MODU L E 3

DATA MANAGEMENT
Lesson 3.1:
Data Gathering and Organizing Data
➘ Learning Outcomes
At the end of the lesson, the students will be able to:
✎ Differentiate between qualitative data and
quantitative data.
✎ Classify data according to the four levels of
measurement.
✎ Represent data in frequency distributions
graphically, using histograms and frequency
polygons.
 D A T A Collection
Data collection is the process of gathering and
measuring information about variables on study
established systematic procedure, which then
enable to answer relevant questions at hand
and evaluate outcomes.
 Population & Sample
Population, as used in statistics, refers to a set of people,
objects, measurements, or events that belong to a
defined group.

A sample is defined as a subset of a population. A

sample is any subset of elements drawn by some
appropriate method from a defined population. The
sample is a small but representative cross-section of the
population.
Population & Sample
 Classification of DATA
Qualitative data is descriptive and conceptual. It
can be categorized based on traits and
characteristics.

Quantitative data can be counted, measured,

and expressed using numbers.
 Qualitative Data
These include information on attributes such as:
✎ Sex (male and female)
✎ Attitude (favorable or not favorable)
✎ Emotional condition (happy or sad)
✎ Color (white, black, or brown)
✎ Civil status (single or married)
✎ Ratings (excellent, good, satisfactory, or poor)
 Quantitative Data
These involve numbers and are the result of counting
or measuring. For example:
✐ Number of students in a class
✐ Price of a certain commodity
✐ Age of Olympians
✐ Temperature of Coffee
✐ Height of basketball players
✐ Weight of an individual
Discrete and Continuous Variables
Discrete variables are those obtained through
counting. It can only assume a countable or finite
number of values. It cannot take the form of
decimals.
Examples:
✎ Number of children in a family
✎ Number of barangays in a city
✎ Number of buildings in a school
✎ Number of female employees in a company
 Discrete and Continuous Variables

Continuous variables are the result of a measurement.

It can assume infinitely many and continuous values.
Examples:
✐ Height
✐ Weight
✐ Length
✐ Temperature
Summary on the classifications of data
Four Types of DATA

1. Nominal 2. Ordinal

3. Interval 4. Ratio
 Nominal
It is sometimes referred to as classificatory scale. This
scale is used for classifying and labeling variables
without quantitative value.
Examples:
✎ Sex (male/female)
✎ Soft drinks (Coke/Pepsi/RC)
✎ Religion (Roman Catholic/Protestant/Islam)
✎ Nationality (Filipino/American/German/Korean)
✎ Student ID Number
 Ordinal
It possesses the characteristics of the nominal scale,
where it classifies data, however, the classification has
ranks. Data is shown in order of magnitude.

Examples:
✎ Grading System
✎ Military Rank
✎ Job Position
✎ Academic Honors
✎ Likert Scale (Strongly Agree, Agree, Neutral,
Disagree, Strong Disagree)
 Interval
This scale possesses the characteristics of the nominal
and ordinal scale where data are classified and ranked.
However, this scale has the property of meaningful
distance between values. The zero point of the interval
scale is just arbitrary and does not reflect an absence
of the attribute (no true zero point).

Examples:
✎ Intelligence (IQ)
✎ Test scores
✎ Temperature in Fahrenheit and Celsius
 Ratio
This scale takes all the properties of the interval scale
with an identifiable absolute zero point. Here, the zero
point is not arbitrary but indicates the total absence of
the property measured.
Examples:
✎ Height
✎ Weight
✎ Distance
✎ Monthly Income
✎ Number of babies in the family
✎ Money
Determine whether each of the following
is an example of nominal, ordinal, interval
or ratio.
1. Test Score Interval
2. Car Racing Winners Ordinal
3. Weight Ratio
4. Multiple Intelligences Nominal
5. Household Number Nominal
6. Number of Correct Items in a Test Ratio
 Forms of Data Presentation:

1 Frequency Distribution Table

The frequency distribution table has two parts – the
frequency table and the extended frequency table.

➥A frequency table lists categories of scores

along with their corresponding frequencies. The
frequency for a category or class is the number
of original scores that fall into that class.
 1 Frequency Distribution Table

➥The extended frequency table consists of columns that can

generate various graphs or charts. It is a prerequisite for
creating graphs and charts used in statistics.

It consists of the following:

➷ Class intervals (lower and upper limits)
➷ Marks
➷ Frequency
➷ Cumulative frequency
➷ Relative frequency
➷ Cumulative relative frequency
Example 1:
Given the following statistics scores of 50 students in
a senior high school class, make a frequency
distribution table.

30 39 54 42 38 32 31 32 25 37

44 33 35 20 37 40 47 32 26 33

45 37 32 35 22 30 51 38 36 35

31 37 40 48 36 33 44 43 38 36

26 32 49 36 32 36 41 38 42 39
Solution:
Step 1: Arrange the raw data in ascending order
(lowest to highest).
20 32 35 38 42
22 32 36 38 43
25 32 36 38 44
26 32 36 38 44
26 32 36 39 45
30 33 36 39 47
30 33 37 40 48
31 33 37 40 49
31 35 37 41 51
32 35 37 42 54
Step 2: Solve for the range (R).
𝑅 = ℎ𝑖𝑔ℎ𝑒𝑠𝑡 𝑠𝑐𝑜𝑟𝑒 − 𝑙𝑜𝑤𝑒𝑠𝑡 𝑠𝑐𝑜𝑟𝑒
= 54 – 20 = 34

Step 3: Determine the number of classes using Sturge’s

Rule. Under this rule, the number of classes is given by:
𝑘 = 1 + 3.3 (log 𝑛)
= 1+3.3 log(50)
= 6.6 (round it off to the nearest
whole number)
=7

where: 𝑘 = no. of classes

𝑛 = the no. of cases in the data
Step 4: Solve for the class size/ class width.
R 34
𝑐= = = 4.857 = 5
𝑘 7

(Note: Round up to the next higher number)

Step 5: Construct the frequency table.

a) Determine the lower limit (LL) of the first class.
b) Enumerate the class intervals.
𝑈𝑝𝑝𝑒𝑟 𝑙𝑖𝑚𝑖𝑡 = 𝑙𝑜𝑤𝑒𝑟 𝑙𝑖𝑚𝑖𝑡 + 𝐶 − 1 𝑢𝑛𝑖𝑡 𝑜𝑓 𝑚𝑒𝑎𝑠𝑢𝑟𝑒
Note: The difference between successive upper limits is
also equal to 𝑐.
Step 5: Construct the frequency table.

c). Tally the observations to determine the class

frequencies.
d). For the class mark, compute the midpoint of the
class limits/class boundaries using the formula:
𝐿𝐿+𝑈𝐿
𝑚= .
2
Then you may just add the class width 𝑐 = 5 for the
succeeding class marks.
Step 5: Construct the frequency table.

e). For < 𝑐𝑓, start from the lowest group frequency, then
add the frequency of each class for the succeeding
classes.
f). For > 𝑐𝑓, start from the highest group frequency, then
add the frequency of each class for the succeeding
classes.
g). For 𝑟𝑓, it is the f divided by n, where n is the total
number of scores.
𝑓
𝑟𝑓 = × 100
𝑛
 Class Class Tally Frequen Class
Interval Boundaries cy Marks
LL – UL LB - UB 𝒇
20 – 24 19.5 - 24.5 II 2 22
25 – 29 24.5 - 29.5 III 3 27
30 – 34 29.5 - 34.5 IIII – IIII - III 13 32
35 – 39 34.5 - 39.5 IIII–IIII–IIII–III 18 37
40 – 44 39.5 - 44.5 IIII - III 8 42
45 – 49 44.5 - 49.5 IIII 4 47
50 – 54 49.5 - 54.5 II 2 52
Total 𝑛 = 50

Frequency Distribution Table

 Greater
Class Freque Less than than Relative Cumulativ
Interval ncy Cumulative Frequency e Relative
Cumulative
Frequency Frequency
LL - UL 𝒇 Frequency 𝒓𝒇 (%)
< 𝒄𝒇 (%)
> 𝒄𝒇
20 - 24 2 2 50 4% 4%
25 – 29 3 5 48 6% 10%
30 – 34 13 18 45 26% 36%
35 – 39 18 36 32 36% 72%
40 – 44 8 44 14 16% 88%
45 – 49 4 48 6 8% 96%
50 – 54 2 50 2 4% 100%

Frequency Distribution Table

1 Frequency Distribution Table

Guidelines for frequency tables:

Class intervals should not overlap. Classes are
mutually exclusive.
Classes should continue throughout the
distribution with no gaps. Include all classes.
All classes should have the same width.
Class widths should be “convenient” numbers.
Use 5-20 classes.
Make lower or upper limits multiples of the
width.
 Forms of Data Presentation:

2 Make Charts or Graphs

a. Histogram
➥ It is a graph in which the classes are marked on the
horizontal axis (x-axis) and the class frequencies on
the vertical axis (y-axis).
The height of the bars represents the class
frequencies, and the bars are drawn adjacent to
each other.
Example 2:
Consider the data set of scores of 50 students in a
senior high school class. Take a look at its frequency
distribution table and create a histogram.
Solution:
Step 1: Find the class marks (midpoints) of each
class.
Step 2: Draw and label the 𝑥-axis and 𝑦-axis.
Step 3: Represent the frequency on the 𝑦-axis and the
midpoints on the 𝑥-axis.
Step 4: Use the frequency to represent the height and
draw the vertical bars.
Histogram for Students’ Statistics Scores
2 Make Charts or Graphs

b. Frequency Polygon
➥ It is a graph that displays the data using points
that are connected by lines.
It actually looks like a line graph. The frequencies
are represented by the heights of the points at the
midpoints of the classes.
The vertical axis represents the frequency of the
distribution, while the horizontal axis represents
the midpoints of the frequency distribution.
Example 3:
Consider the frequency distribution of the previous
example and make a frequency polygon.

Solution:
Step 1: Find the class marks (midpoints) of each
class.
Step 2: Draw and label the 𝑥-axis and 𝑦-axis.
Step 3: Represent the frequency on the 𝑦-axis and the
midpoints on the 𝑥-axis.
Step 4: Connect the dots. Draw a line back to the 𝑥-
axis at the beginning and end of the graph.
Frequency Polygon for Students’ Statistics Scores
2 Make Charts or Graphs

c. Cumulative Frequency Polygon

➥ The cumulative frequency polygon or ogive
(read as “oh’ – jive”) is a graph that displays the
cumulative frequencies for the classes in a
frequency distribution. The graph is typical
“upward” in trend. It also shows values below a
certain boundary.
Example 4:
Consider the frequency distribution of the previous
example and make a cumulative frequency polygon.
Solution:
Step 1: Find the cumulative distribution of the data
set.
Step 2: Draw and label the 𝑥-axis and 𝑦-axis.
Step 3: Represent the cumulative frequency on the 𝑦-
axis and the upper limits on the 𝑥-axis.
Step 4: Connect adjacent points with line segments.
Cumulative Frequency Polygon for Students’ Statistics Scores