MLS 054: Biostatistics and Epidemiology

Student Activity Sheet #6

Name: _____________________________________________________________ Class number: _____

Section: ____________ Schedule: ______________________________________ Date: _______________

Lesson title: Graphs and Charts Materials:

Activity Sheet
References:
Lesson Objectives: At the end of this session, I will be able to:
J. Susan Milton and Jessie C. Arnold,
1. Identify the difference between graphs and charts; and Introduction to Probability and Statistics:
2. Draw and construct a graphs or charts in relation to the Principles and Applications for
Engineering and the Computing Sciences,
given raw data or ungroup data. 4th Ed., McGraw-Hill, 2004
https://www.scribbr.com/methodology/typ
es-of-variables/

Productivity Tip:
Pick one task and then do it.
Pick One Thing and Do It to Done Avoid starting that next task until you complete the one you are
working on. Then check it off your list before you begin another task. Besides feeling great,
you will have closure before taking on your next to do.

A. LESSON PREVIEW/REVIEW
INTRODUCTION

Graphs and charts are visuals that show relationships between data and are intended to
display the data in a way that is easy to understand and remember. People often use graphs and
charts to demonstrate trends, patterns and relationships between sets of data. Graphs may be
preferable to display certain types of data, while charts are ideal for others. The chart or graph you
choose will often depend on the key points you want others to learn from the data you’ve collected.
While many people use ‘graph’ and ‘chart’ interchangeably, they are different visuals. Charts
are tables, diagrams or pictures that organize large amounts of data in a clear and concise way.
People use charts to interpret current data and make predictions. Graphs, however, focus on raw
data and show trends over time.

This document is the property of PHINMA EDUCATION

 MLS 054: Biostatistics and Epidemiology
Student Activity Sheet #6

Name: _____________________________________________________________ Class number: _____

Section: ____________ Schedule: ______________________________________ Date: _______________

B. MAIN LESSON
Activity 1: Content Notes

The Three Most Commonly Used Graphs in Research

1. Histogram – is a graph that displays the data by using vertical bars of various heights to
represent the frequencies

2. Frequency Polygon – is a graph that displays the data by using lines that connect points
plotted for the frequencies at the midpoints of the classes

3. Cumulative Frequency Graph or Ogive– a graph that can be used to represents the
cumulative frequencies for the classes in a frequency distribution

There are several types of graphics. The choice depends on the type of data collected and
the information you want to transmit. Each has a set of advantages and disadvantages. The
following table summarizes the main types of graphs available. The knowledge of each one of them
is fundamental for a correct reading of the information they contain.

This document is the property of PHINMA EDUCATION

 MLS 054: Biostatistics and Epidemiology
Student Activity Sheet #6

Name: _____________________________________________________________ Class number: _____

Section: ____________ Schedule: ______________________________________ Date: _______________

Name and Image Description Advantages Disadvantages

The height of the

bars shows the
frequency. The Allows you to
It can only be
bars can be easily
used to
vertical or compare. It
convey simple
horizontal. There has strong
information.
is an empty visual impact
space between
the bars

Lets you
compare Can not be
For each value
different data used for
of the variable a
groups for variables that
group of bars
the same have a lot of
appears.
values of the data.
variable.

The data are

Very Gives little
represented by
attractive. information.
symbols related
Great visual Little
to the object
impact. precision.
under study.

This document is the property of PHINMA EDUCATION

 MLS 054: Biostatistics and Epidemiology
Student Activity Sheet #6

Name: _____________________________________________________________ Class number: _____

Section: ____________ Schedule: ______________________________________ Date: _______________

Allows for
various types
They are formed of It does not
by lines. On the comparisons. easily identify
horizontal axis is It allows the continuity
the time studying the of the
variable. variation of a variation.
variable over
time.

It is not
The data are All data appears advisable
divided into two on the chart. It
is not necessary when there
parts: the stem
to build a are many or
and the leaves.
frequency table few stems. It
The stem is on beforehand. It gives little
the left side of gives a visual information in
the vertical trace interpretation of
how the data is
case the data
and the leaves
distributed. is very
on the right side.
scattered.

It is useful It should only

A circle is when the be used when
divided into ratios the variable
sectors. The analysis is takes few
amplitude of more values. A
each sector is important single chart
proportional to than the does not
the actual value. allow you to
corresponding It has a compare two
frequency. strong visual groups of
impact. data

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 MLS 054: Biostatistics and Epidemiology
Student Activity Sheet #6

Name: _____________________________________________________________ Class number: _____

Section: ____________ Schedule: ______________________________________ Date: _______________

It is a bar graph in Difficult to

which the height For certain
construct
of these bars is situations, it
when the
proportional to the is the only
amplitude of
frequency. There correct way
the intervals
is no space to present
is different.
between bars. It is the data. The
only used if the
However, with
histogram
variable is graphing
gives an idea
quantitative and calculators or
of how the
the scale of the computers,
data is
values is this problem
distributed.
continuous. is overcome.

Lets you
It is a line graph Difficult
compare
that is obtained manual
histograms
by joining the construction.
using only
midpoints of the Using
the
upper base of technology,
respective
the rectangles of this problem
frequency
the histogram. is overcome.
polygons.

For its
construction it
It consists of a
is necessary
rectangle and
For a simple to know: the
two straight
observation, minimum, the
segments. About
it gives an maximum, the
50% of the data
idea of how median
is within the
the data is (middle
rectangle, 25%
distributed. quartile), the
to the right and
lower and the
25% to the left.
upper
quartile.

This document is the property of PHINMA EDUCATION

 MLS 054: Biostatistics and Epidemiology
Student Activity Sheet #6

Name: _____________________________________________________________ Class number: _____

Section: ____________ Schedule: ______________________________________ Date: _______________

Activity 2: Skill-building Activities

Exercise No. 1. Label the following:

Exercise No. 2:

1. Which month had the highest temperature?___________________

2. Which month had the lowest temperature? ____________________
3. April and May have the same average temperature as June and July?__________________

Exercise No. 3:
The number of injuries suffered by the members of a soccer team in a league were
0 1 2 1 3 0 1 0 1 2 0 1 1 1 2 0 1 3 2 1 2 1 0 1

1. Construct the frequency distribution table of the sample.

2. Draw the bar chart of the sample and the polygon.

This document is the property of PHINMA EDUCATION

 MLS 054: Biostatistics and Epidemiology
Student Activity Sheet #6

Name: _____________________________________________________________ Class number: _____

Section: ____________ Schedule: ______________________________________ Date: _______________

3. Draw the cumulative frequency bar chart and polygon.

Activity 4: Check for Understanding

Identify:

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 MLS 054: Biostatistics and Epidemiology
Student Activity Sheet #6

Name: _____________________________________________________________ Class number: _____

Section: ____________ Schedule: ______________________________________ Date: _______________

C. LESSON WRAP-UP
Activity 4: Thinking about Learning

Congratulations for finishing this module! Shade the number of the module that you finished.
1. Write 1 important things you learned:
_________________________________________________________________________
2. Write 2 questions you have about the lesson:
_________________________________________________________________________
_________________________________________________________________________
3. Write 3 suggestions you have about the session:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
FAQs
4. What chart to use for survey results?
• The general rule of thumb here is that bar charts are the most commonly used types of
graphs, and should be your go-to choice for most data visualization.
5. When to use pie chart?
• Pie charts are best to use when you are trying to compare parts of a whole. They do not
show changes over time.
6. What is pictograph?
• A Pictograph is a way of showing data using images. Each image stands for a certain number
of things.

This document is the property of PHINMA EDUCATION

 MLS 054: Biostatistics and Epidemiology
Student Activity Sheet #6

Name: _____________________________________________________________ Class number: _____

Section: ____________ Schedule: ______________________________________ Date: _______________

KEY TO CORRECTIONS
Answers to Skill-Building Exercises
Exercise No. 1:

Exercise No. 2:

1. August 2. February 3. No

Exercise No. 3:
1. Construct the frequency distribution table of the sample. (Ungrouped)
Number Fi
0 6
1 11
2 5
3 2
24

2. Draw the bar chart of the sample and the polygon.

20
10
Series1
0
0 1 2 3

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 MLS 054: Biostatistics and Epidemiology
Student Activity Sheet #6

Name: _____________________________________________________________ Class number: _____

Section: ____________ Schedule: ______________________________________ Date: _______________

3. Draw the cumulative frequency bar chart and polygon

15
10 Ser
5 ies
1
0
0123

Answers to Checking for Understanding:

1. D 2. A 3. C 4 B

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 MLS 054: Biostatistics and Epidemiology
Student Activity Sheet #5

Name: _____________________________________________________________ Class number: _______

Section: ____________ Schedule: ______________________________________ Date: _______________

Lesson title: Sampling Techniques Materials:

Activity Sheet, Calculator
Lesson Objectives: At the end of this session, I will be able to: References:
1. Identify, compare and contrast the different sampling J. Susan Milton and Jessie C. Arnold,
Introduction to Probability and Statistics:
techniques; and Principles and Applications for Engineering
2. Enumerate, illustrate, and apply the different sampling and the Computing Sciences, 4th Ed.,
McGraw-Hill, 2004
techniques.
https://www.scribbr.com/methodology/types-
of-variables/

Productivity Tip:
Focus on one goal at a time.
The best way to achieve your goals and change your life is by not changing your entire life, but
by focusing on just one thing at a time. Learn more now.

A. LESSON PREVIEW/REVIEW
INTRODUCTION

One of the most important parts of the research work that needs preparation and planning
in choosing the right and appropriate sampling method.

There are two types of sampling techniques the probability sampling and non-probability
sampling. The different between them is that in probability sampling every unit has a chance’ of
being selected, and that chance can be quantified. This is not true for non-probability sampling,
here every item in a population does not have an equal chance of being selected. Probability
sampling involves the selection of a sample from a population, based on the principle of
randomization or chance, it is also more complex, more time-consuming and usually more costly
than non-probability sampling.

B. MAIN LESSON
Activity 1: Content Notes

Methods of Sampling from Population

*Sampling is the process of getting a representative fraction of a population.
*Analysis of the sample gives an idea of the population.

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 MLS 054: Biostatistics and Epidemiology
Student Activity Sheet #5

Name: _____________________________________________________________ Class number: _______

Section: ____________ Schedule: ______________________________________ Date: _______________

Types of Probability Sampling

1. Simple random sampling is analogous to putting everyone's name into a hat and drawing
out several names. Each element in the population has an equal chance of occurring. While
this is the preferred way of sampling, it is often difficult to do. It requires that a complete list of
every element in the population be obtained.
o To prevent possibility of a bias or erroneous inference, random sampling is commonly
recommended. Under the concept of randomness, each member of the population has an
equal chance to be included in the sample.
o Lottery or fishbowl technique
n
o Probability of being is selected ( ) x 100
N

2. Systematic random sampling is easier to do than random sampling. In systematic sampling,

the list of elements is "counted off". That is, every kth element is taken. This is similar to lining
everyone up and numbering off "1,2,3,4; 1,2,3,4; 1,2,3,4; etc".
When done numbering, all people numbered 4 would be used.
◦ For example, if every 10th member is selected in the population, the samples would consist of
the 10th, 20th, 30th and so on.
𝐍
◦ Total population ÷ sample size = sampling interval  𝐊 =
𝐧
 10,000 ÷ 500 = 20 or every 20th element after the selected 1st element

3. Stratified sampling also divides the population into groups called strata. However, this time
it is by some characteristic, not geographically. For instance, the population might be
separated into males and females. A sample is taken from each of these strata using either
random, systematic, or convenience sampling.

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 MLS 054: Biostatistics and Epidemiology
Student Activity Sheet #5

Name: _____________________________________________________________ Class number: _______

Section: ____________ Schedule: ______________________________________ Date: _______________

◦ A proportionate number from each class or strata must be selected in order to eliminate bias.
◦ To get the right number of samples by using the Slovine’s formula
n = N / (1 + Ne2); e = margin of error (1% to 10%)

4. Cluster sampling is accomplished by dividing the population into groups -- usually

geographically. These groups are called clusters or blocks. The clusters are randomly
selected, and each element in the selected clusters are used.
• Cluster is used when the members of a population is too large. This method is sometimes
referred to as multistage sampling.

Types of Non-Probability Sampling

1. Convenience sampling is perhaps the easiest method of sampling, because participants are
selected based on availability and willingness to take part. Useful results can be obtained, but
the results are prone to significant bias, because those who volunteer to take part may be
different from those who choose not to (volunteer bias), and the sample may not be
representative of other characteristics, such as age or sex. Note: volunteer bias is a risk of all
non-probability sampling methods.

2. Quota sampling. This method of sampling is often used by market researchers. Interviewers
are given a quota of subjects of a specified type to attempt to recruit. For example, an
interviewer might be told to go out and select 20 adult men, 20 adult women, 10 teenage girls
and 10 teenage boys so that they could interview them about their television viewing. Ideally
the quotas chosen would proportionally represent the characteristics of the underlying
population.

3. Judgement (or Purposive) Sampling. Also known as selective, or subjective, sampling, this
technique relies on the judgement of the researcher when choosing who to ask to participate.
Researchers may implicitly thus choose a “representative” sample to suit their needs, or
specifically approach individuals with certain characteristics. This approach is often used by the
media when canvassing the public for opinions and in qualitative research.

4. Snowball sampling. This method is commonly used in social sciences when investigating
hard-to-reach groups. Existing subjects are asked to nominate further subjects known to them, so the
sample increases in size like a rolling snowball. For example, when carrying out a survey of risk behaviours
amongst intravenous drug users, participants may be asked to nominate other users to be interviewed.
Snowball sampling can be effective when a sampling frame is difficult to identify. However, by selecting
friends and acquaintances of subjects already investigated, there is a significant risk of selection bias
(choosing a large number of people with similar characteristics or views to the initial individual identified).

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 MLS 054: Biostatistics and Epidemiology
Student Activity Sheet #5

Name: _____________________________________________________________ Class number: _______

Section: ____________ Schedule: ______________________________________ Date: _______________

Bias in sampling. There are five important potential sources of bias that should be
considered when selecting a sample, irrespective of the method used. Sampling bias may be
introduced when:

1. Any pre-agreed sampling rules are deviated from

2. People in hard-to-reach groups are omitted
3. Selected individuals are replaced with others, for example if they are difficult to contact
4. There are low response rates
5. An out-of-date list is used as the sample frame (for example, if it excludes people who have
recently moved to an area)

Activity 2: Skill-building Activities

Exercise No 1: What type of sampling is this?

1. Each student at a school has a student identification number. Counselors have a computer
generate 50 random identification numbers and those students are asked to take a survey.
_____________________________________________________________________________________

2. A restaurant leaves comment cards on all of its tables and encourages customers to participate
in a brief survey to learn about their overall experience.
_____________________________________________________________________________________

Exercise No 2: Do any of the following use simple random sampling? Provide a brief explanation of how
each example uses this sampling method or not.
1. bingo game.
2. Canadian election.

3. Census.

Exercise No 3: Imagine that a local clothing manufacturer has 2,700 employees. The personnel
manager decides to ask the employees for suggestions on how to improve their workplace. It would take
too long to survey everyone, so the manager chooses to systematically sample 300 of the employees.
1. What would be the sampling interval?
2. If the number 8 was your first randomly drawn number, what would be the first 5 numbers of
your sample?

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 MLS 054: Biostatistics and Epidemiology
Student Activity Sheet #5

Name: _____________________________________________________________ Class number: _______

Section: ____________ Schedule: ______________________________________ Date: _______________

Activity 3: Check for Understanding

Identify the type of sampling to be used in each of the following.

1. Twenty participants were chosen in random from 1000 participants in the hypertension
treatment program.
2. Suppose we wish to conduct a clinical trial of a new treatment for diabetics. A small study of
this type will be conducted on 10 patients. Five patients will be chosen to the new therapy.
3. Every seventh customer entering a shopping mall asked to select his or he favorite store.
4. Mail carriers of a large city are divided into four groups according to gender and according to
whether they walk or ride on their route. Then 10 are selected from each group and
interviewed to determine whether they have been bitten by a dog.
5. Five taxpayers are randomly selected from each barangay.

C. LESSON WRAP-UP
Activity 4: Thinking about Learning

Congratulations for finishing this module! Shade the number of the module that you finished.

1. Write 1 important thing you learned:

_________________________________________________________________________

2. Write 2 questions you have about the lesson:

_________________________________________________________________________
_________________________________________________________________________
3. Write 3 suggestions you have about the session:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

FAQs
Complete the following statement with the best answers.
1. What are the four basic probability sampling methods?
-Simple Random sampling, Systematic Random Sampling, Stratified and Cluster Sampling
2. What sampling technique used to divide the population into groups that called strata?
-Stratified Sampling
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 MLS 054: Biostatistics and Epidemiology
Student Activity Sheet #5

Name: _____________________________________________________________ Class number: _______

Section: ____________ Schedule: ______________________________________ Date: _______________

3. What is snowball sampling?

-Snowball sampling is where research participants recruit other participants for a test or
study. It is used where potential participants are hard to find. It’s called snowball sampling
because (in theory) once you have the ball rolling, it picks up more “snow” along the way and
becomes larger and larger. Example, HIV positive as a sample.
4. What is the most common sampling technique in psychological research?
- The most commonly used sampling method in psychological research is
probably: Convenience sampling or purposive

KEY TO CORRECTIONS
Answers to Skill-Building Exercises
Exercise No.1:
1. Quota Sampling 2. Simple Random Sampling
Exercise No. 2: The following describes the type of sampling method used in activity 3.
1. A bingo game uses the simple random sampling method. All the numbers (total population)
are put into a barrel and the required number (sample) are drawn at random. Each item has
an equal chance of selection.
2. A Canadian election is an example of non-random sampling (volunteer sampling) because
each member of the population (18 years or older) can participate if they so desire.
3. A census does not employ simple random sampling because every member of the target
population must be included.
Exercise No. 3: Given the sample size of 300 survey participants from a population of
2,700 employees,
1. the sampling interval would be nine (2,700 ÷ 300 = 9).
2. the first 5 numbers of the sample would be 8, 17, 26, 35 and 44.
Answers to Checking for Understanding
1. Simple random Sampling 2. Purposive Sampling
3. Systematics Random Sampling 4. Stratified Sampling
5. Cluster Sampling

6
 MLS 054: Biostatistics and Epidemiology
Student Activity Sheet #4

Name: _____________________________________________________________ Class number: _______

Section: ____________ Schedule: _______________________________________ Date: _______________

Lesson title: Methods of Collecting Data Materials:

Lesson Objectives: At the end of this session, I will be able to:
1. Differentiate and apply the different methods of data
collection properly
2. Tabulate the advantages and disadvantages of each method
appropriately
Activity Sheet, Calculator
References:
Mendoza, Ophelia, Maridel Borja et. al.,2010.
Foundations of Statistical Analysis for the Health
Sciences, UP Manila.
Tomakin, Ferdinand Y., 2005. Elementary Statistics for
the Health Sciences. Statlink Research Training and
Development

Productivity Tip: Be consistent

If you try to cram, you’ll set yourself up for failure. It’s far more effective to get a little bit done every day
than it is to get a lot done in a single frantic studying binge. This is because your brain needs time to
shuffle all that information into your long-term memory – which it’ll do while you’re sleeping.

A. LESSON PREVIEW/REVIEW
INTRODUCTION
Data collection is a systematic process of gathering observations or measurements. Whether you are
performing research for business, governmental, or academic purposes, data collection allows you to
gain first-hand knowledge and original insights into your research problem.

While methods and aims may differ between fields, the overall process of data collection remains
largely the same. Before you begin collecting data, you need to consider:

• The aim of the research

• The type of data that you will collect
• The methods and procedures you will use to collect, store, and process the data

To collect high-quality data that is relevant to your purposes, follow these four steps.

Step 1: Define the aim of your research

Step 2: Choose your data collection method

Step 3: Plan your data collection procedures

Step 4: Collect the data

This document is the property of PHINMA EDUCATION

 MLS 054: Biostatistics and Epidemiology
Student Activity Sheet #4

Name: _____________________________________________________________ Class number: _______

Section: ____________ Schedule: _______________________________________ Date: _______________

B. MAIN LESSON
Activity 1: Content Notes

METHODS OF DATA COLLECTION

There are many ways of collecting data for research purposes or statistical analysis. However, there is
no method which can be regarded as the best because the choice for the most appropriate method to be used
depends on several factors like the research problem, the research design, the time and place of data collection
and of course, the source of the data or the respondents.

Here are the different methods of data collection and their characteristics:
Method Characteristics Data
1. Observation Most simple data collection technique. Data are Observational
obtained by observing the behavior of the subjects at a data
particular time of occurrence.
2. Experimental Very useful when the researcher wants to collect data Experimental
for cause and effect studies under controlled conditions. data
There is actual human interference with the situations
that can affect the variables under study.
1. Archival The researcher gathers or measures data from a Secondary data
primary source for publication. The data are already
existing in archives.
2. Registration The data are coming from the information in compliance Registration data
with existing laws.
3. Survey The desired information is obtained through asking Survey data
questions. This method can either be direct (personal
interview method) or indirect (questionnaire method).

5a. Personal There is a person to person contact between the

Interview interviewer and the interviewee. This is an effective
method of data collection because one can directly
obtain accurate and precise information and at the
same time, verify from the respondents the data. It has
a high response rate although it can be administered
only one at a time.

5b. Questionnaire This is the easiest method of data collection because

the data gathering tools can be administered to a large
number of respondents, simultaneously. However, it
has a lower response rate.

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 MLS 054: Biostatistics and Epidemiology
Student Activity Sheet #4

Name: _____________________________________________________________ Class number: _______

Section: ____________ Schedule: _______________________________________ Date: _______________

Activity 2: Skill-building Activities

Advantages and Disadvantages of the Data Collection Methods

Method Advantages Disadvantages
1. Observation 1. 1.

2. 1. 2.

2. Experimental 1. 1.

2. 2. 2.

4. Archival 1. 1.

2. 3. 2.

5. Registration 1. 1.

2. 4. 2.

6. Survey 1. 1.

2. 5. 2.

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 MLS 054: Biostatistics and Epidemiology
Student Activity Sheet #4

Name: _____________________________________________________________ Class number: _______

Section: ____________ Schedule: _______________________________________ Date: _______________

Activity 2. Statistics Attitude Scale (SAS)

Rate each of the following statements about your attitudes and feelings towards statistics according to the rating
scale below. This is not a test, so there are no right or wrong answers. For each item, check column SA if you
strongly agree with the statement; A if you agree; D if you disagree; and SD if you strongly disagree.

Statements SA S D SD
1. I like Statistics because I like numbers.
2. I am interested to learn more about Statistics.
3. I want to learn more on how to deal with statistical data.
4. I’d like to understand data in tables and graphs.
5. I find Statistics useful in interpreting facts and figures.
6. I don’t feel sure of myself in Statistics class.
7. I feel sleepy when thinking about figures and numbers,
8. I do not like numbers and computations.
9. I can not see much value in learning statistics.
10. It makes me nervous to even think about attending a statistics
class.

Activity 3: Check for Understanding

Define the following:
1) Survey
2) Response rate
3) Selection bias
4) Random sampling
5) Focus group discussions
6) Sample size

C. LESSON WRAP-UP
Activity 4: Thinking about Learning

1. If you would be asked to gather data about the life condition of pre-Hispanic Cebu, where would you go?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

2. What data collecting method would you use?

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

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 MLS 054: Biostatistics and Epidemiology
Student Activity Sheet #3

Name: _____________________________________________________________ Class number: _______

Section: ____________ Schedule: ______________________________________ Date: _______________

Lesson title: Data Collection and Scales of Measurement Materials:

Activity Sheet
Lesson Objectives: At the end of this session, I will be able to: References:
1. Identify, compare and contrast the different types of data; J. Susan Milton and Jessie C. Arnold,
Introduction to Probability and Statistics:
2. Enumerate the classification of data; Principles and Applications for Engineering
3. Apply the different types of variables in various fields of and the Computing Sciences, 4th Ed.,
McGraw-Hill, 2004
applications.
https://www.scribbr.com/methodology/types-
of-variables/

Productivity Tip:
Set small goals for the tasks. With every new project or assignment, the scope may seem too large.
But once you start breaking it down and realizing what can be accomplished, you’ll notice how each
part builds upon the other.

A. LESSON PREVIEW/REVIEW
INTRODUCTION

Statistical data or information can be gathered through different ways such as interviewing
people, observing or inspecting items, using questionnaires and checklists. The characteristics that is
being studied is called variable, A variable is a characteristic that takes two or more values which
varies across individuals.

A few of the variables found in psychological research include age, race, gender, intelligence,
personality type, attitudes, or political or political affiliation. Other examples of variables for people
are height, weight, marital status, eye color, etc. Other variables measure how load a noise is, how
much you are paid to do a kind of work, how potent a drug you consume, and how friendly someone
acts toward you.

B. MAIN LESSON
Activity 1: Content Notes
Types of Data in terms of Sources
(1) Primary data are the firsthand information which is collected, compiled and published by organizations
for some purpose. They are the most original data in character and have not undergone any sort of
statistical treatment.
Example: Population census reports are primary data because these are collected, complied and published
by the population census organization.
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 MLS 054: Biostatistics and Epidemiology
Student Activity Sheet #3

Name: _____________________________________________________________ Class number: _______

Section: ____________ Schedule: ______________________________________ Date: _______________

(2) The secondary data are the secondhand information which is already collected by an organization for
some purpose and are available for the present study. Secondary data are not pure in character and have
undergone some treatment at least once.
Example: An economic survey of England is secondary data because the data are collected by more than
one organization like the Bureau of Statistics, Board of Revenue, banks, etc.

CONSTANT VS. VARIABLE

Statistics deals with data, both qualitative and quantitative, which can either be constant or variables.
As earlier stated, data are either constant or variable. The value of constant data remains the same as in the
case of pull of gravity or speed of light. On the other hand, variables are categories which cannot be predicted
with certainty like the age of gestation or the smoking habit. Variables can be qualitative or quantitative.
Qualitative variables refer to categories which are simply used as labels to distinguish one group from
another like sex, religion or civil status. Quantitative variables are categories which can be measured and
ordered according to quantity, and where values can be expressed numerically such as birthweight, hospital
bed capacity, arm circumference, and population size.

Quantitative variables can be classified further as discrete or continuous. A discrete quantitative

variable assumes finite or countably infinite values. It can assume only integral values or whole numbers, like
hospital bed capacity, and household members. A continuous quantitative variable assumes values which
are associated with points on an interval of the number line, usually obtained through the process of
measurement with corresponding units. It can attain any value including fractions and decimals, such as
birthweight, and arm circumference.
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 MLS 054: Biostatistics and Epidemiology
Student Activity Sheet #3

Name: _____________________________________________________________ Class number: _______

Section: ____________ Schedule: ______________________________________ Date: _______________

Side notes:
Some variables are always qualitative in nature. Others, however, can be measured both as a
qualitative or a quantitative variable, depending on the data collection.
Example: Height
Qualitative: short Quantitative: 5 feet
Medium 5feet 8 inches
Tall 6 footer

Activity 1. Cite examples on the types of variables. These examples must not be found in the module. Write
your answers on the table provided below.
Types of Variables and their examples
Qualitative Discrete Quantitative Continuous Quantitative
1. 1. 1.
2. 2. 2.
3. 3. 3.
4. 4. 4.
5. 5. 5.

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 MLS 054: Biostatistics and Epidemiology
Student Activity Sheet #3

Name: _____________________________________________________________ Class number: _______

Section: ____________ Schedule: ______________________________________ Date: _______________

A. Quantitative Data or Numerical-represents amounts

Data that is expressed in numbers and summarized using statistics to give meaningful information is
referred to as quantitative data. Examples of quantitative data we could collect are heights, weights, or ages
of students.
When you collect quantitative data, the numbers you record represent real amounts that can be
added, subtracted, divided, etc. There are two types of quantitative variables: discrete and continuous.

B. Qualitative Data or Categorical-represents groupings

When we use data for description without measurement, we call it qualitative data. Examples
of qualitative data are student attitudes towards school, attitudes towards exam cheating and
friendliness of students to teachers. Such data cannot be easily summarized using statistics.

Experiments are usually designed to find out what effect one variable has on another – in our
example, the effect of salt addition on plant growth.
You manipulate the independent variable (the one you think might be the cause) and then
measure the dependent variable (the one you think might be the effect) to find out what this
effect might be.
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 MLS 054: Biostatistics and Epidemiology
Student Activity Sheet #3

Name: _____________________________________________________________ Class number: _______

Section: ____________ Schedule: ______________________________________ Date: _______________

You will probably also have variables that you hold constant (control variables) in order to focus
on your experimental treatment.

Levels of measurement
Statisticians often refer to the "levels of measurement" of a variable, a measure, or a

scale to distinguish between measured variables that have different properties. There are

four basic levels: nominal, ordinal, interval, and ratio.

1. Nominal

A variable measured on a "nominal" scale is a variable that does not really have any

evaluative distinction. One value is really not any greater than another. A good example of

a nominal variable is sex (or gender). Information in a data set on sex is usually coded as 0
or 1, 1 indicating male and 0 indicating female (or the other way around--0 for male, 1 for
female). 1 in this case is an arbitrary value and it is not any greater or better than 0. There is
only a nominal difference between 0 and 1. With nominal variables, there is a qualitative
difference between values, not a quantitative one.

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 MLS 054: Biostatistics and Epidemiology
Student Activity Sheet #3

Name: _____________________________________________________________ Class number: _______

Section: ____________ Schedule: ______________________________________ Date: _______________

2. Ordinal

Something measured on an "ordinal" scale does have an evaluative connotation. One

value is greater or larger or better than the other. Product A is preferred over product B,

and therefore A receives a value of 1 and B receives a value of 2. Another example might be
rating your job satisfaction on a scale from 1 to 10, with 10 representing complete
satisfaction. With ordinal scales, we only know that 2 is better than 1 or 10 is better than 9;
we do not know by how much. It may vary. The distance between 1 and 2 maybe shorter
than between 9 and 10.
3.Interval

A variable measured on an interval scale gives information about more or better as ordinal

scales do, but interval variables have an equal distance between each value. The distance

between 1 and 2 is equal to the distance between 9 and 10. Temperature using Celsius or
Fahrenheit is a good example, there is the exact same difference between 100 degrees and
90 as there is between 42 and 32. There is no absolute zero, this means that a − 20C is not
as opposite in temperature feel with 2 0C.
4. Ratio

Something measured on a ratio scale has the same properties that an interval scale has

except, with a ratio scaling, there is an absolute zero point. Weight is an example of this

kind of scale, 0 lbs. is a meaningful absence of weight. Your bank account balance is
another. Although you can have a negative or positive account balance, there is a definite
and nonarbitrary meaning of an account balance of 0.

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 MLS 054: Biostatistics and Epidemiology
Student Activity Sheet #3

Name: _____________________________________________________________ Class number: _______

Section: ____________ Schedule: ______________________________________ Date: _______________

Level of Measurement: Types of Data

Activity 2: Skill-building Activities

Exercise No. 1 Identify the following measures as either quantitative or qualitative:

1.__________________The high-temperature readings of the last 30 days.
2. __________________The scores of 40 students on an English test.
3. __________________The blood types of 120 teachers in a middle school.
4. __________________The last four digits of social security numbers of all students in a class.
5. __________________The numbers on the jerseys of 53 football players on a team.

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 MLS 054: Biostatistics and Epidemiology
Student Activity Sheet #3

Name: _____________________________________________________________ Class number: _______

Section: ____________ Schedule: ______________________________________ Date: _______________

Exercise No. 2
For each of the following five exercises, identify; Give examples where appropriate
a. the population:_____________________
b. the sample:________________________
c. the ratio:_____________________
d. the statistic:______________________
e. the experiment:_______________________

Exercise No. 3

Use Table to answer the following questions.

1. What is the proportion of deaths between 2007 and 2012?

2. What percent of deaths occurred before 2001?
3. What is the percent of deaths that occurred in 2003 or after 2010?
4. What is the fraction of deaths that happened before 2012?
5. What kind of data is the number of deaths?
6. Earthquakes are quantified according to the amount of energy they produce
(examples are 2.1, 5.0, 6.7). What type of data is that?
7. What contributed to the large number of deaths in 2010? In 2004? Explain.
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 MLS 054: Biostatistics and Epidemiology
Student Activity Sheet #3

Name: _____________________________________________________________ Class number: _______

Section: ____________ Schedule: ______________________________________ Date: _______________

Activity 3: Check for Understanding

Identify the following as Quantitative or Qualitative. If Quantitative classify whether it is

discrete or continuous. Identify also the level of measurement each belongs.
Example: Temperature (0C) – discrete – interval

1. Blood Type - ________________________ - ______________________________

2. Student Classification - ________________________ - ______________________________
3. Number of air condition installed - ________________________ - ______________________________
4. Student’s prelim grade in statistics - ________________________ - ______________________________
5. Dosage of medicine intake by a patient -_____________________- _____________________________

C. LESSON WRAP-UP
Activity 4: Thinking about Learning

Congratulations for finishing this module! Shade the number of the module that you finished.

1. Write 1 important thing you learned:

_________________________________________________________________________
_________________________________________________________________________
2. Write 2 questions you have about the lesson:
_________________________________________________________________________
_________________________________________________________________________
3. Write 3 suggestions you have about the session:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

FAQs

1. What type of data does the variable contain?

Data is a specific measurement of a variable or it is the value you record in your data sheet. Data
is generally divided into two categories the Quantitative data represents amounts and Categorical
data that represents groupings.

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 MLS 054: Biostatistics and Epidemiology
Student Activity Sheet #3

Name: _____________________________________________________________ Class number: _______

Section: ____________ Schedule: ______________________________________ Date: _______________

2. What part of the experiment does the variable represent?

Experiments are usually designed to find out what effect one variable has on another – for
example, the effect of salt addition on plant growth.

3. Which of these is NOT an example of a nominal scale? –the answer is letter d

a. Numbers on a football jersey
b. Numbers on pool balls
c. Gender
d. Exam grades

KEY TO CORRECTIONS
Answers to Skill-Building Exercises
Exercise No.1
1. Quantitative 2. Quantitative
3. Qualitative 4. Qualitative 5. Qualitative
Exercise 2. (Possible answers only since answers will vary.)
1. 46,333 Total Number of Active Cases with COVID as of July 6, 2020 in Philippines
2. The 250 residents of barangay 825 was tested for Rapid.
3. Blood pressure of the patient.
4. The Number of COVID patients in Saint Jude Hospital
5. The cause and effect of Remdesivir for COVID 19 patients.
Exercise 3
1. 5242 2. 03% 3. 86%
4. 823,088823,856
5. quantitative discrete
6. quantitative continuous
7. In both years, underwater earthquakes produced massive tsunamis.

Answers to Checking for Understanding

1. Qualitative Nominal
2. Qualitative Ordinal
3. Discrete Interval
4. Discrete Interval
5. Continuous Interval

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 MLS 054: Biostatistics and Epidemiology
Student Activity Sheet #2

Name: _____________________________________________________________ Class number: _______

Section: ____________ Schedule: ______________________________________ Date: _______________

Lesson title: Branches of Statistics/Biostatistics Materials:

Lesson Objectives: At the end of this session, I will be able to:
1. Define and differentiate the two branches of statistics
2. Differentiate population from sample
Activity Sheet
References:
J. Susan Milton and Jessie C. Arnold, Introduction
to Probability and Statistics: Principles and
Applications for Engineering and the Computing
Sciences, 4th Ed., McGraw-Hill, 2004
https://mathbitsnotebook.com/Algebra
1/StatisticsData/STPopSample.html

Productivity Tip:
Make a reasonable to-do list.
Don’t overwhelm yourself. To-do lists often fail because we make them way too complex or the tasks
are unequal. Some tasks will take a long time, others won’t take any time at all. This creates an
unbalance in the way we distribute our time. What happens then is that our to-do list then becomes a
procrastination tool.

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 MLS 054: Biostatistics and Epidemiology
Student Activity Sheet #2

Name: _____________________________________________________________ Class number: _______

Section: ____________ Schedule: ______________________________________ Date: _______________

A. LESSON PREVIEW/REVIEW

INTRODUCTION
Statistical can be organized into descriptive statistics and inferential statistics. The collection
and organization of data is usually called descriptive statistics. In descriptive statistics, the
statistician tries to describe a situation. Masses or unorganized numerical data are of little value
unless statistical techniques are available to organize this type of data into a meaningful form. For
example, getting the census of the population is or little value if it is just a mass or numerical data.
It can be meaningful if it can be organized into a sort of table called frequency distribution or of
some kind of bar or pie graphs. While inferential statistics consists of generalizing from
samples to populations, performing hypothesis testing, determining relationships among variables,
and making predictions. Its main concern is to analyze the organized data leading to prediction or
inferences.

B. MAIN LESSON

Activity 1: Content Notes

Major Branches of Statistics

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 MLS 054: Biostatistics and Epidemiology
Student Activity Sheet #2

Name: _____________________________________________________________ Class number: _______

Section: ____________ Schedule: ______________________________________ Date: _______________

Examples of Descriptive Statistics

1. Based on research conducted by the department of health, 63% of those found to have
diabetes were not aware that they have such disease.
2. Increasing rate of COVID 19 patient, died and recovered.
3. Census of pandemic infected in the Philippines in the month of April 2020.

Examples of Inferential Statistics

1. Drinking red wine may reduce the risk of heart diseases by 12%
2. Extracts from boiled banana trunks will give relief for diabetic persons.
3. Smoking increases the risk of lung cancer.
4. Bats and other wild in China are the major cause of COVID 19 in the world

When dealing with statistical data, it is important to distinguish between "population" data sets and
"sample" data sets.

A population data (N) set contains all members of a specified group (the entire list of possible
data values). Example: The population may be "ALL people living in the Philippines."

A sample data (n) set contains a part, or a subset, of a population. The size of a sample is always
less than the size of the population from which it is taken.
Example: The sample may be "SOME people living in the Philippines."

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 MLS 054: Biostatistics and Epidemiology
Student Activity Sheet #2

Name: _____________________________________________________________ Class number: _______

Section: ____________ Schedule: ______________________________________ Date: _______________

Activity 2: Skill-building Activities

Exercise No. 1 Classify whether the given situation belongs to the area of descriptive statistics (DS) or
inferential statistics (IS).
1. ______ Majority of the patients who died of COVID 19 are senior citizens.
2. ______ Smoking increases the risk of lung cancer.
3. ______ Mosquitos are major cause of dengue fever in the Philippines.
4. ______ Some researchers have proposed that consumption of vitamin A prevents flu.
5. ______ 75% of the patients in Sta Ana Hospital have COVID 19.
6. ______ A prediction has been made that the chance that a person will be robbed in a certain city is15%.
7. ______ The Senior Citizens that live in Manila have better memories than the ones that live in Provinces
8. ______ 10% of college students are predicted to travel out the country during spring break.
9. ______ The chance of a newborn baby being female is slightly less than 50%
10. _____ Blood makes up 8% of the total body weight.

Exercise No. 2.
Directions: For the following problems, decide if the situation is dealing with a "population" data set,
or with a "sample" data set. Explain your decision.

1. Mrs. Smith wants to do a statistical analysis on students' final examination scores in her math class
for the past year. Should she consider her data to be a population data set or a sample data set?
___________________________________________________________________________________
2. A group of students, survey 100 students from their freshman class to determine the number of
pets in each student's household. The group plans to compute statistical findings on their data and
generalize these findings to the homes of all freshmen students. Should the group consider their
data to be a population data set or a sample data set?
__________________________________________________________________________________

Exercise No. 3. Calculate.

Assume 25% of the COVID-19 population is infected with TB. Suppose the total population is reduced
by 10% by recurring monthly methods. If the initial population was 10,000, how many COVID-19
patients are left? (Assume that the reduction methods operate independently of infection.)
1. ____________________________________________infected
2. ____________________________________________die in one month, not necessarily from TB
3. ____________________________________________still infected after one month.

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 MLS 054: Biostatistics and Epidemiology
Student Activity Sheet #2

Name: _____________________________________________________________ Class number: _______

Section: ____________ Schedule: ______________________________________ Date: _______________

Activity 3: Check for Understanding

Fill-in the Blanks

1. Two branches of statistics are________________ and ___________.
2. A group of subjects selected from a population is a _________________.
3. A _______________ consists of all subjects (human or otherwise) that are being studied.
4. _____________________ statistics consists of generalizing from samples to populations,
performing estimations and hypothesis tests, determining relationships among variables,
and making predictions.
5. _____________________ statistics consists of the collection, organization, summarization and
presentation of data.

Identify each of the following data sets as either a population or a sample:

6. The grade point averages (GPAs) of all students at a college. _______________
7. The GPAs of a randomly selected group of students on a college campus. ________________
8. The ages of the nine Supreme Court Justices of the United States on January1,1842. ____________
9. The gender of every second customer who enters a movie theater. ________________________
10. The lengths of Atlantic croakers caught on a fishing trip to the beach. ____________________

C. LESSON WRAP-UP
Activity 4: Thinking about Learning

1. Write 1 important thing you learned:

_________________________________________________________________________
_________________________________________________________________________
2. Write 2 questions you have about the lesson:
_________________________________________________________________________
_________________________________________________________________________
3. Write 3 suggestions you have about the session:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

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 MLS 054: Biostatistics and Epidemiology
Student Activity Sheet #2

Name: _____________________________________________________________ Class number: _______

Section: ____________ Schedule: ______________________________________ Date: _______________

FAQs
1. What is Descriptive versus inferential statistics? Illustrate with an example.
* Descriptive statistics uses the data to provide descriptions of the population, either through
numerical calculations or graphs or tables. Inferential statistics makes inferences and predictions
about a population based on a sample of data taken from the population in question.
2. What is meant by the term sample?
* Samples are used in statistical testing when population sizes are too large for the test to include
all possible members or observations.
3. how a sample differs from a population?
*The main difference between a population and sample has to do with how observations are
assigned to the data set. A population includes all of the elements from a set of data.
A sample consists one or more observations drawn from the population.

KEY TO CORRECTIONS
Answers to Skill-Building Exercises
Exercise No.1
1. DS 2. IS 3. IS 4. IS 5. DS 6. IS 7. IS 8. DS 9. DS 10. DS
Exercise No.2
1. Population data set, since in getting the average what we need are the scores of all the subjects.
2. Sample data set, since in generalizing the findings what we need are only samples.
Exercise No.3
10 000 X 0.25 = 2500 infected
10 000 X 0.10 = 1000 die in one month, not necessarily from TB
10 000 X 0.25 X (1 - 0.10) = 2 250 still infected after 1 year.

Answers to Checking for Understanding:

1. Two branches of statistics are descriptive and inferential.
2. A group of subjects selected from a population is a sample.
3. A population consists of all subjects (human or otherwise) that are being studied.
4. Inferential statistics consists of generalizing from samples to populations, performing estimations and
hypothesis tests, determining relationships among variables, and making predictions.
5. Descriptive statistics consists of the collection, organization, summarization and presentation of data.
6. The grade point averages (GPAs) of all students at a college. *Population
7. The GPAs of a randomly selected group of students on a college campus. *Sample
8. The ages of the nine Supreme Court Justices of the United States on January1,1842. *Population
9. The gender of every second customer who enters a movie theater. *Sample
10. The lengths of Atlantic croakers caught on a fishing trip to the beach. *Sample

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 MLS 054: Biostatistics and Epidemiology
Student Activity Sheet #1

Name: _____________________________________________________________ Class number: _______

Section: ____________ Schedule: ______________________________________ Date: _______________

Lesson title: Origin and Development of Biostatistics Materials:

Course Syllabus
Lesson Objectives: At the end of this session, I will be able to: Activity Sheet
1. Discuss the background and development of biostatistics
2. Identify the fields of contributions of statistics References:
3. Appreciate the importance and uses of statistics in all fields. http://ramillorres.blogspot.com/20
06/06/definition-origin-and-
development-and.html

Productivity Tip:
Successful students know how to focus on their studies when it matters while also taking breaks when
they need them. They can manage their time wisely, stick to meaningful study schedules, and make the
most of their time in the classroom. In the process, successful students also know how to have a good
time, and love gaining knowledge as much as they enjoy getting stellar grades.

A. LESSON PREVIEW/REVIEW

INTRODUCTION

Statistics is relevant to all areas such as Biology, Medicine and Health Sciences. Biostatistics is
a branch of applied statistics that concerns the application of statistical methods to medicine and
biological problems. It is the analysis of data derived from biological sciences and medicine.
Experiments in Biosciences are generally carried out give quantitative or numerical answers to
investigative questions.

Statistical methods are important to draw valid conclusions from the obtained data. This class
provides background information related to fundamental methods and techniques in statistics for
the use of college students. Main focus is given to types of data, measurement of central variations
and basic tests, which are useful for analysis of different types of observations. Few parameters like
calculation of sample size, level of significance, null hypothesis, indices of variability, and different
test are explained in detail by giving suitable examples. Using these guidelines, we are confident
enough that college students will be able to classify distribution of data along with application of
proper test. Information is also given regarding various free software programs and websites useful
for calculations of statistics. Thus, college students will be benefitted in both ways whether they opt
for academics or for industry.

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 MLS 054: Biostatistics and Epidemiology
Student Activity Sheet #1

Name: _____________________________________________________________ Class number: _______

Section: ____________ Schedule: ______________________________________ Date: _______________

B. MAIN LESSON

Activity 1: Concept Notes

Statistical information and development can be traced back from ancient times. People compiled

statistical data with regard to all sorts of things such as agricultural crops, taxes, athletic events, commerce

and trade and so on. As time went by, statistical work has continued to have a marked influence on the

activities of mankind in a wider scope from describing important features of the data and analyzing them.

Statistics is the science of conducting studies that collect, organize, summarize, analyze, and draw

conclusion from data. Statistic is used in almost all fields of human endeavor. In public health, a doctor

may be interested with a number of residents in an area who contract a new strain of flu virus in a certain

number of months. In education, a researcher might want to know if new methods of teaching are better

than the traditional ones. In sports, a statistician may keep record of the number of hits a basketball player

gets in a season of games. In business, a car dealer may look at past sales records for a specific month to

decide what types of automobiles and how many of each type to order for that month of next year.

The present state of the science and art of statistic is an outcome of the very active researches of
the statisticians during the past 400 years. An Englishman John Graunt in 1662 observed that percentages
of death from suicides, accidents and various diseases remained remarkable constant throughout the year.

Notable contributor in the development of statistics were Abraham de Moivre who discovered the

equation of the normal distribution in 1773 and Carl Gauss who made its derivation from study of errors

in repeated measurements which he called it Gaussian distribution. Sir Francis Galton (1822-1911) and

Karl Pearson (1857-1936) developed the theory of regression and correlation. Adolf Quetelet, a Belgian

is referred to as the Father of Modern Statistics. He considered statistics as the queen of the sciences,

until some authors have defined it more technically to serve the branches of knowledge. He established a
commission of statistics which became a model for many organizations of statisticians. William S. Gosset

developed the small – ample theory and further developed by Sir Ronald Fisher in the 20th Century. The

latter’s contributions had a great impact on contemporary statistical procedures.

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 MLS 054: Biostatistics and Epidemiology
Student Activity Sheet #1

Name: _____________________________________________________________ Class number: _______

Section: ____________ Schedule: ______________________________________ Date: _______________

DEFINITION AND USES OF STATISTICS

One of the ways to appreciate what is being studied is to know its origin and how it developed

and helped mankind. Statistics as a field of knowledge proved so much in the world as a very
powerful tool in almost all fields of work. It can be found in the field of sciences, in business and

economics, in education, politics, psychology and in research.

• In social sciences, particularly in the field of education and psychology, statistics is an

indispensable tool.
• In education, the school administration and staff, the faculty and the students use
statistics as a tool in performance of their respective functions and responsibilities.
• In psychology, statistical methods are used to analyze and interpret data on intelligence
test scores, aptitude tests, personality test ratings, entrance examinations. etc. for the
better understanding of the individual tested, and for better administration and
management.
• In government, statistics provides the various government agencies organized and
systematic records of data needed in the formulation of national policies for the
betterment of the nations' well-being.
• In research, many scientific investigations produce large quantities of raw data that are
overwhelming and difficult to interpret hence, statistical tool are employed.
• In Biology. Research and experimentation in life processes plants and animals to promote
growth or prolong life.
• In Demography. Composition, distribution, growth of human population, birth, death,
migration rates, social economic standing of population.
• In Health. Public health program, hospitalization, problems of medical care. Occurrence
and cost of diseases, accidents, and handicaps
• In Medicine. Causes, diagnosis, treatment and prevention of communicable and non-
communicable diseases.
• In Insurance. Mortality, morbidity and accident rates of the population, rates of premiums
for property and insurance program.

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 MLS 054: Biostatistics and Epidemiology
Student Activity Sheet #1

Name: _____________________________________________________________ Class number: _______

Section: ____________ Schedule: ______________________________________ Date: _______________

Activity 2: Skill-building Activities

Exercise No. 1
Who are the great statisticians who contributed the ideas or formulas from the subject statistics?
Give at least five.
1._____________________________________________________________
2._____________________________________________________________
3._____________________________________________________________
4._____________________________________________________________
5._____________________________________________________________

Exercise No. 2.

1. Why is statistics an inseparable partner of research?

_______________________________________________________________________________
_______________________________________________________________________________
2. In what ways is statistics used in business, education and in demography?
_______________________________________________________________________________
_______________________________________________________________________________
3. Is statistics important to your field of study? If yes, give at least 3 reasons with
specific examples.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

Exercise No. 3

If you have 1 million pesos, what is the first thing you want to invest and why? How are you
going to apply statistics and research on this matter?

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 MLS 054: Biostatistics and Epidemiology
Student Activity Sheet #1

Name: _____________________________________________________________ Class number: _______

Section: ____________ Schedule: ______________________________________ Date: _______________

Activity 3: Check for Understanding

Identify the following:

_______________1. The science of collecting, organizing, presenting, analyzing and interpreting data.
_______________2. Branch of statistics which apply to biological and health sciences.
_______________3. Raw material which the statistician works.
_______________4. Father of modern statistics.
_______________5. Most prominent contributor to the development of statistics in the 20th century

C. LESSON WRAP-UP
Activity 4: Thinking about Learning

1. Write 1 important thing that you have learned:

_________________________________________________________________________
_________________________________________________________________________
2. Write 2 questions you have about the lesson:
_________________________________________________________________________
_________________________________________________________________________
3. Write 3 suggestions you have about the session:
_________________________________________________________________________
_________________________________________________________________________

FAQs
In general, uses of statistics may be described by the following statements:
1. What kind of outcome can statistics predict?
* experiment or the behavior of individual.
2. What can statistics be used for?
*Statistics are the sets of mathematical equations that we used to analyze the things. It keeps
us informed about, what is happening in the world around us. ... They use their statistical skills
to collect the relevant data. Otherwise, it results in a loss of money, time and data.
3. Can statistics predict the future?
*When used correctly, statistics tell us any trends in what happened in the past and can be
useful in predicting what may happen in the future. Statistics make it possible for us to make
fairly accurate predictions with small groups of data.

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 MLS 054: Biostatistics and Epidemiology
Student Activity Sheet #1

Name: _____________________________________________________________ Class number: _______

Section: ____________ Schedule: ______________________________________ Date: _______________

KEY TO CORRECTIONS
Answers to Skill-Building Exercise 2
(Possible answers only since answers will vary.)

1. Statistics play an important role in research of almost any kind because they deal with easily-quantified
data in various working in fields such as science or medicine.

2. Statistics studies methodologies to gather, review, analyze and draw conclusions from data.
Statistics are used to make better-informed business decisions.

3. Statistics allow us to make sense of and interpret a great deal of information. Consider the sheer
volume of data you encounter in a given day such as the number of hours you sleep, number of students
in your class that ate breakfast this morning, number of people who live within a one-mile radius of your
home, and many more. By using statistics, we can organize and interpret all of this information in a
meaningful way.

Answers to Checking for Understanding:

1. Statistics 2. Biostatistics 3. Data 4. Adolf Quetelet 5. Sir Ronald Fisher