THIRD QUARTER

LESSON 1

Introduction
Overview:
In decision making, we use statistics although some of us may not be aware
of it. In this lesson, we make the students realize that to decide logically, they need
to use statistics. An inquiry could be answered or a problem could be solved
through the use of statistics. In fact, without knowing it we use statistics in our daily
activities.

Learning Outcomes:
At the end of Lesson, the students can:
1. describe the activities involved in a statistical process;
2. differentiate the different levels of measurement and methods of data
collection; and
3. recognize the types of data and use in the future collecting data.

Materials Needed:

• e-copy of modules
• Laptop and/or mobile phone
• Moodle and/or Facebook, YouTube.
• Calculator

Duration: 3 hours

Lesson Proper:
Most people hear about statistic through radio, television, newspapers, and
magazines. The term statistics has different meaning as either a plural or a singular
noun. In plural form, it refers to a set of numerical data such us a record of the birth
rate in rural areas compared with the birth rate in an urban area. In singular form,
Statistics is an academic discipline such as Mathematics subjects.
Statistics as an academic discipline stresses analysis of data to facilitate the
process of decision making. It is use to analyze the result of surveys, and as a tool
in scientific studies, to make decisions based on controlled experiments.
What is Statistics?
Statistics is defined as a science that studies data to be able to make a
decision. Hence, it is a tool in decision-making process. Mention that Statistics as
a science involves the methods of collecting, processing, summarizing and

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analyzing data in order to provide answers or solutions to an inquiry. One also
needs to interpret and communicate the results of the methods identified above to
support a decision that one makes when faced with a problem or an inquiry.
Inform students that uncovering patterns in data involves not just science
but it is also an art, and this is why some people may think “Stat is seeks!” and
may view any statistical procedures and results with much skepticism.

Make known to students that Statistics enable us to

• characterize persons, objects, situations, and phenomena;
• explain relationships among variables;
• formulate objective assessments and comparisons; and, more importantly
• make evidence-based decisions and predictions.

And to use Statistics in decision-making there is a statistical process to follow

which is to be discussed in the next section.

To summarize, a statistical process in making a decision or providing solutions to

a problem include the following:
• Planning or designing the collection of data to answer statistical questions
in a way that maximizes information content and minimizes bias;
• Collecting the data as required in the plan;
• Verifying the quality of the data after they were collected;
• Summarizing the information extracted from the data; and
• Examining the summary statistics so that insight and meaningful
information can be produced to support decision-making or solutions to
the question or problem at hand.

Hence, several activities make up a statistical process which for some the
process is simple but for others it might be a little bit complicated to implement.
Also, not all questions or problems could be answered by a simple statistical
process. There are indeed problems that need complex statistical process.
However, one can be assured that logical decisions or solutions could be
formulated using a statistical process.

Types of Statistics
Statistics is sometimes divided into two main areas

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 Descriptive Statistics summaries or describe the important characteristics
of a known set of data. For example, the Philippines Statistics Authority conducts
survey to determine the average age, income, and other characteristics of the
Filipino population.
Inferential Statistics uses sample data to make inferences about a
population. It consists of generalizing form sample to population, performing
hypothesis testing, determining relationships among variables, and making
predictions. This kind of statistics uses the concept of probability- the chance of an
event to happen.

Levels of Measurement
Inform students that there are four levels of measurement of variables:
nominal, ordinal, interval and ratio. These are hierarchical in nature and are
described as follows:
Nominal level of measurement arises when we have variables that are
categorical and nonnumeric or where the numbers have no sense of ordering. As
an example, consider the numbers on the uniforms of basketball players. Is the
player wearing a number 7 a worse player than the player wearing number 10?
Maybe, or maybe not, but the number on the uniform does not have anything to do
with their performance. The numbers on the uniform merely help identify the
basketball player. Other examples of the variables measured at the nominal level
include sex, marital status, religious affiliation. For the study on the validity of the
statement regarding effect of breakfast on school performance, students who
responded Yes to Question Number 1 can be coded 1 while those who responded
No, code 0 can be assigned. The numbers used are simply for numerical codes,
and cannot be used for ordering and any mathematical computation.
Ordinal level also deals with categorical variables like the nominal level,
but in this level ordering is important, that is the values of the variable could be
ranked. For the study on the validity of the statement regarding effect of breakfast
on school performance, students who had healthy breakfast can be coded 1, those
who had unhealthy breakfast as 2 while those who had no breakfast at all as 3.
Using the codes the responses could be ranked. Thus, the students who had a
healthy breakfast are ranked first while those who had no breakfast at all are
ranked last in terms of having a healthy breakfast. The numerical codes here have
a meaningful sense of ordering, unlike basketball player uniforms, the numerical
codes suggest that one student is having a healthier breakfast than another
student. Other examples of the ordinal scale include socio economic status (A to
E, where A is wealthy, E is poor), difficulty of questions in an exam (easy, medium

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difficult), rank in a contest (first place, second place, etc.), and perceptions in Likert
scales.
Interval level tells us that one unit differs by a certain amount of degree
from another unit. Knowing how much one unit differs from another is an additional
property of the interval level on top of having the properties posses by the ordinal
level. When measuring temperature in Celsius, a 10 degree difference has the
same meaning anywhere along the scale – the difference between 10 and 20
degree Celsius is the same as between 80 and 90 centigrade. But, we cannot say
that 80 degrees Celsius is twice as hot as 40 degrees Celsius since there is no
true zero, but only an arbitrary zero point. A measurement of 0 degrees Celsius
does not reflect a true "lack of temperature." Thus, Celsius scale is in interval level.
Other example of a variable measure at the interval is the Intelligence Quotient
(IQ) of a person. We can tell not only which person ranks higher in IQ but also how
much higher he or she ranks with another, but zero IQ does not mean no
intelligence. The students could also be classified or categorized according to their
IQ level. Hence, the IQ as measured in the interval level has also the properties of
those measured in the ordinal as well as those in the nominal level.
Ratio level also tells us that one unit has so many times as much of the
property as does another unit. The ratio level possesses a meaningful (unique and
non-arbitrary) absolute, fixed zero point and allows all arithmetic operations. The
existence of the zero point is the only difference between ratio and interval level of
measurement. Examples of the ratio scale include mass, heights, weights, energy
and electric charge. With mass as an example, the difference between 120 grams
and 135 grams is 15 grams, and this is the same difference between 380 grams
and 395 grams. The level at any given point is constant, and a measurement of 0
reflects a complete lack of mass. Amount of money is also at the ratio level. We
can say that 2000 pesos is twice more than 1,000 pesos. In addition, money has
a true zero point: if you have zero money, this implies the absence of money. For
the study on the validity of the statement regarding effect of breakfast on school
performance, the student’s score in the quiz is measured at the ratio level. A score
of zero implies that the student did not get a correct answer at all.

Data Collection and Sampling Techniques

Data can be collected in different ways. The most common is thrugh survey
– telephone, mailed-quentionnaire, or personal interview. There are also methods
collecting data: surveying records or direct observation.

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Four Basic Methods of Sampling
1. Random Sampling- this is done by chance mathods or random methed. For
example, number each subject in the population. Place each number in
bowl, and select as many card numbers as needed. The subjects whose
number are selected composes the sample.
2. Symetric Sampling- this is di=one by numbering each subjects of the
population and then selecting every kth number. For example, there are
5000 families in a city. Fifty families are needed as sample for experiment.
Since 5000 ÷ 50 = 100, then K = 100. This means that 100th subject would
be selected. However, the first subject would be selected at random from
subject 1 to 100. Suppose the subject 88 was selected, then the sample
would consist of the subject whose number are 88, 188, 288 and so on until
50 families were obtained.
3. Stratified Sampling- if a population has distinct group, it is possible to
devide the population into these group and to draw SRS’s from each of the
group. The group are called strata. Strata are designed so that number in
each strata are more homogeneous, that is more similar to each other. The
result are then grouped together to form the sample. This technique is
particularly useful in population that can be stratified into groups by gender,
race, or geography.
4. Cluster Sampling- this method uses intact groups called cluster. Suppose
a medical researcher wants to study the patient in metro manila. It would be
very costly and time-consuming to obtain a random sample since they
would be spread over the different parts of Metro Manila. Rather a fer
hospital could be selected at random and patient in these hospitals would
be studied in cluster.
Key Points
• Difference between questions that could be and those that could not
answered using Statistics.
• Statistics is a science that studies data.
• There are many uses of Statistics but its main use is in decision-making.
• Logical decisions or solutions to a problem could be attained through a
statistical process.

Learning Evaluation:

1. Identify which of the following questions are answerable using a statistical

process.

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 a. What is a typical size of a Filipino family? (answerable through a
statistical process)
b. How many hours in a day? (not answerable through a statistical
process)
c. How old is the oldest man residing in the Philippines? (answerable
through a statistical process)
d. Is planet Mars bigger than planet Earth? (not answerable through a
statistical process)
e. What is the average wage rate in the country? (answerable through a
statistical process)
f. Would Filipinos prefer eating bananas rather than apple? (answerable
through a statistical process)
g. How long did you sleep last night? (not answerable through a statistical
process)
h. How much a newly-hired public school teacher in NCR earns in a
month? (not answerable through a statistical process)
i. How tall is a typical Filipino? (answerable through a statistical process)
j. Did you eat your breakfast today? (not answerable through a statistical
process)

2. For each of the identified questions in Number 1 that are answerable using a
statistical process, describe the activities involved in the process.
a. For a) What is a typical size of a Filipino family? (The process includes
getting a representative group of Filipino families and ask the family head
as to how many members do they have in their family. From the gathered
data which had undergone a quality check a typical value of the number of
family members could be obtained. Such typical value represents a possible
answer to the question.)
b. For c) How old is the oldest man residing in the Philippines? (The process
includes getting the ages of all residents of the country. From the gathered
data which had undergone a quality check the highest value of age could
be obtained. Such value is the answer to the question.)
c. For e) What is the average wage rate in the country? (The process includes
getting all prevailing wage rates in the country. From the gathered data
which had undergone a quality check a typical value of the wage rate could
be obtained. Such value is the answer to the question.)
d. For f. Would Filipinos prefer eating bananas rather than apple? (The
process includes getting a representative group of Filipinos and ask each

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 one of them on what fruit he/she prefers, banana or apple? From the
gathered data which had undergone a quality check the proportion of those
who prefers banana and proportion of those who prefer apple will be
computed and compared. The results of this comparison could provide a
possible answer to the question.)
e. For i. How tall is a typical Filipino? (The process includes getting a
representative group of Filipinos and measure the height of each member
of the representative group. From the gathered data which had undergone
a quality check a typical value of the height of a Filipino could be obtained.
Such typical value represents a possible answer to the question.)

References:
Book
Alfarez, M., Duro, MC., Alfarez, G. (2016). Statistics and Probability. MSA
Academic Advancement Institute (p13-p33).

E-Books
Licuanan, P., Albert, JR., Albacea Z VJ., Ayaay MJ., David, IP., De Mesa, I.,
tandang, N., …, Ortiz, R. (2016). General Mathematics. Commission on
Higher Education in collaboration with Philippine Normal University.
https://pdfcoffee.com/statistics-and-probability-tg-for-shspdf-pdf-free.html