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7
RESEARCH III
QUARTER 3
Week 2

Capsulized Self-Learning Empowerment

Toolkit

Schools Division Office of Zamboanga City

Region IX, Zamboanga Peninsula
Zamboanga City

“Unido, Junto avanza con el EduKalidad Cree, junto junto puede!”

WRITTEN BY: ABBYGAILE G. ABONALLA, T-I

Zamboanga City High School
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SUBJECT & Research

QUARTER 3 WEEK 2 DAY __________________________________
GRADE/LEVEL III dd/mm/yyyy

Frequency Distribution
TOPIC Mean, Median and Mode
12. Describe a frequency distribution
13. Describe the measure of central tendency
LEARNING
a. Mean
COMPETENCY
b. Median
c. Mode
IMPORTANT: Do not write anything on this material. Write all your answers for the SAQ,
Let’s Practice Activities and Try Items on a separate sheet/s of paper.

UNDERSTAND
Frequency is how often something occurs or how often something happened. The
frequency of an observation tells you the number of times the observation occurs in the data.
Let us look at some examples.
Example 1:
Sam played football on:
Saturday Morning
Saturday Afternoon
Thursday Afternoon
The frequency was 2 on Saturday, 1 on Thursday and 3 for the whole week.

Example 2:
These are the numbers of newspapers sold at a local shop over the last 10 days:

22, 20, 18, 23, 20, 25, 22, 20, 18, 20

Let us count how many of each number there is:

Papers Frequency
Sold

18 2
19 0
20 4
21 0
22 2
23 1
24 0
25 1

One way to arrange data so that it makes sense is to use a frequency distribution table.
It's a list of all the different values in a variable, as well as the number of times they appear. A

WRITTEN BY: ABBYGAILE G. ABONALLA, T-I

Zamboanga City High School
 2

frequency distribution, in other words, describes how frequencies are spread across values.
Frequency distributions are frequently used to summarize categorical variables.
Two types of frequency distributions that are most often used are the categorical
frequency distribution and the grouped frequency distribution.
The categorical frequency distribution is used for data that can be placed in specific
categories, such as nominal- or ordinal-level data. Categorical frequency distributions
are used to represent data such as political affiliation, religious affiliation, or major field of
study.

How do you construct a categorical frequency data table?

Example:
Twenty-five army inductees were given a blood test to determine their blood type. The
data set is
A B B AB O
O O B AB B
B B O A O
A O O O AB
AB A O B A

To construct the frequency data table for the data given. Follow the steps illustrated
below.
Since the data are categorical, discrete classes can be used. There are four blood
types: A, B, O, and AB. These types will be used as the classes for the distribution.

Step 1: Make a table as shown.

Class Tally Frequency Percent
A
B
O
AB

Step 2: Tally the data and place the results in column B.

Class Tally Frequency Percent
A IIII
B IIII-II
O IIII-IIII
AB IIII

Step 3: Count the tallies and place the results in column C.

Class Tally Frequency Percent
A IIII 5
B IIII-II 7
O IIII-IIII 9
AB IIII 4

Step 4: Find the percentage of values in each class by using the formula

𝒇
%= x 100%
𝒏

where f is the frequency of the class and n is the total number of values.

WRITTEN BY: ABBYGAILE G. ABONALLA, T-I

Zamboanga City High School
 3

For class of Type A For class of Type O

𝒇 𝒇
% = 𝒏 x 100% % = 𝒏 x 100%
𝟓 𝟗
% = 𝟐𝟓 x 100% = 20% % = 𝟐𝟓 x 100% = 36%

For class of Type B For class of Type AB

𝒇 𝒇
% = 𝒏 x 100% % = 𝒏 x 100%
𝟕 𝟒
% = 𝟐𝟓 x 100% = 28% % = 𝟐𝟓 x 100% = 16%

Percentages are not normally part of a frequency distribution, but they can be added
since they are used in certain types of graphs such as pie graphs. Also, the decimal equivalent
of a percent is called a relative frequency.

Step 5: Find the totals for columns frequency and percent. The completed table is shown.
Class Tally Frequency Percent
A IIII 5 20%
B IIII-II 7 28%
O IIII-IIII 9 36%
AB IIII 4 16%
TOTAL 25 100%

How do you construct a quantitative/numerical frequency data table?

It's useful to divide a wide collection of quantitative data into smaller intervals or classes
and count how many data values fall into each class. A frequency table divides data into
groups or intervals and displays the number of data values in each. The groups or intervals
are set up in such a way that each data value belongs to only one of them.

Constructing a frequency table involves several steps. Let us study the steps
illustrated below.

SITUATION: A task force to encourage car pooling did a study of one-way commuting
distances of workers in the downtown Zamboanga City area. A random sample of 60 of these
workers was taken. The commuting distances (in mile) of the workers in the sample are given
in Table 1.
Table 1. One-Way Commuting Distances (in mile) for 60 Workers in
Downtown Zamboanga City
13 47 10 3 16 20 17 40 4 2
7 25 8 21 19 15 3 17 14 6
12 45 1 8 4 16 11 18 23 12
6 2 14 13 7 15 46 12 9 18
34 13 41 28 36 17 24 27 29 9
14 26 10 24 37 31 8 16 12 16

NOTE: The data in the table are collected in original form, they are called raw data.

Decide how many classes you want. Typically, five to fifteen classes are
Step 1 used. You risk losing too much information if you use less than five classes.
The data might not be properly summarized if you use more than 15 classes.
Assume that six groups will be used in the case of commuting results.

WRITTEN BY: ABBYGAILE G. ABONALLA, T-I

Zamboanga City High School
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NOTE: The classes must be mutually exclusive. Mutually exclusive classes have
nonoverlapping class limits so that data cannot be placed into two classes. The classes must
be exhaustive. There should be enough classes to accommodate all the data.

Step 2 Next, find the class width for the six classes.

𝐿𝑎𝑟𝑔𝑒𝑠𝑡 𝑑𝑎𝑡𝑎 𝑣𝑎𝑙𝑢𝑒−𝑠𝑚𝑎𝑙𝑙𝑒𝑠𝑡 𝑑𝑎𝑡𝑎 𝑣𝑎𝑙𝑢𝑒 47−1 46

Class width = = = = 7.7 = 8
𝐷𝑒𝑠𝑖𝑟𝑒𝑑 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑐𝑙𝑎𝑠𝑠𝑒𝑠 6 6

Note: To ensure that all the classes taken together cover the data, we need to increase the
result of Step 1 to the next whole number, even if Step 1 produced a whole number. For
instance, if the calculation in Step 1 produces the value 4, we make the class width 5.
The classes must be equal in width.

Step 3 Determine the data range for each class. First let us take note of the following
terms:

▪ Lower class limit is the lowest data value that can fit in a class.
▪ Upper class limit is the highest data value that can fit in a class.
▪ Class width is the difference between the lower class limit of one class and the
lower class limit of the next class.

The smallest commuting distance in our sample is 1 mile. We use this smallest data value
as the lower class limit of the first class. Since the class width is 8, we add 8 to 1 to find that
the lower class limit for the second class is 9.

Table 2. Frequency table of One-way Commuting distance for 60 Downtown Zamboanga City
Workers (in mile)
Class Limits Class Boundaries Tally Frequency Class Cumulative
Lower-Upper Lower-Upper Midpoint Frequency
1-8
9-16
17-24
25-32

For class 1-8, 1 is the lower class limit and 8 is the upper class limit.

SAQ-1: What are the last two classes?

Step 4 There is a space between the upper limit of one class and the lower limit of the
next class. The halfway points of these intervals are called class boundaries.

▪ To find upper class boundaries, add 0.5 unit to the upper class limits.
▪ To find lower class boundaries, subtract 0.5 unit from the lower class limits.

WRITTEN BY: ABBYGAILE G. ABONALLA, T-I

Zamboanga City High School
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Table 2. Frequency table of One-way Commuting distance for 60 Downtown Zamboanga City
Workers (in mile)
Class Limits Class Boundaries Tally Frequency Class Cumulative
Lower-Upper Lower-Upper Midpoint Frequency
1-8 0.5-8.5
9-16 8.5-16.5
17-24 16.5-24.5
25-32 24.5-32.5

SAQ-2: What are the last two class boundaries?

Step 5 Tally the commuting distance data into the six classes and find the frequency
for each class.

HOW TO TALLY DATA

Tallying data is a method of counting data values that fall into a particular class or category. To
tally data into classes of a frequency table, examine each data value. Determine which class contains
the data value and make a tally mark or vertical stroke (|) beside that class.
For ease of counting, each fifth tally mark of a class is placed diagonally across the prior four
marks (||||). The class frequency for a class is the number of tally marks corresponding to that class.

Table 2. Frequency table of One-way Commuting distance for 60 Downtown Zamboanga City
Workers (in mile)
Class Limits Class Boundaries Tally Frequency Class Cumulative
Lower-Upper Lower-Upper Midpoint Frequency
1-8 0.5-8.5 IIII IIII IIII 14
9-16 8.5-16.5 IIII IIII IIII IIII I
21
17-24 16.5-24.5 IIII IIII I 11
25-32 24.5-32.5 IIII I 6
33-40 32.5-40.5 IIII 4
41-48 40.5-48.5 IIII 4
n= 60
The center of each class is called the midpoint (or class mark). The
midpoint is often used as a representative value of the entire class. The
Step 6
midpoint is found by adding the lower and upper class limits of one class and
dividing by 2.

𝑙𝑜𝑤𝑒𝑟 𝑐𝑙𝑎𝑠𝑠 𝑙𝑖𝑚𝑖𝑡+𝑢𝑝𝑝𝑒𝑟 𝑐𝑙𝑎𝑠𝑠 𝑙𝑖𝑚𝑖𝑡

Midpoint = 2
For the first class its midpoint is
𝑙𝑜𝑤𝑒𝑟 𝑐𝑙𝑎𝑠𝑠 𝑙𝑖𝑚𝑖𝑡+𝑢𝑝𝑝𝑒𝑟 𝑐𝑙𝑎𝑠𝑠 𝑙𝑖𝑚𝑖𝑡 1+8 9
Midpoint = = 2 = 2 = 4.5
2

Table 2. Frequency table of One-way Commuting distance for 60 Downtown Zamboanga City
Workers (in mile)
Class Limits Class Boundaries Tally Frequency Class Cumulative
Lower-Upper Lower-Upper Midpoint Frequency
1-8 0.5-8.5 IIII IIII IIII 14 4.5
9-16 8.5-16.5 IIII IIII IIII IIII I 21 12.5
17-24 16.5-24.5 IIII IIII I 11 20.5
25-32 24.5-32.5 IIII I 6 28.5
33-40 32.5-40.5 IIII 4
41-48 40.5-48.5 IIII 4
n = 60

WRITTEN BY: ABBYGAILE G. ABONALLA, T-I

Zamboanga City High School
 6

SAQ-3: What is the class midpoint of the last two classes?

A cumulative frequency (cf) column is determined by adding the frequency in

Step 7 each class to the total of the frequencies of the classes preceding that class,
such as 0+14=14, 14+21= 35, 35+11=46, 46+6=52, 52+4=56, 56+4=60

Table 2. Frequency table of One-way Commuting distance for 60 Downtown Zamboanga City
Workers (in mile)
Class Limits Class Boundaries Tally Frequency Class Cumulative
Lower-Upper Lower-Upper Midpoint Frequency
1-8 0.5-8.5 IIII IIII IIII 14 4.5 14
9-16 8.5-16.5 IIII IIII IIII IIII I 21 12.5 35
17-24 16.5-24.5 IIII IIII I 11 20.5 46
25-32 24.5-32.5 IIII I 6 28.5 52
33-40 32.5-40.5 IIII 4 36.5 56
41-48 40.5-48.5 IIII 4 44.5 60
n = 60

Cumulative frequencies are used to show how many data values are accumulated up to
and including a specific class. For example, 35 of the total one-way commuting distance are
less than or equal to 16 miles. 52 is less than or equal to32 miles.

The reasons for constructing a frequency distribution are as follows:

1. To organize the data in a meaningful, intelligible way.

2. To enable the reader to determine the nature or shape of the distribution.
3. To facilitate computational procedures for measures of average and spread.
4. To enable the researcher to draw charts and graphs for the presentation of data.
5. To enable the reader to make comparisons among different data sets.

Let’s Practice #1! (Write your answer on the separate sheet/s of paper.)

1. A survey was taken on how much trust people place in the information they read on the
Internet. Construct a categorical frequency distribution for the data.
A - trust in everything they read
M - trust in most of what they read
H - trust in about one-half of what they read
S - trust in a small portion what they read.
(Based on information from the UCLA Internet Report.)

M M M A H M S M H M
S M M M M A M M A M
M M H M M M H M H M
A M M M H M M M M M

2. Medical: Tumor Recurrence: Certain kinds of tumors tend to recur. The following data
represent the lengths of time, in months, for a tumor to recur after chemotherapy (Reference:
D. P. Byar, Journal of Urology, Vol. 10, pp. 556–561). Note: These data are also available for
download at the Online Study Center.

WRITTEN BY: ABBYGAILE G. ABONALLA, T-I

Zamboanga City High School
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19 18 17 1 21 22 54 46 25 49
50 1 59 39 43 39 5 9 38 18
14 45 54 59 46 50 29 12 19 36
38 40 43 41 10 50 41 25 19 39
27 20
Use five classes

Now that you are already familiar with the frequency distribution table its time
that you will learn about the MEAN, MEDIAN, and MODE.

The mean, median, and the mode are measures of central tendency.

Mode

Count the letters in each word of this sentence and give the mode. The numbers
of letters in the words of the sentence are

5 3 7 2 4 4 2 4 8 3 4 3 4

When we look at the numbers, we can see that 4 is the most common number, as there
are more words with 4 letters than any other. Before scanning for the mode, it is a good idea
to order—or sort—larger data sets.
For any qualitative or quantitative variable, the mode is the score that occurs the most
often in each data set. The mode is defined as the score(s) in each data set (variable) that
occurs with the highest frequency.
Not every data set has a mode. For example, if a science teacher gives equal numbers
of 85’s, 87’s, 89’s, 91’s, and 93’s, then there is no modal grade.
Data sets (variables) with two modes are often referred to as bi-modal, and similarly
defined in terms of the number of modes are tri-modal (three modes) or multi-modal data sets
or variables.
The mode is not very stable. Changing only one number in a data set will drastically
alter the mode. The mode, on the other hand, is a useful average when determining the most
frequently occurring data value.

Median

The middle value of a set of scores under consideration is the median, or central value,
of an ordered distribution. When you are given the median, you know there are an equivalent
number of data values above and below it in the ordered distribution.

To find the median,

1. Order the data from smallest to largest (rank ordering) .
2. For an odd number of data values in the distribution,

Median = Middle data value

3. For an even number of data values in the distribution,

𝑺𝒖𝒎 𝒐𝒇 𝒕𝒉𝒆 𝒕𝒘𝒐 𝒎𝒊𝒅𝒅𝒍𝒆 𝒗𝒂𝒍𝒖𝒆𝒔

Median = 𝟐

WRITTEN BY: ABBYGAILE G. ABONALLA, T-I

Zamboanga City High School
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Example: Find the median of the following set of values.

1. 83, 93, 77, 33, 62, 28, 23

Order the data from the smallest to the largest number

23, 28, 33, 62, 77, 83, 93
Since there are odd number of data, the middle data is the median. In the given example,
the median is 62.

2. 31, 25, 69, 80, 31, 29

Ordering the given values will yield to the following

25, 29, 31, 31, 69, 80

The given data set has even amount of data. The two middle values are 31 and 31. The
median is thus equal to

𝑺𝒖𝒎 𝒐𝒇 𝒕𝒉𝒆 𝒕𝒘𝒐 𝒎𝒊𝒅𝒅𝒍𝒆 𝒗𝒂𝒍𝒖𝒆𝒔 𝟑𝟏+𝟑𝟏 𝟔𝟐

Median = = = = 31
𝟐 𝟐 𝟐

SAQ-3: What is the mode of data set #2?

Mean

An average that uses the exact value of each entry is the mean (sometimes called the
arithmetic mean). To compute the mean, add the values of all the entries and then divide by
the number of entries.

𝒔𝒖𝒎 𝒐𝒇 𝒂𝒍𝒍 𝒆𝒏𝒕𝒓𝒊𝒆𝒔

Mean = 𝑵𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝒆𝒏𝒕𝒓𝒊𝒆𝒔 (𝒏)

The mean for the data set 83, 93, 77, 33, 62, 28, 23 is

𝒔𝒖𝒎 𝒐𝒇 𝒂𝒍𝒍 𝒆𝒏𝒕𝒓𝒊𝒆𝒔 𝟖𝟑+𝟗𝟑+𝟕𝟕+𝟑𝟑+𝟔𝟐+𝟐𝟖+𝟐𝟑 𝟑𝟗𝟗

Mean = 𝑵𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝒆𝒏𝒕𝒓𝒊𝒆𝒔 (𝒏) = = = 57
𝟕 𝟕

SAQ-4: What is the mode of data set in the above example?

When we compute the mean, we sum the given data. There is a convenient notation to
indicate the sum. Let x represent any value in the data set. Then the notation

∑x (read “the sum of all given x values”)

means that you are to sum all the data values. In other words, we are to sum all the entries
in the distribution. The summation symbol ∑ means sum the following and is capital sigma,
the S of the Greek alphabet.
The symbol for the mean of a sample distribution of x values is denoted by 𝑥̅ (read “x
bar”). Thus,

𝒔𝒖𝒎 𝒐𝒇 𝒂𝒍𝒍 𝒆𝒏𝒕𝒓𝒊𝒆𝒔

Mean = 𝑵𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝒆𝒏𝒕𝒓𝒊𝒆𝒔 (𝒏)
∑𝒙
̅=
𝒙
𝒏

WRITTEN BY: ABBYGAILE G. ABONALLA, T-I

Zamboanga City High School
 9

Let’s Practice #2! (Write your answer on the separate sheet/s of paper.)

For the following groups of numbers, calculate the mean, median and mode for each.
(Note: Show how you arrived at the answer for the median and the mean).
1. 18, 24, 17, 21, 24, 16, 29, 18
2. 75, 87, 49, 68, 75, 84, 98
3. 55, 47, 38, 66, 56, 64, 44, 63, 39

REMEMBER
Key Points

▪ A frequency distribution is the organization of raw data in table form, using classes.
▪ Two types of frequency distributions that are most often used are the categorical
frequency distribution and the grouped frequency distribution.
▪ The measures of central tendency are the mean, median and mode.
▪ The mean is the sum of n numbers divided by n.
▪ The median is the “middle” or “center” of a set of data.
▪ The mode is the value that occurs with the highest frequency and more than once.

TRY
Let’s see how much you have learned today!
Write your answers on a separate sheet of paper.
Directions: Read each question carefully and choose the letter corresponding to your
answer. (Write your answer on a separate sheet of paper.)
_____1. Which measure of central tendency is described as an “average”?
A. Mean B. Median C. Mode D. Standard Deviation
_____2. What measure of central tendency requires that the data be arranged according to
size?
A. Mean B. Median C. Mode D. Standard Deviation
_____3. The data distribution below shows the 2, 439 complaints about comfort-related
characteristics of an airline’s planes:

Nature of Complaint Number of Complaints

Inadequate leg room 719
Uncomfortable seats 914
Narrow aisles 146
Insufficient carry-on facilities 218
Insufficient restrooms 58
Miscellaneous other Complaints 384
TOTAL 2439

What type of data frequency distribution table is this?

A. Numerical distribution C. Categorical distribution
B. Quantitative distribution D. Frequency distribution table
______4. Which measure of central tendency is described as the value which occurs most
often?
A. Mean B. Median C. Mode D. Standard Deviation

WRITTEN BY: ABBYGAILE G. ABONALLA, T-I

Zamboanga City High School
 10

_____5. The following table is based on the study in which 200 persons were asked how
many times they had visited the local zoo during the last twelve months:
Number of visits to the local Number of persons
zoo
0 90
1 72
2 26
3 8
4 3
5 0
6 1
TOTAL 200
What type of frequency distribution is shown?
A. Numerical distribution C. Categorical distribution
B. Qualitative distribution D. Frequency distribution table
For items 6-8, refer to the problem below.
In a recent month, the Bureau of Fisheries reported 53, 31, 67, 53, and 36 fishing
violations for five different regions.

_____6. What is the median value?

A. 31 B. 36 C. 53 D. 67
_____7. What is the mode?
A. 31 B. 36 C. 53 D. 67
_____8. What is the mean?
A. 48 B. 45 C. 37 D. 36
For items 9-10, refer to the situation described below.
The number of nurses on duty each day at a hospital is grouped into a distribution having
the following classes:
15-29
30-44
45-59
60-74
75-89
_____9. What is the class width?
A. 5 B. 15 C. 20 D. 25
_____10. How many classes were used?
A. 5 B. 15 C. 20 D. 25

Brase, Charles Henry, and Corrinne Pellillo Brase. 2012.

Understandable Statistics: Concepts and Methods. Richard
Stratton.
Freund, John E, and Gary A Simon. n.d. Modern Elementary Statistics.
Prentice Hall.
"Frequency Distribution Table: Examples, How to Make One."
Statistics How To. January 11, 2021. Accessed April 09, 2021.
REFERENCE/S
https://www.statisticshowto.com/probability-and-
statistics/descriptive-statistics/frequency-distribution-table/.
"What Is a Frequency Distribution?" SPSS Tutorials What Is a
Frequency Distribution Comments. Accessed April 09, 2021.
https://www.spss-tutorials.com/frequency-distribution-what-is-
it/#:~:text=A frequency distribution is an,used for summarizing
categorical variables.

WRITTEN BY: ABBYGAILE G. ABONALLA, T-I

Zamboanga City High School
 11

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WRITTEN BY: ABBYGAILE G. ABONALLA, T-I

Zamboanga City High School