Educ 4 Part 3

Utilization of Assessment Data

A. Frequency Distribution: A tabular arrangement of data into appropriate categories or groups making
the data more interpretive.
A.1 Parts of Frequency Table:
A.1.1 Class limit: the groupings or categories defined by the lower and upper limits; the
lower limit represents the smallest number in each group and upper limit represents the highest
number in each group.
Example: LL – UL
10 – 14
15 – 19
20 – 24
A.1.2 Class size: the width of each class interval. Using the same example, the class size is 5
A.1.3 Class boundaries: the numbers used to separate each category in the frequency
distribution but without gaps created by the class limits. Add 0.5 to the upper limit to get the upper
class boundary and subtract 0.5 to the lower limit to get the lower class boundary in each group or
category.
Example: LL – UL L CB – UCB
10 – 14 9.5 – 14.5
15 – 19 14.5 – 19.5
20 – 24 19.5 – 24.5
A.1.4 Class marks: the midpoint of the lower and upper class limits. The formula is
XM = LL – UL
2

Example: LL – UL XM
10 – 14 12
15 – 19 17
20 – 24 22

A.2. Steps in Constructing Frequency Distribution

A.2.1. Compute the value of the Range: Highest score minus the lowest score.
A.2.2. Determine the class size. Divide the range by the desired number of classes or
categories. The desired number of classes or categories are usually 5, 10, or 15 and they depend on
the number of scores in the distribution. If the desired number of classes/categories is not identified,
find the value of k where K = 1 + 3.3 log n.
A.2.3. Set up the class limits of each class/category defined by the lower limit and upper limit.
Use the lowest score as the lower limit and the highest score as the upper limit of the first class.
A.2.4. Set up the class boundaries if needed. Refer to A.1.3
A.2.5. Tally the scores in the appropriate classes.
A.2.6. Find the other parts if necessary such as class marks, among others.
 Example: Raw scores of 40 students in a 50-item test. Construct a frequency distribution following
the steps given previously.

17, 25, 30, 33, 25, 45, 23, 19, 27, 35, 45, 48, 20, 38, 39, 18, 44, 22, 46, 26, 36, 29, 15, 21, 50, 47, 34,
26, 37, 25, 33, 49, 22, 33, 44, 38, 46, 41, 37, 32

1. Range = HS – LS 2. Solve the value of k 3. Find the class size

= 50 – 15 K = 1 + 3.3 log n c.i. = 35/6
R = 35 = 1 + 3.3(1.602059991) = 5.833 or
n = 40 = 1 + 5.286797971 = 6
K = 6.286797971 or 6
4. Construct the class limits starting with the lowest score as the lower limit of the first
class/category. The last class/category should contain the highest score in the distribution. Each
class/category should contain 6 as the size of the width. Count the number of scores that falls in
each category.

X Tally frequency (f) Class Boundaries XM

15 – 20 //// 4 14.5 – 20.5 17.5
21 – 26 ///////// 9 20.5 – 26.5 23.5
27 – 32 /// 3 26.5 – 32.5 29.5
33 – 38 ////////// 10 32.5 – 38.5 35.5
39 – 44 //// 4 38.5 – 44.5 41.5

45 – 50 ////////// 10
n=4

Exercise 1. Prepare a frequency able using the following set of scores of 20 students in
a 25-item test in math 1.

15, 15, 15, 14, 25, 18, 20, 18, 15, 15, 17, 12, 10, 10, 12, 14, 13, 18, 23, 21

B. Measure of Central Tendency. It provides a very convenient way of describing a set of scores with a
single number that describes the performance of the group. It is also defined as a single value that is
used to describe the “center” of the data. There are three commonly used measures of central
tendency: mean, median and, mode.

C.1. Mean: the most commonly used measure of central tendency and it is also referred to as the
“arithmetic average."
C.1.1 Computation of the Mean (Ungrouped data-the number of cases is less than 30)
M = ___∑X ___ Where: M = Arithmetic mean
N ∑X = Sum of all the scores
N = Number of scores or cases

To illustrate consider the computation of the following scores: 8, 9, 5, 10, 7, 10, 15, 13, 11, 7
∑X = 95 M = 9.5 Note: a) ∑X is equal to NM
 N = 10 b) I used M for MEAN instead of X bar.
Can’t find this symbol in my laptop
Analysis: The average performance of 10 students in a 15-item math test is 9.5. The implication is
that students who got scores below 9.5 did not perform well in the said examination. Students who got
scores higher than 9.5 performed well in the examination compared to the performance of the whole class.

C.1.2a Computation of weighted arithmetic mean: The weighted arithmetic mean is applicable
to options of different weights.

Example 1: How adequate are the facilities of the State Colleges and Universities (SUC) in the
Philippines? Of the 100 professors who participated in the study, 25 answered very much adequate
(4); 45 replied as much adequate (3); 23 less adequate (2); and 7 not adequate at all (1); Note the
numbers in ( ) represent the weight assigned to each option. To compute the weighted arithmetic
mean the formula is: M = ____∑fx___ where:
∑f
M = Mean
fx = Sum of all the products of f (frequency of each score) and x (weight of each score
∑f = Sum of all the respondents tested

M = 25(4) + 45(3) + 23(2) + 7(1)

= 100 + 135 + 46 + 7
= _288_
100
M = 2.88 or 3 (much adequate)
Example 2: Find the Grade Point Average (GPA) of Ana for the first semester of school year 2019-
2020.

Subjects Grade (x1) Units(w1) (w1)(x1)

BM 112 1.25 3 3.75
BM 101 1.00 3 3.00
AC 103N 1.25 6 7.50
BEC 111 1.00 3 3.00
MGE 101 1.50 3 4.50
MKM 101 1.25 3 3.75
FM 111 1.50 3 4.50
PEN 2 1.00 2 2.00
∑(w1) = 26 ∑(w1) (x1) = 32.00

M = __∑(w1) (x1)___
∑(w1)
= __32__
26
M = 1.23
The GPA of Ana for the Ist semester SY 2019-2020 is 1.23
Exercises:

1. The following are the scores of 30 students in a 50-item test in Educ. 11. Compute the
mean and give your analysis.

16, 23, 48, 21, 19, 18, 15, 45, 42, 18, 20, 25, 23, 26, 34, 38, 40, 30, 28, 26, 37, 39, 45, 12, 31, 36,
25, 18, 19, 16

2. Compute your GPA for the 2nd semester of SY 2018-2019

C.3. Mean for grouped data. When the number of cases is large, 30 or more, arrange the data or
scores in a frequency distribution. Only one method of solving the mean for grouped data will be
treated here which is called the midpoint method. The formula is:

M = _____∑fXm____ Where: M = mean value

N f = frequency of each class/category
X m = midpoint of each class/category

∑fXm = summation of the product of fXm

C.3.1 Steps in solving Mean for grouped data

C.3.1.1 Find the midpoint or class mark of each class. The formula is: X m = ___ LL = UL__
2
C.3.1.2 Multiply the frequency and the corresponding class mark
C.3.1.3 Find the sum of the results in Step 2
C.3.1.4 Solve the mean using the formula

Example: Scores of 40 students in a science class consist of 60 items and they are tabulated
below.

X f Xm fXm

10 – 14 5 12 60
14 – 19 2 17 34

20 – 24 3 22 66
25 – 29 5 27 135

30 – 34 2 32 64
35 – 39 9 37 333

40 – 44 6 42 252
45 – 49 3 47 142
 50 – 54 5 52 260
n = 40 ∑fXm = 1345

M = 1345 = 33.63
40

Analysis: The mean performance of 40 students in science quiz is 33.63. Students who got scores
below 33.63 did not perform well while those who got scores above 33.63 perform well.

Properties of the mean:

1. It measures stability. Mean is the most stable among other measures of central tendency
because every score contributes to the value of the mean.
2. The sum of each score’s distance from the mean is zero.
3. It is easily affected by extreme scores.
4. It may not be the actual score in the distribution.
5. It can be applied to interval level of measurement.
6. It is very easy to compute.

Uses of the Mean:

1. Sampling stability is desired.

2. Other measures are to be computed such as standard deviation, coefficient of variation
and skewness.

Exercise: Compute the mean

X f Xm FXm
50 - 52 1
53 - 55 3
56 - 58 2
59 - 61 4
62 - 64 4
65 - 67 2
68 - 70 1
71 - 73 3
74 - 76 5
77 - 79 2
80 - 82 2
83 - 85 4
86 - 88 2
89 - 91 2
92 -94 1
95 - 97 2