Data Collection

Presents:
Probability and Statistics (Lec #2)
LECTURE #2

OBJECTIVES: At the end of the lessons the students should be able

to:
❑ Enumerate and define Data Collection Methods
❑ Enumerate and define Sampling Technique
❑ Could identify Sampling Technique
❑ Learn the Tabular and Graphical representation of Data
➢ Frequency Distribution
➢ Constructing Frequency
➢ Midpoint
➢ Relative Frequency
➢ Cumulative Frequency
➢ Frequency Histogram
➢ Frequency Polygon
➢ Could Identify Different Type of Graph
➢ Could create Frequency Distribution and the Graph
LESSON OUTLINE:
❑ DATA COLLECTION
➢ Survey Method
➢ Observation Method
➢ Experimental Method
➢ Use of existing studies
➢ Registration Method
➢ Simulation Method
❑ SAMPLING TECHNIQUE
➢ Stratified Sample
➢ Cluster Sample
➢ Systematic Sample
➢ Convenience Sample
❑ TABULAR REPRESENTATION
➢ Frequency Distribution
➢ Constructing Frequency
➢ Midpoint
➢ Relative Frequency
➢ Cumulative Frequency
➢ GRAPH
➢ EXERCISES
➢ HOMEWORK
Framework of Statistical Analysis
Classification of Measurement of Data
 Data Collection Methods
1. Survey Method – questions are asked to obtain
information, either through self administered
questionnaire or personal interview.
➢ Census is a measurement of an entire population.
➢ Sampling is a measurement of part of a population.

2. Observation Method – makes possible the recording

of behavior but only at the time of occurrence (ex.
Traffic count, reactions to a particular stimulus)
Con’t
3. Experimental method – a method designed for
collecting data under controlled conditions. An
experiment is an operation where there is actual human
interference with the conditions that can affect the
variable under study.
4. Use of existing studies – that is census, health
statistics, weather reports.
5. Registration method – that is car registration, student
registration, hospital admission and ticket sales.
6. Simulation method - the use of a mathematical or
physical model to reproduce the conditions of a situation
or process.
 Sampling Techniques
Sampling techniques is the procedure of gathering sampling units like people,
events, object, measurements, behavior, or other elements, from the population.

Probability Sampling methods utilize some form of random selection that

assures that the different elements in the target population have equal
probability or chance of being chosen
 Simple Random Sampling
A simple random sampling (lottery or raffle sampling or fish bowl
method) is used to eliminate bias, to provide a statistical and basis for
determining the level of significance associated with the interferences; the
choice of sample size allows sampling errors to be controlled.
 Stratified Samples
A stratified sample has members from each
segment of a population. This ensures that each
segment from the population is represented.

Freshmen Sophomores Juniors Seniors

 Stratified Sampling
Given the following data. Determine the share of each Stratum if the desired sample size n is
1500

Stratum Population % share Sample

30-44 1500

20-29 4500

10-19 9000
 Stratified Sampling
A researcher wishes to conduct a survey among the student from the different departments. He
wishes to find out how many from each department is needed to represent the population.
Suppose, the distribution of the population is as follow

Department Number of Student

Business Administration 2,025

Management 1,725

Finance 955

Entrepreneurship 828

Culinary Arts 667

Total (N) 6,200

 Cluster Samples
A cluster sample has all members from randomly
selected segments of a population. This is used
when the population falls into naturally occurring
subgroups.

All members in
each selected
group are used.

The city of Dasmarinas divided into city blocks.

 Systematic Samples
A systematic sample is a sample in which each
member of the population is assigned a number. A
starting number is randomly selected and sample
members are selected at regular intervals.

Every fourth member is chosen.

 Systematic Samples
A systematic sample is a sample in which each
member of the population is assigned a number. A
starting number is randomly selected and sample
members are selected at regular intervals.

Every fourth member is chosen.

Basic Formula
 Example
In a population of 200 items in a production process, a margin of error of
5% is to be use, to get a sample size of 40. determine which of the
elements in the population are to be included in the sample

Perform a systematic sample of 80 companies from the 1,304 companies that are members of the
Manufacturer’s Association.
 Multi-Stage Sampling
A multi-stage sampling uses several stages phases in getting random
samples from the general population; this is useful in conducting
nationwide survey or any survey involving a very large population.
 Sampling Techniques
Non-probability sampling the selection of units is solely determined by rules or
guidelines set by the researcher/investor. It does not involved random sampling
 Convenience Samples
A convenience sample consists only of available
members of the population.
Example:
You are doing a study to determine the number of years of education
each teacher at your college has. Identify the sampling technique
used if you select the samples listed.

1.) You randomly select two different departments and survey each
teacher in those departments.

2.) You select only the teachers you currently have this semester.

3.) You divide the teachers up according to their department and then
choose and survey some teachers in each department.
 Quota sampling
A quota sampling like stratified sampling, it first identifies the strata and their
proportions as they are represented in the population, and then convenience or
judgement sampling is use to select the required number of subject from each
stratum’
 Snowball Sampling
A snowball, (referral method), useful when population are inaccessible or hard to
find.
 Judgement sampling
A judgement sample is a selection of documents that
is based on the opinion of the auditor, rather than a
statistical sampling technique that uses random
selections. The resulting selection may reflect the
biases of the person making the selection, and so
could yield unreliable results
Non-Probability Sampling
Identifying the Sampling Technique
Example continued:
You are doing a study to determine the number of years of education each
teacher at your college has. Identify the sampling technique used if you
select the samples listed.

1.) This is a cluster sample because each department is a naturally occurring

subdivision.

2.) This is a convenience sample because you are using the teachers that are
readily available to you.

3.) This is a stratified sample because the teachers are divided by department
and some from each department are randomly selected.
 Sampling
Sampling is the act, process or technique of selecting
suitable sample, or a representative part of a
population for the purpose of determining parameters
or characteristics of the whole population.

●
Basic Formula
 Example
In a population of 22,000 student enrolled at Saint Louis University in a
particular semester, what sample size is needed to get an accurate result
for a study using a margin error of a) 1%, b) 2,5%, c) 5%
 Summation Notation
• means the sum of the possible values of the variable x
• means sum of the squares of the values of the variable x
• means the square pf the sum of the values of the variable x.
• means sum of the set of values that are each 2 more than the value of
x.
• is used when large quantities of data are collected. Where i to n
indicate the range of values to be summed.
 Example
Given the following values of x: 2,5,-3,4,1,1

Find , , ,
 Example
Student 1 2 3 4 5 6 7 8
number
No. of 4 5 7 4 6 5 8 4
subject

Find , ,
Presentation of Data
 Textual Presentation
• use of words, statement and paragraphs to present
data or information.
Example:
 Graphical Presentation
• Is a method wherein the set of data is presented by
visual forms called graphs (pie graphs, bar graph or
histogram, line graph and other graphs).
• However limitations of graphs such as: graphs
require more skill and time to prepare; graphs can
only be made after data have been presented in
tabular forms: graphs are not as precise as tables.
●Tabular Presentation
Stem and Leaf method
 Tabular Representation
• Tabular presentation is the use of tables, one which is the frequency
distribution table. After the data have been gathered, they have to be put
into a form that will make them easier to handle and to interpret.
 Stem-and-Leaf Plot
In a stem-and-leaf plot, each number is separated into a stem (usually
the entry’s leftmost digits) and a leaf (usually the rightmost digit). This is an
example of exploratory data analysis.

Example:
The following data represents the ages of 30 students in a statistics
class. Display the data in a stem-and-leaf plot.

Ages of Students
18 20 21 27 29 20
19 30 32 19 34 19
24 29 18 37 38 22
30 39 32 44 33 46
54 49 18 51 21 21
FroydWess - Online Notes
 Constructing Stem-and-Leaf
Guidelines

1. Determine the smallest and largest

number in the data

2. Identify the Stem.

3. Draw with 2 columns & name them as

STEM and LEAF

4. Fill in the leaf data.

 Stem-and-Leaf Plot
Ages of Students
Key: 1|8 = 18
1 888999
2
0011124799 Most of the values lie between
3
4 002234789 20 and 39.
5
469
14
This graph allows us to see
the shape of the data as well
as the actual values.

FroydWess - Online Notes

Constructing Double Stem-and-Leaf
1. Determine the smallest and largest
number in the data

2. Identify the Stem.

3. Draw with 2 columns & name them as STEM

and LEAF.

4. Break down the stem into 2 segment from (0-

4) and (5-9)

5. Fill the Leaf Data

 Stem-and-Leaf Plot
Example:
Construct a stem-and-leaf plot that has two lines for each
stem.
Ages of Students
1 Key: 1|8 = 18
1 888999
2 0011124
2 799
3 002234
3 789 From this graph, we can
4 4 conclude that more than 50%
4 69 of the data lie between 20 and
5 14 34.
5
FroydWess - Online Notes
 Example Stem-and-Leaf Plot
Example:
Given the following data, Construct a double stem and leaf plot.
55 58 42 41 69 58 53 47 37 31
48 45 59 51 61 39 60 48 41 53
50 65 63 47 53 51 43 46 56 35
42 68 49 41 53 68 52 59 48 50
 Tabular Representation
Frequency Distribution is defined as the
arrangement of the gathered data by categories plus
their corresponding frequencies and class marks or
midpoint.
➢ It has a class frequency containing the number of
observations belonging to a class interval.
➢ Its class interval contain a grouping defined by the
limits called the lower and the upper limit. Between
these limits are called class boundaries.
 Frequency Distributions
A frequency distribution is a table that shows classes or
intervals of data with a count of the number in each class.
The frequency f of a class is the number of data points in the
class.
Class Frequency, f

1–4 4
5–8 5
Lower Class
9 – 12 3 Frequencies
13 – 16 4
17 – 20 2
FroydWess - Online Notes
 Two Types of Frequency Distribution

 Ungrouped Data- this are data which are obtained from

direct observation is called raw data or ungrouped data.
The marks of ten students in a monthly test are an
example of raw data.
Observation Frequency

30 15

32 30

34 10

36 20

38 24

40 12

42 8
 Two Types of Frequency Distribution

 Grouped data which are data formed by arranging

individual observations of a variable into groups, so that a
frequency distribution table of these groups provides a
convenient way of summarizing or analyzing the data is
termed as grouped data.
Class Frequency
18-25 13
26-33 8
34-41 4
42-49 3
50-57 2
 Frequency Distributions
The class width is the distance between lower (or upper) limits of
consecutive classes.

Class Frequency, f
1–4 4
5–1=4 5–8 5
9–5=4 9 – 12 3
13 – 9 = 4 13 – 16 4
17 – 13 = 4 17 – 20 2
The class width is 4.
The range is the difference between the maximum and minimum data
entries.
FroydWess - Online Notes
 Frequency of a Nominal Data
Male and Female College students
Major in ECE
SEX FREQUENCY

MALE 23

FEMALE 107

TOTAL 130

FroydWess - Online Notes

 Frequency of Ordinal Data
Ex. Frequency distribution of Employee Perception
on the Behavior of their Administrators
Perception Frequency
Strongly favorable 10
favorable 11
Slightly favorable 12
Slightly unfavorable 14
Unfavorable 22
Strongly unfavorable 31
total 100
FroydWess - Online Notes
 Frequency Distribution Table

Definition:
1. Raw data – is the set of data in its
original form
2. Array – an arrangement of observations
according to their magnitude, whether in
increasing or decreasing order.
Advantages: easier to detect the smallest
and largest value and easy to find the
measures of position
FroydWess - Online Notes
 Constructing a Ungrouped Frequency Distribution

Guidelines

1. Identify the highest and the lowest

(least) Data values in the given
observations.
2. Make a tally mark for each data entry in
the row of the appropriate class.
3. Count the tally marks to find the total
frequency f for each class.

FroydWess - Online Notes

 Relative frequency

Relative frequency is a tabular arrangement of

data showing the proportion of each frequency
to the total frequency.

The relative frequency is computed as followed:

 Cumulative frequency

Cumulative Frequency is the sum of each score

equal the sum of its frequency and the
frequencies of all the score below it.
 Example Cumulative frequency
Suppose that a class of 20 student receive the following score on a
quiz of 35 points construct a frequency distribution table
30 35 28 26 32 28 29 29 32 33

32 29 32 33 31 29 29 27 31 31

Class Tally Frequency Relative Cumulative Cumulative

Frequency Frequency Frequency
(greater than) (less than)
>CF <CF
33

32

31

30

29

28

27

26

TOTAL N=
 Example 2
32.5 36.5 37.3 35.1 33.6 37.1 33.9 35.4 35 36

34.7 36.4 35.6 32.1 33.4 36.5 32.4 33.7 36.3 37.2

35.6 35.2 33.4 34 33.8 33.5 36.2 36.2 35.1 37.5

32.8 .7.5 35.7 35.4 35.9 34.1 36.1 34.4 34.5 34.1

33.6 34.8 36.1 34.3 35.5 34.9 34.1 34.9 36. 36

Construct a frequency distribution with 7 class interval.

Presentation of
Ungrouped Data
 Pie Chart
A pie chart is a circle that is divided into sectors that represent
categories. The area of each sector is proportional to the frequency of
each category.
Pie chart usually shows the component parts of a whole.
Sometimes you will see a segment of the drawing
separated from the rest of the pie in order to emphasize an
important piece of information.
 Pie Chart

Accidental Deaths in the USA in 2002

Type Frequency
Motor Vehicle 43,500
Falls 12,200
Poison 6,400
Drowning 4,600
Fire 4,200
Ingestion of Food/Object 2,900
Firearms 1,400
(Source: US Dept. of
Transportation)
FroydWess - Online Notes
 Pie Chart
To create a pie chart for the data, find the relative frequency (percent) of
each category.

Relative
Type Frequency
Frequency
Motor Vehicle 43,500
Falls 12,200
Poison 6,400
Drowning 4,600
Fire 4,200
Ingestion of Food/Object 2,900
Firearms 1,400

n = 75,200
FroydWess - Online Notes
 Pie Chart

Relative
Type Frequency Angle
Frequency
Motor Vehicle 43,500 0.578 208.2°
Falls 12,200 0.162 58.4°
Poison 6,400 0.085 30.6°
Drowning 4,600 0.061 22.0°
Fire 4,200 0.056 20.1°
Ingestion of Food/Object 2,900 0.039 13.9°
Firearms 1,400 0.019 6.7°

FroydWess - Online Notes

 Pie Chart
Ingestion Firearms
3.9% 1.9%
Fire
5.6%
Drowning
6.1%

Poison
8.5% Motor
vehicles
Falls 57.8%
16.2%

FroydWess - Online Notes

 BAR CHART
 A bar chart (aka bar graph, column chart) plots numeric
values for levels of a categorical feature as bars. Levels
are plotted on one chart axis, and values are plotted on
the other axis. Each categorical value claims one bar,
and the length of each bar corresponds to the bar’s
value. Bars are plotted on a common baseline to allow
for easy comparison of values.

 Show comparison of quantities by the use of darkened

rectangles (either horizontal or vertical): often used to
display categorical data where there is no emphasis n
the proportion of a total represented by each category
Example of Bar Chart
 Statistic data of Saint Louis University School of Engineering and
Architecture enrolled in academic year 2021-2022
 Do Pie and Bar graph of the given Data

  1 2 3 4 TOTAL
BSARCH 187 250 182 123 742
BSCE 623 471 511 261 1866
BSCHE 168 177 193 86 624
BSECE 78 69 81 38 266
BSEE 107 71 130 60 368
BSEM 3 19 2 0 24
BSGE 30 29 29 5 93
BSIE 42 37 42 19 140
BSME 219 246 255 87 807

BSMECE 39 44 34 8 125
 Dot Plot
In a dot plot, each data entry is plotted, using a point, above a
horizontal axis.

Example:
Use a dot plot to display the ages of the 30 students in the statistics
class.

Ages of Students
18 20 21 27 29 20
19 30 32 19 34 19
24 29 18 37 38 22
30 39 32 44 33 46
54 49 18 51 21 21

FroydWess - Online Notes

 Dot Plot

Ages of Students

15 18 21 24 27 30 33 36 39 42 45 48 51 54 57

From this graph, we can conclude that most of the values lie
between 18 and 32.

FroydWess - Online Notes

Presentation of
grouped Data
Constructing a Grouped Frequency Distribution
Guidelines
1. Decide on the number of classes to include. The number of
classes should be between 5 and 20; otherwise, it may be
difficult to detect any patterns.
2. Find the class width as follows. Determine the range of the
data, divide the range by the number of classes, and round up
to the next convenient number.
3. Find the class limits. You can use the minimum entry as the
lower limit of the first class. To find the remaining lower limits,
add the class width to the lower limit of the preceding class.
Then find the upper class limits.
4. Make a tally mark for each data entry in the row of the
appropriate class.
5. Count the tally marks to find the total frequency f for each
class.
FroydWess - Online Notes
 Relative Frequency
Example:
Find the relative frequencies for the “Ages of Students”
frequency distribution.

Relative
Class Frequency, f Frequency
18 – 25 13 0.433
26 – 33 8 0.267
34 – 41 4 0.133
42 – 49 3 0.1
50 – 57 2 0.067
 Relative Frequency
The relative frequency of a class is the portion or
percentage of the data that falls in that class. To find the
relative frequency of a class, divide the frequency f by the
sample size n.
Class frequency
Relative frequency =
Sample size

Relative
Class Frequency, f
Frequency
1–4 4 0.222

Relative frequency
 Cumulative Frequency
The cumulative frequency of a class is the sum of the
frequency for that class and all the previous classes.
Ages of Students
Cumulative
Class Frequency, f Frequency
18 – 25 13 13
26 – 33 + 8 21
34 – 41 + 4 25
42 – 49 + 3 28
50 – 57 + 2 30
 Midpoint
The midpoint of a class is the sum of the lower and upper
limits of the class divided by two. The midpoint is
sometimes called the class mark.

(Lower class limit) + (Upper class limit)

Midpoint =
2

Class Frequency, f Midpoint

1–4 4 2.5

Midpoint =
FroydWess - Online Notes
 Midpoint
Example:
Find the midpoints for the “Ages of Students” frequency
distribution.
Ages of Students
Class Frequency, f Midpoint
18 – 25 13 18 + 25 = 43
21.5
26 – 33 8 43 ÷ 2 = 21.5
29.5
34 – 41 4
37.5
42 – 49 3
45.5
50 – 57 2
53.5

FroydWess - Online Notes

 Class Boundaries
Example:
Find the class boundaries for the “Ages of Students” frequency
distribution.
Ages of Students
Class
Class Frequency, f Boundaries
The distance from 18 – 25 13 17.5 − 25.5
the upper limit of 26 – 33 8 25.5 − 33.5
the first class to
the lower limit of 34 – 41 4 33.5 − 41.5
the second class 42 – 49 3 41.5 − 49.5
is 1. 50 – 57 2 49.5 − 57.5
Half this
distance is
0.5. FroydWess - Online Notes
 Constructing a Frequency Distribution
Example:
The following data represents the ages of 30 students in a statistics
class. Construct a frequency distribution that has five classes.

Ages of Students

18 20 21 27 29 20
19 30 32 19 34 19
24 29 18 37 38 22
30 39 32 44 33 46
54 49 18 51 21 21

FroydWess - Online Notes

 Constructing a Frequency Distribution

Example continued:

1. The number of classes (5) is stated in the problem.

2. The minimum data entry is 18 and maximum entry is 54, so

the range is 36. Divide the range by the number of classes
to find the class width.

Class width = 36 = 7.2 Round up to 8.

5

FroydWess - Online Notes

 Constructing a Frequency Distribution
Example continued:
3. The minimum data entry of 18 may be used for the lower
limit of the first class. To find the lower class limits of the
remaining classes, add the width (8) to each lower limit.

The lower class limits are 18, 26, 34, 42, and 50.
The upper class limits are 25, 33, 41, 49, and 57.

4. Make a tally mark for each data entry in the appropriate

class.

5. The number of tally marks for a class is the frequency for

that class.
FroydWess - Online Notes
 Constructing a Frequency Distribution
Example:
The following data represents the ages of 30 students in a statistics
class. Construct a frequency distribution that has five classes.

Ages of Students

18 20 21 27 29 20
19 30 32 19 34 19
24 29 18 37 38 22
30 39 32 44 33 46
54 49 18 51 21 21

FroydWess - Online Notes

 Constructing a Frequency Distribution
Example continued:

Ages of Students

Class Tally Frequency, f

18 – 25 13
26 – 33 8
34 – 41 4
42 – 49 3
50 – 57 2

FroydWess - Online Notes

 Example Grouped Data Relative
Frequency
Given the average rating of the student in the class of Engineering Data Analysis
make a grouped data representation with 5 class interval.

77 82 92 93 88 88 90 62 68
83 60 88 73 90 95 87 68 80
87 85 83 72 97 87 77 68 90
87 90 92 90 95 80 83 78 77
75 90 93 83 87 87 82 92 78
77 80 80 85 63 88 90 70 98
77 87 93 85 80 93 93 87 83
78 85 97 90 93 87 98 88 88
95 82 80 85 78 73 78 92 75
75 85 75 97 88 85 95 80 88
 Frequency Histogram

A frequency histogram is a bar graph that represents the

frequency distribution of a data set.
1. The horizontal scale is quantitative and measures the data
values.
2. The vertical scale measures the frequencies of the classes.
3. Consecutive bars must touch.

Class boundaries are the numbers that separate the classes without
forming gaps between them.
The horizontal scale of a histogram can be marked with either the class
boundaries or the midpoints.
FroydWess - Online Notes
 Frequency Histogram
Example:
The following data represents the ages of 30 students in a statistics
class. Construct a frequency distribution that has five classes.

Ages of Students

18 20 21 27 29 20
19 30 32 19 34 19
24 29 18 37 38 22
30 39 32 44 33 46
54 49 18 51 21 21

FroydWess - Online Notes

 Frequency Histogram
Example:
Draw a frequency histogram for the “Ages of Students”
frequency distribution. Use the class boundaries.

1 1 Ages of Students
4 3
1
2
1
0 8
8

f 6
4
4 3
2 2

0
17.5 25.5 33.5 41.5 49.5 57.5
Broken axis
Age (in years)
 Frequency Polygon
A frequency polygon is a line graph that emphasizes the
continuous change in frequencies.

1 Ages of Students
4
1
2
1
0 Line is extended
8
to the x-axis.
f 6
4
2
0
13.5 21.5 29.5 37.5 45.5 53.5 61.5
Broken axis
Age (in years) Midpoints

FroydWess - Online Notes

 Relative Frequency Histogram
A relative frequency histogram has the same shape and
the same horizontal scale as the corresponding
frequency histogram.

0.5
0.433
(portion of students)

Ages of Students
Relative frequency

0.4

0.3
0.267
0.2
0.133
0.1
0.1 0.067
0
17.5 25.5 33.5 41.5 49.5 57.5
Age (in years)
FroydWess - Online Notes
 Cumulative Frequency Graph
A cumulative frequency graph or ogive, is a line graph
that displays the cumulative frequency of each class at its
upper class boundary.

3 Ages of Students
Cumulative frequency

0
(portion of students)

2
4
1
The graph ends
8 at the upper
1 boundary of the
2 last class.
6

0
17.5 25.5 33.5 41.5 49.5 57.5
Age (in years)
FroydWess - Online Notes
More Graphs and Displays

FroydWess - Online Notes

 Pareto Chart
A Pareto chart is a vertical bar graph is which the height of each bar
represents the frequency. The bars are placed in order of decreasing
height, with the tallest bar to the left.

Accidental Deaths in the USA in 2002

Type Frequency
Motor Vehicle 43,500
Falls 12,200
Poison 6,400
Drowning 4,600
Fire 4,200
Ingestion of Food/Object 2,900
Firearms 1,400
(Source: US Dept. of
Transportation)
FroydWess - Online Notes
 Pareto Chart
Accidental
45000 Deaths
40000
35000
30000
25000
20000
15000
10000
5000
Poison

Motor Falls Poiso Firearms

Drownin Fire
Vehicles n g Ingestion of
Food/Object
FroydWess - Online Notes
 Scatter Plot
When each entry in one data set corresponds to an entry in
another data set, the sets are called paired data sets.

In a scatter plot, the ordered pairs are graphed as points in

a coordinate plane. The scatter plot is used to show the
relationship between two quantitative variables.

The following scatter plot represents the relationship between

the number of absences from a class during the semester
and the final grade.

FroydWess - Online Notes

 Scatter Plot
Absence Grade
Final 10 s x y
grade 0 8 78
9
(y) 0 2 92
8
0 5 90
7 12 58
0
6 15 43
0 9 74
5
0 6 81
4
0
0 2 4 6 8 1 12 1 16
0
Absences (x) 4

From the scatter plot, you can see that as the number of absences
increases, the final grade tends to decrease.
FroydWess - Online Notes
 Times Series Chart
A data set that is composed of quantitative data entries taken at regular
intervals over a period of time is a time series. A time series chart is
used to graph a time series.

Example:
The following table lists the Month Minutes
number of minutes Robert used
on his cell phone for the last six January 236
months. February 242
March 188
April 175
Construct a time series chart May 199
for the number of minutes June 135
used.
FroydWess - Online Notes
 Times Series Chart

Robert’s Cell Phone Usage

25
0
20
0
Minutes

15
0
10
0
5
0
0
Jan Feb Mar Apr May June

Month
FroydWess - Online Notes
 Grouped Frequency of Interval
Data
Given the following raw scores in Calculus
Examination,
47 56 42285641565559
78 50 55573862526665
79 33 34374742686254
80 68 48563977806271
57 526070

FroydWess - Online Notes

Con’t
1. Compute the range: R = H – L and the number
of classes by K = 1 + 3.322log n where n =
number of observations.
2. Divide the range by 10 to 15 to determine the
acceptable size of the interval. Hint: most
frequency distribution have odd numbers as
the size of the interval. The advantage is that
the midpoints of the intervals will be whole
number.
3. Organize the class interval. See to it that the
lowest interval begins with a number that is
multiple of the interval size.
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Con’t
4. Tally each score to the category of class interval
it belongs to.
5. Count the tally columns and summarizes it
under column (f). Then add the frequency which
is the total number of the cases (N).
6. Determine the class boundaries. UCB and LCB.
(upper and lower class boundary)
7. Compute the midpoint for each class interval
and put it in the column (M).
M = (LS + HS) / 2

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Con’t
8. Compute the cumulative distribution for less
than and greater than and put them in column
cf< and cf>. (you can now interpret the data). cf
= cumulative frequency
9. Compute the relative frequency distribution.
This can be obtained by
RF% = CF/TF x 100%
CF = CLASS FREQUENCY
TF = TOTAL FREQUENCY

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 Graphical Representation
The data can be graphically
presented according to
their scale or level of
measurements.
1. Pie chart or circle
graph. The pie chart at
the right is the enrollment
from elementary to
master’s degree of a
certain university. The
total population is 4350
students

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Con’t
2. Histogram or bar graph- this graphical
representation can be used in nominal,
ordinal or interval. For nominal bar graph,
the bars are far apart rather than
connected since the categories are not
continuous. For ordinal and interval data,
the bars should be joined to emphasize
the degree of differences

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 Given the bar graph of how students rate their
library.

A-strongly favorable, 90
B-favorable, 48
C-slightly favorable, 88
D-slightly unfavorable,
48
E-unfavorable, 15
F-strongly unfavorable,
25
 The Histogram of Person’s Age with
Frequency of Travel
age freq RF
19-20 20 39.2%
21-22 21 41.2%
23-24 4 7.8%
25-26 4 7.8%
27-28 2 3.9%
total 51 100%
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 Exercises
From the previous grouped data on Calculus scores,
a. Draw its histogram using the frequency in the y
axis and midpoints in the x axis.
b. Draw the line graph or frequency polygon using
frequency in the y axis and midpoints in the x axis.
c. Draw the less than and greater than ogives of the
data. Ogives is a cumulation of frequencies by
class intervals. Let the y axis be the CF> and x
axis be LCB while y axis be CF< and x axis be
UCB
d. d. Plot the relative frequency using the y axis as
the relative frequency in percent value while in the
x axis the midpoints.

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Con’t

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 Assignment No. 2
Given the score in a statistics examinations,
33 38 56 35 70 44 81 44 80
47 45 72 45 50 51 51 52 66
54 54 53 56 84 58 56 57 70
55 56 39 56 59 72 63 89 63
60 69 65 61 62 64 64 69 60
65 53 66 66 67 67 68 68 69
66 66 67 70 59 40 71 73 60
73 73 73 73 73 73 74 73 73
74 79 74 74 70 73 46 74 74
75 74 75 75 76 55 77 78 73
79 48 81 44 84 77 88 63 85
73

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Con’t
1. Construct the class interval, frequency table, class
midpoint(use a whole number midpoint), less than
and greater than cumulative frequency, upper and
lower boundary and relative frequency.
2. Plot the histogram, frequency polygon, and ogives.
3. Draw the pie chart and bar graph of the plans of
Civil Engineering students with respect to
attending a seminar. Compute for the Relative
frequency of each.
A-will not attend=45
B-probably will not attend=30
C-probably will attend=40
D-will attend=25
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