INSTITUT PENDIDIKAN GURU MALAYSIA

KAMPUS PERLIS
Basic Mathematics
SMART STATISTICS
MT 3311D
GROUPS MEMBERS:


OOI YET FANG
910220-03-5700





LEE JIA JING
910404-07-5010





TEOH YI SIAN
910127-07-5214






CHENG JIA EN
910309-08-6280




GROUP : PPISMP MT/BI/BC SEMESTER 3

LECTURERS NAME : EN SHUHAIRI BIN ABDUL RAZAK

DATE OF SUBMISSION : 9 AUGUST 2010
CONTENT
Pages
Acknowledgement i
Content ii
1.0 Introduction
2.0 Types of Data
2.1 Quantitative variable
2.1.1 Discrete and Continuous Variable
2.2 Qualitative variable
2.3 Different between Quantitative and Qualitative

3.0 Graphical Representations of Data
3.1 Histogram
3.2 Pie Chart
3.3 Ogive
3.4 Bar Chart
3.5 Line Graph
4.0 Frequency Distribution Table
4.1 Frequency Distribution Table for an Ungrouped Data
4.2 Frequency Distribution Table for a Grouped Data

5.0 Central Tendency
5.1 Mean
5.2 Mode
5.3 Median
4.4 When to use Mean, Median, and Mode

6.0 Survey Form
6.1 The mass of the trainees in ppismp semester 3 in ipg kampus perlis
6.2 The sport shoes brand of the trainees in ppismp semester 3 in ipg
kampus perlis

7.0 Graphical representation data (results)
7.1 Qualitative
7.2 Quantitative

8.0 Central Tendency of Quantitative

9.0 Conclusion
9.1 Conclusion of Quantitative
9.2 Conclusion of Qualitative

10.0 Reflection
11.0 References
12.0Appendices
Collaboration Form

















ACKNOWLEDGEMENT

First of all, we would like to take this opportunity to thank our lecturer, En
Shuhairi Bin Abdul Razak for his guidance and advices for us in order to complete
this task. He had tried his best to help us and give advices to us during the time we
do this task without any impatient. We realized that without his guidance, its
impossible for us to complete this task successfully.

Besides that, we also would like to take this opportunity to thank our friends
who had helped us a lot by giving us some information about the format of the
coursework and the contents of this task. They helped us when we faced problems
during the process of completing the coursework.

In addition, a thousand thanks we would like to express to our group
members for the cooperation given by each other in the group. We knew that without
cooperation and tolerance between three of us, we couldnt finish this coursework.
Once again, thanks a lot to those who had helped us and guided us in order to
complete this coursework













1.0 INTRODUCTION

Statistics is the science of collecting data, organizing, presenting and
interpreting numerical facts. Such facts or data can be arranged and
displayed in the form nor tables, graphs or charts. It is widely used in many
fields such as economics, medicine, meteorology, sports and social sciences.
The purposes of statistics can be summarized as to summarize
findings, to visualize results, to extract information from data and to
communicate the findings. We compute statistics and use them to estimate
parameters. The computation is the first part of the statistics course
(Descriptive Statistics) and the estimation is the second part (Inferential
Statistics) .
Descriptive statistics is a method in organizing, summarizing and
presenting data in an informative way and utilize both numerical and graphical
tools. It is used whenever a researcher wishes to describe to someone else
the findings and relationships that exist within a sample of observation.
Descriptive statistics consists of method that use sample results to help make
decisions or predictions about population. They provide simple summaries
about the sample and the measures.
Inferential statistics is a method by which decisions about a statistical
population are made based on a sample that is observed. For instance, we
use inferential statistics to try to infer from the sample data what the
population might think. Or, we use inferential statistics to make judgments of
the probability that an observed difference between groups is a dependable
one or one that might have happened by chance in this study.









2.0 TYPES OF DATA

2.1 Quantitative Variable
A quantitative variable is a numerical datum or observation that represents an
amount or quantity. The quantity can be discrete or continuous.

2.1.1 Discrete and Continuous Variable
A discrete variable is a countable number of values. The values are
generally expressed as integers or whole numbers. It has no possible values
between adjacent units on the scale

A continuous variable is a number that can have an infinite number of values
between adjacent units on the scale.

2.2 Qualitative Variable
A qualitative variable is a non-numerical observation that represents a
category of data.

2.3 Different between Quantitative and Qualitative
At the most basic level, data are considered quantitative if they are numbers
and qualitative if they are words. Qualitative data may also include photos,
videos, audio recordings and other non-text data. Those who favour
quantitative data claim that their data are hard, rigorous, credible and
scientific. Those in the qualitative camp counter that their data are sensitive,
detailed, nuanced and contextual. Quantitative data best explain the why and
how of your program, while qualitative data best explain the what, who and
when.
Different techniques are used to collect and analyze quantitative and
qualitative data:






3.0 GRAPHICAL REPRESENTATIONS OF DATA
The graphical representation of data makes the reading more interesting, less
time-consuming and easily understandable. The disadvantage of graphical
presentation is that it lacks details and is less accurate. In our study, we have
the graphs such as bar graph, pie charts, frequency polygon and histogram.

3.1 Histogram
Histogram is a representation of frequency distribution through the
four-sided figure whose width represents class intervals and whose areas are
directly proportional to the corresponding frequencies.
Histograms will represent in Two Dimension used to graph continuous
data. The histogram is used in continuous data graphing. This will be plotted
continuously. The histogram is constructed by a frequency table. To construct
the histogram, groups are plotted on the x axis and their frequencies on the y
axis.

Example/:

Quantitative Techniques Qualitative Techniques
Surveys/Questionnaires Observations
Pre/post Tests Interviews
Existing Databases Focus Groups
Statistical Analysis Non-statistical (methods vary)
The histogram of the frequency distribution can be converted to a
probability distribution by dividing the tally in each group by the total number
of data points to give the relative frequency.
The shape of the distribution conveys important information such as
the probability distribution of the data. In cases in which the distribution is
known, a histogram that does not fit the distribution may provide clues about a
process and measurement problem. For example, a histogram that shows a
higher than normal frequency in bins near one end and then a sharp drop-off
may indicate that the observer is "helping" the results by classifying extreme
data in the less extreme group.
The histogram provides a graphical summary of the shape of the data's
distribution. It often is used in combination with other statistical summaries
such as the box plot, which conveys the median, quartiles, and range of the
data.

3.2 Pie Chart
Pie chart relates the quantities of the data size to the size of the angles
of the sectors. It can be used to represent a set of data as well as to obtain
and interpret information. In the pie chart, we can use percentage or fractions
of represent data. Pie charts are mainly suitable for the categoral data. They
are effective means used to show the relative quantities of various items
among the data where exact numbers of the various types of data are not
required.

Example:
A family's weekly expenditure on its house fruits, vegetables, and oils:





Expenses RM
Fruits 250
Vegetables 300
Oil 85
Solution:
Total weekly expenditure in house = 250 + 300 + 50
= RM 600
Find the percentage of total expenditure of each item
Percentage:
Fruits = (250 / 600)100% = 41.6%
Vegetable = (300 / 600) 100 = 50%
Oils = (50 / 600) 100 = 8.3%
If we draw the pie chart, divide the circle into hundred parts. Allocate the
percentage parts require for each item.

A pie diagram can be used in various applications. For instance, this is
mostly used in government to represent cities and the statistical information
that relates to income, age, gender and race. A pie chart makes the
information more easily and understood as a graphical representation of the
statistics.

3.3 Ogive
An ogive (a cumulative line graph) is best used when you want to
display the total at any given time. The relative slopes from point to point will
indicate greater or lesser increases; for example, a steeper slope means a
greater increase than a more gradual slope. An ogive, however, is not the
ideal graphic for showing comparisons between categories because it simply
combines the values in each category and thus indicates an accumulation, a
growing or lessening total. If you simply want to keep track of a total and your
individual values are periodically combined, an ogive is an appropriate display.
Cumulative frequency curve or ogive is used to obtain the median,
lower quartiles, upper quartile and inner quartile range from a set of grouped
data.
Before drawing the cumulative frequency curve or ogive, we need to
work out on the cumulative frequencies. This is done by adding the
frequencies in turn.
Example:

3.4 Bar Chart
A Bar chart is a pictorial representation of numerical data in the form of
rectangles or Bars of equal widths and various heights. These rectangles are
drawn either horizontally or vertically. It should be remembered that bar chart
is of one dimension. The height of bar represents the frequency of the
corresponding observation. The gap between two bars is kept the same.
Example
The attendance at different types if cultural events.
Events Percentage of population
Cinema 56
Plays 22
Art galleries 21
Classical music 12
Ballet 7
Opera 7
Other Dances 5
The bar chart is drawn for the events and the percentage of population.The
event part contains Cinema, plays, art galleries classical music ballet opera
and other dances. Now we are going to plot the bar chart for the given data.

3.5 Line Graph
Line graph is defined as graphical device show the relationship
between two changing variables with line or a curve that will be connect a
series of successive data points. A grouped line graph compare a one
variable to more other variable and shows the rates of change that is
increasing, decreasing fluctuating, or remaining constant. It is also called as a
line chart.
Example 1:
Draw the line graph for following data.
Score 25 50 60 70 80 90
Matches 1 2 3 4 5 6

Solution:
- Mark the matches in x axis and score in y-axis
- Select the suitable scale for both axis .x axis will be start from 1, 2,
3.up to 6
- Similarly in y axis maximum value is 90 so it will be start from 10, 20,
30,..up to 90
- Mark the point (1, 25), (2, 50) ..(6, 90)
- Join the all points using line segment the closed figure is obtained that
is the required line graph for given set of data

Example: 2
Draw the line graph for different two set of data .It is similar to example one
but we compare the both data with using only one line graph.
Consider the first example and we have to draw the another set of data.
Score 20 30 40 60 70 50
Matches 1 2 3 4 5 6
Solution:
Drawing procedures are same .it is very easy to display the difference
between both set of data.




4.0 FREQUENCY DISTRIBUTION TABLE
The grouped frequency distribution table is used to tabulate a large
number of scores In this method the scores are grouped or classified into
small groups. These small groups are called class intervals. The lower value
of the class interval is called the lower limit and the upper value of the class
interval is called the upper limit. The size or width of the class interval is
defined from the difference between the upper limit and the lower limit of a
class interval. The average of the upper limit and the lower limit is called the
mid value of that interval.
In general, in a grouped frequency distribution, all class intervals are equal
in size. The number of scores falling under each class interval is recorded by
putting tally marks (l) The number of tally marks in a given class interval
represents the frequency of that class interval.
Example
Class intervals Tally marks Frequency




When we prepare a frequency distribution table we have to follow
some primary rules. It is desirable to have ten class intervals and as far as
possible all the class intervals must be of equal size. After deciding about the
choice of class intervals we should form a table with three headings namely
class intervals, tally marks and frequency. We should read the raw data one
by one and put the tally mark against the appropriate class interval. It should
be clearly defined so that no doubt may be left as to which class interval a
particular score belongs. When there are already four tally marks in a class
interval like and we have to enter the fifth tally mark in the same class
interval it is entered as a cross - line cutting across diagonally all the four tally
marks as shown and it is counted as five. We shall execute the above
procedure in the following example.
4.1 Frequency Distribution Table for an Ungrouped Data:
Example:
Construct a frequency distribution table for the following data.
5, 1, 3, 4, 2, 1, 3, 5, 4, 2, 1, 5, 1, 3, 2, 1, 5, 3, 3, 2.
Solution:
From the data, we observe that the numbers 1, 2, 3, 4 and 5 are
repeated. Hence under the number column write to the five numbers namely 1,
2, 3, 4 and 5 one below the other.
Now read the numbers one by one and put the tally mark in the tally
mark column against the number. For example, the first number is 5. So put a
tally mark ( | ) against the number S. The next number is 1. So put a tally
mark ( I ) against the number l. Continue the process till all the numbers are
exhausted.
Add the tally marks against the numbers 1, 2, 3, 4 and 5 and write the
total in the corresponding frequency column. Now add all the numbers under
the frequency column and write it against the total.
Number Tally marks Frequency
1

5
2

4
3

5
4

2
5

4
Total 20

4.2 Frequency Distribution Table for a Grouped Data:
Example:
The following are the marks obtained by 50 students in a mathematics test.
Prepare a frequency distribution table for the data.
45 68 41 87 61 44 67 30 54 8 39 60 37 50 19 86 42 29 32 61 25 77 62 98 47
36 15 40 9 25 34 50 61 75 51 96 20 13 18 35 43 88 25 95 68 81 29 41 45 87
Solution:
To decide the length of the class interval and to take all the scores given in
the problem. We have to in the largest value and the smallest value from the
given scores. This we can do by merely going through all the scores. Here the
largest value is 98 and the smallest value is 8.
The difference = Largest value - Smallest value.
= 98 - 8
= 90.
Since the difference between the largest value and the smallest value is
90, taking class intervals such as 0 - 5, 5 -10 , 10 - 15, ..., 95 - 100, the class
intervals are many in number (20). If we take the class interval such as 0-10,
10 -20, 20- 30, ....., 90- 100. The class intervals are considerably reduced to
10. It is advisable not to over reduce the number of class intervals. There
should be at least 5 class intervals. If the class intervals are mentioned in the
problem then we proceed as given in the problem. For the above problem we
form a frequency tab1e taking class intervals 0- 10 , I0-20 ,20-30 , 30 - 40, 40
- 50 , 50 - 60, 60 - 70, 70 - 80, 80 - 90 and 90 - 100.
The first score is 45. It lies in the class interval 40-50. Therefore put one
tally mark ( vertical bar like ' | ') in the class interval 40 - 50. The next score in
the first row is 68 . It lies in the class interval 60 - 70. Therefore put one tally
mark in the class interval 60 - 70. In the same manner take the scores 41 ,
87 , 61 , 44 , 67 one by one, identify the class intervals in which they lie and
put a tally mark in the corresponding class interval.
Now the next score 30 is to be entered in a class interval. Here the doubt
arises in which class interval 30 is to be included, either in the class interval
20 - 30 or 30 - 40 since the two class intervals contain the value 30. It is
customary to include the value 30 in the class interval 30 - 40, which is the
lower limit of the class interval. So put the tally mark for the score 30 in the
class interval 30 -40. As we continue the process we come across the score
61 in the second line, which is the 5
th
tally mark in the class interval 60 - 70.
Mark the tally mark corresponding to 61 as in the class interval 60 - 70. If
we have to put a 6
th
. This process is carried out till the last score is
entered. The tally marks in each class interval are counted and the counted
number is put against the same class interval under the frequency column. All
the frequencies are added and the number is written as the total frequency for
the entire class intervals. This must match the total number of data given. The
table is called the frequency distribution table for grouped data. tally mark in
any class interval the tally mark is marked leaving a small gap after the block
as shown.
Class Intervals Tally marks Frequency
0-10

2
10-20

4
20-30

6
30-40

7
40-50

9
50-60

4
60-70

8
70-80

2
80-90

5
90-100

3
Total 50
5.0 CENTRAL TENDENCY
The term central tendency refers to the "middle" value or perhaps a typical
value of the data When some data is collected, we have certain numbers
which represent the characteristics of the data, around which the data
appears to be concentrated, we call such numbers as the measures of central
tendency. There are three measures of central tendency. (i) Mean (ii) Median
and (iii) Mode

5.1 Mean
The mean is the most commonly-used measure of central tendency.
When we talk about an "average", we usually are referring to the mean. The
mean is simply the sum of the values divided by the total number of items in
the set. The result is referred to as the arithmetic mean. Sometimes it is useful
to give more weighting to certain data points, in which case the result is called
the weighted arithmetic mean.
The notation used to express the mean depends on whether we are
talking about the population mean or the sample mean:

= population mean

= sample mean
The population mean then is defined as:

where
= number of data points in the population
= value of each data point i.
The mean is valid only for interval data or ratio data. Since it uses the values
of all of the data points in the population or sample, the mean is influenced by
outliers that may be at the extremes of the data set.
5.2 Median
The median is determined by sorting the data set from lowest to
highest values and taking the data point in the middle of the sequence. There
is an equal number of points above and below the median. For example, in
the data set {1,2,3,4,5} the median is 3; there are two data points greater than
this value and two data points less than this value. In this case, the median is
equal to the mean. But consider the data set {1,2,3,4,10}. In this dataset, the
median still is three, but the mean is equal to 4. If there is an even number of
data points in the set, then there is no single point at the middle and the
median is calculated by taking the mean of the two middle points.
The median can be determined for ordinal data as well as interval and
ratio data. Unlike the mean, the median is not influenced by outliers at the
extremes of the data set. For this reason, the median often is used when
there are a few extreme values that could greatly influence the mean and
distort what might be considered typical. This often is the case with home
prices and with income data for a group of people, which often is very skewed.
For such data, the median often is reported instead of the mean. For example,
in a group of people, if the salary of one person is 10 times the mean, the
mean salary of the group will be higher because of the unusually large salary.
In this case, the median may better represent the typical salary level of the
group.
5.3 Mode
The mode is the most frequently occurring value in the data set. For
example, in the data set {1,2,3,4,4}, the mode is equal to 4. A data set can
have more than a single mode, in which case it is multimodal. In the data set
{1,1,2,3,3} there are two modes: 1 and 3.
The mode can be very useful for dealing with categorical data. For example, if
a sandwich shop sells 10 different types of sandwiches, the mode would
represent the most popular sandwich. The mode also can be used with
ordinal, interval, and ratio data. However, in interval and ratio scales, the data
may be spread thinly with no data points having the same value. In such
cases, the mode may not exist or may not be very meaningful.
5.4 When to use Mean, Median, and Mode
The following table summarizes the appropriate methods of determining the
middle or typical value of a data set based on the measurement scale of the
data.

Measurement Scale Best Measure of the "Middle"
Nominal
(Categorical)
Mode
Ordinal Median
Interval Symmetrical data: Mean
Skewed data: Median
Ratio Symmetrical data: Mean
Skewed data: Median










SURVEY FORM ON THE MASS OF THE TRAINEES IN PPISMP
SEMESTER 3 IN IPG KAMPUS PERLIS

NO. NAME CLASS(PPISMP SEM 3) MASS(kg)
1 Ainur PJ/BI/BM 45
2 Nanthini PJ/BI/BM 55
3 Narermon Qetkeaw PS/BI/BM 70
4 Fatimah bt. Zainal Abidin PS/BI/BM 52
5 Farhanim Noduwan PS/BI/BM 40
6 Tan Yu Yan MT/BI/BC 40
7 Foo Lichen MT/BI/BC 40
8 Soh Jing Yih MT/BI/BC 45
9 Chong Sin Yee MT/BI/BC 49
10 Maxmillion PS/BI/BM 67
11 Ashaari bin Selamat PS/BI/BM 64
12 Philip Lahm KDC 63
13 Mesut Ozil KDC 71
14 Amir Farid KDC 65
15 Chee Mee Poh MT/BI/BC 60
16 Sheril Mieza Yushima PS/BI/BM 41
17 Mohd Ubdidillah PS/BI/BM 60
18 Mohd Haziem PS/BI/BM 55
19 Tan Wei Jian MT/BI/BC 61
20 Loh Qi Xiang MT/BI/BC 57
21 Hani bt. Rani PS/BI/BM 45
22 Loh Jia Wei MT/BI/BC 47
23 Tee Sha Ney MT/BI/BC 48
24 Koay Ai Hooi MT/BI/BC 55
25 Tan Hui Yen MT/BI/BC 50
26 Wong Siok Shim MT/BI/BC 40
27 Mah Shen Jian MT/BI/BC 73
28 Chan Mun Kit MT/BI/BC 64
29 Choong Chee Lun MT/BI/BC 68
30 Ooi Yet Fang MT/BI/BC 46



31 Chiang Kok Yoong BC/PJ/KS(B) 42
32 Teoh Yi Sian MT/BI/BC 52
33 Tan Qiu Yan BC/PJ/KS(B) 64
34 Lim Kwee Lian BC/PJ/KS(B) 61
35 Cheng Jia En MT/BI/BC 71
36 Yee Hui Zin BC/PJ/KS(A) 73
37 Ling Siew Jie BC/PJ/KS(A) 46
38 Tan Li Min BC/PJ/KS(A) 74
39 Ee Li Li BC/PJ/KS(A) 51
40 Chai Qin Wen BC/PJ/KS(B) 54
41 Yap Jiunn Jye BC/PJ/KS(B) 53
42 Jeff Siew Kun Xiong BC/PJ/KS(B) 51
43 Chong Shin Mun BC/PJ/KS(B) 52
44 Lai Hui Ping BC/PJ/KS(B) 56
45 Fong Yean Mun BC/PJ/KS(B) 54
46 Mok Jin Yee BC/PJ/KS(A) 53
47 Wee Wen Yee BC/PJ/KS(A) 57
48 Loh Hui Min BC/PJ/KS(A) 54
49 Liew Min Tong BC/PJ/KS(A) 54
50 Hoong Yie Ping BC/PJ/KS(A) 53
51 Wong Xin Jian BC/PJ/KS(A) 50
52 Chia Chong Lin BC/PJ/KS(A) 57
53 Teh Hui Min BC/PJ/KS(A) 51
54 Chung Chin Kwei BC/PJ/KS(A) 58
55 Alex Wong BC/PJ/KS(A) 52
56 Parimala Kumaran PS/BI/BM 59
57 Zahra bt. Zaudi PS/BI/BM 53
58 Fateen Amirah PS/BI/BM 55
59 Tiong Hua Chiang BC/PJ/KS(B) 50
60 Sow Lei Yin BC/PJ/KS(B) 57
SURVEY FORM ON THE SPORT SHOES BRAND OF THE TRAINEES IN
PPISMP SEMESTER 3 IN IPG KAMPUS PERLIS
NO. NAME CLASS SPORT SHOE'S BRAND
1 Hafizati Husna bt. Ibrahim KS/BI/BM POWER
2 Ameerah bt. Ramli BM/PJ/KS NIKE
3 Parimala Kumaran PS/BI/BM NIKE
4 Narermon Qetkeaw PS/BI/BM ADIDAS
5 Fatimah bt. Zainal Abidin PS/BI/BM EEPRO
6 Farhanim Roduwan PS/BI/BM NIKE
7 Tan Yu Yan MT/BI/BC NIKE
8 Foo Lichen MT/BI/BC ADIDAS
9 Soh Jing Yih MT/BI/BC NIKE
10 Chong Sin Yee MT/BI/BC PUMA
11 Maxmillion PS/BI/BM LOTTE
12 Ashaari bin Selamat PS/BI/BM ADIDAS
13 Philip Lahm KDC ADIDAS
14 Amir bin Razak PS/BI/BM DIADORA
15 Amir Farid PS/BI/BM ALIPH
16 Lee Jia Jing MT/BI/BC POWER
17 Wong Siok Shim MT/BI/BC POWER
18 Tan Hui Yen MT/BI/BC AMSDEX
19 Koay Ai Hooi MT/BI/BC POWER
20 Tee Sha Ney MT/BI/BC NIKE
21 Loh Jia Wei MT/BI/BC NIKE
22 Hani bt. Rani PS/BI/BM DUNLOP
23 Zahra bt. Zaudi PS/BI/BM POLO
24 Fateen Amirah PS/BI/BM POLO
25 Loh Qi Xiang MT/BI/BC REEBOOK
26 Tan Wei Jian MT/BI/BC ADIDAS
27 Mohd Ubdidillah PS/BI/BM ADIDAS
28 Mah Shen Jian MT/BI/BC POWER
29 Chan Mun Kit MT/BI/BC NIKE
30 Choong Chee Lun MT/BI/BC POWER

31 Tan Li Min BC/PJ/KS(A) POWER
32 Choo Soo Chin BC/PJ/KS(A) POWER
33 Liew Min Tong BC/PJ/KS(A) ADIDAS
34 Ee Li Li BC/PJ/KS(A) ADIDAS
35 Wee Wen Yee BC/PJ/KS(A) NIKE
36 Teh Hui Min BC/PJ/KS(A) POWER
37 Ling Siew Jie BC/PJ/KS(A) NIKE
38 Chung Chin Kwei BC/PJ/KS(A) ADIDAS
39 Alex Wong BC/PJ/KS(A) NIKE
40 Chai Qin Wen BC/PJ/KS(B) PUMA
41 Tiong Hua Chiong BC/PJ/KS(B) PUMA
42 Mok Jin Yee BC/PJ/KS(B) NIKE
43 Sow Lei Yin BC/PJ/KS(B) PUMA
44 Christine Ow BC/PJ/KS(B) POWER
45 Lim Kwee Lian BC/PJ/KS(B) ADIDAS
46 Yap Jiunn Jye BC/PJ/KS(B) NIKE
47 Chong Shin Mun BC/PJ/KS(B) PUMA
48 Lai Hui Ping BC/PJ/KS(B) ADIDAS
49 Yee Hui Zin BC/PJ/KS(A) ADIDAS
50 Ng Sue Keen BC/PJ/KS(B) PUMA
51 Wong Sin Jian BC/PJ/KS(A) PUMA
52 Lee Jia Ling MT/BI/BC PUMA
53 Fong Yuen Mun BC/PJ/KS(B) POWER
54 Yap Bee Cheng BC/PJ/KS(A) POWER
55 Teoh Yi Sian MT/BI/BC POWER
56 Cheng Jia En MT/BI/BC ADIDAS
57 Jeff Siew BC/PJ/KS(B) NIKE
58 Tan Qiu Yan BC/PJ/KS(B) NIKE
59 Ooi Yet Fang MT/BI/BC ADIDAS
60 Chiang Kok Yoong BC/PJ/KS(B) POWER

7.0 GRAPHICAL REPRESENTATION DATA (RESULTS)
7.1 Qualitative

Table 7.The sport shoes brand of the trainees in ppismp semester 3 in ipg
kampus perlis




Nike
25%
Adidas
23%
Power
23%
Puma
15%
Others
14%
Pie chart of the sport shoe's brand of trainees in PPISMP
SEM3 in IPG KAMPUS PERLIS
POWER NIKE NIKE ADIDAS EEPRO
NIKE NIKE ADIDAS NIKE PUMA
LOTTO ADIDAS ADIDAS DIADORA ALIPH
POWER POWER AMSDEX POWER NIKE
NIKE DUNLOP POLO POLO REEBOK
ADIDAS ADIDAS POWER NIKE POWER
POWER POWER ADIDAS ADIDAS NIKE
POWER NIKE ADIDAS NIKE PUMA
PUMA NIKE PUMA POWER ADIDAS
NIKE PUMA ADIDAS ADIDAS PUMA
PUMA PUMA POWER POWER POWER
ADIDAS NIKE NIKE ADIDAS POWER
Brand of sport shoes Frequency Degree () Percentage (%)
Nike 15 90 25
Adidas 14 84 23.33
Power 14 84 23.33
Puma 9 54 15
Others 8 48 13.33

Brand of sport shoes Tally Frequency
Nike

15
Adidas

14
Power

14
Puma

9
Others

8




0
2
4
6
8
10
12
14
16
Nike Adidas Power Puma Others
F
r
e
q
u
e
n
c
y

Brand of sport shoes
Bar chart of the sport shoe's brand of trainees in PPISMP SEM3 in
IPG KAMPUS PERLIS
7.2 Quantitative

45kg 55kg 70kg 52kg 40kg 40kg 40kg 45kg 49kg 67kg
64kg 63kg 71kg 65kg 60kg 41kg 60kg 55kg 61kg 57kg
45kg 47kg 48kg 55kg 50kg 40kg 73kg 64kg 68kg 46kg
42kg 52kg 64kg 61kg 71kg 73kg 46kg 74kg 51kg 54kg
53kg 51kg 52kg 56kg 54kg 53kg 57kg 54kg 54kg 53kg
50kg 57kg 51kg 58kg 52kg 59kg 53kg 55kg 50kg 57kg

Tavle 8.1 :The mass of the trainees in ppismp semester 3 in ipg kampus perlis

Class interval Tally Frequency
40-44

6
45-49

8
50-54

18
55-59

10
60-64

8
65-69

4
70-74

6








40-44
10%
45-49
13%
50-54
30%
55-59
17%
60-64
13%
65-69
7%
70-74
10%
Pie chart of the mass of trainees SEM 3 IPG
KAMPUS PERLIS
The mass of the
trainees in PPISMP
Sem3 (kg)
Frequency Degree () Percentage (%)
40-44 6 36 10
45-49 8 48 13.33
50-54 18 108 30
55-59 10 60 16.67
60-64 8 48 13.33
65-69 4 24 6.67
70-74 6 36 10






0
2
4
6
8
10
12
14
16
18
20
Mass (kg)
F
r
e
q
u
e
n
c
y


Histogram of the mass of trainees SEM 3 IPG
KAMPUS PERLIS
40-44
45-49
50-54
55-59
60-64
65-69
70-74
The mass of the
trainees in
PPISMP Sem3
(kg)
Lower boundary Upper boundary Frequency
40-44 39.5 44.5 6
45-49 44.5 49.5 8
50-54 49.5 54.5 18
55-59 54.5 59.5 10
60-64 59.5 64.5 8
65-69 64.5 69.5 4
70-74 69.5 74.5 6






0
2
4
6
8
10
12
14
16
18
20
44.5 49.5 54.5 59.5 64.5 69.5 74.5
F
r
e
q
u
e
n
c
y

Mass (kg)
Line graph of the mass of trainees SEM 3 IPG
KAMPUS PERLIS
The mass of the
trainees in
PPISMP Sem3
(kg)
Mid-point of class
frequency
Upper boundary Frequency
35-39 37 39.5 0
40-44 42 44.5 6
45-49 47 49.5 8
50-54 52 54.5 18
55-59 57 59.5 10
60-64 62 64.5 8
65-69 67 69.5 4
70-74 72 74.5 6
75-79 77 79.5 0







0
10
20
30
40
50
60
70
0 10 20 30 40 50 60 70 80
C
u
m
u
l
a
t
i
v
e

F
r
e
q
u
e
n
c
y

Mass (kg)
Ogive of the mass of trainees SEM 3 IPG
KAMPUS PERLIS
The mass of the
trainees in
PPISMP Sem3
(kg)
Upper boundary Frequency Cumulative
frequency
40-44 44.5 6 6
45-49 49.5 8 14
50-54 54.5 18 32
55-59 59.5 10 42
60-64 64.5 8 50
65-69 69.5 4 54
70-74 74.5 6 60
8.0 CENTRE TENDENCY OF QUANTITATIVE

A total of 60 students have been chosen randomly to complete this survey.
From the table, we can find the central tendency of the data such as mode,
median, mean, variance and standard deviation.

Calculation for histogram
(a) Modal class = 50-54
(b) Mean

Mass(kg)
Midpoint (x)
Frequency (f)
fx
40-44 42 6 252
45-49 47 8 376
50-54 52 18 936
55-59 57 10 570
60-64 62 8 496
65-69 67 4 268
70-74 72 6 432
Total f = 60 fx = 3330

= 6(42) + 8(47) + 18(52) + 10(57) + 8(62) + 4(67) + 6(72)
60

= 252 + 376 + 936 + 570 + 496 + 268 + 432
60

= 55.5


(c) Mode
There are two methods can be used to estimate the mode for grouped data.


= f frequency of the data
= x midpoints of the mass

Method 1: Graphical method
The mode can be estimated by using the point of intersection of AC and BD
as shown above where AEFD is the modal class.





Step 1: Mark four points A, B, C and D on the modal class bar as shown
above.
Step 2: Connect with lines from A to C and B to D.
Step 3: Find the point of intersection of the lines AC and BD. That is the
estimated mode of the data.


Based on our histogram, the mode is 52.25

Mode = 52.25














0
2
4
6
8
10
12
14
16
18
20
Mass (kg)
F
r
e
q
u
e
n
c
y


Histogram of the mass of trainees SEM 3 IPG
KAMPUS PERLIS
40-44
45-49
50-54
55-59
60-64
65-69
70-74
Method 2: Calculation method


Mode, M
o
=
(

+
+
2 1
1
f f
f
c L

L = lower boundary of the modal class
f 1 = frequency of the modal class minus frequency of the previous class
f 2 = frequency of the modal class minus frequency of the next class
C = width of the modal class

Modal class = 50-54
L = 49.5
f 1 = 18-8
= 10
f 2 = 18-10
= 8
C = 54.5-49.5
= 5
M
o
=
(

+
+
2 1
1
f f
f
c L
= 49.5+ 5

= 52.28


Mass(kg)
frequency
Lower boundary
Upper boundary
40-44 6 39.5 44.5
45-49 8 44.5 49.5
50-54 18 49.5 54.5
55-59 10 54.5 59.5
60-64 8 59.5 64.5
65-69 4 64.5 69.5
70-74 6 69.5 74.5
Total 60
(d) MEDIAN










From the graph, the median class is 30
th
.
1
st
method
Based on the formula, Median , m = (

)


= 49.5 + (
3014
23
) 5

= 49.5+ 4
4
9


= 53.94
2
nd
method
Based on the ogive drawn, the median is 53.75 .







L = lower boundary of the median class
N = total number of observations
F = cumulative frequency before the
median class
fm = frequency of the median class
C = size of the median class



9.0 CONCLUSION
9.1 Conclusion (Quantitative)
In our histogram based on our data collection showed the type of right-
skewed graph.
Analysis:
First of all, we would like to explain why we chose the mass of the
trainees in IPG KAMPUS PERLIS as our survey title. Nowadays, most of the
people are suffered from obesity and even the teenagers are suffered from
obesity. Hence, we have the interest to look into this problem.
As a conclusion, our histogram is a Histogram of right-skewed.
There is less number on the right skew of histogram. The centre part of skew
showed the large observations. This scenery is close to our data collected.
In our survey about the mass of PPISMP trainees in IPGM KAMPUS PERLIS,
we had collected the data from 60 students in our campus.
Among them, there are a few numbers of students whose weight are
between 70-74kg. Due to that, they had obesity. Most of their weights are
between 50-54kg. So, on the histogram, it showed a large observation on
the left skew.
On the other hands, the right skew showed a small observation
compared to the left skew. Refer back to our Frequency Distribution Table, it
is less than 50%of the above trainees are distributed at the class interval
above 60kg. This is because most of the trainees are well educated and they
know how to maintain their moderate body weight by practicing balanced diet.
As a conclusion, it is obviously can be conclude that our histogram is a
Histogram of right-skewed.
Through the research on our survey, we had learnt how to make the
result to be nicer. For the further survey, we should carry out the survey in the
same population. Due to that, the difference in the results will be decreased
and the graph will look better.
9.2 Conclusion (Qualitative)
In our bar chart based on our data collection showed the type of right-
skewed graph.
Analysis:
We would like to choose to do survey on the sport shoes brand of the
trainees in IPG KAMPUS PERLIS to get our qualitative data. It is because
everyone in this institute has at least a pair of sport shoes as we have to carry
out a lot of sport activities such as pendidikan jasmani and GERKO. A pairs of
sport shoes can said to be a need for a trainee here. Hence, we would like to
know the reason which brand of sport shoes is the most popular in among the
trainees.

As a conclusion, our bar chart is a Bar chart of right-skewed as well.
There is less number on the right skew of histogram. The centre part of skew
showed the large observations. In our survey about the sport shoes brand of
the trainees in IPG KAMPUS PERLIS, we had collected the data from 60
students in our campus.
From the data we collected and bar chart drawn, we can see that Nike is
the most popular among the brands of sport shoes. It is because NIKE is a
very well-known brand among teenagers, comfortable to wear and nice out-
look of the shoes of that brand. Besides, ADIDAS and POWER got the same
number of users in the 60 trainees being surveyed. These two brands are
quite famous and also comfortable to wear.
As a conclusion, it is obviously can be conclude that our bar chart is a
Bar chart of right-skewed.





10.0 Reflection
First of all, we are feeling glad that we had done this coursework for
Basic Mathematics. We had learnt few things which are useful for us in the
process of doing this coursework.
First and foremost, this coursework helped us in improving our skill on
finding and gathering the information from different sources. Once we got the
question paper from our lecturer, our group which in four started to look for
the information and notes on smart statistic. We tried our best to get ample
and useful information no matter through internet or reference books from
library of our institute. Due to the question, we have to carry out survey and
hence we learned how to collect the data, classify and represent in any
appropriate illustration.
After taking into consideration and discussion, four of us had come to a
decision to choose the SPORT SHOES BRANDS OF TRAINEES in PPISMP
SEM3 in IPG KAMPUS PERLIS as our title for qualitative data and MASS OF
TRAINEES in PPISMP SEM3 in IPG KAMPUS PERLIS as our title for
quantitative data in our survey. We set our target for 60 people in our campus.
When we made the survey among the friends, we found that the trainees here
are very good in maintaining their body weight and hence they avoid from
getting obesity. Besides, the brand of shoes which is the most popular among
60 trainees being surveyed is Nike which is a very well-known brand all over
the world. This can be said that most of the trainees are materialistic and
yearning for wearing famous brand rather than other reasons. But the most
important thing in this coursework is that we got to learn and explore the world
of statistic which will be very useful for us in the future teaching field.
This assignment helps us a lot in our understanding about statistic. We
will appreciate and use this advantage in our further survey. Thanks for giving
us the chance to learn more about statistic. We really enjoy the joyful of the
process.


11.0 REFERENCE
Lim Swee Hock(2005) Chapter 6 MATHEMATICS FORM4 (pg145-
175).Kuala Lumpur DARUL FIKIR

Latifah Mohd. Nor(2005) Chapter 1 STATISTICS Mada Simple Second
Edition (pg1-5) Kuala Lumpur International Islamic University Malaysia

H.L.CHUA( 2005) Chapter 25 NEW VISION MATHEMATICS FORM1.2.3
(pg241-309) Shah Alam SNP PANPAC(M) SDN.BHD

Chin Siew Wui(2003) Chapter 3 STPM MATHEMATICS [Mathematics S
Paper2] (pg 7699)Selangor Penerbitan Pelangi Sdn. Bhd
Quantitative and Qualitative Evaluation Method. Retrieved on 24 July 2010
fromhttp://www.civicpartnerships.org/docs/tools_resources/Quan_Qual%20M
ethods%209.07.htm

Statistics. Retrieved on 24 July 2010 from http://statistics.unl.edu/whatis.shtml

Central Tendency. Retrieved on 24 July 2010 from
http://www.tutorvista.com/search/central-tendency















12.0
APPENDICES