Page 1 of 5

PATEROS CATHOLIC SCHOOL

Senior High School Department
F. Imson St., Barangay San Pedro, Pateros, Metro Manila
SY 2020 – 2021

COMMUNICATION AND RESEARCH DEPARTMENT

Research in Daily Life 2

ACTIVITY TASK SHEET No. 12

Learning Competencies:
1. Presents and interprets data in tabular or graphical forms (CS_RS12-IId-g-2)
2. Draws conclusions from research findings (CS_RS12-IIh-j-1)

Name of Student: BAMBICO, ERNEST JULIAN B. Grade and Section: 12-ST. AGATHA

A. Visualizing Quantitative Data

One way to present quantitative data, particularly demographic, nominal (categories), and ordinal (ranked)
data, is through pie charts and bar graphs. Presenting data in these ways provides a more graphic and visually
appealing representation of your data.

1. Pie Charts
A pie chart is a circular graph consisting of slices of wedges that represent a percentage of the whole.
This type of chart is used to represent a particular portion from a total of 100%. Refer to the example
below:
FAVORITE MOVIE GENRES
FAVORITE MOVIE GENRES Drama Comedy Romance Sci-fiction Action Horror
MOVIE GENRE ƒ %
Drama 13 5.4
5%
Comedy 25 10.4
22% 10%
Romance 45 18.8
Sci-fiction 75 31.2
Action 30 12.5
Horror 52 21.7
19%
TOTAL 240 100% 13%

31%
 Page 2 of 5

2. Bar Graphs
Bar graphs are used to represent frequencies of responses to a particular variable. The bar graph can
also be used to show ranking between given variables. Refer to the example below:

Bar Graph used for RANKING/RATING

RATING OF DOG BREEDS

DOG BREED 2013 2014 2015 DOG BREED RATINGS
Labrador 10 10 9 12
Golden Retriever 10 8 8
German Shepherd 7 6 7 10
Beagle 5 4 3 8
Poodle 3 5 8
Boxer 4 6 8 6

0
Labrador Golden German Beagle Poodle Boxer
Retriever Shepherd

2013 2014 2015

Bar Graph used for FREQUENCY OF RESPONSE (MODE)

MOST FAVORITE GENRE

MOVIE GENRE ƒ
Movie Genre
80
Drama 13
70
Comedy 25
60
Romance 45
Sci-fiction 75 50
Action 30 40
Horror 52 30
TOTAL 240 20
10
0
Drama Comedy Romance Sci-fiction Action Horror
Movie Genre
 Page 3 of 5

3. Line Graphs
Line graphs are somehow similar to a bar graph; however, a line graph is used to progression/changes
in the trend in a specific variable. Refer to the example below:

STUDENT PERIODIC EXAM SCORES

GRADING Student Student Student Student Student
A B C D E
1st 35 41 24 25 32
2nd 38 43 30 24 26
3rd 29 45 35 23 28
4th 42 48 37 21 31

PERIODIC EXAM SCORES

60

50

40

30

20

10

0
1ST 2ND 3RD 4TH

Student A Student B Student C Student D Student E

B. Why use graphs and charts?

Through the use of graphs and charts researchers are able to present analyzed data in a manner that can
be easily understood and interpreted by the readers. This would also allow for easier interpretation and
explanation of data.

Based on the concepts discussed, answer the following activities:

1. Analyze the data sets presented below.

2. Based on the data sets, choose the best type of graphic organizer to use.
3. Design a graph/chart that would represent the data.
4. Provide a brief explanation/interpretation of the chart and a conclusion based on the data
 Page 4 of 5

A. Analyze this data set and design an appropriate graphic organizer; provide a detailed discussion about
the chart/graph (5 points – graphic organizer; 5 points – explanation/discussion)

FACTORS INFLUENCING ACADEMIC

PERFORMANCE
N=50
FACTORS ƒ
Peer Influence 48
Teaching Strategy 46
Self-motivation 28
Honors/Ranking 35
Positive Reinforcement 29
Time Management 31

FACTORS INFLUENCING ACADEMIC PERFORMANCE

60

50
48
40 46
FREQUENCY

30 35
31
28 29
20

10

0
Positive
Peer Teaching Self Honors/ Time
Reinforceme
Influence Strategy Motivation Ranking Management
nt
FACTORS 48 46 28 35 29 31

Based from the graphic representation above it is clearly shown how the indicators were classified according to
their frequency from the gathered data. The most frequent factor that appeared in the graphic organizer is
Peer Influence which consists of 48 response out of 50 respondents while the least frequent factor is self-
motivation which consists of 28 response out of 50 respondents. Therefore, it can be concluded that the factor
that most influence academic performance of students is peer influence and the least factor is self-motivation.
 Page 5 of 5

B. Analyze this data set and design an appropriate graphic organizer; provide a detailed discussion about
the chart/graph (5 points – graphic organizer; 5 points – explanation/discussion)

STUDENT ENROLLEES
YEAR 2014 2015 2016 2017 2018
STEM 410 425 450 440 475
ABM 295 315 345 378 400
HUMSS 120 200 218 250 325
AD 108 128 179 215 230
TV 105 150 168 175 210

STUDENT ENROLLEES
500
450
400
350
300
250
200
150
100
50
0
STEM ABM HUMSS AD TV
2014 410 295 120 108 105
2015 425 315 200 128 150
2016 450 345 218 179 168
2017 440 378 250 215 175
2018 475 400 325 230 210

2014 2015 2016 2017 2018

The graphic organizer displays the rating of student enrollees of the four strands from year 2014 to 2018
through the behavior of the bars showed in the graph. For the strand of STEM, the year that is declared to
have a large number of enrollees that consists of 475 students in total is from the year 2018. on the other
hand, the least number of enrollees that were recorded is from the year 2014. As of the strand of ABM, on the
year 2018 the enrollees increased into 400 students compared to the year 2017 which has only 378 students
in total. Out of the five strands, ABM received the most increased number of enrollees from the passed 5
years. The strand of HUMMS has a huge increase in enrollees in the year of 2018 from having 250 students in
the year 2017 it increased 75 students as of 2018. The strands AD and TV have a close similarity from there
number of enrollees from the passed five years but strand of AD has a small lead each year in TV. As a
conclusion, from the span of 5 years the strand of STEM is consistent in having a large number of enrollees
every year that is not decreasing lower than 400 students, it is then followed by the strands of ABM, HUMSS,
AD and TV. Therefore, most of the enrolled students are more interested in academic tracks than vocational
track.