I.

UNIT TITLE/CHAPTER TITLE

II. LESSON TITLE

1. Nature and Importance of Statistics

2. Methods of collecting data
3. Sampling Techniques

III. LESSON OVERVIEW

This chapter includes the different topics to be discussed, such as the nature and
importance of statistics, the different types of data, levels of measurements, classification of
variables, data collection and sampling techniques.

IV. DESIRED LEARNING OUTCOMES

At the end of the lesson, the students should be able to:

a. define basic concepts in statistics.

b. differentiate descriptive and inferential statistics.
c. distinguish the different types of data and explain how data are collected.
d. identify the different levels of measurement.
e. apply Slovin formula in getting random sample

V. LESSON CONTENT

Statistics – it refers to the method in collection, presentation, analysis and interpretation of data.

Two Categories of Statistics:

1. Descriptive Statistics – concerned with the gathering, classification and presentation and the
collection of summarizing values to describe group data. The most
commonly used in summarizing data values grouped data are
percentage, measures of central tendency and location, measures of
dispersion, skewness and kurtosis

2. Inferential Statistics – pertains to the methods in dealing inference, estimate or prediction about
a large data. The commonly used inferential statistics tools are linear
regression, analysis of variance (ANOVA), chi-square, z-test and t-test.
.
Population – consist of the totality of the observations.

Sample – a small group in which observations are made and is drawn from the population.

Variable – refers to the characteristics on property whereby all the members of the group differ
from one another.
Constant – refers to the property whereby the member of the group does not differ from one
another.
Data – the collection of any member or observation on one or more variables.
Two Kinds of Variables

1. Qualitative Variables – they are variables that can be placed into distinct categories, properties,
characteristics or attribute.

Examples: Sex - male

- female

Religion - Roman Catholic

- Iglesia Ni Cristo
- Methodist

Civil Status - Single

- Married
- Separated
- Widow
2. Quantitative Variables – they are numerical and can be ordered or ranked.

Examples: age temperature

height grades
weight

Levels of Measurement

1. Nominal Level – the lowest level of measurement. It is used as measure of identity,

classification or characteristics
Examples: sex, origin, color, civil status

2. Ordinal Level – provides number which reflects ranks / order of individuals or objects. It is
arranged from highest to lowest or vice versa.
Examples: honor, children in a family, military rank, organization officers
3. Interval Level – refers to quantitative measurements which allows lower and upper limits are
adapted. There is no true zero point.
Examples: time, age, temperature, socio-economic status

4. Ratio Level – the highest level of measurements. It has absolute zero point. It has all the
characteristics of interval level.
Examples: height, weight, length, velocity, age
Types of Data

a. Raw Data – they are in their original form and structure

b. Grouped Data – they are in tabular form characterized by class interval with the
corresponding frequency.
c. Primary Data - are measured and gathered by the researcher that published it.
d. Secondary Data –republished by another researcher.

Methods of Collecting Data

1. Interview Method – this is a face to face conversation between an interviewer and
the interviewee in order to collect data.
2. Questionnaire Method – the method is written in a sentence form wherein, there are
choices to be answered by the respondent.
3. Registration Method – this method, the respondents in compliance with certain laws,
policies, rules and etc. Some data that can be collected are marriage contract, motor
registration, birth certificates.
4. Observation Method – through the use of the five senses, information can be
collected such as attitudes, behavior, of sample under investigation.
5. Experiment – this method id following the cause and effect of a particular situation,
an example is using different approaches of instruction.
SAMPLING TECHNIQUES

𝑁 where: n = sample size

Formula: 𝑛= N = population size
1+𝑁𝑒2 e = 0.05 (sampling error)

Example: There are 1000 students in university which serves as population, wherein
n1(CAS) = 119, n2 (Educ) = 210, n3 (Tech) = 325 and n4 (Eng’g) = 346. Determine the
sample size, and the number of samples in each college using Slovin Formula.

Solutions: 𝑛 = 𝑁 𝑛= 1000 𝑛 = 286

1+𝑁𝑒2 1+1000(0.05)2

119 325
𝑛1 = 𝑥 286 = 34 𝑛3 = 𝑥 286 = 93
1000 1000

210 346
𝑛2 = 1000 𝑥 286 = 60 𝑛4 = 1000 𝑥 286 = 99

VI. LEARNING ACTIVITIES

A. Classify each as nominal, ordinal, interval or ratio level measurement.

1. Marital status of faculty at College of Arts and Sciences.

2. Type of Blood.
3. Birth order of children in the family.
4. Intelligent Quotient of five students are 90, 150, 120, 100, and 130.
5. Height of students in Public administration.
6. Grades of students in a certain subject are 1.0, 1.25, 1.5, 1.75 & 2.0.
7. Religious affiliation of IP students.
8. Scores in a final examination in statistics.
9. Rating of professor in a certain college 9poor, fair, good , very good)
10. Temperature in low land areas.
 B. Identify what method of collecting data is being used.

1. Verbal communication between the interviewer and the

interviewee.
2. Attitude of students towards statistics instruction.
3. Probable causes of COVID 19.
4. Daily traffic in the National Capital Region.
5. Identifying major problems of Barangay captain in their respective
barangay.
6. Population growth of a certain city.
7. Evaluation of faculty administered to students.
8. Using different type of vaccine to prevent COVID 19.
9. Entrance examination of incoming freshmen students.
10. Determining a person whether single or married.

C. Complete the table below using the Slovin Formula.

Course Population Sample

AB English 99
BS BIO 110
BS COOP 120
BSPA 171
Total 500

VII. ASSIGNMENT

A researcher wishes to determine the number of faculty of NVSU Bambang that

are willing to be vaccinated against COVID 19, the total number of faculty is 150, if the total
number of faculty each college are the following. College of Technology 45, College of Arts
and Sciences is 40, College of Engineering is 35 and College of Education is 30, Find the
number of sample size per college.

VIII. EVALUATION

TRUE OR FALSE: Write True if the statement is correct and False if the statement is not
correct.

1. Interval scale has no true zero point.

2. Age and height is an example of quantitative variable.
3. Jueteng is an example of Systematic Sampling.
4. Qualitative variables are those that are numerical.
5. Religion is an example of ratio scale.
6. Military ranks is an example of ratio scale.
7. Secondary data are information coming from the newspaper.
8. Results of research are considered primary data.
9. Percentage is an example of Inferential Statistics.
10. Trial and error method is also observation method, in gathering
data.
IX. REFERENCES
A .Books/Printed Material

• Anderson, D.R. and others (2015). Business Statistics. 4th ed. Pasig City:
Cengage Learning.
• Basilio, F.B. and others (2003). Fundamentals of Statistics. Meycauayan,
Bulacan: Trinitas Publishing, Inc.
• Belsina, R.R. and other (2016). Statistics and Probability. 2016 ed.
Manila: Rex Bookstore.
• Berenson, M.L. and Levine, D.M. (1996). Basic Business Statistics. New
Jersey: Prentice Hall.
• Sirug, Winston. Basic Probability and Statistics: a Step by Step Approach.
2nd ed. Intramuros, Manila: Mindshapers.
• Pagala, R.C. (2011). Statistics. Rev. Ed. Intramuros, Manila:
Mindshapers.

B. E-Resources
• [Link]
• [Link]
• [Link]
I. UNIT TITLE/CHAPTER TITLE

PRESENTING AND DESCRIBING DATA

II. LESSON TITLE

1. Presenting and Describing Data

2. Frequency distribution

III. LESSON OVERVIEW

In order to realize the real meaning of data collected, they must be presented, organized
for an easy analysis and interpretation of data. The topics to be discussed in this chapter are the
different methods in the presentation of data. Frequency distribution is also included in
preparation of solving grouped data.

IV. DESIRED LEARNING OUTCOMES

At the end of the lesson, the students should be able to:

a. identify the different methods in presenting data

b. interpret the characteristics of data presented
c. construct frequency distribution following the steps

V. LESSON CONTENT

Data that are collected must be organized and presented for analysis and interpretation.

1. Textual Presentation – present data in paragraph form which combines text and figures.

Examples are data in business, finance, economics or industry

2. Tabular Presentation – data are presented in tables. It gives more precise, systematic
And orderly presentation using rows and columns.

Examples: There Are 50 CAS students, composed of male and female,

15 first year, 10 second year, 12 third year and 13 fourth
year students.

This is the Tabular Presentation:

MALE FEMALE TOTAL

First Year 4 11 15
Second Year 5 5 10
Third Year 4 8 12
Fourth Year 5 8 13
TOTAL 18 32 50

3. Graphical Presentation – a method of presenting statistical results and can present clear
picture of data. The different kinds of graphic are bar graph, line
graph and pie chart.
 a. Bar Graph

b. Line Graph

c. Pie Chart

Frequency Distribution

• Is the representation of data whether in a graphical or tabular format to display the

number of observations within a given integral.
• It is the tabular arrangement of the given data by using categorized classes and
their corresponding frequencies.
The following are data in statistics test

56 78 62 37 54 39 62 60
42 54 44 62 72 38 82 28
68 53 48 47 52 50 41 47
56 56 55 66 42 52 48 48
42 55 57 65 68 47 42 56

Construct the frequency distribution following the steps:

1. Determine the Range by taking the highest score minus the lowest score.

R= Highest Score - Lowest score

= 82 - 28
= 54

2. Determine the number of class limit or size of groupings

Maximum is 20, ideal is 10 and maximum is 7. In this example, we use 10 class
limit.

3. Determine the class size or class interval (𝑖) by dividing the range by the desired
number of class limit.

𝑖= 54 ÷ 10 = 5.4 or round to 5

4. The lower limit of the lowest class is probably a multiple of the class size or class
Interval.

So, the class size is 5 and the lowest score is 28, the nearest multiple of 5 lower
than 28 is 25, which will be the lower limit.

5. Set up the classes

Class Limit Tally Frequency Class Mark (X)

80-84 I 1 82
75-79 I 1 77
70-74 I 1 72
65-69 IIII 4 67
60-64 IIII 4 62
35-59 IIII-II 7 57
50-54 IIII-I 6 52
45-49 IIII-I 6 47
40-48 IIII-I 6 42
35-39 III 3 37
30-34 0 32
25-29 I 1 27
N = 40

6. The class mark or midpoint (X) in the sum of the lower limit and upper limit divided
by 2.

25+29
Class Mark (X) = = 27
2

30+34
= = 32
2
VI. LEARNING ACTIVITIES

A. Plot the graph of the scores in Statistics of 50 BSPA 3rd year students

Scores (x) 40 35 30 25 20 15 5
Frequency (y) 5 4 10 15 6 8 2

B. Draw the Pie graph using the Data below

Course No. of Students Percentage

BSPA 200 40%
BSBIO 150 30%
BSCOOP 100 20%
AB ENG 50 10%
500 100%

C. Construct the Frequency Distribution

The following scores were the result of final examination in statistics. Use 10 as
our class limit and the class interval is 7.

88 77 72 68 66 60 55 51 47 37 26
85 77 71 68 64 58 54 50 45 36 25
81 75 71 67 63 57 53 50 45 35 24
80 75 76 67 63 57 52 49 44 33 23
79 74 70 56 62 57 52 49 40 29 19
79 74 69 66 61 56 51 48 39 27

VII. ASSIGNMENT

Research on the following:

a. Measures of Central Tendency and their properties

b. Quantiles

VIII. EVALUATION

Construct the following scores using frequency distribution.

74 64 74 46 54 64 58 66 51
76 72 62 74 72 53 64 72 50
76 66 60 35 69 40 72 38 48
45 45 33 48 55 21 32 48 66
60 55 49 40 48 47 45 54 34
IX. REFERENCES

A .Books/Printed Material

• Anderson, D.R. and others (2015). Business Statistics. 4th ed. Pasig City:
Cengage Learning.
• Basilio, F.B. and others (2003). Fundamentals of Statistics. Meycauayan,
Bulacan: Trinitas Publishing, Inc.
• Belsina, R.R. and other (2016). Statistics and Probability. 2016 ed.
Manila: Rex Bookstore.
• Berenson, M.L. and Levine, D.M. (1996). Basic Business Statistics. New
Jersey: Prentice Hall.
• Sirug, Winston. Basic Probability and Statistics: a Step by Step Approach.
2nd ed. Intramuros, Manila: Mindshapers.
• Pagala, R.C. (2011). Statistics. Rev. Ed. Intramuros, Manila:
Mindshapers.

B. E-Resources
• [Link]
• [Link]
• [Link]
I. UNIT TITLE/CHAPTER TITLE

MEASURES OF CENTRAL TENDENCY

II. LESSON TITLE

1. Mean, Median and Mode

2. Quantiles/ Measures of relative position

III. LESSON OVERVIEW

If one person wants to determine whether he passed in a certain examination, he should

use measures of central tendency. A single number is to be calculated, which is the
concentration point of scores. The common measures of central tendency are the mean, median
and mode and also the extension of the median which is the quantiles.

IV. DESIRED LEARNING OUTCOMES

At the end of the lesson, the students should be able to:

a. identify the measures of central tendency and quantiles

b. discuss the properties and uses of mean, median, mode of grouped and ungrouped
data
c. compute the mean, median, mode and quantiles of grouped and ungrouped data
d. determine the appropriate measure of central tendency for a given data

V. LESSON CONTENT

Measures of Central Tendency

Any data set can be characterized by measuring the central tendency. The measures of
central tendency are the mean, median and mode. This can be solved using grouped and
ungrouped data.

A. Mean – the other term is arithmetic mean. The most frequently used measure of central
tendency. The symbol for mean 𝑥 is used for sample and µ is used for
population.
𝑠𝑢𝑚 𝑜𝑓 𝑎𝑙𝑙 𝑣𝑎𝑙𝑢𝑒𝑠
Formula: 𝑥=
𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑣𝑎𝑙𝑢𝑒𝑠
Ʃ𝑋
Sample Mean: 𝑥=
𝑛
Ʃ𝑋
Population Mean: μ=
𝑁

Where: 𝑥 = sample mean

μ = population mean
X = value of scores
ƩX = sum of all x’s

Example: Find the mean of the following scores 80, 85, 90, 95, & 98.
 80+85+90+95+98
Solution: 𝑥=
5

448
𝑥=
5

𝒙̅ = 89.6

Properties of the Mean

1. A set of data has only one mean.

2. Mean can be applied for interval and ratio data.
3. The mean is very useful in comparing two or more data sets.
4. The best measure of central tendency.
5. The most reliable measure of central tendency.

B. Median - is the midpoint of the data array.

- the score at the middle most of the distribution.

Properties of the Median

1. The point that divide the frequency distribution into two halves.
2. The extreme values do not affect the median.
3. Median can be applied for ordinal, interval and ratio data.

• To determine the value of median for ungrouped data, there are two rules to follow:

a) If n is odd, the median is the middle score.

b) If n is even, the average of two middle ranked values.
𝑛+1
𝑀𝑒𝑑𝑖𝑎𝑛 =
2

Example 1: What is the median of the scores 10, 15, 20, 25, & 30.
The median is 20, the middle score.

Example 2: What is the median of the scores 11, 15, 18, 19, 20, & 22.
The two middle rank values are 18 and 19.
𝑛+1 6+1 7
𝑀𝑑𝑛 = = = = 𝟑. 𝟓 or
2 2 2

18+19 37
𝑀𝑑𝑛 = = = 𝟏𝟖. 𝟓
2 2

Note: If the data given are not arranged, you arrange from lowest to highest.

C. Mode – the most commonly occurring value in a series. It may have more than one
mode or none at all.

Properties of the Mode

1. It is used when a quick estimate of the average is needed.

2. it helps us spot a trend.
3. It helps provide information to business and producers.

Example: Find the mode of the following scores:

a) 3, 4, 3, 4, 7, 7, 7, 5, 5, 6, 6 - The mode is 7.
b) 8, 8, 12, 12, 12, 15, 15, 15, 20, 25, 25 - The modes are 12 and 15.
Measures of Relative Position

In addition to measures of central tendency and measures of dispersion, there are

measures of position which are used to locate the position of value in the data set. This
measuring position are quartile, decile, and percentile.

1. Quartile – are measures that divides the distribution into four equal parts.
𝑛 𝑛 3𝑛
Quartile 1 = ( ), Quartile 2 = ( ), Quartile 3 = ( ).
4 2 4

2. Decile – are measures that divides the distribution into ten equal parts.
Decile 1 = (n/10) Decile 3 = (3n/10) Decile 8 = (8n/10)

3. Percentile – are measures that divides the distribution into 100 equal parts.
Percentile 1 = (n/100). Percentile 30 = (30n/100). Percentile 75 = (75n/100).

Examples: Find the value of Q1, Q3, D4, and P90 following the scores of 20 students.
6, 10, 15, 18, 20, 21, 25, 27, 28, 30, 33, 34, 38, 40, 43, 44, 46, 48, 49, 50.
𝑛 20
Solution: a) Q = = = 5, Q = 20; 25% of the students got a score of 20 or below
1 1
4
3𝑛 43(20)
b) Q = = = 15, Q = 43; 75% of the students got a score of 43 or below
3 3
4
4𝑛 4
4(20)
c) D = = = 8, D = 27; 40% of the students got a score of 27 or below
4 4
10
90𝑛 10
90(20)
d) P = = = 18, P = 48; 90% of the students got a score of 48 or below
90 90
100 100

Measure of Central Tendency using Grouped Data

A. Mean
Ʃ𝑓𝑥
The formula is 𝑥=
𝑛

Where 𝑥 = mean
𝑓 = class frequency
n= number of scores
X= midpoint between class limit

Example. Find for the mean using the frequency distribution.

Class Limit frequency (𝑓) Midpoint (X) frequency x

midpoint
61-63 2 62 124
64-66 5 65 325
67-69 12 68 816
70-72 15 71 1065
73-75 8 74 592
76-78 5 77 385
79-81 3 80 240
n = 50 Ʃ𝑓𝑥 = 3547

Solution:
Ʃ𝑓𝑥
𝑥=
𝑛

3547
𝑥=
50

𝒙̅ = 70.94
B. Median

Formula: Mdn = L.B + b

𝑖
𝑓𝑚𝑐

Where: L.B = lower boundary of the median class

c𝑓b = cumulative frequency below or lower than the median class
𝑓 = frequency of the median class
𝑖 = class interval of the class limit
𝑛 = total frequency

Example:
Class Limit frequency C𝑓<
61-63 2 2
64-66 5 7
67-69 12 19
70-72 15 34
73-75 8 42
76-78 5 47
79-81 3 50
N = 50
𝑛 50
Given: = = 25
2 2

15 = frequency of the median class

69.5 = lower boundary
19 = cumulative frequency less than or below the class limit
3 = class interval
70-72 = median class
Solution:

Mdn = L.B + b 𝑖
𝑓𝑚𝑐

Mdn = 69.5 + 3
15
25−19
Mdn = 69.5 + 3

Mdn = 69.5 + 3

18
Mdn = 69.5 +
15

Mdn = 69.5 + 1.2

Mdn = 70.7
Mode
Formula: Mo = L.B. + 𝑖

Where: Mo = Mode
𝑖 = class interval
d1 = the difference between the frequency of the modal class and the
frequency of the class limit lower than the modal class
d2 = the difference between the frequency of the modal class and the
frequency of the class limit upper or higher than the modal class
Example:
Class Limit frequency C𝑓<
61-63 2 2
64-66 5 7
67-69 12 19
70-72 15 34
73-75 8 42
76-78 5 47
79-81 3 50
N = 50

Given: d1 = 15 – 12 = 3
d2 = 15 – 8 = 7
L.B = 69.5
𝑖 = 3

Solution:
d1
Mo = L.B + 𝑖

Mo = 69.5 + 3
3+7

9
Mo = 69.5 +

Mo = 69.5 + 0.9
= 70.4

Quantiles Using Grouped Data

A. Quartile
Formula: Q1 = L.B + b 𝑖
𝑓

Where: Q1 = first quartile

L.B = lower boundary
c𝑓b = cumulative frequency less than quartile
𝑓 = frequency of the first quartile
𝑖 = class interval

B. Decile
Formula: D1 = L.B + 𝑖

𝑓
Where: D1 = first decile
L.B = lower boundary
c𝑓b = cumulative frequency less than
𝑓 = frequency of the first decile
𝑖 = class interval

C. Percentile
Formula: P25 = L.B + 𝑖
𝑓

Where: P25 = twenty five percent of the total cases

L.B = lower boundary
c𝑓b = cumulative frequency less than
𝑓 = frequency of the 25%
𝑖 = class interval
Example: Find for Q1 , Q2 , Q3 , D3 , D8 , P25 and P75

Class Limit frequency C𝑓<

35-39 1 1
40-44 4 5
45-49 7 12
50-54 9 21
55-59 13 34 Q1,P25,D3
60-64 18 52
65-69 21 73
70-74 12 85 Q3,P75,D8
75-79 8 93
80-84 5 98
85-89 2 100
N = 100

Solutions:

a) Q =
𝑛
=
100 = 25
1
4 4
b) Q =
3𝑛
=
3(100) = 75
3
4 4
c) D =
3𝑛
=
3(100) = 30
3
10 10
d) D =
8𝑛
=
8(100) = 80
8
10 10
e) P =
25𝑛
=
25(100)
= 25
25
100 100
f) P =
75𝑛
=
75(100)
= 75
75
100 100

Q1 = L.B + < 𝑖
𝑓

25−21
Q1 = 54.5 + 5

Q1 = 54.5 + 5

Q1 = 56.04, this is found in the class limit 55 - 59

Q3 = 69.5 + 5

Q3 = 69.5 + 5

10
Q3 = 69.5 +
12
Q3 = 70.33, this is found in the class limit 70 - 74

D3 = 54.5 + 5

9
D3 = 54.5 + 5

45
D3 = 54.5 +
13
D3 = 57.96, this is found in the class limit 55 - 59

D8 = 69.5 + 5

D8 = 69.5 + 5
 35
D8 = 69.5 +
12
D8 = 72.42, this is found in the class limit 70 - 74
P25 = 54.5 + 5

P25 = 54.5 + 5
20
P25 = 54.5 +
13

P25 = 56.03, this is found in the class limit 55 - 59

P75 = 69.5 + 5

P75 = 69.5 + 5
10
P75 = 69.5 +
12

P75 = 70.33, this is found in the class limit 70 – 74

VI. LEARNING ACTIVITIES

Activity 1. Consider the following data. Find the mean, median, mode, first quantile
and third quantile of the ungrouped data.
1. 10, 12, 13, 14, 16, 17, 18, 19, 23, 26
2. 28, 25, 20, 22, 12, 14, 15
3. 21, 8, 12, 15, 18, 16, 15, 21, 16, 15, 26, 19
4. 34, 36, 44, 49, 37, 50, 28, 45, 38, 29, 27
5. 1.7, 2.1, 2.0, 1.9, 1.7, 2.2, 2.3, 2.9, 1.4, 1.6, 1.8, 2.2, 2.8, 2.5, 2.5

Activity 2. Find for the mean, median and mode using grouped data.
Class Limit 𝒇
45-49 3
50-54 4
55-59 6
60-64 7
65-69 10
70-74 7
75-79 6
80-84 4
85-89 3
N = 50
 Activity 3. Find for Q1 , Q3 , D8 , P25 , and P90 using grouped data.
Class Limit 𝒇
25-29 2
30-34 3
35-39 2
40-44 2
45-49 9
50-54 3
55-59 5
60-64 4
65-69 7
70-74 6
75-79 2
N = 45
VII. ASSIGNMENT

Compute for the Mean, Median, Mode, Q1 and D6, using the grouped data.

Class Limit 𝒇
85-89 2
80-84 5
75-79 8
70-74 12
65-69 21
60-64 18
55-59 13
50-54 9
45-49 7
40-44 4
35-39 1
N = 100

VIII. EVALUATION

1. Compute the following raw scores 85, 90, 80, 84, 88, 95, 90, 80, 85 91, 80, 83, 92, 98,
87, 91, 84, 89, 93, 99.

a.X = ______________________ d. Q3 =
b. Mdn. = ______________________ e. D8 =
c. Mo. = ______________________ f. P45 =

2. Using the frequency distribution, compute for the Mean, Median, Mode, Q 1, D7, and
P90.
Class limit 𝑓 𝑐𝑓 <
200-204 2 50
195-199 1 48
190-194 4 47
185-189 8 43
180-184 5 35
175-179 12 30
170-174 7 18
165-169 8 11
160-164 3 3
N= 50
IX. REFERENCES

A .Books/Printed Material

• Anderson, D.R. and others (2015). Business Statistics. 4th ed. Pasig City:
Cengage Learning.
• Basilio, F.B. and others (2003). Fundamentals of Statistics. Meycauayan,
Bulacan: Trinitas Publishing, Inc.
• Belsina, R.R. and other (2016). Statistics and Probability. 2016 ed.
Manila: Rex Bookstore.
• Berenson, M.L. and Levine, D.M. (1996). Basic Business Statistics. New
Jersey: Prentice Hall.
• Sirug, Winston. Basic Probability and Statistics: a Step by Step Approach.
2nd ed. Intramuros, Manila: Mindshapers.
• Pagala, R.C. (2011). Statistics. Rev. Ed. Intramuros, Manila:
Mindshapers.
B. E-Resources

• [Link]
• [Link]
• [Link]