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Advanced
Statistics
Quarter 1 – Module 5:
MEASURES OF CENTRAL
TENDENCY

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Advanced Statistics – Grade 9
Alternative Delivery Mode
Quarter 1 – Module 5: Measures of Central Tendency
First Edition, 2020

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E-mail Address: [email protected]

Advanced
Statistics
Quarter 1 – Module 5:
Measures of Central Tendency

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Introductory Message
For the facilitator:

Welcome to the Advanced Statistics – Grade 9 Alternative Delivery Mode (ADM)

Module on Measures of Central Tendency.

This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this
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into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body
of the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing
them to manage their own learning. Furthermore, you are expected to
encourage and assist the learners as they do the tasks included in the module.

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For the learner:

Welcome to the Advanced Statistics Alternative Delivery Mode (ADM) Module on

Measures of Central Tendency.

Through our hands we may learn, create and accomplish. Hence, the hand in this
learning resource signifies that you as a learner is capable and empowered to
successfully achieve the relevant competencies and skills at your own pace and
time. Your academic success lies in your own hands!

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Know competencies you are expected to learn in
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Key at the end of the module.

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 What I Have This includes questions or blank
Learned sentence/paragraph to be filled in to
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retention of learned concepts.

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module.

At the end of this module you will also find:

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developing this module.

The following are some reminders in using this module:

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 What I Need to Know

This module was designed and written with you in mind. It is here to
discuss the concepts of measures of central tendency. The scope of this module
permits it to be used in many different learning situations. The language used
recognizes the diverse vocabulary level of students. The lessons are arranged to
follow the standard sequence of the course. But the order in which you read
them can be changed to correspond with the textbook you are now using.

The module is all about measures of central tendency.

After going through this module, you are expected to distinguish the three
measures of central tendency, and compute problems involving mean, median,
and mode for both grouped and ungrouped data with speed and accuracy.

Lesso
n Measures of Central
01 Tendency

In the previous module on sampling techniques, you learned some

concepts on the difference between random and non-random sampling
techniques as well as the determining the sample size from a population using
Slovin’s Formula.

In this lesson, you will learn more about measures of central tendency.
Among the topics to be included in this part are the mean, median, and mode of
both grouped and ungrouped data.

What’s In
Let’s revisit what you have learned from your previous module.

Non-random sampling is a method of collecting a small portion of the

population by which not all members in the population are given the chance to

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be included in the sample. Random sampling, on the other hand, is the most
commonly used sampling technique in which each member in the population is
given an equal chance of being selected in the sample.
Restricted random sampling involves certain restrictions intended to
improve the validity of the sampling. Unrestricted random sampling is
considered the best random sampling design because there were no restrictions
imposed and every member in the population has an equal chance of being
included in the sample.
Slovin’s Formula is used to determine the appropriate number of
participants/samples in a survey. This determination of sample size is based on
the availability of the number of populations.

Notes to the Teacher

This contains helpful tips or strategies that will help you in
guiding the learners.

What is It
Descriptive measures that are used to indicate whether the center, the
middle property, or the most typical value of a set of data lies are called
measures of central tendency, often referred to as averages. We shall consider in
this module the three most important measures of central tendency: mean,
median, and the mode.
A. ARITHMETIC MEAN
The most commonly used measure of central tendency is the arithmetic
mean. It is called the mean or the computed average. It is defined to be the
sum of the values of a group of items divided by the number of such items.
The mean of a sample of scores on a variable x is symbolized by x (x-bar) and
the mean of population is called the μ (mu). Most of the time, researchers are
forced to estimate μ from x , since they cannot measure every item in the
population.

CHARACTERISTICS OF THE MEAN

The mean is reliable or a more stable measurement to use when
sample data are being used to make inferences about populations. It is the
point which balances all the values on either side. The mean is sensitive or

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 is greatly affected by the values, high or low and this makes it an
inappropriate average to use when the distribution is highly skewed. It
loses its representative quality. The mean cannot be computed when the
distribution contains open-minded intervals in the balance of additional
information.
USES OF THE MEAN
The mean is the most commonly used, easily understood, easily
calculated, and generally recognized average. It is the best measure to
use when the distribution is symmetrical. It is useful measure for
inferential statistics. It is also referred to as weighted average used to
obtain an average value of a series of values after each item is weighted.
It is referred to as weighted average.

1. Ungrouped Data
For ungrouped data, the mean is simply computed by adding all the
values and dividing the sum by the total number of items. In formula,

x=
∑x μ=
∑X
n N
where x=¿ sample mean
μ=¿ population mean
x=¿ value of each item
n=¿ number of items in the sample
N=¿ number of X in the populations
∑=¿ “the sum of”

Sample Problem:
Find the mean of the data set: 1, 5, 7, 7, 6, 8, 10, 9, 5, 10, 8
Solution:

x=
∑x
n
76
x=
11
x=6.91

2. Grouped Data
Data which are arranged in a frequency distribution are called
grouped data. Observations belonging to each class interval are
represented by the classmark of the interval.

x=
∑ fx (for a sample)
n
μ=
∑ (for a population)
fx
N
where f = number of observations in a class
x = midpoint or classmark of a class
N = total frequency in the population distribution

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 n = total frequency in the sample distribution

Steps in solving the mean of a grouped data:

Step1 : Compute for the class mark (x ) of each class interval by

averaging the upper and lower limit.
Step 2: Multiply each frequency to each corresponding class mark.
Step 3: Summate the products of the frequencies and class marks.
Step 4: Substitute to the formula.
Step 5: Interpret the results.

Sample Problem:
Compute the mean score of 50 Grade – 12 male students of Tuguegarao
City Science High School given on the table below.
Solution:

Scores Frequency (f ) Class Mark (x ) fx

61-63 2 62 124
64-66 5 65 325
67-69 12 68 816
70-72 15 71 1065
73-75 8 74 592
76-78 5 77 385
79-81 3 80 240
TOTAL n=50 ∑ fx=3,547

x=
∑ fx
n
3,547
x=
50
x=70.94

Thus, the mean score of 50 Grade – 12 male students of Tuguegarao City

Science High School is 70.94.
B. THE MEDIAN
The median ( ^x ) of a set of data is a measure of central tendency that
occupies the middle position in an array of values. It is the number that
divides the bottom 50% of the data from the top 50% that is, half the data
items fall below the median and half are above that value. In an odd number
of items, the median is simply the middle value. If n is even, the median is
the average of the two middle data values in its ordered list.

CHARACTERISTICS OF THE MEDIAN

The median is another widely used average, easy to understand, and
easy to compute. It cannot be found unless the items are arranged in an

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 ascending or descending order. It is the point that divides the frequency
distribution into two halves. The median is not affected by the extremely high
or low values, so it is the better choice when a distribution is badly skewed. It
may be determined in open-ended distribution.
USES OF THE MEDIAN
The median is used whenever an average of position is desired. It is
used when open-ended intervals are involved. Since the median divides a
distribution in half, it is also frequently used as an average in testing general
abilities, like in intelligent test.
1. Ungrouped Data
To calculate the median, place data values in number order or
arrange the data values in an array – that is, arrange the items in
descending or ascending order. If n is odd, the middle value is the median.
If n is even, the mean of the two middle values is the median.

Sample Problem:
Find the median of the data set: 1, 5, 7, 7, 6, 8, 10, 9, 5, 10, 8
Solution:
First, arrange the data set in an array. That is, 1, 5, 5, 6, 7, 7, 8, 8,
9, 10, 10.
Since the number of data values is odd, simply locate the middle most
value.
That is the 6th data. Therefore, the median of the data set is 7.

2. Grouped Data
The formula for the computation of the media for grouped data is:

( )
n
−¿ cf
2
^x =LB + i
f
where LB = lower boundary of the median class
n=¿ total of the frequencies
¿ cf =¿ less than cumulative frequency of the class preceding
the median class
f =¿ frequency of the median class
i=¿ class size

Steps in solving the median of a grouped data:

n
Step 1: Determine the median class by solving for the value of . The
2
n
median class is the class interval where the value of , from the
2
less than cumulative frequencies, is greater than or equal to.

Note: In computing for the less than cumulative frequency ( ¿ cf ), simply

copy the frequency of the lowest class interval as the first less than
cumulative frequency. After that, add the frequency of the higher class.
Continue the process until the last less than cumulative frequency of
the highest class interval equates to the total number of frequencies.
Since it is a less than cumulative frequency, always start adding from

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 the lowest class interval. On the other hand, if it is a greater than
cumulative frequency (¿ cf ), start adding from the highest class
interval.

Step 2: Obtain the lower boundary of the median class by subtracting

0.5 from the lower limit of the said class.
Step 3: Determine the frequency of the median class as well as the
class size.
Step 4: Substitute the values to the equation.
Step 5: Interpret the results.

Sample Problem:
The data presented on the table below are the scores of 50 Grade – 12
male students of Tuguegarao City Science High School. Compute the median.

Scores Frequency (f ) ¿ cf
61-63 2 2
64-66 5 7
67-69 12 19
70-72 15 34
73-75 8 42
76-78 5 47
79-81 3 50

( )
n
−¿ cf
2
^x =LB + i
f
^x =69.5+ ( 25−19
15 ) 3
^x =70.7 inches
Thus, the computed median is 70.7.

C. THE MODE
The mode (~ x ), by definition, is the most commonly occurring value in
series. A series may have more than one mode or none at all. A distribution
with only one mode is said to be unimodal. In cases wherein there are two
class limits with the highest frequency, the distribution is referred to as
bimodal. If a distribution has more than two modes, then it is multimodal.

CHARACTERISTICS OF THE MODE

It is the simplest but unreliable measure of central tendency. It is not

affected by extreme values in a distribution, it is not necessary to arrange the
item before the mode is known. The mode may not exist in some sets of data
or there may be more than one mode in other data sets.

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USES OF THE MODE
It is used when a quick estimate of the average is needed. It helps us
spot a trend. Being the most frequently occurring value, for instance, if you
are a shoe producer or a clothing manufacturer and you want to know (and
make) the size that will fit the greatest number of people, you would seek the
modal size. Obviously, the shoe producer or clothing manufacturer will
produce more shoes or dresses in the most commonly purchased sized than
in other sizes. The mode therefore provides information to businessmen and
producers that would help them in business planning and decision making.
1. Ungrouped Data

Sample Problem:
Find the mode(s) from the data set: 1, 5, 7, 7, 6, 8, 10, 9, 5, 10, 8
Solution:
Since there are three data which occurred twice, then the modes
are 7, 8, and 10. The data distribution is multimodal.

2. Grouped Data
The formula for grouped data of mode is:
~
(
x=L B +
d1
)
d 1 +d 2
i

where LB =¿ lower boundary of the modal class

d 1=¿ difference between the frequency of the modal class
and the frequency of the class interval lower than the
modal class
d 2=¿ difference between the frequency of the modal class
and the frequency of the class interval higher than the
modal class
i=¿ class size

Steps in solving the mode of a grouped data:

Step 1: Obtain the lower boundary of the modal class by subtracting
0.5 from the lower limit of the said class. The modal class is the
class with the most frequency.
Step 2: Solve for the values of d 1 and d 2 as well the class size.
Step 3: Substitute the values to the equation.
Step 4: Interpret the results.

Sample Problem:
The data presented on the table are the scores of 50 Grade – 12
male students of Tuguegarao City Science High School. Compute the
mode.

Height (inches) Frequency (f )

61-63 2
64-66 5
67-69 12
70-72 15
73-75 8

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 76-78 5
79-81 3
~
x=L B +
( d1
d 1 +d 2 )
i

~
x=69.5+ ( )
3
3+7
3
~
x=70.4 inches

Thus, the mode of the given data is 70.4.

References
Arao, Rosalia R, Antonio Roland I CoPo, Angeline T Laddaran, Leila D Meija, and
Yonardo A. Gabuyo. 2015. Statistics. Quezon City, Philippines: Rex Book
Store, Inc.
Batanero, Carmen, and Manfred Borovcnik. 2016. Statistics and Probability In
High School. Rotterdam: SensePublishers.
Carpio, Joy N. n.d. Statistics and Probability/Joy N. Carpio [And Three Others].
Mario F. Triola. 2018. Elementary Statistics. New York: Pearson Education, Inc.
Yao, Ana Maria S.D, Helen D Tizon, Immaculata A Policarpio, Leila D. P Mejia,
Angeline T Laddaran, Yonardo A Gabuyo, Antonio Roland I CoPo, and
Priscilla S Altares. 2012. Elementary Statistics With Computer
Applications.Quezon City: Rex Printing Company, Inc.
“K12MATH014: Advanced Statistics|Saylor Academy”. 2020. Saylor Academy.
https://learn.saylor.org/course/k12math014

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