PA203: Stat.

in Public Administration MAEd 202: Educational Statistics

Chapter II:
Data Presentation

Chapter II: Data Presentation Raymond D. Garcia, MA - Math

Why Data Presentation is Required?
1.Data Collected from different sources are
unorganized and in a form unsuitable for
immediate interpretation
2.In any statistical investigation, the gathered
pertinent data must be presented in an organized
form for easy analysis
TABLE OF CONTENTS
01 02 03
Frequency Construction of Derived
Distribution Frequency Frequency
Distribution Distribution
Table • Relative FD
04
• Cumulative
Graphical FD
Presentation
 01
Frequency Distribution
Let’s begin…
Table 1: Test Scores obtained by
Suppose a statistics class the 60 students in Statistics
with 60 students were 48 73 57 57 69 88 11 80 82 47

given an examination and 46 70 49 45 75 81 33 65 38 59

the results are shown in 94 59 62 36 58 69 45 55 58 65

the table at the right. 30 49 73 29 41 53 37 35 61 48

22 51 56 55 60 37 56 59 57 36

12 36 50 63 68 30 56 70 53 28
Notice that the scores of Table 1: Test Scores obtained by
the 60 students in Statistics
the students show no
trend or pattern. Hence, it
48 73 57 57 69 88 11 80 82 47

46 70 49 45 75 81 33 65 38 59
is desirable that the data 94 59 62 36 58 69 45 55 58 65
be grouped into 30 49 73 29 41 53 37 35 61 48
categories or intervals. 22 51 56 55 60 37 56 59 57 36

12 36 50 63 68 30 56 70 53 28
 Table 2: The Frequency Distribution of
the Examination Results of 60
Students in Statistics
Exam Scores No. of Students
11 – 22 3
Now, the raw data in Table 23 - 34 5
1 should be presented in a 35 – 46 11
Frequency Distribution 47 – 58 19
Table as shown at the 59 - 70 14
right. 71 – 82 6
83 – 94 2
Total n = 60
 Table 2: The Frequency Distribution of
The data in Table 2 can the Examination Results of 60
easily be analyze and Students in Statistics

interpreted. Looking at the Exam Scores No. of Students

11 – 22 3
table, we can say that 3 out
23 - 34 5
of 60 students got scores
35 – 46 11
ranging from 11 to 22, 19 47 – 58 19
students got scores from 47 59 - 70 14
to 58 and only 2 were able 71 – 82 6
to get scores ranging from 83 – 94 2
83 to 94, etc. Total n = 60
 Now, suppose that Table 3: Frequency Distribution of the
Examination Results of 60 Students in
students are classified Statistics when Group According to
their courses
according to their
respective courses? Courses No. of Students
Table 3 presents the BSIT 12
Frequency Distribution of BSEd 25
the exam results of 60 BEEd 15
students in Statistics when BSBA 6
grouped according to their BSHM 2
courses Total n = 60
 Table 3: Frequency Distribution of the
Examination Results of 60 Students in
Statistics when Group According to
their courses

Table 3 can be Courses No. of Students

interpreted in the same way BSIT 12
as in Table 2. for example, BSEd 25
we can say that 25 out of 60 BEEd 15
students are taking BSEd BSBA 6
and only 2 students are BSHM 2
taking BSHM. Total n = 60
 Table 2 and 3 are examples of the Frequency
Distribution.
In a frequency distribution, the data are
summarized into classes or categories to show the
frequency of occurrence of the values or objects in
each class or category.
Two Types of Frequency Distribution
1. Quantitative Frequency Distribution – If the data
are grouped according to numerical intervals or
classes (e.g. Table 2)
2. Qualitative Frequency Distribution – When the
data are tabulated in terms of categories (e.g.
Table 3)
 Consider the data in Table 2. Table 2: The Frequency Distribution of
the Examination Results of 60
Classes or Class Intervals – the Students in Statistics
numerical intervals between scores Exam Scores No. of Students
Class Limits – the lowest and highest 11 – 22 3
value that can be entered in each 23 – 34 5
class.
35 – 46 11
Lower Class Limit – the lowest value 47 – 58 19
that can go in each class
59 – 70 14
Upper Class Limit – the highest value 71 – 82 6
that can go in each class.
83 – 94 2
Frequency – the number of values
Total n = 60
that fall in a given interval
 In a frequency distribution, it is assumed that the values are evenly
distributed within the interval.
However, there are instances when an interval ha to be summarized
and presented by a single value.
Midpoint or Class Mark – the representative of the given interval
- obtained by adding the class limits and then dividing the sum by 2.
Hence,
x=
where x is the midpoint
is the lower limit of the particular interval
is the upper limit of the particular interval
 For example, consider the interval 11 – 22. To get the midpoint of
this interval, we shall have

x= = =

Similarly, the midpoint of interval 23 – 34 is

x= = =
Class Boundary – commonly known as the true limit
- the value midway between the upper limit of the certain interval
and the lower limit of the next interval.
If the class limits are whole numbers, the boundary of each interval
can be obtained by simply adding 0.5 to the upper limit and subtracting
0.5 to the lower limit.
For example, consider the interval 11 – 22. the class oundaries
should be:
11 – 0.5 = 10.5
22 + 0.5 = 22.5
The values 10.5 and 22. 5 shall be the lower and upper class
boundary respectively.
Class Size – also known as the class width
- can be obtained using several methods.
1. By getting the difference between the boundaries of a particular
class
Example: in interval 23 – 34, the class boundaries are 22.5 and 34.5
Hence, c = 34.5 – 22.5 = 12
2. By getting the difference between 2 successive upper limits or 2
successive lower limits
Example: in the frequency distribution, we may take any two
successive lower limits. Take 23 and 35, then
c = 35 – 23 = 12
 We will include the notations we introduced in
redefining the distribution in Table 2.
Table 4: The Frequency Distribution of the Test Scores of 60 students
in Statistics Class
Classes f x Class Boundaries
11 – 22 3 16.5 10.5 – 22. 5
23 – 34 5 28.5 22.5 – 34.5
35 – 46 11 40.5 34.5 – 46.5
47 – 58 19 52.5 46.5 – 58.5
59 – 70 14 64.5 58.5 – 70.5
71 – 82 6 76.5 70.5 – 82.5
83 – 94 2 88.5 82.5 – 94.5
TOTAL n = 60
 02
Construction of Frequency
Distribution
Procedures in Constructing a Frequency Distribution
1. Get the lowest and the highest value in the distribution. Let H and L represent the
highest and the lowest value in the distribution
2. Get the value of the range. Let R denote the range which refers to the difference
between the highest and the lowest value in the distribution (R = H – L)
3. Determine the number of classes. (not less than 5, not more than 15)
k = 1 + 3.3 log n, k is the number of classes, n is the sample size
4. Determine the size of the class interval. The value of c can be obtained by dividing
the R by the desired number of classes (k)
c=
5. Construct the classes. Determine the lowest lower limit of the distribution.
6. Determine the frequency of each class. Count the number of items that fall in each
interval
Example 1: Construct the frequency distribution of
the data in Table 1
Step 1: Get the lowest and the highest value:
H = 94, L = 11
Step 2: Get the Range:
R = H – L = 94 – 11 = 83
Step 3: Determine the number of class
intervals:
k = 1 + 3.3 log n = 1 + 3.3 log 60
k = 6.88 or 7
Hence, there should be 7 classes in the
frequency distribution
Example 1: Construct the frequency distribution of
the data in Table 1
Step 4: Determine the size of the class interval
c = = = 11.86 or 12
Step 5: Construct the classes. The lowest lower
value is 11. Hence, we can use 11 as the lowest
lower class limit, then the upper class limit can be
obtained by subtracting 1 from the size of the class
interval and adding the result to the lower limit.
This procedure shall be repeated until the 7th class
interval is constructed.
Lower limit = 11
Upper limit = 12 – 1 = 11
= 11 + 11 = 22
Example 1: Construct the frequency distribution of
the data in Table 1
Step 6: Determine the frequencies. The number of frequencies are simply counted from
the set of data.
Classes frequency
11 – 22 3
23 – 34 5
35 – 46 11
47 – 58 19
59 – 70 14
71 – 82 6
83 – 94 2
n = 60
Example 2:
The intelligence quotients of 100 freshmen students admitted at the College of Teacher
Education in Apayao State College were taken and shown below. Construct a FD with 10
classes. Use 83 as the lowest lower class limit
95 115 110 119 98 93 112 91 94 111
99 111 110 115 107 96 107 105 108 108
83 85 109 89 107 100 103 100 94 116
106 101 108 105 101 120 90 100 112 107
107 102 90 105 87 118 94 117 108 100
91 88 120 106 107 106 107 106 100 97
98 103 106 106 106 106 110 107 94 97
114 99 96 100 106 103 110 109 101 107
107 95 99 97 92 100 113 101 106 106
119 114 96 107 108 112 97 106 105 112
Solution:
Step 1: H = 120, L = 83
Step 2: R = H – L = 120 – 83 = 37
Step 3: The number of classes is given, hence we can
say that k = 10
Step 4: The size of the class interval is
c = = = 3.7 or 4
Solution:
Step 5 and 6: Determine the classes and the frequency of each class.
Classes Frequency Classes Frequency
83 – 86 2 103 – 106 26
87 – 90 5 107 – 110 15
91 – 94 8 111 – 114 9
95 – 98 11 115 – 118 5
99 – 102 15 119 – 122 4
Example 3:
A researcher assumed that age is one of the factors affecting the level of development
– orientedness of mayors. He was able to gather the ages of 75 mayors as shown
below. Construct a frequency distribution with 8 classes. Use 25 as the lowest lower
class limit.
49 55 39 37 44 47 44 32 38 53
46 26 46 46 37 45 39 38 33 48
46 66 48 44 59 45 54 56 41 44
31 53 35 46 54 30 49 49 45
65 53 25 59 33 31 63 54 57
48 48 50 48 56 50 61 52 52
53 43 48 41 72 58 46 48 46
54 43 43 42 51 44 48 38 39
Solution:
Step 1: H = 72, L = 25
Step 2: R = H – L = 72 – 25 = 47
Step 3: The number of classes is given, hence we can
say that k = 8
Step 4: The size of the class interval is
c = = = 5.875 or 6
Solution:
Step 5 and 6:
Classes Frequency Classes Frequency
25 – 30 3 49 – 54 16
31 – 36 6 55 – 60 7
37 – 42 11 61 – 66 4
43 – 48 27 67 – 72 1
 03
Derived Frequency Distribution
Derived Frequency Distribution

Given a frequency distribution, we can construct other

frequency distributions like the relative frequency
distribution.
Relative Frequency Distribution
The relative frequency distribution of a given set of data
shows the proportion in percent of the frequency of each class
to the total frequency.
The relative frequency, denoted by %f, can be obtained by
dividing the class frequency by the sample size and multiplying
the result by 100.
%f = x 100
where %f is the relative frequency
f is the frequency of the class
n is the sample size
 Table 2: The Frequency
Example: Distribution of the Examination
Results of 60 Students in
Let us consider the frequency Statistics
distribution in Table 2.
The relative frequency of the Exam Scores No. of Students
frequency of the first interval can be 11 – 22 3
obtained as: 23 - 34 5
%f = x 100 = x 100 = 5% 35 – 46 11
The relative frequency of the 47 – 58 19
interval 23 – 34 is 59 - 70 14
%f = x 100 = x 100 = 8.33% 71 – 82 6
83 – 94 2
Total n = 60
Example:
If we continue converting the class frequencies to percent,
then we shall come up with the relative frequency distribution
as follows:
Classes %f Theoretically, we should
11 – 22 5 expect a total of 100%. The
23 - 34 8.33 discrepancy can be attributed to
35 – 46 18.33 rounding off numbers.
47 – 58 31.67 to interpret the result, we can
59 - 70 23.33 say that 5% of the class got score
71 – 82 10.00 ranging from 11 – 22, 8.33% of the
83 – 94 3.33 class got scores ranging from 23 –
Total 99.99% 34, and so on.
Distribution
The cumulative frequency distribution can be obtained by
simply adding the class frequencies.
This type of distribution tries to determine the partial sums
from the data classified in terms of classes
This distribution answers problems like: “the number of
students who got the passing mark,” “the number of employees
who got efficiency rating from 75% to 95%,” etc.
Two Types of Cumulative Frequency
Distribution
1. Less than cumulative frequency distribution – refers to
the distribution whose frequencies are less than or below the
upper class boundary they correspond to. (<cumf)
2. Greater than cumulative frequency distribution – refers
to the distribution whose frequencies are greater than or
above the lower the lower class boundary they correspond to.
(>cumf)
The less than cumulative frequency and greater than
cumulative frequency are shown below:
<cumf >cumf
Classes <cumf Classes >cumf
11 – 22 3 11 – 22 60
23 – 34 8 23 – 34 57
35 – 46 19 35 – 46 52
47 – 58 38 47 – 58 41
59 – 70 52 59 – 70 22
71 – 82 58 71 – 82 8
83 – 94 60 83 – 94 2
 Notice that in the less than cumulative frequency, the
cumulative frequency 3 corresponds to the upper class
boundary 22.5.
Here, we can say that 3 students were Classes <cumf
able to get scores less than 22.5. 11 – 22 3
The interval 23 – 34 contains the 23 – 34 8
frequency 5. Hence, we have 3 + 5 = 8 values 35 – 46 19
less than the upper class boundary 34.5 47 – 58 38
The interval 35 – 46 contains the 59 – 70 52
frequency 11, thus we have 3 + 5 + 11 = 19 71 – 82 58
scores less than the upper class boundary 83 – 94 60
46.5.
 In the greater than cumulative frequency, the frequencies
are added in reverse starting from the frequency of the highest
interval.
For example, the number of values Classes >cumf
corresponding to the interval 83 – 94 is 2. 11 – 22 60
Hence, we say that there are 2 values greater 23 - 34 57
than the lower class boundary 82.5 35 – 46 52
Similarly, the interval 71 – 82 contains 6 47 – 58 41
values. Thus, we say that there are 2 + 6 = 8 59 - 70 22
values greater than the lower boundary 70.5. 71 – 82 8
The interval 59 – 70 contains 4 values. 83 – 94 2
Therefore, there are 2 + 6 + 14 = 22 scores
greater than the lower class boundary 58.5.
 04
Graphical Presentation
 Graphical Presentation
Graphical presentation refers to the pictorial
presentation of data.
It enables the researcher to see at a glance the
general characteristics and special features of data.
Reduction into visual form often leads to greater
understanding that could facilitate the solution of
the problem.
Histogram
Enrollment of College of Teacher Ed-
Histogram refers to 6
ucation (in Hundred)
a data presentation
that uses bars in
5

presenting the
4

frequencies of each 3

class, assuming that 2

frequencies are evenly 1

distributed within the 0

2nd Sem, 20-21 1st Sem, 21-22 2nd Sem, 21-22 1st Sem, 22-23

interval. BSEd BEEd BTTE

Frequency Polygon Enrollment of Apayao State College
(In hundred)
In frequency polygon,
14
the frequencies of each 12
interval are assumed to 10
be concentrated at the 8
midpoint of the interval. 6

The dots in the graph 4

represents the midpoints 2

of each interval 0
2nd Sem, 20-21 1st Sem, 21-22 2nd Sem, 21-22 1st Sem, 22-23

CAF CTE CBHM BSIT

Problem Set Number 3:
1. The following are the scores of 40 students in an Statistics
quiz.
22 31 55 76 48 49 50 85 17 38
92 62 94 88 72 65 63 25 88 88
86 75 37 41 76 64 66 58 66 76
52 40 42 76 29 72 59 42 54 62
A. Prepare a frequency distribution for these scores
B. Construct the corresponding <cumf and >cumf
distributions
C. Draw the histogram and the frequency polygon
Problem Set Number 3:
2. Use the same data (scores) in number 1.
A. Construct a frequency distribution using a class size of 10
and 17 as the lowest lower class limit.
B. Determine the following:
1. size of the class interval
2. midpoint of each class interval
3. lower limit of each class interval
4. upper limit of each class interval
5. lower boundary of each class interval
6. upper boundary of each class interval
Problem Set Number 3:
2. Use the same data (scores) in number 1.
A. Construct a frequency distribution using a class size of 10
and 17 as the lowest lower class limit.
B. Determine the following:
7. number of scores less than the upper class boundary of the
5th class interval
8. number of scores greater than the lower class boundary of
the 7th class interval
9. highest upper class boundary
10. lowest upper class limit