Module in Practical Research 2: Second Quarter/ Week 5/ Day 1

Module Code: PASAY-PR2-Q2-W5-D1
Name: ____________________________________________________ Track/Strand: _______________

Teacher: ___________________________________________________ Grade Level: _______________
DEPARTMENT OF EDUCATION – NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY
MODULE IN PRACTICAL RESEARCH 2

Second Quarter/ Week 5/ Day 1
OBJECTIVE: Presents and interprets data through textual presentation
YOUR LESSON FOR TODAY!

A well written presentation makes it easy for readers to understand and interpret the data,
to identify key patterns, and trends. Data presented in paragraph and sentences are said to
be in a textual form. This includes enumeration of important characteristics, emphasizing
the most significant features and highlighting the most striking attributes of the set of
data. In this module you will be able to learn about textual presentation of data by stating
the findings, drawing conclusion and inferences. Another concept also to help textual
presentation is the stem – leaf plot.
WHAT I KNOW
The table below shows the gender of the teachers at Pasay City South High School. Make a brief
description of the table.
Gender Frequency Percent
Male 80 40%
Female 120 60%
WHAT’S NEW!
Textual Presentation
✓ is putting important figures in the text of the report.
✓ Figures may be summary statistics like the minimum, maximum, mean, median, standard
deviation, percentage, or total
✓ Allows us to highlight the significant figures of the study
✓ It confirms deductions and answers to the research problem.
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Example of a textual presentation
1. Of the 150-sample interviewed, the following complaints were noted: 27 for lack of books in the library,
25 for a dirty playground, 20 for lack of laboratory equipment, 17 for a not well maintained university
buildings.
2. In the statistics class of 40 students, 3 obtained the perfect score of 50. Sixteen students got a score of 40
and above, while only 3 got 19 and below. Generally, the students performed well in the test with 23 or
70% getting a passing score of 38 and above.
❖ rearrangement from lowest to highest
❖ stem – and - leaf plot
❖ data presented in paragraph or in sentences. This includes enumeration of important

characteristics, emphasizing the most significant features and highlighting the most striking
attributes of the set of data.
Example1: The data are Math test scores of 15 students out of 50 items:
47, 48, 49, 42, 36, 38, 40, 35, 50, 44, 45, 45, 50, 50. Make simple analysis by writing findings, drawing
conclusions, and making an inference.
Arrange the data in order. This can help in the

analysis of data.
35, 36, 38, 40, 42, 42, 44, 45, 45, 47, 48, 49, 50, 50, 50
Findings: The lowest score is 35 and the highest score is 50. Three students got a perfect score. If the passing
mark is 70%, it shows that nobody failed in the test.
Conclusion: I therefore conclude that the students perform well in the test.
Inference: If this trend will continue, then it is likely that nobody will fail in this Math Class.
Example 2: The following are the ages of teachers in DM Senior high school.
48, 22, 40, 48, 30, 39, 40, 40, 38, 23, 23, 41, 41, 37, 46, 29, 29, 37, 31, 28, 37, 28, 31, 34, 34, 37, 34, 33, 24, 24,
31, 24, 25, 26, 25, 25, 27, 25, 27, 25, 25, 25.
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Make simple analysis by writing findings, drawing conclusions, and making an inference.
To easily arrange the data, you can use the stem –and – leaf plot.
Stem Leaf
2 233444555555667778899
3 0111333344477789
4 00011688
Findings: The figure shows the ages of the students. The youngest is 22 and the oldest is 48. The difference of
the ages is 26 while the mean of the ages is 32. Fifty six percent falls below the 31 and 44% are above the mean
age.
Conclusion: I therefore conclude that the teachers in DM Senior high school are still young.
Inference: If this trend will continue, it is more likely that DM Senior High School teachers will have more
young teachers.
Generalization
Steps to create stem – and - leaf plot
1. Group the data by tens digits

2. Order the data from least to greatest
3. Write in two columns where left is the STEM and right as the LEAF
WHAT IS IT?
PRACTICE EXERCISES 1
Given below are FINDINGS. Draw CONCLUSIONS from these findings and then make
INFERENCES:
A. Findings: Survey shows that candidate Noy and Nay got 51% votes form the students of selected colleges
and universities in Metro Manila.
Conclusion:________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
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Inference::_________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
B. Findings: Survey says that 70% of workers in randomly selected banks in Metro Manila are in favour of RH
bill.
Conclusion:________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Inference::_________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________________
C. Findings: Records show that 80% in the Dean’s list are female.
Conclusion:________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Inference::_________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
1. Dennis recorded the following scores of his periodic examinations in the 5 core subjects.
Q1 Q2 Q3 Q4
AP 38 42 35 40
FILIPINO 25 32 40 42
ENGLISH 40 42 40 45
MATH 35 39 41 46
SCIENCE 39 40 40 43
Findings:_________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
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Conclusion:_______________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Inference:_________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
EVALUATION
The data below shows the score of 40 students in the 2010 Division Achievement Test
35 16 28 43 21 17 15 16
20 18 25 22 33 18 32 38
23 32 18 25 35 18 20 22
36 22 17 22 16 23 24 15
15 23 22 20 14 39 22 38
Make simple analysis by writing findings, drawing conclusions, and making an inference. Use stem – and lea –
plot to organize your data. Write a textual presentation for the data above.
MODULE WRITER: DENNIS M. MASIRAG

PASAY CITY SOUTH HIGH SCHOOL
References:
Blay, B. E. (2013). Elementary Statistics . Mandaluyong City 1550 Philippines: Anvil Publishing, INC.
Training Course on Basic Statistics for Research August 24-28, 2009 STATISTICAL RESEARCH AND TRAINING CENTER J and
S Building, 104 Kalayaan Avenue, Diliman, - ppt download (slideplayer.com)
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OBJECTIVE: Presents and interpret data through tabular presentation

Usually in a research, the readers go directly to the presentation of data. They find it
boring and tedious to read analysis if is presented through text. So, for quick and best
analysis, it is better to write it through tables. Tables are useful for clear presentation and
comparison of large numbers of data items. They also allow data to be presented at a
level of detail which cannot usually be determined from a text. In this module, you will
be able to learn tabular presentation using the frequency distribution table, and the
contingency table.
WHAT’S NEW!
Tabular Presentation of Data
The Frequency Distribution Table
✓ this is a table which shows the data arranged into different classes, and the number of cases
which fall into each classes are tabulated.
✓ Ungrouped frequency distribution means there is only one category per row or per class.
this is used if the range of the set of data is not so wide, for example 10 or less.
✓ Grouped frequency distribution table has several categories or multiple values in one row or
class. this is used if the range of the set of data is 11 and above.
Example1: The following are the age of service crews at McDollibee Restaurant. Construct a group and
ungrouped frequency distribution table. Make a simple analysis by stating the findings, conclusions, and
inferences.
21 18 22 19 18 18 19 19 25 20
22 18 23 24 19 25 18 21 24 25
23 19 21 23 20 18 21 23 20 24
25 21 20 22 20 20 21 22 23 23
18 24 21 21 19 19 18 21 21 21
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The ungrouped Frequency Distribution Table The grouped Frequency Distribution Table
Age Frequency Percentage frequency Age Frequency Percentage frequency
18 9 0.16 18-19 15 0.30
18 7 0.14 20-21 17 0.34
20 6 0.12 22-23 10 0.20
21 11 0.22 24-25 8 0.16
22 4 0.08 N = 50
23 6 0.12 The Relative Frequency (rf)
24 4 0.08 - known as percentage frequency and is obtained by
dividing the frequency of each class by N.
25 4 0.08
𝒇
N = 50 𝒓𝒇 =
𝑵
Basic Findings Major Findings

1. Sixteen percent of the service crew is 18 years old 1. The average of the 50 service crews is 21 and the
2. Fourteen percent of the service crew is 19 years old standard deviation is 2.18
3. Twelve percent of the service crew is 18 and 23 2. The range of the ages is 7 since the youngest is 18
years old while the oldest is 25.
4. Twenty two percent of the service crew is 21 years 3. Thirsty two or 64% of the 50 service crew are 21
old years old below.
5. Eight percent of the service crew is 22 and 24 years Conclusion: I therefore conclude that MCDollibee prefers
old employment who are 21 years old and below
Inference: If this trend continues, then job applicants who

are 22 years old and above have very slim chance of being
accepted
The Cumulative Frequency
The less than cumulative frequency and the greater than cumulative frequency are obtained by cumulat ing the
frequency (f) from top to bottom and bottom to top respectively.
Class interval f >cf <cf
46 — 50 5 32 5
41 — 45 6 27 11 Note:
If the given data are whole numbers,
36 — 40 4 21 15 “c.i.” should be a whole number. If the
data are in one—decimal place, “c.i.”
31 — 35 7 17 22 should be in one—decimal place. Etc
26 — 30 10 10 32
Example: The complete frequency distribution table for the test scores of 50 students in Statistics
Class interval (c.i) Frequency (f) Class Mark (X) Class boundaries Percentage frequency < 𝒄𝒇 >cf
4–9 2 6.5 3.5 – 9.5 0.04 2 50
10 – 15 7 12.8 9.5 – 15.5 .14 9 48
16 – 21 8 18.5 15.5 – 21.5 .16 17 41
22 – 27 4 24.5 21.5 – 27.5 0.08 21 33
28 – 33 11 30.5 27.5 – 33.5 0.22 32 29
34 – 39 8 36.5 33.5 – 39.5 0.16 40 18
40 – 45 6 42.4 39.5 – 45.5 0.12 46 10
46 – 51 4 48.8 45.5 – 51.5 0.08 50 4
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The contingency table

- Also referred to as cross tabulation or cross tab is used to record and analyze the relationship
between two or more variables.
- It displays the frequency distribution of the variables in a matrix form. To name such table, we use
𝑟 𝑥 𝑐 where the r refers to rows or choices and c refers to columns samples or alternatives.
Example: Make a simple analysis for the opinion of viewers on the new TV program.
Choice/Sample Men Women Children Row Totals
Like the program 50 56 45 151
Indifferent 23 16 12 51
Do not like the program 43 55 40 138
Column totals 116 127 97 340
Choice/Sample Men Women Children Row Totals

Like the program 50 (33%) 56 (37%) 45 (30%) 151 (44%)
(43%) (44%) (46%)
Indifferent 23 (45%) 16 (31%) 12 (24%) 51 (15%)
(20%) (13%) (12%)
Do not like the program 43 (53%) 55 (40%) 40 (29%) 138 (41%)
(37%) (43%) (41%)
Column totals 116 (34%) 127 (37%) 97 (29%) 340
Basic Findings (refer to the cells) Major Findings (refer to the totals)
1. [R1, C1] : Thirty three percent of those who like
the program are men Column totals
: Forty three percent of men like the program 1. TC1: Thirty four percent of the respondents are
2. [R1, C2]: Thirty seven percent of those who like men
the program are women 2. TC2: Thirty seven percent of the respondents are
: Forty four percent of women like the women
program 3. TC3: Twenty nine percent of the respondents are
3. [R1, C3]: Thirty percent of those who like the children
program are children
: Forty six percent of children like the program Row totals
4. [R2, C1] 1. TR1: Forty four percent of the respondents like
5. [R2, C2] the program
6. [R2, C3] 2. TR2: Fifteen percent of the respondents are
7. [R3, C1] indifferent
8. [R3, C2] 3. TR3: Forty one percent of the respondents do not
9. [R3, C3] like the program
Conclusion: Inference:
I therefore conclude that majority of viewers are either If this trend continues, then the TV program under
indifferent or do not like the program. investigation might not last long.
Formal Statistical Table (Parts)

✓ Heading – consists of the table number, table title, and head note. It is located on top of the table figures.
o Table number – identifies the position of the table in a sequence
o Table title – gives the subject, classification, time, and area segments
o Head note – specifies the unit measurement of the data
✓ Box head – contains spanner head and column headings
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o Spanner head – is an identifying label for the column headings

o Column heading – is a descriptive label for the column cells
o Panel – consists of several column heads under the same spanner head.
✓ Stub – contains the stub head, center head, and row captions. Its position is at the first column of the
table.
o Stub head – is a descriptive label for the center heads and row captions.
o Center head – is an identifying label for the row captions.
o Row caption – is a descriptive label for the row cells
o Block – contains row captions on the same center head.
✓ Field – is a set of numerical figures in the table.
✓ Footnote – is an exploratory text about a specific part or the whole table. Its position is at the bottom of
the table.
✓ Source note – gives the name of the agency that collected the data. Its position is at the bottom of the
table.
Table 1
The Parental Involvement of Grade 12 Students across Strands
Awareness
Source of
Sum of 𝑑𝑓 Variance F p
variation
Squares
Between 4.2643 4 1.0661 1.7414 0.1424
groups
Within groups 119.3800 195 0.6122
Total 123.6443 199
Generalization
Rules to Remember in Constructing Tables
1. Tables should have the following labels:
• table number: for easy reference; written on top of the table

• table title: to briefly explain the contents of the table; title follows the table number
• column headers: to describe the entry in each column
• Row classifier: to classify rows
2. Source Notes: to acknowledge the sources of data

3. Frequency: to show the number of entries per category
4. Total Frequency: to have a general picture of the total population
5. Percentage Frequency: for quick view of the characteristics of the data set.
WHAT IS IT?
The table below represents the scores in Practical Research 2 long quiz. Complete the table below.
Class interval Frequency Class boundaries <cf >cf Percentage frequency
35— 39 3
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30— 34 4
25— 29 7
20— 24 12
15— 19 6
10— 14 3
______1. At what interval does the highest score fall?

______2. How many students took the long quiz?
______3. Write the lower limit or lower class boundary of the median class.
______4. What is the relative frequency of the modal class?
______5. What is the relative frequency of the mean of the group?
PRACTICE EXERCISE 2. Construct a formal statistical table from the given demographic data (age).
21 – 25 (17) 26 – 30 (19) 31 – 35 (34) 36 – 40 (38) 41 – 45 (35)
EVALUATION
A group of Statistics students who call themselves “The Care Bears” tested if the college students’
choice for president is independent on whom they think will win in the coming election. They served
300 randomly picked college students and asked them their choice for president and whom they
believe will win.
Column Variable (Choice for president0

Row Variable (perceived winner) A B C D Total
Candidate A 22 10 31 3 66
Candidate B 13 4 15 1 33
Candidate C 28 13 35 2 78
Candidate D 39 29 47 8 123
Total 102 56 128 14 300
______ 1. What proportion or percentage of votes went to candidate B?

______2. What proportion or percentage of respondents perceived candidate C will win?
______ 3. What proportion or percentage of votes went to candidate A?
______ 4. What proportion or percentage of respondents perceived candidate C will win?

References:
Page 10 of 20



OBJECTIVE: Present and interpret data through graphical presentation

Graphs are used to represent data. It adds exquisiteness to a research work. For some
readers, they prefer to read graphs as it is easy to analyze, interpret, and comprehend
results and findings without going over to the numerical data. Graphs provide a strong
visual impression of distribution of trends, as well as add interest to pages of text or
tables. There are several types of graphs but in this module, we will only discuss the most
common and frequently used graphs, which are the bar graph, line graph, and pie chart.
In this module, you will learn to use the most appropriate type of graph in your research
paper.
WHAT I KNOW?
In your previous high school years, you had already encountered several graphs. To refresh your mind, name
the type of graph shown below.
.1. _______________________ 2. ____________________ 3. ______________________
6
Y-Values 4
4
2
2 0
Y-Values
Category Category Category Category
0 1 2 3 4
0 1 2 3
4. ___________________________ 5. ________________
WHAT’S NEW!
Graphical Presentation of Data
✓ It is a good means of communicating the numerical figures found in tables

✓ Charts facilitate analysis when it reveals probable relationships among variables
✓ It allows comparison of different series or groups.
✓ Placing figures in charts permits us to validate conclusions mad ein the study.
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Notes:
✓ Charts show only approximates and the general picture of the data set.
✓ A good chart must be accurate, clear, simple, professional looking, and have a well – designed layout.
✓ The arithmetic scale should have equal increments to represent equal numerical units.
✓ The chart should have no visual illusions with the incorrect use of shadings or patterns
✓ We should put chart titles, scales figures and labels, and legends, if necessary.
Each type of graph has its own specific requirement.

Column Chart
✓ For showing comparison of amount of a variable
of interest collected over time
✓ Emphasis is on the magnitude of the data set
✓ The height of the column represents the amount
of a specific time
✓ Column must not be too long or too short
✓ The space between the bars must not be too wide or too narrow
✓ The usual space between bars is around one –fourth of the width of the column
✓ Vertical scale of the column chart start with zero. Do not put a break on the vertical scale. Put a scale
label to identify the variable of interest. For one series of data, use only one color or pattern. For two or
more series If data, use different colors, shadings or patterns. Avoid wavy or unconventional patterns.
Frequency polygon/Line Graph
✓ Appropriate for time series data
✓ Emphasis is on the movement
✓ Shows trends, patterns, forecasts
✓ Applicable for one or more time series data for
comparison purposes
✓ Put the variable of interest on the vertical axis and
the time on the horizontal axis
✓ Put appropriate scale legends for both axes
✓ Position the scale figures on the tick marks
✓ Ratio of height of width should be 2 to 3 or 3 to 4.
Pie chart
✓ Circle divided into several sections
✓ Each section indicates the proportion of each
component or category
✓ Useful for data sorted into categories for a specific period
✓ Purpose is to show the components parts with
respect to the total in terms of the percentage distribution.
✓ Use the pie chart if there are less than 6 categories in the data set.
✓ Arrange the components of the pie chart according to magnitude
✓ If there is an “others” category, we put it in the last section
✓ Use different colors, shadings, or patterns to distinguish on section
of the pie to other sections
✓ Plot the biggest slice at 12 o clock
Pictograph
✓ Gives an approximation only of the actual figures
✓ Compares the different categories
✓ Symbols selected should be self – explanatory
✓ Each symbol represents a number.
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Histogram
✓ It is similar to a bar chart but a histogram groups

numbers into ranges .
✓ The height of each bar shows how many fall into each range.
✓ And you decide what ranges to use!
✓ Notice that the horizontal axis is continuous like a number line
✓ Histograms are a great way to show results of continuous data,
such as:
o weight
o height
o how much time
Graphical Presentation of Data

CATEGORICAL VARIABLES Numerical variables
➢ Frequency distribution ➢ Line chart

➢ Bar chart ➢ frequency distribution
➢ Pie chart ➢ Histogram and Ogive
➢ Pareto diagram ➢ Scatter pilot
Types of graphical presentation

Ungrouped Data Grouped Data
➢ Line graph ➢ Histogram

➢ Bar graph ➢ Frequency polygon
➢ Pie diagram or circle Graph ➢ Frequency curve
When to use graphs

1. the message is contained in the shape of the values (patterns, trends, exceptions)
2. the display will be used to reveal relationship among whole sets of values.
Errors in presenting charts
✓ Using chart junk
✓ No relative basis in comparing data batches
✓ Compressing the vertical axis
✓ No zero point on the vertical axis
Generalization
Rules to Remember in Constructing Graphs
1. Graphs should have the following labels: Figure number and title which are written below the graph
2. For pie chart, % should be indicated
3. For bar graphs, axis should be labeled
4. If needed, include the data tables.
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WHAT IS IT?
The table below shows the religion of students in Grade – 12 STEM Bravery Section. Construct
a graph and write interpretations.
Religion of the Students n
Catholic 26
Christian 13
INC 3
Buddhist 1
Protestant 5
2. The desired sleep of teachers at DM Senior High School 3. The gender of teachers at DM Senior High School
Bin Frequency
3–5 4 Male 16
6–8 35 Female 29
9 – 12 6
PRACTICE EXERCISE 2. Critique each graph. Tell if the presentation is correct. If not, draw the
correct graphical presentation.
1.
2.
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EVALUATION
Graph Reading: Based on the graph, answer the following questions:
18
16
14
12
10
Frequency
8
6
4
2
0
5 10 15 20 25 30 35 40 45 50 55
Age
Figure 1. A frequency polygon for the Ages of Persons Enrolled in an Aerobics Classes
______ 1. How many 25 years old are there?

______ 2. What is the age with the lowest number of enrollees?
______ 3. How many enrollees are there in number 2?
______ 4. The age of the youngest student in the group
______ 5. The modal age
______ 6. The class width of the distribution
______ 7. The age of the oldest student
______ 8. The number of students with ages in between 20 and 40
______ 9. The total number of students enrolled
______ 10. The bar graph which is appropriate to use in this set of data

References:
Page 15 of 20



OBJECTIVE: Uses descriptive statistics to analyze data

In the previous module, tables and graphs were already discussed. They are also
considered descriptive statistics. Descriptive statistics are those which do not involve the
features of probability. They merely describe “what is” of data generated of the variables,
events, facts, people, objects, etc. under consideration. In addition, descriptive statistics is
used to simplify large amounts of data in a sensible way. Thus, this module will teach
you about the measures of central tendency and measures of variability. You will learn
how to use this in your statistical analysis of data – one of the statistical tools to be used
in the analysis of your research instrument.
WHAT’S NEW!
There are three major characteristics that can be used in descriptive statistics:
✓ Percentage frequency (frequency distribution)
✓ Measures of Central Tendency
✓ Dispersion
I. Percentage frequency (frequency distribution)

- This refers to the summary of individual ranges or values for a variable. Depending on the particular variable,
all of the data values may be represented, or you may group the values into categories first, such us price, temperature,
age, or gender variables. A simple example would be a list of every value of a variable and a number of persons who had
each value (see Table 1).
Table 1. Percentage of COVID-19 patients based on age group.

Age group Percentage
(years old) (%)
35-75 65
25-34 15
15-24 12
24 below 8
Another example, the usual way to describe the distribution of high school students is by year in junior high to senior
high, listing the number or percent of students at each of the 6 years. Take note that the frequency distributions can be
illustrated in two ways, as a table or as a graph (see Table 2 and Figure 1).
Table 2. The distribution of high school students in Pasay Distribution of High School
high school.
Grade level Percentage (%)
Students in Pasay High School
7 25 30
Percentage (%)
8 25 25
9 13 20
-or-
10 13 15
10
11 12.5
5
12 11.5 0
7 8 9 10 11 12
Grade Level
Figure 1. The distribution of high school students in
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Pasay high school.
II. Measures of Central Tendency

- numerical values that present the center of middle of a set of data. The measures of the central location are:
▪ Mean
▪ Median
▪ Mode
a. The Mean is the sum of all the values or item divided by the number of values or items added. This is
̅
denoted by the symbol 𝑋
∑𝑥
𝑋̅ =
𝑛
Example: The Math grades of Dennis are 90, 89, 90, and 98. What is his average?
90 + 89 + 90 + 98
𝑋̅ =
4
= 91.75
b. The Median is the midmost value in an ordered set of data. 𝑋̃ is used as the symbol of the median.
Example 1. The following are the scores in Math Exam: 80, 82, 90, 93, 95. Find the median. (If you
have few and odd number of data, just arrange the scored in ascending order then find the middle
number)
𝑋̃ = 90
How about if the number of data is even?!
Example 2. a. Dennis’ savings for 6 days are Ᵽ20, Ᵽ8, Ᵽ20, Ᵽ50, Ᵽ40, and Ᵽ100.
b. Arrange the data. Ᵽ8, Ᵽ20, Ᵽ20, Ᵽ40, Ᵽ50, and Ᵽ100.
c. Since there is an even number of data, find the average of the two middle
20 + 40
𝑋̃ =
2
𝑋̃ = 30
c. Mode is the value or item in the set of data which is the most frequent or the value that occur most
often.
a. Unimodal – one value that occurs most 3, 7, 7, 8, 9

7 is the mode
b. Bimodal – if there are two values 2, 3,4, 4, 5, 6, 6, 7

The mode are 4 and 6
c. Multimodal – if there are more than two modes
III. Dispersion
- this refers to the distribution or spread of values around the central tendency. There are two ways to measure the
dispersion, the range and the standard deviation.
a. Range – this is simply the highest value minus the lowest value. Let us take the example we have
from the Math grades of Dennis (90, 89, 90, 98). The highest value is 98, while the lowest value is
89. Therefore, our Range = 98 – 89 = 9.
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b. Standard deviation – this measure of dispersion is more accurate and detailed estimate because an
outlier can greatly exaggerate the range. It also shows the relation that set of scores has to the mean
of the sample.
To compute for the standard deviation, let say we have the following of pre-test scores in science 7: 15, 20, 21, 20, 36, 15,
25, 15. We need to find first the distance between each value and the mean.
15, 20, 21, 20, 36, 15, 25, 15

X̄ = 20.875
So the differences/deviations from the mean are:
15 - 20.875 = -5.875
20 - 20.875 = -0.875
21 - 20.875 = +0.125
20 - 20.875 = -0.875
36 - 20.875 = 15.125
15 - 20.875 = -5.875
25 - 20.875 = +4.125
15 - 20.875 = -5.875
Take note that you can get a negative difference/deviations from data that are below the mean, while positive
difference/deviations from the ones above the mean. Next, square each difference/deviations:
-5.875 * -5.875 = 34.515625
-0.875 * -0.875 = 0.765625
+0.125 * +0.125 = 0.015625
-0.875 * -0.875 = 0.765625
15.125 * 15.125 = 228.765625
-5.875 * -5.875 = 34.515625
+4.125 * +4.125 = 17.015625
-5.875 * -5.875 = 34.515625
This time, let’s take the “Sum of Squares (SS)” value by adding all these squares. In our example, the sum is 350.875.
Then, let’s divide the sum by the number of scores minus 1. The result is 350.875 / 7 = 50.125. The value (50.125)
that we got is what we known as the variance. To get the standard deviation, let us take the square root of the variance,
since we squared the difference/deviations earlier, and this would be SQRT(50.125) = 7.079901129253.
Therefore, the standard deviation of the pre-test scores in science 7 is 7.07. Aside from the computation we used above,
standard deviation can also be calculated using the formula below:
where:
X is each score,
X̄ is the mean (or average),
n is the number of values,
Σ means we sum across the values.
From the given formula, the numerator (top part of the ratio), tells that each score has the mean subtracted from it, then
the difference is squared and the squares are summed. On the other hand, the denominator shows the number of values
(pre-test scores) minus 1. Thus, we can describe standard deviation as the square root of the sum of the squared
deviations from the mean divided by the number of the score minus one.
Generalization
Descriptive statistics describes the “what is” of data generated of the variables, events, facts,
people, objects, etc. under consideration. This can be done using the three major characteristics:
Percentage frequency (frequency distribution), Measures of Central Tendency, and Dispersion.
Page 18 of 20

WHAT IS IT?
A. Dennis recorded the following scores of his periodic examinations in the 5 core subjects.
Q1 Q2 Q3 Q4
AP 38 42 35 40
FILIPINO 25 32 40 42
ENGLISH 40 42 40 45
MATH 35 39 41 46
SCIENCE 39 40 40 43
1. What is the mean score in each subject?
AP
Filipino
English
Math
Science
2. In what subject did he get the lowest mean score? __________
3. In what subject did he get the highest mean score? __________
4. What is his overall mean score? ______________
B. Dennis got the following grades in his major subjects with the corresponding units earned.
Subject Grade Units
Advanced Algebra 2.0 3.0
Geometry 1.25 3.0
Trigonometry 1.0 4.0
Statistics 1.75 3.0
Probability 1.5 3.0
Find the weighted mean of each data __________
Directions: Answer the following questions using the graph below.
Percentage (%) of Consumers 1. Which toothpaste has the most number of

consumers? ______________
12
2. Which toothpaste has the least number of
consumers? ______________
16 47
3. Among the four toothpaste brand, which one will
25 you use or buy and why?
_________________________________________
_________________________________________
Toothpaste A Toothpaste B Toothpaste C Toothpaste D _________________________________________
Page 19 of 20

EVALUATION
Directions: Encricle the letter of the BEST answer.
1. Which is NOT part of descriptive statistics?

A. Mean B. Median C. Mode D. Ranking
2. What value is in the midmost of the ordered set of data?

A. Mean B. Median C. Mode D. Percentage
3. Which value will you get when you divide the Sum of Squares by the number of values minus 1?
A. Mode B. Variation C. Standard deviation D. Percentage frequency
For numbers 4 & 5, refer to the Table 3 below:
Table 3. The number of respondents who took part of the clinical trials for COVID-19 vaccine.
Gender Number
Man 176
Woman 250
4. What gender has the greater number of participants?

A. Man B. Both C. Woman D. Cannot be determined
5. What will be the percentage of the man who participated in the clinical trials?
A. 20.80% B. 29.34% C. 41.61% D. 58.69%
4. Which value will you get when you divide the Sum of Squares by the number of values minus 1?
A. Mode B. Variation C. Standard deviation D. Percentage frequency

References:
Adanza, E. G. (2002). Research Methods: Principles and Applicaitons. Quezon City: Rex Printing Company.
Trochim, W.M.K. (2021). Descriptive Statistics. Research Methods Knowledge Base. Retrieved from
https://conjointly.com.
Page 20 of 20

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