12

Practical Research 2
Quarter 2 – Module 6

Data Presentation,
Analysis and
Interpretation

1
 SECOND QUARTER
Module 8- Week 8
Data Presentation, Analysis and Interpretation

Content Standard : The learner demonstrate understanding of data

processing, organizing and analysis.
Performance Standard : The learner should be able to gather and
analyze data with intellectual honesty
using suitable techniques.
Competency/Code : Presents and interprets data in tabular or
graphical forms.
CS_RS12-lld-g-2
Learning Outcomes : 1. present the results of raw data;
2. make good analysis of the tabulated or
graphically presented data; and
3. make effective interpretation of the data.

What I Know

MULTIPLE CHOICE: Instruction: Choose the letter of the best answer. Write
your chosen answer on a separate sheet of paper.

1. Which of the following refers to the organization of data into tables, graphs or
charts, so that logical and statistical conclusions can be derived from the collected
measurements?
A. Data Analysis C. Data Interpretation
B. Data Coding D. Data Presentation

2. Which of the following does not describe the data presentation process?
A. uses tables that summarize statistical information
B. report whether the hypothesis test was significant or not
C. makes use of figures that portray variables and their relationships
D. discuss how the results either confirmed or disconfirmed prior studies

2
3. Which of the following is the process of systematically applying statistical and/or
logical techniques to describe and illustrate, condense and recap, and evaluate
data?
A. Data Analysis C. Data Interpretation
B. Data Coding D. Data Presentation

4. Which of the following is not a process of analyzing data?

A. relate two or more variables
B. describes trends in the data to a single variable or question
C. display data in tables to summarize statistical results
D. compares two or more groups on the independent variable in terms of the
dependent variable

5. When does one use table?

A. to depict trends and distributions of data
B. to display data to summarize statistical results
C. to display the interaction between two variables
D. to identify outliers the upper or lower ceiling effects of scores

6. Using the American Psychological Association (APA, 2010), where is the caption of
the figure placed?
A. at the top of the figure C. within the figure
B. at the bottom of the figure D. none of the above

7. What statistic is used in describing the trends in the data using its central
tendency and spread of scores?
A. descriptive Statistics C. both A & B
B. inferential Statistics D. none of the above

8. What statistic is used in determining the significant relationship between the

independent variable and dependent variable?
A. descriptive Statistics C. both A & B
B. inferential Statistics D. none of the above

9. Using the American Psychological Association (APA, 2010), where is the title of the
table placed?
A. at the top of the table C. within the table
B. at the bottom of the table D. none of the above

10. Which of the figure below is used to depict trends and distribution of data?
A. bar chart C. pictographs
B. line graph D. scatterplots

11. Which of the following is not included in reporting inferential statistics?

A. alpha level used C. p value

3
 B. degrees of freedom D. mean value

12. When does one used figure?

A. when displaying data to summarize statistical results
B. when summarizing key studies found in the literature
C. when presenting information in graphs or in visual pictures
D. when presenting sample size, probability values & significance levels

13. Which of the statement below describes the Data Interpretation process?
A. makes use of tables that summarize statistical information
B. describes trends in the data to a single variable or question
C. assigns meaning to the data and arrives at a relevant conclusion
D. makes use of figures that portray variables and their relationships

14. Which of the following shows how to present the finding to each of the statement
of the problem in the study?
A. Present findings containing less data to more complex data.
B. Present findings of the study from the most important to least important.
C. Present findings the same order the problems were introduced in the study.
D. All of the above

15. Which of the following is not part of Chapter IV of the research paper?
A. Data Analysis C. Data Interpretation
B. Data Gathering D. Data Presentation

4
 Data Presentation, Analysis and
Interpretation

What I Need to Know

At the end of the lesson, the learners will be able to:

1. present the results of raw data;
2. make good analysis of the tabulated or graphically presented data; and
3. make effective interpretation of the data.

What’s In

Quantitative Data are analyzed through the use of statistics it could be

descriptive or inferential. Descriptive analysis provides information on the basic
qualities of data and includes descriptive statistics such as range, minimum,
maximum, and frequency. It also includes measures of central tendency such as
mean, median, mode, and standard deviation. Inferential analysis uses statistical tests
to see whether an observed pattern is due to chance or due to the program or
intervention effects. This is used to determine if there is a relationship between an
intervention and an outcome as well as the strength of that relationship. This process
is part of Chapter IV of the research paper.

What’s New
In chapter IV of the research paper there are three important processes that a
researcher must do with the data. Identify what is this process by forming the correct
word of the jumbled letters. Use the meaning of the word as your clue. Write your
answer on a separate sheet.

5
 Jumbled Word Meaning Your
Answer
This refers to the organization of data
ATAD into tables, graphs or charts, so that
IONTATSENERP logical and statistical conclusions can be
derived from the collected measurements.
This is the process of systematically
ATAD applying statistical and/or logical
SISANAYL techniques to describe and illustrate,
condense and recap, and evaluate data.
Is the process of reviewing data through
ATAD some predefined processes which will
PRETIONINTERAT help assign some meaning to the data
and arrive at a relevant conclusion. It
involves taking the result of data
analysis, making inferences on the
relations studied, and using them to
conclude.

What Is It

Chapter IV of your research paper includes the three processes: Data analysis,
presentation and interpretation. Each of this process shall be discussed in the
succeeding paragraphs.

HOW DO YOU ANALYZE THE DATA?

After you prepare and organize the data, you are ready to analyze it. You
analyze the data to address each one of your research questions or hypotheses.
Questions or hypotheses in quantitative research require that you:

• Describe trends in the data to a single variable or question on your instrument

(e.g.,“What is the self-esteem of high school students?”). To answer this
question, we need Descriptive Statistics that indicate general tendencies in the
data (mean, mode, median), the spread of scores (variance, standard deviation,
and range), or a comparison of how one score relates to all others (z scores,
percentile rank). We might seek to describe any of our variables: independent,
dependent, control, or mediating.

• Compare two or more groups on the independent variable in terms of the

dependent variable (e.g., “How do boys and girls compare in their self-esteem?”).

6
 To answer this question, we need inferential statistics in which we analyze data
from a sample to draw conclusions about an unknown population. We assess
whether the differences of groups (their means) or the relationship among
variables is much greater or less than what we would expect for the total
population, if we could study the entire population.

• Relate two or more variables (e.g., “Does self-esteem relate to an optimistic

attitude?”). To answer this question, we also use inferential statistics.

• Test hypotheses about the differences in the groups or the relationships of

variables(e.g., “Boys have higher self-esteem than girls” or “Self-esteem predicts
an optimistic attitude among middle school children”). To answer either of these
questions, inferential statistics are also used.

Thus, we describe results to a single variable or question or we infer results

from a sample to a population. In all quantitative research questions or hypotheses,
we study individuals sampled from a population. However, in descriptive questions, we
study only a single variable one at a time; in inferential analysis, we analyze multiple
variables at the same time.

Also from comparing groups or relating variables, we can make predictions

about the variables. We can test hypotheses that make predictions comparing groups
or relating variables.

HOW DO YOU PRESENT THE RESULTS?

When researchers conclude the statistical testing, they next turn to

representing the results in tables and figures and reporting results in a discussion.

Several points might aid in your construction of this section and help you
understand the contents of a published results section. This section should address or
respond to each research question or hypothesis. A typical approach is to respond to
each question or hypothesis one by one in the order in which they were introduced
earlier in the study. In reporting the results, the researcher also 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 includes:
• Tables that summarize statistical information
• Figures (charts, pictures, drawings) that portray variables and their
relationships
• Detailed explanations about the statistical results

7
Tables

Researchers display data in tables that summarize statistical results to

research questions or hypotheses. Typically, tables for reporting results contain
quantitative information, but they might contain text information such as summaries
of key studies found in the literature (and incorporated earlier in a study, before the
results). One advantage of using tables is that they can summarize a large amount of
data in a small amount of space. Below are some guidelines for creating tables.

• Although you can present multiple statistical tests in one table, a general
guideline is to present one table for each statistical test. Sometimes,
however, you can combine data from different statistical analyses into a
single table. For example, all descriptive data to questions (M, SD, and
range) can be combined into a single table. However, you should present
each inferential test in an individual table.

• Readers should be able to grasp easily the meaning of a table. Tables should
organize data into rows and columns with simple and clear headings. Also,
the title for the table should accurately represent the information contained
in the table and be as complete a description as possible.

• Authors typically report notes that qualify, explain, or provide additional

information in the tables, which can be helpful to readers. Often, these
notes include information about the size of the sample reported in the study,
the probability values used in hypothesis testing, and the actual significance
levels of the statistical test.

Figures
Discerning the difference between tables and figures is not always clear cut. A
table includes a summary of quantitative data, whereas a figure presents information
in graphs or in visual pictures (APA, 2010). Thus, a figure is a summary of
quantitative information presented as a chart, graph, or picture that shows relations
among scores or variables. Tables are preferred to figures (APA, 2010) because tables
convey more information in a simple form.

Figures are suitable for visually presenting information in graphs and pictures
in results sections of studies. The Publication Manual of the American Psychological
Association (APA, 2010) suggests several standards for designing a good figure. A good
figure:
• Augments, rather than duplicates, the text
• Conveys only essential facts
• Omits visually distracting detail
• Is easy to read and understand

8
 • Is consistent with and is prepared in the same style as similar figures in
the same article
• Is carefully planned and prepared

Various types of figures are found in educational research studies:

• Bar charts depict trends and distributions of data.
• Scatterplots illustrate the comparison of two different scores and how the
scores regress or differ from the mean. This information is useful for
identifying outliers and upper or lower ceiling effects of scores.
• Line graphs display the interaction between two variables in an
experiment.
• Charts portray the complex relationships among variables in
correlational research designs.

The Publication Manual of the American Psychological Association (APA, 2010)

provides illustrations of a line graph, a bar graph, a scatterplot, and a correlational
chart path model. In all of these examples, the figure caption is placed at the bottom of
the figure. This is different from table titles, which are placed at the top of the table.

Present Results

Although tables and figures summarize information from statistical tests, the
researcher needs to describe in detail the results of the statistical tests. In a
presentation of results, the researcher presents detailed information about the specific
results of the descriptive and inferential statistical analyses. This process requires
explaining the central results of each statistical test and presenting this information
using language acceptable to quantitative researchers.

For the results to each statistical test, the investigator summarizes the findings
in one or two sentences. These sentences should include sufficient statistics to provide
a complete picture of the results. They should also include information necessary for
reporting results to each statistical test. What represents “sufficient” information
depends on the specific type of test. At a minimum:
◆ Report whether the hypothesis test was significant or not
◆ Provide important information about the statistical test, given the statistics
◆ Include language typically used in reporting statistical results

The information about the statistical test, for example, might include a report
on degrees of freedom and sample size for the chi-square statistic, and means and
standard deviations for descriptive statistics (APA, 2010).

9
 Figure 1 shows examples of results statements for both descriptive and
inferential statistics. For descriptive statistics, the means, standard deviations, and
the range of scores show useful information about results. For inferential statistics,
information such as the alpha level used, the actual p value, the critical region of
rejection, the test statistic results, the degrees of freedom, and effect size should be
reported. Confidence intervals should also be reported.

Figure 1: Examples of results statements for both descriptive and inferential statistics
Creswell, John (2012)

HOW DO YOU INTERPRET THE RESULTS?

Interpretation refers to the task of drawing inferences from the collected facts
after an analytical and or experimental study. In fact, it is a search for broader
meaning of research findings. The task of interpretation has two major aspects: the
effort to establish continuity in research through linking the results of a given study
with those of another and the establishment of some explanation concepts.

10
 • “In one sense, interpretation is concerned with relationships within the
collected data, partially overlapping analysis. Interpretation also extends
beyond the data of the study to inch the results of other research, theory
and hypotheses.”
• Interpretation is the device through which the factors that seem to explain
what has been observed by researcher in the course of the study can be
better understood and it also provides a theoretical conception which can
serve as a guide for further researches.

Technique of Interpretation

The task of interpretation is not an easy job; rather it requires a great skill and
dexterity on the part of researcher. Interpretation is an art that one learns through
practice and experience. The researcher may, at times, seek the guidance from experts
for accomplishing the task of interpretation.

The technique of interpretation often involves the following steps:

1. Researcher must give reasonable explanations of the relations which he/she
has found and he/she must interpret the lines of relationship in terms of the
underlying processes and must try to find out the thread of uniformity that lies
under the surface layer of his diversified research findings.

2. Extraneous information, if collected during the study, must be considered while

interpreting the final results of research study, for it may prove to be a key
factor in understanding the problem under consideration.

3. It is advisable, before embarking upon final interpretation, to, consult someone

having insight into the study and who is frank and honest and will not hesitate
to point out omissions and errors in logical argumentation. Such a consultation
will result in correct interpretation and, thus, will enhance the utility of
research results.

4. Researcher must accomplish the task of interpretation only after considering all
relevant factors affecting the problem to avoid false generalization. He /she
must be in no hurry while interpreting results, for quite often the conclusions,
which appear to be all right at the beginning, may not at all be accurate.

Precautions in Interpretation

• One should always remember that even if the data are properly collected and
analyzed, wrong interpretation would lead to inaccurate conclusions. It is,
therefore, absolutely essential that the task of, interpretation be accomplished

11
 with patience in an impartial manner and also in correct perspective.

• Researcher must pay attention to the following points for correct interpretation:
(i) At the outset, researcher must invariably satisfy himself that (a) the data are
appropriate, trustworthy and adequate for drawing inferences; (b) the data
reflect good homogeneity; and that (c) proper analysis has been done through
statistical methods. (ii) The researcher must remain cautious about the errors
that can possibly arise in the process of interpreting results.

• Errors can arise due to false generalization and/or due to wrong interpretation
of statistical measures, such as the application of findings beyond the range of
observations, identification of correlation with causation and the like. Another
major pitfall is the tendency to affirm that definite relationships exist on the
basis of confirmation of particular hypotheses.

What’s More

Enrichment Activity

Read and study the sample results and discussion below and answer the following
questions:
1. How did the author present the data?
2. What statistic did the author used in analyzing the data?
3. How did he interpret the data?

12
 Figure 2: Sample Data Presentation, Analysis and Interpretation
Wahlstrom, K. (2014)

What I Have Learned

Answer the following questions comprehensively:

1. Cite three ways on how to present data.
2. Discuss three ways on how to analyze data.
3. Explain briefly on how to interpret data.

What I Can Do

Practice Writing Chapter IV

Instruction: Given is a raw data of the study entitled: Examining the Impact of Later
High School Start Times on the Health and Academic Performance of High School

13
Students: A Multi-Site Study create a Data Presentation, Analysis and Interpretation.

Raw data:
Mean High School Student Bedtimes and Wake Up Times on School Days and
Weekends

Bedtime School Nights 11:32 PM

Wake Up Time School Days 7:20 AM
Bedtime Weekend Nights 12:56 AM
Wake Up Time Weekend Days 10:36 AM

Assessment

MULTIPLE CHOICE: Instruction: Choose the letter of the best answer. Write
your chosen answer on a separate sheet of paper.

1. Which of the following is not included in reporting inferential statistics?

A. alpha level used C. p value
B. degrees of freedom D. mean value

2. When does one used figure?

A. when displaying data to summarize statistical results
B. when summarizing key studies found in the literature
C. when presenting information in graphs or in visual pictures
D. when presenting sample size, probability values & significance levels

3. What statistic is used in describing the trends in the data using its central
tendency and spread of scores?
A. descriptive Statistics C. both A & B
B. inferential Statistics D. none of the above

4. What statistic is used in determining the significant relationship between the

independent variable and dependent variable?
A. descriptive Statistics C. both A & B
B. inferential Statistics D. none of the above

5. When does one use table?

A. to depict trends and distributions of data
B. to display data to summarize statistical results
C. to display the interaction between two variables
D. to identify outliers the upper or lower ceiling effects of scores

14
6. Using the American Psychological Association (APA, 2010), where is the caption of
the figure placed?
A. at the top of the figure C. within the figure
B. at the bottom of the figure D. none of the above

7. Using the American Psychological Association (APA, 2010), where is the title of the
table placed?
A. at the top of the table C. within the table
B. at the bottom of the table D. none of the above

8. Which of the figure below is used to depict trends and distribution of data?
A. bar chart C. pictographs
B. line graph D. scatterplots

9. Which of the statement below describes the Data Interpretation process?

A. makes use of tables that summarize statistical information
B. describes trends in the data to a single variable or question
C. assigns meaning to the data and arrives at a relevant conclusion
D. makes use of figures that portray variables and their relationships

10. Which of the following refers to the organization of data into tables, graphs or
charts, so that logical and statistical conclusions can be derived from the collected
measurements?
A. Data Analysis C. Data Interpretation
B. Data Coding D. Data Presentation

11. Which of the following does not describe the data presentation process?
A. uses tables that summarize statistical information
B. report whether the hypothesis test was significant or not
C. makes use of figures that portray variables and their relationships
D. discuss how the results either confirmed or disconfirmed prior studies

12. Which of the following is the process of systematically applying statistical and/or
logical techniques to describe and illustrate, condense and recap, and evaluate
data?
A. Data Analysis C. Data Interpretation
B. Data Coding D. Data Presentation

13. Which of the following is not a process of analyzing data?

A. relate two or more variables
B. describes trends in the data to a single variable or question
C. display data in tables to summarize statistical results

15
 D. compares two or more groups on the independent variable in terms of the
dependent variable

14. Which of the following shows how to present the finding to each of the statement
of the problem in the study?
A. Present findings containing less data to more complex data.
B. Present findings of the study from the most important to least important.
C. Present findings the same order the problems were introduced in the study.
D. All of the above

15. Which of the following is not part of Chapter IV of the research paper?
A. Data Analysis C. Data Interpretation
B. Data Gathering D. Data Presentation

Additional Activity

For your group research, make a chapter IV of your research paper, this includes the
presentation, analysis and interpretation of data based on your research problems.

16
 17
What’s New
Jumbled Word Meaning Your Answer
This refers to the organization of data into tables,
ATAD graphs or charts, so that logical and statistical DATA
IONTATSENERP conclusions can be derived from the collected
measurements. PRESENTATION
This is the process of systematically applying DATA
ATAD statistical and/or logical techniques to describe and
ANALYSIS
SISANAYL illustrate, condense and recap, and evaluate data.
Is the process of reviewing data through some DATA
ATAD predefined processes which will help assign some INTERPRETATION
PRETIONINTERAT meaning to the data and arrive at a relevant
conclusion. It involves taking the result of data
analysis, making inferences on the relations studied,
and using them to conclude.
What’s More
Enrichment Activity
1. How did the author present the data?
-The author present data through the use of graphs.
2. What statistic did the author used in analyzing the data?
- He made use of descriptive statistics which was percentage.
3. How did he interpret the data?
-He interprets the data by drawing inferences from the collected facts and by
linking the results of a given study with those of another study.
What I Have Learned
Answer the following questions comprehensively:
1. Cite three ways on how to present data.
One can present data through:
• Tables that summarize statistical information
• Figures (charts, pictures, drawings) that portray variables and their
relationships
• Detailed explanations about the statistical results
2. Discuss three ways on how to analyze data.
• Describe trends in the data to a single variable or question on your
instrument.
• Compare two or more groups on the independent variable in terms of
the dependent variable
• Relate two or more variables
3. Explain briefly on how to interpret data.
Data is interpreted through linking the results of a given study with
those of another and the establishment of some explanation concepts.
Answer Key
 18
What I Can Do
Practice Writing Chapter IV
Instruction: Given is a raw data of the study entitled: Examining the Impact
of Later
High School Start Times on the Health and Academic Performance of High
School Students: A Multi-Site Study create a Data Presentation, Analysis and
Interpretation.
Raw data:
Mean High School Student Bedtimes and Wake Up Times on School
Days and Weekends
Bedtime School Nights 11:32 PM
Wake Up Time School Days 7:20 AM
Bedtime Weekend Nights 12:56 AM
Wake Up Time Weekend Days 10:36 AM
References:

Creswell, John W. (2012).Planning, Conducting, and Evaluating Quantitative

and Qualitative Research 4th Edition. Pearson Education, Inc., 501 Boylston
Street, Boston, MA 02116. ISBN-10: 0-13-136739-0

Creswell, John W. (2012). Examples of results statements for both descriptive and
inferential statistics. Planning, Conducting, and Evaluating Quantitative and
Qualitative Research 4th Edition. Pearson Education, Inc., 501 Boylston Street,
Boston, MA 02116. ISBN-10: 0-13-136739-0

Wahlstrom, K., Dretzke, B., Gordon, M., Peterson, K., Edwards, K., & Gdula, J.
(2014). Examining the Impact of Later School Start Times on the Health and
Academic Performance of High School Students: A Multi-Site Study. Center for
Applied Research and Educational Improvement. St Paul, MN: University of
Minnesota

https://www.slideshare.net/rubyocenar/presentation-of-data-
7973327#:~:text=PRESENTATION%20OF%20DATA%20This%20refers,Textual%
20%2D%20Tabular%20or%20%2D%20Graphical.

https://ori.hhs.gov/education/products/n_illinois_u/datamanagement/datopic.
html

https://www.slideshare.net/bala1957/research-data-interpretation

19