Unit 3: Methods of Data Organization

Unit 3: Methods of Data Organization

Introduction
In unit 2, you learned how to methodically collect and gather data in a research.
Generally, data collected from different sources are usually unorganized and in a
form unsuitable for immediate interpretation. In any statistical investigation, once
pertinent data are already gathered, the next step is to present such data in
organized form using appropriate tables and graphs. In this unit, you will learn
how to systematically present collected and gathered data in graphical, tabular,
and textual forms.

Learning Outcomes
At the end of this unit, you are expected to:
1. Arrange data for analysis and choose the appropriate mode of presenting
data
2. Present data through texts, graphs, and tables
3. Construct a write-up of a given table or graph as result/output of a
research
4. Use a digital technology in organizing and presenting data

Activating Prior Knowledge

Critiquing time! Identify what went wrong with the graph presented below. This
was a report of COVID 19 cases in the Philippines. Improve the graph in such a
way that it will be more organized and easier to understand and interpret.

Paste your version here

↓

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Topic 1. Graphical Method (Chart)

Learning Objectives
At the end of the lesson, you are expected to:
1. Determine when to use the different graphs and charts
2. Present data through graphs and charts
3. Use digital technology to construct graphs and charts

Presentation of Content
A good graph is a visual representation of data in a clear, accurate, and simple
manner.
It provides opportunity to perform data comparisons without misleading the
reader; thus, it does not distort the data.

Pie charts, Bar graphs, and Pareto charts are appropriate to use for presenting
categorical data sets.
Line graphs, Histograms, Frequency polygons, and Ogives are best for
numerical data sets.
For bivariate data sets, contingency tables, side-by-side bar graphs, and
multiple line graphs are used.

Pie Graph
It is used to show how all the parts of something are related to the whole.
It is represented by a circle divided into slices or sectors of various sizes that
show each part’s relationship to the whole and to the parts of the circle.

Pet Ownership

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Bar Graph
It is a graph which uses horizontal or vertical bars to represent data.
When a bar graph has bars which extend from left to right, it is called a horizontal
bar graph.
If the bars extend from top to bottom, it is called a vertical bar graph.
A side-by-side bar graph is a special type of bar graph that allows comparison of
two sets of information for each category.
Simple bar graph

Side-by-side bar graph

Count of visitors in Saint Paul Hospital

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Line Graph
It is used to represent changes in data over a period of time.
Data are represented by points and are joined by line segments.
Multiple line graphs are also used to present bivariate data as an alternative to
side-by-side bar graph.
Simple line graph

Multiple line graph

Sales in Cindy’s bake shop

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Histogram
It is consists of a horizontal scale of values of the data being represented, a
vertical scale for frequencies, and bars representing the frequency for each
subdivision of class values.
Scores of students in a Trigonometry examination
18
16
24-34
14
12 35-45
10 46-56
8 57-67
6 68-78
4 79-89
2
90-100
0
Scores
Pareto Chart
It is a bar graph for categorical data with bars arranged in descending order of
frequencies.

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Frequency Polygon
It is a line graph constructed by plotting the class marks at a height equal to the
frequency corresponding to that class mark. The points are connected to form the
polygon.

Ogive
It is a graph in which a point is plotted above each class boundary at a height
equal to the cumulative frequency corresponding to that boundary.

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Dot Plots
It is consists of a graph in which each data value is plotted as point or dot along a
scale of values.

Scatter Diagram
It is a plot of the paired (x, y) data with a horizontal x-axis and a vertical y-axis.
The data are paired in a way that matches each value from one data set with a
corresponding value from the second data set.
Shoe size of customers in Rusty Lopez

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Box-and-Whisker Plot
It is a graph of a data set that consists of a line extending from the minimum value
to the maximum value, and a box with lines drawn at the first quartile Q1; the
median; and the third quartile Q3.

Stem-and-Leaf Plots
It represents data by separating each value into parts; the stem (such as the
leftmost digit) and the leaf (such as the rightmost digit).

Pictograph
It is a graph that uses pictures to illustrate data.

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Application
Use Microsoft Excel to construct graphs in presenting the data following the
given conditions.

1. Bar graph to show the number of male and female students.

2. Component bar graph to show the number of male and female students per
college.
3. Pie graph to show the distribution of the students in terms of college.

Paste your graphs here ↓

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Feedback
Construct a graph to present the data given the following conditions. Use
Microsoft Excel.

1. Pie graph to show the distribution of the students in terms of

1.1 sex
1.2 course
1.3 year level
*Use COUNTIF function in determining the number of male and
female in sex; BSED, BEED, BTTE in course; and First Year, Second
Year, Third Year, Fourth Year in year level.
2. Component bar graph to show the number of male and female students per
2.1 course
2.2 year level
*sort the course and year level and use COUNTIF function to
determine the number of male and female per course and year level
3. Histogram to show the scores of the students. Use the class interval
below.
24-34
35-45
46-56
57-67
68-78
79-89
90-100
*Use IF function in determining the range of the scores and
COUNTIF function in the frequency per range.

Student Score (100 Sex Course Year Level

item math
proficiency
test)
1 46 M BSED First year
2 100 F BTTE Third Year
3 30 M BEED Second Year
4 75 M BSED Second Year
5 53 M BEED Fourth Year
6 21 F BSED Second Year
7 24 M BEED First year
8 35 M BSED Third Year

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9 55 M BTTE Second Year

10 56 M BTTE First year
11 78 M BEED Second Year
12 63 F BSED Third Year
13 29 M BTTE First year
14 87 F BSED Second Year
15 68 M BEED Third Year
16 29 F BEED First year
17 47 M BTTE Second Year
18 78 M BSED Second Year
19 89 M BSED First year
20 45 M BTTE Fourth Year
21 44 F BEED Third Year
22 48 F BTTE First year
23 56 F BSED Second Year
24 55 F BSED Fourth Year
25 67 F BEED First year
26 69 M BTTE Fourth Year
27 70 F BSED Third Year
28 54 M BEED First year
29 67 F BTTE First year
30 68 M BSED Second Year
31 58 F BEED Fourth Year
32 52 M BEED First year
33 66 M BTTE Fourth Year
34 53 M BSED Second Year
35 55 M BSED First year
36 89 M BTTE First year
37 55 F BEED Fourth Year
38 67 F BEED First year
39 24 M BTTE First year
40 56 F BSED Second Year
41 89 M BTTE Second Year
42 95 F BSED First year
43 88 F BEED Fourth Year
44 100 F BEED Third Year
45 85 M BTTE Second Year
46 88 M BSED Fourth Year
47 94 F BTTE First year
48 78 M BEED First year
49 100 F BEED Fourth Year
50 89 M BTTE Third Year

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Paste your graphs here ↓

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 Unit 3: Methods of Data Organization

Paste your graphs here ↓

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 Unit 3: Methods of Data Organization

Topic 2. Tabular Method (Frequency Distribution Table)

Learning Objectives
At the end of the lesson, you are expected to:
1. Define and determine the parts of a frequency distribution table
2. Construct a frequency distribution table given raw data
3. Use a digital technology to construct a frequency distribution table

Presentation of Content
Frequency Distribution Table (FDT)
It is a tabular arrangement of data into appropriate categories showing the number
of observations in each category or group.

Advantages
It encompasses the size of the table.
It makes the data more interpretive.

Example of Frequency Distribution Table

Table 1. The frequency distribution of the
examination scores of sixty students in a
statistics class

Parts of a Frequency Distribution Table

Lower Class Limit

These are the smallest
numbers that can actually
belong to different classes.

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Upper Class Limit

These are the largest numbers that can actually belong to different classes.

Class Boundaries
These are the numbers used to separate classes, but without the gaps created by
the class limits. 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 boundary in each group or
category.

Class Mark/Class Midpoint

These can be found by adding the lower class limit to the upper class limit and
dividing the sum by two.

Class Width/Class Size

The difference between any two consecutive lower class limits or two consecutive
lower class boundaries.

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Steps in Constructing Frequency Distribution Table

1. Find the range. 𝑅 = 𝐻 – 𝐿
(range = highest observed data – lowest observed data)
2. Decide on the number of classes or class interval (k). (5-15)
3. Compute for the class width/class size. ( 𝑖=𝑅/𝑘)
4. Set up the classes starting from the lowest class limit.
5. Construct column for the frequencies.
Note: In the determination of the number of classes, it should be noted that there
is no standard method to follow. Generally, the number of classes must not be less
than 5 and should not be more than 15.
The number of classes can be approximated by using the relation
𝑘=1+3.3 𝑙𝑜𝑔𝑛
𝑘=𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑐𝑙𝑎𝑠𝑠𝑒𝑠
𝑛=𝑠𝑎𝑚𝑝𝑙𝑒 𝑠𝑖𝑧𝑒
or
In the determination of the number classes, use 2𝑘 where 2𝑘 > n.
k = 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑐𝑙𝑎𝑠𝑠𝑒𝑠
𝑛 = 𝑠𝑎𝑚𝑝𝑙𝑒 𝑠𝑖𝑧𝑒

Example
A statistics class with 60 students were given an examination and the results are
shown in Table A below. Construct a frequency distribution with 7 classes. Use
11 as the lowest lower class limit.

Follow the steps in constructing a frequency distribution table.

1. Find the range.
𝑅 = 94 –11
𝑅 = 83

2. Decide on the number of classes or class interval. (5-15)

𝑘 =7(given)

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3. Compute for the class width/class size.

𝑖 = 𝑅/𝑘
𝑖 = 83/7
𝑖 = 11.87 𝑜𝑟 12

4. Set up the classes starting from the lowest class limit.

5. Construct column for the frequencies.

Constructing Frequency Distribution Table using Microsoft Excel

We will use the same example presented (test scores obtained by sixty
students in a statistics class).

Step 1. Encode the data in one column with a column title like ‘score’.

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 Unit 3: Methods of Data Organization

Step 2. Click ‘INSERT’, then ‘Pivot Table’.

Step 3. After clicking ‘Pivot Table’, ‘Create Pivot Table’ will appear.

Step 4. Click ‘Existing Worksheet’, press any cell where you opt to place the FDT
and click ‘OK’.

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Step 5. After clicking ‘OK’, ‘Pivot Table Fields’ will appear.

Step 6. Click ‘Score’, then drag it to ‘ROWS’.

Step 7. After dragging ‘Score’ to ‘ROW’ the table below will appear.

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Step 8. Click any cell below ‘Row Labels’, right click and click ‘GROUP’.

Step 9. After clicking ‘GROUP’, ‘Grouping’ will appear. Change the digits in
‘By:’ with the computed class size, then press ‘OK’.

Step 10. After clicking ‘OK’, the table below will appear.

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Step 11. To determine the frequency for every class, drag ‘Score’ to ‘VALUES’.

The final Frequency Distribution Table will appear.

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Application
The intelligence quotients of 100 freshmen students admitted at the College of
Teacher Education of Cagayan State University were taken and shown below.
Construct a frequency distribution with 10 classes. Use 83 as the lowest lower
class limit.

Write your answer here ↓

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 Unit 3: Methods of Data Organization

Feedback
1. Data given below are the scores of students in a 150 item test in Readings
in Philippine History. Construct a frequency distribution for the given data.
The number of classes is 7. Use the lowest score as the lowest lower class
limit.
122 100 127 120 134 118 105 110 109 112
111 118 101 116 132 122 133 114 105 109
107 102 114 115 118 117 118 115 106 115
116 108 130 132 113 120 119 111 121 111
120 113 120 117 105 110 128 112 114 133

Class Class Class Tally Frequency

limits boundaries Midpoints

2. The data below is the frequency distribution of the ages of 75 mayors in

Cagayan Valley.
Classes f
25-30 3
31-36 6
37-42 11
43-48 27
49-54 16
55-60 7
61-66 4
67-72 1
n=75
Determine the following
1. size of the class interval _______
2. midpoint of the third class _______
3. lower limit of the 6th class interval _______
4. upper boundary of the 5th class interval _______
5. number of mayors younger than 54.5 years _______
6. number of mayors older than 54.5 years _______
7. number of mayors older than 42.5 years _______
8. highest upper class boundary _______
9. lowest upper class limit _______
10. number of mayors younger than 72.5 years _______

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Topic 3. Textual Method

Learning Objectives
At the end of the lesson, you are expected to:
1. Present data through texts
2. Construct a write-up of a given table or graph as result/output of a
research

Presentation of Content
Textual Presentation of Data
It uses statements with numeral or numbers to describe data.
The main aim of textual presentation is to focus attention to some
important data.
It is used to supplement tabular or graphical presentation.
Two ways of making a textual presentation of a table or graph
1. All the items in the table or graph are textually presented
2. Only the highlights or important parts of data are presented
Basic Principles in making a textual presentation of a table or graph
It should be complete as possible.
It should contain interpretation, inference or implication.
Findings presented should be compared with the findings of other studies
Examples presented were lifted from Asia Pacific Journal of Multidisciplinary
Research, Volume 8, No. 3, August 2020 and retrieved from
https://www.apjmr.com/wp-content/uploads/2020/07/APJMR-2020.8.3.14.pdf
Figure 1 presents the mathematics college readiness of
the students as a whole and it reveals that majority (f=1474,
p=67.43%) are not ready to take college-level mathematics
courses. Hence, 710 (32.48%) respondents are moderately
ready and only 2 (0.09%) respondents are actually ready.
It is alarming to note that majority of the students are
not ready to take college-level mathematics courses. This
finding concurs to the report of DepEd on the 2018 PISA
[26] where Philippines ranked 78th (second-lowest) in
mathematics out of the 79 participating countries.
Underpreparedness for college mathematics has been a
persistent problem also in many states in America [12], Figure 1. Mathematics college
[27] and high percentage of SHS graduates are subjected readiness of the students as a whole
for remedial and developmental mathematics [16]-[18].

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 Unit 3: Methods of Data Organization

Table 2. Mathematics college readiness of the

students in terms of specific content areas
Content Area MPS Descriptors Remarks
Algebra 36.59 Average Moderately
Mastery ready
Geometry 37.13 Average Moderately
Mastery ready
Statistics and 27.11 Low Mastery Not ready
Probability
Trigonometry 26.08 Low Mastery Not ready
Pre-Calculus 39.76 Average Moderately
Mastery ready
Calculus 30.24 Low Mastery Not Ready
Overall 32.82 Low Mastery Not Ready

It could be gleaned in Table 2 that students have average mastery and moderate readiness on Algebra,
Geometry, and Pre-Calculus. On the other hand, students are not ready and have low mastery on
Statistics and Probability, Trigonometry, and Calculus.

Despite students’ instructional exposure to Statistics and Probability from JHS to SHS, they still show
poor performance in the subject. Meanwhile, low result in Trigonometry can be associated to the subject
offering of DepEd. Unlike in the Revised Basic Education Curriculum (RBEC), Trigonometry is a
separate subject taken during fourth year high school while in the new K to 12 mathematics curriculum,
only STEM students take Trigonometry and it is even congested in the subject Pre-Calculus along with
Analytic Geometry and Series and Mathematical Induction. Poor performance in Calculus can be
associated to the congestion of content topics in Basic Calculus from were Differential and Integral
Calculus were merged. It should be noted that these subjects are stand-alone subjects in tertiary education
because these are considered high-level mathematics courses.

In general, students are not ready to take college-level mathematics. This finding implies that students
will likely show poor performance in college mathematics since they did not master the prerequisite
competencies as posited by Thorndike’s Law of Readiness. Considering college professors’ perspective
in 48 states in America, they associated non-readiness to students’ poor mathematical ability on the
fundamental topics needed for college mathematics such as algebra, functions, statistics and probability,
geometry, reasoning, and generalization [28].

Application
Make a textual presentation of your graphs and tables in the Application part of
topic 1 (page 9) and topic 2 (page 22). The textual presentation should present
notable data and possible implications. Most importantly, support the present
findings by associating the result to findings of previous studies.
Note: Attach the graph or table to be interpreted.

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 Unit 3: Methods of Data Organization

Paste your output here ↓

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 Unit 3: Methods of Data Organization

Paste your output here ↓

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 Unit 3: Methods of Data Organization

Feedback
Make a textual presentation of your graphs and tables in the Feedback part of
topic 1 (page 10) and topic 2 (page 23). The textual presentation should present
notable data and possible implications. Most importantly, support the present
findings by associating the result to findings of previous studies.
Note: Attach the graph or table to be interpreted.
Paste your output here ↓

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 Unit 3: Methods of Data Organization

Paste your output here ↓

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 Unit 3: Methods of Data Organization

Paste your output here ↓

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 Unit 3: Methods of Data Organization

Summary
 Three methods of data presentation: graphical, tabular, and textual
 Two or all the methods could be combined to fully describe the data at
hand
 Distribution of data is presented using frequency distribution table

Reflection
Congratulations! You are done with the third unit of this module. Now, go back to
the activities and lessons you have taken in this unit and answer the following
questions. Limit your answers for each question to 5 to 10 sentences only.
1. What is the best thing you learned on this unit?
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2. How relevant is this unit in your future profession?

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3. What do you still want to learn about on this unit?

____________________________________________________________
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____________________________________________________________
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References
Albert, J. R. (2008). Basic statistics for the tertiary level (with applications in
excel). Rex Bookstore.

Asaad, Abubakar S. (2008). Statistics made simple for researchers. Quezon City
Rex Printing Company, Inc.

Balanos, A. B. (2003). Probability and statistical concepts: an introduction.

Manila, Philippines: Rex Bookstore.

Commission on Higher Education and Philippine Normal University (2016).

Teaching guide for senior high school statistics and probability.

Deauna, M. C. (2011). Applied educational statistics 1. Quezon City C & E

Publishing, Inc.

Devore, J. L. (2004). Probability and statistics for engineers and the sciences.(6th
ed.). Belmont, CA Thompson

Diego, A. M. (2005). Fundamentals of statistics. Quezon City: Lorimar Publishing.

Gravetter, F. J., & Wallnau, L. B. (2009). Statistics for the behavioural sciences.
California USA Wadsworth, Cengage Learning.

Keller, G. (2002). Statistics: a systematic approach. Belmont, California:

Wadsworth Publishing Company.

Mendenhall, W. (2003). Introduction to probability and statistics. (10th ed.).

Duxbury Press Books/Cole Publishing Company.

Paano, R. R. (2007). Understanding statistics in the behavioural sciences.

Singapore. Wadsworth.

Triola, W. (2001). Elementary Statistics. USA. Addison Wesley Longman, Inc.

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Walpole, R. (2002). Introduction to statistics. (3rd ed.). Pearson Education Asia

Pte. Ltd.

Electronic Sources:
https://www.youtube.com/watch?v=8WdSJhEIrQk
https://www.youtube.com/watch?v=8U7UUHVaVVo
https://www.youtube.com/watch?v=H9ITfdaX2ZQ
https://www.youtube.com/watch?v=7m51Vzndhdo
https://www3.nd.edu/~rwilliam/stats1/x21.pdf
http://www.mathportal.org/calculators/statistics-calculator/normal-distribution-
calculator.php
https://blog.udemy.com/importance-of-statistics/
https://www.youtube.com/watch?v=095BdbOunPU
https://www.youtube.com/watch?v=be9e-Q-jC-0
https://www.youtube.com/watch?v=0zZYBALbZgg
https://www.academia.edu/34527054/Textual_presentation_of_data

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