Module No.

& Title : STAT 111 - Elementary Statistics and Probability

Module Overview :
Hello Students! Welcome to Module 2 of STAT 111 – Frequency Distribution
and Graphs. This module describes the ways of presenting data. The data can be
presented in tabular, textual and graphical form. More focus on this lesson is how to
organize data by constructing frequency distribution and how to present data by
constructing graphs and charts. Have fun learning!
Module Objectives/Outcomes:

At the end of this lesson, you will be able to:

1. Organize data into a frequency distribution.

2. Compare and contrast raw data and a frequency distribution.
3. Construct stem-and-leaf plot.
4. Represents frequency distribution graphically using histogram, frequency polygons
and cumulative frequency polygon (ogive).
5. Draw the data using pareto charts, bar chart, pie chart, time series graph, pictograph
and scatter plot.
6. Give the importance of graphs in statistics.
7. Construct the different graphs and charts.

Lessons in the module:

Lesson 1: Frequency Distribution Table
Lesson 2: Graphs
2.1 Histogram
2.2 Frequency Polygon
2.3 Frequency Ogive

Module No. and Title : M1 - Frequency Distribution and Graphs

Lesson No. and Title : L1- Frequency Distribution Table
Learning Outcomes :
 Organize data into frequency distribution
 Compare and contrast raw data and a frequency
distribution.
Time Frame : 3 hours
Introduction:
Hello dear students! Welcome to Lesson 1 – Frequency Distribution Table. In
this lesson, you will learn how to organize the gathered data and that is by
constructing frequency distribution table and how to present data by constructing
graphs and [Link] may begin now.

Activity: GROUPED FREQUENCY DISTRIBUTION TABLE

 The table below presents the age of 50 service crew of JolliDo

Age Frequency Percentage Frequency

18-19 15 0.3000
20-21 17 0.3400
22-23 10 0.2000
24-25 8 0.1600
N=50
What do you think are:

Advantages / disadvantages of ungrouped data:

____________________________________________________________________
____________________________________________________________________
Advantages / disadvantages of grouped data:
____________________________________________________________________
____________________________________________________________________

Analysis:

1. When is it necessary to group the set of data?

2. How to construct a frequency distribution table?

Abstraction:
When conducting a statistical research, investigation or study, the researcher
must gather data for the particular variable under investigation. To describe
situations, make conclusions, and draw inferences about events, the researcher must
organize the data gathered in some meaningful way. The easiest way and widely used
of organizing data is to construct a frequency distribution . A frequency distribution
is a grouping of the data into categories showing the number of observations in each
of the non-overlapping classes.
After organizing the data, the next move of the researcher is to present the
data so they can be understood easily by those who will benefit from reading the
study. The most useful method of presenting the data is by constructing graphs and
charts. There are number of ways to plot graphs and charts, and each one has a
specific purpose.
TEXTUAL PRESENTATION OF DATA
Good statistical presentation requires making it easy for readers to understand
and interpret the data, and to identify key pattern or trends.
 Data presented in paragraph or in sentences, are said to be in textual form.
This includes enumeration of important characteristics, emphasizing the most
significant features and highlighting the most striking attributes of the set of data.
Please see example below.
The data are Math test score of 15 students out of 50 items: 47, 48, 49, 42, 42,
36, 38, 40, 35, 50, 44, 45, 45, 50, 50. Make simple analysis by writing findings,
drawing conclusions and making an inference.
Writing the data in 35, 36, 38, 40, 42, 42,
numerical order may help 44, 45, 45, 47, 48, 49,
to analyze the data.
50, 50, 50

Findings: The lowest score is 35, and the highest is 50. Three students got a perfect
score of 50; one got 35, 36, 38, 40, 44, 47, 48 and 49 while 2 got 42 and 45. If the
passing mark is 70%, it shows that nobody failed in the test.
Conclusions: I therefore conclude that the students perform well in the test.
Inference: If this trend will continue, then it is likely that nobody will fail in this
Math class.

Definitions

Findings are results of an investigation.

Example: Sixty-four percent of the 100 sample service crews in
randomly selected JolliDo outlets are 21 years old and below.
Conclusion: an opinion based on findings; a generalization on population based
on the result of the investigation on samples.
Example: I therefore conclude that 64% of all JolliDo employees
nationwide are 21 years old and below.
Inference: an educated guess or a meaningful prediction based on findings and
conclusions.
Example: If this trend continues, then job applicants who are 22 years
old and above have a slim chance of being accepted at JolliDo.

Though analysis can be done from the text, it is however, recommended to

organize the data in tables for better comparison of values and the quicker and better
analysis of details. Furthermore, if data are presented in plain text, readers sometimes
get bored, thus table and graphs are oftentimes used.
Defining Some Terms
 Before we get started in constructing frequency distribution, we must define
some terms that are essential to understand deeper the nature of data that are
displayed in a frequency distribution.
Raw data is the data collected in original form.
Range is the difference of the highest value and the lowest value in a
distribution.
Frequency distribution is the organization of data in a tabular form, using
mutually exclusive classes showing the number of observations each.
Class Limits is the highest and lowest values describing a class.
Class Boundaries is the upper and lower values of a class for group
frequency distribution whose values has additional decimal place more than the class
limits and end with the digit 5.
Interval (width) is the distance between the class lower boundary and the
class upper boundary and it is denoted by the symbol i.
Frequency (f) is the number of values in a specific class of a frequency
distribution.
Relative Frequency is the value obtained when the frequencies un each class
of the frequency distribution is divided by the total number of values.
Percentage is obtained by multiplying the relative frequency by 100%.
Cumulative Frequency (cf) is the sum of the frequencies accumulated up to
the upper boundary of a class in a frequency distribution.
Midpoint is the point halfway between the class limits of each class and is
representative of the data within that class.
A grouped frequency distribution is used when the range of the data set is
large; the data must be grouped into classes whether it is categorical data or interval
data. For interval data the classes is more than one unit in width. The procedure for
constructing the frequency distribution is discussed in the succeeding sections.

Determining the Class Interval

Generally the number of classes for a frequency distribution table varies from
5 to 20, depending primarily on the number of observations in the data set. It is
preferably to have more classes as the size of a data set increases. The decision about
the number of classes depends on the method used by the researcher.
 1. Rule 1: to determine the number of classes is to use the smallest positive
integer k such that 2k ≥n, where n is the total number of observations. Using
the formula 2-1 we can obtain the ideal class interval.

Range HV −LV
=
Class Interval (i) = Number of Classes k (Formula 2-1)
where: HV = highest value in the data set ; k = number of classes
LV = lowest value in the data set ; i = suggested class interval

2. Rule 2: Another way to determine the class interval is by Formula 2-2

Range
Class Interval (i) = 1+3. 322(log N ) , where N = the number of observation
3. Rule 3: Another guideline to determine the class interval is to have an ideal
number of classes then apply Formula 2-3.

HV - LV
Class Interval (i)=
Number of Classes (Formula 2-3)
Example: EPA Travel Agency, a nationwide local travel agency , offers special rates
on summer period. The owner wants additional information on the ages of those
people taking travel tours. A random samples of 50 customers taking travel last
summer revealed these ages.

18 29 42 57 61 67 37 49 53 47
24 34 45 58 63 70 39 51 54 48
28 36 46 60 66 77 40 52 56 49
19 31 44 58 62 68 38 50 54 48
27 36 46 59 64 74 39 51 55 48

Construct e frequency distribution using Rule 2 and determine the following:

a. Range c. Relative frequencies
b. Interval d. Percentages
c. Class Limits e. Cumulative frequencies
d. Class boundaries f. Midpoints
Solution:
Step 1: Arrange the raw data in ascending order.
18 29 37 42 47 49 53 57 61 67
19 31 38 44 48 50 54 58 62 68
24 34 39 45 48 51 54 58 63 70
27 36 39 46 48 51 55 59 64 74
 28 36 40 46 49 52 56 60 66 77

Step 2: Determine the classes.

 Find the range.
Range = HV - LV = 77 - 18 = 59
 Determine the class interval or width.
Range
Class Interval i = 1+3. 322(log N )
77−18 59
= =
1+3 .322( log50 ) 1+3 . 322(1. 698970004 )
59
= =8 . 88≈9
6 . 643978354
Note: Round the value of the interval up to the nearest whole number if there is a
remainder.
 Select a starting point for the lowest class limit. The lowest value in the data set
is 18, this will serve as our starting point.
 Set the individual class limit. We will add 9 to each lower class limit until
reaching the number of classes (18, 27, 36,45,54,63 and 72). To obtain the upper
class limits, we need to subtract one unit to the lower limit of the second class to
obtain the upper limit of the first class. That is, 27-1 = 26. Then add the interval
(or width) to each upper limit to obtain all the upper limits (26, 35, 44, 53, 62,71
and 80).
 Set the class boundaries in each class. To obtain the class boundaries, we need to
subtract 0.5 from each lower class limit and add 0.5 to each upper class.
Step 3: Tally the raw data.
Class Limits Class Boundaries Tally
18-26 17.5-26.5 |||
27-35 26.5-35.5 ||||
36-44 35.5-44.5 ||||-||||
45-53 44.5-53.5 ||||-||||-||||
54-62 53.5-62.5 ||||-||||-|
63-71 62.5-71.5 ||||-|
72-80 71.5-80.5 ||

Step 4: Convert the tallied data into numerical frequencies.

Class Limits Class Boundaries Tally Frequency
18-26 17.5-26.5 ||| 3
27-35 26.5-35.5 |||| 5
36-44 35.5-44.5 ||||-|||| 9
45-53 44.5-53.5 ||||-||||-|||| 14
54-62 53.5-62.5 ||||-||||-| 11
63-71 62.5-71.5 ||||-| 6
72-80 71.5-80.5 || 2
Step 5: Determine the relative frequency. (Formula: )
Class Limits Class Boundaries Frequency Relative
Frequency
18-26 17.5-26.5 3 0.06
27-35 26.5-35.5 5 0.10
36-44 35.5-44.5 9 0.18
45-53 44.5-53.5 14 0.28
54-62 53.5-62.5 11 0.22
63-71 62.5-71.5 6 0.12
72-80 71.5-80.5 2 0.04
50

f
×100 %
Step 6: Determine the percentage. (Formula: N )
Class Limits Class Boundaries Frequency Relative Percentage
Frequenc
y
18-26 17.5-26.5 3 0.06 6%
27-35 26.5-35.5 5 0.10 10%
36-44 35.5-44.5 9 0.18 18%
45-53 44.5-53.5 14 0.28 28%
54-62 53.5-62.5 11 0.22 22%
63-71 62.5-71.5 6 0.12 12%
72-80 71.5-80.5 2 0.04 4%
50 100%

Lower+ upper class limit

Step 7: Determine the midpoints. (Formula: 2 )
Class Limits Class Boundaries Frequency Relative Percentag Midpoint
Frequency e
18-26 17.5-26.5 3 0.06 6% 22
27-35 26.5-35.5 5 0.10 10% 31
36-44 35.5-44.5 9 0.18 18% 40
45-53 44.5-53.5 14 0.28 28% 49
54-62 53.5-62.5 11 0.22 22% 58
63-71 62.5-71.5 6 0.12 12% 67
72-80 71.5-80.5 2 0.04 4% 76
50 100%
e.g (18+26)/2 = 22
(27+35)/2 = 31
Step 8: Determine the cumulative frequencies.
Class Class Frequency Relative Percentage Midpoint Cumulative
Limits Boundaries Frequency Frequency
18-26 17.5-26.5 3 0.06 6% 22 3
27-35 26.5-35.5 5 0.10 10% 31 8
36-44 35.5-44.5 9 0.18 18% 40 17
45-53 44.5-53.5 14 0.28 28% 49 31
54-62 53.5-62.5 11 0.22 22% 58 42
63-71 62.5-71.5 6 0.12 12% 67 48
72-80 71.5-80.5 2 0.04 4% 76 50
50 100%
e. g. 3 3+5+9+14+11 = 42
3+5 = 8 3+5+9+14+11+6 = 48
3+5+9 = 17 3+5+9+14+11+6+2 = 50
3+5+9+14 = 31

Now, that the data are arranged in a frequency distribution table, it is easier to
give findings, draw informed conclusions and make sound inferences.
Findings:
A. Basic findings are those which you can see directly from the table;

Stem-and-Leaf Plot
A statistician named John Tukey introduces the stem-and-leaf plot. The
objective of this method is to some extent overcomes the loss of actual observations
brought about by the histogram. The advantage of the stem-and-leaf plot over the
histogram is that we can see the actual observations.
The stem is the leading digit or digits and the leaf is the trailing digit. The
stem is placed at the first column and the leaf at the second column.
Example: EPA Travel Agency, a nationwide local travel agency , offers special rates
on summer period. The owner wants additional information on the ages of those
people taking travel tours. A random samples of 50 customers taking travel last
summer revealed these ages.
 18 29 37 42 47 49 53 57 61 67
19 31 38 44 48 50 54 58 62 68
24 34 39 45 48 51 54 58 63 70
27 36 39 46 48 51 55 59 64 74
28 36 40 46 49 52 56 60 66 77

Construct a stem-and-leaf plot.

Solution:
The stems (leading digits) for the raw data are 1, 2, 3, 4, 5, 6, 7. The leaves fro each
stem (trailing digit) are recorded at the same row and are rank-ordered to form a
stem-and-leaf plot.

Stem Leaf
1 8, 9
2 4, 7, 8, 9
Tens digit 3 1, 4, 6, 6, 7, 8, 9, 9 Units Digit
(Leading 4 0, 2, 4, 5, 6, 6, 7, 8, 8, 8, 9, 9 (trailing digits)
Digits) 5 0, 1, 1, 2, 3, 4, 4, 5, 6, 7, 8, 8, 9
6 0, 1, 2, 3, 4, 6, 7, 8
7 0, 4, 7

Graphing Frequency Distribution

When the data set contains large number of values, making conclusions from
an ordered array or stem-and-leaf plot is often difficult. We will need graphs or charts
in such situations. There are number of graphs or charts to visually show numerical
data. These include histogram, frequency polygon and cumulative frequency (ogive).
In this section, we discussed several graphical methods that are used for
interval data. The most important of these graphical methods is the histogram.
Histogram is a powerful graphical technique used to summarize interval data, but it
also helps explain an important aspect of probability.
A. Histogram
A histogram is a graph in which the classes are marked on the horizontal axis
(x-axis) and the class frequencies on the vertical axis (y-axis). The height of the bars
represents the class frequencies, and the bars are drawn adjacent to each other.
Nevertheless, the histogram focuses on the frequency of each class and sacrifices
whatever information was contained in the actual observations.
B. Frequency Polygon
A frequency polygon is graph that displays the data using points which are
connected by lines. The frequencies are represented by the heights of the points at the
midpoints of the classes. The vertical axis represents the frequency of the distribution
while the horizontal axis represents the midpoints of the frequency distribution.
C. Cumulative frequency polygon
A cumulative frequency polygon or ogive is a graph that displays the
cumulative frequencies for the classes in a frequency distribution. The vertical axis
represents the cumulative frequency of the distribution while the horizontal axis
represents the upper class boundaries (real upper limits) of the frequency distribution.
Example:
Class Class Frequency Relative Percentage Midpoint Cumulative
Limits Boundaries Frequency Frequency
18-26 17.5-26.5 3 0.06 6% 22 3
27-35 26.5-35.5 5 0.10 10% 31 8
36-44 35.5-44.5 9 0.18 18% 40 17
45-53 44.5-53.5 14 0.28 28% 49 31
54-62 53.5-62.5 11 0.22 22% 58 42
63-71 62.5-71.5 6 0.12 12% 67 48
72-80 71.5-80.5 2 0.04 4% 76 50
50 100%
Construct a bar chart, frequency polygon and cumulative frequency polygon. What
conclusions can you reached based on the information presented in the histogram.
Solution:
a. Constructing a bar chart.
1. Find the class limits of each class.
2. Draw and label the x-axis and y-axis.
3. Represent the frequency on the y-axis and the class limits on the x-axis.
4. Use the frequency to represent the height and draw the vertical bars.
5. The class frequencies are scaled along the vertical axis and the class limits along
the horizontal axis.
 Bar Chart of Age of Travellers
16
14
14
12
10 11
Frequency

8 9
6
6
4 5
2 3
2
0
18-26 27-35 36-44 45-53 54-62 63-71 72-80
Age (Class Limits)

Figure 2.1: Bar Chart of Age of Travellers

b. Constructing a Frequency Polygon
1. Find the midpoint of each class.
2. Draw and label the x-axis and y-axis.
3. Represent the frequency on the y-axis and the midpoint on the x-axis.
4. Connect adjacent points with line segments. Draw a line back to the x-axis at the
beginning and end of the graph.

Age of Travellers
16
14 14
12
11
10
Frequency

9
8
6 6
5
4
3
2 2
0 0 0
13 1 222 313 404 49 5 58 6 677 768 859
Age (Class Midpoints)

Series1

Figure 2.2 Frequency Polygon of Age Travellers

c. Constructing a Cumulative Frequency (ogive)

1
3
1. Draw and label the x-axis and y-axis.
2. Represent the frequency on the y-axis and the upper class boundaries on the x-axis.
3. Connect adjacent points with line segments.

Age of Travellers
60

50 48 50
Cumulative Frequency

40 42

30 31

20
17
10 8
3
0
1
26.5 2
35.5 3
44.5 4
53.5 5
62.5 6
71.5 7
80.5
Age (Upper Boundary)

Figure 2.3: Ogive for Age of Travellers

Worksheet 3.a
Use your computer to show the graphs of the following data sets:
A. The weights (in pounds) of the students in a health and nutrition class are listed
below.

102 117 119 147 135 148 122 137 103

116 147 152 117 149 108 123 130 123
147 112 133 99 101 135 138 155 118
142 103 159 131 137 156 149 120 98

1. Construct a grouped frequency distribution table of 6 classes.

2. Give findings.
3. Draw conclusions.
4. Make an inference.
5. Using a computer, construct the following graphs:
a. Histogram
b. Frequency polygon
c. Pie chart
Other Types of Graphs
As discussed in the previous section, the only allowable calculations on
nominal data is to count the frequency of each value of the variable. We can
graphically display the counts in three ways: pareto charts, bar charts, and pie charts.
This section also includes on how to graphically display time series graph, pictograph
and scatter plot.
A. Pareto Chart
A pareto chart is a graph used to represent a frequency distribution for a
categorical data (nominal-level) and frequencies are displayed by the heights of
vertical bars, which are arranged in order from highest to lowest.
B. Bar Chart (Bar Graph)
A bar chart is similar to histogram. The bases of the rectangle are arbitrary
intervals whose centers are codes. The height of each rectangle represents the
frequency of that category. It is also applicable for categorical data (or nominal data).
C. Pie Chart (Circle Graph)
A pie chart is a circle divided into portions that represent the relative
frequencies (or percentages) or of the data belonging to different categories. The date
in a pie chart should be categorical or nominal-level.
D. Time Series Graph
A time series graph represents data that occur over specific period of time
under observation. In addition, it shows for a trend or pattern on the increase or
decrease over the period of time.
E. Pictograph
A pictograph immediately suggests the nature of the data being shown. It is a
combination of the attention-getting quality and the accuracy of the bar chart.
Appropriate pictures arranged in a row (sometimes in a column) present the
quantities for comparison.
Now, we will illustrate how to construct the pareto chart, histogram, pie chart,
time series graph, pictograph and scatter plot using the succeeding examples.
Example 1: Using the information in the table about the favorite snacks of 870
youths, construct pareto chart, histogram and pie chart.

Products Sales
Junk Foods 135
Candy 250
Ice Cream 185
Chocolate 210
Others 90
Solution:
a. Constructing a Pareto Chart
Steps: 1. Arrange the data from highest to lowest according to frequency.

Products Sales
Candy 250
Chocolate 210
Ice Cream 185
Junk Foods 135
Others 90
1. Draw and label the x-axis (Products) and y-axis (sales).
2. Construct the chart by arranging the frequency from the highest to lowest and form
left to right. Make a bar with the same width and draw the height corresponding to
the frequencies

Figure 2.4: Pareto Chart of Favorite Snacks

b. Constructing a Pie Chart

Steps: 1. Since there are 3600 in a circle, the frequency of each class must be covered into a
proportional part of the circle. This conversion is done by applying the formula

Degrees= ( nf ) (360 )
0

, where f = frequency ; n = sum of frequencies

Hence, the following conversion are obtained. The degrees should total to 3600.
Candy
(250
870 )
( 360 ) =103
0 0

Chocolate
( )
210
870
( 360 0 ) =870

3. Each frequency must also be converted to a percentage and has a total of 100 0. This
percentage can be done by applying the formula

Percentage= ( nf )( 100 % ) , where f = frequency , and n = sum of frequencies

Candy
( )
250
870
( 100 % )=29 %
Junk Foods
( )
135
870
( 100 % )=16 %

Chocolate
(210
870 )
( 100 % )=24 %
Ice Cream
(185
870 )
( 100 % )=21 %

4. Using a protractor, graph each section and write its name and appropriate percentage, as
shown in Figure 2.5.

Figure 2.5: Pie Chart of Favorite Snacks

Example 2. Using the information in the table about the dollar to peso exchange rate from
January to December 0f 2019, construct a time series graph.

Solution:
Steps: 1: Draw and label the x-axis and y-axis.
 2. Label the x-axis for months and y-axis for Peso per US dollar
3. Plot each point according to the table.
4. Draw a line segments connecting adjacent points.

Figure 2.6: Time Series Graph of Peso-Dollar Rate

Example 3: The EPAR Realty Inc. Is a real estate who develops household in Rizal province.
The information in the table show the number of house construction fro 2010 - 2015.
Construct a pictograph.
Year 2006 2007 2008 2009 2010
No. Of Houses 400 250 600 550 700

Solution:

Step: 1. Draw and label the x-axis and y-axis.

2. Label the x-axis for years and y-axis for Number of Houses.
3. Draw a house to represent the number of houses.
Legend: = 200 houses
Figure 2.7: Pictograph of Number of Houses
Example 4: The owner of a chain of halo-halo stores would like to study the effect of
atmospheric temperature on sales during the summer season. A random sample of 12
days is selected with the results given as follows.
Day 1 2 3 4 5 6 7 8 9 10 11 12
Temperature 0F 79 76 78 84 90 83 93 94 97 85 88 82
Total Sales 147 143 147 168 206 155 192 211 209 187 200 150
Put the data on a scatter diagram.
Solution:
Steps: 1. Draw and label the x-axis and y-axis.
2. Label the x-axis for Temperature and y-axis for Sales.
3. Plot the points of each ordered pairs in the Cartesian coordinate system.
 Figure 2.8: Scatter Plot of Sales

Guidelines for Developing Good Graphs / Charts

Good graphical displays tell what the data are conveying. Sadly many graphs
or charts shown in newspaper and magazines are misleading, incorrect, or
complicated that must not be used. In order to correctly develop a good graphs /
charts there are some guidelines that needs to bear in ind such as:
1. The graph/ chart should include a title.
2. The scales for all axes should be included.
3. The scale on the y-axis should start at zero.
4. The graph/ chart should not disfigure the data.
5. Th x-axis and y-axis should be properly labeled.
6. Te graph/chart should not contain unnecessary decorations.
7. The simplest possible graph/chart should be used for any data set.

APPLICATION
SECOND WEEK OUTPUT
This will be done by pair! Please choose your partner and work together in
doing this output.
You are going to gather at least TWO different sets of data from your
classmates.
Examples:
1. Age and Height
2. Gender and Favorite Cartoon Character.

Requirements are the following:

1. n≥30
2. Write a brief explanation of the nature of the data.
a. What data did you gather?
 b. Why did you gather such data; what do you want to know from your
classmates?
3. Organize them in a frequency distribution and/or a contingency table
a. Table number and title
b. All columns should have headers
4. Construct a graph (using one graph is enough)
a. Indicate figure number and title
b. Show percentage for pie chart
c. Both axes should be properly labeled if bar graphs will be used.
5. Write at least 3 relevant findings based on the results of the data gathered.
6. Give conclusions based on findings.

RUBRIC FOR SECOND WEEK OUTPUT

First week output 1-2 points 3-4 points 5 points

Samples n<30; raw data are not n≥30 raw data are not n≥30 raw data are
shown in the shown in the shown in the
presentation; nature and presentation; nature and presentation; nature and
sources of data are not sources of data are not sources of data are
explained. explained. explained.
Tables Tables are not labeled Tables are not labeled Tables are properly
(no table no. and (no table no. and title labeled (table no. and
title);some columns have are misplaced);some title); all columns have
no headers; title is not columns have no headers; title is clear and
clear and in consistent headers; title is not in consistent with the
with the data gathered. clear and in consistent data gathered.
with the data gathered.
Graphs Graphs are incorrectly Graphs are correctly Graphs are correctly
done; figure no. and title done; figure no. and done; figure no. and title
are not written; graphs do title are not written; are not written; graphs d
not show percentages. graphs do not show show percentages.
percentages.
Findings Only one or no finding is Only 2 findings which At least 3 findings which
given. are relevant to the title are relevant to the title
are given. are given.
Conclusions No conclusion is given. At least one conclusion At least one conclusion
is given. is given; conclusion is
consistent with the
findings.
Overall Presentation is generally Presentation is not Presentation is generally
presentation dull; there are erasures; appealing; there are appealing; artistically
hurriedly done. some erasures. and neatly done.
Promptness Submits the output one Submits the output the Submits the output on
or more weeks after the following meeting after time.
deadline the deadline.
Total Points: 35

References:
Bluman, A.G. (2008). Elementary Statistics: A step by step approach. (A Brief Version). New
York: McGraw-
Hill Companies, Inc.
Gibbons, J.D. & Chakraborti, S. (2010). Nonparametric statistical inference. (5th ed.) Florida:
CRC Press.
Siegel, S. & Castella, N.J (1998). Nonparametric statistics for the behavioral sciences. (2nd
ed.) New York: McGraw Hill.
Sirug, W.S. (2011). Basic probability and statistics: A step by step approach. Manila,
Philippines: Mindshapers Co., Inc.
Walpole, R.E. (2003). Introduction to statistics. (3rd ed.) New York: Macmillan