9

Advanced Statistics
Quarter 1 – Module 6:
MEASURES OF VARIABILITY

1
Advanced Statistics – Grade 9
Alternative Delivery Mode
Quarter 1 – Module 6: Measures of Variability
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Author: JANSTEN B. MAPATAC

Editor:
Reviewers:
Illustrator:
Layout Artist:
Management Team:

Printed in the Philippines by ________________________

Department of Education – Region II

Office Address: Regional Government Center, Carig Sur, Tuguegarao City, 3500
Telefax: (078) 304-3855 / (078) 396-0677 / (078) 396-9728
E-mail Address: region2@deped.gov.ph

2
 9

Advanced Statistics
Quarter 1 – Module 6:
Measures of Variability

3
Introductory Message
For the facilitator:

Welcome to the Advanced Statistics – Grade 9 Alternative Delivery Mode (ADM)

Module on Measures of Variability.

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.

4
For the learner:

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

Measures of Variability.

Through our hands we may learn, create and accomplish. Hence, the hand in this
learning resource signifies that you as a learner is capable and empowered to
successfully achieve the relevant competencies and skills at your own pace and
time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active
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.

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.

5
 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.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
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
not alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

6
 What I Need to Know

This module was designed and written with you in mind. It is here to discuss
the concepts of measures of variability. The scope of this module permits it to be
used in many different learning situations. The language used recognizes the
diverse vocabulary level of students. The lessons are arranged to follow the
standard sequence of the course. But the order in which you read them can be
changed to correspond with the textbook you are now using.

The module is all about measures of variability.

After going through this module, you are expected to distinguish three
measures of variability which include the range, variance and standard deviation
as well as the coefficient of variation.

What I Know
Directions: Choose the letter of the correct answer from the given choices by
writing the chosen letter on a separate sheet of paper.
1. Which of the following does not belong to the group?
A. Mean C. Range
B. Standard deviation D. Variance
2. What is the range of the following data values? 3, 4, 7, 8, 9, 13
A. 6 B. 10 C. 14 D. 16
3. What is the sample standard deviation of the values in item no.2?
A. 3.37 C. 10.96
B. 3.61 D. 10.97
4. “Variance is simply the square of the standard deviation”. Which of the
following correctly describes the statement?
A. Always true C. Sometimes true
B. Always false D. Sometimes false
5. Will five identical numbers result to zero standard deviation?
A. No. C. Not always.
B. Yes. D. Either B or C

7
Lesson

01 Measures of Variability

In the previous module on measures of central tendency, you learned some

concepts about mean, median, and mode of both grouped and ungrouped data.

In this lesson, you will learn more about measures of variability. Among the
topics to be included in this part are the range, variance, standard deviation, and
coefficient of variation.

What’s In
Let’s revisit what you have learned from your previous module.

Descriptive measures that are used to indicate whether the center, the
middle property, or the most typical value of a set of data lies are called measures
of central tendency, often referred to as averages. We shall consider in this module
the three most important measures of central tendency: mean, median, and the
mode.
The median is widely used average, easy to understand, and easy to
compute. It cannot be found unless the items are arranged in an ascending or
descending order. On the other hand, the mode, by definition, is the most
commonly occurring value in series. Lastly, the mean is the most commonly used,
easily understood, easily calculated, and generally recognized average.

Notes to the Teacher

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

8
 What’s New
Activity 1. Helping Genie

Directions: A genie has been found and he has given you a chance to make a wish.
But before that, you have to help him first solve the three problems on
measures of variability. After helping him, you may write your wish
and he will try to grant it in return. Remember, you are only given one
wish to write on the paper. Make it count!

What is calculated by
subtracting the smallest value
from the largest value in the
data set?

What is equal to the sum of

the squared deviations about
the mean divided by the
number of scores?

Suppose we want to compare

two groups of data with their
means and standard
deviation given, what should
be utilized?

Write your wish here:

____________________________________
____________________________________
____________________________________
____________________________________
___

9
 What is It
Descriptive measures that are used to indicate the amount of variation in a
data set are called measures of variability, dispersion, or spread. When descriptive
statistics are presented, there is usually at least one measure of central tendency
and at least one measure of variability reported. The measures of dispersion to be
discussed in this chapter are the range, variance, and standard deviation.

A. RANGE
The range represents one method for describing the dispersion of the data. It
is calculated by subtracting the smallest value from the largest value in the data
set. In general, the range provides some useful information but tells us
relatively little about the data except for the two most extreme scores in the data
set. Therefore, the range tells us only about the two most extreme scores. We
would prefer to consider all the values in the data set when determining how
spread out the scores are. Therefore, the range is infrequently used to describe
the dispersion of data sets.
The range is the simplest measure of variation to find. It is simply the
highest value minus the lowest value.
RANGE = MAXIMUM – MINIMUM
Since the range only uses the largest and smallest values, it is greatly
affected by extreme values, that is – it is not resistant to change.

CHARACTERISTICS OF THE RANGE

It is easy to compute and understand. It emphasizes the extreme values.

However, it is the most unstable or unreliable measure because its value easily
change of fluctuates with the change in the extreme values.

SOME USES OF THE RANGE

The range is used to report the movement of stock process over a period of
time and the weather reports typically state the high and low temperature
readings for a 24-hour period.

Sample Problems:
Find the range in sets A, B, and C.
Set A: 81, 83, 87, 90, 94
Set B: 84, 86, 87, 88, 90
Set C: 85, 86, 87, 88, 89

Solution:
Set A: Range = 94 – 81 = 13
Set B: Range = 90 – 84 = 6
Set C: Range = 89 – 85 = 4

Based on the computed range for sets A, B, and C, it can be

concluded that A has greater variability as compared to B and C.

10
B. STANDARD DEVIATION AND VARIANCE
The variance of a population is equal to the sum of the squared deviations
about the mean divided by the number of scores. The standard deviation is
equal to the square root of the variance. They are used when the mean is the
preferred measure of central tendency. They show whether or not the scores are
grouped closely around the mean of the distribution. The symbols for sample
and population variances are and , respectively. Variance is frequently
discussed by researchers as an indicator of how much variability there is in an
entire distribution of scores. The standard deviation is used to determine how
far the data are from the mean.
If the values are clustered tightly about the mean, the standard deviation is
small and if the values become more and more scattered about the mean, the
standard deviation is large.
Standard deviation and variance are the most important and useful
measures of dispersion. It is widely used in research and is used in drawing
inferences from samples to populations. Both cannot be computed from an
open-ended distribution because of the absence of additional information.
SOME CHARACTERISTICS OF THE STANDARD DEVIATION
It is the most important and useful measure of dispersion. It is widely used
in research and is used in drawing inferences from samples to population. It
cannot be computed from an open-ended distribution because of the of
additional information.

Before we can compute the standard deviation, we must determine if our data
set represents a population or a sample. The formulas are similar; however, a
denominator of n – 1 is used to compute the sample standard deviation and
denominator of N for population standard deviation. Since the sample standard
deviation is often used to estimate the value of an unknown population standard
deviation, the use of n – 1 produces better estimates.

1. Ungrouped Data
The variance of a population ( ) and population standard deviation
( ) for ungrouped data can be computed from the formula
∑ ∑
√
where variance of the population
population standard deviation
values of observations in the population
population mean
total number of observations in the population

The sample variance and sample standard deviation for

ungrouped data can be computed from the formula
∑ ̅ ∑ ̅
√
where variance of the sample
sample standard deviation
values of observations in the population
̅ sample mean
total number of observations in the samples

11
 Steps in solving for the standard deviation and variance of an ungrouped
data:
Step 1: Compute for the mean ̅ of the values .
Step 2: Subtract the mean from each of the values. ̅ .
Step 3: Square the result in Step 2.
Step 4: Determine by counting the number of values or items.
Step 5: Substitute to the formula.
Step 6: Interpret the results.

Sample Problem:

We shall illustrate the use of the aforementioned formula for the distribution
of XYZ Company in the hourly rate of employees.

77
84
91
98
105

Solution:

̅ ̅
77 -14 196
84 -7 49
91 0 0
98 7 49
105 14 196
̅ ∑ ̅

∑ ̅ ∑ ̅
√

The computed results show that the hourly rate of the employees
deviates 11.07 from the mean which is 91. Also, a variance of 122.5 is
computed.

2. Grouped Data
Computing the variance and standard deviation from a frequency
distribution is similar to calculating the measure from ungrouped data.
The formulas used are the following:
∑ ∑
√ (for a population)
∑ ̅ ∑ ̅
√ (for a sample)

where frequency or number of observations in a class

midpoint or classmark of a class
total number of observations in the population
total number of observations in the sample

12
Steps in solving the standard deviation and variance of a grouped data:
Step 1: Determine the classmark of each class interval by averaging the
upper and lower boundaries.
Step 2: Compute the mean of the data. (Discussed in Module 2)
Step 3: Subtract the mean from each classmark.
Step 4: Square the results in Step 3.
Step 5: Multiply each frequency to the results in Step 4.
Step 6: Summate the results in Step 5.
Step 7. Substitute the computed values to the formula.
Step 8: Interpret the results.

Sample Problem:
The data presented on the table below are the listed height measurements of
50 Grade – 12 male students of Tuguegarao City Science High School.
Compute the standard deviation and variance.
Height Frequency
61-63 2
64-66 5
67-69 12
70-72 15
73-75 8
76-78 5
79-81 3
Solution:

Height Frequency Class ̅ ̅ ̅

Mark
61-63 2 62 8.94 79.924 159.848
64-66 5 7 5.94 35.284 176.42
67-69 12 19 2.94 8.644 103.728
70-72 15 34 0.06 0.004 0.06
73-75 8 42 3.06 9.364 74.912
76-78 5 47 6.06 36.724 183.62
79-81 3 50 9.06 82.084 246.252
̅ 70.94 50 ∑ ̅

Variance,
∑ ̅

Standard deviation,
∑ ̅
√

13
 The computed results show that the mean height of the 50 students
which is 70.94 deviates by 4.39. Also, a 19.28 was computed as the
variance.
C. COEFFICIENT OF VARIATION
Suppose we want to compare two groups of data with their means and
standard deviation given, coefficient of variation may be used. The coefficient of
variation may be obtained using the formula

̅
Sample Problem:
A study showed the performance of Group A and Group B in a certain
Advanced Statistics test given by a teacher. Group A obtained a mean of 85 with a
standard deviation of 7.5 while Group B got 80 with a standard deviation of 5.
Which of the two groups has more homogenous performance?

Solution:
Group A Group B

̅ ̅

̅̅̅̅

Therefore, Group B has a more homogenous performance than Group A.

What’s More
Activity 2. Varying Tiles

Directions: Put the correct answers on the six tiles provided.

The following data are the number of television sets sold monthly by 10 appliance
stores.
24, 8, 10, 24, 22, 15, 23, 12, 10, 14
Range Sample SD Sample Variance

Population SD Population Variance Interpretation

What I Have Learned

Directions: Supply the missing blanks to complete the sentences.

Descriptive measures that are used to indicate the amount of variation in a

data set are called measures of _________________.

14
 ____________________ is easy to compute and understand. It emphasizes the
extreme values. However, it is the most unstable or unreliable measure because its
value easily changes of fluctuates with the change in the extreme values.
The _________________ of a population is equal to the sum of the squared
deviations about the mean divided by the number of scores. It is frequently
discussed by researchers as an indicator of how much variability there is in an
entire distribution of scores. On the other hand, ___________________ is used to
determine how far the data are from the mean. Lastly, if we want to compare
two groups of data with their means and standard deviation given,
________________ may be used.

What I Can Do
Directions: Fill out the table below using the concept on coefficient of variation
and determine which group is more/most homogeneous.
Groups Coefficient of Standard Mean
Variation Deviation
1 6.28 82
2 12.5% 1.5
3 3.25% 80

Assessment
Directions: Answer the following questions below.

A survey of the amount of time in minutes spent daily in playing video games of
150 students are collected and given in the table below:

No. of Minutes
10-29 8
30-49 12
50-69 25
70-89 30
90-109 20
110-129 25
A. Compute the average number of minutes they spend in playing video games.
B. Compute the sample and population standard deviation and variance.
C. Construct conclusion/s about the results of your computed SD and
Variance.

15
 Additional Activities
Directions: Construct a poem with at least three stanzas incorporating the
concepts of variability. Your poem will be evaluated with the following
criteria.

Excellent (5 points) Average (3 points) Poor (1 point)

Cohesiveness The poem goes perfectly The poem The poem does not
together. There is unity somewhat goes go together. The
between lines and together but needs poem’s lines and
stanzas, which connect more stanzas sway from
with the topic. cohesiveness. The the topic.
poem’s lines and
stanzas sometimes
sway from the
topic.
Use of Poetic The poem uses 3 or The poem uses 1 The poem uses no
Elements more poetic elements to or 2 poetic poetic elements.
enhance the poem and elements but they
the reader’s emotions. sometimes distract
the reader.
Rhythm The poem uses rhythm The poem The poem does not
throughout, which sometimes uses have any
benefits the poetic tone. rhythm but may noticeable rhythm.
waver in a way
that distracts the
reader and
negatively affects
the tone.
Creativity The poem have many The poem have The poem have
very creative ideas and some creative little creative ideas
illustrations. ideas and and illustrations.
illustrations.

16
References
Arao, Rosalia R, Antonio Roland I CoPo, Angeline T Laddaran, Leila D Meija, and
Yonardo A. Gabuyo. 2015. Statistics. Quezon City, Philippines: Rex Book
Store, Inc.

Batanero, Carmen, and Manfred Borovcnik. 2016. Statistics and Probability In High
School. Rotterdam: SensePublishers.
Carpio, Joy N. n.d. Statistics and Probability/Joy N. Carpio [And Three Others].

Mario F. Triola. 2018. Elementary Statistics. New York: Pearson Education, Inc.

Yao, Ana Maria S.D, Helen D Tizon, Immaculata A Policarpio, Leila D. P Mejia,
Angeline T Laddaran, Yonardo A Gabuyo, Antonio Roland I CoPo, and
Priscilla S Altares. 2012. Elementary Statistics With Computer
Applications.Quezon City: Rex Printing Company, Inc.

“K12MATH014: Advanced Statistics|Saylor Academy”. 2020. Saylor Academy.

https://learn.saylor.org/course/k12math014

For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

17
Ground Floor, Bonifacio Bldg., DepEd Complex
Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

18