-tessonS- 2 ivleasttre: of Centra{'{entrency

The ineasure of central tendensy is the point atrout which scores

Rtnrember:
tend tr-r cluster, a sort of average in the series. Ii is the eenter of
Measure of
concentration of scores in set of d^ata. It is a single number which
central tendency
"rrl'
represe"nts the general level of performance of,a goup.
is the point
altout wtrich The tirree m.asures of centrar tEndency in conrmon use are:
scores tend to
cluster
mean, median and rnode.

The three
The Mean r.
measures of
oealral tende.ncy of thc .values in the data group
Ihe.:^..ean, is defined as the sum
are the rnean, divided b1' the number of values. Mean is sometimes referred to as
median and
mode.
arithr:retic mean, or anthmetic average.
r.Vhen to use the
Mean?
I. when the dak valires a'e drstributed symmetricairy aro'nd a central
pomt.

2. Wl:en the measure of sentral iendeicy having the geatest

stability is
wanted.
3. wben otlier stafstics lilce sta:rdard devration, coefficient
of
correladon, uti. ,r" to be cornputed later, since the
shtistics ar€
based upon the mean.

Calculating the mean from uugrouped data

Formula:
Pcpulation Mean: F: EI Sanrplelvlean: 'f :Eh
where: p = poputatiol*"r, where:i = SarnpleMean
n: Numbsr of scores
x: data values

Erample 3 - s: Last gummer five teachers w6re rancromly serected for

screeuing. The fonowing are trre resurts measured
"cholesterol in mg/dr:
250, l6E, 159,202,20?. Find the mea;
Solution:
- _ E,
X=-
250 -t- 168 + 1S9 + ZAZ + ZOz 986
n5 =-- .5
797.2

l2l Ipage
Fr,
'

-$

.- t
 Example 5 .. 6' Rom.a
Reyes, a tssE studeut g't
the grades "150ti, t40h
86% ad 83% in four
of irer 5 subjects. \yhat grade must
she get in her
fifth subjr:ct in crder to obtain
an average of g l %?

Solution:
Use the furmula and
substitute the given values.

405*7S; +84+86+83+r
405-3118*r
x =77
This meals that 50'i grade of Roma Reyes shourd be 77
to have an
average ofgl.

Exampre '5 - 7' pedro's

avcrage for tbe past 4 quizzes
was 7g%. He
desires to get au average
of jr, quizzes of g1%
to quarifu him a grad.e of
2'5' whar aver,ge must he
Jut^in in the next 2 quizzes
so that he would
,.
achieve hts goal?

Solution:
Pedro needs ro luve an gloz
average in his six nrbjects.
Thus, heneeds
to have

t=Ltl
Etoto
Ia
= 7 '
n, = +bo%
in his 6 subjects. Fiowever, pedro
alreadv obtained a mean
in [is past 4 subjects. This score of ZBoy'o
rneans that, pedro
already earned

- Ix J-" D

122 | cag e

--{
 Ix
7lo/o = =-
4

lx = ?72o/o

in his 4 subjects. I'hus, ir order tbr him to obtain an average of 8l%'

Peirr: necds to have
_
A-'
Xx
n

x=
486!/o - 3t2o/o
1
L

i : ETok aa

ir hr"s last two quiz-zes

Czrlcutating the mean from gronrped data

f'o'rmula:
_ Lfm
x--;-
wltereniis*rcmidpointoftheclassinterva|T,isthefreqtrEncyandris
thr: tolal oumber of cases'
Procetlure:
t. Deterucine the midpoint for each intervar. The midpoint is the

linrits'
atffare-of the sum of the lower and uppsr
Multipiy each midpoint by the frequency of
the class'
2.
3. Get tre sum of the rezults in stcP 2'
4. Dvide the result in step 3 with ihe total number of oases'

Errmple5-8:Belowistbefrequencydistributionofthescoresof50
in a 40-item biology test F ind the rnean soore'
su.Hdents

3
36-38
I
?? -15
30-32
6
27 -29
5
24-?6 i4
2t-23
8
t8-24
L5-lv 4
12-14 I
r, I
123lPaee
 Srrlttticrr

Clasr lntrn'a! Frequenc)' Ivldporrrt fm

._-_-$r-p_rts _ -l--__* nr
_i6 -. -is t l? ill
.li _i-i : -1-l 68
iil- ir : _rl ?17
lr-t9 6 l8 r68
,'J-16 !- 15 ui t' I
-'l--11 l; ll J08
ls -.'tl s l9 r5l
li- l; "l Itl "61
.. _1.'-l-l !
n -- iil

i I l lrr l,tltr 34-5i

:=
rt = 50 =-
----.
- r,i'tlrr iluricrrlr rrr tlrtti .ii-t,",,,
llt.'ut,.'irn:,(urc [llr-ritrgl'test rs ]-l 5l

\\ r.ightetl m+an
l::\1 f lrltl lil :

- vwn- n:'{'ixi
I rvi

;' u'irere; IL.,n = xtefJllited meon

Hri = weiglhts
Ir : SCOIBS

E:r.trnple 5 - 9. Suppose that a particular course in statistics is graded in

tht: follouing manuer:

Criteria WeigLt
AssiSnmcnts 159'o

Rccitatioo
Projects aad 2090

Quizzes 25c/o

MaJo exrsination 4A%

Toml t009.6
-n
124.1 rese

, dilidr
al drffe
\ . rut the
 One studerrt crlrtains urarks rtl'80 tbr as.signrnents, 88 for project
atttl rcrcitatiorr, 78 lirr quizzes and 8(l lor rnajor examinotion. Find the
student's r,veiglrtecl ruean rurrk lbr the course,
Solution:
*r,r = ltii
Iwi
tilrlt :
wnt : t11.1%
'f
ltus. the strrderrt's rve igltted rrreln rnark rs 8l . lolo.

Er.nmple 5 - l0: A studenl obtaincd n rnid - lern'! grade of 84Vo, \Nhat

should he get rn the last grading psriod with a wcight of 2 to have a final
grrrde of 87'1o',)

Solution:
**=W ),wr
(84,i) + (x2.2)
87=
261:84*2x2
26r-B+
xz= -T
xz:83.5Yo
The srudent nrust lrave a $ado of 88.5 %, in order for him to have an
\'la/o final grzde.

Remember: The Median:

il,Iediao is the
-. The median is the rniddlemost value. In order to find the median,
n+iddlernost otre needs to arrange the values either in ascending Or desoonding order.
value in an
onlered data- It When the data sot is ordere4 it is called a data array. The modian is the
is rsed w{rto a if n is odd, or the mean of the trvo middle
rnid.dle value of data anay
thle alc
fitrcmovahr6 nalues if n is even.
gbst *"ouldaffoct
tbo'alean.
When to Use the Median?
t. Whsn the exact midpoint of the disgibution is wanted, the 50% point.

.-cf
'
l25leage

r{t
2 Wren there are exfierne scores wbich would markedly affect the
mean. Externe sccres do not distrrrb the rnediarl.
3. When it is desired that eertain sccres should influence the centrai
tendency, but alt that is known about the.m is that they are above or
below the median.

data ' t
Calculating the median from ungrouped
a e I

Example 5 - lf" The following are the score'.s.of 7 BSICI'shrdents in a

20-item statistics test

14,18,16, g, 19, 13,7

Find rhe median.
Solution:
l. Atrange the scores either in descending or ascending order: 7, 8, 13,
14, 16, 19, lg
2. There are 7 scores. Thus, n is odd- The middle vaiue is the median.
Hence, the rnedian is 14.

Example 5 -- 12. the tLlowing are the scores of BSE students from
mathematics test.

l'.l , 7t , 9, 14, 77 , &,'.J , t3

Solve for the median.

Solution:
1. Arrange the scores either in descending o, orders: Z, B, 9,
^sgsndiog
11,13,14,17,17
2. Therc are 8 sc,ores. Thus, n is even. The rncdian is 12 beoause it's the

average of tire two middle soores l l a:rd I3.

Calculating tm frl*airn from Grouped Data

Formula:

126lPaee

3a
 Md = i,.rna

Where:

Mrl: median

Lta - sxacl lower limit of ',,he interval where the median lies

n .. number of cases

c/ = curnulative frequency up to th6 plass immediately preceding the

median class

fma = frequency of the rnedian class

i =. size ofthe ciass intervals

Procedure in compuiing the rnedian from the grouped data

1. Prepare 3 columns (elass interval, frequency and curnulative
frequency)

2. Determine the median class. It is the olass interval where I tiet.

Substitute the data io thefonnul a: Md : Lt.,"d*

3.
[H]t

Erample 5 - 13: Calculate the modian of example 5 - 8.

Solution:

Class Inten'al Frequeaev Cumu,larivt

Scores f Frcqumcr, (cf)
36-18 ) io
33-15 2 47
30-32 7 4-5

27 -29 6 3B
24-26 32
t@l8-20 l4
8 I3
ltldhi Gl$s

li - l7 I 5

l?.- l1 . I I
E-5Q
r25 - 13r
Md=20.5+\ t+ )3=23.07
Tlre median seore of a 40-item biology tsst is 23.0'l .

Fr0
127 leaee

'F
Rt nrenr bcr: The IVIode
I'hc valuc Tlre third nlsasrre of central tendenoy is the rnode. The rnocie is
thnt o,:curs
inost ofton in the vature that occrrrs rnost oflren in tlre data set. (

n dahr set is
the ntode
A data set tltat has only one value ocouffing with the greatest
frequency is said to be unimodal. If'the data sel has two values that
,t a aa
occur rvith the sarne lleatest frequency, both values are considEred to be
tlre mtde and the data set is saicl tibe bimodrl. tf tlre data set has more
tharr hvo values that occur rvitlr the sante gleatest liequency, the data set
ls said to be rnultimodal- Wherr no data vAlues occul-more tlan once,
the data set is said to have no mode.

When to use the nrode?

t. When a quick and approxintate rneastue of oeutrai tonderrcy is all that
is wanted.
2.When the measure of cenbal tendency should be the most typioal value.

Eiample 5- 14: Find tlie noCe for the data in the foliowilrg lists'
a. I, 3, 5, 7,7 ,7,8, IO
b. 2,5,7,8, 10, I I
c. 3, 5,6,6,6,7,7,'1,8,9, 9, 10

Solutitln:
1, 3, 5, 7,7,7,8' 10 has mode 7'
a. . Ariet of numbers
b. Ar;etofnumbers 2,5,7,8, l0' llhasnomode'
6 and'7
c. A liet of numbers 3,5,6'6'6'7'7'7'8' 9' 9' l0 has modes
and is ealled bimodal'

Modc for GrouPed Dnta

Forrrula:
Mo -: Lrno*(#d,
where: e?.'

128 I Paee

r q, L-,'4i iir4:t*

several r
 r'ttl"
,
{'\lll"'l l(r}{'q'l lttttti
ill llrr'ttrrIlttl Ililhh lllr" rlr,rlrtl r lrrrr tu llrt.r,fltl+
rulh I l!+ luplrriil li f rlrrr,rtrr -v
Al f\'.'c:t't trl'lltr tttrrrlrtl lit't1lrr.:ttt:v rrt.1 l1;n11q1.1rr 1; rrr l[1rr rr$ril hrwrJr.rftrfiu
A/ c\\:[tN trl'llle rtr.rifill lir.rrltrotrut rr1,l1 l1pa1;1p1r.;v
r]l iltr trr..rl 111gl1q-.e 111x1,

( slre rrl'tltt r:luss rutlr t[l

I'
\itlrtrph. !\ l$ ('lih:irlrrh. tlr,: rrrrr,t,,1,'i
tr-iurrrlrlr ,i lt
Srtlttlrrtlr

('ln'ra lttlr.rtnl !irrrlrrrnr..,.

r,r
S.,r,l l.
It, lH I
I I l^'
I0 i.:. )
.lI. 11) (r

r--j+
ls,,
f,i ,lu
rl,
g
f
**d,,*,.0
li - l/ 4
." r;) 14 I
rt :.[-Q
/6\
Mo=e0.5+(r*jJ:Zt,l
,: Most stucleilts obtninccla lic()rlr rrl'll 'l in rr ri()"iicrtt lrir;lti6y trssl

Brnmple 5 * l6: ltirrd thc irofln" rncdian flnd rnods ,r'r:xrrtr;llo 5 5

usirrg Microsoll cxccltnnlysis tt:ol 1ltrok.

S0lutioili
Procedure in Using Microsoli l.:xuol Analysir'l ool lruck

1, Open a [\{icrtrsoll oxccl nncl input thc ncorrtr.

2. clisk thc following: '-l)u(t, l)attr Analysis, Descriptivc stutintics rpd

- ok."'-

3. Highlight lhe soores.

4. Cliok "Output Range" und nrovs lhe cursor to ary vacant oell,
5, Cliok "Sumrdary Statistics and Ok,"
a;olimnt
Itlaan 1s7.2

l29lt,ay,.

3 o --
mffitrffir4tihqiilf ,t,-:.fih} * ,,, : :
 Medtan 202
Mode HN/A
Mlnimunr 159
MaxIl'tunt 250
Sum s85
(,ount 5

Rcrttt nihi'r:

Drspr.rsiort rs n 'l'lit'
Slcncrtltr-.mr
tttt an rrrlrl rrrr,.ili;rrr rrf thr: (liltrl sct il11. lr)7 j arrcl 202.
dcrrotrng lltt' l'esl)ccliVcl\' ll0$('1r'r.lhr- rirl{,1 \cr lr,rr r+n nl()du lr rrrclrrs rhirt thc villucs
splcnd of n
s cr-rcs ,.,1". itltrt\ ttr tltc rliltr scl iu.e rilll(luc
'fho rnosr

!l*l easur e.s a_f D tsP t?.s iun

<ltsncNrrrrr irre 1n corrttll'irtg rrvo r)r tnorc sets,l'dntu. rhcrc ure irrsr.nces,wherc
llte range.
variRnce nrrd lhe usc rrl':rn1'fReasrrre of central te.dcnc-y r.ev not be ucleqrnte, -fhus,
sta;rde nl
lherc is a oeed to study i,ore measu'es to s,ppre*rerlt the
dcvial ru.n need in
descnbing the date set nrore accurately.

Dispersiorr is a generar terrn eierrotiug the spread of

a series of
values trom R central value or average such as the rrredian orrlhe
mcan.
I

Measunes of Dispcrsion
Rtrnenber:
A measure oI rlispersion or lneusur€ ofl variability is a method
Rmgs ir ti:o of
diff.erence lneasuring the degree b], which nurnerical data or values
tend to spread
td\^ruen fie
from or clu-ster &bout a cenfal point or averagc.
hrSBS anO
smlllE6t dats The most colnmon nreasures of dispersiorl are
vtlues. the ran'e, standard
deviation anel variance.

The Renge
Tho rqnge of a set of ungrouped data is the diftbrence
between
the greatostdata value end the least dats value.
ln nrathernatioal fbrm, we
may write this relation as follows:

R =I{- L
where R is the range, H is the highest value a,d
r is the l'wcst value.
7+'
l30 lr:agt

I
 .+ lr

$ab,\.io htrha,r

'I
I'hes,: ltlcasurtls inclurle slandard so6rL:s, cluarlrlcs, anrl pcrccnltlc"s lrer

arc used 1o locate rhe relalivc posrlion of a data valuc tn tllc data set

Strndard Scorc

, a shrdent takes two quiezrs in u dal llttu' can this

Suppose
are n(11
studenl compare his pe?ttrrfirance in the tu'o'(iuizes i{'the ltems
equivalent in r:lms of nrrnrber of clrtesltons. r'aluc of qucsttr-rns,
uic'
{-- p1
+'- Hovever. a comparison using standard Scores or z-scorcs. cat *L-
made
XLlt
.o. in order to compare these data'
Xi U
lr"{ Az_scoreorstanciardsioreloraraluetsobtatnedbr.
subtractrng the mean fi.om the value and dtvttlrng the result h1 the
standard deviation.

z= lJo
where: P ls the PoPulatlon rnean
o ls the populatlon srandard deviatlon
-'t is the score '
i A z.-scor€ lcss thnn 0, sreater tlian 0 and cquul 1(1 zLrr() rqprcsenls

an clemcnt lessthan the lneair. gcriler lhan the rncan and crqttnl to the
rnr)an, resPeclively

Er<.r mplr 5 - 24 Ka1'c licorerl '15 otr a scrgllce r(lst that ha.l a ntan .rf -ttl
ar,d I statldald devtutrun of 10. sh,: Scorctl J(t ort a lttrttltctllttltcs tL'st \t.ith

mean ut'20 lnd stiUrdard dcvr;lttr.rn rri'l0 Cornil:rrc hl^r tclatrve posttlt1lJ
CIr thc lu'o lests.
Soluiron
lirrst, find the t ' $corcs l'or sciqncc'" tttr z .
scorq rs

x- lr t15-40 0s
-+-r=
6 10
For lnalhenralics, thc ?" ^\Lrt)rc
-= r1i

.-+ . 1:(f 11 30-20

z.= -- 1.0
10

I -"19 I ,- ,. ,,
 Sinee the z - score for mathernatics is larger, her relative position in the

mathematics class is higher than her relattve position in the soience class.

Find the z - scorc lbr.each test and give its

Solution:
ie-+o
ZTestA =-- S :-0.4
94 - 100
zTest E: -1;-': -0.6
Ftis relatrve position in lest A is better than his relative position in test B.

f,lrarnple 5 - 26: Jay-R work.s for a company whose empioyees had an

Remember: avegge ilcome in the past year of Php25,000 with a staldard deviation

Percanules and of Pho2,500. How much did Jay-R. earn the pest year if z-score is 0.5?
quartiles ue
Soluhon:
.tscd to ditid€
iha distriburion x-lt
into t0o inrl I (t
subgtoups.
repectively,
x=zo*p
r = (0.5)(2,500) + 25,000 = Fhp 37,500

P'ercentiles and Quartiles

These are important measrres which divide the distibution into

parts or subgroups. Percentiles and quartiles are used to divide tire

distribution into 100 and ,4 subgroups, respectively. Also, these nreastres

are important in looking at the position of an individual in a goup

Percentile for a Given Data Value

Pe.centlleofascore*= @ ' rgg

tDt l number ol values

.n. l40 lr':g.:

-s
.<
I

ai
Exumple 5 - 2?. ln A Niltiprral Achit'rurttcttl J'r'sl (NAl') cottdttctecl lo
1,100 students' l{el.EeI1A s $ctlrL'll'lS-5 rlns higher than tlre s-cotr}s trl
l-092 u,ho took 'the examinotiott Wlral is tltr- perc$nlilf lirr tlelaerta'-s
score?

Solution:
tr -
percentile = 1092 . 100 = 919,0
i^O

Example 5 - 28: A teacher- givc's a 25-itenr tcst to l0 studerrts

seores are shown below. Find ilre percerrtile rank of a score trt' 18.
8 17 l8 9 2t 2-i i 2A ll l-5

14 16 17 ll 12 t' 2.1 l3 13 lr

Soiutio,n:

Arrange the data from lowest to highest

6 '.t 8 9_ n il l]l] l3 r4
15 16 17 t'7 t8 20 ri 2t 23 l4
Substitute iriio the forrnula
14
Percentile I-00 = 70%
70

Quartils
Quartiles divide thc disrribution into t'our grorlps b5,
Qr,Qrund qr. fhe $oups are called quartiles of the dara. 'l'he tirst (e,),
seccnd (02) and third quartiles (9:i) is tlre siunc as ?-(u'.50n'and TSd'
percenliles, respectively, D.

In order lo find quartiles, one ciut use the nredinn ;rr:otedure.

First, rank the dats. Second, find lhe rncdiiur of tlre data. l'!re rnedinn of
the data corre$ponds to Qz. t"astly, the Q1 is tire rnedian ot'the d&rta

?rl

14l;,".,n,'
 There ar:c fbrrr coricL\nrs t'ili.\('(l \\'ltcil rltiilll"t rLrE"r cli)il(llr tttlirll':.i1,
Remen:ber: Thesc arc reiatiollshlp r)l'lhc \itllilhlcs '\ll.cllglh ol' lltr: rr:lttliottsltrP' lylrc
Kad Ppar;cx
(18.i7 - i936)
olreletidnship rrrd lrretliclirlrrs tl::u citrr hr: rtirrrlc li onr llrc rcl0lirttlsllll).

mnsistrnq of In delernrirurrg rvlrctlrr.l llrt' r'iir rrrl.rlcs irrc r"clutcrl rttrd l'irrtlirrpl llrc
the slrcnlrth r:l rhe rclrtlonship. iititti.tti(lilils ils(: ir iluiltcl ir.:itl rttcttsttt.c I'ltlr
i:ldqrerrdmt
and dependerrt ril ursrre is cal L'd corrc lat ir)rt rr()cl'licic il I,
voriables ll.s
purpose t-$ 1o
. ' lt t.letenlrintng ll:i. tr pt' t'l' rclirlrrrrrliltiIt. ,rttc rlltt.sl itsecrllllll
determine rhe \','hetller tr is liltcar (rr. lltultlplr, lrr lrrrcirl iclutrottslri;r. Ilr.'lr irrr.r lrvrr
naturc of
rclationship vnrialtle-s lll\olted. lhe dcpcrrttnl ilnd irlllcprtrrdcrrl vllillllcs, Wltcrclts,
rnultiple relatiotrsltip incllrrlcs t\\ (i or rn()rc in(,upcrrtlcrrl vurilil)lcs l()
1rredict one delxrndr.ilt I irr iahlc
Itt lerrns ,-rf prcrlicliolrs. sunrc ;.rlcdictiorrs iltc urorc lucurllc thln
others. rirte to the srrrrtgth trt'rhcir rciirtirlnships.'l'iris rtrcirrrs tltal, llre
stronger the relationsltip bet*ecrr viu iablcrs. tllc rnorc acsurato lhe
prediction is

I-.inear Regresion
In study.'ing relationships belween l'vo variables. collect the data
frtereding
afld then constmct a siatter plot- The purpose of doing a scattei plot, is to
Frce
detennhe the nature of relationship
Thc i-

degekprmrrt Scatterplot is a graph of the ordered pair 1x, y) of nurubers

ofrqrrassioh
aralpie rnd consisting ofthe independent variable x, 6nd the dependent variable, y.
cgrelatioo is
The follor,r,ing sbows some sostter diagrams along with the type of linear
afiributsd to
Karl Ptrson. oqrrelation that exists betwern the -r and y rariables.

I
I

f
L__-* _ _,
Pathcf er&Ji{r C6.rd,rdon *r**,*.*ir,on
"l

1.,"I

t__--
ry. PFfEl illt.tll,r CsrfLoo{l le6.t!!/e Cmefrtrolr uttlo s t{o Comlrtlon Page
 3-

Outliers rrre exherne values (either verT sn;ail ct' very iarge) tlral dit'l'cr significantty
from the rest of the data Searclr the intenret ancl enunterate all possible sources of outliers.
A-lso, explain ho'ry outliers alTect
the interpretation arrcl treatrnerrt of a data set,

Lesson -i - ji ?rababiJiti,es awi Norrn"at Distt"i^httimt

Jhe 1\orrnal Cunc.
A norntal dislr'ibutiorr is reprcscnted by a normal curve The area

tunder a normal crrrve indicarcs protlability, so the larger tlre area, the
Remember: gxeater rs the ptolrability. 1h. graph of a normal distribution is a bell-
A standard shapcd cun,e that cxlcnds infinitctl. iu both dircctions
oormal
distnbutron
has a mean of
zero and s
standard
deviation eqrral
tol

Figure 5 -i l.ionnal Curve

Sotucc hUp:l/rru,rr osri'ego,edo./-srp/stnls/imnges/2. gii

Norrnal Distr.ibution
The normul distribution or caussirn distributiorr is a

continuous probability distribution that often gives a good description of

data that clrster around fte mean It has the folrou,ing characteristics:
1. lt is symrnetr ical at the center arrd bell-shaped. .
2. The mean, nredian and inode are equal.
3- The normal crwe is asynptotic to thc baselino, even when extendcd
to great distance beyoud the rnean, it continues to approach but never

Remember: quite rntersect the base linc.

A normal 4. The total area under the normal curve is approximately eriaal to
I .
curve is a bell-
shapod ourvo
that extends
rnfinitely in
botl
diroctions
&*ry-h
Cnt
146 | e a g e

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