Gen. Vicente Alvarez St.

, Zamboanga City
Senior High School Unit
Local nos. (062) 991 – 4277, (062) 991 – 1676, Telefax: 992 – 3045

PRESENTATION OF DATA

After data have been gathered and checked for possible errors, the next logical step will be to present the data in a
manner that is easy to understand. It should also readily convey the relevant information and the important results at a
glance.

Three methods in presenting data

1. Textual
2. Tabular
3. Graphical

2.1.1 TEXTUAL
In textual form, the presentation is in narrative or paragraph form. The data are within the text of the paragraph.
This involves enumerating the important characteristics, giving emphasis on significant figures, and identifying important
features of the data. This form may not get the immediate interest of the reader. However, it can present a more
comprehensive picture of the data because of further written explanation of its nature.

Example:
1. Nominally, the peso improved by 1.4 percent as of April 14, 2003, compared to its level in 2002, followed by the
Thai baht, which gained 0.86 percent; Indonesian rupiah, 0.68 percent; and Taiwan dollar, 0.2 percent.

Other currencies on the other hand depreciated during the same period. The Singapore dollar fell 2.33 percent.
The South Korean won slid 2.14 percent while the Japanese yen dropped 0.61 percent. (Phil Daily Inquirer, April 17,
2003, p.B2)

2. Here is the list of scores for the math exam of the top 10 students in the 4th year class:
95 95 95 94 94 93 93 91 91 90.

2.1.2 TABULAR
Sometimes, we could hardly grasp information from textual presentation of data. Thus, we may present data by
using tables.

By organizing data in tables, important feature about the data can readily understood and comparisons can be
easily made. Thus, a table shows complete information regarding the data. A table has the following parts:
1. Heading: it includes the following:
a. Table number: This is for easy reference to the table.
b. Table title: It briefly explains the content of the table.
2. Box head/ Column header: It describes the data in each column.
3. Stubs/Row classifier: It shows the classes or categories.
4. Body: This is the main part of the table.
5. Foot note/Source note: This is only placed below the table when the data written are not original; that is, it
indicates the source of data.

Below is a table with all its parts indicated:

1. A FREQUENCY DISTRIBUTION TABLE is a table which shows the data arranged into different
classes and the number of cases which fall into each class. Frequency refers to the number of occurrences of each datum
or a group of a data in a given set. Frequency for each datum, interval or class is denoted by fi, where i refers to the order
of the datum, interval or class.

I. The Frequency Distribution for Ungrouped Data is simply an arrangement of data in a Table from lowest to highest
which shows the number of occurrences of each value or datum in a set. This is best used when the range of the values is
not too wide.
To illustrate a frequency distribution table for ungrouped data, we have the following:

II. The Frequency Distribution for Grouped Data is an arrangement of data into different classes or categories. It
involves counting the data which fall into each interval or class

**Steps in Constructing a Frequency Distribution for grouped data**

1. Find the range R. 𝑅 = ℎ𝑖𝑔ℎ𝑒𝑠𝑡 𝑣𝑎𝑙𝑢𝑒 − 𝑙𝑜𝑤𝑒𝑠𝑡 𝑣𝑎𝑙𝑢𝑒.
2. Estimate the number of classes, k. The following formula may be used:

Note: the results for k are rounded off to the next higher integer, NOT the usual nearest integer. In addition, it is advisable
to use the higher figure for k.

3. Estimate the width c of the interval by dividing the range R by the number of classes, k. Round off this estimate to the
same number of significant decimal places as the original set of data.

4. List the lower- and upper-class limits of the first interval. This interval should contain the smallest
observation in the data set. The starting lower limit could be the lowest observation or any number closest to it.

5. List all the class limits by adding the class width to the limits of the previous interval. The highest class should contain
the largest observation in the data set.

6. Tally the frequencies for each class.

7. Compute the class marks and class boundaries.

Note: This is done to close the gap between two adjacent intervals.

Gen. Vicente Alvarez St., Zamboanga City

Senior High School Unit
Local nos. (062) 991 – 4277, (062) 991 – 1676, Telefax: 992 – 3045
Name: Score:_______________
Grade & Section: _______________ Date: _______________

CONSTRUCTION OF FREQUENCY DISTRIBUTION TABLE

Task 3

Construct a frequency distribution for the following scores which were the results on an examination
in STAT 102.
18 28 15 10 47 31 32 29 58 48
37 49 26 54 56 21 24 28 32 61
43 12 23 29 28 16 42 40 32 26
48 36 39 22 40 20 63 54 30 17
18 30 23 26 36 47 19 25 38 35

Step 1: Compute the range. R= - =

Step 2: Estimate the number of classes.
a. k= _ _ =
b. k=1 + 3.222∙log10 =
Step 3: Estimate c, the width of the intervals.
c= = =

Step 4: List the lower limit and upper limits of the first interval.
1st Lower limit:
1st Upper limit:
1st interval:
Step 5: List the succeeding intervals

Lower limits Upper limits Intervals

Since c= , + = and + =
+ = and + =
+ = and + =
+ = and + =
+ = and + =
+ = and + =
+ = and + =
+ = and + =

Step 6: Tally the frequencies.

Table 3
Frequency Tally of the Scores in the Examination in STAT 101
Class Intervals Tally Frequency

Step 7: Compute the class marks and class boundaries.

For the 1st interval (i=1),

x1  = is the 1st class mark

2
L1 = - (0.5) = - = U1 = + (0.5) = + =
is the lower class boundary is the upper class boundary

For the 2nd interval (i=2),

x2  = is the class mark

2
L2 = - (0.5) = - = is the lower class boundary is the upper class boundary
U2 = + (0.5) = + =

From these computations we form the Table below.

Table 4
Frequency Distribution for the PR 2 Scores
Class Intervals Class Boundaries Class Marks Frequency
xi fi

III. Relative Frequency Distribution

The fourth column of Table 4 containing the frequency may be replaced by a column containing
relative frequency.

The relative frequency for each interval is found by dividing the class frequency by the total frequency.

Table 5
Relative Frequency Distribution for the PR 2 Scores
Class Intervals Class Boundaries Class Marks Frequency
xi fi

IV. Cumulative Frequency Distribution shows the number of observations falling below a specific
value. The cumulative frequency, denoted by Fi, associated with the upper class boundary of a particular
interval is computed by summing the frequency for that interval and the frequency of all intervals below
it.

Table 6
Cumulative Frequency Distribution for the PR2 Scores
Class Cumulative
Boundaries Frequency Fi
Less than 9.5 0