Professional Documents
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TEXTUAL PRESENTATION
Thirty retired soldiers were diagnosed for the degree and type of sensorineural
hearing loss, coded as follows: 1 = hear within normal limits, 2 = high frequency hearing
loss, 3 = mild loss, 4 = mild-to-moderate severe loss, 5 = moderate loss, 6 = moderate-to-
severe loss, 7 = severe-to-profound loss. The data are listed below:
6 1 6 7 5 6 4 6 1 6
2 6 6 6 6 4 5 6 5 6
6 2 5 6 2 6 5 4 6 2
Arrange data according degree and type of hearing loss to see the important feature of
the data collected.
Degree Number
of Type of Hearing Loss of Percent,
Hearing Retired %
Loss Soldiers
1 Hear within Normal Limits 2 7
2 High Frequency Hearing 4 13
Loss
3 Mild Loss 0 0
4 Mild-to-moderate Loss 3 10
5 Moderate Loss 5 17
6 Moderate-to-Severe Loss 15 50
7 Severe-to-profound Loss 1 3
Total 30 100
Out of the thirty retired soldiers diagnosed for degree and type of sensorineural
hearing loss, two can hear within normal limits and only one has severe-to-profound
hearing loss. Generally, half or 50% of the retired soldiers have moderate-to-severe
hearing loss.
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TABULAR PRESENTATION
Consider the genders of the thirty specifically language-impaired (SLI) children who
were the sample of the research about the difficulties of the proper use of pronouns. The
following codes for gender of the sample were used: F for female and M for male.
F F F M F F F M M F
F M M M F F M F F M
M M M F M F M F F F
Construct a tabular presentation of the gender distribution of the normal and specifically
language impaired children.
Summarize the genders of the sample of the study by counting the number of females
and the number of males of children and construct the table of distribution.
Table 1
Gender Distribution of the Thirty Normal and Specifically Language Impaired Children
FREQUENCY DISTRIBUTION
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Illustration of Frequency Distribution
38 48 40 33 43 38 35
45 35 25 38 40 38 38
25 38 40 45 28 35 35
38 40 43 38 30 40 40
Solution
It can be observed that the highest raw score is 48 and the lowest raw
score is 25. Start with the highest raw score of 48 and count the number of
students who got the said highest score. There is only one student who got the
highest raw score. Take now the next to the highest raw score and count also the
number of students who got the next to the highest raw score. The next to
highest raw score is 45 and there were two students who got the said score.
Iterate same procedure until the lowest raw score is considered. The resulting
ungrouped frequency distribution is presented by in presented in Table 2.
Table 2
Distribution of the Raw Scores of Twenty-eight Radiologic Technology Students
in the Preliminary Examination in Anatomy
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1. Identify the highest and lowest values in the set of data
and determine the range. The range is the difference
between the highest and the lowest value.
2. Select the tentative number of classes. Ideally, the
maximum number of classes is more than or equal to 5.
3. Divide the range by the tentative number of classes to
determine the approximate class width.
4. Write the class intervals beginning with the lower limit of
the lowest class. The choice depends on the researcher.
The lower limit should be a little smaller than or equal to
the lowest value in the set of values. Each class should be
of the same width , classes should not overlap with other
classes and each value belongs to exactly one class.
5. Tally of each of the observations on the correct class
interval and summarize the frequency of each class.
The smallest and the largest values that can fall within the class interval
are referred to as the class limits or class boundaries. The number of
observations falling within a particular class is called frequency. The numerical
difference between the upper and lower class boundaries of a class interval is
defined to be the class width or class size. The midpoint between the upper and
lower class boundaries is called the class mark.
The classes may be presented either from the highest class interval to the
lowest class interval or vice versa. The sum of the frequencies is referred to as
the cumulative frequency. If the frequency is accumulated from the lowest class
interval to the highest class interval, it is called the less than cumulative
frequency. If otherwise, it is called as greater than cumulative frequency.
Forty senior students took the mock licensure examination for nutritionist-
dieticians and yielded the scores:
43 29 56 39 32 40 59 46
54 45 26 33 58 40 28 39
51 42 44 38 47 52 40 49
45 39 36 54 47 50 41 28
43 38 25 33 52 31 47 43
Solution
Begin by inspecting the collected data and identify the highest and lowest
value. The highest is 59 and the lowest is 25. Next determine the range by
subtracting the lowest value from the highest value. Thus, the range is 34.
Assume the tentative number of classes of the frequency distribution.
Ideally the number of classes is greater than or equal to 5. Let the tentative
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number of classes be 7. Now determine the estimated class width by dividing the
range by the tentative number of classes. Thus, the class width is 4.9 when
rounded off is equal to 5.
Set the lower limit of the lowest class be the lowest value in the set. Thus,
the lower limit of the lowest class is 25. The upper limit of the lowest class is
therefore is 29. It was obtained by adding the class width 5 to the lower limit of
the lowest and then subtract 1. It can be also be obtained by counting from 25 to
29. To check, the difference between upper limit and lower limit of the lowest
class is equal to the class width plus 1. Iterate same step to determine the other
class intervals until the highest class is reached. Bear in mind that no overlaps of
classes occurs and each piece of data belongs to exactly one class only.
Therefore the organized and summarized scores of forty senior students
who took the mock licensure examination for nutritionist-dietician is presented
below using grouped frequency distribution:
Table 3
Distribution of the Scores of Forty Senior Students who took the
Mock Licensure Examination for Nutritionist-dietician
55 – 59 3
50 – 54 6
45 – 49 7
40 – 44 9
35 – 39 6
30 – 34 4
25 – 29 5
Total 40
GRAPHICAL PRESENTATION
To emphasize research findings, capture the attention and, sustain interest other
methods of data presentation may be explored. There should be however a balance
between appropriateness of data presentation and creativity.
Group Exercises 2
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1. Seventy five (75) students were asked about their extent of student engagement on
their curricular activities using the Likert scales below.
4 3 3 4 5 3 4 4 4 1
3 5 5 4 5 4 1 5 1 5
2 3 4 3 2 4 3 3 4 3
3 5 3 4 5 3 5 5 2 5
4 3 3 2 1 4 3 3 2 4
3 5 5 4 1 3 5 5 4 5
4 3 3 5 5 1 2 3 4 4
3 1 2 4 5
2. Scores of fifty (50) randomly selected senior high school students were asked to
take the PUP College Entrance Test to determine their fitness for college
education. Their scores were as follows:
43 63 73 94 85 93 84 41 74 91
32 55 85 84 50 74 91 85 21 45
52 63 64 73 72 74 83 33 44 63
83 51 33 49 58 34 56 75 82 75
64 63 63 82 19 54 73 93 42 34
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MEASURES OF CENTRAL TENDENCY
MEAN
the sum of all the measurements divided by the total number of
measurements in the set.
This statistical tool is most appropriate measure of central tendency
when the set of measurements are in the interval or ratio scale.
WEIGHTED MEAN
X
wX
w
where X = mean of the measurements X ;
wX = summation of the products of the measurements
and its corresponding weights of importance w ;
and
w = summation of the weights of importance.
LONG METHOD
X
fX
n
Where: X = mean of the grouped data
X = class mark;
f = frequency of the class;
n = total number of measurements; and
fX = summation of the products of the class
marks and its corresponding frequencies.
CODED METHOD
i fu
X X0
n
Where: X = mean of the grouped data;
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X 0 = assumed mean;
f = frequency of the class;
i = class size;
u = unit code deviation;
n = total number of cases; and
fu = summation of the product of the
frequency of the class and
corresponding unit code deviation.
GROUP EXERCISES 3
2. Seventy five (75) students were asked about their extent of student engagement on
their curricular activities using the Likert scales below.
4 3 3 4 5 3 4 4 4 1
3 5 5 4 5 4 1 5 1 5
2 3 4 3 2 4 3 3 4 3
3 5 3 4 5 3 5 5 2 5
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4 3 3 2 1 4 3 3 2 4
3 5 5 4 1 3 5 5 4 5
4 3 3 5 5 1 2 3 4 4
3 1 2 4 5
3. Scores of fifty (50) randomly selected senior high school students were asked to
take the PUP College Entrance Test to determine their fitness for college
education. Their scores were as follows:
43 63 73 94 85 93 84 41 74 91
32 55 85 84 50 74 91 85 21 45
52 63 64 73 72 74 83 33 44 63
83 51 33 49 58 34 56 75 82 75
64 63 63 82 19 54 73 93 42 34
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MEDIAN
The middle-most value of a given set of values when these values are arranged in
an array.
This statistical tool is used when the middle value is desired and most
appropriate measure of central tendency for interval data.
n
i f
2
Md LMd
fMd
where LMd exact lower limit of the median class;
i = class size of the distribution;
n = number of observations
f = less than cumulative frequency of the class below the
median class; and
f Md = frequency of the median class
Group Exercises 4
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1. Seventy five (75) students were asked about their extent of student engagement
on their curricular activities using the Likert scales below.
4 3 3 4 5 3 4 4 4 1
3 5 5 4 5 4 1 5 1 5
2 3 4 3 2 4 3 3 4 3
3 5 3 4 5 3 5 5 2 5
4 3 3 2 1 4 3 3 2 4
3 5 5 4 1 3 5 5 4 5
4 3 3 5 5 1 2 3 4 4
3 1 2 4 5
2. Scores of fifty (50) randomly selected senior high school students were asked to
take the PUP College Entrance Test to determine their fitness for college
education. Their scores were as follows:
43 63 73 94 85 93 84 41 74 91
32 55 85 84 50 74 91 85 21 45
52 63 64 73 72 74 83 33 44 63
83 51 33 49 58 34 56 75 82 75
64 63 63 82 19 54 73 93 42 34
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MODE
The most frequently occurring value in a set of data. It is quick way to determine
the average specially the popular value.
This statistical tool sometimes referred as inspection average.
Mode is most appropriate when the data are nominal in scale.
The mode for ungrouped data is done by inspection. No need data in array
simply look for the data that occurs most frequently.
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Group Exercises 5
1. Seventy five (75) students were asked about their extent of student engagement
on their curricular activities using the Likert scales below.
4 3 3 4 5 3 4 4 4 1
3 5 5 4 5 4 1 5 1 5
2 3 4 3 2 4 3 3 4 3
3 5 3 4 5 3 5 5 2 5
4 3 3 2 1 4 3 3 2 4
3 5 5 4 1 3 5 5 4 5
4 3 3 5 5 1 2 3 4 4
3 1 2 4 5
2. Scores of fifty (50) randomly selected senior high school students were asked to
take the PUP College Entrance Test to determine their fitness for college
education. Their scores were as follows:
43 63 73 94 85 93 84 41 74 91
32 55 85 84 50 74 91 85 21 45
52 63 64 73 72 74 83 33 44 63
83 51 33 49 58 34 56 75 82 75
64 63 63 82 19 54 73 93 42 34
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