LESSON STATISTICAL PRESENTATION AS

AN AID TO REPORTING
3 INFORMATION

The bulk of data is collected from the population or sample of the concerned
observations, either from primary or secondary sources, it still considered a raw data. A
decision cannot be derived easily if the results are not organized because it does not
give a vivid or picture of what has been gathered. To have a meaningful interpretation of
data, it must be presented in an appropriate form.

There are different statistical formulas that need the help of technology. Finding
the value of a factorial notation would be a difficult task by using manual computation or
a simple calculator. However, using a scientific calculator will be ideal because by just
pressing two or three buttons, you can immediately get the exact value. This is also true
with other statistical formulas wherein it takes a long time for you to get the solution;
however, with the use of computer, you can get exact answer in just a few seconds.

This chapter explains how to organize and display data using tables and graphs.
We will learn how to prepare frequency distribution tables for qualitative and quantitative
data and how to construct different types of graphs.

General Objectives:

At the end of the chapter, you should be able to:

1. identify the different ways of presenting data;

2. determine what graph is applicable to a given set of data;
3. interpret analyze the graphs, charts, and tables;
4. use the computer to present data in the form of graphs;
5. visually represent data by using graphs and charts;
6. appreciate the ease of computing problems with the aid of computer; and
7. apply knowledge in graph constructions in the set of exercise.
LESSON 3.1 FORMS OF PRESENTATION OF DATA
After applying the different methods of collecting data, the raw data gathered
from primary or secondary sources should be organized and presented in summarized
form. This lesson focuses on the different forms of data presentation, and the different
types of graphs and charts.

At the end of the lesson, you should be able to:

1. differentiate the different forms of data presentation;

2. familiarize different types of graphs and charts; and
3. appreciate the use of tables, graphs, and charts in data presentation.

DIFFERENT FORMS OF DATA PRESENTATION

1. Textual. This form of presentation combines text and numerical facts in
paragraphs to explain the summary of data gathered. It usually discusses the
highlights of the data.

Crop damage hits P6B but food stocks are adequate,

assures Yap

Damage to crops and agriculture

infrastructure caused by the one-two punch
delivered by Tropical Strom “Ondoy” and Typhoon
“Pepeng” has exceeded P6 billion, according to
Agriculture Secretary Arthur Yap.
Yap yesterday said that the losses-broken down into
P5.5 billion due to Ondoy and P550 million because of
Pepeng-would like rise after the waters receded.

Philippine Daily Inquirer

Vol. 24 No. 300 October 6, 2009

FIGURE 3.1Example of Textual

Form
 2. Tabular. This form of presentation uses statistical table that shows the data in a
more concise and systematic manner. The table facilitates the analysis of
relationships of data.

Advantages of Tabular Presentation

a. It provides the reader a good grasp of the meaning of the quantitative
relationship of the data presented in the report.
b. The systematic arrangement of columns and rows makes the table
understandable by the reader.
c. The rows and columns facilitate comparison.
d. It gives a vivid picture of the whole data; thus, decision-making will be easier.
e. It saves time for the reader to analyze and interpret data.

TABLE 3.1 Example of Tabular Form

Summary of Number of Students Enrolled in ABC School for SY 2019-2020

Curriculum Year Number of Students

Total
Level Boys Girls
First Year 500 685 1,185
Second Year 490 670 1,160
Third Year 450 650 1,100
Fourth Year 400 625 1,025
Total 1,840 2,630 4,470

3. Graphical. This form of presentation is the most interesting and the most effective
means of organizing and presenting statistical data. The important relationships of
data can be easily seen merely looking at colorful figures that are creatively
designed.
Different types of graphs/charts

a. Area. This type of chart displays graphically quantitative data. It is based on

the line chart. The area between axis and line are commonly emphasized with
colors, texture, and hatchings. Commonly one compares two or more
quantities with an area chart.

FIGURE 3.2Example of Area

Chart

b. Bar. This type of data presentation is composed of bars or rectangular prisms

of equal widths. It can be horizontally or vertically in single or paired bar
graphs. The length of each rectangle is proportional to the frequency of
observed item or magnitude of class under interval of item being studied.
Information can easily be drawn by reading this graph in a two-way
dimension. It can be made more interesting especially if different colors will
be used or different shades will be applied to give distinction for each bar. In
some cases, bars can be drawn in opposite directions to illustrate contrasting
situations.
 Bar chart with vertical bars. Bar chart with horizontal
Categories are on the x-axis bars. Categories are on the
y-axis

FIGURE 3.3Example of Bar

Graph

c. Column. This is a data visualization where each category is represented by a

rectangle, with the height of the rectangle being proportional to the values
being plotted. Column charts are also known as vertical bar charts.

FIGURE 3.4Example of Column

d. Pie Chart. This represents relationships of the different components of a
data. It is the ideal graph if you want to show the partition of a whole. The
angles or sectors should be proportional to the percentage components of the
data. The use of different color or legends will be helpful to identify each
component easily.

FIGURE 3.5Example of Pie

Chart

e. Doughnut. This is a built-in chart type. Doughnut charts are meant to express
a “part-to-whole” relationship, where all pieces together represent 100%.
Doughnut chart work best to display data with a small number of categories
(2-5).
 FIGURE 3.6Example of Doughnut Chart
f. Line Graph. This type of data presentation shows relationships between two
sets of quantities. This type is often used to predict growth trends such as
sales and population for a long period of time.

FIGURE 3.7Example of Line Chart

g. Scatter. This type illustrates the relationships between two variables, points
are plotted in a Cartesian plane. It is like making a line graph except that
there is no need to connect the points.

Ice Cream
Sales

©sweetspot.com

FIGURE 3.8Example of Scatter Chart

 EXERCISES CONCEPTS AND PROCEDURES

1.1. Briefly discuss the difference between textual, tabular, and graphical
presentation of data.
1.2. Identify and briefly discuss the different types of graphs and charts.

APPLICATIONS
1.1. Presented below is the result of the survey conducted on the ice cream
flavor preferences of the consumers. There is a total of 650 respondents
responds in the survey. Find the number of respondent’s preferences for
each ice cream flavor.

a. Cookies and Cream

b. Strawberry
c. Vanilla
d. Chocolate

1.2. Student in ABC University were surveyed about the type of transport they
use to travel to School. The results were walking 15, car 10, tricycle 25, and
bicycle 6. Construct a pie chart with percentage using this data.

1.3. Write a textual presentation on the current update of COVID-19 cases in your
municipality.

1.4. Make a tabular presentation on the current update of COVID-19 cases in

Region XII. Indicate the total number of new confirmed cases, new suspect
cases, and probable cases.
LESSON 3.2 CREATING AND EVALUATING TABLES AND GRAPHS
Statistical data can be dull and hard to read in sentences and paragraphs, so
writers will often use tables, graphs, and charts. The reader can scan and interpret data
more easily and quickly when it is presented in a table, graph, or chart.

Tables, graphs, and charts are frequently used in statistics to visually communicate
data. Such illustrations are also frequent first step in evaluation raw data for trends, data
entry errors, and outlying values which might impact on the statistical interpretation of
the data. Microsoft Excel provides options for creating different kinds of charts. Among
these are pie charts, column charts, bar charts and line charts. The type of chart that
you select will depend on the data that you want to represent. Each type of chart has its
own use.

In this lesson you are going to create and evaluate tables, charts, and graphs,
and learn how to interpret the data. You will be able to use this skill to enhance your
research.

At the end of the lesson, you should be able to:

1. create charts and graphs using Microsoft Excel;
2. analyze and interpret charts and graphs.
3. evaluate the steps in interpreting different forms of data presentation; and
4. analyze and interpret chart, graphs, and tables in presenting data;

DIFFERENT TYPES OF CHARTS AND THEIR DESCRIPTIONS

The following table will serve as your guide on the use of charts.

TABLE 3.2 Chart Type with Description

Chart type Description

Area Trends can be emphasized effectively
because it illustrates the magnitude of
change over time.
Bar This chart type is ideal if you want to
 make comparisons among individual
items with two- way reading.
Column This is useful in showing changes
over a period. It has the same
function as with the bar chart.
Pie This type of chart compares the sizes
of each sector as they relate to the
whole unit. It illustrates the partition of
parts with a total of 100% and
applicable if there is only one kind of
data to be analyzed.
Doughnut It also shows the comparisons
between the whole and the parts, but
this type can be used to show more
than one set of data.
Line It illustrates the trends in data with
equal intervals. It is two-way reading.
Scatter It illustrates the relationship between
two variables.

CREATING CHARTS
To facilitate in making the graphs, you can use the Microsoft Excel to create your
chart. This will guide you through the steps of selecting the chart type, adding chart
titles and labels. Before starting to use the Microsoft excel, select the data, or range that
you want to convert into chart. The following discussion is a step-by- step procedure on
how to create a chart.

Example:
Six Months Sales of Brands A and B
X Y
 20 35
30 25
40 65
50 45
60 50
70 80

1. Select the range A1:A7. Hold down the Ctrl key and then select the range B1:B7.
(Both ranges of data will appear on the chart)
2. Click the Insert button on the formulating toolbar. Then click the recommended
charts box will open as shown in figure 2.1.
3. Click the All Charts if you want to view all the types of charts. Click the Column
or any type of chart you want to use in the Chart type list, and then select the
first chart sub- type in the second row. Click the Press and Hold to View
Sample button inbox will open as shown in the dialog box. At this point you will
see how your chart will look like.

FIGURE 3.9Step 1 – 3 Chart Type

Dialogue
4. Release the mouse button and click OK. You can see a preview of the chart. You
are free to edit and improve the chart by selecting the Quick Layout, Change
Colors, and Change Chart Types. You can also edit or delete the chart title if
you want.
 FIGURE 3.10 Step 4, Chart Dialogue
Box

Note: You can select the data you want in the chart and press
ALT+F1 to create a chart immediately, but it might not be the best
chart for the data, if you don’t see a chart you like or want to use,
select the Change Chart Type or All Charts tab to see all charts
types.

STEPS IN INTERPRETING GRAPHS, CHARTS, AND TABLES

1. Read the title of the graph, chart, or table. The title tells what information is being
displayed.
2. Look at the legend of the graph, chart, or table. It will explain symbols and colors
used in the graph or chart.
3. Read the label of the graph, chart, or table. The labels tell you what variables or
parameters are being displayed.
4. Draw conclusions based on the data. You can reach conclusions faster with
graphs or charts than using a data table or a written description of the data.

Example:
 1. ABC company conducted a research on the sales of its product for the month of
April 2020. The graph presented are the data gathered from the consumers.
Interpretation:
Figure 1 shows the sales of ABS company on its
product for the month of April 2020. Based on the graph
presented, it shows that the lowest sales of ABC
Company for the month of April is Chicken at 18%. The
product with the highest sales is Pork at 38%. Thus,
Figure 1. Product Sales pork is the most saleable product in the month of April.
for the month of April
2020
2. Considering the sample table 3.1 in lesson 1.
The Summary of Number of Students Enrolled in ABC School for A.Y. 2019-
2020.

Interpretation:
Table 3.1 shows the summary of students who enrolled in ABC for the A.Y. 2019-
2020. Based on the table presented, it can be seen that the greatest number of students
who enrolled in ABC School is in the first year, where the number of girls exceeds the
number of boys by 185. In overall, it also shows that the number of girls is more than
the number of boys. It is also notice that the number of students decreases as year level
increases. The total number of students who enrolled in ABC School is 4,470.

Note: In formal documentation, the researcher or writer should indicate

the source of data on the lower portion of the table
 EXERCISES

CONCEPTS AND PROCEDURES

1.1. Identify and briefly discuss the different type of charts.

APPLICATIONS

1.2. In a test conducted at S and M Grocery Mart, 200 people were asked to
taste 5 different flavors of new tetra pack juice drinks and to report which one
they preferred. The results are listed below.

Flavor Frequency
Pineapple 50
Grapes 27
Orange 70
Mango 40
Strawberry 13

a. Create a bar, pie, and column chart using Microsoft Excel.

b. Interpret the chart using the following guide questions:
 What flavor is preferred by most drinkers?
 What flavor is next preferred by juice drinkers?
 What do the charts tell you about the sample of juice drinkers?
 If you were the owner of the grocery mart, what would be the
significance of the taste test results?

1.3. The guidance counseling office of a university conducted a five-year post-

graduation survey to determine the types of jobs their graduates were
performing. A sample of 250 graduates of the university was interviewed.
The responses were tailed and summarized as shown:

Job Category Frequency

Managerial 65
Clerical 90
Skilled workers 45
Unemployed 15
Underemployed 35
 a. Use an appropriate graphical technique to summarize and present the
data.
b. Apply the textual method to make an interpretation about the
performance of graduates.

1.4. The performance of all workers is being evaluated every end of 6 months by
their superiors to monitor their efficiency and take necessary steps to
improve. Thus, quality service is maintained. The summary of performance
ratings of workers is listed below:

Rating Frequency
Excellent 220
Very Satisfactory 175
Satisfactory 85
Poor 20

a. Use a pie chart to present the data given. Apply the necessary
computations to make every sector accurate. You may use any color to
enhance your presentation.
b. Make a tabular presentation of the data with corresponding rate of
percentage.
LESSON 3.3 FREQUENCY DISTRIBUTION
Regardless of whether an ordered array or a stem –and-leaf display is selected
for organizing data, as the number of observations obtained gets large, the data need to
be further condensed into summary of table in order to properly present, analyze, and
interpret the findings. This data can be arranged into class groupings according to
conveniently established divisions of the range of the observations. This arrangement of
data in tabular form is called frequency distribution.

When the observations are grouped or condensed into a frequency distribution,

the process of data analysis and interpretation becomes much more manageable and
meaningful. The major data characteristics can be approximated, which compensates
for the fact that when the data are grouped, the initial information pertaining to individual
observations that was previously available is lost through the grouping process.

In constructing frequency distribution, attention must be given to selecting the

appropriate number of class groupings for the table, obtaining a suitable class interval,
or width of each class grouping, and establishing the boundaries of each class
groupings to avoid overlapping.

At the end of the chapter, you should be able to:

1. identify the different steps in constructing frequency distribution; and
2. construct a cumulative frequency distribution.

FREQUENCY DISTRIBUTION
Table 3.3 gives the weekly earnings of 100 employees of a large company. The
first column lists the classes, which represent the variable weekly earnings. For
quantitative data, an interval that includes all the values that fall within two numbers—
the lower and upper limits—is called a class. Note that the classes always represent a
variable. As we can observe, the classes are nonoverlapping; that is, each value on
earnings belongs to one and only one class. The second column in the table lists the
number of employees who have earnings within each class. For example, 9 employees
of this company earn Php5,001 to Php7,000 per week. The numbers listed in the
second column are called the frequencies, which give the number of values that belong
to different classes. The frequencies are denoted by f. Frequency distribution for
quantitative data lists all the classes and the number of values that belong to each
class. Data presented in the form of a frequency distribution are called grouped data.

TABLE 3.3 Weekly Earnings of 100 Employees of a Company

Frequency
Variable column

Number of
Weekly Earnings Employees
f
Frequency of
Third Class 5001 to 7,000 9 the third
class
7,001 to 9,000 22
9,001 to 11,000 39
11,001 to 13,000 15
Lower limit of 13,001 to 15,000 9
the sixth class Upper limit of
15,001 to 17,000 6 class
the sixth

The frequency of a class represents the number of values in the data set that fall
in that class. Table 3.3 contains of six classes. Each class has a lower limit and an
upper limit. The values 5001, 7001, 9001, 11001, 13001, and 15001 give the lower
limits, and the values 7000, 9000, 11000, 13000, 15000, and 17000 are the upper limits
of the six classes, respectively. The data presented in Table 3.3 are an illustration of a
frequency distribution table. Whereas the data that list individual values are called
ungrouped data, the data presented in a frequency distribution table are called
grouped data.
Constructing Frequency Distribution
When constructing a frequency distribution table, we need to follow the following
steps.

Example:

Assumed the data in table 3.4, test scores of 50 students in Statistics.

TABLE 3.4 Test scores of 50 Students in Statistics

63 67 73 80 76
88 71 60 56 52
65 85 63 51 76
62 46 90 40 55
88 60 63 78 86
63 42 79 77 60
72 70 83 54 43
76 87 62 48 72
83 78 62 47 52
85 75 55 90 40

Step 1: Determine the range (R) of the distribution

The range refers to the difference between the highest and the lowest scores.
Range = Highest Score – Lowest Score
R=H–L
R = 90 – 40
R = 50

Step 2: Determine the class size (i) by dividing the by the described number of class
intervals. The number of classes for a frequency distribution table varies from 5
to 20, depending mainly on the number of observations in the data set. It is
preferable to have more classes as the size of a data increases. The decision
about the number of classes is arbitrarily made by the data organizer.
 Let us use 10.
Class size = Range ÷ 10
i = 50 ÷ 10
i =5

If the obtained i is not whole number, round it off to the nearest whole number.

Step 3: When the class size is 5, all the lower class limit must be multiple of 5. The
lower class interval should include the lowest score while highest class interval must
contain the highest score. Any convenient number that is equal to or less than the
smallest value in the data set can be used as the lower limit of the first class.

Step 4: Tally the frequencies for each interval and sum them.

Step 5: Find the class marks or midpoint of the class intervals. It is the point halfway
between the boundaries of each class and is representative of the data within
that class.

For example, the class mark or midpoint of 50 – 54.

50 + 54 = 104 ÷ 2 = 52.
 TABLE 3.5 Completed Frequency Distribution

Class Interval Tally Marks Frequency (f) Class Marks (x)

40 – 44 IIII 4 42
45 – 49 III 3 47
50 – 54 IIII 4 52
55 – 59 III 3 57
60 – 64 IIII - IIII 10 62
65 – 69 II 2 67
70 – 74 IIII 5 72
75 – 79 IIII - III 8 77
80 – 84 III 3 82
85 – 89 IIII - I 6 87
90 – 94 II 2 92
N = 50

CUMULATIVE FREQUENCY DISTRIBUTION

A table of cumulative frequency distribution is another useful technique in
tabulating data. It provides information about sets of data that cannot be obtained from
the frequency distribution itself. Cumulative frequency distribution is the sum of the
class and all classes below it in a frequency distribution. All that means is you are
adding up a value and all the values that came before it.

Table 3.6 demonstrate how cumulative frequency distribution is constructed by

using the example in table 3.4.
 EXERCISES

CONCEPTS AND PROCEDURES

TABLE 3.6 Cumulative Frequency Distribution

Cumulative
Class Interval Frequency (f) Class Marks (x)
Frequency (<cf)
40 – 44 4 42 4
45 – 49 3 47 7
50 – 54 4 52 11
55 – 59 3 57 14
60 – 64 10 62 24
65 – 69 2 67 26
70 – 74 5 72 31
75 – 79 8 77 39
80 – 84 3 82 42
85 – 89 6 87 48
90 – 94 2 92 50
N = 50

1.1. Briefly discuss the steps in making frequency distribution table. Illustrate with
the help of an example.
1.2. Briefly explain the difference between grouped and ungrouped data.

APPLICATIONS
1.3. A test administered to a math class of 50 students resulted in the following
scores.

65 32 70 77 34 78 82 70 63 37
52 33 63 63 36 52 55 60 87 76
47 41 72 52 30 43 65 40 92 83
36 40 86 50 82 46 46 82 90 72
45 60 92 46 36 92 45 74 85 86

a. Construct a frequency distribution using i = 6.

b. Find the frequency (f), class mark (x), and cumulative frequency (<cf).

1.4. Consider the raw data below.

50 14 48 12 40
 38 16 42 18 30
45 40 27 24 22
30 46 19 33 20
15 36 22 43 10
a. Construct a frequency distribution making 8 – 11 as the first class interval.
b. Find the frequency (f), class mark (x), and cumulative frequency (<cf).

1.5. A sample of 80 adults was taken, and these adults were asked about the
number of credit cards they possess. The following table gives the
frequency distribution of their responses.

Number of Credit Cards Number of Adults

0 to 3 18

4 to 7 26

8 to 11 22
a. Find 12 to 15 11 the
class
16 to 19 3

boundaries and class midpoints.

b. Do all classes have the same width? If so, what is this width?
c. Prepare the cumulative frequency.
d. Identify the upper and lower limit of the 2 nd class in the distribution.
SUMMARY

The data gathered form a primary or secondary source is organized and

presented in a summarized form when presenting data. There three different forms that
are discussed in this chapter, the textual, the tabular, and the graphical. In tabular form,
the data is presented with the combination of text and numerical facts and presented in
paragraphs. The tabular form uses statistical tables in showing a more concise and
systematic data. There were also five advantaged of tabular presentation that are
discussed in this chapter. In graphical form, data is presented in a most effective and
interesting means. Analysis on the relationship of the data can be easily seen with the
use of the colorful figures that creatively designed. There are seven types of
graphs/charts discussed in the chapter include area, bar, column, pie, doughnut, line
graph, and scattered. Microsoft Excel is introduced as a tool in creating or making
charts. Step-by-step procedure is presented in the chapter. Steps in the interpretation of
graphs, tables, and charts is also discussed with corresponding examples presented.

To more concisely communicate the information contained, raw data can be

visually represented and expressed in terms of statistical summary measures. When
data are quantitative, they can be transformed to a frequency distribution describing the
number of observations occurring in each category. The set of classes in the frequency
distribution must include all possible uses and should be selected so that any given
value falls into just one category. Selecting the number of classes to use is a subjective
process. In general, between 5 and 15 classes are employed, a frequency distribution
may be converted to show either relative or cumulative frequencies for the data.
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Arao, R., Copo, A.R., Laddaran, A., Mejia, L., & Gabuyo, Y. (2015). Statistics (based
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Berenson, M., Levine, D., & Krehbiel, T. (2000). Basic Business Statistics: Concepts
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Dodge, Y. (2008). The Concise Encyclopedia of Statistics. Springer.
Downie, N.M. & Heath, R. (2005). Basic Statistical Methods 5 th Edition. Harper &
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Gonick, L. (1993). The Cartoon Guide to Statistics. HarperPerennial.
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