Republic of the Philippines

Department of Education
Regional Office IX, Zamboanga Peninsula

10 Zest for Progress

Z Peal of artnership

4th QUARTER – Module 8:

ANALYZE AND INTERPRET RESEARCH DATA USING
QUARTILES AND DECILESFOR RESEARCHED DATA

Name of Learner:
Grade & Section:
Name of School:
 What I Need to Know
Statisticians often describe the position of a value relative to the position of
other values in a set of observations. Measures of position are statistical values that
divide a set of data into equal groups. The most common measures of position are
quartiles, deciles, percentiles, and standard scores or z-scores.

Measures of position are used in educational researches and other disciplines

such as medicine, marketing, and demography.

After going through this module, you are expected to:

• Use appropriate measures of position and other statistical methods in

analyzing and interpreting research data. (M10SP-Iv-h-j-1).
• Use quartiles and deciles in analyzing and interpret data.

What’s In
Directions: Recall how to formulate a statistical mini-research by filling in the table
below. (Use separate sheet for you answer)

PARTS OF STATISTICAL
DESCRIPTION
MINI-RESEARCH

1. Introduction

2. Statement of the problem

3. Presentation of data

4. Data analysis and interpretation

5. Conclusion

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 What’s New
Directions: Analyze the given situation below and answer the question that follows.
(Answer on a separate sheet)

Marie and her sister Ruthie are both 5’4” tall. According to their respective age groups,
Marie’s height is in the 6th decile while her little sister is in the 3 rd quartile.

Question: What implications can you draw out from this situation?

What is It

LESSO Analyze and Interpret Research Data

N1 using Quartiles and Deciles

LET’S RECALL!

• Quartiles are values that divide a set of data into four equal parts. Each part is
equal to a quarter of data. Quartiles are calculated only after data have been
sorted. Values are said to be sorted if they are arranged in ascending order.
• Deciles are the nine score points which divide the whole distribution into 10 equal
parts. These nine deciles are denoted by D1, D2, D3,…, D9 where 10% of the
values fall below D1, 20% of the values fall below D2, 30% of the values fall below
D3, … , 90% values fall below D9. Deciles are useful when dealing with large
number of values or quantities
• Steps in finding the value of quartiles and deciles of 𝑁 data (grouped data)
1. Find the position of the kth class for:
Quartiles: Q Deciles: 𝐷
2. Find the class interval where the kth score is contained.
3. Compute for Qk or Dk using their corresponding formula.

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 A FORMULA: Quartiles for Grouped Data

We analyze quartiles for grouped data by calculating its value. To find its value,
follow the given formula below:

Where:
𝐿𝐵 = Lower Boundary of Qk class
𝑘𝑁 𝑁 = Total Frequency
𝑄𝑘 = 𝐿𝐵 + cfb = Cumulative frequency of the class before the Qk class
𝑓 𝑓Qk = Frequency of Qk class
𝑖 = Size of class interval
𝑘 = 𝑁th quartile, where 𝑁 = 1, 2, and 3

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EXAMPLE: Quartiles

A student researcher recorded the heights of his 35 classmates in centimeters and

constructed a frequency distribution table out of his recorded data. He then wanted to
analyze and interpret the results of these data in the first quartile.

Less than
Class Frequency Lower
Cumulative
Interval (𝒇) Boundary Frequency
145 – 149 1 144.5 35
140 – 144 7 139.5 34
135 – 139 12 134.5 27
(6th-15th score)
130 – 134 9 129.5 15 Q1 Class
125 – 129 4 124.5 6
120 – 124 2 119.5 2
𝑖=5 𝑁 = 35

Note:
• Each lower boundary is obtained by subtracting 0.5 to each of the lower score of
the class interval (e.g. In the class interval 130-134, the lower score is 130 minus
0.5 so the lower boundary is 129.5)

• Less than cumulative frequency can be obtained by adding the frequency starting
from the frequency of the lowest class interval up to the frequency of the highest
class interval. For example, the cumulative frequency up to and including the class
interval 130-134 in the table above, is 2 + 4 + 9 = 15. This signifies that 15 students
have scores less than or equal to 134.

GIVEN 𝑺𝒐𝒍𝒗𝒊𝒏𝒈 𝒇𝒐𝒓 𝑸𝟏 class so, 𝒌 = 𝟏

𝑘𝑁
STEP 1: 𝑄1 = This means we need to find a
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Find the position of the kth class 1(35) class interval where the 8.75th
N=35 𝑄1 = score is contained.
4
𝑄1 = 8.75

Note that the 6th to 15th scores belong to

STEP 2: the 130-134 class interval, thus 8.75 is
Find the class interval where the kth also contained therein.
score is contained.
By inspection, we have the following:
𝐿𝐵 = 129.5 𝑐𝑓𝑏 = 6 𝑓𝑄1 = 9 𝑖=5

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 Compute for Q1:
𝑁
− 𝑐𝑓𝑏
𝑄1 = 𝐿𝐵 + ( 4 )𝑖
STEP 3: Compute using the 𝑓𝑄1
appropriate formula 35 − 6
𝑄 = 129.5 + ( 4 )5
1
9

8.75 − 6
𝑄1 = 129.5 + ( )5
9
𝑄1 = 131.03

This means that 25% of the students have heights less than or equal to 131.03cm,
while the other 75% are taller than 131.03cm.

B FORMULA: Deciles for Grouped Data

We analyze deciles for grouped data by calculating its value. To find its value, follow the
given formula below:
Where:
𝐿𝐵 = Lower Boundary of Dk class
𝑘𝑁 𝑁 = Total Frequency
− 𝑐𝑓
𝐷 = 𝐿𝐵 + 10 cfb = Cumulative frequency of the class before the Dk class
𝑓Dk = Frequency of Dk class
𝑖 = Size of class interval
𝑘 = nth quartile, where n = 1, 2, 3, …, 9

EXAMPLE: Deciles

The ages of 48 members of the Math and Statistics faculty in a certain local university
were recorded for a research conducted by Mr. Agapito. Below shows the frequency
distribution table of the ages recorded. Analyze and interpret the value in the data
given at D5.
Less than
Class Frequency Lower
Cumulative
Interval (𝒇) Boundary Frequency
41 – 43 2 40.5 48
38 – 40 4 37.5 46
35 – 37 5 34.5 42
32 – 34 9 31.5 37
(16th-28th score)
29 – 31 12 28.5 28 D5 Class
26 – 28 16 25.5 16
𝑖=3 𝑁 = 48

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 Note:
• Each lower boundary is obtained by subtracting 0.5 to each of the lower score of
the class interval (e.g. In the class interval 29 - 31, the lower score is 29 minus 0.5
so the lower boundary is 28.5)
• Less than cumulative frequency can be obtained by adding the frequency starting
from the frequency of the lowest class interval up to the frequency of the highest
class interval. For example, the cumulative frequency up to and including the class
interval 29 - 31 in the table above, is 16 + 12 = 28. This signifies that 28 members
of the Mathematics and Statistics faculty have an age of less than or equal to 31.

GIVEN 𝑺𝒐𝒍𝒗𝒊𝒏𝒈 𝒇𝒐𝒓 𝑫𝟓 class so, 𝒌 = 𝟓

𝑘𝑁
𝐷5 =
STEP 1: 10 This means we need to find
Find the position of the kth class 5(48) a class interval where the
𝐷5 =
N = 48 10 24th score is contained.
𝐷5 = 24
Note that the 16th to 28th scores belong to the
STEP 2: 29-31 class interval, thus 24 is also contained
Find the class interval where the therein.
kth score is contained.
By inspection, we have the following:
𝐿𝐵 = 28.5 𝑐𝑓𝑏 = 16 𝑓𝐷5 = 12 𝑖=3
Compute for D5:
𝑘𝑁
− 𝑐𝑓𝑏
𝐷5 = 𝐿𝐵 + (10 )𝑖
STEP 3: Compute using the 𝑓𝐷5
appropriate formula 5(48) − 16
𝐷 = 28.5 + ( 10 )3
5 12

24 − 16
𝐷5 = 28.5 + ( )3
12
𝐷5 = 30.5 ≈ 31

This means that 50% of the Mathematics and Statistics faculty have ages less than
or equal to 31 and the other half are older than 31.

What’s More

ACTIVITY 1

Directions: Study the problem below. Then analyze and interpret the quartile scores of
Q1, Q2, and Q3. Show your solution on a separate sheet of paper.

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Cossette and Jean were tasked to analyze and interpret the daily expenses in pesos
recorded from 30 randomly selected college students. Help Cossette and Jean solve
for the first, second and third quartiles based on the given table below:

Daily Expenses (in pesos) of Thirty College Students

Less than
Lower
Class Interval Frequency (𝒇) Cumulative
Boundary
Frequency
563 – 592 1 562.5 30
530 – 562 1 529.5 29
497 – 529 2 496.5 28
464 – 496 8 463.5 26
431 – 463 7 430.5 18
398 – 430 8 397.5 11
365 – 397 3 364.5 3
𝑖 = 33 𝑁 = 30

ACTIVITY 2

Directions: Study the problem below. Then analyze and interpret the decile scores of
D3, D5, and D8. Show your solution on a separate sheet of paper.

Sara Navales, a Grade 10 student of ZCHS Main, conducted a mini research about
the weights of 50 randomly selected Grade 10 students who frequently have their
recess at the school canteen. The table below shows the organized data she recorded.
Analyze and interpret the data value in 𝐷3, 𝐷5, and 𝐷8.

Weight of 50 students in Kilograms

Lower Less than Cumulative
Class Interval Frequency (𝒇) Boundary Frequency
64 – 66 7 63.5 50
61 – 63 8 60.5 43
58 – 60 15 57.5 35
55 – 57 7 54.5 20
52 – 54 6 51.5 13
49 – 51 3 48.5 7
46 – 48 2 45.5 4
43 – 45 1 42.5 2
40 – 42 1 39.5 1
𝑖=3 𝑁 = 50

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 What I Have Learned
Directions: How well did you learn? Test your knowledge by filling in the graphic
organizer below: (Use another sheet for your answer)

PROBLEM:

DATA:

FREQUENCY
DISTRIBUTION
TABLE:

SOLUTION:

ANALYSIS AND
INTERPRETATION:

What I Can Do
Directions: Study and analyze the given data below. Complete the table by filling out
the missing data needed to solve for the quartile and decile scores. (Use
separate sheet)

The table below shows the ages of 35 randomly selected customers who purchased a
newly introduced Puto Cheese at Sweet Bits Pastry.

Lower Less than Cumulative

Ages Frequency (𝒇)
Boundary Frequency
45 – 49 7
40 – 44 4
35 – 39 5
30 – 34 10
25 – 29 4
20 – 24 3
15 - 19 2
i=5 N = 35

Solve, analyze and interpret the data score at Q3 and D5