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Grade 9 Student Height Survey Results

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7 views8 pages

Grade 9 Student Height Survey Results

Uploaded by

junaidapanonte01
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd

A SURVEY ABOUT MEASUREMENT OF THE STUDENTS’ HEIGHT OF GRADE 9 –

RIZAL IN MSU – MARANTAO COMMUNITY HIGH SCHOOL

An Activity
Presented to:
SALMIDAH G. BACOLODAN

Presented by:
JUNAISA A. PANONTE

PRINCESS RASHIDA P. ACRAMAN

May 25, 2023


Introduction

This survey is conducted to gather the measurement of the height of the students of Grade

9 – Rizal in MSU-Marantao Community High School. Specifically, this survey aims to answer

what is the highest percentage of the range of the height of the students. We used tape measure to

measure the height of the students in centimeters (cm) unit.

There are 32 students who are intended respondents of this survey. Most of the students

are girls. We found out that 50% of the students in Grade 9 – Rizal have a range of their height

from 149 cm to 152 cm. And 6% of the students have a range of their height from 165 cm to 168

cm which we found out that they are all boys.

The statistical tools used in analyzing the data are the median, frequency and percentage

distribution. These are used to describe the respondents’ height.

According to the results of our survey, most of the students who are in the Grade 9 level

have a height range from 149 cm to 152 cm. And there are only few students whose height range

from 165 cm to 168 cm.

Results, Analysis and Interpretation of Data

The following data presents the results, analysis and interpretation of the data that we

gathered from the measurement of the height of the Grade 9 – Rizal students.

Table 1. Data of the Measurement of the Height of the Grade 9 – Rizal Students

155 155 152 155 150 151 154


154 150 152 146 150 144 152
151 145 152 150 160 153 160
152 153 160 152 150 146 165
166 161 164 164

2
Solutions to identify the range and distribution of percentage.

Step 1: Identify the range

Range: 166–145 = 21

*To find the range, we simply get the difference of the largest and smallest quantity in
order for us to get the range.

Step 2: We determine the approximate number of classes using the stages. The formula we used
to determine the approximate number is K=1+3.3logN, so our N is equal to 32. We substitute the
value of N to the formula.

K=1+3.3log32 = 5.96 = 6

Range
Step 3: We determine the class interval. We used the formula i = .
k

Our range is equal to 21, while the k is equal to 6. We substitute the value of range and k to the
formula in order for us to get determined the class interval.

21
i= = 3.5 = 4
6

Step 4: We contrast a table of frequency.

Class Interval Class Boundaries Tally Frequency Less Cumulative Frequency


145-148 144.5-147.5 lll 3 3
149-152 148.5-151.5 llll – llll – llll 14 17
153-156 152.5-155.5 llll – ll 7 24
157-160 156.5-159.5 lll 3 27
161-164 160.5-163.5 lll 3 30
165-168 164.5-165.5 ll 2 22

*In getting a class interval, we used the interval class that we get and after that we start to
the smaller number in our data. Then, we subtract 1 to the smaller data and we add the interval
class that we get.

*In getting class boundaries, we subtract 0.5 to the class interval. We subtract 0.5 to the
left side to get the lower boundaries and we also subtract 0.5 to the right side to get the upper
boundaries.

*In order to us to get the tally, we need to see the list of our data to know where it is
belonged in our class interval.

*In order to get our frequency, we count the number of tally that we got.

3
*We get our less cumulative frequency with the used of the first frequency of the data
after that; and for the second less cumulative frequency, we add the first less cumulative
frequency to the second frequency and it is the same process to next less cumulative frequency.

Step 5: We find the value of Q2, P50, and D5.

*First, we find the value of Q2.


Then, we get the given.

Given:
N 32
= = 16
2 2
<cfb = 3
LB = 152.5
fq2 = 14
i=4

*Second, we substitute the given to the formula.


The formula is
N
−¿ cfb
Q2 = XLB + ( 2 )i
fq 2

Now, we substitute the given to the formula and we solved it.


32
−3
Q2 = 152.5 + ( 2 )4
14
16−3
= 152.5 + ( )4
14
13
= 152.5 + ( )4
14
= 152.5 + (0.93) 4
= 152.5 + 3.72
Q2 = 156.22

After we find the Q2, we find the value of P50.


We get the given. The given are:
Given:

4
kN 50(32) 1600
= = =16
100 100 100
<cfb = 3
LB = 152.5
fP50 = 14
i=4

After we get the given, we substitute it to the formula of the percentile. The formula of percentile
kN
−¿ cfb
is Pk = LB + ( 100 ) i.
fpk

Substituting of the given to the formula.


50(32)
−3
P50 = 152.5 + ( 100 )4
14
1600
−3
= 152.5 + ( 100 )4
14
16−3
= 152.5 + ( )4
14
13
= 152.5 + ( )4
14
= 152.5 + (0.93) 4
= 152.5 + 3.72
P50 = 156.22

Lastly, we get the value of D5.


*As usually we get the given. The given are:
Given:
kN 5(32) 160
= = =16
10 10 10
<cfb = 3
LB = 152.5
fD5 = 14
i=4

5
kN
−¿ cfb
*We substitute the given to the formula of decile. The formula of decile is D k = LB + ( 10
fDk
)i.
5(32)
−3
D5 = 152.5 + ( 10 )4
14
160
−3
= 152.5 + ( 10 )4
14
16−3
= 152.5 + ( )4
14
13
= 152.5 + ( )4
14
= 152.5 + (0.93) 4
= 152.5 + 3.72
D5 = 156.22

According to our survey, after we get the value of Q 2, P50 and P5, their results are all the

same value which is 156.22. It is because we get the median of data that is why Q 2, P50 and P5 is

equal to 156.22. Meaning, 50% of the students of MSU – Marantao, Grade 9 – Rizal have a

measurement of height in less than or equal to 156.22.

6
Relationship between Frequency and Class In-
terval
15
14
13
12
11
10
9
Frequency

8
7
6
5
4
3
2
1
0
145-148 149-152 153-156 157-160 161-164 165-168

Class Interval

Figure 1. Summary of the Respondents’ Height

Percentage of the Relationship between Frequency and Class In-


terval

145-148 149-152 153-156 157-160 161-164 165-168


Figure 2. Percentage of the Relationship between Frequency and Class Interval

7
Figure 2. above shows the percentage distribution of students’ height of Grade 9 – Rizal.

According to our survey, 50% of the students of Grade 9 – Rizal have the height range from 149

cm to 152 cm. Meaning, in the level of Grade 9, most of the height is range from 149 cm to 152

cm. And 6% of the students have a height range from 165 cm to 168 cm.

Common questions

Powered by AI

The calculated median (Q2) value of 156.22 indicates that half of the students in Grade 9 - Rizal have heights less than or equal to 156.22 cm. This value is pivotal as it represents the 50th percentile, offering a central measure around which other student data points are distributed. Since Q2, P50, and D5 are equal, it further reinforces the consistency of this data point as a central measure in the dataset .

The methodology used to determine the number of class intervals involved applying the formula K=1+3.3logN, where N represents the total number of students (32). This formula helps in estimating the ideal number of intervals needed to effectively categorize the data. The calculated K value of approximately 5.96 was rounded to 6 intervals, which were subsequently used to group the height data into classes, aiding in visualizing and analyzing the distribution .

The identical values for Q2, P50, and D5 (all being 156.22) imply that the distribution of heights among the students is symmetrical around the median. These measures are based on different formulas targeting various aspects of data distribution, yet yielding the same result suggests that the data set is consistently centered. This implies a balance in the dataset with no significant skew, indicating that half the students are below and half are above this height threshold .

The frequency distribution table provides insights into how student heights are categorized across specific intervals, showing the concentration of certain height ranges. For instance, the highest frequency is observed in the 149-152 cm range, encapsulating 50% of students, suggesting a common growth pattern among the majority. In contrast, only 6% fall into the tallest range (165-168 cm), indicating fewer taller students within the group. This reflects a skew towards shorter heights among the surveyed population .

Cumulative frequency in this study is applied to aggregate data cumulatively from the smallest class interval upwards. It's used to demonstrate how frequencies build on each other as classes increase, providing a running total that helps in determining median and percentile values. This is crucial for understanding the proportion of students within certain height ranges, such as knowing that 50% have heights at or below the median cumulative frequency point .

The data suggests that there is a concentration of students' heights between 149-152 cm, indicating a prevalent development stage among a significant portion of Grade 9 students. It implies that most students are reaching similar growth milestones, possibly influenced by factors such as genetics, diet, and environment. The relatively small percentage of taller students (6% over 165 cm) highlights variability in growth rates, suggesting the presence of outliers in typical adolescent growth patterns within this demographic .

The research methodology minimally accounts for gender differences, noting only that most students are girls and that the tallest reported heights (165-168 cm) are among boys. The analysis primarily focuses on overall height distribution without deeper gender-specific insights, suggesting a need for further gender-focused statistical analysis to determine distinct trends or patterns in height based on gender .

The significance of measuring the students' height in Grade 9 - Rizal lies in understanding physical development trends among adolescents, which can provide insights into health and growth patterns. The statistical analysis applied includes calculating the median to find the central tendency, determining frequency and percentage distribution to understand how data is spread across intervals, and utilizing statistical tools to compute quantities like median (Q2), percentile (P50), and decile (D5), which all resulted in a measure of 156.22. This process highlights both the distribution and central data points, indicating that 50% of the students have heights less than or equal to this value .

The class interval in the height survey is determined using the formula i = Range / k, where the range is 21 cm (difference between maximum and minimum height), and k is 6, calculated using K=1+3.3logN with N being 32 students. The derived class interval is approximately 4 cm. This determines the groupings for frequency distribution, highlighting that 50% of students fall between 149-152 cm, indicating a concentration of students' heights within a narrow band .

The research clarifies the relationship between frequency and percentage distribution by showing how frequency within each class interval corresponds to a percentage of the total student count. By calculating cumulative frequencies, it establishes the percentage of students up to each class boundary, demonstrating that 50% fall within a height range of 149-152 cm, with other intervals contributing lesser frequencies. This correlates individual data groupings with proportional representations of the dataset .

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