Republic of the Philippines

NORTH EASTERN MINDANAO STATE UNIVERSITY

DATA MANAGEMENT
MATHEMATICS IN THE MODERN WORLD

Statistics is a branch of Science that deals with collecting, organizing, analyzing, interpret-
ing, and presenting data.

ˆ Population - is the totality of all items of interest.

ˆ Population data - gathered when all members of the identified locale are included.

ˆ Sample - is a reprentative part of the population.

ˆ Parameter - data gathered from a population.

ˆ Statistic - data gathered from a sample.

Branches of Statistics
1. Descriptive Statistics - is concerned with the description and summarazition of
data. It deals with the techniques used in the collection, presentation, organization,
and analysis of the data on hand.

2. Inferential Statistics - is concerned with drawing of conclusion from data. It deals

with the techniques used in generalizing from samples to populations, performing es-
timations and hypothesis tests determining relationships among variable, and making
predictions.
Sampling and Sampling Techniques
Sampling refers to the process of obtaining samples from the population. Sampling maybe
categorized as either probability and non-probability sampling.
Probability Sampling
Referred to as random sampling, is the method of sampling in which every member
of the population have equal chance of being selected as sample.

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 Republic of the Philippines
NORTH EASTERN MINDANAO STATE UNIVERSITY
1. Simple Random Sampling - A probability sampling techniques wherein all possible
subsets consisting of n elements selected from the N elements of the population have
the same chances of selection.

2. Systematic Sampling - This is probability sampling technique wherein the selection

of the first element is at random and the selection of other elements in the sample is
systematic by subsequently taking every kth element from the random start where k
is the sampling interval.

3. Stratefied Random Sampling - dividing the population into subgroups or strata

based on certain characteristics (ex. age, gender, income, etc.) then randomly selecting
samples from each stratum.

4. Cluster Sampling - Dividing the population into clusters or groups and then ran-
domly selecting entire clusters to be included in the sample.

Non-probability Sampling
Not everyone has an equal chance of being selected.

1. Convenience Sampling - Choose people who are easiest to reach.

2. Purposive (judgement) Sampling - researcher selects participants based on criteria.

3. Quota Sampling - Ensure certain groups are represented in fixed proportions.

4. Snowball Sampling - existing participants recruit others.

Sample Size Consideration The sample size is typically denoted by n and it is always
positive integer.

Slovin’s formula.

N
n=
1 + N E2

where

ˆ N - population size

ˆ E - Margin of error

ˆ n - Sample size

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 Republic of the Philippines
NORTH EASTERN MINDANAO STATE UNIVERSITY
Example 1. A researcher plans to conduct a survey about food preference of BS Mathe-
matics students. If the population of students in 1000, use the Slovin’s formula to find the
sample size if the margin of error is 5%.

Sol’n: Using the Slovin’s formula, we get

N 1000
n= = ≈ 285.71
1 + N E2 1 + 1000(0.05)2

Therefore, the researcher need to survey 286 BS Mathematics Students.

Example 2. Suppose we want to know the average age of STEM students. Suppose there
are 500 STEM students how many students should be chosen for a survey if the margin of
error is 0.2.

Derivation of Margin of Error using Slovin’s Formula.

r
N N −n
n= =⇒ E =
1 + N E2 Nn

Methods of Collecting data

1. Questionnaire method-by asking people questions.

2. Interview method

3. Experimentation method- collecting data by direct human intervention on the conditions

that may affect the values of the variable of interest.

4. Observing method- obtaining data or information by using our primary senses.

5. Use of existing method- secondary data

Data Presentation Data collected should be presented in an organized manner to make a

meaningful interpretation.

Methods of Data Presentation

1. Textual form- is where data are presented in paragraph form.

2. Tabular form- is where data is presented in tables (rows and columns). Tabled should
have table number, title, and properly labeleld headings.

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 Republic of the Philippines
NORTH EASTERN MINDANAO STATE UNIVERSITY
3. frequency distribution table- It consists of columns indicating the variables measured,
the corresponding frequency and the equivalent percent. For large amount of data,
presentation can be summarized in classes and groups.

Example of categorical distribution

Table 1. Distribution according to Favorite colors
Color Frequency
Red 12
Green 8
Blue 8
Yellow 4
Total 31

Example of ungrouped frequency distribution

Table 2. Distribution according to number of family members
Number of family members Frequency
3 22
4 24
5 15
6 5
Total 31
In cases where the range of the data set is very large, the data are grouped into classes.

Table 3. Distribution of Employees by Number of Days Absent

Number of days absent Number of employees
0-4 5
5-9 12
10-14 23
15-19 8
20-24 2

ˆ Lower Class Limit - The least number belong to the class.

ˆ Upper Class Limit - The greatest number belong to the class.

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 Republic of the Philippines
NORTH EASTERN MINDANAO STATE UNIVERSITY
Steps in creating a frequency distribution table.
1. Compute the range R = Highest value - Lowest value.
√
2. Determine the number of classes k n
R
3. Calculate the class width C = .
k
Note: Round up the nearest higher value whose precision is the same as those of the raw
data.

Example 3. Create the frequency distribution table regarding the weights in kg of the
students of B.S. Mathematics students.

63 59 43 60 41 53 56 81
50 66 62 52 49 48 52 40
64 64 47 53 47 54 62 56
58 53 50 47 79 70 45 47
46 58 56 55 56 45 73 49
Sol’n: To create the frequency distribution table. Let’s first calculate the 3 steps.
1. Step 1: Since Highest Value in the data is 81 and the Lowest value is 40. Thus, the
range

R = HV − LV = 81 − 40 = 41

2. Step 2: Since, there are 40 data or sample size and so the number of classes is
√ √
k = n = 40 = 6.32 ≈ 6
R 41
3. Step 3:So, the class width or interval is, C =
= = 6.83 ≈ 7
k 6
The frequency distribution table for Example 2.
Class Interval Tally Frequency

40 − 46 |||| | 6
47 − 53 |||| |||| |||| 14
54 − 60 |||| |||| 10
61 − 67 |||| | 6
68 − 74 || 2
75 − 81 || 2
TOTAL 40
Table 1. Frequency Distribution Table with Tally

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 Republic of the Philippines
NORTH EASTERN MINDANAO STATE UNIVERSITY
Lower Limit + Upper Limit
ˆ Class Marks:
2
ˆ Relative frequency - percentage of the data that falls in that class

Class frequency
Relative frequency =
Sample size
f
=
n

For percentage

f
× 100
n

ˆ Cumulative frequency - is the sum of the frequencies of that class and all previous
classes.

Example 4. Using the frequency distribution constructed in Example 3, find the class
marks, relative frequency, and cumulative frequency of each class.
Solution: For class marks.
Note that, in the first class we have 40 to 46 and by the formula of class mark
Lower Limit + Upper Limit 40 + 46 86
= = = = 43. Followed for the other classes.
2 2 2
47 + 53 100
= = 50
2 2
54 + 60 114
= = 57
2 2
61 + 67 128
= = 64
2 2
68 + 74 142
= = 71
2 2
75 + 81 156
= = 78
2 2

Thus,

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 Republic of the Philippines
NORTH EASTERN MINDANAO STATE UNIVERSITY

Class Interval Frequency Class Marks

40 − 46 6 43
47 − 53 14 50
54 − 60 10 57
61 − 67 6 64
68 − 74 2 71
75 − 81 2 78
Table 1. Frequency Distribution Table with Class Marks

For relative frequency. It is class frequency over sample size. Since the sample size
n = 40. Thus,

6/40 = 0.15, 14/40 = 0.35, 10/40 = 0.25 and 2/40 = 0.05

For percentage,

6
40
= 0.15 × 100 = 15%
14
40
= 0.35 × 100 = 35%
10
40
= 0.25 × 100 = 25%
2
40
= 0.05 × 100 = 5%

Thus,

Class Interval Frequency Relative Frequency Percentage

40 − 46 6 0.15 15%
47 − 53 14 0.35 35%
54 − 60 10 0.25 25%
61 − 67 6 0.15 15%
68 − 74 2 0.5 5%
75 − 81 2 0.5 5%
TOTAL 40 1 100%
Table 1. Frequency Distribution Table with Relative Frequency and percentage.

For the cumulative frequency, we need to add the frequencies and all previous frequency.
Notice, the first class has 6 frequency and followed by 16. Thus, the frequency table below
shows the class marks, relative frequency and cumulative frequency of the weight of the BS
Mathematics students.

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 Republic of the Philippines
NORTH EASTERN MINDANAO STATE UNIVERSITY

6
14 + 6 = 20
10 + 20 = 30
6 + 30 = 36
2 + 36 = 38
2 + 38 = 40

Class Interval Frequency Class Marks Relative Frequency Percentage Cumulative Frequency

40 − 46 6 43 0.15 15% 6
47 − 53 14 50 0.35 35% 20
54 − 60 10 57 0.25 25% 30
61 − 67 6 64 0.15 15% 36
68 − 74 2 71 0.5 5% 38
75 − 81 2 78 0.5 5% 40
TOTAL: 40 1 100%
Table 1. Frequency Distribution Table of Weight of the BS Mathematics Students

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 Republic of the Philippines
NORTH EASTERN MINDANAO STATE UNIVERSITY

GRAPHS OF FREQUENCY
DISTRIBUTIONS
Graphic Presentation

ˆ Bar chart- represent data graphically. Need class interval for the horizontal and
frequency for the vertical.

Example:

Example 5. Create a bar chart using the frequency distribution table in Example 3.
Sol’n: The bar chart represents a frequency distribution of data grouped into class intervals.
The process of plotting the graph follows these steps:
First, identify the class intervals and their corresponding frequencies from the data:

•40 − 46 → 6
•47 − 53 → 14
•54 − 60 → 10
•61 − 67 → 6
•68 − 74 → 2
•75 − 81 → 2

Next, set up the coordinate axes. The horizontal axis (x-axis) is used for the class intervals,
while the vertical axis (y-axis) represents the frequency. The y-axis is scaled from 0 to 20
(or 0 to 15, you can also use even numbers to plot or 5,10,15) to accommodate the highest
frequency value, which is 14.

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 Republic of the Philippines
NORTH EASTERN MINDANAO STATE UNIVERSITY
Then, for each class interval, draw a vertical bar whose height corresponds to its fre-
quency. For example, the bar for the interval 47–53 is drawn up to 14 since it has the
highest frequency, while the intervals 68–74 and 75–81 only reach up to 2.
All bars are drawn with equal width and evenly spaced to clearly show comparison
between categories. Labels are added on top of each bar to indicate the exact frequency
values, making the chart easier to interpret.
Finally, the graph is given a title and properly labeled axes to clearly communicate that
it is a bar chart of a frequency distribution. The graph shows below:
Bar Chart of the Frequency Distribution
20
19
18
17
16
15 14
14
13
Frequency

12
11 10
10
9
8
7 6 6
6
5
4
3 2 2
2
1
40-46 47-53 54-60 61-67 68-74 75-81
Class Interval
Figure 2. Bar chart of Frequency Distribution

• Pie chart- Circular chart divided into segments. The entire circle represents 100%.
f
Percentage= × 100. Example:
n

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 Republic of the Philippines
NORTH EASTERN MINDANAO STATE UNIVERSITY
Example 6. Create a pie chart using the frequency distribution table in Example 3.
Sol’n: The pie chart represents the same frequency distribution, but instead of bars, the
data are shown as proportional parts of a whole. In the frequency distribution table the
percentage of the following classes are shown below:

•40 − 46(15%)
•47 − 53(35%)
•54 − 60(25%)
•61 − 67(15%)
•68 − 74(5%)
•75 − 81(5%)

These percentages determine the size of each sector in the pie chart. Each slice is drawn
proportionally, so the interval 47–53 occupies the largest portion (35
Different colors are used to distinguish each class interval, and a legend is included to
label the corresponding categories. The radius is set to 2.5 to make the chart clearly visible.
Thus, the pie chart visually emphasizes the relative distribution of the data, showing how
each class interval contributes to the whole.

Pie Chart of Class Interval Distribution

40-46 (15%)
35% 47-53 (35%)
15% 54-60 (25%)
61-67 (15%)
5% 68-74 (5%)
5% 75-81 (5%)
25%
15%

Figure 2. Pie chart of Frequency Distribution

• Frequency Histogram- is a bar graph that represents the frequency distribution of a

data set.

1. Horizontal Scale- is quantitative and measure the data values or the class bound-
eries.

2. Vertical Scale- measures the frequencies of the class.

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 Republic of the Philippines
NORTH EASTERN MINDANAO STATE UNIVERSITY
1
Class Bounderies: Upper Class Bounderies (UCB)= U L + .
2
1
Lower Class Bounderies (LCB)= LL −
2

Example 7. Create a frequency histogram using the frequency distribution table in Example
3.
Sol’n: Take note, the classes has upper limit (UL) and the lower limit (LL). Since, 1/2 = 0.5.
Applying these formulas to each class interval:

ˆ For 40 − 46:
LCB = 40 − 0.5 = 39.5 and U CB = 46 + 0.5 = 46.5.
Thus, the class bounderies: 39.5 − 46.5

ˆ For 47 − 53:
LCB = 47 − 0.5 = 46.5 and U CB = 53 + 0.5 = 53.5.
Thus, the class bounderies: 46.5 − 53.5

ˆ For 54 − 60:
LCB = 54 − 0.5 = 53.5 and U CB = 60 + 0.5 = 60.5.
Thus, the class bounderies: 53.5 − 60.5

ˆ For 61 − 67:
LCB = 61 − 0.5 = 60.5 and U CB = 67 + 0.5 = 67.5.
Thus, the class bounderies: 60.5 − 67.5

ˆ For 68 − 74:
LCB = 68 − 0.5 = 67.5 and U CB = 74 + 0.5 = 74.5.
Thus, the class bounderies: 67.5 − 74.5

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 Republic of the Philippines
NORTH EASTERN MINDANAO STATE UNIVERSITY
ˆ For 75 − 81:
LCB = 75 − 0.5 = 74.5 and U CB = 81 + 0.5 = 81.5.
Thus, the class bounderies: 74.5 − 81.5

These computed boundaries ensure that the intervals are continuous, since the upper bound-
ary of one class is exactly the lower boundary of the next class (e.g., 46.5). This eliminates
gaps and makes the data suitable for graphical representation and statistical analysis. The
table below shows the frequency distribution with the class bounderies.

Class Interval Frequency Class bounderies

40 − 46 6 39.5-46.5
47 − 53 14 46.5-53.5
54 − 60 10 53.5-60.5
61 − 67 6 60.5-67.5
68 − 74 2 67.5-74.5
75 − 81 2 74.5-81.5
Table 1. Frequency Distribution Table with Class Bouderies

Frequency Histogram
15
14
14
13
12
11
10
10
Frequency

9
8
7
6 6
6
5
4
3
2 2
2
1
0
0
39.5 46.5 53.5 60.5 67.5 74.5
Class Boundaries

• Frequency Polygon Frequency and class mark.

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 Republic of the Philippines
NORTH EASTERN MINDANAO STATE UNIVERSITY

Example 8. Create a frequency polygon using the frequency distribution table in Example
3.
Sol’n: First, identify the class marks (midpoints) of each class interval. These are already
provided in the Table 1. The frequency is plotted on the y-axis, while the class marks
(midpoints) are on the x-axis.

(x, y) = (class mark, frequency)

(6, 43), (14, 50), (10, 57), (6, 64), (2, 71), (2, 78)

Then, connect these plotted points using straight line segments to form the polygon.
Frequency Polygon
15
14
13
12
11
10
Frequency

9
8
7
6
5
4
3
2
1
0
40 45 50 55 60 65 70 75 80
Class Marks

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 Republic of the Philippines
NORTH EASTERN MINDANAO STATE UNIVERSITY
Assignment 2. A teacher recorded the score of 30 students on a math [Link] scores
(out of 100) are as follows:

56 48 72 61 59
68 74 83 49 57
64 71 62 78 55
63 81 85 66 60
51 53 75 58 77
69 54 70 67 73

Create a Freaquency Distribution Table and make Graphic presentation e.g., Bar chart,
Pie chart, Histogram and the Frequency Polygon of the following.

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