the subject in a way
that inspired students
4. Accommodates students when they need further help to
understand work
5. Shows patience to ensure that student will understand the lesson
6. Others please specify_____________________________
d. Learning Environment
1. Creates a learning environment that fosters the development of
each students mathematical power
2. Fosters a good classroom management including discipline
management and student participation
3. Encourages students to be in proper mind-set and proper
behavior before they can begin the learning
4. Uses the physical space and materials in ways that
facilitate students' learning of mathematics
5. Provides an atmosphere of respect and value for students ideas
and ways of thinking
e. Instructional Materials
1. Demonstrates effective and appropriate use of technology
2. Uses a variety of tools to solve problems
3. Uses current technology to enhance students learning
4. Select learning tools and representation to provide support for
student thinking
5. Uses multiple forms of representation including concrete models,
pictures, diagrams, tables, and graphs
f. Analysis of teaching and learning
1. Has knowledge on how students learn mathematics in
classrooms
2. Uses student-centered approach where students create
knowledge
3. Uses visualization to illustrate difficult mathematical concepts
4. Uses flexible and adaptive mode of instruction
5. Provides mathematics experiences that takes students prior
knowledge into consideration
g. Pre-service education preparation
1. Has prepared the teachers well for mathematics teaching
2. Has acquired knowledge about students and uses that in
classroom teaching
3. Has adapted teaching roles to support learning goals
4. Has provided necessary skills needed in teaching mathematics
5. Has developed proper attitudes and self-confidence towards
teaching
h. Assessment skills
1. Uses appropriate assessment to gauge students understanding
2. Uses a range of assessment practices to support student
learning
3. Uses evidence of student thinking to assess progress towards
mathematical understanding
4. Provides sufficient practice tasks for preparation towards
examination
5. Monitors students progress, such as their homework, tests and
examinations, and gives attention to the needs and abilities of the
students
i. Pedagogical Strategy
1. Places mathematics in a real world context.
2. Models correct usage of mathematical terms and definitions
3. Emphasizes mathematical concept rather than procedures
4. Finds ways to make mathematics comprehensive for students
5. Responds to what students find interesting or challenging
j. Collaboration skills
1. Collaborates productively with colleagues to devise good lessons
2. Provides students with opportunities to work independently and
collaboratively
3. Shares experiences, ideas, strategies with colleagues to improve
teaching
4. Provides interaction between teacher and students to improve
motivation and involvement
5. Involves pairing students together to learn or practice
mathematical tasks.
ANOVA for one-way classification
To test the equality of several means, researchers utilize a procedure

known as the analysis of variance. One-factor analysis of variance is a
procedure that uses a set of calculations on several variances to test the
hypothesis that several populations have the same mean. The application of
ANOVA requires three basic assumptions.
These are the following:
1. The various groups of measurements are assumed to be obtained from

a population with normal distribution.
2. Each group is randomly selected and independent of all other groups.
3. The variables from each group come from distributions with
approximately the same standard deviation.
The solution and formulas for the one-way analysis of variance re as follows:
Step 1 Determine the Hull hypothesis

Step 2 Find the SSTOT (Sum of Squares Total)
Step 3 Find the SSBET (Sum of Squares Between)
Step 4 Find the SSW (Sum of Squares Within)
Step 5 Find the Variance Estimates (Mean Squares)
Degreed of Freedom:
1. d.f. BET = k1

2. d.f. W = NK
K is the number of groups and N is the total sample size.
MSBET = SSBET = SSBET

d.f. BET K-1
MSW = SSW = SSW

d.f. W K-1
Step 6 Find the F ratio and complete the ANOVA test
F = MSBET
MSW
Example
Three brands of milk were tried and compared on a sample of three
groups of 9 children to find out if they increase the weight of the subjects.
The data is reflected in the following table in terms of weight gain in pounds.
Weight Gains Among Children Using Three Milk Brands

Respondents No. Brand A Brand B Brand C
1 4.4 3.1 2.9
2 4.0 2.9 2.7
3 3.5 3.7 3.1
4 5.2 3.8 3.5
5 4.7 4.1 3.4
6 2.6 3.0 3.4
7 4.2 3.9 2.8
8 3.7 3.2 3.5
9 3.5 3.0 3.3
Determine if there is no significant difference in the average weights in

among the three groups of children using the 3 brands of milk at .05 level
Step 1 (Null Hypothesis)
There is no significant difference in the average weights in among the

three groups of children using the 3 brands of milk.
Computation
Weight Gains Among Children Using Three Milk Brands
Respondents No. A B C A2 B2 C2
1 4.4 3.1 2.9
2 4.0 2.9 2.7
3 3.5 3.7 3.1
4 5.2 3.8 3.5
5 4.7 4.1 3.4
6 2.6 3.0 3.4
7 4.2 3.9 2.8
8 3.7 3.2 3.5
9 3.5 3.0 3.3
n=9 ΣA =_________ ΣB =_________ ΣC =_________

ΣA2 =_________ ΣB2 =_________ ΣC2 =_________
N = n1 + n2 + n3
Σx = ΣA + ΣB + ΣC
Σx2 = ΣA2 + ΣB2 + ΣC2
Computation of the different sums of squares:
Step 2 SSTOT = Σx2 - (Σx) 2

N
Step 3 SSBET = ΣA + ΣB + ΣC - (Σx) 2

n n n N
Step 4 SSW = SSTOT - SSBET

Step 5 MSBET = SSBET
d. f. BET
MSW = SSW
d. f. W
F = MSBET
MSW
SUMMARY TABLE FOR THE ONE-FACTOR ANOVA OF THE MEAN-WEIGHT

GAIN OF THE THREE SAMPLE GROUPS
Sources Sum of Degrees Mean Computed Tabular Decision Interpretation
Variation Squares of Squares F
Freedom
Between
Column
Within
Column
Goodness of Fit Test
The goodness-of-fit test is a one-sample test. It is used to compare the

observed or actual frequencies with the expected of theoretical frequencies.
This test statistics determines whether the observation or observed data are
following a certain distribution or not. In other words, this is used to test if
the observed frequencies are equal to the expected frequencies. As we have
already seen, results of obtained chi-square- values in samples do not
always agree exactly with theoretical results expected according to rules of
probability. The formula is:
x2 = (O E)2
E
Where:
O - Observed frequency
Example: E - Expected frequency
In 200 tosses of a coin, 115 heads and 85 tails were observed. Test
the hypothesis that the coin is fair using a .05 level of significance.
Step 1 Hypothesis
O = E
Step 2 Level of Significance
 = .05
Step 3 Reject the null hypothesis if the computed value is greater that
the critical value.
Step 4 Goodness of fit x2 test
x2 = (O – E)2
E
Df = k – 1
Worksheet Computation
O E (O –E)2 (O – E)2 / E
115 100 225 2.25
85 100 225 2.25
200 200 450 4.50
Step 5 The computed value of 4.50 is greater than the critical value of
3.84, we reject the null hypothesis, thus a significant difference
exists.
Step 6 The coin is not fair at .05 level of significance
Chi-square Test of Independence
The chi-square test of independence is used to analyze two variables

with different categories. It is used to determine whether the two variables
are independent or not related. When the researcher will look into whether
gender is dependent or not on the choice of profession, attitudes of the
students toward the teacher and level of academic performance, research
skills and research attitudes, etc., the variables considered shall be
categorized in a nominal form to determine their respective frequencies
before the computations shall be made.
The formula:
x2 = (fo fe)2
fe
Where:
x2 - Chi-square
fo - Observed frequency
fe - Expected frequency
Example No.1
Research Skills and Highest Educational Attainment
Variable 1 Variable 2
Research Highest Educational Attainment
Skills Bachelors Masters Doctorate Total
Very Skillful 15 9 8 32
Moderately 10 7 6 23
Skillful
Not skillful 5 6 6 17
Total 30 22 20 72
Example 2:
Religious Involvement and Cultural Practices
Religious Variable 2
Involvement Cultural Practices
Always Sometimes Not Total
Catholic 112 120 29 261
Non- 131 101 90 322
Catholics
None at all 16 25 13 54
Total 259 246 132 637
Activity Number 27
TOPIC: Pearson Product Moment Correlation Coefficient
Name:
___________________________________________________________________________
Compute r for the following data:
Prof. Henry Joel conducted a test to his 10 students in Elementary Statistics class twice after
one-day interval. The test given after one day is exactly the same test given the first time.
Scores were gathered in the first test (FT) and second test (ST).
Student FT ST
1 36 38
2 26 34
3 38 38
4 15 27
5 17 25
6 28 26
7 32 35
8 35 36
9 12 19
10 35 38
Prof. Vinci Glenn conducted a test to his students in his Biology class two times after one-
week-interval. Show the complete solution. Interpret the result.
Student FT ST
1 12 20
2 20 22
3 19 23
4 17 20
5 25 25
6 22 20
7 15 19
8 16 18
9 23 25
10 21 24
Prof. Gene James conducted a test to his 15 students in Physics class twice with one-day
interval. The test given after one week is exactly the same test during the first time it was
conducted. Scores below were gathered in the first test (FT) and second test (ST
Student FT ST
1 25 34
2 33 25
3 35 29
4 40 37
5 19 25
6 18 23
7 35 32
8 33 36
9 16 25
10 25 30
11 32 30
12 24 22
13 19 35
14 26 20
15 38 29
Solve for the correlation of parallel forms in 70-item Mathematics Achievement Test.
Student X Y
1 68 67
2 69 68
3 66 66
4 65 64
5 70 69
6 55 53
7 50 51
8 48 50
9 40 40
10 52 51
11 60 59
12 42 40
13 50 49
14 45 44
15 40 41
16 38 38
17 35 34
18 63 63
19 47 48
20 42 43
Activity Number 28
TOPIC: Spearman Rho
Name:
___________________________________________________________________________
Test the relationship between variables using spearman rho.

Prof. Henry Joel conducted a test to his 10 students in Elementary Statistics class twice after
one-day interval. The test given after one day is exactly the same test given the first time.
Scores were gathered in the first test (FT) and second test (ST).
Student FT ST
1 36 38
2 26 34
3 38 38
4 15 27
5 17 25
6 28 26
7 32 35
8 35 36
9 12 19
10 35 38
Prof. Vinci Glenn conducted a test to his students in his Biology class two times after one-
week-interval. Show the complete solution. Interpret the result.
Student FT ST
1 12 20
2 20 22
3 19 23
4 17 20
5 25 25
6 22 20
7 15 19
8 16 18
9 23 25
10 21 24
Prof. Gene James conducted a test to his 15 students in Physics class twice with one-day
interval. The test given after one week is exactly the same test during the first time it was
conducted. Scores below were gathered in the first test (FT) and second test (ST)
Student FT ST
1 25 34
2 33 25
3 35 29
4 40 37
5 19 25
6 18 23
7 35 32
8 33 36
9 16 25
10 25 30
11 32 30
12 24 22
13 19 35
14 26 20
15 38 29
Solve for the correlation of parallel forms in 70-item Mathematics Achievement Test.
Student X Y
1 68 67
2 69 68
3 66 66
4 65 64
5 70 69
6 55 53
7 50 51
8 48 50
9 40 40
10 52 51
11 60 59
12 42 40
13 50 49
14 45 44
15 40 41
16 38 38
17 35 34
18 63 63
19 47 48
20 42 43
Activity Number 29
TOPIC: Test of Goodness of Fit
Name:
___________________________________________________________________________
1. YMC clothing wants to know whether customers prefer any color over other colors in shirts.
She Selects a random sample of 200 shirts sold and notes the colors. At α = 0.05, is there a
color preference for the shirts?
Color Red Blue Black White Orange Green

No. Sold 40 25 15 80 22 18
Color Red Blue Black White Orange Green

Observed 40 25 15 80 22 18
Expected
2. TMC Foods wishes to see whether there is any preferences in the flavors of corn chips that is
sold at SM Batangas. A random sample of sales is selected, and the data are shown here. At
α = 0.05, are the flavors selected with equal frequency?
Flavor Plain Barbecue Butter Cheese
No. Sold 32 24 40 76
Flavor Plain Barbecue Butter Cheese
Observed 32 24 40 76
Expected
3. TMC Computers believes that 50% of its customers purchase PC computers, 25% purchase
printers and 25% purchase scanners. A sample of purchases show the following distribution.
At α = 0.05, is its assumption correct?
Hardware PC Printers Scanners

Computers
No. 44 25 19
Purchases
Hardware PC Printers Scanners

Computers
Observed 44 25 19
Expected
4. TMC Finances reported that 32% of loans granted by banks were for home mortgages, 28%
for car purchase, 20% for credit cards, 12% for real state and 8% for miscellaneous needs. A
random sample of 100 loans shows the following:
Loan Home Car Credit Real State Miscellaneous
mortgage Purchase Card
No. of 44 25 19 8 4
Loans
At α = 0.05, is the distribution the same as reported?
Loan Home Car Credit Real State Miscellaneous

mortgage Purchase Card
Observed 44 25 19 8 4
Expected
Activity Number 30
TOPIC: Chi-square
Name:
___________________________________________________________________________
1. TMC Research conduct a survey of drivers to determine if there is any difference in their
choice of brand bases on their gender. These are the results:
Honda Toyota Hundai
Men 80 90 50
Women 40 60 40
Test whether there is any difference in the proportion of drivers who prefer a particular
brand based on gender at α = 0.05 level of significance.
2. TMC Research conducts a further survey to determine if there is a relationship between the
proportion of drivers who express satisfaction or dissatisfaction with the performance of
their American, Japanese or Korean cars. These are the results:
American Japanese Korean

Satisfied 110 120 60
Not 90 40 20
Satisfied
Test whether there is any difference in the proportion of drivers who express satisfaction or
dissatisfaction with the performance of their American, Japanese or Korean cars at α = 0.05
level of significance.
3. A survey is conducted among workers in Makati City to determine if there is any difference
between the proportions of women and men who drive to work, take the bus to work or
take the MRT to work. The results are as follows:
Drive Bus MRT

Men 60 140 100
Women 40 80 60
Test whether there is any difference between the proportions of women and men who drive
to work, take the bus to work or take the MRT to work at α = 0.05 level of significance.
Activity Number 31
TOPIC: Analysis of Variance (ANOVA)

Name:
___________________________________________________________________________
1. A marketing analyst wishes to see whether there is a difference in the average time a
costumer has to wait in a checkout line in three large department stores.
Shoe Mart Robinson’s Rustan’s

5 1
8 3
9 4
6 2
2 7
5 3
At α = 0.05, is there a significant difference in the mean waiting times of customers for each
store?
2. James Reid, the manager of TMS Computer Store is conducting a study of the number of
customers who pay by personal check, by a credit card and by bank card. During the course
of five different days, he records the following number of purchases made by each method.
Credit Card Bank Card

34 31
40 29
28 30
25 43
21 27
Test if there is any difference in the mean number of purchases made with each method at α
= 0.05 level of significance.
Activity Number 32
TOPIC: T-Test
Name:
___________________________________________________________________________
Student FT ST
Student X 1Y 12 20
1 68 2 67 20 22
2 69 3 68 19 23
3 66 4 66 17 20
4 65 5 64 25 25
5 70 6 69 22 20
6 55 7 53 15 19
7 50 8 51 16 18
8 48 9 50 23 25
9 40 1040 21 24
10 52 51
11 60 59
12 42 40
13 50 49
14 45 44
15 40 41
16 38 38
17 35 34
18 63 63
19 47 48
20 42 43

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1

Statistics, as popularly known, refer to numerical observations of

The word statistics has basic meaning:

Two fields of statistics.

Descriptive Statistics- is concerned with gathering, classification and

Inferential Statistics- aims to give information about large groups of data

Statistical operations on numerical values depend upon the nature of

Ex: Sex M-Male F  Female

Ex: Class standing (Excellent, good, Poor)

Classifications of data may vary. Data may be classified as raw,

o Raw data  are in their original form and structure

Variables and measurement

A variable is characteristic or attribute of persons or objects, which

o Qualitative variable yields categorical or qualitative responses. It

Ex: Civil status (Single, Married, widow, etc)

o Quantitative yield numerical responses representing as amount

Ex: height, weight, number of children

How can you facilitate the quality test?

Difference between Population and sample

Study the following examples. Identify the person involved in each

o When a housewife buys a cavan of rice, she examines only a handful

o When a doctor examines a patients blood, he or she extracts only a

o When a teacher wants to know the common height of first year

o When a cook wants to know the taste of the food he or she is

Population, as used in statistics, refers to a set of people, objects,

Sample, is any subset of elements drawn by some appropriate method from a

A sample should be representative of the population.

Example: Norma wants to know the common number of children of her

1. a sample consisting of Normas friend

2. a sample consisting of students belonging to rich families

3. a sample consisting of students whose names were drawn from a

This idea leads to the importance of random sampling, a method of

Random sampling is a method by which every element of the population has

Determine the sample size of the following:

10. 20000 99%

11. 30000 99%

12. 5000 99%

13. 10000 90%

14. 20000 90%

15. 30000 90%

Data Collection and Data Organization

The manner by which samples are drawn from a population is very

Consider the situation

Below are the respective grades of students numbered according to

Grades of Members of the Mathematics Club

Let x be the grade of each students.

Study the techniques used in random sampling.

Follow these simple steps.

a. Write the students number with his or her corresponding grade

What is the average grade of the 15 sample students drawn?

Compare this sample average with the population average.

To obtain the sample size, Slovens formula may be used as follows

B. With the same data written chronologically as listed below, consider

Student x Student Student x Student x

Legend: Subscript stands for year level, 13 means student number 1,

The steps are as follows:

1. A student with eyes closed, points to a number in the list. If the

Following these steps may result in samples which consist of students

What is the average grade of the 15 sample students drawn in this

Ex: Sex M-Male F Female

o Raw data are in their original form and structure

o When a doctor examines a patients blood, he or she extracts only a

1. a sample consisting of Normas friend

a. Write the students number with his or her corresponding grade

To obtain the sample size, Slovens formula may be used as follows

Class Interval f x d fd