ALCANTARA, ROSEMARIE H.

3BSA5A

Let us now pause for some activities and exercises. Compare your responses with the answers
given at the end of this module. Do not skip these exercise questions; they are important.

SAQ 1-1
Define statistics. Why is it a science?

Statistics is the study and manipulation of data, including ways to gather, review, analyze, and
draw conclusions from data. Statistic is a science because it provides knowledge based on facts learned
through experiment and observation.

SAQ 1-2

Differentiate between descriptive statistics and inferential statistics.

Descriptive Statistics is the branch of statistics which is concerned with describing the
population under study. Inferential Statistics is a type of statistics, that focuses on drawing conclusions
about the population, on the basis of sample observation.

SAQ 1-3
What is the guideline we should have in interpreting results?

Statistics involve gathering, classifying, summarizing, organizing, analyzing and

interpreting data. To interpret data or result, the collected data must be analyzed thoroughly with
application of critical thinking skills.
 SAQ 1-4
Chemical and manufacturing plants sometimes discharge toxic-waste materials such as Chloro-
fluorocarbons (CFC) into nearby rivers and streams. These toxins can adversely affect the plants
and animals inhabiting the river and riverbank. The Philippine Army Corps of Engineers recently
conducted a study of fish in Dicayo River in Zamboanga del Norte and its three tributary creeks:
Biniray Creek, Bolarot Creek, and Matam Creek. A total of 144 fish were captured and the
following variables were measured for each:

1. River/ creek where each fish was captured QUALITATIVE

2. Species (bangus, tulingan, mangsi and tilapia) QUALITATIVE
3. Length (centimeters) QUANTITATIVE
4. Weight (grams) QUANTITATIVE
5. Chloro-fluorocarbons(CFC) concentration (parts per million) QUANTITATIVE

Classify each of the variables measured as quantitative and qualitative.

1. River/ creek where each fish was captured

Quantitative – The depth of the river or creek where each fish was captured.
Qualitative – The names of the river or creek where each fish was captured.
2. Species (bangus, tulingan, mangsi and tilapia)
Quantitative – The numbers of fish that each fish species have.
Qualitative – The health status of each fish species.
3. Length (centimeters)
Quantitative – The average length of each fish species.
Qualitative – The
4. Weight (grams)
Quantitative – The average length of each fish species.
Qualitative – The
5. Chloro-fluorocarbons(CFC) concentration (parts per million)
Quantitative – The expected amount of CFC concentration that was found in the said
mainstreams.

SAQ 1-5

A group of students from UP Manila is concerned about the rising student fees at Universities
and colleges nationwide. So the group selected a random sample of 30 colleges and universities
throughout the country to obtain information about the irrespective student fees.
a. What is the population?
Universities and colleges nationwide
b. What is the sample?
 30 colleges and universities throughout the country

ACTIVITY 1-1

Make a report on these:

1. Read a newspaper and take note of articles or displays using statistics.

2. Go to the library and browse through a journal in a field that interest you. Note the
use of statistics.
3. Next time you watch TV, listen to the ads and see how statistics are used to convince
you to buy a product.

An article was made reporting about the sudden surge of fireworks accident during
December to January. The article includes the tallies of the recorded figures of the
accident reported. It is being compared to the previous year records to deduce
whether the numbers of accidents connected to fireworks are reducing over the year
or not.

COMMENTS ON ACTIVITY 1-1

Report of the student should reflect the various ways of making statistics authenticate reports –
through percentage, frequency, and averages.

Statistics in Critical Thinking

SAQ 1-6
Pollsters regularly conduct opinion polls to determine the popularity rating of the current
president. Suppose a poll is to be conducted tomorrow in which 2,000 individuals (18 yrs. Old
and above) will be asked whether the president is doing a good job in running the country. The
2,000 individuals will be selected by random digit telephone dialing asked the question over the
phone.

a) What is the relevant population? Voters individuals

b) What is the sample? 2,000 individuals consisting 18 years old and above
c) What is the variable of interest? Is it quantitative or qualitative?
To determine the popularity rating of current president.
It is Quantitative as it is the easy way to gather information whether the president is
doing a good job or not.
d) How likely is the sample to be representative?
 The sample of 2000 individuals will be selected randomly through dialing random
telephone numbers. The randomly chosen individual will be the one to be
interviewed.

SAQ 1-7
What is statistical thinking?

Statistical thinking is the ability to align one's thoughts with the fundamental ideas of
statistics, allowing the person to make better decisions in any given situation using the
data that has been collected and observed.

Module 2
ACTIVITY 2-1
Below are scores of 60 students in Mathematics.
19 31 36 26 34 32
44 33 37 39 45 21
24 38 40 42 39 32
43 18 24 32 49 33
33 33 40 24 46 22
29 33 37 30 43 43
26 39 57 30 40 33
25 33 48 39 34 29
29 37 39 35 41 29
23 32 48 28 45 19

a. What is the highest score? 57

b. What is the lowest score? 18
c. Construct an ungrouped frequency distribution table with the following elements: X, f, %,
c f, c%.

X f % CF c%
57 1 1.67 60 1 100.00
56 0 0.00 59 1 98.33
55 0 0.00 59 1 98.33
54 0 0.00 59 1 98.33
53 0 0.00 59 1 98.33
52 0 0.00 59 1 98.33
51 0 0.00 59 1 98.33
50 0 0.00 59 1 98.33
49 1 1.67 59 2 98.33
48 2 3.33 58 4 96.67
47 0 0.00 56 4 93.33
46 1 1.67 56 5 93.33
45 2 3.33 55 7 91.67
44 1 1.67 53 8 88.33
43 3 5.00 52 11 86.67
42 1 1.67 49 12 81.67
41 1 1.67 48 13 80.00
40 3 5.00 47 16 78.33
39 5 8.33 44 21 73.33
38 1 1.67 39 22 65.00
37 3 5.00 38 25 63.33
36 1 1.67 35 26 58.33
35 1 1.67 34 27 56.67
34 2 3.33 33 29 55.00
33 7 11.67 31 36 51.67
32 4 6.67 24 40 40.00
31 1 1.67 20 41 33.33
30 2 3.33 19 43 31.67
29 4 6.67 17 47 28.33
28 1 1.67 13 48 21.67
27 0 0.00 12 48 20.00
26 2 3.33 12 50 20.00
25 1 1.67 10 51 16.67
24 3 5.00 9 54 15.00
23 1 1.67 6 55 10.00
22 1 1.67 5 56 8.33
21 1 1.67 4 57 6.67
20 0 0.00 3 57 5.00
19 2 3.33 3 59 5.00
18 1 1.67 1 60 1.67
 ACTIVITY 2-2

Construct a grouped frequency distribution table for the data set in Activity 1. Include columns
for f, %, c f, c%, exact limits, and midpoints.

Exact Midpoin
Class Interval f % cf C% Limits t
53-57 1 1.67 60 1 52.5 57.5 55
48-52 3 5.00 59 4 47.5 52.5 50
43-47 7 11.67 56 11 42.5 47.5 45
38-42 11 18.33 49 22 37.5 42.5 40
33-37 14 23.33 38 36 32.5 37.5 35
28-32 12 20.00 24 48 27.5 32.5 30
23-27 7 11.67 12 55 22.5 27.5 25
18-22 5 8.33 5 60 17.5 22.5 20

SAQ 2-1

Why is it important to have frequency distributions? In how many ways can we present a data
set?

Frequency distributions are important because they present raw data in an organized,
easy-to-read format. The most frequently occurring scores are easily identified, as are score
ranges, lower and upper limits, cases that are not common, outliers, and total number of
observations between any given scores.

ACTIVITY 2-3

At the World Citi Colleges, College of Nursing, 25 faculty members gave the following
information about the total number of hours they spent on various committee meetings. The
summary hours are computed within a month’s time.

20 22 18 16 25 15 23
21 22 22 20 23 25 22
20 18 18 22 24 25
25 24 16 25 10

1. Find the longest hours and the shortest hours.

Longest hours = 25
Shortest hours = 10
2. Find the range. RANGE = 25-15+1 = 16 / 4 = 4
3. Construct an ungrouped and grouped frequency distribution tables.

UNGROUPED FREQUENCY DISTRIBUTION TABLES

X f % CF  c%
25 5 20 25 5 100
24 2 8 20 7 80
23 2 8 18 9 72
22 5 20 16 14 64
21 1 4 11 15 44
20 3 12 10 18 40
18 3 12 7 21 28
16 2 8 4 23 16
15 1 4 2 24 8
 10 1 4 1 25 4

GROUPED FREQUENCY DISTRIBUTION TABLES

CLASS Midpoin
f % cf
INTERVAL c% Exact Limits t
22-25 14 56 25 14 100 21.5 25.5 23.5
18-21 7 28 11 21 44 17.5 21.5 19.5
14-17 3 12 4 24 16 13.5 17.5 15.5
10-13 1 4 1 25 4 9.5 13.5 11.5

SAQ 2-2
What’s the advantage of creating a grouped frequency distribution table over an
ungrouped one?  
Grouped frequency distribution helps in improving the efficiency of estimations, organize data to
easily visualize representation of data collected. Through this, irrelevant data are ignored and
significant ones are focused on.