Statistik topic3 pictorial presentation
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Statistik topic3 pictorial presentation Document Transcript

  • 1. Topic 3 Pictorial Presentation LEARNING OUTCOMES By the end of this topic, you should be able to: 1. develop bar chart, multiple bar charts and pie chart; 2. prepare histogram; and 3. develop frequency polygon and cumulative frequency polygon. INTRODUCTIONIn this topic you will be introduced to pictorial presentation such as charts andgraphs. Location and shape of a quantitative distribution can easily be visualisedthrough pictorial presentation such as histogram or frequency polygon. Forqualitative data, proportion of any categorical value can be demonstrated by piechart or bar chart. Comparison of any categorical value between two set of datacan be visualised via multiple bar chart. Thus, pictorial presentation can be veryuseful in demonstrating some properties and characteristics of a given datadistribution. Several pictorials to be discussed are bar chart, multiple bar chart, piechart, histogram, frequency polygon and cumulative frequency polygon. Astatistical package such as Microsoft Excel can be used to draw the abovepictorials. Think if only grouped data can be visualised through graphs or charts?
  • 2. TOPIC 3 PICTORIAL PRESENTATION 253.1 BAR CHARTFrequency distribution for qualitative data is best presented by bar chartespecially for nominal and ordinal data. The horizontal axis of the chart is labelledwith categorical values. There is no real scale for this label, but it is better toseparate with equal interval between two categorical values. This will make non-overlapping between any two adjacent vertical bars.This property will differentiate between bar chart and histogram where the barsare adjacent to one another. The vertical axis could be labelled with classfrequency, or relative frequency which can either be in proportion or percentageform. An example of qualitative variable is given in Table 2.1 of Topic 2,showing distribution of students in School J by ethnics. In this table, ‘EthnicBackground’ is a qualitative variable called “categorical variable”. The terms“Malay”, “Chinese”, “Indian” and “Others” are the four values of this variable.The Figure 3.1 is the bar chart of this distribution. The horizontal axis of thegraph is labelled with the respected categorical values which are: Malay, Chinese,Indian and Others separated by equal interval. The vertical axis is labelled withthe frequency using actual graphical scaling. At the top of each bar the numberdepicts the actual frequency of each category. As can be seen, the bar forcategory ‘Malay’ shows the highest frequency of 245 students. The graph shows apattern that the number of students per ethnicity is gradually decreasing untilfinally only 39 students for category ‘Others’. Another important characteristic isto give a title for the chart so that reader would know the purpose of presentation.Figure 3.1: Bar chart for the number of students by their ethnic background in School J.
  • 3. 26 TOPIC 3 PICTORIAL PRESENTATION ACTIVITY 3.1 The questions below are based on the given bar chart. (a) State the type of variable used to label the horizontal axis. (b) By observing the given title, explain the purpose of the graphical presentation. (c) Give the name of the producing country with the highest number of barrels per day. (d) Describe in brief, the overall pattern of daily oil production throughout the countries.3.2 MULTIPLE BAR CHARTTable 3.1 shows two sets of data i.e. the PMR students and the SPM studentsclassified according to their ethnic background. For each ethnicity, the tableshows number of students taking PMR and SPM. The total number of studentstaking PMR is 212 and the table shows how this number is distributed amongethnicity. For example, 80 Malays and 68 Chinese students, etc. are taking PMR.Similarly there are 338 taking SPM where 165 of them are Malays, 114 areChinese etc. We can describe column observations and row observations.As for example, the highest number of students taking PMR is from the ethnicbackground, Malay. It is followed by Chinese, then Indian, and Others. Similarobservation can be done for the SPM data. On the other hand, we can have a rowobservation such as for the ethnic Malay, the number of students taking SPM islarger than those taking PMR. Whereas, the number of students taking the PMRand SPM exams are the same, for ethnic Indian.
  • 4. TOPIC 3 PICTORIAL PRESENTATION 27 Table 3.1: The Number of Students Taking PMR and SPM by Ethnicity Ethnic Number of Students Background PMR SPM Malay 80 165 Chinese 68 114 Indian 42 42 Others 22 17 Total 212 338For each categorical value say Malay, we have double bars, one bar for the PMRdata, and its adjacent bar is for the SPM data. Similarly for the other categoricalvalues Chinese, Indian and Others. Thus, we call multiple bar chart, which meansthat there is more than one bar for each category. It is better to differentiate thebars for each categorical value, for example we can darken the bar for PMR. Forthe purpose of comparison, since the total frequency for the two data sets arenot equal, it is recommended to use relative frequency (%) instead as shown inTable 3.2. Table 3.2: Relative Frequency (%) Ethnic Number of Students Background PMR (%) SPM (%) Malay 37.7 38 48.8 49 Chinese 32.07 32 33.7 34 Indian 19.81 20 12.4 12 Others 10.37 10 5.03 5 Total 212 338We can now compare PMR data and SPM data as shown in Figure 3.2. Forexample, we observe that the Malay students who are taking SPM are 11% morethan the Malay students who are taking PMR. However, only about 2% differenceis seen between PMR and SPM Chinese students. However for Indian ethnicgroup, it is about 8% less students taking SPM compared to PMR.
  • 5. 28 TOPIC 3 PICTORIAL PRESENTATIONFigure 3.2: Multiple Bar Chart Relative Frequency (%) students per ethnic group taking PMR and SPMAttempt the following exercises to see if you have grasped the above concepts. ACTIVITY 3.2 1. Refer to the given table of students (%) taking various field of studies for the year 1980, and the year 2000. Please answer the questions below: Fields of Study 1980(%) 2000(%) Health 55.0 58.0 Education 30.0 32.0 Engineering 5.0 4.0 Economic & Business 10.0 6.0 (a) draw a suitable multiple bar chart and state the type of variable for the horizontal axis and vertical axis of the chart. (b) make a brief conclusion on the fields of studies in each of the two years and also make a comparison for each field between the two years.
  • 6. TOPIC 3 PICTORIAL PRESENTATION 29 3.3 PIE CHARTIt is a circular chart like pie cake. The chart is divided into several sectorsaccording to the number of categorical values such as the ethnic example shownin Table 3.1. For this example, the pie chart should be divided into four sectorsaccording to Malay, Chinese, Indian, and Others who are taking bothexaminations. The size of the sector should be proportionate to the proportion (or%) of that categorical value. For category Malay, it is (245/550) or about 44.5%.Thus, it is better to convert each frequency into relative frequency (%) anddetermine its central angle at the centre of the circle by multiplying with 360o. Itshould be noted that we do not have multiple pie chart. This means that, a piechart is for a single column data; and for the PMR and SPM data, we should haveindividual pie chart for each data set. Below is the simple procedure of developingpie chart:(i) If the column data is expressed in frequency, f, then central angle would be:(ii) If the column data is expressed in proportion x (%), then central angle would be:(iii) Each sector then would be drawn according to its central angle: Table 3.3: Number of Students Taking Both Examinations by Ethnic Group Ethnic Number of Students Group PMR + SPM (%) Malay 245 44.5 45 Chinese 182 33.1 33 Indian 84 15.3 15 Others 39 7.1 7 Total 550 100
  • 7. 30 TOPIC 3 PICTORIAL PRESENTATIONFor the students at a School J mentioned in Table 3.3 above, the central angles are160º (for Malay), 119º (for Chinese), 55º (for Indian) and 26º (for The Others).The Pie Chart is given in Figure 3.3(a) using frequency and in 3.3(b) usingpercentages. It is optional to choose either one of the pie chart presentation. Figure 3.3(a): Using frequency to develop the Pie Chart Figure 3.3(b): Using Relative Frequency to develop the Pie Chart In your opinion, what type of data that can be displayed using pie chart? Explain why?You are supposed to do the following exercises to test your understanding of theabove concepts.
  • 8. TOPIC 3 PICTORIAL PRESENTATION 31 ACTIVITY 3.3 The table below shows frequency distribution table of statistical software used by lecturers during their statistics teaching in a class: Software No. of Lecturers EXCEL 73 SPSS 52 SAS 36 MINITAB 64 (a) determine sectarian angle for each software (b) using Relative Frequency (in %) develop a pie chart (c) give a brief conclusion on the usage of statistical software.3.4 HISTOGRAMHistogram is another pictorial type of presentation; however it is only forquantitative data. As usual, this graph should have a title to tell at least thepurpose of presentation. The horizontal axis can be labelled by class name, classmid-point or class boundaries with its unit (if relevant). In the case of using classmid-point or class boundaries, they should be scaled correctly. If the axis islabelled with class name, then the graph can start at any position along the axis.The vertical axis is labelled with class frequency or class relative frequency. Thewidth of a rectangular represents the class-width; the length of the rectangularrepresents the frequency of that class. All rectangular are attached to eachneighbour and separated by class boundary. In the graph, the width of arectangular is considered ‘1 unit’ length begins with its lower boundary and endswith its upper boundary. The length of each rectangle will then equal to the classfrequency or equivalently the area of a rectangle will equal to the frequency of theclass it represents.
  • 9. 32 TOPIC 3 PICTORIAL PRESENTATIONFigure 3.4 is the histogram of the Frequency Distribution Table for books onweekly sales as given in Table 2.6 of Topic 2. Figure 3.4: Histogram of frequency distribution table for books on weekly sales3.5 FREQUENCY POLYGONFrequency polygon has the same function as histogram that is to display theshape of the data distribution. The polygon is plotted by joining the middlepoint of the upper end each rectangle in the histogram. Both ends of the polygonshould be tied down to the horizontal axis.Figure 3.5 depicts the polygon of the frequency distribution of books on weeklysales.
  • 10. TOPIC 3 PICTORIAL PRESENTATION 33 Figure 3.5: Polygon of frequency distribution of books on weekly sales ACTIVITY 3.4 The table below shows the distribution of weights of 65 athletes. Weight 40.00- 50.00- 60.00- 70.00- 80.00- 90.00- 100.00- (Kg) 49.99 59.99 69.99 79.99 89.99 99.99 109.99 7 11 15 15 10 4 3 (a) Develop a cumulative less than or equal frequency distribution using the above data. (b) Develop the frequency polygon of the above distribution.3.6 CUMULATIVE FREQUENCY POLYGONIn this module, we will only consider polygon of cumulative frequency less thanor equal type. The vertical axis of this graph is labelled by cumulative frequencyless than or equal with the correct scale. The horizontal axis will be labelled byupper class boundaries which also have to be scaled correctly.
  • 11. 34 TOPIC 3 PICTORIAL PRESENTATIONThe polygon of Cumulative frequency less than or equal type given in Figure3.6 is based on the Cumulative Frequency Table given in Table 2.9 of Topic 2. Figure 3.6: Cumulative frequency of type less than or equal polygon for books of weekly sales.
  • 12. TOPIC 3 PICTORIAL PRESENTATION 35 ACTIVITY 3.51. The table below shows the performance of first year mathematics in a final examination for 800 male students and 900 female students. The performance is classified in the categories of High, Medium and Low. Student’s Performance Male Female High 190 250 Medium 430 520 Low 180 130 Sum 800 900 (a) Construct a bar chart to display the distribution of male students with respect to their level of performance in first year mathematics final examination. (b) Construct a bar chart to display the distribution of female students with respect to their level of performance in first year mathematics final examination. (c) Construct a bar chart and compare the performance distribution of male and female students with respect to their level of performance in first year mathematics final examination.2. A random survey on the transportation of college students staying outside campus has been done. The survey found 35% of the students taking college bus, 25% of them come by car and there are 20% of them coming to college by motorcycle. (a) From the given results, do the percentages total up to 100%? If not, how to complete the missing part so that you can construct a proper pie diagram to represent the distribution of students using various types of transport to go to college? (b) Use the findings from (a) to construct the appropriate pie chart.
  • 13. 36 TOPIC 3 PICTORIAL PRESENTATION 3. The following table shows the distribution of time (hours) allocated per day by 20 students for their online participation. Time (Hours) 0.5-0.9 1.0-1.4 1.5-1.9 2.0-2.4 2.5-2.9 3.0-3.4 Number of Students 5 2 3 6 3 1 (a) State the class width of each class in the table. Give a comment on the uniformity of the class width. Finally, obtain the lower limit of the first class. (b) Then, construct the appropriate histogram of the above distribution. 4. The following table shows the distribution of funds (in RM) saved by students in their school cooperative. Saving 1-9 10- 20- 30- 40- 50- 60- 70- 80- 90- Funds (RM) 19 29 39 49 59 69 79 89 99 Number of 5 10 15 20 40 35 20 8 5 2 Students (a) Construct a frequency polygon for the above distribution. (b) Obtain a cumulative less-than or equal frequency distribution, then construct its polygon graph. (c) By referring to the polygons in (b) determine the number of students whose total saving in the school cooperative is not exceeding RM59.50.Qualitative data such as nominal and ordinal can be represented in graphs byusing pie chart or bar charts. The quantitative data whether they are continuous ordiscrete are more appropriate to be represented graphically by using histogramand polygon.