Statistics

• Important tool in the utilization of the assessment data

most especially in describing, analyzing, and interpreting
the performance of the students in the assessment
procedures
• Teachers should have necessary background in the statistical
procedures used in assessment of student learning in order
to give a correct description and interpretation about the
achievement of the students in a certain test
 What is Statistics?
Branch of mathematics dealing with the collection,
presentation, analysis, and interpretation of quantitative
and qualitative data
 Branches of Statistics
• Descriptive statistics –concerned with
collecting, describing, and analyzing set of data
without drawing conclusions about a large
group
• Inferential statistics- concerned with analysis
leading to predictions or inferences about the
entire set of data
Frequency Distribution
Is a tabular arrangement of data into appropriate
categories showing the number of observations in
each category or group.
 Age of Guests
Class Limits Class Frequencies
(Ages in Years) Boundaries
20-29 19.5-29.5 23
30-39 29.5-39.5 21
40-49 39.5-49.5 21
50-59 49.5-59.5 4
60-69 59.5 – 69.5 1
70-79 69.5-79.5 1

Example
Parts of a frequency distribution:
1. Class limit
2. Class size
3. Class boundaries
4. Class marks
5. Frequency
 1. Class limit
Is the groupings defined by the lower and upper
limits.

Example: LL – UL
10-14
15-19
20-24
Lower class limit (LL)
the smallest number in each group

Upper class limit (UL)

the highest number in each group
 2. Class size

Is the width of each class interval.

Example: LL – UL
10-14
15-19
20-24

What is the class size of the score distribution above?

Answer: 5
 3. Class boundaries
Are the numbers used to separate each category in the
distribution.

Example: LL – UL Lcb – Ucb

10-14 9.5 – 14.5
15-19 14.5 – 19.5
20-24 19.5 – 24.5
 4. Class marks
Are the midpoint of the lower and upper class limits.
Xm

Example: LL - UL Xm
10-14 12
15-19 17
20-24 22
 4. Class marks
Are the midpoint of the lower and upper class limits.
Xm

Example: LL - UL Xm
10-14 12
15-19 17
20-24 22
 Steps in constructing
Frequency Distribution
 Raw scores of 40 students in a 50-item mathematics quiz

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
 • Compute the Range
1 R = HS - LS

• Determine the class size

2

• Set up the class limits

3

• Make a tally
4

• Count the frequency

5
 • Compute the Range
1 R = HS - LS

• Determine the class size

2

• Set up the class limits

3

• Make a tally
4

• Count the frequency

5
 Computing the Range
The range is the difference between the highest score and the lowest
score.

Range = HS – LS
 Raw scores of 40 students in a 50-item mathematics quiz

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
 Raw scores of 40 students in a 50-item mathematics quiz

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
 Computing the Range
The range is the difference between the highest score and the lowest
score.

Range = HS – LS
R = 50-15
R = 35
 • Compute the Range
1 R = HS - LS

• Determine the class size

2

• Set up the class limits

3

• Make a tally
4

• Count the frequency

5
 • Compute the Range
1 R = HS - LS

• Determine the class size

2

• Set up the class limits

3

• Make a tally
4

• Count the frequency

5
 Determine the class size (c.i)
Formula:

Solve the value of k:

k = 1 + 3.3 log n
k = 1 + 3.3 log 40
k = 6.28
K=6
 Determine the class size
Formula:
k=6
R = 35
 • Compute the Range
1 R = HS - LS

• Determine the class size

2

• Set up the class limits

3

• Make a tally
4

• Count the frequency

5
 • Compute the Range
1 R = HS - LS

• Determine the class size

2

• Set up the class limits

3

• Make a tally
4

• Count the frequency

5
 Set up the class limits
X
15-20
21-26
27-32
33-38
39-44
45-50

Work on this table

 • Compute the Range
1 R = HS - LS

• Determine the class size

2

• Set up the class limits

3

• Make a tally
4

• Count the frequency

5
 • Compute the Range
1 R = HS - LS

• Determine the class size

2

• Set up the class limits

3

• Make a tally
4

• Count the frequency

5
 Raw scores of 40 students in a 50-item mathematics quiz

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
 Make a tally
X Tally
15-20 /////
21-26 /////////
27-32 ////
33-38 //////////
39-44 ////
45-50 ////////
 • Compute the Range
1 R = HS - LS

• Determine the class size

2

• Set up the class limits

3

• Make a tally
4

• Count the frequency

5
 • Compute the Range
1 R = HS - LS

• Determine the class size

2

• Set up the class limits

3

• Make a tally
4

• Count the frequency

5
Indicate the frequency
X Tally Frequency
15-20 /////
21-26 /////////
27-32 ////
33-38 //////////
39-44 ////
45-50 ////////
Indicate the frequency
X Tally Frequency
15-20 ///// 5
21-26 ///////// 9
27-32 //// 4
33-38 ////////// 10
39-44 //// 4
45-50 //////// 8
n=40
Indicate the class boundaries
Class limit Tally Frequency Class
boundaries
15-20 ///// 5
21-26 ///////// 9
27-32 //// 4
33-38 ////////// 10
39-44 //// 4
45-50 //////// 8
n=40
Determine the class boundaries
Class limit Tally Frequency Class
boundaries
15-20 ///// 5 14.5 – 20.5
21-26 ///////// 9 20.5 – 26.5
27-32 //// 4 26.5 – 32.5
33-38 ////////// 10 32.5 – 38.5
39-44 //// 4 38.5 – 44.5
45-50 //////// 8 44.5 – 50.5
n=40
 Find the class marks
Class limit Tally Frequency Class boundaries Class
marks (Xm)
15-20 ///// 5 14.5 – 20.5
21-26 ///////// 9 20.5 – 26.5
27-32 //// 4 26.5 – 32.5
33-38 ////////// 10 32.5 – 38.5
39-44 //// 4 38.5 – 44.5
45-50 //////// 8 44.5 – 50.5
n=40
Class limit Tally Frequency Class boundaries Class
marks (Xm)
15-20 ///// 5 14.5 – 20.5 17.5
21-26 ///////// 9 20.5 – 26.5 23.5
27-32 //// 4 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 //////// 8 44.5 – 50.5 47.5
n=40
 Histogram
• Consists of rectangles having bases on
the horizontal axis which centers at the
class marks. The base widths corresponds
to the class size and the height of the
rectangles corresponds to the class
frequencies
A histogram provides a visual representation of
the distribution of a dataset: location, spread and
skewness of the data; it also helps to visualize
whether the distribution is symmetric or skewed
left or right
 Frequency Polygon
• Constructed by plotting the class marks
against the class frequencies. The x-axis
corresponds to the class marks and the y-axis
corresponds the class frequencies
• Frequency polygons are a graphical device for
understanding the shapes of distributions.
They serve the same purpose as histograms,
but are especially helpful for comparing sets of
data