LESSON 4: FINDING ANSWERS THROUGH DATA COLLECTION

INTRODUCTION

There are various types of instruments you may use to collect data for evaluation.
The choice of appropriate instruments depends on the type of data to be collected, the
question to be answered, the time frame and the resources. The method of data collection
should not only be appropriate but also effective.
To be able to create and present an organized picture of information from a research
report, it is important to use certain techniques to communicate findings and
interpretations of research studies into visual forms. The common techniques being used to
display data results are tabular, textual, and graphical methods. All these provide an initial
analysis of data.

How to join the VSMART?

 Install VSMART application or visit the website:

school.vsmart.ph
 Log in your given username and password
 Go to your scheduled lesson

OBJECTIVES:
 Collects data using appropriate instruments CS_RS12-IId-g-1
 Presents and interprets data in tabular or graphical forms CS_RS12-IId-g-2
 Uses statistical techniques to analyze data –study of differences and relationships
limited for bivariate analysis

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MODULE 1: COLLECTING DATA USING APPROPRIATE INSTRUMENTS
Data Collection Techniques
Data collection is very important in the data analysis of data. There are two different methods
to gather information: primary or secondary.

Primary data collection uses surveys, interviews, questionnaires, tests, observations,

checklists and rating scales. Secondary data collection is conducted by obtaining information found
in journals, books, annual reports, websites and other publications available for public use.

A. Collecting Data Through Surveys

Sample Survey on “Student Satisfaction on Student Services in a Private

Secondary School”
Dear students, thank you for being a respondent for this survey. Please help us in
improve our services by completing this survey.
1. What is your overall satisfaction rating with our school services?
Very satisfied
Somewhat satisfied
Neither satisfied nor dissatisfied
Somewhat dissatisfied
Very dissatisfied

2. Please explain your answer

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

3. Please rate your level of satisfaction in the quality of student services

provided by your school.

5- Very 4-Somewhat 3-Neither satisfied 2-Somewhat 1-Very

Satisfied Satisfied nor dissatisfied Satisfied Dissatisfied

5 4 3 2 1
Registrar`s Office
Canteen
Student Information
System (SIS)
Comfort Rooms
Classroom Ventilation
Cashier`s Office
College/Department
Staff

4. Please rate the following personal goals of going to Senior High School (SHS)
in order of importance from 1 to 6 with 1 indicating most important goal, 2
second most important goal and so on.
To pursue college education
To be employed after graduation
To enhance my self-esteem
To become a useful citizen
To develop good attitudes
To be socially and intellectually mature

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B. Collecting Data Through Interviews
Sample research on “Students` Perceptions About Use of ICT in Learning Materials

Sample Interview Guide for Students

1. What is your favorite subject/s?

2. Why do you like the subject?
3. What is your least-liked subjects?
4. Why do you dislike the subject?
5. How is your favorite subject taught by your teacher?
6. How is your least-liked subject taught by your teacher?
7. Which method/strategy do you find interesting?
8. Does your teacher use ICT in teaching mathematics?
9. Which ICT devices do you frequently use? Graphic calcular? Computer? E-
learning?
10.What are the ICT activities that you perform inside the classroom? Outside the
classroom?

C. Collecting Data Through Questionnaires

Sample Questionnaire A
Directions: Below are questions on the Parent-Teachers Association (PTA)
involvement in the school development programs of Francisco Felix High School in
Cainta, Rizal.
Please put a check mark (✓) or fill in the blanks on some necessary information
asked for.

Name: (optional) _______________________________________________________

Status of PTA membership: ____Officer ____Member

1. What is the level of your involvement in the following school development

program using the following scales:
5- Highly involved
4- Moderately involved
3-Somewhat involved
2-Slightly involved
1-Not at all involved

A. Decision Making 5 4 3 2 1
1. Resolving issues on matters arising during
PTA meetings
2. Pertinent matters on school development
program involvement
B. Support to School Programs
1. Organization of the PTA
2. Sports development activities
3. School activities
4. Intramural activities
5. Cultural Programs
6. Beautification Programs
7. Environmental awareness
8. Academic competitions
9. Clean and green campaign
10. Waste Management
11.Climate Change
12. Field trips
C. Fund Raising
1. Sourcing out donations
2. Fund-raising activities

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 3. Book donation
4. Contribution of construction materials
5. Free labor and repair
D. EXTENSION AND COMMUNITY
INVOLVEMENET
1. Livelihood program
2. Environmental education
3. Health and Nutrition
4. Population Education
5. ICT Literacy

ACTIVITY: CREATE!

Directions: Create a sample survey regarding the topic of Body, Health and Lifestyle
Issues. Write your answer on the space provided.

MODULE 2: PRESENTING AND INTERPRETING DATA IN TABULAR AND GRAPHICAL

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 FORMS
Textual Presentation of Data
Textual presentations use words, statements or paragraphs with numerals, numbers
or measurements to describe data. They can be used independently to describe the data
when there are very few quantities or numbers. They can also be used to compare data
using paragraphs for the discussion. Here are some examples:
There are 42,036 barangays in the Philippines. The largest barangay in terms of
population size is Barangay 176 in Caloocan City with 247 thousand persons. It is followed
by Commonwealth in Quezon City (198,285) and Batasan Hills in Quezon City (161,409).
Twelve other barangays posted a population size of more than a thousand persons.
Source: psa.gov.ph
Tabular Presentation of Data
Tables present clear and organized data. A table must be clear and simple but
complete.
A good table should include the following parts:
 Table number and title- these are placed above the table. The title is usually written
right after the table number.
 Caption subhead- this refers to columns and rows.
 Body- it contains all the data under each subhead.
 Source- it indicates if the data is secondary and it should be acknowledged.
Here is an example of a good table.
Table 1
Ages of Individuals in Various Employment Sectors

Employment Sector 18-25 Age Group 26-35 Age Group 36-45 Age Group
Agriculture 3 8 12
Education 10 15 15
Health 15 28 35
Law 3 5 6
Manufacturing 15 23 32
Retail 30 12 8
Others 25 16 10

Tabular Presentation with Textual Analysis

An information sheet is distributed to 300 junior and senior high school students of a
certain school to gather data on background of the students in terms of sex, grade level,
and socioeconomic status as measured by monthly family income. A profile analysis of the
students` background is provided for each tabular presentation of the profile variables to
illustrate textual analysis.

Table 2
Profile of Students According to Gender

Gender Frequency Percentage

Male 120 40%
Female 180 60%
Total 300 100%

Analysis: Among the 300 respondents, 120 (40%) are males and 180 (60%) are female

Table 3
Profile of Students According to Grade Level

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 Grade Level Frequency Percentage
Grade 7 60 20%
Grade 8 54 18%
Grade 9 51 17%
Grade 10 45 15%
Grade 11 90 30%
Total 300 100%

Analysis: Of the survey`s 300 respondents, 60 (20%) are in Grade 7, 54 (18%) are in Grade
8, 51 (17%) are in Grade 9 and 45 (15%) are in Grade 10. This constitutes enrolment in
Junior High School. Enrollees entering Senior High School in Grade 11 constitute 90 (30%)
of the total school enrolment.
Table 4
Profile of Students` Economic Status Based on Monthly Family Income
Socio- Number of Percentage Number of Percentage Total Percentage
economic Males (F) (%) Females (%) respondent
Status (F) s
Below 30 25% 45 25% 75 25%
Average
Average/ 66 55% 108 60% 174 58%
Middle
Above 24 20% 27 15% 51 17%
Average
Total 120 100% 1802 100% 300 100%

Analysis: The students` socio-economic statuses based on the monthly family income
are categorized into three groups: above average, average or middle and below average.
Those students whose combined monthly family income falls on the average or middle
bracket. The remaining 17% (51) falls on the above average combined monthly family
income.
As shown by the results, the highest share of percentage of the students belong to
the average or middle income bracket. Most of the respondents came from average, average
or middle socio-economic status in terms of monthly income.
Graphical Methods of Presenting Data
A graph or chart portrays the visual presentation of data using symbols such as
lines, dots, bars, or slices. It depicts the trend of a certain set of measurements or shows
comparison between two or more set of a data or quantities.
Charts and graphs are very useful simplifying the presentation of research reports.
They help students and researchers understand data quickly and interestingly.
A good graph or chart shows that the x and y axis has a heading and units are
included. The figure number and title are usually placed the figure. The known value is
plotted on the x-axis and the measured value is plotted on the y-axis. This description of a
good chart excluded pie charts.
Some examples of charts/graphs are discussed below. Guidelines and examples are
provided to guide you on deciding what type of graph or chart to use presenting research
reports.
Line Graph
A line graph is a graphical presentation of data that shows a continuous change or trend. It
may show an ascending or descending trend.

Example 1
The National Statistics Office (NSO) released the following data on the rates of
unemployment from 2001 to 2010.
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Double Line Graph
You can use line graphs to show comparisons of events, situations or information. A
double line graph has two lines connecting points tom show continuous change in the date
over time. Similar to a single line graph, the lines can ascend or descend in a double line
graph includes a key, which represents the information, event and situation being
observed.
Illustrative Example:

Bar Graph
A bar graph uses bars to compare categories of data. It may be drawn vertically or
horizontally. A vertical bar graph is best to use when comparing means or percentages
between distinct categories. The categories are measured independently and compared with
one another. A horizontal bar graph may contain more than 5 categories. A bar graph is
plotted on either the x-axis or y-axis. The categories may be plotted on one axis while the
other axis contains the numerical values that represent the data being measured.

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Pie Charts or Circle Graphs
A pie chart is usually used to show how parts of a whole compare to each other and
to the whole. The entire circle represents the total, and the parts are proportional to the
amount of the total they represent.
The amount going to each part is expressed as a percentage; then, a circle is divided
into pieces proportional to the percentage of each category. This is done by multiplying the
percentage share by 360 degrees.

MODULE 3: USING STATISTICAL TECHNIQUES IN ANALYZING DATA

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 1. The Scatter Diagram
Plotting graphically the values of the correlated variables on the x-axis and the other on
the y-axis. The scatter diagram gives you a picture of the relationship between variables.
Example:

Types of Correlation
1. Simple Correlation
This is relationship between two variables. The relationship between an independent
variable and a dependent variable is usually measured.
A. Linear Correlation
This means that a change in one variable is at constant rate with the respect to the
change in the second variable. The correlation between the variables may either be
showing direct or inverse relationship.
1. Direct- for every increase in one variable, there is a corresponding increase in the
second variable.
2. Inverse- for every increase in one variable, there is a corresponding decrease in
the second variable.
B. Curvilinear Correlation
This means that a change in one variable is not a fixed rate. It may be
increasing or decreasing with respect to change in other variable.
2. Multiple Correlation
Multiple correlations involve more than two variables. The relationship between a
dependent variable and two or more independent variables is usually measured.
A. Non-linear Correlation
The relationship in non-linear correlation is similar to curvilinear correlation.
However, in this correlation more than two variables are involved.
B. Joint Correlation
This correlation between the dependent variable and two or more variables is
changed with the addition of another independent variable.
3. Partial Correlation
This is a relative measure of relationship between the dependent variable and a
particular independent variable, without considering the effect of the effect of the other
independent variables under study.

The Coefficient of Correlation

To obtain the quantitative value of the extent of the relationship between two sets of
items, it is necessary to calculate the correlation coefficient. The values of the coefficient of
correlation ranges between +1 to -1. Zero represents no relationship. Correlation coefficient
between +1 to -1 represents various degrees of relationship between two variables.

1. The Pearson Product-Moment Correlation Coefficient (Pearson r)

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 The Pearson Product-Moment Correlation Coefficient is commonly called the Pearson
r. This measure was first derived by a British statistician named Karl Pearson. It
measures the linear relationship between two variables. Therefore, to be able to
determine linearity, it is important that a scatter diagram be constructed prior to the
computation of the Pearson r.
A. Computation of Pearson r.
Pearson r can be computed based on raw scores

2. The Spearman Rank Order Correlation Coefficient (Spearman Rho)

The statistics being used on ranks or position is the Spearman Rank Correlation
Coefficient represented here by r. It is a measure of relationship between two
variables by ranking the items or individuals under study according to their position.
It represents the extent to which the same individuals or events occupy the same
relative position on two variables.
The following formula may be applied:

The formula requires that you get the differences in the ranks of the individuals from the
two variables, then you square and add the squared differences and substitute the
resulting values in the above formula.

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Simple Linear Regression Analysis
Linear regression is the simplest and commonly used statistical measure for
prediction studies. It is concerned with finding an equation that uses known values of one
or more variables, called independent or predictor variables, to estimate the unknown value
of quantitative variable called the dependent or criterion. It is a prediction when a variable
(Y) is dependent on a second variable (X) based on the regression equation of a given set of
data.
There are three (3) major uses of regression analysis:
 Causal analysis- establishes the possible causation of changes in one variable by
changes in other variables.
 Forecasting an effect- predicts or estimate the value of a variable given the values of
other variables.
 Linear Trend Forecasting- imposes a line of best fit to time series historical model.

The next step in regression analysis is to find a suitable function that expresses the
predicted value of Y given a value of X.
The general form of the linear function is Y=a+Bx
where:
a= is called the Y-intercept of the line (the value of Y when X is equal to zero)
b= is the slope of the line called the regression (the rate of change of Y per unit change
in X)
An illustration is made in Figure 5 with b>0

ACTIVITY: IDENTIFY
Directions: Identify the following. Write your answer on the space provided.
1. It establishes the possible causation of changes in one
variable by changes in other variables.
2. It predicts or estimate the value of a variable given the
values of other variables.
3. It imposes a line of best fit to time series historical model.
4. This is correlation between the dependent variable and two
or more variables is changed with the addition of another
independent variable.
5. This is a relative measure of relationship between the
dependent variable and a particular independent variable,
without considering the effect of the effect of the other
independent variables under study.

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LESSON 5: REPORTING AND SHARING FINDINGS
INTRODUCTION

Conclusions represent inferences of the study. The number of conclusions coincide

with the number of specific findings. You have to formulate the conclusions concisely and
briefly. It should not contain any number or measurements. If there are tested hypotheses
in the study, the rejection or acceptance of hypotheses are placed under Conclusions.
Since the conclusion is the final result, it should give the final impression and it
should summarize the learnings from the study. It leaves the reader in no doubt that you
have answered the questions posed in your prayers. It is a wrapped-up of the entire project
and its competences.

How to join the VSMART?

 Install VSMART application or visit the website:

school.vsmart.ph
 Log in your given username and password
 Go to your scheduled lesson

OBJECTIVES:
 Draws conclusions from research findings
 Formulates recommendations

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MODULE 1: DRAWING LOGICAL CONCLUSIONS FROM RESEARCH FINDINGS
STRATEGIES FOR WRITING AN EFFECTIVE CONCLUSION
Here are some suggestions on strategies with examples for writing effective
conclusions:
1. Conclusions are intertwined with the introduction
-Intertwining your conclusion with the introduction of your research paper can be a
good strategy as you will end with the scenario that you have evidences to contribute
a new understanding to a field of study.

EXAMPLE:

Introduction:
Reproductive health education is one area of research that should be tackled in
schools. High school student should be exposed to innovative ways of disseminating
and communicating issues or reproductive health education of high school students
shall be the focus of the study.

Conclusion:
The high school student respondents are not fully aware and have little
knowledge in reproductive health education on the following areas: social and gender
related issues, family planning and other clinical services.

2. Conclusions are inferences and generalizations based upon the findings

EXAMPLE: Based on a research study on “Factors Affecting the Career Choices of

High School Students” two (2) conclusions can be drawn from the findings of the
study:

Conclusion 1: Males prefer technology-based courses while females prefer business-

related courses.
Conclusion 2: There is a significant difference between the career choices of male and
female high school respondents.

3. Conclusions should specifically answer the questions posed in the “Statement of the
Problem” of your research study.

Example 1: If the profile of the respondents will be used to test for variation on other
measures, here are some examples of possible conclusions:

Conclusion 1: Majority of the respondents are aged 12-16 and mostly are males.
Conclusion 2: Respondents of the study are mostly Catholics.

4. Conclusion should contain facts or actual results from the inquiry or research study.
Conclusions should never be based from implied or indirect implications of the
findings.

Example 1: In a research study on the “Evaluation of Mainstreaming Special

Education (SPED) for Visually Impaired” of DepEd, results indicated that teachers are
not majors of SPED and that the facilities are inadequate to support the program.
Other Guidelines in Writing Conclusions
An effective way to writing a conclusion is to provide completion of your research
paper. The reader should feel satisfied after you have fully explained all what you have fully
accomplished.
1. Conclusions should be clearly, concisely, and briefly stated.
2. Conclusions should be original and accurate.
3. Conclusion should not introduce new arguments, new ideas or information not
related to your research study.
4. Conclusions should leave the reader with an interesting final impression.

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5. Conclusions should refer only to the subjects or population of your research study.
6. Conclusions should contain categorical statements. Refrain from using words like
perhaps or maybe, or those words that imply unresolved issues.
7. Conclusion should not contain apologetic statements for unresolved problems in the
study.

ACTIVITY: Mind Boggling

Directions: Answer the following questions. Write your answer on the space provided.

1.) What are the strategies for writing an effective conclusion?

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

2.) What are the other guidelines in writing conclusions?

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

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MODULE 2: FORMULATING RECOMMENDATIONS
Characteristics of Recommendations
The following are the characteristics should be found in formulating
recommendations for research:
1. Relevance to the study
- Relevance measures the degree to which a certain variable is related or useful to
what is being talked about. Recommendations for things not discussed in the
study is irrelevant.
2. Logical reasoning
- The recommendations should be well thought of and valid reasons.
3. Feasibleness and attainability
- The recommendations based on the findings and conclusions should be practical,
workable and achievable.

PURPOSES OF RECOMMENDATIONS
There are several purposes of writing a recommendation after determining issues
raised in a research study.
1. Policy recommendations
- A policy serves as a guideline in promulgating certain regulations in various
sectors of society
2. Recommendations for future research directions
- It is also ideal to present and discuss actions or off-shoots of your research for
further study of validation purposes. You may present or discuss additional
research which you were not able to include in your research but worthwhile
doing.
3. Recommendations to some problems discovered in the research study

ACTIVITY: MIND BOGGLING

Directions: Answer the following questions. Write your answer on the space provided.
1.) What are the characteristics of recommendations?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

2.) What are the purposes of recommendations?

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Reference:
Book

Esther L. Baraceros.
2016.
Practical Research 2.
REX Book Store

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