© 2004 demographic perspectives w 1 effective tables and charts important elements of graphic...

© 2004 Demographic Perspectives www.dem-

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Effective Tables and Charts

Important Elements of Graphic Presentation

of Data

Rena Cheskis-Gold


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Part I. Charting Data


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Basic Table

Division % Male# Col. % # Col. % # Col. % Row %

Nat. Science 126 42% 110 35% 236 39% 53%

Social Science 108 36% 120 39% 228 37% 47%

Humanities 66 22% 80 26% 146 24% 45%

Total 300 100% 310 100% 610 100% 49%

Male Female Total

Students by Gender by Major Division


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Bar Charts • Quickly compare one category to another.

Male Students Percentage by Major Division,

42%36%

22%

0%

10%

20%

30%

40%

50%

60%

70%

Natural Science Social Science Humanities

% o

f All

Mal

e S

tud

ents


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Pie Charts•Less flexible than bar charts.

•Must include all categories and add to 100%.

Percent of Students in Each Major Division

42%

36%

22% NaturalScienceSocial Science

Humanities


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When there is a second layer of information, you must use a bar chart.

Major Division,% of Students Who are Male

53%47% 45%

0%

10%

20%

30%

40%

50%

60%

70%


% M

ale


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Bar charts are useful for more complex comparisons.

Percent Very Satisfied, by Major Division,Gallilee College vs. Arad University

41%36%

55%

34%

24%

44%

0%

10%

20%

30%

40%

50%

60%

70%


Gallilee Arad

Students in every major division are significantly more satisfied at Gallilee College.


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Comparing Distributions:Males to Females

Satisfaction with Courses in Major Divisions, Males vs. Females

50%55%

44%

56%50% 50%

0%

10%

20%

30%

40%

50%

60%

70%


% S

atis

fied

Male

Female


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Comparing Divisions

Satisfaction with Courses in Major Divisions, by Division, for Males and Females

50%56%55%

50%44%

50%

0%

10%

20%

30%

40%

50%

60%

70%

Male Female

% S

atis

fied



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Time PlotsNumber of Students Withdrawing

in First Semester

35

23

1210

0

5

10

15

20

25

30

35

40

September October November December

# of S

tude

nts

Number of Students Withdrawing in First Semester

35

23

1210

0

5

10

15

20

25

30

35

40


# of S

tude

nts


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Cumulative Time Plot

Cumulative Number of Students Withdrawing in First Semester

35

58

70

80

0

10

20

30

40

50

60

70

80

90


Cum

ulat

ive

# of

Stu

dent

s


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Box Plots

• To Summarize Large Amounts of Information2002 Senior Survey Advising

Satisfaction Scores for Galillee College and 5 Peer Schools

Advising Before Major Advising in Major In Major, Quality of Advising1.0

1.5

2.0

2.5

3.0

3.5

4.0

High/Low Median Galillee

Note: On a scale from (1) Very Dissatisfied; (2) Generally Dissatisfied; (3) Generally Satisfied; (4) Very Satisfied.

Demographic Perspectives 9-20-02


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Part II. Statistical Thinking


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When to chart or not?

1. Enough variation to chart?

2. Makes sense to chart?

3. Interesting enough to chart?

4. Precise enough to chart?

5. Enough information to draw a conclusion?

6. Is a chart the best way?


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Is there enough variation to warrant a chart?

Satisfaction with Courses in Major Divisions, by Division, for Males and Females

50% 51%49% 50%51% 48%

0%

10%

20%

30%

40%

50%

60%

70%

Male Female

% S

atis

fied



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Will the comparison make sense if charted?

Increase in Endowment Over Five Years

$250,000,000

$10,000 $15,000

$300,000,000

$0

$50,000,000

$100,000,000

$150,000,000

$200,000,000

$250,000,000

$300,000,000

$350,000,000

Arad University Galilee College Hilltop College University ofNorthwest


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Are the data interesting enough to chart?

Percent of Students in Each Major Division

26%

35%39%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%


% o

f St

uden

ts


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Are the data precise enough to chart?

Percent Very Satisfied, by Major Division,Gallilee College vs. University of Arad

40.5%35.9%

55.2%

33.9%

23.5%

44.4%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%


Gallilee Arad

Students in every major division are significantly more satisfied at Gallilee College.


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Is a chart the best way to display these data?

Q8. Quality of Academic ExperienceScale: 1 = Very dissatisfied; 4 = Very satisfied

1.8

2.3

2.5

2.8

2.7

2.7

3.0

3.1

3.1

2.9

3.1

2.1

2.2

2.5

2.7

2.9

2.9

2.9

3.0

3.0

3.1

3.1

3.2

1.0 1.5 2.0 2.5 3.0 3.5 4.0

Study off-campus or abroad

Academic advising before declaring major

Academic advising in your major

Internships

Out of class faculty availability

Class size

Tutorial help or academic assistance

Interdisciplinary courses

Opportunity to participate in research with faculty member

Course availability

Independent study, self-designed courses

Quality of instruction

Mean Satisfaction

2002

1998


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Part III.Effective Presentation

of Data


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Importance of an Effective Data Presentation

• The desired effect is not ‘data,’ but ‘information.’

• A good appearance will not disguise bad data, but a bad appearance may minimize your good efforts.


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Why Do We Need to Understand Graphic Design?

• To have the correct vocabulary to communicate with design professionals

• To work efficiently and produce better quality documents

• Good design is “intelligence made visible”


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Project Background Questions

• What are the expectations of the audience? What is their level of sophistication?

• How will the document be used?

• What are the available resources and timetable?

• How and where will the document be printed, and are there cost limitations?


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Basic Graphic Design Elements

1. Unity2. Variety3. Design a Page Grid4. Group Related Items5. Establish Clear Alignments6. Repeat Visual Elements7. Utilize Strong Contrasts8. Choose Appropriate Fonts


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Style Considerations

1. Size

2. Reproduction

3. Lines

4. Level of Precision

5. Over-label

6. Choosing Your Style

7. Abbreviations


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“Although we often hear that data

speak for themselves, their voices

can be soft and sly.”

Mosteller, F. Beginning Statistics with Data Analysis. 1983.


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• Using ‘chart junk’

• No relative basis in comparing data batches

• Compressing the Vertical axis

• No zero point on the

vertical axis

Conceptual Errors in Presenting Data

Anna Waggener, U.S. Army War College


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‘Chart Junk’ and Lie Factor

Good Presentation

1960: $1.00

1970: $1.60

1980: $3.10

1990: $3.80

Minimum Wage Minimum Wage

0

2

4

1960 1970 1980 1990

$

Bad Presentation

Source: Anna Waggener


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No Relative Basis

Good PresentationA’s received by

students.A’s received by

students.

Bad Presentation

0

200

300

FR SO JR SR

Freq.

10%

30%

FR SO JR SR

%



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No Zero Point on Vertical Axis

Good Presentation

Monthly Expenses Monthly Expenses

Bad Presentation

0

20

40

60

J F M A M J

$

36

39

42

45

J F M A M J

$

Graphing the first six months of sales.



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More Errors in Presenting Data

1. Inappropriate use of depth

2. Poor labeling

3. Too small or too crowded

4. Bad translation from color to black and white

5. Not enough information


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Especially Annoying Errors in Presenting Data

1. Usage of abbreviations, especially computer variables

2. Superfluous ‘tick’ marks

3. Vibration

4. Unnecessary precision

5. Data hiding in text form


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Using Fonts in Presentations

1. Pick the right font for the message.

2. Serif fonts (Times New Roman) vs. Sans Serif fonts (Arial).

3. Use bold, italics, and color carefully.

4. Consistency is important.

Source: Microsoft Powerpoint.


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Typical Powerpoint Default Chart

0

10

20

30

40

50

60

70

80

90

1st Qtr 2nd Qtr 3rd Qtr 4th Qtr

East

West

North


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Better Version of Default Chart

2027

20

3139

35 32

46 47 45 44

90

0

20

40

60

80

100

1st Qtr 2nd Qtr 3rd Qtr 4th Qtr

Sales Quarter

Wid

gets

East West North


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For help or information, contact

Rena Cheskis-Gold, (203) 397-1612

[email protected].

© 2004 demographic perspectives w 1 effective tables and charts important elements of graphic...

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