PRESENTATION OF DATA

1. TEXTUAL PRESENTATION
2. GRAPHICAL PRESENTATION
3. TABULAR PRESENTATION
 1. TEXTUAL PRESENTATION

 data incorporated to a Advantages

paragraph of text  This presentation gives emphasis to significant figures
and comparisons.
Example
 It is simplest and most appropriate approach when
 At last count, there are 304 there are only a few numbers to be presented.
teachers in CLSU. 50 of Disadvantages
them belong to the College
 When a large mass of quantitative data are included in
of Education, 85 from CAS, a text or paragraph, the presentation becomes almost
30 from CVSM, 31 from CAg, incomprehensible.
25 from BA, from 28 CEn, 30
 Paragraphs can be tiresome to read especially if the
from CF, and 25 from CHSI. same words are repeated so many times.
 2. GRAPHICAL PRESENTATION

 presentation of data in the Advantages

form of a graph or diagram
 Main features and implications of a body of
data can be grasped at a glance
Graphs
 Can attract attention and hold the reader’s
▪ geometrical representation interest
of a set of data
 Simplifies concepts that would otherwise
▪ helps visualize certain
have been expressed in so many words
properties and
characteristics of the data  Can readily clarify data, frequently bring out
at a glance hidden facts and relationships
 QUALITIES OF A GOOD GRAPH

1. Accuracy
 a good graph should not be deceptive, distorted, misleading, or in any way
susceptible to wrong interpretations as a result of inaccurate or careless
instruction
 care should be taken so as not to create any optical illusion
2. Clarity
 a chart should be easily read and understood
 graph should focus on the message it is trying to communicate
 there should be unambiguous representation of the facts
 graph must be able to aid the reader in the interpretation of facts
 …

3. Simplicity
 the basic design of a statistical graph should be simple, straight-forward, not
loaded with irrelevant, superfluous, or trivial symbols and ornamentation
 there should be no distracting elements in a chart that inhibit effective visual
communication
4. Appearance
 a good graph is one that is designed and constructed to attract and hold
attention by having a neat, dignified, and professional appearance
 it must be artistic in that it embodies harmonious composition, proportion, and
balance
1. Line Graph – graphical representation of data especially useful for
showing trends over a period of time
2. Pie Graph – a circular graph that is useful in showing how a total quantity is
distributed among a group of categories
- the pieces of the pie represent the proportions of the total that fall in each
category
3. Bar Graph – consists of a series of rectangular bars where the length of the
bar represents the quantity or frequency for each category if the bars are
arranged horizontally
- if the bars are arranged vertically, the height of the bar represents the
quantity
4. Pictograph – a pictorial chart in which each symbol represents a
definite and uniform value
 3. TABULAR PRESENTATION

 the systematic organization of data in rows and columns

Advantages
 More concise than textual presentation
 Easier to understand
 Facilitates comparison and analysis of relationship among different
categories
 Presents data in greater detail than a graph
 PARTS OF A FORMAL STATISTICAL TABLE
1. Heading – consists of a table number, title and headnote
- the title is a brief statement of the nature, classification and time reference of the
information presented and the area to which the statistics refer
- the headnote is a statement enclosed in brackets between the table title and the
top rule of the table that provides additional title information
2. Caption – the portion of the table that contains the column heads which describe the
data in each column
3. Stub – the portion of the table usually comprising the first column on the left
4. Field – main part of the table because this contains the substance or the figures of one’s
data
*other optional parts: source note, foot note, etc.
 GUIDELINES IN TABLE CONSTRUCTION
 The title should be concise, written in telegraphic style, not in complete sentence.
 Column labels should be precise. Stress differences rather than similarities between
adjacent columns. As much as possible, 2 or more adjacent columns should not
begin nor end with the same phrase.
 Categories should not overlap.
 Show any relevant total, subtotals, percentages, etc.
 Indicate if the data were taken from another publication by including a source note.
 Tables should be self-explanatory, although they may be accompanied by a
paragraph that will provide an interpretation or direct attention to important
figures
 FREQUENCY DISTRIBUTION TABLE (FDT)
 a tabular summary of data showing the number (frequency) of items in each of
several nonoverlapping classes
 organization of data in tabular form, using classes (or intervals) and frequencies
 Frequency – number of times the value occurs in the data set
 Raw data – set of data in its original form
 Array – an arrangement of observations according to their magnitude, either in
increasing or decreasing order
Advantages
 Easier to detect the smallest and largest value
 Easier to find the measure of position and frequency
 …

Raw data Array

Example: Scores of 20 students Example: Scores of 20 Students
68 72 91 47 22 52 63 71
52 75 63 55 35 55 65 72
65 35 84 45 45 55 66 75
58 61 69 22 46 58 68 84
46 55 66 71 47 61 69 91
 TYPES OF FDT: QUALITATIVE FDT
 represent data that can be placed in FDT of Blood Types of 25
specific categories, such as gender, hair
color, or religious affiliation Donors
Example: The blood types of 25 blood Blood Type Frequency
donors are given below. Summarize the
data using FDT. A 3
AB B A O B AB 6
O B O A O
B 8
B O B B B
O 8
AB O AB AB O
AB B AB O A TOTAL 25
 TYPES OF FDT: QUANTITATIVE FDT
Steps:
1. Determine the range R. R = highest value – lowest value Example: Scores of 20
2. Solve for the number of classes or class intervals k. Two formulas can be used: Students
Square Root Method: k = √𝑛
Sturges’ Formula: k = 1+3.322(log n)
22 52 63 71
where n is the number of observations. Round off k to the nearest whole number. 35 55 65 72
3. Determine the class size c. c’ = R/k, where c is the nearest number to c’ that has
the same number of decimal places as in the raw data.
45 55 66 75
4. Determine and enumerate the classes. As a rule, the lowest value in the data 46 58 68 84
becomes the lower class limit (LL) of the first class interval. Adding c to the lower
class limit of the preceding class interval obtains succeeding lower limits. Upper 47 61 69 91
class limits (UL) are obtained using the following formula: UL = LL + c – 1 unit of
measure
5. Count the number of observations that fall in each of the class intervals.
 OTHER COLUMNS OF QUANTITATIVE FDT

 Additional columns may be constructed to  Relative frequency (RF) – ratio of the class
obtain additional information about the frequency to the total number of
distributional characteristics of the data observations, and is expressed in %
 True Class Boundaries (TCB) – obtained by RF = (freq/N)*100
taking the midpoints of the gaps between  Cumulative Frequency (CF) - 2 types:
class intervals
1. Less than CF (<CF) – no. of observations
LTCB = LL – 0.5(1 unit of measure) that are less than or equal to the UL of the class
UTCB =UL + 0.5(1 unit of measure) 2. Greater than CF (>CF) – no. of
observations that are greater than or equal to
 Class Mark (CM) – midpoint of a class
the LL of the class
CM = ½ (LL+UL) =½ (LTCB+UTCB)
 GRAPHICAL PRESENTATIONS OF THE FDT

1. Frequency Histogram – a bar graph that displays the classes on the horizontal
axis and the frequencies of the classes on the vertical axis
2. Frequency Polygon – a line chart that is constructed by plotting the frequencies
at the class marks and connecting the plotted points by means of straight lines;
the polygon is closed by considering an additional class at each end and the ends
are brought down to the horizontal axis at the midpoints of the additional classes
3. Ogives – graph of the cumulative frequency distribution
a. <ogive – the <CF is plotted against the UTCB
b. >ogive – the >CF is plotted against the LTCB