Quarter 2 – Module 2: Data Collection, Presentation, and Analysis

Grade 10 Research 2

Lecture 3
Module 2: Lesson 2 – Data Presentation and Interpretation

In the previous lesson, you were presented with options as to how you will gather your data. Once
the data is collected, you need to encode and organize them for systematic purposes. This will be the focus
of this lesson. In this process, you will need to edit, code, tabulate and summarize information through
graphs and tables for presentation and interpretation purposes. The process also allows the removal of
unnecessary information.
Data presentation and analysis is one of the most essential parts in your research study. An
excellent data presentation can have the potential for winning the hearts of the panelists, clients, or simply
the readers. No matter how good your data is, if it is not well presented, you will not be able to earn the
preferences of those whom you are trying to persuade. Good data presentation matters.

The following are the significant steps you need to take note in preparing and writing your data analysis after
gathering the data:
(1) encode and organize your data for analysis according to the data asked by your research
questions.
(2) use your data for statistical tests you have identified in Module 4. You may ask assistance from
your statistics and research teacher.
(3) present the result in tabular or graphical form appropriate for your data and research purpose.
(4) write the interpretation for each table or graph highlighting the significant results and their
implications.
(5) support your findings from relevant literature and studies you have cited in Chapter 2 of your
research paper.
(6) edit the grammatical and typographical errors in your interpretation. You may use
www.grammarly.com to edit your work.
(7) Submit your work using the format given to you. Remember the institutional format of your
school.

Techniques in Data Processing

Remember to organize your data based on your research questions. The data processing involves
three actions: editing, coding, and tabulation.

Editing raw data is the first step in analysis. Editing detects errors and omissions, corrects them
whatever possible. The Editor’s responsibility is to guarantee that data are – accurate, consistent with the
intent of the questionnaire; uniformly entered; complete; and arranged to simplify coding and tabulation.

Coding refers to the process of assigning numerals or other symbols to answers so that responses
can be put into a limited number of categories or classes. Such classes should be appropriate to the
research problem under consideration. Coding is a process wherein the collected data are categorized and
organized. It is usually done in qualitative research. In quantitative research, coding is done to assign
numerical value to specific indicator especially if it is qualitative in nature. This numerical value will be
useful when you are going to analyze your data using statistical tools. Just make sure that the categories
created are aligned with your research questions. Consider the following example.
Quarter 2 – Module 2: Data Collection, Presentation, and Analysis
Grade 10 Research 2

Students’ reasons for lack of motivation are

qualitative in nature. The researcher will then
Tired assign numerical values. Data also shows
that this will be summarized using frequency
and percentage distribution.
Sleepy Bored
Assigned values:

Student's
Sleepy – 1
Lack of
Motivation Tired – 2
Bored – 3

Tabulation is a system of processing data or information by arranging it into a table. With tabulation,
numeric data is arrayed logically and systematically into columns and rows, to aid in their statistical
analysis. The purpose of tabulation is to present a large mass of complicated information in an orderly
fashion and allow viewers to draw reasonable conclusions and interpretations from them. In many studies,
tables are used to do this process. Tabulation can be done manually or electronically using MS Excel. The
following digital tools can be used to tabulate your data like MS Excel, Minitab, or other digital tools. Correct
arrangement of your data will be helpful during actual data analysis.

Presentation and Interpretation of Data

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. Non-prose materials are composed of graphs, bars, tables,
charts, diagrams, illustrations, drawings, and maps.
In quantitative research, tables and graphs are usually used. Standard format in presenting the data
into a table or a graph like its title, labels, contents, and many more can be followed as well when school
institutional format is not provided or identified. You may visit APA, CMOS, or MLA on how to do so.

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 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 confirm or contrast your results.
7. Establish the practical implications of the results. This will add value to your research findings.
8. End with a brief generalization.
Quarter 2 – Module 2: Data Collection, Presentation, and Analysis
Grade 10 Research 2

Sample Interpretation for the Given Table

Sample 1
Table 1. Frequency and Percentage Distribution of Student’s Overall Performance in Pre-
Calculus Pretest

Student’s Overall Performance f %

Outstanding 2 5
Very Satisfactory 15 30
Satisfactory 33 66
Unsatisfactory 0 0
Poor 0 0
Total 50 100

Table 1 shows the summary of the overall adjectival rating in frequency and percentage of students in
their pretest in Pre-calculus at Gulayan National High School for S.Y. 2019-2020. Results reveal that 66%
of the students have satisfactory rating. Only 5% have outstanding rating. Overall, the data showed that
the students at Gulayan National High School have fair ratings based on their pretest scores. This
implies that most of the students do not have prior mastery on the concepts of this subject. Hence,
teacher is expected to apply teaching strategies that will increase students’ concepts of the subject.
This result is supported by Ignacio (2016) that pretest scores especially if it is valid and reliable shows
prior knowledge of the learners of the subject matter.

Sample 2

Looking at Table 3, there is a significant relationship between the classroom interaction that facilitates
positive discipline and sense belonging (r (39 = .973, p = 0.000). The feeling of being safe and welcome
in school is significantly related to how the teachers manage classroom interaction. This result is
supported by the early studies on classroom management by Brophy and Avertson (1976) that though
variety of teaching behaviors affect effective teaching; classroom management appeared to be one of
the most critical aspects as viewed by students.
Table 3. Correlation Analysis of Positive Discipline and Sense of Belonging
Variables Sense of Belongingness Interpretation
Classroom Pearson
.973
Interaction Correlation Significant
Sig. (2-tailed) .000**
Use of Pearson
.073
Reinforcement Correlation Not Significant
Sig. (2-tailed) .663
*p<.05, **p<.01
Quarter 2 – Module 2: Data Collection, Presentation, and Analysis
Grade 10 Research 2

Graphs
Graphs are visual representations which focus on how a change in one variable affects to another.
They are used to organize information to show patterns and relationships. A graph shows this information
by representing it as a shape. Researchers and scientists often use tables and graphs to report findings
from their research. In choosing what type of graph to use, determine the specific purpose of the
presentation. Line Graph illustrates trends and changes in data over time, Bar Graph illustrates
comparisons of amounts and quantities, while Pie Graph (Circle Graph) displays the relationship of parts
to a whole.
Sample Interpretation of a Bar Graph

Figure 1. GRSHS-X Canteen Lunch Menu

Figure 1 shows the canteen lunch menu of GRSHS-X. The graph reveals that rice is highly patronized
by the students and teachers with 150 cups sold daily. It can also be noted that pork and chicken menus
have a good number of buyers (315 serve/pieces). Vegetable menus cannot be undervalued since several
consumers (135 serve/pieces) also patronized the food. At the same time, seafood menus earn the last
spot (50 serve/pieces sold). Generally, students and faculty of GRSHS-X preferred meat (pork and chicken)
menus next to rice.

Sample Interpretation of a Line Graph

Quarter 2 – Module 2: Data Collection, Presentation, and Analysis
Grade 10 Research 2

Figure 2. Students Quarterly Average Grade by Sections in Elective Mathematics (S.Y. 2019-2020
Figure 2 showed changes in the average grade of Elective Mathematics between Grade 10-Max and Grade
10-Min from the first quarter to the fourth quarter for S.Y. 2019-2020. From the graph, it is evident that both
sections are performing well, but Grade 10-Max managed to maintain consistently its higher performance
than Grade 10-Min every quarter. During the second quarter, there is a noticeably far difference between
the two sections. Overall, Grade 10-Max gained a better performance in Elective Mathematics than Grade
10-Min.

Sample Interpretation of a Pie Graph

Figure 3. Dream Job of the Grade 7 Students from GRSHS-X

Figure 3 showed the result of the survey conducted to Grade 7 students when asked about their
dream job. From the graph, forty percent (40%) and thirty percent (30) of the participants wanted to
become a doctor and an engineer, respectively with just thirty percent (30%) left for other professions. Only
about five percent (5%) wanted to become a teacher. From the data, more than 70% of Grade 7 students
will likely pursue STEM strand courses when they graduate in high school.
Quarter 2 – Module 2: Data Collection, Presentation, and Analysis
Grade 10 Research 2

Module 2: Lesson 3 – Using Statistical Techniques to Analyze Data

In the previous lesson, you were presented with options on how to present and analyze your data
through tables and graphs. As mentioned previously, data analysis goes hand in hand with data
presentation and is considered a time-consuming task because it involves a series of investigations,
classifications, mathematical calculations, and graphical recording, among others.
You are fully aware that planning your research study is needed. Thus, it is assumed that when you
begin your research study, you have already identified the scale of measurement to use in your research
study. Comprehensive statistical analysis is important before making conclusions about your study.
Statistical methods and techniques were already discussed in the previous modules. Sample Size
Determination was also introduced. This lesson will discuss deeply the five most useful statistical
techniques specifically in quantitative research: Percentage, Mean, Standard Deviation, Correlation,
Regression, and Hypothesis Testing.
The computational procedure for hypothesis testing (Methodology) will also be shown in this lesson
because this is where your decision-making skill will be tested. You will investigate and evaluate the claims
about your study before writing your conclusions.
What’s My Level?
Directions: Look at the table below. Check your level of conceptual knowledge and
computational skills of these statistical techniques.

Statistical Levels of Conceptual Knowledge Levels of Conceptual Skills

Techniques Weak Average Excellent Weak Average Excellent
Percentage
Mean
Standard Deviation
Correlation Analysis
Regression Analysis
Hypothesis Testing

Statistical Techniques
1. Percentage is any proportion from the whole.

Example:
Here’s data gathered by Purok A City High School administration regarding the
number of Grade 7 parents who opted to receive digital copies of the learning modules.

Table 1: Percentage of Parents who Opted to Receive Digital Copies of Learning Modules
Total Number of Parents who
Sections Number of opted to received digital Percentage (%)
Parents copies of learning modules
7-A 30 24 (24÷30) X100 = 80%
7-B 25 25 (25÷25) X100 = 100%
7-C 32 16 (16÷32) X100 = 50%
7-D 30 11 (12÷30) X100 = 40%
TOTAL 117 76 (76÷117) X100 = 64.96%
Quarter 2 – Module 2: Data Collection, Presentation, and Analysis
Grade 10 Research 2

2. Mean or average is the middlemost value of your list of values, and this can be obtained by
adding all the values and dividing the obtained sum to the number of values.

Example:
1. Ungrouped Data
Refer to Table 1 above, to get the mean or average number of parents who opted to
receive digital copies of learning modules, do the following:

2. Grouped Data
Here’s the data gathered from the survey on Study Habits conducted by the Grade 12
students to the 150 Grade 7 students of Purok A City High School.

3. Standard Deviation shows the spread of data around the mean.

Example:
Table 2: Mean and Standard Deviation Distribution of the Study Habits of Students

Abbreviation Numerical Values

Abbreviation Numerical Value

Strongly Agree (SA) - 5
Agree (A) - 4
Undecided (U) - 3
Disagree (D) - 2
Strongly Disagree (SD) - 1
Quarter 2 – Module 2: Data Collection, Presentation, and Analysis
Grade 10 Research 2

One needs to get the range from which the mean of a five-point Likert can be interpreted. There are two
methods to do this, if we treat the Likert scale as interval/ratio. First, the usual way is to calculate the interval by
computing the range (e.g., 5 − 1 = 4), then divided it by the maximum value (e.g. 4 ÷ 5 = 0.80). Ultimately, we get the
following result:
From 1 to 1.80 represents (strongly disagree).
From 1.81 to 2.60 represents (do not agree).
From 2.61 to 3.40 represents (true to some extent).
From 3.41 to 4.20 represents (agree).
From 4.21 to 5.00 represents (strongly agree).

The other way is to treat the selection as the range themselves, and so we get these results:
From 0.01 to 1.00 is (strongly disagree); From 1.01 to 2.00 is (disagree).
From 2.01 to 3.00 is (neutral).
From 3.01 to 4.00 is (agree).
From 4.01 to 5.00 is (strongly agree).

Here’s how it will appear in your research paper:

4. Correlation Analysis (Pearson’s r) is a statistical method used to estimate the strength of

relationship between two quantitative variables.

Example:
Here’s a data of five students with their corresponding grade in Math (Independent Variable) and
grade in English (Dependent Variable). Is there a significant relationship between the grade in Math and the
grade in English?
Table 3. Grade in Math and Grade in English of Five Students

Step 1. Compute the value of 𝑟 using the Pearson’s r formula.

Step 2. From the table of values, there is a strong positive correlation between the grade in Math
and the grade in English.
Quarter 2 – Module 2: Data Collection, Presentation, and Analysis
Grade 10 Research 2

5. Regression Analysis can be used to explain the relationship between dependent and independent
variables.
Three major uses:
a. Causal analysis -shows you the possible causation of changes in Y by changes X.
b. Forecasting an Effect- allows you estimate and predict the value of Y given the value of X.
c. Linear Trend Forecasting- helps you trace the line best fit to tine series

Example:
Using the same data from Table 3, answer the following questions:

a. What linear equation best predicts the grade in English given the grade in Math?
Step 1: Compute the 𝑏 and 𝑚.

Step 2: Substitute the value of m and b to the regression formula. The regression
equation for predicting the grade in English given the grade in Math is 𝑌 = 𝑋 + 1.

b. If a student made a grade of 91 in Math, what grade would you expect the student to
obtain in English?
Using the obtained equation 𝑌 = 𝑋 + 1, substitute 91 in X.
𝑌 = 91 + 1 = 92 (Grade in English)
According to this model, for every 1point increase in the Math grade, there is a
corresponding average increase of 1 point in the English grade.

c. How well does the regression equation fit the data?

Interpretation:
The Math grade is directly proportional to the English grade because the
slope is positive.
Quarter 2 – Module 2: Data Collection, Presentation, and Analysis
Grade 10 Research 2

6. Hypothesis testing. A hypothesis test helps you determine some quantity under a given assumption.
The outcome of the test tells you whether the assumption holds or whether the assumption has been
violated.
You were exposed to creating your Null hypothesis (𝑯𝟎) which states that there is no difference
between the two values or variables and the Alternative hypothesis (𝑯𝟏) which states that there is a
difference between two values or variables.
The statistical test uses the data obtained from a sample to decide whether the null hypothesis
should be rejected. In a one-tailed test (left-tailed or right-tailed test), when the test value falls in the
critical region on one side of the mean, the null hypothesis should be rejected.

On the other hand, in a two-tailed test, the null hypothesis should be rejected when the test value falls in either of
the two critical regions.

To perform hypothesis testing, you compute the mean from the sample and compare it with the mean from the
population. Then, you decide whether to reject or not reject the null hypothesis. If the difference is significant, the
null hypothesis is rejected. If the difference is not significant, then the null hypothesis is not rejected. In the
hypothesis- testing, there are four possible results.

The four possibilities are as follows:

1. It would be an incorrect decision and would result in a Type I error when you reject the null hypothesis
when it is true.
2. It would be a correct decision when you reject the null hypothesis when it is false.
3. It would be a correct decision if you do not reject the null hypothesis when it is true.
4. It would be an incorrect decision and would result in a Type II error when you do not reject the null
hypothesis when it is false.

The basic format for hypothesis testing:

1. State the hypotheses and identify them.
2. Find the critical value(s).
3. Compute the test value.
4. Make the decision.
5. Summarize the result.
Quarter 2 – Module 2: Data Collection, Presentation, and Analysis
Grade 10 Research 2

Hypothesis testing can be done using the following t-value approach or critical value approach and 𝑝-value
approach.

I. The Critical Value Approach is used to determine whether the observed test statistic is more extreme
than a defined critical value. Hence, the observed test statistic (calculated on the basis of sample data)
is compared to the critical value, from t-table. If the test statistic (𝒕∗) is more extreme than the critical
value (t), the null hypothesis is rejected. If the test statistic is not as extreme as the critical value, the
null hypothesis is not rejected.

Example:
A random sample of 10 Grade 7 students has grades in Math, where marks range from 90 (Good) to 98
(Excellent). The general average grade (Gen. Ave.) of all Grade 7 students as of the last 5 years is 93. Is the Gen.
Ave. of the 10 Grade 7 students different from the population’s Gen. Ave? Use 0.05 level of significance.

Computational Procedure:
1. Define the Null and Alternative Hypothesis
𝐻0: There is no significant difference between the gen. ave. of 10 Grade 7 students from the population’s
gen. average of 93.
𝐻0: 𝜇 = 93
𝐻1: There is a significant difference between the gen. ave. of 10 Grade 7 students from the population’s gen.
average of 93.
𝐻1: 𝜇 ≠ 93

2. State the alpha and the degree of freedom.

𝛼 = 0.05
𝐷𝑓 = 𝑛 − 1 = 10 − 1 = 9

3. State the decision rule.

4. Calculate the Test Statistic.

5. State results (use t table to get the critical value, see procedure below).

6. Decision: Accept 𝐻0

7. Conclusion: Therefore, the average grade of 10 Grade 7 students is not different from the population’s
average grade in Math which is 93.
Quarter 2 – Module 2: Data Collection, Presentation, and Analysis
Grade 10 Research 2

II. The P-value Approach involves determining the probability (assuming the null hypothesis were true) of
observing a more extreme test statistic in the direction of the alternative hypothesis than the one
observed. If the P-value is less than (or equal to) 𝛼 then the null hypothesis is rejected in favor of the
alternative hypothesis. And, if the P-value is greater than 𝛼, then the null hypothesis is not rejected.

Example: Use the same data from Example 1 of Critical value approach.

Computational Procedure:
1. Define the Null and Alternative Hypothesis
𝐻0: There is no significant difference between the gen. ave. of 10 Grade 7 students from the
population’s gen. average of 93.
𝐻0: 𝜇 = 93
𝐻1: There is a significant difference between the gen. ave. of 10 Grade 7 students from the population’s
gen. average of 93.
𝐻1: 𝜇 ≠ 93

2. State the alpha and the degree of freedom.

𝛼 = 0.05
𝐷𝑓 = 𝑛 − 1 = 10 − 1 = 9

3. State the decision rule.

4. Calculate the Test Statistic.

5. Use statistical software or an online calculator (https://www.statology.org/t-score-p-value- calculator/) to

find the corresponding p-value.
One-tailed P-value: 0.13412
Two-tailed P-value: 0.26825

6. State results.
One-tailed |0.13412| > 0.05
Two-tailed |0.26825| > 0.05

7. Decision: Accept 𝐻0
Since this p-value is not less than our chosen alpha level of 0.05, we can’t reject the null hypothesis.

8. Conclusion: Therefore, the average grade of 10 Grade 7 students is not different from the population’s
average grade in Math which is 93.
Quarter 2 – Module 2: Data Collection, Presentation, and Analysis
Grade 10 Research 2

Here are the steps in finding the t-value or critical value at the t-table:
1. Locate your confidence level (alpha level) at the top row of the t-table found below
(this tells you which column you need).
2. Intersect this column with the row for your 𝑑𝑓 (degrees of freedom). The number you see is the critical
value (or the t-value) for your confidence interval.

Table of T-Values