# DESCRIPTIVE STATISTICS AND EXPLORATORY DATA ANALYSIS

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1 DESCRIPTIVE STATISTICS AND EXPLORATORY DATA ANALYSIS SEEMA JAGGI Indian Agricultural Statistics Research Institute Library Avenue, New Delhi Descriptive Statistics Statistics is a set of procedures for gathering, measuring, classifying, computing, describing, synthesizing, analyzing, and interpreting systematically acquired quantitative data. Statistics has major two components: the Descriptive Statistics and the Inferential Statistics. Descriptive Statistics gives numerical and graphic procedures to summarize a collection of data in a clear and understandable way whereas Inferential Statistics provides procedures to draw inferences about a population from a sample. Descriptive statistics help us to simplify large amounts of data in a sensible way. Each descriptive statistic reduces lots of data into a simpler summary. There are two basic methods: numerical and graphical. Using the numerical approach one might compute statistics such as the mean and standard deviation. These statistics convey information about the average. The plots contain detailed information about the distribution. Graphical methods are better suited than numerical methods for identifying patterns in the data. Numerical approaches are more precise and objective. Since the numerical and graphical approaches complement each other, it is wise to use both. There are three major characteristics of a single variable that we tend to look at: Distribution Central Tendency Dispersion 1.1 Distribution The distribution is a summary of the frequency of individual values or ranges of values for a variable. The simplest distribution would list every value of a variable and the number of times each value occurs. One of the most common ways to describe a single variable is with a frequency distribution. Frequency distributions can be depicted in two ways, as a table or as a graph. Distributions may also be displayed using percentages. Frequency distribution organizes raw data or observations that have been collected into ungrouped data and grouped data. The Ungrouped Data provide listing of all possible scores that occur in a distribution and then indicating how often each score occurs. Grouped Data combines all possible scores into classes and then indicating how often each score occurs within each class. It is easier to see patterns in the data, but the information about individual scores is lost. Graphs make it easier to see certain characteristics and trends in a set of data. Graphs for quantitative data include Histogram, Frequency Polygon etc. and graphs for qualitative data include Bar Chart, Pie Chart etc. Shape of the Distribution An important aspect of the "description" of a variable is the shape of its distribution, which tells the frequency of values from different ranges of the variable. Typically, a researcher is interested in how well the distribution can be approximated by the normal

2 distribution. Simple descriptive statistics can provide some information relevant to this issue. For example, if the skewness (which measures the deviation of the distribution from symmetry) is clearly different from 0, then that distribution is asymmetrical, while normal distributions are perfectly symmetrical. If the kurtosis (which measures the peakedness of the distribution) is clearly different from 0, then the distribution is either flatter or more peaked than normal; the kurtosis of the normal distribution is 0. More precise information can be obtained by performing one of the tests of normality to determine the probability that the sample came from a normally distributed population of observations (e.g., the so-called Kolmogorov-Smirnov test, or the Shapiro-Wilks' W test). However, none of these tests can entirely substitute for a visual examination of the data using a histogram (i.e., a graph that shows the frequency distribution of a variable). The graph allows you to evaluate the normality of the empirical distribution because it also shows the normal curve superimposed over the histogram. It also allows to examine various aspects of the distribution qualitatively. For example, the distribution could be bimodal (have 2 peaks). This might suggest that the sample is not homogeneous but possibly its elements came from two different populations, each more or less normally distributed. In such case, in order to understand the nature of the variable in question, one should look for a way to quantitatively identify the two sub-samples. 1.2 Central Tendency The central tendency of a distribution is an estimate of the "center" of a distribution of values. There are three major types of estimates of central tendency: Mean Median Mode The Mean or average is probably the most commonly used method of describing central tendency. It is the most common measure of central tendency.to compute the mean, all the values are added up and divided by the number of values. The Median is the score found at the exact middle of the set of values. One way to compute the median is to list all scores in numerical order, and then locate the score in the center of the sample. For example, if there are 500 scores in the list, score number 250 2

3 would be the median. Let the 8 scores be ordered as 15, 15, 15, 20, 20, 21, 25, 36. Score number 4 and number 5 represent the halfway point. Since both of these scores are 20, the median is 20. If the two middle scores had different values, you would have to interpolate to determine the median. The Mode is the most frequently occurring value in the set of scores. To determine the mode, order the scores as shown above, and then count each one. The most frequently occurring value is the mode. It is used for either numerical or categorical data. In the above example, the value 15 occurs three times and is the mode. In some distributions, there may be more than one modal value. For instance, in a bimodal distribution there are two values that occur most frequently. Further, there may not be a mode. Mode is not affected by extreme value. If the yield of paddy from different fields are 6.0, 4.9, 6.0, 5.8, 6.2, 6.0, 6.3, 4.8, 6.0, 5.7 and 6.0 tonnes per hectare, the modal value is 6.0 tonnes per hectare. For the same set of 8 scores, three different values, , 20, and 15 for the mean, median and mode respectively have been obtained. If the distribution is truly normal (i.e., bell-shaped), the mean, median and mode are all equal to each other. While the mean is the most frequently used measure of central tendency, it does suffer from one major drawback. Unlike other measures of central tendency, the mean can be influenced profoundly by one extreme data point (referred to as an "outlier"). The median and mode clearly do not suffer from this problem. There are certainly occasions where the mode or median might be appropriate. For qualitative and categorical data, the mode makes sense, but the mean and median do not. For example, when we are interested in knowing the typical soil type in a locality or the typical cropping pattern in a region we can use mode. On the other hand, if the data is quantitative one, we can use any one of the averages. If the data is quantitative, then we have to consider the nature of the frequency distribution. When the frequency distribution is skewed (not symmetrical), the median or mode will be proper average. In case of raw data in which extreme values, either small or large, are present, the median or mode is the proper average. In case of a symmetrical distribution either mean or median or mode can be used. However, as seen already, the mean is preferred over the other two. When dealing with rates, speed and prices, use harmonic mean. If interest is in relative change, as in the case of bacterial growth, cell division etc., geometric mean is the most appropriate average. The mean, median, and mode can be related (approximately) to the histogram: the mode is the highest bump, the median is where half the area is to the right and half is to the left, and the mean is where the histogram would balance. 1.3 Dispersion Averages are representatives of a frequency distribution but they fail to give a complete picture of the distribution. They do not tell anything about the scatterness of observations within the distribution. 3

4 Suppose that we have the distribution of the yields (kg per plot) of two paddy varieties from 5 plots each. The distribution may be as follows: Variety I Variety II It can be seen that the mean yield for both varieties is 42 kg. But we can not say that the performance of the two varieties are same. There is greater uniformity of yields in the first variety whereas there is more variability in the yields of the second variety. The first variety may be preferred since it is more consistent in yield performance. From the above example, it is obvious that a measure of central tendency alone is not sufficient to describe a frequency distribution. In addition to it we should have a measure of scatterness of observations. The scatterness or variation of observations from their average is called the dispersion. There are different measures of dispersion like the range, the quartile deviation, the mean deviation and the standard deviation. The Range is simply the highest value minus the lowest value. The Standard Deviation (S.D) is a more accurate and detailed estimate of dispersion because an outlier can greatly exaggerate the range. The Standard Deviation shows the relation that set of scores has to the mean of the sample. The standard deviation is the square root of the sum of the squared deviations from the mean divided by the number of scores minus one. Mean deviation is the mean of the deviations of individual values from their average. The average may be either mean or median. For raw data the mean deviation from the median is the least. Although we can calculate these univariate statistics by hand, it gets quite tedious when you have more than a few values and variables. Every statistics program is capable of calculating them easily for you. Measure of Relative Dispersion Suppose that the two distributions to be compared are expressed in the same units and their means are equal or nearly equal. Then their variability can be compared directly by using their standard deviations. However, if their means are widely different or if they are expressed in different units of measurement, we can not use the standard deviations as such for comparing their variability. We have to use the relative measures of dispersion in such situations. There are relative dispersions in relation to range, the quartile deviation, the mean deviation, and the standard deviation. Of these, the coefficient of variation which is related to the standard deviation is important. The coefficient of variation is given by, S.D C.V. = Mean x 100 The C.V. is a unit-free measure. It is always expressed as percentage. The C.V. will be small if the variation is small. Of the two groups, the one with less C.V. is said to be more consistent. 4

5 The coefficient of variation is unreliable if the mean is near zero. Also it is unstable if the measurement scale used is not ratio scale. The C.V. is informative if it is given along with the mean and standard deviation. Otherwise, it may be misleading. Example 1.1: Consider the distribution of the yields (per plot) of two paddy varieties. For the first variety, the mean and standard deviation are 60 kg and 10 kg, respectively. For the second variety, the mean and standard deviation are 50 kg and 9 kg, respectively. Then we have, for the first variety, C.V. = ( 10 / 60 ) x 100 = 16.7 % For the second variety, C.V. = ( 9 / 50 ) x 100 = 18.0 % It is apparent that the variabilitry in first variety is less as compared to that in the second variety. But in terms of standard deviation the interpretation could be reverse. Example 1.2: Consider the measurements on yield and plant height of a paddy variety. The mean and standard deviation for yield are 50 kg and 10 kg respectively. The mean and standard deviation for plant height are 55 cm and 5 cm, respectively. Here the measurements for yield and plant height are in different units. Hence, the variability can be compared only by using coefficient of variation. For yield, C.V. = ( 10 / 50 ) x 100 = 20 % For plant height, C.V. = ( 5 / 55 ) x 100 = 9.1 % The yield is subject to more variation than the plant height. SPSS for Descriptive Statistics A common first step in data analysis is to summarize information about variables in your dataset, such as the averages and variances of variables. Several summary or descriptive statistics are available under the Descriptives option available from the Analyze and Descriptive Statistics menus: Analyze Descriptive Statistics Descriptives... After selecting the Descriptives option, the following dialog box will appear: 5

6 This dialog box allows to select the variables for which descriptive statistics are desired. To select variables, first click on a variable name in the box on the left side of the dialog box, then click on the arrow button that will move those variables to the Variable(s) box. For example, the variables salbegin and salary have been selected in this manner in the above example. To view the available descriptive statistics, click on the button labeled Options. This will produce the following dialog box: Clicking on the boxes next to the statistics' names will result in these statistics being displayed in the output for this procedure. In the above example, only the default statistics have been selected (mean, standard deviation, minimum, and maximum), however, there are several others that could be selected. After selecting all of the statistics you desire, output can be generated by first clicking on the Continue button in the Options dialog box, then clicking on the OK button in the Descriptives dialog box. The statistics that you selected will be printed in the Output Viewer. For example, the selections from the preceding example would produce the following output: 6

7 This output contains information that is useful in understanding the descriptive qualities of the data. The number of cases in the dataset is recorded under the column labeled N. Information about the range of variables is contained in the Minimum and Maximum columns. For example, beginning salaries ranged from \$9000 to \$79,980 whereas current salaries range from \$15,750 to \$135,000. The average salary is contained in the Mean column. Variability can be assessed by examining the values in the Std. column. The standard deviation measures the amount of variability in the distribution of a variable. Thus, the more that the individual data points differ from each other, the larger the standard deviation will be. Conversely, if there is a great deal of similarity between data points, the standard deviation will be quite small. The standard deviation describes the standard amount variables differ from the mean. For example, a starting salary with the value of \$24, is one standard deviation above the mean in the above example in which the variable, salary has a mean of \$17, and a standard deviation of \$7, Examining differences in variability could be useful for anticipating further analyses: in the above example, it is clear that there is much greater variability in the current salaries than beginning salaries. Because equal variances is an assumption of many inferential statistics, this information is important to a data analyst. Frequencies While the descriptive statistics procedure described above is useful for summarizing data with an underlying continuous distribution, the Descriptives procedure will not prove helpful for interpreting categorical data. Instead, it is more useful to investigate the numbers of cases that fall into various categories. The Frequencies option allows you to obtain the number of people within each education level in the dataset. The Frequencies procedure is found under the Analyze menu: Analyze Descriptive Statistics Frequencies... Selecting this menu item produces the following dialog box: 7

8 Select variables by clicking on them in the left box, then clicking the arrow in between the two boxes. Frequencies will be obtained for all of the variables in the box labeled Variable(s). This is the only step necessary for obtaining frequency tables; however, there are several other descriptive statistics available. The example in the above dialog box would produce the following output: Clicking on the Statistics button produces a dialog box with several additional descriptive statistics. Clicking on the Charts button produces the following box which allows you to graphically examine the data in several different formats: 8

9 Each of the available options provides a visual display of the data. For example, clicking on the Histograms button with its suboption, with normal curve, will provide you with a chart similar to that shown below. This will allow you to assess whether your data are normally distributed, which is an assumption of several inferential statistics. You can also use the Explore procedure, available from the Descriptives menu, to obtain the Kolmogorov-Smirnov test, which is a hypothesis test to determine if your data are normally distributed. 2. Exploratory Data Analysis Exploratory Data Analysis (EDA) is an approach for data analysis that employs a variety of techniques to 9

10 maximize insight into a data set; uncover underlying structure; extract important variables; detect outliers and anomalies; test underlying assumptions; develop parsimonious models; and determine optimal factor settings. Most EDA techniques are graphical in nature with a few quantitative techniques. The reason for the heavy reliance on graphics is that by its very nature the main role of EDA is to open-mindedly explore, and graphics gives the analysts unparalleled power to do so, enticing the data to reveal its structural secrets, and being always ready to gain some new, often unsuspected, insight into the data. In combination with the natural patternrecognition capabilities that we all possess, graphics provides, of course, unparalleled power to carry this out. The particular graphical techniques employed in EDA are often quite simple, consisting of various techniques of: Plotting the raw data (such as data traces, histograms, bihistograms, stem and leaf display, probability plots, lag plots, block plots, Youden plots, scatter plots, character plots, residual plots. Plotting simple statistics such as mean plots, standard deviation plots, box plots, and main effects plots of the raw data. Positioning such plots so as to maximize our natural pattern-recognition abilities, such as using multiple plots per page. For classical analysis, the sequence is Problem => Data => Model => Analysis => Conclusions For EDA, the sequence is Problem => Data => Analysis => Model => Conclusions Thus for classical analysis, the data collection is followed by the imposition of a model (normality, linearity, etc.) and the analysis, estimation, and testing that follows are focused on the parameters of that model. For EDA, the data collection is not followed by a model imposition; rather it is followed immediately by analysis with a goal of inferring what model would be appropriate. Many EDA techniques make little or no assumptions--they present and show the data--all of the data--as is, with fewer encumbering assumptions. Graphical procedures are not just tools that we could use in an EDA context, they are tools that we must use. Such graphical tools are the shortest path to gaining insight into a data set in terms of testing assumptions model selection model validation estimator selection relationship identification factor effect determination outlier detection 10

11 If one is not using statistical graphics, then one is forfeiting insight into one or more aspects of the underlying structure of the data. Box plots are an excellent tool for conveying location and variation information in data sets, particularly for detecting and illustrating location and variation changes between different groups of data. This box plot, comparing four machines for energy output, shows that machine has a significant effect on energy with respect to both location and variation. Machine 3 has the highest energy response (about 72.5); machine 4 has the least variable energy response with about 50% of its readings being within 1 energy unit The box plot can provide answers to the following questions: Is a factor significant? Does the location differ between subgroups? Does the variation differ between subgroups? Are there any outliers? A scatter plot reveals relationships or association between two variables. Such relationships manifest themselves by any non-random structure in the plot. 11

12 This sample plot reveals a linear relationship between the two variables indicating that a linear regression model might be appropriate. Scatter plots can provide answers to the following questions: Are variables X and Y related? Are variables X and Y linearly related? Are variables X and Y non-linearly related? Does the variation in Y change depending on X? Are there outliers? The probability plot is a graphical technique for assessing whether or not a data set follows a given distribution such as the normal. The data are plotted against a theoretical distribution in such a way that the points should form approximately a straight line. Departures from this straight line indicate departures from the specified distribution. The correlation coefficient associated with the linear fit to the data in the probability plot is a measure of the goodness of the fit. Estimates of the location and scale parameters of the distribution are given by the intercept and slope. Probability plots can be generated for several competing distributions to see which provides the best fit, and the probability plot generating the highest correlation coefficient is the best choice since it generates the straightest probability plot. For distributions with shape parameters (not counting location and scale parameters), the shape parameters must be known in order to generate the probability plot. For distributions with a single shape parameter, the probability plot correlation coefficient (PPCC) plot provides an excellent method for estimating the shape parameter. The histogram can be used to answer the following questions: What kind of population distribution do the data come from? Where are the data located? How spread out are the data? Are the data symmetric or skewed? Are there outliers in the data? Another method of displaying a set of data is with a stem-and-leaf plot. A stem-and-leaf plot is a display that organizes data to show its shape and distribution. In a stem-and-leaf plot, each data value is split into a stem and a leaf. The leaf is usually the last digit of the number and the other digits to the left of the leaf form the stem. The number 123 would be split as: stem 12 leaf 3 A stem-and-leaf plot resembles a histogram turned sideways. The stem values could represent the intervals of a histogram, and the leaf values could represent the frequency 12

13 for each interval. One advantage to the stem-and-leaf plot over the histogram is that the stem-and-leaf plot displays not only the frequency for each interval, but also displays all of the individual values within that interval. Example 2.1: Following is the data on temperatures: Enter all the data of temperatures sequentially until stem and leaf plot contains all of the data. The stem and leaf plot is as shown below: Temperatures Tens Ones Example 2.2: An example of the role that graphics play in terms of providing insight into a data is shown in the following data set: X Y If the goal of the analysis is to compute summary statistics plus determine the best linear fit for Y as a function of X, the results might be given as: N = 11 Mean of X = 9.0 Mean of Y = 7.5 Intercept = 3 Slope = 0.5 Residual standard deviation = Correlation = The above quantitative analysis, although valuable, gives only limited insight into the data. In contrast, the following simple scatter plot of the data 13

14 suggests the following: The data set behaves like a linear curve with some scatter; There is no justification for a more complicated model (e.g., quadratic); There are no outliers; The vertical spread of the data appears to be of equal height irrespective of the X- value; this indicates that the data are equally-precise throughout and so a regular (that is, equi-weighted) fit is appropriate. 3. Measurement Scales Variables differ in "how well" they can be measured, i.e., in how much measurable information their measurement scale can provide. There is obviously some measurement error involved in every measurement, which determines the "amount of information" that we can obtain. Another factor that determines the amount of information that can be provided by a variable is its "type of measurement scale." Specifically variables are classified as (a) nominal, (b) ordinal, (c) interval or (d) ratio. Nominal variables allow for only qualitative classification. That is, they can be measured only in terms of whether the individual items belong to some distinctively different categories, but we cannot quantify or even rank order those categories. For example, all we can say is that 2 individuals are different in terms of variable A (e.g., they are of different race), but we cannot say which one "has more" of the quality represented by the variable. Typical examples of nominal variables are soil type, variety, gender, race, color, city, etc. Ordinal variables allow us to rank order the items we measure in terms of which has less and which has more of the quality represented by the variable, but still they do not allow us to say "how much more." A typical example of an ordinal variable is the socioeconomic status of families. For example, we know that upper-middle is higher than middle but we cannot say that it is, for example, 18% higher. Also this very distinction between nominal, ordinal, and interval scales itself represents a good 14

15 example of an ordinal variable. For example, we can say that nominal measurement provides less information than ordinal measurement, but we cannot say "how much less" or how this difference compares to the difference between ordinal and interval scales. Interval variables allow us not only to rank order the items that are measured, but also to quantify and compare the sizes of differences between them. For example, temperature, as measured in degrees Fahrenheit or Celsius, constitutes an interval scale. We can say that a temperature of 40 degrees is higher than a temperature of 30 degrees, and that an increase from 20 to 40 degrees is twice as much as an increase from 30 to 40 degrees. Ratio variables are very similar to interval variables; in addition to all the properties of interval variables, they feature an identifiable absolute zero point, thus they allow for statements such as x is two times more than y. Typical examples of ratio scales are measures of time or space. For example, as the Kelvin temperature scale is a ratio scale, not only can we say that a temperature of 200 degrees is higher than one of 100 degrees, we can correctly state that it is twice as high. Interval scales do not have the ratio property. Most statistical data analysis procedures do not distinguish between the interval and ratio properties of the measurement scales. EXERCISE The following data relate to the grain yield (in gm per plot) of a sorghum variety from 100 experimental plots of equal area: Perform the frequency distribution of the above data by dividing the data into classes of size Find the measures of central tendency. 3. Find the measures of dispersion. 4. Create the stem and leaf display and box plot 15

16 Analysis using SPSS Data Entry, Transform Recode Into same variable Making class intervals 16

17 Measures of central tendency and dispersion Output 17

18 Analyze Descriptive Explore Stem and leaf display 18

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