SESSION OBJECTIVES

1 Identify data analysis techniques commonly

used in research.

2 Differentiate the use of each data analysis

technique.

3 Compute for the value of quantitative data

analysis technique

4 Apply the appropriate data analysis technique

to be used in the given problem.
DEPARTMENT OF EDUCATION
 Priming Activity
WORD WAR 1
1. Jumbled letters will be flashed
on screen.
2. Form a word and write it on the
metacard.

DEPARTMENT OF EDUCATION
E R C R A H E S

DEPARTMENT OF EDUCATION
ULTEQTAIAIV

DEPARTMENT OF EDUCATION
VEITATITNAUQ

DEPARTMENT OF EDUCATION
 Qualitative Quantitative
Subjective Objective
Research questions answer what and why Research questions answer how many or
state relationship or differences
Literature Review may be done as the study Literature Review is usually done before the
progresses conduct of the study
Develops theory Tests Theory
Interpretive Measurable
Reports narrative, individual interpretation Reports statistical analysis
Basic element of analysis is words/ ideas Basic element of analysis is numbers
Researcher is part of the process Researcher is separate
Participants Subjects
Context dependent Context Free
Reasoning is dialectic and inductive Reasoning is logistic and deductive
Describes meaning/discovery Establishes relationships and causations.
DEPARTMENT OF EDUCATION
 Activity 1: Classify Techniques

1. Each group will be given metacards of

different colors.
2. Words will be flashed on screen.
3. Write the words on the metacard.
4. Classify and paste the words under
qualitative or quantitative headings on
the cartolina provided.

DEPARTMENT OF EDUCATION
Activity 1: Classify Techniques
Frequency Counts Narrative Analysis Spearman rho

Mean Discourse Analysis Variance

Percentage Median Content Analysis

t-test for independent

Standard Deviation Thematic Analysis
samples
t-test for dependent
Mode Pearson r
samples
DEPARTMENT OF EDUCATION
 Questions for Analysis

1. How did you find the activity?

2. Was it easy or difficult? Why or Why not?
3. How were you able to classify the words?
4. What helped you in classifying the words?
5. When do we appropriately use these data
analysis techniques?

DEPARTMENT OF EDUCATION
 A. Quantitative Data Analysis Techniques

It used in describing a set of data.

This includes frequency count,
1. Descriptive percentage, measures of central
Statistics tendency (mean, median and mode)
and measures of variability (range,
variance and standard deviation).

DEPARTMENT OF EDUCATION
 Quantitative Data Analysis Techniques

Measure of the number of

Frequency counts times that an event or
observation occurs.

A part of a whole expressed

Percentage
in hundredths.
DEPARTMENT OF EDUCATION
 Quantitative Data Analysis Techniques

Mean ( ) The average of the set of numbers.

The middle most value when data are

Median arranged in increasing or decreasing
order.
DEPARTMENT OF EDUCATION
 Quantitative Data Analysis Techniques

The value that appears most

Mode often.

The difference between the

Range largest and smallest values.

DEPARTMENT OF EDUCATION
 Quantitative Data Analysis Techniques

The squared value of standard

Variance (s² or σ²).
deviation.

Standard The measure of the dispersion of

Deviation the set of data from its mean.
DEPARTMENT OF EDUCATION
 Activity 2: Knowing Me. Knowing You.
1. Each group will be given an activity
sheet.
2. Perform the task written in the activity
sheet provided.
3. Write your answers on the activity
sheet.
4. Answers will be checked after fifteen
(15) minutes.
DEPARTMENT OF EDUCATION
 Activity 2: Template
Respondents Height (cm) Weight (kg) Age Monthly Expenses
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Mean
SD
DEPARTMENT OF EDUCATION
Analysis 2 : Knowing Me, Knowing You

Processing Questions:
A. What did you use in computing the
gathered data?
B. How did you get the answer in each
question?

DEPARTMENT OF EDUCATION
 Computing Data using MS Data Analysis ToolPak
To compute descriptive statistics using
the MS Data Analysis Tool Pack:
1. Open MS Excel
2. Input Data Sets
1. Click Data at the Menu Bar
2. Click Data Analysis
2. Descriptive Statistics
3. OK
4. Input Range, select or highlight
the set of data
5. Check Summary Statistics
6. OK

DEPARTMENT OF EDUCATION
Computing Data using Minitab Software
To compute descriptive statistics using the Minitab,
click:
1. Stat
2. Basic Statistics
3. Display Descriptive Statistics,
4. Highlight the Variable/s
5. Select
6. Statistics
7. Tick Mean, Standard Deviation, Variance, Median,
and Mode
8. Ok
9. OK Again
10. In the Results, Click Menu, Copy

DEPARTMENT OF EDUCATION
Mean and Standard Deviation etc. :
In Minitab, click:
1. Stat
2. Basic Statistics
3. Display Descriptive Statistics,
4. Highlight the Variable
5. Select
6. Statistics
7. Tick Mean and Standard Deviation
etc.
8. Ok
9. OK Again
10.In the Results, Click Menu, Copy
DEPARTMENT OF EDUCATION
Counts - The total number of values in
each cell.
Percent - An individual value that
represents the contribution of a category
to the whole.
In Minitab, click:
1. Stat
2. Tables
3. Tally Individual Variables,
4. Highlight the Variable
5. Select
6. Tick Count and Percent
7. Click OK.
DEPARTMENT OF EDUCATION
 What if you are asked…

1. Is there a significant difference

between the Mathematics 1 & 2
Ratings of the ABM learners?
2. Is there a significant relationship
between the Mathematics and
English Ratings of the ABM learners?
DEPARTMENT OF EDUCATION
 In inferential statistics, data are analyzed from a
sample to make inferences in the larger
collection of the population. The purpose is to
2. Inferential answer or test hypotheses. Hypothesis testing is
Statistics a procedure for making rational decisions about
the reality of observed facts. A hypothesis
(plural hypotheses) is a proposed explanation
for a phenomenon. It has two types: null and
alternative hypothesis.

DEPARTMENT OF EDUCATION
 Types of Hypothesis

- is a denial of existence of significant difference,

Null Hypothesis effect or relationship
- states that there is no significant difference, effect or
(H0) relationship between or among variables.

- is an affirmation of existence of significant

Alternative Hypothesis difference, effect or relationship
(Ha or H1) - states that there is a significant difference, effect or
relationship between or among variables.

DEPARTMENT OF EDUCATION
 Steps in Hypothesis Testing

1
• State the null and alternative hypotheses

2
• Indicate the level of significance and type of test.

• Determine the appropriate statistical (inferential) technique

3 to be used.
• Identify the approach to be used in decision making as to the
4 use of critical (tabular) value or p-value approach

5
• Write the conclusion

DEPARTMENT OF EDUCATION
 Inferential Statistical Techniques

It determines whether the means

t-test of independent
of two independent groups differ
samples significantly.

t-test of dependent It determines whether the means

of two dependent groups differ
samples
significantly.
DEPARTMENT OF EDUCATION
 Inferential Statistical Techniques

It measures the strengths and

Pearson r direction of the linear relationship of
the two variables.

It measures relationship between

Spearman rho
ordinal variables.

DEPARTMENT OF EDUCATION
 • If the computed value is greater than the
tabular or critical value, reject the null
hypothesis. It means that the difference or
Using critical relationship is significant.
value Approach
• If the computed value is lesser than or
equal to the tabular or critical value, then
we will not reject the null hypothesis. It
means that the difference or relationship
is not significant.
DEPARTMENT OF EDUCATION
 • If the p-value is less than or equal to the
level of significance, then we reject the
null hypothesis. It means that the
Using p-value difference or relationship is significant.
method
• If the p-value is greater than the level of
significance, then we will not reject the
null hypothesis. It means that the
difference or relationship is not
significant.
DEPARTMENT OF EDUCATION
 Activity 3: Let’s Compute
Respondents Barrio A Barrio B
17 3.16 3.28
Test the 1 1.68 2.62
18 3.22 3.30
2 2.18 3.12
significant 3 2.68 3.62
19 3.27 3.32
20 3.32 3.33
difference 4 3.18 2.62
21 3.38 3.35
5 3.68 3.12
between the 6 1.68 3.62
22 3.43 3.37
Perceptions of 7 2.18 2.62 23 3.48 3.39
24 3.54 3.41
Folks in Barrio A 8 2.68 3.12
25 3.59 3.42
9 3.18 3.62
and B on the 10 3.68 2.62 26 3.64 3.44
possibility of bee 11 1.68 3.12 27 3.70 3.46
12 2.18 3.62 28 3.75 3.48
keeping. Use 13 2.68 2.62 29 3.81 3.50
0.05 level of 14 3.18 3.12 30 3.86 3.51
significance. 15 3.68 3.62 31 3.91
16 3.11 3.26 32 3.97

DEPARTMENT OF EDUCATION
 MS Excel Data Analysis ToolPak Minitab

t-Test: Two-Sample Assuming Unequal Variances

Two-Sample T-Test and CI: Barrio A, Barrio B

Barrio A Barrio B Two-sample T for Barrio A vs Barrio B

Mean 3.135 3.254
Variance 0.469 0.108 N Mean StDev SE Mean
Barrio A 32 3.135 0.685 0.12
Observations 32 30
Barrio B 30 3.254 0.328 0.060
Hypothesized Mean
Difference 0
df 45 Difference = μ (Barrio A) - μ (Barrio B)
t Stat -0.878 Estimate for difference: -0.119
P(T<=t) one-tail 0.192 95% CI for difference: (-0.391, 0.153)
t Critical one-tail 1.679 T-Test of difference = 0 (vs ≠): T-Value = -0.88 P-Value = 0.385
DF = 45
P(T<=t) two-tail 0.385
t Critical two-tail 2.014

DEPARTMENT OF EDUCATION
 Activity 3: Let’s Compute
Learner Entrep Bee Learner Entrep Bee
Skills Keeping Skills Keeping
Test the significant 1 1.68 2.62 16 1.68 2.62
2 2.18 3.12 17 2.18 3.12
correlation between 3 2.68 3.62 18 2.68 3.62
4 3.18 2.62 19 3.18 2.62
entrepreneurial skills of 5 3.68 3.12 20 3.68 3.12
barrio folks and their 6
7
1.68
2.18
3.62
2.62
21
22
1.68
2.18
3.62
2.62
perceptions of the 8 2.68 3.12 23
24
2.68 3.12
9 3.18 3.62 3.18 3.62
possibility of bee keeping in 10 3.68 2.62 25 3.68 2.62
11 1.68 3.12 26 1.68 3.12
their community. Use 0.05 12 2.18 3.62 27 2.18 3.62
28
level of significance. 13
14
2.68
3.18
2.62
3.12 29
2.68
3.18
2.62
3.12
15 3.68 3.62 30 3.68 3.62

DEPARTMENT OF EDUCATION
 Entrep Skills Bee Keeping Correlation: Entrep Skills, Bee Keeping

Entrep Skills 1 Pearson correlation of Entrep Skills and

Bee Keeping = 0.899
Bee Keeping 0.898532049 1 P-Value = 0.000

DEPARTMENT OF EDUCATION
 Activity 4 : My Living Experiences

Instructions:

Conduct interview with your group mates or co-

participants using the guide questions on the
activity sheet:

DEPARTMENT OF EDUCATION
 Activity 4 : Guide Questions

Guide Questions:
1. What are the tales of fulfillments and disappointments
of being a senior high school teacher?
2. How do the senior high school teachers deal with their
disappointments as a senior high school teacher?
3. What insights can the senior high school teachers share
with their colleagues and to the teaching community?

DEPARTMENT OF EDUCATION
 Qualitative Data Analysis Techniques

This is one of the most common

1. Thematic forms of analysis in qualitative
Analysis research. It emphasizes pinpointing,
examining, recording patterns (or
themes) within data.

DEPARTMENT OF EDUCATION
 Qualitative Data Analysis Techniques

• It aims to identify the kinds of

stories told about the researched
2. Narrative phenomenon and the kind of
Analysis stories representing the
phenomenon in culture and
society.

DEPARTMENT OF EDUCATION
 Qualitative Data Analysis Technique

• Is concerned with the local context of narrative

e.g., why a patient and doctor shape their
remarks to the context/setting/position of a
Narrative medical setting
Analysis • Constructivist: Language not understood as
(continuation) directly mirroring an underlying reality but rather
as a social tool
• Specific Form: Biographic Narrative Analysis

DEPARTMENT OF EDUCATION
 Qualitative Data Analysis Technique

• This is concerned with language use beyond

the boundaries of a sentence/utterance
concerning relationships between language
3. Discourse and society.
Analysis • it has a very "linguistic" outlook (which
prevents incorporating linguistic and
nonlinguistic dimension) – Talk is a social
action – therefore we analyse their talk, not
the person
DEPARTMENT OF EDUCATION
 Qualitative Data Analysis Technique

• Seeks to expose connections between language,

power, inequality, and ideology and how they
manifest – Discursive power – control over a
Discourse
discourse by e.g., a powerful group – is crucial
Analysis
(continuation)
for this method
• Explore the relationship between discourse and
reality in a particular context
• Discourse is socially constitutive as well as
socially conditioned (constructivism)
DEPARTMENT OF EDUCATION
 Qualitative Data Analysis Technique

• Also called as thematic analysis.

• Method to analyse textual information
4. Content systematically – concerned with the
Analysis latent content
• Expose meaning, motives, opinions
and purposes embedded within the
text (rather realist)
DEPARTMENT OF EDUCATION
 Qualitative Data Analysis Technique

• Establishes categories (inductive,

deductive) to examine the material (can
Content involve counting!)
Analysis
(continuation)
• Categories have to be sufficiently
precise to enable different coders to
arrive to a similar result with the same
body of material
DEPARTMENT OF EDUCATION