St.

Paul University
COLLEGE OF ARTS, SCIENCES AND EDUCATION
General Luna Street, Iloilo City

DATA MANAGEMENT
CHA P T E R 4

MATHEMATICS IN THE MODERN WORLD ( GEC 3)

THE PAULINIAN GLEANERS’ PRAYER

God, our loving Father, through Your Holy Spirit,

enable us to participate in Jesus’ saving mission to
make You known and loved throughout the world.
May we joyfully live out our Paulinian identity as
GLEANERS who are:

PRAYERFUL, mindful of who we truly are and why we

are here – Your children called to follow Your Holy Will;

SELF-EFFACING, quick to transcend when we are not

recognized for the good we have done or when we
are taken for granted;
THE PAULINIAN GLEANERS’ PRAYER

With TRANQUIL – DARING to proceed when we feel

that the work and responsibilities given us are back –
breaking and beyond our capacity; &

ALL TO ALL, willing to faithfully serve everyone

especially the least, the last, & the lost.

Our Lady of Chartres, pray for us.

St. Paul the Apostle, our Patron, pray for us.
Fr. Louis Chauvet and our First Sisters, intercede for us.
Caritas Christi urget nos, now and for ever.
Amen.
 OBJECTIVES
• After completing the chapter, the learner
will be able to:
• Compare the forms (textual, tabular, and
graphical) of data.
• Identify the essential parts of a table and describe
the different kinds of graphs for data
presentation.
• Analyze and interpret the data presented in a
graph/table.
• Discuss the properties of mean, median and
mode.
 OBJECTIVES
• After completing the chapter, the learner
will be able to:
• Compute for the different measures of central
tendency.
• Compute for the different measures of dispersion.
• Compute for the different measures of relative
position.
• Use a variety of statistical tools to progress and
manage numerical data.
• Advocate the use of statistical data in making
important decisions.
 LESSON OUTLINE

I. REVIEW
II. CHAPTER 4: DATA MANAGEMENT
1. Introduction to Data Management
2. Measures of Central Tendency
3. Measures of Dispersion
4. Measures of Relative Position
PICTURE ANALYSIS
 INTRODUCTION TO
DATA MANAGEMENT
CHAPTER 4
Definition of Basic Terms

Copyright © 2004 Pearson Education, Inc.

 DEFINITIONS

STATISTICS
- a collection of methods for planning
experiments, obtaining data, and then
then organizing, summarizing, presenting,
analyzing, interpreting, and drawing
conclusions based on the data.

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Education, Inc.
 DEFINITIONS

DATA
- observations (such as measurements,
genders, survey responses) that have
been collected.

Copyright © 2004 Pearson

Education, Inc.
 DEFINITIONS

BASIC STATISTICAL TERMS AND SYMBOLS

• Population vs Sample
• Population – set of all individuals or entities under
consideration or study. It may be a finite or
infinite collection of objects, events or
individuals, with specified class or
characteristics.
• Sample – small proportion or part of the
population; a representative of the population
in a research study
 DEFINITIONS

BASIC STATISTICAL TERMS AND SYMBOLS

• Census vs Sampling
• Census
- the collection of data from every member of the
population.

• Sampling
- the collection of data from sample population
 DEFINITIONS
BASIC STATISTICAL
TERMS AND
SYMBOLS 𝝁 𝒎𝒖 - population
mean
• Parameter vs Statistic 𝝈 – population standard
• Parameter deviation
- Numerical value 𝝈𝟐 - population variance
which describes a
population
 DEFINITIONS
BASIC STATISTICAL
TERMS AND
SYMBOLS 𝑥ҧ - sample mean
𝑠 – sample standard
• Parameter vs Statistic deviation
• Statistic 𝑠 𝟐 - sample variance
- Numerical value
which describes a
sample
 KEY CONCEPTS
• Sample data must be collected in an
appropriate way, such as through a
process of random selection.

• If sample data are not collected in an

appropriate way, the data may be so
completely useless that no amount of
statistical torturing can salvage them.

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Education, Inc.
Types of Data

Copyright © 2004 Pearson Education, Inc.

 DEFINITIONS

Parameter
- a numerical measurement describing
some characteristic of a population.

population

parameter
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Education, Inc.
 DEFINITIONS

Statistic
- a numerical measurement describing
some characteristic of a sample.

sample

statistic
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Education, Inc.
 DEFINITIONS
Qualitative (or categorical or
attribute) Data
- can be separated into different
categories that are distinguished by some
nonnumeric characteristics.
- It normally comprises words, narratives,
and we label them with names.
Example:
sex (male/female) of Paulinian Faculty, zip code
 DEFINITIONS
Quantitative Data
- numbers representing counts or
measurements.
Example:
weights of Paulinian college students

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Education, Inc.
 KEY CONCEPTS
Quantitative data can further
be distinguished between
discrete and continuous types.

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Education, Inc.
 DEFINITIONS
• Discrete
- dataresult when the number of possible
values is either a finite number or a
countable’ number of possible values.
0, 1, 2, 3, . . .

Example: The number of eggs that hens lay.

Copyright © 2004 Pearson

Education, Inc.
 DEFINITIONS

• Continuous
- numerical) data result from infinitely many
possible values that correspond to some
continuous scale that covers a range of values
without gaps, interruptions, or jumps.

2 3

Example: The amount of milk that a cow

produces; e.g. 2.343115 gallons per day.

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Education, Inc.
 LEVELS OF
MEASUREMENT
Another way to classify data is to use
levels of measurement. Four of these
levels are discussed in the following slides.

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Education, Inc.
 DEFINITIONS

• nominal level of measurement

- characterized by data that consist of names,
labels, or categories only. The data cannot be
arranged in an ordering scheme (such as low to
high)

Example: sex, civil status, blood type, religion

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Education, Inc.
 DEFINITIONS
• ordinal level of measurement
- involves data that may be arranged in some
order, but differences between data values either
cannot be determined or are meaningless

Example: Course grades A, B, C, D, or F birth order,

result of beauty contest

Copyright © 2004 Pearson

Education, Inc.
 DEFINITIONS
• interval level of measurement
- like the ordinal level, with the additional property
that the difference between any two data values
is meaningful. However, there is no natural zero
starting point (where none of the quantity is
present)

Example: Years 1000, 2000, 1776, and 1492

temperature and quiz scores
Copyright © 2004 Pearson
Education, Inc.
 DEFINITIONS
• ratio level of measurement
- the interval level modified to include the natural
zero starting point (where zero indicates that
none of the quantity is present). For values at
this level, differences and ratios are meaningful.

Example: Prices of college textbooks ($0

represents no cost), height, weight and speed

Copyright © 2004 Pearson

Education, Inc.
 SUMMARY
(LEVELS OF MEASUREMENT)
• Nominal - categories only
• Ordinal - categories with some order
• Interval - differences but no natural
starting point
• Ratio - differences and a natural starting
point

Copyright © 2004 Pearson

Education, Inc.
 INTRODUCTION TO DATA
MANAGEMENT
• When conducting a
statistical research,
investigation or
study, the
researcher must
gather data for the
particular variable
under investigation.
INTRODUCTION TO DATA
MANAGEMENT
• To describe
situations, make
conclusions, and
draw inferences
about events, the
researcher must
organize the data
gathered in some
meaningful way.
 INTRODUCTION TO DATA
MANAGEMENT

The easiest way and

widely used of
organizing data is to
construct a frequency
distribution.
INTRODUCTION
TO DATA
MANAGEMENT
Frequency
Distribution
Example
 INTRODUCTION TO DATA
MANAGEMENT

After organizing the data, the next move of the

researcher is to present the data so they can be
understood easily by those who will benefit from
reading the study.
INTRODUCTION TO DATA
MANAGEMENT

• The most
useful
method of
presenting
the data is
by
construction
graphs and
charts.
Data Presentation

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Education, Inc.
 DATA PRESENTATION
• Data collected should be presented in an
organized manner to make a meaningful
interpretation.
• After organizing the data, it must be
presented by constructing statistical tables,
charts or graphs.
• When data are collected in original form,
the data are called raw data.
FORMS OF DATA PRESENTATION

1. Textual Form
-where data are
presented in paragraph
form.
-It includes description or
interpretation of the
information.
 FORMS OF DATA PRESENTATION

2. Tabular Form
- is where data are presented in tables (rows and
columns).
- Tables should have table number, title and
properly labelled headings. Table number and
title should be placed on top of the data being
presented.
FORMS OF DATA PRESENTATION

Tables should have table number, title and properly

labelled headings. Table number and title should be
placed on top of the data being presented.
 FORMS OF DATA PRESENTATION

a. 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 or groups.
FORMS OF DATA PRESENTATION

Example of Categorical Example of Ungrouped Frequency

Frequency Distribution Distribution

Table 1. Table 2.
Favorite Colors Number of Family Members

Color Frequency Number of Family Frequency

Members
Red 12
Green 8 3 22
Blue 8 4 24
Yellow 4 5 15
6 5
Total 32 Total 66
FORMS OF DATA PRESENTATION

Example of Grouped Frequency Distribution

 FORMS OF DATA PRESENTATION

3. Graphical Form
- is where data are
presented in graphs or
visual forms.
- Graphical
presentations can be in
the form of bar, line,
pie graph or picture
graph (pictogram).
GRAPHICAL
FORM
Graphical
presentations
should have a
figure number and
title which are
placed below the
graph or chart.
GRAPHICAL
FORM
Bar and line
graphs should
have properly
labelled 𝑥 and 𝑦
axes.
GRAPHICAL
FORM
Pie charts are
advised for use
when there is a
few number of
divisions (up to 5
divisions).
GRAPHICAL
FORM
The line graph is
more appropriate
for use when
trends or patterns
are shown.
FORMS OF DATA PRESENTATION

a. Graphical
Presentations
1. Histogram
2. Frequency
Polygon
3. Cumulative
Frequency
(Ogive)
 FORMS OF DATA PRESENTATION
a.1. Histogram
- A histogram is a
graphical presentation
of numerical data of a
continuous variable. It
is a type of bar graph
where bars are
constructed side by
side to each other.
- In constructing the
histogram, it is more
appropriate to use the
true class boundary
(TCB) on the x-axis.
FORMS OF DATA PRESENTATION

a.1. Histogram
- The width of
the bar is
shown by
the TCB. The
y-axis is
labelled with
frequency.
 FORMS OF DATA PRESENTATION

a.2. Frequency Polygon

- A frequency polygon
is a line graph that
shows numerical
data of a continuous
variable.
- It is more appropriate
to use the class mark
(CM) in the x-axis. The
y-axis is labelled with
frequency.
FORMS OF DATA PRESENTATION

a.2. Frequency Polygon

- Cumulative Frequency
Polygon (Ogive)
- It is a graph that
displays the cumulative
frequencies for the
classes in a frequency
distribution.
- the x-axis is labelled
with the class mark
(CM) while the y-axis is
labelled with
frequencies.
 EXAMPLE 1
GUIDE QUESTIONS
Reading and Interpreting Organized Data

What is the most common use of cell phone among the

respondents?
 EXAMPLE 1
GUIDE QUESTIONS
Reading and Interpreting Organized Data

What is the least use of cell phone among the

respondents?
 EXAMPLE 2
GUIDE QUESTIONS:

Reading and Interpreting Organized Data

Who sold the most fruits?

 EXAMPLE 2
GUIDE QUESTIONS:

Reading and Interpreting Organized Data

Who sold an equal number of fruits?

 EXAMPLE 2
GUIDE QUESTIONS:

Reading and Interpreting Organized Data

Who sold the least fruits?

 EXAMPLE 2
GUIDE QUESTIONS:

Reading and Interpreting Organized Data

How many fruits were sold by Coring and

Maring?
 EXAMPLE 2
GUIDE QUESTIONS:

Reading and Interpreting Organized Data

Who are the vendors that sold together an

equal number of fruits as Coring?
MEASURES OF CENTRAL TENDENCY,
DISPERSION & RELATIVE POSITION

CHAPTER 4
 DESCRIBING DATA WITH
SUMMARY MEASURES
Summary Measures

Central Tendency Other Locations Variation

Mean Mode Range

Variance
Median
Quartiles
Percentile
Standard Deviation
Deciles
 MEASURES OF
CENTRAL TENDENCY
MEASURES OF CENTRAL TENDENCY

• A measure of central tendency is a single

value that is used to identify the “center” of
the data.
• It is thought of as a typical value of the distribution.
• Precise yet simple
• Most representative value of the data
 Mean
• Most common measure of the
center. (The arithmetic average)
• Computation :
1. Ungrouped or raw data

Chapter 4: Measures of Central Tendency

 MEAN
• Easily affected by extreme values (outliers)

0 1 2 3 4 5 6 7 8 9 10 0 1 2 3 4 5 6 7 8 9 10 12 14

Mean = 5 Mean = 6
 Mean

2. Weighted arithmetic mean

▪ When to use weights

▪ Simple vs. weighted average

Chapter 4: Measures of Central Tendency

 Weighted Mean
Subject Units Grade
Math 1.5 80
English 1.5 82
Filipino 0.9 83
Science 1.8 81
Social Studies 0.6 80
PEHM 1.2 85
TLE 0.9 82

Chapter 4: Measures of Central Tendency

 Weighted Mean
Subject Units Grade
Math 3 80
UTS 3 82
Ethics 3 83
PE 1 2 81
Major 1 3 80
Major 2 4 85
Major 3 4 82

3 80 +3 82 +3 83 +2 81 +3 80 +4 85 +4(82)
GWA =
22

= 82.04545455 𝑜𝑟 𝟖𝟐. 𝟎𝟓

Chapter 4: Measures of Central Tendency

 MEAN
Characteristics
• may not be an actual observation in the data
set
• can be applied in at least interval level
• Major Advantages
▪ Easy to compute
▪ Uses every item in computation
• Major Disadvantage
▪ Easily affected by extreme values

Chapter 4: Measures of Central Tendency

 MEDIAN
▪ Divides the observations into two equal parts
▪ If n is odd, the median is the middle
number.
▪ If n is even, the median is the
average of the 2 middle numbers.

0 1 2 3 4 5 6 7 8 9 10 0 1 2 3 4 5 6 7 8 9 10 12 14

Median = 5 Median = 5

Chapter 4: Measures of Central Tendency

 Median

Computation of the median

1. Ungrouped or raw data
Case 1. If n is odd: Md = X(n+1)/2
Case 1. If n is even: Md = (Xn+/2 + X(n+2)/2)/2

2. Grouped data
Md = LMC + ci (n/2) - F<n/2
fMC

Chapter 4: Measures of Central Tendency

 MEDIAN
Characteristics
▪ may not be an actual observation in the
data set
▪ can be applied in at least ordinal level
▪ Major Advantage
▪ A positional measure; not affected by
extreme values
▪ Major Disadvantage
▪ Less stable than the mean

Chapter 4: Measures of Central Tendency

 Mode
• Occurs most frequently ; nominal
average
• Computation of the mode for
ungrouped or raw data

0 1 2 3 4 5 6

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14

No Mode
Mode = 9

Chapter 4: Measures of Central Tendency

 MODE
Characteristics
• can be used for qualitative as well as quantitative
data
• may not be unique
• Major Advantage
•Not affected by extreme values
• Major Disadvantage
• Not ideal; may not exist

Chapter 4: Measures of Central Tendency

 MEAN, MEDIAN & MODE

Use the mean when:

• sampling stability is desired
• other measures are to be
computed

Chapter 4: Measures of Central Tendency

 MEAN, MEDIAN & MODE

Use the median when:

• the exact midpoint of the
distribution is desired
• there are extreme observations

Chapter 4: Measures of Central Tendency

 MEAN, MEDIAN & MODE
Use the mode when:
• when the "typical" value is desired
• when the dataset is measured on
a nominal scale

Chapter 4: Measures of Central Tendency

 EXERCISES
A researcher wants to determine the
average age of working students. A random
sample of 10 students working in one of the
popular fast foods were asked about their
ages. The following ages were gathered: 18,
20, 21, 18, 20, 18, 22, 24, 27, and 25. Compute
the mean, median, and mode.
 SOLUTION
Given: 18, 20, 21, 18, 20, 18, 22, 24, 27, and 25.
Find: mean, median, and mode

Mean:
18+20+21+18+20+18+22+24+27+25
mean= = 𝟐𝟏. 𝟑
10

Median:
Arrange the scores: 18, 18, 18, 20, 20, 21, 22, 24, 25, 27
20+21
median= = 𝟐𝟎. 𝟓
2
Mode: 𝟏𝟖
 EXERCISES
Jun obtained the following marks in his five
subjects for the second grading period.
Compute the grade point average.

Subject Units Grade

Mathematics 4 80
English 4 85
Science 5 83
Filipino 2 84
Social Studies 3 88
 SOLUTION
Given:
Subject Units Grade
Mathematics 4 80
English 4 85
Science 5 83
Filipino 2 84
Social Studies 3 88

Find: Grade Point Average

80 4 +85 4 +83 5 +84 2 +88(3)
GPA= = 𝟖𝟑. 𝟕𝟐
18
 MEASURES
OF VARIABILITY
 RANGE
Difference between the highest score and the
lowest score.

Example:
Scores in Math of two groups of students

Male: 70, 95, 60, 80, 100 Range = 40

Female: 82, 80, 83, 81, 79 Range = 4
RANGE

Range = highest score – lowest

score
= 96 – 68
= 28

The range is 28.

 VARIANCE
The average of the squared deviation
from the mean
Male: 70, 95, 60, 80, 100 Mean = 81
Female: 82, 80, 83, 81, 79 Mean = 81
 STANDARD DEVIATION
A number that indicates the average deviation of the
scores from the mean. Square root of the variance

Male: 70, 95, 60, 80, 100 Female: 82, 80, 83, 81, 79
CALCULATING THE SD
1. Calculate the mean of the
distribution.
2. Calculate the difference each
score is from the mean (deviation
scores).
3. Square each difference score.
4. Add the squared difference
scores.
5. Divide by the total number of
scores in the distribution.
6. Calculate the square root of
the result of 5.
Calculating the SD
1. Calculate the
mean of the
distribution.
2. Calculate the
difference each
score is from the
mean (deviation
scores).
3. Square each
difference score.
4. Add the
squared
difference scores.
5. Divide by the
total number of
scores in the
distribution.
6. Calculate the
square root of the
result of 5.
CALCULATOR TECHNIQUES
CALCULATOR TECHNIQUES
(CASIO fx-991ES PLUS)

STEPS:
1. Press MODE.
2. Press 3: STAT.
3. Press 1: 1-VAR.
4. Enter Data.

X
1
2
3
4
CALCULATOR TECHNIQUES
(CASIO fx-991ES PLUS)

STEPS:
4. X
1 70
2 95
3 60
4 80
5 100
5. Press AC.
6. Press SHIFT and 1.
7. Press 4: Var.
1: n 2: 𝐱ത
3: 𝛔𝐱 4. 𝐬𝐱
CALCULATOR TECHNIQUES
(CASIO fx-991ES PLUS)

STEPS:
8. Press 3: 𝝈𝒙.
1: n 2: 𝐱ത
3: 𝛔𝐱 4. 𝐬𝐱

9.𝝈𝒙 = 𝟏𝟒. 𝟗𝟔𝟔𝟔𝟐𝟗𝟓𝟓 ≈ 𝟏𝟒. 𝟗𝟕 (Standard Deviation: Male)

Doing the same Steps from 1 to 9

𝝈𝒙 = 𝟏. 𝟒𝟏𝟒𝟐𝟏𝟑𝟓𝟔𝟐 ≈ 𝟏. 𝟒𝟏 (Standard Deviation: Female)
USING MS EXCEL
 MEASURES OF
RELATIVE POSITION
 MEASURES
OF RELATIVE POSITION

1. Percentile
2. Quartile
3. Decile
M e a s u re s o f Re l at i ve Po s i t i o n

Quartiles - split the

ordered data into four
quarters.

Deciles - split the

ordered data into ten
equal parts.

Percentiles - split the

ordered data into 100
equal parts.
Percentile 𝑘(𝑁 + 1)
Divides the distribution 𝑃𝑘 =
into 100 parts 100

Decile 𝑘(𝑁 + 1)
Divides the distribution 𝐷𝑘 =
10
into 10 parts

Quartile 𝑘(𝑁 + 1)
𝑄𝑘 =
Divides the distribution 4
into 4 parts
Where: 𝑘(𝑁 + 1)
𝑃𝑘 =Percentile 𝑃𝑘 =
100
𝐷𝑘 =Decile
𝑄𝑘 =Quartile 𝑘(𝑁 + 1)
𝑁 =Population 𝐷𝑘 =
10
𝑘 =Percentile,
Quartile and Decile 𝑘(𝑁 + 1)
location 𝑄𝑘 =
4
Student Score 𝑘(𝑁 + 1)
𝑃𝑘 =
1 45 100
2 46
Given:
3 48 𝑘 = 30
4 51 𝑁=9

5 53 Find:
6 54 𝑃30
7 55
30(9 + 1)
8 58 𝑷𝟑𝟎 =
100
= 3𝑟𝑑
9 30% of the 59 70% of the
class
class
𝟒𝟖

𝑷𝟑𝟎 𝑷𝟓𝟎
Student Score
𝑘(𝑁 + 1)
𝑄𝑘 =
1 45 4
2 46 Given:
𝑘=3
3 48
𝑁=9
4 51
5 53 Find:
𝑄3
6 54
3(9 + 1)
7 55 𝑸𝟑 =
4
= 7.5𝑡ℎ
56.5
8 58 𝑸𝟑 =
𝟓𝟓 + 𝟓𝟖 𝟏𝟏𝟑
= = 𝟓𝟔. 𝟓
9 59 𝟐 𝟐
75% of the class 𝟓𝟔. 𝟓 25% of the class

𝑸𝟏 𝑸𝟐 𝑸𝟑
Student Score 𝑘(𝑁 + 1)
𝐷𝑘 =
1 45 10
2 46 Given:
𝑘=7
3 48
𝑁=9
4 51
5 53 Find:
𝐷7
6 54
7(9 + 1)
7 55 𝑫𝟕 = = 7𝑡ℎ
10
8 58
9 59
70% of the class 30% of the class
𝟓𝟓

𝑫𝟏 𝑫𝟐 𝑫𝟑 𝑫𝟒 𝑫𝟓 𝑫𝟔 𝑫𝟕 𝑫𝟖 𝑫𝟗
 Student Score 𝑘(𝑁 + 1)
𝑃𝑘 =
1 45 100
45.2
2 46 Given:
3 48 𝑘 = 12
𝑁=9
4 51 Find:
5 53 𝑃12
12(9 + 1)
6 54 𝑷𝟏𝟐 =
100
= 1.2

INTERPOLATION:
7 55 𝑷𝟏𝟐 𝒗𝒂𝒍𝒖𝒆 = 𝟒𝟓 + 𝟎. 𝟐 𝟒𝟔 − 𝟒𝟓
8 58 𝑷𝟏𝟐 𝒗𝒂𝒍𝒖𝒆 = 𝟒𝟓 + 𝟎. 𝟐
𝑷𝟏𝟐 𝒗𝒂𝒍𝒖𝒆 = 𝟒𝟓. 𝟐
9 59
12% of the class 88% of the class
𝟒𝟓. 𝟐

𝑷𝟏𝟐 𝑷𝟓𝟎
USING MS EXCEL
INTERRELATEDNESS OF PERCENTILE,
DECILE, AND QUARTILE

Median
RECAP!
 RECAP

I. REVIEW
II. CHAPTER 4: DATA MANAGEMENT
1. Introduction to Data Management
2. Measures of Central Tendency
3. Measures of Dispersion
4. Measures of Relative Position
REMINDERS:
 PAULINIAN PRAYER

God, our loving Father,

You called us to participate
in Your saving mission
And to make You known and
loved throughout the world.
We thank You for our Paulinian identity
that inspires us to be like Christ
and to walk in the truth.
 PAULINIAN PRAYER

Help us to stand firm in our daily

struggle
to live our Christocentric Paschal
spirituality.
Forgive our failures to witness
to your compassionate love
and to surrender to your holy will.
 PAULINIAN PRAYER

Grant us the grace to grow in Your love

for the good of the Church
and the service of neighbor,
and to remain faithful to You
through your Son, Jesus Christ,
In the unity of the Holy Spirit,
one God, forever and ever.
Amen.
 PAULINIAN PRAYER

Mary, our Mother and Model, pray for

us.
St. Paul, our patron, pray for us.
Our holy founders, intercede for us.
May the love of Christ impel us,
now and forever.
Amen.
PICTURE TAKING
SMILE!