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Lesson 1

Here are the steps to analyze the data: A. The most frequent age is 15 (5 times) and the least frequent ages are 13 and 18 (2 times each) B. The most frequent age, 15, is 23.53% of the students. The least frequent ages, 13 and 18, are each 5.88% of the students. C. Most of the students taking the judo class are between 13-17 years old. D. A frequency polygon is constructed using the data. This analyzes the key aspects of the judo class student age data through frequency tables, percentages, conclusions, and a visual graph.

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Jayzelle
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196 views

Lesson 1

Here are the steps to analyze the data: A. The most frequent age is 15 (5 times) and the least frequent ages are 13 and 18 (2 times each) B. The most frequent age, 15, is 23.53% of the students. The least frequent ages, 13 and 18, are each 5.88% of the students. C. Most of the students taking the judo class are between 13-17 years old. D. A frequency polygon is constructed using the data. This analyzes the key aspects of the judo class student age data through frequency tables, percentages, conclusions, and a visual graph.

Uploaded by

Jayzelle
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 24

PRESENTATION AND

ANALYSIS OF BUSINESS
DATA
Lesson Objectives
• At the end of this lesson, the students should be able to:
• 1. explain the importance of business data;
• 2. prepare a simple frequency distribution table;
• 3. prepare a relative frequency distribution table;
• 4. prepare a grouped frequency distribution table;
• 5. compare for range and interval;
• 6. construct a frequency polygon
• 7. prepare a histogram
• 8. interpret the data contained in the tables/histogram.
Pre-assessment

•Following are the scores of the


freshmen students in a business
math class for a certain quiz:
• 8085 82 81 80 83 85 80 80 82
78 77 79 78 78 80 82 83 85 83
Prepare a table that shows the scores from lowest to
highest showing the number of times a particular score
was obtained.
a.What was the highest score? The lowest score?
b.Which score obtained the highest number of
times (highest frequency)?
c.What is the middle score (median)?
Let’s start:
• Gathering Business Data
• The initial step in analyzing business data is gathering
data. Without the data no analysis can be made.
Data from the accounting Department includes
salaries, sales, cash payments, etc.
• Secondary sources of data are those that have already
been compiled and are available like those from
business directories, demographic data from
government or private agencies, existing market
research, and those from the Internet.
Analyzing and Interpreting Business Data
• Once data has been gathered, it is assembled and
presented making it easier to handle and interpret. It
may be shown using a graph, a chart, or a table. No
mater how it is presented, what is important is that it
should be easy to understand.
• Financial Statements do not contain graphs, charts, or
tables, but the format of the financial statements is
able to convey the needed information for the reader
of the statement to understand if a company is
earning a profit or incurring a loss.
Frequency Distribution
One of the first things that can be done with data
collected is preparing a frequency distribution.
Frequency(f) of a particular observation is the
number of times the observation occurs in the data.
Frequency Distribution can show either the
actual number of observations falling in each range
or the percentage of observations.
•Consider this data set showing, the
retirement age of 12 people, in
whole years:
•55, 56, 57, 57, 58,
•58, 60, 60, 62, 65, 65,
65
X will be the ages or raw score; f is the frequency of each age.
• To prepare a frequency distribution, the data should
be tallied as follows:
• Age Tally Frequency
• (x) (f)
• 55 / 1
• 56 / 1
• 57 // 2
• 58 // 2
• 60 // 2
• 62 / 1
• 65 /// 3
Frequency Distribution Table
(Age at Retirement)
Age Frequency

65 3
62 1
60 2
58 2
57 2
56 1
55 1
Total 12
Range
• If there is a large amount of raw scores, the above method of
making a frequency distribution would be inefficient and
cumbersome. Let us, therefore, assume the following data set
showing the grades obtained by the students in an accounting
class:
• 70 70 77 70 77 79 79 73 73 87 79 80 72 83 89 78 91 81 88 84
• 71 72 71 78 78 94 81 81 79 80 72 83 89 78 91 81 88 84 83 72
• 80 72 83 89 78 91 81 88 84 83 70 81 75 76 90 80 94 94 73 88
With larger samples like the one above, the frequency
distributions are set up with an appropriate and larger interval.
The following steps are followed:

1. Determine the range. The range is the highest data minus the
lowest data. In our example, 70 is the lowest and 94 is the
highest. Therefore, the range is:

Range = Xh – Xl = 94-70= 24
Where Xh is the highest data and Xl , is the lowest data.
2. Decide how large each of the interests in the
frequency distribution is going to be.
A widely accepted practice is to have between 10 to 20 intervals
in the frequency table. The size of the intervals can be
determined in a trial-and- error method.
If we divide 24 by 10, 24/ 10 = 2.4 or 2
If we divide 24 by 5, 24 / 5 = 4.8 or 5
If we take 75 as the passing score, we can group those that failed
as one interval-70-74: the rest can also be divided by 5 intervals,
which is usually done with grades, and our tally would appear as
follows;
• f

• 70-74 11111 11111 1111 14


• 75-79 11111 11111 111 13
• 80-84 11111 11111 11111 111 18
• 85-89 11111 111 8
• 90-94 11111 11 7
• 60
• Therefore, our grouped frequency distribution would appear as
follows:
Frequency Distribution Table
(Grades in Accounting Quiz)
Score Frequency
70-74 14
75-79 13
80-84 18
85-89 8
90-94 7
Total 60
• The table shows that 14 students failed out of 60,
which is 23.33% of the class. Another 13 obtained
scores of 75-79 which represents 21.67%, which is a
good indicator for the entire class. another 30%; 18
students , representing 11.66% obtained scores of 90-
94. If we include the percent composition in the table,
the table would be what we call a relative frequency
distribution table, which becomes more useful and
would appear as shown below;
Score Frequency Percent

70-74 14 23.33%

75-79 13 21.67%

80-84 18 30%

85-89 8 13.33%

90-94 7 11.67%

Total 60 100%
Frequency Polygon or Line Graph
• One of the most widely used graphs in statistics is the
frequency polygon or line graph.
• Rules for making a frequency polygon
• 1. Plot the scores on the x-axis.
• 2. Plot the frequency (the percent can also be used in
lieu of the frequency) on the y-axis.
• 3. Connect the points plotted by a straight line.
Frequency Polygon
35

30

25

20

15

10

0
70-74 75-79 80-84 85-89 90-94
Frequency Percent
Histogram
• A second type of graph frequently used in statistics is
the histogram.
• A histogram is a graphical display of data using bars
of different heights; hence, it is also called a bar
graph. A histogram is a form of bar graph that
pictures the occurrence of certain data, usually
shown on a frequency table.
• Using our first frequency distribution table of the
people’s ages who retired:
Let’s share ideas:

• 1. Find the range: 95 40 80 20 90 55


• 2. A ballet class has 20 students with the following
ages:
• 13 14 16 14 15 13 15 16 15 14
• 16 17 15 18 15 14 15 18 14 16
Practice your skills:

The Ma. Socorro Recreation Center has a judo class. The


ages of the students in the class are as follows:
15 14 17 16 18 13 15 14 14 15
17 18 17 16 15 14 13 13 14 15
• A. Make a frequency distribution table. Arrange
the data in ascending order. What age got the
most frequencies? The least frequencies?
• B. Make a relative frequency distribution table.
How many percent is the most frequent of the
ages? The least frequent of the ages?
• C. What can you conclude about the ages of the
students taking up the judo class?
• D. Construct a frequency polygon.

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