Measures of

Central Tendency
Statistical Analysis with Software Application
Methods of…

Collecting Data Presenting Data

▫ Direct ⊸ Textual
▫ Indirect ⊸ Tabular
▫ Registration
▫ Observation ⊸ Graphical
▫ Experimentation
Graphs

▫ Scatter Plot ⊸ Histogram

 Graphs

▫ Line Graph ⊸ Pie Chart

 Graphs

▫ Frequency Polygon ⊸ Ogive

6

Ungrouped Data
MEAN Example:
Sum of values divided by the The number of cheesecakes sold
total number of values. by M’s a day for 7 days are: 35, 29,
41, 28, 15, 28, and 28. Find the
mean number of cheesecake sold
Population Mean:
σ𝑛𝑖=1 𝑥𝑖 in a weak.
𝜇=
𝑁
Sample Mean:
σ𝑛𝑖=1 𝑥𝑖
𝑥ҧ =
𝑛
7

Ungrouped Data
MEDIAN Example:
Midpoint of the set of data The number of cheesecakes sold
arrange either ascending or by M’s a day for 7 days are: 35, 29,
descending. 41, 28, 15, 28, and 28. Find the
𝑀𝐷 = 𝑥෤ = 𝑚𝑖𝑑𝑝𝑜𝑖𝑛𝑡 𝑜𝑓 𝑡ℎ𝑒 𝑠𝑒𝑡 median sales of cheesecake sold
in a weak.
Note: if n is odd, select the
middle data value
If n is even, find the
mean of the two middle
values.
8

Ungrouped Data
MODE Example:
The value that occurs most The number of cheesecakes sold
often in a data set. by M’s a day for 7 days are: 35, 29,
𝑀𝑜 = 𝑥ො = 𝑚𝑜𝑠𝑡 𝑓𝑟𝑒𝑞𝑢𝑒𝑛𝑡 41, 28, 15, 28, and 28. Find the
mode sales of cheesecake sold in
a weak.
Different Types of Mode;
• Unimodal
• Bimodal
• Multimodal
• No mode
9

Frequency Distribution
A tabular arrangement of data showing its classification or grouping
according to magnitude or size.
⊸ Class Limits. The end numbers of a class.
⊸ Class Boundaries are the “true” class limits defined by lower and
upper boundaries. The lower boundaries can be determined by
getting the average of the upper limit of a class and the lower limit
of the next class.
⊸ Class Mark is the average of the lower and upper limits or
boundaries of each class.
⊸ Class Interval is the range of values used in defining a class and
simply the length of a class. It is the difference or distance
between the upper- and lower-class boundaries of each class.
⊸ Class size is the width of each class interval.
10

Frequency Distribution
STEPS IN CONSTRUCTING A FREQUENCY DISTRIBUTION
⊸ Arrange the given raw data in ascending order.
⊸ Decide on the tentative number of classes to use.
⊸ Determine the range using the formula:
Range = Highest value minus Lowest value
⊸ Divide the range by the tentative number of classes to
get the approximate value of the class interval. The
ideal number of classes is between 5 and 20. Use class
interval rounded to the nearest whole number.(Sturges'
Rule 𝑘 = 1 + 3.322(log10 𝑛))
⊸ Start the first class with a lower limit equal or a little bit
less than the lowest observed value.
11

Example:
⊸ The following ages of 50 students were part of
the demographic profile of one research.
Construct a frequency distribution showing limits,
frequency, class boundaries, class marks,
cumulative frequency, relative frequency and
percentage.
7 7 8 8 8 8 9 9 10 11
11 12 12 13 13 13 13 14 14 14
14 14 14 14 15 15 15 16 16 16
16 16 16 17 17 17 17 17 17 17
17 17 18 18 19 19 20 21 21 21
12
Example:
7 7 8 8 8 8 9 9 10 11 Range = H – L
11 12 12 13 13 13 13 14 14 14 R = 21 – 7 = 14
14 14 14 14 15 15 15 16 16 16 Class Interval
16 16 16 17 17 17 17 17 17 17 𝑅 14
𝑖= = = 2.8 ≅ 3
17 17 18 18 19 19 20 21 21 21 5 5
Cumulative
Class Class Relative
frequency (cf)
Class (x) Tally Frequency (f) boundary mark frequency %(rf)
Greater
(CB) (cm) Less than (rf)
than
7–9 8 6.5 - 9.5 8 8 50 0.16 16
10 – 12 5 9.5 - 12.5 11 13 42 0.10 10
13 – 15 14 12.5 - 15.5 14 27 37 0.28 28
16 – 18 17 15.5 - 18.5 17 44 23 0.34 34
19 – 21 6 18.5 - 21.5 20 50 6 0.12 12

𝒏 = ෍ 𝒇 = 𝟓𝟎
13

Grouped Data
Class mark
σ 𝑓∗𝑐𝑚 Class (x) Frequency (f) f*cm
MEAN: 𝑥ҧ = (cm)
𝑛 7–9 8 8
• 𝑥ҧ − mean 10 – 12 5 11
• 𝑓 - frequency 13 – 15 14 14

• 𝑐𝑚 − class mark/ midpoint 16 – 18 17 17

• 𝑛 − total number of observation 19 – 21 6 20

𝒏 = ෍ 𝒇 = 𝟓𝟎
14

Grouped Data
𝑛 Class Cumulative
− 𝑐𝑓𝑏 Class
Frequency (f) boundary frequency (cf)
MEDIAN: 𝑥෤ = 𝐶𝐵𝐿 + 2
∗𝑖 (x)
(CB) Less than
𝑓𝑐
7–9 8 6.5 - 9.5 8
• 𝑥෤ − median 10 – 12 5 9.5 - 12.5 13
• 𝐶𝐵𝐿 - Lower Class Boundary 13 – 15 14 12.5 - 15.5 27
• 𝑓𝑐 - median class frequency 16 – 18 17 15.5 - 18.5 44
19 – 21 6 18.5 - 21.5 50
• 𝑐𝑓𝑏 − Cumulative frequency before
the median class 𝒏 = ෍ 𝒇 = 𝟓𝟎
• 𝑖 – class interval
• 𝑛 − total number of observation
15

Grouped Data
Class
∆𝑓𝑏
MODE: 𝑥ො = 𝐶𝐵𝐿 + ∗𝑖 Class (x) Frequency (f) boundary
(CB)
∆𝑓𝑏 + ∆𝑓𝑎
7–9 8 6.5 - 9.5
• 𝑥ො − mode
10 – 12 5 9.5 - 12.5
• 𝐶𝐵𝐿 - Lower Class Boundary 13 – 15 14 12.5 - 15.5
• ∆𝑓𝑏 - modal class frequency minus frequency before 16 – 18 17 15.5 - 18.5
19 – 21 6 18.5 - 21.5
• ∆𝑓𝑎 − modal class frequency minus frequency after
• 𝑖 – class interval
𝒏 = ෍ 𝒇 = 𝟓𝟎
16

Performance Task
• Make a survey on, but not limited to, topics listed below (choose only one):
• “Best Food are Cooked at Home”
• “Challenges of COVID”
• “Effectiveness of Home Learning”
• Formulate 10 questions or statements regarding the selected topic. (Use a 5 point rating Scale)
• Include at least 4 Simple Demographic Profiles like identification if parent or child, student or not, sex,
age etc.
• Ask at least 30 persons to answer your survey.
• Create a tabular and graphical presentation of data. Use Frequency and Percentage for
demographics.
• Identify the mean, median, mode (use both the formula for grouped and ungrouped)
• Interpret the results.
• Reflect on the activity. (Guide questions for reflections. Individual per group member)
• How did you find the activity?
• What are the challenges that you encountered while doing the activity and how did you
overcome it?
• Can you suggest improvements on this activity or to future activities?
17
Scoring Rubric
Outstanding
Criteria
4 3
Accuracy in The computations are accurate
Computation and show a wise use of the
concepts of triangle inequality.
Graphs Graphs are appropriate,
accurate and elegantly
presented. It includes
appropriate correct summary
statistics.
Discussions Discussions and conclusions are
and correct, clear and is supported
Conclusions by evidence based on findings
Survey Questions are constructed clear
Questions and appropriate for the topic.
No grammar errors.
Reflections Reflection shows evidence of
learning and deep
understanding of the task.
Satisfactory
The computations are
accurate and show the
use of concepts of triangle
inequality.
Graphs are appropriate,
accurate and presented
clearly. Minor errors on
summary statistics are
seen.
Discussions and
conclusions are correct
and clear but not
supported by evidence.
Questions are constructed
clear and appropriate for
the topic but with minor
grammar errors.
Reflection shows evidence Reflection lacks evidence
of learning with of learning.
understanding of the task.
Developing Beginning
Rating
2 1
Some computations are The computations are
erroneous and show the erroneous and do not
use of some concepts of show the use of the
triangle inequality concepts of triangle
inequality.
Graphs are appropriate,
but not accurate and
Graphs are not
appropriate nor accurate
presentation is poor. It and presentation is
does include summary extremely poor. It does
statistics. include summary statistics.
Discussions and Discussions and
conclusions are correct conclusions are incorrect,
but not clear and not not clear and not
supported by evidence. supported by evidence.
Questions are appropriate Questions are
but unclear and with inappropriate, unclear
grammar errors. and with grammar errors.
Reflection does not show
any evidence of learning.