Module 3

Measures of Central Tendency

Introduction
This module introduces the statistical organization of test scores
using Frequency Distribution Table. It also deals with three measures of
central tendency, the mean, median and mode and the kinds of
distribution using these measures.

Student Learning Objectives (SLO)

At the end of this module you will be able to:
 organize gathered data using grouped frequency distributions.
 discuss the properties of mean, median and mode.
 analyze and interpret the data presented in the table using
measures of central tendency.
 described shapes of the distribution using measures of central
tendency.

Content
A. Frequency Distribution Table
A frequency distribution provides the classroom teacher a systematic
arrangement of raw scores by tallying the frequency of occurrence of each score in
the interval or in some instances score values that have been grouped.

Steps in Setting Up a Frequency Distribution for Ungrouped Data

1. Arrange the scores from highest to lowest in a column headed X. The X
represents the raw scores.
2. Head the second column Tally and record a tally mark for each score.
3. Count the tally marks and place the number corresponding to the total number
of tallies for each raw score value in the third column.
4. Sum the frequency (f) column and record the number of scores (n) as total.
Example 1. Given the following set of scores from a quiz in Assessment 2 construct

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a frequency distribution for ungrouped data.

32 39 40 25 29 35 39 28
41 29 37 30 27 32 29 29

Table 1
Frequency Distribution Table of Scores from a Quiz in Assessment 2

Score Tally Frequency (f)

41 I 1
40 I 1
39 II 2
37 I 1
35 I 1
32 II 2
30 I 1
29 IIII 4
28 I 1
27 I 1
25 I 1
n = 16
Note: The sum of the frequency must be equal to n.

Parts of Frequency Table (Grouped Data)

1. Class interval (limits) or class (k) – groupings or categories defined by the
lower and upper limits. The ideal number of classes is 5 to 20 depending upon
the number of scores.

2. Class size (i) – width of each class interval.

HS−LS HS−LS
i= =
k 1+3.3 log ⁡(n)
where k = number of classes/class interval
Note: If i has a decimal part, you must round up the value to the nearest whole
number.

3. Class boundaries (CB) – numbers used to separate each category in the

frequency distribution but without gaps created by the class limits. The scores
of the students are discrete (countable/whole number). Add 0.5 to the upper
limit to get the upper class boundary and subtract 0.5 to the lower limit to get
the lower class boundary.

4. Class marks – midpoint of the upper and lower class limits.

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 UL +¿
X m=
2

Steps in Constructing Frequency Distribution of Grouped Data

1. Find the range.
R=HS−LS
2. Determine the class size (i).
3. Set up the class limits of each class or category. Each class is defined by the
lower and upper limit. Use the lowest score as the lower limit of the first class.
The highest observed score should be a part of the highest class interval.
4. Set up the class boundaries if needed
5. Tally each raw score according to the interval in which it falls.
6. Find the sum of the frequencies.
7. Find the other parts if necessary such as class marks (X m), < cumulative
frequency (<cf) and > cumulative frequency (>cf) among others.

Example 2. The following scores are obtained from the scores of 60 graduating high
school students who have taken the NCAE. Construct a frequency distribution table.

87 94 78 91 70 65 79 81 88 95 69 79

73 94 82 77 79 68 97 88 78 96 97 66

85 90 86 73 67 73 84 88 93 95 87 64

80 83 76 75 69 71 81 86 89 97 92 78

87 92 86 68 84 86 90 70 75 90 72 82

1. Find the range.

R = 97 – 64 = 33

33
2. Find the class size (i) = =4.81=5
1+ 3.3 log ⁡(6)

Table 2
Frequency Distribution Table of Scores in NCAE

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 Class
X f Xm <cf >cf
Boundaries
60
94 - 98 8 93.5 - 98.5 96 8
(52+8)
52 16
89 - 93 8 88.5 - 93.5 91
(44+8) (8+8)
44 29
84 - 88 13 83.5 - 88.5 86
(31+13) (16+13)
31 38
79 - 83 9 78.5 - 83.5 81
(22+9) (29+9)
22 45
74 - 78 7 73.5 -78.5 76
(15+7) (28+7)
15 54
69 - 73 9 68.5 - 73.5 71
(6+9) (45+9)
60
64 - 68 6 63.5 - 68.5 66 6
(54+6)
n = 60

Note: Tally is optional. <cf starts at the lowest class and >cf starts at the
highest class.

B. Measures of Central Tendency

Measures of central tendency relates to a point in a distribution around
which the scores tend to center. This point can be used as the most
representative value for a distribution of scores. A measure of central
tendency is helpful in showing where the average or typical score falls. The
teacher can see how an individual student performance relates to the average
value or make comparisons about two or more classes that took the same test.
The three measures of central tendency include the mean, the median and the
mode.

1. MEAN
Mean or the arithmetic mean is referred to as the average of scores or
measures. It is considered as the best and most commonly used measure of
central tendency due to the following qualities:
 Each score contributes its proportionate share in computing the mean.
The mean is more stable than the median and mode.
 Since the mean means average, it is best understood and more widely
used measure of central tendency.
 It is used as basis in computing other statistical measures like the
average deviation, standard deviation, coefficient of correlation, etc.
 It is very useful in comparing two or more data sets.
 It is most appropriate in symmetrical data.

Computation of the Mean for Ungrouped Data

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 Mean ¿
∑ of all values
Number of values

Sample Mean: x=
∑x
n

Population Mean: μ=
∑x
N
where:
x̅ = sample mean (read as “x bar”)
μ = population mean (read as “mu”)
x = the value of any particular observation or measurement
∑ x = sum of all x’s
n = total number of values in the sample
N = total number of values in the population

Example 3. Find the mean of the scores in the quiz in Assessment 2.

32 39 40 25 29 35 39 28
41 29 37 30 27 32 29 29

32+41+39+29+ 40+37+ 25+30+29+27+ 35+32+39+29+28+ 29

x=
16

521
x= =32.56
16

Analysis: Therefore, the mean score is 32.56. Scores less than 32.56 are below the
mean and scores greater than 32.56 are above the mean.

Weighted Mean
 Particularly useful when various classes or groups contribute differently to the
total
 Found by multiplying each value by its corresponding weight and dividing by
the sum of the weights

x 1 w 1 + x 2 w 2 + x 3 w 3 + … +xn w n
x w=
w 1 + w 2 + w 3 + … + wn
where:
X w = weighted mean
w1 = corresponding weight
x1 = the value of any particular observations or measurement

Example 4. Riana’s first quarter grade is shown in the table below. Use the weighted

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mean formula to find Riana’s GPA for the first quarter.

Subject Englis Mathematic Filipin Scienc P.E Religio

s h s o e . n
Grade 90 87 88 93 95 96
Units 3 3 3 3 2 1

90 ( 3 ) +87 ( 3 )+ 88 (3 )+ 93 ( 3 ) +95 ( 2 ) +96 (1)

GPA=
15

1360
GPA= =90.67
15

Computation of the Mean for Grouped Data

 To get the mean for grouped data, the Midpoint or Class mark formula is the
shortest way.

where: f is the frequency

M is the midpoint or class mark
n is the total frequency
Example 5. Given the frequency distribution of scores in NCAE find the mean.

Table 2
Frequency Distribution Table of Scores in NCAE

X f Xm fXm
94 - 98 8 96 768
89 - 93 8 91 728
84 - 88 13 86 1118
79 - 83 9 81 729
74 - 78 7 76 532
69 - 73 9 71 639
64 - 68 6 66 396

n = 60
∑ f X m =¿ ¿
4910

x=
∑ f Xm
n

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 4910
x= =81.83
60

Analysis: Therefore, the mean score of the distribution is 81.83. It is located on the
class interval 79 – 83.

2. MEDIAN
 Median is the point or score at the midpoint of the distribution of scores
arranged from highest to lowest or vice-versa. It is the middlemost
score in an ordered distribution of scores. It is the point on the
distribution of scores such that 50% of the numbers of cases are above
it and 50% of the numbers of cases are below it.
 Extreme low or high scores do not much affect the median. If most of
the scores are high, the median is high, if most of the scores are low,
the median is low.
 Median can be applied for ordinal, interval, and ratio data.
 Median is most appropriate in a skewed data.

Calculation of the Median for Ungrouped Data

To determine the value of median for ungrouped, consider the two rules:
1. If n is odd, the median is the middle ranked.
2. If n is even, then the median is the average of the two middle ranked values.
th
n+1
Median (Rank Value) = position
2

Note that n is the population/sample size.

Example 6. Find the median of the scores in the quiz in Assessment 2.

32 39 40 25 29 35 39 28
41 29 37 30 27 32 29 29

Step 1. Arrange the data in order.

41 40 39 39 37 35 32 32 30 29 29 29 29 28 27 25

Step 2. Find the middle rank value.

16+1 th
Middle rank value= =8.5 position
2

Step 3. Identify the median in the data set. Since the position of the median is on the
8.5th position the value of the median is the average of the values on the 8 th and 9th
position.

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 32+30
Median=~
x= =31
2
Analysis: Therefore, the median score is 31. It divides the score to 50% upper and
50% lower.

Computation of the Median for Grouped Data

Use the following formula

( )
n
−¿ cf
~ 2
x=Lb + i
fM

Where: Lb is the lower class boundary of the median class

<cf is the less than cumulative frequency below the median class (if the
class interval started from the highest interval to the lowest interval)
i is the class width or class size
fM is the frequency of the median class
Example 7. Given the frequency distribution of scores in NCAE find the median.

Table 2
Frequency Distribution Table of Scores in NCAE

Class
X f Boundarie Xm <cf
s
94 - 98 8 93.5 - 98.5 96 60
89 - 93 8 88.5 - 93.5 91 52
84 - 88 13 83.5 - 88.5 86 44
79 - 83 9 78.5 - 83.5 81 31
74 - 78 7 73.5 -78.5 76 22
69 - 73 9 68.5 - 73.5 71 15
64 - 68 6 63.5 - 68.5 66 6
n = 60
n
Step 1. Find the median class. Median class has <cf greater than .
2

n 60
= =30, the median is on the 30th position
2 2

Therefore, the median class is 79 – 83 because the 23rd up to 31st scores are located
on the given class interval.

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Step 2. Substitute the values on the formula.
n
Lb=78.5 ,< cf =22 , f M =9 ,i=5 , =30
2

( )
n
−¿ cf
~ 2
x=Lb + i
fM

~
x=78.5+ (
30−22
9
5 )
~
x=78.5+
8
9 ()
5

~
x=78.5+ 4.44
~
x=82.94

Analysis: Approximately, 50% of the students obtained the scores of 82.94 or less.
Also the remaining 50% obtained the scores of 82.94 or more.

3. MODE
 The value in a data set that appears most frequently
 Like the median extreme values in a data set do not affect the mode.
 A data may not contain any mode if none of the values are “most typical”.
 A data set that has only one value that occurs the greatest frequency is said to
be unimodal.
 If the data had two values with the greatest frequency, both values are
considered the mode and the data set is bimodal.
 If a data set has more than two modes, then the data set is said to be
multimodal.
 There are some cases when a data set values have the same number
frequency and the data set is said to be no mode.
 Mode can be applied for nominal, ordinal, interval and ratio data.

Determining the Mode from Ungrouped Data

In the ungrouped scores, the mode requires no computation. It can be
determined through inspection.

Example 8. Find the mode of the following set of scores

a. 12, 29, 35, 36, 36, 45, 45, 45, 50, 53 – the mode is 45 (unimodal)
b. 8, 7, 6, 5, 6, 6, 9, 2, 3, 11, 11, 11 – the mode is 6 and 11 (bimodal)

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Computation of the Mode for Grouped Data
To get the mode for grouped data, use the following formula
^x =L+
d1
[ ]
d 1 +d 2
i

where L is the lower class boundary of the modal class

d1 is the difference between the highest frequency and the frequency
below it (if the class interval started from the highest interval to the
lowest interval)
d2 is the difference between the highest frequency and the frequency
above it (if the class interval started from the highest interval to the
lowest interval)
i is the class width

*Modal class is the class with the highest frequency

Example 9. Given the frequency distribution of scores in NCAE find the mode.

Table 2
Frequency Distribution Table of Scores in NCAE

Class
X f Boundarie Xm <cf
s
94 - 98 8 93.5 - 98.5 96 60
89 - 93 8 88.5 - 93.5 91 52
84 - 88 13 83.5 - 88.5 86 44
79 - 83 9 78.5 - 83.5 81 31
74 - 78 7 73.5 -78.5 76 22
69 - 73 9 68.5 - 73.5 71 15
64 - 68 6 63.5 - 68.5 66 6
n = 60

Step 1. Determine the modal class. This is the class with the highest frequency.
The modal class is 84 – 88 with a frequency of 13.

Step 2. Substitute the given values in the formula.

^x =L+
[ ]d1
d 1 +d 2
i

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 L=83.5 ,d 1=13−9=4 , d 2=13−8=5 , i=5

^x =83.5+
[ ]
4
4+5
5

20
^x =83.5+
9

^x =83.5+ 2.22
^x =85.72
Analysis: The most common scores in the grouped distribution of scores in NCAE of
60 students is 85.72.

C. Measures of Central Tendency in Different Distributions

1. Normal Distribution
 It is a symmetrical distribution
(one-half is exactly the same as
the other half)
 When illustrated, it looks like a bell.
It uses a normal curve.
 The mean, median and mode are equal.

50% 50%

2. Positively Skewed Distribution

 There are more low scores than high
scores.
 The test is very difficult so that the class
performed poorly in it.
 The mean has the largest value followed
by the median and the mode in
descending order.

low scores high scores

3. Negatively Skewed Distribution

 There are more high scores than low
scores.
 The test is very easy so that the class

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 performed well in it.
 The mode has the largest value followed
by the median and the mean in
descending order.

low scores high scores

Assessment and Evaluation

A. Construct a frequency distribution table for the following set of raw scores of 40
students in a 50-item Science quiz. Find the mean, median and mode and
interpret the results. (35 pts.)

17 25 30 33 25 45 23 19
27 35 45 48 20 38 39 18
44 22 46 26 36 29 15 21
50 47 34 26 37 25 33 49
22 33 44 38 46 41 37 32

B. Identify the type of distribution, locate the position of the median and mode and
interpret the given graph. (5 pts. each)

mean

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 Mean

mean

References
Adamos, J. and de Guzman, E., Assessment of Learning 1 and 2

Callo, Ede C. and Yazon, A., Assessment in Student Learning

Calmorin, L., Assessment of Student Learning 2

Garcia, C., Measuring and Evaluating Learning Outcomes: A Textbook in Educational

Assessment 1 & 2

Prepared:

Mrs. JENNIFER A. REYES

Instructor

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