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SUBJECT : 163 STATISTICAL METHODS

PROFESSOR : MARINA APILADO, Ed.D.

REPORTERS : PAULA MERIAM AMOYO

JAYSON C. CAJATE
LANCE XAVIER GAZO

TOPIC : FREQUENCY DISTRIBUTION AND GRAPHS

DATE : March 12, 2022

I. INTRODUCTION
Statistics is a branch of Mathematics that deals with the scientific collection,
organization, presentation, analysis and interpretation of numerical data order to obtain
useful and meaningful observation.
Frequency distribution presents a step by step approach on how to organize statistical
data in a frequency distribution supported by examples and exercises.
II. OBJECTIVE
At the end of this module, you should be able to:

 Define frequency distribution.

 Identify the different columns in a frequency distribution.
 Organize data in a frequency distribution.
 Interpret data based in the result of computation.

III. BASIC VOCABULARY

• Raw data is data in its original form.
• A frequency distribution is the organization of raw data into a table using categories for
the data in one column and the frequencies for each category in the second column.
• Frequency (f) is the tally or count of the number of data values in each class.
• Relative frequency (f/n) is the tally or count of the number of data values in each class
divided by the total number of data values.
• Cumulative Frequency is the tally or count of the number of data values in a class plus
the frequencies for all lower classes.
• Cumulative relative frequency is the cumulative frequency divided by the totally number of
data values.

IV. FREQUENCY DISTRIBUTION AND GRAPHS

FREQUENCY DISTRIBUTION

The frequency (f) of a particular value is the number of times the value occurs in the data.
The distribution of a variable is the pattern of frequencies, meaning the set of all possible
values and the frequencies associated with these values.
Frequency Distribution is an overview of all distinct values in some variable and the
number of times they occur. That is, a frequency distribution tells how frequencies are
distributed over values.
FREQUENCY DISTRIBUTION TABLE
1. Class Interval (CI)
These are the numbers defining the class. It consists of the end numbers called the class
limits (these class limits are referred to as lower limit and upper limit).
Lower class limits are the smallest numbers that can actually belong to different classes.
Upper class limits are the largest numbers that can actually belong to different classes.
Class Interval = upper class limit – lower class limit

CI = 23 – 18
} first class CI = 29 – 24 } Second class
=5 =5

Grouped Frequency Distribution for the Entrance Examination of 60 Students

2. Class Mark (x)

This are the midpoints of the classes. They are the obtained by averaging the class
limits.
Midpoint = Lower class limit + Upper class
limit
2
=18 + 23 x=24 + 29
2 2
=41 }
first class
= 5 3 } Second class
2 2
=20.5 = 26.5
 3. Class Boundary (cb)

Class boundaries are the numbers that separate the classes without forming gaps
between them. Also called “true class limits”.

a. The lower- class boundary (LCB) – the lower extreme value in a class
b. Upper- class boundary (UCB) - the upper extreme value in a class
Grouped Frequency Distribution for the Entrance Examination of 60 Students
Class Greater
Less than
Class Class Boundary Relative than
Frequency Cumulative
Interval Mark (cb) Frequency Cumulative
(f) Frequency
(CI) (x) (rf) Frequency
(<cf)
(>cf)
18 – 23 20.5 17.5 – 23.5

24 – 29 26.5 23.5 – 79.5

30 – 35 32.5 29.5 – 35.5

36 – 41 38.5 35.5 – 41.5

42 – 47 44.5 41.5 – 47.5

48 – 53 50.5 47.5 – 53.5

18 – 23 56.5 53.5 – 59.5

FIRST CLASS: SECOND CLASS:

LCB = lower class limit – 0.5 LCB = lowest class limit – 0.5
=18 – 0.5 =24 – 0.5
=17.5 =23.5
UCB = upper class limit + 0.5 UCB = upper class limit + 0.5
=23 + 0.5 =29 + 0.5
=23.5 =29.5
 4. Class Frequency (f)

Shows the number of observations falling in the class. It is the number of times the
value occurs in the data/class.

Greater
Less than
Class Relative than
Class Class Cumulativ
Boundar Frequenc Frequenc Cumulativ
Interval Mark e
y y y e
(CI) (x) Frequency
(cb) (f) (rf) Frequency
(<cf)
(>cf)
18 – 23 20.5 17.5 – 23.5 6

24 – 29 26.5 23.5 – 79.5 11

30 – 35 32.5 29.5 – 35.5 17

36 – 41 38.5 35.5 – 41.5 14

42 – 47 44.5 41.5 – 47.5 8

48 – 53 50.5 47.5 – 53.5 3

18 – 23 56.5 53.5 – 59.5 1

N=60

5. Relative Frequency (rf)

The relative frequency of a class is the portion or percentage of the data that falls in
that class. It replaces the frequency of the class with a proportion or percentage.

Relative Greater
Less than
Class Class Frequenc than
Class Frequenc Cumulativ
Interva Boundar y Cumulativ
Mark y e
l y (rf) e
(x) (f) Frequency
(CI) (cb) Frequency
(<cf)
(>cf)
18 – 23 20.5 17.5 – 23.5 6 0.1

24 – 29 26.5 23.5 – 79.5 11 0.18

30 – 35 32.5 29.5 – 35.5 17 0.28

36 – 41 38.5 35.5 – 41.5 14 0.23

42 – 47 44.5 41.5 – 47.5 8 0.13

48 – 53 50.5 47.5 – 53.5 3 0.05

18 – 23 56.5 53.5 – 59.5 1 0.02

N=60 ∑ rf =0.99

Relative frequency = Class frequency

_____________________________
Sum of all frequencies

Relative frequency = 6
60 first class frequency
= 0.1

Relative frequency = 11
second class frequency
60
= 0.18

6. Cumulative Frequency

Shows the accumulated frequencies of the successive classes. It is the sum of the class
and all classes below it in a frequency distribution.

Greater
Less than
Class Relative than
Class Class Frequenc Cumulativ
Boundar Frequenc Cumulativ
Interval Mark y e
y y e
(CI) (x) (f) Frequency
(cb) (rf) Frequency
(<cf)
(>cf)
18 – 23 20.5 17.5 – 23.5 6 0.1 6

24 – 29 26.5 23.5 – 79.5 11 0.18 17

30 – 35 32.5 29.5 – 35.5 17 0.28 34

36 – 41 38.5 35.5 – 41.5 14 0.23 48

42 – 47 44.5 41.5 – 47.5 8 0.13 56

48 – 53 50.5 47.5 – 53.5 3 0.05 59

18 – 23 56.5 53.5 – 59.5 1 0.02 60

N=60 ∑ rf =0.99
 a. Less than Cumulative Frequency (<cf)
“Less than type” cumulative frequency of a class is termed when the number of
observations are less than the upper boundary of a class

Greater
Less than
Clas than
Class Class Relative Cumulativ
s Frequenc Cumulativ
Interv Boundar Frequenc e
Mar y e
al y y Frequenc
k (f) Frequenc
(CI) (cb) (rf) y
(x) y
(<cf)
(>cf)
17.5 – 6 6
18 – 23 20.5 0.1 60
23.5

23.5 – 17
24 – 29 26.5 11 0.18 54+
79.5

29.5 – 0.28
30 – 35 32.5 17 34 43+
35.5

35.5 – 14 0.23
36 – 41 38.5 48 26+
41.5

41.5 – 0.13
42 – 47 44.5 8 56 12+
47.5

47.5 – 3
48 – 53 50.5 0.05 59 4+
53.5

53.5 – 0.02 60
18 – 23 56.5 1 1+
59.5

N=60 ∑ rf =0.99

b. More than Cumulative Frequency (>cf)

“More than type” cumulative frequency of a class is the frequency when number of observations
are more than or equal to the lower boundary of a class

CONSTRUCTION OF A FREQUENCY DISTRIBUTION TABLE

FREQUENCY DISTRIBUTION TABLE
Frequency table and their graphs show how data can be described in a form that aletrs the
reader to the important features of data set.

Scores of Ten Stdudents in an English Test

Ungroup Frequency Distribution Table

Grouped Frequency Distribution Table

 Age of 50 Students in the Statistics Class

Three reason for constructing a frequency distribution (Triola, 2008)

1. Summarizes large scores and dataset.
2. Give insight to the nature of data and
3. Serve as basis in constructing graphs

Steps in Constructing Frequency Distribution Data

Step 1: Arrange data into array

Step 2: Decide the number of classes (K)

Sturges’ Rule can be used to find the number of classes. Under this rule, the number of classes
is given by:
K=1 + 3.33 (log n)
Where:
K = number of classes (round up to the nearest whole number)
n = the number of cases in dataset
K= 1 + 3.3 (log n)
= 1 + 3.3 (log 50)
= 1 + 5.607
= 6,607 which can be rounded up to 7
Step 3: Determine the approximate class size/class interval (CI)

Step 4: Choose the starting point

Note:
 Selecting the suitable starting point of the first class is arbitrary; it may be less than or
equal to the minimum value.
 The starting point should be divisible by the class interval.

Our starting point is 20 – the lowest score in the dataset.

Step 5: List the lower limits
Use the value 20 as the starting point and 5 as the class size. The following are the lower class
limits: 20, 25, 30, 35, 40, 45 and 50.

Step 6: List the upper class limits

Step 7: Tally the frequency for each class interval

Step 8: Compute for the class boundaries

Step 9: Compute the class marks

Step 10: Get the relative frequency and relative frequency Percentage of data.
Step11: Take the cumulative frequency of data.

GRAPHICAL PRESENTATION

 Bar graph
 Histogram
 Frequency polygon
 Pie chart
 Less than, greater than Ogive
Bar graph
It uses rectangular bars, the length of which represent the quantity or frequency of each type of
category.
Example:
The total number of runs scored by a few players in one-day match is given.

Solution: Draw bar graph for the above data

Multiple Bar graph

- This is useful when the researcher wants to compare figures on two or more different
occurrence.
Example:
Frank's Farm Stand kept track of the number of pounds of vegetables sold over a three-day
period. The results are listed on the table below. Create a multiple bar graph to display the data.
Histogram
- It is a two dimensional graphical representation of a continuous frequency distribution.
- The bars are placed continuously side by side with no gap between adjacent bars.
Example:
Draw a histogram for the following table which represent the marks obtained by 100
students in an examination.

Line Graph
A line graph is a type of chart used to show information that changes over time. We plot
line graphs using several points connected by straight lines.  We also call it a line chart.
Example:
 The profits in thousand of dollars of an industrial house for 2002, 2003, 2004, 2005, 2006, 2007
and 2008 are 5, 8, 9, 6, 12, 15 and 24 respectively. Represent these data using a suitable
diagram.

Pie chart
- Used to present quantities that make up a whole. It is constructed using percent and the
slices of the pie are drawn in proportion to the different values of each class, item, group
or category.
The central angle of a component is = [Value of the component / Total value] x 360°
Sometimes, the value of the components are expressed in percentages. In such cases, The
central angle of a component is =  [Percentage value of the component / 100] x 360°
Example:
The number of hours spent by a school student on various activities on a working day, is
given below. Construct a pie chart using the angle measurement

Solution :

The central angle of a component is

=  [Value of the component / Total value] x 360°
Frequency polygon

Frequency polygon is another method of representing frequency distribution graphically.

Example:

Draw a frequency polygon for the following data without using histogram

Solution :
 Mark the class intervals along the X-axis and the frequency along the Y-axis.
 We take the imagined classes 0-10 at the beginning and 90-100 at the end, each with
frequency zero.
 Obtain the frequency distribution and compute the midpoints of each class interval.
• Using the adjacent table, plot the points A (5, 0), B (15, 4), C (25, 6), D (35, 8), E (45,
10), F (55, 12), G (65, 14), H (75, 7), I (85, 5) and J (95, 0).
• We draw the line segments AB, BC, CD, DE, EF, FG, GH, HI, IJ to obtain the required
frequency polygon ABCDEFGHIJ, which is given below.
Ogives/Cumulative Frequency Graphs
by plotting cumulative frequency against the respective class boundary, we get ogives.
-there are two ogives – less than type ogives, obtained by taking less than cumulative frequency
on the vertical axis and more than type ogives by plotting more than type cumulative frequency
on the vertical axis and thereafter joining the plotted points successively by line segments.
Example :
Draw ogives  for the following table which represents the frequency distribution of weights of 36
students.

Solution :
To draw ogives for the above frequency distribution, we have to write less than and more
than cumulative frequency as given below.
Now, we have to write the points from less than and more than cumulative frequency as given
below.
• Points from less than cumulative frequency :
(43.50, 0), (48.50, 3), (53.50, 7), (58.50, 12), (63.50, 19), (68.50, 28) and (73.50, 36)
• Points from more cumulative frequency :
(43.50, 36 (48.50, 33), (53.50, 29), (58.50, 24), (63.50, 17), (68.50, 8) and (73.50, 0)
• Points from less than cumulative frequency :
(43.50, 0), (48.50, 3), (53.50, 7), (58.50, 12), (63.50, 19), (68.50, 28) and (73.50, 36)
• Points from more cumulative frequency :
(43.50, 36 (48.50, 33), (53.50, 29), (58.50, 24), (63.50, 17), (68.50, 8) and (73.50, 0)
Now, taking frequency on the horizontal axis, weights on vertical axis and plotting the
above points, we get ogives as given below.
 V. SUMMARY
A frequency distribution is an overview of all distinct values in some variable and
the number of times they occur. That is, a frequency distribution tells how frequencies
are distributed over values. Frequency distributions are mostly used for summarizing
categorical variables.
In statistics, Frequency distribution, a graph or data set organized to show the
frequency of occurrence of each possible outcome of a repeatable event observed many
times. Test scores listed by percentile. A frequency distribution can be graphed as a
histogram, pie chart, line graph and the likes.

VI. ASSESSMENT

VII. REFFERENCES
Agresti A. (1990) Categorical Data Analysis. John Wiley and Sons, New York.
Dodge, Y. (2008). The Concise Encyclopedia of Statistics.Springer.
Gonick, L. (1993). The Cartoon Guide to Statistics.HarperPerennial.
In, J. and S Lee.(Jun, 2017). “Statistical Data Presentation”. Korean Journal of Anesthesiology.
Vol. 70. No. (3).  https://doi.org/10.4097/kjae.2017.70.3.267
Klein, G. (2013). The Cartoon Introduction to Statistics. Hill &Wamg.
Levine, D. (2014). Even You Can Learn Statistics and Analytics: An Easy to Understand Guide
to Statistics and Analytics 3rd Edition. Pearson FT Press
Chapter 4: “Presentation of Data”. Statistics for
Economics. Pp- 40, 41. http://ncert.nic.in/textbook/pdf/kest104.pdf
https://dissertationrecipes.com/wp-content/uploads/2011/04/Words-and-Phrases-to-avoid1.pdf
https://www.onlinemath4all.com/graphical-representation-of-data.html