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Lesson 5

The document discusses three methods for presenting data: textual or narrative presentation, tabular presentation, and graphical presentation. It focuses on tabular presentation through frequency distribution tables and histograms. The key steps for constructing a grouped frequency distribution table are identified as: 1) identifying the range and number of classes, 2) calculating the class size, 3) constructing the class intervals, 4) tallying the data, and 5) adding other distributional characteristics.

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Ricardo Santillan
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63 views

Lesson 5

The document discusses three methods for presenting data: textual or narrative presentation, tabular presentation, and graphical presentation. It focuses on tabular presentation through frequency distribution tables and histograms. The key steps for constructing a grouped frequency distribution table are identified as: 1) identifying the range and number of classes, 2) calculating the class size, 3) constructing the class intervals, 4) tallying the data, and 5) adding other distributional characteristics.

Uploaded by

Ricardo Santillan
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Lesson 5:

Data
Presentation
LEARNING OUTCOME(S):

At the end of the lesson, the learner is able to identify and use the
appropriate method of presenting information from a data set
effectively.
Review of Lessons in
Data Presentation
taken up from Grade 1
to 10.
THREE METHODS OF DATA PRESENTATION
Textual or Narrative Presentation:
• Detailed information are given in textual presentation
• Narrative report is a way to present data.
Tabular Presentation:
• Numerical values are presented using tables.
• Information are lost in tabular presentation of data.
• Frequency distribution table is also applicable for qualitative variables
Graphical Presentation:
• Trends are easily seen in graphs compared to tables.
• It is good to present data using pictures or figures like the pictograph.
• Pie charts are used to present data as part of one whole.
• Line graphs are for time-series data.
• It is better to present data using graphs than tables as they are much
better to look at.
Methods of Data Presentation
• Textual or Narrative form
In presenting the data in textual or paragraph or narrative form, one
describes the data by enumerating some of the highlights of the data
set like giving the highest, lowest or the average values. In case there
are only few observations, say less than ten observations, the values
could be enumerated if there is a need to do so. An example of which is
shown below:
• Tabular method of presentation

The frequency distribution table is the usual tabular form of


presenting the distribution of the data. The following are the
common parts of a statistical table:
a. Table title includes the number and a short description of
what is found inside the table.
b. Column header provides the label of what is being
presented in a column.
c. Row header provides the label of what is being presented
in a row.
d. Body are the information in the cell intersecting the row
and the column.
• Graphical data of presentation
Graphical presentation on the other hand, is a
visual presentation of the data. Graphs are
commonly used in oral presentation. There are
several forms of graphs to use like the pie chart,
pictograph, bar graph, line graph, histogram and
box-plot.
The Frequency Distribution Table and
Histogram
A special type of tabular and graphical
presentation is the frequency distribution table
(FDT) and its corresponding histogram.
An FDT is a presentation containing non-overlapping
categories or classes of a variable and the frequencies or
counts of the observations falling into the categories or
classes.
There are two types of FDT according to the type of data being
organized: a qualitative FDT or a quantitative FDT.
Qualitative FDT - the non-overlapping categories of the variable
are identified, and frequencies, as well as the percentages of
observations falling into the categories, are computed.
Quantitative FDT, there are also of two types: ungrouped and
grouped.
• Ungrouped FDT is constructed when there are only a few
observations or if the data set contains only few possible
values.
• Grouped FDT is constructed when there is a large number of
observations and when the data set involves many possible
values. The distinct values are grouped into class intervals.
The creation of columns for a grouped FDT follows a set of
guidelines.
Steps in the construction of a grouped FDT:
1. Identify the largest data value or the maximum (MAX) and
smallest data value or the minimum (MIN) from the data set
and compute the range, R. The range is the difference
between the largest and smallest value, i.e. R = MAX – MIN.
2. Determine the number of classes, k using k N = , where N is
the total number of observations in the data set. Round-off
k to the nearest whole number. It should be noted that the
computed k might not be equal to the actual number of
classes constructed in an FDT.
•  Calculate the class size, c, using c = R/k. Round off c to the
3.
nearest value with precision the same as that with the raw
data.
4. Construct the classes or the class intervals. A class interval
is defined by a lower limit (LL) and an upper limit (UL). The LL
of the lowest class is usually the MIN of the data set. The LL’s
of the succeeding classes are then obtained by adding c to the
LL of the preceding classes. The UL of the lowest class is
obtained by subtracting one unit of measure , where x is the
maximum number of decimal places observed from the raw
data) from the LL of the next class. The UL’s of the succeeding
classes are then obtained by adding c to the UL of the
preceding classes. The lowest class should contain the MIN,
while the highest class should contain the MAX.
5. Tally the data into the classes constructed in Step 4 to
obtain the frequency of each class. Each observation must fall
in one and only one class.
6. Add (if needed) the following distributional characteristics:
a. True Class Boundaries (TCB). The TCBs reflect the
continuous property of a continuous data. It is defined by a
lower TCB (LTCB) and an upper TCB (UTCB). These are
obtained by taking the midpoints of the gaps between classes
or by using the following formulas: LTCB = LL – 0.5(one unit of
measure) and UTCB = UL + 0.5(one unit of measure).
b. Class Mark (CM). The CM is the midpoint of a class and is
obtained by taking the average of the lower and upper TCB’s,
i.e. CM = (LTCB + UTCB)/2.
c. Relative Frequency (RF). The RF refers to the
frequency of the class as a fraction of the total
frequency, i.e. RF = frequency/N. RF can be computed
for both qualitative and quantitative data. RF can also
be expressed in percent.
d. Cumulative Frequency (CF). The CF refers to the total
number of observations greater than or equal to the LL
of the class (>CF) or the total number of observations
less than or equal to the UL of the class (<CF).
e. Relative Cumulative Frequency (RCF). RCF refers to
the fraction of the total number of observations
greater than or equal to the LL of the class (>RCF) or
the fraction of the total number of observations less
than or equal to the UL of the class (RCF can also be
expressed in percent.

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