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Lesson 2

Here is a bar chart displaying the data: Fame and celebrity 94 Money 56 Attract women 29 Like sports 27 Easy life 24 Don't need education 19 Other 19 0 20 40 60 80 100

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Tri Widyastuti
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33 views

Lesson 2

Here is a bar chart displaying the data: Fame and celebrity 94 Money 56 Attract women 29 Like sports 27 Easy life 24 Don't need education 19 Other 19 0 20 40 60 80 100

Uploaded by

Tri Widyastuti
Copyright
© © All Rights Reserved
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
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LESSON#2

DISPLAY DATA
REVIEW

 There are three important reasons why statistical literacy is


important:
 (1) to be informed,
 (2) to understand issues and be able to make sound
decisions based on data, and
 (3) to be able to evaluate decisions that affect your life
 To be an informed consumer of reports such as those described
above, you must be able to do the following:
 1. Extract information from tables, charts, and graphs.
 2. Follow numerical arguments.
 3. Understand the basics of how data should be gathered,
summarized, and analyzed to draw statistical conclusions
 To make these decisions, you must be able to do the following:
 1. Decide whether existing information is adequate or whether additional
information is required.
 2. If necessary, collect more information in a reasonable and thoughtful way.
 3. Summarize the available data in a useful and informative manner
 4. Analyze the available data.
 5. Draw conclusions, make decisions, and assess the risk of an incorrect decision.
 While you will need to make informed decisions based on data, it is also the case that other
people will use statistical methods to make decisions that affect you as an individual. An
understanding of statistical techniques will allow you to question and evaluate decisions
that affect your well-being. Some examples are:

 University financial aid offices survey students on the cost of going to school and collect
data on family income, savings, and expenses. The resulting data are used to set criteria for
deciding who receives financial aid. Are the estimates they use accurate?
 D EFINITION The entire collection of individuals or objects about which information is
desired is called the population of interest.
 A sample is a subset of the population, selected for study in some prescribed manner
 (Simple random sample A sample selected in a way that gives every different sample of
size n an equal chance of being selected VS PURPOSIVE SAMPLING
 Stratified sampling Dividing a population into subgroups (strata) and then taking a separate
random sample from each stratum.
 Cluster sampling Dividing a population into subgroups (clusters) and forming a sample by
randomly selecting clusters and including all individuals or objects in the selected clusters
in the sample.
 The process can be organized into the following six steps:
 1. Understanding the nature of the problem. E
 2. Deciding what to measure and how to measure it. T
 Data collection.
 Data summarization and preliminary analysis. A
 Formal data analysis.
 Interpretation of results
Frequency Distributions

 Ungrouped Frequency Distribution


 twenty students were asked how many hours they worked per day. Their responses, in
hours, are as follows:
5; 6; 3; 3; 2; 4; 8; 5; 2; 3; 5; 6; 5; 4; 4; 3; 5; 2; 5; 3.
Step :
1. Place the data values from smallest to the largest without skipping any values on the first
column.
2. Place the frequency, the count of each data value, in the corresponding row of the second
column.
Notice all the data values are listed including 7 which is not
listed on the original data set.
relative frequency

 Relative frequencies can be written as fractions, decimals, or percent.


Cumulative relative frequency
Grouped Frequency Distribution
Guidelines for classes:
• There should be between 5 and 20 classes
• Classes must be mutually exclusive (no overlap of data values)
• Classes must be all inclusive and continuous
• Classes must be equal in width
Twenty-eight students were asked how many hours they worked per week. Their responses, in
hours, are as follows:
15; 26; 13; 33; 22; 14; 27; 15; 32; 23; 5; 26; 25; 14; 34; 13; 15; 22; 15; 28; 10; 18; 21; 24; 20;
18; 34; 20; construct a grouped frequency distribution using 5 classes. 5; 10; 13; 13; 14; 14;
15; 15; 15; 15; 18; 18; 20; 20; 21; 22; 22; 23; 24; 25; 26; 26; 27; 28; 32; 33; 34;
1. Range = 34 – 5 = 29
2. Use 5 classes
3. Class Width = 29/5 = 5.8 round up to 6
4. First lower limit will be 5 which is the minimum data value
5. The other lower limits will be 11, 17, 23, 29 by adding the
class width of 6 to the previous lower limit
6. The first upper limit will be 10 since the next class begins at
11. Using class width again, the other upper limits are
16,22,28,3.
Frequency Distribution for Qualitative Data
Pie and Bar Charts (Qualitative Data)
histogram of the number of new coronavirus disease (Covid-19) cases
reported daily*† (N = 4,226)
Line Graphs/Time series Data
Frequency Polygon

 Find the mid-point (X-axis)


 Place frequency/relative frequency (Y-
axis)
 Draw a line
Group Discussion

 6 The supervisors of a rural county are interested in the proportion of property owners who
support the construction of a sewer system. Because it is too costly to contact all 7000
property owners, a survey of 500 owners (selected at random) is undertaken. Describe the
population and sample for this problem.
“Previous studies have shown that more teenage boys say that they are considering
becoming professional athletes than any other occupation. In your opinion, why do
these boys want to become professional athletes?”
The resulting data are shown :
Response Frequency Fame and celebrity 94
Money 56
Attract women 29
Response Frequency Like sports 27
Easy life 24
Don’t need an education 19
Other 19
Construct a bar chart to display these data

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