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Statistics 8
Quarter 1 – Module 1:
Descriptive and Inferential Statistics, Variables and Types of Data,
Data Collection and Sampling Techniques

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Statistics – Grade 8
Alternative Delivery Mode
Quarter 1 – Module 1: Descriptive and Inferential Statistics, Variables and Types of
Data, Data Collection and Sampling Techniques

First Edition, 2020

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Introductory Message

For the facilitator:

Welcome to the Statistics Grade 8 Alternative Delivery Mode (ADM) Module on

Descriptive and Inferential Statistics, Variables and Types of Data, Data Collection
and Sampling Techniques.

This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration
their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.

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For the learner:

Welcome to the Statistics 8 Alternative Delivery Mode (ADM) Module on Descriptive

and Inferential Statistics, Variables and Types of Data, Data Collection and
Sampling Techniques.

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a
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This module was designed to provide you with fun and meaningful opportunities
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learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

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 What I Can Do This section provides an activity which will
help you transfer your new knowledge or
skill into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of
the lesson learned. This also tends retention
of learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
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If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
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We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

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 What I Need to Know

This module is about understanding the key concepts of Descriptive

and Inferential Statistics, Variables and Types of Data, Data Collection and
Sampling Techniques.

This module has 3 lessons:

Lesson 1: Descriptive and Inferential Statistics

Lesson 2: Variables and Types of Data
Lesson 3: Data Collection and Sampling Techniques

OBJECTIVES

After using this module, you are expected to learn:

1. Demonstrate knowledge of statistical terms.

2. Differentiate between the two branches of Statistics.

3. Identify types of data.

4. Identify the measurement level for each variable.

5. Identify the four basic sampling techniques.

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 What I Know

Read each item with understanding and encircle the letter of the correct
answer.
1. It is an area of inferential statistics that involves a decision-making
process for evaluating claims about a population, based on
information obtained from samples.
a. gathering data c. writing conclusion
b. hypothesis testing d. interpreting data

2. It is a characteristic or attribute that can assume different values.

a. data b. sample c. constant d. variable

3. It is the science of conducting studies to collect, organize, summarize,

analyze, and draw conclusions from data.
a. Geometry b. Probability c. Statistics d. Trigonometry

4. It is a group of subjects selected from a population.

a. sample b. constant c. variable d. variation

5. It is a type of variables that are numerical and can be ordered or

ranked.
a. discrete b. continuous c. qualitative d. quantitative

6. Which among the following is NOT one of the four common types of
measurement scales?
a. decimal b. interval c. nominal d. ratio

7. Which of the following is NOT an example of a survey method?

a. telephone c. personal interview
b. conference d. mailed questionnaire

8. This is a method of sampling where samples are selected by using

chance methods.
a. cluster b. random c. stratified d. systematic

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 9. It is one of the main areas in statistics which consists of generalizing
from samples to populations, performing estimations and hypothesis
tests, determining relationships among variables, and making
predictions.
a. descriptive b. inferential c. observational d. experimental

10. These are the values (measurements or observations) that the

variables can assume.
a. data b. sample c. population d. respondents

Lesson
Descriptive and
1 Inferential Statistics

What’s New

Statistics is used in almost all fields of human endeavor. In areas

such as public health, an administrator might be concerned with the
number of people who contracted the corona virus during the week or
month. In education, a researcher might want to know if new methods of
teaching are better than the old ones.

Furthermore, statistics is used to analyze the results of surveys and

as a tool in scientific research to make decisions based on controlled
experiments. Other uses of statistics include operations research, quality
control, estimation, and prediction.

In this lesson, students need to understand the difference between the

two branches of statistics namely the descriptive and inferential statistics
and also to demonstrate knowledge of different statistical terms.

What is It

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 Statistics is the science of conducting studies to collect, organize,
summarize, analyze, and draw conclusions from data.

Descriptive and Inferential Statistics

To gain knowledge about seemingly random situations, statisticians
collect information for variables, which describe the situation.

A variable is a characteristic or attribute that can assume different

values.

Data are the values (measurements or observations) that the variables

can assume. Variables whose values are determined by chance are called
random variables.

A collection of data values forms a data set. Each value in the data
set is called a data value or a datum.

Data can be used in different ways. The body of knowledge called

statistics is sometimes divided into two main areas, depending on how data
are used. The two areas are:
1. Descriptive statistics
2. Inferential statistics

Descriptive statistics consists of the collection, organization,

summarization, and presentation of data.

Descriptive Statistics are used to present quantitative

descriptions in a manageable form. In a research study we may have lots
of measures. Or we may measure a large number of people on any
measure. Descriptive statistics help us to simplify large amounts of data
in a sensible way. Each descriptive statistic reduces lots of data into a
simpler summary.

Consider the national census conducted by our government every

year. Results of this census give you the average age, income, and other
characteristics of the population. To obtain this information, the Census
Bureau must have some means to collect relevant data. Once data are
collected, the bureau must organize and summarize them. Finally, the
bureau needs a means of presenting the data in some meaningful form,
such as charts, graphs, or tables.

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Inferential statistics consists of generalizing from samples to
populations, performing estimations and hypothesis tests, determining
relationships among variables, and making predictions.

Inferential statistics takes data from a sample and makes inferences

about the larger population from which the sample was drawn. Because the
goal of inferential statistics is to draw conclusions from a sample and
generalize them to a population, we need to have confidence that our
sample accurately reflects the population.

It is also important to distinguish between a sample and a

population.

A population consists of all subjects (human or otherwise) that are being

studied.

Most of the time, due to the expense, time, size of population, medical
concerns, etc., it is not possible to use the entire population for a statistical
study; therefore, researchers use samples.

A sample is a group of subjects selected from a population.

An area of inferential statistics called hypothesis testing is a

decision-making process for evaluating claims about a population, based on
information obtained from samples. For example, a researcher may wish to
know if a new drug will reduce the number of heart attacks in men over 70
years of age. For this study, two groups of men over 70 would be selected.
One group would be given the drug, and the other would be given a placebo
(a substance with no medical benefits or harm). Later, the number of heart
attacks occurring in each group of men would be counted, a statistical test
would be run, and a decision would be made about the effectiveness of the
drug.

What’s More

Read the following on attendance and grades, and answer the

questions.

A study conducted at Manatee Community College revealed that

students who attended class 95 to 100% of the time usually received grade
an A in the class. Students who attended class 80 to 90% of the time
usually received a B or C in the class. Students who attended class less
than 80% of the time usually received a D or an F or eventually withdrew
from the class.

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 Based on this information, attendance and grades are related. The
more you attend class, the more likely you will receive a higher grade. If you
improve your attendance, your grades will probably improve. Many factors
affect your grade in a course. One factor that you have considerable control
over is attendance. You can increase your opportunities for learning by
attending class more often.

1. What are the variables under study?

2. What are the data in the study?
3. Are descriptive, inferential, or both types of statistics used?
4. What is the population under study?
5. Was a sample collected? If so, from where?
6. From the information given, comment on the relationship between the
variables.

What I Have Learned

Provide the answers to the following questions.

1. What is the difference between descriptive and inferential statistics?

2. Do you think Statistics is important in our lives?

3. How is a sample different from population?

What I Can Do

Identify each of the following as either descriptive or inferential statistics.

1. The average salary of a random sample of 50 high school teachers in

2018 was P35,400.

2. Based on a random sample, it was concluded that the average cost of

a hotel room in Panglao Island was greater than one in Tagbilaran
City.

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 3. A study has concluded that the average credit card debt of employees
has increased from the year 2009 to 2010.

4. The average Amazon.com rating of the book The Complete Idiot’s

Guide to Statistics by 26 reviewers is 4.6 on a scale of 1 to 5.

5. The average Filipino viewer watches 151 hours of TV per month.

Lesson
Variables and Types of
2 Data

What’s In

In the previous lesson, it was discussed that data are the values
(measurements or observations) that the variables can assume while
variables are characteristics or attributes that can assume different values.

This lesson will explore in greater detail the nature of variables and
types of data.

What’s New

Statisticians gain information about a particular situation by

collecting data for random variables. Therefore, there is a need to know the
nature of variables and types of data.

In this lesson, the classification of variables as well as the four

common types of measurement scales will be discussed.

What is It

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 Variables can be classified as qualitative or quantitative.

Qualitative variables are variables that can be placed into distinct

categories, according to some characteristic or attribute. For example, if
subjects are classified according to gender (male or female), then the variable
gender is qualitative. Other examples of qualitative variables are religious
preference and geographic locations.

Quantitative variables are numerical and can be ordered or ranked.

For example, the variable age is numerical, and people can be ranked in
order according to the value of their ages. Other examples of quantitative
variables are heights, weights, and body temperatures.

Quantitative variables can be further classified into two groups:

discrete and continuous.

Discrete variables can be assigned values such as 0, 1, 2, 3 and are

said to be countable. Examples of discrete variables are the number of
children in a family, the number of students in a classroom, and the number
of calls received by a switchboard operator each day for a month.

Discrete variables assume values that can be counted.

Continuous variables, by comparison, can assume an infinite number

of values in an interval between any two specific values. Temperature, for
example, is a continuous variable, since the variable can assume an infinite
number of values between any two given temperatures.

Continuous variables can assume an infinite number of values between

any two specific values. They are obtained by measuring. They often
include fractions and decimals.

The classification of variables can be summarized as follows:

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 Since continuous data must be measured, answers must be rounded
because of the limits of the measuring device. Usually, answers are rounded
to the nearest given unit.

For example, heights might be rounded to the nearest inch, weights to

the nearest ounce, etc. Hence, a recorded height of 73 inches could mean
any measure from 72.5 inches up to but not including 73.5 inches. Thus,
the boundary of this measure is given as 72.5–73.5 inches.

Boundaries are written for convenience as 72.5–73.5 but are

understood to mean all values up to but not including 73.5. Actual
data values of 73.5 would be rounded to 74 and would be included in a
class with boundaries of 73.5 up to but not including 74.5, written as 73.5–
74.5.
As another example, if a recorded weight is 86 pounds, the exact
boundaries are 85.5 up to but not including 86.5, written as 85.5–86.5
pounds.

Table 1-1 helps to clarify this concept. The boundaries of a

continuous variable are given in one additional decimal place and always
end with the digit 5.

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 In addition to being classified as qualitative or quantitative, variables
can be classified by how they are categorized, counted, or measured.

For example, can the data be organized into specific categories, such
as area of residence (rural, suburban, or urban)? Can the data values be
ranked, such as first place, second place, etc.? Or are the values obtained
from measurement, such as heights, IQs, or temperature? This type of
classification—i.e., how variables are categorized, counted, or measured—
uses measurement scales, and four common types of scales are used:
nominal, ordinal, interval, and ratio.

The first level of measurement is called the nominal level of

measurement.

A sample of college instructors classified according to subject taught

(e.g., English, history, psychology, or mathematics) is an example of
nominal-level measurement. Classifying survey subjects as male or female is
another example of nominal-level measurement. No ranking or order can
be placed on the data. Classifying residents according to zip codes is also an
example of the nominal level of measurement. Even though numbers are
assigned as zip codes, there is no meaningful order or ranking. Other
examples of nominal-level data are political party (Democratic, Republican,
Independent, etc.), religion (Christianity, Judaism, Islam, etc.), and marital
status (single, married, divorced, widowed, separated).

The nominal level of measurement classifies data into mutually exclusive

(nonoverlapping), exhausting categories in which no order or ranking can
be imposed on the data.

The next level of measurement is called the ordinal level.

Data measured at this level can be placed into categories, and these
categories can be ordered, or ranked. For example, from student evaluations,
guest speakers might be ranked as superior, average, or poor. Floats in a
homecoming parade might be ranked as first place, second place, etc.

Note that precise measurement of differences in the ordinal level of

measurement does not exist. For instance, when people are classified
according to their build (small, medium, or large), a large variation exists
among the individuals in each class. Other examples of ordinal data are
letter grades (A, B, C, D, F).

The ordinal level of measurement classifies data into categories that can
be ranked; however, precise differences between the ranks do not exist.

The third level of measurement is called the interval level.

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 This level differs from the ordinal level in that precise differences do
exist between units. For example, many standardized psychological tests
yield values measured on an interval scale. IQ is an example of such a
variable. There is a meaningful difference of 1 point between an IQ of 109
and an IQ of 110. Temperature is another example of interval measurement,
since there is a meaningful difference of 1F between each unit, such as 72
and 73F. One property is lacking in the interval scale: There is no true zero.
For example, IQ tests do not measure people who have no intelligence. For
temperature, 0F does not mean no heat at all.

The interval level of measurement ranks data, and precise differences

between units of measure do exist; however, there is no meaningful zero.

The final level of measurement is called the ratio level.

Examples of ratio scales are those used to measure height, weight,

area, and number of phone calls received. Ratio scales have differences
between units (1 inch, 1 pound, etc.) and a true zero. In addition, the ratio
scale contains a true ratio between values. For example, if one person can
lift 200 pounds and another can lift 100 pounds, then the ratio between
them is 2 to 1. Put another way, the first person can lift twice as much as
the second person.

The ratio level of measurement possesses all the characteristics of

interval measurement, and there exists a true zero. In addition, true ratios
exist when the same variable is measured on two different members of the
population.

Note: There is not complete agreement among statisticians about the

classification of data into one of the four categories. For example, some
researchers classify IQ data as ratio data rather than interval. Also, data can
be altered so that they fit into a different category. For instance, if the
incomes of all professors of a college are classified into the three categories
of low, average, and high, then a ratio variable becomes an ordinal variable.

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Table 1–2 gives some examples of each type of data.

What’s More

For each of the following variables, determine whether the variable is

qualitative or quantitative.

1. Name of Internet service provider

2. Time in hours spent surfing the Internet per week

3. Number of text messages sent in a week

4. Number of online purchases made in a month

5. Whether the individual has a Facebook profile

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 What I Have Learned

Identify what level of measurement is being indicated in each item.

1. The teacher of a class of records the eye color of each student.

2. The teacher of a class records the percentage that each student got
correct on the last science test.
3. A meteorologist compiles a list of temperatures in degrees Celsius
for the month of May
4. A film critic lists the top 50 greatest movies of all time.
5. A car magazine lists the most expensive cars for 2012.
6. A local animal shelter keeps track of the weights of dogs that come
in.

What I Can Do

Read the following information about the transportation industry and

answer the questions.

The chart shows the number of job-related injuries for each of the
transportation industries for 1998.

1. What are the variables under study?

2. Categorize each variable as quantitative or qualitative.
3. Categorize each quantitative variable as discrete or continuous.

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 4. Identify the level of measurement for each variable.
5. The railroad is shown as the safest transportation industry. Does that
mean railroads have fewer accidents than the other industries?
Explain.
6. What factors other than safety influence a person’s choice of
transportation?
7. From the information given, comment on the relationship between the
variables.

Lesson
Data Collection and
3 Sampling Techniques

What’s New

In research, statisticians use data in many different ways. As stated

previously, data can be used to describe situations or events.

In this lesson, the four basic sampling techniques will be discussed.

What is It

In research, data play a very important role and they can be used in
many different ways. They are used to describe situations or events.

For example, a manufacturer might want to know something about

the consumers who will be purchasing his product so he can plan an
effective marketing strategy. In another situation, the management of a
company might survey its employees to assess their needs in order to
negotiate a new contract with the employees’ union. Data can be used to
determine whether the educational goals of a school district are being met.
Finally, trends in various areas, such as the stock market, can be analyzed,

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enabling prospective buyers to make more intelligent decisions concerning
what stocks to purchase. These examples illustrate a few situations where
collecting data will help people make better decisions on courses of action.

Data can be collected in a variety of ways. One of the most common

methods is through the use of surveys. Surveys can be done by using a
variety of methods. Three of the most common methods are the telephone
survey, the mailed questionnaire, and the personal interview.

a. Telephone surveys have an advantage over personal interview

surveys in a manner that they are less costly. Also, people may be
more candid in their opinions since there is no face-to-face contact. A
major drawback to the telephone survey is that some people in the
population will not have phones or will not answer when the calls are
made; hence, not all people have a chance of being surveyed. Also,
many people now have unlisted numbers and cell phones, so they
cannot be surveyed. Finally, even the tone of the voice of the
interviewer might influence the response of the person who is being
interviewed.

b. Mailed questionnaire surveys can be used to cover a wider

geographic area than telephone surveys or personal interviews since
mailed questionnaire surveys are less expensive to conduct. Also,
respondents can remain anonymous if they desire. Disadvantages of
mailed questionnaire surveys include a low number of responses and
inappropriate answers to questions. Another drawback is that some
people may have difficulty reading or understanding the questions.

c. Personal interview surveys have the advantage of obtaining in-depth

responses to questions from the person being interviewed. One
disadvantage is that interviewers must be trained in asking questions
and recording responses, which makes the personal interview survey
more costly than the other two survey methods. Another disadvantage
is that the interviewer may be biased in his or her selection of
respondents.

Data can also be collected in other ways, such as surveying records

or direct observation of situations. Researchers use samples to collect
data and information about a particular variable from a large population.
Using samples saves time and money and in some cases enables the
researcher to get more detailed information about a particular subject.
Samples cannot be selected in haphazard ways because the information
obtained might be biased. For example, interviewing people on a street
corner during the day would not include responses from people working in
offices at that time or from people attending school; hence, not all subjects
in a particular population would have a chance of being selected.

To obtain samples that are unbiased—i.e., that give each subject in

the population an equally likely chance of being selected—statisticians use

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four basic methods of sampling: random, systematic, stratified, and
cluster sampling.

a. Random Sampling

Random samples are selected by using chance methods or

random numbers. One such method is to number each subject in
the population. Then place numbered cards in a bowl, mix them
thoroughly, and select as many cards as needed. The subjects
whose numbers are selected constitute the sample. Since it is
difficult to mix the cards thoroughly, there is a chance of obtaining
a biased sample. For this reason, statisticians use another method
of obtaining numbers. They generate random numbers with a
computer or calculator. Before the invention of computers, random
numbers were obtained from tables.

Some two-digit random numbers are shown in Table 1–3. To select

a random sample of, say, 15 subjects out of 85 subjects, it is
necessary to number each subject from 01 to 85.

Then select a starting number by closing your eyes and placing

your finger on a number in the table. (Although this may sound
somewhat unusual, it enables us to find a starting number at
random.) In this case suppose your finger landed on the number
12 in the second column. (It is the sixth number down from the
top.) Then proceed downward until you have selected 15 different
numbers between 01 and 85. When you reach the bottom of the
column, go to the top of the next column. If you select a number
greater than 85 or the number 00 or a duplicate number, just omit
it. In our example, we will use the subjects numbered 12, 27, 75,
62, 57, 13, 31, 06, 16, 49, 46, 71, 53, 41, and 02.

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b. Systematic Sampling

Researchers obtain systematic samples by numbering each

subject of the population and then selecting every kth subject. For
example, suppose there were 2000 subjects in the population and
a sample of 50 subjects were needed.

Since 2000 ÷ 50 = 40, then k = 40, and every 40th subject would
be selected; however, the first subject (numbered between 1 and
40) would be selected at random. Suppose subject 12 were the first
subject selected; then the sample would consist of the subjects
whose numbers were 12, 52, 92, etc., until 50 subjects were
obtained. When using systematic sampling, you must be careful
about how the subjects in the population are numbered. If subjects
were arranged in a manner such as wife, husband, wife, husband,
and every 40th subject were selected, the sample would consist of
all husbands. Numbering is not always necessary. For example, a
researcher may select every tenth item from an assembly line to
test for defects.

c. Stratified Sampling

Researchers obtain stratified samples by dividing the population

into groups (called strata) according to some characteristic that is
important to the study, then sampling from each group. Samples
within the strata should be randomly selected. For example,
suppose the president of a two-year college wants to learn how
students feel about a certain issue. Furthermore, the president
wishes to see if the opinions of the first-year students differ from
those of the second-year students. The president will select
students from each group to use in the sample.

d. Cluster Sampling

Researchers also use cluster samples. Here the population is

divided into groups called clusters by some means such as
geographic area or schools in a large school district, etc. Then the
researcher randomly selects some of these clusters and uses all
members of the selected clusters as the subjects of the samples.
Suppose a researcher wishes to survey apartment dwellers in a
large city. If there are 10 apartment buildings in the city, the
researcher can select at random 2 buildings from the 10 and
interview all the residents of these buildings. Cluster sampling is
used when the population is large or when it involves subjects
residing in a large geographic area.

For example, if one wanted to do a study involving the patients in

the hospitals in Metro Manila, it would be very costly and time-

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 consuming to try to obtain a random sample of patients since they
would be spread over a large area. Instead, a few hospitals could be
selected at random, and the patients in these hospitals would be
interviewed in a cluster.

The four basic sampling methods are summarized in Table 1–4.

What’s More

Choose the letter of the correct answer.

1. A manager associated each employee's name with a number on one

ball in a container, then drew balls without looking to select a
sample of 5 employees. What type of sampling is this?
a. cluster b. random c. stratified d. systematic

2. A principal orders t-shirts and wants to check some of them to

make sure they were printed properly. She randomly selects 2 of
the 10 boxes of shirts and checks every shirt in those 2 boxes.
What type of sampling is this?
a. cluster b. random c. stratified d. systematic

3. A support hotline asks callers to stay on the line after they have
completed their call to respond to a short survey. What type of
sampling is this?
a. cluster b. random c. stratified d. none of the
above

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 4. A professor asks the first 5 students who arrive to class to
participate in a research study about young adult sleep patterns.
What type of sampling is this?
a. cluster b. random c. stratified d. none of the
above

5. A school chooses 3 randomly selected athletes from each of its

sports teams to participate in a survey about athletics at the
school. What type of sampling is this?
a. cluster b. random c. stratified d. systematic

What I Have Learned

Provide what is asked in every item.

1. Come up with one sentence summarizing the key difference between
stratified and cluster sampling.

2. Imagine that a local clothing manufacturer has 2,700 employees. The

personnel manager decides to ask the employees for suggestions on
how to improve their workplace. It would take too long to survey
everyone, so the manager chooses to systematically sample 300 of the
employees. What would be the sampling interval?

3. Does the bingo game use simple random sampling? Provide a brief
explanation of how each example uses this sampling method or not.

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 What I Can Do

Assume you are a member of the Research Council and have become
increasingly concerned about the drug use by professional sports players.
You set up a plan and conduct a survey on how people believe the Filipino
culture (television, movies, magazines, and popular music) influences illegal
drug use. Your survey consists of 2250 adults and adolescents from around
the country. A consumer group petitions you for more information about
your survey. Answer the following questions about your survey.

1. What type of survey did you use (phone, mail, or interview)?

2. What are the advantages and disadvantages of the surveying methods

you did not use?

3. Did you use a random method for deciding who would be in your
sample?

4. Which of the methods (stratified, systematic, cluster, or convenience)

did you use?

5. Why was that method more appropriate for this type of data
collection?

Assessment

Read each item with understanding and encircle the letter of the correct
answer.
1. It is an area of inferential statistics that involves a decision-making
process for evaluating claims about a population, based on
information obtained from samples.
c. gathering data c. writing conclusion
d. hypothesis testing d. interpreting data

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2. It is a characteristic or attribute that can assume different values.
b. data b. sample c. constant d. variable

3. It is the science of conducting studies to collect, organize, summarize,

analyze, and draw conclusions from data.
b. Geometry b. Probability c. Statistics d.
Trigonometry

4. It is a group of subjects selected from a population.

b. sample b. constant c. variable d. variation

5. It is a type of variables that are numerical and can be ordered or

ranked.
b. discrete b. continuous c. qualitative d. quantitative

6. Which among the following is NOT one of the four common types of
measurement scales?
b. decimal b. interval c. nominal d. ratio

7. Which of the following is NOT an example of a survey method?

c. telephone c. personal interview
d. conference d. mailed questionnaire

8. This is a method of sampling where samples are selected by using

chance methods.
b. cluster b. random c. stratified d. systematic

9. It is one of the main areas in statistics which consists of generalizing

from samples to populations, performing estimations and hypothesis
tests, determining relationships among variables, and making
predictions.
b. descriptive b. inferential c. observational d. experimental

10. These are the values (measurements or observations) that the

variables can assume.
b. data b. sample c. population d. respondents

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 Additional Activities

Tell if the statement is descriptive or inferential.

1. A prediction has been made that the chance that a person will be
robbed in a certain city is 15%.

2. A recent survey of 2000 adults having an MBA reported that the

average salary is more than P200,000 a year.

3. The chances of you getting a new car is about the same as passing
your math.

4. The Senior Citizens that live in Cebu have better memories than the
ones that lives in Bohol.

5. From a past study, it was found out that 56% of women are the
primary investors in their households.

6. 10% of college students are predicted to travel out of the country

during summer break.

7. From a past study it was found out that the APR of a certain credit
card averaged 12.83%.

8. It is predicted that the average number of automobiles each household

owns will increase next year.

9. Which type of statistics is this? Using this product will burn 74%
more calories.

10. ________ statistics consists if the collection, organization,

summarization and presentation of data.

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 Answer Key

What I Know page 7

1. B
2. D
3. C
4. A
5. D
6. A
7. B
8. B
9. B
10. A

References:

Book:

Bluman, A.G. (2009). Elementary Statistics A Step by Step Approach (7th

Edition).
New York, NY: McGraw-Hill.

Internet:

https://conjointly.com/kb/descriptive-statistics/

https://quizizz.com/admin/quiz/5c4a20a5ff32b6001a7e04e9/inferential-and-descriptive

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What’s More page 10

1. The variables are grades and attendance.

2. The data consist of specific grades and attendance numbers.
3. These are descriptive statistics.
4. The population under study is students at Manatee Community College
(MCC).
5. While not specified, we probably have data from a sample of MCC
students.
6. Based on the data, it appears that, in general, the better your attendance
the
higher your grade.

What I Have Learned page 10

1. Descriptive statistics consists of the collection, organization,

summarization and presentation of data while inferential statistics
consists of generalizing from samples to populations, performing
estimations and hypothesis tests, determining relationships among
variables and making predictions.
2. Answers may vary.
3. A population consists of all subjects (human or otherwise) that are
being studied while sample is a group of subjects selected from a
population.

What I Can Do page 11 What’s More page 16

1. Descriptive 1. Qualitative
2. Inferential 2. Quantitative
3. Inferential 3. Quantitative
4. Descriptive 4. Quantitative
5. Inferential 5. Qualitative

What I Have Learned page 17

1. Nominal
2. Ratio
3. Interval
4. Ordinal
5. Ratio
6. Ratio

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What I Can Do page 17

1. The variables are industry and number of job-related injuries.

2. The type of industry is a qualitative variable, while the number of job-
related injuries is quantitative.
3. The number of job-related injuries is discrete.
4. Type of industry is nominal, and the number of job-related injuries is
ratio.
5. The railroads do show fewer job-related injuries; however, there may
be other things to consider. For example, railroads employ fewer
people than the other transportation industries in the study.
6. A person’s choice of transportation might also be affected by
convenience issues, cost, service, etc.
7. Answers will vary. One possible answer is that the railroads have the
fewest job-related injuries, while the airline industry has the most job-
related injuries (more than twice those of the railroad industry). The
numbers of job-related injuries in the subway and trucking industries
are fairly comparable.

What’s More page 21-22 What I Have Learned page 22

1. B 1. Answers may vary.

2. A 2. 9
3. D 3. Yes.
4. D
5. C

What I Can Do page 23

1. I used a telephone survey. The advantage to my survey method is that

this was a relatively inexpensive survey method (although more
expensive than using the mail) that could get a fairly sizable response.
The disadvantage to my survey method is that I have not included
anyone without a telephone. (Note: My survey used a random dialing
method to include unlisted numbers and cell phone exchanges.)
2. A mail survey also would have been fairly inexpensive, but my
response rate may have been much lower than what I got with my
telephone survey. Interviewing would have allowed me to use follow-
up questions and to clarify any questions of the respondents at the
time of the interview. However, interviewing is very labor- and cost-
intensive.
3. The random method that I used was a random dialing method.
4. To include people from each state, I used a stratified random sample,
collecting data randomly from each of the area codes and telephone
exchanges available.
5. This method allowed me to make sure that I had representation from
each area.

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