Steps in Constructing Frequency Distribution: R Desired Number of Classes R K

Steps in Constructing Frequency Distribution
1. Calculate the range's value (R). The range refers to the difference between the
greatest and lowest score.
R = HS – LS
Determine the class size (c.i). When you divide the range by the desired number
of classes or categories, the quotient is the class size. Depending on the amount of
points in the distribution, the desired number of classes is usually 5, 10, or 15.
R R
𝑐.𝑖 =
desired number of classes
or c.i =
K
,
2. Set up the class limits of each class or category. Each class defined by the lower limit
and upper limit. Use the lowest score as the lower limit of the first class.
3. Set up the class boundaries of needed use the formula
¿ of the second class−UL of the first class

𝑐.𝑖 =
2
4. Tally the scores in the appropriate classes.
5. Find the other parts if necessary such as class marks, among others.
Example: The raw score of 30 students in a 50-item Science quiz. Construct a
frequency distribution following the steps given previously.
32 23 45 25 27 33 38 19 16 14
26 43 50 32 31 45 43 48 38 34
21 36 25 18 28 25 38 20 29 36
R = HS – LS
= 50-14
R = 36
n = 30
Solve the value of k.
k = 1 + 3.3 log n
k = 1 + 3.3 log 30
k = 1 + 3.3 (1.477121255)
k = 1 + 4.874500141
k = 5.874500141
k=6
Find the class size.
R
𝑐.𝑖 =
K
36
𝑐.𝑖 = 6
𝒄.𝒊=𝟔
Create the class limit by starting with the lowest score as the first category's lower limit.
The highest score in the distribution should be in the last category. The width of each
category should be 6 widths(X). Count the number of scores that each category
receives (f).
X Tally frequency (f)

14-19 IIII 4
20-25 IIIII 5
26-31 III 7
32 – 37 IIIIII 6
38 – 43 IIII 4
44-49 III 3
50-55 I 1
n = 30
Find the class boundaries and class marks of the given score distribution.
X f Class Boundaries XM
14-19 4 13.5 – 19.5 16.5
20-25 5 19.5- 25.5 22.5
26-31 7 25.5- 31.5 28.5
32-37 6 31.5- 37.5 34.5
38-43 4 37.5- 43.5 40.5
44-49 3 43.5- 49.5 46.5
50-55 1 49.5- 55.5 52.5
n = 30
Graphical Representation of Scores in Frequency Distribution

When scores in a frequency distribution are graphed, they become more relevant
and easier to understand. Frequency distribution can be graphed using a bar graph,
histogram, frequency polygon, or smooth curve.
A histogram is made up of a series of rectangles with their bases on the

horizontal axis and their centers at the class marks. The rectangles' heights correlate to
the class frequencies, while the base widths correspond to the class size. Histogram is
best used for graphical representation of discrete data or non-continuous data.
The class marks are plotted against the class frequencies to create the frequency
polygon. The x-axis represents class marks, whereas the y-axis represents class
frequencies. Connect the points consecutively using a straight line. Frequency polygon
is best used in representing continuous data such as the scores of students in a given
test.
Construct a histogram and frequency polygon using the frequency distributions of 30

students in a 50-item Science quiz previously discussed.
X frequency (f)
14-19 4
20-25 5
26-31 7
32-37 6
38-43 4
44-49 3
50-55 1
n = 30
Bar Graph of the Frequency Distribution

Figure 1. Bar Graph of the Frequency Distribution of 30 students in a 50-item Science
quiz
Analysis:
The graph shows that the class limit of 26-31 is the highest frequency which is 7,
followed by class limit of 32-37 with frequency of 6, followed by class limit of 20-25 with
the frequency of 5, followed by 14-19 and 38-43 with the frequency of 4, followed by 44-
49 with 3, and the last one is 50-55 with the frequency of 1.The graph shows that the
analysis of the Frequency Distribution of 30 students in a 50-item Science quiz.
DESCRIBING GROUP PERFORMANCE
Measurements of central tendency and measures of variability are the
two main ideas used to describe the group's performance. The average score of
a set of scores is determined by measures of central tendency, whereas the
spread of scores in the group is determined by measures of variability. These
two principles are extremely crucial and useful in comprehending the group's
performance.

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Steps in Constructing Frequency Distribution

3. Set up the class boundaries of needed use the formula

¿ of the second class−UL of the first class

4. Tally the scores in the appropriate classes.

X Tally frequency (f)

14-19 4 13.5 – 19.5 16.5

20-25 5 19.5- 25.5 22.5

26-31 7 25.5- 31.5 28.5

32-37 6 31.5- 37.5 34.5

38-43 4 37.5- 43.5 40.5

44-49 3 43.5- 49.5 46.5

50-55 1 49.5- 55.5 52.5

Graphical Representation of Scores in Frequency Distribution

A histogram is made up of a series of rectangles with their bases on the

Construct a histogram and frequency polygon using the frequency distributions of 30

Bar Graph of the Frequency Distribution

DESCRIBING GROUP PERFORMANCE

Measurements of central tendency and measures of variability are the

a set of scores is determined by measures of central tendency, whereas the

spread of scores in the group is determined by measures of variability. These

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