TABULAR PRESENTATION OF DATA

A. FREQUENCY DISTRIBUTION TABLE (FDT)

It is a tabular form of presenting data (quantitative) indicating range of values (class intervals) with its
corresponding number of observations (frequencies)

Table 1. Scores on a 100-item Quiz of Fifty Students in a Statistics Class

Scores Number of students Class boundaries Class midpoint

45 – 54 10 44.5 – 54.5 49.5
55 – 64 14 54.5 – 64.5 59.5
65 – 74 8 64.5 – 74.5 69.5
75 – 84 7 74.5 – 84.5 79.5
85 - 94 4 84.5 – 94.5 89.5
95 - 104 7 94.5 – 104.5 99.5
Total 50

Class interval (k): 45 – 54 (lowest class interval), ……… , 95 – 104 (highest class interval)

Class frequencies (f): 10, 14, 8, 7, 4, 7

Class limits(upper and lower): 45 is the lower limit and 54 is called the upper limit

Class boundaries(upper and lower): 44.5 is the lower boundary and 54.5 is the upper boundary

Example: for the class interval 45 – 54, the lower boundary = 45 – 0.5 = 44.5 and

upper boundary = 54 + 0.5 = 54.5

2.6 - 7.4 2.6 - .05 = 2.55 7.4 + .05 = 7.45

12. 08 - 15.95 12.08 - .005 = 12.075 15.95 + .005 = 15.955

Rule: subtract (lower limit) and add (upper limit), 0.5 for whole numbers, 0.05 for nearest
tenths, 0.005 for nearest hundredths, and so on

Class size/width (c): difference between upper and lower boundaries

Example: 54.5 – 44.5 = 10

Class midpoint (m): sum of the class limits or class boundaries / 2

Example: (45+54)/2 = 49.5 OR (44.5+54.5)/2 = 49.5

HOW TO CONSTRUCT AN FDT:

1. DETERMINE THE RANGE(R) OF THE DATA SET: R = HIGHEST VALUE – LOWEST VALUE

2. DETERMINE THE VALUE OF THE CLASS WIDTH: c = R /k (specified), 5 < k < 15

note: round-off the value of c according to the decimal place of the given data set

3. CONSTRUCT THE CLASS INTERVALS AND LABEL THE HEADINGS OF THE COLUMNS

note:
1. The lower limit of the first class interval is the lowest value of the data set, the succeeding
lower limits will be taken by adding the value of c
2. Make sure that all values in the data set are counted otherwise you have to increase (the
next value) c until such that all values are counted.

Example:

Consider the scores of fifty students on a 100-item quiz:

45, 45, 45, 49, 49, 50, 51, 51, 54, 54, /55, 56, 56, 58, 58, 58, 58, 59, 59, 60, 60, 63, 64, 64,/ 68

70, 70, 71, 72, 73, 73, 73,/ 76, 76, 77, 79, 80, 80, 84,/ 85, 90, 93, 94, /97, 97, 98, 98, 98, 100, 100

Construct a frequency table with 6 class intervals. (k = 6)

SOLUTION:

R = 100 – 45 = 55 c = 55/6 = 9.17 or 9 (rounded to the nearest integer because

the given data set is expressed in integers)

Score Number of Students

45 – 53
54 – 62
63 – 71
72 – 80
81 – 89
90 – 98

 YOU NOTICED THAT ON OUR FIRST TRIAL THE HIGHST VALUE IS ONLY 99, SO TWO VALUES
(100) IN THE DATA SET CANNOT BE COUNTED, HENCE, THERE IS NEED TO INCREASE THE SIZE
OF C ( c = 10)

Score Number of Students

45 – 54 10
55 – 64 14
65 – 74 8
75 – 84 7
85 – 94 4
95 – 104 7
B. CROSS TABULATION

Its a bi-variate (2 variables in one table) cross sectional presentation of data (either qualitative or
quantitative) indicating counts and totals in rows (r) and columns (c).

Example:

Table 2. Classification of Twenty Students By Gender and Year Level

Gender Year Level Total

1st 2nd 3rd 4th

Male 3 3 4 2 12

Female 4 1 1 2 8

Total 7 4 5 4 20

Raw data:

Gende 1 2 2 1 1 2 1 2 1 1 1 1 2 2 1 1 1 2 2 1
r

Year 1 1 2 1 2 3 3 1 4 2 3 1 4 1 3 2 4 1 4 3
level

Note:
male - 1; female - 2
1st - 1; 2nd - 2; 3rd - 3; 4th - 4