Dr.

Wilson Cordova, LPT

Numerical quantities focus on expected values, graphical
summaries on unexpected values. (John Tukey)

Textual
Tabular
Graphical
 Textual
Data are presented in paragraph form.
It involves enumeration of important
characteristics, giving emphasis on
significant figures and identifying the
important features of the data.
Example:
Below are test scores of 15 students in a 50-item exam in STAT:
47, 48, 49, 42, 42, 36, 38, 40, 35, 50, 44, 45, 45, 50, 50.
Make simple analysis by writing findings, drawing conclusions
and making an inference.

Writing the data in an

array form or order may 35, 36, 38, 40, 42, 42, 44, 45, 45, 47, 48, 49, 50, 50, 50.
help to analyze the data.

Findings: “The lowest score is 35, and the highest is 50. Three students got a perfect score of
50, one got 35, 36, 38, 40, 44, 47, 48 and 49 while 2 got 42 and 45”. If the passing mark is
70%, it shows that nobody failed in the test.

Conclusion: “I therefore conclude that the students perform well in the test”.

Inference: “If this trend will continue, then it is likely that nobody will fail in STAT”.
 Tabular

Sometimes we could hardly grasp information

from a textual presentation of data.
Thus, we may present data using tables.
Examples:

Table 3a: Distribution of Students in ABS High

School According to Year Level

Year Level Number of Percentage

Students Frequency
Freshmen 350 0.3182
Sophomore 300 0.2727
Junior 250 0.2273
Senior 200 0.1818
N = 1,100

Source: ABC College Registrar

Table 3b: The Ungrouped Frequency Distribution Table for the
Age of 50 Service Crews at Delicious Restaurant
Age Frequency Percentage
Frequency
18 8 0.1600
19 7 0.1400
20 6 0.1200
21 11 0.2200
22 4 0.0800
23 6 0.1200
24 4 0.0800
25 4 0.0800
N = 50
Table 3c: The Grouped Frequency Distribution for the
Age of 50 Service Crews at Delicious Restaurant

Age Frequency Percentage

Frequency
18-19 15 0.3000
20-21 17 0.3400
22-23 10 0.2000
24-25 8 0.1600
N = 50

Between 5 to 10 is the ideal no. of rows!

 It is a tabular summary of data showing
the frequency (or number) of items
in each of several non-overlapping classes.
Step 1: Determine the range, denoted by R.
R – the difference between the highest value and
the lowest value
Step 2: Decide on the number of classes, denoted by k.
k – no. of non-overlapping intervals
Step 3: Compute for the class size, denoted by c.
c – quotient of steps 1 and 2.
Step 4: Identify the class intervals, CI.
Step 5: Identify the frequency in each CI or tallying.
18 32 22 12 26
21 34 23 15 27
21 37 23 15 28
18 31 22 10 25
21 39 24 16 28
21 39 24 17 29
20 33 22 14 26
18 32 22 12 26 10 18 22 25 31

21 34 23 15 27 12 18 22 26 32

21 37 23 15 28 14 20 22 26 33

18 31 22 10 25 15 21 23 27 34

21 39 24 16 28 15 21 23 28 37

21 39 24 17 29 16 21 24 28 39

20 33 22 14 26 17 21 24 29 39
10 18 22 25 31 1: R = HV – LV = 39 – 10 = 29
12 18 22 26 32
2: k = 6 classes
14 20 22 26 33

15 21 23 27 34 3: c = 29/6 = 4.83 ~ 5.0

15 21 23 28 37
4: CI (inclusive)
16 21 24 28 39

17 21 24 29 39 5: Tally (frequency)
Class Size /Class Width – The difference
between the upper (or lower) class limits of
consecutive classes. All classes should have the
same class width.

Lower Class Limit – The least value that can

belong to a class.

Upper Class Limit – The greatest value that

can belong to a class.
 Class Tally frequency
CI f
Interval
10-14 3
10-14 3
15-19 6
15-19 6
20-24 12
20-24 12
25-29 7
25-29 7
30-34 4
30-34 4
35-39 3
35-39 3
Class Boundaries (CB)– the numbers that
separate classes without forming gaps between them.

Class Mark / Midpoint (CM) – the middle

value of each data class. To find the class midpoint,
average the upper and lower class limits.

Relative Frequency (RF)– obtained by dividing

the frequency of the given class by the total number
of observations.
 Class frequency Class Class Relative
Interval / Tally Boundary Mark Frequency
10-14 3 9.5-14.5 12 0.0857
15-19 6 14.5-19.5 17 0.1714
20-24 12 19.5-24.5 22 0.3429
25-29 7 24.5-29.5 27 0.2000
30-34 4 29.5-34.5 32 0.1143
35-39 3 34.5-39.5 37 0.0857
Less than CF (<CF) – total number of
observations within a class whose values do not
exceed the upper limit of the class

Greater than CF (>CF) – total number of

observations within a class whose values are not less
than the lower limit of the class

Cumulative frequency of a data class – the

number of data elements in that class and all
previous classes. (may be ascending or descending.)
 CI f CB CM RF <CF >CF
10-14 3 9.5-14.5 12 0.0857 3 35
15-19 6 14.5-19.5 17 0.1714 9 32
20-24 12 19.5-24.5 22 0.3429 21 26
25-29 7 24.5-29.5 27 0.2000 28 14
30-34 4 29.5-34.5 32 0.1143 32 7
35-39 3 34.5-39.5 37 0.0857 35 3
 Graphical

Types of Graphs:
1] Pie chart/ circle graph – any data

MOST POPULAR
2] Bar graph
- Bar chart [with gaps between bars] – discrete data
- Histogram [no gaps between bars] – continuous data
3] Line graph
- Frequency polygon – continuous data
 Graphical

Rules to remember in constructing graphs:

1] Labels:
- Figure number [below the graph]
- Figure title [below the graph]
- for Pie chart, % should be indicated
- for Bar graph, axis should be labeled
2] Textual explanation should also follow any graph
 Show how to
Graph

Table 3a: Distribution of… 400

Year Level Freq. 350
300
Frosh 350 250
200
Sophomore 300 150
100
Junior 250 50
0
Senior 200

N=1,100
12

10

0
18 19 20 21 22 23 24 25
 12
Bar Chart 10 Base: Class Interval
8 Height: Frequency
(c.i) f
10 - 14 3
6
15 - 19 6
4
20 - 24 12 2
25 - 29 7 0

30 to 34
10 to 14

20 to 24
30 - 34 4
35 - 39 3
Figure 1: The Bar Chart for the „Frequency‟ of Ages of
35 early morning customers at McDo
Take Note !!
There are gaps between bars. This is appropriate
to use for discrete variables!
 12

Histogram 10
Base: Class Boundary
Height: Frequency
8
CI f CB
10 - 14 3 9.5-14.5 6
15 - 19 6 14.5-19.5
4
20 - 24 12 19.5-24.5
25 - 29 7 24.5-29.5 2
30 - 34 4 29.5-34.5
35 - 39 3 34.5-39.5 0
14.5
19.5
24.5
29.5

39.5
34.5
9.5

Figure 2: The Histogram for the ages of

35 early morning customers at McDo
Take Note !!
There is no gap between bars. This is appropriate
to use for continuous variables!
 14
Frequency
12
Polygon
(CI) f CM 10
10 - 14 3 12 8
15 - 19 6 17
6
20 - 24 12 22
25 - 29 7 27 4
Base: Class Mark
30 - 34 4 32 2 Height: Frequency
35 - 39 3 37
0
Take Note !!
7 12 17 22 27 32 37 42
Additional “X” are
Figure 3: The Frequency Polygon for the ages of
added on both ends in order
35 early morning customers at McDo
to close the polygon.
 Base: Upper Class Boundary
< Ogive Height: < cf
CB <CF 40
< Ogive
- 9.5 0 35
9.5-14.5 3
30
14.5-19.5 9
19.5-24.5 21 25
24.5-29.5 28 20
29.5-34.5 32 15
34.5-39.5 35 10
5
0
Take Note !!
There is additional 9.5 14.5 19.5 24.5 29.5 34.5 39.5
UCB “9.5” with
<cf equal to 0.
> Ogive Base: Lower Class Boundary
Height: > CF

CB >CF 40
9.5-14.5 35 35
14.5-19.5 32 30
19.5-24.5 26 25
24.5-29.5 14
20
29.5-34.5 7
34.5-39.5 3 15
39.5- 0 10
5
Take Note !! 0
There is additional 9.5 14.5 19.5 24.5 29.5 34.5 39.5
LCB “39.5” with
>cf equal to 0.
 Ogives Base: Class Boundary
Height: Cumulative Frequency
c.b. <cf >cf 40
9.5-14.5 3 35 < Ogive
35
14.5-19.5 9 32
19.5-24.5 21 26 30
24.5-29.5 28 14 25
29.5-34.5 32 7 20
34.5-39.5 35 3 15
10 > Ogive
<cf with UCB 5
>cf with LCB 0
9.5 14.5 19.5 24.5 29.5 34.5 39.5
Thank You!!!