Republic of the Philippines

Central Bicol State University of Agriculture-Sipocot

Sipocot, Camarines Sur
Second Semester SY 2019-2020

Subject: Language Research

Instructor: Darrel M. Ocampo
Reporter: Rona B. Ponayo
LECTURE GUIDE
I. Topic: Presentation, Analysis, and Interpretation of Data
II. Objectives:
1. Discuss the presentation, analysis, and interpretation of data.
2. Formulate the presentation, analysis, and interpretation of your research data.
III. Discussion
Major Elements
Presentation of Data- This part showcases the data for easy understanding of
the reader. The data are usually presented in charts, tables, or figures with
verbal interpretation.
Analysis- the intelligence and logical understanding of the researcher is
required in this part in which important data are given enough attention.
Interpretation- comprehensible statements are made after translating the
statistical data.
Discussion- after the analysis and interpretation of the data, the discussion or
explanation of the results is needed to establish a more logical and empirical
basis of the conclusions.
A. PRESENTATION OF DATA
1. Table. It provides exact values and can illustrate effects efficiently as it enables the
researcher to present a large amount of data in a small amount of space. The data,
usually shown as specific numeral values are arranged in an orderly display of rows
and columns to aid in comparison.
The following must be observed in the use of a table: a.) precise values are better
than rounded-off values for they may display patterns and exceptions; b.)
comparing numbers down a column is better than across a row; and c.) column
and row averages can provide a visual focus that allows the reader to inspect the
data easily.

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 Republic of the Philippines
Central Bicol State University of Agriculture-Sipocot
Sipocot, Camarines Sur
Second Semester SY 2019-2020

2. Figure. A figure can be in the form of a chart, graph, drawing or picture which is
used to best illustrate interactions, non-linear relations, and general comparisons.
Characteristics of a Good Figure
a. It augments rather than duplicates the text.
b. It conveys only essential facts.
c. It omits visually distracting details.
d. It is easy to read-its elements are large enough to be read with ease.
e. It is easy to understand-its purpose is readily apparent.
f. It is consistent with and is drawn in the same style/similar figure in the same
article, that is, lettering is of the same size and typeface, and lines are of the same
weight.
g. It is carefully planned and prepared.
Types of Figures
a. Graph- It shows relations comparisons and distributions in a set of data like
absolute values, percentages, or index numbers.
 Line graph- it is used to show relations between two quantitative
variables. The independent variable is plotted on the horizontal (x)
axis while the dependent variable is on the vertical (y) axis.
 Bar graph- it is used when the independent variable is categorical.
Each of the solid horizontal or vertical bars represents one kind of
datum.
 Circle or pie graph- also called a 100% graph; it is used to show
percentages and proportions. The number of items compared should be
limited to five or less than five and the data should be ordered fom
large to small beginning with the largest segment at 12 o’clock.
 Scatter graph- this graph is composed of single dots plotted to
represent the values of single events on the two variables scaled on the
abscissa and ordinates.

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 Republic of the Philippines
Central Bicol State University of Agriculture-Sipocot
Sipocot, Camarines Sur
Second Semester SY 2019-2020

 Pictorial graph- it is used to represent simple quantitative differences

between groups. All symbols representing equal values should be of
the same size.
b. Chart- It is used to describe the relations between and among parts in a group,
or object or the sequence of operations in a process; a chart is usually a box
connected with lines or arrows.
 Organizational Chart- this chart shows the hierarchy in a group.
 Flow Chart- this chart shows the sequence of steps in a process.
 Schematic- it shows the component in a system.
 Dot map- it shows the population density.
c. Drawing- This presentation is selective and gives the author the flexibility to
emphasize any aspect of an image or idea.
d. Photograph- This type of figure has an excellent eye appeal. However it
should be of professional quality and it should be prepared with a background
that produces the greatest amount of contrast.
3. Statistical Presentation
a. Inferential Statistics- when presenting the t-tests, f-tests, and chi-square, the
magnitude or value of the tests, the degrees of freedom, probability level, and the
direction of the effect should be included.
b. Parametric tests of location like single-group or multiple-group test of means - the
cell means, cell sample sizes, and measures of variability should be noted.
c. Randomized block layout- the presentation should include the multivariate
analyses of variance, vectors of cell means and cell sample sizes, and covariance
matrix.
d. Correlational analyses like multiple regression, factor nalysis, and structural-
equations modeling- these statistics should be presented with the sample sizes,
and variance-covariance matrix accompanied by other information specific to the
procedure like means, reliability, and other parameters.

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 Republic of the Philippines
Central Bicol State University of Agriculture-Sipocot
Sipocot, Camarines Sur
Second Semester SY 2019-2020

e. Statistical power associated with tests of hypotheses - it should be presented with

the particular alpha level, effect size, and sample size.
f. Statistical significance of two probabilities - the statistical presentation should
include the a priori probability called the alpha level, type I error in hypothesis
testing 0.05 and 0.01, and the posteriori.
B. TABLES AND TEXTS PRESENTATION
1. An informative table supplements− not duplicates−the text.
2. In writing the text, refer to every table and tell the reader what to look for.
3. Discuss only what the table highlights.
4. Each table should be an integral part of the text.
5. All abbreviations should be spelled out and explained.
6. Always identify units of measurements.
7. Refer to tables by their numbers.
Examples:
1. As shown in table 8, the responses were…
2. Children with pertaining (see Table 5)…
C. ANALYSIS OF DATA
Analysis is a process of breaking the whole into parts. The researcher must be
critical in looking at details and remarkable data to prove or disprove a certain theory or
claim.
In analysing data, the following must be considered:
1. The highest numerical value such as scores, weighted means, percentages, variability,
etc.
2. The lowest numerical value such as scores, weighted means, percentages, variability,
etc.
3. The most common numerical values like mode, or values that repeatedly appear.
4. The final numerical value like the average weighted mean, total score, chi-square
value, correlation index, etc.
D. DISCUSSION OF DATA
The following must be considered in the discussion of data:

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 Republic of the Philippines
Central Bicol State University of Agriculture-Sipocot
Sipocot, Camarines Sur
Second Semester SY 2019-2020

1. The flow of discussion of the results is based on how the problems are stated.
2. The sequence of discussion of points includes:
a. Introduction of the table.
b. Analysis of data.
c. Interpretation of the average or the final statistical results.
d. Discussion of findings.
e. Implications, inferences, and other important information.
E. INTERPRETATION OF DATA
The following are the levels of interpretation to be considered in organizing the
discussion of the results (Ducut & Pangilinan, 2006):
 Level 1. Data collected are compared and contrasted.
 Level 2. The researcher should explain the internal validity of the results as well
as their consistency or reliability.
 Level 3. The researcher should explain the external validity of the results, that is,
their generality or applicability to external conditions.
 Level 4. The researcher should relate or connect the interpretation of data with
theoretical research or with the reviewed literature.
Interpretation of Data Example (Cristobal, 2003)
Table 16 shows the distribution of the educational attainment of the school
managers from their bachelor’s degree to the highest educational attainment.

Table 16. Distribution of School Managers by Educational Attainment

No. Educational Attainment Frequency Percentage

5 Ph.D./Doctorate 1 2.1
4 With doctoral units 7 50.0
3 Master of Arts 15 31.3
2 With M.A. units 24 14.6
1 B.S. degree 1 2.1
TOTAL 48 100%
Half of the school managers, comprising 24% or 50% of the total number
of respondents, have earned M.A. units in education; only one has a B.S. degree

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 Republic of the Philippines
Central Bicol State University of Agriculture-Sipocot
Sipocot, Camarines Sur
Second Semester SY 2019-2020

and the remaining respondents have M.A. degrees and higher academic degrees.
Given that a master’s degree is the minimum educational qualification for a
secondary school principal, this result indicates the value the institution place on
the relevance of educational attainment in school leadership. Clearly, the table
also shows that the respondents who have degrees lower than a master’s degree
are head teachers.
The data reveal that a higher educational degree makes an individual
improve himself/herself, and gain competencies. A graduate or post-graduate
degree enables an individual to be in a better position to make decisions probably
because he/she understand the institutional problems. Also, a higher educational
attainment helps a school manager to be abreast in the different changes in
education; Villamor (1992) found that the higher the educational attainment of the
individual, the more refined are his/her skills, habits and attitudes, and values and
ideals.
As stipulated in Article I, Section 3 of the Code of Ethics for Public
School Teachers and Officials, one should pursue studies that will improve his/her
efficiency and enhance his/her profession.
IV. References

Cristobal, A.P and Cristobal M.C. (2013). Research made easier: A step-by-step
process.839 EDSA, South Triangle, Quezon City: C & E Publishing, Inc.

Prepared by:

RONA B. PONAYO
BSEd-3English

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