Q U A RT E R 2

Understanding Data and

Ways to Systematically
Collect Data
SHS Mass Training of Teachers, Practical Research
2
U n d e r s t a n d i n g D a t a a n d Way s t o S y s t e m a t i c a l l y
Standards and Competencies
Collect Data

Content Standards: The Performance Standards: The

learner demonstrates learner is able to: (a) describe
understanding of: (1) adequately quantitative research
quantitative research designs, sample, instrument used,
designs; (2) description of intervention (if applicable), data
sample; (3) instrument collection, and analysis
development; (4) procedures, or (b*) apply
description of intervention imaginatively art/design principles
(if applicable); (5) data to create artwork
collection and analysis
procedures; and (6)
guidelines in writing Word hard. Study Harder.
research methodology
U n d e r s t a n d i n g D a t a a n d Way s t o S y s t e m a t i c a l l y
Collect Data
Standards and Competencies
Learning Competencies
The learner…
1. chooses appropriate 4. describes intervention (if
quantitative research applicable);
design 5. plans data collection procedure;
2. describes sampling 6. plans data analysis using
procedure and the sample; statistics and hypothesis testing
3. constructs an instrument (if appropriate); and
and establishes its validity 7. presents written research
and reliability; methodology.
Word hard. Study Harder.
Let’s get
critical.
Identifying critical
competencies in the
• For 6 minutes, examine the first three
curriculum guide
Understanding Data content units (all under the first quarter) of
and Ways to the curriculum guide for the learning
Systematically Collect competencies.
Data • Determine exactly 2 competencies per
Finding Answers content unit that your group finds to be
Through Data MOST DIFFICULT TO TEACH or MOST
Collection CRITICAL TO LEARN.
• Follow the color coding of the content units
Reporting and Sharing at the right.
Findings
• Write your main concern through a
question or a statement below the LC code.
• Post answers on your station.
Chapter
Content
Chapter III
METHODOLOGY
Research Design
The Sample
The Instruments
Intervention
Data Collection Procedure
Data Analysis Procedures
 Research designs are the specific procedures
involved in the research process: sampling, data
collection, and data analysis.

Research
Design
 The first step leading to the process of
collecting quantitative data is to identify the
people and places you plan to study.
This involves determining which group of
people will you study, who, specifically, these
people are, and how many of them you will
need to involve.
Identifying the representative group that will
The take part in the study is an important aspect
of the research that you need to specify.
Sample
  description of the subjects, number, and grade
level (for students), naming school and its
location, unless with confidentiality conditions.
Otherwise, only location, type, and size of school
are stated;
 number of classes, class size, and number of
teachers are indicated;
 how students and teachers are selected
(sampling procedure) is described.
 After data collection, put actual sample: sample
size, distribution of subjects by sex and average
The age.
Sample  If applicable, describe relevant characteristics of
teachers like sex, teaching experience,
educational attainment, and related training.
Probability sampling

▷ refers to the selection of a sample

from a population, when this
selection is based on the principle of
randomization, that is, random
selection or chance. Probability
sampling is more complex, more time-
consuming and usually more costly than
non-probability sampling.
Non-probability sampling

▷ is a method of selecting units from a

population using a subjective (i.e.
non-random) method. Since non-
probability sampling does not require a
complete survey frame, it is a fast, easy
and inexpensive way of obtaining data.
Sampling Techniques
Probability Sampling Techniques

SYSTEMATIC SAMPLING

Taking every kth element

SIMPLE RANDOM SAMPLING in the population as a
sample, where
Drawing randomly from a
list of the population (e.g.:
names from a hat, using a
matrix of random
numbers).
Sampling Techniques
Probability Sampling Techniques

STRATIFIED RANDOM
SAMPLING
CLUSTER SAMPLING
a process in which certain
subgroups, or strata, are The selection of groups,
selected for the sample in or
the same proportion as clusters, of subjects
they exist in the rather than individuals
population
Sampling Techniques
Non-probability Sampling
Techniques

QUOTA SAMPLING

CONVENIENCE SAMPLING
The number of samples is
decided by the researcher
is selecting a group of and selection is also made
individuals who are out of availability of the
conveniently available respondent.
for study
Sampling Techniques
Non-probability Sampling
Techniques

SNOWBALL SAMPLING
PURPOSIVE SAMPLING

Using researcher’s
judgment to select a One sample leads on to
sample that they believe, more of the same kind of
based on prior sample.
information, will provide
the data they need.
Thin
k of A teacher wants to conduct an action research in
order to determine the effectiveness of home-
this based family counseling on the attendance of
students. Of her 56 students, she has selected
20 whose residences are within a kilometer’s
radius from the school.

What sampling technique did the teacher use?

Do you agree on the strategy she has employed?
  This refers to the questionnaire or data
gathering tool to be constructed, validated
and administered.
 If the instrument is prepared by the
researcher, it should be tested for validity
and reliability. However, if the instrument
is standardized, the student should
indicate its description as to its items,
scoring and qualification.
The  The researcher must explain its parts, and
Instrume how the instrument will be validated. The
instrument to be used should be appended
nt (except for standardized).
 CRITERIA for CHOOSING a GOOD
INSTRUMENT
 Is it recent?
 Is it widely cited? Are reviews available?
 Is it reliable?
 Is it valid?
 Does the procedure for recording data fit
the research questions in your study?
The
 Does the instrument contain accepted
Instrume scales of measurement?
nt Creswell, 2012
Think A group of Grade 12 students is doing a research to know
if Facebook can be used to encourage SHS students to
of thisdiscuss more actively their lessons in Math.
They decided to do a series of activities by posting several
problems on Facebook and asking students to freely
discuss by commenting on the problem.
To assess how effective this activity was, they required
their participants to “like” the Facebook post if they feel
like doing so.
It was found out that of the 100 participants, 95 “liked”
the post.
The group therefore concluded that Facebook is an
effective way to encourage active discussion.
Reliability and Validity

Reliability and validity are  Validity refers to

both about how well a the accuracy of a
method measures measure (whether the
something: results really do represent
 Reliability refers to what they are supposed to
the consistency of a measure).
measure (whether the ▷ If you are doing
results can be reproduced experimental research,
under the same you also have to consider
conditions). the
internal and external validit
y
of your experiment.
 the extent to which the content or
topic of the test is truly representative
Content
of the content of the course. Validity

Construct the extent to which the test measures

Validity a theoretical construct or trait

the degree to which the test agrees

or correlates with a criterion set up as
Criterion
an acceptable measure Validity

Types of Predictive how well predictions made from the

test are confirmed by evidence
Validity
Validity
gathered at some subsequent time
 Example: validation of an
achievement test based on
Content
contents of the CG. Validity

Example: validation of an IQ test …

Construct should gauge high IQ in ones with
Validity high IQ and low in those with low
IQ.

Example: validation of a teacher-

made achievement test by
Criterion
comparing it to a validated NAT. Validity

Types of Predictive Example: validation of questionnaires

used for review by comparing
Validity performance of exam takers during
Validity review using the reviewer and the
actual exam.
 Content validation refers to the process of
establishing validity of an instrument (Frank-
Stromberg, 2004).
Lawshe’s model can serve this purpose. This
involves a panel of subject matter experts
rating items as “essential”, “useful, but not
essential”, or “not necessary.”
Items deemed “essential” by a critical
number of panel members are then included
Establishi within the final instrument, with items failing
ng to achieve this critical level discarded (Ayre,
Validity 2014).
 Visualizing Content Validity through
Expert Validation

For instance, the teacher wishes to validate a

test in English. He requests experts in English
to validate if his test items measure the
knowledge, skills, and values they are
supposed to measure as stated in the course
content/syllabus/curriculum guide.
Establishi
To validate each item, the experts check the
ng options: 3 (retain), 2 (revise), or 1 (delete). If
Validity the mean per item is 2.5 to 3, the item is
retained; if 1.5 to 2.4, revised; and if 1.0 to
 Example:

Retain Revise Delete

Questions 3 2 1

1. He (hears, hear) mass every day. 3 2 1

2. His daily allowance of Php 50 (is, are) not 3 2 1

enough.

3. Joyce (buy, buys) apples. 3 2 1

Establishi 4. Yvonne (give, gives) alms to beggar. 3 2 1

ng
5. Kylie (puts, put) flowers in the vase. 3 2 1
Validity
Measurin
g
Reliabilit
y
Teachknowlog
y
Cronbach’s alpha (α) is a test of reliability technique that requires
only a single test administration to provide a unique estimate of the
reliability for a given test. It is computed as the average value of the
reliability coefficients one would obtain for all possible combination of
items when split into two half tests (Gliem & Gliem, 2003).
Coefficient normally ranges between zero and one. However, there is
actually no lower limit to the coefficient. The closer Cronbach’s alpha
coefficient is to 1.0, the greater the internal consistency of the items
in the scale.
Teachknowlog
y
  Enumerate instruments to be used.
Indicate if researcher-made, adopted or
modified (give author, year, & reliability
coefficient).
 Quickly describe pilot-testing of
instruments.
 Indicate how researcher-made instruments
will be content-validated.
The  Indicate computing reliability coefficient,
commonly Cronbach alpha, for rating
Instrume scale and tests.
nt  Add structure/parts and number of items
of each instrument.
  Add Table of Specifications for researcher-
made tests.
 Add details of content validation: who the
experts are without naming them.
 Add details of pilot-testing (when and
who), and describe group (similar to group
to which instruments will be eventually
administered).
The
Instrume
nt
  Clearly and completely describe how
the intervention will be implemented,
such that the reader can replicate
the intervention.
 Describe what happens in
comparison group.
The
Interventi
on
  Quickly describe whose permission will be
sought and arrangements to make to
administer instruments.
 Describe when instruments will be
administered and who will administer
them.
Data  Add details on arrangements and
Collectio administration of instruments, if needed.
n
Procedur
e
 This section indicates how the data will be
analyzed and reported; it should specify the
qualitative and/or quantitative methods that
will be used in analyzing the data gathered
for the research.
In writing this section,
 Describe analysis to be done for each
research question, following sequence in
Data Statement of Problem.
Analysis  State if tests of hypotheses will be done
Procedur and for what purpose.
 Indicate that tests of hypotheses will be
e done at . 05 level of significance.
  Level of significance or p value = no. of
cases out of 100 cases that results are due
to chance alone.
 Add scoring system for instruments.
 Avoid giving formulas or standard
procedures for statistical tools (reader is
Data expected to know these or look them up in
Analysis statistics references).

Procedur
e
 Data
Analysis
Procedur
e
 BULLYING INCIDENCE AND GRADE 11 STUDENTS’
ATTENDANCE
Research Design
This research used correlational design.
The Sample
Alangalang National High School, Alangalang, Leyte
Region 8 is purposively selected due to its big size. One
section with a class of forty (40) Grade 11 students is
randomly selected. The study will be accomplished for the
School Year (SY) 2017-2018.
The Instruments
There will be one (1) self-made questionnaire for the
Sample study with three (3) questions. The first questions is based on
bullying experience, second is on the type of bullying
experience, and the third is the number of absences. The
questionnaire will be pilot tested to five students who are not
 Data Collection Procedure
The researchers will seek written permission from
the principal of Alangalang Senior High School for the
conduct of the study. An inform consent will also be
provided to the students. The parents will also be asked
through a written permission.
The respondents will be oriented on the research
objectives and outcomes. The researchers will
administer the following the self-made questionnaire.
Data Analaysis
All the data will be compiled and treated based on
parametric and non-parametric measures. The data on
Sample the frequency of bullying incidence and attendance will
be treated to simple percentage and will be presented
through a bar graph. The test of difference on two
groups will be based on one-paired T-test for
WORKSHOP, CHAPTER
THREE
Methodology
Research Design
The Sample
The Instruments
Intervention
Data Collection Procedure
Data Analysis Procedures

Write Chapter III of your mock research. (30

minutes)
 End of session 2A.
THANK YOU!

Revisit the Park n’ Go Area

Session 2B:
Finding Answers
through Data Collection
SHS Mass Training of Teachers, Practical Research
2
Finding Answers through Data Collection
Standards and Competencies
Content Standards: The Learning Competencies
learner demonstrates The learner…
understanding of: (1) data
1. Collects data using appropriate
collection procedures and
instruments
skills using varied
instruments; (2) data 2. Presents and interprets data in
processing, organizing, and tabular and graphical forms
analysis. 3. Use statistical techniques to
Performance Standards: analyze data – study of
The learner is able to gather differences and relationships
and analyze data with limited for bivariate analysis
intellectual honesty, using Word hard. Study Harder.
suitable techniques
Chapter
Content Chapter IV
PRESENTATION AND
ANALYSIS OF DATA

In reporting the results, the researcher stays

close to the statistical findings without drawing
broader implications or meaning from them.
Further, this section includes summaries of the
data rather than the raw data (e.g., the actual
scores for individuals). A results section include
tables, figures, and detailed explanations about
the statistical results
 Before writing this section,
 Rewrite Chapters 1-3 before or after data
analysis and before writing Chapter 4.
 Rewrite Chapters 1-3 in past tense,
wherever applicable, and make
corrections for actual data collection and
data analysis procedures.
Rewritin
g Initial
Chapters
 1 Score the data (Coding)
2 Select a statistical
program (e.g. SPSS).
3 Input the data
4 Clean and account for
missing data.
Assigning a
Preparin numeric score to
each response
g Data category for each
question in the
for instrument used

Analysis
 1 Describe trends in the data to a single
variable or question on your
instrument.
2
Compare two or more groups on the
independent variable in terms of the
dependent variable.
3
Relate two or more variables.
How to 4
Test hypothesis about the differences
Analyze in the groups or the relationships of
Quantitativ variables.
e Data
 In writing this chapter,
 Reexamine your research question and
identify the important variables included
in the research. Label section headings
based on research questions and follow
their sequence
 Determine parts of the data you collected
that focused on each of the variables.
One subsection should be devoted to
How to presenting data relevant to each variable.
Use tables and graphs in presenting
State statistical data.
Results  Put greater emphasis on significant
results. Results that are sidelights should
  Do not state any differences were present
between groups unless a significant p-
value is attached.
 Do not comment on results.
 Select statistics and place them in the
most reasonable order
 Include
• tables, graphs, figures for quantitative
study
How to • statistical results of hypotheses tested
• possible explanations of unexpected
State results
Results • Implications of results to existing
situation
 Quantitative data are organized &
summarized in tables and figures.
Information shown in tables and figures is
elaborated in the text.
Present results of hypothesis test in tables
using statistical format, e.g., t value and
level of significance (p-value).
Tables
and
Figures
 Distribution of Grade 4 Stu-
dents’ Level of Reading Skill

To compare 9
14
proportions and
relative amounts
(How big?), use a
pie chart, a
horizontal bar
chart, or a table 27

Choosing Frustration Instructional

Independent
Graph
Types
 Distribution of Learners by Reading Level over the
course of the Intervention Program

27
26
25 25

19

16
14
13
12

9
8
6

Choosing Start of the Program Week 1 Week 2 Week 3

Graph
Frustration Instructional Independent

Types To show trends (How do things change over

time?), use a column chart or line graph
 Grade 4 Learners’ Reading Test Scores
and Hours Spent on Reading per Week

Hours Spent on Reading per Week

14

12

10

0
0 5 10 15 20 25 30

Choosing Reading Test Score

Graph To show correlations (how well does one thing

Types predict another?), use a scatterplot or multiplot
chart.
 Enrich and support quantitative
analysis with qualitative data analysis
using selected quotes/utterances &
observed behavior of subjects.

Results
of
Hypothes
is Testing
 Compare results of present study with
related studies, as follows:
This result
is consistent with or similar to that
Results of… (related study)
of contradicts/opposes that of… (related
Related study)
Studies
 Needed especially when results are
not those expected by researcher.
Cite all things that happened that may
have affected findings.
Look at limitations of the study, e.g., in
sampling, instrumentation,
intervention, and data collection.
Possible
Explanatio
ns
  Was the conduct of research not
implemented as planned? Were there
deviations from planned procedure?
 Was dosage or duration of experiment of
intervention sufficient?
 Was there a contamination of comparison
group?
 Are there characteristics of sample that
affected the results?
Possible  Were there issues with the instruments’
Explanatio validity and reliability? in test
administration?
ns
 Was there any instance of resistance of
 If some or all findings are different
from expected, have a section on re-
conceptualized framework at end of
Chapter 4 and make diagram of re-
conceptualized framework.
Starting with text, cite figure
(diagram) of re-conceptualized
Re-
framework. Explain changes vis-à-vis
conceptualized Conceptual Framework of the Study.
Framework
 Data
Presentation
and
Interpretation
in Tabular &
Graphical
Forms
 a. apply the different methods
quantitative data processing.
b. present quantitative data in textual,
tabular, and graphical forms.
c. interpret statistical results of a given
OBJECTIVES
data set.
 It is important to process the data
collected carefully.
- editing, coding, classifying,
tabulating, and charting and
diagramming research data.
The essence of data processing in
research is
data reduction.
Data reduction involves winnowing out
Methods of the irrelevant from the
Data relevant data and establishing order
Processing from chaos and giving shape to a mass of
data. There are several steps in data
1. Editing of Data.
Editing is the process of examining
the data collected in
questionnaires/schedules to detect
errors and omissions and to see that
they are corrected, and the
schedules are ready for tabulation.
The researcher must see to it that
data are accurate, relevant,
consistent, complete, and
acceptable by general people.
2. Coding of Data.
Coding is necessary for efficient analysis and through it
the several replies from the respondents may be
reduced to a smaller number of classes which contain
the critical information required for
analysis.
Coding decisions should usually be taken at the
designing
stage of the questionnaire.
Coding is the process/operation by which
data/responses are organized into classes or categories
and numerals or other symbols are given to each item
according to the class in which t falls. In other words,
coding involves two important operations;
(a) deciding the categories to be used and
(b) allocating individual answers to them.
3. Classification of Data.
Data must be classified or categorized in
the
statistical data under various
understandable homogeneous groups for
the purpose of convenient interpretation.
A uniformity of attributes is the basic
criterion for classification; and the
grouping of data is made according to
similarity.
Classification becomes necessary when
there is
diversity in the data collected for
4. Tabulation of Data.
Tabulation is the process of
summarizing raw data and
displaying it in compact form for
further analysis.
 a. Title of Table. The table should be first given a
brief, simple, and
clear title which may express the basis of
classification based on
the purpose of the study.
b. Columns and Rows. Each table should be
prepared in just
adequate number of columns and rows.
c. Captions. The columns and rows should be given
simple and
clear captions so the ordinary reader can understand
the data.
d. Ruling. Columns and rows should be divided by
TABULATION OF means of thin or
DATA thick rulings.
e. Arrangement of items. Comparable figures
should be arranged
 i. Special emphasis. This can be done
by writing important data in bold or
special letters.
j. Unit of measurement. The unit
should be noted below the lines.
k. Approximation. This should also be
noted below the title.
l. Footnotes. this may be given below
the table.
TABULATION OF m. Total. totals of each column and
DATA grand total should be in one line.
n. Source. Source of data must be
given.
Organizing the Data
Raw data are
unprocessed/unorganized
source data, such as the data
from the different population.
When the data are
processed/summarized/
categorized they are called
output data.
Scope and Purpose of Data Analysis

The process of data analysis is used to describe,

summarize, and compare
data using statistical techniques in a systematic manner.
There are three basic steps in data analysis:
Step 1. Organizing and preparing the data for analysis.
Step 2. Analyzing the data.
Step 3. Interpreting results.

Data analysis and interpretation is the process of assigning

meaning to
the collected information and the conclusions, significance,
and implications of the findings (Tania, 2014). Spreadsheet
software and other statistical tool can be helpful in
organizing the data. Readily available computer programs,
such as MS Excel and MS Access, may be useful. Excel
tends to be easily accessible for most people who have
access to a computer with Microsoft products (Wilder
 Data Interpretation

After gathering the data, they must be

tabulated and computed so the
researcher can analyze and interpret the
result.
Research interpretation is defined as
adequate exposition of the true meaning
of the material presented in terms of the
Data purpose of the study (Reyes, 2004).
Interpretation
Data
Interpretation
Data
Interpretation
 Presentation of Data
To be able to create and present an organized
picture of information from research report, it is
important to use certain techniques to
communicate findings and interpretations of
research studies into visual forms. The
common techniques being used to display data
results are tabular, textual, and graphical
methods.
A. Text Presentation of Data
Textual presentations use words, statements or
paragraphs with
numerals, numbers, or measurements to describe data.
Presentation of They can be
Data used independently to describe the data when there
are very few
quantities or numbers. They can also be used to
 There are 42,036 barangays in the
Philippines. The largest Barangay in
terms of population size is Barangay
176 in Caloocan City with 247 thousand
persons. It is followed by
Commonwealth in Quezon City
(198,285) and
Batasan Hills in Quezon City (161,409).
Text
Twelve other Barangays posted a
Presentation population size of more than a hundred
thousand persons.
 There are 42,036 barangays in the
Philippines. The largest Barangay in
terms of population size is Barangay
176 in Caloocan City with 247 thousand
persons. It is followed by
Commonwealth in Quezon City
(198,285) and
Batasan Hills in Quezon City (161,409).
Text
Twelve other Barangays posted a
Presentation population size of more than a hundred
thousand persons.
 Tables present clear and organized data. A
table must be clear and simple but complete.
A good table should include the following
parts:
• Table Number and Title – These are placed
above the table. The title is usually written
right after the table number.
• Caption Subhead – This refers to columns
and rows.
• Body – It contains all the data under each
Tabular subhead.
presentation of • Source – It indicates if the data is secondary
data and it should be acknowledged.
 Tabular Presentation with Textual Analysis has
similar parts to the Tabular Presentation of Data,
but it has a textual analysis below the table.

Tabular
Presentation
with Textual
Analysis
Tabular
Presentation
with Textual
Analysis
 Analysis: The students’ socio-economic statuses Based on
the monthly family income are categorized into three
groups: above average, average or middle, and below
average. Those students whose combined monthly family
income falls on the below average category consists of 75
or 25% of the respondents. There are 174 or 58% whose
combined monthly family income falls on the average or
middle bracket. The remaining 17% (51) both on the above
average combined monthly family income.
As shown by the results, the highest share of the
percentage of the students belong to the average or
middle-income bracket. Most of the respondents came from
average or middle socio-economic status in terms of
Tabular monthly family income. likewise, among the three levels of
Presentation with social economic status, the average or middle-income
Textual Analysis bracket has the highest number of frequencies, as well as
the highest percentage of male and female respondents,
i.e. 50% and 60%, respectively. Also, both males and
 The next step after editing, coding, and
tabulating the data is to present them into
graphical or visual presentation called non-
prose materials. The purpose of presenting
the data in this way is to make the outlined
of the results more presentable.

- composed of graphs, bars,

Presentation and tables, charts, diagrams,
Interpretation of
Data
illustrations,
drawings, and maps.
 Tables
Table helps summarize and categorize data using
columns and rows. It contains headings that indicate the
most important information about your study.
To interpret the tables, one needs to do the following:
1. Analyze the connections among the details of the
headings.
2. Check the unusual pattern of the data and determine
the reason behind these.
3. Begin with the table number and the title.
4. Present the significant figures (overall results, high and
low values, the unusual pattern).
5. Refrain from repeating again what’s inside the table.
6. Support your findings with literature and studies that
TABLES confirms or contrasts your results.
7. Establish the practical implications of the results. This
will add value to your research findings.
8. End with a brief generalization.
TABLES
TABLES
TABLES
TABLES
TABLES
 A graph or chart portrays the visual presentation
of data using
symbols such as lines, dots, bars, or slices.

-certain set of measurements or shows

comparison between two or more sets of data or
quantities.
Charts and graphs are very useful in simplifying
the presentation of research reports.
- shows that the X and Y axis has a heading and
C. Graphical units are included. The figure number and title
Methods of are usually placed below the figure. The known
Presenting Data value is plotted on the X-axis and the measured
value is plotted on the Y-axis. This description of
 A. Line Graph
A line graph is a graphical
presentation of data that shows a
continuous change or trend it may
show ascending or descending trend.

C. Graphical
Methods of
Presenting Data
 C. Graphical
Methods of
Presenting Data
 B. Double Line Graph
You can use line graphs to show
comparisons of events, situations, or
information. A double line graph has
two lines connecting points to show
continuous change in the data
overtime. Like a single line graph, the
lines can ascend or descend in a
C. Graphical double line graph. At double line graph
Methods of includes a key, which represents the
Presenting Data
information, event and situation being
observed
 C. Graphical
Methods of
Presenting Data
 C. Bar Graph or Bar Chart
A bar graph uses bars to compare categories
of data. It may be drawn vertically or
horizontally.
A vertical bar graph is best to use when
comparing means or percentage between
distinct categories. The categories are
measured in dependently and compared with
one another.
A horizontal bar graph contains more than
C. Graphical five categories.
Methods of A bar graph is plotted on either in X-axis or
Presenting Data Y-axis. The categories may be plotted on one
axis while the other axis contained the
numerical values that represent the data being
 C. Graphical
Methods of
Presenting Data
 Pictographs
A pictogram is a special type of bar graph.
Instead of using an axis with numbers, it
uses pictures / icons to represent a number
f items.

C. Graphical
Methods of
Presenting Data
 C. Graphical
Methods of
Presenting Data
 Pie Charts or Circle Graphs
A pie chart is usually used to
show how parts of a whole
compared to each other and to
the whole. The entire circle
represents the total, and the
parts are proportional to the
C. Graphical
Methods of amount
Presenting Data of the total they represent.
 C. Graphical
Methods of
Presenting Data
1.SHARPIECT –
2.
DESACTSAPIRONG –
3. GABHRARPS _
4. GRANPHILES –
5. ITUBATATADALON
-
 Write TRUE if the statement is true. Write the right correct term /
phrase of the underlined word / phase if the statement is false.

___________ 1. Tabular Presentations can be used

independently to describe the data when there are
very few quantities or numbers.
___________ 2. The data must be tabulated and
computed so the researcher can analyze and
interpret the result after gathering it.
___________ 3. Line graph shows comparisons of
events, situations, or information.
___________ 4. Data Reduction is concerned with
editing, coding, classifying, tabulating, and
charting and diagramming research data.
Quiz ___________ 5. A double bar graph shows
continuous change in the data overtime
 Write TRUE if the statement is true. Write the right correct term /
phrase of the underlined word / phase if the statement is false.
___________ 6. Unprocessed source data is called
output data.
___________ 7. Pictogram uses points to represent a
number of items instead of using an axis with
numbers.
___________ 8. Graphing is the process of
summarizing raw data and displaying it in
compact form for further analysis.
___________ 9. A bar is divided into pieces
proportional to the
percentage of each category is call Pie Chart.
Quiz ___________ 10. Classification becomes necessary
when there is diversity in the data collected for
meaningful
Quiz
 Use the data from the double column graph to answer the
questions

Assignme
nt
Assignm
ent
WORKSHOP, CHAPTER FOUR

PRESENTATION AND
ANALYSIS OF DATA
Come up with a fabricated data for your
research based on your Statement of the
Problem and write briefly this chapter

Write Chapter IV of your mock research. (20

minutes)
 End of session 2B.
THANK YOU!

Revisit the Park n’ Go Area

U n d e r s t a n d i n g D a t a a n d Way s t o S y s t e m a t i c a l l y
Collect Data
Standards and Competencies
Content Standards: The Performance Standards: The
learner demonstrates learner is able to: (a) form logical
understanding of: (1) conclusions ; (b) make
guidelines in making recommendations based on
conclusions and conclusions; (c) write and present
recommendations; (2) the clear
techniques in listing report; and (d) execute best
references; (3) the process design
of report writing; and (4)
the selection criteria and
process of best design.
Word hard. Study Harder.
U n d e r s t a n d i n g D a t a a n d Way s t o S y s t e m a t i c a l l y
Standards and Competencies
Collect Data

Learning Competencies
The learner…
1. draws conclusions from 4. finalizes and presents best
research findings; design; and
2. formulates recommendations 5. presents research workbook
describes intervention (if
applicable);
3. lists references ;
4. presents written research
report;
Word hard. Study Harder.
Chapter Chapter V
Content CONCLUSIONS AND
RECOMMENDATIONS

Conclusions
Recommendations

REFERENCES
 The portion that gives meaning to your
research and your results.
The objective of the Conclusion section is to
examine the results, determine whether
they solve the research question, compare
them within themselves and to other results
(from literature), explain and interpret them,
and then draw conclusions or derive
Conclusio generalizations, and make
recommendations for applying the results or
n for further research (Wilkinson, 1991:327).
 In writing this section,
 Interpret and summarize the findings.
 Revisit research questions and craft conclusion.
State answers to research questions following
their sequence.
 Relate the conclusions to the research questions.
 Limit the conclusions to the data presented
 Be objective.
 Avoid exaggerating or manipulating data to
prove your point.
Conclusio  Present answers as general statements of
n findings.
 Do not include related literature.
 In writing this section,
 Write recommendations for beneficiaries of
results of study cited in Significance of Study.
 Look at limitations of study, in scope, sample,
instruments, intervention implementation and
adequacy, and data collection.
 Give suggestions on how to improve the study
based on the limitations.
 Include areas for future research and give at
least one example.
Recomm
endation
 Organize the parts of your research report
based on the standard research-report
structure that consists of the sequential
components:
Title
Abstract
Introduction
Methodology
Results or Findings
Research
Conclusion
Report Recommendations
Writing References
Appendices
 Writing the Abstract
Placement
The abstract acts as the second major
section of the document and typically
begins on the second page of the paper. It
follows directly after the title page and
precedes the main body of the paper.
The abstract is a succinct, single-paragraph
summary of your paper’s purpose, main
Research points, method, findings, and conclusions,
Report and is often recommended to be written
Writing after the rest of your paper has been
completed.
 Familiarize yourself with the language of
academic writing.
Observe the mechanics of research-report
writing which are as follows:
a. Physical Appearance
b. Quotations (block quotation)
c. Footnotes
d. Statistics and Graphs
Research e. Final Draft
Report Consider the research-report writing styles
Writing or format.
 Direct
quotatio
ns
 Block
quotatio
ns
 Block
quotatio
ns
WORKSHOP, CHAPTER FIVE

CONCLUSIONS AND
RECOMMENDATIONS

Write Chapter IV of your mock research. (20

minutes)
 End of session 2C.
THANK YOU!

Revisit the Park n’ Go Area