Practical Research 2

Quarter 2 – Module 4:
Planning Data Analysis Using
Statistics and Hypothesis
Testing
 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

SENIOR HS MODULE DEVELOPMENT TEAM

Author : Rowena V. Cabrera

Co-Author - Content Editor : Felina Sarmiento
Co-Author - Language Reviewer : Gina R. Bagtas
Co-Author - Illustrator : Alfredo C. Cabanilla Jr.
Co-Author - Layout Artist : Melbourne L. Salonga

Team Leaders:
School Head : Felisa C. Bravo
LRMDS Coordinator : Milyn B. Alcaide

DIVISION MANAGEMENT TEAM:

Schools Division Superintendent
OIC- Asst. Schools Division Superintendent
Chief Education Supervisor, CID
Education Program Supervisor, LRMDS
Education Program Supervisor, AP/ADM
Project Development Officer II, LRMDS
Division Librarian II, LRMDS
: Romeo M. Alip, PhD, CESO V
: William Roderick R. Fallorin, CESE
: Milagros M. Peñaflor, PhD
: Edgar E. Garcia, MITE
: Romeo M. Layug
: Joan T. Briz
: Rosita P. Serrano

Printed in the Philippines by Department of Education – Schools Division of Bataan

Office Address: Provincial Capitol Compound, Balanga City, Bataan
Telefax: (047) 237-2102
E-mail Address: bataan@deped.gov.ph
 Practical Research 2
Quarter 2 – Module 4: Planning
Data Analysis Using Statistics
and Hypothesis Testing
Introductory Message
For the facilitator:

Welcome to the Practical Research- 2 Grade 12 Alternative Delivery Mode

(ADM) Module on Planning Data Analysis Using Statistics and Hypothesis Testing.

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set by the K to 12 Curriculum
while overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this also
aims to help learners acquire the needed 21st century skills while taking into
consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.
For the learner:

Welcome to the Practical Research 2 -Grade 12 Alternative Delivery Mode

(ADM) Module on Planning Data Analysis Using Statistics and Hypothesis Testing.

The hand is one of the most symbolized part of the human body. It is often
used to depict skill, action and purpose. Through our hands, we may learn, create
and accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant competencies
and skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning. You will be able to process the
contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity, which will

help you transfer your new knowledge or skill
into real life situations or concerns.
 Assessment This is a task, which aims to evaluate your
level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module, you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!
 What I Need to Know

This module was designed and written to offer basic knowledge and reflective
analysis on the proper way of applying appropriate statistical tool in a quantitative
research study.

At the end of the module, learners will be able to:

Plan data analysis using statistics and hypothesis testing (CS_RS12-IIa-c-6)

Specific learning outcomes:

1. explicate the planning for collection of data

2. define statistics and describe its two branches
3. identify the different levels of measurement of variables
4. discuss the commonly-used statistical tools
5. understand the process of using statistical tool
6. design an appropriate statistical treatment
7. appreciate the importance of statistics for a quantitative research
study
 What I Know

Instruction: Encircle the word hidden inside the grid corresponding to each
definition or description that you will see below.

WORD HUNT

A L C I R T E M A R A P W
D L A N P C U L D E R Z O
P A T F B D A R E I H I Y
O N S E M V U O S A T N O
R I E R R E T F C A P O P
S M L E D A G V R R P Y A
N O T N N L A N I D R O T
P N B T I U H S P L M R A
I T V I L O L N T E M X D
D S T A T I S T I C S I U
E G H L K C G P V A F V W
N O N P A R A M E T R I C

1. The body of knowledge and techniques used in collecting,

organizing, presenting, analyzing, and interpreting of data.
2. Branch of statistics that involves tabulating, depicting, and
describing the collected data.
3. Branch of statistics that involves generalizing about the population
through a sample drawn.
4. Data that attribute only name variables.
5. Data that can be used for ranking purposes.
6. Data that describe distance from one number to the other.
7. Variable that has a natural zero.
8. Test that requires a normal distribution of scores.
9. Test that does not require the normal distribution of scores.
10. These are information collected.
 Lesson
Planning Data Analysis
1 Using Statistical Treatment

The researcher should clarify the type of data to be collected. He or she must also
have a timeline in collecting the data for practical purposes. Proper planning of data
collection will serve as a motivation to the researcher and will definitely help save
money, time, effort, and energy. The people, finances, schedule, and
miscellaneous must also be considered.

Presentation of data must be accompanied by their analysis where statistical

computations are used. When the descriptions are quantified, they can be analyzed
more precisely. Remember to use only the appropriate method of analyzing the data
gathered. Counting, measuring, and differentiating are involved in analysis of
data.

In a quantitative research, which involves more of numerical data, as in most surveys

and experiments, it is logical to use the statistical treatment. Statistical treatment
is a culmination of the long process of formulating a hypothesis, constructing the
instrument, and collecting data. It is used to properly test the hypothesis, answer
the research questions, and present the results of the study in a clear and
understandable manner.

Statistics is prerequisite in any research,

and the researcher has to have sufficient
knowledge of various statistical techniques.
There are two branches of statistics:
descriptive and inferential.
Descriptive statistics is concerned with
the collection of summarizing values to
describe group characteristics of the data. On the other hand, inferential statistics
allows to test significant differences among samples that were treated similarly or
differently. Moreover, inferential statistics is concerned with a higher degree of
critical judgement and advanced mathematical modes such as parametric (interval
and rational scale) and non-parametric (nominal and ordinal).
Levels of Measurement of Variables
1. Nominal – attributes only one variable. Ex. Male, female
2. Ordinal – is used for ranking purposes, mainly used in Likert Scale
3. Interval – shows distance from one another. Ex. Difference between 10 to 12
4. Ratio – has absolute zero. Ex. Temperature
 What’s In

Instruction: Complete the table below by filling in the missing terms.

COMMON STATISTICAL
TOOLS

1. ______________ INFERENTIAL

FREQUENCY 2. _______________ NON-PARAMETRIC

DISTRIBUTION (interval or ratio) (nominal or ordinal)

PROPORTION T-TEST 3. _______________

Z-TEST
PERCENTAGE GOODNESS OF FIT

4. __________
MEASURE OF CENTRAL (ANOVA) HOMOGENEITY
TENDENCY (ANOVA)
PEARSON PRODUCT
5.____ 6.____ 7. ____ MOMENT OF COR. INDEPENDENCE
__ _
8. _____________ OR
9. SIMPLE ______ 10. _____________
DISPERSION
REGRESSION
RANGE VARIANCE
MULTIPLE LINEAR
AVE. DEV. STD. DEV. REGRESSION

Notes to the Teacher

Ask the student to recall one period of his/her life wherein
he/she was eager to learn something new about the world or to
know details about someone.
 What’s New

Instruction: Write the corresponding statistical tool for each given statement of
the problem (SOP) below.

SOP 1: What is the demographic profile of the students in terms of:

a. Age b. Civil status c. Religion
Statistical Tool: _____________________

SOP 2: What is the level of effectiveness of information, education, and

communication in the awareness of students considering the following
variables:
a. academic b. institution media c. economic status
Statistical Tool: _____________________

SOP 3: What is the significant relationship between the demographic profile and
the academic achievement of TVL students?
Statistical Tool: ______________________

SOP 4: How significantly different is the performance of private institution

compared to that of government institution?
Statistical Tool: ______________________

SOP 5: What is the level of practicum performance of the students compared to

their academic performance?
Statistical Tool: ______________________

SOP 6: What is the significant difference in the results of periodical tests of

students in the four sections?
Statistical Tool: ______________________

SOP 7: What is the level of performance of the Limay Senior High School students
in their BPSU entrance examination??
Statistical Tool: ______________________

SOP 8: What is the significant relationship between the pre-test and post-test
scores in Practical Research 2 of the Academic strand students?
Statistical Tool: ______________________

SOP 9: How does the number of hours spent in reviewing significantly relate to
academic performance?
Statistical Tool: ______________________

SOP 10: How will the SMAW students perform in their NCII assessment based on
their academic grades in major subjects?
Statistical Tool: ______________________
 What is It

CHOOSING APPROPRIATE STATISTICAL ANALYSIS TECHNIQUE

Considerations in Choosing the Appropriate Statistical Tool

1. Objective of the study

2. Variable type and level of measurement
3. Related or Independent samples
a. Independent sample - probability of selection of samples in one group is not
affected by the selection in the other group
b. Related sample - sample in one is dependent on/ affected by the other group
(paired, matched).
4. Assumption about the test
a. parametric test – can be used if the assumptions about the parameter like
normality, independence, and homogeneity of variance hold true.
b. non-parametric test – when the assumptions for the use of parametric tests
are questionable data.
5. Frequently used inferential statistics in Scientific Research
a. t – test for correlated samples
b. T – test for uncorrelated samples
c. One – way ANOVA

Interpretation of Data
Analysis should be done first before interpretation.
An analysis is useless without an interpretation,
while an interpretation is impossible without an analysis.
Inferential Statistics used in testing hypothesis - whether you will accept or reject.

Steps in Hypothesis Testing

1. State the problem.

2. Formulate your hypothesis.
Ho (null hypothesis): There is no significant difference among means.
Ha (alternative hypothesis): There is significant difference among means.
3. Specify the level of significance (alpha). £ = 0.01, £ = 0.05
4. Identify the appropriate test.
t-test for correlated samples
T-test for uncorrelated samples
One-way or Two-way ANOVA
5. Compute the statistic or run the test.
7. Make a decision rule on Ho.

For normal curve

Accepted H0

If the computed value is greater than or beyond the tabular value (critical
value), reject the null hypothesis:

(Ho): There is significant difference among means.

If the computed value is lesser than the tabular value (critical value), accept the
null hypothesis

(Ho): There is no significant difference among means.

8. Interpret the results.

Example:

Suppose a researcher wishes to determine the significant difference on the

growth rate of tilapia cultured in aquaponics and that cultured in fishpond with
the same supplemental feeds.

Answer:
1. Problem:

Is there a significant difference between the growth rate of tilapia cultured in

aquaponics and tilapia cultured in fishpond?

2. Hypothesis:

Ho: There is no significant difference between the growth rate of tilapia cultured
in aquaponics and that cultured in fishpond.

Ha: There is significant difference on the growth rate of tilapia cultured in

aquaponics and that cultured in fishpond.
3. Level of Significance: 0.05

4. Statistical Tool: T - test

5. Computation Results:

Computed T – Value = 6.62; Tabular Value (critical value) = 3.36

6. Decision Rule:

Accept H0

6.62 3.36 £ = 0.05 0 -3.36 - 6.62

Computed T-test value: 6.62 > 3.36 Critical value or tabular value

The computed T-test value is greater than the tabular value or critical
value. This means that the null hypothesis is rejected.

7. Interpretation:

This means that the growth of tilapia cultured in aquaponics is different

from that cultured in fishpond. Likewise, the growth rate of tilapia in fishpond
is better than the growth of tilapia in aquaponics.
 What’s More

Instruction: Apply the steps that you learned in hypothesis testing to the given
Problem below.

Problem 1:
Consider a study wherein the effectiveness of banana leaves as an
organic cooked rice wrapper was compared to that of aluminum foil. The
number of bacterial colonies in the two kinds of food wrappers was measured
after 12 hours at room temperature. The cv is 2.8, £ = 0.01. The result of
computed value is 0.8.

Hypothesis:
1. Ho:

2. Ha:

3. Level of Significance:

4. Statistical Tool:

5. Computation Results:

6. Decision Rule:

7. Interpretation:
 What I Have Learned

Instruction: Enumerate the following:

A. Three (3) things that a researcher could save with proper planning of
data collection
1.
2.
3.

B. Four (4) factors that must be considered in collecting data

4.
5.
6.
7.

C. Three (3) steps involved in the analysis of data

8.
9.
10.

D. Two (2) branches of statistics

11.
12.

E. Four (4) levels of measurement of variables

13.
14.
15.
16.

F. Two (2) types of inferential statistics

17.
18.

G. Two (2) kinds of non-parametric tests

19.
20.
 What I Can Do

Instruction: Supply the necessary information based on the

knowledge gained from the discussion. [Your answer should agree with your
quantitative research study – statement of the problem (SOP) in chapter 1].
The example given below will serve as your guide.

Example:

Statement of the problem #1:

1. How may the profile of student-respondents be described in terms of:

1.1 age;
1.2 strand; and
1.3 economic status?

Statistical tool/s used:

MEAN

Formula/s: _ ∑x
x = _____
N

atement of the problem #1:

Statement of the problem #__:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Statistical tool/s used:
Statistical tool/s used:
_________________________________________________________________________
_________________________________________________________________________
Formula/s:
Formula/s:
_________________________________________________________________________
#1:
_________________________________________________________________________
_________________________________________________________________________

_________________________________________________________________________

Statistical tool/s used:

Statement of the problem #__:

_________________________________________________________________________

_________________________________________________________________________

Statistical tool/s used:

_________________________________________________________________________

Formula/s:

_________________________________________________________________________

Statement of the problem #__:

_________________________________________________________________________

_________________________________________________________________________

Statistical tool/s used:

_________________________________________________________________________

Formula/s:

_________________________________________________________________________
 Assessment

Instruction: Read carefully each statement below then choose only the
letter of your answer. Use capital letters.

Part 1. Determine what is being described.

1. Set of characteristics representing the research variable.

A. data C. analysis
B. hypothesis D. statistics

2. The process of gathering and measuring information on variable interest.

A. data analysis C. statistics
B. data collection D. statistical tool

3. Counting, measuring, comparing, and differentiating are involved in:

A. data C. data analysis
B. data collection D. interpretation of data

4. Science that deals with the collection, tabulation or presentation, analysis

and interpretation of data.
A. statistics C. data collection
B. data analysis D. interpretation of data

5. Levels of measurement of variables that are mostly used in Likert scaling.

A. ratio C. interval
B. ordinal D. nominal

6. Parametric statistics involves:

A. nominal and interval C. ordinal and ratio
B. interval and ordinal D. ratio and interval

7. All of these are measures of central tendency, except:

A. range C. mean
B. mode D. median

8. It is also known as analysis of variance (ANOVA).

A. T -test C. F -test
B. Z -test D. Chi-square test
Part II. Select the appropriate statistical tool for each statement of the
problem (SOP) given below.

9. What is the significant difference brought about by anesthesia with the

length of time it takes a patient to fall asleep?
A. Measure of variability C. Pearson Product moment
B. T – test D. Chi-Square

10. What is the demographic profile of the elementary pupils in terms of:
1.1 Age
1.2 Civil status
1.3 Religion
A. Percentage C. Ratio
B. Weighted Mean D. Standard Deviation

11. What is the level of practicum performance of students as compared to

their academic performance in major subjects?
A. Weighted Mean C. Regression
B. Percentage D. Ratio

12. How significantly different are the three instructional methods of

teaching research to the four groups of students?
A. ANOVA C. Weighted Mean
B. Percentage D. Chi-Square

13. How varied are the scores of the senior high students in their final
examination?
A. T-test C. Chi-Square
B. F-test D. Measure of Variability

14. What is the level of effectiveness of information, education, and

communication in the awareness of students considering the following
variables:
1.1 Academic institutions 1.2 media 1.3. economic status?

A. Mean C. Median
B. Mode D. Standard Deviation

15. This is the non-parametric version of the Pearson product-moment

Correlation.
A. Chi-square test C. Linear regression
B. Analysis of Variance D. Spearman’s Rank Order Correlation
 Additional Activities

Based on what we have discussed about “Planning Data Analysis Using

Statistics and Hypothesis Testing”, write your Chapter 3 and apply the necessary
statistical tools appropriate to the statement of the problem of your study.
 Assessment What’s More:
1. A 1. There is no significant
2. B difference between the
3. C number of bacteria
4. A colonies present in cooked
5. B rice wrapped with banana
6. D
leaves and with aluminum
7. A
8. C foil.
9. B 2. There is significant
10.A difference between the
11.A number of bacterial
12.A colonies present in cooked
13.D
rice wrapped with banana
14.A
15.D leaves and with aluminum
foil.
What I Have Learned 3. 0.1
4. t - test
1. Money 5. 0.8, since the computed
2. Time value is less than tabular
3. Effort
value, accept the null
4. People
5. Finances hypothesis
What I Can Do 6. There is no significant
6. Schedule
Depends on the 7. Miscellaneous difference between the
student’s answer 8. Counting mean number of bacterial
9. measuring colonies in cooked rice
10. differentiating wrapped with banana
11. descriptive
leaves and with aluminum
12. inferential
13. nominal foil after 12 hours.
14. interval 7. The effectiveness of
15. ordinal banana leaves and
16. ratio aluminum foil of food
17. parametric wrapped with banana
18. non-parametric
leaves and with aluminum
19. chi-square
20. spearman’s rho foil after 12 hours.
What’s In What’s New: What I Know:
1. descriptive 11.percentage 1. statistics
2. parametric 12.mean
3. chi-square 2. descriptive
13.chi-square
4. t-test 3. inferential
14.t-test
5. mean 15.regression 4. nominal
6. median 16.F-test (ANOVA) 5. ordinal
7. mode 17.mean 6. interval
8. variability 18.Pearson product 7. ratio
9. simple moment of 8. parametric
10.spearman’s rho correlation 9. non-parametric
19.Spearman’s rho 10. data
20.regression
Answer Key
References
Baraceros, E. L. (2016). Practical Research 2. Quezon City: Rex Book Store Inc.

Cristobal, A. P., Cristobal, M. DC (2017). Practical Research 2 for Senior High School.
C & E Publishing, Inc. pp. 179-192.

DepEd (2016). Practical Research 2. Teacher’s Guide. First Edition.

DepEd (2020). Most Essential Learning Competencies (MELC). Practical Research 2

Faltado, R.E., Bombita, M., Boholano, H, and Pogoy, A.. 201c. Practical Research 2
Quantitative Research. Lorimar Publishing Inc. pp. 1-12
For inquiries or feedback, please write or call:

Department of Education – Region III,

Schools Division of Bataan - Curriculum Implementation Division
Learning Resources Management and Development Section (LRMDS)

Provincial Capitol Compound, Balanga City, Bataan

Telefax: (047) 237-2102

Email Address: bataan@deped.gov.ph