MODULE 5

DATA
MANAGEMENT
LEARNING OUTCOMES:
1. Use a variety of statistical tools to
process and manage numerical
data.
2. Use the methods of linear
regression and correlations to
predict the value of a variable given
certain conditions.
3. Advocate the use of statistical data
in making important decisions.
LESSON 5.1
THE DATA
SPECIFIC OBJECTIVES:
1. To Understand the nature of
statistics.
2. To gain deeper insights on the
different levels. of measurements.
3. To clarify the meaning of some
important key concepts.
4. To explore the strengths and
limitations of graphical
representation.
 It is written in the Holy Book that
“the truth shall set us free;”
therefore, understanding statistics
paves the way towards intellectual
freedom.
 For without sufficient knowledge
about it, we may be doomed to a life
of half-truth.
 Statistics will provide deeper
insights to critically evaluate
information and to bring us to the
well-lit arena of practicality.
GENERAL FIELDS OF STATISTICS
 Descriptive Statistics
 it is about “describing” data in symbolic
forms and abbreviated fashions.
 Sometimes we dealing with a large
amount of data and that it is impossible to
describe it as it is being a large amount of
data but descriptive statistics will provide
us certain tools to make the data
manageable to handle and conveniently
neat to describe.
 Inferential Statistics
 It has the ability to “infer” and to
generalize and it offers the right tool to
predict values that are not really known.
 Inference or generalization is a risky
process that is why we need to ensure that
the small group of workers we selected are
the approximate representative of the
workers in the entire region. But
nevertheless, this inference or prediction
is better than chance accuracy.
MEASUREMENT
 Itessentially means quantifying an
observation according to a certain rule.
 For instance, the presence of fever can
be quantified by using a thermometer.
Body weight can be determined by
using a weighing scale. Or the mental
ability can be quantified by using
written examination that can generate
scores.
TWO TYPES OF QUANTITATIVE
INFORMATION:

A variable is something that

can be measured and
observed to vary.
A constant is something
that does not vary, and it
only maintains a single
value.
SCALES OF MEASUREMENT
Scale of measurement is the
gateway to the fascinating
world of statistics.
Nominal Scale -
Categorical Data
Ordinal Scale - Ranked
Data
Interval/Ratio Scale -
Measurement Data
NOMINAL SCALE
 Itsimply means using numbers to label
categories. This is done by counting the
occurrence of frequency within
categories.
 One condition is that the categories must
be independent or mutually exclusive.
This implies that once something is
identified under a certain category, then
that something cannot be reassigned at
the same time to another category.
EXAMPLE:
 If we want to measure a group of people
according to marital status. We can categorize
marital status by simply assigning a number. For
instance “1” for single and “2” for married.

Marital Status: Single (1) and Married (2)

(1) (2)
Obviously, those numbers only
serve as labels and they do not
contain any numerical weight.
Thus, we cannot say that
married people (having been
labelled 2) have more marital
status than single people
(having been labelled 1).
ORDINAL SCALE
 There are instances wherein comparison
is necessary and cannot be avoided.
 Ordinal scale provides ranking of the
observation in order to generate
information to the extent of “greater than”
or “less than;”. But the ranked data
generated is limited also the extent of
“greater than” or “less than;”.
 It is not capable of telling information
about how much greater or how much
less.
EXAMPLE:
 Ordinal scale can be best illustrated
in sports activities like fun run.
Finding the order finish among the
participants in a fun run always
come up with a ranking.
 However, ranked data cannot
provide information as to the
difference in time between 1st placer
and 2nd placer.
INTERVAL SCALE
 In the nominal scale, we use numbers to
label categories while in the ordinal scale
we use numbers to merely provide
information regarding greater than or less
than.
 However, in interval scale we assign
numbers in such a way that there is
meaning and weight on the value of points
between intervals. This scale of
measurement provides more information
about the data.
EXAMPLE:
 Academic performance of five students in a
certain class

Student Student Student Student Student

A B C D D
Interval
99 74 73 70 70
Data
Ordinal
1st 2nd 3rd 4th 5th
Data
Nominal
Passed Failed Failed Failed Failed
Data
 With this scale, it is also alright for the
school sadly to announce that only one
student passed and four students failed.
Nominal data cannot provide more
information specifically provide brighter
limelight to student A. Audience may
assume that Student A just got passing
grade a little bit higher than the passing
mark but student A grade of 99 will
remain hidden forever.
RATIO SCALE
 This is an extension of an interval
scale. It also pertains with
measurement data but ratio’s point
of view is about absolute value.
Because of this, we oftentimes
cannot utilize ratio scale in the social
sciences. We cannot justify an
absolute value to gauge intelligence.
KEY CONCEPTS IN STATISTICS

Population
 Itcan be defined as an entire
group people, things, or events
having at least one trait in
common
 A common trait is the binding
factor in order to group a cluster
and call it a population.
Merely having a clustering of
people, things or events
cannot be considered as a
population. At least one
common trait must be
established to make a
population.
 But, on the other hand, adding too many
common traits can also limit the size of
the population.
 Example:

A group of students (this is a population,

since the common trait is “students”)
A group of male students.
A group of male students attending the
Statistics class
A group of male students attending the
Statistics class with iPhone
A group of male students attending the
Statistics class with iPhone and Earphone
 Parameter
 In gauging the entire population, any
measure obtained is called a parameter.
 Situationally, if someone asks you as to
what is the parameter of the study,
then bear in mind that he is referring to
the size of the entire population.
 In some situations where the actual
size of the population is difficult to
obtain; the parameters are in the form
of estimate or inference.
Sample
It is the small number of
observation taken from the
total number making up a
population. As long as the
observation or data is not the
totality of the entire
population, then it is always
considered a sample.
For instance, in a population of
100, then 1 is considered as a
sample. 30 is clearly a sample. It
may seem absurd but 99 taken
from 100 is still considered a
sample. Not until we include
that last number (making it 100)
could we claim that it is already
a population and no longer a
sample.
Statistic
 In gauging the sample, any
measure obtained from the sample
is called a statistic. Whenever we
describe the sample, then it is
called statistics. Since a sample is
easier to observe or gather than
the population, then statistics are
simpler to gather than the
parameter.
GRAPHICAL REPRESENTATION

Graphs
It is another way to visually
show the behavior of data. To
create a graph, distribution
of scores must be organized.
For instance, in the scores
provided below, presenting the
scores in an unorganized manner
can provide confusing or no
information at all; Reporting raw
can even hide some significant
scores to be noticed
120, 65, 110, 75, 105, 80, 105,
85, 100, 85, 100, 90, 95, 90, 90
 But when we arrange the scores from highest
to lowest, which is a form of score
distribution, some pieces of information can
gradually brought forth and exposed.
Distribution of Scores
120 90
110 90
105 85
105 85
100 80
100 75
95 65
90
The score distribution can still
be organized in a form of a
frequency distribution.
Frequency distribution provides
information about raw scores,
and the frequency of
occurrences. Frequency
distribution provides clearer
insights about the behavior of
scores.
 X f
(raw score) (Frequency of
Occurrence)
120 1
110 1
105 2
100 2
95 1
90 3
85 2
80 1
75 1
65 1
Another alternative way of
presenting data in frequency
distribution is to present them
in a tabular form. A tabular
form has the advantage of
showing the visual
representation of the data. This
kind of presentation is more
appealing to the general
audience.
 Another way of showing the data in graphical
form is by using Microsoft Excel, as also
illustrated in the graphs below. It is the
frequency polygon of the scores in our cited
example above.
Notice in the illustration of the
frequency polygon, the two graphs
may appear different but they are
actually the same and they
disclose the similar information.
This illustration will allow you
realize that unless you see things
with a critical eye, a graph can
create a false impression of what
the data really reveal.
 This is an obvious situation showing
how graphs can be used to distort
reality if you are not equipped with a
critical statistical mind. This type of
deceitful cleverness in distorting
graphs is common in some
corporations devising the tinsel to
camouflage and also to portray some
gigantic leaps in sales in order to
attract more clients or buyers
ACTIVITY
Indicatewhich scale of
measurement- nominal
ordinal or interval is being
used.
1. Both Globe and Smart
phone number prefix 0917
and 0923 served 1 million
and 2.5 subscribers,
respectively.
2. The Philippine Statistics
Office announces that the
average height of Filipino
male is 156.41 cm tall.
3. Postal Office shows
that 4,231 individuals
have a zip code of
4231.
4. The Sportsfest committee
posted the names of
individuals with their order of
finish for the first 50 runners
to reach the finish line.
5. The University Admission
Office posted the names and
scores of student applicants
who took the entrance
examination.