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STUDY GUIDE FOR MODULE NO. 4

ANALYSIS AND INTERPRETATION OF ASSESSMENT RESULTS
MODULE OVERVIEW

Statistics is an important tool in the analysis and interpretation of assessment results. This is
necessary in describing and interpreting the performance of the learners in the assessment procedures.
Teachers should have statistical knowledge in order to use the proper methods to collect data, employ
the correct analyses, and effectively present the results. This will also guide them in making decisions
that will benefit the learners.
In this module, some important tools in analyzing and interpreting assessment results are
discussed. Some of these tools are measure of central tendency, measures of variability and measures
of relative position. Different ways of presenting data are also included.
MODULE LEARNING OBJECTIVES

At the end of this Module, you should be able to:

1. interpret assessment results accurately and utilize them to help learners improve their
performance and achievement; and
2. utilize assessment results to make informed-decisions to improve instruction.

PRESENTATION

The reader’s sustained interest should be the primary concern in presenting the gathered data.
The presentation may be done in different manners like textual presentation, graphical presentation,
and tabular presentation.

TEXTUAL PRESENTATION
 The data are presented in paragraph form.
 This kind of representation is useful when we are looking to supplement qualitative statement
with some data.
 For this purpose, the data should not be voluminously represented in tables or diagrams. It just
has to be a statement that serves as fitting evidence to our qualitative evidence and helps the
reader to get an idea of the scale of a phenomenon.
 If the data under consideration is large then the text matter increases substantially. As a result,
the reading process becomes more intensive, time-consuming and cumbersome.

Example
There are about 540, 000 Filipinos who joined the ranks of job seekers. According to
government data, the number of jobless Filipinos last July reached 4.35 million, an increase
of more than half-a-million Filipinos from the same period last year. The unemployment rate
last July was 12.7% compared to 11.2% of July last year.

 The data are presented in tables to show relation between the column and row quantities.
 Tables are useful to highlight precise numerical values; proportions or trends are better
illustrated with charts or graphics.
 Tables summarize large amounts of related data clearly and allow comparison to be made
among groups of variables.
 Generally, well-constructed tables should be self-explanatory with four main parts: title,

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columns, rows and footnotes.

 A table facilitates representation of even large amounts of data in an attractive, easy to read
and organized manner. The data is organized in rows and columns.
 This is one of the most widely used forms of presentation of data since data tables are easy to
construct and read
 The advantages of tabular presentation include: ease of representation; ease of analysis; helps
in comparison, and economical.
 Frequency distribution is the most common tabular presentation.

Frequency Distribution
Frequency distribution is a tabular arrangement of data into appropriate categories showing the
number of observations in each category or group. Using frequency distribution encompasses the size
of the table and it makes the data more interpretive.

Steps in Constructing Frequency Table

1. Compute the value of the range (R). Range is the difference between the highest score and the
lowest score.
𝑅 = 𝐻𝑖𝑔ℎ𝑒𝑠𝑡 𝑉𝑎𝑙𝑢𝑒 − 𝐿𝑜𝑤𝑒𝑠𝑡 𝑉𝑎𝑙𝑢𝑒

2. Set up the number of classes (K). It is the square root of the total number of students.

𝐾 = √𝑛

3. Determine the class size (C). The class size is the width of each class interval. It is the quotient when
you divide the range by the desired number of classes or categories. If the desired number of classes
is not identified.

𝑅
𝐶=
𝐾

Note: Values should be ROUND UP instead of ROUND OFF.

4. Set up the class limits of each category. Class limit is the groupings or categories defined by the
lower and upper limits. Lower class limit represents the smallest number in each group while
represents the highest number in each group. Use upper class limit the lowest score as the lower limit
of the first class.

5. Tally the scores in the appropriate classes.

6. Find the other parts if necessary, such as class marks, class boundaries among others.
 Class marks are the midpoint of the lower and the upper class limits.

𝐿𝑜𝑤𝑒𝑟 𝑙𝑖𝑚𝑖𝑡 + 𝑈𝑝𝑝𝑒𝑟 𝑙𝑖𝑚𝑖𝑡

𝐶𝑀 =
2

 Class boundaries are the numbers used to separate each category in the frequency distribution
but without gaps created by the class limits. Add 0.5 to the upper limit to get the upperclass
boundary and subtract 0.5 to the lower limit to get the lowerclass boundary in each group or
category

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a. Lower Class Boundary (LCB)

𝐿𝐶𝐵 = 𝐿𝑜𝑤𝑒𝑟 𝑙𝑖𝑚𝑖𝑡 − 0.5

b. Upper Class Boundary (UCB)

𝑈𝐶𝐵 = 𝑈𝑝𝑝𝑒𝑟 𝑙𝑖𝑚𝑖𝑡 + 0.5

 Cumulative Frequency
a. Less than Cumulative Frequency (<cf)
b. Greater than Cumulative Frequency (>cf)

Example:
Raw scores of 40 students in a 50-item mathematics quiz is given, construct a frequency distribution
table following the steps given.

17 25 30 33 25 45 23 19
27 35 45 48 20 38 39 18
44 22 46 26 36 29 15 21
50 47 34 26 37 25 33 49
22 33 44 38 46 41 37 32

Step 1. Range (R) Step 3. Class Size (C)

𝑅 = 𝐻𝑉 − 𝐿𝑉 𝑅 35
𝐶= = = 5.83
𝑅 = 50 − 15 𝐾 6
𝑹 = 𝟑𝟓 𝑪=𝟔

Step 2. Number of Class (K)

𝐾 = √𝑛
𝐾 = √40
𝑲 = 𝟔. 𝟑𝟐 ≈ 𝟔

Construct the class limit starting with the lowest score as the lower limit of the first category.
The last category should contain the highest score in the distribution. Each category should contain 6
as the size of the width (K). In some books, the last category contains the lowest score. Count the
number of scores that falls in each category (f). Find the class boundaries, class marks and
cumulative frequencies of the given score distribution.

Class Tally Frequency Class Class Cumulative Frequency

Boundaries Mark <cf >cf
15 – 20 |||| 4 14.5 – 20.5 17.5 4 40
21 – 26 ||||| - |||| 9 20.5 – 26.5 23.5 13 36
27 – 32 ||| 3 26.5 – 32.5 29.5 16 27
33 – 38 ||||| - ||||| 10 32.5 – 38.5 35.5 26 24
39 – 44 |||| 4 38.5 – 44.5 41.5 30 14
45 – 50 ||||| - ||||| 10 44.5 – 50.5 47.5 40 10
𝒏 = 𝟒𝟎

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GRAPHICAL PRESENTATION
 Graphics are particularly good for demonstrating a trend in the data that would not be apparent
in tables.
 It provides visual emphasis and avoids lengthy text description.
 The data are presented in visual form.
 It is a picture that displays numerical information
 However, presenting numerical data in the form of graphs will lose details of its precise values
which tables are able to provide.
 The scores expressed in frequency distribution can be meaningful and easier to interpret when
they are graphed.
 There are methods of graphing frequency distribution: bar graph or histogram and frequency
polygon and smooth curve.

A. Histogram
It consists of a set of rectangles having bases on the horizontal axis which centers at the class marks.
The base widths correspond to the class size and the height of the rectangles corresponds to the
class frequencies. Histogram is best used for graphical representation of discrete data or non-
continuous.

B. Frequency Polygon
It is constructed by plotting the class marks against the class frequencies. The x-axis corresponds
to the class marks and the y-axis corresponds to the class frequencies. Connect the points
consecutively using a straight line. Frequency polygon is best used in representing continuous data
such as scores of students in a given test.

Example
Construct a histogram and a frequency polygon using the frequency distribution of 40 students in a
50-item mathematics quiz.
Class Tally Frequency Class Class
Boundaries Mark
15 – 20 |||| 4 14.5 – 20.5 17.5
21 – 26 ||||| - |||| 9 20.5 – 26.5 23.5
27 – 32 ||| 3 26.5 – 32.5 29.5
33 – 38 ||||| - ||||| 10 32.5 – 38.5 35.5
39 – 44 |||| 4 38.5 – 44.5 41.5
45 – 50 ||||| - ||||| 10 44.5 – 50.5 47.5
𝒏 = 𝟒𝟎

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LEARNING ACTIVITY 1

Answer this:
1. Consider the given data below. Construct a frequency distribution then draw the frequency
polygon and histogram using the frequency distribution.

37 16 24 24 33 47 39 28 18 34 25
35 22 19 43 15 23 26 33 35 29 30
46 34 38 24 20 18 33 34 40 39 25
21 15 16 32 35 20 25

QUANTITATIVE ANALYSIS AND INTERPRETATION

TYPES OF QUANTITATIVE VARIABLES

a. Discrete Variables – it assumes values that can be counted.
Example: number of students in a classroom

b. Continuous Variables – it can assume an infinite number of values between any two specific
values. They are obtained by measuring. They often include fractions and decimals.
Example: size of mango in a tree, number of hours

FOUR LEVELS OF MEASUREMENT SCALES

According to Stevens, these are four levels of measurement:
1. Nominal Scale
This measurement classifies data into mutually exclusive (non-overlapping) categories in which
no order or ranking can be imposed on the data. Example: Sex, Marital Status

2. Ordinal Scale
This measurement classifies data into categories that can be ranked; however, precise differences
between the ranks do not exist. Example: Rating Scale, Degree of a Teacher

3. Interval Scale
This measurement ranks data, and precise differences between units of measure do exist;
however, there is no meaningful zero. Example: time on calendar, temperature

4. Ratio Scale
This measurement possesses all the characteristics of interval measurement, and there exists a true
zero. Example: Height, Weight

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It’s important to recognize that there is a hierarchy

implied in the level of measurement idea. At lower levels
of measurement, assumptions tend to be less restrictive
and data analyses tend to be less sensitive. At each level
up the hierarchy, the current level includes all of the
qualities of the one below it and adds something new. In
general, it is desirable to have a higher level of
measurement rather than a lower one.

MEASURES OF CENTRAL TENDENCY

 Measure of central tendency provides a very convenient way of describing a set of scores
with a single number that describes the performance of the group.
 It is also defined as a singles value that is used to describe the “center” of the data.
 It is thought of as a typical value in a given distribution.
 Mean, median, and mode are the three measures of central tendency.

A. MEAN
Mean (𝑥̅ ) is the most commonly used and the most important measure of the center data and
it is also referred as the arithmetic average. Mean is used if sampling stability is desired and if other
measures are to be computed such as standard deviation, coefficient of variation and skewness. The
properties of the mean includes:
a. It measures stability. Mean is the most stable among other measures of central tendency
because every score contributes to the value of the mean.
b. The sum of each score’s distance from the mean is zero.
c. It is easily affected by the extreme scores.
d. It may not be an actual score in the distribution.
e. it can be applied to interval level of measurement.
f. It is very easy to compute.

Ungrouped:
The mean of an ungrouped set of data is equal to the sum of the quantities, divided by the
number of quantities under consideration.

Example: Compute the mean of the following scores of 15 students in math quiz consisting of 25
items: 25, 20, 18, 18, 17, 15, 15, 15, 14, 14, 13, 12, 12, 10, and 10.

∑𝒏𝒊=𝟏 𝒙𝒊
̅=
𝒙
𝒏

25 + 20 + 18 + 18 + 17 + 15 + 15 + 15 + 14 + 14 + 13 + 12 + 12 + 10 + 10
𝑥̅ =
15
228
𝑥̅ = = 𝟏𝟓. 𝟐
15

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Analysis: The average performance of 15 students who participated in a math quiz consisting of 25
items is 15.2. The implication of this is that student who got scores below 15.2 did not perform well
in the said exam. Students who got scores higher than 15.2 performed well compared to the
performance of the whole class.

Grouped:
The mean for grouped data can be computed in two ways: using short method and midpoint
method. In the example we will use the midpoint method. Grouped data are the data in a frequency
distribution. The midpoint formula for solving the mean is:

∑ 𝒇𝒙𝒎
̅=
𝒙
𝒏
where:
𝑓 = frequency
𝑥𝑚 = class mark (midpoint) of each class

Steps in Solving Mean for Grouped Data

𝐿𝐿+𝑈𝐿
1. Find the midpoint or class mark of each class or category using the formula .
2
2. Multiply the frequency and the corresponding class mark
3. Find the sum of the results in step 2.
4. Solve the mean using the formula

Example: Scores of 40 students in a science class consist of 60 items and they are tabulated below.

Class Frequency (𝒇) 𝒙𝒎 𝒇𝒙𝒎

10 – 14 5 12 60
15 – 19 2 17 34
20 – 24 3 22 66
25 – 29 5 27 135
30 – 34 2 32 64
35 – 39 9 37 333
40 – 44 6 42 252
45 – 49 3 47 141
50 – 54 5 52 260
𝒏 = 𝟒𝟎 ∑ 𝒇𝒙𝒎 = 𝟏𝟑𝟒𝟓

∑ 𝒇𝒙𝒎 1345
̅=
𝒙 = = 𝟑𝟑. 𝟔𝟑
𝒏 40

Analysis: The mean performance of 40 students in science quiz is 33.63. Those students who got
scores below 33.63 did not perform well in the said examination while those students who got scores
above 33.63 performed well.

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B. MEDIAN
Median (𝑥̃) is what divides the scores in the distribution into two equal parts. Fifty percent
lies below the median and 50% lies above the median value. It is also known as the middle score or
the 50th percentile. Median is used when the exact midpoint of the score distribution is desired and if
there are extreme scores in the distribution. The properties of the median includes:
a. It may not be an actual observation in the data set.
b. It can be applied in ordinal level.
c. It is not affected by extreme values because median is a positional measure.

Ungrouped:
To find the median of ungrouped data, arrange the scores (from lowest to highest or highest
to lowest) and determine the middle most score in a distribution if 𝑛 is an odd number or get the
average of the two middle most scores if 𝑛 is an even number.

Example:
a) Find the median score of 7 students in PE1 class with the following scores: 2, 10, 5, 19, 16, 17, 15.

Solution
Arrange the scores from highest to lowest

19, 17, 16, 15, 10, 5, 2.

Analysis: The median score is 15. Fifty percent or three of the scores are above 15 (19, 17, 16) and
50% of the scores are below 15 (10, 5, 2).

b) Find the median score of 8 students in an English class with the following scores: 30, 2, 19, 5, 10,
17, 15, and 16.

Solution
Arrange the scores from highest to lowest

30, 19, 17, 16, 15, 10, 5, 2

Get the mean of 16 and 15 by adding the two numbers and dividing the sum by 2. So,
16 + 15 31
= = 𝟏𝟓. 𝟓
2 2

Analysis: The median score is 15.5 which means that 50% of the scores in the distribution are lower
than 15.5, those are 15, 10, 5, 2; and 50% are greater than 15.5, those are 30, 19, 17, 16 which means
that 4 scores are below 15.5 and 4 scores are above 15.5.

Grouped
To find the median for grouped data, the formula that can be used is:
𝑛
− < 𝑐𝑓𝑏
𝑥̃ = 𝐿𝐵𝑚𝑑𝑛 + ( 2 )𝑐
𝑓𝑚𝑑𝑛

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where:
𝐿𝐵𝑚𝑑𝑛 = lower class boundary of the median class
< 𝑐𝑓𝑏 = cumulative frequency before the median class
𝑓𝑚𝑑𝑛 = frequency of the median class
𝑐 = class size or class width
𝑛 = total frequency

NOTE
Median class is the class where median located. It can be found in a class whose <cf is equal
𝒏
or greater than 𝟐.

Steps in Solving Median for Grouped Data

1. Complete the table for < 𝑐𝑓𝑏
2. Get of the scores in the distribution so that you can identify Median Class.
3. Determine the given
4. Solve the median using the formula

Example
Scores of 40 students in a science class consist of 60 items and they are tabulated below. The highest
score is 54 and the lowest score is 10. Solve for the median of the given scores in the frequency
distribution table.
Class Frequency (𝒇)
10 – 14 5
15 – 19 2
20 – 24 3
25 – 29 5
30 – 34 2
35 – 39 9
40 – 44 6
45 – 49 3
50 – 54 5

Solution
Class Frequency (𝒇) < 𝒄𝒇
10 – 14 5 5
15 – 19 2 7
20 – 24 3 10
25 – 29 5 15
30 – 34 2 17
35 – 39 9 26
40 – 44 6 32
45 – 49 3 35
50 – 54 5 40

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𝑛 40
Median Class: 2 = 2 = 𝟐𝟎
*median class is found the <cf that is equal or greater than 20.

Given
𝐿𝐵𝑚𝑑𝑛 = 34.5
< 𝑐𝑓𝑏 = 17
𝑓𝑚𝑑𝑛 = 9
𝑐=5
𝑛 = 40
𝑛
− < 𝑐𝑓𝑏
𝑥̃ = 𝐿𝐵𝑚𝑑𝑛 + ( 2 )𝑐
𝑓𝑚𝑑𝑛

40
− 17
𝑥̃ = 34.5 + ( 2 )5
9

3
𝑥̃ = 34.5 + ( ) 5
9

𝑥̃ = 34.5 + 1.67 = 𝟑𝟔. 𝟏𝟕

Analysis: The median value is 36.17, which means that 50% or 20 scores are less than 36.17.

C. MODE
The mode or the modal score (𝑥̂) is a score or scores that occurred most in the distribution. It is
classified as unimodal, bimodal, trimodal, and multimodal. Unimodal distribution if it contains only
one mode. Bimodal distribution if it contains two modes. Trimodal distribution if it contains three
modes or Multimodal distribution if it contains more than two modes. Mode can be used when the
typical value is desired and when the data set is measured on a nominal scale. The properties of the
mode are:
a. It can be used when the data are qualitative as well as quantitative.
b. It may not be unique.
c. It is not affected by extreme values.
d. It may not exist.

Ungrouped
Example
a) Find the mode of the following ungrouped data; 10, 9, 9, 7, 6, 5, 3, 2, 1.

Solution: The mode of the data is 9 since 9 occurs twice. The distribution has only 1 mode so it is a
unimodal distribution.

b. Find the mode of the following ungrouped data: 18, 18, 17, 17, 17, 16, 16, 16, 15, 15.
Solution: The mode of the data is 17 and 16 since 17 and 16 occurs thrice. The distribution is
bimodal since it has two modes.

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Grouped:
In solving the mode for grouped data, use the formula:

𝑓𝑚𝑜 − 𝑓1
𝑥̂ = 𝐿𝐵𝑚𝑜 + ( )𝑐
2𝑓𝑚𝑜 − 𝑓1 − 𝑓2

where:

𝐿𝐵𝑚𝑜 = lower class boundary of the modal class

𝑓𝑚𝑜 = frequency of the modal class
𝑓1 = frequency before the modal class
𝑓2 = frequency after the modal class
𝑐 = class size

NOTE
Modal class is the class where mode is located. It can be found in a class with the most
number of frequency.

Class Frequency (𝒇)

10 – 14 5
15 – 19 2
20 – 24 3
25 – 29 5
30 – 34 2
35 – 39 9
40 – 44 6
45 – 49 3
50 – 54 5

Solution
Class Frequency (𝒇)
10 – 14 5
15 – 19 2
20 – 24 3
25 – 29 5
30 – 34 2
35 – 39 9
40 – 44 6
45 – 49 3
50 – 54 5

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Given:
𝐿𝐵𝑚𝑜 = 34.5
𝑓𝑚𝑜 = 9
𝑓1 = 2
𝑓2 = 6
𝑐=5

𝑓𝑚𝑜 − 𝑓1
𝑥̂ = 𝐿𝐵𝑚𝑜 + ( )𝑐
2𝑓𝑚𝑜 − 𝑓1 − 𝑓2

9−2
𝑥̂ = 34.5 + ( )5
2(9) − 2 − 6

7
𝑥̂ = 34.5 + ( )5
10

𝑥̂ = 34.5 + 3.5 = 𝟑𝟖

Analysis: The mode of the score distribution that consists of 40 students is 38, because 38 occurred
several times.

MEASURES OF VARIABILITY
 Measure of variability is a single value that is used to describe the spread of the scores in a
distribution or the spread of values about the mean.
 The term variation is also known as variability, dispersion, or spread.
 Intuitively, a smaller dispersion of scores arising from the comparison often indicates more
consistency and more reliability.
 Range, mean deviation, and standard deviation are the most common measures of variability

A. RANGE
Range is simply the difference of the highest (H) and the lowest (L) scores in a set of data
under consideration. It is the simplest and the crudest measure of variation. The properties of range
includes:
a. It is quick and easy to understand.
b. It is a rough estimation of variations.
c. It is easily affected by the extreme scores.

Ungrouped
To solve for the range of ungrouped data, simply subtract the highest score by the lowest
score. The formula is: R = H.S. – L.S.

Example:
a) Find the range of the scores 23, 32, 12, 24, and 35.

𝑅 = 𝐻𝑆 − 𝐿𝑆 = 35 − 12 = 𝟐𝟑

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b) Find the range of the two groups of score distribution.

Group A Group B
10 15
12 16
15 16
17 17
25 17
26 23
28 25
30 26
35 30
Solution
Range of Group A Range of Group B
𝑅 = 𝐻𝑆 − 𝐿𝑆 𝑅 = 𝐻𝑆 − 𝐿𝑆
𝑅 = 35 − 10 𝑅 = 30 − 15
𝑹 = 𝟐𝟓 𝑹 = 𝟏𝟓

Analysis: The range of Group A = 25 which is greater than the range of Group B = 15. The implication
of this is that the scores in group A are more spread out than the scores in group B or the scores in
group B are less scattered than the scores in group A.

Grouped
To solve for the range for grouped data, the formula is
𝑹 = 𝑼𝑩𝑯𝑺 − 𝑳𝑩𝑳𝑺
where:
𝑼𝑩𝑯𝑺 = 𝑢𝑝𝑝𝑒𝑟 𝑐𝑙𝑎𝑠𝑠 𝑏𝑜𝑢𝑛𝑑𝑎𝑟𝑦 𝑜𝑓 ℎ𝑖𝑔ℎ𝑒𝑠𝑡 𝑠𝑐𝑜𝑟𝑒
𝑳𝑩𝑳𝑺 = 𝑙𝑜𝑤𝑒𝑟 𝑐𝑙𝑎𝑠𝑠 𝑏𝑜𝑢𝑛𝑑𝑎𝑟𝑦 𝑜𝑓 𝑙𝑜𝑤𝑒𝑠𝑡 𝑠𝑐𝑜𝑟𝑒

Example
Find the value of the range of the scores of 50 students in Mathematics achievement test.
X frequency
25 – 32 3
33 – 40 7
41 – 48 5
49 – 56 4
57 – 64 12
65 – 72 6
73 – 80 8
81 – 88 3
89 – 97 2

Solution
𝑹 = 𝑼𝑩𝑯𝑺 − 𝑳𝑩𝑳𝑺
𝑅 = 97.5 − 24.5
𝑹 = 𝟕𝟑

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B. MEAN DEVIATION
Mean deviation measures the average deviation of the values from the arithmetic mean. It
gives equal weight to the deviation of every score in the distribution.

Ungrouped
The formula for solving the mean deviation for ungrouped data is
∑ |𝒙 − 𝒙
̅|
𝑴𝑫 =
𝒏
where:
MD = Mean Deviation
x = individual score
𝑥̅ = sample mean
n = number of cases

Example
Find the mean deviation of the scores of 10 students in a Mathematics test. Given the scores:
35, 30, 26, 24, 20, 18, 18, 16, 15, and 10.

Solution

x 𝒙−𝒙 ̅ ̅|
|𝒙 − 𝒙
35 35 − 21.2 =13.8 13.8
30 8.8 8.8
26 4.8 4.8
24 2.8 2.8
20 −1.2 1.2
18 −3.2 3.2
18 −3.2 3.2
16 −5.2 5.2
15 −6.2 6.2
10 −11.2 11.2
̅| = 𝟔𝟎. 𝟒
∑ |𝒙 − 𝒙

Mean (𝑥̅ )
35 + 30 + 26 + 24 + 20 + 18 + 18 + 16 + 15 + 10 212
𝑥̅ = = = 𝟐𝟏. 𝟐
10 10

Mean Deviation

∑ |𝑥 − 𝑥̅ | 60.4
𝑴𝑫 = = = 𝟔. 𝟎𝟒
𝑛 10

Analysis: The mean deviation of the 10 scores of students is 6.04. This means that on the average,
the value deviated from the mean of 21.2 is 6.04

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Grouped
To solve for the mean deviation for grouped data, use the formula:

∑ 𝒇|𝑴 − 𝒙
̅|
𝑴𝑫 =
𝒏
where
f = frequency
M = class mark/midpoint
𝑥̅ = mean
n = total frequency

Steps in Solving Mean Deviation for Grouped Data

1. Solve for the value of the mean.
2. Subtract the mean value from each midpoint or class mark.
3. Take the absolute value of each difference.
4. Multiply the absolute value and the corresponding class frequency.
5. Find the sum of the results in step 4.
6. Solve for the mean deviation using the formula for grouped data.

Example
Find the mean deviation of the given scores below
Class Frequency (𝒇)
10 – 14 5
15 – 19 2
20 – 24 3
25 – 29 5
30 – 34 2
35 – 39 9
40 – 44 6
45 – 49 3
50 – 54 5

Solution

X 𝒇 M 𝒇𝑴 |𝑴 − 𝒙̅| 𝒇|𝑴 − 𝒙 ̅|
10 – 14 5 12 60 21.63 108.15
15 – 19 2 17 34 16.63 33.26
20 – 24 3 22 66 11.63 34.89
25 – 29 5 27 135 6.63 33.15
30 – 34 2 32 64 1.63 3.26
35 – 39 9 37 333 3.37 30.33
40 – 44 6 42 252 8.37 50.22
45 – 49 3 47 141 13.37 40.11
50 – 54 5 52 260 18.37 91.85
𝒏 = 𝟒𝟎 ∑ 𝒇𝑴 =1345 ∑ 𝒇|𝑴 − 𝒙
̅ | =425.22

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Mean:
∑ 𝑓𝑀 1345
𝑥̅ = = = 33.63
𝑛 40

Mean Deviation

∑ 𝑓|𝑀 − 𝑥̅ | 425.22
𝑴𝑫 = = = 𝟏𝟎. 𝟔𝟑
𝑛 40

Analysis: The mean deviation of the 40 scores of students is 10.63. This means that on the average,
the value deviated from the mean of 33.63 is 10.63.

C. VARIANCE AND STANDARD DEVIATION

 Variance is one of the most important measures of variation. It shows variation about the
mean.
 Standard Deviation is the square root of the variance. It is the average distance of all the
scores that deviates from the mean value.
 The formula for the population and sample variance and the population and sample standard
deviation for ungrouped data are given below:

Ungrouped

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Steps in Solving Variance and Standard Deviation of Ungrouped Data

1. Solve for the mean value.
2. Subtract the mean value from each score.
3. Square the difference between the mean and each score.
4. Find the sum of the results in step 3.
5. Solve for the population variance or sample variance using the formula of ungrouped data.
6. NOTE: If the variance is already solved, take the square root of the variance to get the value of the
standard deviation

Example
Using the data below, find the variance and standard deviation of the scores of 10 students in a
science quiz: 19, 17, 16, 16, 15, 14, 14, 13, 12, 10

Solution
x ̅|
|𝒙 − 𝒙 |𝒙 − 𝒙̅ |2
19 4.4 19.36
17 2.4 5.76
16 1.4 1.96
16 1.4 1.96
15 0.4 0.16
14 −0.6 0.36
14 −0.6 0.36
13 −1.6 2.56
12 −2.6 6.76
10 −4.6 21.16
∑ 𝒙 =146 ∑ |𝒙 − 𝒙̅|𝟐 =60.4

Mean
19 + 17 + 16 + 16 + 15 + 14 + 14 + 13 + 12 + 10 146
𝑥̅ = = = 𝟏𝟒. 𝟔
10 10

Population Variance
∑|𝑥 − 𝑥̅ |2 60.4
𝜎2 = = = 𝟔. 𝟎𝟒
𝑛 10

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Population Standard Deviation

∑|𝑥 − 𝑥̅ |2
𝜎=√ = √6.04 = 𝟐. 𝟒𝟔
𝑛

Sample Variance
2
∑|𝑥 − 𝑥̅ |2 60.4
𝜎 = = = 𝟔. 𝟕𝟏
𝑛−1 9

Sample Standard Deviation

∑|𝑥 − 𝑥̅ |2
𝜎=√ = √6.71 = 𝟐. 𝟓𝟗
𝑛−1

Grouped
Formula for Population Variance and Population Standard Deviation
2
∑ 𝑓(𝑀 − 𝑥̅ )2
𝜎 =
𝑛

∑ 𝑓(𝑀 − 𝑥̅ )2
𝜎=√
𝑛
where:
f = frequency
M = class mark/midpoint
𝑥̅ = mean
n = total frequency

Formula for Sample Variance and Sample Standard Deviation

2
∑ 𝑓(𝑀 − 𝑥̅ )2
𝜎 =
𝑛−1

∑ 𝑓(𝑀 − 𝑥̅ )2
𝜎=√
𝑛−1
where:
f = frequency
M = class mark/midpoint
𝑥̅ = mean
n = total frequency

Steps in Solving the Variance and Standard Deviation of Grouped Data

1. Solve for the mean value.
2. Subtract the mean value from each midpoint or class mark.
3. Square the difference between the mean value and midpoint or class mark.
4. Multiply the squared difference and the corresponding class frequency.

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5. Find the sum of step 4.

6. Solve the population variance or sample variance using the formula of grouped data.
7. NOTE: If the variance is already solved, take the square root of the variance to get the value of the
standard deviation.

Example
Score distribution of the test results of 40 students in a Physical Education class consisting of 50
items. Solve the variance and standard deviation for grouped data

x frequency
15 – 20 3
21 – 26 6
27 – 32 5
33 – 38 15
39 – 44 8
45 – 50 3

Solution
x f M fM 𝑴−𝒙 ̅ 𝒙) 𝟐
(𝑴 − ̅ 𝒇(𝑴 − ̅ 𝒙) 𝟐
15 – 20 3 17.5 52.5 −16.2 262.44 787.32
21 – 26 6 23.5 141 −10.2 104.04 624.24
27 – 32 5 29.5 147.5 −4.2 17.64 88.2
33 – 38 15 35.5 532.5 1.8 3.24 48.6
39 – 44 8 41.5 332 7.8 60.84 486.72
45 – 50 3 47.5 142.5 13.8 190.44 571.32
𝒏 = 𝟒𝟎 ∑ 𝒇𝒎 =1348 ∑ 𝒇(𝑴 − 𝒙̅ )𝟐 =
2606.4

Mean
∑ 𝑓𝑚 1348
𝑥̅ = = = 𝟑𝟑. 𝟕
𝑛 40

Population Variance

∑ 𝑓(𝑀 − 𝑥̅ )2 2606.4
2
𝜎 = = = 𝟔𝟓. 𝟏𝟔
𝑛 40

Population Standard Deviation

∑ 𝑓(𝑀 − 𝑥̅ )2
𝜎= √ = √65.16 = 𝟖. 𝟎𝟕
𝑛

Sample Variance

∑ 𝑓(𝑀 − 𝑥̅ )2 2606.4
2
𝜎 = = = 𝟔𝟔. 𝟖𝟑
𝑛−1 39

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Sample Standard Deviation

∑ 𝑓(𝑀 − 𝑥̅ )2
𝜎=√ = √66.83 = 𝟖. 𝟏𝟕
𝑛−1

Interpretation of Standard Deviation

1. If the value of standard deviation is large, on the average, the scores in the distribution will be far
from the mean. Therefore, the scores are spread out around the mean value. The distribution is also
known as heterogeneous.

2. If the value of standard deviation is small, on the average, the scores in the distribution will be close
to the mean. Hence, the scores are less dispersed or the scores in the distribution are homogeneous.

MEASURES OF RELATIVE POSITION

The measures of position are used to locate the relative position of a specific data value in
relation to the rest of the data. The most popular measures of position are standard scores or z-scores,
percentiles, deciles, and quartiles

A. STANDARD SCORE OR Z-Scores

 A z-score (also called a standard score) gives an idea of how far from the mean a data point
is.
 Technically it’s a measure of how many standard deviations below or above the population
mean a raw score is.
 It can be placed on a normal distribution curve.
 Z-scores range from -3 standard deviations (which would fall to the far left of the normal
distribution curve) up to +3 standard deviations (which would fall to the far right of the
normal distribution curve).
 In order to use a z-score, you need to know the mean μ and also the population standard
deviation σ. Z-scores are a way to compare results to a “normal” population.
 It is defined as
𝒗𝒂𝒍𝒖𝒆 − 𝒎𝒆𝒂𝒏
𝒛=
𝒔𝒕𝒂𝒏𝒅𝒂𝒓𝒅 𝒅𝒆𝒗𝒊𝒂𝒕𝒊𝒐𝒏

or

𝒙−𝒙̅
𝒛=
𝝈

Example
A student scored 65 in calculus test that had a mean of 50 and a standard deviation of 10. She
scored 30 in a history test with a mean of 25 and a standard deviation of 5. Compare her relative
positions in the two tests.

Solution
For Calculus For History
𝑥 − 𝑥̅ 65 − 50 15 𝑥 − 𝑥̅ 30 − 25 5
𝒛= = = = 𝟏. 𝟓 𝒛= = = =𝟏
𝜎 10 10 𝜎 5 5

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Analysis: Since the z-scores for calculus is larger, her relative position in calculus is higher than that
of history

B. FRACTILES
Fractiles are the extension of median concept that divides a set of data into equal parts. It
includes the concept of quartiles, deciles and percentiles.

Quartiles
These are three values of the variable that divide an ordered set into four equal parts
(𝑄1 , 𝑄2 , 𝑄3 ).

Deciles
These are nine values of the variable that divide an ordered set into ten equal parts
(𝐷1 , 𝐷2 , 𝐷3 , 𝐷4 , 𝐷5 , 𝐷6 , 𝐷7 , 𝐷8 , 𝐷9 ).

Percentiles
These are values that divide the set of data into 100 equal parts.

Ungrouped
The formula for finding the fractiles of ungrouped data was
Quartile Position
𝑘
𝑄𝑘 = (𝑛 + 1)𝑡ℎ
4
Decile Position
𝑘
𝐷𝑘 = (𝑛 + 1)𝑡ℎ
10
Percentile Position
𝑘
𝑃𝑘 = (𝑛 + 1)𝑡ℎ
100

where
𝑘 = the position on specific fractile
𝑛 = the total data set

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Example
A nursing clinical instructor gave 50-item quiz on Nursing Care to 20 students. The score obtained are
as follows:

27 34 40 40 42 34 49 32 45 39
26 43 36 35 23 47 36 48 28 49

Find the 1st Quartile, 8th Decile and 70th Percentile.

Solution
Arrange the data in increasing order.

23 26 27 28 32 34 34 35 36 36
39 40 40 42 43 45 47 48 49 49

a) 1st quartile

𝑘
𝑄𝑘 = (𝑛 + 1)𝑡ℎ
4
1 21
𝑄1 = (20 + 1)𝑡ℎ = = 5.25𝑡ℎ
4 4

𝑄1 =5th +0.25(6th – 5th )

𝑄1 = 32 +0.25 ( 34 – 32 )

𝑄1 = 32 +0.25 ( 2 ) = 32.5

Analysis: Thus approximately 25% of the scores are less than 32.5 and 75% are greater than 32.5 in
the given data.

b) 8th decile
𝑘
𝐷𝑘 = (𝑛 + 1)𝑡ℎ
10
8 (8)21
𝐷8 = (20 + 1)𝑡ℎ = = 16.8𝑡ℎ
10 10

𝐷8 = 16th +0.8(17th – 16th )

𝐷8 = 45 +0.8 ( 47 – 45 )

𝐷8 = 45 +0.8 ( 2 ) = 46.6

Analysis: Thus approximately 80% of the scores are less than 46.6 and 20% are greater than 46.6 in
the given data.

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th
b) 70 percentile
𝑘
𝑃𝑘 = 100 (𝑛 + 1)𝑡ℎ

70 (70)21
𝑃70 = (20 + 1)𝑡ℎ = = 14.7𝑡ℎ
100 100

𝑃70 = 14th +0.7 (15th – 14th )

𝑃70 = 42 + 0.7 ( 43 – 42 )

𝑃70 = 42 + 0.7 ( 1 ) = 42.7

Analysis: Thus approximately 70% of the scores are less than 42.7 and 30% are greater than 42.7 in
the given data.

For GROUPED DATA

Quartiles
𝑛𝑘
− 𝑐𝑓𝑏
𝑄𝑘 = 𝐿𝐵𝑄𝐶 + ( 4 )𝑐
𝑓𝑄𝑐
where
𝑘 = quartile position
𝑛 = total frequency
𝐿𝐵𝑄𝐶 = lower class boundary of the quartile class
< 𝑐𝑓𝑏 =cumulative frequency before the quartile class
𝑓𝑄𝑐 = frequency of the quartile class
𝑐 = class siz

Deciles
𝑛𝑘
− 𝑐𝑓𝑏
𝐷𝑘 = 𝐿𝐵𝐷𝐶 + ( 10 )𝑐
𝑓𝐷𝑐

where
𝑘 = decile position
𝑛 = total frequency
𝐿𝐵𝐷𝐶 = lower class boundary of the decile class
< 𝑐𝑓𝑏 =cumulative frequency before the decile class
𝑓𝐷𝑐 = frequency of the decile class
𝑐 = class size

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Percentiles
𝑛𝑘
− 𝑐𝑓𝑏
100
𝑃𝑘 = 𝐿𝐵𝑃𝐶 + ( )𝑐
𝑓𝑃𝑐
where
𝑘 = decile position
𝑛 = total frequency
𝐿𝐵𝑃𝐶 = lower class boundary of the decile class
< 𝑐𝑓𝑏 =cumulative frequency before the decile class
𝑓𝑃𝑐 = frequency of the decile class
𝑐 = class size

Example
Find the 1st Quartile, 6th Decile and 80th Percentile of the given frequency distribution.

Class Frequency
21 – 25 2
26 – 30 9
31 – 35 13
36 – 40 11
41 – 45 10
46 – 50 5

1st Quartile (𝑸𝟏 )

𝑛𝑘
Quartile class is found in a class whose <cf is equal or greater than .
4
𝑛𝑘 (50)(1)
= = 12.5
4 4 Class Frequency Cumulative Frequency
< 𝒄𝒇
Given 21 – 25 2 2
𝑛 = 50 26 – 30 9 11
𝐿𝐵𝑄𝐶 = 30.5 31 – 35 13 24
< 𝑐𝑓𝑏 = 11 36 – 40 11 35
𝑓𝑄𝑐 =13 41 – 45 10 45
𝑐=5 46 – 50 5 50

𝑛𝑘
− 𝑐𝑓𝑏
𝑄𝑘 = 𝐿𝐵𝑄𝐶 + ( 4 )𝑐
𝑓𝑄𝑐 Analysis: Thus approximately 25% of the scores
12.5 − 11 are less than 31.08 and 75% are greater than 31.08
𝑄1 = 30.5 + ( )5 in the given data.
13
1.5
𝑄1 = 30.5 + ( )5
13

𝑄1 = 30.5 + 0.58

𝑸𝟏 = 𝟑𝟏. 𝟎𝟖

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th
6 Decile (𝑫𝟔 )
𝑛𝑘
Decile class is found in a class whose <cf is equal or greater than 10 .
𝑛𝑘 (50)(6)
= = 30
10 10
Class Frequency Cumulative Frequency
Given < 𝒄𝒇
𝑛 = 50 21 – 25 2 2
𝐿𝐵𝐷𝐶 = 35.5 26 – 30 9 11
< 𝑐𝑓𝑏 = 24 31 – 35 13 24
𝑓𝐷𝑐 =11 36 – 40 11 35
𝑐=5 41 – 45 10 45
46 – 50 5 50
𝑛𝑘
− 𝑐𝑓𝑏
𝐷𝑘 = 𝐿𝐵𝐷𝐶 + ( 10 )𝑐
𝑓𝐷𝑐
30 − 24 Analysis: Thus approximately 60% of the scores
𝐷6 = 35.5 + ( )5
11 are less than 38.23 and 40% are greater than 38.23
in the given data.
6
𝐷6 = 35.5 + ( )5
11

𝐷6 = 35.5 + 2.73

𝑫𝟔 = 𝟑𝟖. 𝟐𝟑

80th Percentile (𝑷𝟖𝟎 )

𝑛𝑘
Percentile class is found in a class whose <cf is equal or greater than 100 .
𝑛𝑘 (50)(80)
= = 40 Class Frequency Cumulative Frequency
100 100
< 𝒄𝒇
Given 21 – 25 2 2
𝑛 = 50 26 – 30 9 11
𝐿𝐵𝑃𝐶 = 40.5 31 – 35 13 24
< 𝑐𝑓𝑏 = 35 36 – 40 11 35
𝑓𝑃𝑐 = 10 41 – 45 10 45
𝑐=5 46 – 50 5 50
𝑛𝑘
− 𝑐𝑓𝑏
𝑃𝑘 = 𝐿𝐵𝑃𝑐 + (100 )𝑐
𝑓𝑃𝑐
40 − 35
𝑃80 = 40.5 + ( )5 Analysis: Thus approximately 80% of the scores
10
are less than 43 and 20% are greater than 43 in the
5 given data.
𝑃80 = 40.5 + ( )5
10

𝑃80 = 40.5 + 2.5

𝑷𝟖𝟎 = 𝟒𝟑

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LEARNING ACTIVITY 2
Solve this:
1. The following are scores of 10 students in a Midterm Examination in Assessment in Learning 1.

43, 32, 21, 44, 42, 36, 28, 23, 32, 27

Compute the following scores and make an analysis

a. Mean f. Variance
b. Median g. Standard Deviation
c. Mode h. 𝑄3
d. Range i. 𝐷7
e. Mean Deviation j. 𝑃85

2. The data below are the scores of 50 students in a 50-item test in Chemistry. Using the data,
compute the following and make an analysis.
X frequency
15 – 19 1
20 – 24 6
25 – 29 11
30 – 34 10
35 – 39 12
40 – 44 5
45 – 49 5

a. Mean f. Variance
b. Median g. Standard Deviation
c. Mode h. 𝑄3
d. Range i. 𝐷7
e. Mean Deviation j. 𝑃85

SUMMARY
Here are some pointers to remember:
 The data presentation may be done in different manners like textual presentation, graphical
presentation, and tabular presentation. In textual presentation, the data are presented in
paragraph form. For tabular presentation, the data are presented in tables to show relation
between the column and row quantities. While for graphical presentation, the data are presented
in visual form like histogram and frequency polygon.

 Frequency distribution is a tabular arrangement of data into appropriate categories showing the
number of observations in each category or group.

 Nominal scales are used as measures of identity. Ordinal scale is used in measurement like
ranking of individuals or objects. Interval scales are numbers that reflect differences among
items. Ratio scale is the highest type of scale.

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 Measure of central tendency provides a very convenient way of describing a set of scores with
a single number that describes the performance of the group. The most commonly used
measures of central tendency are mean, median, and mode. Mean is also referred as the
arithmetic average, median is a score that divides the distribution into two equal parts, while
mode is the score that occurred most in the distribution.

 Measure of variability is a single value that is used to describe the spread of the scores in a
distribution or the spread of values about the mean. Range, mean deviation, variance, and
standard deviation are the most common measures of variability.

 The measures of position are used to locate the relative position of a specific data value in
relation to the rest of the data. The most popular measures of position are standard scores or z-
scores, percentiles, deciles, and quartiles.

REFERENCES

Broto, A. S. (2006). Statistics Made Simple. 2nd ed. University of Eastern Philippines, Northern
Samar, Philippines.

Gabuyo, Y.A. (2012) Assessment of Learning I. Rex Book Store, Inc., Manila, Philippines.

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