Module 2

Presentation of Data:
Frequency Distributions

PSY 002
PSYCHOLOGICAL STATISTICS

This is your second module!

This module is a combination of

synchronous & asynchronous learning
and will last for one week

COLLEGE OF ARTS AND

SCIENCES C

GINA T. MONTALLA
Instructor

Gina T. Montalla SMMC

ginatmontalla@gmail.com

09176147214

February 14, 2022

Date Initiated
February 19, 2022
San Mateo Municipal College Date of Completion
Gen. Luna St. Guitnang Bayan I, San Mateo, Rizal
Tel. No. (02) 997-9070
www.smmc.edu.ph
 SAN MATEO MUNICIPAL COLLEGE (PSY 002) PSYCHOLOGICAL STATISTICS
General Luna St., Guitnangbayan I, San Mateo, Rizal MRS. GINA T. MONTALLA
Tel. No. (02) 997-9070

MODULE 2:

MODULE SCHEDULE:
Synchronous Meeting: schedule per
class (once a week)
Asynchronous Meeting: 5hrs. /week

LEARNING OBJECTIVES: After completing this module, you should be able to:
1. Define a frequency distribution and its importance as a descriptive statistic
2. Construct frequency distributions using ungrouped and grouped scores
3. Construct relative frequency, cumulative frequency, cumulative percentage distributions
4. Compute for the percentile point and percentile rank
5. Identify different types of graphs of frequency distribution

INPUT INFORMATION

TOPICS:
➢ Introduction to Frequency Distributions
➢ Frequency Distribution Tables
➢ Frequency Distribution Graphs
➢ Shape of Frequency Distribution
➢ Cumulative Frequency
➢ Cumulative Percentage
➢ Graphical Method

PRESENTATION OF DATA
Data must be presented in
organized and systematic way so
that significant characteristics can
be easily seen.
This refers to the organization of
data into tables, graphs or charts, so
that logical and statistical
conclusions can be derived from the
collected measurements.
Data from surveys are usually
gathered through questionnaires,
interviews, existing documents or
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PSYCHOLOGY SOCIETY
 SAN MATEO MUNICIPAL COLLEGE (PSY 002) PSYCHOLOGICAL STATISTICS
General Luna St., Guitnangbayan I, San Mateo, Rizal MRS. GINA T. MONTALLA
Tel. No. (02) 997-9070

tests. To gain insights from these data, they must be put together in some forms,
which are comprehensive, understandable, and interpretable. The usual forms of
presenting data are:
❖ Textual
❖ Tabular
❖ Graphical
are data that are not organized, or if arranged, could only be from highest to lowest
are data that are arranged into different classes or categories.

Textual Method
Ungrouped data can be presented in textual form, as in paragraph form. This involves enumerating the
important characteristics, giving emphasis on significant figures and identifying important features of
the data.

Example 1. Below are the test scores of 50 students in Statistics:

25 30 18 17 50 12 43 35 40 9
33 37 41 21 20 31 35 46 10 36
28 19 18 13 28 16 42 27 28 31
40 48 40 39 32 32 26 13 3 50
26 15 14 10 38 35 34 29 30 20

Arranging the scores from lowest to highest will facilitate the enumeration of important characteristics
of the data. The test scores of the 50 students in Statistics arranged from lowest to highest are shown
below:

3 13 17 20 27 30 32 35 40 43
9 13 18 21 28 30 33 36 40 46
10 14 18 25 28 31 34 37 40 48
10 15 19 26 28 31 35 38 41 50
12 16 20 26 29 32 35 39 42 50

With the data now arranged according to magnitude, we can easily see the important features worth
mentioning in the text. One way of describing the data using the textual form is as follows:

The highest score obtained is 50 and the lowest is 3. Ten students got a score of40 and
above, while only 4 got ten and below. Generally, the students performed well in the test
with 33 students or 66% getting a score of 25 and above.

Tabular Method
Sometimes, we could hardly grasp information from textual presentation of data. Thus, we may
present data using tables.
By organizing the data in tables, important features about the data can be readily understood and
comparisons can be easily made. Thus, a table shows complete information regarding the data. A
table shows the following parts:
1. Table number: This is for easy reference to the table
2. Table title: It briefly explain the content of the table
3. Column header: It describe the data in each column
4. Row classifier: It shows the classes or categories
5. Body: This is the main part of the table
6. Source note: This is placed below the table when the data written are not original

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PSYCHOLOGY SOCIETY
 SAN MATEO MUNICIPAL COLLEGE (PSY 002) PSYCHOLOGICAL STATISTICS
General Luna St., Guitnangbayan I, San Mateo, Rizal MRS. GINA T. MONTALLA
Tel. No. (02) 997-9070

Frequency Distribution Table

❖ A frequency distribution table is a table which shows the data arranged into different classes
and the number of cases which fall into each class.
❖ A frequency distribution table for ungrouped data is simply an arrangement of data from
lowest to highest which shows the frequency occurrence of each value in a set.

Table 3.2
Ungrouped Frequency Distribution for the
Ages of 50 Students Enrolled in Statistics
Age Frequency
14 4
15 13
16 25
17 5
18 2
19 1
N - 50

❖ The frequency distribution table for grouped data is an arrangement of data into different
classes or categories. It involves counting the data which falls into each classes.

1. Simple Frequency Distribution Table

2. Complete Frequency Distribution Table
3. Relative Frequency Distribution Table
4. Cumulative Frequency Distribution Table
5. Cumulative Percentage Distribution Table

Example 1. Using the test scores of 50 students in Statistics:

25 30 18 17 50 12 43 35 40 9
33 37 41 21 20 31 35 46 10 36
28 19 18 13 28 16 42 27 28 31
40 48 40 39 32 32 26 13 3 50
26 15 14 10 38 35 34 29 30 20

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PSYCHOLOGY SOCIETY
 SAN MATEO MUNICIPAL COLLEGE (PSY 002) PSYCHOLOGICAL STATISTICS
General Luna St., Guitnangbayan I, San Mateo, Rizal MRS. GINA T. MONTALLA
Tel. No. (02) 997-9070

Constructing Frequency Distribution Table

Steps in constructing a frequency distribution table

STEP 1. Take the highest and the lowest scores. Compute for the range R by subtracting these
scores
Highest score: XH = 50
Lowest score: XL = 3
R = XH - X L
R = 50 – 3
R = 47
STEP 2. Determine how many class intervals is reasonable for this group of scores. Six to ten
class intervals may be ideal. Less than six may be too few. More than 12 may be too many. The
𝑅
size of the class interval may be estimated by the formula c = 𝑛
, where R is the range and n is
the desired number of class intervals.
Supposed that 8 class intervals is being considered.
𝑅
c=𝑛
47
c=
8
c = 5.875
c~6
STEP 3. Unless otherwise specified, always start the lowest class with the lowest value of the
raw data in order to minimize the errors. You may arrange the interval either from highest to
lowest scores, or from lowest to highest scores.
Highest to lowest Lowest to highest
45 – 50 3-8
39 – 44 9 - 14
33 – 38 15 - 20
27 – 32 21 - 26
21 – 26 27 - 32
15 – 20 33 - 38
9 – 14 39 - 44
3–8 45 - 50
STEP 4. Tally the frequency in each class, until the highest value is reached. The last class
interval can go beyond the highest value in the observation as long as the obtained c is followed.
Class Interval Tally Frequency
(ci) (f)
45 – 50 |||| 4
39 – 44 |||| - || 7
33 – 38 |||| - ||| 8
27 – 32 |||| - |||| - | 11
21 – 26 |||| 4
15 – 20 |||| - ||| 8
9 – 14 |||| - || 7
3–8 | 1

Data presented in a grouped frequency distribution are easier to analyze and describe. However, the
identity of individual score is lost due to grouping. For instance, in a class of 3-8, no one can identify the
test score which falls in the said class unless one goes back to the original set of data.
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PSYCHOLOGY SOCIETY
 SAN MATEO MUNICIPAL COLLEGE (PSY 002) PSYCHOLOGICAL STATISTICS
General Luna St., Guitnangbayan I, San Mateo, Rizal MRS. GINA T. MONTALLA
Tel. No. (02) 997-9070

Raw classifiers such as 3 – 8, 9 – 14… 45 – 50 are called the class intervals (ci) or simply classes.
3 – 8 is the first class interval/lowest class interval, 9 – 14 is the 2nd class interval… 45 – 50 is the
8th class interval/highest class interval. The distribution has 8 class interval/classes. The
numbers 3, 9, 15, … 45 are called the lower limits(LL), while 8, 14, 20, … 50 are referred to as
the upper limits (UL)
The size of the class interval or the class width/ class size (c ) is the number of test scores
contained in each class. Notice from the table that the class size is 6, and this is true for all classes.
This is obtained by getting the difference between consecutive lower limits or upper limits, or by
getting (UL — LL) + I in every class or by actually counting from the LL to the UL.
c = (UL — LL) + I

SIMPLE FREQUENCY DISTRIBUTION TABLE

A simple frequency distribution table consists only of class interval and frequency.
Table 1. 1
Simple Frequency Distribution table for the Scores of 50 Students in Statistics
Class Interval Frequency
(ci) (f)
45 - 50 4
39 - 44 7
33 – 38 8
27 – 32 11
21 – 26 4
15 – 20 8
9 – 14 7
3–8 1
c=6 n = 50
Some interpretations that can be derived from the table:
➢ 11 is the highest frequency
➢ The total frequency is 50
➢ 4 is the frequency of the highest class interval
➢ 7 is the frequency of the 2nd class interval

COMPLETE FREQUENCY DISTRIBUTION TABLE

A complete frequency distribution table has
𝑼𝑳+𝑳𝑳
➢ class mark or midpoint (X) , X = 𝟐
➢ class boundaries (cb)
o lower boundary (lb), lb = LL – 0.5
o upper boundary (ub), ub = UL + 0.5

Table 1. 2
Complete Frequency Distribution table for the Scores of 50 Students in Statistics

Class Interval Frequency Class Mark / Class Boundaries

(ci) (f) Midpoint lb ub
(X)
45 - 50 4 47.5 44.5 50.5
39 - 44 7 41.5 38.5 44.5
33 – 38 8 35.5 32.5 38.5
27 – 32 11 29.5 26.5 32.5
21 – 26 4 23.5 20.5 26.5
15 – 20 8 17.5 14.5 20.5
9 – 14 7 11.5 8.5 14.5
3–8 1 5.5 2.5 8.5
c=6 n = 50

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 SAN MATEO MUNICIPAL COLLEGE (PSY 002) PSYCHOLOGICAL STATISTICS
General Luna St., Guitnangbayan I, San Mateo, Rizal MRS. GINA T. MONTALLA
Tel. No. (02) 997-9070

RELATIVE FREQUENCY DISTRIBUTION TABLE

Table 1. 3
Relative Frequency Distribution table for
the Scores of 50 Students in Statistics
Class Interval Frequency Relative Frequency
(ci) (f) (rf/%)
45 - 50 4 8.0
39 - 44 7 14.0
33 – 38 8 16.0
27 – 32 11 22.0
21 – 26 4 8.0
15 – 20 8 16.0
9 – 14 7 14.0
3–8 1 2.0
c=6 n = 50 100

➢ A relative frequency distribution table which list the relative frequencies of the classes.
𝒇 𝒇
➢ rf = 𝒏 × 100 or % = 𝒏 × 100
➢ The highest percentage is 22%

CUMULATIVE FREQUENCY DISTRIBUTION TABLE / CUMULATIVE PERCENTAGE

Cumulative Frequency Distribution table for the Scores of 50 Students in Statistics

Class Interval Frequency Cumulative Frequencies Cumulative percentage (cp)

(ci) (f) (cf) < cp > cp
< cf > cf
45 - 50 4 50 4 100 8
39 - 44 7 46 11 92 22
33 – 38 8 39 19 78 38
27 – 32 11 31 30 62 60
21 – 26 4 20 34 40 68
15 – 20 8 16 42 32 84
9 – 14 7 8 49 16 98
3–8 1 1 50 2 100
c=6 n = 50

➢ Cumulative frequency distribution is a table which shows the number of cases falling below or
above a particular value.
➢ < cf can be obtained by adding the individual frequency starting from the frequency of the
lowest/first class interval
➢ > cf can be obtained by adding the individual frequency starting from the frequency of the
highest/last class interval
<𝑐𝑓
➢ < cp = 𝑛 × 100
>𝑐𝑓
➢ > cp = 𝑛
× 100

GRAPHICAL METHOD
Some readers find graphical presentation of data easier to comprehend than when data are
presented in tabular form. A graph adds beauty to one’s work, but more than this, it helps
facilitate comparison and interpretation without going through numerical data.

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 SAN MATEO MUNICIPAL COLLEGE (PSY 002) PSYCHOLOGICAL STATISTICS
General Luna St., Guitnangbayan I, San Mateo, Rizal MRS. GINA T. MONTALLA
Tel. No. (02) 997-9070

➢ BAR CHART
A bar chart is a graph represented by either a vertical or horizontal rectangles whose bases
represents the class intervals and whose heights represents the frequencies.

Bar Chart
12

10

8
frequencty

0
3–8 9 – 14 15 – 20 21 – 26 27 – 32 33 – 38 39 - 44 45 - 50
class interval

Figure 1.0
Bar Chart of the Simple Frequency Distribution of the Scores of 50 Students in Statistics

Bar Chart
39 - 44

33 – 38
class interval

27 – 32

21 – 26

15 – 20

9 – 14

3–8

0 2 4 6 8 10 12
frequency

Figure 1.1
Bar Chart of the Simple Frequency Distribution of the Scores of 50 Students in Statistics

➢ Frequency Polygon
A frequency polygon is a line graph whose bases are the class marks and whose heights are the
frequencies
Notice that in a frequency polygon, the class mark are plotted against the class frequencies and
the points are connected by a smooth curve. Notice also the additional points in both ends of the
graph to close the figure

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 SAN MATEO MUNICIPAL COLLEGE (PSY 002) PSYCHOLOGICAL STATISTICS
General Luna St., Guitnangbayan I, San Mateo, Rizal MRS. GINA T. MONTALLA
Tel. No. (02) 997-9070

FREQUENCY POLYGON
12

10

8
FREQUENCY

0
5.5 11.5 17.5 23.5 29.5 35.5 41.5 47.5
CLASS MARK/MIDPOINT

Figure 1.2
The Frequency Polygon of the Scores of 50 Students in Statistics

➢ Histogram
A histogram is a graph represented by vertical or horizontal rectangle whose bases are the class
mark and whose heights are the frequencies.
In the histogram, the Classmark are plotted against the frequencies. These class marks are placed
at the center of the base of each rectangle. The succeeding rectangles are attached to the right
side of the previous one. There are no gaps between the bars.

Figure 1.3
The Histogram of the Scores of 50 Students in Statistics

➢ Pie Chart
A pie chart is a circle graph showing the proportion of each class through either the relative or
percentage frequency
A pie chart is drawn by dividing the circle according to the number of classes. The size of each pie
depends on the relative percentage frequency distribution

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 SAN MATEO MUNICIPAL COLLEGE (PSY 002) PSYCHOLOGICAL STATISTICS
General Luna St., Guitnangbayan I, San Mateo, Rizal MRS. GINA T. MONTALLA
Tel. No. (02) 997-9070

Pie Chart
2%

8% 3–8
14%
9 – 14
14%
15 – 20
21 – 26
16%
27 – 32
16%
33 – 38
8% 39 - 44

22% 45 - 50

Figure 1.4
The Pie Chart of the Scores of 50 Students in Statistics

➢ Ogive
o An ogive is a line graph where the bases are class boundaries and the heights are the < cf
for the less than ogive and > cf for the greater than ogive.
o The less than ogive is constructed by plotting the < cf against the upper boundaries
o The greater than ogive is constructed by plotting the > cf against the lower boundaries
o The graph are used to estimate the number of cases falling below/ above any given value

Ogive
60

50
cumulative frequency

40

30
< ogive
20 > ogive

10

0
2.5 8.5 14.5 20.5 26.5 32.5 38.5 44.5 50.5
class bounderis

LEARNING ACTIVITIES
1. For each of the following class intervals (CI), give the midpoint/Classmark (X), and the class size (c)

Class Interval Classmark/Midpoint Class size/width

CI X c
a. 5–8 _____________________ __________________
b. 25 – 35 _____________________ __________________
c. 16 – 20 _____________________ __________________
d. 108 – 119 _____________________ __________________
e. 53 – 57 _____________________ __________________

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Tel. No. (02) 997-9070

f. 8 – 11 _____________________ __________________
g. 110 – 120 ______________________ ___________________
h. 10 – 19 ______________________ ___________________
i. 1.5 – 1.9 ______________________ ___________________
j. 5004 – 6004 ______________________ ___________________

2. Supply the missing data:

Class Interval (CI) Class size/width Midpoint
LL - UL (c) (X)
a. 3 - _____ 4 ___________
b. 12 - _____ 6 ___________
c. 29 - _____ 11 ___________
d. 5001 - _____ 1000 ___________
e. 18.25 - _____ 0.13 ___________
f. _____ - 15 3 ___________
g. _____ - 89 10 ___________
h. _____ - 121 25 ___________
i. _____ - 7 6 ___________
j. _____ - 301 100 ___________
k. _____ - _____ 5 6
l. _____ - _____ 7 15
m. _____ - _____ 9 204
n. _____ - _____ 6 304.5
o. _____ - _____ 12 565.5

3. The following are the entrance examination scores of 60 students in ABC College.

19 31 36 26 34 32
44 33 37 39 45 21
24 38 40 42 39 32
43 18 24 32 49 33
33 33 40 24 46 22
29 33 37 30 43 43
26 39 57 30 40 33
25 33 48 39 34 29
29 37 39 35 41 29
23 32 48 28 45 19

a. Construct the following frequency distribution table and graph of 10 classes

• Simple and complete frequency distribution table (Table 3.1)
• Relative frequency distribution table (Table 3.2)
• Cumulative Frequency and cumulative percentage (Table 3.3)
• Bar chart (Vertical) (Fig. 3.1)
• Histogram (Fig. 3.2)
• Frequency polygon (Fig. 3.3)
• Pie chart (Fig. 3.4)
• Ogive (Fig. 3.5)

ASSESSMENT/ EVALUATION
Quiz using Google form (link)

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 SAN MATEO MUNICIPAL COLLEGE (PSY 002) PSYCHOLOGICAL STATISTICS
General Luna St., Guitnangbayan I, San Mateo, Rizal MRS. GINA T. MONTALLA
Tel. No. (02) 997-9070

ASSIGNMENT
1. A class of 40 students were given a 40-item test in mathematics. The scores are given below

25 16 34 27 19 26 10 32
18 27 19 12 33 34 14 24
20 31 22 21 18 15 29 29
38 30 16 32 21 11 35 9
32 21 35 36 27 28 36 28

Construct the following frequency distribution table and graph of 10 classes

• Simple and complete frequency distribution table (Table 3.1)
• Relative frequency distribution table (Table 3.2)
• Cumulative Frequency and cumulative percentage (Table 3.3)
• Bar chart (Vertical) (Fig. 3.1)
• Histogram (Fig. 3.2)
• Frequency polygon (Fig. 3.3)
• Pie chart (Fig. 3.4)
• Ogive (Fig. 3.5)

2. Study:
a. Summation Notation
b. Measure of Central Tendency for ungrouped and group data
1. Mean
2. Median
3. Mode
c. Other measures of location/Fractiles
1. Quartile
2. Decile
3. Percentile

LEARNING RESOURCES

Textbooks:

Myers, A. & Hansen, C. (2017) Experimental Psychology. Pasig City: Cengage Learning.
McGuigan F.J. (2004). Experimental Psychology: Methods of Research (7th ed.). Singapore:
Pearson Education South Asia Pte. Ltd.

Online Resources:

https://prezi.com/htvok70eidre/chapter-1-experimental-psychology-and-the-scientific-
method/
https://www.academia.edu/28797805/EXPERIMENTAL_PSYCHOLOGY_AND_THE_SCIENTIFIC_
METHOD
https://grammar.about.com/od/c/g/Confirmation-Bias.htm
https://psychology.about.com/od/hindex/g/hypothesis.htm
https://psychology.about.com/od/hindex/g/hypothesis.htm
https://www.bestmastersinpsychology.com/faq/what-is-experimental-
psychology/#:~:text=Experimental%20psychology%20examines%20relationships%20betwee
n,relationships%20between%20cognition%20and%20behavior.
http://www.wadsworth.com/psycholog_d/templates/student_resources/workshops.html

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