CHAPTER 5:

UTILIZATION
OF
ASSESSMENT
DATA
KEY TERMS
■ Statistics
■ Descriptive statistics
■ Inferential statistics
■ Mean
■ Median
■ Mode
■ Variability
■ range
■ Mean deviation
■ Quartile deviation
■ Standard deviation
■ Variance
■ Coefficient of variation
■ Skewness
■ Negatively skewed
■ Positively skewed
■ Normal distribution
■ Z-score
■ T-score
■ Percentile rank
■ Standard nine
LEARNING
OUTCOMES
At the end of this chapter, the students should be able to:
1. Apply statistics in research and in any systematic
investigation;
2. Construct frequency distribution for a given set of scores;
3. Graph the scores using histogram and frequency
distribution;
4. Calculate the mean, median, and mode, decile, quartile,
and percentile of the students’ scores;
5. Identify the different properties of the measure of central
tendency;
6. Identify the uses of the different measures of
variability;
7. Calculate the value and make an analysis of range,
mean deviation, quartile deviation, variance and
standard deviation of given scores;
8. Differentiate standard from coefficient of variation;
9. Identify the properties of the different measures of
variability;
10.Apply the concept of skewness in identifying the
performance of the students;
11.Determine the spread of scores using the measures
of variation;
12.Compare the performance of the students using
measures of central tendency and measures of
variability;
13.Convert raw scores to standard scores;
14.Determine the relationship of two groups of scores;
and
15.Compute r and value of scores and make an
analysis.
INTRODUCTION
 Statistics is a very important tool in the utilization of
the assessment data most especially in describing,
analyzing, and interpreting the performance of the
students in the assessment procedures. The teachers
should have the necessary background in the statistical
procedures used in assessment of student learning in
order to give a correct description and interpretation
about the achievement of the students in a certain test
whether classroom assessment conducted by the
teacher, division or national assessment conducted by
the Department of Education.
 In this chapter, we shall discuss the
important tools in analyzing and
interpreting assessment results. These
statistical tools are measures of central
tendency, measures of variation,
skewness, correlation, and different
types of converted scores.
DEFINITION OF
STATISTICS
 Statistics is a branch of science, which deals with
the correlation, presentation, analysis and
interpretation of quantitative data.
Branches of Statistics
Descriptive statistics is a method concerned with
collecting, describing and analyzing a set of data
without drawing conclusions (or inferences) about a
large group.
Inferential statistics is a branch of statistics,
concerned with the analysis of a subset of data leading
to predictions or inferences about the entire set of data.
 FREQUENCY
DISTRIBUTION
 Frequency distribution is a tabular
arrangement of data into appropriate
categories showing the number of
observations in each category or group.
There are two major advantages: (a) it
encompasses the size of the table; and (b) it
makes the data more interpretive.
Parts of Frequency Table
1. Class limit is the groupings or categories defined by the
lower and upper limits.
Example; LL-UL
10-14
15-19
20-24
Lower class limit (LL) represents the smallest number in each
group.
Upper class limit (UL) represents the highest number in each
group.
2. Class size (c.i) is the width of each class
interval.
Example: LL-UL
10-14
15-19
20-24
The class size in this score distribution is 5.
3. Class boundaries are the 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. 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
boundaries in each group or category.
Example: LL-UL -
10-14 9.5-14.5
15-19 14.5-19.5
20-24 19.5-24.5
4. Class marks are the midpoint of the lower and
upper class limits.
The formula is = LL+UL
2
Example: LL-UL
10-14 12
15-19 17
20-24 22
 Steps In Constructing
Frequency Distribution
1.Compute the value of the range
(R). Range is the difference
between the highest score and the
lowest score.
R=HS-LS
 Determine the class size (c.i). The class size is
the quotient when you divide the range by the
desired number of classes or categories. The
desired numbers of classes are usually 5, 10 or
15 and they depend on the number of scores in
the distribution. If the desired number of classes
is not identified, find the value of k, where
k=1+3.3 log n.
c.i = or c.i =
2. Set up the class limits of each
class or category. Each class
defined by the lower-limit and
upper limit. Use the lowest score
as the lower limit of the first
class.
3.Set up the class boundaries if needed.
Use the formula:

cb =
4.Tally the scores in the appropriate
classes.
5.Find the other parts if necessary
such as class marks, among others.
 Example: Raw scores of 40 students in a 50-
item mathematics quiz. Construct a frequency
distribution following the steps given previously.

17 25 30 33 25 45 23 19
27 35 45 48 20 38 39 18
44 22 46 26 36 29 15-LS 21
50- 47 34 26 37 25 33 49
HS
22 33 44 38 46 41 37 32
 R=HS-LS Find the class size.
=50-15 c.i=
R=35 c.i=
n=40 c.i=5.833
Solve the value of k. c.i=6
k=1+3.3 log n
k=1+3.3 log 40
k=1+3.3(1.602059991)
k=1+5.286797971
k=6.286797971
k=6
 Construct the class limit starting with
the lowest score as the lower limit of the
first category. The last category should
contain the highest score in the
distribution. Each category should contain
6 as the size of the width (X). Count the
number of scores that falls in each
category (f).
 X Tally frequency(f)
15-20 //// 4
21-26 ///////// 9
27-32 /// 3
33-38 ////////// 10
39-44 //// 4
45-50 ////////// 10
n=40
Find the class boundaries and class marks of the give score
distribution.
X f Class Boundaries
15-20 4 14.5-20.5 17.5
21-26 9 20.5-26.5 23.5
27-32 3 26.5-32.5 29.5
33-38 10 32.5-38.5 35.5
39-44 4 38.5-44.5 41.5
45-50 10 45.5-50.5 47.5 n=40
Graphical Representation of Scores in Frequency
Distribution
The scores expressed in frequency distribution can
be meaningful and easier to interpret when they are
graphed. There are methods of graphing frequency
distribution: bar graph or histogram and frequency
polygon and smooth curve. Bar graph or histogram and
frequency distribution will be discussed in this section
while smooth curve will be discussed later in the
skewness.
 Histogram consists of a set or rectangles
having bases on the horizontal axis which
centers at the class marks. The base widths
correspond to the class size and the height of
the rectangles corresponds to the class
frequencies. Histogram is best used for
graphical representation of discrete data or
non-continuous data.
 Frequency polygon is constructed by
plotting the class marks against the class
frequencies. The x-axis corresponds to the
class marks and the y-axis corresponds to the
class frequencies. Connect to the points
consecutively using a straight line. Frequency
polygon is best in representing continuous
data such as the scores of students in a given
test.
 Construct a histogram and frequency polygon using the
frequency distribution of 40 students in a 50-item mathematics
quiz previously discussed.
X frequency (f)
15-20 4
21-26 9
27-32 3
33-38 10
39-44 4
45-50 10
n=40
 ƒ
12

10

0
14.5 20.5 26.5 32.5 38.5 44.5 50.5
Class Boundaries
Histogram of 40 students in 50 items mathematics quiz
 ƒ
12

10

0
17.5 23.5 29.5 35.5 41.5 47.5
Class Marks
Frequency polygon of 40 students in 50 items mathematics quiz
 DESCRIBING
GROUP
PERFORMANCE
 There are two major concepts in describing
the assessed performance of the group:
measures of central tendency and measures of
variability. Measures of central tendency are
used to determine the average score of a group
of scores while measures of variability indicate
the spread of scores in the group. These two
concepts are very important and helpful in
understanding the performance of the group.
Measure Of Central
Tendency
 Measure of central tendency provide a
very convenient way of describing set of
scores with a single number that describes
the performance of the group. It is also
defined as a single value that is used to
describe the “center” of the data.
 It is thought of as a typical value in a
given distribution. There are three
commonly used measures of central
tendency. These are the mean, median
and mode. In this section, we shall
discuss how to compute the value and
some of the properties of the mean,
median and mode as applied in a
classroom setting.
1. Mean
Mean is the most commonly used measure of the center of
data and it is also referred as the “arithmetic average”.
 Example 1: Scores 15 students in
Mathematics I quiz consist of 25 items. The
highest score is 25 and the lowest score is 10.
Here are the scores: 25, 20, 18, 18, 17, 15, 15,
15, 14, 14, 13, 12, 12, 10, 10. Find the mean
in the following scores.
x (scores)
25
20

18 X = = = 15..2
18
17
15
15
15
14
14
13
12
12
10
10
Analysis:
The average performance of 15 students who
participated in a mathematics quiz consisting of
25 items is 15.2. The implication of this is that
student who got scores below 15.2 did not
perform well in the said examination. Students
who got scores higher than 15.2 performed well
in the examination compared to the performance
of the whole class.
 Example 2: Find the Grade Point Average (GPA) of
Ritz Glenn for the first semester of the school year 2010-
2011. Use the table below:
Subjects Grade () Units () () ()
BM 112 1.25 3 3.75
BM 101 1.00 3 3.00
AC 103N 1.25 6 7.50
BEC 111 1.00 3 3.00
MGE 101 1.50 3 4.50
MKM 101 1.25 3 3.75
FM 111 1.50 3 4.50
PEN 2 1.00 2 2.00
()=26 () ()=32.00
 =
=
= 1.23

The Grade Point Average of Ritz Glenn for the first

semester SY 2010-2011 is 1.23.
Mean for Grouped Data
Grouped data are the data or scores that
are arranged in a frequency distribution.
Frequency distribution is the arrangement
of scores according to category of classes
including the frequency. Frequency is the
number of observations falling in a category.
For this particular lesson we shall discuss only one
formula in solving the mean for grouped data which is
called midpoint method. The formula is:
=
where x = mean value
f = frequency in each class or category
= midpoint of each class or category
= summation of the product of
Steps in Solving Mean for Grouped Data
1. Find the midpoint or class mark () of each class
or category using the formula = .
2. Multiply the frequency and corresponding class
mark .
3. Find the sum of the results in step 2.
4. Solve the mean using the formula x=.
Example 3: Scores of 40 students in a science class consist of
60 items and they are tabulated below.
X F
10-14 5 12 60
15-19 2 17 34
20-24 3 22 66
25-29 5 27 135
30-34 2 32 64
35-39 9 37 333
40-44 6 42 252
45-49 3 47 141
50-54 5 52 260
n=40 =1 345
 x=
x=
x= 33.63

Analysis:
The mean performance of 40 students in science
quiz is 33.63. those students who got scores below
33.63 did not perform well in the said examination
while those students who got scores above 33.63
performed well.
Properties of the Mean
1. It measures stability. Mean is the most stable among
other measures of central tendency because every
score contributes to the value of the mean.
2. The sum of each score’s distance from the mean is
zero.
3. It is easily affected by the extreme scores.
4. It may not be an actual score in the distribution.
5. It can be applied to interval level of measurement.
6. It is very easy to compute.
When to use the Mean
1.Sampling stability is desired.
2.Other measures are to be computed
such as standard deviation, coefficient
of variation and skewness.
2. Median
Median is the second type of measures of
central tendency. Median is what divides the
scores in the distribution into two equal parts.
Fifty percent (50%) lies below the median
value and 50% lies above the median value. It
is also known as the middle score in proper
order.
 That is to arrange the scores from the
lowest score to highest score or highest score
to the lowest score. When the number cases
are odd, the median is a score that has the
number of scores below and above it. When
the scores are even, determine the average of
the two middle most scores that have equal
number of scores below and above it.
Median of Ungrouped data

1.Arrange the scores (from the lowest to

highest or highest to lowest).
2.Determine the middle most score in a
distribution if n is an odd number and get
the average of the two middle most
scores if n is an even number.
Example 1: Find the median score of 7 students in an English
class.
x (score)
19
17
16
15
10
5
2
Analysis: The median score is 15. Fifty percent (50%) or three of the scores are
above 15 (19,17,16) and 50% or three of the scores are below 15 (10,5,2).
Example 2: Find the median score of 8 students in an English class.
x(score)
30
19
17
16
15
10
5
2
x=
x= 15.5
Analysis:
The median score is 15.5 which means 50% of
the scores in the distribution are lower than 15.5,
those are 15,10,5 and 2; and 50% are greater than
15.5, those are 30,19,17,16 which mean four(4)
scores are below 15.5 and four (4) scores are
above 15.5.
Median of Grouped Data
Formula:
x = c.i
x = median value
MC = median class is a category containing the
= lower boundary of the median class (MC)
cfp = comulative frequency before the median class if the class if the
scores are arranged from lowest to highest value.
fm = frequency of the median class
c.i = size of the class interval
Step to Solving Median for Grouped Data

1.Complete the table for cf<.

2.Get of the scores in the distribution so
that you can identify MC.
3.Determine , cfp, fm, and c.i.
4.Solve the median using the formula
 Example 3: Scores of 40 students in a science
class consist of 60 items and they are tabulated
below. The highest score is 54 and the lowest
score is 10.
 X F cf<
10-14 5 5
15-19 2 7
20-24 3 10
25-29 5 15
30-34 2 17(cfp)
35-49 9 (fm) 26
40-49 6 32
45-49 3 35
50-54 5 40
n=40
Solution:
= = 20 x = + c.i
The category containing is 35-39. = 34.5 +
MC = 35-39 = 34.5 + 5
LL of the MC = 35 = 34.5 +
= 34.5 = 34.5 + 1.67
cfp = 17 x = 36.17
fm = 9
c.i = 5
Analysis:
The median value is 36.17, which means that
50% or 20 scores are less than 36.17.
Properties of the Median
1. It may be not be an actual observation in the
data set.
2. It can be applied in ordinal level.
3. It is not affected by extreme values because
median is a positional measure.
When to Use the Median

1.The exact midpoint of the score

distribution is desired.
2.There are extreme scores in the
distribution.
3. Mode
Mode is the third measure of central tendency.
The mode or the modal score is a score or scores
that occurred most in the distribution. It is classified
as unimodal, bimodal, and trimodal and
multimodal.
 Unimodal is a distribution of scores that consists of
only one mode. Bimodal is a distribution of scores that
consists of two modes. Trimodal is a distribution of
scores that consists of three modes or multimodal is a
distribution of scores that consists of more than two
modes.
Example 1: Scores of 10 students in Section A, Section B, and Section C.

Scores of Section A Scores of Section B Scores of Section C

25 25 25
24 24 25
24 24 25
20 20 22
20 18 21
20 18 21
16 17 21
12 10 18
10 9 18
7 7 18
 The score that most in Section A is 20, hence, the
mode of Section A is 20. There is only one mode,
therefore, the score distribution is called unimodal. The
modes of Section B are 18 and 24 appeared twice.
There are two modes in Section B, hence, the
distribution is a bimodal distribution. The modes for
Section C are 18, 21 and 25. There are three modes for
Section C, therefore, it is called trimodal or multimodal
distribution.
Mode for Grouped Data
In solving the mode value using grouped
data, use the formula:

=
= Lower boundary of the modal class

Modal Class (MC) = is a category containing the highest frequency

= difference between the frequency of the modal class and the

frequency above it, when then scores are arranged from the lowest to
highest.

= difference between the frequency of the modal class and the

frequency below it, when the scores are arranged from lowest to
highest.

c.i= size of the class interval

Example 2. Scores of 40 students in a science class
consist of 60 items and they are tabulated below.
X f
10-14 5
15-19 2
20-24 3
25-29 4
30-34 2
35-39 9
40-44 6
45-49 3
50-54 5
n=40
Modal Class = 35 – 39
LL of MC = 35
=34.5
=9-2=7
=9-6=3
c.i=5
=
=34.5+[5
=34.5+ The mode of the score distribution
=34.5+3.5 of 40 students is 38, because 38
=38 occurred several times.
Properties of the Mode
1. It can be used when the data are qualitative as well as
quantitative.
2. It may not be unique.
3. It is not affected by extreme values.
4. It may not exist.

When to use the Mode

5. When the “typical” value is desired.
6. When the data set is measured on a nominal scale.
QUANTILES

Quantile is a score distribution when the scores are

divided into different equal parts. There are three kinds of
quantiles. The quartile is a score point that divides the
scores in the distribution into four (4) equal parts. Decile is
a score point that divides the scores in the distribution into
ten (10) equal parts. Percentile is a score point that
divides the scores in the distribution into hundred (100)
equal parts.
Quartile Decile Percentile
LS LS 𝑷LS
}10 𝑫 𝑷 𝟏𝟎 }10
𝟏

% 𝑫𝟏 𝑷 𝟐𝟎
𝑸𝟏 𝟐
𝑷 𝟐𝟓%
𝑫𝟑 𝑷 𝟑𝟎
𝑫𝟒 𝑷 𝟒𝟎
𝑸𝟐 𝑫𝟓 𝑷 𝟓𝟎
𝑫𝟔 𝑷 𝟔𝟎
𝑫𝟕 𝑷 𝟕𝟎
𝑸𝟑 𝑷 𝟕𝟓
𝑫𝟖 𝑷 𝟖𝟎

𝑫𝟗 𝑷 𝟗𝟎
𝑷 𝟗𝟗
HS HS HS
Quantiles for Ungrouped Data
a. Quartile for Ungrouped Data
Where,

is the indicated quartile

k= 1,2,3

n=number of cases
b. Decile for Ungrouped Data
Where,

is the indicated decile

k= 1,2,3,4,5,6,7,8,9

n=number of cases
b. Percentile for Ungrouped Data
Where,

is the indicated percentile

k= 1,2,3,4,5,………………….97,98,99

n=number of cases
Example:
Using the given data 6,8,10,12,12,14,15,16,20. Find ,
, , , and .
x (score)
6
8
10
12
12
14
15
16
20
1. Solve the value .
n=9

= 3rd score

The value of is 10 which is the 3rd score in the distribution.

Therefore, 25% of the scores are below 10.
2. Solve the value .

= 7th score

The 7th score in the distribution which is 15.

is 15
Hence, 75% of the scores in the distribution are less than 15.
3. Solve the value .

= 5.8th score

The value of lies within the sum of the 5th score and 80% of the
difference between 6th and 5th score.
= 5th score + 0.80 (6th score – 5th score)
= 12 + 0.80 (14-12)
= 12 + 0.80 (2)
= 12 + 1.60
= 13.60

Therefore, 60% of the scores in the distribution are less

than 13.60.
4. Solve the value .

= 8.2th score

The value of lies within the 8th score and the 9th scores. That is, the sum
of the 8th score and 20% of the difference between the 9th and 8th scores.
= 8th score + 0.20 (9th score – 8th score)
= 16 + 0.20 (20-16)
= 16 + 0.20 (4)
= 16 + 0.80
= 16.80

Therefore, 90% of the scores in the distribution are less

than 16.80.
5. Solve the value .

= 6.20th score

Therefore, lies within the 6th score and 7th scores. The value
of is the sum of the 6th and 20% of the difference between
the 7th and the 6th scores.
= 6th score + 0.20 (7th score – 6th score)
= 14 + 0.20 (15-14)
= 14 + 0.20 (1)
= 14 + 0.20
= 14.20

Therefore, 65% of the scores in the distribution are less

than 14.20.
6. Solve the value .

= 8.92nd score

lies within the 8th score and 9th scores. The value of is the
sum of the 8th score and 92% of the difference between the
9th and the 8th scores.
= 8th score + 0.92 (9th score – 8th score)
= 16 + 0.92 (20-16)
= 16 + 0.92 (4)
= 16 + 3.68
= 19.68

Hence, 99% of the scores in the distribution are less

than 19.68.
Quantiles for Grouped Data
a. Quartiles for Grouped Data

The general formula for quartile is =

Where:

= indicated quartile

k= 1,2 and 3

= lower boundary of the quartile class

cfp = cumulative frequency before the quartile class when scores are arranged from lowest to
highest

fq = frequency of the quartile class

c.i = size of the class interval

QC = is a class or category containing for , for , and for

=

=
Sample Computations of Quartiles Using Grouped
Data
Example 1: The data for the scores of fifty (50) students in
Filipino class are given below. Solve for the value of .
X f cf<
25-32 3 3
33-40 7 10
41-48 5 15
49-56 4 19
57-64 12 31
65-72 6 37
73-80 8 45
81-88 3 48
89-97 2 50
n=50
Solution: =
= 40.5
==12.5
= 40.5
=41-48 = 40.5
LL=41 = 40.5
=44.50
=40.5
cfp=10 Therefore, 25% of the scores of 50 students
who participated in the test are less than 44.50.
fq=5
c.i=8
Example 2: The data for the scores of fifty (50) students in
Filipino class are given below. Solve for the value of .

X f cf<
25-32 3 3
33-40 7 10
41-48 5 15
49-56 4 19
57-64 12 31
65-72 6 37
73-80 8 45
81-88 3 48
89-97 2 50
n=50
Solution: =
= 72.5
==37.5
= 72.5
=73-80 = 72.5
LL=73 = 72.5
=73.00
=72.5
cfp=37 Therefore, 75% of the scores of 50 students
who participated in the test are less than 73.
fq=8
c.i=8
b. Deciles for Grouped Data

The general formula for quartile is =

Where:

= indicated decile

k= 1,2,3,4,5,6,7,8,9

= lower boundary of the decile class

cfp = cumulative frequency before the indicated decile class when scores are arranged
from lowest to highest

fq = frequency of the indicated decile class

c.i = size of the class interval

= =
= =
= =
= =
=
Sample Computations of Deciles Using Grouped
Data
Example 3: The data for the scores of fifty (50) students in
Filipino class Xare given below. fSolve for the value
cf<
of .
25-32 3 3
33-40 7 10
41-48 5 15
49-56 4 19
57-64 12 31
65-72 6 37
73-80 8 45
81-88 3 48
89-97 2 50
n=50
Solution: =
== = 56.5
= 56.5
=57-64 =56.5
LL=57 = 56.5
=60.5
=56.5
cfp=19 Hence, 50% of the scores of 50 students are
less than 60.5.
fq=12
c.i=8
Example 4: The data for the scores of fifty (50) students in
Filipino class are given below. Solve for the value of .

X f cf<

25-32 3 3
33-40 7 10
41-48 5 15
49-56 4 19
57-64 12 31
65-72 6 37
73-80 8 45
81-88 3 48
89-97 2 50
n=50
Solution: =
== = 64.5
= 64.5
=65-72 = 64.5
LL=65 = 64.5
=69.83
=64.5
cfp=31 Therefore, 70% of the scores of 50 students are less
than 69.83.
fq=6
c.i=8
c. Percentiles for Grouped Data

The general formula for quartile is =

Where:

= indicated decile

k= 1,2,3,4,…………97,98,99

= lower boundary of the indicate percentile class

PC= percentile class containing for , for , for ,……………. for , for .

cfp = cumulative frequency before the indicated percentile class when scores are arranged from
lowest to highest

fq = frequency of the indicated percentile class

c.i = size of the class interval

 To derive the formula in solving the indicated percentile, just change the value of k
to the indicated percentile. There are 99 formulas in solving the percentile. Some of the
formulas for percentile are the following.

= =
= =
= =
= =
= =
= =
Sample Computations of Deciles Using Grouped
Data
Example 5: The data for the scores of fifty (50) students in
Filipino class Xare given below. fSolve for the value
cf<
of .
25-32 3 3
33-40 7 10
41-48 5 15
49-56 4 19
57-64 12 31
65-72 6 37
73-80 8 45
81-88 3 48
89-97 2 50
n=50
Solution: =
===41 = 72.5
= 72.5
=73-80 = 72.5
LL=73 = 72.5
= 76.5
=72.5
cfp=37 Therefore, 82% of the scores of 50 students are less
than 76.5
fq=8
c.i=8
Example 6: The data for the scores of fifty (50) students in
Filipino class are given below. Solve for the value of .

X f cf<

25-32 3 3
33-40 7 10
41-48 5 15
49-56 4 19
57-64 12 31
65-72 6 37
73-80 8 45
81-88 3 48
89-97 2 50
n=50
Solution: =
===45.5 = 80.5
= 80.5
=81-88 = 80.5
LL=81 = 80.5
= 81.83
=80.5
cfp=45 Hence, 91% of the scores of 50 students are less than
81.83.
fq=3
c.i=8
Measures of Variation
In the previous section, we have discussed measure of
central tendency to describe the distribution of scores.
However, the measure of central tendency does not uniquely
describe a distribution, most especially if we want to know how
close or how far is the distance of the scores of students in a
certain test from the average performance of the group. It is in
this line that we make use of the measures of variation.
Measure of variation is a single value that is used to describe
the spread of the scores in a distribution. The term variation is
also known as variability or dispersion. There are several ways
of describing the variation of scores: absolute measures of
variation and relative measures of variation.
Let us consider the scores of students in three sections of mathematics class. We
shall consider the spread of scores based on graphical presentation.
Section A Section B Section C
12 12 12
12 12 12
14 12 12
15 13 12
17 13 12
18 14 12
18 17 13
18 20 26
19 20 26
23 28 26
23 28 26
30 30 30
=18.25 =18.25 =18.25
S=5.15 S=6.92 S=7.63
 Diagram of the table.

Section A
Mean=18.25
S=5.15 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

Section B
Mean=18.25
S=6.92
12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

Section C
Mean=18.25
S=7.63

12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
Types of Absolute Measures of Variation
There are four kinds of absolute variation. The range,
inter-quartile range and quartile deviation, mean
deviation, variance and standard deviation.
a. Range for Ungrouped Data
R=HS-LS
Where,
R= range value
HS= highest score
LS= lowest score
Example 1: Find the range of the two groups of score distribution.

Group A Group B = HS-LS = HS-LS

10 (LS) 15 (LS) = 35-10 = 30-15
= 25 = 15
12 16

15 16
Analysis:
17 17 The range of Group A=25 is greater
25 17 than the range of Group B=15. The
26 23
implication of this that the scores in
Group A are more spread out than the
28 25
scores in Group B on the scores in
30 26 Group B are less scattered than the
35 (HS) 30 (HS) scores in Group A.
Properties of Range
1. It is quick and easy to understand
2. It is a rough estimation of variation.
3. It is easily affected by the extreme scores.
Interpretation of Range
When the range value is large, the scores in the
distribution are more dispersed, widespread or
heterogeneous. On the other hand, when the range value
is small, the scores in the distribution are less dispersed,
less scattered or homogeneous.
b. Inter-quartile Range (IQR) and Quartile
Deviation (QD)

Inter-quartile range is the difference between the third

quartile and the first quartile.

IQR= -
Properties of Inter-quartile Range
1. Reduces the influence of extreme values.
2. Not as easy to calculate as the range.
3. Only considers the middle 50% of the scores in the
distribution.
4. The point of dispersion is the median value.
 Quartile Deviation indicates the distance we need to
go above and below the median to include the middle
50% of the scores. It is based on the range of the middle
50% of the scores, instead of the range of the entire set.

The formula in computing the value of quartile

deviation is QD=, where QD is the quartile deviation
value, is the value of the first quartile and is the value
of the third quartile.
Steps in Solving Quartile Deviation
1. Solve for the value of .
2. Solve for the value of .
3. Solve for the value of QD using the formula QD=.
a. Quartile Deviation of Ungrouped Data
QD=

Example 1: Using the given data x (score)

6,8,10,12,12,14,15,16,20, find 6
8
the quartile deviation. 10
12
12
14
15
16
20
Solve for .
n=9

3rd score
= 10
Solve for .
n=9

7th score
= 15
IQR =
= 15-10
IQR = 5

QD =
=
=
Analysis:
QD = 2.5
The amount that deviates from the
mean value is 2.5.
b. Quartile Deviation of Grouped Data
QD=

Example 2: The data given are the X f cf<

scores of fifty (50) students in 25-32 3 3
33-40 7 10
Filipino class. Solve for the value 41-48 5 15
49-56 4 19
of quartile deviation (QD). 57-64 12 31
65-72 6 37
73-80 8 45
81-88 3 48
89-97 2 50
n=50
Solve for the value of

Solution:
=
==12.5 = 40.5
=41-48 = 40.5
= 40.5
LL=41 = 40.5
=40.5 = 44.5
cfp=10
fq=5
c.i=8
Solve for the value of

Solution:
=
==37.5 = 72.5
=73-80 = 72.5
= 72.5
LL=73 = 72.5
=72.5 = 73.00
cfp=37
fq=8
c.i=8
Solve for the value of

QD =
=
=
QD = 14.25
Interpretation of IQR and QD
The larger the value of IQR or QD, the more dispersed
the scores at the middle 50% of the distribution. On the
other hand, if the IQR or QD is small, the scores are less
dispersed at the middle 50% of the distribution. The point
of dispersion is the median value.
Analysis for Inter-quartile Range and Quartile
Deviation
When the value of IQR and QD is small, the scores are
clustered within the middle 50% of the score distribution.
On the other hand, the scores are dispersed in the middle
50% of the distribution when the value of IQR and QD. To
determine which group of distribution is more clustered or
dispersed, you should compare it with another group of
distribution since there is no standard value of a small or
large value of IQR and QD.
3. Mean Deviation (MD)
Mean Deviation measures the average deviation of the values
from the arithmetic mean. It gives equal weight to the deviation of
every score in the distribution.
a. Mean Deviation for Ungrouped Data
MD =
Where:
MD = mean deviation value
x = individual score
= sample mean
n = number of cases
Steps in Solving Mean Deviation for Ungrouped Data
1. Solve the mean value.
2. Subtract the mean value from each score.
3. Take the absolute value of the difference in step 2.
4. Solve the mean deviation using the formula MD = .
Example 1: Find the mean deviation of the scores of 10
students in a Mathematics Test. Given the scores: 35, 30,
26, 24, 20, 18, 18, 16, 15, 10.
x X- /X- /
35 13.8 13.8
30 8.8 8.8
26 4.8 4.8
24 2.8 2.8
20 -1.2 1.2
18 -3.2 3.2
18 -3.2 3.2
16 -5.2 5.2
15 -6.2 6.2
10 -11.2 11.2
= 212 = 60.4
=
=
= 21.2

MD =
Analysis:
MD =
The mean deviation of the 10 scores
MD = 6.04 of students is 6.04. This means that on
the average, the value deviated from the
mean of 21.2 is 6.04.