DepEd Learning Activity Sheets (LAS)

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INQUIRIES, INVESTIGATIONS & IMMERSION

INTERPRETING QUALITATIVE AND QUANTITATIVE DATA
Quarter 4 Week 5

In the previous section, the results generated by the employed research instruments were then organized, presented, and analyzed based on the
specific problems of the study. The organized data that were presented in tabular or graphical form were then ready for analysis and interpretation. It should be
noted that findings that are not analyzed have no meaning; moreover, analysis of data w/o interpretation will have no meaning to the readers. The
interpretation phase involves working w/ data, searching for patterns, organizing them, breaking them into manageable units, coding, organizing, synthesizing,
classifying and have them closely examined their meanings. (Gall, et. Al. 2007 and Best, 1990). It will test the researchers’ ability and knowledge of the topic
being undertaken. The researcher must be discerning of the characteristic, patterns, relationships, differences that the data from the findings might reveal.
The researcher might speculate or elaborate further factual information about the data source. One’s range of knowledge about the topic chosen for
the study and the volume of related literature reviewed will be put to a test. The purpose here is to interpret the meaning of these data represented either
numerically or narratively from the table. The analysis and interpretation show to the reader the type of information these data communicate.
The purpose of basic research is to develop solid foundation of reliable knowledge w/c researches can be built by students doing it the first time. The
data gathered from the findings should be reduced, meaning, it should be broken down into smaller units or categories. The appropriate method for analyzing
data will depend on whether you are conducting a qualitative or quantitative research. According to Johnson and Christensen (2000), qualitative data are non-
numerical such as words and pictures, while quantitative are numerical data. The researchers following these approaches tends to view research differently.
Although different, both approaches will be employed in this lesson to generate meanings to important knowledge.
FOCUS: explanation of the collected numerical data.
APPROACH: deductive method as it focuses on theory testing and hypothesis.
Quantitative measure reduces measurement to numbers. In quantitative survey results, variables are set of categories or codes of data assigned
numerical values relating to one information. Thus, a questionnaire that asks (male or female), the variable being sought is gender variable. The different
variables associated with quantitative measures are nominal, interval, ordinal and ratio. Each can be used w/ different techniques in different ways.
As you go between the data you have gathered and the public who will be interested in your work. Your role is to present a summarized data to
facilitate understanding. The data will be meaningful to them if they were counted, compared, differentiated or summarized. That’s why, aside from ensuring
that you have basic knowledge of statistics it is also important that you have a way w/ words to describe collected data. The response choices from
questionnaires answered by the respondents, summated rating scaled or rating scaled are also called LIKERT SCALES. This is composed of multiple items that are
designed to measure the same idea or construct.
Research may use four points to eleven rating scale.
Indicated below are examples of response categories for
rating scales (Johnson, 2000), using 4 point (see Column
B) and 5 point rating scale (shown in Column A, C, and
D). These are just few of the community used rating
categories for adjectival interpretation.

*Take note of the above examples, particularly Column B. It shows a balanced distribution of rating scaled where distribution of two positive scales and the two
negative scaled are evenly distributed. Same pattern could be done, w/ a five-point scale, where the researcher may just eliminate the middle or third scale in a
row. Hence, Column A will appear like this; 4= Strongly Agree 3= Agree 2= Disagree 1= Strongly disagree
• Or if a choice is for three-point scale, from a five-point, eliminate the topmost positive and the bottom most negative scale that leaves you the middle
three. For example, in Column A, where the researcher decides to use the three-point scale, the scale categories should be: 1= Agree 2= Neutral 3=
Disagree
• The use of multiple ratings provide reliable scores to a bigger participants for one time collection. The results/answers derived quantitatively will
attempt to “confirm” the questions/problems sought early on in the study. W/ the use of adjectival/rating scales, finding in statistical reports are
given appropriate meanings. For example, a teacher would like to find out how many students in her class frequently visit the library, we could use
the information in dividing the class into three or four groups ranging from “frequent user” to “hardly ever user”. The teacher could use this variable
to explore whether there are differences in academic performance among students who are “frequent users”, “seldom users”, or “hardly ever users”!
If “seldom users” turned out to have 67% above average performing students, that would be an interesting finding indeed!
INTERPRETING QUALITATIVE DATA
• Non-numerical, meaning they are either words or pictures. The data that were collected from observations, interviews, documents, pictures and
forms are voluminous. It requires data to be reduced to certain patterns, categories, or themes w/c are then interpreted using some schema. This
means that data will have to be broken down into smaller pieces so that a larger and consolidated picture can emerge (Johnson, 2000). To do this, a
researcher will have to focus at the many dimensions, behaviors or phenomena being observed. The researcher is operating in the exploratory mode
of research, because little is known about the phenomenon being studied. In qualitative approach, data from respondents or co-researcher or
informants are treated in somehow unique way. The researcher should always “think w/ the data being gathered,” because analysis of qualitative
data largely depends on the interpretation of the raw data (Matthews & Ross, 2010).
• In most qualitative approach, data collection and data analysis occurs at the same time. It is then advisable for the researcher to keep an index card
handy (field notes) to record ideas and concept that crop up during data collection. Here, the researcher uses induction method to explore why
certain phenomenon operates, or look into specifics or insights in order to develop “big picture”. From field notes, data are organize, coded and ideas
are pieced together to work w/ key ideas. At this point, the researcher is processing the data known as thematic analysis. Thematic analysis according
to Grbich (2007), is a “process of segmentation, categorization and relinking of aspects pf data prior to final interpretation.”
• It is facilitated by researcher’s ability to capture in words, stories, accounts, explanations of co-researchers. That is why, besides notebooks, diaries,
gadgets like tape recorder and now cell phones, are excellent tools to record informant’s accounts. Transcription of recorded interviews are put
alongside w/ other co-researchers or in some case documents are put alongside each other to describe, get meaning and explore data for meanings.
• Data gathered from interview the researcher should have direct contact w/ and close to people, and phenomenon under study says Patton (1990, in
Johnson & Christensen, 2000). Excerpts from the research Fr. Domdom (2006) illustrates one of the many themes developed in the study. One of the
themes, “poverty” emerged from the researcher’s interpretation of the “live experience of student-assistants”. The former student-assistants of the
Universities “life stories” were explored. Their life stories were culled out from repeated interviews. Encoded transcriptions of the interviews from of
the seventeen co-researchers were coded for similarities while consequently resorting to the field notes the researcher jotted down during the
interviews. This process attended to by the researcher could be laborious but once the links b/w pieces of information (from interview, documented
 events, observation) were established, common theme(s) emerged. The researcher will now work out w/ key ideas or themes to identify meanings
that merge as basis for further interpretation.
• The teacher will read the example of a discussion of one Common Theme: Poverty - In the aforecited excerpt, the concept of “poverty” was built from
the experiences of the co-researchers. It describes what the word “poverty” means to them. During data-gathering while the researcher is on a face-
to-face interview, the researcher must stay focused to note key concepts that unfolds naturally. In other words, the researcher is already interpreting
the data while gathering it! As the researcher became immersed in the experiences narrated by each of his subject-respondents, researcher can
already interpret the meanings of the data through genuine exploration of details and specifics. The interview guide, the follow-up questions, then
probing questions give cue to the key concept to be formed. A researcher’s personal insights are also part of the inquiry and are critical to
understanding of the phenomenon. The in-depth analysis of the narration in an interview derived new meanings to the study.
INTERPRETATION RELATED TO THE STATEMENT OF THE PROBLEM
To interpret the data gathered by a survey questionnaire, let us cite from an actual study conducted to demonstrate interpretation of data related to
one of the specific problems in the study. AN excerpt from the study conducted by Bohan (2013) illustrates this concern. Table 1 presents answer to the
problem: What is the level of writing proficiency of students? Now peruse Table 1 and read what the table conveys. It identifies the level of proficiency among
students learning Chinese language. The writer of the paper discussed each context and not merely stating it but is analyzing and interpreting it as well.
Presented in Table 1 is the result of the writing test given to the students in a Chinese class: Students’ Writing Proficiencies

Legend:
4 Excellent to Very Good – Level 4
3 Good to Average – Level 3
2 Fair to Poor – Level 2
1 Very Poor – Level 1

Table 1 shows the students’ writing proficiencies in five areas.

• In terms of Content, ( ×=3.39), it shows that the students are Good to Average in the area of content, w/c means that they have some knowledge of
the subject and their knowledge of the subject matter is in the adequate range. In terms of Organization (×=2.15), the students are Fair to Poor in the
area of organization w/c means that they are non-fluent and their ideas are confusing and disconnected. In terms of Vocabulary (× =1.54), the
students are Very Poor in the area of vocabulary means that what they are doing is essentially translation, they have little knowledge of Chinese
vocabulary. Language Use (×=1.72), the students are Very Poor in the area of language use w/c means that they virtually have no mastery of sentence
construction rules. Lastly, in terms of Mechanics (×=1.54), the students are very poor in the area of mechanics w/c means that they have no mastery
of conventions of the Chinese language.
• The composite mean of 2.06 w/ its corresponding standard deviation of 0.68, indicates that students in English Language at Level 2. The standard
deviation are small w/c implies that the students have homogenous abilities in each of the five areas. The data in the table showed five proficiencies.
Take the case of the result of English proficiency in terms of Content w/ the mean value equivalent to 3.39 and the corresponding standard deviation
at 0.49. The researcher interpreted the result as indicated below, based on the Legend provided in interpreting the results.. “it shows that the
students are Good to Average in the area of content”…
• The statement above shows the researcher’s analysis of the numerical data presented in Table 1. The succeeding statement shows the interpretation
of the findings…. “w/c means that they have some knowledge of the subject and their knowledge of the subject matter is in the adequate range.”
• It shows the meanings of the result of the study. As can be gleaned from the sample analysis and interpretation cited earlier, you can determine now
that design of your study and the way in w/c the data are analyzed are closely related. The findings of the whole table conveyed (What is the level of
students’ writing proficiency?) is indicated in the last two paragraphs of Bohan’s (2013) study. Take for emphasis the item that was stated in the
findings on; “The composite mean of 2.06 w/ its corresponding standard deviation of 0.68, indicates that students’ writing proficiency is at “fair to
poor”. It identifies the level of proficiency of students in writing the Chinese language at Level 2. The standard deviations are small w/c implies that
the students have homogenous abilities in each of the five areas.”
• Therefore, the interpretation of the meanings of the findings is found in the way the findings are specified in the composite mean or overall mean.
There is a need for the researcher to be inquisitive and to ask questions and seek out information from other sources. It means that there could be
written literature or studies conducted on the same topic, conducted in a different way. Now, there are other issues that you, as a researcher, must
be aware of to be considered as a researcher. The findings in your study may not produce conclusive findings that you can depend on, this means that
you need to seek out information from other sources. It means that there could be written literature or studies conducted on the same topic,
conducted in a different way.
• To find meanings to the result of the study, you will merge your findings w/ the information obtained from cited literature w/ the intention of forming
a new body of knowledge (Matthews & Ross, 2010). In this section, relate your findings to other similar studies you have reviewed. This is the
interpretation part of the study. At this point you can tell the reader ab out some points raised in the previous literature that may support your
findings and this will show how important your study is and by doing so, it will strengthen further your study.
INTERPRETING DATA GATHERED THROUGH TESTING HYPOTHESIS
• There is a problem w/ the term “statistically significant”. It is a technical phrase that simply means enough data has been collected to establish that
difference do exist. It does not mean that the difference is necessarily important. Wonnacott and associate went on to explain that… Statistically
significant at the 5% significance level is the traditional phrase typically encountered in the scientific literature. It means exactly the same thing as our
statistically discernible at the 5% error level. If a 5% level of significance level is the traditional phrase typically encountered in the scientific literature.
It means exactly the same thing as our statistically discernable at the 5% error level. Now, to return to our example, let us formally conclude that w/
5% level of significance, we can reject the hypothesis of no difference. In other words, we have collected enough evidence so that we can see a
difference in academic performance that the result is statistically different.
• In print out data of commonly used statistical package, the decision criteria for accepting or rejecting hypothesis is on the computed p-value
(significance value). The p-value summarizes clearly how much agreement there is b/w the data and null hypothesis. The p-value is an excellent way
to summarize what data says about the credibility of null hypothesis. Culled out to illustrate the hypothesis testing was from another research
conducted by Dumrong (2013). Table 2: Differences based on monthly income; Extent of the quality of work life of administrators in the area;
Development of the ability of the individual

(*significant at alpha 0.05) as gleaned from the table, there is

significant difference in the assessment b/w two groups of
administrators who have monthly income of more than 10,000.00 Baht
per month and those who have less than or equal to 10,000.00 Baht
per month on the variable, development of the ability of the individual.
The overall t-value of -1.500 w/ the corresponding probability value of
0.022 is significant of alpha 0.05. This means that there are sufficient
evidence to prove that the difference in monthly income among
administrators w/ regards to QWL’s development of the ability of the
individual could vary. This may seem to indicate that the respondents
w/ lower monthly income may have been in favor of the manner in w/c
management of the school recognizes and rewards employees who
have capabilities to do job.
 • In the above cited study, the null hypothesis was stated that administrators, based on their monthly income, assessed differently the QWL’s
development of the ability of the individual. Take note of the overall numerical data in the column w/ the heading “t-value” in the table and the
column w/ “p-value” heading. It was read, the overall t-value (t-test) of -1.500 w/ a computed p-value of 0.022, rejects the null hypothesis. Indicating
significant difference in the assessment of significance of two groups of respondents at 0.05 level of significance.
• Besides the statistical analysis, in addition to the explanation on the findings was expressed by the researcher, where...This means that there are
sufficient evidence to prove that the difference in monthly income among administrators w/ regards QWL’s development of the ability of the
individual could vary… It showed enough data to reject the hypothesis. In addition to the interpretation of the findings, the researcher speculated
further, that;
• “This may seem to indicate that the respondents w/ lower monthly income may have been in favor of the manner in w/c management of the school
recognizes and rewards employees who have capabilities to do the job.” This part of the discussion presented by the researcher is “what the data
says”.
• This means that there are other information that the researcher could have explored and gave further meaning to the difference in the two groups’
perceptions. By citing, the confidence interval in a hypothesis testing, the finding is interpreted and given new meaning.

Learning Area: Finding Answers to the Research Questions

INDIVIDUAL ACTIVITY: From the previous individual activity 1 and 2 on LAS week 4 interpret the data analysis you prepared on the results of data collected.

INDIVIDUAL ACTIVITY 2: Answer the questions briefly.

1. As a researcher, in what ways did the interpretation of the findings cited in studies, enhance your knowledge of presenting findings?
2. If not, in what ways should the interpretation of the findings be presented?
3. Do you think the citations were appropriate? Why or why not?
GROUP ACTIVITY: After analyzing the data collected from your respondents/participants you may now present your interpretation. In case you will find it
challenging, you may ask for assistance from persons who are also knowledgeable on this. Contact your groupmates to brainstorm. Do not hesitate to get in
touch with your subject teacher for further assistance that you would need. Send your outputs via messenger.
Rubric for scoring
Criteria Excellent/Outstanding Satisfactory Needs Improvement
15 10 5
Organization and Student’s information is completely logical and Student’s information is generally Student’s evidence of organization
Coherence coherent and the response can be followed arranged coherently and response can be is present, but is not wholly logical.
effortlessly followed without too much difficulty Response can be difficult to follow
Appropriateness Student has written a well stated Student has written, but has somewhat of Student statements are missing,
interpretation, which shows a clear an understanding on the data they wrote very little to nothing since
understanding of the data collected and the collected. there was little data to interpret.
reader can understand the student’s analysis
drew based on the data.

Reflection: Cite at least two relevance of data interpretation and its importance in this time of pandemic?

References for learners

CG SHS Applied Inquiries, Investigation and Immersion
Research Fundamentals from Concept to Output: A Guide for Researchers & Thesis Writers

Prepared by:
MARIA SALVACION R. TUNAYA
KREMSY V. CAJAYON
TIMI LABANDILO
JUK ANGELES
Subject Teachers