CORE GATEWAY COLLEGE, INC.

Maharlika Highway, San Jose City, Nueva Ecija 3121

Tel/Fax No. 0445111609; 0449403154
Email add: core_gateway@y ahoo.com.ph

BACHELOR OF ARTS IN POLITICAL SCIENCE

1 ST Semester 2021 - 2022

(FUNDAMENTALS OF STATISTICS)

Prepared by:

JUDY ANN P. PASCUA

COLLEGE INSTRUCTOR

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 MATH ELECT 1
Credit Hour: 3

Instructor Information
Instructor: Judy Ann P. Pascua
Email: [email protected]
Phone: 0977 048 0417
Institution: Core Gateway College, Inc.

@2020 J.P. Pascua

Copyright Notice: This course pack may be used for the CGCI College Department’s
educational purposes. It includes extracts of works from outside sources which are duly cited and
acknowledged on this material. You may not copy or distribute any part of this course pack to
any other person. Where this course pack is provided to you in an electronic format you may
only print from it for your own use. You may not make a further copy for any other purpose.
All rights reserved.

Course Description

This is the first course in basic statistical concepts. Topics includes frequency distributions of
ungrouped and grouped data, calculations of measures of tendency and review of commonly
occurring distributions (binomial, normal ,etc.) needed for understanding basic ideas of statistica l
inference. It introduces central limit theories, estimation and hypothesis on application through
problem solving. The use of graphing calculators and computer algebra system is highly
encouraged.

Course Scope
Probability and statistics are the mathematics used to understand chance and to collect, organize,
describe, and analyze numerical data. From weather reports to sophisticated studies of genetics,
from election results to product preference surveys, probability and statistical language and
concepts are increasingly present in the media and in everyday conversations. Students need this
mathematics to help them judge the correctness of an argument supported by seemingly
persuasive data.

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Course Objectives

 Define statistics
 Define terminologies in statistics.
 Perform summation.
 Present statistical table and graph.
 Illustrate and compute mean, median and mode
 Compute for quartiles, deciles and percentiles.
 Illustrate and .compute for variance and standard deviation.
 Illustrate and compute skewness and kurtosis.
 Define an experiment, outcome, sample space, and event.
 Illustrate the Correlation & Regression.

Course Delivery Method – First Semester (August – December 2021) due to COVID – 19
Pandemic

This course will be delivered via distance learning that will enable students to complete
academic work in a flexible manner, completely online which includes * synchronous and
asynchronous activities. Course materials and assess to an online learning management system
will be made available to each student. Students should respond to Forum questions in a given
account (accomplished in groups through threaded forum). Virtual class lectures through video
conferences will be conducted via Google Meet. Online assignments or activities will be
submitted on the accounts given by the instructor. Faculty will assist and support the students on
the use of online resources throughout this course.

Course Materials

Couse textbook and Related Readings:

Probability and Statistical Concepts: An Introduction
Alex Bolanos

Statistics and Probability

Joy N. Carpio, Jaymie M. Guillermo, Raul G. Angeles, and Rowena R. De Guzman

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Evaluation Procedures

 Activities/Quizzes and assignments will be submitted once in a week at the school but
students should follow the protocol given by the school and the faculties.
 Quizzes and assignments will also be submitted through an email account or messenger
but students should follow the format given by the teacher.
 Term of examination will be scheduled and it will be sent via google classroom.
 The correct answer based on their activities will be sent to them via email or messenger
after it is checked.

Grading System

Examination 40%
Quizzes & Assignments 30%
Recitation/Reporting 20%
Requirements 10%
TOTAL = 100

Policies

Please see the Students Handbook for full reference on all College policies.

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 TABLE OF CONTENTS
Front Page…………………………………………………………………………………. .1
Instructor Information…………………………………………………………………….... 2
Course Description…………………………………………………………………………. 2
Course Scope……………………………………………………………………………….. 2
Course Objectives………………………………………………………………………….. .3
Course Delivery Method…………………………………………………………………….3
Course Materials…………………………………………………………………………….3
Evaluation Procedures………………………………………………………………………4
Table of Content…………………………………………………………..………………... 5
Lesson
PRELIMINARY PERIOD
Unit 1: Definition of Terms
Lesson 1………………………………………………………….…..7
Lesson 2………………………………………………………….…..8
Lesson 3………………………………………………………….…..8
Lesson 4……..…………………………………………….…….…..9
Lesson 5……………………………………………………………..13
Unit 2: Statistical Table
Lesson 1……………………………………………………………..16
MIDTERM PERIOD
Unit 3: Measures Central Tendency
Mean for ungrouped data………………………..…………….……
Mean for grouped data…..……….………………………….……...
Median for ungrouped data…….……………………………….…..
Median for grouped data……….……………………………….…..
Mode for ungrouped data….………………………………………..
Mode for grouped data…………….……………………………….
Unit 4: Measures of Position

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 Quartiles for grouped data………..………………………………..
Decile for grouped data...……………………………………...…..
Percentile for grouped data.……………….……………….……....
Interquartile Range…...………………………………….………...
SEMI – FINAL PERIOD
Unit 5: Measures of Dispersion
Variance & standard deviation for ungrouped data.…………..…..
Variance & standard deviation for grouped data……………...…..
Coefficient of variation…………….………………………….…..
Normal distribution………….…………………..…………….…..
Measures of skewness……...…………………………..…….……
Measures of kurtosis…………………………….…………….…..
FINAL PERIOD
Unit 6: Continuous Probability Distribution
Unit 7: Simple Correlation and Regression

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 FUNDAMENTALS OF STATISTICS
Unit 2: Statistical Tables

Lesson 1: Frequency Distribution Table

In statistics, numerical information may be treated as ungroup or group data. In both cases,
tabular presentation is very important. This tabular presentation of data is called the frequency
distribution table.

Consider the midyear test scores of 45 students in Mathematics VI

29 27 28 27 34 29 27 27 28
25 23 35 25 29 33 23 27 33
27 22 42 27 21 29 22 25 29
25 21 20 21 23 25 30 20 28
30 29 28 30 27 27 27 19 30

The table below shows the tabulation of the 45 scores treated as ungrouped data. The
tally and frequency for each score is also indicated.
Frequency → the number of values fall in each class

Test Scores of 45 Students in Mathematics VI

Score Tally Frequency

42 I 1
35 I 1
34 I 1
33 II 2
30 Illl 4
29 lllll-l 6
28 llll 4
27 lllll-lllll 10
25 lllll 5
23 lll 3
22 ll 2
21 lll 3
20 ll 2
19 l 1

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 The scores may be tabulated as grouped data. Usually, data in great numbers are presented
in a frequency distribution table.

Here are the steps in constructing frequency distribution table.

Find the range (r). The range is the difference of the highest score minus the lowest score
In the given data above, the highest score is 42 and the lowest score is 19. The range is
r = 42 – 19 = 23.

Compute the number of classes. A class is a grouping or category. Statisticians said that the ideal
number of classes is between 5 and 15.

k = 1 + 3.322logn where n → is the total number of observation

n = 45
k = 1 + 3.3log45 = 6.49 → rounded off to whole number = 6
Therefore the number of classes is 6

To determine the number of classes, compute the class interval (i).Class interval, or simply
interval, is the size of each class. For convenience, intervals are rounded to the nearest integer.
In the example above,

𝒓𝒂𝒏𝒈𝒆(𝒓) 23
i= = = 3.83 → rounded off to whole number = 4
𝒌 6

Therefore the class interval is 4

Determine the classes starting with the lowest class. The lowest score is 19. The lowest class is 19
to 22 , 19 + class interval (4) then there is always a minus 1. Hence, 19 + 4 – 1 = 23 - 1 = 22.
Therefore the lowest class is from 19 to 22. This is written as 19 – 22. In the class 19 – 22, 19 is
the lowest limit and 22 is the upper limit. The other classes are formed in the same manner. If 22
is the upper limit of the lowest class and 4 is the class interval, just simply add 4 to 22, 22 + 4 =
26, then 26 + 4 = 30, 30 + 4 = 34, 34 + 4 = 38, until you reach the highest score of 42, 38 + 4 =
42. Note that the constructed number of classes is 6 classes.
Determine the class frequency (f) for each class by counting the tally

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 Test Scores of 45 Students in Mathematics VI

Classes Tally Frequency (f)

39 – 42 → highest/6th class l 1
35 – 38 → 5th class l 1
31 – 34 → 4th class lll 3
27 – 30 → 3rd class lllll-lllll-lllll-lllll-lllI 24
23 – 26 → 2nd class lllll-llI 8
19 -22 → lowest/1st class lllll-lll 8
n = 45

The following numerical values are relevant in dealing with frequency distributio n:

Class mark (x). It is the middle value in a class.

In the class 19 – 22, to compute the class mark, 19 + 22 = 41 ÷ 2 = 20.5

Note: the lower and upper limit should always divided by 2.

Class boundaries. Often described as the true limits because these are more precise expressions
of class limits. The lower boundary of a class is 0.5 less than its lower limit, and its upper boundary
is 0.5 more than its upper limit.
Note that 19, 23, 27, 31, 35, 39 are the lower limit and 22, 26, 30, 34, 38, 42 are the uppe r
limit.

In the class 19 – 22, to compute the lower boundary (LB), lower limit minus 0.5, 19 – 0.5
= 18.5, therefore the lower boundary of 19 is 18.5
In the class 19 – 22, to compute the upper boundary (UB), upper limit plus 0.5, 22 + 0.5 =
22.5, therefore the upper boundary of 22 is 22.5

Relative frequency distribution. Shows the proportion in percent the frequency of each class to
the total frequency.
𝒇𝒓𝒆𝒒𝒖𝒆𝒏𝒄𝒚(𝒇)
Relative frequency (%f) = x 100
𝒏
In the class 19 – 22, the corresponding frequency is 8, and the total number of frequency or n
is 45, hence,

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(%f) = x 100 = 17.77777777 round off to two decimal places therefore, %f = 17.78%
45

Note: Rounded off to 2 decimal places.

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Cumulative frequency distribution. Tries to determine the partial sums from the data classified
in terms of classes. This distribution answers problems like the number of students who got a
passing mark; the number of employees who got efficiency rating from 76% to 95%, and so on.

2 Types of Cumulative Frequency Distribution

Less than cumulative frequency (<cf)
Greater than cumulative frequency (>cf)

Test Scores of 45 Students in Mathematics VI

Classes f x %f LB UB <cf >cf

1→ copy
the
39 – 42 1 40.5 1/45x100=2.22% 38.5 42.5 44 + 1=45 45 1
corresponding
frequency
35 – 38 1 36.5 1/45x100=2.22% 34.5 38.5 42+2 = 44 44 1+2=3 2
31 – 34 3 32.5 3/45x100=6.67% 30.5 34.5 39+3=42 43 3+3=6 5
27 – 30 24 28.5 24/45x100=53.33% 26.5 30.5 16+23=39 40 6+23=29 29
23 – 26 8 24.5 8/45x100=17.78% 22.5 26.5 9+7=16 16 29+7=36 37
9 → copy
the
19 -22 8 20.5 8/45x100=17.78% 18.5 22.5 8 36+9=45 45
corresponding
frequency
n = 45 ∑% f = 100%
The total should be
99.99% or 100%

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 Activity 3

Test Scores Obtained by the 60 Students in a Statistical Class

48 73 57 69 88 11 80 82 57 57
46 70 45 75 81 33 65 38 59 49
94 59 36 58 69 45 55 58 65 62
30 49 29 41 53 37 35 61 48 73
22 51 55 60 37 56 59 57 36 56
12 36 63 68 30 56 70 53 28 50

Construct the frequency distribution table for grouped data.

Find and compute the following:

1) Number of classes
2) Range (r)
3) Class interval (i)
4) Frequency (f)
5) Class mark (x)
6) Relative frequency (%f)
7) Lower Boundary (LB)
8) Upper Boundary (UB)
9) <cf
10) >cf

Date of Submission: September 20, 2021

Note: Late submission of activities will no longer be accepted after the set of deadline.
Write in a 1 whole yellow paper.

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