2.

3 ORGANIZING & PRESENTING of DATA

TEXTUAL PRESENTATION OF DATA

Good statistical presentation requires making it easy for readers to understand and
interpret the data, and to identify key patterns or trends.

Data presented in paragraph or in sentences are said to 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.

Example

The data are Math test scores of 15 students out of 50 items: 47, 48, 49,42, 42, 36, 38,
40,35,50,44,45,50,50. Make a simple analysis by writing findings and drawing conclusions.

Writing the data in numerical order may 35,36,38,40,42,42,44,45,45,47,48,49,50,50,50

help to analyze the data

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.

Conclusion: “I therefore conclude that the students perform

well in the test.”

Though analysis can be done from the text, it is however, recommended to organize the
data in tables for better comparison of values and quicker and better analysis of details.
Furthermore, if data are presented in plain text, readers sometimes get bored, thus tables and
graphs are oftentimes used.

TABULAR PRESENTATION OF DATA

Tables are useful for clear presentation and
comparison of large numbers of data items. They also
allow data to be presented at a level of detail which
cannot usually be determined from a text.

Raw data is collected through research, through

actual scores or values from a questionnaire, survey or
assessment. To organize the data can be done through a
series of data tables.
https://www.easybiologyclass.com/frequency-distribution-table-definition-with-examples-
ppt/

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 Tables or Frequency Distribution Table can show either categorical variables (sometimes
called qualitative variables) or quantitative variables (sometimes called numeric variables). You
can think of categorical variables as categories (like gender or courses) and quantitative variables
as numbers.

What is a Frequency Distribution Table?

Frequency tells you how often something happened. The frequency of an observation
tells you the number of times the observation occurs in the data. For example, in the following list
of numbers, the frequency of the number 9 is 5 (because it occurs 5 times)

1, 2, 3, 4, 6, 9, 9, 8, 5, 1, 1, 9, 9, 0, 6, 9.

The following table shows the students’ preferred brand of mobile phone. The left column
shows the categorical variable (Brand) and the right column is the frequency.

Brand Frequency

Samsung 14

Hwawei 11

Iphone 7

Oppo 19

LG 9

Total 60

How to make a Frequency Distribution Table: Examples

Example 1

Tally marks are often used to make a frequency distribution table. For example, let’s say
you survey a number of households and find out how many pets they own. The results are 3, 0, 1,
4, 4, 1, 2, 0, 2, 2, 0, 2, 0, 1, 3, 1, 2, 1, 1, 3. Looking at that string of numbers; a frequency
distribution table will make the data easier to understand.

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Steps

1. To make the frequency distribution table, first write the categories in one column (number of
pets)

2. Next, tally the numbers in each category (from the results above). For example, the number
zero appears four times in the list, so put four tally marks “||||”:

3. Finally, count up the tally marks and write the frequency in the final column. The frequency
is just the total. You have four tally marks for “0”, so put 4 in the last column:

Note: number of pets is a discrete variable

How to Draw a Frequency Distribution Table (with continuous variable)

A frequency distribution table is one way you can organize data so that it makes more
sense. For example, let’s say you have a list of IQ scores (continuous data) for a gifted classroom
in a particular elementary school.

The IQ scores are: 118, 123, 124, 125, 127, 128, 129, 130, 130, 133, 136, 138, 141,
142, 149, 150, and 154. The IQ score is continuous; we can still construct a frequency
distribution table, which will give a better picture of your data than a simple list, however, a
class interval or classes serves as the categories.

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How to Draw a Frequency Distribution Table in continuous data: Steps.

Part 1: Choosing Classes

Step 1: Figure out how many classes (categories) you need. There are no hard rules about how
many classes to pick, but there are a couple of general guidelines:

 Pick between 5 and 20 classes. For the list of IQs above, we picked 5 classes.
 Make sure you have a few items in each category. For example, if you have 20 items,
choose 5 classes (4 items per category), not 20 classes (which would give you only 1 item
per category).

Note: There is a more mathematical way to choose classes. The formula is . You would round
up the answer to the next integer. For example, will be rounded up to become 5.

Part 2: Sorting the Data

Step 2: Subtract the minimum data value from the maximum data value. For example, our IQ list
above had a minimum value of 118 and a maximum value of 154, so:
154 – 118 = 36

Step 3: Divide your answer in Step 2 by the number of classes you chose in Step 1.
36 / 5 = 7.2

Step 4: Round the number from Step 3 up to a whole number to get the class width. Rounded up,
7.2 becomes 8.

Step 5: Write down your lowest value for your first minimum data value:
The lowest value is 118

Step 6: Add the class width from Step 4 to Step 5 to get the next lower class limit:
118 + 8 = 126

Step 7: Repeat Step 6 for the other minimum data values (in other words, keep on adding your
class width to your minimum data values) until you have created the number of classes you chose
in Step 1. We chose 5 classes, so our 5 minimum data values are:
118
126 (118 + 8)
134 (126 + 8)
142 (134 + 8)
150 (142 + 8)

Step 8: Write down the upper class limits. These are the highest values that can be in the
category, so in most cases you can subtract 1 from the class width and add that to the minimum
data value. For example:
118 + (8 – 1) = 125
118 – 125
126 – 133
134 – 141
142 – 149
150 – 157

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3. Finishing the Table Up

Step 9: Add a second column for the number of items in each class, and label the columns with
appropriate headings:

IQ Number

118-125

126-133

134-141

142-149

150-157

Step 10: Count the number of items in each class, and put the total in the second column. The
list of IQ scores are: 118, 123, 124, 125, 127, 128, 129, 130, 130, 133, 136, 138, 141, 142, 149,
150, 154.

IQ Number

118-125 4

126-133 6

134-141 3

142-149 2

150-157 2

Total 17

The Frequency Distribution Table

This is a table which shows the data arranged into different classes, and the numbers of
cases which fall into each class are tabulated.

Rules to remember in constructing tables

 Tables should have the following labels:

 Table number: for easy reference; written on the top of the table
 Table title: to briefly explain the contents of the table; title follows the table number
 Column headers: to describe the entry in each column
 Row classifier: to classify rows
 Source notes: to acknowledge the sources of data
 Frequency: to show the number of entries per category
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  Total frequency: to have general picture of the total population
 Percentage frequency: for quick view of the characteristics of the data set

Table Number

Table Title

Table 3a.
Column Headers
Distribution of Students in ABS High School
According to Year Level
Row Year Level No. of Students Percent (%)
classifier (Frequency)
Freshmen 350 32
Sophomore 300 27
Junior 250 23
Senior 200 18
Total 1100 100
Source: ABS High School Registrar
Source Note

Example (Continuous variable with few values)

Construct an ungrouped frequency distribution table for the age of 50 service crews at McDollibee
Restaurant.

21 18 22 19 18 18 19 19 25 20

22 18 23 24 19 25 18 21 24 25

23 19 21 23 20 18 21 23 20 24

25 21 20 22 20 20 21 22 23 23

18 24 21 21 21 19 19 18 21 21

Since the youngest is 18 and the oldest is 25, the range is: R = 25 -18 = 7. Therefore, an
ungrouped frequency distribution table is feasible.

Table 3b. The Frequency Distribution

Table for the Age of 50 Service Crews at McDollibee
Age Frequency Percent (%)

18 8 16
19 7 14
20 6 12
21 11 22
22 4 8
23 6 12
24 4 8
25 4 8
Total 50 100

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Findings:

 Basic findings are those which you can see directly from the table;

 Sixteen percent (16%) of the service crew at McDollibee is 18 years old.

 Fourteen percent (14%) of the…….is 19 years old.

 Twelve percent (12%) of the …..is 20 years old.

 Twenty-two percent (22%) of the …….. is 21 years old.

 Eight percent (8%) of the ….. is 24 years old.

 Eight percent (8%) of the ….. is 25 years old.

Additional findings are those which you cannot see directly from the table.

 The average age of the 50 service crews at McDollibee is 21 and the standard deviation is
2.18

 The range of the ages is 7 since the youngest service crew is 18 while the oldest is 25.

 Thirty two or 64% of the service crews are 21 years old and below.

Conclusion

I therefore conclude that McDollibee prefers employees who are 21 years old and below.

DATA Type Tabular presentation

Nominal/Ordinal Frequency distribution table listing each

category

Discrete with few values (range is below Frequency distribution table listing each value
10) as the category

Continuous with few values (range is

below 10)

Discrete data with many values (range is Frequency distribution table with classes or
10 and above) class intervals

Continuous data with many values (range

is 10 and above)

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 OUTPUT 4

Let’s DO this
Group activity

 Organized each variable (see page 9) in the provided data file using frequency
table. Then, write 3 findings from the table presented

 You can either write or encode your answers.

 Email the output at lynnremo@buksu.edu.ph

 File name and subject in email: Section code A4 – Last names

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 Facebook Activities

number of hours spent fb can make

watch read an message hit like read news
SEX friends in on fb per me post photo
video article friends button stories
fb day narcissistic

male 1000 4 undecided 1 1 1 1

male 4500 3 undecided 1 1 1

male 590 1.5 undecided 1 1

female 90 0.17 agree 1 1 1

male 2000 3 undecided 1 1

male 2000 2 agree 1 1

male 3000 3 undecided 1 1 1

strongly
male 555 1 1 1
agree

female 800 1 undecided 1 1 1

male 4384 3 undecided 1 1

female 500 1 undecided 1 1

male 3000 2 undecided 1

female 1200 1 agree

female 1500 1 disagree 1 1 1 1

female 500 1.5 disagree

female 900 2 undecided 1 1

female 100 2 undecided 1

female 1450 5 disagree 1 1 1

female 300 0.25 undecided 1

male 1000 1 undecided 1 1 1

male 300 1 disagree

male 3450 1 undecided 1 1

male 700 1 undecided 1 1

female 1100 2 disagree 1

strongly
male 2000 1 1 1
agree

male 400 1 agree 1

male 200 1 undecided 1 1 1 1

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