MATH 101

Elementary Statistics for the

Health Sciences

Lecture 5
Data Organization and
Presentation
LIZA T. BILLONES, MSc

Department of Physical Sciences and Mathematics

College of Arts and Sciences
University of the Philippines Manila
How do we present data?
Three ways:

•  textual
•  tabular
•  graphical
Textual Presentation
Data is presented in narrative or paragraph form.

This is usually used when data set is small or when

only the most important features of the data set
need to be presented such as
•  minimum or maximum value
•  the average or most typical value
•  some other interesting information
Textual Presentation
Both consumers and businessmen appeared reluctant to spend
this year.
As measured by the personal consumption expenditure items in
the Gross National Product, consumers spent only P83.8 billion
(1990) this year, up a meager 6.2 percent from P78.9 billion last
1989. This previous year 1988 (using 1972 as the base year)
personal consumption expenditures were likewise sluggish, growing
by only 5.74 percent.
At the same time, investments by businessmen to buy new
machinery and equipment or increase the capitalization of their
companies amounted to only P18.2 billion this year, according to
National Economic and Development Authority (NEDA). Last year,
investments amounted to P18.3 billion. This is a decrease in
investments by .45 percent this year compared with14.8 per cent
last year and a hefty 21.3 percent gain in 1988.
Tabular Presentation
•  Data are arranged in rows and columns.

•  This relies on title, headings, line captions

and cell entries in order to get the point
across.

•  This is often undesired as this does not hold

the attention of the audience for very long.
Tabular Presentation – Qualitative Data
•  Table number
•  Title: what (statistic, subjects, variables), where, when

Table 1. Frequency Distribu4on of Math 101 Students by

College and by Sex, UPM: FT 15-16

College Sex Total
Male Female
CP 1 3 4
CPH 6 1 7
CM 8 1 9
CAS 2 7 9
CN 1 0 1
CAMP 8 0 8
CD 1 0 1
Total 27 12 39
Tabular Presentation – Qualitative Data
Table 2. Percentage Distribu4on of Math 101 Students by
College and by Sex, UPM: FT 15-16

Sex
College Male Female Total %
Number % Number %
CP 1 2.6 3 7.7 4 10.3
CPH 6 15.4 1 2.6 7 17.9
CM 8 20.5 1 2.6 9 23.1
CAS 2 5.1 7 17.9 9 23.1
CN 1 2.6 0 0.0 1 2.6
CAMP 8 20.5 0 0.0 8 20.5
CD 1 2.6 0 0.0 1 2.6
Total 27 69.2 12 30.8 39 100.0
•  Male group comprises what percent of the population ?
•  CAS group comprises what percent of the population ?
Tabular Presentation – Qualitative Data
Table 2. Percentage Distribu4on of Math 101 Students by
College and by Sex, UPM: FT 15-16

Sex
College Male Female Total %
Number % Number %
CP 1 2.6 3 7.7 4 10.3
CPH 6 15.4 1 2.6 7 17.9
CM 8 20.5 1 2.6 9 23.1
CAS 2 5.1 7 17.9 9 23.1
CN 1 2.6 0 0.0 1 2.6
CAMP 8 20.5 0 0.0 8 20.5
CD 1 2.6 0 0.0 1 2.6
Total 27 69.2 12 30.8 39 100.0
•  CAS-female group comprises what percent of the population ?
•  CM-male group comprises what percent of the population ?
Graphical Presentation-Qualitative Data
This is a visual representation of data.
•  It catches the readers interest.
•  It holds their attention longer.
•  It gives a better grasp of the data.
- comparisons are easier to make
- trends are better appreciated
Graphical Presentation-Qualitative Data
Bar graph: vertical (column) or horizontal

1)  one variable: simple bar chart

- compares frequencies across categories

2) two variables

a) multiple bar chart (clustered column)

- compares frequencies of component parts within

each category and across categories
Graphical Presentation-Qualitative Data
Bar graph: vertical (column) or horizontal

1)  one variable: simple bar chart

2) two variables
a) multiple bar chart (clustered column)

b) component bar chart (stacked column)

- compares the contribution of each component

within a category and across categories

- emphasizes the differences in the total frequencies

across categories
Graphical Presentation-Qualitative Data
Bar graph: vertical (column) or horizontal
1)  one variable: simple bar chart
2) two variables
a) multiple bar chart (clustered column)
b) component bar chart (stacked column)
c) 100% component bar graph (100% stacked
column)

- compares the percentage that each component

contributes within a category and across
categories

- emphasizes the proportion of each category

Graphical Presentation-Qualitative Data
Bar graph:
1) one variable: simple bar chart
2) two variables
a) multiple bar chart
b) component bar chart
c) 100% component bar graph

Pie graph
- used to compare percentages or sizes across
categories
- used to display the contribution of each category to the
whole
Line graph
- used to display trends over time
Graphical Presentation-Qualitative Data
Simple Bar Graph

Fig. 1: Frequency Distribution of Math 101

Students by College, UPM: FS 15-16
10
F 9
r
e 8
q
u 7
e
n 6
c
y 5
4
3
2
1
0
CP
HR CPH
IS CM
EM CAS
FDM CN
BM CAMP
CA CD
ID
College
Graphical Presentation-Qualitative Data
Multiple Bar Graph

Fig. 2: Frequency Distribution of Math 101

Students by College and by Sex, UPM: FS 15-16

F 9
r 8
e
q 7
u Male
e 6
n Female
c 5
y
4
3
2
1
0
CP
HR CPH
IS CM
EM CAS
FDM CN
BM CAMP
CA CD
ID
College
Graphical Presentation-Qualitative Data
Component Bar Graph

Fig. 3: Frequency Distribution of Math 101

Students by College and by Sex, UPM: FS 15-16
10
F 9
r
e 8
q
u 7
e
n 6
c
y 5
4 Female
3 Male
2
1
0
CP
HR CPH
IS CM
EM CAS
FDM CN
BM CAMP
CA CD
ID
College
Graphical Presentation-Qualitative Data
100% Component Bar Graph

Fig. 4: Percentage Distribution of Math 101

Students by College and by Sex, UPM: FS 15-16
100%
P 90%
e
r 80%
c
e 70%
n
t 60%
a
g 50%
e Female
40%
30% Male
20%
10%
0%
CP
HR CPH
IS CM
EM CAS
FDM CN
BM CAMP
CA CD
ID
College
Graphical Presentation-Qualitative Data
Pie Graph

Fig. 5: Percentage Distribution of Math 101

Students by College, UPM: FS 15-16

CD CP
3% 10%
CAMP
20%

CPH
18%
CN
3%

CM CAS
23% 23%
Graphical Presentation-Qualitative Data
Line Graph

Fig. 5: First Sem Enrollment

UPM: 2001-2010
1600
1400
1200
N
u 1000
m 800
b
e 600
r
400
200
0
2001 2002 2003 2004 2005 2006 2007 2008 2009 2010
Year
Pointers on Graphing
•  Should always bear a Figure Number
•  Should always have a Title
- what, where and when information
•  Simple and clear
–  Avoid using 3 dimensional graphs or anything
that will blur the presentation
•  Include at most 3 variables only in one graph
•  Should not be too tall nor too flat
- y-axis ≈ 2/3 of x-axis
•  Vertical axis should start with zero
 Pointers on Graphing

Bad Presentation Good Presentation

Minimum Wage Minimum Wage

1960: $1.00 $
4
1970: $1.60
2
1980: $3.10

0
1990: $3.80 1960 1970 1980 1990
 Pointers on Graphing
Bad Presentation Good Presentation
A’s received by A’s received by
Freq. students. students.
300 30% %
200 20%

100 10%

0 0%

FR SO JR SR FR SO JR SR

FR = Freshmen, SO = Sophomore, JR = Junior, SR = Senior

 Pointers on Graphing

Bad Presentation Good Presentation

Quarterly Sales Quarterly Sales

M Pesos M Pesos
200 50

100 25

0 0
Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4
 Pointers on Graphing

Bad Presentation Good Presentation

Monthly Sales Monthly Sales
K Pesos
K Pesos 45
45 42
42 39
39 36
36
J F M A M J 0
J F M A M J
 Pointers on Graphing

Bad Presentation Good Presentation

Monthly Sales Monthly Sales

K Pesos K Pesos
45 60

42 40

39 20

36 0

J F M A M J J F M A M J
 Data Organization - Quantitative Data
Numerical Data
Age: 41, 24, 32, 26, 27, 27, 30, 24, 38, 21

Array Frequency Graph

Distribution Table
21, 24, 24, 26, 27, 27, 30, 32, 38, 41 (FDT)
Stem and Leaf
Display Ogive
Histogram
2 144677 7
6
120
Ogive

5
4 100

3 028 3 80
60
2
40
1
20

4 1
0
0
10 20 30 40 50 60
10 20 30 40 50 60

Frequency Polygon
Tabular Presentation - Quantitative Data
Frequency Distribution Table

Exam 1 Scores of Math 101 Students, UP: FT 15-16

12, 13, 17, 21, 24, 24, 26, 27, 27, 30, 32, 35, 37, 38, 41, 43, 44, 46, 53, 58

•  Determine the Highest Value (HV) and

the Lowest Value (LV)
•  Determine the Range (R): R = HV - LV
= 58 - 12 = 46
•  Determine the Number of Classes (k):
k = sqrt(n) = sqrt (20) = 4 (whole no.)
•  Determine the Class Width (w):
w = R/k = 46/4 (then round off to the nearest odd number)
= 11 (should have the same number of decimal
places as the data)
Tabular Presentation - Quantitative Data
Frequency Distribution Table

Class or i)  Start with the LV as the lower limit (LL) of the
Class Interval first class.
( LL - UL ) ii)  Add w to obtain the next lower limit and the
succeeding LLs.
.
iii)  Determine the upper limits (UL).
12 – 22 See to it that:
§  classes do not overlap
23 – 33
§  each observation enters a class
34 – 44 §  the highest observation enters the last class -
sometimes you would need to add one more
45 – 55 class to be able to do this.
56 – 66
Tabular Presentation - Quantitative Data
Frequency Distribution Table
Frequency ( f ) - number of observations in the class
12, 13, 17, 21, 24, 24, 26, 27, 27, 30, 32, 35, 37, 38, 41, 43, 44, 46, 53, 58

Scores Frequency
12 - 22 4
23 - 33 7
34 - 44 6
45 - 55 2
56 – 66 1
Total 20
Table1. Frequency Distribution of Math 101 Students by
Exam 1 Scores, UPM: FS 15-16
Tabular Presentation - Quantitative Data
Frequency Distribution Table
Relative Frequency (RF = f/n)
Percentage (% = RFx100).
Scores Frequency Relative Percentage
Frequency
12 - 22 4 0.20 20
23 - 33 7 0.35 35
34 - 44 6 0.30 30
45 - 55 2 0.10 10
56 – 66 1 0.05 5
Total 20 1.00 100
Table 2. Percentage Distribution of Math 101 Students
by Exam 1 Scores, UPM: FS 15-16
Tabular Presentation - Quantitative Data
Frequency Distribution Table
Less Than Cumulative Frequency ( <CF) and
Less Than Cumulative Relative Frequency (CRF).
12, 13, 17, 21, 24, 24, 26, 27, 27, 30, 32, 35, 37, 38, 41, 43, 44, 46, 53, 58

Scores f <CF <CRF

12 – 22 4 4 0.20
23 - 33 7 11 0.55
34 - 44 6 17 0.85
45 - 55 2 19 0.95
56 – 66 1 20 1.00
Total 20
Table 3. Less Than Cumulative Frequency Distribution of Math 101
Students by Exam 1 Scores, UPM: FS 15-16
Tabular Presentation - Quantitative Data
Frequency Distribution Table

Class Mark (CM).

Scores f CM
12 - 22 4 17
CM = LL + UL 23 - 33 7 28
2 34 - 44 6 39
45 - 55 2 50
56 – 66 1 61
Total 20
Tabular Presentation - Quantitative Data
Frequency Distribution Table

Class Boundaries ( CB: LCB – UCB )

LCB – Lower Class Boundary, UCB – Upper Class Boundary
LCB = LL – 0.5 unit UCB = UL + 0.5 unit

Scores CB f CM <CF
12 - 22 11.5 - 22.5 4 17 4
23 - 33 22.5 - 33.5 7 28 11
34 - 44 33.5 - 44.5 6 39 17
45 - 55 44.5 - 55.5 2 50 19
56 – 66 55.5 - 66.5 1 61 20
Total 20
Tabular Presentation - Quantitative Data
Frequency Distribution Table

Scores CB CM f RF % <CF <CRF

12 - 22 11.5 - 22.5 17 4 0.20 20 4 0.2
23 - 33 22.5 - 33.5 28 7 0.35 35 11 0.55
34 - 44 33.5 - 44.5 39 6 0.30 30 17 0.85
45 - 55 44.5 - 55.5 50 2 0.10 10 19 0.95
56 - 66 55.5 - 66.5 61 1 0.05 5 20 1
Total 20 1.00 100
•  How many scored from 34 to 44?
•  How many scored from 45 to 66?
•  How many scored less than 44.5?
Tabular Presentation - Quantitative Data
Frequency Distribution Table

Scores CB CM f RF % <CF <CRF

12 - 22 11.5 - 22.5 17 4 0.20 20 4 0.2
23 - 33 22.5 - 33.5 28 7 0.35 35 11 0.55
34 - 44 33.5 - 44.5 39 6 0.30 30 17 0.85
45 - 55 44.5 - 55.5 50 2 0.10 10 19 0.95
56 - 66 55.5 - 66.5 61 1 0.05 5 20 1
Total 20 1.00 100
•  What percent scored from 56 to 66?
•  What percent scored less than 33.5?
•  What percent scored greater than 33.5?
Graphical Presentation-Quantitative Data
1. Histogram – uses bars to show class frequencies
– depicts the shape of the distribution
y-axis values: class frequencies y-axis label: Frequency
x-axis values: class boundaries x-axis label: Variable Name

2. Frequency Polygon or Frequency Curve

– uses line to depict the shape of the distribution
y-axis values: class frequencies y-axis label: Frequency
x-axis values: class marks x-axis label: Variable Name

3. Less Than Ogive – graphical representation of the <CF

y-axis values: <CF y-axis label: <CF
x-axis values: upper class boundaries x-axis label: Variable Name
Graphical Presentation-Quantitative Data
Histogram
Fig.1. Frequency Distribution of Math 101 Students by
Exam 1 Scores, UPM: FS 15-16
8
F
r
e 6
q
u
e 4
n
c
y 2

11.5 22.5 33.5 44.5 55.5 66.5

Scores
Graphical Presentation-Quantitative Data
Frequency Polygon
Fig.2. Frequency Distribution of Math 101 Students by
Exam 1 Scores, UPM: FS 15-16

8
F
r
e 6
q
u
e 4
n
c
y 2

6 17 28 39 50 61 72
Scores
Graphical Presentation-Quantitative Data
Histogram
Fig.3. Less Than Cumulative Frequency Distribution of
Math 101 Students by Exam 1 Scores, UPM: FS 15-16

< CF 20

15

10

11.5 22.5 33.5 44.5 55.5 66.5

Scores
Lab Activity
Given the following final grades in Math 101:
40  45 65 67 68 68 70 71 74 74 74
75  75 75 76 77 78 78 79 80 80 80
80  82 83 84 84 85 87 89 90 92 98

1. Construct the FDT (complete)

2.  Present the data graphically:
a. Histogram
b. Polygon
c. Less Than Ogive