Module in Practical Research 2: Your Lesson For Today!

Module Code: PASAY-PR2-Q2-W6-D1
Name: ____________________________________________________ Track/Strand: _______________

Teacher: ___________________________________________________ Grade Level: _______________
DEPARTMENT OF EDUCATION – NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY
MODULE IN PRACTICAL RESEARCH 2

Second Quarter/ Week 6/ Day 1
OBJECTIVE: Analyzes Likert Scale data
YOUR LESSON FOR TODAY!

Rating scales are often used in researches. A Likert scale is a rating scale used to assess
opinions, attitudes, or behaviors. Likert scales are popular in survey research because
they allow you to easily operationalize personality traits or perceptions.
To collect data, you present participants with Likert-type questions or statements and a
continuum of possible responses, usually with 5 or 7 items. Each item is given a
numerical score so that the data can be analyzed quantitatively.
WHAT’S NEW!
Before you analyze data from Likert-type questions and Likert scales, it’s important to
consider what type you’re dealing with.
Ordinal vs interval level data

Data can be divided into these two different types because they are associated with separate analysis
procedures.
✓ data from individual Likert-type questions are treated as ordinal level.
✓ data from the overall Likert scale are treated as interval level.
In ordinal scales, each item has a rank that is higher or lower than others, but the exact differences
between the items aren’t evenly spaced or clearly defined.
For example, you can’t be sure that the difference between “very poor” and “poor” is the same as the
difference between “good” and “excellent”.
Interval scales also have a clear order, but the difference between each point is evenly spaced. For
example, non-Likert rating scales from 1 to 10 can assume that the difference between 2 and 4 is the same as the
difference between 5 and 7.
Overall Likert-scale data is often treated as interval because it is a composite score made from adding
answers to 4 or more questions.
Descriptive statistics
In descriptive statistics to summarize the data you collected in simple numerical or visual form.
Likert-type questions can be individually analyzed for deeper insights into specific attributes. If the
questions all measure a single trait or attitude when combined, they can also be grouped together and analyzed
as a Likert scale. You can code the answers to each question into numbers and then add up the numbers to get
an overall attitude score for each participant.
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Descriptive statistics example
Ordinal data: To get an overall impression of your sample, you find the mode, or most common score, for each
question. You also create a bar chart for each question to visualize the frequency of each item choice.
Interval data: Add up the scores from each question to get the total score for each participant. To find the
mean, or average, score and the standard deviation, or spread, of the scores for your sample.
Inferential statistics
Inferential statistics use to test hypotheses, such as correlations between different responses or patterns
in the whole dataset.
Whether you treat your data as ordinal or interval impacts your choice of a parametric or non-parametric
statistical test. Parametric tests make stricter assumptions, such as even spacing, of data than non-parametric
tests.
✓ For ordinal data (individual Likert-scale questions), use non-parametric tests such as Spearman’s
correlation or chi-square test for independence.
✓ For interval data (overall Likert scale scores), use parametric tests such as Pearson’s r correlation
or t-tests.
Inferential statistics example
Ordinal data: To hypothesize that knowledge of climate change is related to belief that environmental damage
is a serious problem. You use a chi-square test of independence to see if these two attributes are correlated.
Interval data: To investigate whether age is related to attitudes towards environmentally-friendly behavior.
Using a Pearson correlation test, you assess whether the overall score for your Likert scale is related to age.
WAYS TO INTERPRET A LIKERT SCALE

1. Use of weighted mean and standard deviation
𝒙𝟏 𝒘𝟏 + 𝒙𝟐 𝒘𝟐 + ⋯ + 𝒙𝒏 𝒘𝒏
̅̅̅̅
𝒙𝒘 =
𝒙𝟏 + 𝒙𝟐 +. . . 𝒙𝒏
∑(𝒘𝒆𝒊𝒈𝒉𝒕 −𝒎𝒆𝒂𝒏)𝟐 (𝒙)
𝑺𝑫 = √ ∑𝒙
2. Percent Agree
- percent of agree response
𝑎
𝑃𝑎 = where a – agree and n – response
𝑛
3. Top Box or Top Two Box

Top – Box = Strongly Agree
Top two Box (Same as percent Agree)
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4. Net Top Box

𝑆𝑡𝑟𝑜𝑛𝑔𝑙𝑦 𝐴𝑔𝑟𝑒𝑒𝑝 − 𝑆𝑡𝑟𝑜𝑛𝑔𝑙𝑦 𝐷𝑖𝑠𝑎𝑔𝑟𝑒𝑒𝑝
5. Z – score to Percentile Rank
Step 1. Subtract benchmark from the mean
Step 2. Divide the result to the standard deviation (z – score or the normal score)
Step 3. Convert the z – score to a percentile rank (use z – table)
6. Coefficient of Variation
𝑠𝑡𝑎𝑛𝑑𝑎𝑟𝑑 𝑑𝑒𝑣𝑖𝑎𝑡𝑖𝑜𝑛
𝑚𝑒𝑎𝑛
Likert – Type Scale Response Anchors
Level of Acceptability Level of Appropriateness
1 – Totally Unacceptable 1 – absolutely inappropriate
2 – Unacceptable 2 – Inappropriate
3 – Slightly unacceptable 3 – Slightly inappropriate
4 – Neutral 4 – Neutral
5 – Slightly acceptable 5 – slightly appropriate
6 – appropriate
6 – Acceptable
7 – absolutely appropriate
7 – perfectly acceptable
Types of items
You can measure a wide range of perceptions, motivations, and intentions using Likert scales.
Some of the most common types of items include:
• Agreement: Strongly agree, Agree, Neither agree nor disagree, Disagree, Strongly disagree
• Quality: Very poor, Poor, Fair, Good, Excellent
• Likelihood: Not at all likely, Somewhat likely, Extremely likely
• Experience: Very negative, Somewhat negative, Neutral, Somewhat positive, Very positive
Generalization
• Before doing analyses of data it is a must to identify first the type of data that you are dealing with. The
data from individual Likert-type questions are treated as ordinal level and data from the overall
Likert scale are treated as interval level.
• Descriptive statistics can be use to summarize the data you collected in simple numerical or visual form.
• Inferential statistics can be use to test hypotheses, such as correlations between different responses or
patterns in the whole dataset
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WHAT IS IT?
PRACTICE EXERCISES 1
Identify the following statements as True or False. Write T if the statement is correct and if it is false
change the underlined word/words to make the statement correct.
1. There are different types of items such as agreement, quality, likelihood and experience.
2. Before doing analyses of data it is a must to identify first the kind of data that you are dealing
with.
3. For interval data (individual Likert-scale questions), use non-parametric tests such as Spearman’s
4. For ordinal data (overall Likert scale scores), use parametric tests such as Pearson’s r correlation
or t-tests.
5. Descriptive statistics can be use to summarize the data you collected in simple numerical or
visual form.
6. Inferential statistics can be use to test hypotheses, such as significant difference between
different responses or patterns in the whole dataset
7. In descriptive statistics for ordinal data the researcher should find the mean or the most common
score.
8. In descriptive statistics for interval data the researcher should find the mode or the total score of
each participant.
9. For ordinal data (individual Likert-scale questions), use non-parametric tests such as Spearman’s
10. For interval data (overall Likert scale scores), use parametric tests such as Pearson’s r correlation
or t-tests.
Determine the mean based from the given data for Q1, Q2 and Q3. By following this formula,
Mean = sum of all data
Number of data
Respondent
No. Instruction
Q1 Q2 Q3
1 3 3 4
2 3 3 3
3 3 3 3
4 4 3 3
5 4 4 3
6 3 4 4
7 3 3 3
8 4 3 3
9 3 3 4
10 3 3 4
11 4 4 3
12 3 3 3
13 3 2 4
14 3 3 4
15 3 3 4
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EVALUATION:
Determine the mean based from the given data for Q1, Q2, Q3 and Q4 By following this formula,
Mean = sum of all data
Number of data
Respondent
No. Facilities
Q1 Q2 Q3 Q4
1 3 3 3 3
2 3 3 3 3
3 2 2 2 3
4 3 3 4 4
5 3 2 2 3
6 2 2 3 4
7 3 2 3 3
8 3 4 3 3
9 2 2 3 3
10 2 2 3 3
11 4 3 3 4
12 4 2 3 3
13 4 3 3 4
14 4 3 3 4
15 3 2 3 4
16 3 2 3 3
17 3 3 3 3
18 3 3 3 3
19 4 4 4 4
20 3 3 3 3
21 2 2 3 4
22 4 3 4 4
23 4 4 3 4
24 4 4 4 4
25 3 3 3 4
26 3 2 3 3
27 3 2 3 3
28 1 2 3 3
29 3 3 3 3
30 2 2 3 3
MODULE WRITER: DENNIS M. MASIRAG

PASAY CITY SOUTH HIGH SCHOOL
ANDRELYN T. CLAVERO
KALAYAAN NATIONAL HIGH SCHOOL
References:
Designing and Analyzing a Likert Scale | What, Why and How (scribbr.com)
Vagias, Wade M. (2006). Likert scale response anchors. Clemson International Institute for Tourism &
Research Development. Department of Parks, Recreation and Tourism Management. Clemson University
Page 5 of 20



OBJECTIVE: Uses inferential statistics to analyze data
YOUR LESSON FOR TODAY!

In quantitative research, analysis of data is very strong since it uses statistics. Data can be
interpreted as simple and accurate. But the proper use of statistical formulas is essential to get the
desired result. Inferential statistics is a statistical procedure that is used to draw inferences for a
large group of people, places or things, on the basis of the information obtained from a small
portion of a large group. In this module, you will learn about how to use correlational analysis, t
– test and other type used for experimental research. In this module you can download
distribution tables.
WHAT’S NEW!
Z – score
𝑥−𝜇
𝑧= x – raw score; 𝜇 – 𝑚𝑒𝑎𝑛
𝜎
𝜎 − 𝑝𝑜𝑝𝑢𝑙𝑎𝑡𝑖𝑜𝑛 𝑠𝑡𝑎𝑛𝑑𝑎𝑟𝑑 𝑑𝑒𝑣𝑖𝑎𝑡𝑖𝑜𝑛
Example: A classmate of Juan in Algebra has a z – score of 2.1, mean of 80 and SD of 5. What is his
score?
𝑥 − 𝜇
𝑧=
𝜎
𝑥 − 80
2.1 = → 𝑥 − 80 = 2.1(5)
5
𝑥 = 10.5 + 80
𝒙 = 𝟗𝟎. 𝟓 ≈ 𝟗𝟏
Correlational Analysis
✓ Formula for r and interpretation
𝑛 ∑ 𝑥𝑦− (∑ 𝑥)(∑ 𝑦)
𝑟=
√[𝑛 ∑ 𝑥 − (∑ 𝑥)2 ][𝑛 ∑ 𝑦2 − (∑ 𝑦)2 ]
2
Value of r Interpretation
±𝟏. 𝟎𝟎 Perfect correlation
±𝟎. 𝟖𝟎 − ± 𝟎. 𝟗𝟗 high correlation
±𝟎. 𝟔𝟎 − ± 𝟎. 𝟕𝟗 Moderately high correlation
±𝟎. 𝟒𝟎 − ± 𝟎. 𝟓𝟗 Moderate correlation
±𝟎. 𝟐𝟎 − ± 𝟎. 𝟑𝟗 Low correlation
±𝟎. 𝟎𝟏 − ± 𝟎. 𝟏𝟗 Negligible correlation
0 Zero or no correlation
✓ The coefficient of determination(𝒓𝟐 ) tells how much of the dependent variable y is due or can be attributed to
the independent variable x.
✓ Coefficient of non – determination (𝟏 − 𝒓𝟐 ) is the percent of variation in the dependent variable which
cannot be explained by the variation in the independent variable or the regression equation.
✓ Testing the significance of correlation
Page 6 of 20

𝑟
𝑡= 𝑤ℎ𝑒𝑟𝑒 𝑟 𝑓𝑜𝑙𝑙𝑜𝑤𝑠 𝑎 𝑡 − 𝑑𝑖𝑠𝑡𝑟𝑖𝑏𝑢𝑡𝑖𝑜𝑛 𝑤𝑖𝑡ℎ 𝑑𝑓 = 𝑛 − 2
√ 1 − 𝑟
𝑛−2
Example: A researcher wishes to determine the relationship between hours spent in studying and grades received.
He summarized his data below.
Hours spent in studying (x) 2 2 2 3 3 4 5 5 6 6

Grades received (y) 57 63 70 72 69 75 73 84 82 89
1. What is the relationship between hours spent in studying and grades received?
2. How much is due to the variation in the number of hours spent in studying?
3. Is there a significant correlation between hours spent in studying and grades received?
To determine the value of r, find the values of the quantities needed in the formula
𝑛 ∑ 𝑥𝑦− (∑ 𝑥)(∑ 𝑦)
𝑟=
√[𝑛 ∑ 𝑥 − (∑ 𝑥)2 ][𝑛 ∑ 𝑦2 − (∑ 𝑦)2 ]
2
x y xy 𝑥2 𝑦2 𝑟
2 57 114 4 3249 10(2914) − 38(734)
=
2 63 126 4 3969 ඥሾ10(168) − (38)2 ሿሾ10(54718) − (734)2 ሿ
2 70 140 4 4900
29140 − 27892
3 72 216 9 5184 𝑟=
3 69 207 9 4761 ඥ(1680 − 1444)(547180 − 538756)
4 75 300 16 5625 1248
5 73 365 25 5329 𝑟=
ξ19888064
5 84 420 25 7056
1248
6 82 492 36 6724 𝑟=
1409.99
6 89 534 36 7921
∑ 𝑥 =38 ∑ 𝑦 =734 ∑ 𝑥𝑦 =2914 ∑ 𝑥 2 =168 ∑ 𝑦 2 =54718 𝒓 = 𝟎. 𝟖𝟗
1. 𝑟 = 0.89 and is interpreted as high positive correlation.

2. 𝑟 2 = 0.78, which means that 78%of the variation in grades received is due to the variation in the number of hours
spent studying, and the remaining 22% is due to other factors such as IQ, teacher, etc.
3. Testing on significance of correlation (use n sample method)
r - value 𝛼 level of r - tab Conclusion

significance
𝑟𝑥𝑦 𝛼 = 0.05 𝑟𝑡𝑎𝑏 There is a significant correlation between the number of hours spent in
= 0.89 𝑛 = 10 = 0.632 studying and the grades received.
Rank Correlation (Spearman rho)

- It is a non- parametric measure of the strength of association that exists between two variables on an ordinal scale.
6 ∑ 𝑑2
𝑟𝑥 = 1 − 𝑤ℎ𝑒𝑟𝑒 𝑑 𝑖𝑠 𝑡ℎ𝑒 𝑠𝑞𝑢𝑎𝑟𝑒 𝑜𝑓 𝑡ℎ𝑒 𝑑𝑖𝑓𝑓𝑒𝑟𝑒𝑛𝑐𝑒𝑠 𝑏𝑒𝑡𝑤𝑒𝑒𝑛 𝑡ℎ𝑒 𝑟𝑎𝑛𝑘𝑖𝑛𝑔𝑠
𝑛(𝑛2 − 1)
Example: A researcher wishes to determine if there is a significant correlation of the rankings between male and
female students on the characteristics of professors. The data is shown below.
To solve, rank each attribute. Then get the differences between ranks.
Page 7 of 20

Characteristics preferred Male Female Male Rank Female Rank d 𝒅𝟐

Approachable 229 227 229 1 227 1 0 0
Patient 161 166 161 6 166 5 1 1
Fair 179 150 179 5 150 6 -1 1
Lively 187 237 187 4 237 3 1 1
Strict 19 98 19 9 98 9 0 0
With sense of humor 199 248 199 3 248 2 1 1
Has mastery of the subject matter 205 218 205 2 218 4 -2 4
Disciplinarian 93 101 93 8 101 8 0 0
Consistent 121 114 121 7 114 7 0 0
6 ∑ 𝑑2
𝑟𝑥 = 1 − 𝑡𝑜 𝑑𝑒𝑡𝑒𝑟𝑚𝑖𝑛𝑒 𝑠𝑖𝑔𝑛𝑖𝑓𝑖𝑐𝑎𝑛𝑐𝑒
𝑛(𝑛2 − 1)
𝑟𝑥 𝛼 𝑟𝑡𝑎𝑏𝑢𝑙𝑎𝑡𝑒𝑑 Conclusion
6(8)
𝑟𝑥 = 1 − 0.93 0.05 0.683 There is a significant correlation between the
9(92 − 1) rankings of the characteristics of professors
48 preferred by male and female students.
𝑟𝑥 = 1 − = 0.93
720
Statistical hypothesis test

✓ Z – test
o Are often applied in large samples (𝑛 > 30), if the population standard deviation is known, and if the
distribution is normal.
Hypothesized/population mean VS Sample Mean 1 versus sample mean Sample Mean 1 versus sample mean
sample mean 2 and population standard deviation 2 and 2 population standard
̅
(𝑋 − 𝜇)ξ𝑛 is known deviation is known
𝑍= ̅̅̅
𝑋 − ̿̿̿
𝑋 𝑥1 − ̿̿̿
̅̅̅ 𝑥2
𝜎 𝑍=
1 2
𝑍=
where 1 1 𝜎 𝜎
𝜎√ + √𝑛1 + 𝑛2
𝑋̅ - sample mean 𝑛1 𝑛2 1 2
𝜇 – population mean ̅̅̅
𝑋1 - mean of sample 1 𝑥
̅̅̅-
1 mean of sample 1
n –sample size ̅̅̅
𝑋2 – mean of sample 2 𝑥2 – mean of sample 2
̅̅̅
𝜎- population standard deviation 𝑛1 𝑎𝑛𝑑 𝑛2 – sample sizes 𝑛1 𝑎𝑛𝑑 𝑛2 – sample sizes
𝜎- population standard deviation 𝜎- population standard deviation
Example: The average score in the final examination in College Algebra is known to be 80 with a known standard
deviation of 10. A random sample of 40 students was taken from the year’s batch and it was found to have a mean
score of 84. Is this an indication that this year’s batch performed better in College Algebra than the previous
batches? Test at 𝜶 = 𝟎. 𝟎𝟓
Critical Value Approach Z computation

1. 𝐻𝑜 ; 𝜇 = 80; This year’s batch is as good as the previous batches in College Algebra (𝑋̅ − 𝜇)ξ𝑛
𝐻𝑎 ; 𝜇 > 80; This year’s batch is better than the previous batches in College Algebra 𝑍=
𝜎
2. 𝛼 = 0.05; 1 − 𝑡 𝑟𝑖𝑔ℎ𝑡; 𝑍 − 𝑐𝑜𝑚𝑝𝑢𝑡𝑒𝑑 = 2.53; 𝑍 − 𝐶𝑟𝑖𝑡𝑖𝑐𝑎𝑙 = 1.65 𝑍
3. Decision Rule: Reject 𝐻𝑜 if 𝑍𝑐𝑜𝑚 ≥ 𝑍𝑐𝑟𝑖 ; that is 2.53 ≥1.65 (84 − 80)ξ10
4. Decision: Reject 𝐻𝑜 , because 2.53 ≥1.65 =
10
5. Conclusion: I therefore conclude that this year’s batch is better in College Algebra than the 𝑧 = 2.53
previous batches.
✓ T – test
o Referred as Student T- test and is often applied in a limited samples (𝑛 < 30)
Page 8 of 20

Hypothesized/population mean vs Two – independent sample means Dependent or correlated

sample mean 𝑥1 − ̿̿̿
̅̅̅ 𝑥2 sample means
𝑡= 𝑑𝑓
(𝑋̅ − 𝜇)ξ𝑛 (𝑛1 − 1)𝑠1 2 + (𝑛2 − 1)22 1 1 𝑑̅ ξ𝑛
𝑡= √ √ + 𝑡=
𝑠 𝑛1 + 𝑛2 − 2 𝑛1 𝑛2 𝑠𝑑
𝑑𝑓 = 𝑛 – 1 = 𝑛1 + 𝑛2 − 2 𝑑𝑓 = 𝑛 − 1
Example: A teacher wanted to find out if Team Based Instruction (TBI) method of teaching Statistics is more
effective than the Individually Guided Instruction (IGI) method. Two classes of approximately equal intelligence
were selected. After several sessions, a 30- item test was given. The scores are shown in the table below.
Student 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
TBI 30 28 29 20 18 19 16 17 22 24 26 28 30 29 18
IGI 25 27 20 30 16 21 15 25 28 21 19 17 18 13
p-Value Approach t computation

1. 𝐻𝑜 : 𝜇 𝑇𝐵𝐼 = 𝜇𝐼𝐺𝐼 ;The Team Based Instruction method is as effective as the Use the second formula
Individually Guided Instruction in teaching statistics. Method n 𝑥̅ 𝑠𝑥
𝐻𝑎 : 𝜇 𝑇𝐵𝐼 > 𝜇𝐼𝐺𝐼 ; The Team Based Instruction method is more effective than TBI 15 24.27 4.98
the Individually Guided Instruction in teaching statistics. IGI 14 21.07 5.21
2. 𝛼 = 0.05; 𝑜𝑛𝑒 − 𝑡𝑎𝑖𝑙𝑒𝑑; 𝑝 − 𝑣𝑎𝑙𝑢𝑒 − 0.051166; 1 −
𝑇 𝑟𝑖𝑔ℎ𝑡 𝑑𝑖𝑟𝑒𝑐𝑡𝑖𝑜𝑛𝑎𝑙 24.27 − 21.07
=
3. Decision Rule: Reject 𝐻𝑜 if 𝑝 − 𝑣𝑎𝑙𝑢𝑒 ≤ 𝛼; that is 0.051166 ≤0.055 1 1
ඥ(15 − 1)4.982 − (14 − 1)5.212 √ +
4. Decision: Do not Reject 𝐻𝑜 , because 0.051166 ≥ 0.05 15 14
5. Conclusion: I therefore conclude that the Team Based Instruction method 𝑡 = 1.69
of teaching Statistics is as effective as the Individually Guided Instruction.
✓ F – test (ANOVA)
o It is used to analyze or to test the significance among the means of or more groups simultaneously.
Generalization
Correlation Coefficient/ It is a numerical measure of the linear relationship between two

Pearson’s Product Moment variables labeled x and y
Correlation
Spearman rank order correlation The test is used for either ordinal or interval data that has failed the
coefficient assumptions necessary for conducting the Pearson’s Product –
Momentum Correlation
Z – test Used when 𝑛 > 30
T – test Used when 𝑛 < 30
WHAT IS IT?
A. The following table shows the final grades of the students in Algebra and Statistics
Algebra
75 80 93 65 87 71 98 68 84 71
(x)
Statistics
82 78 86 72 91 80 95 72 89 74
(y)
Find the following
1. ∑ 𝑥 = __________ 6. ∑ 𝑦 2 = __________
2. ∑ 𝑦 = __________ 7. ∑(𝑥)2 = __________
3. ∑ 𝑥𝑦 = __________ 8. ∑(𝑦)2 = __________
4. ∑ 𝑥 2 = __________ 9. 𝑟 = _________
5. (∑ 𝑥)(∑ 𝑦) = __________ 10. 𝑟 𝑖𝑛𝑡𝑒𝑟𝑝𝑟𝑒𝑡𝑎𝑡𝑖𝑜𝑛 __________________________
Page 9 of 20

B. Is there a significant correlation between the preferred characteristics abhorred most by male and female
students
Characteristics Male Female
Strict 128 185
Inconsistent 120 160
Lazy 114 243
Inconsiderate 172 243
Unreasonable 159 235
Cannot explain well 150 243
Disciplinarian 42 53
Unfair with favoritism 134 218
No sense of humor 129 144
PRACTICE EXERCISES 2 (5 -step solution)

A. The policy of Banko Metro is that its ATM’s must be stocked with enough cash to satisfy customers
making withdrawals over an entire weekend. An analysis of all withdrawals from two branches is shown in
the table below. Test at 𝜶 = 𝟎. 𝟎𝟏 significance
Branch Mean 𝜇 Standard Deviation 𝜃 N

A Php6,800.00 Php1,200.00 2500
B Php6,790.00 Php1,400.00 2000
p-Value Approach computation

1. 𝐻𝑜 :
𝐻𝑎 :
2.
3. Decision Rule:
4. Decision:
5. Conclusion
EVALUATION
A ten randomly selected oil wells in a large filed produced 21, 19, 29, 22, 24, 21, 19, 22, 22, and 20 barrels of
crude oil per day. Is this enough evidence that the oil wells are not producing an average of 22.5 barrels of
crude oil per day? Test at 0.01 level of significance.
p-Value Approach computation

1. 𝐻𝑜 :
𝐻𝑎 :
2.
3. Decision Rule:
4. Decision:
5. Conclusion
MODULE WRITER: DENNIS M. MASIRAG

References:
Blay, B. E. (2013). Elementary Statistics . Mandaluyong City 1550 Philippines: Anvil Publishing, INC.
Page 10 of 20



OBJECTIVE: Summarizes the findings of the study based on the results and discussion.
Your Lesson for Today
You are almost done of the manuscript if you have already reached this chapter in your paper. Before
writing the end parts of every research paper, i.e. the conclusion and recommendation parts, the summary of
findings should first be concretized since this the heart and off shoot of the results of the study which is vital
and essential. As a researcher, it is imperative that you know the basic guidelines on how to write a clear and
substantive summary of findings without giving too many details on the numbers and figures from the results of
the study. This module will you come up to write a good summary of findings that would eventually be used in
drawing the conclusion of your study.
WHAT I KNOW?
Directions: Read the sample summary of findings below, then answer questions that follow.
A. Summary of Findings
This study was conducted to determine how being involved in a romantic relationship affects the
academic performance of the student. The researchers utilized descriptive research design under quantitative
research and used purposive sampling method. This study used structured survey questionnaire in getting the
answers of the Junior High School students in Pasay City South High School. This study was undertaken from
June to September 2019.
The following research questions were answered based on the results of the data gathered:
1. What is the effect of early romantic involvement on the academic performance of the students?
Majority of the Junior High School respondents agreed that having a romantic partnership while studying
has a big impact in their academic life. One of the highlights in this research question that the respondents
answered is that being involved in a romantic relationship has helped them be motivated to attend their classes in
school.
2. How do students manage their time on their studies while having a relationship?
Almost all of the Junior High School respondents gave importance and prioritization to their academic
before giving time to their partner. However, there are still few respondents who has had a hard time managing
their time with their partner and their school activities.
3.To what extent is the effect of early romantic involvement to the academic performance of the students?
Almost half of the Junior High School respondents agreed that their performance in school are completely
affected either in a negative way but most probably in a positive way by their romantic partnership.
1. How would you start the first sentence of your first paragraph summary of findings based on the example
above?
Answer:___________________________________________________________________________
2. What should be the contents of the succeeding paragraphs after the first paragraph?
Answer:__________________________________________________________________________
3. Based on the example, can we include detailed explanations of the results in summary of findings?
Answer:____________________________________________________________________________
Page 11 of 20

WHAT I WANT TO KNOW?

WHAT IS SUMMARY OF FINDINGS
➢ It is the section where you report on the empirical evidence derived from your research/data.
➢ It is the section where you discuss the empirical evidence in relation to your literature, i.e. theory,
preconceived hypotheses, concepts, etc. This section is where you incorporate YOUR OWN VOICE.
So, you do not merely discuss, you INTERPRET.
➢ It shows what the author found after data analysis. Let us say you are using SPSS to analyze your data,
once you analyze the whole data, you need to report your findings by answering the questions or
assumptions.
➢ The findings should be textual generalizations, that is, a summary of the important data consisting of
mostly texts and limited numbers if needed. Due to clarity demand, summary of findings must contain
each specific question under the statement of the problem and must be written first to be followed by the
findings that would answer it.
WHAT ARE THE PURPOSES OF SUMMARY OF FINDINGS?

➢ Provide discussions for each of the findings
➢ Tell how the findings are important or relevant based on the aim and scope of the study
WHAT ARE THE CONTENTS OF THE FIRST PARAGRAPH OF THE SUMMARY OF FINDINGS?
Ideally, the first paragraph of the summary of findings should contain a brief statement about:
➢ main purpose of the study
➢ the population or respondents
➢ the period of the study
➢ method of research used
➢ research instrument and sampling design
Look at the example below:
A. SUMMARY OF FINDINGS
The study was undertaken to assess how teenage mothers balance schooling and motherhood
and of the extent of early pregnancy in their lives. The Senior High School teenage mothers who
were selected through purposive sampling served as respondents of the study. This study utilized
the descriptive method through survey by using self-made questionnaires and a one on one interview
in getting the insights of the teenage mothers in Pasay City South Senior High School. It took five
months to conduct the study, from June to November 2019.
The following are the findings of the study:
Page 12 of 20

HOW TO WRITE THE FINDINGS SECTION OF A RESEARCH PAPER?
Each research project is unique, so it is natural for one researcher to make use of somewhat different
strategies than another when it comes to designing and writing the section of a research paper dedicated to
findings. The academic or scientific discipline of the research, the field of specialization, the particular author or
authors, the targeted journal or other publisher and the editor making the decisions about publication can all
have a significant impact. The practical steps outlined below can be effectively applied to writing about the
findings of most advanced research, however, and will prove especially helpful for early-career scholars who
are preparing a research paper for their course requirements or for future publication.
Step 1: Consult the guidelines or instructions.
Your teacher or the targeted journal (or other publisher) provides for authors and read examples or
research papers it has already published, particularly ones similar in topic, methods or results to your own. The
guidelines will generally outline specific requirements for the results or findings section, and the examples
given may provide sound examples of successful approaches in accomplishing this part of your paper.
Step 2: Reflect at some length on your research results in relation to the required number of paragraphs
given by your teacher.
Consider inclusion in appendices for raw data or other data that might interest specialists but prove too
long or distracting for other readers to be included in the summary of findings paragraph. The opening
paragraph of a findings section often restates research questions or aims to refocus the reader’s attention, and it
is always wise to summarize key findings at the end of the section, providing a smooth intellectual transition to
the interpretation and discussion that follows in most research papers.
There are many effective ways in which to organize research findings. The structure of your findings
section might be determined by your research questions and hypotheses or match the arrangement of your
methods section. A chronological order or hierarchy of importance or meaningful grouping of main themes or
categories might prove effective. It may be best to present all the relevant findings and then explain them and
your analysis of them, or explaining the results of each trial or test immediately after reporting it may render the
material clearer and more comprehensible for your readers
Step 3: Write your findings section in a factual and objective manner.
The goal is to communicate information – in some cases a great deal of complex information – as
clearly, accurately and precisely as possible, so well-constructed sentences that maintain a simple structure will
be far more effective than convoluted phrasing and expressions. The active voice is often recommended by
experts in research and the past tense is appropriate because the research has already been done. Make sure your
grammar, spelling and punctuation are correct and effective so that you are conveying the meaning you intend.
Statements that are vague, imprecise or ambiguous will often confuse and mislead readers, and a
verbose style will add little more than padding while wasting valuable words that might be put to far better use
in clear and logical explanations. Some specialized terminology may be required when reporting findings, but
anything potentially unclear or confusing that has not already been defined earlier in the paper should be
clarified for readers, and the same principle applies to unusual or nonstandard abbreviations. Your readers will
want to understand what you are reporting about your results, not waste time looking up terms simply to
understand what you are saying.
Page 13 of 20

Step 4: Review the draft of your findings section.

It is important to edit and revise until it reports your key findings exactly as you would have them
presented to your readers. Check for accuracy and consistency in data across the section as a whole and all its
visual elements. Read your prose aloud to catch language errors, awkward phrases, and abrupt transitions.
Ensure that the order in which you have presented results is the best order for focusing readers on your research
objectives and preparing them for the interpretations, speculations, recommendations and other elements of the
discussion that you are planning. This will involve looking back over the paper’s introductory and background
material as well as anticipating the discussion and conclusion sections, and this is precisely the right point in the
process for reviewing and reflecting.
Your research results have taken considerable time to obtain and analyze, so a little more time to stand
back and take in the wider view from the research door you have opened is a wise investment. The opinions of
any additional readers you can recruit, whether they are professional mentors and colleagues or family and
friends, will often prove invaluable as well.
Directions: Read the sample of the first paragraph summary of findings, then answer questions that follow.
The study was undertaken to assess how teenage mothers balance schooling and
motherhood and of the extent of early pregnancy in their lives. The Senior High School teenage
mothers who were selected through purposive sampling served as respondents of the study. This
study utilized the descriptive method through survey by using self-made questionnaires and a one
on one interview in getting the insights of the teenage mothers in Pasay City South Senior High
School. It took five months to conduct the study, from June to November 2019.
1. What is the purpose of the research based on the information from the paragraph?
Answer:_________________________________________________________________________
2. Who are the respondents of the study and how were they selected as samples?
Answer:_________________________________________________________________________
3. What are the methods used in collecting data for the study?
Answer: _________________________________________________________________________
4. How long the study was conducted?
Answer: __________________________________________________________________________
5. Do you think this example has all the needed data required for the first paragraph part of summary of
findings? Explain in no more than 20 words.
Answer: __________________________________________________________________________
__________________________________________________________________________________________
DIRECTIONS: Provide the information based on your research on the following contents required in writing
the first paragraph for the summary of findings. Work with your research group mates.
❖ main purpose of the study:__________________________________________________________
❖ the population or respondents:_______________________________________________________
❖ the period of the study:____________________________________________________________
❖ method of research used:__________________________________________________________
Page 14 of 20

❖ research instrument and sampling design: ____________________________________________
DIRECTIONS: Below is an example of the content of 2nd paragraph for summary of results and findings, read it
carefully then answer questions that follow.
Based on the results of the study, the following are the findings that answer the research questions being proposed:
1. What is the impact of early involvement to romantic relationship of Grade 12 students on their academic
performance?
The Grade 12 students who are below 18 years old and are involved in early romantic relationship do experience two
impact as a consequence of their participation to the said phenomenon; first one and is considered to be the advantages
which they are being motivated to do their academic requirements and that involvement to early romantic relationship do not
hinder them from attaining their future careers and, the second one which is considered to be the disadvantages of it are
having the lack of sleep and having mood swings.
1. Does the researcher answer the first research question in details like with numbers and statistical figures?
Answer: _____________________
2. Can you consider the answer of the first research question as textual generalization of the results?
Answer: _____________________
GENERALIZATIONS
Writing summary of findings is not that complicated as you think of. Always remember that this part of the
research is the textual generalization of the actual results and findings. This means that there is no need to mention those
numerical or statistical data unless it is really needed. Aside from the introductory paragraph with some basic information
about your research, summary of findings must contain each specific question under the statement of the problem and
must be written first to be followed by the findings that would answer it.
EVALUATION
DIRECTIONS: Write the first paragraph and at least one research question with findings about your study.
Before the research question and its answer, the first paragraph shall contain answers of the following
information:
main purpose of the study, the population or respondents, the period of the study, method of research used, and
research instrument and sampling design. Work with your group mates. Use extra paper if needed.
References:
https://www.indeed.com/career-advice/career-development/how-to-write-a-conclusion-for-a-research-paper
https://www.proof-reading-service.com/en/blog/write-findings-section-research-paper/
MODULE WRITER: VICTOR L. TUBILAN

Page 15 of 20



OBJECTIVE: Identifies important elements in writing conclusion.
Your Lesson for Today
Starting to write a conclusion for your research paper can be difficult. There may be points and
elements that should be followed aside from your limited confidence to write it. In writing this part of your
paper, it should be clear and must sum up what you have presented in your research without sounding
redundant. An effective concluding paragraph can also add impact to what you have presented in your paper. In
this module, you will learn the important elements and points in writing a strong concluding paragraph that may
help you attain to end your paper in scholarly manner.
WHAT I KNOW?
DIRECTIONS: Read the text below, then answer questions that follow based on your prior knowledge about
writing research conclusion.
All students deserve to be successful in their studies and responsible universities must
respond to their needs so that they graduate well-educated students of the highest standard, now
and in the future.
The main causes of students’ difficulty appear to be that secondary school assessment has a
different focus from the university expectations and that universities are increasingly attracting
mature age students who may require an update of their skills. In response, universities invest
considerable capital into well-run programs that effectively assist students to overcome their
writing problems.
To conclude, university students who have had trouble with their academic writing skills
will require assistance to reach their academic potential.
1. Do you think the ideas express in the first paragraph is specific?

Answer: _______________
2. Which do you think is more specific, the FIRST paragraph or the LAST paragraph?
Answer: _______________
3. Which paragraph contains summary of key points that could support the thesis statement of the conclusion?
Answer: _____________
4. Is this a good example of research conclusion?
Answer: _____________
5. Why do you think the word “appear” was used in the 2nd paragraph instead of “must”?
Answer: ___________________________________________________________________________
Page 16 of 20

WHAT I WANT TO KNOW?

What is a conclusion of research paper?
Conclusion is the final part of your research paper. It is the last paragraph, which contains summary of
the whole work and predictions for the future.
Some students think that conclusion is not important but in reality, everything is completely different. A
poor conclusion may harm even the best work, while a good one can leave a great aftertaste and make the
reader want to examine the subject further.
What is the purpose of a conclusion in research paper?
If you do not have a clear understanding of how your introduction and other sections of the paper should
look like, you will hardly succeed. A research paper is much harder than a regular essay and contains other
sections apart from an introduction, body paragraphs and a conclusion. It is a serious scientific work, which
focuses on the problem and examines it.
That is why a conclusion is a very important part of the task. It explains all the results of your
research and analysis, summarizes your work, makes predictions for the future. Without a powerful
conclusion you are doomed to fail, so get yourself together and do everything you can to make the final section
of your work outstanding and free from any mistakes!
Why is it important to write a conclusion for your research paper?
Writing a conclusion in your research paper can be important to remind your readers of the strength
and impact of your argument. Concluding statements in your paper can also help to refocus the reader's
attention to the most important points and supporting evidence of your arguments or position that you
presented in your research. Conclusions can also serve as a basis for continuing research, creating new ideas to
resolve an issue you highlighted in your paper or offering new approaches to a topic.
Types of conclusions for research papers

Depending on your research topic and the style of your paper, you may choose to write your conclusion
according to specific types. The following information can help you determine which approach to take when
you write your conclusion.
➢ Summarizing conclusion
A summarizing conclusion is typically used for giving a clear summary of the main points of your topic
and thesis. This is considered the most common form of conclusion, though some research papers may require a
different style of conclusion. Common types of research papers that call for this kind of conclusion include
persuasive essays, problem and solution research, argumentative papers, and scientific and historical topics.
➢ Externalizing conclusion
An externalizing conclusion presents points or ideas that may not have been directly stated or relevant to
the way you presented your research and thesis. However, these types of conclusions can be effective because
they present new ideas that build off the topic you initially presented in your research. Externalizing
conclusions get readers thinking in new directions about the impacts of your topic.
➢ Editorial conclusion
In an editorial conclusion, you are presenting your own concluding ideas or commentary. This type of
conclusion connects your thoughts to the research you present. You might state how you feel about outcomes,
results or the topic in general. The editorial conclusion can work especially well in research papers that present
opinions, take a humanistic approach to a topic or present controversial information.
HOW TO WRITE A CONCLUSION FOR RESEARCH PAPER

When writing your conclusion, you can consider the steps below to help you get started:
❖ Restate your research topic.
❖ Restate the thesis.
❖ Summarize the main points.
❖ State the significance or results.
❖ Conclude your thoughts.
Page 17 of 20

1. Restate your research topic

Your first step when writing your conclusion should be to restate your research topic. Typically, one
sentence can be enough to restate the topic clearly, and you will want to explain why your topic is important.
This part of your conclusion should be clear and concise and state only the most important information. Here is
an example:
o "The increase in water pollution since 2010 has contributed to the decrease in aquatic wildlife as
well as the increase in unsafe drinking water."
2. Restate the thesis
Next, restate the thesis of your research paper. You can do this by revising your original thesis that you
presented in the introduction of your paper. The thesis statement in your conclusion should be worded
differently than what you wrote in your introduction. This element can also be effectively written in one
sentence. Here is an example:
o "Clean water is imperative to maintaining ecological balance and protecting the public's health."
3. Summarize the main points of your research
Next, you can sum up the main points of your research paper. It is helpful to read through your paper a
second time to pick out only the most relevant facts and arguments. You should not need to include any more
information than the main arguments or facts that you presented in your paper. The purpose of summarizing the
key points is to remind the reader of the importance of the research topic. Here is an example to help illustrate
how to do this:
o "With the increase in sugar farming, more and more pollutants are entering our freshwater
supplies. This increase in pollution has contributed to massive decreases in marine life, fish die-
off, increased respiratory illness in neighborhood populations and has contributed to the shortage
of clean drinking water."
4. Connect the significance or results of the main points
After discussing the main points of your argument, you can present the significance of these points. For
instance, after stating the main points you made in your argument, you might discuss how the impacts of your
topic affect a specific outcome. Likewise, you might present the results of studies or other findings that can help
add emphasis to how you present the significance of your information. Here is an example:
o "Ecologists and marine biologists are continuing to measure the water quality, and researchers
are continuing to find ways to combat the pollution run-off from commercial farms. In the future,
the EPA hopes this research will lead to a decrease in the pollutant concentration in our
freshwater systems."
5. Conclude your thoughts
As you finish up your conclusion, you might create a call to action or pose an idea that gets your readers
thinking further about your argument. You might also use this sentence to address any questions that were left
unanswered in the body paragraphs of your paper. Here is an example:
o "If we cannot combat the ill effects that commercial farming has on our clean water, our
freshwater ecosystems and drinking water supplies will surely diminish. More research and
innovation are needed to maintain our clean water while still supporting the agricultural needs of
our economy."
Tips for writing your conclusion
Here are some helpful tips to keep in mind when you write your research paper conclusion:
➢ Keep your thesis, main points and summarizing facts clear and concise.
➢ Avoid beginning your conclusion with statements like "in conclusion" or "in summary", as these basic
statements can come across as redundant.
➢ If you get overwhelmed, try sticking to a basic summarizing format for your conclusion.
➢ Synthesize your information by providing questions and answers, results, suggestions, or a resolution to
your arguments.
➢ Include only the most relevant points and arguments you presented in your paper.
➢ Avoid repeating information that you have already discussed.
Page 18 of 20

You can also experiment with other conclusion styles, however, using the summarizing format can help you
be certain that you are including each element as it relates to your paper.
Elements of a Good Conclusion
1. End it Concisely but Strongly
By the time you get to your research paper conclusion you probably feel as if there is nothing more to be
said. But knowing how to write a conclusion for a research paper is important for anyone doing research and
writing research papers. If you finish it concisely but strong, you will impress your readers and be effective in
communicating your ideas.
2. Essence of Hedging or Safe Language
It is often believed that academic writing, particularly scientific writing, is factual, simply to convey
facts and information based on standard process. However, it is now recognized that an important feature of
academic writing is the concept of cautious language, often called “hedging” or “safe language”. This will help
the researcher in staying at the neutral part of the argument (your conclusion). Use “show, demonstrate,
indicate, support, suggest, imply, appear” or hedging terms like “may be, might be, could be, probably,
possibly” may be used as needed., The verb “prove” should never be used in the conclusion or in other parts.
Example: The main causes of students’ difficulty appear to be that secondary school assessment has a different focus from
the university expectations and that universities are increasingly attracting mature age students who may require an update of their
skills
3. Conclusions are Based on Summary of Findings
Do not go back to the results and discussion part of your paper when writing conclusion. Always based
your conclusion on the summary of findings part. This is the only part of the research manuscript in which you
can inject your own opinion or inference of the findings of your study.
4. Specific to General
The content of the paragraph for the conclusion part shall contain the specific statement followed by the
nd
2 paragraph about the summary of key points that could support the first paragraph, and the broad statement
about your conclusion. Imagine the shape of the triangle with the topmost as the specific statement and the
lower part as the broad statement. Look at the example below:
Based on the summary of findings, it can be concluded that university students who have had trouble with
their academic writing skills will require assistance to reach their academic potential.
The main causes of students’ difficulty appear to be that secondary school assessment has a different focus
from the university expectations and that universities are increasingly attracting mature age students who may
require an update of their skills. In response, universities invest considerable capital into well-run programs that
effectively assist students to overcome their writing problems.
All students deserve to be successful in their studies and responsible universities must respond to their
needs so that they graduate well-educated students of the highest standard, now and in the future.
DIRECTIONS: Answer the following questions based on the discussions and example above?
1. What other word can replace the underline word “appear” in the paragraph?
Answer: _____________________
2. Can we replace the underlined word in the first paragraph with “In conclusion” or “In summary”?
Answer: ______________________
3. What shape can appropriately illustrate the contents of the conclusion?
Answer: ______________________
4. What is the other term for “hedging words”?
Answer: _______________________
5. Should conclusion be based on the result and discussion part?
Answer: _______________________
DIRECTIONS: Determine whether the following statements is TRUE or FALSE about writing conclusion.
1. The verb “prove” can be used in conclusion part or in other parts of the paper.
2. The last part of the conclusion shall be the specific idea about your concluding statement.
Page 19 of 20

3. Your opinion on the outcome of the research can be infused in the conclusion.
4. Conclusions should be based on the summary of findings.
5. Detailed discussion of the results and statistics can be incorporated in conclusion.
DIRECTIONS: Analyze the conclusion below, then answer questions that follow with no more than 30 words.
Pollution can kill fish and people. Drinking water becomes unsanitary and unsafe with pollution. If we do
not fix the state of our freshwater systems, our health can suffer. Researchers are still trying to help, but they have
not resolved the issue of the water pollution. As citizens, it is our responsibility to help keep our waters clean and
avoid polluting rivers, lakes and oceans.
1. Do you think this is a good conclusion? Why?

__________________________________________________________________________________________
______________________________________________________________________________________
GENERALIZATIONS
Writing conclusion entails different considerations yet the best part of research where you can inject
your views and inference of the findings. The contents of or the paragraphs shall contain in this order: specific
statement, summary of key points to support the specific statement, and the broad statement to close the
conclusion. It is important to use appropriate verbs in expressing the conclusion of the study as well as the use
of hedging words or safe words to avoid conflict of arguments. As a concluding part of research paper,
conclusion shall be written concisely but with strong point based on the findings of the study.
EVALUATION
DIRECTIONS: Read the sample conclusion, then answer questions that follow. Ask your research group
mates if needed.
Overall, our study indicates that the incidence of COPD is higher in men than in women and in elderly
than in younger subjects.
The age-specific incidence of COPD in never smokers increased by age, but to a lesser extent than the
incidence of COPD in current and former smokers. The detection of COPD cases in never smokers indicates
that, besides tobacco smoking, other factors such as genetic susceptibility, impaired lung growth, respiratory
infections and environmental exposures including occupational exposures and (outdoor and indoor) air pollution
might contribute to the development of COPD . Interestingly, in our study, majority of female COPD cases
were never smokers, whereas this prevalence was much lower in men. Indeed, our data suggest that one of these
environmental exposures, namely passive smoking, is higher in females than in males.
Finally, the overall incidence rate of COPD in the Rotterdam is a higher in males and in smokers. The
proportion of never smokers among COPD cases is substantial and higher in females than in males.
1. What are the uses of the underlined words in the paragraphs?
Answer: ______________________________________________________________________________
2.. Do you think the sample above has the elements of a good conclusion? Explain in not more than 30 words.
__________________________________________________________________________________________
__________________________________________________________________________________________
References: MODULE WRITER: VICTOR L. TUBILAN
https://www.indeed.com/career-advice/career-development/how-to-write-a-conclusion-for-a-research-paper
https://assignmentpay.com/how-to-write-a-conclusion-for-a-research-paper/ PASAY CITY SOUTH HIGH SCHOOL
Page 20 of 20

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