APRIL 18, 2022

Measures of Percentile
Position Rank 𝒌𝑵
−𝒄𝒇𝒃
𝟒
𝑸𝒌 = 𝑳𝑩 + 𝒊
𝒇𝑸𝒌
𝒌
Quartiles 𝑄𝑘 = (𝑛 + 1)
𝟒

𝒌𝑵
−𝒄𝒇𝒃
𝑫𝒌 = 𝑳𝑩 + 𝟏𝟎 𝒊
𝒌 𝒇𝑫𝒌
Deciles D𝑘 = (𝑛 + 1)
𝟏𝟎

𝒌𝑵
𝟏𝟎𝟎 −𝒄𝒇𝒃
Percentiles 𝑷𝒌 = 𝑳𝑩 + 𝒊
𝒌 𝒇𝑷𝒌
P𝑘 = (𝑛 + 1)
𝟏𝟎𝟎
Measures of
Deciles Percentiles Percentile
Position Quartiles
Rank

𝒌𝑵
−𝒄𝒇𝒃
𝒌 𝑸𝒌 = 𝑳𝑩 + 𝟒
𝒊
𝒌 D𝑘 = (𝑛 + 1) 𝒌 𝒇𝑸 𝒌
𝑄𝑘 = (𝑛 + 1) 𝟏𝟎 P𝑘 = (𝑛 + 1)
𝟒 𝟏𝟎𝟎

𝒌𝑵
𝒌𝑵 −𝒄𝒇𝒃
−𝒄𝒇𝒃 𝑷𝒌 = 𝑳𝑩 + 𝟏𝟎𝟎 𝒊
𝑫𝒌 = 𝑳𝑩 + 𝟏𝟎 𝒊 𝒇 𝑷𝒌
𝒇𝑫𝒌

1. It is used to locate a specific data in relation

to the rest of the data. It is a technique that
divide a set of data into equal groups.
Measures of

MEASURES OF
Deciles Percentiles Percentile
Position Quartiles
Rank

𝒌𝑵
−𝒄𝒇𝒃
𝒌 𝑸𝒌 = 𝑳𝑩 + 𝟒
𝒊
𝒌 D𝑘 = (𝑛 + 1) 𝒌 𝒇𝑸 𝒌
𝑄𝑘 = (𝑛 + 1) 𝟏𝟎 P𝑘 = (𝑛 + 1)
𝟒 𝟏𝟎𝟎

POSITION
𝒌𝑵
𝒌𝑵 −𝒄𝒇𝒃
−𝒄𝒇𝒃 𝑷𝒌 = 𝑳𝑩 + 𝟏𝟎𝟎 𝒊
𝑫𝒌 = 𝑳𝑩 + 𝟏𝟎 𝒊 𝒇 𝑸𝒌
𝒇 𝑸𝒌

1. It is used to locate a specific data in relation

to the rest of the data. It is a technique that
divide a set of data into equal groups.
Measures of
Deciles Percentiles Percentile
Position Quartiles
Rank

𝒌𝑵
−𝒄𝒇𝒃
𝒌 𝑸𝒌 = 𝑳𝑩 + 𝟒
𝒊
𝒌 D𝑘 = (𝑛 + 1) 𝒌 𝒇𝑸 𝒌
𝑄𝑘 = (𝑛 + 1) 𝟏𝟎 P𝑘 = (𝑛 + 1)
𝟒 𝟏𝟎𝟎

𝒌𝑵
𝒌𝑵 −𝒄𝒇𝒃
−𝒄𝒇𝒃 𝑷𝒌 = 𝑳𝑩 + 𝟏𝟎𝟎 𝒊
𝑫𝒌 = 𝑳𝑩 + 𝟏𝟎 𝒊 𝒇 𝑷𝒌
𝒇𝑫𝒌

2. It is the nine score points that divide a

distribution into ten equal parts.
Measures of

DECILES
Deciles Percentiles Percentile
Position Quartiles
Rank

𝒌𝑵
−𝒄𝒇𝒃
𝒌 𝑸𝒌 = 𝑳𝑩 + 𝟒
𝒊
𝒌 D𝑘 = (𝑛 + 1) 𝒌 𝒇𝑸 𝒌
𝑄𝑘 = (𝑛 + 1) 𝟏𝟎 P𝑘 = (𝑛 + 1)
𝟒 𝟏𝟎𝟎

𝒌𝑵
𝒌𝑵 −𝒄𝒇𝒃
−𝒄𝒇𝒃 𝑷𝒌 = 𝑳𝑩 + 𝟏𝟎𝟎 𝒊
𝑫𝒌 = 𝑳𝑩 + 𝟏𝟎 𝒊 𝒇 𝑸𝒌
𝒇 𝑸𝒌

2. It is the nine score points that divide a

distribution into ten equal parts.
Measures of
Deciles Percentiles Percentile
Position Quartiles
Rank

𝒌𝑵
−𝒄𝒇𝒃
𝒌 𝑸𝒌 = 𝑳𝑩 + 𝟒
𝒊
𝒌 D𝑘 = (𝑛 + 1) 𝒌 𝒇𝑸 𝒌
𝑄𝑘 = (𝑛 + 1) 𝟏𝟎 P𝑘 = (𝑛 + 1)
𝟒 𝟏𝟎𝟎

𝒌𝑵
𝒌𝑵 −𝒄𝒇𝒃
−𝒄𝒇𝒃 𝑷𝒌 = 𝑳𝑩 + 𝟏𝟎𝟎 𝒊
𝑫𝒌 = 𝑳𝑩 + 𝟏𝟎 𝒊 𝒇 𝑷𝒌
𝒇𝑫𝒌

3. It is the ninety-nine score points that divide

a distribution into 100 equal parts.
Measures of
Deciles Percentiles Percentile
Position Quartiles
Rank

PERCENTILES
𝒌𝑵
−𝒄𝒇𝒃
𝒌 𝑸𝒌 = 𝑳𝑩 + 𝟒
𝒊
𝒌 D𝑘 = (𝑛 + 1) 𝒌 𝒇𝑸 𝒌
𝑄𝑘 = (𝑛 + 1) 𝟏𝟎 P𝑘 = (𝑛 + 1)
𝟒 𝟏𝟎𝟎

𝒌𝑵
𝒌𝑵 −𝒄𝒇𝒃
−𝒄𝒇𝒃 𝑷𝒌 = 𝑳𝑩 + 𝟏𝟎𝟎 𝒊
𝑫𝒌 = 𝑳𝑩 + 𝟏𝟎 𝒊 𝒇 𝑸𝒌
𝒇 𝑸𝒌

3. It is the ninety-nine score points that divide

a distribution into 100 equal parts.
Measures of
Deciles Percentiles Percentile
Position Quartiles
Rank

𝒌𝑵
−𝒄𝒇𝒃
𝒌 𝑸𝒌 = 𝑳𝑩 + 𝟒
𝒊
𝒌 D𝑘 = (𝑛 + 1) 𝒌 𝒇𝑸 𝒌
𝑄𝑘 = (𝑛 + 1) 𝟏𝟎 P𝑘 = (𝑛 + 1)
𝟒 𝟏𝟎𝟎

𝒌𝑵
𝒌𝑵 −𝒄𝒇𝒃
−𝒄𝒇𝒃 𝑷𝒌 = 𝑳𝑩 + 𝟏𝟎𝟎 𝒊
𝑫𝒌 = 𝑳𝑩 + 𝟏𝟎 𝒊 𝒇 𝑷𝒌
𝒇𝑫𝒌

4. It is the formula in finding decile for

ungrouped data.
Measures of
Percentile

𝒌
Deciles Percentiles
Position Quartiles
Rank

D𝑘 =
𝒌𝑵
−𝒄𝒇𝒃
𝒌 𝑸𝒌 = 𝑳𝑩 + 𝟒
𝒊

(𝑛 + 1)
𝒌 D𝑘 = (𝑛 + 1) 𝒌 𝒇𝑸 𝒌
𝑄𝑘 = (𝑛 + 1) 𝟏𝟎 P𝑘 = (𝑛 + 1)
𝟒 𝟏𝟎𝟎

𝒌𝑵

𝟏𝟎
𝒌𝑵 −𝒄𝒇𝒃
−𝒄𝒇𝒃 𝑷𝒌 = 𝑳𝑩 + 𝟏𝟎𝟎 𝒊
𝑫𝒌 = 𝑳𝑩 + 𝟏𝟎 𝒊 𝒇 𝑸𝒌
𝒇 𝑸𝒌

4. It is the formula in finding decile for

ungrouped data.
Measures of
Deciles Percentiles Percentile
Position Quartiles
Rank

𝒌𝑵
−𝒄𝒇𝒃
𝒌 𝑸𝒌 = 𝑳𝑩 + 𝟒
𝒊
𝒌 D𝑘 = (𝑛 + 1) 𝒌 𝒇𝑸 𝒌
𝑄𝑘 = (𝑛 + 1) 𝟏𝟎 P𝑘 = (𝑛 + 1)
𝟒 𝟏𝟎𝟎

𝒌𝑵
𝒌𝑵 −𝒄𝒇𝒃
−𝒄𝒇𝒃 𝑷𝒌 = 𝑳𝑩 + 𝟏𝟎𝟎 𝒊
𝑫𝒌 = 𝑳𝑩 + 𝟏𝟎 𝒊 𝒇 𝑷𝒌
𝒇𝑫𝒌

5. It is the formula in finding percentile for

grouped data.
Measures of

𝒌𝑵
Deciles Percentiles Percentile
Position Quartiles
Rank

−𝒄𝒇𝒃 𝒌𝑵

𝟏𝟎𝟎
−𝒄𝒇𝒃
𝒌 𝑸𝒌 = 𝑳𝑩 + 𝟒
𝒊
𝒌 D𝑘 = (𝑛 + 1) 𝒌 𝒇𝑸 𝒌
𝑄𝑘 = (𝑛 + 1) 𝟏𝟎 P𝑘 = (𝑛 + 1)

𝑷𝒌 = 𝑳𝑩 + 𝒊
𝟒 𝟏𝟎𝟎

𝒇 𝑷𝒌
𝒌𝑵
𝒌𝑵 −𝒄𝒇𝒃
−𝒄𝒇𝒃 𝑷𝒌 = 𝑳𝑩 + 𝟏𝟎𝟎 𝒊
𝑫𝒌 = 𝑳𝑩 + 𝟏𝟎 𝒊 𝒇 𝑸𝒌
𝒇 𝑸𝒌

5. It is the formula in finding percentile for

grouped data.
I C A W E E S O P R U P
N N A T R W Q L B D T A
E U T A G F H K Z X M C
L F H R A B B H A Q N O
T C J E O C E F S W C N
I B K S U D V Q D E A C
T A L U Y U U Z O R O L
I Q Z L T A A C H T P U
D R X T R N S X T Y A S
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P S B N Q E U W F I D N
D I S C U S S I O N F G
I C A W E E S O P R U P
N N A T R W Q L B D T A
E U T A G F H K Z X M C
L F H R A B B H A Q N O
T C J E O C E F S W C N
I B K S U D V Q D E A C
T A L U Y U U Z O R O L
I Q Z L T A A C H T P U
D R X T R N S X T Y A S
A B E S E B T C E I S I
A S V M W F T D M U O O
P S B N Q E U W F I D N
D I S C U S S I O N F G
I C A W E E S O P R U P
N N A T R W Q L B D T A
E U T A G F H K Z X M C
L F H R A B B H A Q N O
T C J E O C E F S W C N
I B K S U D V Q D E A C
T A L U Y U U Z O R O L
I Q Z L T A A C H T P U
D R X T R N S X T Y A S
A B E S E B T C E I S I
A S V M W F T D M U O O
P S B N Q E U W F I D N
D I S C U S S I O N F G
I C A W E E S O P R U P
N N A T R W Q L B D T A
E U T A G F H K Z X M C
L F H R A B B H A Q N O
T C J E O C E F S W C N
I B K S U D V Q D E A C
T A L U Y U U Z O R O L
I Q Z L T A A C H T P U
D R X T R N S X T Y A S
A B E S E B T C E I S I
A S V M W F T D M U O O
P S B N Q E U W F I D N
D I S C U S S I O N F G
I C A W E E S O P R U P
N N A T R W Q L B D T A
E U T A G F H K Z X M C
L F H R A B B H A Q N O
T C J E O C E F S W C N
I B K S U D V Q D E A C
T A L U Y U U Z O R O L
I Q Z L T A A C H T P U
D R X T R N S X T Y A S
A B E S E B T C E I S I
A S V M W F T D M U O O
P S B N Q E U W F I D N
D I S C U S S I O N F G
I C A W E E S O P R U P
N N A T R W Q L B D T A
E U T A G F H K Z X M C
L F H R A B B H A Q N O
T C J E O C E F S W C N
I B K S U D V Q D E A C
T A L U Y U U Z O R O L
I Q Z L T A A C H T P U
D R X T R N S X T Y A S
A B E S E B T C E I S I
A S V M W F T D M U O O
P S B N Q E U W F I D N
D I S C U S S I O N F G
I C A W E E S O P R U P
N N A T R W Q L B D T A
E U T A G F H K Z X M C
L F H R A B B H A Q N O
T C J E O C E F S W C N
I B K S U D V Q D E A C
T A L U Y U U Z O R O L
I Q Z L T A A C H T P U
D R X T R N S X T Y A S
A B E S E B T C E I S I
A S V M W F T D M U O O
P S B N Q E U W F I D N
D I S C U S S I O N F G
I C A W E E S O P R U P
N N A T R W Q L B D T A
E U T A G F H K Z X M C
L F H R A B B H A Q N O
T C J E O C E F S W C N
I B K S U D V Q D E A C
T A L U Y U U Z O R O L
I Q Z L T A A C H T P U
D R X T R N S X T Y A S
A B E S E B T C E I S I
A S V M W F T D M U O O
P S B N Q E U W F I D N
D I S C U S S I O N F G
I C A W E E S O P R U P
N N A T R W Q L B D T A
E U T A G F H K Z X M C
L F H R A B B H A Q N O
T C J E O C E F S W C N
I B K S U D V Q D E A C
T A L U Y U U Z O R O L
I Q Z L T A A C H T P U
D R X T R N S X T Y A S
A B E S E B T C E I S I
A S V M W F T D M U O O
P S B N Q E U W F I D N
D I S C U S S I O N F G
I C A W E E S O P R U P
N N A T R W Q L B D T A
E U T A G F H K Z X M C
L F H R A B B H A Q N O
T C J E O C E F S W C N
I B K S U D V Q D E A C
T A L U Y U U Z O R O L
I Q Z L T A A C H T P U
D R X T R N S X T Y A S
A B E S E B T C E I S I
A S V M W F T D M U O O
P S B N Q E U W F I D N
D I S C U S S I O N F G
I C A W E E S O P R U P
N N A T R W Q L B D T A
E U T A G F H K Z X M C
L F H R A B B H A Q N O
T C J E O C E F S W C N
I B K S U D V Q D E A C
T A L U Y U U Z O R O L
I Q Z L T A A C H T P U
D R X T R N S X T Y A S
A B E S E B T C E I S I
A S V M W F T D M U O O
P S B N Q E U W F I D N
D I S C U S S I O N F G
I C A W E E S O P R U P
N N A T R W Q L B D T A
E U T A G F H K Z X M C
L F H R A B B H A Q N O
T C J E O C E F S W C N
I B K S U D V Q D E A C
T A L U Y U U Z O R O L
I Q Z L T A A C H T P U
D R X T R N S X T Y A S
A B E S E B T C E I S I
A S V M W F T D M U O O
P S B N Q E U W F I D N
D I S C U S S I O N F G
I C A W E E S O P R U P
N N A T R W Q L B D T A
E U T A G F H K Z X M C
L F H R A B B H A Q N O
T C J E O C E F S W C N
I B K S U D V Q D E A C
T A L U Y U U Z O R O L
I Q Z L T A A C H T P U
D R X T R N S X T Y A S
A B E S E B T C E I S I
A S V M W F T D M U O O
P S B N Q E U W F I D N
D I S C U S S I O N F G
I C A W E E S O P R U P
N N A T R W Q L B D T A
E U T A G F H K Z X M C
L F H R A B B H A Q N O
T C J E O C E F S W C N
I B K S U D V Q D E A C
T A L U Y U U Z O R O L
I Q Z L T A A C H T P U
D R X T R N S X T Y A S
A B E S E B T C E I S I
A S V M W F T D M U O O
P S B N Q E U W F I D N
D I S C U S S I O N F G
I C A W E E S O P R U P
N N A T R W Q L B D T A
E U T A G F H K Z X M C
L F H R A B B H A Q N O
T C J E O C E F S W C N
I B K S U D V Q D E A C
T A L U Y U U Z O R O L
I Q Z L T A A C H T P U
D R X T R N S X T Y A S
A B E S E B T C E I S I
A S V M W F T D M U O O
P S B N Q E U W F I D N
D I S C U S S I O N F G
I C A W E E S O P R U P
N N A T R W Q L B D T A
E U T A G F H K Z X M C
L F H R A B B H A Q N O
T C J E O C E F S W C N
I B K S U D V Q D E A C
T A L U Y U U Z O R O L
I Q Z L T A A C H T P U
D R X T R N S X T Y A S
A B E S E B T C E I S I
A S V M W F T D M U O O
P S B N Q E U W F I D N
D I S C U S S I O N F G
I C A W E E S O P R U P
N N A T R W Q L B D T A
E U T A G F H K Z X M C
L F H R A B B H A Q N O
T C J E O C E F S W C N
I B K S U D V Q D E A C
T A L U Y U U Z O R O L
I Q Z L T A A C H T P U
D R X T R N S X T Y A S
A B E S E B T C E I S I
A S V M W F T D M U O O
P S B N Q E U W F I D N
D I S C U S S I O N F G
VERY GOOD!
THANK YOU
GRADE 10!
 STATISTICAL
MINI-RESEARCH
 Presentation of data
Introduction
Statement of the problem
Conclusion
Data analysis and interpretation
 It should be designed to attract the reader's attention and explain
the focus of the research.

This is used in research work as a claim that outlines the problem

Presentation of data addressed by a study.

Introduction This refers to the organization of data into tables, graphs or

charts, so that logical and statistical conclusions can be derived
Statement of the from the collected measurements.
problem
It is a process that involves examining, and molding collected
Conclusion data for interpretation to discover relevant information, draw or
propose conclusions and support decision-making to solve a
Data analysis and research problem. This involves interpreting data to answer
research questions.
interpretation
It is the last part of a research paper which summarizes the
whole paper and explains its main purpose.
 It should be designed to attract the reader's attention and explain
Introduction the focus of the research.

This is used in research work as a claim that outlines the problem

Statement of the problem
addressed by a study.

This refers to the organization of data into tables, graphs or

Presentation of data charts, so that logical and statistical conclusions can be derived
from the collected measurements.

It is a process that involves examining, and molding collected

Data analysis and data for interpretation to discover relevant information, draw or
propose conclusions and support decision-making to solve a
interpretation research problem. This involves interpreting data to answer
research questions.

It is the last part of a research paper which summarizes the

Conclusion whole paper and explains its main purpose.
INTRODUCTION

SUPPORTING PARAGRAPHS

CONCLUSION
Specifically, the study will answer the following:
a. What is the frequency distribution of the scores of the Grade 10 STEM students in their
summative examination on Basic Calculus?
b. How many students passed the summative examination if the passing score belongs to
the third quartile?
c. What is the 5th decile score and 95th percentile score of the results in the summative
examination of G10 STEM class?
Table 1: Frequency Distribution Table on the scores of G10 STEM class
in their Summative Exam on Basic Calculus.
Score Frequency Lower Boundary Cumulative Frequency
70 – 74 2 69.5 30
65 – 69 4 64.5 28
60 – 64 5 59.5 24
55 – 59 8 54.5 19
50 – 54 5 49.5 11
45 – 49 4 44.5 6
40 – 44 2 39.5 2
 Third Quartile Score:
Determine the position of the third quartile score that is:
𝒌𝑵 𝟑(𝟑𝟎) 𝟗𝟎
Position of Q3 class= 𝟒 = 𝟒 = 𝟒 = 22.5

Less Cumulative
This means we need to find a Score Frequency Lower Boundary
Frequency
class interval where the 22.5th
70 – 74 2 69.5 30
score is contained. Note that the
65 – 69 4 64.5 28
20th to 24th scores belong to the 60 – 64 5 59.5 24
60 - 64 class interval, thus the 55 – 59 8 54.5 19
22.5th score also contained therein. 50 – 54 5 49.5 11
45 – 49 4 44.5 6
40 – 44 2 39.5 2
 Hence,
Compute for 𝑄3:

Given: k= 3 N= 30 LB = 59.5 𝒄𝒇𝒃 = 𝟏𝟗 𝒇 𝑸𝒌 = 𝟓 𝒊=𝟓

𝒌𝑵 𝟑(𝟑𝟎)
−𝒄𝒇𝒃 − 𝟏𝟗 𝟐𝟐. 𝟓 − 𝟏𝟗
𝑸𝒌 = 𝑳𝑩 + 4 𝑖 𝟒
= 𝟓𝟗. 𝟓 + 𝟓 = 𝟓𝟗. 𝟓 + 𝟓
𝒇 𝑸𝒌 𝟓 𝟓
𝟑. 𝟓
= 𝟓𝟗. 𝟓 +
𝟓
𝟓 = 𝟓𝟗. 𝟓 + 𝟎. 𝟕 𝟓 = 𝟓𝟗. 𝟓 + 𝟑. 𝟓 = 𝟔𝟑
 Fifth Decile Score:
Determine the position of the fifth decile score that is:
𝒌𝑵 𝟓 𝟑𝟎 𝟏𝟓𝟎
Position of D5 class = = = =15
𝟏𝟎 𝟏𝟎 𝟏𝟎

This means we need to find a Less Cumulative

Score Frequency Lower Boundary
class interval where the 15th score Frequency

is contained. Note that the 12th to 70 – 74 2 69.5 30

19th scores belong to the 55 - 59 65 – 69 4 64.5 28
60 – 64 5 59.5 24
class interval, thus the 15th score 55 – 59 8 54.5 19
also contained therein. 50 – 54 5 49.5 11
45 – 49 4 44.5 6
40 – 44 2 39.5 2
 Hence,
Compute for D5:

Given: k= 5 N= 30 LB = 54.5 𝒄𝒇𝒃 = 𝟏𝟏 𝒇 𝑸𝒌 = 𝟖 𝒊=𝟓

𝒌𝑵 𝟓(𝟑𝟎)
−𝒄𝒇𝒃 − 𝟏𝟏 𝟏𝟓 − 𝟏𝟏
𝑫𝒌 = 𝑳𝑩 + 10 𝑖 = 𝟓𝟒. 𝟓 + 𝟏𝟎 𝟓 = 𝟓𝟒. 𝟓 + 𝟓
𝒇 𝑫𝒌 𝟖 𝟖
𝟒
= 𝟓𝟒. 𝟓 + 𝟓 = 𝟓𝟒. 𝟓 + 𝟎. 𝟓 𝟓
𝟖
= 𝟓𝟒. 𝟓 + 𝟐. 𝟓 = 𝟓𝟕
This means that half of the class obtained a score less than or equal to 57 while the
other half got a score greater than or equal to 57.
Ninety-fifth Percentile Score:
Determine the position of the ninety-fifth percentile score that is:
𝒌𝑵 𝟗𝟓(𝟑𝟎) 𝟐𝟖𝟓𝟎
Position of P95 class = = = = 28.5
𝟏𝟎𝟎 𝟏𝟎𝟎 𝟏𝟎𝟎
This means we need to
find a class interval where the Less Cumulative
Score Frequency Lower Boundary
Frequency
28.5th score is contained.
Note that the 29th to 30th 70 – 74 2 69.5 30
65 – 69 4 64.5 28
scores belong to the 70 - 74 60 – 64 5 59.5 24
class interval, thus the 28.5th 55 – 59 8 54.5 19
score also contained therein. 50 – 54 5 49.5 11
45 – 49 4 44.5 6
40 – 44 2 39.5 2
 Hence,
Compute for P95:

Given: k= 95 N= 30 LB = 69.5 𝒄𝒇𝒃 = 𝟐𝟖 𝒇 𝑸𝒌 = 𝟐 𝒊=𝟓

𝒌𝑵 𝟗𝟓(𝟑𝟎)
−𝒄𝒇𝒃 − 𝟐𝟖 𝟐𝟖. 𝟓 − 𝟐𝟖
𝑷𝒌 = 𝑳𝑩 + 100 𝑖 = 𝟔𝟗. 𝟓 + 𝟏𝟎𝟎 𝟓 = 𝟔𝟗. 𝟓 + 𝟓
𝒇𝑷𝒌 𝟐 𝟐

𝟎. 𝟓
= 𝟔𝟗. 𝟓 + 𝟓 = 𝟔𝟗. 𝟓 + 𝟎. 𝟐𝟓 𝟓
𝟐
= 𝟔𝟗. 𝟓 + 𝟏. 𝟐𝟓 = 𝟕𝟎. 𝟕𝟓 ≈ 71
This means that 95% of the class obtained a score less than or equal to 71 while
the remaining 5% obtained a score higher than 71.
 The analysis of the data obtained in this mini-research shows
that the minimum score needed to pass the summative higher than
71 is 63. Hence, 75% of the class failed while the upper 25% passed
the summative higher than 71. It can also be noted that the median
score is 57. This means that 50% of the class got scores below or
equal to 57 and the other 50% got scores higher than 57. Moreover,
students who got scores higher than 71 are part of the upper 5% of
the class.
 It helps in knowing where the obtained score of a study
or experiment belongs to.

 It gives us a way to see where a certain data point or

value falls in a sample or distribution of a statistical
mini-research.

 It tell us whether a data or value is about the average,

or whether it’s unusually high or low.
 STATISTICAL MINI-RESEARCH
ELEMENTS / STEPS IN FORMULATING A STATISTICAL MINI-
RESEARCH
I. INTRODUCTION
II. STATEMENT OF THE PROBLEM
III. PRESENTATION OF DATA
IV. DATA ANALYSIS AND INTERPRETATION
V. CONCLUSION
1. Click this link ( )
2. Enter the code
3. Use your complete name as your Quizizz Account
Name
4. Click Start
5. You only have one (1) attempt
6. Start the game
7. Don’t mind the advertisements
8. Screenshot the summary or result of the quiz
9. Submit to my messenger account
10. Goodluck!
Conduct a mini-research on the number of hours spent by at least 15
classmates in answering Learning Modules in Mathematics. You can
call, text or contact them using facebook or any social media
platforms. Follow the guide below.
Elements that should be included in your mini-research:
I. Introduction
II.Statement of the Problem
III.Presentation of Data
IV.Data analysis and interpretation
V. Conclusion
Your statistical mini-research will be graded based on this
criteria:
Content -30%
Cohesiveness – 30%
Accuracy on computations-30%
Presentation of ideas-10%
Total- 100%