185

Chaptcr

12
Measures of Central Tendency

to go beyond the task of

Oftentimes, aclassroom teacher wishes further obtaining a set of
by
up a frequency distribution the characteristics and perform
setting measures whichescribe results collected. Toachieve
quantitative the test and
students as a wholefrom various statistical techniques
the
ance of
classroom
the
teacher turns tointerpreting the test esults that have
this, and
procedures for analyzing
been collected. averages or measures of cen
Chapter discusses about thetendency, popularly known as
This
measure of central number which will be
ral tendency. A be referred toas a single central value of agroup of
may
an average, definite way to indicate the value represents allthe
used in some individuals where this central
other words, an average
observations or In
group of which itis a part. a single central value can
figures in a central tendency
where
the values in the
measure of typical of all
1S a group of figures as
stand for the entire
education
group. tendency commonly used in
central median. Other
The measures ofthe arithumetic mean and the nean and the
are mode, he geometric
and psychology
centralvalue are the
measures of
 186

harmonic mean. Discussion of the last twO measures, the geometric

mean and the harmonic mean, is not included in this Chapter due
to thcir infrequent use in the field. Generally, the most important
and widely used measure of central tendency in the field is the
arithmetic mean.
Guilford states that the average, whether it be a mean, median
or moôde serves two important purposes. First, it is a shorthand
descripion of a mass of quantitative data obtained from a sample.
II is more meaningful and economical to let one number stand for
a group than to try to note and remember all the particular numbers,
An average is, therefore, descriptive of a sample obtained at a
particular time in a particular way. Second, it also describes
indirectly, but with some accuracy, the population from which the
sample was drawn.' For instance, if the sample of second year high
school students in Fishery Arts examination is representative of all
the second year high school students in the same institution, in the
same province, or even in the same country, then the average of their
SCores reveals much about the average that would be made by the
population that they represent, be it institutionwide, provincewide,
or countrywide.
The Characteristics of the Mean, Median and Mode

Mean. The mean is the most frequently used measure of

central
tendency because it is subject to less error; it is rigidly defined:;
it is also easily calculated./ Moreover, it lends and
itself to
manipulation; its standard error is less than the median, and thealgebraic
sum of
the deviation of the cases about the mean is
zero For
arithmeticmean of these scores 9, 6, 8, 12 and5 is &. Theinstance, the
these scores from the mean are 1, -2, 0, 4, and -3. The deviation of
deviations is zero. sum of these

Median. The median has an interesting

of absolute deviations (disegard the sign) characteristic. The sum
is less han or equal to the sum of Jd/ about the median
value.x Consider he absolute deviations about any other
scores:
2, 3, 6, 7.9, 10, 12, 15, and 18. Hee the

J. P. Guilford, Fundamental Statistics in Psychology and Education (Fith

Edition; Tokyo, Japan: McGraw-Hill
Kogaskusha, Lid. 1973), p. 42.
 187

modian is 9,NThe deviations about the

median are -7,6,-3,-2, 0, 1,3,
6,and9. The sum of absolute deviations Jd/ is 37. Choose any value
fromthe.deviations otherthan the median, say, 7. The deviations about
this valuc are -5,4,.-1,0, 2, 3, 5, 8, and 11. Here the sum of absolute
deviations about the median is 39, hence, the sum of absolute
deviations about the median is less than or equal to the sum of absolute
Aeviations about any other value. Another characteristic of the median
is that it is consistent in type with other point measures such as the
quarile, decile, and percentile.
Mode. The mode is entirely independent of the
measures; its position is not stable; it is not contributed by all the
items in a series; and it may not always be well-defined or possible to
locate properly.
Advantages of the Mean, Median and Mode 3
4
Mean. The mean is the best measure for regular distribution; S
it is most reliable, stable, least probable error, and is most generally
recognized measure of central tendency.
Median. The median is the best measure of central tendency
when the distribution is iregular or skewed. It may be located in
an open-end istribution or when the data are incomplete,for
instance, only the middle or 80 per cent of the cases is reported.rIt is
preferable when the units of measurement employed are not known
and is readily determinable from cumulative curves and other types
of graphs such as cumulative percentage frequency polygon or the
ogive.
Mode. Mode is always a real value since it does not fall on
Zero. It is simple to approximate by observation especially when the
number of cases is small. It does not lend to algebraic manipulation.
Moreover, it does not necessitate arrangement of values.

Disadvantages of the Mean, Median and Mode

Mean. Mean does not supply information about the homogencity
O he group. The more heterogeneous the set of observations or group
of individuals, the less satisfactory is the mean.
188

Median. Median necessitates arranging of items according to

size before it can be computed. Ithas a larger probable error than the
mean. It does not lend itself to algebraic treatment. Also, it is erratic
if the data o not cluster at the center of the distribution.
Mode. Mode is inapplicable to small number of cases when the
values may not be repeated. It is not rigidly defined and is inap
plicabie to iregular distribution.
The Arithmetic Mean

The mean of ungrouped data. The arithmetic mean, orsimply the

mean, is defined as the sum of all the scores divided by the number
of cases. Consider the following scores: 7, 5, 14, 10, 21, 5, 7, 9, 7, and
18. The mean of these scores is10.3.
In general, if scores are represented bythe symbols X, X, X,...
X, the arithmetic mean in algebraic language is
X=
X + X, + X, +...X or
N N- o

The formula of an arithmeic mean is simply written as

Where X= Arithmetic mean

X= Sum of al] the scores
N= Number of scores or cases,

To illustrate the formula using the foregoing sampling N is 10

and X is 103. X= l03 = 10.3
10

The mean is 10.3. The classroom teacher should bear in mind thai
X is equal to NX. This information is useful in avariety of situations
The weighted arithmetic mean. The weighted arithmetic mea
is applicable to options of different weights. For instance, the options
and their weights are: of very much concem, 4,of much concem, 3;0
 189

Jitle conccm, 2: and of no concem at all, 1. In a group of 30 teachers

Iested, 20 chose of very much concem or 4;7, of much conçem
of 1. For
or 3;2, litle concem or 2; and 1, of no Concem at all or
Cxample,the question asks is Are you concemed of the bright future
of yourstudents?

The fomula in finding the weightcd arithmetic mean of the

foregoing data is

or
Efx

This fomula is written simply as

X= Lfx

where X= Weighted arihmetic mean

fx = Sum of all the products of f and x where f is the
frequency of each sCore and x, weight of each score
f = Sum of all the students tested

Using the foregoing data the weighted arithmetic mean is

20(4) + 7(3) + 2(2) + 1(1)
X= 20 +7+ 2+1
80 +21 +4+1
X=
30
106
30
= 3.53 (of very much concerm)
Or it can be written as:
Efx
4 x 20= 80
3 x 7 = 21
X=
2x 2 =4
1 106
1x 1=
106 30
30
= 3.53(of very much concem)
190

The weighted mean obtaincd is 3.53 or 4, this means that teachers

are very much concemedof the bright future of their studcnts.
The mean from grouped data. When number of cases is large.
it is casy to compute the mean by grouping the data using the mid.
point method or class deviation method. The data are grouped in
the fom of afrcquency istribution. It is more convenient to apply
the mean of the midpoint method. This is done by getting the product
of midpoint and the frequency. The formula is
SIM
N

Where X = Arithmetic mean

ÎM= Sum of the product of midpoints by frequencies
N = Total number of cases

As an illustration, the frequency distribution of Table 11.5 has been

Computed using the foregoing formula. The steps are as follows:
Step 1. Compute the midpoints of all class limits which is
given the symbol M.
Step 2. Multiply each midpoint by the corresponding frequency.
Step 3. Sum the products of midpoints by frequencies.
Step 4. Divide this sum by the total number of cases (N) to
obtain the mean.

The midpoints of the class limits M appear in Column 2. The

frequencies f are shown inColumn 3. The products of the midpoints
by the frequencies ÎM appear in Column 4. The sum of these
products ZIM is 1021, N is 35 and the mean (X) is obtained by
dividing 1021 by 35 and is 29.17. Table 12.1shows the computation
of the arithmetic mean from frequency distribution using the mid
point method.
 191

Tahle 12.1. Computation of Arithmetic Mean Using the Midpoint

Method

2 3 4
1
Class Limits Midpoints Frequcncy Frequency x Midpoints
M f fx M

47 47
46 48
44 44
43 -45
41 2 82
4042
38 3 114
37-39
35 3 105
34-36
32 4 128
31 -33
203
28-30 29
5 130
25 - 27 26
3 69
22-24 23
2 40
19-21 20
2 34
16 18 17
1 14
13 15 14
1 11
10- 12 11

35 1021
Total

EIM
X =
N

1021
35
= 29.17
class-deviation method. This method gives a
The mean of the in a fom of frequency
in computing he mean
shorter way obtained in this method is the same
distribution. The mean value teachers
Table 12.1, This is commonly used by classroom
as in where it saves time and effot
in
shortcut prOcedure
because of the
is krnown as class-deviation method because
Computing. This method
deviation of the observed values instead of raw scores
itdeals with
arbitrary origin in any ofthe class limits. The point of origin
from an from
is zero. If class limits are arrangedbelow
arbitrarily choose
that we deviations is posiive and
highest to lowest, above zero
 192

negative; and if aanged from lowest to highest score above zero

deviation is negative and below zero deviation is pOsilive.
The fonula in computing the mean of class-deviation method
is:

X= M, +c d
N

Where M, = Midpoint value of origin

Lfd= Sum of the products of the frequency times the
deviation

N= Total number of cases

C = Class interval

Using a frequency distribution of Table 12.1 for groupcd data, the

steps in computing the mean by class-deviation are as follows:
Step 1. Choose a temporary arbitrary origin from any of the
class limits either at the center, bottom or at the top.

Step 2. Assign to he class limits coded values, starting with

zero at the origin and with positive values above the zero deviation
and negative values below it. This deviation (d) appears in Column
4.

Step 3. Multiply the d by the corresponding class frequcncy f

to get the fd. Theseproducts are shown in Column 5.
Step 4. Sum the fd products algebraically. The symbol is Xfd.
Step 5. Compute the mean by using the foregojng formula.
Table 12.,1 presents the computation of the mean by
method to the same frequency distribution in Table 12.1class-deviation
 193

Table 12.2. Computation of the Mcan by Class-Deviation Mehod

to the same Frequency Distribution in Table 12.1

1 2 3 4
Cass Limits Midpoints Freq. Deviation Freq. x Deviation
(M) () (d) (fd)

46 48 47 6 6
4345 44 1 5 5
40 42 41 2 4 8
37-39 38 3 3 9
34-36 35 2 6
32 4 1 4 38
31-33
28-30 29 7
25-27 26 5 -1
22-24 23 3 -2 -6
19-21 20 2 -3 6
16-18 17 2 4 -8
13-15 14 1 -5 -5 -36
10-12 11 1 -6 6

35 2
Total

X - M, +Cd,
N

2
=29+3(
6
=29 +35

= 29 + 0.17

= 29.17

To prove, o have the same mean value by choosing any of the class
limits as temporary arbitrary origin, consider Table 12.3.
 194

Table 12.3. Proving the Computation of the Mean by Class-Deviation

Method Using Near the Bottom Class Limits as Tem
porary ArtbitraryOrigin
2 3 4 5

Class Limits
Midpoints Frcq. Deviation Frcq. x Deviation
M f d fd

46 48 47 10 10
4345 44 9 9
40-42 41 2 8 16
37-39 38 3 7 21
34-36 35 3 6 18
31-33 32 4 5 20
28-30 29 4 28
25-27 26 5 3 15
22-24 23 3 2 6
19-21 20 1 2 +145
16-18 17 2
13-15 14 1 -1 -1
10-12 11 -2 -2- 3
Total 35
142

X- M, +C(21d
N

= 17+3 ( 142,
35

17+.426
35

= 17+ 12.17

-29.17
 195
The Median

Another measure of central tendency that is commonly used

lassnoom teachers is the median. The median is defined as a
poin on a scale such that scores above or below it lie 50 pecr cent
afthe cases. itmay or may not stand for a scoreX
The median from ungrouped data. The median of aset of un
grupd data is obtained by computing the midpoints of the two
middle scoes when the set of scores is even. When set of values
is odd. pick out the middle most point from its order of magnitude.
To illustrate, consider the following odd scores: 18, 19, 21, 21, 22,
23. 23, 24, and 25. For these 9 scores, locate a point such that 4
scores fall above the median and 4 scores below. Here the mnedian
is 22.
Likewise, when set of values is even, get the middle most point
from its order of magnitude by ividing 2 of the two scores with the
39,
middle portion. For instance, the scores are: 31, 32, 35,35, 37, 38, and
between 37
40, 40, and 43. For these 10 scores, the median is in
median
38, hence, 37 plus 38 equals 75 divided 2equals 37.5. Hence, the
of the foregoing scores is 37.5.
the median is obtained
If two middle scores have the same value,
by interpolation. Interpolate two-thirds of the way intothe interval to
obtain a point above and below which show the scores fall. For example
scores:40,42, 43,43,43,45, 47 and 49, From these 8scores, locate
the
4sCores above and below it. Here the
three 43s may seem to occupy the
then taken as 42.5 plus
interval 42.5 to 43.5. To illustrate, the median is foregoing scores is
of the
2/3 or 0.67 equats 43.17. Thus, he median
43.17.
computing the median from
The median from grouped data. Indisuibution,the concept is to
grouped data in the fom of frequency observations fall above this
determine a value such Uhat 50 per cent of tte calculate the median by
value and the other half below il. Ii iseasy to
the steps for the
considering the data on Table l12.3. The following are
median from below:
in
Step 1. Estimale he cunulaive frequencies as presented
Column 3.
196

Step 2. Find N/2, or one-half the number of cases in the is.

tribution, in this example 17.5.
Step 3. Dctermine the class limit in which the 17.5th case falls, The
17.5th case falls within the class limit 28-30 having a cumulative
frequency of 21 whee the 17.5th case falls within this frequency.
Siep4. Compute the median from below by using the formula,

fo
where X= the median
L= the lower rçal limit of the median class
N= the total number of cases
SCÊ< = the sum of the cumulative frequencies lesser than"
up to but below the median class
fc = the frequency of the median class
e= the class interval
To illustrate, consider the Table 12.3 data as shown in Table 12,4 in
computing the median from grouped data in the form of frequency
distribution.

Table 11.4. Computation of the Median from Below (Grouped Data)

1 2 3 4
Integral Limit Frequency Cumulative Frequency
f Cf< Cf>

46-48 35 1
4345 1 34 2
40 42 2 33 4
37-39 3 31 7
34-36 3 28 10
31-33 4 25 14
28-30 / 7 21. 21/
25-27 5 14 26
22-24 3 29
19-21 2 6 31
16-18 2 4 33
13-15 1 2 34
10-12 35
Total 35
 197

Inthe foregoing example, NI2 is 17.5: ECf< is 14; fc is 7; and

Lis27.5. Tosubstitute the fomula, the median is

fc

- 27.5 +3(S-14,
7

10.5
= 27.5 +

= 27.5 + 1.5

= 29

Median from above. Median from above has the same steps with
meian from below, but the upper limit is uscd and finding N/2 starts
from above. In other words, the "greater than" cumulative frequency is
used. The formula is,

=U-C N2-
2Cf>)
fc

where = te median
U= the upper real limit of the median class
N= the total nurmber of cases
LCt>= he sum of the cumulative frequencies "greater than"
up to but above the median class
class
fc = the frequccy of he median
C= he class interval

Toillustraie, corsiderTabie II4tedala la te said Table, N/2 is 175.

is 7.
Uis 30.5;, Cis 3:; C > is 4, and
N2 XC

3(75-14
= 30.5- )
 198

10.5
30,5
7

30.5 15

£29

The Mode
The mode is another measure of central tendency. It may be
efined as avalue in aset of scores that occur most frequently. For
instance, the set of scores are: 43, 45, 46,47,47,47,48,49, 50, and 50.
Here the most frequent score is 47 because it appcars three times, thus,
this is the modal valuc.j
In casc where all scores occur with the same frequency having
a frequency cqual to or grcater than 1, no modal value can be
calculated. For instance, 48, 49, 50, 51, 53, 55, 57, 58, 59, 60, 61,
63, 65, and 67. No mode can be obtaincd on these set of scores
because the frequency of all the scores is 1. Likewise, when all the
frequencies of a sct of scores are cqual, a modal value cannot still be
calculatcd. Consider these set of scores: 35, 35, 35, 37, 37, 37, 38, 38,
38, 40, 40, 40, 45, 45, 45, 47, 47, 47, 48, 48, 48, 50, 50, and 50.
All scores appear with a frequcncy of 3, thus, no modal value can be
obtaincd.
The mode from ungrouped data. In an ungrouped data, mode
can be casily calculated by inspection. It is classified into unimodal,
bimodal, trimodal, and polymodal. For unimodal, there is only one
modal valuc. Consider these values 14, 15, 16, 17, 17, 18, 19, 20,
and 21. Here the mode is 17 and is unimodal since it is the only
value having he highest frequency in a set. A bimodal has two
modes. For instance, 18, 19, 20, 21, 21, 21, 23, 23, 24, 24, 25, 25,
25,26, 27, 28, 29, 30, 30, and 32. The modes are 21 and 25. If values in
aset has three modes, it is known as trimodal; and polymodal, for
many modes.
The mode from grouped data. When data are grouped in the
fom of frequency distribution, the modal class is found in a class
limit having the highest frequency. Again, if there are two class limits
 199

with greater frequency, the class is said as bimodal; if threc, trimodal;

and if many, polymodal.
To obtain the mode from groupcd data, consider the following
formula:

= L, t+ C2 (

where = Mode
=Lower real limit of the modal class
C= Class interval
class
f, = Frequency of the class after the modal
modal class
f = Fequency of the class before the
1. = Frequency of the modal
class

illustration purposes, consider the data below in a fom of

For thirty-five students in Botany
frequency distribution of the scores of
frequency there is only one class limit with
Test. Looking at the limit is28-30. This is an example
highest frequency of 7. This class
of unimodal.
Frequency
Class Limit
1
46-48 1
4345 2
40-42 3
37-39 3
34-36 4
31-33 7
28-30 5
25-27 3
22-24 2
19-21 2
16-18 1
13-15 1
10-12
35
Total
 200

Tocornpute the mode, consider the formula:

(,-,

5-4
- 275 + 3/2 (
2(7)- y-5
-27.5+ 15 (14-6
)
= 27.5 +

=27.5 + 0.1875

=27.69
It mus be noted that the characteristic of mode does not lend
to algebraic reatment, hence, law of signs do not apply to f, and f
EXERCISES

The grades of a student in seven subjects are: 83, 86, 86, 87,
88, 89,and 90. Find the mean, median, and mode of his grades.
Compute the rnean, median, and mode for the following data:
2.1. 25, 27, 27, 28, 28, 28, 29, 30, and 32
2.2. 44, 45,45, 46,46,47, 48, 48, 49, 49, and 50
2.3. 55, 57, 57,58, 59, 6), 63, 64, 65, 65,69, 70, 70, and 70.
3. Miss Z has 21 students in Statistics. These students were asked
on how ofen does Miss Z give assignment? Of the 21 students,
18 answered very often or 4; 2, ofen or 3; 1, seldom or 2:
and nobody for never or 1. Based on the responses of he
students, how often does Miss Z give assignment?
4. The following is a frequency distribution of
of 50studenty in Phycology. Compute the mean, examination scores
below ard above and mode. median from
 201

Class Limits f Cf< Cf>

120-124 2 50 2
115-119 3 48 5
110-114 4 45
105-109 2 41 11
100-104 7 39 18
95-99 14 32 32
90-94 10 18 42
85-89 3 45
2 47
80-84
1 3 48
75-79 49
70-74 1
1 1 50
65-69

Total 50

Answersto Exercises

1. X=87; =87; 2= 86
28.17; =28
2. 2.1. X = 28.1: X= 46; 2, =48; X, =49
=45; , =
2.2 X= 47; }=47; ,
63.5 =70
2.3 X= 63: X =
3. 3.8 (very often) Median from Above
Median from below
4. X=97.8
( N ) X=U-c (N2-fc 2C
K= 97 K= L+c fc
(25-18)
+5 (2-18 =99.5- 5 14
X=95.18 = 94.5 14
35
35 = 99.5 -
= 94.5 + 14
14
= 99.5 -2.5
94.5 +2.5

X= 97
}= 97