JACHEANNE SOLITAIRE T.

JASME STATISTICS

TASK 3. DATA ANALYSIS AND INTERPRETATION

Directions: This task intends to measure your proficiency in analyzing and interpreting data as
well as in providing recommendations, with the use of appropriate descriptive statistics. Do
consider the following in doing the task:

Analysis and interpretation shall revolve on this specific research problem:

 What is the cognitive engagement level of basic education teachers?

 Use the data tabulated in "Assignment Data Set 2" spreadsheet file. The data under
columns A1, A2, A3, A4, A5 of the file represent responses of the basic education
teacher-respondents on statements 1,2, 3, 4, and 5, respectively, as depicted in the
questionnaire. You may download the "Questionnaire" MS Word file for reference.

 Organize the data in table before analyzing it. Show in the table the descriptive statistics
that will help you answer the specific research problem.

 Recommendation shall cater the main research problem: "How will we promote basic
education teacher’s cognitive engagement?

 Refer to the attached rubric for self-assessment.

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JACHEANNE SOLITAIRE T. JASME STATISTICS

Basic Education Teachers’ Cognitive Engagement

QUESTIONNAIRE
Directions. This part intends to determine the perceived level of engagement of basic education
teachers. Use the following numerical rating, verbal description and interpretation.

To clearly interpret and analyzed the perceived level

of engagement, the researcher computed the “class
interval” of the given four-point Likert scale marked
as the “statistical continuum” or “mean indices”.

Numerical Rating Statistical Verbal Interpretation

Continuum Description

1 1.00 – 1.75 Never The statement is never felt or done.

2 1.76 – 2.50 Sometimes The statement is felt or done
occasionally, rather than many times.
3 2.51 – 3.25 Often The statement is felt or done many
times.
4 3.26 – 4.00 Always The statement is felt or done all the
time.
Neve Sometimes Often Always
r1
2 3 4

Cognitive engagement

1. I pay a lot of attention to all my works as a

teacher.

2. I really dedicate myself into my work.

3. I work with passion and strength.

4. I try my hardest to perform well in doing all

the tasks involved as a teacher.

5. I reflect on my capabilities and weaknesses

in teaching.

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JACHEANNE SOLITAIRE T. JASME STATISTICS

Source: Engaged Teachers Scale (ETS) (Klassena, Yerdelen & Durksen, 2013) (Modified)
THE TABULATED DATA:

Procedure in getting the descriptive statistics that would help determine the cognitive
engagement level of basic education teachers:
 The researcher should first compute the “class interval” of the given four-point Likert
scale marked as the “statistical continuum” or “mean indices”.

Numerical Rating CLASS INTERVAL

Mean Index/ Statistical Continuum
1 1.00 – 1.75
2 1.76 – 2.50
3 2.51 – 3.25
4 3.26 – 4.00

 The data set given was converted to “MS EXCEL” and save the file in a xlsx format.
 Open the saved file under xlsx format in the MINITAB software to transfer the “data
set/s”. The data must be numeric. Despite of the scale is ordinal, the variable can be
assumed or treated as continuous data.
 Click or open the following: Stat > Basic Statistics > Display Descriptive Statistics and
enter the data sets from the column variables: A1, A2, A3, A4, A5 which represents the
responses of the teacher respondent from statement 1 to 5 in the questionnaire.

DESCRIPTIVE ANALYSIS RESULT:

The highlighted descriptive results were used to analyzed and interpret the level of engagement
of basic education teachers. Please refer to Table 1 p. 4.
Statistics (MiniTab)
Variable N Mean SE StDev Media Maximum Skewness
Mean n
Problem:
A1 266 2.774 0.0477 0.7782 3.0000 4.0000 -0.36 What is the
4 cognitive
engagement
A2 266 2.785 0.0450 0.7340 3.0000 4.0000 -0.27 level of basic
7 education
teachers?
A3 266 2.530 0.0551 0.8992 3.0000 4.0000 -0.06
1 Table 1
The Level of
A4 266 2.770 0.0582 0.9497 3.0000 4.0000 -0.30 Cognitive
7 Engagement
of Basic
A5 266 3.240 0.0512 0.8346 3.0000 4.0000 -0.87 Education
6 Teachers

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JACHEANNE SOLITAIRE T. JASME STATISTICS

(N=266)

Statements Mean StDev Interpretation

1. I pay a lot of attention to all my works as a 2.77 0.7782 The statement
teacher. is felt or done
many times.
2. I really dedicate myself into my work. 2.79 0.7340 The statement
is felt or done
many times.
3. I work with passion and strength. 2.53 0.8992 The statement
is felt or done
many times.
4. I try my hardest to perform well in doing all 2.77 0.9497 The statement
the tasks involved as a teacher. is felt or done
many times.
5. I reflect on my capabilities and weaknesses 3.24 0.8346 The statement
in teaching. is felt or done
many times.
Legend:
Numerical Rating Statistical Verbal Interpretation
Continuum Description

1 1.00 – 1.75 Never The statement is never felt or done.

2 1.76 – 2.50 Sometimes The statement is felt or done occasionally rather than many times.
3 2.51 – 3.25 Often The statement is felt or done many times.
4 3.26 – 4.00 Always The statement is felt or done all the time.

Table 1 indicates the level of cognitive engagement of the basic education teachers. It was
gleaned that the teacher-respondents’ level of cognitive engagement based on the first statement got a
mean of 2.77 which indicates that the teacher often pay attention to all his/her work as a teacher; the
second statement got a mean of 2.79 which also indicates that the teacher often dedicate himself/herself
into his/her work; the third statement got a mean of 2.53 which indicates that teacher-respondents
oftentimes work with passion and strength; the fourth statement got a mean of 2.77 which indicate that
the teacher-respondent try hardest to perform well in doing all the tasks involved as a teacher; and in the
fifth statement got a mean of 3.24 which indicates that teachers reflect on their capabilities and
weaknesses in teaching oftentimes.
According to Burns and Koster (2017), teachers' random and flexible duties reduce their teaching
efficiency and engagement as a result of fatigue caused by overlapping and conflicting workloads in
teaching and administration (e.g., lesson planning, financial reports for classroom projects, school forms,
research innovation, and other paper works).