SCHOOL OF BUSINESS ADMINISTRATION AND ACCOUNTANCY

STATISTICAL ANALYSIS
APSTAT 1
WITH SOFTWARE
APPLICATION

Prepared by: Maria

Veneranda Z. Campos,
MBE, MBA A Self-regulated Learning Module 1
 TABLE OF CONTENTS

MODULE TITLE PAGE

Introduction of the Module 4
FIRST GRADING
1 UNIT 1: Introduction 7
1.1 Meaning of Statistics 7
1.2 Brief Historical developments of Statistics 7
1.3 Uses of Statistics 8
1.4 Steps in Statistical Inquiry 10
2 1.5 Two Divisions of Statistics 11
1.6 Population and Sample 12
1.7 Classification of Variable 13
1.8 Raw Data and Array 15
3 UNIT 2: Collection of Data 18
2.1 Collection of Data 18
2.2 Sources of Data 18
2.3 Methods used in the collection of data 19
4 2.4 Planning the study 19
2.5 Types of questions 21
2.6 Features of a good questionnaire 22
2.7 Probability sampling Techniques 22
5 UNIT 3: PRESENTATION OF DATA and frequency Distribution 29
3.1 Presentation of Data 29
3.2 Methods of Presenting data 30
6 3.3 Frequency Distribution 34
3.4 Cumulative Frequency Distribution 38
MIDTERMS
7 UNIT 4: Measures of Central Tendency 41
4.1 Computation of Mean, Median, Mode for Ungrouped Data 41
8 4.2 Computation of Mean, Median, Mode for Grouped Data 46
9 4.3 Other Measures of Location 49
10 UNIT 5: Measures of Variability 55
5.1 Common Measures of Dispersion 55
5.2 Computation of Range, Quartile Deviation, Mean Absolute Deviation, 56
and Standard Deviation for Ungrouped Data
11 5.3 Computation of Range, Quartile Deviation, Mean Absolute Deviation, 60
and Standard Deviation for Grouped Data
5.4 Coefficient of Variation 62
FINALS
12 UNIT 6: The Normal Probability Distribution 65
6.1 Normal Distribution 65
6.2 Properties of Normal Distribution 67
6.3 Standard Scores 68
13 6.4 Application of Normal Curve 68

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 6.5 Kurtosis and Skewness 78
14 UNIT 7: Hypothesis Testing 80
7.1 Meaning of Hypothesis and Kinds of Hypothesis 80
7.2 Directional and Non-directional Test 83
15 7.3 Steps in Hypothesis Testing 86
7.4 t-test 87
16 7.5 Chi-square Test 94
7.6 Chi-square Two Way 99
17 7.7 Analysis of Variance 103
18 7.8 Measures of Correlation 112
7.9 Spearman Rank 117
7.10 The Pearson product Moment correlation Coefficient 118
7.11 Regression Analysis 120
References 125
Appendix A: Format in Writing an Assessment 126
Appendix B: Format in Writing a Reflection Paper 126
Appendix C: Reflection Paper Rubric 127
Appendix D: Peer Evaluation Rubric 128

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INTRODUCTION OF THE MODULE
APSTAT 1: STATISTICAL ANALYSIS WITH SOFTWARE APPLICATION
COURSE DESCRIPTION
This statistics course introduces the concepts of statistical analysis. Students are introduced to the
fundamental concepts involved in using sample data to make inferences about populations. The
course starts with an introduction to statistics terms and then moves on to organization and display of
data. Included are the study of measures of central tendency and dispersion, probability distributions,
statistical inferences from large and small samples, linear regression and correlation. The course
emphasizes statistics to solve management problems.

REQUIREMENTS OF THE COURSE

To receive a passing grade in this course, you must meet ALL of the following criteria:
• Attain an overall mark of at least 75%
• Attend at least 80% of all scheduled classes
• Attain a satisfactory performance in each component of the course. A mark of 70 percent or
higher is normally regarded as satisfactory
• Attain a mark of at least 70% in the exam (1st, midterm, and final examination)
• In the case of assessed collaborative work, the mark assigned to each member of the group
maybe scaled based on peer assessment of each member’s contribution to the task.
• Submit Assignments, Research works, Case studies on time
• Actively participate in class discussions
• Academic integrity is a MUST

LEARNING OUTCOMES
On completion of this course, students will be able to:
1. Recognize and demonstrate comprehension of basic statistical terms
2. Construct descriptive analysis and design presentation of data
3. Summarize distributions by diagrams and statistics
4. Engage in problem solving using probability distributions
5. Construct and apply normal probability distributions
6. Construct a confidence interval for population means and various hypothesis test

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STUDY SCHEDULE
• This module contains “units” which aims to assist the students explore the concepts of the
course at their own pace.
• The students may opt to do advance reading in preparation for the next topic to be discussed
• You are expected to download the lecture notes as they become available in the canvas
classroom
• A scientific calculator is required for computation purposes. The calculator maybe part of,
associated with or connected to any communication device such as a cellphone, iPod, tablet or
laptop
• Submission of assessment
Submission of Assessments

For First Grading and Midterms: Every Saturday thereafter. (All

assessments will be assigned on the First week of the First Grading
Period and Midterms)
Synchronous / Note: Submission date may vary (students are given at least 5 days to
Asynchronous submit their assessment)

For the Final Grading period: Every Saturday thereafter (All

assessments will be assigned on the First week of the Final Grading
Period)

1. All assessments must be submitted in the Google Classroom

2. You are expected to submit assessments on a timely manner

• Students can get in touch via messenger or thru email

• Announcements shall be posted thru canvas

• Be cautious of classroom netiquette
- Be on time
- Be prepared (Check your tech before class)
- Check your surroundings

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- Dress appropriately
- Mute yourself
- Be focused, pay attention, be an active participant
- Chat responsibly (Ask/post only class related questions and comments)
- Do not walk away from the computer during class
- If you must leave the class, send a private chat to the instructor. There may be final
instructions or comments for you.

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 FIRST GRADING

MODULE 1
ed by
UNIT 1: INTRODUCTION
Objectives:
1. Define Statistics
2. Differentiate a sample from population; inferential from descriptive statistics
3. Distinguish a parameter from statistic
4. Differentiate qualitative from quantitative data
5. Contrast a discrete from a continuous data
6. Give examples of nominal, ordinal, interval, and ratio data
7. State the uses of Statistics
8. Discuss the brief historical development of Statistics

Examples of Statistics Current events with statistics

(local/international)
1.
2.
3.

1.1 Meaning of Statistics

Statistics – the science of collecting, organizing, presenting, analyzing, and interpreting data to assist
in making effective decisions

1.2 History of Statistics

AD 2: Evidence of a census completed during the Han Dynasty survives.

1500s: Girolamo Cardano calculates probabilities of different dice rolls.
1600s: Edmund Halley relates death rate to age and develops mortality tables.
1700s: Thomas Jefferson directs the first U.S. Census.

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1839: The American Statistical Association is formed.
1894: The term “standard deviation” is introduced by Karl Pearson.
1935: R.A. Fisher publishes Design of Experiments.

Sir Ronald Fisher

Touted as the greatest scientist of his time, Sir Ronald Fisher (1890-1962) was a British statistician
and biologist who was known for his contributions to experimental design and population genetics. He
is known as the father of modern statistics and experimental design.

1.3 Uses of Statistics

Uses of Statistics:
(1) Statistics helps in providing a better understanding and exact description of a phenomenon of
nature.
(2) Statistics helps in the proper and efficient planning of a statistical inquiry in any field of study.
(3) Statistics helps in collecting appropriate quantitative data.
(4) Statistics helps in presenting complex data in a suitable tabular, diagrammatic and graphic form
for easy and clear comprehension of the data.
(5) Statistics helps in understanding the nature and pattern of variability of a phenomenon through
quantitative observations.
(6) Statistics helps in drawing valid inferences, along with a measure of their reliability about the
population parameters from the sample data.

Statistics plays a vital role in every field of human activity. Statistics helps in determining the existing
position of per capita income, unemployment, population growth rates, housing, schooling medical
facilities, etc., in a country.

Now statistics holds a central position in almost every field, including industry, commerce, trade,
physics, chemistry, economics, mathematics, biology, botany, psychology, astronomy, etc., so the
application of statistics is very wide. Now we shall discuss some important fields in which statistics is
commonly applied

(1)Business
Statistics plays an important role in business. A successful businessman must be very quick and
accurate in decision making. He knows what his customers want; he should therefore know what to
produce and sell and in what quantities.

Statistics helps businessmen to plan production according to the taste of the customers, and the
quality of the products can also be checked more efficiently by using statistical methods. Thus, it can
be seen that all business activities are based on statistical information. Businessmen can make
correct decisions about the location of business, marketing of the products, financial resources, etc.

(2) Economics

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 Economics largely depends upon statistics. National income accounts are multipurpose indicators for
economists and administrators, and statistical methods are used to prepare these accounts. In
economics research, statistical methods are used to collect and analyze the data and test

hypotheses. The relationship between supply and demand is studied by statistical methods; imports
and exports, inflation rates, and per capita income are problems which require a good knowledge of
statistics.

(3) Mathematics
Statistics plays a central role in almost all natural and social sciences. The methods used in natural
sciences are the most reliable but conclusions drawn from them are only probable because they are
based on incomplete evidence.

Statistics helps in describing these measurements more precisely. Statistics is a branch of applied
mathematics. A large number of statistical methods like probability averages, dispersions, estimation,
etc., is used in mathematics, and different techniques of pure mathematics like integration,
differentiation and algebra are used in statistics.

(4) Banking
Statistics plays an important role in banking. Banks make use of statistics for a number of purposes.
They work on the principle that everyone who deposits their money with the banks does not withdraw
it at the same time. The bank earns profits out of these deposits by lending it to others on interest.
Bankers use statistical approaches based on probability to estimate the number of deposits and their
claims for a certain day.

(5) State Management (Administration)

Statistics is essential to a country. Different governmental policies are based on statistics. Statistical
data are now widely used in making all administrative decisions. Suppose if the government wants to
revise the pay scales of employees in view of an increase in the cost of living, and statistical methods
will be used to determine the rise in the cost of living. The preparation of federal and provincial
government budgets mainly depends upon statistics because it helps in estimating the expected
expenditures and revenue from different sources. So statistics are the eyes of the administration of
the state.

(6) Accounting and Auditing

Accounting is impossible without exactness. But for decision making purposes, so much precision is
not essential; the decision may be made on the basis of approximation, known as statistics. The
correction of the values of current assets is made on the basis of the purchasing power of money or
its current value.

In auditing, sampling techniques are commonly used. An auditor determines the sample size to be
audited on the basis of error.

7) Natural and Social Sciences

Statistics plays a vital role in almost all the natural and social sciences. Statistical methods are
commonly used for analyzing experiments results, and testing their significance in biology, physics,

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chemistry, mathematics, meteorology, research, chambers of commerce, sociology, business, public
administration, communications and information technology, etc.

(8) Astronomy
Astronomy is one of the oldest branches of statistical study; it deals with the measurement of
distance, and sizes, masses and densities of heavenly bodies by means of observations. During
these measurements errors are unavoidable, so the most probable measurements are found by using
statistical methods.

Example: This distance of the moon from the earth is measured. Since history, astronomers have
been using statistical methods like method of least squares to find the movements of stars.

1.4 Steps in Statistical Inquiry

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MODULE 2

1.5 Two Divisions of Statistics

Types of Statistics
a.) Descriptive Statistics – the method of organizing, summarizing, and presenting data in an
informative way
- Data can be organized in a frequency distribution
- Various charts and graphs maybe used to describe a data
b.) Inferential Statistics (statistical inference) – the method used to estimate a property of a
population on the basis of a sample

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1.6 Population and Sample

Elements of Statistics
a.) Population – the entire set of individuals or objects of interest or the measurement obtained
from all individuals or objects of interest
b.) Sample – a portion, or part of the population of interest

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 Reasons to sample:
- To contact the whole population would be time consuming
- The cost of studying all the items in a population maybe prohibited
- The physical impossibility of checking all items in the population
- The destructive nature of some test
- The sample results are adequate

1.7 Classification of Variables

c.) Variable – observable characteristic of a population or a sample

c.1 A qualitative variable is nonnumeric, often summarized in charts and bar graphs
c.2 A quantitative variable is a variable that can be reported numerically
- Discrete variable can assume only a certain value, and there are “gaps” between the
values
- Continuous variable can assume any value within a specific range

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Levels of Measurement

Data can be classified according to levels of measurement. The level of measurement of the data
dictates the calculations that can be done to summarize and present the data. It will also determine
the statistical test that should be performed.
1. Nominal level data – the data are sorted into categories with no particular order to the
categories
Properties:
a. The variable of interest is divided into categories or outcomes
b. There is no natural order to the outcomes

2. Ordinal level data – this measurement presumes that one classification is ranked higher than
another
Properties:
a. Data classified are represented by sets of labels or names (high, medium, low) that have
relative values
b. Because of relative values, the data classified can be ranked or ordered

3. Interval level data – this measurement has the ranking characteristics of the ordinal level of
measurement plus the characteristics that the distance between values is a constant size
Properties:
a. Data classification are ordered according to the amount of the characteristic they possess
b. Equal differences in the characteristics are represented by equal differences in the
measurements

4. Ratio level data – this measurement has all the characteristics of the interval level plus there
is a 0 (zero) point and the ration of two values is meaningful
Properties:
a. Data classification are ordered according to the amount of the characteristic they possess
b. Equal differences in the characteristics are represented by equal differences in the number
assigned to the classification
c. The zero point is the absence of the characteristics and the ration between two numbers is
meaningful

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Exercise:
Place these variables in the following classification tables. For each table, summarize your
observations and evaluate if the results are generally true. For example, salary is reported as a
continuous quantitative variable. It is also a continuous ration scaled variable. Use letters only.

a Strokes in a golf hole d Children in the family g TV sets owned

b Amt. of income tax e Weight of a student h Yearly rainfall in
paid Baguio City
c Brand of PC f Marital status i Hair color

Discrete variable Continuous variable

qualitative
quantitative

Discrete variable Continuous variable

nominal
ordinal
interval
ratio

1.8 Raw Data and Array

Raw Data – data in its original form
Array – data arranged either from highest to lowest or from lowest to highest

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Example :
Raw Data 23, 34, 45,23, 27,30,50,45,47, 19
Array 19, 23,23, 27, 30,34, 45,45,47,50

ASSESSMENTS:

1. Place these variables in the following classification tables. For each table, summarize your
observations and evaluate if the results are generally true. For example, salary is reported as a
continuous quantitative variable. It is also a continuous ration scaled variable. Use letters only (36
points)

a salary d Soft drink preference g Student rank in class

b gender e temperature h Rating of a finance
instructor
c Sales volume of mp3 f Midterm exam scores i Number of home
computers

Discrete variable Continuous variable

qualitative
quantitative

Discrete variable Continuous variable

nominal
ordinal
interval
ratio

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2. Determine whether the given data is quantitative or qualitative. Indicate also the level of
measurement. (40 points)

Quantitative / qualitative Level of measurement

1. Type of case (civil,
criminal, etc.)
2. Years in Service as a
lawyer in the Philippine
Judicial System)
3. Number of cases
handled in the Supreme
Court
4. Court Personnel are
competent (agree,
neither agree or
disagree, disagree)
5. Status of Case
(resolved, dismissed,
affirmed, modified,
reversed, on-going, on
appeal, pending
decision)
6. Design and layout of
courtroom (poor, fair,
good, excellent)
7. Court Hearing Start on
time (all the time, most
of the time, sometimes,
seldom, never)
8. Number of minutes to
wait for a hearing to
start
9. Court employee number
10. Number of Dismissed
cases

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MODULE 3
UNIT 2: COLLECTION OF DATA

Objectives:
1. State the different methods in collecting data
2. Enumerate and discuss the sources of data
3. Differentiate Random from Non- Random Sampling
4. Compute accurately for the sample size
5. Discuss the different features of a good questionnaire
6. Determine the appropriate sampling technique used in the study to be conducted

2.1 COLLECTION OF DATA

It refers to the process of obtaining numerical measurements

2.2 SOURCES OF DATA

1. Documentary Sources. The information contained in published or unpublished report,
statistics, Internet, letters, magazines, newspapers, diaries, and so on. These are taken from
primary and secondary data.
a. Primary Data – data gathered are original
b. Secondary Data – data that are previously gathered from an original source, which are
computed and compiled
c.
Advantages of primary over secondary data
- Primary data frequently give detailed definitions of terms and accurate statistical units used
in the survey
- Primary data lend more relevance to the researcher’s study
- Primary data are more reliable because of their first-hand nature

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 2. Field Sources. This would include individuals who have sufficient knowledge and experience
regarding the study under investigation.

2.3 Methods used in the Collection of Data

The choice of method is influenced by the data collection strategy, the type of variable, the accuracy
required, the collection point and the skill of the enumerator. Links between a variable, its source and
practical methods for its collection can help in choosing appropriate methods. The main data
collection methods are:

- Direct observations: This method is often referred to as interview method. Interviews: forms which
are completed through an interview with the respondent. More expensive than questionnaires, but
they are better for more complex questions, low literacy or less co-operation.

- Questionnaires: forms which are completed and returned by respondents. An inexpensive method
that is useful where literacy rates are high and respondents are co-operative.

· Registration: registers and licences are particularly valuable for complete enumeration, but are
limited to variables that change slowly, such as numbers of fishing vessels and their characteristics.

· Observation Method – This method is used to collect data pertaining attitudes, behavior, values, and
cultural patterns of the samples under investigation. Subjects may be taken individually or collectively.
It is usually used when the subjects cannot talk. This can be done directly or indirectly.

· The experiment method: this method is used if the researcher would like to determine the cause and
effect relationship of certain phenomena under investigation. This is used in making scientific inquiry

2.4 Planning the Study

1. Estimate the number of items in the population

2. Asses resources such as time & money factors, which are available to pursue the research
3. Determine the sample size needed in the study

General Tips
Step 1: Conduct a census if you have a small population. A “small” population will depend on your
budget and time constraints. For example, it may take a day to take a census of a student body at a
small private university of 1,000 students but you may not have the time to survey 10,000 students at
a large state university.
Step 2: Use a sample size from a similar study. Chances are, your type of study has already been
undertaken by someone else. You’ll need access to academic databases to search for a study
(usually your school or college will have access). A pitfall: you’ll be relying on someone else correctly
calculating the sample size. Any errors they have made in their calculations will transfer over to your
study.

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Step 3: Use a table to find your sample size. If you have a fairly generic study, then there is probably
a table for it. For example, if you have a clinical study, you may be able to use a table published
in Machin et. al’s Sample Size Tables for Clinical Studies, Third Edition.
Step 4: Use a sample size calculator, like this one.

Step 5: Use a formula. There are many different formulas you can use, depending on what you know
(or don’t know) about your population. If you know some parameters about your population (like a
known standard deviation), you can use the techniques below. If you don’t know much about your
population, use Slovin’s formula..

Probability and Statistics > Slovin’s Formula

If you take a population sample, you must use a formula to figure out what sample size you need to
take. Sometimes you know something about a population, which can help you determine a sample
size. For example, it’s well known that IQ scores follow a normal distribution pattern. But what about if
you know nothing about your population at all? That’s when you can use Slovin’s formula to figure out
what sample size you need to take, which is written as

𝑁
n=
( 1+𝑁 𝑒 2 )
Where:

• n = Number of samples,
• N = Total population and
• e = Error tolerance (level)
•
Sample question: Use Slovin’s formula to find out what sample of a population of 1,000 people you
need to take for a survey on their soda preferences.

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Step 1: Figure out what you want your confidence level to be. For example, you might want a
confidence level of 95 percent (giving you an alpha level of 0.05), or you might need
better accuracy at the 98 percent confidence level (alpha level of 0.02).

Step 2. Plug your data into the formula. In this example, we’ll use a 95 percent confidence level
with a population size of 1,000.
n = N / (1 + N e2) =
1,000 / (1 + 1000 * 0.05 2) = 285.714286

Step 3: Round your answer to a whole number (because you can’t sample a fraction of a person or
thing!)
285.714286 = 286

4. Pick the sample by using the appropriate sampling technique

5. Prepare the questions to be asked in the interview or in the questionnaire

You can use a sample size calculator to determine how big your sample should be. In
general, the larger the sample size, the more accurately and confidently you can
make inferences about the whole population.

MODULE 4

2.5 Types of Questions

1. Structured Question
This is a type of question that leaves only one way or few alternative ways of answering it.
The questions asked are clear, simple, and objective. Structured questions are easy to answer and
tabulate

- A typical example of a structured questionnaire is the Census questionnaire, which collects

demographic information from individuals.

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2.Unstructured or Open-ended Questions
These are questions that can be answered in many ways- probing questions or questions that want to
elicit reasons

2.6 Features of a Good Questionnaire

1. Make the question short and clear
2. Avoid leading questions
3. Always state the precise units in which you require them to answer in order to facilitate tabulation
later on
4. As much as possible ask questions which can only be answered by just checking slots or stating
simple names or brands
5. Arrangement of questions should be carefully planned
6. Limit questions to essential information

2.7 Probability Sampling Techniques

• Probability sampling involves random selection, allowing you to make statistical inferences
about the whole group.

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 Probability sampling means that every member of the population has a chance of being
selected. It is mainly used in quantitative research. If you want to produce results that are
representative of the whole population, you need to use a probability sampling technique.

There are four main types of probability sample.

1. Simple random sampling

In a simple random sample, every member of the population has an equal chance of being selected.
Your sampling frame should include the whole population.

To conduct this type of sampling, you can use tools like random number generators or other
techniques that are based entirely on chance.

Example
You want to select a simple random sample of 100 employees of Company X. You assign a number
to every employee in the company database from 1 to 1000, and use a random number generator to
select 100 numbers.

2. Systematic sampling
Systematic sampling is similar to simple random sampling, but it is usually slightly easier to conduct.
Every member of the population is listed with a number, but instead of randomly generating numbers,
individuals are chosen at regular intervals.

Example
All employees of the company are listed in alphabetical order. From the first 10 numbers, you
randomly select a starting point: number 6. From number 6 onwards, every 10th person on the list is
selected (6, 16, 26, 36, and so on), and you end up with a sample of 100 people.
If you use this technique, it is important to make sure that there is no hidden pattern in the list that
might skew the sample. For example, if the HR database groups employees by team, and team

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members are listed in order of seniority, there is a risk that your interval might skip over people in
junior roles, resulting in a sample that is skewed towards senior employees.

3. Stratified sampling
This sampling method is appropriate when the population has mixed characteristics, and you want to
ensure that every characteristic is proportionally represented in the sample.

You divide the population into subgroups (called strata) based on the relevant characteristic (e.g.
gender, age range, income bracket, job role).

From the overall proportions of the population, you calculate how many people should be sampled
from each subgroup. Then you use random or systematic sampling to select a sample from each
subgroup.

Example
The company has 800 female employees and 200 male employees. You want to ensure that the
sample reflects the gender balance of the company, so you sort the population into two strata based
on gender. Then you use random sampling on each group, selecting 80 women and 20 men, which
gives you a representative sample of 100 people.

4. Cluster sampling
Cluster sampling also involves dividing the population into subgroups, but each subgroup should
have similar characteristics to the whole sample. Instead of sampling individuals from each subgroup,
you randomly select entire subgroups.

If it is practically possible, you might include every individual from each sampled cluster. If the
clusters themselves are large, you can also sample individuals from within each cluster using one of
the techniques above.

This method is good for dealing with large and dispersed populations, but there is more risk of error in
the sample, as there could be substantial differences between clusters. It’s difficult to guarantee that
the sampled clusters are really representative of the whole population.

Example
The company has offices in 10 cities across the country (all with roughly the same number of
employees in similar roles). You don’t have the capacity to travel to every office to collect your data,
so you use random sampling to select 3 offices – these are your clusters.

• Non-probability sampling involves non-random selection based on convenience or other

criteria, allowing you to easily collect initial data

Non-probability sampling methods

In a non-probability sample, individuals are selected based on non-random criteria, and not every
individual has a chance of being included.

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This type of sample is easier and cheaper to access, but it has a higher risk of sampling bias, and you
can’t use it to make valid statistical inferences about the whole population.

Non-probability sampling techniques are often appropriate for exploratory and qualitative research. In
these types of research, the aim is not to test a hypothesis about a broad population, but to develop
an initial understanding of a small or under-researched population.

1. Convenience sampling
A convenience sample simply includes the individuals who happen to be most accessible to the
researcher.

This is an easy and inexpensive way to gather initial data, but there is no way to tell if the sample is
representative of the population, so it can’t produce generalizable results.

Example
You are researching opinions about student support services in your university, so after each of your
classes, you ask your fellow students to complete a survey on the topic. This is a convenient way to
gather data, but as you only surveyed students taking the same classes as you at the same level, the
sample is not representative of all the students at your university.

2. Voluntary response sampling

Similar to a convenience sample, a voluntary response sample is mainly based on ease of access.
Instead of the researcher choosing participants and directly contacting them, people volunteer
themselves (e.g. by responding to a public online survey).

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Voluntary response samples are always at least somewhat biased, as some people will inherently be
more likely to volunteer than others.

Example
You send out the survey to all students at your university and a lot of students decide to complete it.
This can certainly give you some insight into the topic, but the people who responded are more likely
to be those who have strong opinions about the student support services, so you can’t be sure that
their opinions are representative of all students.

3. Purposive sampling
This type of sampling involves the researcher using their judgement to select a sample that is most
useful to the purposes of the research.

It is often used in qualitative research, where the researcher wants to gain detailed knowledge about
a specific phenomenon rather than make statistical inferences. An effective purposive sample must
have clear criteria and rationale for inclusion.

Example
You want to know more about the opinions and experiences of disabled students at your university,
so you purposefully select a number of students with different support needs in order to gather a
varied range of data on their experiences with student services.

4. Snowball sampling
If the population is hard to access, snowball sampling can be used to recruit participants via other
participants. The number of people you have access to “snowballs” as you get in contact with more
people.

Example
You are researching experiences of homelessness in your city. Since there is no list of all homeless
people in the city, probability sampling isn’t possible. You meet one person who agrees to participate
in the research, and she puts you in contact with other homeless people that she knows in the area.

ASSESSMENTS:

3. Given the population size with their corresponding margin of error, determine the sample size
of the following: (24 points)

N e Sample size
( show your
solution)
1. 10,000 5%
2. 5,000 10%

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 3. 25,000 3%
4. 30,000 1%
5. How many samples must I pick from 800 members of
Mathematica Club if a square margin of error of 10% is used?
6. A researcher would like to survey 1000 college students for
his study. If he wants to be 95% precise with the study, how
many students are to be considered?
7. How many sample units must be obtained from 7,000
CCTians, if 10% margin of error is used?
8. Assuming 1,500 students in the SBAA, a researcher would
like to make a study with 90% precision. How many samples
must be taken?

4. Determine what method/s of collection of data is/are appropriate to be used for the following
data: (40 points)

Description Method/s of Reason for

collection of choosing this
data method
9. Grades of college students
10. Average number of cars that would
pass by a certain point in every hour
11. Personal profile of faculty members in
University of Baguio
12. Behavior of college students
13. Performance of public school
teachers
14. Average number of marriages every
month
15. The cause and effect of medicine A
and B on the life of patients who took
the medicines
16. To know the economic conditions of
the country
17. The National Passing Percentage of
the latest Licensure Exam for
Accountants
18. The number or registered educational
organizations in the region

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5. State the appropriate sampling technique that will describe each of the following situations.
Justify your choice. ( 20 points )

Description Sampling Justification

technique
19. A certain university in the region has a
population of 20,000 students
distributed into 15 courses and four-year
levels. If you would like to determine the
sample size, what technique can be
applied?
20. The subject of your study are the rank
and file of government employees who
relatively number to about 2,000 for
each agency. If you wish to conduct a
study on the government employees of
CAR from the five agencies namely:
Department of Education, DPWH, PNP,
DILG, and DENR, what sampling
technique would be appropriate to use?

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MODULE 5

UNIT 3: PRESENTATION OF DATA AND FREQUENCY DISTRIBUTION

Objectives:
1. State the different methods in presenting data
2. Enumerate the different graphical presentations
3. Draw a graphical presentation of frequency distribution
4. Construct a frequency distribution table
5. Define basic concepts in frequency distribution
6. Graph ogives

3.1 Presentation of Data

This refers to the organization of data into tables, graphs or charts, so that logical and statistical
conclusion can be derived from the collected measurements

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3.2 Methods of Presenting Data

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A Self-regulated Learning Module 31
A Self-regulated Learning Module 32
A Self-regulated Learning Module 33
MODULE 6

3.3 Frequency Distribution

A frequency distribution is a grouping of quantitative data into mutually exclusive classes showing
the number of observations in each class
• Steps in constructing a frequency distribution:
1. Decide on the number of classes (the number of classes can be 5 or more)
2. Determine the class interval
The class interval is computed as follows:
- compute the range (difference between the highest value and lowest value)
- add 1 to the computed value of the range
-proceed by dividing the (range value +1) all over the desired number of classes
3. Set the individual class limits
4. Tally the raw data into classes
5. Count the number of tallies in each class
• The class frequency is the number of observations in each class
• The class interval is the difference between the limits of two consecutive classes
• The class midpoint is halfway between the limits of consecutive classes
• The class boundaries are the true limits which are situated between the upper
limit of one interval and the lower limit of the next interval
• Relative frequency. These are the percentage distribution in every class
interval.

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Class Tally Frequency Class Class fx Relative frequency
interval ( f) boundaries midpoint
(x) RF % %
(f <) (f >)
35 - 39 II 2 34.5 - 39.5 37 74
40 - 44 IIII IIII II 12 39.5 – 44.5 42 504
45 - 49 IIII IIII IIII 19 44.5 – 49.5 47 893
IIII
50 - 54 IIII I 6 49.5 – 54.5 52 312
55 - 59 IIII 5 54.5 – 59.5 57 285
60 - 64 IIII 4 59.5 – 64.5 62 248
65 - 69 I 1 64.5 – 69.5 67 67
70 - 74 I 1 69.5 – 74.5 72 72
i= 5 N= 50

A frequency table is a grouping of qualitative data into mutually exclusive classes showing the
number of observation in each class.

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EXAMPLES :
1. The following represent respective ages of the respondents included in the taste test
promotions launched by a multinational food company to market test its product first prior to
massive marketing promotions
9 35 14 26 7 33 26 24 18 22 14 22
23 36 12 33 20 32 21 11 15 26 31 32
24 16 37 12 27 25 21 28 18 19 20 7
16 5 10 16 25 27 34 38 15 29 30 8
34 22 24 27 15 32 25 17 23 40 6 17
a.) Organize the data into a frequency distribution
b.) Determine the relative frequency distribution

Solution:
Step 1: identify the highest value (HV) and lowest value (LV)
HV = 40; LV = 5
Step 2: compute the Range (R = HV – LV)
R = HV – LV
= 40 – 5
= 35 + 1 = 36
Step 3: Compute the interval

36 36
𝟏𝐬𝐭 𝐨𝐩𝐭𝐢𝐨𝐧 ∶ 𝑖 = = 4.5 ≈ 5 2nd option : 𝑖 = = 3.6 ≈ 4
8 10
The denominator indicates the number of classes

Note : the classes should be a multiple of the interval

A Self-regulated Learning Module 36

 36 36
1st option ∶ 𝑖 = = 4.5 ≈ 5 2nd option : 𝑖 = = 3.6 ≈ 4
8 10
Class Tally frequency RF Class Tally frequency RF
interval interval
5 - 9 IIIII-I 6 4–7
10 - 14 IIIII-I 6 8 – 11
15 - 19 IIIII- 11 12 – 15
IIIII-I
20 - 24 IIIII- 12 16 – 19
IIIII-II
25 – 29 IIIII- 11 20 – 23
IIIII-I
30 – 34 IIIII- 9 24 – 27
IIII
35 – 39 IIII 4 28 – 31
40 - 44 I 1 32 – 35
i=5 N= 60 36 – 39
40 – 44
i=4 N= 60

2. The expressway police have been monitoring high speedy vehicles to prevent road accidents
especially at night. However there have been doubts expressed on possibility of over speeding
due to excessive traffic jams. There are sixty recorded speeds obtained and as shown below.
23 60 79 32 57 74 52 70 82 60 64 90
95 41 65 92 85 55 76 52 36 64 72 75
80 98 81 67 41 71 83 54 80 75 88 79
73 60 78 89 76 84 88 84 77 78 96 34
71 82 69 74 63 80 85 61 81 25 72 67
a.) Organize the data into a frequency distribution
b.) Determine the relative frequency distribution

Solution:
Step 1: identify the highest value (HV) and lowest value (LV)
HV =___ ; LV = _____

Step 2: compute the Range (R = HV – LV)

R = HV – LV
= _____ – ______
= _____ + 1 = _____

Step 3: Compute the interval

𝟏𝐬𝐭 𝐨𝐩𝐭𝐢𝐨𝐧 ∶ 𝑖 = = _____ ≈ ______

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 Class interval Tally frequency RF

3.4 Cumulative Frequency Distribution

Cumulative frequency distribution shows the number or percent of observation below given values
Class Frequency Cumulative
interval ( f) frequency
(f <) (f >)
35 - 39 2 2 50
40 - 44 12 14 48
45 - 49 19 33 36
50 - 54 6 39 17
55 - 59 5 44 11
60 - 64 4 48 6
65 - 69 1 49 2
70 - 74 1 50 1
i=5 N= 50

3. CEZC Specialty Food and Beverage Company has been serving a cola drink with an additional
flavoring, Cola -Plus that is very popular among its customers. The company is interested in
customers preference for Cola-Plus versus Coca Cola, Pepsi, and a Lemon-Lime beverage.
They ask 100 randomly sampled customers to take a taste test and select the beverage they
preferred most. The results are shown in the table below.

Beverage Number
Cola-Plus 40
Coca-Cola 25
Pepsi 20
Lemon-Lime 15
Total 100

a. Is the data qualitative or quantitative? Why?

b. What is the table called? What does it show?
c. Develop a bar graph to depict the information.

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 d. Develop a pie chart using the relevant frequencies.

4. The following histogram shows the scores on the first grading exam for a statistical class

First Grading Exam Results

25
21
20
FREQUENCY 14
15 12
10
6
5 3

0
50 60 70 80 90
SCORE

a. How many students took the exam?

b. What is the class interval?
c. What is the class midpoint of the first class?
d. How many students earned a score of less than 70?

Assessments:

6.The food services division of Enchanted Kingdom is studying the amount customer who visit the
park spend per day on food and drinks. (40 points)
₱217 342 116 76 434 240 192 295 319 250 279 205 279 266
199 363 279 232 227 123 474 181 321 309 246 278 50 41
335 177 159 151 303 337 325 297 170 188 320 429 294 570
a. Organize the data into a frequency distribution
b. Determine the relative frequency distribution
c. Determine the cumulative frequency and its corresponding percentages

7. Use the pie graph to answer the following: (24 point)

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 FAVORITE ICE CREAM FLAVORS
strawberry,
20
ube, 30

vanilla, 15 chocolate,
35

a. What flavor received the most votes?

b. How many people chose vanilla?
c. How many people voted?
d. What flavor received the least votes?
e. How many flavors of ice cream were presented in the chart?
f. How many percent out of the total number of people voted chose chocolate?

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 MIDTERMS
MODULE 7

UNIT 4: MEASURES OF CENTRAL TENDENCY

At the end of the unit, the students must have:

1. Solved the Mean, Median, and Mode for grouped and ungrouped data
2. Solved the quartile, decile, and percentile for grouped and ungrouped data

4.1 Computation of Mean, Median, and Mode from Ungrouped Data

MEASURES OF CENTRAL TENDENCY OR MEASURES OF LOCATION

A measure of location is a value used to describe the center of a set of data.

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A Self-regulated Learning Module 42
I. A measure of location is a value used to describe the center of a set of data

A. The Arithmetic Mean is the most widely reported measure of location

1. It is calculated by adding the values of the observations and dividing by the total number of
observations
a. The formula for a population mean of ungrouped or raw data is

𝛴𝑥
𝜇=
𝑁
b. The formula for the mean of a sample is
𝛴𝑥
𝑥̅ =
𝑛

2. The major characteristics of the arithmetic mean are:

a. At least the interval scale of measurement is required
b. All the data values are used in the calculations
c. A set of data has only one mean. That is, it is unique.
d. The sum of the deviation from the mean equals zero

B. The weighted mean is found by multiplying each observation by its corresponding weight.
1. The formula for weighted mean is

𝑤1 𝑥1 + 𝑤2 𝑥2 + 𝑤3 𝑥3 + ⋯ . +𝑤𝑛 𝑥𝑛
𝑥𝑤 =
̅̅̅̅
𝑤1 + 𝑤2 + 𝑤3 + ⋯ + 𝑤𝑛

2. It is a special case of the arithmetic mean

C. The median is the value in the middle of a set of ordered data

1. To find the median, sort the observations from smallest to largest and identify the middle value
2. The major characteristics of the median are
a. At least the ordinal scale of measurement is required
b. It is not influenced by extreme values
c. Fifty percent of the observation are larger than the median
d. It is unique to a set of data

D. The mode the value that occurs most often in a set of data
1. The mode can be found for a nominal-level data
2. A set of data can have more than one mode

A Self-regulated Learning Module 43

EXAMPLES:

1. Compute the mean, median & mode

n 𝑥̅ Md Mo
1. 12,13,13,14,15,17,19,20,22,24,24,27,29,30,33 15

2. 22,23,24,25,25,25,27,28,29,29,29,30,31,33,33,33,34,35 18

3. 43,44,45,46,47,48,50,51,53,54,57,59,60 14

4. 31,31,33,34,35,36,39,41,41,43,44,46,46,47,49,51,53 17

5. 23,45,21,13,42,23,34,54,34,16,19,35,25,19,22,36 16

2. Metro Bank is studying the number of times the ATM located in Assumption Road is used per day. The
following are the number of times the machine was used daily over each of the last two weeks.
Determine the mean, the median number of times the ATM was used, and the modal number of times
the ATM was used.
83,64,84,76,84,54,75,59,70,61,63,80,84,73
𝑥̅ = Md = Mo =

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3. The table shows the percent of the labor force that is unemployed and the size of the labor force for
three provinces in a certain country. Charles Eric, the Director of Economic Develop must present a
report to several companies that are considering locating in the country. What would be an appropriate
unemployment rate to show for the entire country?

Province Percent Unemployed Size of Workers Unemployment Rate

A 4.5 15,300
B 3.0 10,400
C 10.2 150,600

ASSESSMENTS:

8. A. Compute the mean, median & mode (15 pts)

n 𝑥̅ Md Mo
1. 22,22,22,24,25,26,26,26,28,34,35,36,36,38,42,43.45
2. 8,9,9,9,11,12,13,13,13,14,15,16,17,17,19,23,24,25,27
3. 53,55,57,57,58,59,61,63,63,66,68,69,70,72,83,87,87
4. 10,11,14,14,15,16,20,22,26,27,27,33,36,37,37,37,37
5. 11,35,46,23,43,35,15,51,11,43,34,25,32,14,16,35

B. The annual salaries of quality-control managers in selected areas are shown below. What is the
a.) mean annual salary b.) median annual salary c.) modal annual salary (10 pts)

Area Salary Area Salary Area Salary 𝑥̅

A $35,000 F 58,000 K 50,000
B 49,100 G 60,000 L 60,000 Md
C 60,000 H 60,000 M 71,400
D 60,000 I 40,000 N 60,000 Mo
E 40,000 J 65,000 O 55,000

C. Listed below are several indicators of long-term economic growth in the Philippines. The projections
are through the year 2008 (10 pts)
Economic Indicator Percent Change Economic Indicator Percent Change
Inflation 4.5 Real GNP 2.9
Exports 4.7 Investment (residential) 3.6
Imports 2.3 Investment (non-residential) 2.1
Real Disposal Income 2.9 Productivity (total) 1.4
Consumption 2.7 Productivity (Manufacturing) 5.2

a. What is the mean percent change?

b. What is the median percent change?

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 c. What is the modal percent change?

D. The CEZC Food, Inc pay its hourly employees ₱16.50, ₱19.00, or ₱25 per hour. There 26 hourly
employees, 14 of which are paid at the ₱16.50 rate, 10 at the ₱19.00 rate, and 2 at the ₱25 rate.
(10 pts)

a.) What is the mean hourly rate paid to the 26 employees?

b.) What is the median hourly rate paid to the 26 employees?
c.) What is the modal hourly rate paid to the 26 employees?

MODULE 8

4.2 Computation of Mean, Median, and Mode from Grouped Data

GROUPED DATA
Central Variable Formula Where:
tendency
Mean ∑ 𝑓𝑥 ∑ 𝑓𝑥 = summation of f
𝑥̅ 𝑥̅ = multiplied by x
𝑁
N= sample size

Median 1 LCB =lower class boundary

𝑖 ( 2 𝑁 − 𝑓1 )
md UCB=upper class boundary
𝑚𝑑 = 𝐿𝐶𝐵 + 1
𝑓𝑚 𝑁= one half the value of N
2
𝑓1 = cumulative frequency less
1
than 2 𝑁
1
𝑖 ( 2 𝑁 − 𝑓2 ) 𝑓𝑚 = middle frequency
𝑚𝑑 = 𝑈𝐶𝐵 − 𝑓2 = remaining cumulative
𝑓𝑚
frequency after 𝑓𝑚

Mode mo mo = 3md – 2𝑥̅

Example 1:

A Self-regulated Learning Module 46

 Compute the following variables:
variable How to compute the variable
x 𝑈𝐿+𝐿𝐿
(midpoint) ; UL =upper limit and LL= lower limit
2

fx Multiply the frequency and midpoint (compute for every class)

Σ fx Add all fx value per class interval
F≤ Cumulative frequency ≤ (start with the lowest class interval)
1 One half the value of N
2
N
𝑓1 From the cumulative frequency (F≤), add frequencies that will not
1
exceed 2N
1
Note: 𝑓1 value is ≤ 2N

UCB These values are computed after 𝑓1

LCB
𝑓𝑚 middle frequency
𝑓2 This value is computed after computing the middle frequency

Checking: 𝑓1 + 𝑓𝑚 + 𝑓2 = N

Solution:

Measures of Central Tendency (Grouped Data)

Central Formula Substitution Final Answer
Tendency
Mean ∑ 𝑓𝑥 4230
𝑥̅ = 60 70.5
𝑁
Median 1 10( 30 − 23) 73.62
𝑖 ( 𝑁 − 𝑓1 ) 69.5 +
𝑚𝑑 = 𝐿𝐶𝐵 + 2 17
𝑓𝑚
1 10 ( 30 − 20) 73.62
𝑖 ( 2 𝑁 − 𝑓2 ) 79.5 −
𝑚𝑑 = 𝑈𝐶𝐵 − 17
𝑓𝑚
Mode mo = 3md – 2𝑥̅ 3(73.62)– 2(70.5) 79.86

A Self-regulated Learning Module 47

Example 2:

Class interval f x (midpoint) fx F≤ md

39-41 1
36-38 2
33-35 4
30-32 4
27-29 2
24-26 3
21-23 4
18-20 2
i=3 N= 22 Σ fx = 1
N=
2

Solution:

Measures of Central Tendency (Grouped Data)

Central Formula Substitution Final Answer
Tendency
Mean ∑ 𝑓𝑥
𝑥̅ =
𝑁
Median 1
𝑖 ( 2 𝑁 − 𝑓1 )
𝑚𝑑 = 𝐿𝐶𝐵 +
𝑓𝑚
1
𝑖 ( 2 𝑁 − 𝑓2 )
𝑚𝑑 = 𝑈𝐶𝐵 −
𝑓𝑚
Mode mo = 3md – 2𝑥̅

ASSESSMENTS:

9. Compute the mean, median and mode (Total:40 pts)

Class interval f x (midpoint) fx F≤ md

30-34 10
35-39 14
40-44 30
45-49 46
50-54 21
55-59 17
60-64 12
i= N= Σ fx = 1
2
N=
Table: 20 pts
Solution: 20 pts

A Self-regulated Learning Module 48

 Measures of Central Tendency (Grouped Data)
Central Formula Substitution Final Answer
Tendency
Mean ∑ 𝑓𝑥
𝑥̅ =
𝑁
Median 1
𝑖 ( 2 𝑁 − 𝑓1 )
𝑚𝑑 = 𝐿𝐶𝐵 +
𝑓𝑚
1
𝑖 ( 2 𝑁 − 𝑓2 )
𝑚𝑑 = 𝑈𝐶𝐵 −
𝑓𝑚
Mode mo = 3md – 2𝑥̅

MODULE 9

4.3 Other Measures of Location

I. Skewness
Another characteristic of a set of data is the shape

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A Self-regulated Learning Module 50
II. Location of values that divides a set of observation into equal parts

a. Quartiles divides a set of observation into four equal parts

b. Deciles divide a set of observation into ten equal parts

c. Percentiles divides a set of observation into one hundred equal parts

FORMULA
Quartiles Deciles Percentiles
𝑸(𝒏+𝟏) 𝑫(𝒏+𝟏) 𝑷(𝒏+𝟏)
Q= D= P=
𝟒 𝟏𝟎 𝟏𝟎𝟎

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Examples
Ungrouped Data:
• Rank the data from highest to lowest

n=15

Solve for:
Solution
Formula Substitution Answer Interpolation Final Answer
a. 𝑸𝟏 𝑸(𝒏+𝟏) 𝟏(𝟏𝟓 + 𝟏) th
4 item in the No interpolation, the 𝑸𝟏 =14
𝑸𝟏 = array value is exact
𝟒 𝟒

b. 𝑸𝟑 𝟑(𝟏𝟓 + 𝟏) 12th item in No interpolation, the 𝑸𝟑 = 27

𝑸(𝒏+𝟏) 𝟒 the array value is exact
𝑸𝟑 =
𝟒

c. 𝑫𝟑 𝟑(𝟏𝟓 + 𝟏) 4.8th item in 15 -14 = 1 𝑫𝟑 = 14.80

𝑫(𝒏+𝟏) 𝟏𝟎 the array 1 x 0.8 = 0.8
𝑫𝟑 = 0.8 + 14 = 14.80
𝟏𝟎
d. 𝑫𝟔 𝟔(𝟏𝟓 + 𝟏) 9.6th item in 24 – 22 = 2 𝑫𝟔 = 23.2
𝑫(𝒏+𝟏) 𝟏𝟎 the array 2 X 0.6 = 1.2
𝑫𝟔 = 1.2 + 22 = 23.2
𝟏𝟎

e. 𝑷𝟑𝟐 𝟑𝟐(𝟏𝟓 + 𝟏) 5.12th item in 17 – 15 = 2 𝑷𝟑𝟐 = 15.24

𝑷(𝒏+𝟏) 𝟏𝟎𝟎 the array 3 x 0.12 = 0.24
𝑷𝟑𝟐 = 0.24 + 15 = 15.24
𝟏𝟎𝟎

f. 𝑷𝟖𝟓 𝑷(𝒏+𝟏) 𝟖𝟓(𝟏𝟓 + 𝟏) 13.6th item in 30 – 29 = 1 𝑷𝟖𝟓 = 29.6

𝑷𝟖𝟓 = the array 1 x 0.6 = 0.6
𝟏𝟎𝟎 𝟏𝟎𝟎
0.6 + 29 = 29.6

A Self-regulated Learning Module 52

Grouped Data

Class f F< 𝑸𝟏 𝑸𝟑 𝑫𝟐 𝑫𝟔 𝑷𝟒𝟐 𝑷𝟖𝟓

interval
39-41 1 22 𝑓2 = 3
36-38 2 21 f2= 7 f2=3
33-35 4 19 𝑓2 = 16 fm=4 f2=11 fm=4
30-32 4 15 𝑓2 = 16 fm=4
27-29 2 11 fm=2
24-26 3 9 𝑓1 = 15 f1=15
21-23 4 6 fm= 4 fm= 4 𝑓1=11 f1=9
18-20 2 2 𝑓1= 2 𝑓1= 2
i=3 N= LCB 1 3 2 6 42 85
4
N=5.5 4
N=16.5 10
N=4.4 10
N=13.2 100
N=9.2 N=18.7
100
22
4
UCB 3 1 8 4 58 15
N=16.5 N=5.5 N=17.6 10
N=8.8 N=12. N=3.3
4 4 10 100 100
76

SOLUTION:
𝑸𝟏 1 3 ( 5.5 − 2) 23.13
𝑖 ( 𝑁 − 𝑓1 ) 20.5 +
4 4
𝑸𝟏 = 𝐿𝐶𝐵 +
𝑓𝑚
3 3 ( 16.5 − 16) 23.13
𝑖 ( 𝑁 − 𝑓2 ) 23.5 −
4 4
𝑸𝟏 = 𝑈𝐶𝐵 −
𝑓𝑚
𝑸𝟑 3 3( 16.5 − 15) 33.63
𝑖 ( 𝑁 − 𝑓1 ) 32.5 +
4 4
𝑸𝟑 = 𝐿𝐶𝐵 +
𝑓𝑚
1 3( 5.5 − 3) 33.63
𝑖 ( 𝑁 − 𝑓2 ) 35.5 −
4 4
𝑸𝟑 = 𝑈𝐶𝐵 −
𝑓𝑚
𝑫𝟐 2 3( 4.4 − 2) 22.3
𝑖 ( 𝑁 − 𝑓1 ) 20.5 +
10 4
𝑫𝟐 = 𝐿𝐶𝐵 +
𝑓𝑚
8 3( 17.6 − 16) 22.3
𝑖 ( 𝑁 − 𝑓2 ) 23.5 −
10 4
𝑫𝟐 = 𝑈𝐶𝐵 −
𝑓𝑚
𝑫𝟔 6 3 ( 13.2 − 11) 31.15
𝑖 ( 𝑁 − 𝑓1 ) 29.5 +
10 4
𝑫𝟔 = 𝐿𝐶𝐵 +
𝑓𝑚
4 3( 8.8 − 7) 31.15
𝑖 ( 𝑁 − 𝑓2 ) 32.5 −
10 4
𝑫𝟔 = 𝑈𝐶𝐵 −
𝑓𝑚
𝑷𝟒𝟐 42 3 ( 9.24 − 9) 26.86
𝑖 ( 𝑁 − 𝑓1 ) 26.5 +
100 2
𝑷𝟒𝟐 = 𝐿𝐶𝐵 +
𝑓𝑚

A Self-regulated Learning Module 53

 58 3 ( 12.76 − 11) 26.86
𝑖 ( 𝑁 − 𝑓2 ) 29.5 −
100 2
𝑷𝟒𝟐 = 𝑈𝐶𝐵 −
𝑓𝑚
𝑷𝟖𝟓 85 3 ( 18.7 − 15) 35.28
𝑖 ( 100 𝑁 − 𝑓1 ) 32.5 +
𝑷𝟖𝟓 = 𝐿𝐶𝐵 + 4
𝑓𝑚
15 3(3.3 − 3) 35.28
𝑖 ( 100 𝑁 − 𝑓2 ) 35.5 −
𝑷𝟖𝟓 = 𝑈𝐶𝐵 − 4
𝑓𝑚

ASSESSMENTS:

For #10 and #11 solve for skewness for both ungrouped data (30 points) and grouped data (50points) using
:

a.
b.
c.

d.

10.
(30 pts.)

11.
(50 pts.)

ASSESSMENTS #12 and # 13:

Solve for a. 𝑄1 𝑏. 𝑄3 𝑐. 𝐷2 𝑑. 𝐷8 e. 𝑃26 𝑓. 𝑃92

ASSESSMENT DATA TO BE USED: TYPE OF DATE

ASSESSMENT # 12 (40 POINTS) FROM ASSESSMENT # 10 UNGROUPED DATA
ASSESSMENT # 13 (60 POINTS) FROM ASSESSMENT # 11 GROUPED DATA

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MODULE 10

UNIT 5: MEASURES OF VARIABILITY

At the end of the unit, the students must have:
1. Solved for range, quartile deviation, mean absolute deviation, and standard deviation for grouped and
ungrouped data
2. Computed for the coefficient of variation

The dispersion is the VARIATION or Spread in a set of data

5.1 Common Measures of Dispersion or Variability of Scores

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5.2 Computation of Range, Quartile Deviation, Mean Absolute Deviation and Standard Deviation from
Ungrouped Data

The major characteristics of a RANGE are:

a. Only two values are used in its calculation
b. It is influenced by extreme values
c. It is easy to compute and understand

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The major characeristics of the MEAN ABSOLUTE DEVIATION are:
a. It is not duly influenced by large or small values
b. All observations are used in the calculation
c. The absolute values are somewhat difficult to work with

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The VARIANCE is the mean of the squared deviation from the arithmetic mean.

The major characteristics of the VARIANCE are:

a. All observations are used in the calculation
b. It is not duly influenced by extreme observation
c. The units are somewhat difficult to work with; they are the original units squared

The STANDARD DEVIATION is the square root of the variance.

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The major characteristics of the STANDARD DEVIATION are:
a. It is not in the same units as the original data
b. It is the square root of the average squared distance from the mean
c. It cannot be negative
d. It is the widely reported measure of dispersion

EXAMPLE: Ungrouped Data:

x x - 𝑥̅ /x - 𝑥̅ / /x - 𝑥̅ /2
1 12 -8.8 8.8 77.44
2 13 -7.8 7.8 60.84
3 13 -7.8 7.8 60.84
4 14 -6.8 6.8 46.24
5 15 -5.8 5.8 33.64
6 17 -3.8 3.8 14.44
7 19 -1.8 1.8 3.24
8 20 -0.8 0.8 0.64
9 22 1.2 1.2 1.44
10 24 3.2 3.2 10.24
11 24 3.2 3.2 10.24
12 27 6.2 6.2 38.44
13 29 8.2 8.2 67.24
14 30 9.2 9.2 84.64
15 33 12.2 12.2 148.84
n=15 Σx=312 Σ/x- ̅𝑥 / = 86.8 Σ/x - 𝑥̅ /2 = 658.4

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Solution:

Required Variable Used Formula Substitution Final Answer

Range R R= HV - LV 33 - 12 21
Interquartile Range IQR IQR = Q3- Q1 27 - 14 13
Quartile Deviation QD 𝑄3 − 𝑄1 13 6.5
QD =
2 2
Mean Absolute MAD 𝛴/x − 𝑥̅ / 86.8 5.79
MAD =
Deviation/Mean 𝑛 15
Deviation
Standard Deviation s 𝛴/x − 𝑥̅ /2
6.86
658.4
s= √ √
𝑛−1 14
Variance s2 s2 = (s)2 6.862 47.06

MODULE 11

5.3 Computation of Range, Semi-Interquartile Range, Mean Absolute Deviation and Standard Deviation
from Grouped Data

GROUPED DATA
Variable FORMULA Where:
used
RANGE R R = UBUC - LBLC UBLC = upper boundary of the
upper class
LBLC = lower boundary of the
lower class
MEAN ABSOLUTE f = frequency
DEVIATION 𝛴 𝑓𝑑 d = difference of x and 𝑥̅
MAD MAD = where x = midpoint
𝑁
𝑥̅ = mean
∑ 𝑓𝑥
where : 𝑥̅ =
𝑁
N = sample size
STANDARD
DEVIATION
𝑁 ∑ 𝑓𝑥 2 − ( ∑ 𝑓𝑥 )2
𝛿 𝛿=√
𝑁 (𝑁 − 1)

VARIANCE 𝛿2 𝛿 2 = (𝛿)2
Semi-Interquartile SIR 𝑄𝐷 𝑄3 − 𝑄1
Range SIR = = 2
2

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EXAMPLE: Grouped Data

Required Formula Substitution Final Answer

RANGE R = UBUC - LBLC 41.2-17.5 24
MEAN ABSOLUTE 𝟏𝟏𝟕 5.32
DEVIATION 𝛴 𝑓𝑑 𝟐𝟐
MAD =
𝑁
STANDARD 6.21
(𝟐𝟐𝒙𝟏𝟖𝟗𝟎𝟕) − (𝟔𝟑𝟏)𝟐
DEVIATION √
𝑁 ∑ 𝑓𝑥 2 − ( ∑ 𝑓𝑥 )2 𝟐𝟐(𝟐𝟏)
𝛿=√
𝑁 (𝑁 − 1)

VARIANCE 𝛿 2 = (𝛿)2 6.212 38.56

SIR 𝑄𝐷 𝑄3 − 𝑄1 𝟑𝟑. 𝟔𝟑 − 𝟐𝟑. 𝟏𝟑 5.25
SIR = = 2 𝟐
2

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5.4 Coefficient of Variation

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A Self-regulated Learning Module 63
 ASSESSMENTS: #14 and # 15:

Solve for a. 𝑅 𝑏. 𝑀𝐴𝐷 𝑐. 𝛿 𝑑. 𝛿 2

14. Ungrouped Data (30 points)

22,23,24,25,25,25,27,28,29,29,29,30,31,33,33,33,34,35

15. Grouped Data (45 points)

Class interval f
40 – 44 1
35 – 39 4
30 – 34 9
25 – 29 11
20 – 24 12
15 – 19 11
10 – 14 6
5–9 6
i=5 N= 60

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 FINALS
MODULE 12

UNIT 6: THE NORMAL PROBABILITY DISTRIBUTION

At the end of the unit, the students must have:
1. Illustrated a normal curve
2. Identified the properties of normal curve
3. Determined the standard score using the given raw score
4. Solved for the area of the shaded region
5. Applied the standard score in word problems
6. Found the probability of the shaded region

6.1 Normal Distribution

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6.2 Properties of Normal Curve

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 6.3 Standard Scores

MODULE 13

6.4 Application of Normal Curve

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Examples:
The monthly weekly salaries of employees of a certain company have a mean of ₱5,000 and a standard deviation of
₱1,000. What is the probability that an employee selected at random will have a salary of:
a. More than ₱4,250
b. More than ₱6,700
c. Between ₱3,500 and ₱7,770
d. Between ₱6,500 and ₱7,750

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What will be the equivalent salary of an employee that cover:
e. The upper 35% of the company
f. The 60% of the company
g. The middle 85% of the company

SOLUTION:
a. More than ₱4,250

Solution:
𝑥− 𝜇 4,250−5,000
Z= = = −0.75 𝛿
𝛿 1000

Use table 5 to locate the equivalent area of 0.75

𝐴1 = 0.2734
𝐴 𝑇 = 𝐴1 + 0.50

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 𝐴 𝑇 = 0.2735 + 0.50 = 0.7734

b. More than ₱6,700

Solution:
𝑥− 𝜇 6,700−5,000
Z= = = 1.7𝛿
𝛿 1,000
Use table 5 to locate the equivalent area of 1.7

𝐴1 = 0.50 − 0.4554
𝐴1 = 0.0446

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c. Between ₱3,500 and ₱7,770

𝑥− 𝜇 3,500−5,000 𝑥− 𝜇 7,770−5,000
𝑧1 = = 𝑧2 = =
𝛿 1,000 𝛿 1,000

𝑧1 = -1.5𝛿 𝑧2 = 2.77𝛿

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d. Between ₱6,500 and ₱7,750

𝑥2

𝑥1

𝑥1 − 𝜇 6,500−5000
Z 1= = = 1.5𝛿 ; 𝐴1= 0.4332
𝛿 1,000
𝑥2 − 𝜇 7,750−5000
Z 2= = = 2.75𝛿; 𝐴2 = 0.4970
𝛿 1,000
𝐴𝑡 = 𝐴2 - 𝐴1 = 0.0638

e. The upper 35% of the employees

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 Find the equivalent value of x, given A= 0.15

By interpolation solve for the z-value:

Z value Area
0.39 = 0.1517
0.01 d z = 0.15 0.002 0.0037
0.38 = 0.1480

By ratio and proportion, solve for d:

𝑑 0.002
=
0.01 0.0037

0.002 𝑥 0.01
d= = 0.0054
0.0037

z= 0.38 + 0.0054
z= 0.3853

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 Solve for the value of x:
x=± 𝑧𝛿 + 𝜇
x= 𝑧𝛿 + 𝜇
= (0.3853 x 1,000) + 5,000
x= ₱5,385.30

f. The lower 60% of the company

Find the equivalent value of x, given A = 0.10

By interpolation solve for the z-value:

Z value Area
0.26 = 0.1026
0.01 d z = 0.10 0.0013 0.0039
0.25 = 0.0987

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 By ratio and proportion, solve for d:
𝑑 0.0013
=
0.01 0.0039

0.0013 𝑥 0.01
d= = 0.0033
0.0039

z= 0.25 + 0.0033
z= 0.2533
Solve for the value of x:
x=± 𝑧𝛿 + 𝜇
x= 𝑧𝛿 + 𝜇
= (0.2533 x 1,000) + 5,000
x= ₱5,253.30

g. The middle 85% of the company

Find the equivalent value of x, given A = 0.425

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 0.425

By interpolation solve for the z-value:

Z value Area
1.44 = 0.4251
0.01 d z = 0.425 0.0014 0.0015
1.43 = 0.4236

By ratio and proportion, solve for d:

𝑑 0.0014
=
0.01 0.0015

0.0014 𝑥 0.01
d= = 0.0093
0.0015

z= 1.43+ 0.0033
±𝑧= 1.4333

Solve for the value of x:

x=± 𝑧𝛿 + 𝜇
x1= 𝑧𝛿 + 𝜇
= (1.4333 x 1,000) + 5,000
x1= ₱ 6,433.33

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 x2= −𝑧𝛿 + 𝜇
= (-1.4333 x 1,000) + 5,000
x2= ₱ 3,566.70

6.5 Kurtosis and Skewness

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 ASSESSMENT #16:

From past records the number of complaints received per day by the complaint department of a department
store has a 𝛿 = 5.5 𝑐𝑜𝑚𝑝𝑙𝑎𝑖𝑛𝑡𝑠. Assuming that the number of complaints is normally distributed, (60 points)
a. What is the mean number of complaints received per day if the probability that the complaint department
received less than 25 complaints is 0.063?
b. What is the probability that the complaint department will receive
b.1. less than 45 complaints in a day?
b.2. between 35 and 40 complaints in a day?
c. How many complaints did the complaint department receive if the probability is
c.1. less than 0.3825
c.2. more than 0.4596

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MODULE 14

UNIT 7: HYPOTHESIS TESTING

At the end of the unit, the students must have:
1. Defined hypothesis
2. Differentiated null hypothesis from alternative hypothesis
3. Identified the steps in testing hypothesis
4. Stated the significance of differences and relationships
5. Used the appropriate test statistic in any problem on hypothesis testing

7.1 Meaning of Hypothesis and Kinds of Hypothesis

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7.2 Directional and Non-Directional Hypothesis

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TABLES: https://home.ubalt.edu/ntsbarsh/Business-stat/StatistialTables.pdf

ASSESSMENT # 17:

Construct the Null and Alternative Hypothesis (20 points)

Problem 1 A group of subjects was given an attitude test on a controversial subject. Then they were
shown a film favorable to the subject and the attitude test was re-administered.
Problem 2 In a school system, the height of sample of 10 year old boys and 10 year old girls were
measured. The heights of the two groups were compared.
Problem 3 Three groups of students were tested on concept learning
Problem 4 A researcher is interested in finding out the attitude of people(single and married people)
towards automated election.
Problem 5 A researcher wants to determine whether or not a given drug has any effect on the scores of
human subjects (drug group and no drug group) performing a task of psychomotor
coordination.
Problem 6 Research on actual phenomenon happening now. Write the problem and construct the null
and alternate hypothesis.

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MODULE 15

7.3 Steps in Testing a Hypothesis

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7.4 t-test

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 Example 1:

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Example 2:

Example 3:

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ASSESSMENT #18 (30 points):

ASSESSMENT #19 (30 points)

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Use these formulas for the assessment (which ever is applicable)

One sample mean test

(𝒙− 𝝁)√𝒏
t=
𝒔

Two sample mean test

̅𝟏 − 𝒙
(𝒙 ̅𝟐 )−(𝝁𝟏 − 𝝁𝟐 )
t=
(𝒏 −𝟏)𝒔𝟏 𝟐 +(𝒏𝟐 −𝟏)𝒔𝟐 𝟐 𝟏 𝟏
√ 𝟏 ∗√ +
𝒏𝟏 +𝒏𝟐−𝟐 𝒏𝟏 𝒏𝟐

One sample mean test: A sample mean compared to a population mean

(𝒙
̅− 𝝁)√𝒏
z=
𝜹

Two sample mean test: A sample mean with another sample mean

̅𝟏 − 𝒙
(𝒙 ̅𝟐 )−(𝝁𝟏 − 𝝁𝟐 )
z=
𝟐 𝟐
√𝜹𝟏 +𝜹𝟐
𝒏𝟏 𝒏𝟐

MODULE 16

7.5 Chi-Square Distribution

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7.6 Chi-Square Two- Way

https://www.socscistatistics.com/tests/chisquare2/default2.aspx

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 ASSESSMENT #20 (40 POINTS):

MODULE 17

7.7 Analysis of Variance (ANOVA)

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Use this link for the Critical value : https://opentextbc.ca/introductorybusinessstatistics/chapter/f-test-and-one-
way-anova-2/

ASSESSMENT #21 (50 points):

Three brands of infant powdered milk (infant formula) were given to three of 8 infants each and the results
were monitored for a certain period of time. The result in terms of weight gain are tabulated below.
Respondents Brand A Brand B Brand C
1 4.5 3.2 3.0
2 4.1 3.0 2.8
3 3.0 3.8 3.2
4 5.3 3.9 3.6
5 4.8 4.2 3.5
6 2.7 3.1 3.5
7 4.3 4.0 3.9
8 3.8 3.3 3.6
Test the hypothesis that there is a significant difference in the average weight gain in (lb) among the three
groups of respondents using three brands, at 0.01 level.

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MODULE 18

7.8 Measures of Correlation

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7.9 Spearman Rank

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7.10 The Pearson Product-Moment Correlation Coefficient

A Self-regulated Learning Module 118

https://www.mathsisfun.com/data/correlation-calculator.html

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 ASSESSMENT # 22: (30 points)

7.11 Regression Analysis

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REGRESSION
Variable Meaning Formula Where:
𝑦𝑡 Predicted(dependent) 𝑦𝑡 = a+bx 𝑦𝑡 = Predicted(dependent)
variable variable
b Slope of the line 𝑛𝛴𝑥𝑦− 𝛴𝑥𝛴𝑦 b = Slope of the line
b= a = Value of 𝑦𝑡 , 𝑤ℎ𝑒𝑛 𝑥 =
𝑛(𝛴𝑥 2 )−(𝛴𝑥)2
a Value of 𝑦𝑡 , 𝑤ℎ𝑒𝑛 𝑥 = 0 𝛴𝑦−𝑏𝛴𝑥 0
a=
𝑛

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TREND LINE

Trend Line
Variable Meaning Formula Where:
𝑦𝑡 Forecast for period t 𝑦𝑡 = a+bt 𝑦𝑡 = Forecast for period t
b Slope of the line 𝑛𝛴𝑡𝑦− 𝛴𝑡𝛴𝑦 b = Slope of the line
b= a = Value of 𝑦𝑡 , 𝑎𝑡 𝑡 = 0
𝑛(𝛴𝑡 2 )−(𝛴𝑡)2
a Value of 𝑦𝑡 , 𝑎𝑡 𝑡 = 0 𝛴𝑦−𝑏𝛴𝑡
a=
𝑛

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Example:
The total sales and profits of JR Hamburgers over the last 10 weeks is shown in the table below. Predict the
sales for weeks 11,12 and 13. Predict profit for the store assuming sales of a.) ₱ 30 million b.) ₱ 33 million

Week (t) Sales, x Profit, y

(₱ million) (₱
million)
1 15 8
2 17 9
3 21 13
4 18 10
5 19 11
6 22 14
7 16 8.5
8 17 10
9 25 15
10 20 13

Solution:

REGRESSION
Variable Formula Substitution Final Answer
b 𝑛𝛴𝑥𝑦− 𝛴𝑥𝛴𝑦 10(2184) − (190)(111.5) 0.78
b=
𝑛(𝛴𝑥 2 )−(𝛴𝑥)2 10(3694) − (190)2
a 𝛴𝑦−𝑏𝛴𝑥 190 − 0.78(190) 4.18
a=
𝑛 10
𝑦𝑡 𝑦𝑡 = a + bx 𝑦𝑡 = 4.18 + 0.78 (30) ₱27.58 million
𝑦𝑡 = 4.18 + 0.78 (33) ₱29.92 million

Trend Line
Variable Formula Substitution Final Answer

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 b 𝑛𝛴𝑡𝑦− 𝛴𝑡𝛴𝑦 10(648.5)−(55)(111.5) 0.43
b=
𝑛(𝛴𝑡 2 )−(𝛴𝑡)2 10(385)−(55)2
a 𝛴𝑦−𝑏𝛴𝑡 111.5 − 0.43(55) 8.79
a=
𝑛 10
𝑦𝑡 𝑦𝑡 = a+bt 𝑦11 = 8.79+ (0.43 x 11) ₱13.52 million
𝑦12 = 8.79+ (0.43 x 12) ₱13.95 million
𝑦13 = 8.79+ (0.43 x 13) ₱14.38 million

ASSESSMENT #23: (60 POINTS)

Jefferson, the Store Manager of Bench, Glorietta Branch, wants to determine the sales for the 13th,14th,15th and
16th month.
Month TV Ad. Sales
(This year) ($000) ($000)
1 8 24
2 5 25
3 13 28
4 9 31
5 6 27
6 16 39
7 10 26
8 15 37
9 11 29
10 14 32
11 12 35
12 7 30

REQUIRED:
• REGRESSION Predict the sales at…. a. 35 ($000 TV Ad)
b. 9 ($000 TV Ad)
c. 18 ($000 TV Ad)
d. 42 ($000 TV Ad)
• TREND LINE Determine the sales for the… e. 13th month
f. 15th month
g. 20th month
h. 35th month

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 REFERENCES

https://www.slideshare.net/rdhaker2011/introduction-to-statisticsppt-rahul
https://www.amstat.org/ASA/History-of-Statistics.aspx
https://www.emathzone.com/tutorials/basic-statistics/functions-or-uses-of-statistics.html
https://www.emathzone.com/tutorials/basic-statistics/importance-of-statistics-in-different-fields.html
https://www.statisticshowto.com/how-to-use-slovins-formula/
https://www.statisticshowto.com/probability-and-statistics/find-sample-size/
https://www.scribbr.com/methodology/sampling-methods/
https://www.slideshare.net/rubyocenar/presentation-of-data-37973327
https://www.slideshare.net/rajkumarteotia/skewness-40437601
https://www.slideshare.net/nilanjanbhaumik9/measures-of-dispersion-43610696
https://www.slideshare.net/joyjoyfradejas/mean-deviation?next_slideshow=1
https://www.dummies.com/education/math/statistics/understanding-the-statistical-properties-of-the-normal-
distribution/
https://www.slideshare.net/dsaadeddin/normal-distribution-77299816
https://statisticsbyjim.com/basics/normal-distribution/
https://www.slideshare.net/mmirfattah/practice-final-page-13?next_slideshow=1
https://www.slideshare.net/nenevie/chapter9-the-normal-curve-distribution
https://examples.yourdictionary.com/examples-of-hypothesis.html
http://www.authorstream.com/Presentation/bharatmewara-1922386-research-hypothesis/
https://www.statisticshowto.com/probability-and-statistics/t-test/
https://www.investopedia.com/terms/t/t-test.asp
https://www.slideshare.net/parth241989/chi-square-test-16093013
http://onlinestatbook.com/2/chi_square/distribution.html
https://www.slideshare.net/RamakanthGadepalli/chi-squared-test-52755609
http://websupport1.citytech.cuny.edu/Faculty/mbessonov/MAT1272/Worksheet%20November%2021%20Solutions.pdf
https://slideplayer.com/slide/5131935/
https://www.slideshare.net/MisabPT/correlation-analysis-67866929
https://www.slideshare.net/rajukammari/hypothesis-and-its-types
https://www.slideshare.net/sonustar3/anova-analysis-of-variance-90850361
https://www.slideshare.net/oxygen024/regression-analysis-8672920

A Self-regulated Learning Module 125

 Appendixes
Appendix A. Format for Assessments

ASSESSMENT # ?
UNIT
TOPIC

NAME OF STUDENT

GROUP NUMBER
GROUP MEMBERS

Appendix B. Format in Writing a Reflection Paper

REFLECTION PAPER
TITLE

NAME OF STUDENT

Instructions:

1. Use standard long bond paper (8.5 inches by 13 inches) in writing your case analysis. Follow the margin 1.5
inches left margin and 1 inch on the right side. Use Arial font 11. Line spacing at 1.5
2. Always label properly your picture as Picture 1; table as Table 1; figure as Figure 1; and chart as Chart 1.
Together with the brief description of the picture, table, figure, and chart.
3. The first page should bear the following information written on the upper left-hand corner:
4. The contents of your given task are found in the succeeding text below

Reflection Paper Template (This outline template follows 5 paragraphs but you can add more paragraphs and rearrange
the body paragraphs to fit your needs)

Paragraph 1: Introduction
a. Hook – give a quick preview of the most exciting part of the lesson learned
b. Problem statement – without giving too much away, write how this experience influenced you
Paragraph 2- 4: Body Paragraph
• What lesson or activity did I enjoy most? Why?
• What is the most important lesson which I can apply in my daily life?
• What are the new insights / discoveries that I learned?
• What topic/s do I find least important?
• What possible topic/s should have been included?

Paragraph 5: Conclusion
a. Summary of the experience
b. Overall impact / lesson learned

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View this - https://kingessays.com/reflection-paper.php to learn more on how to write a reflection paper

Appendix C. Reflection Paper Rubric

TOTAL: 100 POINTS

Exceeds Meets Nearly Meets Does Not Meet No Evidence

Standard Standard Standard Standard
NO SCORE
5 POINTS
20 POINTS 15 POINTS 10 PTS
Reflect Shows great Relates Does not go Little or no Shows no
personal depth of learning with deeply into the explanation or evidence of
learning knowledge research and reflection of reflection on learning or
stretch subject and learning, project, learning, learning, no or reflection.
reveals personal and generalizations few details to
feelings and general and limited support
thoughts, reflections insight, uses reflection.
abstract ideas included, uses some detail.
reflected concrete
through use of language
specific
details.
Organization- Writer Paragraph Logical No evidence of
Structural demonstrates development organization; structure or
Development logical and present but not organization of organization.
of the Idea subtle perfected. ideas not fully
sequencing of developed
ideas through
well-developed
paragraphs;
transitions are
used to
enhance
organization
Conclusion The The The conclusion Incomplete
conclusion is conclusion does not and/or
engaging and restates the adequately unfocused.
restates learning. restate the
personal learning.
learning.
Mechanics No errors in Almost no Many errors in Numerous and Not applicable
punctuation, errors in punctuation, distracting
capitalization punctuation, capitalization errors in
and spelling capitalization and spelling punctuation,
and spelling capitalization
and spelling.
Usage No errors in Almost no Many errors in Numerous and Not applicable
sentence errors in sentence distracting
structure and sentence structure and errors in
word usage. word usage sentence

A Self-regulated Learning Module 127

 structure and structure and
word usage. word usage.
http://teach.ufl.edu/wp-content/uploads/2016/07/Science-Rubrics.pdf (retrieved 4/2/20 )

Appendix D. PEER EVALUATION RUBRIC

TOTAL: 28 POINTS

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A Self-regulated Learning Module 129