Chapter 2 .2stat

OBJECTIVES
OBJECTIVES
a.Defining the different types of
sampling methods/techniques;
b. Cite an example of the different
types of sampling methods in
real life situation
c. Sharing thoughts through peer
assessment..
CHAPTER III
SAMPLING AND
SAMPLING
DISTRIBUTION
POPULATION
SAMPLE
Sampling is a process of
getting the sample.
Statistic versus Parameter
Statistics – a branch of
Mathematics. It is a subject offered in a
school.
Statistic – a datum in a collection
of statistics. It is a characteristic of a
sample. It is used to estimate the value
of a population. The average grade of
students would be an example of a
statistic.
Statistic versus Parameter
Sample Statistic – any quantity computed
from a sample taken from a population with the
intention of using this quantity to estimate same
but unknown quantities of the population. The
examples would be sample mean and sample
variance.
Parameter – a useful component of
statistical analysis. It refers to the characteristics
that are used to define a given population.
Statistic describes a sample while
parameter describes a population. In other
words, statistic is used to estimate a parameter.
Examples of a Parameter
Population mean (µ)
Population standard deviation (σ)
Population variance (σ²)
Examples of a Statistic
Population mean (µ)
Population standard deviation (σ)
Population variance (σ²)
Say something about the following figures.
Sample Mean
8 10
40 34 34
29 33 32
32.7 17
35 32.7 32
38
24 33 31
26 33 30
55
80 Figure 2
Figure 1
Descriptive Statistics of the two given sets of sample data
Figure 1 Figure 2
Mean 32.7 Mean 32.7
Standard Error 6.92989 Standard Error 0.4726
Median 27.5 Median 33
Mode None Mode 33
Standard Deviation 21.9142 Standard Deviation 1.4944
Sample Variance 480.233 Sample Variance 2.2333
Kurtosis 1.3037 Kurtosis -0.1518
Skewness 1.13241 Skewness -0.3595
Range 72 Range 5
Minimum 8 Minimum 30
Maximum 80 Maximum 35
Sum 327 Sum 327
Count 10 Count 10
Random Sampling refers to
the sampling technique in
which each member of the
population is given equal
chance from a population is
called sample and the process
of taking samples is called
sampling.
Since survey research has a larger scope of
respondents, sampling technique is very
necessary. For instance, the population of the
research is 6,033 students, teachers, parents and
school administrators. It doesn’t mean that all of
these 6,033 target respondents will be given a
survey questionnaire. Sampling technique should
be done systematically so that expenses and time
will be minimized but the generality and reliability
of the information will be maintained.
STATISTICS AND PROBABILITY SAMSUDIN N. ABDULLAH, Ph.D.

Probability Sampling Methods
1. Simple Random Sampling
- Fishbowl method
- Lottery Method
2. Systematic Sampling
3. Stratified Sampling
4. Cluster Sampling
5. Multistage Sampling
Simple Random Sampling (SRS) is
a basic sampling technique where a
researcher selects a group of a sample
for study from a larger group
(population). Each individual is chosen
entirely by chance and each member of
the population has an equal chance of
being included in the sample.

Systematic Sampling is a statistical
method involving the selection of
elements from an ordered sampling
frame. The most common form of
systematic sampling is an
equiprobability method. In this
approach, progression through the list
is treated circularly, with a return to the
top once the end of the list is passed.
Stratified Sampling is a
method of sampling in which
the researcher divides the
population into separate
groups, called strata. Then, a
probability sampling is drawn
from each group.
Cluster Sampling is a sampling
technique used when mutually
homogeneous yet internally
heterogeneous groupings are evident
in a statistical population. It is often
used in marketing research. In this
sampling technique, the total
population is divided into groups called
clusters a simple random sample of the
group is selected.
Multistage Sampling is the taking
of samples in stages using smaller and
smaller sampling units at each stage. It
can be a complex form of cluster
sampling since it is a type of sampling
which involves dividing the populations
into groups. A combination of stratified,
cluster and simple random sampling is
used in multistage sampling technique.

Non-probability Sampling
Methods
1. Quota Sampling
2. Convenience Sampling
3. Purposive Sampling
4. Self-Selection Sampling
5. Snowball Sampling
6. Judgemental Sampling
Problem:
A researcher is conducting a study about the effect of
student absenteeism on academic performance of students.
The main respondents of the study are the students from all
grade levels. The number of sub-population per grade level
is as follows:
Grade 7 – 1209
Grade 8 – 1083
Grade 9 – 985
Grade 10 – 889
Grade 11 – 1087
Grade 12 – 780
What appropriate sampling technique can be applied? How
many samples do we have? How many samples from each
grade level?
Stratified Random Sampling using Slovin’s
Equation
Slovin’s Equation
n=
where:
n = desired sample
N = population
e = margin of error = 5% = 0.05

Solution:
Grade 7 – 1209 =
Grade 8 – 1083
Grade 9 – 985 =
Grade 10 – 889
Grade 11 – 1087 n = 375
Grade 12 – 780
6033 Proportional Percentage:
n=
= 0.0622
=

Grade 7 – 1209 x 0.0622 = 75
Grade 8 – 1083 x 0.0622 = 67
Grade 9 – 985 x 0.0622 = 61
Grade 10 – 889 x 0.0622 = 55
Grade 11 – 1087 x 0.0622 = 68
Grade 12 – 780 x 0.0622 = 49
375
Then, apply the simple random

sampling technique in choosing the
individual respondent per group.

Quiz (1 whole):
A researcher is conducting a study about the full
implementation of Senior High School (SHS) curriculum in
Sultan Kudarat. The following are the sub-population of the
study:
Students – 3050
Teachers – 550
Parents – 320
Principals – 150
Compute for the total number of sample as well

as the sample per group.

Solution:
Students – 3050
=
Teachers – 550
Parents – 320
=
Principals – 150
4070
n = 364
n= Proportional Percentage:
= = 0.0894

Students– 3050 x 0.0894 = 273
Teachers– 550 x 0.0894 = 49
Grade 9 – 320 x 0.0894 = 29
Grade 10– 150 x 0.0894 = 13
364
Then, apply the simple random
sampling technique in choosing the
individual respondent per group.

Population
USM - Kabacan – 1580
MSU - Maguindanao – 1398
CCSPC – 1409
SKSU – 1216

Solution:
USM - Kabacan – 1580
=
MSU - Maguindanao – 1398
CCSPC – 1409
=
SKSU – 1216
5603
n = 373
n=
Proportional Percentage:
=
= 0.0666
=

USM - Kabacan – 1580x0.0666 = 105
MSU - Maguindanao – 1398x0.0666 = 93
CCSPC – 1409x0.0666 = 94
SKSU – 1216x0.0666 = 81
373
Then, apply the simple random sampling
technique in choosing the individual respondent per
group.

II. A researcher is conducting a study about the
implementation of Solid Waste Management in the City
Divisions of Region XII. The following are the sub-population
of the study:
General Santos City – 4050

Koronadal City – 2890
Cotabato City – 3060
Tacurong City – 2079
Kidapawan City – 1980
Compute for the total number of sample as well

as the sample per group.

Assignment (1 whole)
Direction: Use the idea of a Normal Curve and the Central Limit
Theorem to solve the following problems. Illustrate the shaded
region of a normal curve representing your answer.
1. The IQ scores of children in a special education class are
normally distributed with a mean of 95 and a standard
deviation of 10.
a. What is the probability that one of the children has an
IQ score below 100?
b. What is the probability that a child has an IQ score
above 120?
c. What are the chances that a child has an IQ score of
140?
d. How many children have IQ scores above 100 if there
are 30 of them in class?
Select your answers from the following:
1. Mean
13. t-distribution
2. Median
curve
3. Mode
14.Normal Curve
4. Range
15. Statistics
5. Standard Deviation
16. Zero
6. Variance
17. Bell-Shaped
7. Coefficient of Variation
18. Research
8. Kurtosis
19. Statistics and
9. Skewness
Probability
10. Scatteredness
20. Simple Random
11. Frequency
Sampling
12. Percentage
Two Types of Statistics
1. Descriptive Statistics is concerned with the gathering,
classification and presentation of data and the collection
of summarizing values to describe group characteristics of
data. The most commonly used summarizing values to
describe group characteristics of data are percentage,
measures of central tendency (mean, mode, median);
measures of variability (range, standard deviation,
variance, coefficient of variation); of skewness and
kurtosis. Examples of descriptive statistics are the class
average of examination, range of student scores, average
salary, means of managerial satisfaction and average
return of investment.

2. Inferential Statistics pertains to the
methods dealing with making inference,
estimates or prediction about a large set of
data using the information gathered.
Commonly used inferential statistical tools or
techniques are testing hypothesis using the z-
test, t-test, analysis of variance (ANOVA),
simple linear correlation (Pearson r),
Spearman’s Rho, chi-square (x²) and
regression.

Two Forms of Hypothesis
1. Null Hypothesis (Ho) is the hypothesis to
be tested and it represents what the
investigation doubts to be true.
2. Alternative Hypothesis (Ha) is the
operational statement of the theory that
the experimenter or researcher believes
to be true and wishes to be true.

Two Types of Hypothesis Testing
1. One-tailed (directional) test occurs when the
researcher has the prior expectation about
the sample value he expects to observe.
2. Two-tailed (non-directional) test occurs when
the alternative hypothesis does not specify a
directional difference for the parameter of
interest. This test is applied when the researcher
doesn’t have the prior expectation regarding the
value he expects to see in the sample.

Two Types of Hypothesis Testing
1. One-tailed (directional) test occurs when the
researcher has the prior expectation about
the sample value he expects to observe.

2. Two-tailed (non-directional) test occurs when the
alternative hypothesis does not specify a directional
difference for the parameter of interest. This test is
applied when the researcher doesn’t have the prior
expectation regarding the value he expects to see in
the sample.

What is a Hypothesis?
A hypothesis is basically a statement
about the target population. This is
formulated as a result of years of observation
and researches. New researches may result
from one’s desire to determine whether or
not a researcher’s hypothesis is supported
when a sample data are subjected to rigorous
scientific statistical methods.
A statistical hypothesis is an assertion or
conjecture concerning one or more
populations
Steps in Hypothesis Testing
Step 1. Formulate the null and alternative
hypotheses.
Step 2. Set the level of significance (α).
Step 3. Select the appropriate test statistic
(statistical tool).
Step 4. Establish the critical (rejection) region.
Step 5. Compute the value of the test statistic
from the sample data.
Step 6. State your conclusion.

Testing a Hypothesis About a Single Mean
Using Large Samples (z-test)
z=

Examples:
1. In a recent survey of nurses in Region
XII, it was found out that the average monthly
net income of nurses is ₱ 8,048.25. Suppose a
researcher wants to test this figure by a
random sample of 158 nurses in Region XII to
determine whether the monthly net income
has changed. Suppose further the average net
monthly income of the 158 nurses is ₱ 9,568.40
and the population standard deviation was
found to be ₱ 1,563.42.
Solution:
=
I. Ho: x = ₱8,048.25
z = 12.22
Ha: x > ₱8,048.25
II. α = 0.05
III. z-test (right-tailed)
IV. The z-critical value = 1.65
V. Computation:
z= VI. Decision Making/Conclusion

Since that z-computed value of 12.22 is
= greater than the z-critical value of 1.65, we have
to reject the null hypothesis. Thus, the current
= average salary of nurses in Region XII which is
₱9,568.40 is significantly higher than ₱8,048.40.

2. The owner of a factory that sells a
particular bottled fruit juice claims that the
average capacity of their product is 250 mL. To
test the claim, a consumer group gets a sample
of 100 such bottles, calculates the capacity of
each bottle, and then finds the mean capacity
to be 248 mL. The standard deviation is 5 mL. Is
the claim true at 1% significant level?

Solution:
=
I. Ho: x = 250 mL
z = -4
Ha: x < 250 mL
II. α = 0.01
III. z-test (left-tailed)
IV. The z-critical value = -2.33
V. Computation:
= Since that z-computed value of -4 is less than

the z-critical value of -2.33, we have to reject the null
= hypothesis. Thus, the 248 mL is significantly lower than
250 mL. The claim is not true.

3. A researcher claims that there is a
significant difference on the Mathematics
performance of male and female students.
A population of male students in Grade 10
has a mean of 38.25 and a standard
deviation of 10.5. To prove his claim, a
sample of 81 female students in the same
grade level is found to have a mean of
36.80. Is the claim of a researcher true?
Use the 5% level of significance.
Solution:
=
I. Ho: x = 38.25
z = -1.24
Ha: x ≠ 38.25
II. α = 0.05
III. z-test (two-tailed)
V. Computation:

Since that z-computed value of -1.24 is
= greater than the z-critical value of -1.65, we have
to accept the null hypothesis. The claim of a
= researcher is not true. Thus, there is no significant
difference on the Mathematics performance of
male and female students.
Confidence Coefficients of z-Distribution
(z-test)
Types of Test/Significant Level 0.01 0.05 0.10

One-Tailed/One-Sided Test 2.33 1.65 1.29
Two-Tailed/Two-Sided Test 2.58 1.96 1.65
Direction: Fill-in the boxes with the correct answers regarding hypothesis
testing. Second row serves as your example.
zcomp value Inequality Zcritical value Decision Interpretation

Symbol
-5.256 < -2.33 Reject Ho. There is a significant
difference between the
sample mean and
population mean.
1 15.783 1.65
2 -1.678 -1.96
3 -2.05 -2.33
4 0.247 1.65
5 -4.097 -2.33
6 7.89 1.96
7 -5.079 -1.65
8 -2.32 -2.33
9 1.98 1.96
10 40.235 1.96

Direction: Fill-in the boxes with the correct answer regarding hypothesis
testing. Second row serves as your example.
zcomp value Inequality Zcritical value Decision Interpretation

Symbol
-5.256 < -2.33 Reject Ho. There is a significant
sample mean and
population mean.
1 15.783 > 1.65 Reject Ho. There is a significant
sample mean and
population mean.
2 -1.678 > -1.96 Accept Ho. There is no significant
sample mean and
population mean.
sample mean and
population mean.
4 0.247 < 1.65 Accept Ho. There is no significant
sample mean and
population mean.
5 -4.097 < -2.33 Reject Ho. There is a significant
sample mean and
population mean.
sample mean and
population mean.
7 -5.079 < -1.65 Reject Ho. There is a significant
sample mean and
population mean.
sample mean and
population mean.
9 1.98 > 1.96 Reject Ho. Significant
sample mean and
population mean.

Another Problem on Hypothesis Testing
A researcher wants to prove that the average
monthly salary of the private school teachers is
significantly different from the average monthly
salary of the public school teachers. The average
salary of the public school teacher is Pph24,500 and
a population standard deviation of Php4,480.15. A
sample of 150 private school teachers was
considered and found to have an average monthly
salary of Php15,000.
Is the claim of a researcher true? Use
hypothesis testing to justify your answer.

Solution:
=
I. Ho: x = 24,500.00
z = -25.9702
Ha: x < 24,500
II. α = 0.05
III. z-test (Left-tailed)

VI. Decision Making/Conclusion
V. Computation:
less than the z-critical value of -1.65, we have to
reject the null hypothesis. The claim of a researcher
z= is true. Thus, the monthly average salary of private
school teachers is significantly lower than the
= monthly salary of private school teachers.

1. Given: µ = 594.41
= 87.16
samples: 578, 605, 599, 790, 554, 615, 568, 498, 598, 625, 618, 608, 589, 580, 589
Question: Is the sample mean significantly different from the population mean?
V. Computation:
Solution:
x=
=
I. Ho: x = 594.41
Ha: x ≠ 594.41 = 600.9333
II. α = 0.05 z= =
=
III. z-test (Two-tailed)
= 0.2899

IV. . Since that the z-comp = 0.2899 is less than z-
critical = 1.96, we must reject the null hypothesis.
Thus, the sample mean is not significantly different
from the population mean.

2. A teacher claims that the learning performance
of male and females students in Mathematics is
comparable. In a recently concluded standardized
test in Mathematics , male students were found to
have a population mean of 48.25 and a standard
deviation of 5.25. To prove his claim, a teacher
randomly chose his samples of female students
and their scores were as follows: 35, 35, 44, 49,
50, 53, 54, 45, 35, 38, 29, 30, 38, 40, 30, 35, 36,
28, 36, 30.
Is the claim of a teacher true using 1% level
of significance?
Solution:
=
I. Ho: x = 48.25
z = -8.30565
Ha: x ≠ 48.25
II. α = 0.01
V. Computation:
z= less than the z-critical value of -2.58, we have to
reject the null hypothesis. The claim of a researcher
= is not true. Thus, the learning performance of male
students is significantly higher than female students
= in Mathematics.

3. In a recently concluded English proficiency
examination, a population of male students
was found to have a mean of 70.08 and a
standard deviation of 12.86. A sample of
female students registered the following raw
scores: 90, 75, 68, 80, 68, 70, 68, 68, 78, 85,
83, 65, 71, 82, 58, 68, 76, 80, 85, 78, 78, 80,
85. Using the 5% level of significance, are
female students more proficient in English
compared with male students?
Solution:
=
I. Ho: x = 70.08
z = 2.0618
Ha: x ≠ 70.08
II. α = 0.05
V. Computation:
z= Since that z-computed value of
2.0618 is greater than the z-critical value
= of 1.96, we have to reject the null
hypothesis. Female students are more
= proficient in English compared with male
students.

THE DIFFERENCE BETWEEN THE z-Distribution
CURVE (NORMAL CURVE) AND t-Distribution
Curve
The confidence coefficients of the
z-distribution are constant with the
given confidence level regardless of
the number of sample while the
confidence coefficients of the t-
distribution change depending upon to
the degrees of freedom.
Testing a Hypothesis About a Single Mean
Using Small Samples (t-test)
t=

1. A certain brand of laundry soap is
advertised to have a net weight of 500 grams. If
the net weights of a random sample of 10
boxes are 495, 503, 507, 498, 490, 505, 510,
502, 493, and 506 grams, can it be concluded
that the average net weight of the boxes is less
than the advertised amount? Use 3% level of
significance.

Solution:
I. Ho: x = 500 grams t=
Ha: x ≠ 500 grams =
II. α = 0.01 z = 0.4306
III. t-test (two-tailed)
IV. tcritical (df = 9) = 3.250
V. Computation:
x=
=
x = 500.9
t= Since that t-computed value of 0.4306
is less than the t-critical value of 3.250, we have to
accept the null hypothesis. Thus, the net weights
=
of a sample of 10 boxes of soap are statistically
equal to the advertised brand of soap.
=
Testing a Hypothesis About Two
Sample Means (t-test)
𝒙₁−𝒙₂
t= ; Where:
𝒔₁² 𝒔₂²
ට +
𝒏₁ 𝒏₂
x₁ = first sample mean

x₂ = second sample mean
s₁ = standard deviation of a first sample
s₂ = standard deviation of a second sample
n₁ = number of the first sample
n₂ = number of the second sample
Problems:
1. The pre-test results of the two
sections in Mathematics are as follows:
Section A: 25, 20, 24, 25, 26, 28, 20, 18
Section B: 23, 21, 23, 26, 25, 27, 19, 17, 19
Using 5% level of significance, is there

a significant difference in the pre-test
scores of Section A and Section B?

𝒙₁−𝒙₂
I. Hₒ: x₁ = x₂ t=
𝒔₁² 𝒔₂²
Hₐ: x₁ ≠ x₂ ට +
𝒏₁ 𝒏₂
II. α = 0.05 23.25−22.2222

= 12.2142 11.9444
ට +
8 9
III. t-test (two-tailed)
1.0278
=
ξ 1.5268 +1.3272
IV. df = 8 + 9 – 2 = 15
tcritical = 2.1315 1.0278
=
ξ 2.854
1.0278
V. Computation: =
1.6894
x₁ = = 23.25
tcomp = 0.6084
x₂ = = 22.22

VI. Decision
Since that the t-computed value = 0.6084 is less
than the t-critical value = 2.1315, we have to accept
the null hypothesis. Therefore, there is no significant
difference on the pre-test scores of Section A and
Section B.

THE NATURE OF STATISTICS
Statistics refers to the methods in collection,
presentation, analysis and interpretation of data.
Data Gathering or Collection may be done through
interview, questionnaires, tests, observation, registration
and experiments.
Presentation of Data refers to the organization of
data into tables, graphs, charts or paragraphs. Hence,
presentation of data may be tabular, graphical or textual.
Analysis of Data pertains to the process of
extracting from the given data relevant and noteworthy
information and this uses statistical tools or techniques.
Interpretation of Data refers to the drawing of
conclusions or inferences from the analyzed data.
IDENTIFYING THE
STATISTICAL TOOL
APPLICABLE FOR THE
GIVEN STATEMENT OF
THE PROBLEM

1. SOP: What is the profile of STEM teachers in terms of teaching
experience and educational attainment?
2. SOP: To what extent is the problem solving skills of grade 7

students?
3. SOP: Is there a significant gender difference on the performance

of students in their Geometry subjects?
4. SOP: What is the impact of the reading interest on students’

literary comprehension?

5. SOP: What is the effect of teachers’ educational qualifications
on the learning performance of students in Mathematics?
6. SOP: Is there a significant difference in the learning

performance of the students exposed in the three different
methods of teaching: Traditional, Game-Based, and Activity-
Oriented?
7. SOP: Is there a significant difference between the responses of
the women and men in the legalization of the divorce in the
Philippines?
8. SOP: Are the public school teachers more competent compared

to the private school teachers?

9. SOP: What is the profile of the NQuESH takers in terms of
administrative experience and educational attainment?
10. SOP: What is the level of the reading comprehension of grade

7 students?
11. SOP: Is there a significant difference between the performance

of the students in the two previous grading periods?
12. SOP: Is there a significant relationship between the reading

interest and literary comprehension of the students?

13. SOP: Is the learning performance of the students in
Mathematics significantly influenced by the educational
qualification of their teachers?
14. SOP: Is there a significant difference in the learning

performance of the students exposed in the three different
methods of teaching: Traditional, CAI, and PWA?
15. SOP: Is there a significant relationship between the responses

of the women and men in the legalization of the divorce in the
Philippines?
16. SOP: Are the public school teachers more satisfied with their
jobs compared to the private school teachers?

1. To what degree is the student
17. absenteeism in the following causes:
1.1 Physical/school factors,
1.2 Health problems,
1.3 Personal attitudes,
1.4 Family-related issues,
1.5 Teacher-related reasons,
1.6 Subject-related matters,
1.7 Classroom atmosphere,
1.8 Peer relationship,
1.9 Financial constraints, and
1.10 Obsession in the computer or
online games/social networking sites?
18.
2. What is the level of academic performance of low
performing students in the following tool subjects:
2.1 Filipino,
2.2 English,
2.3 Mathematics, and
2.4 Science?
3. Is there a significant difference in the

attitudes of students towards absenteeism
19. when they are grouped according to:
3.1 Grade 7,
3.2 Grade 8,
3.3 Grade 9, and
3.4 Grade 10?
4. Is the assessment of the respondents towards
20.
absenteeism significantly different according to
the following types of respondents:
4.1 Low performing students,
4.2 Their respective parents or guardians, and
4.3 Their close friends?
21. 5. Does the academic

performance of struggling
students in the tool subjects
significantly differ from each
other?
6. Is there a significant
difference in the attitudes
22.
of male and female

students towards
absenteeism?
23. 7. Is there a significant
relationship between the
causes of absenteeism and
academic performance of the
struggling students?
8. What intervention
24. programs can be
proposed to
minimize, if not
totally eradicate
absenteeism among
the low performing
students?

9. Is there a
25.
significant difference
between the
academic
performance of TVL
and HUMSS
students?

STATISTICS AND
PROBABILITY
SAMSUDIN N. ABDULLAH, Ph.D.

Master Teacher II
Esperanza National High School
Esperanza, Sultan Kudarat, Region XII, Philippines
Email Address: samsudinabdullah42@yahoo.com
REVIEW LESSONS
Measures of Central Tendency (Ungrouped
and Grouped Data)
1. Mean
2. Median
3. Mode
Measures of Variability (Ungrouped and
Grouped data
4. Range
6. Variance
7. Coefficient of Variation
THE MEAN
Mean(x) is also known as arithmetic
average. It is the sum of the item values
divided by the number of items.
Mean of Grouped Data

If the number of items is too big, it
is best to compute for the measures of
central tendency (Mean, Median and
Mode) using a frequency distribution.
To determine the mean of
a grouped data, use the
formula:
x = where:
– frequency of the class interval
x – midpoint of the class interval
n – total number of items
Example 1. Calculate the arithmetic mean of the
given distribution on final scores of 100 Grade
11 students in Trigonometry.
Scores f x fx
95 – 99 3 97 291
90 – 94 6 92 552
85 – 89 19 87 1,653
80 – 84 24 82 1,968
75 – 79 18 77 1,386
70 – 74 12 72 864
65 – 69 8 67 536
60 – 64 5 62 310
55 – 59 3 57 171
50 – 54 2 52 104
n = 100 Ʃfx = 7,835

Solution:
x =
= 78.35

Example 2. What is mean of the given distribution
of scores of 75 students in Statistics.
Scores f x fx
84 – 90 5 87 435
77 – 83 12 80 960
70 – 76 8 73 584
63 – 69 10 66 660
56 – 62 8 59 472
49 – 55 2 52 104
42 – 48 18 45 810
35 – 64 5 38 190
28 – 34 3 31 93
21 – 27 4 24 96
n = 75 Ʃfx = 4,404
Solution:
x =
= 58.72

Problem. Compute for the mean of the ages of
GSAT teachers.
Age Group Frequency
60 – 64 2
55 – 59 4
50 – 54 6
45 – 49 12
40 – 44 15
35 – 39 16
30 – 34 12
25 – 29 7
20 – 24 4
Problem. Compute for the mean of the ages of
ENHS teachers. Use the idea of ungrouped and
grouped data. Then compare the results.
60, 62, 54, 40, 33, 35, 22, 23, 55, 57, 25, 26,
34, 44, 41, 44, 44, 44, 44, 45, 59, 58, 52, 50, 36, 33,
34, 37, 39, 22, 29, 30, 31, 32, 33, 34, 40, 45, 56, 63,
45, 25, 27, 28, 39, 34, 45, 37, 61, 60, 33, 32, 31, 22,
23, 24, 25, 26, 27, 28, 30, 50, 48, 52, 55, 62, 60, 33,
34, 44, 44, 44, 45, 46, 42, 37, 39, 40, 42, 44, 23, 24,
61, 50, 53, 55, 56, 57, 58, 59, 33, 30, 29, 33, 50, 28,
27, 45, 45, 44, 44, 56, 56, 57, 40, 44, 45, 24, 25, 26,
30, 31, 27, 27, 30, 24, 25, 41, 43, 42, 50, 53, 55, 54
Solution Using Ungrouped Data
x= = =

Class Interval f x fx
62 – 65 3 63.5 190.5
58 – 61 9 59.5 535.5
54 – 57 13 55.5 721.5
50 – 53 9 51.5 463.5
46 – 49 2 47.5 95
42 – 45 24 43.5 1,044
38 – 41 9 39.5 355.5
34 – 37 10 35.5 355
30 – 33 17 31.5 535.5
26 – 29 13 27.5 357.5
22 – 25 15 23.5 352.5
n = 124 ∑fx = 5,006
Solution:
x = =
61 – 63 5 62 310
58 – 60 7 59 413
55 – 57 11 56 616
52 – 54 6 53 318
49 – 51 5 50 250
46 – 48 2 47 94
43 – 45 21 44 924
40 – 42 9 41 369
37 – 39 6 38 228
34 – 36 7 35 245
31 – 33 12 32 384
28 – 30 10 29 290
25 – 27 13 26 338
22 – 24 10 23 230
n = 124 ∑fx = 5,009
Solution:
x = =
THE MEDIAN
Median (Md) is the value of the middle
term when data are arranged in either
ascending or descending order.
Median of Grouped Data

For large quantities of data, the
median is computed using a
frequency distribution with a
cumulative frequency column.
To determine the median of a grouped
data, use the formula:
Md = L + where:
L – the exact lower limit of the median class
n – total number of items
F – “less than” or “equal to” cumulative
frequency preceding the class interval
containing the median
f – frequency of the median class
i – size of the class interval

Example 1. Find the median score of
students of Mr. Dela Cruz Math class.
Scores f F
95 – 99 5 100
90 – 94 11 95
85 – 89 17 84
80 – 84 25 67
75 – 79 20 42
70 – 74 12 22
65 – 69 7 10
60 – 64 3 3
n = 100
Solution: 𝟏𝟎𝟎
− 𝟒𝟐
Md =79.5 + ቆ 𝟐
ቇ (𝟓)
Md = L + 𝟐𝟓
L = 79.5 𝟓𝟎 − 𝟒𝟐
= 79.5 + ቀ ቁ(𝟓)
n = 100 𝟐𝟓
F = 42 𝟖
= 79.5 + ቀ ቁ(𝟓)
𝟐𝟓
f = 25
𝟒𝟎
i = 99 – 95 + 1 = 5 = 79.5 + ቀ ቁ
𝟐𝟓
= 79.5 + 1.6
= 81.1

Example 2. The ages of 115 ENHS teachers
are given below. Find the median age.
Ages f F
63 – 69 3 115
56 – 62 11 112
49 – 55 18 101
42 – 48 26 83
35 – 41 21 57
28 – 34 15 36
21 – 27 12 21
14 – 20 7 9
7 – 13 2 2
n = 115
Solution: 𝟏𝟏𝟓
− 𝟓𝟕
Md = L + Md = 41.5 + ቆ 𝟐
ቇ (𝟕)
𝟐𝟔
L = 41.5 𝟓𝟕.𝟓 − 𝟓𝟕
n = 115 = 41.5 + ቀ ቁ(𝟕)
𝟐𝟔
F = 57 𝟎.𝟓
= 41.5 + ቀ ቁ(𝟕)
f = 26 𝟐𝟔
i = 69 – 63 + 1 = 7 𝟑.𝟓
= 41.5 + ቀ ቁ
𝟐𝟔
= 41.5 + 0.135
= 41.635
Problem. Compute for the median of the ages
of ENHS teachers. Use the idea of ungrouped
and grouped data. Then compare the results.
60, 62, 54, 40, 33, 35, 22, 23, 55, 57, 25, 26,
34, 44, 41, 44, 44, 44, 44, 45, 59, 58, 52, 50, 36, 33,
34, 37, 39, 22, 29, 30, 31, 32, 33, 34, 40, 45, 56, 63,
45, 25, 27, 28, 39, 34, 45, 37, 61, 60, 33, 32, 31, 22,
23, 24, 25, 26, 27, 28, 30, 50, 48, 52, 55, 62, 60, 33,
34, 44, 44, 44, 45, 46, 42, 37, 39, 40, 42, 44, 23, 24,
61, 50, 53, 55, 56, 57, 58, 59, 33, 30, 29, 33, 50, 28,
27, 45, 45, 44, 44, 56, 56, 57, 40, 44, 45, 24, 25, 26,
30, 31, 27, 27, 30, 24, 25, 41, 43, 42, 50, 53, 55, 54
Class Interval f F
62 – 65 3 124
58 – 61 9 121
54 – 57 13 112
50 – 53 9 99
46 – 49 2 90
42 – 45 24 88
38 – 41 9 64
34 – 37 10 55
30 – 33 17 45
26 – 29 13 28
22 – 25 15 15
n = 124

Solution: 𝟏𝟐𝟒
𝟐
− 𝟓𝟓
Md = 37.5 + ቆ ቇ (𝟒)
Md = L + 𝟗
L = 38.5 𝟔𝟐 − 𝟓𝟓
= 37.5 + ቀ ቁ(𝟒)
n = 124 𝟗
𝟕
F = 55 = 37.5 + ቀ ቁ(𝟒)
𝟗
f=9 𝟐𝟖
= 37.5 + ቀ 𝟗 ቁ
i = 41 – 38 + 1 = 4
= 37.5 + 3.11
= 40.61

Example 3. Complete the table and compute for the
median score of the Grade 11 students who took the
Precalculus subject.
Scores f CF CP
135 – 139 2 50 100
130 – 134 2 48 96
125 – 129 4 46 92
120 – 124 5 42 84
115 – 119 9 37 74
110 – 114 8 28 56
105 – 109 7 20 40
100 – 104 5 13 26
95 – 99 3 8 16
90 – 94 1 5 10
85 – 89 2 4 8
80 – 84 1 2 4
75 – 79 1 1 2
Note: CF – Cumulative Frequency & CP – Cumulative Percent

Solution: 𝟓𝟎
− 𝟐𝟎
Md = L + Md = 109.5 + ቆ 𝟐
𝟖
ቇ (𝟓)
L = 109.5
𝟐𝟓 − 𝟐𝟎
n = 50 = 109.5 + ቀ
𝟖
ቁ(𝟓)
F = 20 𝟓
= 109.5 + ቀ ቁ(𝟓)
f=8 𝟖
i = 139 – 135 + 1 = 5 𝟐𝟓
= 109.5 + ቀ ቁ
𝟖
= 109.5 + 3.125
= 112.625

THE MODE
MODE (Mₒ) is referred to as the
most frequently occurring value in a
given set.
Mode of Grouped Data
In a grouped distribution, the
class interval where the value with
the highest frequency is the modal
class.
To determine the mode of a grouped
data, use the formula:
Mo = Lmo + i where:
Lmo – the exact lower limit of the modal class
– the difference between the frequency of
the modal class and that of the frequency
below the modal class

– the difference between the frequency of
the modal class and that of the frequency
above the modal class

Example 1. Determine the modal class and the
modal value for the frequency distribution of
ages of teachers in Esperanza NHS.
Age Group Frequency
60 – 64 2 Solution:
55 – 59 4
50 – 54 6
45 – 49 12
40 – 44 15
Lmo = 34.5
35 – 39 16 d1 = 16 – 12 = 4
30 – 34 12
25 – 29 7 d2 = 16 – 15 = 1
20 – 24 4 i = 39 – 35 + 1 = 5
Mo = 34.5 + ()(5)
= 34.5 +
= 34.5 + 4
= 38.5
Example 2. Compute for the modal wage of the
workers in a certain private school

Solution:
Lmo = 1,319.5
d1 = 31 – 24 = 7
d2 = 31 – 12 = 19
i = 1,339 – 1,320 + 1 = 20
Mo = 1,319.50 + ()(20)
= 1,319.50 +
= 1,319.50 + 5.385
= 1,324.885

Problem. Find the modal age of ENHS
teachers. Use the idea of ungrouped and
grouped data. Then compare the results.
60, 62, 54, 40, 33, 35, 22, 23, 55, 57, 25, 26,
34, 44, 41, 44, 44, 44, 44, 45, 59, 58, 52, 50, 36, 33,
34, 37, 39, 22, 29, 30, 31, 32, 33, 34, 40, 45, 56, 63,
45, 25, 27, 28, 39, 34, 45, 37, 61, 60, 33, 32, 31, 22,
23, 24, 25, 26, 27, 28, 30, 50, 48, 52, 55, 62, 60, 33,
34, 44, 44, 44, 45, 46, 42, 37, 39, 40, 42, 44, 23, 24,
61, 50, 53, 55, 56, 57, 58, 59, 33, 30, 29, 33, 50, 28,
27, 45, 45, 44, 44, 56, 56, 57, 40, 44, 45, 24, 25, 26,
30, 31, 27, 27, 30, 24, 25, 41, 43, 42, 50, 53, 55, 54
Class Interval f
61 – 63
58 – 60
5
7
Solution:
55 – 57 11 Mo = 42.5 + ()(4)
52 – 54 6
49 – 51 5
46 – 48 2
43 – 45 21 = 42.5 +
40 – 42 9
37 – 39 6
34 – 36
31 – 33
7
12
= 42.5 + 1.55
28 – 30 10
25 – 27 13
22 – 24 10 = 44.05
n = 124

MEASURES OF VARIABILITY describe the spread of
the values about the mean.
1. Range
3. Variance
THE RANGE
The difference between the highest and the
lowest values in a given set of data is the RANGE.
Range = highest value – lowest value
Example 1. Find the range for each set of data given
below.
a) 3, 8, 16, 12, 4, 5, 7, 15 Answer: 13
b) 25, 32, 9 18, 12, 30, 28, 22 Answer: 23
Example 2. Determine the range of data presented in
a frequency distribution below.
a) Class Intervals f
20 – 25 13
14 – 23 5 Range = 25.5 – 1.5 = 24
8 – 13 8
2–9 10
Class Intervals f
b) 90 – 99 3
80 – 89 7
70 – 79 8
Range = 99.5 – 49.5 = 50
60 – 69 5
50 – 59 2

Population STANDARD DEVIATION is the
measure of the variation of a set of data in terms of
the amounts by which the individual values differ
from their mean. It is the most stable measure of
spread.
Population Standard Deviation of Ungrouped Data
s= where:
s – standard deviation
d – deviation from the mean
– sum of squared deviations
n – number of items
Example 1. Calculate the standard deviation of
the given scores in a quiz: 18, 20, 22, 15, 16, 12,
17, 21, 10, 19.
Solution:
𝟏𝟖 + 𝟐𝟎 + 𝟐𝟐 + 𝟏𝟓 + 𝟏𝟔 + 𝟏𝟐 + 𝟏𝟕 + 𝟐𝟏 + 𝟏𝟎 + 𝟏𝟗 𝟏𝟕𝟎
x= = = 17
𝟏𝟎 𝟏𝟎
Scores d d2
s=
18 1 1
20 3 9
22 5 25 =
15 -2 4
16 -1 1
12 -5 25 =
17 0 0
21 4 16 s = 3.661
10 -7 49
19 2 4
2
Ʃd = 134

Standard Deviation of Grouped Data
s=
where:
s – population standard deviation
d – deviation from the mean
– sum of product of frequency and
squared deviations
n – number of items

Example 1. Calculate the standard deviation of
the data presented below.
Class f
Intervals
252 – 260 3
243 – 251 5
234 – 242 9
225 – 233 12
216 – 224 5
207 – 215 4
198 – 206 2
189 – 197 10
180 – 188 8
171 – 179 2
162 – 170 5

Solution:
Class Intervals f x fx d d2 fd2
252 – 260 3 256 768 43 1849 5547
243 – 251 5 247 1235 34 1156 5780
234 – 242 9 238 2142 25 625 5625
225 – 233 12 229 2748 16 256 3072
216 – 224 5 220 1100 7 49 245
207 – 215 4 211 844 -2 4 16
198 – 206 2 202 404 -11 121 242
189 – 197 10 193 1930 -20 400 4000
180 – 188 8 184 1472 -29 841 6728
171 – 179 2 175 350 -38 1444 2888
162 – 170 5 166 830 -47 2209 11045
n = 65 Ʃfx = 13823 Ʃfd2 = 45188
Assignment. Find the mean, median, mode and standard deviation
of the given data.
Class Intervals f
355 – 365 13
344 – 354 5
333 – 343 11
322 – 332 12
311 – 321 15
300 – 310 4
289 – 299 20
278 – 288 8
267 – 277 9
256 – 266 11
245 – 255 5
234 – 244 3
223 – 233 2
212 – 222 9
201 – 211 3
Answer the following as required. Give your answer in nearest thousandths when
needed.
1. What is the size of the class interval? ____________

2. The range of the data is ____________.
3. The frequency of the median class is ____________.
4. ____________ is the frequency of the modal class.
5. What is the class interval of the median class? ____________
6. Give the class interval of the modal class. ____________
7. Compute for the mean of the data. ____________
8. Solve for the median of the data. ____________
9. What is the mode of the data? ____________
10. The standard deviation of the data is ____________.
11. What is the exact lower limit of the median class? ____________
12. ____________ is the exact lower limit of the modal class.
13. The lower the standard deviation, the ____________ the dispersion of items.
14. Compute for the coefficient of variation of the data. ____________
15. Are the data homogeneous or heterogeneous? ____________

Class Freque Class fx Cumula deviati d2 fd2
Interval ncy Mark tive on
(f) (x) Frequen from
cy the
(F) mean
(d)
99 – 105 3 102 306 68 23 529 1587
92 – 98 10 95 950 65 16 256 2560
85 – 91 16 88 1408 55 9 81 1296
78 – 84 8 81 648 39 2 4 32
71 – 77 11 74 814 31 -5 25 275
64 – 70 8 67 536 20 -12 144 1152
57 – 63 9 60 540 12 -19 361 3249
50 – 56 3 53 159 3 -26 676 2028
n = 68 Ʃfx = 5361 Ʃfd2 =12179

1. 7
2. 56
3. 8
4. 16
5. 78 – 84
6. 85 – 91
7. 78.838
8. 80.125
9. 88.5
10.13.383
11.77.5
12.84.5
13.BETTER OR CLOSER
14.16.975%
15.HOMOGENEOUS
Class Freque Class fx Cumulat deviation d2 fd2
Interval ncy Mark ive from the
(f) (x) Frequen mean
cy (d)
(F)
60 – 64 3 62 186
92 – 98 10
85 – 91 16
78 – 84 8
71 – 77 11
64 – 70 8
57 – 63 9
25 – 29 3 27 81
Thank you so much
From
SAMSUDIN N. ABDULLAH, Ph.D.
Master Teacher II

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OBJECTIVES

STATISTICS AND PROBABILITY SAMSUDIN N. ABDULLAH, Ph.D.

STATISTICS AND PROBABILITY SAMSUDIN N. ABDULLAH, Ph.D.

STATISTICS AND PROBABILITY SAMSUDIN N. ABDULLAH, Ph.D.

STATISTICS AND PROBABILITY SAMSUDIN N. ABDULLAH, Ph.D.

STATISTICS AND PROBABILITY SAMSUDIN N. ABDULLAH, Ph.D.

Then, apply the simple random

STATISTICS AND PROBABILITY SAMSUDIN N. ABDULLAH, Ph.D.

Compute for the total number of sample as well

STATISTICS AND PROBABILITY SAMSUDIN N. ABDULLAH, Ph.D.

STATISTICS AND PROBABILITY SAMSUDIN N. ABDULLAH, Ph.D.

STATISTICS AND PROBABILITY SAMSUDIN N. ABDULLAH, Ph.D.

STATISTICS AND PROBABILITY SAMSUDIN N. ABDULLAH, Ph.D.

STATISTICS AND PROBABILITY SAMSUDIN N. ABDULLAH, Ph.D.

STATISTICS AND PROBABILITY SAMSUDIN N. ABDULLAH, Ph.D.

General Santos City – 4050

Compute for the total number of sample as well

STATISTICS AND PROBABILITY SAMSUDIN N. ABDULLAH, Ph.D.

STATISTICS AND PROBABILITY SAMSUDIN N. ABDULLAH, Ph.D.

STATISTICS AND PROBABILITY SAMSUDIN N. ABDULLAH, Ph.D.

STATISTICS AND PROBABILITY SAMSUDIN N. ABDULLAH, Ph.D.

STATISTICS AND PROBABILITY SAMSUDIN N. ABDULLAH, Ph.D.

STATISTICS AND PROBABILITY SAMSUDIN N. ABDULLAH, Ph.D.

STATISTICS AND PROBABILITY SAMSUDIN N. ABDULLAH, Ph.D.

STATISTICS AND PROBABILITY SAMSUDIN N. ABDULLAH, Ph.D.

STATISTICS AND PROBABILITY SAMSUDIN N. ABDULLAH, Ph.D.

III. z-test (right-tailed)

IV. The z-critical value = 1.65

z= VI. Decision Making/Conclusion

STATISTICS AND PROBABILITY SAMSUDIN N. ABDULLAH, Ph.D.

STATISTICS AND PROBABILITY SAMSUDIN N. ABDULLAH, Ph.D.

III. z-test (left-tailed)

IV. The z-critical value = -2.33

z= VI. Decision Making/Conclusion

= Since that z-computed value of -4 is less than

STATISTICS AND PROBABILITY SAMSUDIN N. ABDULLAH, Ph.D.

III. z-test (two-tailed)

IV. The z-critical value = 1.96

z= VI. Decision Making/Conclusion

Types of Test/Significant Level 0.01 0.05 0.10

zcomp value Inequality Zcritical value Decision Interpretation

STATISTICS AND PROBABILITY SAMSUDIN N. ABDULLAH, Ph.D.

zcomp value Inequality Zcritical value Decision Interpretation

STATISTICS AND PROBABILITY SAMSUDIN N. ABDULLAH, Ph.D.

STATISTICS AND PROBABILITY SAMSUDIN N. ABDULLAH, Ph.D.

III. z-test (Left-tailed)

IV. The z-critical value = -1.65

STATISTICS AND PROBABILITY SAMSUDIN N. ABDULLAH, Ph.D.

STATISTICS AND PROBABILITY SAMSUDIN N. ABDULLAH, Ph.D.

STATISTICS AND PROBABILITY SAMSUDIN N. ABDULLAH, Ph.D.

III. z-test (Two-tailed)

IV. The z-critical value = -2.58

STATISTICS AND PROBABILITY SAMSUDIN N. ABDULLAH, Ph.D.

III. z-test (Two-tailed)

IV. The z-critical value = 1.96

STATISTICS AND PROBABILITY SAMSUDIN N. ABDULLAH, Ph.D.

STATISTICS AND PROBABILITY SAMSUDIN N. ABDULLAH, Ph.D.

STATISTICS AND PROBABILITY SAMSUDIN N. ABDULLAH, Ph.D.

x₁ = first sample mean

Using 5% level of significance, is there

STATISTICS AND PROBABILITY SAMSUDIN N. ABDULLAH, Ph.D.

II. α = 0.05 23.25−22.2222

STATISTICS AND PROBABILITY SAMSUDIN N. ABDULLAH, Ph.D.