ALDERSGATE COLLEGE Instructional Module in Educational Statistics

Module 3: DATA PRESENTATION

Prerequisite Skills:  Skills in performing basic operation

in mathematics
 Skill on the use of computer for
Excel applications.
Instructor: Emerson Y. Castañeto

Overview

This module presents useful guideline on how to presents data in textual, tabular and graphical form.

Objectives

At the end of this lesson, students are expected to:

1. describe a set of data in textual form
2. organize data in tables
3. represent tables by graphs
4. read and interpret tables and graphs
5. perform simple analysis of data from tables
6. develop orderliness and neatness in presenting data
7. write findings, draw conclusions, and make inferences

Learning Focus

Manner of Presenting Data

Good statistical presentation requires making it easy for readers to understand and interpret the data and to
identify key patterns or trends. Data can be presented in texts, tables and graphs.

a. Textual Form – This form combines text and numerical facts in numerical facts in a statistical report. This
manner of presenting data is used only when the data to be presented are few. Too many data are difficult
to understand.
Data presented in paragraphs or in sentences, are said be in textual form. This includes enumeration of
important characteristics, emphasizing the most significant features and highlighting the most striking
attributes of the said data. However, if data are presented in plain text, sometimes readers get bored, thus
tables and graphs are often used.
Example:
The number of pupils in Hatred Academy in the Elementary level
in 2002-2003 were Grade I – 232; Grade II – 340; Grade III – 342;
Grade IV – 445; Grade V – 448; and Grade VI – 503

b. Tabular Form – This is a table that shows data arranged into different classes, and the number of cases

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which fall into each class. This form provides numerical facts in a more concise and systemic manner.
Statistical tables are constructed to facilitate the analysis of relationship.
Example:

Row Classifiers Table Number

Table 1
SUMMARY OF ENROLMENT 2002-2003 Table Title
Year Level No. of Students Percentage
(f) (%)
Column Headers
First Year 350 0.3182
Second Year 300 0.2727
Third Year 250 0.2273
Fourth Year 200 0.1818
Total N=1,100
Source: AM High School Registrar Source Note

Rules to Remember in Constructing Table

Tables should have the following tables:
 table number: for easy reference; written on top of the table
 table title: to briefly explain the contents of the table; table follows the table number
 column headers: to described the entry in each column
 row classifier: to classify rows
 source notes: to acknowledge the sources of data
 frequency: to show the number of entries per category
 total frequency: to have a general picture of the total population
 percentage: for quick view of the characteristics of the data set

c. Graphical Form – This form is the most effective means of organizing and presenting statistical data
because the important relationships are brought out more clearly and creatively in virtually solid and colorful
figures.

Tabular Presentation Of Data

Tables are useful for clear presentation and comparison of large numbers of data items. They also allow data
to be presented at a level of detail which cannot usually be determined from a text.

Definition of Terms:
a. Raw Data – data in their original form
b. Grouped Data – data organized and summarized in tables
c. Class Frequency – the number of individuals belonging to each class or category
d. Frequency Distribution – is a tabular arrangement of data by classes together with their corresponding
frequencies.
 Categorical Frequency Distribution – organized data of nominal and ordinal scales.
 Ungrouped Frequency Distribution – organized data of interval and ratio scales. This method is more
appropriate, when the range or the difference between the highest value and the lowest value in
the set of data is small.
 Grouped Frequency Distribution - organized data of interval and ratio scales. This method is more
appropriate, if the range or the difference between the highest value and the lowest value in the set
of data is large.

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e. Range – the difference between the highest and lowest value

f. Class Boundaries – are obtained by subtracting 0.5 from the lower class limit and adding 0.5 to the upper
class limit.
g. Cumulative Frequency – is used to determine the accumulated frequencies either from the lowest class up
to and including that of the specific class or vice-versa.
 Less than Cumulative Frequency (>cf) – accumulated from the lowest class to the greatest class.
 Greater Than Cumulative Frequency (<cf) – accumulated from the highest class to the lowest class.
h. Class width – is obtained by dividing the range by the number of classes.
i. Class Mark or Class Midpoint – obtained by taking the average of the upper and lower class limit.

Categorical Frequency Distribution

Steps in Constructing a Categorical Frequency Distribution

1. Make a table indicating the following heading: categories, tally, frequency and percent.
2. Tally the data in the second column.
3. Count the tallies and put the result in the third columns.
4. Compute for the percentage values and put result under the last column. Percent values are
computed as follows:
𝑓
% = × 100, where: f – class frequency
𝑛
n – total number of values
5. Determine the totals for the last two columns.

Example:
Organize a frequency table according to the classification of 10,000 registered voters by Political
Affiliation.
KBL (4,500), Liberal (2,700), Nacionalista (1,800), Independent (1,000)
Solution:
Table 2
Distribution of Registered Voters by Political Affiliation
Political Party f %
KBL 4,500 45
Liberal 2,700 27
Nacionalista 1,800 18
Independent 1,000 10
Total n = 10,000 100

Ungrouped Frequency Distribution

Steps in Constructing an Ungrouped Frequency Distribution

1. Determine the range.

2. Construct a table having the following headings: Class, Tally, and Frequency, Percentage and
Cumulative Frequency (< or >).
3. Tally the raw data under the second column.
4. Complete the frequency column.
5. Construct the column for class boundaries.
6. Complete the cumulative frequency column.

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Example:

A. Construct an ungrouped frequency distribution table for the age of 50 service crews at McDollibee
Restaurant.
25 18 22 19 18 18 19 19 25 20
22 18 23 24 19 25 18 21 24 25
23 19 21 23 20 18 21 23 20 24
25 21 20 22 20 20 21 22 23 23
18 24 21 21 21 19 19 18 21 21

Solution:
Table 3
Age Distribution of 50 Service Crews at Mc Dollibee
No. of Pets Tally Frequency ( f ) Percentage (%) <cf >cf
18 lllll-lll 8 0.16 8 50
19 lllll-ll 7 0.14 15 42
20 lllll-l 6 0.12 21 35
21 lllll-lllll-l 11 0.22 32 29
22 llll 4 0.08 36 18
23 lllll-l 6 0.12 42 14
24 Llll 4 0.08 46 8
25 llll 4 0.08 50 4
Total N=50 100

Now that the data are arranged in a frequency distribution table, it is easier to give findings, draw informed
conclusions and make sound inferences

Findings:
Basic findings are those which you can see directly from the table. In Table 3b, there are eight basic findings
since there are eight rows, these are:
1. Sixteen percent (16%) of the service crew at McDollibee is 18 years old.
2. Fourteen percent (14%) of the service crew at McDollibee is 19 years old.
3. Twelve percent (12%) of the service crew at McDollibee is 20 years old.
4. Twenty-two percent (22%) of the service crew at McDollibee is 21 years old.
5. Eight percent (8%) of the service crew at McDollibee is 22 years old.
6. Twelve percent (12%) of the service crew at McDollibee is 23 years old.
7. Eight percent (8%) of the service crew at McDollibee is 24 years old.
8. Eight percent (8%) of the service crew at McDollibee is 25 years old.
Conclusion: McDollibee prefers employees who are 21 years old and below.
Inference: If this trend continues, then job applicants who are 22 years old and above have very slim chance of being
accepted at McDollibee.

Ungrouped Frequency Distribution

Steps in Constructing a Grouped Frequency Distribution

1. Determine the highest (H) and the lowest score (L).
2. Compute the range. The range (H-L)-difference between the highest and the lowest score.
3. Divide the range by 10 or 15 to determine the acceptable size of the interval or class width.

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4. Select a value for the lowest class limit. The smallest value may be the lowest class limit or any number
less than the smallest value to make computations more convenient. Add the class width to the lowest
limit to get the lower limit of the next class. Keep adding until the desired number of classes is obtained.
5. Subtract 1 from the next lower limit to determine the upper limit of the said class. Add the class width to
the upper limit to determine the upper limit of the next class until the last class.
6. Organize the class interval (c.i).
7. Tally each score to the category of class interval it belongs to.
8. Count the tally column and summarize it under column ( f ).
9. Compute the midpoint or class mark ( x ).
10. Determine the limits of classes (c.b.)
11. Compute the relative frequency distribution / percentage (%).
12. Compute the greater or lesser than cumulative frequency (>cf or<cf).

Example:
A. Prepare a frequency distribution of the Mathematics scores of 54 students in a high school senior
class.
71 77 68 64 55 50 45 40 35
31 33 36 40 45 50 55 63 70
72 74 66 63 61 60 56 50 46
41 38 34 39 41 46 50 56 57
51 46 42 46 51 58 59 52 47
43 44 47 53 48 48 49 50 42

Solution:
1. H = 77, L = 31, R = 77-31 = 46
2. Desired number of class intervals is 10; class interval size is 46/10 = 5(round off)
3. Start with 30 which is a multiple of 5
4. From the interval 30-34, 35-39, and so on until the interval 75-79 containing the highest score.
5. Form the tally sheet and give a summary of the frequency.
6. The class marks are 32, 37, 42 and so on.
7. The class boundaries are 29.5-34.5, 34.5-39.5, 39.5-44.5 and so on.
8. Relative frequency / percentage are (3/54)100 = 5.55, 7.40, 14.81 and so on.
9. Cumulative frequency-greater than (<cf) are 3, 7, 15 and so on
10. Cumulative frequency-lesser than >cf are 54, 41, 47 and so on.

Table 4
Frequency Distribution of the Mathematics Scores of 54 Students in a High School Senior Class
Class Frequency Classmark Class Relative <cf >cf
Interval (c.i) (f) (x) Boundaries (c.b) Frequency (%)
30-34 3 32 29.5-34.5 5.55 3 54
35-39 4 37 34.5-39.5 7.40 7 51
40-44 8 42 39.5-44.5 14.81 15 47
45-49 11 47 44.5-49.5 20.37 26 39
50-54 9 52 49.5-54.5 16.66 35 28
55-59 7 57 54.5-59.5 12.96 42 19
60-64 5 62 59.5-64.5 9.25 47 12
65-69 2 67 64.5-69.5 3.70 49 7
70-74 4 72 69.5-74.5 7.40 53 5
75-79 1 77 74.5-79.5 1.85 54 1
Total N=54 100

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A. GRAPHICAL PRESENTATION OF DATA

Some readers find a graphical presentation of data easier to comprehend than when data are
presented in tabular form. A graph adds life and beauty to one’s work, but more than this, helps facilitate
comparison and interpretation without going through the numerical data.

Types of Graph
a. Bar Chart. A graph represented by either vertical or horizontal rectangles whose bases represent the
class intervals and whose heights represent the frequencies. It is used for discrete variables.
Example:

b. Histogram. A graph represented by vertical or horizontal rectangles whose bases are the class
marks and whose heights are the frequencies. It is used for continuous variables.
Example:

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c. Frequency Polygon. This is the line version of the histogram. It is a graph whose bases are the
class marks and whose heights are the frequencies. It is used for continuous variables.
Example:

d. The Less And Greater Than Ogive. The less than ogive is constructed by plotting the <cf
frequencies against the upper class boundaries. The greater than ogive is constructed by plotting the >cf against
the lower class boundaries. The graphs are used to estimate the number of cases falling below any given value.
Example:

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e. Pie chart. A circle graph showing the proportion of each class, through the relative frequency or
percentage
Example:
.

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f. Multiple Graph. This is a combination of several graphs which is to compare the features or
behaviors of two groups or more groups. The most appropriate for this is either bar or line graph.
Example:

1. When you are comparing data across two bar graphs,

keeping the scale the same will allow for better
comparison.

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