Chapter 4

Presentation, Analysis, and Interpretation of Data

This chapter reports the findings and interpretation of the data gathered. It is
divided mainly into two parts: Descriptive Data Analysis and Inferential Data
Analysis.

The Descriptive Data Analysis presents interpretation of the data that are
descriptive in nature while Inferential Data Analysis presents interpretation of data
to test the hypothesis of the study.

The interpretation is presented in both textual and tabular forms. It is suggested

that in presenting the results of investigation the textual form should be given first
followed by tables or graphs.

The learner …

1) presents and interprets data in tabular and graphical forms (CS_RS12-IId-g-2),

2) uses statistical techniques to analyze data — study of differences and

relationships limited for bivariate analysis (CS_RS12-IId-g-3).

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I) Guidelines for the Presentation of Statistical Information

You should bear in mind as a researcher that the presentation of

information is as important as the analysis of data. It is in this part where
your reader will have a full grasp of your study. They will know the results
of the tedious research processes that you have gone through as well as your
interpretation of the figures.
Phillips (n.d.) shares guidelines on how you can make your data presentation
appealing and easily understood at a glance.

 Support your presentation with tables, graphs, charts and figures where
applicable
o Follow APA format.
o Tables, charts, graphs and figures should be interpreted - it is your
responsibility to tell your reader what you think is the most important
information in the graphics.
o Make sure that each graphic is clearly labelled with a title so that readers
can easily identify and understand them.
o Never present a table, chart, or figure that you are not planning to
explain.
 It should be written in the past tense because the data has been collected.
 Do not judge, editorialize, evaluate or give your opinion on the results
obtained. Just report the facts.
 Presentation should be consistent with the underlying theoretical framework
[Not left isolated in Chapter 2]
 Remember to write for the reader and it should be logical and easy to follow -
'make it simple but not simpler'
 Avoid citations - it is not necessary to cite sources - you will do that in Chapter 5.

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II) General Guidelines for Tables and Figures

A) Tables usually show numerical value or textual information and are almost
always characterized by a row-column structure. Any type of illustration other
than a table is referred to as a figure.
1) Number
 Number tables sequentially (i.e. if you have more than one table
in your writing) e.g. Table 1, Table 2 ...
 Each table must be referred to in the text, using a capital T, for
example: ...as shown in Table 1.
2) Title
 Place directly above the table itself and below the table number.
 Brief but clear and explanatory, in italics and with major
words capitalized with no full stop or period.
3) Note
 Place directly below the table, the word "Note" in italics with a full
stop, for example: Note.
4) Spacing
 Tables may be submitted either single or double spaced. Consider
readability.

A sample table below is provided for you as your reference.

Table 1

Perceptions of the Participants as an Entire Group on Digital Storytelling in Mathematics as a Performance

Task
__________________________________________________________________________________________________
Categories n SD M Description
__________________________________________________________________________________________________
Entire Group 79

Over-all Perception 0.33 3.71 Excellent Task

(A) Perceptions on Creating

Digital Stories 0.35 3.71 Excellent Task
(B) Perceptions on the Use of Digital
Storytelling in Mathematics Class 0.33 3.71 Excellent Task
__________________________________________________________________________________________________
Note. Interpretation is based on the following scale: Excellent Task (3.26 - 4.00), Very Good Task (2.51 - 3.25),
Satisfactory Task (1.76 - 2.50), Unsatisfactory Task (1.00 - 1.75).

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Note: The table in the previous page was taken from Gange, M. (2017). Students’
perceptions and experiences on digital storytelling in mathematics.

B) A figure may be a chart, a graph, a photograph, a drawing, or any other

illustration or non-textual depiction. Any type of illustration other than a table
is referred to as a figure.

1) Caption: When you use a figure that has been adapted or copied
directly from another source, you need to reference that
original source. This reference appears as a caption
underneath the figure (image):
 don't include a title on top - the caption is your title
 concise explanation of the figure; i.e. a brief but descriptive
phrase
 include copyright information
 format your caption - use italics and a capital F for Figure and
sequential numbering (if you have more than one Figure).

2) Legend (if needed): A legend explains the symbols used in the
figure. It should have the same kind and proportion of
lettering that appear in the rest of the figure.
 capitalize major words in the legend
 place the legend within the figure (it may already be there if you
have copied the graph from elsewhere)

3) General Rules:
 Number all figures with Arabic numerals in the order in which they
are first mentioned in text, regardless of whether a more detailed
discussion of the figure occurs later in the paper. For example,
Figure 1..., Figure 2...etc.

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  Refer to the figure in your writing - no italics, but with capital F,
for example "In Figure 1..."
 Copyright permission for using figures and images in
theses/dissertations/exegeses - obtain written copyright
permission from the copyright holder if you reproduced or
adapted a figure from a copyrighted source. If you are adapting
material from multiple sources, and integrating them into a single
figure, you might need to include multiple permission statements,
one for each source.

A sample figure below is provided for you as

your reference.

Note: This figure was taken from Morra, S. (2014). Transform learning, exploring
how digital tools transform learning: 8 steps to great digital storytelling.

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III) APA format for Statistical Notations

Statistical Abbreviations

Most probably you have encountered a lot of unfamiliar symbols when

you scanned through theses and dissertations. These symbols should
not cause you to worry much because all these can be learned. This
portion of the manual will expose you to Statistical Abbreviations that you will use in
your study particularly in Chapter 4.

The tables below show the shortcut form and the symbols and followed
by the meaning and explanation of each.

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Note. This table was taken from Graham Hole, Research Skills (2012). APA format for
statistical notation and other things.

IV) Reporting Statistics in APA Style

APA Style shall be used in reporting statistics in the text of a research

report. This style follows standard format in the use of italics, spacing,
punctuation marks and symbols. Kahn (n.d.) illustrates how this
is precisely done.

A) Mean and Standard Deviation are most clearly presented in parentheses:

Example 1: The sample as a whole was relatively young (M = 19.22,

SD = 3.45).
Example 2: The average age of students was 19.22 years (SD = 3.45).

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B) Percentages are also most clearly displayed in parentheses with no
decimal places:
Example: Nearly half (49%) of the sample was married.

C) Chi-Square statistics are reported with degrees of freedom and sample size
in parentheses, the chi-square value (rounded to two decimal places), and
the significance level:
Example: The percentage of participants that were married did not differ
by gender, x2(1, N = 90) = 0.89, p = .35.

D) t-tests are reported like chi-squares, but only the degrees of freedom are in
parentheses. Following that, report the t statistic (rounded to two decimal
places) and the significance level.
Example: There was a significant effect for gender, t(54) = 5.43,
p < .001, with men receiving higher scores than women.

E) ANOVAs (both one-way and two-way) are reported like the t test, but there
are two degrees-of-freedom numbers to report. First report the between-
groups degrees of freedom, then report the within-groups degrees of
freedom (separated by a comma). After that report the F statistic (rounded
off to two decimal places) and the significance level.
Example: There was a significant main effect for treatment,
F(1, 145) = 5.43, p = .02, and significant interaction,
F(2, 145) = 3.24, p = .04.

F) Correlations are reported with the degrees of freedom (which is N-2) in

parentheses and the significance level:
Example: The two variables were strongly correlated, r(55) = .49,
p < .01.

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G) Non-parametric tests
Do not report means and standard deviations for non-parametric tests.
Report the median and range in the text or in a table. The statistics U and Z
should be capitalized and italicized. A measure of effect size, r, can be calculated
by dividing Z by the square root of N (r = Z / √N).

1) Mann-Whitney Test (2 Independent Samples)

A Mann-Whitney test indicated that self-rated attractiveness was greater
for women who were not using oral contraceptives (Mdn = 5) than for
women who were using oral contraceptives (Mdn = 4), U = 67.5,
p = .034, r = .38.

Note. The table was taken from “Reporting Statistics in Psychology” (n.d).

2) Wilcoxon Signed-ranks Test (2 Related Samples)

A Wilcoxon Signed-ranks test indicated that femininity was preferred
more in female faces (Mdn = 0.85) than in male faces (Mdn = 0.65),
Z = 4.21, p < .001, r = .76.

Note. The table was taken from “Reporting Statistics in Psychology” (n.d).

117
 Note:

1. Exact p value is reported within the text of a manuscript

(unless the p value is less than .001.) You will note that significance

levels in journal articles--especially in tables--are often reported as

either "p > .05," "p < .05," "p < .01," or "p < .001."

2. Most statistics should be rounded to two decimal places with the

exception of some p-values.

V) Interpreting and Reporting Data Generated from SPSS

Note: Data, Figures and examples from this topic were taken from “Statistics

Help For Students” (2008).

This section will discuss how to interpret and report data generated from SPSS
with a corresponding table. This will focus only to some commonly used statistical tools
(Mean and Standard Deviation, t-test, ANOVA, and Pearson r). The following discussion
will include Test Type and Use, Values, and Result Report.

The Test Type and Use portion talks about the statistical tool to be used and
its use in relation to the variables of your study. You are provided with ready-made
template to help you frame your report. All you have to do is to fill up the template with
the data that you are processing. Then, you are also given a sample of the
accomplished template.

The Values portion includes again a template, an example and an illustration on

how to report values generated from SPSS.

Finally, the Result Report shows the interpretation of the data based on the
result from Values Portion in relation to the variables of your study.

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 A) Descriptive Data Analysis
1) How do you report central tendency (Mean) and dispersion
(Standard Deviation) data in APA style?

It’s a good idea to report three main things in an APA style

results section when it comes to measures of central tendency and
dispersion (Test Type and Use, The Values, and Result Report).

1) Test Type and Use

Template:
Measures of central tendency were computed to summarize the data for the ________
variable/data set. Measures of dispersion were computed to understand the variability
of scores for the _________ variable/data

Example
Measures of central tendency were computed to summarize the data for the age
variable. Measures of dispersion were computed to understand the variability of
scores for the age variable.

2) The Values: Mean and Standard Deviation

Template:
The following are the results of this analysis; N = ______, M = _____, SD = _____.

Example:

Fill in the number of

participants, the Mean
and the Standard
Deviation generated
From SPSS.

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 Once the blanks are full, you will have a sentence that looks very
scientific but was actually very simple to produce.

The following are the results of this analysis; N = 10, M = 22.80, SD = 8.12.

3) Result Report

When you look at the mean, it appears that most students in the class were of
traditional college age. However, based on the large standard deviation, it looks
like the ages varied quite a bit.

When you put the three main components together results look
something like this with corresponding table.

Table 1 shows the description of the age of students in a class. Measures of

central tendency were computed to summarize the data for the age variable. Measures
of dispersion were computed to understand the variability of scores for the age variable.
The following are the results of this analysis; N = 10, M = 22.80, SD = 8.12. When you
look at the mean, it appears that most students in the class were of traditional college
age. However, based on the large standard deviation, it looks like the ages varied quite
a bit.”

Table 1
Description of the Age of Students in the Class
n M SD

10 22.80 8.12

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 B) Inferential Data Analyses

1) How do you report independent samples t-test data in

APA style?
It’s a good idea to report three main things in an APA style
results section when it comes to t-tests (Test Type and Use, Significant
Differences Between Conditions, and Result Report).

1) Test Type and Use

Template:
“An independent-samples t-test was conducted to compare (your DV measure)
_________ in (IV level / condition 1) ________and (IV level / condition 2)
________ conditions.”

Example:
“An independent-samples t-test was conducted to compare memory for words in
sugar and no sugar conditions.”

2) The Values: Significant Differences Between Conditions

Template:
There was a significant (not a significant) difference in the scores for IV level 1
(M = ___, SD = ___) and IV level 2 (M = ___, SD = ___) conditions;
t (__) = ____, p = ____”.

Example
Find the Mean and
Standard Deviation
for each condition.

Now we’ll finish up by filling in the values related to the t-test. Here
we enter the degrees of freedom (df), the t-value (t), and the
Sig. (2-tailed) value (often referred to as the p value).

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 Once the blanks are full , you will have a sentence that looks very
scientific but actually very simple to produce.

There was a significant difference in the scores for sugar ( M = 4.2, SD = 1.3) and no
sugar (M = 2.2, SD = 0.84) conditions; t (8) = 2.89, p = 0.020.

3) Result Report

These results suggest that sugar really does have an effect on memory for words.
Specifically, our results suggest that when humans consume sugar, they remember
more words.

When you put the three main components together, results

look something like this with corresponding table.

Table 2 shows the difference between sugar and no sugar conditions on memory
of words.
An independent-samples t-test was conducted to compare memory for words in
sugar and no sugar conditions. There was a significant difference in the scores for sugar
(M = 4.20, SD = 1.3) and no sugar (M = 2.20, SD = 0.84) conditions; t (8) = 2.89,

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p = .20. These results suggest that sugar really does have an effect on memory for
words. Specifically, our results suggest that when humans consume sugar, their memory
for words increases.

Table 2
Difference Between with Sugar and No Sugar Conditions on Memory of Words
Conditions M Mean t df p
Difference
Sugar 4.20
0.20 2.89 8 .20
No Sugar 2.20

Note: Reporting independent samples t-test data is the same as

paired-samples t-test data.

2) How do you report 1-way between subjects ANOVA in APA style?

You will be reporting three or more things depending on whether
you find a significant result for your 1-way between subjects ANOVA
(Test Type and Use, Significant Differences Between Conditions, Post-Hoc
Test Result and Result Report).

1) Test Type and Use

Template:
A one-way between subjects ANOVA was conducted to compare the effect of
(IV)______________ on (DV)_______________ in _________________,
__________________, and __________________ conditions.

Example:
A one-way between subjects ANOVA was conducted to compare the effect of
sugar on memory for words in sugar, a little sugar and no sugar conditions.

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2) The Values: Significant Differences Between Conditions

Template:
There was a significant (not a significant) effect of IV ____________ on
DV ______________ at the p<.05 level for the three conditions
[F (___, ___) = ___, p = ____].

Example:
Let’s fill in the values.
You are reporting the degrees
of freedom (df), the F value
(F) and the Sig. value (often
referred to as the p value).

Once the blanks are full , you will have a sentence that looks very
scientific but actually very simple to produce.

There was a significant effect of amount of sugar on words remembered at the

p<.05 level for the three conditions [F(2, 12) = 4.94, p = 0.027].

3) Post-Hoc Test Result

Because we have found a statistically significant result in this

example, we needed to compute a post hoc test. We selected the
Tukey post hoc test. This test is designed to compare each of our
conditions to every other conditions. This test will compare the
Sugar and No Sugar conditions. It will also compare the A little
sugar and No Sugar conditions. It will also compare the A Little
Sugar and Sugar conditions. The results of the Tukey post hoc
must be reported if you find a significant effect for your overall
ANOVA.

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 If you used this template with our example, you would end
up with a sentence that looks something like this.

Post hoc comparisons using the Tukey HSD test indicated that the mean score for the
sugar condition (M = 4.20, SD = 1.30) was significantly different than the no sugar
condition (M = 2.20, SD = 0.84). However, the a little sugar condition (M = 3.60,
SD = 0.89) did not significantly differ from the sugar and no sugar conditions.

* Sugar and Little Sugar. P = .639 (not significantly different)

Sugar and No Sugar, p = .025 (significantly different)

125
4) Result Report

Taken together, these results suggest that high levels of sugar really do have an effect
on memory for words. Specifically, our results suggest that when humans consume high
levels of sugar, they remember more words. However, it should be noted that sugar
level must be high in order to see an effect. Medium sugar levels do not appear to
significantly increase word memory.

The four main components will be discussed separately

in two tables with corresponding table.

Table 3 shows the difference on the effect of sugar on memory of words among
sugar, a little sugar, and no sugar conditions.
A one-way between subjects ANOVA was conducted to compare the effect of
sugar on memory for words in sugar, a little sugar and no sugar conditions. There was a
significant effect of amount of sugar on words remembered at the p<.05 level for the
three conditions [F (2, 12) = 4.94, p = 0.027].

Table 3
Difference on the Effect of Sugar on Memory of Words Among Sugar, A Little Sugar, and
No Sugar Conditions

Conditions Sum of df Mean F p

Squares Square

Between Groups 10.53 2 5.267 4.938* .27

Within Groups 12.80 12 1.067

Total 23.33 14

Note. *Significant at p < .05

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 Table 4 shows the Post–Hoc test for significant differences on the effect of sugar
on memory of words among sugar, a little sugar, and no sugar conditions.
Post-Hoc comparisons using the Tukey HSD test indicated that the mean score
for the sugar condition (M = 4.20, SD = 1.30) was significantly different than the no
sugar condition (M = 2.20, SD = 0.84). However, the a little sugar condition (M = 3.60,
SD = 0.89) did not significantly differ from the sugar and no sugar conditions. Taken
together, these results suggest that high levels of sugar really do have an effect on
memory for words. Specifically, the results suggest that when humans consume high
levels of sugar, they remember more words. However, it should be noted that sugar
level must be high in order to see an effect. Medium sugar levels do not appear to
significantly increase word memory.

Table 4
Post–Hoc Test for Significant Differences on the Effect of Sugar on Memory of Words
Among Sugar, A Little Sugar, and No Sugar Conditions
Categories Sugar A Little Sugar No Sugar

Sugar .639 .025*

A Little Sugar .123

No Sugar

Note. *Significant at p < .05

127
 3) How do you report Pearson’s r in APA style?
You will want to include three main things about your Pearson’s r
when communicating results to others (Test Type and Use, Pearson’s r
Value and Significance Value, and Result Report).

1) Test Type and Use

Template:
A ________________________________________ was computed to assess the
relationship between (Variable 1) _____________________ and (Variable 2)
____________________.

Example:
A Pearson product-moment correlation coefficient was computed to assess the
relationship between the amount of water that one consumed and rating of skin
elasticity.

2) The Values: The Pearson’s Value and Significance Value

Template:
There was a correlation (no correlation) between the two variables
[r = _______, n =_______, p = ________].”

Example:

Just fill in the blanks

by using the SPSS
output.

Once the blanks are full , you will have a sentence that looks very
scientific but actually very simple to produce.

There was a positive correlation between the two variables, r = 0.985, n = 5, p = 0.002.

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3) Result Report

Overall, there was a strong, positive correlation between water consumption and skin
elasticity. Increases in water consumption were correlated with increases in rating of
skin elasticity.

When you put the three main components together, results

look something like this with corresponding table.

Table 5 shows the relationship between water consumption and skin elasticity.
A Pearson product-moment correlation coefficient was computed to assess the
relationship between the amount of water that one consumed and rating of skin
elasticity. There was a positive correlation between the two variables, r = 0.985, N = 5,
p = 0.002. There was a strong, positive correlation between water consumption and
skin elasticity. Increases in water consumption were correlated with increases in rating
of skin elasticity.

Table 5
Relationship between Water Consumption and Skin Elasticity

Water Consumption
Variables r p

Skin Elasticity 0.985* .002

Note. *Significant at p < .05

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 Clients’ Satisfaction on the Wellness Massage Provided by
TESDA-trained Therapists in Nueva Valencia, Guimaras

Chapter 4
Presentation, Analysis, and Interpretation of Data

This chapter presents the results of the study based on the gathered data. It consists of
two parts: Descriptive Data Analyses, and Inferential Data Analyses.
Part One, Descriptive Data Analyses, discusses the level of satisfaction on the
effectiveness of wellness massage on clients of Nueva Valencia, Guimaras when taken as a whole
and when grouped according to sex and socio-economic status.
Part Two, Inferential Data Analyses, presents the Mann-Whitney U and Kruskal-Wallis
test results which were obtained to determine any significant difference in the
level of satisfaction on the effectiveness of wellness massage on clients of Nueva Valencia,
Guimaras when grouped according to sex and socio-economic status.

Descriptive Data Analysis

The researchers utilized means and standard deviations to analyze and interpret the
descriptive findings of the study.
The data in Table 2 presents the level of satisfaction on the effectiveness of
wellness massage of clients when grouped according to sex and socio-economic status.
As an entire group, the respondents exhibited a “HIGH” satisfaction rating on the
effectiveness of wellness massage (M = 2.83, SD = 0.94).
When grouped according to sex, male respondents (M = 2.38, SD = 1) exhibited an
“FAIR” satisfaction rating on the effectiveness of wellness massage. While the female
respondents (M = 2.92, SD = 0.88) exhibited a “HIGH” satisfaction rating on the effectiveness of
wellness massage.
When classified according to socio-economic status, respondents with low socio-
economic status exhibited a “FAIR” satisfaction rating ( M = 2.40, SD = 1.01) while respondents
with average and high socio-economic status exhibited a “HIGH” response on the effectiveness of
wellness massage, (M = 2.67, SD = 1.05) and (M = 2.91, SD = 0.76), respectively.

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Table 2
Level of Satisfaction on the Effectiveness of Wellness Massage of Clients When Taken as a Whole
and When Grouped According to Sex and Socio-economic Status
_______________________________________________________________________________
Respondents Profile n M SD Description
_______________________________________________________________________________
Entire Group 36 2.83 0.94 High
Sex
Male 10 2.38 1 Fair
Female 26 2.92 0.88 High
Socio-economic Status
Low 9 2.40 1.01 Fair
Average 13 2.67 1.05 High
High 14 2.91 0.76 High
______________________________________________________________________________
Note. Interpretation is based on the following scale: Very High (3.26-4.00), High (2.51-3.25),
Fair (1.76-2.50), Low (1.00-1.75).

Inferential Data Analysis

To show if there were significant differences in the level of satisfaction on the
effectiveness of wellness massage of clients, Mann-Whitney and Kruskal-Wallis tests were
utilized.
The data in Table 3 show that there is no significant difference on the level of
satisfaction on the effectiveness of wellness massage of clients when grouped according to sex
(Mdn = 3.00), U = 102.00 , z = -1.62, p = .11, r = 28.35. This means that male and female
have the same level of satisfaction on the effectiveness of wellness massage of clients.

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Table 3
Difference in the Level of Satisfaction on the Effectiveness of Wellness Massage of Clients When
Grouped According to Sex
_______________________________________________________________________________
Category Mdn r U z-value p
_______________________________________________________________________________
Sex
Male
3.00 28.35 102.00 -1.62 0.11
Female
_______________________________________________________________________________

The data in Table 4 reveal that there is no significant difference on the level of
satisfaction on the effectiveness of wellness massage of clients when grouped according to socio-
economic status (x2(2) = 1.70 , p = .43). This means that socio-economic status does not matter
in the satisfaction on the effectiveness of wellness massage of clients.

Table 4
Difference in the Level of Satisfaction on the Effectiveness of Wellness Massage of Clients When
Grouped According to Socio-economic Status
_______________________________________________________________________________
Category 𝑥2 𝑑𝑓 p
_______________________________________________________________________________
Socio-economic Status
Low
Average 1.70 2 0.427
High
_______________________________________________________________________________

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 Daily Allowance and Its Relationship to Academic Performance of
Grade 12 Students in Nueva Valencia National High School

Chapter 4
Presentation, Analysis, and Interpretation of Data

This chapter presents the results of the study based on the gathered data. It consists of
two parts: Descriptive Data Analyses, and Inferential Data Analyses.
Part One, Descriptive Data Analyses, discusses the average daily allowance and level of
academic performance of Grade 12 Students of Nueva Valencia National High School when taken
as a whole and when grouped according to sex and socio-economic status.
Part Two, Inferential Data Analyses, presents the Spearman’s Rho to determine the
significance of the relationships between the Daily Allowance and Academic Performance.

Descriptive Data Analysis

The researchers utilized means and standard deviations to analyze and interpret the
descriptive findings of the study.
The data in Table 2 presents the daily allowance of Grade 12 students when taken as a
whole and grouped according to sex and socio-economic status.
As an entire group, the respondents have a “very low” daily allowance
(M = 50.43, SD = 29.99).
When group according to sex, male respondents ( M = 43.95, SD = 12.87) have a “very
low” daily allowance. While female respondents ( M = 58.12, SD = 41.51) have a “low” daily
allowance.
When grouped according to socio-economic status, all respondents with low socio-
economic status (M = 41.84, SD = 13.36) have a “very low” daily allowance, those with average
socio-economic status (M = 62.73, SD = 46.28) have a “low” daily allowance and those with high
socio-economic status (M = 56.00, SD = 26.08) have a “low” daily allowance.

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Table 2
Daily Allowance of Grade 12 Students as a Whole and When Grouped According to Sex and
Socio-economic Status
Category n M SD Description

Entire Group 35 50.43 29.99 Low

Sex
Male 20 43.95 12.87 Very low
Female 15 58.13 41.51 Low
Socio- economic Status
Low 19 41.85 13.36 Very low
Average 11 62.73 46.28 Low
High 5 56.00 26.08 Low
Note. Interpretation is based on the following scale: Very High (Above Php 200.00),
High (Php Php 150.01 – Php 200.00), Average (Php 100.00 – Php 150.00),
Low (Php 50.01 – Php 100.00), Very Low (Php 0.00 – 50.00)

The data in Table 3 presents the academic performance of Grade 12 students when
taken as a whole and grouped according to sex and socio-economic status.
As an entire group, the respondents showed a “very satisfactory” academic performance
(M = 89.37, SD =3.73).
When group according to sex, male respondents ( M = 87.79, SD = 2.79) showed a “very
satisfactory” academic performance. While female respondents ( M = 91.95, SD = 2.97) exhibited
an “outstanding” academic performance.
When grouped according to socio-economic status, all respondents with low socio-
economic status (M = 89.00, SD = 4.01) showed a “very satisfactory” academic performance,
those with average socio-economic status (M = 89.90, SD = 3.96) showed a “very satisfactory”
academic performance and those with high socio-economic (M = 89.80, SD = 2.17) showed a
“very satisfactory” academic performance.

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Table 3
Academic Performance of Grade 12 Students as a Whole and When Grouped According to Sex
and Socio-economic Status
Category n M SD Description

Entire Group 35 89.37 3.73 Very satisfactory

Sex
Male 20 87.79 2.80 Very satisfactory
Female 15 91.95 2.97 Outstanding

Socio-economic Status
Low 19 89.00 4.01 Very satisfactory
Average 11 89.9 3.96 Very satisfactory
High 5 89.80 2.17 Very satisfactory

Note. Interpretation is based on the following scale: Outstanding (90 – 100), Very Satisfactory
(85 – 89), Satisfactory (80 – 84), Fairly Satisfactory (75 – 79), Did Not Meet the
Expectation (Below 75)

Inferential Data Analysis

To show if there were significant relationship in the students allowance and academic
performance of Grade 12 students, spearman’s rho test was utilized.
The data in Table 4 shows that there is no significant relationship between Grade 12
students’ daily allowance and academic performance, N = 35, rs = 0.28, p = .14.

Table 4
The Relationship of Daily Allowance and Academic Performance
n rs p

Daily Allowance
35 0.28 .14
Academic Performance
…….

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 Statistical information gathered from the study can be presented through tables

and figures.

 A Table usually shows numerical value or textual information and are almost

always characterized by a row-column structure.

 A figure may be a chart, a graph, a photograph, a drawing, or any other

illustration or non-textual depiction.

 The APA style in Statistical Abbreviations shall be observed.

 There are easy ways to interpret and report data in SPSS.

 The commonly used statistical tools are:

 Descriptive Data Analysis: Mean and Standard Deviation
 Inferential Data Analysis: t-test, ANOVA, and Pearson’s r

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 Using the following research questions and hypothesis, report the content
of the given tables. Parametric tests are used in this study.

Research Title: Level of Involvement on Social Media among Students of

Agsanayan National High School in School Year 2017 - 2018

1) What is the level of involvement on social media of the students when

they are classified according to sex, and monthly family income?

Table1
Level of Involvement on Social media of the Students when they are Classified According to Sex,
and Monthly Family Income
_______________________________________________________________________________
Categories M SD Description
_____________________________________________________________________________
According to Sex
Males 3.01 0.64 Involved
Females 3.16 0.67 Involved

Monthly Family Income

5,000 below 3.2 0.31 Involved
6,000- 10,000 3.0 0.51 Involved
11,000-20,000 2.9 0.68 Involved
20,000 above 3.6 0.76 Highly Involved
_____________________________________________________________________________
Note. Interpretation is based on the following scale: Very Highly Involved (4.21 – 5.00), Highly
Involved (3.41 – 4.20), Involved (2.61 – 3.40), Less Involved (1.81 – 2.60), and Not Involved
(1.00 – 1.80).

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 2) Are there significant differences in the involvement on social media among
students when they are classified according to sex and monthly family
income?

Hypothesis: There are no significant differences in the involvement in social

media among students when they are classified according to sex and
monthly family income?

Table 2.1
Difference in the Involvement in Social Media among Students when they are Classified According
to Sex
Category M Mean t df p
Difference
Sex
Male 3.01
0.06 4.28 81 .312
Female 3.16

Table 2.2
Difference in the Involvement in Social Media among Students when they are Classified According
to Monthly Family Income

Category df F p

Monthly Family Income

Between Groups 4 .878 .081

Within Groups 80 .406

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1) Using your data and SPSS results of your study, work on your Chapter 4
(Presentation, Analysis, and Interpretation of Data).

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