Module 3

Measures of Location

PSY 002
PSYCHOLOGICAL STATISTICS

This is your third module!

This module is a combination of

synchronous & asynchronous learning
and will last for two weeks

COLLEGE OF ARTS AND

SCIENCES C

GINA T. MONTALLA
Instructor

Gina T. Montalla SMMC

ginatmontalla@gmail.com

09176147214

February 21, 2022

Date Initiated
March 5, 2022
San Mateo Municipal College Date of Completion
Gen. Luna St. Guitnang Bayan I, San Mateo, Rizal
Tel. No. (02) 997-9070
www.smmc.edu.ph
 SAN MATEO MUNICIPAL COLLEGE (PSY 002) PSYCHOLOGICAL STATISTICS
General Luna St., Guitnangbayan I, San Mateo, Rizal MRS. GINA T. MONTALLA
Tel. No. (02) 997-9070

MODULE 3:

MODULE SCHEDULE:
Synchronous Meeting:
schedule per class (once a
week)
Asynchronous Meeting:
5hrs. /week

LEARNING OBJECTIVES: After completing this module, you should be able to:
1. Evaluate and express scores in summation notation
2. Contrast central tendency and variability
3. Differentiate mean, median and mode and their properties
4. Compute for the three measures of central tendency
5. Define the different measures of location
6. Compute for the quartile, decile, percentile and percentile rank
7. Convert scores into fractiles

INPUT INFORMATION

TOPICS:
➢ Summation Notation
➢ Measures of Location for Ungrouped and Grouped Data
o Measures of Central Tendency
▪ Mean
▪ Median
▪ Mode
o Other Measures of Location/Fractiles
▪ Quartile
▪ Decile
▪ Percentile

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Tel. No. (02) 997-9070

Summation Notation
Mathematical symbol are useful
especially in writing formulas. The most
common symbol or notation used in
Statistics is the summation notation or
simply summation (Σ )
There are numerous formulas in Statistics
which makes use of aggregate values
obtained from scores or observations. To
denote these aggregate values, the symbol Σ
(Greek letter “sigma”) is adopted. The
expression
𝒏

∑ 𝑿𝒊
𝒊=𝟏
Is read “the summation of x sub i, where i
ranges from 1 to n.” If we are to expand this,
we assume that there are n x’s which we are
going to add. Thus,
𝑛

∑ 𝑋𝑖= 𝑋1 + 𝑋2 + 𝑋3 +...+ 𝑋𝑛
𝑖=1

Example 1. Express the following in summation notation

a. X1 + X2 + X3 + … + X100
100

∑ 𝑋𝑖
𝑖=1
b. A12 + A22 + A32 + … + A112 =
11

∑ 𝐴𝑖 2
𝑖=1
c. (Y4 + 5) + (Y5 + 5) + (Y6 + 5) + … + (Y20 + 5)
20

∑൫𝑌𝑖 + 5൯
𝑖=4
d. X7Y7 + X8Y8 + X9Y9 + … + X70Y70
70

∑ 𝑋𝑖 𝑌𝑖
𝑖=7

Example 2. Expand the following

15

𝑎. ∑൫𝐴𝑖 + 5൯ = ൫𝐴2 + 5൯ + ൫𝐴3 + 5൯ + ൫𝐴4 + 5൯+ . . . +(𝐴15 + 5)

𝑖=2

15

𝑏. ∑ 𝐴𝑖 + 5 = 𝐴2 + 𝐴3 + 𝐴4 + . . . +𝐴15 + 5
𝑖=2

50

𝑐. ∑ 𝑋𝑖 3 = 𝑋7 3 + 𝑋8 3 + 𝑋9 3 + . . . +𝑋50 3
𝑖=7

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3
50
3
𝑑. ቌ∑ 𝑋𝑖 ቍ = ൫𝑋7 + 𝑋8 + 𝑋9 +. . . +𝑋50 ൯
𝑖=7
5

𝑒. ∑൫𝐴𝑖 + 𝐵𝑖 ൯ = (𝐴2 + 𝐵2 ) + ൫𝐴3 + 𝐵3 ൯ + (𝐴4 + 𝐵4 ) + ൫𝐴5 + 𝐵5 ൯

𝑖=2

Example 3. Given the following: X1 = 2 X2 = 4 X3 = 5

Y1 = 1 Y2 = 3 Y3 = 7
Evaluate:
1. σ 𝑋𝑖 = X1 + X2 + X3
=2+4+5
= 11
2. σ൫𝑋𝑖 + 3൯ = (X1 + 3) + (X2 + 3) + (X3 + 3)
= (2 + 3) + (4 + 3) + (5 + 3)
=5+7+8
= 20
3. σ 𝑋𝑖 + 3 = X1 + X2 + X 3 + 3
= 2 + 4 + 5 +3
= 14
4. σ൫𝑋𝑖 + 𝑌𝑖 ൯ = ൫𝑋1 + 𝑌1 ൯ + ൫𝑋2 + 𝑌2 ൯ +൫𝑋3 + 𝑌3 ൯
= (2 + 1) + (4 + 3) + (5 + 7)
= 3 + 7 + 12
= 22
5. σ 𝑋𝑖 𝑌𝑖 = X1Y1 + X2Y2 +X3Y3
= (2) (1) + (4) (3) + (5) (7)
= 2 +12 + 35
= 49
2
6. σ 3𝑋𝑖 = 3(X1)2 + 3(X2)2 + 3(X3)2
= 3(2)2 + 3(4)2 + 3(5)2
= 3(4) + 3(16) +3(25)
= 12 + 48 + 75
= 135

MEASURES OF CENTRAL TENDENCY

Data may be appropriately described by
considering some measures of location,
namely: the mean, median, mode, and some
fractiles.
There are times when we are interested to
know one' s average grade in Mathematics, the
average weekly allowance of third year high school
students, the average daily expenditures of a family of
5 members, the average daily consumption of water of a certain barangay, the average number of
moviegoers after 5:00 0' clock in the afternoon at the South Mall, the average number of commuters in a
particular bus stop between 7:00 0' clock and 8:00 0' clock in the morning, and the batting average of the
best Filipino baseball player. To do this, we need more information about the set of data. In this topic, we
shall learn how to describe data. In particular, we shall be concerned with finding the average of a
particular data set.
Measures of central tendency are numerical descriptive measures which indicate or locate the
center of the distribution or data set
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Tel. No. (02) 997-9070

A measure of central tendency is an observation or score which represent or typifies a

distribution. It is a generally referred to as an average.
There are three most commonly used of measures of central tendency, namely, the mean,
median, and mode.

Mean ( 𝒙
ഥ)
The arithmetic mean, or simply mean,
denoted by ഥ𝑥 , is a measure of central
tendency which is obtained by taking the
sum of all the observations, and dividing this
sum by the number of observations. As such,
it is referred to as a computational
average.
The mean of the set of values or
measurements divided by the number of
measurements in the set.
Characteristics of the mean
o The mean is the most appropriate
measure of central tendency when the data are in the interval or ratio scale.
o There is only one value for the mean for a given set of values or measurements.
o The mean lies between the largest and smallest values or measurements.
o The mean is easily influenced by extreme values because all values contribute to the
average. If there are high values, the mean tends to be high also. If there are extremely
low values, the mean tends to be low also.

MEAN FOR UNGROUPED DATA

For ungrouped data, the mean has basic formula:

σ𝒙
ഥ𝒙 =
𝒏
Where: ഥ𝑥 = mean
σ𝑥 = sum of the measurements/scores
n = number of measurements/scores
Example 1: Suppose that a teacher chooses ten of her students whose scores in a 30-item test are as
follows:
15 25 18 15 20 25 18 18 20 25
σ𝒙 𝟏𝟓+𝟐𝟓+𝟏𝟖+𝟏𝟓+𝟐𝟎+𝟐𝟓+𝟏𝟖+𝟏𝟖+𝟐𝟎+𝟐𝟓
ഥ𝒙 = =
𝒏 𝟏𝟎
ഥ = 19.9 this means that the group has obtained an average score of 19.9 or has correctly answered
𝒙
about 20 items out of 30.

Example 2: Below are the travel time in minutes spent by Mario in going to school last week. Compute
for the mean and interpret.

Day Time spent in travelling

Monday 60 minutes
Tuesday 45 minutes
Wednesday 50 minutes
Thursday 53 minutes
Friday 47 minutes

σ𝑥 60+45+50+53+47
𝑥̅ = 𝑛 = 5
= 51 minutes
Based on the computed mean, on the average, Mario spent 51 minutes in going to school

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Tel. No. (02) 997-9070

WEIGHTED MEAN
Occasionally, we want to find the mean of a set of values wherein each value or measurement has
a different weight or degree of importance. We call this the weighted mean and the formula for
computing it is as follows:

σ 𝑋𝑊
𝑥̅ = σ𝑊
where: 𝑥̅ = mean
X = score/measurement/value
W = weight
The following are the steps to be followed in computing the weighted mean.
1. Multiply each value by its corresponding weight and get the sum of all these products.
This would be the value for σ 𝑋𝑊.
2. Add all the weights to get σ 𝑊.
3. Substitute the values obtained in step 1 and 2 in the formula for finding the mean.

Example 1: Here are the grades obtained by a student in the different criteria for grading. The
weight for each criterion are given.

Criteria Grades (X) Weight (W) XW

Long Test 80 3.0 240
Quizzes 85 2.0 170
Departmental Test 82 2.5 205
Class Participation 88 1.5 132
Activity/Projects 85 1.0 85
Total σ 𝑊=10.0 σ 𝑋𝑊 =832

σ 𝑋𝑊
Applying the formula 𝑥̅ = σ𝑊
832
𝑥̅ =
10
𝑥̅ = 83.2
This means that, in consideration of all criteria with their respective weights, the grade of the
student is generally 83.

Example 2: Suppose a researcher would like to ascertain the frequency with which a teacher does some
tasks as perceived by her students. The students were asked to check the appropriate column
corresponding to their perception as to whether each task is done ALWAYS, OFTEN, SOMETIMES,
RARELY or NEVER. Weights are assigned as follows.

Description Weight
Always (A) 5
Often (O) 4
Sometimes (S) 3
Rarely (R) 2
Never (N) 1

Task A(5) O S (3) R(2) N(1) ഥ

𝒙 Verbal
(4) Interpretation
1. The teacher explains the 5 25 16 4 2 3.66 Often
lesson well.
2. The teacher conducts drill and 9 12 20 8 1 3.40 Sometimes
review.
3. The teacher is punctual in 2 3 11 26 8 2.30 Rarely
coming to class
4. The teachers explains her 27 10 7 6 0 4.16 Often
basis for grading.
5. The teacher allows her 3 4 9 10 24 2.04 Rarely
students to ask questions.

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σ 𝑋𝑊
Using the formula 𝑥̅ = 𝑛 , and 50 students were asked to answer the questionnaire, the mean for
each task is obtained as follows:
For task 1:
5(5)+25(4)+16(3)+4(2)+2(1)
𝑥̅ = 50
= 3.66
For task 2:
9(5)+12(4)+20(3)+8(2)+1(1)
𝑥̅ = 50
= 3.40
The rest are left for you to do.😊😊😊
The means are then interpreted according to the weight assigned. Thus, it is indicated that the teacher
often explains well, but conducts drill and review sometimes.

MEAN FOR GROUPED DATA

Grouped data which have been arranged in a frequency distribution table. To compute the mean for
grouped data, we can use two formulas, namely:
o The Classmark Formula
o The Coded formula

The Classmark Formula/Midpoint Formula

σ 𝒇𝑿𝒎
ഥ=
𝒙 where: X = measurement or score
𝒏
f = Frequency
𝑋𝑚 = Classmark/Midpoint
n = total frequency
The steps in computing the mean using midpoint formula are as follows:
1. Construct the column for the Classmark (𝑋𝑚 ).
2. Multiply each classmark by its corresponding frequency. This will be entered in the column
for fXm.
3. Get the sum of the values obtained in Step 2 to get σ 𝑓𝑋𝑚
4. Substitute the obtained values in step 3 in the formula to find the mean.

Example:
Below is the frequency distribution of the scores of 50 students in Statistics

Table 1. 0
Frequency Distribution table for the Scores of 50 Students in Statistics

Class Interval Frequency Class Mark / fXm

(ci) (f) Midpoint
(Xm)
45 - 50 4 47.5 190.0
39 - 44 7 41.5 290.5
33 – 38 8 35.5 284.0
27 – 32 11 29.5 324.5
21 – 26 4 23.5 94.0
15 – 20 8 17.5 140.0
9 – 14 7 11.5 80.5
3–8 1 5.5 5.5
c=6 n = 50 σ 𝑓𝑋𝑚 =1409

σ 𝒇𝑿𝒎 1409
ഥ=
𝒙 = = 28.18 This indicate that the average score in statistics of the group of 50
𝒏 50
students is 28.

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The Coded Formula/Class Deviation Formula

The computation of the mean can be facilitated by using the coded formula which is shown below:

σ 𝒇𝒅
ഥ = Xo + (
𝒙 )c where: 𝑥̅ = mean
𝒏
Xo = assumed mean/midpoint of the class interval with
zero deviation
f = frequency
d = coded deviation/class deviation
n = total frequency
c = class size/width
To find the mean using the coded formula, the following procedure may be employed.
1. Choose the class interval where you want to assume the mean to be. You may choose the middle
class interval, or the one with the largest frequency, or any interval for that matter. There is no
wrong assumption
2. Construct a column for the deviation (d). This is done by putting zero (0) as the deviation for the
assumed mean. For the class interval larger than the class interval which contains the assumed
mean, the deviation are 1, 2, 3, and so on. For the class interval smaller than the class interval
which contains the assumed mean, the deviations are -1, -2, -3, and so on in that order.
3. Multiply each frequency by the corresponding deviation to get the entries in the fd column.
4. Get the sum of the values obtained in step 3 to obtain σ 𝒇𝒅
5. Use the formula to compute the mean.
To illustrate how the coded formula is used in computing the mean, consider the data in the preceding
example.

Class Interval Frequency Deviation fd

(ci) (f) (d)
45 - 50 4 3 12
39 - 44 7 2 14
33 – 38 8 1 8
27 – 32 11 0 0 This is the mean class
21 – 26 4 -1 -4
15 – 20 8 -2 -16
9 – 14 7 -3 -21
3–8 1 -4 -4
c=6 n = 50 σ 𝒇𝒅=-11

27+32
Xo = 29.5 = ( ) σ 𝑓𝑑 = -11
2
n = 50 c =6

σ 𝒇𝒅 −𝟏𝟏
ഥ = Xo + (
𝒙 )c = 29.5+ ( 𝟓𝟎 ) (6)
𝒏
= 28.18

Thus, the class generally obtained 28 items correctly out of 50 items, which is 56% of the total
number of items, a fair result.
MEDIAN (𝒙
̃) (Md)
Another measure of central tendency which may be
used to describe a group is the median.
The median is an observation which divides a
distribution into two halves. As such, it is a
positional average.
The median is the value of a given set of measurements,
provided that the values or measurements are arranged
in an array. An array is an arrangement of
observations either from highest to lowest or from
lowest to highest.
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Characteristics of the MEDIAN

o The median is the most appropriate measure of central tendency for interval data.
o The median lies between the highest and lowest measurements
o There is only one value for the median in a given setoff measurements
o The median is not influenced by extreme scores
o The median is used when the middle value is desired. It is the value where 50% or half of the
distribution lies above it and 50% lies below it.

THE MEDIAN FOR UNGROUPED DATA

To find the median for ungrouped data, we first arrange the values or measurements in an array and
then get the middle value.
Example 1: The following are the ages of the mathematics instructor in XYZ College: 21, 23, 32, 28, 25,
50, 48. Compute the median.
We first arrange the data in an array
21, 23, 25, 28, 32, 48, 50
The middle score is 28, hence, the median is 28
̃ = 28
𝒙
Example 2: In an English test, eight students obtained the following scores: 10, 15, 12, 18, 16, 20, 12, 14.
Find the median.
We first arrange the scores in an array, that is,
10, 12, 12, 14, 15, 16, 18, 20
The middlemost scores are 14 and 15, to get the median, we need to get the average of the two
middle most scores.
𝟏𝟒+𝟏𝟓
̃=
𝒙 =14.5
𝟐

THE MEDIAN FOR GROUPED DATA

For grouped data, we have the following formula in finding the median:
𝒏
−<𝒄𝒇−𝟏
̃ = lb + (𝟐
𝒙 )c where: lb = lower boundary of the median class
𝒇𝒎
fm = frequency of the median class
< cf-1 = less than cumulative frequency below the median class
c = class size
n = total frequency
Here are the steps to be followed to compute the median of grouped data.
1. Construct the less than cumulative frequency
𝒏
2. Determine the median class. This is the class interval containing one half of the total frequency
𝟐
in the less than cumulative frequency column.
3. Use the formula to find the median.

Class Interval Frequency < cf

(ci) (f)
45 - 50 4 50
39 - 44 7 46
33 – 38 8 39
27 – 32 11 31 This is the median class
21 – 26 4 20
15 – 20 8 16
9 – 14 7 8
3–8 1 1
c=6 n = 50

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𝒏 𝟓𝟎
Compute for = =25 Look for 25 in the < cf, if not found get the next higher cf thus, 31 is used.
𝟐 𝟐
Median class = 27 – 31
𝑛
lb =26.5 < cf-1 = 20 fm = 11 2
= 25 c=6

𝒏
−<𝒄𝒇−𝟏
̃ = lb + (𝟐
𝒙 )c
𝒇𝒎
𝟐𝟓−𝟐𝟎
= 26.5 + ( ) (6)
𝟏𝟏
̃ = 29.23
𝒙

MODE (𝒙
ෝ) (Mo)

Another measure of central tendency is the

mode. It is not widely used as the mean or
median. However, there are instances in
which the mean or the median cannot be
employed, and the mode is necessarily used.
Mode is the value which occurs most frequent
in a set of measurement or values
Mode is the value in a distribution with the
highest frequency. As the most frequent
occurring score, it is a nominal average.

Characteristics of the mode:

➢ The mode is the most appropriate
measure of central tendency when the
data are nominal in scale
➢ The mode is the least reliable among
the measures of central tendency because its value is undefined in some distributions.
➢ The mode is used when we want to find the value which occurs most often.
➢ The mode is a quick approximation of the average the mode is sometimes referred to as an
inspection average.

THE MODE FOR UNGROUPED DATA

The Mode for ungrouped data is fairly easy to find. It is just the value or measurement which occurs the
most number of times. In other words, it is the most popular value. A distribution may have only one
mode. In this case, the distribution is said to be unimodal. Data that have two values for the mode are
said to be bimodal, for three values, trimodal. It is also possible that the set of data is multimodal if there
are more than three values for the mode. If all the scores in a set of data occur only once, then the set of
data has no mode.
: The data on the number of times 10 mothers go to market are shown below. Find the mode.
Mother A B C D E F G H I J
NO. of times mother goes to market 2 1 3 3 1 3 2 3 3 2
𝒙 = 3, this means that the majority of the mothers go to market three times a week
ෝ
Example 2: The frequency distribution of the highest educational attainment of 70 fathers are illustrated.
Find the mode.
Educational Attainment Number of Fathers
No education 2
Elementary school undergraduate 5
Elementary school graduate 7
High school undergraduate 9
High school graduate 11
College undergraduate 25
College graduate 8
Post graduate 3
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ෝ = 25 college undergraduate
𝒙
Example 3: Find the mode of the following measurements: 20, 15, 20, 14, 18, 15, 6
ෝ = 20 and 15
𝒙
Example 4: Find the mode for the set of scores of 8 students: 5, 3, 10, 6, 9, 8, 4, 2
𝒙 = no mode
ෝ

THE MODE FOR GROUPED DATA

Although it has previously mentioned that the mode is not the most preferred measure of central
tendency for a set of quantitative data, it pays to know how the mode is calculated from a frequency
distribution

The formula for finding the mode is:

𝚫𝟏
ෝ = lb + ቀ
𝒙 ቁ𝒄
𝚫𝟏+𝚫𝟐
where:
lb = lower boundary of the modal class
Δ1 = difference between modal class frequency and the frequency of the next lower
class interval
Δ2 = difference between modal class frequency and the frequency of the next higher
class interval
c = class size
Steps in finding the mode of grouped data:
1. Find the modal class. This is the class with the highest frequency.
2. Use the formula to find the mode

Let us use the same frequency in our previous example to calculate how the mode is calculated.

Class Interval Frequency

(ci) (f)
45 - 50 4
39 - 44 7
33 – 38 8
27 – 32 11 This is the modal class
21 – 26 4
15 – 20 8
9 – 14 7
3–8 1
c=6 n = 50

Modal class: 27 – 32
lb = 26.5 Δ1 = 11 – 4 = 7 Δ2 = 11 – 8 = 3 c=6

𝚫𝟏
ෝ = lb + ቀ
𝒙 ቁ𝒄
𝚫𝟏+𝚫𝟐
7
= 26.5 + ቀ7+3ቁ6
ෝ = 30.7 approximately, 31 is the frequent score.
𝒙

Another method of finding the mode is a direct application of the formula below, if the mean and median
are previously known.

̃ - 2𝒙
ෝ = 3𝒙
𝒙 ഥ or Mo = 3Md - 2𝒙
ഥ

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Example: Based on the values of the mean and median in the previous example which is 28.18 and 29.23
respectively, find the value of the mode.

𝒙 ̃ - 2𝒙
ෝ = 3𝒙 ഥ ഥ = 28.18
𝒙 ̃ = 29.23
𝒙
= 3(29.23) – 2(28.18)
ෝ = 31.33 approximately, 31 is the frequent score
𝒙

The two values of the mode are 30.7 and 31.33 which are not very far from each other. This
implies that any of the formula discussed may be used whichever is practical at the moment.

OTHER MEASURES OF LOCATION (Fractiles)

The measure of tendency is a measure of location. It indicates the
center of the distribution or the center of the given data. Other
descriptive measures which are used to locate the position of values
or scores in the distribution are quartiles, deciles, and percentiles.
Also known as FRACTLES.
It has been previously mentioned that the median is a
positional average. There are other measure which are due to their
position in an array. They are generally referred to as the measure
of location or fractiles.
Fractiles are measures of location or position which include
not only central location but also any position based on the number of equal divisions in a given
distribution. If we divide the distribution into four equal divisions, then we have quartiles denoted by
Q1, Q2, Q3, and Q4. The most commonly used fractiles are the quartiles, deciles, and percentiles.

MEASURES OF LOCATION (FRACTILES)

1. QUARTILES are observations which divide a distribution into four equal parts. There are 3
quartiles, namely Q1, Q2, and Q3.
2. DECILES are observations that divides the distribution into ten equal parts. There are 9 deciles,
D1, D2, D3… D9.
3. Percentiles are observations that divides a distribution into 100 equal parts. There are 99
percentiles, namely P1, P2, P3, …, P98, P99

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Tel. No. (02) 997-9070

FRACTILES FOR UNGROUPED DATA

The formula for each fractiles is given below:
𝑖 (𝑛+1)
QUARTILE Qi = 4 th value of the observation/term

𝑖 (𝑛+1)
DECILE Di = 10
th value of the observation/term

𝑖 (𝑛+1)
PERCENTILE Pi = 100
th value of the observation/term

Example 1: Calculate Q1, Q3, D1, D7, P35, and P90 for the following IQ scores of 20 students:
87 90 95 96 97 98 98 99 100 100 100 100 101 101 102 102 102 103 107 110

Make sure that the data is in an array.

n = 20
1 (20+1)
a. Q1 = = 5.25th term 5th term = 97
4
6th term = 98
Remainder = 0.25
Q1 = 5th term + (6th term – 5th term) (remainder)
Q1 = 97 + (98 – 97) (0.25)
Q1 = 97.25

3 (20+1)
b. Q3 = 4
= 15.75th term 15th tem = 102
16th term = 102
Remainder = 0.75
Q3 = 15th term + (16th term – 15th term) (remainder)
Q3 = 102 + (102- 102) (0.75)
Q3 = 102

1 (20+1)
c. D1 = = 2.1st term 2nd term = 90
10
3rd term = 95
Remainder = 0.1
D1 = 2nd term + (3rd term – 2nd term) (remainder)
D1 = 90 + (95 – 90) (0.1)
D1 = 90.5
7 (20+1)
d. D7 = 10 = 14.7th term 14th term = 101
15th term = 102
Remainder = 0.7
D7 = 14th term + (15th term – 14th term) (remainder)
D7 = 101 + (102 – 101) (0.7)
D7 = 101.7

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35 (20+1)
e. P35 = 100
= 7.35th term 7th term = 98
8th term = 99
Remainder = 0.35
P35 = 7th term + (8th term – 7th term) (remainder)
P35 = 98 + (99 – 98) (0.35)
P35 = 98.35

90(20+1)
f. P90 = 100
= 18.9th term 18th term = 103
19th term = 107
Remainder = 0.9
P90 = 18th term + (19th term – 18th term) (remainder)
P90 = 103 + (107 – 103) (0.9)
P90 = 106.6

FRACTILES FOR GROUPED DATA

If instead of an array, a frequency distribution is given, the manner of computing the percentile score
is similar with that of the median.
𝒏
−<𝒄𝒇−𝟏
̃ = lb + (
𝒙 𝟐
)c
𝒇𝒎
𝒏 𝒊𝒏 𝒊𝒏 𝒊𝒏
Md = Qi = Di = Pi =
𝟐 𝟒 𝟏𝟎 𝟏𝟎𝟎
Let us illustrate the application of formula by using the previous example.

Class Interval Frequency < cf

(ci) (f)
This is the P95 class
45 - 50 4 50
39 - 44 7 46
33 – 38 8 39
This is the D6 class
This is the P45 class
27 – 32 11 31
This is the D4 class
21 – 26 4 20
This is the Q1 class
15 – 20 8 16

9 – 14 7 8

3–8 1 1
c=6 n = 50

Find the value of Q1, D4, D6, P45, and P95.

1. To find Q1 class
1 (𝑛) 1 (50)
Q1 class = 4 = 4 = 12.5, look for it in the < cf, if none, get the next higher < cf
Q1 class interval = 15 – 20 lb = 14.5 < cf-1 = 8 fQ1 = 8 c=6
𝒏
−<𝒄𝒇−𝟏 𝟏𝟐.𝟓−𝟖
Q1 = lb + ( 𝟒
)c = 14.5 + ቀ ቁ𝟔
𝒇𝑸𝟏 𝟖
Q1 = 17.88

2. To find D4 class
4 (𝑛) 4 (50)
D4 class = 10 = 10 = 20, Look for it in the < cf

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Tel. No. (02) 997-9070

D4 class interval = 21 – 26 lb =20.5 < cf-1 = 16 fD3 = 4 c=6

𝟒𝒏
−<𝒄𝒇−𝟏 𝟐𝟎−𝟏𝟔
D4 = lb + ( 𝟏𝟎
𝒇𝑫𝟒
) c = 20.5 + ቀ 𝟒 ቁ𝟔
D4 = 26.5

3. To find D6 class
6 (𝑛) 6 (50)
D6 class = 10 = 10 = 30, look for it in the < cf, if none, get the next higher < cf
D6 class interval = 27 – 36 lb = 26.5 < cf-1 = 20 fD6 = 11 c=6
𝟔𝒏
−<𝒄𝒇−𝟏 𝟑𝟎−𝟐𝟎
D6 = lb + (𝟏𝟎 𝒇𝑫𝟔
) c = 26.5 + ቀ 𝟏𝟏
ቁ𝟔
D6 = 31.95

4. To find P45 class

45 (𝑛) 45 (50)
P45 class = = = 22.5, look for it in the < cf, if none, get the next higher < cf
100 100
P45 class interval = 27 – 32 lb = 26.5 < cf-1 = 20 fP45 = 11 c=6
𝟒𝟓𝒏
−<𝒄𝒇−𝟏 𝟐𝟐.𝟓−𝟐𝟎
P45 = lb + ( 𝟏𝟎𝟎
𝒇𝑷𝟒𝟓
) c = 26.5 + ቀ 𝟏𝟏
ቁ𝟔
P45 = 27.86

5. To find P95 class

95 (𝑛) 95 (50)
P95 class = 100 = 100 =47.5, look for it in the < cf, if none, get the next higher < cf
P95 class interval = 45 – 50 lb = 44.5 < cf-1 = 46 fP95 = 4 c=6
𝟗𝟓𝒏
−<𝒄𝒇−𝟏 𝟒𝟕.𝟓−𝟒𝟔
P95 = lb + (𝟏𝟎𝟎 𝒇 ) c = 44.5 + ቀ 𝟒
ቁ𝟔
𝑷𝟗𝟓

P95 = 46.75

LEARNING ACTIVITIES
1. Express the following in summation notation:
a. 4A12 + 4A22 + 4A32 + 4A42 + 4A52
b. (5 – X2) + (5 – X3) + (5 – X4) +… + (5 – X50)
c. Y3Z3 + Y4Z4 + Y5Z5 + … + Y20Z20 +25
2. Expand the following:
13

𝑎. ∑(𝑀𝑖 + 3)
𝑖=5
100

𝑏. ∑ 𝑆𝑖 3
𝑖=1
25

𝑐. ∑ 𝐴𝑖 5 𝐵𝑖 + 2
𝑖=10
3. Given the following values:
X1 = 4 X2 = 2 X3 = 3 X4 = 1
Y1 = 3 Y2 = 4 Y3 = 2 Y4 = 5
Evaluate the following:
a. σ 5𝑋𝑖
b. σ 𝑌𝑖 2
c. (σ 𝑋𝑖 )2
d. σ(𝑌𝑖 + 5)
e. σ 𝑌𝑖 + 5
4. The following are the ages of working students in one of the fast-food chains: 18, 20, 21, 18, 20, 18, 22,
24, 27, 25.
Compute for the following: (Use the formula for ungrouped data)

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PSYCHOLOGY SOCIETY
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Tel. No. (02) 997-9070

a. mean
b. median
c. mode
d.Q3
e. D6
f. P25
g. P90
5. The grade in Psychological Statistics of a class in a preliminary exam are as follows: Complete the table.
Grades No. of Midpoint Deviation
(CI) students (Xm) fXm d fd < cf
(f)
90 – 92 3
87 – 89 5
84 – 86 10
81 – 83 12
78 – 80 15 79 1185 0 0 30
75 – 77 9
72 – 74 4
69 – 71 2
C = ______ n = _____ ∑ 𝑓𝑋 = ∑ 𝑓𝑑 =
𝑚

Solve for the following: Use the formula for grouped data.

a. 𝑥̅ f. D4
b. 𝑥̃ g. D9
c. 𝑥̂ h. P65
d. Q1 i. P80
e. P30 j. P99

ASSESSMENT/ EVALUATION
Quiz using Google form (link)

ASSIGNMENT
1. Study:
a. Measure of Dispersion for ungrouped and group data
1. Range and Semi-interquartile range
2. Standard deviation
3. Variance
4. Standard Error of Mean
5. Coefficient of Variation

LEARNING RESOURCES
Textbooks:

Myers, A. & Hansen, C. (2017) Experimental Psychology. Pasig City: Cengage Learning.
McGuigan F.J. (2004). Experimental Psychology: Methods of Research (7th ed.). Singapore:
Pearson Education South Asia Pte. Ltd.

Online Resources:
https://prezi.com/htvok70eidre/chapter-1-experimental-psychology-and-the-scientific-
method/

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