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Prelim Lesson 1-3

1. Qualitative 2. Quantitative 3. Qualitative 4. Quantitative 5. Quantitative 6. Qualitative 7. Qualitative 8. Quantitative
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0% found this document useful (0 votes)
83 views50 pages

Prelim Lesson 1-3

1. Qualitative 2. Quantitative 3. Qualitative 4. Quantitative 5. Quantitative 6. Qualitative 7. Qualitative 8. Quantitative
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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INTRODUCTION TO THE

STATISTICAL
CONCEPTS
OBJECTIVES:

• Define statistics
• Enumerate the importance and limitations of statistics
• Explain the process of statistics
• Know the difference between descriptive and inferential statistics.
LESSON 1: INTRO TO
STAT
WHAT IS STATISTICS?

Statistics is the science of collecting, organizing, summarizing, and analyzing


information to draw conclusions or answer questions.
In addition, statistics is about providing a measure of confidence in any conclusions.
LET’S BREAK STATISTICS

✓ collection of information
✓ organization and summarization of information.
✓ information is analyzed to draw conclusions or answer specific questions
✓ results should be reported using some measure that represents how convinced we are
that our conclusions reflect reality.
HOW CAN STATISTICS HELP US?

• Statistics is important because it enables people to make decisions based on empirical


evidence.

• Statistics provides us with tools needed to convert massive data into pertinent
information that can be used in decision making.

• Statistics can provide us information that we can use to make sensible decisions.
WHAT INFORMATION IS REFERRED TO IN THE
DEFINITION?

The information referred to the definition is the DATA.


According to the Merriam Webster dictionary, data are “factual
information used as a basis for reasoning, discussion, or
calculation”.
DATA VS INFORMATION

• Data
• Data can be numerical, as in height, or nonnumerical, as in gender. In either case, data
describe characteristics of an individual

• Information
• information is stimuli that has meaning in some context for its receiver.
FIELDS OF STATISTICS

A. Mathematical Statistics- The study and development of statistical theory and


methods in the abstract.

B. Applied Statistics- The application of statistical methods to solve real problems


involving randomly generated data and the development of new statistical methodology
motivated by real problems.
Example branches of Applied Statistics : psychometric, econometrics, and biostatistics
LIMITATION OF STATISTICS

• Statistics is not suitable to the study of qualitative phenomenon.


• Statistics does not study individuals.
• Statistical laws are not exact.
• Statistics table may be misused.
• Statistics is only, one of the methods of studying a problem.
DEFINITIONS:

• Universe is the set of all entities under study.


• Population is the total or entire group of individuals or observations from which
information is desired by a researcher. Apart from persons, a population may consist of
mosquitoes, villages, institution, etc.
• An individual is a person or object that is a member of the population being studied.
DEFINITIONS:

• statistic is a numerical summary of a sample.


• Sample is the subset of the population.
• Descriptive statistics consist of organizing &summarizing data. Descriptive statistics
describe data through numerical summaries, tables, and graphs.
• Inferential statistics uses methods that take a result from a sample, extend it to the
population, and measure the reliability of the result.
• parameter is a numerical summary of a population
DEFINITIONS:

• statistic is a numerical summary of a sample.


• Sample is the subset of the population.
• Descriptive statistics consist of organizing &summarizing data. Descriptive statistics
describe data through numerical summaries, tables, and graphs.
• Inferential statistics uses methods that take a result from a sample, extend it to the
population, and measure the reliability of the result.
• parameter is a numerical summary of a population
SAMPLE SCENARIO OF DESCRIPTIVE STATISTICS

You are walking down the street and notice that a person
walking in front of you drops PHP100. Nobody seems to notice
the PHP100 except you.
Since you could keep the money without anyone knowing,
would you keep the money or return it to the owner?
SAMPLE SCENARIO OF DESCRIPTIVE STATISTICS

In the PHP100 study presented, the population is all the


students at the school. Each student is an individual. The
sample is the 50 students selected to participate in the study.
SAMPLE SCENARIO OF DESCRIPTIVE STATISTICS

• Suppose 39 of the 50 students stated that they would return the


money to the owner. We could present this result by saying that the
percent of students in the survey who would return the money to the
owner is 78%.
SAMPLE SCENARIO OF DESCRIPTIVE STATISTICS

So 78% is a statistic because it is a numerical summary based on a


sample.

Descriptive statistics make it easier to get an overview of what the


data are telling us.
ANOTHER SCENARIO

If we extend the results of our sample to the population


we are performing Inferential statistics.

The generalization contains uncertainty because a sample cannot tell us


everything about a population
INFERENTIAL STATISTICS

• Therefore, inferential statistics includes a level of confidence in the results. So rather than
saying that 78% of all students would return the money, we might say that we are 95%
confident that between 74% and 82% of all students would return the money. Notice how
this inferential statement includes a level of confidence (measure of reliability) in our
results.
LESSON2 : PROCESS OF STATISTICS

1. Identify the research objectives


2. Collect the information needed to answer the question
3. Organize and summarize the information
4. Draw conclusion of the information
IDENTIFY THE RESEARCH OBJECTIVE

A researcher must determine the question(s) he or she wants answered.


The question(s) must clearly identify the population that is to be studied.
Identify the research objective
COLLECT THE INFORMATION NEEDED TO ANSWER
THE QUESTIONS
• Conducting research on an entire population is often difficult and expensive, so
we typically look at a sample.
• This step is vital to the statistical process, because if the data are not collected
correctly, the conclusions drawn are meaningless. Do not overlook the
importance of appropriate data collection.
EXAMPLE

A research objective is presented. For each research objective, identify the population and
sample in the study
1. The Philippine Mental Health Associations contacts 1,028 teenagers who are 13 to 17
years of age and live in Antipolo City and asked whether or not they had been prescribed
medications for any mental disorders, such as depression or anxiety.

Population: Teenagers 13 to 17 years of age who live in Antipolo City


Sample: 1,028 teenagers 13 to 17 years of age who live in Antipolo City
TRY IT

• A farmer wanted to learn about the weight of his soybean crop. He randomly sampled 100
plants and weighted the soybeans on each plant.

• Population: Entire soybean crop


• Sample: 100 selected soybean crop
ORGANIZE AND SUMMARIZE THE INFORMATION

Descriptive statistics allow the researcher to obtain an overview of the data and can
help determine the type of statistical methods the researcher should use
DRAW CONCLUSION FROM THE INFORMATION

In this step the information collected from the sample is generalized to the
population. Inferential statistics uses methods that takes results obtained from a
sample, extends them to the population, and measures the reliability
of the result.
TAKE NOTE!

If the entire population is studied, then inferential statistics is not necessary,


because descriptive statistics will provide all the information that we need regarding
the population.
EXAMPLE

For the following statements, decide whether it belongs to the field of descriptive
statistics or inferential statistics.
A badminton player wants to know his
average score for the past 10 games.
(Descriptive Statistics)
EXAMPLE

A car manufacturer wishes to estimate the


average lifetime of batteries by testing a sample of 50 batteries.
(Inferential Statistics)

Janine wants to determine the variability of


her s i x exam s cores in Algebra.
(Descriptive Statistics)
EXAMPLE

A shipping company wishes to estimate the number of passengers traveling via


their ships next year using their data on the number of passengers in the past three
years. (Inferential Statistics)

A politician wants to determine the total number of votes his rival obtained in the
past election based on his copies of the tally sheet of electoral returns .
(Descriptive Statistics)
LESSON3: DISTINCTION BETWEEN QUALITATIVE
ANDQUANTITATIVE VARIABLES
VARIABLES

Variables are the characteristics of the individuals within the population.


For example
Recently my mother and I planted a tomato plant in our backyard. We collected
information about the tomatoes harvested from the plant.
• The individuals we studied were the tomatoes.
• The variable that interested us was the weight of a tomato.
My mom noted that the tomatoes had different weights even though they came from the
same plant. She discovered that variables such as weight may vary.
VARIABLES

• If variables did not vary, they would be constants, and statistical inference
would not be necessary.
• Think about it this way:
If each tomato had the same weight, then knowing the weight of one tomato
would allow us to determine the weights of all tomatoes.
• However, the weights of the tomatoes vary. One goal of research is to learn the
causes of the variability so that we can learn to grow plants that yield the best
tomatoes.
VARIABLES CAN BE CLASSIFIED INTO TWO GROUPS

1. Qualitative variables (Categorical)


2. Quantitative variables (Numeric)
QUALITATIVE VARIABLE (CATEGORICAL)

• variable that yields categorical responses.


• It is a word or a code that represents a class or category.
QUANTITATIVE VARIABLE (CATEGORICAL)

• Takes on numerical values representing an amount or quantity.


TRY IT

• Determine whether the following variables are qualitative or quantitative.


1. Haircolor
2. Temperature
3. Stages of breast cancer
4. Number of hamburger sold
5. Number of children
6. Zip code
7. Place of birth
8. Degree of pain
DISTINCTION BETWEEN DISCRETE AND
CONTINUOUS

Quantitative variables may be further classified into:


1. discrete variable
2. continuous variable
DISCRETE VARIABLE AND CONTINUES VARIABLE

Discrete is a quantitative variable that either a finite number of possible values or a


countable number of possible values. If you count to get the value of a quantitative
variable, it is discrete

Continuous variable is a quantitative variable that has an infinite number of


possible values that are not countable. If you measure to get the value of a
quantitative variable, it is continuous
TRY IT

Determine whether the following quantitative variables are discrete or continuous


1. The number of heads obtained after flipping a coin five times.
2. The number of cars that arrive at a McDonald’s drive-through between 12:00 P.M and
1:00 P.M.
3. The distance of a 2005 Toyota Prius can travel in city conditions with a full tank of
4. gas.
5. Number of words correctly spelled.
6. Time of a runner to finish one lap.
LEVELS OF MEASUREMENT
LEVELS OF MEASUREMENT

• It is important to know which type of scale is represented by your data since different
statistics are appropriate for different scales of measurement.
• A characteristic may be measured using nominal, ordinal, interval and ration scales.
LEVELS OF MEASUREMENT

• Nominal Level - They are sometimes called categorical scales or categorical data. Such a
scale classifies persons or objects into two or more categories. Whatever the basis for
classification, a person can only be in one category, and members of a given category
have a common set of characteristics.
EXAMPLE OF NOMINAL

1. Method of payment (cash, check, debit card, credit card)


2. Type of school (public vs. private)
3. Eye Color (Blue, Green, Brown)
ORIDINAL LEVEL

This involves data that may be arranged in some order, but differences
between data values either cannot be determined or meaningless.
An ordinal scale not only classifies subjects but also ranks them in terms of
the degree to which they possess a characteristics of interest.
In other words, an ordinal scale puts the subjects in order from highest to
lowest, from most to least.
Although ordinal scales indicate that some subjects are higher, or lower
than others, they do not indicate how much higher or how much better.
ORIDINAL LEVEL SAMPLES

• Food Preferences
• Stage of Disease
• Social Economic Class (First, Middle, Lower)
• Severity of Pain
INTERVAL LEVEL

This is a measurement level not only classifies and orders the measurements, but it also
specifies that the distances between each interval on the scale are equivalent along the
scale from low interval to high interval.
A value of zero does not mean the absence of the quantity.
Arithmetic operations such as addition and subtraction can be performed on values of the
variable.
SAMPLES IN INTERVAL LEVEL

• Temperature on Fahrenheit /Celsius Thermometer


• Trait anxiety (e.g., high anxious vs. low anxious)
• IQ (e.g., high IQ vs. average IQ vs. low IQ)
RATIO LEVEL

• A ratio scale represents the highest, most precise, level of measurement.


• It has the properties of the interval level of measurement and the ratios of the values of
the variable have meaning.
• A value of zero means the absence of the quantity.
• Arithmetic operations such as multiplication and division can be performed on the values
of the variable.
GUIDE TABLE

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