Objective:

• Present data using different

methods
Methods of Presenting Data

1. Textual – appropriate for few statistics to be

reported
  - gives brief and concise description of the
data set in paragraph form

Example:
A total of 22.4 million children aged 5-17 years old
in 9.6 million households were estimated from the
1995 National Survey of Working Children (NSWC).
Sixteen percent (16%) or 3.6 million children were
reported engaged in economic activities anytime
in 1995. Boys were more likely to work than girls
with a national sex ratio of children of 187…
 
2. Tabular – for large data set
  - organized in appropriate
rows and columns
3. Graphical – attractive/presentable;
relationships can easily be seen
• bar, pie, line, pictogram, dot plot, stem
and leaf plot
STEM-AND-LEAF PLOT
•hybrid of a table and a graph
•arrangement of a set of data by its stems
and leaves
•presents a histogram-like picture of the
data, while allowing the experimenter to
retain the actual observed values of each
data point
•a quick way to obtain an informative
visual representation of a data set;
suppose we have a data set x1, x2, x3,…, xn
for which x consists of at least 2 digits,
leaf  the last digit
stem  the first digit
How to construct a stem-and-leaf plot
Example: Scores of Roy in 20 quizzes:
25, 85, 45, 50, 89, 87, 85, 75, 60, 55, 58, 55,
56, 62, 65, 72, 66, 74, 76, 55.
1. Arrange the observation in increasing order.
 25, 45, 50, 55, 55, 55, 56, 58, 60, 62,
65, 66, 72, 74, 75, 76, 85, 85, 87, 89.
2. For each datum, identify its leaf (the units
digit) and its stem (all other digits except the
last or units digit).
 Example: 89
9 is a leaf
8 is a stem
125
5 is the leaf
12 is the stem
3. List the stems vertically in increasing order
from top to bottom.
4. Draw a vertical line to the right of the
stems.
5. List the leaves to the corresponding stem to
the right of the line in an increasing order.

Thus, for Roy’s scores:

 
2 5
3
4 5
5 055568
6 0256
7 2456
8 5579
Importance of a Stem-and-leaf plot
•can easily locate the “center” of the distribution.
•Illustrate overall shape of the distribution like
symmetry.
•can easily detect marked deviations from the
overall shape (gaps, extreme values)

FREQUENCY DISTRIBUTION TABLE (FDT)

®a statistical table for showing the frequency (no.
of observations) contained in each defined
classes.
®Summarizes quantitative and qualitative data
®Organizes large amount of data by grouping the
observations into non-overlapping classes or
categories
 
Def’n.: Grouped Data (the FDT) – organized
in a table; a clear, concise and informative
summary; gives important distributional
properties, but… loss of info.

Qualitative FDT
e.g.
Class of Students Frequency
  Freshmen 100
  Sophomore 93
Juniors 75
Seniors 24
•Quantitative FDT

Steps in Constructing A Quantitative FDT

 
1. Determine the range, R
R = max- min
2. Compute the number of classes (class intervals)
K = √N where N = number of observations
• square root rule based on N
• dependent on convention
3. Determine the class interval size, C
C = R/K
• or class width
• distance from one upper limit to the next upper
limit
4. Compute the actual classes
• lowest value (min) is in the lowest class
• highest value (max) is in the highest class
• min is used as the lower limit of the first
class
• no overlapping

True Class Boundaries

LTCB = LL – ½ (unit of measurement)
UTCB = UL +½ (unit of measurement)

Class Mark – the midpoint

CM = ½ (LL + UL)
 
Relative Frequency (RF)
RF = totalF F
 
Cumulative Frequency (<CF, >CF)
®<CF – no. of observation less than or
equal to the upper limit of a given
class interval.
®>CF - no. of observation greater than
or equal to the lower limit of a given
class