DESCRIPTIVE

STATISTICAL
ANALYSIS OF DATA
I N T R O T O D E S C R I P T I V E S TAT I S T I C S
LEVELS OF MEASUREMENT
• Is the key determinant on selecting the correct statistics to be used.
• Data elements are measured at the Nominal, Ordinal, Interval and Ratio Level.
– NOMINAL – data can only be put into groups; where NO CATEGORY IS
BETTER THAN THE OTHER and the difference cannot be determined.
– Interpretation: two subjects are or are not the same on this variable.
LEVELS OF MEASUREMENT
• Dichotomous data – are nominal data but have ONLY TWO POSSIBLE
CATEGORIES.
LEVELS OF MEASUREMENT
• ORDINAL – have an INHERENT ORDER but the difference in magnitude is not
known.
– Interpretation: which is greater or which is lesser.
LEVELS OF MEASUREMENT
• INTERVAL – distances between elements can be determined but have NO TRUE
ZERO.
LEVELS OF MEASUREMENT
• RATIO – has a TRUE ZERO.
LEVELS OF MEASUREMENT
DESCRIPTIVE STATISTICS
DESCRIPTIVE STATISTICS
DESCRIPTIVE STATISTICS
• Are numbers that summarize the data
with the PURPOSE OF DESCRIBING
WHAT OCCURRED IN THE
SAMPLE.
• Can also be used to COMPARE
SAMPLES OF ONE STUDY WITH
ANOTHER.
• Can also help researchers DETECT
SAMPLE CHARACTERISTICS
THAT MAY INFLUENCE THEIR
CONCLUSIONS.
Example:
If a sample of STEM Strand students
included 400 girls and 20 boys, the
investigator would need to be careful
about generalizing the findings to male
STEM Strand students.
WHAT TO DESCRIBE?
What is the “location” and the
“center” of the data? (“measures of
distribution and central tendency”)
How do the data vary?
(“measures of variability”)
MEASURES OF DISTRIBUTION Consists of a
description of the
number of subjects
selecting each
• FREQUENCY DISTRIBUTION - Are often the first analyses to possible option
be done on a data set. and may include
• Valuable method for describing NOMINAL AND ORDINAL DATA. the percentage of
the sample that
• Also can help detect data entry errors. this number
represents.
FREQUENCY DISTRIBUTION
• Can be shown using
NUMERICAL
VALUES or using
GRAPHICAL
TECHNIQUES.
I.Q. DISTRIBUTION (NORMAL DISTRIBUTION)
FREQUENCY DISTRIBUTION
• Can be
UNIVARIATE or
BIVARIATE, or
MULTIVARIATE.
• Depending on how
many variables are
being measure at the
same time.
• Example: Race and
Social Economic
Status
FREQUENCY DISTRIBUTION
FREQUENCY DISTRIBUTION
Example :
The data below shows the mass of 40 students in a class. The measurement is to
the nearest kg.
Construct a frequency table for the data. Interval: by 5
55 70 57 73 55 59 64 72

60 48 58 54 69 51 63 78

75 64 65 57 71 78 76 62

49 66 62 76 61 63 63 76

52 76 71 61 53 56 67 71
FREQUENCY DISTRIBUTION

The marks obtained out of 25 by 30 students of a class in the examination are

given below.

20, 6, 23, 19, 9, 14, 15, 3, 1, 12, 10, 20, 13, 3, 17, 10, 11, 6, 21, 9, 6, 10, 9, 4, 5, 1,
5, 11, 7, 24

**Represent the above data as a grouped data taking the class interval 0 - 5
MEASURES OF CENTRAL TENDENCY
• Are statistics that describe where the middle of the sample lies.
• Levels:
– Mode – lowest
– Median
– Mean - highest
 Best measure of
Type of Variable
central tendency
Nominal Mode
Ordinal Median
Interval/Ratio (not
Mean
skewed)

Interval/Ratio (skewed) Median

The data shown are the grades received by fifteen students of Mrs.
William's class.
A, B, B, B, C, A, B, B, A, B, C, B, B, B, A
Which measure of central tendency is the best for the given situation?
a. mean
b. mode
c. median
PRACTICE: a. 8
b. 17
• Find the MODE of the following data. c. 3

• (a) 12, 8, 4, 8, 1, 8, 9, 11, 9, 10, 12, 8

• (b) 15, 22, 17, 19, 22, 17, 29, 24, 17, 15

• (c) 0, 3, 2, 1, 3, 5, 4, 3, 42, 1, 2, 0
Gary has taken an aptitude test 8 times and his scores are 96, 98, 98, 105, 36, 87,
95, and 93. Which measure of central tendency is most appropriate for his
scores?
a. median
b. mode
c. mean
PRACTICE: a. 28
b. 17.5
c. 47
• Find the MEDIAN of the following data. d. 10

• (a) 27, 39, 49, 20, 21, 28, 38

• (b) 10, 19, 54, 80, 15, 16

• (c) 47, 41, 52, 43, 56, 35, 49, 55, 42

• (d) 12, 17, 3, 14, 5, 8, 7, 15

PRACTICE:

• Find the mean of the following distribution.

• (a) The age of 20 boys in a locality is given below.

Age in Years 12 10 15 14 8
Number of Boys 5 3 2 6 4

• (b) Marks obtained by 40 students in an exam are given below.

Ans:
Marks 25 30 15 20 24 a. 4
Number of Students 8 12 10 6 4 b. 8
MEASURES OF DISPERSION
• Dispersion or variability refers to THE SPREAD OF THE VALUES
AROUND THE CENTRAL TENDENCY.
• Measures of dispersion simply serve as index of spread of X-values away from
the central value.
• Indicates the heterogeneity or homogeneity of the data
• Has 4 common measures:
– Range
– Variance
– Standard Deviation
– Coefficient of Variation
MEASURES OF DISPERSION
• RANGE
– A measure of
dispersion
from which it
is the
difference
from the
highest and
lowest value.
Problem: Cheryl took 7 math tests in one marking period. What is the range of her test
scores?
89, 73, 84, 91, 87, 77, 94

Solution: Ordering the test scores from least to greatest, we get:

73, 77, 84, 87, 89, 91, 94

highest - lowest = 94 - 73 = 21
Answer: The range of these test scores is 21 points.
Student Find the RANGE.
A
A 5
5
RANGE = 6
B
B 6
6
C 7 Find the MEAN,
C 7
D 7 MEDIAN AND
D
E 7
8 MODE.
E
F 8
8
F
G 8 MEAN = 8
H
G 8 MEDIAN = 8
I 9 MODE = 8
H 8
J 9
I 9
K 10
J 9
L 11
K 10
L 11
MEASURES OF DISPERSION
• STANDARD DEVIATION - shows the relation that a set of scores
has to the mean of the sample.
Student
A 5 5 RANGE = 6
A 5 5––8
8== -3
-3
  MEAN =8
B
B 6
6
C 7 MEDIAN = 8
C 7 MODE = 8
D 7
D 7  Find the distance between
E 8
E 8 each value and the mean
F 8
(deviation)
F
G 8
H
G 8 .
I
H 9
8  Then,get the Standard
J 9 Deviation ()
I 9
K 10
J 9
L 11
K 10
=
L 11
Student
A 5 5 RANGE = 6
A 5 5– –8 8= = -3
-3
  MEAN =8
B
B 6
6 6
6– –8 8= = -2
-2
C 7 7 – 8 = -1 MEDIAN = 8
C 7 7 – 8 = -1 MODE = 8
D 7 7 – 8 = -1
D 7 78 –– 88 =  Find the distance between
E 8 = -1
0
E 8 8 each value and the mean
F 8 8– –8 8==0 0
(deviation)
F
G 8 8–8=0
H
G 8 8–8=0 .
I
H 9
8 9
8– –8 8==1 0  Then,get the Standard
J 9 9–8=1 Deviation ()
I 9 9–8=1
K 10 10 – 8 = 2
J 9 9–8=1
L 11 11 – 8 = 3
K 10 10 – 8 = 2
=1.65
L 11 11 – 8 = 3
MEASURES OF DISPERSION
• VARIANCE – the average of the squared differences from the
mean.
Student
A
A 5
5 5
5– –8 8= = -3
-3
B
B 6
6 6
6– –8 8= = -2
-2
C 7 7 – 8 = -1
C 7 7 – 8 = -1
D 7 7 – 8 = -1
D
E 7
8 78 –– 88 =
= -1
0
E
F 8
8 8
8– –8 8==0 0
F
G 8 8–8=0
H
G 8 8–8=0
I
H 9
8 9
8– –8 8==1 0
J 9 9–8=1
I 9 9–8=1
K 10 10 – 8 = 2
J 9 9–8=1
L 11 11 – 8 = 3
K 10 10 – 8 = 2
=1.65
L 11 11 – 8 = 3
MEASURES OF DISPERSION
• COEFFICIENT OF VARIATION – It is often expressed as a
percentage, and is defined as the ratio of the standard deviation to the
mean.

 
𝑆
𝐶𝑉 = ∗ 100 %
𝑋
´
Student
A
A 5
5 5
5– –8 8= = -3
-3 =9
B
B 6
6 6
6– –8 8= = -2
-2 =4
C 7 7 – 8 = -1 =1
C 7 7 – 8 = -1
D 7 7 – 8 = -1 =1
D
E 7
8 78 –– 88 =
= -1
0 =0
E
F 8
8 8
8– –8 8==0 0 =0
F
G 8 8–8=0 =0
H
G 8 8–8=0 =0
I
H 9
8 9
8– –8 8==1 0 =1
J 9 9–8=1 =1
I 9 9–8=1
K 10 10 – 8 = 2 =4
J 9 9–8=1
L 11 11 – 8 = 3 =9
K 10 10 – 8 = 2
=1.65
L 11 11 – 8 = 3
MEASURES OF DISPERSION
• Find the Coefficient of Variation.

= * 100%
 

= 20.63 %
Student
A
A 2
2
B
B 4
4
C 6
C 6
D 7
D
E 7
7
E
F 7
8
F
G 8
H
G 8
I
H 9
8
J 11
I 9
K 12
J 11
L 14
K 12
= =
L 14
Studen
t
A 2 -6 36
B 4 -4 16
C
C 6
6 -2
-2 4
4
D
D 7
7 -1
-1 1
1
E
E 7
7 -1
-1 1
1
F 8 0 0
F 8 0 0
G 8 0 0
G 8 0 0
H 8 0 0
HI 8
9 0
1 0
1
IJ 9
11 1
3 1
9
KJ 11
12 3
4 9
16
K
L 12
14 4
6 16
36 CV = 41.25%
L =
148 = 3.30
6 10.91
36