MMW - Module 3-1

MODULE 3
Mathematics as a Tool
GEC 004 – MATHEMATICS IN THE MODERN WORLD
PREPARED BY: ENGR. FRANZ IVAN E. SERRATO
Topics:
• Introduction to Data Management
• Categorical and Grouped Frequency Distribution
• Measures of Central Tendency for Ungrouped Data
• Measures of Dispersion for Ungrouped Data
• Measures of Relative Position for Ungrouped Data
INTRODUCTION TO DATA MANAGEMENT
When conducting statistical research, investigation, or study, the researcher must gather data for a particular
variable under investigation. This is where we use Mathematics as a tool to help us manage these data.
Qualitative data - are categorical data, which take the form of categories or attributes such as sex, course, year
level, race, religion, etc.
Quantitative data (or numerical data) - are obtained from measurements like heights, weights, ages, scores,
temperatures, IQ, and other measurable quantities.
Quantitative data (or numerical data) - are obtained from measurements like heights, weights, ages, scores,
temperatures, IQ, and other measurable quantities.
Types of Quantitative data

Discrete Data - Finite and countable data. Usually involves counting.
Examples: number of students in a class, number of deaths, births and marriages in a given time
Continuous Data - Not exact. There can be an infinite number of possible values. You may take any value
(within a range). Usually involves measurements .
Examples: height, weight, temperature
Qualitative data can be converted to quantitative data through a process called measurements. By measurements, numbers
are utilized to code objects so that they can be treated statistically. There are four types of measurements.
Levels of Measurements/Measurement Scales:

1. Nominal Measurements - are used only for identification or classification purposes. It is the weakest form of measurement
because no attempt can be made to account for differences within the particular category or to specify any ordering or
direction across the various categories. Nominal data are discrete variables.
Examples: gender, automobile ownership, type of Life insurance owned

2. Ordinal measurements - do not only classify items but also give the order or ranks of classes, items, or objects. Ordinal data
are discrete variables.
Examples: student class designation, product satisfaction, faculty ranks, product satisfactions

3. Interval Measurements - numbers are assigned to the items or objects. These are used to identify and rank the objects. It
also measures the degree of differences between any two classes. Interval data are either discrete or continuous variables.
Examples; weights, heights, temperatures( C and F ), IQ

3. Interval Measurements - numbers are assigned to the items or objects. These are used to identify and rank the objects. It
also measures the degree of differences between any two classes. Interval data are either discrete or continuous variables.
Examples; weights, heights, temperatures( C and F ), IQ
4. Ratio Measurements - this differs from interval measurement only in one aspect; it has a true zero point. Ratio data are
either discrete or continuous variables.
Examples: Temperature in Kelvin Scale, age in years or days, salary in Philippine peso
Frequency Distribution - is the grouping of data into categories showing the number of investigations in each of
the overlapping classes. It is considered the easiest way and widely used in organizing data.
Frequency Distribution Table (FDT) - It is a grouping of all the (numerical) observations into intervals or classes
together with a count of the number of observations that fall in each interval or class. It is classified as follows:
Frequency Distribution - is the grouping of data into categories showing the number of investigations in each of
the overlapping classes. It is considered the easiest way and widely used in organizing data.
Frequency Distribution Table (FDT) - It is a grouping of all the (numerical) observations into intervals or classes
together with a count of the number of observations that fall in each interval or class. It is classified as follows:
a.) Categorical Frequency Distribution - is used to organized nominal level or ordinal level type of data.
b.) Grouped Frequency Distribution - is used to organized quantitative data.
CATEGORICAL FREQUENCY DISTRIBUTION
Categorical Frequency Distribution - is used to organized nominal level or ordinal level type of data.
Example: Twenty applicants were given a performance evaluation appraisal. The data set is given below. Construct a
frequency distribution table for the data.
Classes Tally Frequency Percent
n=?

High
Average
Low
n=20

High IIIII-II 7
Average IIIII-III 8
Low IIIII 5
n=20

High IIIII-II 7 35%
Average IIIII-III 8 40%
Low IIIII 5 25%
n=20 100%
GROUPED FREQUENCY DISTRIBUTION
Grouped Frequency Distribution - is used to organized quantitative data. It is used when the range of the data
set is large; the data must be grouped into classes whether it is categorical or interval data. For interval data, the class is
more than one unit in width.
Example: A travel agency offers a special rate in the summer period. A random sample of the ages of 50 customers taking
travel tours last summer is shown on the table below:
Grouped Frequency Distribution - is used to organized quantitative data. It is used when the range of the data
set is large; the data must be grouped into classes whether it is categorical or interval data. For interval data, the class is
more than one unit in width.
Example: A travel agency offers a special rate in the summer period. A random sample of the ages of 50 customers taking
travel tours last summer is shown on the table below:
Class Interval Tally Class Class Class Mark Relative Percentage Cumulative Cumulative
(CI) Frequency Boundaries (x) Frequency (%) Frequency Frequency
(f) (CB) (Rf) (<cf) (>cf)
n = ??? Total = 1.00 Total = 100%

Definition of Terms involving Grouped Frequency Distribution:
1. Class Intervals or Class Limits (CI) - refers to the grouping defined by a lower limit (LL) and an upper limit (UL).
2. Class Boundaries (CB) - this refers to the real or true class limits. The values of the class boundaries can be found by
subtracting 0.5 from the lower limit and adding 0.5 from the upper limit.
3. Class Marks (x) - this refers to the midpoint or middle value of the class interval. It is obtained by finding the average of the
lower and upper-class limits.
4. Class Size (i) - this refers to the difference between the upper-class boundary and the lower class boundary of a class interval.
It can also be obtained by computing the difference between two successive lower class limits or two successive upper-class
limits.
limits.
5. Class Frequency (f) - this refers to the number of observations belonging to a class interval.
limits.
6. Relative Frequency (Rf) - this refers to the quotient of the class frequency and the total number of observations. Rf=f/n
limits.
7. Percentage (%) - this is obtained by multiplying the Rf by 100.

limits.
7. Percentage (%) - this is obtained by multiplying the Rf by 100.
8. Cumulative Frequency (Cf) - this can be less than cumulative frequency (<cf) or greater than cumulative frequency(>cf). This is
obtained by getting the sum of the frequencies starting from the lowest classes to the highest classes(<cf) or from starting from
the frequency of the highest classes to the lowest classes (>cf).
Steps in Constructing the Grouped Frequency Distribution Table:
Step 1. Determine the range (R) of the data. The range is the difference between the highest and lowest scores in the data.
𝑅 = 𝐻𝑆 − 𝐿𝑆
Step 2. Determine the class size (i) by dividing the range by the desired number of classes (k).
𝑅
𝑖=
𝑘
There are two ways of finding k:
Rule 1: To determine the number of classes use the smallest positive integer k such that 2𝑘 ≥ 𝑛, where n is the total
number of observations and k is any real number.
Rule 2: The value of k can be solved using the formula:
k = 1 + 3.322log(𝑛)
Step 3. Start identifying the class limits/class intervals/classes by using the smallest data in the distribution.
Step 4: Complete the table.

Grouped Frequency Distribution
Example: A travel agency offers a special rate in the summer period. A random sample of the ages of 50 customers taking travel tours last summer is shown on the
table below:
(f) (CB) (Rf) (<cf) (>cf)
n = ??? Total = 1.00 Total = 100%

table below:
(f) (CB) (Rf) (<cf) (>cf)
n = ??? Total = 1.00 Total = 100%
Step 1. Determine the range (R) of the data.

𝐻𝑖𝑔ℎ𝑒𝑠𝑡 𝑆𝑐𝑜𝑟𝑒 = 77; 𝐿𝑜𝑤𝑒𝑠𝑡 𝑆𝑐𝑜𝑟𝑒 = 18
𝑅 = 𝐻𝑆 − 𝐿𝑆
𝑅 = 77 − 18
𝑹 = 𝟓𝟗
table below:
(f) (CB) (Rf) (<cf) (>cf)
n = ??? Total = 1.00 Total = 100%
Step 1. Determine the range (R) of the data. Step 2. Determine the class size (i).
𝐻𝑖𝑔ℎ𝑒𝑠𝑡 𝑆𝑐𝑜𝑟𝑒 = 77; 𝐿𝑜𝑤𝑒𝑠𝑡 𝑆𝑐𝑜𝑟𝑒 = 18 𝑅 Solve for k first:
𝑖=
𝑅 = 𝐻𝑆 − 𝐿𝑆 𝑘 Using rule 1: 2𝑘 ≥ 𝑛
𝑅 = 77 − 18
𝑹 = 𝟓𝟗
table below:
(f) (CB) (Rf) (<cf) (>cf)
n = ??? Total = 1.00 Total = 100%
𝑖=
𝑅 = 77 − 18 2𝑘 ≥ 50
𝑹 = 𝟓𝟗 If k is 5, 25 = 32 which is not ≥ 50
If k is 6, 26 = 64 which is ≥ 50, use k=6
table below:
(f) (CB) (Rf) (<cf) (>cf)
n = ??? Total = 1.00 Total = 100%
𝑖=
𝑅 = 77 − 18 59 2𝑘 ≥ 50
𝑖=
𝑹 = 𝟓𝟗 6 If k is 5, 25 = 32 which is not ≥ 50
𝑖 = 9.83 ≈ 10
Class size is 10! If k is 6, 26 = 64 which is ≥ 50, use k=6
table below:
(f) (CB) (Rf) (<cf) (>cf)
18 – 27 Starting from the lowest score, make the class intervals by adding the class size (i=10) consistently.
28 – 37
38 – 47
48 – 57
58 – 67
68 – 77
n = ??? Total = 1.00 Total = 100%
Step 3. Start identifying the class limits/class intervals/classes

by using the smallest data in the distribution.
table below:
(f) (CB) (Rf) (<cf) (>cf)
18 – 27 IIII Start counting/tallying them from the given. Values within the same class should be counted as one.
28 – 37 IIIII-II
38 – 47 IIIII-IIIII
48 – 57 IIIII-IIIII-IIIII
58 – 67 IIIII-IIIII
68 – 77 IIII
n = ??? Total = 1.00 Total = 100%

table below:
(f) (CB) (Rf) (<cf) (>cf)
18 – 27 IIII 4 Count the class frequencies of each interval. Afterwards, get the total. It should be equal to the number of samples n.
28 – 37 IIIII-II 7
38 – 47 IIIII-IIIII 10
48 – 57 IIIII-IIIII-IIIII 15
58 – 67 IIIII-IIIII 10
68 – 77 IIII 4
n = 50 Total = 1.00 Total = 100%

table below:
(f) (CB) (Rf) (<cf) (>cf)
18 – 27 IIII 4 17.5 – 27.5 Subtract 0.5 from each class interval’s lower limit &
28 – 37 IIIII-II 7 27.5 – 37.5 Add 0.5 from each class interval’s upper limit.
38 – 47 IIIII-IIIII 10 37.5 – 47.5

48 – 57 IIIII-IIIII-IIIII 15 47.5 – 57.5
58 – 67 IIIII-IIIII 10 57.5 – 67.5
68 – 77 IIII 4 67.5 – 77.5
n = 50 Total = 1.00 Total = 100%

table below:
(f) (CB) (Rf) (<cf) (>cf)
18 – 27 IIII 4 17.5 – 27.5 22.5 Get the average of the upper and lower limits or boundaries of each
interval.
28 – 37 IIIII-II 7 27.5 – 37.5 32.5
38 – 47 IIIII-IIIII 10 37.5 – 47.5 42.5
48 – 57 IIIII-IIIII-IIIII 15 47.5 – 57.5 52.5
58 – 67 IIIII-IIIII 10 57.5 – 67.5 62.5
68 – 77 IIII 4 67.5 – 77.5 72.5
n = 50 Total = 1.00 Total = 100%

table below:
(f) (CB) (Rf) (<cf) (>cf)
18 – 27 IIII 4 17.5 – 27.5 22.5 0.08 Solve: Rf=f/n
28 – 37 IIIII-II 7 27.5 – 37.5 32.5 0.14 The sum of all the Rf should be exactly 1.00.
38 – 47 IIIII-IIIII 10 37.5 – 47.5 42.5 0.20

48 – 57 IIIII-IIIII-IIIII 15 47.5 – 57.5 52.5 0.30
58 – 67 IIIII-IIIII 10 57.5 – 67.5 62.5 0.20
68 – 77 IIII 4 67.5 – 77.5 72.5 0.08
n = 50 Total = 1.00 Total = 100%

table below:
(f) (CB) (Rf) (<cf) (>cf)
18 – 27 IIII 4 17.5 – 27.5 22.5 0.08 8% Solve: Rfx100
28 – 37 IIIII-II 7 27.5 – 37.5 32.5 0.14 14% The sum of all the % should be exactly 100%
38 – 47 IIIII-IIIII 10 37.5 – 47.5 42.5 0.20 20%

48 – 57 IIIII-IIIII-IIIII 15 47.5 – 57.5 52.5 0.30 30%
58 – 67 IIIII-IIIII 10 57.5 – 67.5 62.5 0.20 20%
68 – 77 IIII 4 67.5 – 77.5 72.5 0.08 8%
n = 50 Total = 1.00 Total = 100%

table below:
(f) (CB) (Rf) (<cf) (>cf)
18 – 27 IIII 4 17.5 – 27.5 22.5 0.08 8% 4
28 – 37 IIIII-II 7 27.5 – 37.5 32.5 0.14 14% 11
38 – 47 IIIII-IIIII 10 37.5 – 47.5 42.5 0.20 20% 21
48 – 57 IIIII-IIIII-IIIII 15 47.5 – 57.5 52.5 0.30 30% 36
58 – 67 IIIII-IIIII 10 57.5 – 67.5 62.5 0.20 20% 46
68 – 77 IIII 4 67.5 – 77.5 72.5 0.08 8% 50
n = 50 Total = 1.00 Total = 100%
Cumulatively add the
Step 3. Start identifying the class limits/class intervals/classes frequencies from the
by using the smallest data in the distribution. lowest to the highest
class
table below:
(f) (CB) (Rf) (<cf) (>cf)
18 – 27 IIII 4 17.5 – 27.5 22.5 0.08 8% 4 50
28 – 37 IIIII-II 7 27.5 – 37.5 32.5 0.14 14% 11 46
38 – 47 IIIII-IIIII 10 37.5 – 47.5 42.5 0.20 20% 21 39
48 – 57 IIIII-IIIII-IIIII 15 47.5 – 57.5 52.5 0.30 30% 36 29
58 – 67 IIIII-IIIII 10 57.5 – 67.5 62.5 0.20 20% 46 14
68 – 77 IIII 4 67.5 – 77.5 72.5 0.08 8% 50 4
n = 50 Total = 1.00 Total = 100%
Cumulatively add
Step 3. Start identifying the class limits/class intervals/classes the frequencies
by using the smallest data in the distribution. from the highest to
the lowest class
table below:
(f) (CB) (Rf) (<cf) (>cf)
18 – 27 IIII 4 17.5 – 27.5 22.5 0.08 8% 4 50
28 – 37 IIIII-II 7 27.5 – 37.5 32.5 0.14 14% 11 46
38 – 47 IIIII-IIIII 10 37.5 – 47.5 42.5 0.20 20% 21 39
48 – 57 IIIII-IIIII-IIIII 15 47.5 – 57.5 52.5 0.30 30% 36 29
58 – 67 IIIII-IIIII 10 57.5 – 67.5 62.5 0.20 20% 46 14
68 – 77 IIII 4 67.5 – 77.5 72.5 0.08 8% 50 4
n = 50 Total = 1.00 Total = 100%
These two should be equal to validate
Step 3. Start identifying the class limits/class intervals/classes your FDT.
table below:
(f) (CB) (Rf) (<cf) (>cf)
What if we used rule 2 to solve for k?

What if we presented the class intervals in a descending manner?
n = ??? Total = 1.00 Total = 100%

Step 2. Determine the class size (i).
𝑅 Solve for k first:
𝑖=
𝑘 Using rule 2: k = 1 + 3.322log(𝑛)
59 k = 1 + 3.322log(50)
𝑖=
1 + 3.322log(50)
𝑖 = 8.88 ≈ 9 Class size is 9!
table below:
(f) (CB) (Rf) (<cf) (>cf)
72 – 80 II 2 71.5 – 80.5 76 0.04 4% 50 2
63 – 71 IIIII-I 6 62.5 – 71.5 67 0.12 12% 48 8
54 – 62 IIIII-IIIII-I 11 53.5 – 62.5 58 0.22 22% 42 19
45 – 53 IIIII-IIIII-IIII 14 44.5 – 53.5 49 0.28 28% 31 33
36 – 44 IIIII-IIII 9 35.5 – 44.5 40 0.18 18% 17 42
27 – 35 IIIII 5 26.5 – 35.5 31 0.10 10% 8 47
18 – 26 III 3 17.5 – 26.5 22 0.06 6% 3 50
n = 50 Total = 1.00 Total = 100%
Step 2. Determine the class size (i).
Notes: The highest score is 77 but it is okay to have an upper limit of 80 𝑅 Solve for k first:
because it is the due to the class size of 9 which starts at the lowest score. 𝑖=
𝑘 Using rule 2: k = 1 + 3.322log(𝑛)
This data can be presented in an increasing manner as well. 59 k = 1 + 3.322log(50)
𝑖=
1 + 3.322log(50)
𝑖 = 8.88 ≈ 9 Class size is 9!
Rate your understanding!
MEASURES OF CENTRAL TENDENCY OF UNGROUPED DATA
MEAN (𝒙 ̅)
- It is the most important, the most useful, and the most widely used measure of central tendency.
- It is simply the average of the data.
σ𝑥
𝑥ҧ =
𝑛
Where:
𝑥 ̅ = mean
∑𝑥 = sum of all the items in the distribution
𝑛 = total number of observations in the sample
MEAN (𝒙 ̅)
- It is the most important, the most useful, and the most widely used measure of central tendency.
- It is simply the average of the data.
σ𝑥
𝑥ҧ =
𝑛
Where:
𝑥 ̅ = mean
∑𝑥 = sum of all the items in the distribution
𝑛 = total number of observations in the sample
Example:
A researcher collects data on the ages of the recipients of doctoral degree in science and engine engineering and his study
yields the following. Determine the average age of the recipients.
37 37 24 28 43 44 36 41 33 27
MEDIAN (Md)
- It is the midpoint of the data array.
- The data must be in order , from least to greatest or vice versa . The median will be either be a specific value or between
two values.
- To get the median for ungrouped data, we simply arrange the data from the highest value to the lowest value or vice –
versa. The median is the middle value in the distribution. If there is an odd number of observations, the middle value is the
median. If the number of observations is even, the average of the two middle scores is the median.
MEDIAN (Md)
two values.
Examples:
1. Seven mothers were selected and given a blood pressure check. Their systolic pressures were recorded below. Find their
median.
135 , 121, 119, 116, 130 , 121, 131
MEDIAN (Md)
two values.
Examples:
1. Seven mothers were selected and given a blood pressure check. Their systolic pressures were recorded below. Find their
median.
135 , 121, 119, 116, 130 , 121, 131
2. Eight novels were randomly selected and the number of pages were recorded as follows. Find their median.
415, 398, 402, 400, 420, 415, 407, 425
MODE (Mo)
- It is the value that occurs most often in the data set .
- A data can have more than or none at all. (unimodal, bimodal, trimodal)
- The only measure of central tendency that can be used in finding the most typical case when the data are nominal or
categorical.
MODE (Mo)
categorical.
Examples:
1. Find the population mode of the ages of 9 middle management employees of a certain company. The ages are 53, 45, 59, 48,
54, 46, 51, 58 and 55.
MODE (Mo)
categorical.
Examples:
1. Find the population mode of the ages of 9 middle management employees of a certain company. The ages are 53, 45, 59, 48,
54, 46, 51, 58 and 55.
2. The following data represent the total unit sales for smartphones from a sample of 10 Communication Centers for August:
15, 17, 10, 12, 13, 10, 14, 10, 8, and 9. Find the mode.
MEASURES OF DISPERSION OF UNGROUPED DATA
- Information provided given by the various measures of central tendency is too limited.
- They are only describing the central location of a set of values. These data are not adequate to describe the characteristics of
the distribution.
- To help researchers do this, it is necessary to compute the degree of dispersion of the values from the average.
- The measures of dispersion are range, variance, standard deviation, and mean deviation.
RANGE (R)
- the simplest and easiest way to determine among the measure of dispersion.
- It is the difference between the highest value and the lowest value in the data set.
- R = Highest value – Lowest value
Example:
Given the ungrouped data below, what is the range?
5 10 8 7 25 12 5 14
VARIANCE AND STANDARD DEVIATION
Standard Deviation is considered one of the most widely used measures of dispersion. The more spread the data the higher
the deviation. It is a statistical term that provides a good indication of volatility. It measures how widely values are dispersed
from the average. It is computed as the square root of the variance.
Variance is the measure of the dispersion of a set of data points around the mean value. It is the average of the squared
deviation of the values about the mean.
Note:
A lower value of standard deviation means that the values of the given data set are spread over a smaller range around the mean.
A large value of the standard deviation means that the values of the data set are spread over a larger range around the mean.
Standard Deviation is considered one of the most widely used measures of dispersion. The more spread the data the higher
the deviation. It is a statistical term that provides a good indication of volatility. It measures how widely values are dispersed
from the average. It is computed as the square root of the variance.
Variance is the measure of the dispersion of a set of data points around the mean value. It is the average of the squared
deviation of the values about the mean.
Note:
A lower value of standard deviation means that the values of the given data set are spread over a smaller range around the mean.
A large value of the standard deviation means that the values of the data set are spread over a larger range around the mean.
SAMPLE POPULATION
σ 𝑥−𝑥ҧ 2 σ 𝑥−𝑥ҧ 2 σ 𝑥−𝜇 2 σ 𝑥−𝜇 2
𝑆2 = 𝑆= 𝜎2 = 𝜎=
𝑛−1 𝑛−1 𝑁 𝑁
Where: Where:
𝑆 2 = variance of the sample 𝜎 2 = variance of the population
𝑆 = standard deviation of sample 𝜎 = standard deviation of the population
𝑥 = items in the sample 𝑥 = items in the population
𝑥ҧ = sample mean 𝑥ҧ = population mean
𝑛 = number of sample/sample size 𝑛 = number of population/population
size
Example:
A sample of six street vendors along Oriole St. was surveyed and obtained their average daily income as follows.
Php 560, Php 320, Php 440, Php 650, Php 200 and Php 490.
Compute the variance and standard deviation of their income.
Example:
Income (𝑥) (𝑥 − 𝑥)ҧ 2

Sample Size: 𝑥 − 𝑥ҧ
𝑛=6 200
320
440
490
560
650
σ 𝑥=???
Example:

𝑛=6 200
Mean: 320
σ 𝑥 2660
𝑥ҧ = = = 443.33 440
𝑛 6
490
560
650
σ 𝑥=2660
Example:

𝑛=6 200 -243.33
Mean: 320 -123.33
σ 𝑥 2660
𝑥ҧ = = = 443.33 440 -3.33
𝑛 6
490 46.67
560 116.67
650 206.67
σ 𝑥=2660
Example:

𝑛=6 200 -243.33 59,209.49
Mean: 320 -123.33 15,210.29
σ 𝑥 2660
𝑥ҧ = = = 443.33 440 -3.33 11.09
𝑛 6
490 46.67 2,178.09
560 116.67 13,611.89
650 206.67 42,712.49
σ 𝑥=2660
Example:

𝑛=6 200 -243.33 59,209.49
Mean: 320 -123.33 15,210.29
σ 𝑥 2660
𝑥ҧ = = = 443.33 440 -3.33 11.09
𝑛 6
490 46.67 2,178.09
560 116.67 13,611.89
650 206.67 42,712.49
σ 𝑥=2660 σ 𝑥 − 𝑥ҧ 2 =132,933.34
Example:

𝑛=6 200 -243.33 59,209.49
Mean: 320 -123.33 15,210.29
σ 𝑥 2660
𝑥ҧ = = = 443.33 440 -3.33 11.09
𝑛 6
Variance: 490 46.67 2,178.09
2
σ 𝑥 − 𝑥ҧ 132,933.34
𝑆2 = = 560 116.67 13,611.89
𝑛−1 6−1
2
𝑆 = 26,586.67 650 206.67 42,712.49
σ 𝑥=2660 σ 𝑥 − 𝑥ҧ 2 =132,933.34
Example:

𝑛=6 200 -243.33 59,209.49
Mean: 320 -123.33 15,210.29
σ 𝑥 2660
𝑥ҧ = = = 443.33 440 -3.33 11.09
𝑛 6
Variance: 490 46.67 2,178.09
σ 𝑥 − 𝑥ҧ 2
132,933.34
𝑆2 = = 560 116.67 13,611.89
𝑛−1 6−1
2
𝑆 = 26,586.67 650 206.67 42,712.49
Standard Deviation: σ 𝑥=2660 σ 𝑥 − 𝑥ҧ 2 =132,933.34
𝑆 = 26,586.67 = 163.05
MEAN DEVIATION (MD)
- It is the deviation of the distance of individual scores from the mean.
- The formula for finding the Mean Deviation of Ungrouped data is
σ |𝑥 − 𝑥|ҧ
𝑀𝐷 =
𝑛
Where:
𝑀𝐷 = mean deviation
𝑥 = value of any particular observation
𝑥ҧ = sample mean
𝑛 = number of sample/sample size
MEAN DEVIATION (MD)
Example:
Find the mean deviation of the ages of 9 middle management employees of a certain company. The ages are 53, 45, 59, 48, 54,
46, 51, 58 and 55. If the mean is 52.11.
𝑛=9
𝑥ҧ = 52.11
MEAN DEVIATION (MD)
Example:
46, 51, 58 and 55. If the mean is 52.11.
𝑥 |𝑥 − 𝑥|ҧ 𝑛=9
59 𝑥ҧ = 52.11
58
55
54
53
51
48
46
45
MEAN DEVIATION (MD)
Example:
46, 51, 58 and 55. If the mean is 52.11.
𝑥 |𝑥 − 𝑥|ҧ 𝑛=9
59 6.89 𝑥ҧ = 52.11
58 5.89
55 2.89
54 1.89
53 0.89
51 1.11
48 4.11
46 6.11
45 7.11
MEAN DEVIATION (MD)
Example:
46, 51, 58 and 55. If the mean is 52.11.
𝑥 |𝑥 − 𝑥|ҧ 𝑛=9
59 6.89 𝑥ҧ = 52.11
58 5.89
55 2.89
54 1.89
53 0.89
51 1.11
48 4.11
46 6.11
45 7.11
σ |𝑥 − 𝑥|=36.89
ҧ
MEAN DEVIATION (MD)
Example:
46, 51, 58 and 55. If the mean is 52.11.
𝑥 |𝑥 − 𝑥|ҧ 𝑛=9
59 6.89 𝑥ҧ = 52.11
58 5.89
σ |𝑥 − 𝑥|ҧ
55 2.89 𝑀𝐷 =
𝑛
54 1.89 36.89
𝑀𝐷 =
53 0.89 9
𝑀𝐷 = 4.0988
51 1.11
48 4.11
46 6.11
45 7.11
σ |𝑥 − 𝑥|=36.89
ҧ
MEASURES OF RELATIVE POSITION OF UNGROUPED DATA
RELATIVE POSITION
- It is a position of a value, relative to other values in a set of data.
- When data is arranged in either ascending order or descending order, it can be divided into various parts by different
values such as quartiles, deciles, and percentiles. These values are collectively called Quantiles and are the extension of the
median formula which divides the data into two equal parts.
- The measures of the relative position that we will calculate are the Quartiles, Deciles, and Percentiles.
RELATIVE POSITION
- It is a position of a value, relative to other values in a set of data.
- When data is arranged in either ascending order or descending order, it can be divided into various parts by different
values such as quartiles, deciles, and percentiles. These values are collectively called Quantiles and are the extension of the
median formula which divides the data into two equal parts.
- The measures of the relative position that we will calculate are the Quartiles, Deciles, and Percentiles.
Quantiles:
𝑘(𝑁+1)
1. Quartiles - divide the distribution into 4 equal parts. The formula for solving quartiles is 𝑄𝑘 = 4
𝑘(𝑁+1)
2. Deciles (D) - divide the distribution into 10 equal parts. The formula for solving deciles is 𝐷𝑘 = 10
𝑘(𝑁+1)
3. Percentiles (P ) - divide the distribution into 100 equal parts. The formula for solving percentiles is 𝑃𝑘 = 100
Where:
𝑄𝑘 = 𝑞𝑢𝑎𝑟𝑡𝑖𝑙𝑒𝑠
𝐷𝑘 = 𝑑𝑒𝑐𝑖𝑙𝑒𝑠
𝑃𝑘 = 𝑝𝑒𝑟𝑐𝑒𝑛𝑡𝑖𝑙𝑒𝑠
𝑘 = 𝑙𝑜𝑐𝑎𝑡𝑖𝑜𝑛 𝑜𝑓 𝑡ℎ𝑒 𝑞𝑢𝑎𝑛𝑡𝑖𝑙𝑒𝑠
𝑛 = 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑜𝑏𝑠𝑒𝑟𝑣𝑎𝑡𝑖𝑜𝑛𝑠
Examples:
1. A 30 point quiz was given to 10 students and the scores are shown below. Find 𝑃65 given the data 23, 25, 19, 21, 28, 15, 20,
24, 22, 27.
Examples:
24, 22, 27.
Solution: Arrange the data in ascending order.
15 19 20 21 22 23 24 25 27 28
Examples:
24, 22, 27.
15 19 20 21 22 23 24 25 27 28
Steps in solving 𝑃65
𝑘(𝑁+1) 65(10+1)
Step 1: 𝑃𝑘 = = 𝑃65 = = 7.15
100 100
Examples:
24, 22, 27.
15 19 20 21 22 23 24 25 27 28
𝑘(𝑁+1) 65(10+1)
Step 1: 𝑃𝑘 = 100 = 𝑃65 = 100 = 7.15
Step 2: Use 7.15 to identify the position of 𝑃65 , locate 7.15th term in the data. Since 7.15 is a decimal number we will find the
data between the 7th and 8th positions.
7th position is 24
8th position is 27
Examples:
24, 22, 27.
15 19 20 21 22 23 24 25 27 28
𝑘(𝑁+1) 65(10+1)
Step 1: 𝑃𝑘 = 100 = 𝑃65 = 100 = 7.15
7th position is 24
8th position is 27
Step 3: Subtract the two extracted positions
27-24=3
Examples:
24, 22, 27.
15 19 20 21 22 23 24 25 27 28
𝑘(𝑁+1) 65(10+1)
Step 1: 𝑃𝑘 = 100 = 𝑃65 = 100 = 7.15
7th position is 24
8th position is 27
27-24=3
Step 4: Multiply the difference of 3 from 0.15
3(0.15)=0.45
Examples:
24, 22, 27.
15 19 20 21 22 23 24 25 27 28
𝑘(𝑁+1) 65(10+1)
Step 1: 𝑃𝑘 = 100 = 𝑃65 = 100 = 7.15
7th position is 24
8th position is 27
27-24=3
Step 4: Multiply the difference of 3 from 0.15
3(0.15)=0.45
Step 5: Add the product of 3 and .15 to the data in the 7th position, since we are looking for the data in 7.15
24+0.45=24.45
𝑃65 = 24.45
Examples:
15, 17, 10, 12, 13, 10, 14, 10, 8, and 9. Find the first and second quartile, fifth and seventh decile.
8 9 10 10 10 12 13 14 15 17
Examples:
8 9 10 10 10 12 13 14 15 17
𝑘(𝑁+1) 1(10+1)
a. 𝑄1 = = 4 = 2.75
4
between the 2nd and 3rd term, 9 and 10
10-9=1 next, 1(0.75)=0.75, next Q1=9+0.75
𝑄1 = 9.75
Examples:
8 9 10 10 10 12 13 14 15 17
𝑘(𝑁+1) 1(10+1)
a. 𝑄1 = = 4 = 2.75
4
10-9=1 next, 1(0.75)=0.75, next Q1=9+0.75
𝑄1 = 9.75
𝑘(𝑁+1) 2(10+1)
b. 𝑄2 = = 4 = 5.5
4
between the 5th and 6th term, 10 and 12
12-10=2 next, 2(0.5)=1, next Q2=10+1
𝑄2 = 11
Examples:
15, 17, 10, 12, 13, 10, 14, 10, 8, and 9. Find the first, second, third quartile, fifth and seventh decile.
8 9 10 10 10 12 13 14 15 17
𝑘(𝑁+1) 1(10+1)
a. 𝑄1 = = 4 = 2.75
4
10-9=1 next, 1(0.75)=0.75, next Q1=9+0.75
𝑄1 = 9.75
𝑘(𝑁+1) 2(10+1)
b. 𝑄2 = = 4 = 5.5
4
12-10=2 next, 2(0.5)=1, next Q2=10+1
𝑄2 = 11
𝑘(𝑁+1) 3(10+1)
c. 𝑄3 = = 4 = 8.25
4
15-14=1 next, 1(0.25)=0.25, next Q3=14+0.25
𝑄3 = 14.25
Examples:
8 9 10 10 10 12 13 14 15 17
𝑘(𝑁+1) 1(10+1) 𝑘(𝑁+1) 5(10+1)
a. 𝑄1 = = 4 = 2.75 d. 𝐷5 = = 10 = 5.5
4 10
between the 2nd and 3rd term, 9 and 10 between the 5th and 6th term, 10 and 12
10-9=1 next, 1(0.75)=0.75, next Q1=9+0.75 12-10=2 next, 2(0.5)=1, next D5=10+1
𝑄1 = 9.75 𝑄2 = 11
𝑘(𝑁+1) 2(10+1)
b. 𝑄2 = = 4 = 5.5
4
12-10=2 next, 2(0.5)=1, next Q2=10+1
𝑄2 = 11
𝑘(𝑁+1) 3(10+1)
c. 𝑄3 = = 4 = 8.25
4
15-14=1 next, 1(0.25)=0.25, next Q3=14+0.25
𝑄3 = 14.25
Examples:
8 9 10 10 10 12 13 14 15 17
𝑘(𝑁+1) 1(10+1) 𝑘(𝑁+1) 5(10+1)
a. 𝑄1 = = 4 = 2.75 d. 𝐷5 = = 10 = 5.5
4 10
between the 2nd and 3rd term, 9 and 10 between the 5th and 6th term, 10 and 12
10-9=1 next, 1(0.75)=0.75, next Q1=9+0.75 12-10=2 next, 2(0.5)=1, next D5=10+1
𝑄1 = 9.75 𝑄2 = 11
𝑘(𝑁+1) 2(10+1) 𝑘(𝑁+1) 7(10+1)
b. 𝑄2 = = 4 = 5.5 e. 𝐷7 = = 10 = 7.7
4 10
between the 5th and 6th term, 10 and 12 between the 7th and 8th term, 13 and 14
12-10=2 next, 2(0.5)=1, next Q2=10+1 14-13=1 next, 1(0.7)=0.7, next D7=13+0.7
𝑄2 = 11 𝐷7 = 13.7
𝑘(𝑁+1) 3(10+1)
c. 𝑄3 = = 4 = 8.25
4
15-14=1 next, 1(0.25)=0.25, next Q3=14+0.25
𝑄3 = 14.25

MMW - Module 3-1

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MMW - Module 3-1

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MODULE 3

Types of Quantitative data

Levels of Measurements/Measurement Scales:

Levels of Measurements/Measurement Scales:

Levels of Measurements/Measurement Scales:

Levels of Measurements/Measurement Scales:

Classes Tally Frequency Percent

Classes Tally Frequency Percent

Classes Tally Frequency Percent

Classes Tally Frequency Percent

n = ??? Total = 1.00 Total = 100%

7. Percentage (%) - this is obtained by multiplying the Rf by 100.

7. Percentage (%) - this is obtained by multiplying the Rf by 100.

Step 4: Complete the table.

n = ??? Total = 1.00 Total = 100%

n = ??? Total = 1.00 Total = 100%

Step 1. Determine the range (R) of the data.

n = ??? Total = 1.00 Total = 100%

n = ??? Total = 1.00 Total = 100%

n = ??? Total = 1.00 Total = 100%

Step 3. Start identifying the class limits/class intervals/classes

Step 3. Start identifying the class limits/class intervals/classes

Step 3. Start identifying the class limits/class intervals/classes

38 – 47 IIIII-IIIII 10 37.5 – 47.5

Step 3. Start identifying the class limits/class intervals/classes

Step 3. Start identifying the class limits/class intervals/classes

38 – 47 IIIII-IIIII 10 37.5 – 47.5 42.5 0.20

Step 3. Start identifying the class limits/class intervals/classes

38 – 47 IIIII-IIIII 10 37.5 – 47.5 42.5 0.20 20%

Step 3. Start identifying the class limits/class intervals/classes

What if we used rule 2 to solve for k?

n = ??? Total = 1.00 Total = 100%

Income (𝑥) (𝑥 − 𝑥)ҧ 2

Income (𝑥) (𝑥 − 𝑥)ҧ 2

Income (𝑥) (𝑥 − 𝑥)ҧ 2

Income (𝑥) (𝑥 − 𝑥)ҧ 2

Income (𝑥) (𝑥 − 𝑥)ҧ 2

Income (𝑥) (𝑥 − 𝑥)ҧ 2

Income (𝑥) (𝑥 − 𝑥)ҧ 2

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