Chapter 1: Lesson 2 – Measures of Central Tendency Assessment in Learning 2

Utilization of Assessment Data:

Measure of Central Tendency

I. Introduction
Having learned about the overview of the whole field of statistics in the field of
education, now you are going to explore how measures of central tendency is used in the
day to day life of a teacher. In this lesson, mean, median, and mode as well as its implication
to the performance of the students will be discussed. Activities and exercises are
constructed in a way that presents real classroom applications/situations of the concepts.
II. Learning Outcomes
At the end of this lesson, you are expected to:
• compute and interpret the mean, median, mode of a score distribution.
• explain the meaning and function of the measures of central tendency.

III. Learning Activities

Activity
Read the situation below and answer the questions.
Mrs. Bautista, a school principal, have to make a decision to choose which of her
two Mathematics teachers should be promoted first. The decision must be based on the
performance of each teacher as reflected in the results of the institutional test that the school
administer to students every end of the rating period. In the report, she read that Class
Sapphire of Teacher Anna has a mean score of 85 while Class Opal of Teacher Joan got a
median score of 83.
1. What do ‘mean score’ and ‘median score’s means?
2. How do you calculate the mean? How about the median?
3. If you are to decide, which teacher will you promote? Why?

Analysis
Reflect on your answers in the activity and answer the following questions.
1. The passage has presented numbers such as 85 and 83. What do these numbers
mean? Can they help Mrs. Bautista choose which class has better performance?
2. How did the mean score and median score helped you in creating your decision?

Abstraction
Measure of Central Tendency
The measures of central tendency is a single value that attempts to describe a set of
data or scores by identifying the central position within that set of data or scores. As such,
these measures are sometimes also called as measures of central location. These tries to
answer the questions: “Where do scores tend to congregate?”, “In a test of 100 items, where
are most of the scores?”. The most commonly used measures of central location are the
mean, median and mode.

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Chapter 1: Lesson 2 – Measures of Central Tendency Assessment in Learning 2

Arithmetic Mean
The arithmetic mean (mean or average) is the most popular and most well-known
measure of central tendency. The mean is equal to the sum of all values in the data set
divided by the number of values in the data set.
𝛴𝑥
𝑥̅ =
𝑛
where,
x = is the data
n = number of data
Σ = summation or the total
For example:
10 graduate school class got the following scores in a 100-item test: 70, 72, 75, 77, 78,
80, 84, 87, 90, 92. The mean score will be calculated through the following steps:
(70 + 72 + 75 + 77 + 78 + 80 + 84 + 87 + 90 + 92)
𝑥̅ =
10
805
𝑥̅ =
10
𝑥̅ = 80.5
The arithmetic mean of average is equal to 80.5.
Properties of the Arithmetic Mean

• Every set of interval-level and ratio-level data has a mean.

• All the values are included in computing the mean.
• A set of data has only one mean, the mean is unique.
• The mean is a useful measure of comparing two or more populations.
• The arithmetic mean is the only measure of location where the sum of the
deviations of each value form the mean will always be zero.
The mean has one disadvantage. It is particularly susceptible to the influence of
outliers or values that are unusual compared to the rest of the data set by being especially
small or large in numerical value. For example, consider the following set of scores for a
100-item test:
Data set 1:
5 75 76 78 79 80 85 88 90 95
The mean is 67.1
Data Set 2:
60 60 62 62 64 64 70 74 80 95
The mean is 69.1
Comparing the mean scores of the two data set, it can be inferred that students in
the second set performed better than that of the first set. However, inspecting the raw scores
suggests that this mean score may not be the best way to accurately reflect the scores of
the students. In the Data Set 1, 9 out of 10 students achieved the 75% mastery level while
in the Data Set 2 only 2 out of 10, however the mean score of the first set was greatly
affected by the outlier that resulted to a very low mean score or average than the other. The
mean is affected by the extremely low or extremely high scores. Therefore, in this situation,
we would like to have a better measure of central tendency. As we will find out later, taking

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 Chapter 1: Lesson 2 – Measures of Central Tendency Assessment in Learning 2

the median would be a better measure of central tendency in situations with extremely high
or low scores.
Exercise 1. Calculate the arithmetic mean of the following data set. Show your Solution in
your answer sheets.
1. 292, 300, 311, 401, 595, 618, 713
2. 684, 764, 656, 702, 856, 1133, 1132, 1303
3. 39, 42, 47, 48, 52, 55, 58, 59, 60, 60
Weighted Mean
Weighted Mean is an average in which each quantity to be averaged is assigned a
weight. These weightings determine the relative importance of each quantity on the
average. It is the mean of a set of measurements X1, X2, X3, …, Xn with relative weights
W1, W2, W3, … Wn is given by:
𝛴(𝑥 × 𝑤)
𝑥̅𝑤 =
𝛴𝑤
where,
𝑥̅𝑤 = weighted mean
x = is the score
w = weight for each score
Σw = summation or the total
Thus, data elements with high weight contribute more to the weighted mean than
elements with low weight. The weights must not be negative. They may be zero, but not
all of them (because division by zero is not allowed). If all the weights are equal, then the
weighted mean is the same as the arithmetic mean.
Weighted mean is very common among college students as General Weighted
Average (GWA). For example, the grades for a particular student are reflected below. In
every semester, GWA must be reflected in the Students Summary of Rating.

COURSE NO. DESCRIPTIVE TITLE TEACHER GRADE UNITS

COMP_102 Computer Literacy 2 Funcion, D. 1.1 3.0

Literaturang Pambansa at Pambata

FIL_106 Portillo II, G. 1.2 3.0
(LitPaBa)

MATH_108 Trigonometry Ortega, O 1.5 3.0

National Service Training Program
NSTP_102 Roncal Jr., B. 1.0 3.0
2
PE_102 Rhythm and Dance Diaz, V. 1.6 2.0
SCI_191 General Biology 1 Abayon, M. 1.4 3.0
SCI_191L General Biology 1 (lab) Abayon, M. 1.4 2.0
SOCSCI_101 General Psychology Pantas, E. 1.4 3.0

Society and Culture w/ Family

SOCSCI_115 Monge, E. 2.0 3.0
Planning

The weighted mean is calculated as:

𝛴(𝑥 × 𝑤)
𝑥̅𝑤 =
𝛴𝑤

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Chapter 1: Lesson 2 – Measures of Central Tendency Assessment in Learning 2

𝛴(1.1 × 3.0 ) + (1.2 × 3.0 ) + (1.5 × 3.0 ) + (1.0 × 3.0 ) + (1.6 × 2.0 )
+(1.4 × 3.0 ) + (1.4 × 2.0 ) + (1.4 × 3.0 ) + (2.0 × 3.0 )
𝑥̅𝑤 =
3.0 + 3.0 + 3.0 + 3.0 + 2.0 + 3.0 + 2.0 + 3.0 + 3.0
34.8
𝑥̅𝑤 =
25
𝑥̅𝑤 =1.392
The weighted mean or the GWA of the student for the semester is 1.392. However,
if we are going to calculate for the arithmetic mean it would be equal to 1.4. The slight
difference in the two mean is caused by the difference in the weights of each score such as
the two subjects having a weight of 2 while the rest has 3.

Exercise 2. Get a copy of your Summary of Student Ratings (SRR) from the MIS office.
Calculate your General Weighted Average (GWA) and compare it to the figures
reflected in your SRR.

Median
The median is the middle score for a set of scores arranged from lowest to
highest. The mean is less affected by extremely low and extremely high scores. Suppose
we have the following data:
65 55 89 56 35 14 56 55 87 45 92
To determine the median, first we have to rearrange the scores into order of
magnitude, from the lowest number to the highest.
14 35 45 55 55 56 56 65 87 89 92
Our median is the score at the middle of the distribution. In this case, 56. There are
5 scores before it and 5 scores after it. This work fine when you have odd number of scores
but what will happen when you have an even number of scores like in the following set of
scores:
14 35 45 55 55 57 61 65 87 89 92 95
Arrange the data according to the order of magnitude, then take the middle two
scores and compute the average of the two scores. In this case the two middle scores are
57 and 61, thus the median will be the average of the two score which is calculated as:
57 + 61
𝑥̃ =
2
𝑥̃ = 59

Exercise 3. Find the median of the following set of scores.

1. 292, 300, 311, 401, 595, 618, 713
2. 684, 764, 656, 702, 856, 1133, 1132, 1303
3. 39, 42, 47, 48, 52, 55, 58, 59, 60, 60
4. 12, 15, 15, 41, 39, 85, 10, 12, 12, 41, 15
5. 87, 90, 95, 94, 93, 98, 99, 75, 83, 86, 84

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 Chapter 1: Lesson 2 – Measures of Central Tendency Assessment in Learning 2

Mode
The third measures of central tendency is called the mode. The mode is the value
that occurs most often in the data set. It is sometimes said to be the most typical case. It is
especially useful in describing an ordinal level of measurement.
A data set that has only one value that occurs with the greatest frequency is said to
be unimodal. If a data set has two values that occur with the same greatest frequency, both
values are considered to be the mode and the data set is said to be bimodal. If a data set
has more than two values that occur with the same greatest frequency, each value is used
as the mode, and the data set is said to be multimodal. When no data value occurs more
than once, the data set is said to have no mode. A data set can have more than one mode
or no mode at all.

Exercise 4. Use the data set in exercise 3 and find the mode of the data. Then, indicate
whether it is unimodal, bimodal, multimodal, or no mode.

Application
Your learning in this module will be more meaningful if you will be engaged in
actual situations beyond the classroom. In the previous exercises, you have been exposed
to hypothetical situations for the purpose of concretizing the concepts and principles
intended to be learned. This time, do the following activity for you to gain experience how
to gather empirical data and depict the true picture in the field of education.
Secure a set of old test paper that have been scored by a teacher. Make sure that the
number of cases is at least 50. See to it that you observe utmost confidentiality of the
documents you have requested. No name should be identified in your written work, but use
codes to identify the observations or cases.
Tasks:
1. Prepare a data set for the test scores.
2. With the aid of your calculator or Microsoft Office Excel, find the following:
a. Mean
b. Median
c. Mode
3. Which measure of central tendency is most appropriate to describe the score
distribution? Why do you say so? Explain.
4. Use a separate sheet of paper for your discussions and answers to the questions.
5. Refer to the rubrics attached to this module as a guide in the presentation of your
output.

IV. Assessment
Answer the following.
1. One of the areas where mean is highly used is in the Dep Ed Form 138 or the Report
Card. The grade of students for MAPEH is the computed average of the different areas
under it namely: Music, Arts, PE, and Health, while the final grade for each subject is

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Chapter 1: Lesson 2 – Measures of Central Tendency Assessment in Learning 2

the average of the quarterly grades for each subject. The general average is the
arithmetic mean of all the final grades. The table below is an example of Report of
Progress and Achievement which is a portion of the Student’s Report Card. Fill-in the
missing information in the Report Card.

Quarter Final
Learning Area
1 2 3 4 Grade
Filipino 80 89 86 84
English 89 90 92 87
Mathematics 82 85 83 83
Science 86 87 85 84
Araling Panlipunan 90 92 91 89
Edukasyon sa Pagpapakatao
89 93 90 88
(EsP)
Edukasyong Pantahanan at
80 81 84 79
Pangkabuhayan (EPP)
MAPEH
Music 80 82 82 83
Arts 82 83 82 83
PE 88 89 89 90
Health 90 90 89 90
General Average
2. The following is the summary of rating of a college student for a particular
semester. Determine the General Weighted Average of the student for the particular
semester.

DESCRIPTIVE TITLE GRADE UNITS

Introduction to Literature 1.1 3.0
Calculus w/ Analytical Geometry 1.5 3.0
Games and Sports 1.1 2.0
Organic Chemistry 1.3 3.0
Organic Chemistry (lab) 1.4 2.0
General Biology 2 1.6 3.0
General Biology 2 (lab) 1.2 2.0
Morphoanatomy (Plant) 1.6 3.0
Morphoanatomy (Plant) (lab) 1.2 1.0
Logic, Ethics and Philosophy of Man 2.0 3.0
3. Mrs. Cruz gathered data from 10 random persons that she met along the downtown
area. The set of data are summarized in the table below. Find the mean, median and
mode of each sets. Identify what measure of central tendency is most appropriate
to describe each set and explain why. Write your discussions in a separate sheet of
paper.

Respondents Place of Origin Age Weight Height

1 Barugo 25 50 165.00
2 Manila 35 58 162.00
3 Capoocan 80 55 160.00
4 Ormoc 30 48 158.00
5 Carigara 23 44 160.00
6 Manila 35 56 162.00

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 Chapter 1: Lesson 2 – Measures of Central Tendency Assessment in Learning 2

7 Javier 24 48 153.00
8 Abuyog 21 44 149.86
9 Manila 72 55 162.56
10 Manila 29 47 154.94
Mean
Median
Mode
V. Agreement
Design a survey questionnaire asking for input about demographic profiles of your
respondents. You need to survey at least 30 respondents. Present your data in a table and
analyze your data in terms of mean, median, and mode. Your analysis and presentation
should reflect on the application of the measures of central tendency.
Make a report on the methods and procedures in the data collection, summary of
the data using tables and figures with descriptions for every table and figures. Then, make
a discussion and interpretation of your results.
Your output will be graded with the use of the following rubrics.

CRITERIA 3 POINTS 2 POINTS 1 POINT

Methodology on Planning for access of Planning for access of Planning for the access
Data gathering data was well data was generally of data had flaws and
organized and coherent organized and did not follow some
to the instructions coherent to the instructions
given instructions given
Presentation and Analysis of Data
Completeness The analysis clearly Some analyses are Only some parts of the
tells what the data inconsistent with the analyses are consistent
shows. All analyses are required tasks. with the required
relevant and consistent tasks; many
with the required tasks. information are
missing.
Appropriateness All formula needed are Some formulas are not There are major errors
appropriately used to properly used to on the use of formula
complete the task. complete the tasks. needed to complete the
tasks.
Correctness and All analyses are Data analyses contain The data analyses are
Accuracy correct and accurately minor errors. inaccurate, contain
done. major errors, or
missing.
Organization in Correctly interprets Correctly interprets Misinterpret a major
communication almost all the some information and part of the information
information and make make reasonable but makes some
some insightful statements. reasonable statements.
statements.

VI. References
Abocejo, F. T., & Pañares, Z. A. (2014). Applied Statistics Handbook. Cebu City,
Philippines: Gibeon Consultancy Services.
Bluman, A. G. (2009). Elementary Statistics: A Step by Step Approach (7th ed.). New
York, NY: McGraw-Hill Companies.

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Gabuyo, Y. A., & Dy, G. C. (2013). Assessment of Learning II: Textbook and Reviewer.
Manila: Rex Book Store, Inc.
Navarro, R. L., Santos, R. G., & Corpuz, B. B. (2019). Assessment in LEarning. Metro
Manila, PHILIPPINES: LORIMAR PUBLISHING.
Ubiña-Balagtas, D. M., David, D. P., Golia, D. F., Magno, D. P., & Valladolid, D. C.
(2020). Assessment in Learning 1. Manila City: Rex Book Store, Inc.
Utts, P. J. (n.d.). Retrieved July 02, 2020, from
https://www.ics.uci.edu/~jutts/ChileKeynote.pdf

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