Section 2

Chapter 1
Data Management

Math in the Modern World

Midterms
Statistics helps in identifying patterns, trends, and relationships within data.
In short, descriptive statistics focuses on summarizing data, while inferential statistics
aims to make predictions or generalizations beyond the data collected.
TYPES OF SOURCES
Data collection

It is the process of gathering and measuring

information about variables on study in an established
systematic procedure, which then enable to answer
relevant questions at hand and evaluate outcomes.
Data collection is a fundamental aspect of research across various
fields such as social sciences, medicine, business, and natural
sciences.The data collection process is designed to help answer research
questions, test hypotheses, and evaluate outcomes.
Levels of Measurements

•NOMINAL
•ORDINAL
•INTERVAL
•RATIO
 NOMINAL

This scale is used for classifying and labeling

variables without quantitative value.

Examples : Color, Gender, Race , nationality

ORDINAL

Ordinal scale can easily be remembered because it

sounds like order, which matters in ordinal scale. On this
scale, the values between intervals don’t have meaning.

Example: Year Level, Income level, Satisfaction level,

Military rank, honor level
 INTERVAL

The interval scale is a quantitative measurement scale where there is

order, the difference between the two variables is meaningful and
equal, and the presence of zero is arbitrary.

One problem with the interval scale is that it doesn’t have a “true zero ”.

Example : Temperature
RATIO

● Definition: The ratio scale is the most informative scale. It has

all the properties of an interval scale, but it also has a true zero
point, meaning zero indicates the complete absence of the
quantity being measured.

● Examples:
○ Weight (0 kg, 10 kg, 20 kg)
○ Height (0 cm, 150 cm, 200 cm)
○ Income (0 dollars, 50,000 dollars)
○ Age (0 years, 25 years, 60 years)
 Two Types of Data Collection Methods
• Qualitative Data Collection Method-
• Focuses on collecting non-numerical data like opinions, behaviors, and experiences.
• Common methods: interviews, focus groups, observations, content analysis.
• It explores the 'why' and 'how' of decision-making, behaviors, and interactions.
• This approach produces rich, detailed descriptions and insights that are interpreted subjectively.

• Quantitative Data Collection Method-

•
• Focuses on numerical data that can be measured and analyzed statistically.
• It answers the 'what', 'when', and 'how many' questions, producing results that can be generalized
across a population. Quantitative methods aim to be objective, structured, and precise.
• Common methods: surveys, experiments, tests, structured observations.
• This is collected through direct interaction with individuals on a one to one basis or direct
interaction with individuals in a group setting that makes it time consuming and expensive.
A variable is any characteristic, number,
or quantity that can be measured or
counted and can take different values.

Types of Variables
1. Qualitative Variables (Categorical):
Represent categories or groups.
● No natural order (e.g., gender, eye
color).
● Has a meaningful order but unequal
differences (e.g., satisfaction level: low,
medium, high).

2. Quantitative Variables (Numerical):

Represent measurable quantities.
● Discrete: Takes whole number values
(e.g., number of students).
● Continuous: Can take any value within
a range (e.g., height, weight).
Organizing Data

•Frequency Distribution Table

•Charts or Graphs
•Histogram
•Frequency Polygon
•Ogive
•Box-&-Whisker
 Assignment:
1. Research on the different type of graphs and charts.
2. Select one and make a written report by answering the following:
a. What type of data uses the graph?
b. What are the advantages and disadvantages of using such graph?
c. Steps on how to make the graph.
Frequency Distribution Table
Guidelines for frequency tables:
1. Class intervals should not overlap. Classes are mutually exclusive.
2. Classes should continue throughout the distribution with NO gaps.
Include all classes.
3. All classes should have the same width.
4. Class widths should be “convenient” numbers.
5. Use 5-20 classes.
6. Make lower or upper limits multiples of the width.
Example Data Set:

Ms. Cathy’s Exam Scores

97 90 86 83 84 78 73 73 69
65 108 90 88 83 81 79 78 72
69 60 93 98 85 82 80 78 77
71 68 59 91 89 84 82 80 77
75 70 62 55 91 89 84 82 78
77 72 70 63 54 65 89 90 81 N=54
Solution:

1. Arrange the data in array form.

54 55 59 60 62 63 65 65 68
69 69 70 70 71 72 72 73 75
77 77 77 77 78 78 78 78 79
80 80 81 81 82 82 82 83 83
84 84 84 85 86 88 89 89 89
90 90 90 91 91 93 97 98 108 N=54

next
Solution:
2. Identify the RANGE
R= Hv-Lv
R= 108-54
Range = 54

3. Solve for k (# number of classes) N= # of Students

k= 1+3.322log N Expected number of

k= 1+3.322log54 classes
= 6.76
=7
4. Identify the c ( CLASS SIZE)

C= Range / k (#of Classes)

c=54 / 6.76 Width of the
= 7.99 or 8 classes
 Range = 54
K ( #of classes) = 7
Start with the Interval/ Classes
lowest value C (Class size) = 8
Lower Limit –UpperLimit
54 - 61
54+8 62 - 69
62+8 70 - 77
70+8 78 - 85
86 - 93
94 - 101
102 - 109 Next, Identify
Class Boundaries
 Interval Class Boundaries

LL –UL LB - UB
54- 61 53.5-61.5
(61+62)/2
62-69 61.5-69.5
(69+70)/2
70-77 69.5-77.5
(77+78)/2
78-85 77.5-85.5
(85+86)/2
86-93 85.5-93.5
(93+94)/2
94-101 93.5-101.5

102-109 101.5-109.5 Next, tally

Solution:

1. Arrange the data in array form.

54 55 59 60 62 63 65 65 68
69 69 70 70 71 72 72 73 75
77 77 77 77 78 78 78 78 79
80 80 81 81 82 82 82 83 83
84 84 84 85 86 88 89 89 89
90 90 90 91 91 93 97 98 108 N=54

next
 Interval Class Boundaries Tally

LL –UL LB - UB
54- 61 53.5-61.5 54, 55, 59, 60

62-69 61.5-69.5 62, 63, 65, 65, 68, 69, 69

70-77 69.5-77.5 70, 70, 71, 72, 72, 73, 75, 77, 77, 77, 77

78-85 77.5-85.5 78, 78, 78, 78, 79, 80, 80, 81, 81, 82, 82, 82, 83, 83, 84, 84, 84, 85

86-93 85.5-93.5 86, 88, 89, 89, 89, 90, 90, 90, 91, 91, 93

94-101 93.5-101.5 97, 98

102-109 101.5-109.5 108

 Less than Cumulative Greater than Relative
Interval Class Boundaries Tally Frequency Frequency Cumulative Frequency
Frequency

LL –UL LBound - UB f <cf >cf rf

54- 61 53.5-61.5 IIII 4 4 54

62-69 61.5-69.5 IIIII-II 7 11 50

70-77 69.5-77.5 IIIII-IIIII-I 11 22 43

78-85 77.5-85.5 IIIII-IIIII-IIIII-III 18 40 32

86-93 85.5-93.5 IIIII-IIIII-I 11 51 14

94-101 93.5-101.5 I| 2 53 3

102-109 101.5-109.5 | 1 54 1

N= 54
 Less than Cumulative Greater than Relative
Interval Class Boundaries Tally Frequency Frequency Cumulative Frequency
Frequency

LL –UL LB - UB f <cf >cf rf

54- 61 53.5-61.5 IIII 4 copy 4 54 7.4%

62-69 61.5-69.5 IIIII-II 7 4+7 11 50 13%

70-77 69.5-77.5 IIIII-IIIII-I 11 11+11 22 43 20.4%

78-85 77.5-85.5 IIIII-IIIII-IIIII-III 18 40 32 33.3%

86-93 85.5-93.5 IIIII-IIIII-I 11 51 14 20.4%

94-101 93.5-101.5 I| 2 53 3 3.7%

102-109 101.5-109.5 | 1 54 1 1.8%

 Less than Greater than Relative
Interval Class Boundaries Tally Frequency Cumulative Cumulative Frequency
Frequency Frequency

LL –UL LB - UB f <cf >cf rf

54- 61 53.5-61.5 IIII 4 4 54 7.4%
4/54

62-69 61.5-69.5 IIIII-II 7 11 50 13%

7/54

70-77 69.5-77.5 IIIII-IIIII-I 11 22 43 20.4%

11/54

78-85 77.5-85.5 IIIII-IIIII-IIIII-I 18 40 32 33.3%

II

86-93 85.5-93.5 IIIII-IIIII-I 11 3+1151 14 20.4%

94-101 93.5-101.5 I| 2 53
1+2 3 3.7%

102-109 101.5-109.5 | 1 54 1 1.8%

 Less than Cumulative Greater than Relative
Interval Class Boundaries Tally Frequency Frequency Cumulative Frequency
Frequency

LL –UL LB - UB f <cf >cf rf

Solution:
54- 61 53.5-61.5 IIII 4 4 54 7.4%

62-69 61.5-69.5 IIIII-II 7 11 50 13%

70-77 69.5-77.5 IIIII-IIIII-I 11 22 43 20.4%

78-85 77.5-85.5 IIIII-IIIII-IIIII-II 18 40 32 33.3%

I
86-93 85.5-93.5 IIIII-IIIII-I 11 51 14 20.4%

94-101 93.5-101.5 I| 2 53 3 3.7%

102-109 101.5-109.5 | 1 54 1 1.8%

100%
N= 54