Statistical Analysis with Software Application ICTE 1043

PRESENTATION OF DATA
DATA PRESENTATION
METHODS OF DATA PRESENTATION
Textual Method - is a narrative description of data gathered
Tabular Method - is a systematic arrangement of information into columns and rows
Graphical Method - is an illustrative description of data
THE FREQUENCY DISTRIBUTION TABLE (FDT)
The most convenient way of organizing data is by constructing frequency distribution. A frequency
distribution is a collection of observations produced by sorting them into classes and showing their
frequency (or numbers) of occurrences in each class.
Parts of a Statistical Table

Table Heading includes the table number and the title of the table

Body main part of the table that contains the information or figures

classification or categories describing the data and usually found at

Stubs or Classes the leftmost side of the table

designations or identifications of the information contained in a

Caption
column, usually found at the top most of the column

THREE (3) Types of Frequency Distribution Table (FDT)

1. The Qualitative or Categorical frequency distribution table )
2. The Quantitative or Grouped Frequency Distribution Table
3. The Quantitative or Ungrouped Frequency Distribution Table
◈ The Qualitative or Categorical frequency distribution table
is used for data that can be placed in specific categories, such as nominal, or ordinal level data.
Example of Qualitative FDT
Statistical Analysis with Software Application ICTE 1043
◈ The Quantitative or Grouped Frequency Distribution Table
is a frequency distribution table where the data or observations are grouped according to some
numerical or quantitative characteristics.
Example of Quantitative or Grouped FDT

◈ The Quantitative or Ungrouped Frequency Distribution Table

is a frequency distribution table where the data or observations are sorted into classes of single
values
Example of Quantitative or Ungrouped FDT

BASIC TERMINOLOGIES ASSOCIATED WITH FREQUENCY TABLES

Lower class limit – the smallest data value that can be included in the class.
Upper class limit – the largest data value that can be included in the class.
Class boundaries (CB) – are used to separate the classes so that there are no gaps in the
frequency distribution
Class marks (CM) – the midpoints of the classes
lower limit + upper limit
CM =
2
Class Width – the difference between two consecutive class limits
Relative Frequency (RF) – the proportion of observations falling in a class and is expressed in
Percentage
Frequency
RF =
N
Frequency
% RF = X 100%
N
Cumulative Frequency (CF) – accumulated frequency of the classes
Less than CF (<CF) - total number of observations whose values do not exceed the upper
limit of the class
Greater than CF (>CF) - total number of observations whose values are not less than the
lower limit of the class
Statistical Analysis with Software Application ICTE 1043
STEPS IN CONSTRUCTING A FREQUENCY TABLE
STEP 1
Determine the range, R.
R = highest score (HS) – lowest score (LS)
STEP 2
Determine the number of classes, k.
k = √N
where N is the total number of observations/ scores in a given set of data
STEP 3
Determine the class size, c.
R
c= k

The class width should be an odd number. This ensures that the midpoint of each class has the
same place value as the data.
STEP 4
Determine the lower limit (LL) of the first interval.
LL = Lowest score
STEP 5 Determine the upper limit UL of the first interval.
UL = LL + c – 1
STEP 6 Enumerate the classes or categories.
STEP 7 Tally the observations / scores.
Example 1
When 40 people were surveyed in Tuguegarao city, they reported the distance they drove to the
mall, and the results (in kilometers) are given below. Construct a frequency distribution table.

Solution
1. Determine the range, R.
R = highest score (HS) – lowest score (LS)
R = 40 – 1
R = 39
2. Determine the number of classes or categories or intervals, k.
k = √N , where N = 40
0k = √40
k = 6.32 ≅ 6
3. Determine the class size, c.
Statistical Analysis with Software Application ICTE 1043
R 39
c= c=
k 6

c = 6.5 ≅ 7
The class width should be an odd number. This ensures that the midpoint of each class has the
same place value as the data.
4. Determine the lower limit (LL) of the first interval.
LL = Lowest score
LL = 1
5. Determine the upper limit UL of the first interval.
UL = LL + c – 1
UL = 1 + 7 – 1
UL = 7
6. Enumerate the classes or categories or intervals.
Distance (in km)
1–7
8 – 14
15 – 21
22 – 28
29 – 35
36 – 42
6. Enumerate the classes or categories or intervals.
Distance (in km)
1–7
8 – 14
15 – 21
22 – 28
29 – 35
36 – 42
To determine the second interval just add the value of the class size to the lower limit and upper
limit of the first interval. Repeat the process.
Sometimes the number of classes or categories or intervals (k) is NOT followed. An extra class will
be added to accommodate the highest observed value in the data set and a class will be deleted if it
turns out to be empty.
7. Tally the observations / scores.
TABLE: Frequency Distribution of Distance Driven (in kilometers) to the Mall by 40 People
Distance (in km) Tally Frequency

1–7 IIIII – IIIII – II 12

Statistical Analysis with Software Application ICTE 1043
8 – 14 IIIII – IIIII – I 11

15 – 21 IIIII – IIII 9

22 – 28 IIIII 5

29 – 35 II 2

36 – 42 I 1

7. Construct the frequency distribution table

TABLE: Frequency Distribution of Distance Driven (in kilometers) to the Mall by 40 People
CLASS Cumulative
Class Relative
Distance Frequency BOUNDARIES Frequency
Tally Marks Frequency
(in km) (F)
LCB UCB (CM) <CF >CF (%)

1–7 IIIII – 12 0.5 7.5 4 12 40 30.00

IIIII –
II
8 – 14 IIIII – 11 7.5 14.5 11 23 28 27.50
IIIII – I
15 – 21 IIIII – 9 14.5 21.5 18 32 17 22.50
IIII
22 – 28 IIIII 5 21.5 28.5 25 37 8 12.50
29 – 35 II 2 28.5 35.5 32 39 3 5.00
36 – 42 I 1 35.5 42.5 39 40 1 2.50
TOTAL 40 40 100

LESS THAN Cumulative Frequency

- The LESS THAN Cumulative Frequency is obtained by adding successively the
frequencies of all the previous classes/intervals including the class against which it is
written. The cumulate is started from the lowest class/interval to the highest class/interval.
GREATER THAN Cumulative Frequency
- The GREATER THAN Cumulative Frequency is obtained by adding successively the
frequencies of all the previous classes/intervals including the class against which it is
written. The cumulate is started from the highest class/interval to the lowest class/interval.
When constructing frequency tables
▪ The classes must be mutually exclusive; each score must belong to only one class.
▪ Include all classes, even if their frequency is zero.
▪ Make sure that all classes have the same width.
▪ Try to select convenient numbers for class limits.
Statistical Analysis with Software Application ICTE 1043
▪ Make sure that the number of classes should be between 5 and 20.
Example 2
Determine the less than CF (<CF) of the given table:
Class limits Class boundaries Tally Frequency < CF

1–5 0.5 – 5.5 IIIII – IIIII - I 11 11

6 – 10 5.5 – 10.5 IIIII – IIII 9 11+ 9 = 20

11 – 15 10.5 – 15.5 IIIII – I 6 20 + 6 = 26

16 – 20 15.5 – 20.5 IIIII 5 26 + 5 = 31

21 – 25 20.5 – 25.5 IIIII – I 6 31 + 6 = 37

26 – 30 25.5 – 30.5 0 37 + 0 = 37

31 – 35 30.5 – 35.5 II 2 37 + 1 = 39

36 – 40 35.5 – 40.5 I 1 39 + 1 = 40

NOTE
To determine the entries in the LESS THAN Cumulative Frequency ( < CF), add successively the
frequencies of all the previous classes/intervals including the class against which it is written. The
cumulate is started from the frequency of lowest class/interval to the frequency of the highest
class/interval.
Example 3
Determine the greater than CF (>CF) of the given table:
Class limits Class boundaries Tally Frequency > CF
1–5 0.5 – 5.5 IIIII – IIIII - I 11 29 + 11 = 40
6 – 10 5.5 – 10.5 IIIII – IIII 9 20 + 9 = 29
11 – 15 10.5 – 15.5 IIIII – I 6 14 + 6 = 20
16 – 20 15.5 – 20.5 IIIII 5 9 + 5 = 14
21 – 25 20.5 – 25.5 IIIII – I 6 3+6=9
26 – 30 25.5 – 30.5 0 3+0=3

31 – 35 30.5 – 35.5 II 2 1+2=3

36 – 40 35.5 – 40.5 I 1 1
NOTE
To determine the entries in the GREATER THAN Cumulative Frequency ( > CF), add
successively the frequencies of all the previous classes/intervals including the class against which
it is written. The cumulate is started from the frequency of highest class/interval to the frequency of
the lowest class/interval.
Statistical Analysis with Software Application ICTE 1043
Example 4
Construct a grouped frequency table for the given data below.
112 100 127 120 134 118 105 110 109 112

110 118 117 116 118 122 114 114 105 109

107 112 114 115 118 117 118 122 106 110

116 108 110 121 113 120 119 111 104 111

120 113 120 117 105 110 118 112 114 114

Solution
Following the steps discussed earlier, the frequency distribution of the given data is shown below.
The classes are arranged in increasing order.
Intervals Class Class Frequency < CF >CF % RF
boundaries midpoint F
CM
100 – 104 99.5 – 104.5 102 2 2 48 + 2 = 50 2
(100%) = 4
50

105 – 109 104.5 – 107 8 2 + 8 = 10 40 + 8 = 48 8

109.5 (100%) = 16
50

110 – 114 109.5 – 112 18 10 + 18 = 22 + 18 = 40 18

114.5 28 (100%) = 36
50

115 – 119 114.5 – 117 13 28 + 13 = 9 + 13 = 22 13

119.5 41 (100%) = 26
50

120 – 124 119.5 – 122 7 41 + 7 = 2+7=9 7

124.5 48 (100%) = 14
50

125 – 129 124.5 – 127 1 48 + 1 = 1+1=2 1

129.5 49 (100%) = 2
50

130 - 134 129.5 – 132 1 49 + 1 = 1 1

134.5 50 (100%) = 2
50
Example 5
Given the frequency table determine the less than and greater than cumulative frequency.
Class Intervals Class boundaries Class midpoint Frequency
0–9 -0.5 – 9.5 4.5 44
10 – 19 9.5 – 19.5 14.5 42
20 – 29 19.5 – 29.5 24.5 33
30 – 39 29.5 – 39.5 34.5 30
40 – 49 39.5 – 49.5 44.5 27
Statistical Analysis with Software Application ICTE 1043
50 – 59 49.5 – 59.5 54.5 22
60 – 69 59.5 – 69.5 64.5 18
70 – 79 69.5 – 79.5 74.5 9
Solution
To determine the entries in the LESS THAN Cumulative Frequency ( < CF), add successively the
frequencies of all the previous classes/intervals including the class against which it is written. The
cumulate is started from the frequency of lowest class/interval to the frequency of the highest
class/interval.
To determine the entries in the GREATER THAN Cumulative Frequency ( > CF), add
successively the frequencies of all the previous classes/intervals including the class against which it
is written. The cumulate is started from the frequency of highest class/interval to the frequency of the
lowest class/interval

Example 6
Given the frequency table determine the less than and greater than cumulative frequency.
No. of Insurance Policies Frequency
0 7
1 15
2 12
3 9
4 5
5 3
6 1
Solution
To determine the entries in the LESS THAN Cumulative Frequency ( < CF), add successively the
frequencies of all the previous classes/intervals including the class against which it is written. The
cumulate is started from the frequency of lowest class/interval to the frequency of the highest
class/interval.
Statistical Analysis with Software Application ICTE 1043
To determine the entries in the GREATER THAN Cumulative Frequency ( > CF), add
successively the frequencies of all the previous classes/intervals including the class against which
it is written. The cumulate is started from the frequency of highest class/interval to the frequency of
the lowest class/interval.

GRAPHICAL PRESENTATION OF DATA

A graph or a chart is a device for showing numerical values or relationships in pictorial form.
Advantages
1. Main features and implication of a body of data can be seen at once
2. Can attract attention and hold the reader’s interest
3. Simplifies concepts that would otherwise have been expressed in so many words
4. Can readily clarify data, frequently bring out hidden facts and relationships
QUALITIES OF A GOOD GRAPH
It is accurate.
A good graph should not be deceptive, distorted or misleading, or in any way susceptible to wrong
interpretations as a result of inaccurate or careless construction.
It is clear.
An effective graph can be easily read and understood. The graph should focus on the message it is
trying to communicate.
It is simple.
The basic design of statistical graph should be simple, straightforward, not loaded with irrelevant, or
trivial symbols. There should be no distracting elements in a chart that inhibit effective visual
communication.
It has a good appearance.
A good graph is one that is designed and constructed to attract or catch attention by holding a neat,
dignified and professional appearance.

COMMON TYPES OF GRAPH

Statistical Analysis with Software Application ICTE 1043