1.

0: INTRODUCTION OF SMART STATISTICS

Smart statistics is the set of mathematical tools and techniques that are used to analyze data, collecting, organizing, summarizing and interpreting information in a numerical form. Statistics involves the use of sample data to predict, estimate and finally used in managerial decision making. It refers to the scientific methods by which the data are collected, organised, presented and analysed.

The purpose of making statistics is to summarise finding, to visualise results, to extract information from data and to communicate the findings. A statistic is a number collected on sample data that describes a characteristic of the sample. A parameter is a number calculated on population data that describes a characteristic of the population.

Population is denoted by N, is the entire measurement that the researcher plans to investigate. A sample is denoted by n, is a subset of measurements selected from the population of interest where as a representative sample is a set of example that has the characteristics possessed by the target population.

There are two types of statistic that are descriptive statistics and inferential statistics. Descriptive statistics is a method in organizing, summarizing and presenting data in an informative way and utilizes both numerical and graphical tools. It is used where never a researcher wishes to describe to someone else the findings and relationship that exist within a sample of observation. Inferential statistics is a method by which decision about a statistical population are made based on a sample that is observed.

Besides that, the sources of data can be obtained from published books, journals, newspapers, internet, annual reports, design experiment, survey and observational study. There have four scales of measurement for data that are nominal scale, ordinal level data, interval scale and ratio scale.

From the data collected, we can build relationship between those data. There are four types of relationship involve in statistics that are linear relationship, perfect relationship, imperfect relationship and a correlation coefficient.

1.1: TYPES OF SMART STATISTICS DATA

Statistics have two types of data that are data quantitative data and qualitative data. Below are the elaborations of quantitative data and qualitative data.

1.1.1: Quantitative Data

A quantitative data is a numerical datum or observation that represents an amount or quantity. The quantity can be discrete or continuous. Quantitative data also known as numerical data because it can be analysed using statistical methods and results can be displayed using tables, charts, histograms and graphs. An example of quantitative data is there are 16 students in PPISMP SN/BI/BM class.

1.1.2: Qualitative Data

A qualitative data is a non-numerical observation that represents a category of data. Qualitative data are described in terms of quality. An example of qualitative data is Pn. Afza is wearing a beautiful purple baju kurung.

1.1.3: Differences between Qualitative Data and Quantitative Data

Figure 1: Differences of Qualitative and Quantitative Data 3

2.0: DESCRIBING DATA

Data is a collection of information especially facts or numbers. Data also are measurements that are made on the subjects of an experiment or study. The observations that are collected but have not been arranged or categorized are called raw data. These data can either be grouped or ungrouped data. Then the data can be presented as a frequency distribution. In the frequency distribution, it presents the score values and their frequency.

There are four steps in making frequency table. Firstly, all the values need to be listed down. Secondly, do a tally sheet for each value. Thirdly, calculate for the percentage using (n/N) x 100 for each value. Lastly, combine adjacent values to form a grouped frequency is necessary. It is also suitable for a continuous set of data.

From the data, we also can make class interval. From the class interval, we can know which one is upper class limit and which one is lower class limit. The class midpoint is also can be known and it is obtained by adding the lower class and upper class limits and dividing them by two.

2.1: PRESENTED THE DATA

The data can be graphically presented by doing histogram, ogive and chart. From the histogram, we can make frequency polygon by connecting the intersection of class midpoints and the class frequency. A cumulative frequency distribution indicates the number of scores that fall below the upper real limit of each interval. A graph of a cumulative frequency distribution is called an ogive. In terms of skewness, a frequency curve can be positively skewed, negatively skewed or symmetrical. A bar chart shows the amount of frequencies for different categories of data by a series of bars.

The difference between a bar chart and a histogram is that a histogram always relates to data in a frequency distribution whereas a bar chart depicts amount for any types if category. A pie chart is used for portraying the divisions of a total amount. 4

2.2: VISUAL ILLUSTRATION OF DATA

Basically, there are many types of visual illustration of data when we want to represent the data such as: i) ii) iii) iv) v) Pie chart Line graph Bar chat Histogram Pictogram

2.2.1: Pie Chart

Figure 2: Pie Chart

A pie chart is a graphic representation of data using sectors of a circle. The size of each sector shows the percentage of the overall data it represents.

The percentage of data represented by each sector can be calculated by using the formula below: Angle of sector x 100 360

Percentage of data

To construct a pie chart, the angle of each sector can be calculated by using the formulae below: uantit of each categor of data x 360 uantit of the overall data

Angle of sector

or Angle of sector Percentage of each categor of data x 360

2.2.2: Line Graph

Graph 1: Line Graph

Line graph is usually used to represent changes in data over a period of time. A suitable scale is important when drawing a line graph. 6

2.2.3: Bar Chart

Graph 2: Vertical Bar Chart

A bar chart is a chart with rectangular bars with lengths proportional to the values that they represent. Bar charts are used for comparing two or more values that were taken over time or on different conditions, usually on small data sets.

Graph 3: Horizontal Bar Chart

A bar chart can also be constructed horizontally or vertically. A combined bar chart can be used to compare sets of data.

Graph 4: Combined Bar Chart 8

2.2.4: Histogram

Graph 5: Histogram

A histogram is a graphical display of tabulated frequencies that shown as bars. Histogram also gives an immediate impression of the distribution of the data. In fact, a histogram is a representation of a frequency distribution.

A histogram is constructed from a frequency table. The intervals are shown on the X-axis and the number of scores in each interval is represented by the height of a rectangle located above the interval.

The shapes of histograms will vary depending on the choice of the size of the intervals. A bar graph is much like a histogram but differ in that the columns are separated from each other by a small distance. Bar graphs are commonly used for qualitative variables.

In a histogram, however, the bars must touch. This is because the data elements we are recording are numbers that are grouped, and form a continuous range from left to right. There are no gaps in the numbers along the bottom axis; every possible fish mass can be located in one of the classes. This is what makes a histogram. 9

2.2.5: Pictogram Number of IPGM Kampus Perlis Students Have Their Own Cars

PPISMP SN/BI/BM PPISMP PSV/BI/BM PPISMP RBT(A)/BI/BM PPISMP PJ(A)/BI/BM

represents 2 students

Table 1: Horizontal Pictogram

Pictogram is an ideogram that conveys its meaning through its pictorial resemblance to a physical object. A pictogram uses pictures to represent data. It can be constructed horizontally or vertically.

Number of IPGM Kampus Perlis Students Have Their Own Cars

PPISMP SN/BI/BM

PPISMP PSV/BI/BM represents 2 students

PPISMP RBT(A)/BI/BM

PPISMP PJ(A)/BI/BM

Table 2: Vertical Pictogram

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3.0: MEASURES OF CENTRAL TENDENCY

Measures of central tendency are statistical measures to determine a single score that defines the centre of a distribution. The goal of central tendency is to find the single score that is most typical or most representative of the entire group. The three measures of central tendency are mean, mode and median.

3.1: MEAN

Mean is defined as the sum of the values in the data set divided by the number of values. Mean is represented by the symbol of data is obtained by using the formula below: Sum of all values of data x otal num ers of data n or x n Example: The mean of 5, 5, 6, 8, 10 is 5 5 6 8 10 5 34 5 6.8 6.8 (x bar). The mean of a set

Mean

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When data is given in a frequency tables, the mean can be calculated by using this formula: Sum of all values x corresponding frequencies otal frequenc

Mean

Examples: Score Frequency 0 2 1 5 2 7 3 2 4 4

Table 3: Frequency Table of Finding Mean (0x2) 0 41 20 2.05 Mean 2.05 5 (1x5) (2x7) (3x2) 2 5 7 2 4 14 6 16 20 (4x4)

3.2: MEDIAN

The median is the value of a set of data that located in the middle of the set when the data is arranged in numerical order.

If the total number of data is odd, then the median is the value in the middle of the set.

Example:

2, 3, 3, 4, 5 3 is the median

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If the total number of data is even, then the median is the average of the two middle values of the set.

Example:

3, 4, 5, 6, 7, 7 5 6 2

5.5

5.5 is the median

When a set of data is given in a frequency table, the median is the value occupying the middle position.

Example: Score Frequency 1 3 2 7 3 5 4 4 5 1

Table 4: Frequency Table of Finding Median

Since there are altogether 20 values, the value occupying the middle position is between position 10 and position 11. 2 3 2 = 2.5 Median 2.5

3.3: MODE The mode of a set of data is the value or item that occurs most frequently.

Example: In the word MALAYSIA the letter A is the mode.

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When a set of data is shown in a frequency table, the mode is the value with the highest frequency.

Example: Score Frequency 0 2 1 5 2 3 3 7 4 2

Table 5: Frequency Table of Finding Mode

The mode is 3 because it has the highest frequency

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4.0: ANALYSIS DATA FROM SURVEY

A frequency distribution of IPGM student shoes size is shown in Table 6 below: Shoes size Number of students Cumulative frequency 1-2 0 0 3-4 6 6 5-6 15 21 7-8 23 44 9-10 5 49 11-12 1 50 Table 6: Frequency Distribution of IPGM Students Shoes Size

4.1: CENTRAL TENDENCY OF DATA

Below are the analysis of central tendency of data based on the survey that conducted among IPGM Kampus Perlis Students: fx f Midpoint (x) 1.5 3.5 5.5 7.5 9.5 11.5 Frequency (f) 0 6 15 23 5 1 N fx 335 Table 7: fx Table Mean fx f 335 50 6.7 fx 0 21 82.5 172.5 47.5 11.5 f 50

Mean

Class interval 1-2 3-4 5-6 7-8 9 - 10 11 - 12

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Median , M = L +

N 2

-s fm X C

L = lower class boundary of median class N f = number of items in the data

s = cumulative frequency of all classes prior to the median class fm = frequency of median class C = size of median class interval

Class limits (x) 1.5-2.5 3.5-4.5 5.5-6.5 7.5-8.5 9.5-10.5 11.5-12.5

Frequency (f) Cumulative frequency (cf) 0 0 6 6 15 21 23 44 5 49 1 50 Table 8: Cumulative Frequency Table

Median, M = L +

N 2

- s fm X C
50 2

= 7.5 + (

- 21) 23

8.5-7.5

= 7.5 + 4 23 X 1 = 7.67
1 1 2

Mode = L (

)C

Where L = Lower class boundary of modal class

1 2

= Frequency of modal class frequency before modal class = Frequency of modal class frequency after modal class

C = Class width

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Modal class is the class containing the mode and which has the highest frequency.

Class limits (x) Frequency (f) 1.5-2.5 0 3.5-4.5 6 5.5-6.5 15 7.5-8.5 23 9.5-10.5 5 11.5-12.5 1 Table 9: Modal Class Table

Using the formula, Mode = L ( = 7.5 ( = 7.5 ( = 7.81

1 1 2

)C
23-15

( 23-15) ( 23-5 ) 8 8 18

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5.0: GRAPHICAL PRESENTATION Below are the graphical presentations of survey:

5.1: BAR CHART Shoes size (x) 1- 2 3-4 5-6 7-8 9 - 10 11 - 12 Total Number of students (f ) 0 6 15 23 5 1 50 Table 10: Percentage Finding Table Percentage (%) 0 12 30 46 10 2 100%

Graph of shoes size against number of students

25 20 15 Number of Students (f) 10 5 0 1- 2 3-4 5-6 7-8 9 - 10 11 - 12 Shoes size (x) Number of students (f )

Graph 6: A Bar Chart of Shoes Size against Number of Students

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5.2: HISTOGRAM

Upper boundaries 2.5 4.5 6.5 8.5 10.5 12.5

Frequency (f) 0 6 15 23 5 1

Table 11: Upper Boundaries and Frequency Table

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20

Frequency

15

10

0 2.5 4.5 6.5 8.5 10.5 12.5 Shoes size

Graph 7: Histogram of Shoes Size against Frequency

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5.3: FREQUENCY POLYGON

Shoes size 1-2 3-4 5-6 7-8 9 - 10 11 - 12

Midpoint (x) 1.5 3.5 5.5 7.5 9.5 11.5

Number of students (f) 0 6 15 23 5 1

Table 12: Midpoint Table

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20

Frequency

15

10

0 1 2 3 Shoes size 4 5 6

Graph 8: A Frequency Polygon of Shoes Size against Frequency

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5.4: RELATIVE CUMULATIVE FREQUENCY OR OGIVE

Upper boundaries 2.5 4.5 6.5 8.5 10.5 12.5

Cumulative frequency (cf) 0 6 21 44 49 50

Table 13: Cumulative Frequency Table

Cumulative frequency 0.0

2.0

4.0

6.0

8.0

10.0

12.0

14.0

Shoes size

Graph 9: An Ogive of Shoes Size against Cumulative Frequency

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6.0: COMMENT ON THE SKEWNESS OR SYMMETRY IN HISTOGRAM, FREQUENCY POLYGON AND OGIVE

The curve formed in frequency polygon that is made from histogram is look like negative skewed curve because the distribution of the data is skewed to the left. The negative skewed curve has the long tail appears at the left side of the central maximum axis. This type of curve is said to be skewed to the left or possessed negative skewness.

For negative skewed curved, the mean is less than the median which means it is also less than the mean. This can be prove by referring to the data that we got that are mean is 6.7, median is 7.67 and mode is 7.81.

Thus, we can interpret that a greater number of students wear bigger size of shoes more than the mean sizes of shoes or more students in this IPGM Kampus Perlis have long feet.

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REFLECTION

After completing this basic mathematics assignment, we have learned so many things from it and it is interesting yet challenging. We as a pair group have learned to work in a group and we managed to distribute our work equally. Each of the group members has given their best contribution in finishing this assignment.

Moreover, we have learned how to conduct a survey in order to collect data. We made survey about what is shoes size among IPGM Kampus Perlis students. We also have applied some statistical skills when we were doing this assignment such as finding the mean, median, mode and especially we improve our abilities in managing data by constructing a frequency distribution table completed with relative frequency and cumulative relative frequency.

Besides that, the managed data that we got based on the survey conducted we presented it in visual illustration like bar chart, histogram, frequency polygon and ogive. We also made comment on any symmetry or skewnness in the histogram based on the histogram that we have drawn.

Furthermore, we tried to gather some information and notes from different sources in order to prove our understanding on the theories involving smart statistics. We also felt so grateful because along we do this assignment, we received a lot of guidance from our beloved supervisor that is Pn. Afza Binti Abdollah. Nevertheless, it is been a great experienced for us to get the chance of doing this kind of assignment.

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REFERENCES

Bar chart. (n.d.). Retrieved August 4, 2009, from Wikipedia: http://en.wikipedia.org/wiki/Bar_chart Central tedency. (n.d.). Retrieved August 5, 2009, from http://www.quickmba.com/stats/centralten/ Data interpretation. (n.d.). Retrieved August 4, 2009, from http://www.petech.ac.za/robert/DataInterpr.htm Dean, S., & Illowsky, B. (2009, January 8). Descriptive statistics: Skewness and the mean, median and mode. Retrieved August 5, 2009, from http://cnx.org/content/m17104/latest/ Histogram. (n.d.). Retrieved August 4, 2009, from http://www.netmba.com/statistics/histogram/ How to conduct a survey. (n.d.). Retrieved August 3, 2009, from wikiHow: http://www.wikihow.com/Conduct-a-Survey Leng, K. M., Quek, S. G., & Yong, P. K. (2003). Federal study aids Mathematics S. Selangor: Federal Publication. Line graph. (n.d.). Retrieved August 4, 2009, from MathsIsFun.com: http://www.mathsisfun.com/definitions/line-graph.html Mathematical statistics. (n.d.). Retrieved 2009 3, August, from Wikipedia: http://en.wikipedia.org/wiki/Mathematical_statistics Mok, S. S. (2003). A Mathematics course for diploma of education semester 2 & 3. Kuala Lumpur: Kumpulan Budiman Sdn. Bhd. Numerical data. (n.d.). Retrieved August 4, 2009, from Wikipedia: http://en.wikipedia.org/wiki/Numerical_data Peterson. (2004). Basic concept of elementary Mathematics. USA: Pearson Education. Pictogram. (n.d.). Retrieved August 4, 2009, from Wikipedia: http://en.wikipedia.org/wiki/Pictogram Pie chart. (n.d.). Retrieved August 5, 2009, from Wikipedia: http://en.wikipedia.org/wiki/Pie_chart Qualitative data. (n.d.). Retrieved August 4, 2009, from Wikipedia: http://en.wikipedia.org/wiki/Qualitative_data

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Symmetry and skewness. (n.d.). Retrieved August 4, 2009, from http://openlearn.open.ac.uk/mod/resource/view.php?id=163579 Washinton, A. J. (2008). Basic technical Mathematics with calculus. USA: Pearson Prentice Hall. Weisstein, E. W. (n.d.). Cumulative frequency polygon. Retrieved August 4, 2009, from MathWorld: http://mathworld.wolfram.com/CumulativeFrequencyPolygon.html Weisstein, E. W. (n.d.). Frequency polygon. Retrieved August 4, 2009, from MathWorld: http://mathworld.wolfram.com/FrequencyPolygon.html

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APPENDICES

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