Chapter 3

Computations, Results and Discussions

This chapter presents a comprehensive discussion, interpretation and implication of the

findings of the study.

The Mean, Median, and Mode of Students’ Grade in First Grading, Second Grading, and Third
Grading.

The general aim of this table is to identify the general performance of the students in first

grading, second grading, and third grading based on their grades. The result of the mean, median,

and mode of students’ grade in first grading, second grading, and third grading is presented in the

table below.

Table 1. The Mean, Median, and Mode of Students’ Grades in First Grading, Second
Grading and Third Grading
Grades Mean Median Mode Description
First Grading 84.12 85 80 and 89 Approaching
Proficiency
Second 84 84 82, 87, 89 Approaching
Grading Proficiency
Third Grading 84.88 85 85 Approaching
Proficiency
Overall 84.33 84.67 80, 82, 87, 85 Approaching
and 89 Proficiency

Interpretation Table
BEGINNING DEVELOPING APPROACHING PROFICIENT ADVANCE
(B: 74% and below) (D: 75%-79%) PROFICIENCY (P:85%-89%) (A:90% and
(AP:80%-84%) above)
Computation (Ungrouped Data)

Measures of Central Tendency

1st Quarter Grade
Mean: Median: Mode:
∑x ~
x= x=¿ 85 Bimodal: 80, 89
n
2103
x=
25

x=84.12

2nd Quarter Grade

Mean: Median: Mode:

∑x ~
x= x=¿ 84 Multimodal: 82, 87, and 89
n
2100
x=
25
x=84

3rd Quarter Grade

Mean: Median: Mode:
∑x ~
x= x=¿ 85 ^x =85
n
2122
x=
25
x=84. 88

Presented above is the Table 1 Measures of Central Tendency, Ungrouped Data. The

table shows the Science students’ quarterly grades in the first, second, and third quarter. All in all,

there are 25 students showing their overall grades in the first to third quarter. Shown in the Table

1 Measure of Central Tendency, Ungrouped Data are the mean, median, and mode in all quarters.

The mean value from the students’ grades in 1st quarter is 84.12, which represents their average

score within that quarter having the middle value of 85 and the most frequent score of 80 and 89.
In their 2nd quarter grade, there is an 84 mean value as it represents the average score within that

quarter also having the middle value of 84 and the frequent grade of 82, 87 and 89. On the other

hand, the 3rd quarter mean score of students’ grade is 84.88, which also represents the average

score of that certain quarter having the middle value of 85 and the most frequent score of 85.

The results clearly show that if we compare these three means of each quarter grade, it

appears that the most performing quarter of the students is 3rd quarter which has a mean score of

84.88. This implies that students in the said quarter they excel or developed the knowledge and

skills and core understanding with a little guidance of a teacher compared to their 1 st and 2nd

quarter grade. If the student's grades are below 84.88 therefore they belong to the lower 50% of

the class but if the students scored are above 84.88, therefore they belong to the upper 50% of the

class. Within that measured central tendency, the most frequent grade is 85. Given that the 3rd

quarter students’ grades are greater than to the 1st quarter and 2 nd quarter grades, the teacher

probably had an additional learning materials which he/she did not apply in the 1 st and 2nd

quarter. It is also possible that the teacher employed other learning strategies for the students to

grasp the learning itself.

The Mean, Median, and Mode of Students’ Quarterly Exam Results in First Grading, Second
Grading, and Third Grading.

The general aim of this table is to identify the general performance of the students in first

grading, second grading, and third grading based on the results in their examination. The result of

the mean, median, and mode of students’ grade in first grading, second grading, and third grading

is presented in the table below.

Table 2. Mean, Median, and Mode of Students’ Exam Results in First, Second, and Third
Quarter
Grades Mean Median Mode Description
First Grading 80.36 72.62 77.15 Approaching
Proficiency
Second 76 75.67 78.72 Developing
 Grading
Third Grading 81 81.43 80.5 Approaching
Proficiency

Interpretation Table
BEGINNING DEVELOPING APPROACHING PROFICIENT ADVANCE
(B: 74% and below) (D: 75%-79%) PROFICIENCY (P:85%-89%) (A:90% and
(AP:80%-84%) above)

Computation (Grouped Data)

Measures of Central Tendency

1st Grading

Mean: x=
∑ fx
n
CI f x fx
60-66 2 63 126
67-73 1 70 70
74-80 13 77 1001
81-87 2 84 168
88-94 6 91 546
95-101 1 98 98
n = 25 ∑ fx=2009
Given: n=25 , ∑ fx=2009

x=
∑ fx = 2009 =80.36
n 25

( )
n
−¿ cf b
Median: 2
Md=¿cb + i
f
CI f CB <cf
60-66 2 59.5-66.5 2
67-73 1 66.5-73.5 3
74-80 13 73.5-80.5 16 Middle class
81-87 2 80.5-87.5 18
88-94 6 87.5-94.5 24
95-101 1 94.5-100.5 25
n = 25

n 25
Given: = =12.5 ,¿ cb=73. 5 , ¿ cf b=3 , f =13 , i=7
2 2
 ( )
n
−¿ cf b
Md=¿cb +
2
f
i=73.5+
12.5−3
13
7=73.5+
9.5
13 ( ) ( )
7=73.5+ ( 0.73076923 ) 7=73.5+5.115384615=78

Mode: Mo=¿cb + ( d1
d 1 +d 2
i
)
CI f CB
60-66 2 59.5-66.5
67-73 1 66.5-73.5
74-80 13 73.5-80.5 Middle class
81-87 2 80.5-87.5
88-94 6 87.5-94.5
95-101 1 94.5-100.5
n = 25

Given: d 1=13−1=12 , d 2=13−2=11 ,i=7 ,¿ cb=73.5

Mo=¿cb +
( d1
d 1 +d 2)i=73.5+
12
12+11 (
7=73.5+
12
23 ) ( )
7=73.5+ ( 0.52173913 ) 7=73.5+3.652173913=77.152

2nd Grading

Mean: x=
∑ fx
n
CI f x fx
64-68 3 66 198
69-73 3 71 213
74-78 15 76 1140
79-83 0 81 0
84-88 3 86 258
89-93 1 91 91
n = 25 ∑ fx =1900
Given: n=25 , ∑ fx=1900

x=
∑ fx = 1900 =76
n 25

( )
n
−¿ cf b
Median: 2
Md=¿cb + i
f
CI f CB <cf
64-68 3 63.5-68.5 3
69-73 3 68.5-73.5 6
 74-78 15 73.5-78.5 21 Middle class
79-83 0 78.5-83.5 21
84-88 3 83.5-88.5 24
89-93 1 88.5-92.5 25
n = 25

n 25
Given: = =12.5 ,¿ cb=73. 5 , ¿ cf b=6 , f =15 , i=5
2 2

( )
n
−¿ cf b
Md=¿cb +
2
f
i=73.5+
12.5−6
15
5=73.5+ (
6.5
3 ) ( )
=73.5+ 2.166666667=75.66666667 ≈ 75.67

Mode: Mo=¿cb + (
d1
d 1 +d 2
i )
CI f CB
64-68 3 63.5-68.5
69-73 3 68.5-73.5
74-78 15 73.5-78.5 Middle class
79-83 0 78.5-83.5
84-88 3 83.5-88.5
89-93 1 88.5-92.5
n = 25

Given: d 1=15−3=12, d 2=15−0=15 ,i=5 , ¿ cb=73.5

Mo=¿cb +
( d1
d 1 +d 2)i=73.5+
12
12+15 (
5=73.5+
12
27 ) ( )
5=73.5+ ( 0.444444444 ) 5=73.5+2.222222222=75.72

3rd Grading

Mean: x=
∑ fx
n
CI f x fx
63-67 2 65 130
68-72 1 70 70
73-77 4 75 300
78-82 7 80 560
83-87 5 85 425
88-92 6 90 540
n = 25 ∑ fx=¿ 2025¿
Given: n=25 , ∑ fx=2025

x=
∑ fx = 2025 =81
n 25
 ( )
n
−¿ cf b
Median: 2
Md=¿cb + i
f
CI f CB <cf
63-67 2 62.5-67.5 2
68-72 1 67.5-72.5 3
73-77 4 72.5-77.5 7
78-82 7 77.5-82.5 14 Middle class
83-87 5 82.5-87.5 19
88-92 6 87.5-92.5 25
n = 25

n 25
Given: = =12.5 ,¿ cb=77.5 , ¿ cf b =7 , f =7 , i=5
2 2

( )
n
−¿ cf b
Md=¿cb +
2
f
i=77.5+
12.5−7
7
5=77.5+ (
5.5
7 ) ( )
5=77.5+ ( 0.785714285 ) 5=77.5+ 3.928571429=8

Mode: Mo=¿cb +
( d1
d 1 +d 2
i
)
CI f CB
63-67 2 62.5-67.5
68-72 1 67.5-72.5
73-77 4 72.5-77.5
78-82 7 77.5-82.5 Middle class
83-87 5 82.5-87.5
88-92 6 87.5-92.5
n = 25

Given: d 1=7−4=3 ,d 2 =7−5=2 ,i=5 ,¿ cb=77.5

Mo=¿cb + ( d1
d 1 +d 2)i=77.5+
3
3+2 ( )
5=77.5+
3
5 ()
5=77.5+ 3=80.5

Shown above is the Table 2 Measures of Central Tendency of Grouped Data. The table

shows the Science students’ quarterly exam in the first, second, and third quarter. All in all, there

are 25 students showing their overall exam in the first to third quarter. Presented in the Table 1

Measure of Central Tendency of Grouped Data are the mean, median, and mode in all quarters.

The mean value from the students’ exam in 1st quarter is 80.36, which represents their average

score within that quarter having the middle value of 78.62 and the most frequent score is 77.15.
In their 2nd quarter exam the mean value is 78 as it represents the average score within that

quarter also having the middle value of 75.67 and the frequent grade is 78.72. On the other hand,

the 3rd quarter mean score of students’ exam is 81, which also represents the average score of

that certain quarter having the middle value of 81.43 and the most frequent score of 80.5.

The results clearly show that if we compare these three means of each quarter exam, it

appears that the students most performing quarter is 3rd quarter which has a mean score of 81.

This implies that students in the said quarter they developed the knowledge and skills and core

understanding with a little guidance of a teacher compared to their 1 st and 2nd quarter grade. If

the student's grades are below 81 therefore they belong to the lower 50% of the class but if the

students scored are above 81, therefore they belong to the upper 50% of the class. Within that

measured central tendency, the most frequent grade is 80.5. Given that the 3rd quarter students’

exam is greater than to the 1st quarter and 2 nd quarter exam, the teacher probably had an

additional learning materials which he/she did not apply in the 1 st and 2nd quarter. It is also

possible that the teacher employed other learning strategies for the students to grasp the learning

itself.

The Q1, Q2, Q3, D2.5, and P25 of Students’ Grades in First, Second, and Third Grading

The general aim of this table is to identify the general performance of the students in first

grading, second grading, and third grading based on their grades. The result of the Q1, Q2, Q3,

D2.5, and P25 of Students’ Grades in First, Second, and Third Grading is presented in the table

below.

Table 3. Q1, Q2, Q3, D2.5, and P25 of Students’ Grades in First, Second, and Third
Quarter
Grades Q1 Q2 Q3 D2.5 P25
First Quarter 80 85 89 80 80
Second Quarter 80 80 85 80 80
Third Quarter 80 85 88 80 80
Computation (Ungrouped Data)
1st Grading
Quartile 1
72 75 75 75 79 80 80 80 80 81 81 83 85 85 87 88 89 89 89 89 90 90 91 95 95

kn
Qk =
4
1(25)
Qk =
4
25
Qk=
4
Qk =6.25≈ 6
Therefore, Q 1=80
Quartile 2
72 75 75 75 79 80 80 80 80 81 81 83 85 85 87 88 89 89 89 89 90 90 91 95 95

kn
Qk =
4
2(25)
Qk =
4
50
Qk =
4
Qk =12.5≈ 13
Therefore, Q 2=¿ 85
Quartile 3
72 75 75 75 79 80 80 80 80 81 81 83 85 85 87 88 89 89 89 89 90 90 91 95 95
kn
Qk =
4
3(25)
Qk =
4
75
Qk =
4
Qk =18.75≈ 19
Therefore, Q 3=¿ 89
Decile 2.5
72 75 75 75 79 80 80 80 80 81 81 83 85 85 87 88 89 89 89 89 90 90 91 95 95
kn
Dk =
10
2.5(25)
Dk =
10
62.5
Dk =
10
Dk =6.25≈ 6
Therefore, D2.5 =¿80
Percentile 25
72 75 75 75 79 80 80 80 80 81 81 83 85 85 87 88 89 89 89 89 90 90 91 95 95
kn
Pk =
100
25( 25)
Pk =
100
25( 25)
Pk =
100
625
Pk =
100
Pk =6.25≈ 6
Therefore, P25 =¿ 80

2nd Grading
Quartile 1
72 74 75 78 80 80 81 82 82 82 83 83 84 84 85 87 87 87 89 89 89 90 90 93 94
kn
Qk Qk =
4
1(25)
Qk =
4
25
Qk=
4
Qk =6.25≈ 6
Therefore, Q 1=80
Quartile 2
72 74 75 78 80 80 81 82 82 82 83 83 84 84 85 87 87 87 89 89 89 90 90 93 94
kn
Qk =
4
2(25)
Qk =
4
50
Qk =
4
Qk =12.5≈ 13
Therefore, Q 2=¿ 80
Quartile 3
72 74 75 78 80 80 81 82 82 82 83 83 84 84 85 87 87 87 89 89 89 90 90 93 94
kn
Qk =
4
3(25)
Qk =
4
75
Qk =
4
 Qk =18.75≈ 19

Therefore, Q 3=¿ 85
Decile 2.5
72 74 75 78 80 80 81 82 82 82 83 83 84 84 85 87 87 87 89 89 89 90 90 93 94
kn
Dk =
10
2.5(25)
Dk =
10
62.5
Dk =
10
Dk =6.25≈ 6
Therefore, Dk =80
Percentile 25
72 74 75 78 80 80 81 82 82 82 83 83 84 84 85 87 87 87 89 89 89 90 90 93 94
kn
Pk =
100
25( 25)
Pk =
100
25( 25)
Pk =
100
625
Pk =
100
Pk =6.25≈ 6
Therefore, P25 =¿ 80
3rd Grading
Quartile 1
75 77 77 79 80 80 80 83 83 84 84 85 85 85 85 87 88 88 88 89 90 92 92 93 93
kn
Qk =
4
1 ( 25 )
Qk =
4
25
Qk=
4
Q k =6.25≈ 6
Therefore, Q 1=¿ 80
Quartile 2
75 77 77 79 80 80 80 83 83 84 84 85 85 85 85 87 88 88 88 89 90 92 92 93 93
kn
Qk =
4
2 ( 25 )
Qk =
4
 50
Qk =
4
Qk =12.5≈ 13
Therefore, Q 1=¿ 85
Quartile 3
75 77 77 79 80 80 80 83 83 84 84 85 85 85 85 87 88 88 88 89 90 92 92 93 93
kn
Qk =
4
3 ( 25 )
Qk =
4
75
Qk =
4
Qk =18.75≈ 19
Therefore, Q 3=¿ 88
Decile 2.5
75 77 77 79 80 80 80 83 83 84 84 85 85 85 85 87 88 88 88 89 90 92 92 93 93
kn
Dk =
10
2.5(25)
Dk =
10
62.5
Dk =
10
Dk =6.25≈ 6
Therefore, D2.5 =¿80

Percentile 25
75 77 77 79 80 80 80 83 83 84 84 85 85 85 85 87 88 88 88 89 90 92 92 93 93
kn
Pk =
100
25( 25)
Pk =
100
25( 25)
Pk =
100
625
Pk =
100
Pk =6.25≈ 6
Therefore, P25 =¿ 80

Presented above is the Table 3 Measures of Position, Ungrouped Data. The table shows

the Science students’ quarterly grades in their certain value which sample distribution falls. All in
all, there are 25 students showing their overall grades in the 1st, 2nd, and 3rd quarter. Presented

in the Table 3 Measures of Position, Ungrouped Data are the Q1, Q2, Q3, D2.5, and P25 of

students’ grades in the 1st, 2nd, 3rd quarter. The result shows that the quarter 1 in the student’s

1st quarter grades is 80, if the grades of the students is less than 80 therefore they belong to the

lower 25% of the class but once the grades of the students is greater than 80 therefore they belong

to the upper 75% of the class. In quartile 2, if the grade of the student in 1st quarter is less than 85

therefore they belong to the lower 50% of the class but once the grades of the students in 1st

quarter is greater than 85 therefore they belong to the upper 50% of the class. Moreover, in the

3rd quartile, if the grades of the students in 1st quarter is less than 89 therefore they belong to the

lower 75% of the class but once their grades are greater than 89 therefore they belong to the upper

25% of the class. The decile 2.5, on the other hand, tells that if the grades of the students in 1st

quarter is less than 80 therefore they belong to the lower 2.5% of the class but once their grades

in 1st quarter is greater than 80 therefore they belong to the upper 97.5% of the class. While, in

the Percentile of 25, it tells that if the grades of the students in 1st quarter is less than 80 therefore

they belong to the lower 25% of the class but once their grades in 1st quarter is greater than 80

therefore they belong to the upper 75% of the class. In the second quarter, the results are being

computed in the quartile, decile and percentile. In quartile 1, the results show that if the student's

grade in 2nd quarter is less than 80 therefore they belong to the lower 25% of the class but once

their grades is greater than 80 therefore they belong to the upper 75% of the class. In the 2nd

quartile, if the student's grade in 2nd quarter is less than 80 therefore they belong to the lower

50% of the class but once their grades in 2nd quarter is greater than 80 therefore they belong to

the upper 50% of the class, and in quartile 3, if the student's grades in 2nd quarter is less than 85

therefore they belong to the lower 75% of the class but once their grades is greater than 85

therefore they belong to the upper 25% of the class. Furthermore, the decile 2.5 also showed that

if the grades of the student in 2nd quarter is less than 80 therefore they belong to the lower 2.5%

of the class but once their grades is greater than 80 therefore they belong to the upper 97.5% of
the class. Percentile 25, also shows the results that if the grades of the student in 2nd quarter is

less than 80 therefore they belong to the lower 25% of the class but once their grades is greater

than 80 therefore they belong to the upper 75% of the class. In the 3rd quarter of the students’

grades, positions in quartile, decile, and percentile were also computed. Quartile 1 tells that if the

grades of the students in 3rd quarter is less than 80 therefore they belong to the lower 25% of the

class but once their grades is greater than 80 therefore they belong to the upper 75% of the class.

While the 2nd quartile shows that if the grades of the students in 3rd quarter is less than 85

therefore they belong to the lower 50% of the class but once their grades are greater than 85

therefore they belong to the 50% upper class, and in the quartile 3 also tells that if the grades of

the students in 3rd quarter is less than 88 therefore they belong to the lower 75% of the class but

once their grades are greater than 88 therefore they belong to the upper 25% of the class. Decile

2.5, on the other hand, shows that if the grades of the student in 3rd quarter is less than 80

therefore they belong to the lower 2.5% of the class but once their grades is greater than 80

therefore they belong to the upper 97.5% of the class. Lastly, in the Percentile of 25, it shows if

the grades of the students in 3rd quarter is less than 80 therefore they belong to the lower 25%of

the class but once their grades are greater than 80 therefore they belong to the 75% upper class.

The Q1, Q2, Q3, D2.5, and P25 of Students’ Exam Results in First, Second, and Third Quarter.

The general aim of this table is to identify the general performance of the students in first

grading, second grading, and third grading based on their exam results. The result of the Q1, Q2,

Q3, D2.5, and P25 of Students’ Exam in First, Second, and Third Grading is presented in the

table below.

Table 4. Q1, Q2, Q3, D2.5, and P25 of Students’ Exam Results in First, Second, and Third
Quarter
Grades Q1 Q2 Q3 D2.5 P25
First Quarter 75.25 78.62 88.38 75.25 75.25
Second Quarter 73.58 75.67 77.75 73.58 73.58
Third Quarter 76.56 81.43 87.25 76.56 76.56
Computation (Grouped Data)
Measure of Position (Q1, P25, D2.5, Q2, Q3)
1st Grading

CI f Lower Class Boundary cf<

60-66 2 59.5 2
67-73 1 66.5 3
74-80 13 73.5 16
81-87 2 80.5 18
88-94 6 87.5 24
95-101 1 94.5 25
n = 25

Since Q1, P25, and D2.5 are equal therefore, we will just solve the Q1.
1. Find Q1, P25, D2.5, Q2, Q3
a. Q1, P25, D2.5
kn 1 ( 25 ) 25
Given: = = =6.25
i 4 4
kn
=6.25 , cf =3 , L Lqk =73.5 , f qk =13 ,i=7
4

( )
kn
−c f qk
4
Q1=L Lqk + i
f qk

Q1=73.5+( 6.25−3
13 )
7

Q =73.5+ (
13 )
3.25
1 7

Q1=73.5+ ( 0.25 ) 7
Q1=73.5+1.75
Q1=75.25

b. Q2
kn 2 ( 25 ) 50
Given: = = =12.5
i 4 4
kn
=12.5 , cf =3 , L Lqk =73.5 , f qk =13 , i=7
4
 ( )
kn
−c f qk
4
Q2=L Lqk + i
f qk

Q2=73.5+ ( 12.5−3
13 )
7

Q =73.5+ (
13 )
9.5
2 7

Q2=73.5+ ( 0.73076923 ) 7
Q2=73.5+5.115384615
Q2=78.61538462
Q2 ≈78.62

c. Q3
kn 3 ( 25 ) 75
Given: = = =18.75
i 4 4
kn
=18.75 , cf =18 , L Lqk =87.5 , f qk =6 ,i=7
4

( )
kn
−c f qk
4
Q3=L Lqk + i
f qk

Q3=87.5+ ( 18.75−18
6 )7
Q =87.5+ (
6 )
0.75
3 7

Q3=87.5+ ( 0.125 ) 7
Q3=87.5+ 0.875
Q 3=88.375
Q3 ≈88.38
2nd Grading
CI f Lower Class Boundary cf<
64-68 3 63.5 3
69-73 3 68.5 6
74-78 15 73.5 21
79-83 0 78.5 21
84-88 3 83.5 24
89-93 1 88.5 25
n = 25

Since Q1, P25, and D2.5 are equal therefore, we will just solve the Q1.

2. Find Q1, P25, D2.5, Q2, Q3

 a. Q1, P25, D2.5
kn 1 ( 25 ) 25
Given: = = =6.25
i 4 4
kn
=6.25 , cf =6 , L Lqk =73.5 , f qk =15 ,i=5
4

( )
kn
−c f qk
4
Q1=L Lqk + i
f qk

Q1=73.5+ ( 6.25−6
15 )
5

Q =73.5+ (
15 )
0.25
1 5

Q =73.5+ (
3 )
0.25
1

Q1=73.5+ 0.083333333
Q1=73.58333333
Q1 ≈73.58

b. Q2
kn 2 ( 25 ) 50
Given: = = =12.5
i 4 4
kn
=12.5 , cf =6 , L Lqk =73.5 , f qk =15 ,i=5
4

( )
kn
−c f qk
4
Q2=L Lqk + i
f qk

Q2=73.5+( 12.5−6
15 )
5

Q =73.5+ (
15 )
6.5
2 5

Q =73.5+ (
3 )
6.5
2

Q2=73.5+2.16666667
Q2=75.6666667
Q2 ≈75.67

c. Q3
kn 3 ( 25 ) 75
Given: = = =18.75
i 4 4
 kn
=18.75 , cf =6 , L Lqk =73.5 , f qk =15 ,i=5
4

( )
kn
−c f qk
4
Q3=L Lqk + i
f qk

Q3=73.5+ ( 18.75−6
15 )
5

Q =73.5+ (
15 )
12.75
3 5

Q =73.5+ (
3 )
12.75
3

Q3=73.5+ 4.25
Q3=77.75
3rd Grading
CI f Lower Class Boundary cf<
63-67 2 62.5 2
68-72 1 67.5 3
73-77 4 72.5 7
78-82 7 77.5 14
83-87 5 82.5 19
88-92 6 87.5 25
n = 25

Since Q1, P25, and D2.5 are equal therefore, we will just solve the Q1.

3. Find Q1, P25, D2.5, Q2, Q3

a. Q1, P25, D2.5

kn 1 ( 25 ) 25
Given: = = =6.25
i 4 4
kn
=6.25 , cf =3 , L Lqk =72.5 , f qk =4 , i=5
4

( )
kn
−c f qk
4
Q1=L Lqk + i
f qk

Q1=72.5+ ( 6.25−3
4 )5
Q =72.5+ (
4 )
3.25
1 5

Q1=72.5+ ( 0.8125 ) 5
Q1=72.5+ 4.0625
 Q1=76.5625
Q1 ≈76.56
b. Q2
kn 2 ( 25 ) 50
Given: = = =12.5
i 4 4
kn
=12.5 , cf =7 , L Lqk =77.5 , f qk =7 ,i=5
4

( )
kn
−c f qk
4
Q2=L Lqk + i
f qk

Q2=77.5+ ( 12.5−7
7 )5
Q =77.5+ (
7 )
5.5
2 5

Q2=77.5+ ( 0.785714285 ) 5
Q2=77.5+3.928571429
Q2=81.42857143
Q2 ≈ 81.43

c. Q3
kn 3 ( 25 ) 75
Given: = = =18.75
i 4 4
kn
=18.75 , cf =14 , L Lqk =82.5 , f qk =5 , i=5
4

( )
kn
−c f qk
4
Q3=L Lqk + i
f qk

Q3=82.5+ ( 18.75−14
5 )5
Q =82.5+ (
5 )
4.75
3 5

Q3=82.5+ ( 4.75 )
Q3=87.25

Presented above is the Table 4 Measures of Position, Grouped Data. The table shows the

Science students’ quarterly exam results in their certain value which sample distribution falls. All

in all, there are 25 students showing their overall exam result in the 1st, 2nd, and 3rd quarter.

Presented in the Table 4 Measures of Position, Grouped Data are the Q1, Q2, Q3, D2.5, and P25
of students’ grades in the 1st, 2nd, 3rd quarter. The result shows that the quarter 1 in the student’s

1st quarter exam result is 75.25, if the exam result of the students is less than 75.25 therefore they

belong to the lower 25% of the class but once the grades of the students is greater than 75.25

therefore they belong to the upper 75% of the class. In quartile 2, if the exam result of the student

in 1st quarter is less than 78.62 therefore they belong to the lower 50% of the class but once the

exam result of the students in 1st quarter is greater than 78.62 therefore they belong to the upper

50% of the class. Moreover, in the 3rd quartile, if the exam result of the students in 1st quarter is

less than 88.38 therefore they belong to the lower 75% of the class but once their exam result is

greater than 88.38 therefore they belong to the upper 25% of the class. The decile 2.5, on the

other hand, tells that if the grades of the students in 1st quarter is less than 75.25 therefore they

belong to the lower 2.5% of the class but once their exam result in 1st quarter is greater than

75.25 therefore they belong to the upper 97.5% of the class. While, in the Percentile of 25, it tells

that if the exam result of the students in 1st quarter is less than 75.25 therefore they belong to the

lower 25% of the class but once their exam result in 1st quarter is greater than 75.25 therefore

they belong to the upper 75% of the class. In the second quarter, the results are being computed in

the quartile, decile and percentile. In quartile 1, the results show that if the student's exam result

in 2nd quarter is less than 73.58 therefore they belong to the lower 25% of the class but once their

exam result is greater than 73.58 therefore they belong to the upper 75% of the class. In the 2nd

quartile, if the student's exam result in 2nd quarter is less than 75.67 therefore they belong to the

lower 50% of the class but once their grades in 2nd quarter is greater than 80 therefore they

belong to the upper 50% of the class, and in quartile 3, if the student's exam result in 2nd quarter

is less than 77.75 therefore they belong to the lower 75% of the class but once their exam result is

greater than 77.75 therefore they belong to the upper 25% of the class. Furthermore, the decile 2.5

also showed that if the exam result of the student in 2nd quarter is less than 73.58 therefore they

belong to the lower 2.5% of the class but once their exam result is greater than 73.58 therefore

they belong to the upper 97.5% of the class. Percentile 25, also shows the results that if the exam
result of the student in 2nd quarter is less than 73.58 therefore they belong to the lower 25% of

the class but once their exam result is greater than 73.58 therefore they belong to the upper 75%

of the class. In the 3rd quarter of the students’ exam result, positions in quartile, decile, and

percentile were also computed. Quartile 1 tells that if the exam result of the students in 3rd

quarter is less than 76.56 therefore they belong to the lower 25% of the class but once their exam

result is greater than 76.56 therefore they belong to the upper 75% of the class. While the 2nd

quartile shows that if the exam result of the students in 3rd quarter is less than 81.43 therefore

they belong to the lower 50% of the class but once their exam result are greater than 81.43

therefore they belong to the 50% upper class, and in the quartile 3 also tells that if the exam result

of the students in 3rd quarter is less than 87.25 therefore they belong to the lower 75% of the

class but once their exam result are greater than 88 therefore they belong to the upper 25% of the

class. Decile 2.5, on the other hand, shows that if the exam result of the student in 3rd quarter is

less than 76.56 therefore they belong to the lower 2.5% of the class but once their exam result is

greater than 76.56 therefore they belong to the upper 97.5% of the class. Lastly, in the Percentile

of 25, it shows if the exam result of the students in 3rd quarter is less than 76.56 therefore they

belong to the lower 25%of the class but once their grades are greater than 76.56 therefore they

belong to the 75% upper class.

The Range, Average Deviation, Inter-quartile Range, Standard Deviation (Sample and
Population), and Variance of Students’ Grades in First, Second, and Third Quarter.
The general aim of this table is to identify the general performance of the students in first

grading, second grading, and third grading based on their grades. The result of the Range,

Average Deviation, Inter-quartile Range, Standard Deviation (Sample and Population), and

Variance of Students’ Grades in First, Second, and Third Quarter of Students’ Grades in First,

Second, and Third Grading is presented in the table below.

Table 5. Range, Average Deviation, Inter-quartile Range, Standard Deviation (Sample and
Population), and Variance of Students’ Grades in First, Second, and Third Quarter
Quarter First Second Third
 Range 23 21 18
Mean/Average Deviation 5.52 4.48 4.13
Interquartile 9 5 8
Standard Deviation Sample 6.40 5.67 5.19
Population 6.28 5.56 5.09
Variance Sample 41.02 32.17 26.94
Population 39.38 30.88 25.86

Computation (Ungrouped Data)

Measures of Variability
1st Grading
Range
R= High Value (HV) – Lowest Value (LV)
R= 95-72
R= 23
Mean/Average Deviation
x x−x |x−x|
72 -12.12 12.12
75 -9.12 9.12
75 -9.12 9.12
75 -9.12 9.12
79 -5.12 5.12
80 -4.12 4.12
80 -4.12 4.12
80 -4.12 4.12
80 -4.12 4.12
81 -3.12 3.12
81 -3.12 3.12
83 -1.12 1.12
85 0.88 0.88
85 0.88 0.88
87 3.88 3.88
88 3.88 3.88
89 4.88 4.88
89 4.88 4.88
89 4.88 4.88
89 4.88 4.88
90 5.88 5.88
90 5.88 5.88
 91 6.88 6.88
95 10.88 10.88
95 10.88 10.88
∑|x−x|= 137. 88
x=84.12
∑|x−x|
AD=
n
137.88
AD=
25
AD=5.52
Interquartile
IOR=Q3 −Q1
IOR=89−80
IOR=9

Variance and Standard Deviation

x |x−x| |x−x|
2

72 -12.12 146.89
75 -9.12 83.17
75 -9.12 83.17
75 -9.12 83.17
79 -5.12 26.21
80 -4.12 16.97
80 -4.12 16.97
80 -4.12 16.97
80 -4.12 16.97
81 -3.12 9.73
81 -3.12 9.73
83 -1.12 1.25
85 0.88 0.77
85 0.88 0.77
87 2.88 8.29
88 3.88 15.05
89 4.88 23.81
89 4.88 23.81
89 4.88 23.81
89 4.88 23.81
90 5.88 34.57
90 5.88 34.57
91 6.88 47.33
95 10.88 118.37
95 10.88 118.37
2
∑|x−x| =¿ 984.53

Sample
2
∑|x−x|
2
s=
n−1
 984.53
s2=
25−1
2 984.53
s=
24
2
s =41.02

√ s = n−1
2 √ ∑|x−x|
2

√ s 2= √ 984.53
24
√ s =√ 41.02
2

s=6.40
Population
2
2 ∑| x−μ|
σ =
N
2 984.53
σ =
25
2
σ =39.38

√σ = N
2 √ ∑|x−μ|
2

√ σ 2= √ 984.53
25

√ σ 2= √39.38
σ =6.28
2nd Grading
Range
R= HV-LV
R= 93-72
R= 21
Mean/Average Deviation
x x−x |x−x|
72 -12 12
74 -10 10
75 -9 9
78 -6 6
80 -4 4
80 -4 4
81 -3 3
82 -2 2
82 -2 2
82 -2 2
83 -1 1
83 -1 1
84 0 0
84 0 0
85 1 1
 87 3 3
87 3 3
87 3 3
89 5 5
89 5 5
89 5 5
90 6 6
90 6 6
93 9 9
94 10 10
n=25 ∑|x−x|=¿112

x=84
∑|x−x|
AD=
n
112
AD=
25
AD=4.48
Interquartile
IOR=Q3 −Q1
IOR=85−80
IOR=5
Variance and Standard Deviation
x |x−x| |x−x|
2

72 12 144
74 10 100
75 9 81
78 6 36
80 4 16
80 4 16
81 3 9
82 2 4
82 2 4
82 2 4
83 1 1
83 1 1
84 0 0
84 0 0
85 1 1
87 3 9
87 3 9
87 3 9
89 5 25
89 5 25
89 5 25
90 6 36
90 6 36
93 9 81
 94 10 100
n=25 2
∑|x−x| =772

Sample
2
2 ∑|x−x|
s=
n−1
2 772
s=
25−1
2 772
s=
24
2
s =32.17
√
√ s = n−1
2 ∑|x−x|
2

√ s 2= √24772

√ s 2=√ 32.17
s=5.67
Population
2
2∑| x−μ|
σ =
N
2 772
σ =
25
2
σ =30.88

√σ = N
2 √ ∑|x−μ|
2

√ σ 2= √25
772

√ σ 2= √30.88
σ =5.56
3rd Grading
Range
R= HV-LV
R= 93-75
R= 18
Mean/Average Deviation
x x−x |x−x|
75 -9.88 9.88
77 -7.88 7.88
77 -7.88 7.88
79 -5.88 5.88
80 -4.88 4.88
80 -4.88 4.88
80 -4.88 4.88
83 -1.88 1.88
 83 -1.88 1.88
84 -0.88 0.88
84 -0.88 0.88
85 0.12 0.12
85 0.12 0.12
85 0.12 0.12
85 0.12 0.12
87 2.12 2.12
88 3.12 3.12
88 3.12 3.12
88 3.12 3.12
89 4.12 4.12
90 5.12 5.12
92 7.12 7.12
92 7.12 7.12
93 8.12 8.12
93 8.12 8.12
n= 25 ∑|x−x|=¿ 103.36

x=84.88
∑|x−x|
AD=
n
103.36
AD=
25
AD=4.13
Interquartile
IOR=Q3 −Q1
IOR=88−80
IOR=8
Variance and Standard Deviation
x |x−x| |x−x|
2

75 9.88 97.61
77 7.88 62.09
77 7.88 62.09
79 5.88 34.57
80 4.88 23.81
80 4.88 23.81
80 4.88 23.81
83 1.88 3.53
83 1.88 3.53
84 0.88 0.77
84 0.88 0.77
85 0.12 0.01
85 0.12 0.01
85 0.12 0.01
85 0.12 0.01
87 2.12 4.49
88 3.12 9.73
 88 3.12 9.73
88 3.12 9.73
89 4.12 16.97
90 5.12 26.21
92 7.12 50.69
92 7.12 50.69
93 8.12 65.93
93 8.12 65.93
n= 25 ∑|x−x|=¿ 103.36 2
∑|x−x| =¿ 646.53

Sample
2
2 ∑|x−x|
s=
n−1
2 646.53
s=
25−1
2 646.53
s=
24
2
s =26.94

√ s = n−1
2 √ ∑|x−x|
2

√ s 2= √ 646.53
24
√ √
s
2
= 26.94
s=5.19
Population
2
2 ∑| x−μ|
σ =
N
2 646.53
σ =
25
2
σ =25.86

√σ = N
2 √ ∑|x−μ|
2

√ σ 2= √ 646.53
25
√ √
σ
2
= 25.86
σ =5.09

Presented above is the Table 5 Measures of Variation/Variability, Ungrouped Data. The

table shows the Science students’ quarterly grades in the first, second, and third quarter. All in all,

there are 25 students showing their overall grades in the first to third quarter. Presented in the

Table 5 Measure of Variation/Variability, Ungrouped Data are the range, average deviation,
interquartile range, standard deviation (sample and population), and variance. Within the 1st

Quarter, the dispersion of the Science class grades is 23 using the range, the mean/average

deviation is 5.52 while, the computed difference from the 3rd quartile and 1st quartile in the

interquartile range is 9, 41.02 using the sample variance with the standard deviation of 6.40, and

39.38 using the population variance with the standard deviation of 6.28. In the 2nd quarter, the

results show that there is a 21 length of distribution using the range, 4.48 using the mean/average

deviation while, the computed difference from the 3rd quartile and 1st quartile in the interquartile

range is 5 whereas, 32.17 sample variance with a 5.67 sample standard deviation, and 30.88 using

the population variance with the population standard deviation of 5.56. However, the results in

3rd quarter shows that there is an 18 computed dispersion using the range within the quarter, 4.13

using the mean/average deviation while, the interquartile range is 8 whereas, 26.94 using the

sample variance with a 5.19 standard deviation, and 25.86 using the population variance having a

5.09 population standard deviation.

It is clearly show in the Table 5 that the most homogenous among the three quarter when

we use the range is the 1st quarter for having a range a 23. This implies that the student’s grades

in 1st quarter are much closer which particularly means that the student’s level of understanding

is pretty much the same compared to the 2nd and 3rd quarter. However, if we use average

deviation and interquartile range to measure the dispersion of students’ grades, it appears that the

3rd quarter grades are much lesser than the 1st and 2nd quarter. This means that the student’s

grades and level of understanding are much closer than the other two quarters. This goes the same

thing with the variance and standard deviation (sample and population) computations of student’s

grades. Therefore, the most homogenous among the three quarter is still the 3rd quarter which

implies the students are most likely on the same level of understanding.

The Range, Average Deviation, Inter-quartile Range, Standard Deviation (Sample and
Population), and Variance of Students’ Exam Results in First, Second, and Third Quarter.
 The general aim of this table is to identify the general performance of the students in first

grading, second grading, and third grading based on their exam results. The result of the Range,

Average Deviation, Inter-quartile Range, Standard Deviation (Sample and Population), and

Variance of Students’ Grades in First, Second, and Third Quarter of Students’ Exam Results in

First, Second, and Third Quarter is presented in the table below.

Table 6. Range, Average Deviation, Inter-quartile Range, Standard Deviation (Sample and
Population), and Variance of Students’ Exam Results in First, Second, and Third Quarter
Quarter First Second Third
Range 23 21 18
Mean/Average Deviation 5.52 4.48 4.13
Interquartile 9 5 8
Standard Deviation Sample 6.40 5.67 5.19
Population 6.28 5.56 5.09
Variance Sample 41.02 32.17 26.94
Population 39.38 30.88 25.86

Computation (Grouped Data)

Measures of Variability
1st Grading
CI f x CB cf<
60-66 2 63 59.5-66.5 2
67-73 1 70 66.5-73.5 3
74-80 13 77 73.5-80.5 16
81-87 2 84 80.5-87.5 18
88-94 6 91 87.5-94.5 24
95-101 1 98 94.5-100.5 25
n = 25

a. Range: R=UCLHC −UC L LC

Given: UCL HC =101 ,UC L LC=60
R=UC L HC −UC LLC =101−60=40

b. Mean/Average Deviation: MD=

∑ f |x−x|
n
CI f x fx |x−x| f |x −x|
60-66 2 63 126 17.36 34.72
67-73 1 70 70 10.36 10.36
74-80 13 77 1001 3.36 43.68
81-87 2 84 168 3.64 7.28
88-94 6 91 546 10.64 63.84
95-101 1 98 98 17.64 17.64
 n = 25 ∑ fx =2009 ∑ f |x−x|=177.52

x=
∑ fx = 2009 =80.36
n 25
MD=
∑ f |x−x|= 177.52 =7.1008≈ 7.10
n 25
c. Interquartile Range: IQR=Q 3 −Q 1
CI f x C.B cf<
60-66 2 63 59.5-66.5 2
67-73 1 70 66.5-73.5 3
74-80 13 77 73.5-80.5 16 Q 1 middleclass
81-87 2 84 80.5-87.5 18
88-94 6 91 87.5-94.5 24 Q3 middle class
95-101 1 98 94.5-100.5 25
n = 25

kn 3 ( 25 ) 75
Q 3= = = =18.75
4 4 4
kn
Given: =18.75 , L Lqk =87.5 ,c fb =18 , f qk =6 , i=7
4

(( −c )
)
kn
i =87.5+ ( ) 7=87.5+ (
6 )
fb
4 18.75−18 0.75
Qk =L Lqk + 7=87.5+ ( 0.125 ) 7=87.5+ 0.875=88.37
f qk 6
kn 1 ( 25 ) 25
Q 1= = = =6.25
4 4 4
kn
Given: =6.25 , L Lqk =73.5 , c fb =3 , f qk =13 , i=7
4

(( −c )
)
kn
i =73.5+ (
13 )
7=73.5+(
13 )
fb
4 6.25−3 3.25
Qk =L Lqk + 7=73.5+ ( 0.25 ) 7=73.5+ 1.75=75.25
f qk

Given: Q3=88.375, Q 1=75.25

IQR=Q3 −Q1=88.375−75.25=13.125 ≈ 13.13

d. Variance and Standard Deviation (Population)

Variance: δ 2=
∑ ( x−u )2
n

Standard Deviation: δ=

CI f
√ ∑ ( x−u )2
x
n
fx ( x−u ) ( x−u )2 f ( x−u )
2
 60-66 2 63 126 -17.36 301.3696 602.7392
67-73 1 70 70 -10.36 107.3296 107.3296
74-80 13 77 1001 -3.36 11.2896 146.7648
81-87 2 84 168 3.64 13.3496 26.4992
88-94 6 91 546 10.64 113.2096 679.2576
95-101 1 98 98 17.64 311.1696 311.1696
n = 25 ∑ fx=2009 ∑ f ( x−u )2=1873.76

u=
∑ fx = 2009 =80.36
25 n
2 ∑ ( x−u )
2
1873.76
δ = = =74.9504 ≈ 74.95
n 25

δ=
√ ∑ ( x−u )2 =
n
Variance and Standard Deviation (Sample)
√ 1873.76
25
= √ 74.9504=8.657389907 ≈ 8.66

2
Variance: s =
∑ ( x−u )2
n−1

Standard Deviation: s=

CI f
√ ∑ ( x−u )2
n−1
x fx ( x−u ) ( x−u )2 f ( x−u )
2

60-66 2 63 126 -17.36 301.3696 602.7392

67-73 1 70 70 -10.36 107.3296 107.3296
74-80 13 77 1001 -3.36 11.2896 146.7648
81-87 2 84 168 3.64 13.3496 26.4992
88-94 6 91 546 10.64 113.2096 679.2576
95-101 1 98 98 17.64 311.1696 311.1696
n = 25 ∑ fx=2009 ∑ f ( x−u )2=1873.76

x=
∑ fx = 2009 =80.36
n 25
s2=
∑ ( x−x ) = 1873.76 =78.073333333≈ 78.07
2

n−1 24

s=
√ ∑ ( x−u )2 =
n−1 √ 1873.76
24
=√ 78.073333333=8.835911573 ≈ 8.84

2nd Grading
CI f x CB cf<
64-68 3 66 63.5-68.5 3
69-73 3 71 68.5-73.5 6
74-78 15 76 73.5-78.5 21
79-83 0 81 78.5-83.5 21
84-88 3 86 83.5-88.5 24
 89-93 1 91 88.5-92.5 25
n = 25

a. Range: R=UC L HC −UC LLC

Given: UC LHC =93 ,UC L LC=64
R=UC L HC −UC LLC =93−64=29

b. Mean/Average Deviation: MD=

∑ f |x−x|
n
CI f x fx |x−x| f |x −x|
64-68 3 66 198 10 30
69-73 3 71 213 5 15
74-78 15 76 1140 0 0
79-83 0 81 0 5 0
84-88 3 86 258 10 30
89-93 1 91 91 15 15
n = 25 ∑ fx=1900 ∑ f |x−x|=¿ 90 ¿

x=
∑ fx = 1900 =76
n 25
MD=
∑ f |x−x|= 90 =3.6
n 25
c. Interquartile Range: IQR=Q3 −Q1
CI f x CB cf<
64-68 3 66 63.5-68.5 3
69-73 3 71 68.5-73.5 6
74-78 15 76 73.5-78.5 21 Q1∧Q3 middle class
79-83 0 81 78.5-83.5 21
84-88 3 86 83.5-88.5 24
89-93 1 91 88.5-92.5 25
n = 25

kn 3 ( 25 ) 75
Q 3= = = =18.75
4 4 4
kn
Given: =18.75 , L Lqk =73.5 , c fb =6 , f qk =15 , i=5
4

( ( )
)
kn
−c fb
Qk =L Lqk +
4
f qk
i =73.5+
18.75−6
15 ( 5=73.5+
3)
12.75
( )
=73.5+4.25=77.75

kn 1 ( 25 ) 25
Q 1= = = =6.25
4 4 5
kn
Given: =6.25 , L Lqk =73.5 , c fb =6 , f qk =15 , i=5
4
 (( −c )
)
kn
i =73.5+ ( ) 5=73.5+ (
3 )
fb
4 6.25−6 0.25
Qk =L Lqk + =73.5+0.083333333=73.583333333≈ 73.58
f
qk 15

Given: Q3=77.75 , Q1=73.58

IQR=Q3 −Q1=77.75−73.58=4.17
d. Variance and Standard Deviation (Population)
2
Variance: δ =
∑ ( x−u )2
n

Standard Deviation: δ=

CI f
√ ∑ ( x−u )2
n
x fx ( x−u ) ( x−u )2 f ( x−u )
2

64-68 3 66 198 -10 100 300

69-73 3 71 213 -5 25 75
74-78 15 76 1140 0 0 0
79-83 0 81 0 5 25 0
84-88 3 86 258 10 100 300
89-93 1 91 91 15 225 225
n = 25 ∑ fx=1900 ∑ f ( x−u )2=¿ 900 ¿

u=
∑ fx = 1900 =76
n 25
2 ∑ ( x−u )
2
900
δ = = =36
n 25

Variance and Standard Deviation (Sample)

δ=
√ ∑ ( x−u )2 =
n √ 900
25
= √36=6

2
Variance: s =
∑ f ( x− x )2
n−1

Standard Deviation: s=

CI f
√ ∑ f ( x−x )2
n−1
x fx ( x−x ) ( x−x )2 f ( x−x )
2

64-68 3 66 198 -10 100 300

69-73 3 71 213 -5 25 75
74-78 15 76 1140 0 0 0
79-83 0 81 0 5 25 0
84-88 3 86 258 10 100 300
89-93 1 91 91 15 225 225
n = 25 ∑ fx=1900 ∑ f ( x−u )2=¿ 900 ¿

x=
∑ fx = 1900 =76
n 25
 2
s=
∑ 2
f ( x− x ) 900
= =37.5
n−1 24

√ ∑ f ( x−x )
√
2
900
s= = =√ 37.5=6.123724357 ≈ 6.12
n−1 24
3rd Grading
Measures of Variability
CI f x CB cf<
63-67 2 65 62.5-67.5 2
68-72 1 70 67.5-72.5 3
73-77 4 75 72.5-77.5 7
78-82 7 80 77.5-82.5 14
83-87 5 85 82.5-87.5 19
88-92 6 90 87.5-92.5 25
n = 25

a. Range: R=UC L HC −UC LLC

Given: UC LHC =92 ,UC LLC =63
R=UC L HC −UC LLC =92−63=29

a. Mean/Average Deviation: MD=

∑ f |x−x|
n
CI f x fx |x−x| f |x −x|
63-67 2 65 130 16 256
68-72 1 70 70 11 121
73-77 4 75 300 6 36
78-82 7 80 560 1 1
83-87 5 85 425 4 16
88-92 6 90 540 9 81
n = 25 ∑ fx=2025 ∑ f |x−x|=¿511 ¿

x=
∑ fx = 2025 =81
n 25
MD=
∑ f |x−x|= 511 =20.44
n 25

a. Interquartile Range: IQR=Q3 −Q1

CI f x CB cf<
63-67 2 65 62.5-67.5 2
68-72 1 70 67.5-72.5 3
73-77 4 75 72.5-77.5 7 Q 1 middle class
78-82 7 80 77.5-82.5 14
83-87 5 85 82.5-87.5 19 Q3 middle class
88-92 6 90 87.5-92.5 25
n = 25
 kn 3 ( 25 ) 75
Q 3= = = =18.75
4 4 4
kn
Given: =18.75 , L Lqk =82.5 ,c fb =14 , f qk =5 , i=5
4

( ( )
)
kn
−c fb
Qk =L Lqk +
4
f qk
i =82.5+
18.75−14
5 ( )
5=82.5+ ( 4.75 )=87.25

kn 1 ( 25 ) 25
Q 1= = = =6.25
4 4 5
kn
Given: =6.25 , L Lqk =72.5 , c fb =3 , f qk =4 , i=5
4

( ( )
)
kn
−c fb
Qk =L Lqk +
4
f qk
i =72.5+
6.25−3
4 (
5=72.5+
3.25
3 ) ( )
5=72.5+ ( 1.083333333 ) 5=72.5+5.41666667=

Given: Q3=87.25, Q1=77.92

IQR=Q3 −Q1=87.25−77.92=9.33
a. Variance and Standard Deviation (Population)

Variance: δ 2=
∑ ( x−u )2
n

Standard Deviation: δ=

CI f
√ ∑ ( x−u )2
x
n
fx ( x−u ) ( x−u )2 f ( x−u )
2

63-67 2 65 130 -16 256 512

68-72 1 70 70 -11 121 121
73-77 4 75 300 -6 36 144
78-82 7 80 560 -1 1 7
83-87 5 85 425 4 16 80
88-92 6 90 540 9 81 486
n = 25 ∑ fx=2025 ∑ f ( x−u )2=¿ 1350 ¿

u=
∑ fx = 2025 =81
n 25
δ 2=
∑ ( x−u ) 2
=
1350
=54
n 25

δ=
√ ∑ ( x−u )2 =
n √ 1350
25
=√ 54=7.348369228 ≈7.35

Variance and Standard Deviation (Sample)

Variance: s2=
∑ f ( x− x )2
n−1
Standard Deviation: s=

CI f
√ ∑ f ( x−x )2
n−1
x fx ( x−x ) ( x−x )2 f ( x−x )2
63-67 2 65 130 -16 256 512
68-72 1 70 70 -11 121 121
73-77 4 75 300 -6 36 144
78-82 7 80 560 -1 1 7
83-87 5 85 425 4 16 80
88-92 6 90 540 9 81 486
n = 25 ∑ fx=2025 ∑ f ( x−u )2=¿ 1350 ¿

x=
∑ fx = 2025 =81
n 25
2
s=
∑ f ( x− x ) = 1350 =56.25
2

n−1 24

s=
√ ∑ f ( x−x )2 =
n−1 √ 1350
24
= √ 56.25=7.5

Presented above is the Table 6 Measures of Variation/Variability, Grouped Data. The

table shows the Science students’ quarterly grades in the first, second, and third quarter. All in all,

there are 25 students showing their overall exam score in the first to third quarter. Presented in

the Table 5 Measure of Variation/Variability, Grouped Data are the range, average deviation,

interquartile range, standard deviation (sample and population), and variance. Within the 1st

Quarter, the dispersion of the Science class exam scores is 40 using the range, the mean/average

deviation is 7.10 while, the computed difference from the 3rd quartile and 1st quartile in the

interquartile range is 13.13, 78.07 using the sample variance with the standard deviation of 8.84,

and 74.95 using the population variance with the standard deviation of 8.66. Moreover, in the 2nd

quarter, the results show that there is a 29 length of distribution using the range, 3.6 using the

mean/average deviation while, the computed difference from the 3rd quartile and 1st quartile in

the interquartile range is 4.17 whereas, 37.5 sample variance with a 6.12 sample standard

deviation, and 36 using the population variance with the population standard deviation of 6.

However, the results in 3rd quarter shows that there is a 29 computed dispersion using the range

within the quarter, 20.44 using the mean/average deviation while, the interquartile range is 9.33
whereas, 56.25 using the sample variance with a 7.5 standard deviation, and 54 using the

population variance having a 5.35 population standard deviation.

It is clearly show in the Table 6 that the most homogenous among the three quarter when

we use the range is the 1st quarter for having a range a 40. This implies that the student’s exam

scores in 1st quarter are much closer which particularly means that the student’s level of

understanding is pretty much the same compared to the 2nd and 3rd quarter. However, if we use

average deviation and interquartile range to measure the dispersion of students’ exam scores, it

appears that the 2rd quarter exam scores are much lesser than the 1st and 3nd quarter. This means

that the student’s grades and level of understanding are much closer than the other two quarters.

This goes the same thing with the variance and standard deviation (sample and population)

computations of students’ exam score. Therefore, the most homogenous among the three quarter

is still the 1rd quarter which implies the students are most likely on the same level of

understanding.

The 1st and 2nd, 1st and 3rd, and 2nd and 3rd Test of Relationship of Students’ Quarterly
Grades in First, Second, and Third.
The general aim of this table is to identify the general performance of the students in first

grading, second grading, and third grading based on their grades. The result of the 1st and 2nd,

1st and 3rd, and 2nd and 3rd Test of Relationship of Students’ Quarterly Grades in First, Second,

and Third is presented in the table below.

Table 7. 1st and 2nd, 1st and 3rd, and 2nd and 3rd Test of Relationship of Students’
Quarterly Grades in First, Second, and Third.
1st and 2nd 1st and 3rd 2nd and 3rd
Results 0.94 0.93 1.56
Description Very Strong Very Strong Very Strong

Interpretation Table
Coefficient Interval Correlation
0.00-199 Very Weak
0.20-399 Weak
0.40-599 Medium
0.60-799 Strong
0.80-1000 Very Strong
Computation (Ungrouped data)
Test of Relationship
1st and 2nd Grading Grades

STUDE QUARTERLY GRADE x2 y2 xy

NT First (x) Second (y)
A 89 87 7921 7569 7743
B 89 82 7921 6724 7298
C 95 94 9025 8836 8930
D 75 74 5625 5476 5550
E 75 78 5625 6084 5850
F 88 87 7744 7569 7656
G 85 84 7225 7056 7140
H 81 80 6561 6400 6480
I 79 82 6241 6724 6478
J 90 89 8100 7921 8010
K 91 90 8281 8100 8190
L 80 81 6400 6561 6480
M 89 90 7921 8100 8010
N 90 89 8100 7921 8010
O 80 83 6400 6889 6640
P 95 93 9025 8649 8835
Q 75 75 5625 5625 5625
R 72 72 5184 5184 5184
S 80 80 6400 6400 6400
T 80 82 6400 6724 6560
U 81 83 6561 6889 6723
V 83 84 6889 7056 6972
W 85 87 7225 7569 7395
X 87 85 7569 7225 7395
Y 89 89 7921 7921 7921
n= 25 ∑ x=2,103 ∑ y=¿2,10 2
∑ x =177,889
2
∑ y =¿ 177,1 ∑ xy=¿177,4
0 72 75

N ∑ xy−(∑ x)(∑ y)
n= 25 r xy =
√ [ N ∑ x −( ∑ x ) ] [ N ∑ y −( ∑ y ) ]
2 2 2 2

25 ( 177,475 )−(2,103)(2,100)
∑ xy=177,475 r xy =
√ [ 25(177,889)−(4,422,609) ] ¿ ¿ ¿
∑ x=¿ 2,103
4,436,875−4,416,300
r xy =
√ [ 4,447,225−(4,422,609)] [ 4,429,300−(4,410,000)]
20,575
∑ y=¿2,100 r xy =
√ 475,088,800
 20,575
∑ x 2=¿ 177,889 r xy =
21,796.53
( ∑ x )2=4,422,609 r xy =0.94
2
∑ y =¿ 177,172

( ∑ y )2=¿ 4,410,000
1st and 3rd Grading

STUDENT QUARTERLY GRADE x

2
y
2
xy
First (x) Third (y)
A 89 90 7921 8100 8010
B 89 87 7921 7569 7743
C 95 93 9025 8649 8835
D 75 75 5625 5625 5625
E 75 79 5625 6241 5925
F 88 88 7744 7744 7744
G 85 84 7225 7056 7140
H 81 80 6561 6400 6480
I 79 80 6241 6400 6320
J 90 92 8100 8464 8280
K 91 93 8281 8649 8463
L 80 80 6400 6400 6400
M 89 89 7921 7921 7921
N 90 88 8100 7744 7920
O 80 85 6400 7225 6800
P 95 92 9025 8464 8740
Q 75 77 5625 5929 5775
R 72 77 5184 5929 5544
S 80 83 6400 6889 6640
T 80 85 6400 7225 6800
U 81 83 6561 6889 6723
V 83 84 6889 7056 6972
W 85 85 7225 7225 7225
X 87 88 7569 7744 7656
Y 89 85 7921 7225 7565
n= 25 ∑ x=2,103 ∑ y=2122 2
∑ x =177,889
2
∑ y =¿ 180,76 ∑ xy=¿179,
2 246

N ∑ xy−(∑ x)(∑ y)
n=25 r xy =
√ [ N ∑ x −( ∑ x ) ] [ N ∑ y −( ∑ y ) ]
2 2 2 2

∑ xy=179,246
(25)(179,246)−(2,103)(2,122)
r xy =
√ [(25)(177,889)−( 4,422,609)][(25)(180,762)−(4,502,884)]
∑ x=¿ 2,103
4,481,150−4,462,566
r xy =
√ [(4,447,225)−(4,422,609)] [(4,519,050)−(4,502,884) ]
18,484
∑ y=¿2,122 r xy =
√ 397,942,256
18,484
2
∑ x =177,889 r xy =
19,948.49
( ∑ x )2=4,422,609 r xy =0.93
2
∑ y =180,762
( ∑ y )2=4,502,884

2nd and 3rd Grading

STUDENT QUARTERLY GRADE x

2
y
2 xy
Second (x) Third (y)
A 87 90 7569 8100 7830
B 82 87 6724 7569 7134
C 94 93 8836 8649 8742
D 74 75 5476 5625 5550
E 78 79 6084 6241 6162
F 87 88 7569 7744 7656
G 84 84 7056 7056 7056
H 80 80 6400 6400 6400
I 82 80 6724 6400 6560
J 89 92 7921 8464 8188
K 90 93 8100 8649 8370
L 81 80 6561 6400 6480
M 90 89 8100 7921 8010
N 89 88 7921 7744 7832
O 83 85 6889 7225 7055
P 93 92 8649 8464 8556
Q 75 77 5625 5929 5775
R 72 77 5184 5929 5544
S 80 83 6400 6889 6640
T 82 85 6724 7225 6970
U 83 83 6889 6889 6889
V 84 84 7056 7056 7056
W 87 85 7569 7225 7395
X 85 88 7225 7744 7480
Y 89 85 7921 7225 7565
n= 25 ∑ x=2100 ∑ y=2122 2
∑ x =¿177,17
2
∑ y =¿ 180,7 ∑ xy=¿178,89
2 62 5
 N ∑ xy−(∑ x)(∑ y)
n=25 r xy =
√ [ N ∑ x −( ∑ x ) ] [ N ∑ y −( ∑ y ) ]
2 2 2 2

∑ xy=178,895
(25)(178,895)−( 2,100)( 2,122)
r xy =
√ [(25)(177,172)−( 4,410,000) ][(25)(180,762)−(4,502,884)]
∑ x=¿ 2,100
4,472,375−4,456,200
r xy =
√ [(4,429,300)−(4,422,609)] [(4,519,050)−(4,502,884) ]
16,175
∑ y=¿2,122 r xy =
√ 108,166,706
16,175
2
∑ x =177,172 r xy =
10,400.32
2
( ∑ x ) =4,410,000 r xy =1.56
∑ y 2=180,762
( ∑ y )2=4,502,884

Presented above is the Table 7 Test of Relationships, Ungrouped data of 1st quarter, 2nd

quarter and 3rd quarter. All in all, there are 25 students showing their overall grades in the first to

third quarter. Presented in the Table 7 is the Test of Relationship, Ungrouped Data are the

computed the degree of relationship between 1st and 2nd quarterly grades, 1st and 3rd quarterly

grades, and 2nd and 3rd quarterly grades. It shows that the relationship between the 1st and 2nd

quarter is 0.94. It implies that there is a very strong positive correlation and direct relationship

that has been made in these two quarters. The second relationship that is being computed is the

1st quarter and 3rd quarter which shows that there is a 0.93 very strong positive correlation and it

is still a direct relationship. 2nd quarter and 3rd quarter test of relationship, correspondingly

shows that there is 1.56 degree of relationship and it particularly implies that their relationship is

a very strong positive correlation and direct relationship. Therefore, when the 1 st quarterly grades

of the students increases or decreases, the 2 nd quarterly grades are also increase or decreases, and

so to the other computed degree of relationship.

The 1st and 2nd, 1st and 3rd, and 2nd and 3rd Test of Relationship of Students’ Exam Results in
First, Second, and Third Quarter.
 The general aim of this table is to identify the general performance of the students in first

grading, second grading, and third grading based on their exam results. The result of the 1st and

2nd, 1st and 3rd, and 2nd and 3rd Test of Relationship of Students’ Exam Results in First,

Second, and Third Quarter is presented in the table below.

Table 8. 1st and 2nd, 1st and 3rd, and 2nd and 3rd Test of Relationship of Students’
Quarterly Exam Results in First, Second, and Third.

1st and 2nd 1st and 3rd 2nd and 3rd

Results 0.75 0.88 0.60
Description Strong Very Strong Strong

Interpretation Table
Coefficient Interval Correlation
0.00-199 Very Weak
0.20-399 Weak
0.40-599 Medium
0.60-799 Strong
0.80-1000 Very Strong

Computation (Grouped data)

Test of Relationship
1st and 2nd Grading

STUDENTS QUARTERLY EXAM 50-base RESULTS (1st and 2nd)

1 (x)
st
2nd (y) xy x
2
y
2

A 88 77.14 6788.32 7744 5950.5796

B 88 76.43 6725.84 7744 5841.5449
C 97 92.14 8937.58 9409 8489.7796
D 77 78.57 6049.89 5929 6173.2449
E 70 77.14 5399.8 4900 5950.5796
F 65 75.00 4875 4225 5625
G 60 64.29 3857.4 3600 4133.2041
H 88 84.29 7417.52 7744 7104.8041
I 75 71.43 5357.25 5625 5102.2449
J 75 71.43 5357.25 5625 5102.2449
K 74 67.86 5021.64 5476 4604.9796
L 78 71.43 5571.54 6084 5102.2449
M 79 77.14 6094.06 6241 5950.5796
N 80 75.00 6000 6400 5625
O 80 75.00 6000 6400 5625
P 74 64.29 4757.46 5476 4133.2041
 Q 82 75.00 6150 6724 5625
R 89 77.14 6865.46 7921 5950.5796
S 90 85.71 7713.9 8100 7346.2041
T 80 76.43 6114.4 6400 5841.5449
U 78 77.14 6016.92 6084 5950.5796
V 87 74.29 6463.23 7569 5519.0041
W 80 75.00 6000 6400 5625
X 90 85.00 7650 8100 7225
Y 80 76.43 6114.4 6400 5841.5449
n=25 ∑ x =2004 ∑ y=1900.72 ∑ xy =153298..86∑ x 2=162320∑ y2 =145438.692

n ∑ xy −∑ x ∑ y
r=
√ [ n ∑ x −(∑ x ) ] ¿ ¿ ¿
2 2

25 ( 153298.86 )−(2004 )(1900.72)

r=
√ [ 25 ( 162320 )−( 2004 ) ] [25 ( 145438.692 )− (1900.72 ) ]
2 2

3832471.5−3809042.88
r=
√ [ 4058000−4016016 ][ 3635967.3−3612736.518 ]
23428.62
r=
√ [ 41984 ][ 23230.782 ]
23428.62
r=
√ 975321151.5
23428.62
r=
31230.13211
r =0.750192792
r ≈ 0.75
2nd and 3rd Grading

STUDENTS QUARTERLY EXAM 50-base RESULTS (2nd and 3rd)

2 (x)
nd
3rd (y) xy x2 y2
A 77.14 82 6325.48 5950.5796 6724
B 76.43 85 6496.55 5841.5449 7225
C 92.14 88 8108.32 8489.7796 7744
D 78.57 75 5892.75 6173.2449 5625
E 77.14 70 5399.8 5950.5796 4900
F 75.00 67 5025 5625 4489
G 64.29 63 4050.27 4133.2041 3969
H 84.29 87 7333.23 7104.8041 7569
I 71.43 78 5571.54 5102.2449 6084
J 71.43 77 5500.11 5102.2449 5929
 K 67.86 75 5089.5 4604.9796 5625
L 71.43 77 5500.11 5102.2449 5929
M 77.14 78 6016.92 5950.5796 6084
N 75.00 89 6675 5625 7921
O 75.00 84 6300 5625 7056
P 64.29 78 5014.62 4133.2041 6084
Q 75.00 80 6000 5625 6400
R 77.14 90 6942.6 5950.5796 8100
S 85.71 89 7628.19 7346.2041 7921
T 76.43 89 6802.27 5841.5449 7921
U 77.14 80 6171.2 5950.5796 6400
V 74.29 85 6314.65 5519.0041 7225
W 75.00 82 6150 5625 6724
X 85.00 92 7820 7225 8464
Y 76.43 85 6496.55 5841.5449 7225
n=25 ∑ x =1900.72∑ y=2025 ∑ xy =¿ 154624.66
∑ x ¿2=145438.692
∑ y2 =¿ 165337 ¿

n ∑ xy −∑ x ∑ y
r=
√ [ n ∑ x −(∑ x ) ] ¿ ¿ ¿
2 2

25 (154624.66 )−( 1900.72 )( 2025 )

r=
√ [ 25 ( 145438.692 )−( 1900.72 ) ][ 25 ( 165337 )−( 2025 ) ]
2 2

3865616.5−3848958
r=
√ [ 3635967.3−3612736.518 ][ 4133425−4100625 ]
16658.5
r=
√ [ 23230.782 ] [ 32800 ]
16658.5
r=
√ 761969649.6
16658.5
r=
27603.79774
r =0.603485801
r ≈ 0.60
1st and 3rd Grading

STUDENTS QUARTERLY EXAM 50-base RESULTS (1st and 3rd)

1 (x)
st
3rd (y) xy x
2
y
2

A 88 82 7216 7744 6724

B 88 85 7480 7744 7225
C 97 88 8536 9409 7744
D 77 75 5775 5929 5625
 E 70 70 4900 4900 4900
F 65 67 4355 4225 4489
G 60 63 3780 3600 3969
H 88 87 7656 7744 7569
I 75 78 5850 5625 6084
J 75 77 5775 5625 5929
K 74 75 5550 5476 5625
L 78 77 6006 6084 5929
M 79 78 6162 6241 6084
N 80 89 7120 6400 7921
O 80 84 6720 6400 7056
P 74 78 5772 5476 6084
Q 82 80 6560 6724 6400
R 89 90 8010 7921 8100
S 90 89 8010 8100 7921
T 80 89 7120 6400 7921
U 78 80 6240 6084 6400
V 87 85 7395 7569 7225
W 80 82 6560 6400 6724
X 90 92 8280 8100 8464
Y 80 85 6800 6400 7225
n=25 ∑ x =2004 ∑ y=2025 ∑ xy =¿ 163628¿
∑ x 2=162320 ∑ y2 =¿ 165337 ¿

n ∑ xy −∑ x ∑ y
r=
√ [ n ∑ x −(∑ x ) ] ¿ ¿ ¿
2 2

25 ( 163628 )−( 2004 )( 2025 )

r=
√ [ 25 ( 162320 )−( 2004 ) ][ 25 ( 165337 )−( 2025 ) ]
2 2

4090700−4058100
r=
√ [ 4058000−4016016 ][ 4133425−4100625 ]
32600
r=
√ [ 41984 ][ 32800 ]
32600
r=
√ 1377075200
32600
r=
37108.96388
r =0.878493943
r ≈ 0.88
 Presented above is the Table 8 Test of Relationships, Grouped data of 1st quarter, 2nd

quarter and 3rd quarter. All in all, there are 25 students showing their overall exam results in the

first to third quarter. Shown in the Table 8 is the Test of Relationship, Grouped Data are the

computed the degree of relationship between 1st and 2nd quarterly grades, 1st and 3rd quarterly

grades, and 2nd and 3rd quarterly grades. It shows that the relationship between the 1st and 2nd

quarter is 0.75. It implies that there is a strong positive correlation and direct relationship that has

been made in these two quarters. The second relationship that is being computed is the 1st quarter

and 3rd quarter which shows that there is a 0.88 very strong positive correlation and it is still a

direct relationship. 2nd quarter and 3rd quarter test of relationship, correspondingly shows that

there is 0.60 degree of relationship and it particularly implies that their relationship is a strong

positive correlation and direct relationship. Therefore, when the 1 st quarterly grades of the

students increases or decreases, the 2 nd quarterly grades are also increase or decreases, and so to

the other computed degree of relationship.