You are on page 1of 13

PRESENTATION OF DATA

FORMS OF DATA PRESENTATION

Although there is no single definite approach in making the summary,


organization and presentation of collected data, the development of the presentation of
data will all depend on the judgment of the person undertaking the analysis and the
circumstances surrounding the problem. Traditionally, there are three forms of
presenting data: 1) the textual presentation, 2) the tabular presentation, and 3) the
graphical presentation. Each form has its own advantages and disadvantages. What is
more important is that the selected presentation of data reveals the features of the
characteristics of the variables being studied.

TEXTUAL PRESENTATION

Collected data may be presented in textual form or paragraph form. Textual


presentation involves enumerating significant characteristics and identifying important
features of the data collected.

Illustration of 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

Therefore, the textual presentation of the collected presented can be

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.

13 | P r e s e n t a t i o n o f D a t a & M e a s u r e s o f C e n t r a l T e n d e n c y
TABULAR PRESENTATION

The use of tabular form facilitates convenient comparison of characteristics of the


data. However, when tabular form is used the following parts must be observed: 1)
Table Number for easy reference to the table; 2) Title of the Table briefly explains the
content of the table; 3) Column Header briefly describes the data in each column; 4) Row
Classifier shows the classes or categories of data; 5) Body of the Table discloses the
summary of data based on the description and classes or categories of data; and Source
Note acknowledges the source of data and most of the time placed below the table.

Illustration of 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

GENDER NUMBER OF PERCENT, %


CHILDREN
Female 17 57
Male 13 43
Total 30 100
Source: Moore M.E. “Error Analysis of Pronouns by Normal and Language-
impaired Children”, Journal of Communication Disorders, Vol. 28, No. 1,
March 1995

FREQUENCY DISTRIBUTION

A very common tabular presentation used in statistics and research is the


Frequency Distribution. It presents the data arranged into different values or classes
each paired with the number of cases or frequencies which fall into each value or class of
the variable. The frequency distribution works well to two types of data: the grouped
data and the ungrouped data. The ungrouped data are those data which are not
systematically organized. If ever it is arranged, the arrangement is only according to
magnitude only.

14 | P r e s e n t a t i o n o f D a t a & M e a s u r e s o f C e n t r a l T e n d e n c y
Illustration of Frequency Distribution

Consider the raw scores of twenty-eight radiologic technology students in the


preliminary examination in Anatomy:

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

Construct an ungrouped frequency distribution of the raw scores of radiologic


technology students in the preliminary examination in Anatomy.

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

RAW SCORES NUMBER OF


STUDENTS
48 1
45 2
43 2
40 6
38 8
35 4
33 1
30 1
28 1
25 2
Total 28
Sometimes a large collection of data exists that grouping is necessary and
practical to see the important features of collected data. When collected data are
organized, arranged and grouped into different classes or categories, this type of
data is called grouped data and its tabular presentation is called grouped
frequency distribution. There are however basic guidelines and procedure in
constructing grouped frequency distribution:

15 | P r e s e n t a t i o n o f D a t a & M e a s u r e s o f C e n t r a l T e n d e n c y
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.

Illustration of Frequency Distribution

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

Construct a grouped frequency distribution of the scores of the students


in the mock licensure examination for nutritionist-dieticians.

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

16 | P r e s e n t a t i o n o f D a t a & M e a s u r e s o f C e n t r a l T e n d e n c y
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

Scores Number of Students

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

Both textual and tabular presentation of data are sometimes complicated to


comprehend and most of the time unappealing. Graphical presentation of data are easier
to understand and interesting to analyze to most people. There are varieties of ways of
presenting data graphically like Bar Graph, Circle Graph, Line Graph.

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

17 | P r e s e n t a t i o n o f D a t a & M e a s u r e s o f C e n t r a l T e n d e n c y
1. Seventy five (75) students were asked about their extent of student engagement on
their curricular activities using the Likert scales below.

Scale Verbal Interpretation Meaning


5 Very much engaged The student is very engaged with curricular
activities
4 Engaged The student is engaged with curricular activities
3 Moderately engaged The student is neither very much engaged nor not
engaged at all with curricular activities
2 Not too engaged The student is not engaged with curricular
activities
1 Not engaged at all The student is not engaged at all with curricular
activities

There responses were as follows:

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

1.1 Construct a frequency distribution of the responses of the students.


1.2 Write a textual presentation about the responses of the students.
1.3 Construct graphical presentation appropriate to the collected data.

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

2.1 Construct a frequency distribution of the responses of the students.


2.2 Write a textual presentation about the responses of the students.
2.3 Construct graphical presentation appropriate to the collected data.

18 | P r e s e n t a t i o n o f D a t a & M e a s u r e s o f C e n t r a l T e n d e n c y
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.

MEAN OF UNGROUPED DATA

For ungrouped data,


X 
X
n
where X = the mean of the measurements X ;
X = the summation of all measurements; and
n = the total number of measurements

This formula is also called the arithmetic mean.

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.

MEAN OF GROUPED DATA

 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;

19 | P r e s e n t a t i o n o f D a t a & M e a s u r e s o f C e n t r a l T e n d e n c y
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

1. The grading system of the Polytechnic University of the Philippines is defined as


follows:
1 1
Final Grade = (Midterm Grade) + (Pre-Final Grade);
2 2
2 1
Midterm Grade = (Class standing) + (Final Examination);
3 3
2 1
Pre-Final Grade = (Class standing) + (Final Examination); and
3 3
Class standing = 60%(Quiz) + 30%(Assignment) + 10%(Attendance)

The record of grades of Zach Asher Bunag are:

Midterm Pre- Final


Assignment 93 95
Attendance 75 93
Quiz 88 73
Examination 95 88

Compute the final grade of Mr. Bunag.

2. Seventy five (75) students were asked about their extent of student engagement on
their curricular activities using the Likert scales below.

Scale Verbal Interpretation Meaning


5 Very much engaged The student is very engaged with curricular
activities
4 Engaged The student is engaged with curricular activities
3 Moderately engaged The student is neither very much engaged nor not
engaged at all with curricular activities
2 Not too engaged The student is not engaged with curricular
activities
1 Not engaged at all The student is not engaged at all with curricular
activities

There responses were as follows:

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

20 | P r e s e n t a t i o n o f D a t a & M e a s u r e s o f C e n t r a l T e n d e n c y
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

2.1 Construct a frequency distribution of the responses of the students.


2.2 Write a textual presentation about the responses of the students.
2.3 Construct graphical presentation appropriate to the collected data.
2.4 Compute the mean

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

2.4 Construct a frequency distribution of the responses of the students.


2.5 Write a textual presentation about the responses of the students.
2.6 Construct graphical presentation appropriate to the collected data.
2.7 Compute the mean in two ways.

MEASURES OF CENTRAL TENDENCY

21 | P r e s e n t a t i o n o f D a t a & M e a s u r e s o f C e n t r a l T e n d e n c y
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.

MEDIAN OF UNGROUPED DATA

If there is odd number of measurements,


n 1
Md  value of ( )th item
2
where Md = median of ungrouped data
n = total number of measurements

If there is even number of measurements,


n n 
 th    1th
Md   2  2 
2
where n = number of measurements.

MEDIAN FOR GROUPED 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

22 | P r e s e n t a t i o n o f D a t a & M e a s u r e s o f C e n t r a l T e n d e n c y
1. Seventy five (75) students were asked about their extent of student engagement
on their curricular activities using the Likert scales below.

Scale Verbal Interpretation Meaning


5 Very much engaged The student is very engaged with curricular
activities
4 Engaged The student is engaged with curricular activities
3 Moderately engaged The student is neither very much engaged nor not
engaged at all with curricular activities
2 Not too engaged The student is not engaged with curricular
activities
1 Not engaged at all The student is not engaged at all with curricular
activities

There responses were as follows:

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

1.1 Construct a frequency distribution of the responses of the students.


1.2 Write a textual presentation about the responses of the students.
1.3 Construct graphical presentation appropriate to the collected data.
1.4 Compute the median

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

2.1 Construct a frequency distribution of the responses of the students.


2.2 Write a textual presentation about the responses of the students.
2.3 Construct graphical presentation appropriate to the collected data.
2.4 Compute the median

23 | P r e s e n t a t i o n o f D a t a & M e a s u r e s o f C e n t r a l T e n d e n c y
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.

MODE OF UNGROUPED DATA

The mode for ungrouped data is done by inspection. No need data in array
simply look for the data that occurs most frequently.

MODE FOR GROUPED DATA

Moments of Force Method is:


 d1 
M 0  LM o  i 
 d1  d 2 
where M 0 = mode of grouped data;
LM o = lower boundary of the modal class;
i = class size;
d 1 = difference between the frequency of the modal
class and the class below it; and
d 2 = difference between the frequency of the modal
class and the class above it.

24 | P r e s e n t a t i o n o f D a t a & M e a s u r e s o f C e n t r a l T e n d e n c y
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.

Scale Verbal Interpretation Meaning


5 Very much engaged The student is very engaged with curricular
activities
4 Engaged The student is engaged with curricular activities
3 Moderately engaged The student is neither very much engaged nor not
engaged at all with curricular activities
2 Not too engaged The student is not engaged with curricular
activities
1 Not engaged at all The student is not engaged at all with curricular
activities

There responses were as follows:

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

1.5 Construct a frequency distribution of the responses of the students.


1.6 Write a textual presentation about the responses of the students.
1.7 Construct graphical presentation appropriate to the collected data.
1.8 Compute the mode

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

2.1 Construct a frequency distribution of the responses of the students.


2.2 Write a textual presentation about the responses of the students.
2.3 Construct graphical presentation appropriate to the collected data.
2.4 Compute the mode

25 | P r e s e n t a t i o n o f D a t a & M e a s u r e s o f C e n t r a l T e n d e n c y

You might also like