Senior High School

NOT

English for Academic and

Professional Purposes
Quarter 2 – Module 6, Lesson 6
Disseminating Information from Survey

Department of Education ● Republic of the Philippines

i
English for Academic and Professional Purposes - Grade 12
Quarter 2 - Module 6,Lesson 6: Disseminating Information from Survey
First Edition, 2020

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Published by the Department of Education – Division of Cagayan de Oro
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Authors: Estormeo G. Serena, Marylene C. Tizon, Diocesa V.Montecalvo,
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i
English for Academic and
Professional Purposes
Quarter 2 – Module 6
WRITING REPORT SURVEY/
FIELD REPORT/LABORATORY/
SCIENTIFIC TECHNICAL REPORT
For Senior High School

This instructional material was collaboratively developed and reviewed

by educators from public and private schools, colleges, and or/universities. We
encourage teachers and other education stakeholders to email their feedback,
comments, and recommendations to the Department of Education at action@
deped.gov.ph.

We value your feedback and recommendations.

Department of Education ● Republic of the Philippines

FAIR USE AND CONTENT DISCLAIMER: This SLM (Self Learning Module) is for educational purposes only.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in
these modules are owned by their respective copyright holders. The publisher and authors do not represent nor
claim ownership over them. Sincerest appreciation to those who have made significant contributions to these
modules.

ii
 Table of Contents

What this Module is About iv

What I Need to Know iv

How to Learn from this Module v

Icons of this Module v

What I Know vi

Lesson 6

Disseminating Information From Surveys

What’s new 1

What is it 1

What’s more: Graph making 7

What I have Learned: Synthesizing Learning 8

Key to Answers 9

References 11

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What this Module is About
This module exposes you to the world of writing report survey, field report,
laboratory, and scientific technical reports. As a future professional in your own
discipline, a thorough grasp on how to write effective reports is valuably essential in
future practice of your work.
To sharpen your skill in crafting effective reports, you ought to know the very
nature of the various kinds of report so you will be able to make use of appropriate
writing strategies in obtaining data suitable for such report.
Following are the lessons contained in this module:

• Lesson 4 – Disseminating written forms of information from surveys

▪ CS_EN11/12A-EAPP-IIe-j-10

What I Need to Know

Objectives

After going through this module, you are expected to:

1. Create a graphic representation to present the results accurately.
2. Conduct an actual community survey to gather input from the people on a
particular issue in the community.
3. Elaborate the essence of group work and collaboration.

iv
How to Learn from this Module
To achieve the cited objectives, you are to do the following:
• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises diligently.
• Answer all the given tests and exercises.

Icons of this Module

What I Need to This part contains learning objectives that
Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge.
What’s In This part connects previous lesson with that
of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be presented
to you.

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.

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 PRE-TEST

What I Know

Prompts: Consider yourself as a client to answer the questions below. On the space
before each number, write C if you think the question is clear and
understandable and it does not create any difficulty and confusion and D if
it is confusing or difficult.

_____ 1. What medium of communication you will use to become updated with the
events?
Magazine or Newspaper
Radio
Television
Internet

_____ 2. What is your most usual means you use to become updated with the events?

Magazine or Newspaper
Radio
Television
Internet

_____ 3. Enter in the boxes opposite the three options you selected below
Option A Option B Option C
Option D Option E Option F

_____ 4. Below are the features of camping holiday. Indicate their importance to you
by numbering from 1-4 in order where 1 is the most important.
People ______
Cost ______
Open Air ______
Mobility ______
Atmosphere ______

_____ 5. “Have you been to an out of town trip recently?”

_____ 6. “Have you been to an out of town trip in the last two weeks?”
_____ 7. “Do you think women should eat less and exercise more?”
_____ 8. “Are you against a ban on marijuana?”
_____ 9. Give your age on 1st June 2019 _______ years.
_____ 10. Are you…
______ Under 18 ______ over 65
______ 18-65

vi
 DISSEMINATING INFORMATION FROM
Lesson SURVEYS

6
Quarter 2-Module 6, Lesson

What’s New

What do you do with the data or information you have collected after conducting
your survey? Information or data gathered from surveys should be properly organized
before it could be disseminated.

What is It

Data, according to Cambridge International Organization( May 2009:917-937),

can be organized in several ways. The chosen method largely depends on the type of
data being collected. A simple way of recording the results is by constructing a tally
and frequency table.

For example, a survey is carried out to test. The manufacturer’s claim that there
are ‘about 36 chocolate buttons in each packet. The number of buttons in each of 25
packets is counted, given the figures below.
35 36 34 37 36 36 38 37 36 35 38
34 35 36 36 34 37 38 37 36 35 36
36 37 36

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 Displayed as a list, the numbers are not clear, however, they are easier to
analyze if they are recorded in a tally and frequency chart like this.

Number Tally Frequency

34 III 3
The tally column is filled
35 IIII 4 in as the survey is being
carried out. The
36 IIII IIII 10 frequency column is
completed by counting
37 IIII 5 up the tally marks at the
end of the survey.
38 III 3

Sometimes if there is a big range in the data, it is more useful to group the data
in a grouped frequency table. The groups are chosen so that no data item can
appear in two groups.
For example, the ages of 30 residents in a Home for the Aged are shown below:
98 71 76 77 72 78 77 73 76 86
75 79 81 105 100 74 82 88 91 96
85 90 97 102 83 101 83 84 80 95

Constructing a tally and frequency table with a list of individual ages will not be
very useful as most ages in the range will only have one or two results. Grouping the
data into the age ranges 71-80, 81-90, etc. produces this more useful table.

Age Tally Frequency

71-80 llll llll ll 12
81-90 llll llll 9
91-100 llll l 6
100-110 lll 3

The ages could have been grouped 71-75, 76-80, 81-85, etc. The group size is
the decision of the person collecting the data, but it is essential that the groups are all
the same size and do not overlap.

Displaying Data
(https://www.cambridgeinternational.org/Images/307704-hodder-checkpoint-maths-
spread.pdf)

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 Once the data have been collected, they can be displayed in several ways.
Again, the chosen method reflects the type of data collected and the designed
audience. One of the simplest and most effective is the use a pictogram.
This method uses pictures to represent the frequency. The chocolate button
data can be displayed on a pictogram like this, using one circle to represent one
chocolate button.

Number of chocolate buttons Frequency

34
35
36
37
38

Sometimes one symbol represents more than one item. In the pictogram below, each
circle represents four chocolates and fractions of a circle represents smaller amounts.

Number of Frequency Key

chocolate
buttons = 4 chocolates
34
35 Look at the key
36 to see what
each symbol
37 represents.

38
Probably the most common way of displaying data is the bar graph or
frequency diagram. It is quick and easy to draw, and straightforward to understand.

Work Example:
Subject Frequency
Sport 40
Science 20
Math 30
Art 15
Languages 15
Total 120

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 A school of 120 students carry out a survey to see which subjects are most
popular. The results are shown in the frequency table.
Show this information on a frequency diagram.

The
graph is
fully
labelled
Frequency

The bars have

the same width
and do not
touch. The
height of each
bar represents
the frequency.

Frequency diagrams can also be used to display grouped data, such as the
ages of the residents in the care home.

The bars
have the
same width
Frequency

and do not
touch.

4
 An alternative to a frequency diagram is a bar-line. Instead of bars, lines are
drawn to represent the frequencies. The height of each line indicates the frequency.
The data about students’ favorite subjects can be shown on a bar-line graph like this.

Favorite Subject

45
40
35
30
25
20
15
10
5
0
Sports Science Math Art Languages

In frequency diagrams and bar line graphs, each frequency is represented by

the height of a bar or line. Another way of displaying data is on a pie chart. On these,
each frequency is represented by a fraction of a circle.

Worked Example
Look again at the data about students’ favorite subjects. Show this information
on a pie chart.

● First you need to express the frequency of each subject as a fraction of the total
number of students
Sports is 40 = 1 of the total
120 3

Science is 20 = 1
120 6

Maths is 30 = 1 of the total

120 4

5
 And Art and Languages are 15= 1 each.
120 8
To draw the pie chart without a protractor, an understanding of fractions
helps. For example, Sport and Science together represent half of the total, and Math,
Art and Languages represent the other half of the total.

The pie chart has a

heading and a key,
and each slice is
Sport clearly labeled
Science
Maths
Art
Languages

The pie chart is divided

into slices, which are
fractions of the circle.
The size of each slice
represents the
frequency, as a fraction
of the total number of
students.

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 What’s More

Activity 4.1.

Prompts: Analyze the situations below and plot the data using the non-verbal
text (graphs)
1. Twelve people were asked which sandwiches they had bought from a sandwich
shop.
Their answers were:
Chicken Tuna Egg Chicken
Egg Tomato Chicken Tuna
Tomato Egg Chicken Chicken
Show this information in a pictogram
2. A fitness club carries out a survey to find out the ages of its members. Here
are the results:
22 18 23 17 44 42 50 19 21 23 11 16
38 55 62 41 17 19 23 36 28 42
35 33 18 22 63 48 9 7 17 23 36
48 54 60

A. Make a grouped tally and frequency table using the age groups 1-10, 11-
20, 21-30, etc.

B. Draw a frequency diagram of the data.

3. Ninety students took an English Proficiency exam. On the way out of the hall,
they were asked whether they found it hard, OK or easy. Here are the results:

Response Easy OK Hard

Frequency 15 45 30

Show the results on a pie chart.

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 Frequency

Easy
15
Hard
30

OK
45

What I Have Learned

GETTING DEEPER!
Lesson:_____________________________________________________________
_________________________________________________
What I want to say about the lesson:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
____________________________________
What I found out:
______________________________________________________________
______________________________________________________________
__________________________________________________

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KEY ANSWERS

1.
Kind of Sandwich Frequency
Chicken

Egg

Tomato

Tuna

2.
Age Tally Frequency
1-10 ll 2
11-20 llll llll 9
21-30 Illl ll 7
31-40 llll l 6
41-50 llll ll 7

51-60 Ill 3
61-70 Il 2

3.
Age of Fitness Club Members
Frequency

9
Frequency

Easy
OK
Hard

10
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