WEEK 6

DATA PRESENTATION
o Methods of data presentation
o o The data matrix and the frequency distribution table.
o
o The grouped frequency distribution table
Objectives
By the end of this WEEK you should be able to:
o Describe the different methods of data presentation.
o o Draw an ungrouped frequency distribution table.
o o Draw a grouped frequeny distribution table.

LEARNING OUTCOMES
o Identify 3 different methods of data presentation.
o o Draw an ungrouped frequency distribution table with 3 columns. o o
Draw a grouped frequency distribution table with 8 columns.

LESSON ONE: METHODS OF DATA PRESENTATION (60minute)

Lesson objectives: By the end of the lesson you should be able to:
1. Identify methods of data presentaion

2. Draw a data matrix.

3. Draw an ungrouped frequency distribution table.

METHODS OF DATA PRESENTATION:

There are three different ways in quantitative data may be presented,this include:
1. The tabular method-where the data may be presented in simple tables like The

data matrix and complex tables like frequency distribution tables.

2. Graphical methods, where different types of graphs are used.
3. Textual/Numerical methods where measures of central tendancies and measures of

dispersion are used.

LESSON ONE: METHODS OF DATA PRESENTATION (60minute)

Lesson objectives: By the end of the lesson you should be able to:

1. Identify methods of data presentaion

2. Draw a data matrix.

3. Draw an ungrouped frequency distribution table.

METHODS OF DATA PRESENTATION:

There are three different ways in quantitative data may be presented,this include:

1. The tabular method-where the data may be presented in simple tables like

The data matrix and complex tables like frequency distribution tables.

2. Graphical methods,where different types of graphs are used.

3.Textual/Numerical methods where measures of central tendencies and measures

of dispersion are used.

Activity 1 : Read through the information provided in the slides below and summarize
the different data presentation methods.

THE DATA MATRIX

This is a table of scores in which persons or cases are listed on the rows of the table
and the information collected on the persons or cases is listed along the columns.

Index no. Name Bio Math Chem Phy

2728 Pendo 85 75 77 65

THE FREQUENCY DISTRIBUTION TABLE

This is a tabular arrangement of score values showing the frequency with which each
score occurs. Frequency distribution refers to a distribution that shows the number of times
a given score occurs when all values are placed in order of magnitude.
How to construct an ungrouped frequency distribution

a.)List all the possible scores from the highest to the lowest or vice-versa

a. Then count/tally the frequency of occurrence of each score ie.count/tally the

number of times each score value occurs in the set of data.
b. Convert the number of tallies to Arabic numerals in the column labelled
frequency.
c. Check the accuracy by counting or by adding the numbers on the frequency
column.

Example 1

The following is the score list of the IQs of Regular students of Moi University Nairobi
campus. Construct ungrouped frequency distribution table. The raw scores are as
follows:
-

98 124 99 111 105

112 120 108 103 105

97 101 127 99 119

122 105 124 96 115

102 101 109 103 96

97 104 100 115 126

110 119 113 106 100

107 108 113 112 125

The ungrouped frequency distribution table

Last modified: Sunday, 8 November 2020, 5:58 PM

◄LESSON THREE:SOLVING A SYSTEM OF SIMULTANEOUS EQUATIONS:

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Last modified: Tuesday, 10 November 2020, 7:01 AM

◄LESSON THREE:SOLVING A SYSTEM OF SIMULTANEOUS EQUATIONS:

THE DATA MATRIX
This is a table of scores in which persons or cases are listed on the rows of the table and the information
collected on the persons or cases is listed along the columns.

Index no. Name Bio Math Chem Phy

2728 Pendo 85 75 77 65

THE FREQUENCY DISTRIBUTION TABLE

This is a tabular arrangement of score values showing the frequency with which each score occurs.
Frequency distribution refers to a distribution that shows the number of times a given score occurs when all
values are placed in order of magnitude.

How to construct an ungrouped frequency distribution

a.)List all the possible scores from the highest to the lowest or vice-versa
d. Then count/tally the frequency of occurrence of each score ie.count/tally the number of times each
score value occurs in the set of data.
e. Convert the number of tallies to Arabic numerals in the column labelled frequency.
f. Check the accuracy by counting or by adding the numbers on the frequency column.
Example 1
The following is the score list of the IQs of Regular students of Moi University Nairobi campus. Construct
ungrouped frequency distribution table. The raw scores are as follows: -
98 124 99 111 105
112 120 108 103 105
97 101 127 99 119
122 105 124 96 115
102 101 109 103 96
97 104 100 115 126
110 119 113 106 100
107 108 113 112 125

The ungrouped frequency distribution table

LESSON TWO: Grouped frequency distribution table(60minutes) Lessson

objective: By the end of the lesson you should be able to:
1. Draw a grouped frequency distribution table.
Although a frequency distribution represents a group of scores much more efficiently than does a
randomly ordered list of scores (as shown above), a large number of scores can be more efficiently
represented if they are displayed in a grouped frequency distribution.
A grouped frequency distribution is a distribution in which the scores have been placed into classes. To
construct a grouped frequency distribution, you must first identify the size of the class interval. A class
interval refers to the range of scores within the overall range of scores under consideration. It is always
smaller than the overall range of values under consideration. This is applied when the difference in scores
and values is big. To determine the class intervals, you say;

No. of class intervals= range/class size

Or
Class size = range of score/ total no. of class intervals
The ideal number of class intervals is one that economically presents the scores and at the same time
allows you to obtain a clear picture of the data. Most of the data that social and behavioural scientists collect
can be accommodated by 10 to 20 class intervals. However, this is just but a guideline. In general, you
should select fewer class intervals as the number of scores decreases and more class intervals as the number
of scores increases.

Steps in selecting a class interval vii. Choose the no. of interval to be used viii. Find the average of scores
by subtracting the lowest score from the highest score. ix. Divide the range by the number of class
intervals to determine the class size (i). Round off if a whole nomber is not obtained.
x. Begin the lowest class interval with a score value that is exactly divisible by the class size (i). Class
size (i) = (Xh – Xl)/no. of class intervals (from example 1)

= (127 – 96)/6 = 5.0

Example 2 (follow example one above)

Class Tally Freq L.S.L U.S.L LRL URL Mid-point
interval(i) (x)
125 – 129 /// 3 125 129 124.5 129.5 127
120 – 124 1111 4 120 124 119.5 124.5 122
115 – 119 1111 4 115 119 114.5 119.5 117
110 – 114 111111 6 110 114 109.5 114.5 112
105 – 109 11111111 8 105 109 104.5 109.5 107
100 – 104 11111111 8 100 104 99.5 104.5 102
95 – 99 1111111 7 95 99 94.5 99.5 97

Example 3
The following is some raw data of an achievement test
77 64 82 74 38 66 82 76 61 69
73 57 65 70 75 54 67 71 66 70
88 71 68 84 67 57 58 64 68 64
63 77 78 73 86 77 63 58 65 53
49 61 67 79 73 36 53 62 63 68

I. Using a class size of 5, make a grouped frequency distribution table.

Class interval Tally Frequency
85-89 11 2
80-84 111 3
75-79 1111 11 7
70-74 1111 111 8
65-69 1111 1111 1 11
60-64 1111 1111 9
55-59 1111 4
50-54 111 3
45-49 1 1
40-44 0 0
35-39 11 2
Total 50
LESSON THREE:Class intervals ( Real limits)(60minutes) Objectives
By the end of this lesson you should be able to:
1.Draw a grouped frequency distribution table using real class limits up to 7 columns.
After you have identified the size of the class intervals and the number of class intervals. You must specify
the real limits of the class interval. Class intervals are defined by the score limits, the lower score value of
the class intervals is called the lower score limit (LSL) and the higher score value is called the upper score
limit (USL). Score limits are known as apparent limits because they appear to divide actual boundaries of
the class interval. The real limits of a score represent those points falling half a unit above and half a unit
below a score.The use of real limits is a way of dealing with the inexact measurement of continuous
variables.Real limits of a class interval define the actual boundary of a class interval, the lowest possible
score of a class interval is called the lower real limit and the highest possible score of the class interval is
called the upper real limit.
LRL=LSL – 0.5 units
URL = USL+ 0.5 units
NB: whenever numbers are written to the nearest whole numbers the unit is 1.

Mid-point
The mid-point of a class interval in defined as the score value falling exactly half-way between the possible
numbers in the interval.
This can be arrived at by saying: -
Mid-point = (LSL + USL)/2 .........................................(1)

Mid-point = (LRL +URL)/2… ..................................... (2)

Mid-point = LRL + i/2 = URL – i/2… ......................... (3) ACTIVITY:

Using examples from your own life experiences construct a simple data matrix.

ASSIGNMENT:
Discuss the merits and demerits of using the tabular method as a means of presenting
data. REFERENCES
Thorndike R. M. (2005); Measurement and Evaluation in Psychology and Education (6th ed). New
Jersey: Pearson Education, Inc.
Keith Coaley (2010);An Introduction to psychological assessment and psychometrics,London:Sage
Publications