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CHAPTER 4
Analysis and Interpretation of Assessment Results
Introduction
This lesson is a review of the important tools needed in describing, analyzing and
interpreting assessment results. The topics discussed in this module are presentations of
data through textual, tabular and graphical, measures of tendency, measures of dispersion,
measures of relative positions, other measure and the level of measurement.
Learning Outcomes
Lesson 1 - Presentation
The study of statistics begins with the collection of data or measurements. Data
collected should be organized systematically for easier and faster interpretation. Data can be
presented in three forms: textual, tabular, and graphical.
The tabular and graphical forms are used when more detailed information about the
data is to be presented. A table is used when you want to present a data in a systematic and
organized manner so that reading and interpretation will be simpler and easier.
25 30 18 17 50 12
43 35 40 9
33 37 41 21 20 31 35
46 10 36
28 19 18 13 28 16 42
27 28 31 41
40 48 40 39 32 32 26
13 3 50
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Arranging the scores from the lowest to the highest will facilitate the enumeration of
important characteristics of the data. The test scores of the 50 students in Statistics arranged
from lowest to highest are shown below:
3 13 17 20 27 30
32 35 40 43
9 13 18 21 28 30 33
36 40 46
10 14 18 25 28 31 34
37 40 48
10 15 19 26 28 31 35
With the data now arranged according to magnitude, we can easily see the
38 41 50
important features worth mentioning in the text. One way of describing the data using the
12 16 20 26 29 32 35
textual form is as follows:
39 42 50
The highest score obtained is 50 and the lowest is 3. Ten students got a score
of 40 and above, while only 4 got ten and below. Generally, the students performed well
in the test with 33 students of 66% getting a score of 25 and above.
Arranging a mass of data manually is quite tedious, but using computers for this
purpose is so easy. In the absence of a computer, the process is made easy by putting the
data in a stem-and-leaf plot.
Table 1
Stem-and-Leaf Plot of Unarranged Test Scores in
Statistics of 50 Students
Stem Leaves
0 3, 9 By
1 0, 0, 2, 3, 3, 4, 5, 6, 7, 8, 8, 9
2 0, 0, 1, 5, 6, 6, 7, 8, 8, 8, 9
3 0, 0, 1, 1, 2, 2, 3, 4, 5, 5, 5, 6, 7, 8, 9
4 0, 0, 0, 1, 2, 3, 6, 8
5 0, 0
looking at the stem-and-leaf plot, we can easily rank the data or
put them in order. Thus, the ten lowest scores are: 3, 9, 10, 10, 12, 13, 13, 14,
15, and 16, while the ten highest scores are: 40, 40, 40, 41, 42, 43, 46, 48, 50,
and 50.
A. 2. Tabular Method
By organizing the data in tables, important features about the data can be readily
42
understood and comparisons can be easily made. Thus, a table shows complete information
regarding the data. A table has the following parts:
A frequency distribution table is a table which shows the data arranged into
different classes and the number of cases which fall into each class.
Example:
Table 3
Ungrouped Frequency Distribution for the Ages of 50
Students Enrolled in Statistics
Age Frequency
14 4
15 13
16 25
17 5
18 2
18 1
N = 50
43
Notice that the range of the ages is 5, that is subtracting 14, the lowest age, from
19, the highest age. However, if the range is more than 15, the best way is to group the data
into classes using the grouped frequency distribution table.
The frequency distribution for grouped data is an arrangement of data into different
classes or categories. It involves counting the data which fall into each class.
44
Range 32
i
k 6 or i = 5. (An odd value of i is preferred).
4. Determine the lower limit LL and upper limit of the lowest class interval (the
class interval containing the lowest score).
LL = score or number closest to but less than the lowest score and
preferably a multiple of the class size i.
In the given set of scores, the lowest score is 67. The number closest
to 67 that is divisible by the class size i = 5 is 65. Thus, LL = 65.
5. Determine the other class intervals by consecutively adding the class size i to
LL and UL until the interval containing the highest score is contained and
make a tally. Thus,
Illustration:
Performance ratings of government employees
76 92 87 78 87 88 85 92
67 85 93 91 85 79 92 82
99 95 79 85 81 96 75 88
82 86 83 87 79 92 80 74
86 93 98 71 81 86 80 94
45
LL U
2
X = the class mark or class midpoint of the class interval =
<cf = the less than cumulative frequency = the frequency of the interval
plus all frequencies below the interval
46
rf = the
relative
f
n
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Table 4
Performance Rating of Government Employees
There are two most common methods for graphing frequency distribution:
Histogram and the frequency polygon. Histogram represents a pictorial presentation of a
frequency distribution. It may be thought of as a series of rectangles and frequencies,
respectively. In histogram, the bases is equal to the length of the interval, and the height is
equal to the frequency. It resembles a bar graph. Frequency polygon is another method of
graphing frequency distribution. It is also pictorial but it is constructed by joining with straight
lines a series of points which are the midpoints of the steps as against their corresponding
frequencies. It looks like a zigzag line.
48
1. Nominal Scale
This is the most primitive level of measurement. The nominal level of
measurement is used when we want to distinguish one object from another for
identification purposes. In this level, we can say that one object is different from
another, but the amount of difference between them cannot be determined. We
cannot tell that one is better or worse than the other. Gender, nationality, and civil
status are of nominal scale.
2. Ordinal Scale
In the ordinal level of measurement, data are arranged in some specified
order or rank. When objects are measured in this level, we can say that one is
better or greater than the other. But we cannot tell how much more or how much
less of the characteristic one object has than the other. The ranking of contestants
in a beauty contest, of siblings in the family, or of honor students in the class are of
ordinal scale.
3. Interval Scale
If data are measured in the interval level, we can say not only one object
is greater or less than another, but we can also specify the amount of difference.
The scores in an examination are of the interval scale of measurement. To
illustrate, suppose Maria got 50 in a Math examination while Martha got 40. We can
say that Maria got higher than Martha by 10 points.
4. Ratio Scale
The ratio level of measurement is like the interval level. The only
difference is that the ratio level always starts from an absolute or true zero point. In
addition, in the ratio level, there is always the presence of units of measure. If data
are measured in this level, we can say that one object is so many times as large or
as small as the other. For example, suppose Mrs. Reyes weighs 50 kg, while her
daughter weighs 25 kg. We can say that Mrs. Reyes is twice as heavy as her
daughter. Thus, weight is an example of data measured in the ratio scale.
Example: The grades in Chemistry of 10 students are 87, 85, 85, 86, 90,
79, 82, 78, 76. What is the average grade of the 10
students?
Solution:
87 84 85 85 86 90 79 82 78 76
x
10
2.2.1.2 The Weighted Arithmetic Mean
Occasionally, we want to find the mean of a set of values wherein each value or
859 .
measurement has a different weight or degree of importance. We call this the weighted
mean and the formula for computing it is as follows:
where:
xW
x
120
x
.58
x 10
81 W
123 83 162
Subject
10
10 55
80
Units
127
80(1.5) 82(1.5) 83(1) 81(2) 80(1) 85
Grade
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The median is the middle entry or term in a set of data arranged in either increasing
or decreasing order.
The median is a positional measure. Thus, the values of the individual measures in
a set of data do not affect it. It is affected by the number of measures and not by the size of
the extreme values.
To find the median of a given set of data, take note of the following:
1. Arrange the data in either increasing or decreasing order.
2. Locate the middle value. If the number of cases is odd, the middle value is the
median. If the number of cases is even, take the arithmetic mean of the two
middle measures.
Example 1: The number of books borrowed in the library from Monday to Friday last week
were 58, 60, 54, 35, and 97 respectively. Find the median.
Solution: Arrange the number of books borrowed in increasing order.
35, 54, 58, 60, 97
The median is 58.
Example 2: Cora’s quizzes for the second quarter are 8, 7,6, 10, 9, 5, 9, 6, 10,
and 7. Find the median.
Solution: Arrange the scores in increasing order.
5, 6, 6, 7, 7, 8, 9, 9, 10, 10
Since the number of measures is even, then the median is the average of the
two middle scores.
7 8
The mode is another measure of position. The mode is the measure or value which
occurs most frequently in a set of data. It is the value with the greatest frequency. To find the
mode for a set of data -
Md
2. if two or more measures appear the same number of items, and the
frequency they appear is greater than any of other measures, then
each of these values is a mode;
3. if every measure appears the same number of items, then the set of
data has no mode.
2
51
1
4
2
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Mean
( fX )
where: f is the frequency of each
f
class
X is the class mark of class
fX
f
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The Greek symbol (sigma) is the mathematical symbol for summation. This means
that all items having this symbol are to be added. Thus, the symbol means the sum of all
frequencies, and means the sum of all the products of the frequency and the
corresponding class mark.
Class Frequency
46 - 50 1
41 - 45 5
36 - 40 11
31 - 35 12
26 - 30 11
21 - 25 5
16 - 20 2
11 -15 1
Class f X fX
46 - 50 1 48 48
41 - 45 5 43 215
E 36 - 40 11 38 418 xampl
es: 31 - 35 12 33 396
26 - 30 11 28 308
21 - 25 5 23 115
16 - 20 2 18 36
11 - 15 1 13 13
Compute the mean of the scores of the students in a Mathematics test.
The frequency distribution for the data is given below. The columns X and fX are
added.
54
f 4
fX 1,5
55
Mean
1,5
Mean
4
56
where:
A.M. is the assumed mean
f is the frequency of each class
d is the coded deviation from A.M.
i is the class interval
Mean A.M .
Any class mark can be considered as assumed mean. But it is convenient to
choose the class mark with the highest frequency. The class chosen to contain A.M. is
given a 0 deviation.
This is illustrated in the next examples using the same data in the previous
example.
Class Frequency
46 - 50 1
41 - 45 5
57
36 - 40 11
31 - 35 12
26 - 30 11
21 - 25 5
16 - 20 2
11 - 15 1
The frequency distributor for the data is given below. The columns X,
d and fd are added.
Class f X d fd
46 - 50 1 48 3 3
41 - 45 5 43 2 10
36 - 40 11 38 1 11
31 - 35 12 33 0 0
26 - 30 11 28 -1 -11
21 - 25 5 23 -2 -10
16 - 20 2 18 -3 -6
11 - 15 1 13 -4 -4
Solution:
i 5
A.Mfd
f .
,,,
4
3
58
fd
Mean A.M . i
f
33
2,750 5
30
=
2,750 5
Mean 3,3
The mean gross sale is Php3,300.
The median is the middle value in a set of quantities. It separates an ordered set of
data into two equal parts. Half of the quantities found above the median and the other half is
found below it.
In computing for the median of grouped data, the following formula is used:
59
where:
lbmc is the lower boundary of the
median class
f is the frequency of each class
cf is the cumulative frequency of the
lower class next to the median
class
fmc is the frequency of the median
class
i is the class interval
The frequency distribution for the data is given below. The columns for lb and
“less than” cumulative frequency are added.
Class f lb <cf
46 - 50 1 45.5 48
41 - 45 5 40.5 47
36 - 40 11 35.5 42
31 - 35 12 30.5 31
26 - 30 11 25.5 19
21 - 25 5 20.5 8
16 - 20 2 15.5 3
11 - 15 1 10.5 1
60
f
48
24
2 2
th
24
Since , the quantity is in the class 31 - 35. Hence, the median class is 31 - 35.
61
i mc5
f mc
lb
cf f11
4
30
Solution:
f
Median lbmc
2
62
48
2 19
30.5
12
24 19
30.5
12
63
5
30.5
12
2
30.5
1
30.5 2.0 64
Median 32.
The median score is 32.58.
The mode of grouped data can be approximated using the following formula:
D1
where:
lbmo is the lower boundary of the modal
class
Mode lbmo
D1 is the difference between the
i
frequencies of the modal class D2 is
the difference between the
D1 D2
frequencies of the modal class
and the next upper class
and the next lower class
i is the class interval
The modal class is the class with the highest frequency. If binomial classes
exist, any of these classes may be considered as modal class.
The frequency distribution for the data given below. The column for lb
is added.
65
Class f lb
46 - 50 1 45.5
41 - 45 5 40.5
36 - 40 11 35.5
31 - 35 12 30.5
26 - 30 11 25.5
21 - 25 5 20.5
16 - 20 2 15.5
11 - 15 1 10.5
Solution:
Since class 31 - 35 has the highest frequency, the modal class is 31 - 35.
lbmo = 30.5 D1 = 12 - 11 = 1 D2 = 12 - 11 = 1 i=5
D
Mode lbmo
D
1
30.5
1 1
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1
30.5
2
30.5
30.5 2
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Mode 3
The mode score is 33.
68
Mean Median M
Source: Dr. Gabino Petilos’ Hand-out
Mean Median M
Source: Dr. Gabino Petilos’ Hand-out
2. 3 Measures of Dispersion
The three measures of central tendencies that you have learned on the previous
lesson do not give an adequate description of the data. We need to know how the
observations spread out from average or mean. It is quite possible to have two sets of
observations with the same mean and median that differs in the variability of their
measurements about the mean. Measures of dispersion are sometimes called measures of
variability.
The measures of dispersion can be utilized in determining the size of the
distribution of scores or a portion of it. They can be used to find the deviation of scores from
the mean scores. Measures of dispersion can also be sued to establish the actual similarities
or the difference(s) of the distribution. In general, these measures are employed to further
characterize the distributions of scores.
Consider the following measurements, in liters, for two samples of apple juice in a
tetra packed by companies A and B.
Sample A Sample B
0.97 1.06
1.00 1.01
69
0.94 0.88
1.03 0.91
1.11 1.14
Both samples have the same mean. It is quite obvious that company A packed
apple juice with a more uniform content than company B. We say that the variability or the
dispersion of the observations from the mean is less for sample A than for sample B.
Therefore, in buying apple juice, we would feel more confident that the tetra pack we select
will be closer to the advertised mean if we buy from company A.
Statistics other than the mean may provide additional information from the same
data. This statistics are the measure of dispersion.
Measures of dispersion or variability refer to the spread of the values about the
mean. These are important quantities used by statisticians in evaluation. Smaller dispersion
of scores arising from the comparison often indicates more consistency and more reliability.
The range is the simplest measure of variability. It is the difference between the
largest ad smallest measurement.
where: R = Range,
R=H-L H = Highest measure,
L = Lowest measure
The main advantage of the range is that it does not consider every measure in the
data.
Examples:
1. The IQs of 5 members of a family are 108, 112, 127, 118 and 113. Find the
range.
Solution: The range of the IQs is 127 - 108 = 19.
2. The range of each of the set of scores of the three students is as follows:
Student A H=98 L=92 R = 98 - 92 = 6
Student B H=97 L=90 R = 97 - 90 = 7
Student C H = 97 L = 90 R = 97 - 90 = 7
70
Observe that two students are “tie”. This indicates that the range is not
a reliable measure of dispersion. It is a poor measure of dispersion,
particularly if the size of the sample or population is large. It considers only
the extreme values and tells us nothing about the distribution of numbers
in between.
3. Consider the following two sets of data, both with a range of 12.
In set A the mean and the median are both 8, but the numbers vary
over the entire interval from 3 to 15. In set B the mean and the median are also
8, but most of the values are closer to the center of the data. Although the
range fails to measure the dispersion between the upper and lower
observation, it does have some useful applications. In industry the range
for measurements on items coming off an assembly line might be specified
in advance. As long as all measurements fall within the specified range,
the process is said to be in control.
1. It makes use of very little information: that is, it ignores but two items only.
2. It is totally dependent on the two extremes values, so it is greatly affected
by any changes in these values.
3. It should be used with caution, particularly with data that contain a single
extremely large value as this value would have a considerable effect on
the range.
4. It cannot identify the difference between two sets of data with the same
extreme values, example, the two sets of data are
2, 4, 6, 8, 10, 12, 14, 16, 18 and
2, 2, 2, 2, 2, 2, 2, 2, 18
both have the same range 16.
The range of a frequency distribution is simply the difference between the upper
class boundary of the top interval an lower class boundary of the bottom interval.
Another measure of dispersion is the range of scores of specified part/s of the total
group usually the middle 50 percent of the cases lying between Q1 and Q2.
This measure is called the interquartile range. Thus, the interquartile range is the
difference between the third and the first quartiles, that is, Q 3 - Q1.
71
nk (8)(1) 8 (2 3) th
Q1 2 Q1 scores
4 4 4 2
nk (8)(3) 24
Q3 6 Q3
6 7
30
th
4 4 4 2 2
I.Q.R = Q3 - Q1 = 30.5 - 21.5 = 9
Class interval f
70 - 74 2
65 - 69 2
60 - 64 3
55 - 59 2
50 - 54 8
45 - 49 9
40 - 44 2
35 - 39 4
30 - 34 5
25 - 29 3
n = 40
Solution:
72
n = 40
k=1
nk
nk (40)(1) 40F
4
4
i mQ
Q41 LQ1
4
Ff
L 34
Q1
11 5
f Q1
73
10
34.5
4
2
34.5
4
74
1
34.5
4
34.5 2
75
Q1 3
76
k=3
nk
n = 40
Median class = 50 - 54
Fm-1 = 23
F
fQ3 = 8
LQ3 = 49.5
nk 40 3 4 120
i=5
Q3
LQ 3
4 4 f4Q1
77
(40)(3)
49.5 4
23
78
30 2
49.5
8
I.Q. R. = Q3 - Q1
7
= 53.88 - 37
I.Q.R. = 16.88
49.5
8
79
3
49.5
Example 1: The test scores of nine students in Educational Psychology are as
follows: 15, 19, 20, 24, 28, 30, 32, 32, and 40. Compute the quartile deviation.
nk 9 1 9
Solution:
Q3 = 49.5 + 4.38 = 53. 88
Q1 2.25 Q1 3rd
Example 1: The test scores of nine students in Educational Psychology are as
2.3.4 The follows:
Quartile15,
Deviation
19, 20, 24, 28, 30, 32, 32, and 40. Compute the quartile deviation.
4 4 4
The quartile deviation (Q.D.) is another measure of dispersion that divides the
nk 9 31 27
difference of third and first quartiles into halves. It is the average distance from the median
Solution:
to the two (2) quartiles, i.e., it tells how far the quartile points (Q 1 and Q3) lie from the
median, on the average. When Q.D. Is small the set of scores is more or less
Q13
9
26.25 QQ1337rd
homogeneous but when Q.D. Is large, the set of scores is more or less heterogeneous.
.75 th
This measure is used when there are extremely high and low scores especially when there
are big gaps between scores. It is also essentially used when the main concern is the
concentration of the middle 50% of the scores around the median. Mathematically,
4 Q.D. 4 44 Q3 Q1
nk 9 3 27
2
6Q
4 42 2
13 1 3
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30, 30, 31, and 37.
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In interpreting the quartile deviation of any distribution of scores, the size of the
value is always the indicator. That is, if the value of the quartile deviation is high, the test
scores in the distribution can be interpreted as “heterogeneous” or the scores are more
scattered away from the mean; if the value of the quartile deviation is low, the scores are said
to be “homogeneous” or less scattered around the mean.
The interpretation of the quartile deviation result can be best achieved when
comparison between two quartile deviation values of any two distributions is considered.
Thus, between the distributions of scores in Statistics having a Q.D. of 4.5 and Educational
Psychology, Q.D. = 6, the scores in Statistics can be interpreted as less scattered around the
mean (homogeneous), while scores of students in Educational Psychology are more
distributed away from the mean.
81
Class Interval f
70 - 74 2
65 - 69 2
60 - 64 3
55 - 59 2
50 - 54 8
45 - 49 9
40 - 44 2
35 - 39 4
30 - 34 5
25 - 29 3
n = 40
Solution:
n = 40
k=1
nk
nk (40)(1) 40F
4
4
i mQ
Q41 LQ1
4
Ff
L 34
Q1
11 5
f Q1
82
401
34.5 4
4
83
10
34.5
4
2
34.5
4
84
1
34.5
Q1 34.5 2.5
2.3.5 The Average Deviation
A large average deviation would mean that a set of scores is widely dispersed
about the mean, while a small average deviation would imply that the set of scores is closer
85
to the mean.
X X
X
2. Subtract the mean from the individual scores to get the deviation. That is, .
3. Get the sum of the deviation regardless of signs and divide it by (n-1), where n is the
total number of scores. The quotient is the average deviation.
86
Example 1: The raw scores of eight students in Statistics are given as follows: 17,
17, 26, 28, 30, 30, 31, and 37. Compute the average deviation.
X X X
Solution: 17 -10
17 -10
26 -1
28 1
X
30 3
30 3
31 4
37 10
ƩX=216 X X
42
42
A.D.
42
For the scores organized in the form of frequency distribution, the average
deviation is computed as follows:
n 1
where:
A.D = average deviation
57 . 3
Ʃ = symbol for “summation”
fi = frequency of the ith class interval
n = total number of scores
Xi = midpoint of the ith class interval
X 240
The computed average deviation (A.D.) of scores in Statistics is 6
X
X 2
while test scores in Psychology is 7.17. This can be interpreted as the scores
in Statistics are less dispersed about the mean while the scores in
Psychology are more dispersed around the mean.
n 9
X
A .D89
A.D. 7
A.D.
.87.1 X
X
n
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The steps in determining the average deviation from frequency distribution are as
follows:
1. Find the mean of the frequency distribution.
2. Get the midpoint of each class interval.
3. Subtract the mean from the midpoint of each class interval to get the deviations and
then, take their absolute values.
4. Multiply the frequency of each class f i X i X
interval to the corresponding
absolute deviation to get .
5. Get the sum of Step 4 and then divide it by (n - 1), where n is the total number of
frequencies. The quotient is the average deviation.
Class Interval fi
70 - 74 2
65 - 69 2
60 - 64 3
55 - 59 2
50 - 54 8
45 - 49 9
40 - 44 2
35 - 39 4
30 - 34 5
25 - 29 3
n = 40
Solution:
Table ____
88
fX
i X
i XX
70 - 74 2 72 144 24.75 49.5
65 - 69 2 67 134 19.75 39.5
60 - 64 3 62 186 14.75 44.25
55 - 59 2 57 114 9.75 19.5
50 - 54 8 52 416 4.75 38
45 - 49 9 47 423 -0.25 -2.25
40 - 44 -5.25 -10.5
2 42 84
35 - 39 4 37 148 -10.25 -41
30 - 34 5 32 160 -15.25 -76.25
25 - 29 3 27 81 -20.25 -60.75
n = 40 ƩfiXi= 1,890
f i X i X 38
89
X
fX
1,890
n 40
A.D.
f i Xi X
381.5 38
1 40 1 3
2.3.6 Variance and Standard Deviation
90
Note: If the variance is already solved, take the square root of the variance to get the value
of the standard deviation.
91
6 6 - 13 = -7 (-7)2 = 49
8 8 - 13 = -5 (-5)2 = 25
9 9 - 13 = -4 (-4)2 = 16
10 10 - 13 = -3 (-3)2 = 9
13 13 - 13 = 0 (0)2 = 0
15 15 - 13 = 2 (2)2 = 4
16 16 - 13 = 3 (3)2 = 9
16 16 - 13 = 3 (3)2 = 9
(4)2 = 16
17 17 - 13 = 4
20 20 13 = 7 (7)2 = 49
2
Xx
x xX13
130
n 10
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93
186
xX X
2
186
s
2
10
N1
10
9
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s 20
22
18.6
186
186
s
s
10
X x
2.3.7 Relative Measures of Variation
Coefficient of Variation shows a variation relative to the mean. It is used to compare
two or more groups of distribution of scores. Usually expressed in percent, the smaller the
44 ..53
value of the coefficient of variation, the more homogeneous the scores are. On the other
hand, the higher the value of the coefficient of variation, the more dispersed the scores are in
that particular distribution.
X18 N
The formula in computing the coefficient of variation is,
n
10 9 1
Example: Find the coefficient of variation of the given data below.
20 20 20
x 17
18
Solution:
243..04
35
75ss
CVCBA 100
n = 12 n = 12
CV xx 100
100
14
15 17
33
15 42x x n = 12
CVC 28.51%
X 14
2.4
CV A
B 24
15 .
15.1 32
33
43 96
An individual score has meaning only in relation to the rest of the scores. Thus, to
interpret a score, we have to use the entire distribution as basis for interpreting individual
scores.
We learned that the median is that point in the distribution below which lie 50% of
the scores. In exactly the same manner, we calculate the values on the scale below which lie
a certain percentage of the scores. These values are called quantiles.
The value that divide the distribution into 100 equal parts are called
percentiles. Thus, Px = xth percentile is the value on the scale which lie x% of the scores.
Examples:
P90 = the 90th percentile value is the value in the distribution below which
lie 90% of all the the scores
P10 = the 10th percentile value is the value below which lie 10% of all the
scores in the distribution.
P50 = the 50th percentile value below which lie 50% of all the other scores in
the distribution. Thus, P50 is the same as the median.
Other Quantiles
Deciles - values on the scale that divide the distribution into ten equal parts.
D1 - the first decile = the value on the scale below which lie 10% of the
scores in the distribution
Quartiles - values on the scale that divide the distribution into four equal
parts.
Q1 - first quartile = P25 = the value on the scale below which lie 25% of
the scores in the distribution. Thus, 75% of all the scores are
higher than Q1.
Q2 = D5 = P50 = Median
Q3 = P75
97
Steps:
1. Arrange the data in ascending order.
2. To determine the location of Px, we first get x% of (n+1) rounded to the next
whole number if the result is not a whole number.
95 81 59 68 100 92 75 67 85 79
71 88 100 94 87 65 93 72 83 91
Solution:
59 65 67 68 71 72 75 79 81 83
85 87 88 91 92 93 94 95 100 100
Instead of rounding the value to the next whole number, we can get a
more accurate value of quantiles through interpolation. For instance, since
25% (21) = 0.25 x 21 = 5.25, this means that Q1 is the score that is 1/4 of the
way from the 5th and the 6th score. To get Q1, we add to the 5th score 1/4 of
the difference between the 6th and the 5th score. Thus,
Example 2. Find P11 and P93 for the data given above.
Solution:
Since x = 11, we get 11%(20+1) = 0.11x 21 = 2.31. The value 2.31 suggests
that P11 is a value that is 0.31 of the way from the 2 nd score to the third score. To get
P11, we got 0.31 of the difference between the 2 nd and 3rd score and add the result to
the 2nd score. Thus we have,
And since the 2nd score is 65, we have P11 = 65 + 0.62 = 65.62
Similarly, 93%(20+1) = 0.93 x 21 = 19.53. P93 is the score that is 0.53 of the
way from the 19th score to the 20th score. Thus,
98
The computation of quantiles for grouped data is similar to the computation of the
median (P50) for grouped data.
Therefore,
x7
.
%(5 n
) 7
F
Px LL
79.5 5f.5
2
27 0
P 79
79
84..
55
84
79
LL
Px 84
.
5 .
7
.5
22
x .
%( 10
5n) 17
F
8
1
x 10 88f
Downloaded by Adrian Jhon Jumola (jumolaadrianjhon072@gmail.com)
= 79 5 + 0 25
99
lOMoARcPSD|18925209
Assessment
1. Find the mean, median, and mode/modes of each of the following sets of data:
a. 103, 234, 156, 365, 234, 268, 333, 103, 256, 365
b. 18, 24, 25, 16, 35, 21, 24, 33, 34, 25, 45,33,28, 17, 18, 16, 21, 45
2.Find the range, average deviation, variance, and standard deviation of the following
sets of data:
a. 70, 65, 69, 73, 90, 87, 81, 89.
b. 24, 27, 32, 29, 31, 35, 27, 32, 23, 25, 30, 24.
3.The salaries of all the 130 employees of a company are tabulated in a frequency
distribution as shown below
Salaries (in thousand pesos) Number of
Workers
33 - 36 4
29 - 32 10
100
25 - 28 12
21 - 24 24
17 - 20 38
13 - 16 18
9 - 12 15
5-8 6
1-4 3
Find the range, average deviation, variance, and standard deviation.
Class Interval f
94- 99 2
88- 93 7
82 - 87 19
76- 81 8
70- 75 10
64- 69 28
58- 63 37
52- 57 19
46- 51 8
40- 45 1
6. The test scores of 18 students in Analytic Geometry and Calculus I are as follows:
27, 48, 33, 39, 52, 25, 50, 47, 42, 32, 21, 28, 42, 45, 55, 20, 37, and 38.
Determine the following:
a. Q1 b. P68 c. D6
7. The table below gives the age distribution of 100 individuals living in the vicinity of
Escolta.
Age Frequency
55 - 59 2
50 - 54 5
45 - 49 10
40 - 44 12
35 - 39 15
30 - 34 16
101
25 - 29 13
20 - 24 10
15 - 19 4
10 - 14 4
References:
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and
A PROSPEROUS NEW YEAR...
KEEP SAFE...
103