PASSI CITY COLLEGE

City of Passi. Iloilo

School of Teacher Education

M a t h 1 1 4 : Advanced Statistics

Module 1:
Introduction to Advance
Statistics

Miguel L. Palmares III

October, 2020

PASSI CITY COLLEGE

City of Passi. Iloilo
College Vision:
Passi City College- a Center Of Academic Excellence for Sustainable Development and Social
Transformation.
Mission:
Passi City College is committed to produce globally competent graduates who are well
equipped with relevant scientific, academic, and technological knowledge, skills and values which
enable them to become productive citizens and collaborators of social change.
Goals:
1. Provide undergraduate education and training which meet the standard of quality, excellence,
and responsible to regional, national, and international development needs.
2. Broaden the access of deserving and qualified Filipinos to higher opportunities.
3. Enhance the dissemination of knowledge and skill through research, professional and
technological instruction and provide extensive services.

BACHELOR OF SCIENCE IN SECONDARY EDUCATION (MATHEMATICS)

Program Outcomes:
Graduates of the BSED Major in Mathematics degree program is expected to:
a. Exhibit competence in mathematical concepts and procedures
b. Exhibit proficiency in relating mathematics to other curricular areas
c. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of
mathematics
d. Demonstrate competence in designing, constructing, and utilizing different forms of
assessment in mathematics
e. Demonstrate proficiency in problem-solving by creating routine and non-routine
problems with different levels of complexity
f. Use effectively appropriate approaches, methods, and techniques in teaching
mathematics including technological tools
g. Appreciate mathematics as an opportunity for creative work, moments of discovery,
and gaining insights of the world
Welcome to Calculus II!

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Math 114- Advanced Statistics Module 1
 Passi City College adopted Blended Learning in response to the restrictions brought by the pandemic to
travel and physical interaction. We will be using modular mode of learning, supplemented by virtual
classrooms, in delivering our topics. This module will serve as the main learning material for this semester.
You are expected to complete the tasks included in this module to pass the subject.
You are expected to complete the tasks included in this module to pass the subject. You will be graded
based on the assessment tasks included in the module and the major exam at the end of the semester.
Further instructions will be given in our messenger chat rooms.
Enjoy the course! 😊

Miguel L. Palmares III, MILE

Instructor

Course Description
In Advanced Statistical Inferential, students learn the conceptual underpinnings of statistical methods
and how to apply them to address more advanced statistical question than are covered in an introductory
statistics course. The statistical methods covered in the course are useful for many types of questions that
relate to multiple variables and/or multiple groups. Learning how to effectively use data and statistical
methods to make evidence based decisions is the overarching goal of the course.
At the end of this course, the students should be able to:
 Understand the types of questions that the statistical method addresses;
 Apply the method to other examples and situations;
 Implement the method using software (e.g., SPSS or Microsoft Excel);
 Interpret the results in a way that addresses the question of interest;
 Use data to make evidence based decisions that are technically sound.
 Communicate the purposes of the analyses, the findings from the analysis, and the implications
of those findings.

Module 1
Overview

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Math 114- Advanced Statistics Module 1
 In this module, you will be introduced to the terminology of statistics, such as quantitative variable,
categorical variable, sample, population, statistic, and parameter. These terms will be used frequently
throughout the course.
Learning Objectives
At the end of this module, the students should have:
 Distinguish between quantitative and categorical variables.
 Describe the difference between a population and a sample and be able to distinguish between a
parameter and a statistic.
 Given a type of measurement, identify the correct level of measurement: nominal, ordinal, interval, or
ratio.
 Calculate the mean, median, and mode for a set of data, and compare and contrast these measures of
center.
 Identify the symbols and know the formulas for sample and population means.
 Calculate the midrange, weighted mean, percentiles, and quartiles for a data set.
 Calculate the range, the interquartile range, the standard deviation, and the variance for a population
and a sample, and know the symbols, formulas, and uses of these measures of spread.

Course Content: Introduction to Advance Statistics

1. Quantitative vs. Categorical Variables
2. Population vs. Sample
3. Parameter vs. Statistic
4. Type of Data and Measurement Scales
5. Mean, Median, and Mode
6. Sample and population means

Activity Description Time to Complete

1. Defining and Differentiating Quantitative and Categorical Variables 15 minutes
2. Defining and Differentiating Population from a Sample 15 minutes
3. Defining and Differentiating Parameter from Statistic 15 minutes
4. Describing the Types Data and Measurement Scales 30 minutes
5. Calculate Mean, Median, and Mode 30 minutes

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 6. Familiarize and compute population and sample means 40 minutes
7. Assessment 35 minutes
Deadline of the module is on : Monday, October 16, 2020 at 11:59pm

Quantitative vs. Categorical Variables

Data consist of individuals and variables that give us information about those individuals. An individual
can be an object or a person. A variable is an attribute, such as a measurement or a label.
Example 1
This dataset is from a medical study. In this study, researchers wanted to identify variables connected to low
birth weights.
Age at Weight prior Smoker Doctor Race Birth
delivery to pregnancy visits during Weight
(pounds) 1st trimester (grams)

Patient 1 29 140 Yes 2 Caucasian 2977

Patient 2 32 132 No 4 Caucasian 3080

Patient 3 36 175 No 0 African- 3600

American

* * * * * * *

* * * * * * *

Patient 30 95 Yes 2 Asian 3147

189

In this example, the individuals are the patients (the mothers). There are six variables in this dataset:
 Mother’s age at delivery (years)
 Mother’s weight prior to pregnancy (pounds)
 Whether mother smoked during pregnancy (yes, no)
 Number of doctor visits during first trimester of pregnancy
 Mother’s race (Caucasian, African American, Asian, etc.)
 Baby’s birth weight (grams)
There are two types of variables: quantitative and categorical.

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 Categorical variables take category or label values and place an individual into one of several groups.
Each observation can be placed in only one category, and the categories are mutually exclusive. In our
example of medical records, smoking is a categorical variable, with two groups, since each participant can be
categorized only as either a nonsmoker or a smoker. Gender and race are the two other categorical variables
in our medical records example.
Quantitative variables take numerical values and represent some kind of measurement. In our medical
example, age is an example of a quantitative variable because it can take on multiple numerical values. It also
makes sense to think about it in numerical form; that is, a person can be 18 years old or 80 years old. Weight
and height are also examples of quantitative variables.
Try it Now
The table below shows 2020 data from selected city/towns of Iloilo.
Family Annual
Location Zipcode
Size Income
1 Passi 5037 8 120000
2 Dueñas 5038 5 150000
3 San Enrique 5036 6 230000
4 Pototan 5008 5 100000
5 Barotac Nuevo 5007 4 130000
6 Lambunao 5042 1 140000

Who are the individuals described in this in this data?

a. People living in Iloilo in the year 2020
b. City/ Town
c. People with families in the year 2020
Indicate whether the variables are categorical, quantitative, or neither.
1. Zip Code
2. Family Size
3. Annual Income

Population vs. Sample

A population data set contains all members of a specified group (the entire list of possible data values).
Example 2

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 The population may be "ALL people living in the Philippines."
A sample data set contains a part, or a subset, of a population. The size of a sample is always less than
the size of the population from which it is taken.
Example 3
 The sample may be “ALL people living in the Philippines who loves Korean nobela."

Try it Now 2
The 95% of the students and faculty in Passi City College have Facebook Messenger in their gadgets.
What population is being described in the statement? And which data corresponds to a sample?

Parameter vs. Statistic

A parameter is a fixed measure describing the whole population (population being a group of people, things,
animals, phenomena that share common characteristics.) A statistic is a characteristic of a sample, a portion of
the target population.
Try it Now 3
Tell whether the statements describe a parameter or a statistic;
1. 20% of U.S. senators voted for a specific measure. Since there are only 100 senators, you can count what
each of them voted.
2. 50% of people living in the U.S. agree with the latest health care proposal. Researchers can’t ask hundreds
of millions of people if they agree, so they take samples, or part of the population and calculate the rest.

Example 4
Imagine a small college with only 200 students, and suppose that 60% of these students are eligible for
financial aid.
In this simplified situation, we can identify the population, the variable, and the population proportion.
 Population: 200 students at the college.
 Variable: Eligibility for financial aid is a categorical variable, so we use a proportion as a summary.
 Population proportion: 0.60 of the population is eligible for financial aid

Types of Data & Measurement Scales

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 In statistics, there are four data measurement scales: nominal, ordinal, interval and ratio. These four
data measurement scales are best understood with example, as you’ll see below.
Nominal
Nominal scales are used for labeling variables, without any quantitative value.  “Nominal” scales could
simply be called “labels.”  
Example 5
Nominal Scales

Ordinal
With ordinal scales, the order of the values is what’s important and significant, but the differences
between each one is not really known.  Ordinal scales are typically measures of non-numeric concepts like
satisfaction, happiness, discomfort, etc.
Example 6
Example of Ordinal Scales

Interval
Interval scales are numeric scales in which we know both the order and the exact differences between
the values.  The classic example of an interval scale is Celsius temperature because the difference between
each value is the same.  For example, the difference between 60 and 50 degrees is a measurable 10 degrees,
as is the difference between 80 and 70 degrees.

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 Interval scales are nice because the realm of statistical analysis on these data sets opens up.  For
example, central tendency can be measured by mode, median, or mean; standard deviation can also be
calculated. They don’t have a “true zero.”  For example, there is no such thing as “no temperature,” at least
not with celsius.  In the case of interval scales, zero doesn’t mean the absence of value, but is actually another
number used on the scale, like 0 degrees celsius.  Negative numbers also have meaning.  Without a true zero,
it is impossible to compute ratios.  With interval data, we can add and subtract, but cannot multiply or divide.

Ratio
Ratio scales are the ultimate nirvana when it comes to data measurement scales because they tell us
about the order, they tell us the exact value between units, AND they also have an absolute zero–which allows
for a wide range of both descriptive and inferential statistics to be applied.  
Ratio scales provide a wealth of possibilities when it comes to statistical analysis. These variables can
be meaningfully added, subtracted, multiplied, divided (ratios). Central tendency can be measured by mode,
median, or mean; measures of dispersion, such as standard deviation and coefficient of variation can also be
calculated from ratio scales.

Try it Now 4
1. Which of these is NOT an example of a nominal scale?
a. Numbers on a football jersey
b. Numbers on pool balls
c. Gender
d. Exam grades
2. The order that runners cross the finish line is an example of:
a. a nominal scale
b. an ordinal scale
c. an interval scale
d. a ratio scale

Measures of Central Tendency

A measure of central tendency is a number that represents the typical value in a collection of numbers. Three
familiar measures of central tendency are the mean, the median, and the mode.

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We will let n represent the number of data points in the distribution. Then

Mean=
∑ of all data points
n
(The mean is also known as the "average" or the "arithmetic average.")

Median = "middle" data point (or average of two middle data points) when the data points are arranged in
numerical order.
Mode = the value that occurs most often (if there is such a value).

Example 7. Compute the mean, median and mode for the following DAM STATISTICS:

MEAN = (756 + 726 + 710 + 568 + 564 + 440 + 440)/7 = 4204/7 = 600.57 (this has been rounded).
We can say that the typical dam is 600.57 feet tall.

We can also use the MEDIAN to describe the typical response. In order to find the median we must first list the data
points in numerical order: 756, 726, 710, 568, 564, 440, 440. Now we choose the number in the middle of the list. 756,
726, 710, 568, 564, 440, 440. The median is 568. Because the median is 568 it is also reasonable to say that on this list
the typical dam is 568 feet tall.

We can also use the MODE to describe the typical dam height. Since the number 440 occurs more often than any of the
other numbers on this list, the mode is 440.

Try it Now 5

Survey question: How many semester hours are you taking this semester?

Responses: 15, 12, 18, 12, 15, 15, 12, 18, 15, 16
Find the mean, median, and the mode of the responses.

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Population and Sample Mean

The population mean is represented by the Greek letter mu (μ). It is given by the formula

The capital Greek letter sigma (𝚺) is commonly used in mathematics to represent a summation of all the
numbers in a grouping. N is the number of terms in the population.
The sample mean is represented by x bar  . It is given by the formula

n is the number of terms in the sample.

Example 8
A teacher wants to find the average score for a student in his class. The teacher's sample set has 7
different test scores: 78, 89, 93, 95, 88, 78, 95. He adds all the scores together and gets a sum of 616. He can
use this sum in the next step to find his sample mean.
x

∑ xi 78+89+ 93+95+88+ 78+95

x̄= i=1 =
n 7
Summary of Topics

1. Quantitative vs. Categorical Variables

2. Population vs. Sample
3. Parameter vs. Statistic
4. Types of Data & Measurement Scales
5. Measures of Central Tendency
6. Population and Sample Mean Assessment Tasks

Assessment

I. Identify the following as nominal level, ordinal level, interval level, or ratio level data.

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 1. Flavors of frozen yogurt ________________
2. Amount of money in savings accounts________________
3. Students classified by their reading ability: Above average, Below average, Normal
________________
4. Letter grades on an English essay ________________
5. Religions ________________
6. Commuting times to work ____________
7. Ages (in years) of art students ________________
8. Ice cream flavor preference ________________
9. Years of important historical events ________________
10. Instructors classified as: Easy, Difficult or Impossible ________________
II. There are three different basketball teams and each has played five games. You have each team's
score from each of its games.

1. . Suppose you want to join one of the three basketball teams. You want to join the one that is doing
the best so far. If you rank each team by their mean scores, which team would you join?
2. 2. Instead of using mean scores, you use the median score of each team to make your decision. Which
team do you join?
II.  Find the sample mean for the following set of numbers: 12, 13, 14, 16, 17, 40, 43, 55, 56, 67,
78, 78, 79, 80, 81, 90, 99, 101, 102, 304, 306, 400, 401, 403, 404, 405.

References
Coletti, P., 2011, Advanced Statistics, http://www.paolocoletti.it/books/AdvancedStatistics.pdf
Ghoodjani, Abolfazl. (2018). Book: Advanced Statistical Methods and Applications. Statistica. 78. 2018

“The best way to predict your future is to create it.”

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 -Abraham Lincoln

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