4G 4G 12:13 77% D. M7 AL1 Activitie E Q DEVELOP At this point, let us see how well you understood what have been presented in the preceding sections. 1. Consider the table showing the results of a reading examination of set of students. 138 Frequency Distribution of Scores in Mid-Term Examination in Reading Class Interval Midpoint Cumulative Cumulative 140-144 Frequency Percentage 142 135-139 2 137 130-134 132 9 125-129 127 14 120-124 122 10 115-119 117 110-114 112 2 a. What is being described in the table? b. How many students are there in the class? C. What is the class width? d. How did we get the midpoints from the given class interval? e. What is the lower limit of the class with the highest frequency? f. What is the upper limit of the class with the lowest frequency? The entry in the lowest class interval of the 4th column is done for you. From the lower class interval, can you fill up the remaining blanks upward? How did you do it? h. Look at the entire column on cumulative frequency. What is the cumulative frequency of the highest class interval? How do you compare this cumulative frequency with the number of students who took the test? The last column is labeled cumulative percentage. What should be the first entry at the bottom of the column? How did you determine it? Can you fill up the entire column with the right percentage? How do you do these in two ways? Which is the easy way? What is the cumulative percentage of the highest class interval? j. Take a look at the values in the table, in particular, the frequency column. What type of distribution (positively skewed, negatively skewed, symmetrical) is depicted by the given values? Why do you say so? k. What type of graph is most appropriate for this frequency table? 2. . Analyze the figures in the succeeding pages and answer the questions that pertain to each graph. For Figure 7.15 What is the shape of the frequency distributions as to symmetry? b. What is the estimated value of the highest score in each distribution? What does this value indicate? 139 C. Which section got the highest average? Which section got the lowest? SFor Figure 7.15 a. What is the shape of the frequency distributions as to symmetry? b. What is the estimated value of the highest score in each distribution? What does this value indicate? 139 C. Which section got the highest average? Which section got the lowest? - Section A -Section B -Section C /guenbay 120 150 18 Test score Figure 7.15. Year-end Test Scores of K9 Students For Figure 7.16 a. If the center dotted line is taken as the average, how do you compare the average of the three frequency distributions? b. In what aspects do the three distributions differ? C. Imagine Xs place inside each of the three curves, where X represents a score. How do you compare the spread of the scores in the three frequency distributions from its respective average? d. In which section did the scores spread most? e. Which section has scores closest to the average? frequency Scores X - Section A . Section B www.Section C Figure 7.16. Year-end Test Scores of K10 Students 140 For Figure 7.17 a. What are being depicted in the three frequency distributions? b. Which section has more students who got high scores? c. Which section has more students who got low scores? d. If you are the teacher who handled the three sections, and everything was held constant in handling the three classes, whose performance will you be most happy with? Why?140 For Figure 7.17 a. What are being depicted in the three frequency distributions? b. Which section has more students who got high scores? c. Which section has more students who got low scores? d. If you are the teacher who handled the three sections, and everything was held constant in handling the three classes, whose performance will you be most happy with? Why? ovenbay Score Section A Figure 7.17. Year-end Test Scores of K11 Students Now, to further see how well you were able to comprehend all the topics discussed earlier, fill in the answers to each box in the diagram below? Organizing and Presenting Test Data Why organize test What are the tools in presenting data? summarized test results? What are the basic elements What are the types of of frequency distribution graphs? table for grouped data? How is each element When do you use How do you construct determined? each type of graph? each graph ? How do frequency distributions of scores differ in characteristics? 141 CAPPLY Accomplish the following activities to know the extent to which you have understood the concepts introduced in this lesson. 1. The following aptitude test scores have been recorded in a guidance office. 140 88 115 91 96 93 117 99 101 108 98 123 119 146 107 107 111 100 125 110 83 127 116 113 104 126 114 110 114 138 109 102 113 106 90 107 91 102 103 135 124141 CAPPLY Accomplish the following activities to know the extent to which you have understood the concepts introduced in this lesson. 1. The following aptitude test scores have been recorded in a guidance office. 140 88 115 91 96 93 117 99 101 108 98 123 119 146 107 107 111 100 125 110 83 127 116 113 104 126 114 110 114 138 109 102 113 106 90 107 91 102 103 135 104 101 131 87 124 113 135 126 112 140 a. Arrange the data in descending order. b. Determine the range. c. Determine the class interval for nine (9) classes. d. What is the recommended number to start the first class interval? e. With your response in c and d, present in a table the scores as grouped frequency distribution showing: 1. actual tallying of scores; 2. numeric frequency; 3. midpoints of each class interval; 4. cumulative frequency; and 5. cumulative percentage. f. Construct a histogram from the given scores. g. Draw a frequency polygon superimposed in the histogram you have done in f. h. Using your data in e.5, draw a cumulative percentage polygon. i. Estimate Q1, Median, and Q2 with reference to the cumulative percentage polygon 2. Figure 7.18 shows a graph constructed from a mid-quarter exam in science gathered from 193 STEM students; 100 are males and 93 females. Give three statements on test performance of STEM students as depicted in the figure. 142 100- - fema Cumulative Frequency 63.0064 0065.0065 0067 00 68.D069.DD70.0071.D072 0073.D074.0075.00 score3. midpoints of each class interval; 4. cumulative frequency; and 5. cumulative percentage. f. Construct a histogram from the given scores. g. Draw a frequency polygon superimposed in the histogram you have done in f. h. Using your data in e.5, draw a cumulative percentage polygon. i. Estimate Q1, Median, and Q2 with reference to the cumulative percentage polygon 2. Figure 7.18 shows a graph constructed from a mid-quarter exam in science gathered from 193 STEM students; 100 are males .and 93 females. Give three statements on test performance of STEM students as depicted in the figure. 142 - female 100- -male Cumulative Frequency 63.0064.0065.0066.0067.0068 0069.0070.0071.D072.0073.0074.0075.00 score Figure 7.18. Cumulative Frequency Polygon of Test Scores in Science 3. A histogram of the same mid-quarter examination in the preceding number is shown below. a. Sketch a frequency polygon in the same graph. Discuss how you did it. b. Considering that there are 193 students who took the test, mark the area where 50% of the scores fall. Discuss this with a classmate. C. Give three additional observations from the graph. Frequency 20 10- 75.00 62.50 65.00 67 50 70,00 72:50 scores Figure 7.19. Histogram of Test Scores in Science of STEM Students 143