Assessment of Learning 1 (by Y. Gabuyo, et. al) MR. EDWIN C.

SERINA
Week 9
FREQUENCY DISTRIBUTION TABLE
General Instructions: Hello everyone! You are given with this pamphlet that covers important points about the
topic(s) for the week. You are expected to read, study, and answer the activities given at the end of this self-learning
handout. You are also encouraged to use other learning resources about our topic. You can approach me for some
queries thru my messenger (Edwin Serina) or thru my email ad (eserina@smchindang.edu.ph).
Within the week, you are expected to learn the following skills:

1. Apply statistics properly in any systematic investigations;

2. Construct frequency distribution for a given set of scores; and
3. Graph the scores using histogram and frequency distribution.

STATISTICS – branch of science that deals with the collection, presentation, analysis and interpretation of
quantitative data.

- a very important tool in the utilization of the assessment data most especially in describing, analyzing,
and interpreting the performance of the students’ in the assessment procedures.

Branches of Statistics

 Descriptive Statistics is method concerned with collecting, describing, and analyzing a set of data without
drawing conclusions (or inferences) about a large group.
 Inferential Statistics is concerned with the analysis of a subset of data leading to predictions or inferences
about the entire set of data.

Frequency Distribution – a tabular arrangement of data into appropriate categories showing the number of
observations in each category or group.
Advantages:
1. it encompasses the size of the table
2. it makes the data more interpretive.

Parts of Frequency Distribution Table (FDT)

1. Class limit is the groupings or categories defined by the lower and upper limits.
Example:
LL - UL
10 - 14
15 - 19
20 - 24
Lower class limit (LL) represents the smallest number in each group.
Upper class limit (UP) represents the highest number in each group.

2. Class size (c.i) is the width of each class interval

Example: LL - UL
10 - 14
15 - 19
20 - 24 (20, 21, 22, 23, & 24) >>>> 5 elements
The class size in this score distribution is 5.

3. Class boundaries are the numbers used to separate each category in the FD but without gaps created by the
class limits. Add 0.5 to the upper limit to get the upper class boundary and subtract 0.5 to get the lower class
boundary in each group.
Example: LL - UL LCB - UCB
10 - 14 9.5 - 14.5
15 - 19 14.5 - 19.5
20 - 24 19.5 - 24.5

4. Class marks are the midpoint of the lower and upper class limits. The formula is X M = LL + UL.
2
 Example: LL - UL XM
10 - 14 12
15 - 19 17
20 - 24 22

Steps in Constructing FDT

1. Compute the
i. range, R, using R = HS – LS.
ii. the desired number of classes, k, using k = 1 + 3.3 log n.
iii. the class size, c.i., using c. i. = _________ R__________ = R
desired number of classes k

2. Set up the class limits of each class category. Each class defined by the lower and upper limit. Use the
lowest score as the lower limit of the first class.

3. Set up the class boundaries if needed by adding 0.5 to the upper limit to get the upper class boundary
and subtracting 0.5 to get the lower class boundary OR use the formula.

cb = LL of the second class – UL of the first class

2

4. Tally the scores in the appropriate classes.

5. Find the other parts if necessary such as class marks, among other.

Example: Raw scores of 40 students in a 50-item mathematics quiz. Construct a FDT following the steps given.

17 25 30 33 25 45 23 19
27 35 45 48 20 38 39 18
44 22 46 26 36 29 15(LS) 21
50(HS) 47 34 26 37 25 33 49
22 33 44 38 46 41 37 32

1. R = HS - LS
= 50 - 15
R = 35

k = 1 + 3.3 log n
k = 1 + 3.3 log 40
k = 1 + 3.3 (1.602059991)
k = 1 + 5.286797971
k = 6.286797971
k=6

c. i. = R = 35
k 6

c. i. = 5.833 or 6

2. Lowest score is 15, class size is 6, the lowest class interval is 15 - 20. Hence, the class intervals or the
groups are

Class intervals (X) Tally Frequency (f)

45 - 50 /////-///// 10
39 - 44 //// 4
33 - 38 /////-///// 10
27 - 32 /// 3
21 - 26 /////-//// 9
15 - 20 //// 4_
n = 40

Note: For the tally, see all values ranging from 45 to 50. If you make tally, you will see that there are 10 values,
 Hence, the frequency is 10. Frequency will just copy the tally results.

3. Find the class boundaries and class marks of the given score distribution.

LCB X UCB f XM
44.5 45 - 50 50.5 10 47.5
38.5 39 - 44 44.5 4 41.5
32.5 33 - 38 38.5 10 35.5
26.5 27 - 32 32.5 3 29.5
20.5 21 - 26 26.5 9 23.5
14.5 15 - 20 20.5 4_ 17.5
n = 40

Graphical Representation 

It is a way of analyzing numerical data. It exhibits the relation between data, ideas, information and
concepts in a diagram. It is easy to understand, and it is one of the most important learning strategies.
There are different types of graphical representation. Some of them are as follows:

 Line Graphs – Line graph or the linear graph is used to display the continuous data and it is useful for
predicting future events over time.
 Bar Graphs – Bar Graph is used to display the category of data and it compares the data using solid bars to
represent the quantities.
 Histograms – The graph that uses bars to represent the frequency of numerical data that are organized into
intervals. Since all the intervals are equal and continuous, all the bars have the same width.
 Line Plot – It shows the frequency of data on a given number line. ‘ x ‘ is placed above a number line each
time when that data occurs again.
 Frequency Table – The table shows the number of pieces of data that falls within the given interval.
 Circle Graph – Also known as the pie chart that shows the relationships of the parts of the whole. The circle
is considered with 100% and the categories occupied is represented with that specific percentage like 15%,
56%, etc.

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 Activity for week 9

1. Make a frequency distribution table for the following 50 scores in a Mathematics 7 test. Follow steps
given and refer to the example.
31 35 80 63 50 75 71 55 40 60
46 74 63 59 41 45 49 36 78 42
54 62 81 46 41 50 44 76 68 53
40 71 70 53 46 51 39 52 83 65
30 73 70 74 37 75 41 79 55 52

2. Construct a histogram and line graph using the frequency distribution of 40 students in a 50-item
mathematics quiz. Put values of midpoints along the x-axis and frequency along the y-axis. See the
given figure of histogram above. Use the coordinate plane below.

Class intervals (X) Midpoints Frequency (f)

45 - 50 47.5 10
39 - 44 41.5 4
33 - 38 35.5 10
27 - 32 29.6 3
21 - 26 23.5 9
15 - 20 17.5 4_
n = 40

Recall: x-axis – the horizontal line of the coordinate plane

y-axis – the vertical line of the coordinate plane

Note: You may use graphing paper for this activity.