Presentation, Analysis and Interpretation of Data.

Statistical tools are instruments used for

statistical analysis of the research data. Statistical analysis is the process used to analyze and interpret
numerical data gathered in consonance with the hypothesis of the stydy ebing conducted.

The statistical techniques is regarded as the most precise and objective method of research. It is based
on the collection and statistical analysis of numerical data. This, it is necessary that as reearchers, the
basic statistical concepts and techniques must be learned.

The following are the statistica tools commonly used in research:

1. The MEAN (M) or arithmetic average is the arithmetical average obtained when all the sores are
added and divided by the number of cases. It is one of the initial steps in applying many of the
advanced tools such as standard deviation, anslysis of variance and correlation. Calculation of the
means is illustrated below:

Score(s) Frequency (f) (f x s)

9 1 9
8 4 32
7 24 168
6 36 216
5 28 140
4 6 24
3 1 3

N= 100 E= 592

Here each score is multipled by the frequency (f); the sum (E) of the product is obtained and divided by
the number of cases (N). Using the following formula, the mean be computed as follows:

E(f x s) 592
M= _________ = ____________ = 5.92 or 6

N 100

Simply stated, the mean is obtained by adding all the scores divided by the total number of all scores or
cases.

2. The MEDIA is the middlemost score, the score on each side of which 50% of the cases in the
distribution fall. (Sanchez, 1997). Calculation of the median is illustrated below:

Score (s) Frequency (f)

9 1
8 4 29 cases
7 24
6.5
6 36
5.5
5 28
 4 6 36 cases
3 1
100

50 - 35
a) Mdn = 5.5 + _______________
36

15
= 5.5 + 36 = 5.5 + 0.4167
or 6

b) Mdn = 6.5 50 - 39
36

= 6.5 - 21 = 6.5- 0.58 = 5.92

or 6

Note that in the distribution, the 5th score from the top to the bottom is assumed to fall within the
interval 5.5 and 6.5. Starting at 5.5, go up 50 less 35 (or 15) cases to reach, the 5th. Since the interval
includes 36 cases, add 15/36th to 5.5. which gives the median score at 5.92.

Starting from the other end of the distribution and substracting from 6.5, gives the same result. As in
the case of the mean, a median of 6.00 could be considered most representative for the data.

Median is the middlemost score in the midpoint of a distribution fall. It can easily be done by arranging
the score from the lowest to highest and getting the middlemost score. For example, find the median of
the following GPA's: 9 8 7 6 5 4 3 . The median ois the middlemost GPA in the distribution which is 6.

3. The MODE is simply the number which appears with the greatest frequency. In the illustration given,
it is the score of 6.00. In completely normal distribution, the mode, median and mean are identical. It is
very clear, however, that critical measurements are more than the approximinate normal distribution.
Hence, the three measures of intial tendency are seldom interchangeable.

4. The STANDARD DEVIATION ( S.D. or o) is a measure of the spread of scores. The variation of
two sets of the scores may be different even though the averages are the same.

The standard deviation is found by obtaining the deviation (D) of each score from the MEAN by
squaring the deviation (D²), by dividing the number of cases (N), and by extracting the square root.
Thus, the formula is:

s = EfD²
N
 Deviation Deviation
Score(s) Frequency From Mean Square
(D) (D) FD²

9 1 3.08 9.4864 0.4864

8 4 2.08 4.3264 17.305
7 24 1.08 1.1664 27.9936
6 36 .08 .0084 .2304
5 28 .92 .8464 23.6992
4 6 1.92 3.6864 22.1184
3 1 2.92 8.5264 8.5264

100 EfD² = 109.3600

EfD² 109.3600

S = N 100
= 1.094
= 1.045 (approx.)

where M = 5.92 and D = s - M

Thus, the standard deviation is a nuber that indicates how closely the scores are clustered around the
mean. The smaller the standard deviation, is the more compact is the distribution, and the larger the
standard deviation is, the more spread out are the scores. Standard deviation is easiest to interpret when
related to the normal curve.

2. The NORMAL CURVE. This is based on ideal, theoretical distribution of scores from which a
methematical aquation is derived.

In the normal distribution, most of the scores are found in the middlemost range, focused at the
arithmethic mean. From this central pint, the frequency of score values becomes rapidly lessended until
there is a ling line on either side of the middle point which theoretically stretches to infinity and
symmertical, bell shaped curve emerges (Scates, 2000).

From the normal curve, there is an exact mathematical relationship between the stadard deviation and
the proportion of the cases falling within the limits of a standard deviation.

The arrangement of scores in normal distribution, which theoretically unvarying, gives the standard
deviation in uniformity of meaning. When a score is expressed in standard deviation units, it can also
be expressed in terms of the percentage of scores that the individual exceeds.

1. CORRELATION. Correlation is the degree of relationship between two sets of scores which
can be expressed by a number. The term correlation refers to relationship betwee variables that can be
qualified.
A correlation coefficient us such a number, while variable is any quantity or characteristics which may
possess different numerical values or characteristics. Examples of variables are sex, age, wages, power,
scores or intellectual test, time etc.

The correlation is positive if large values of the variables are associated with large values of aother
variable. The correlation is negative when large values of the variables are accounted with small values
of abother variable. It is said that most correlation coefficient range from +1 to -- 1.

Two Important Applications of Correlation

a. Reliability is self-consistency of test as a meaningful instrument. This is measured by a coefficient of

correlation between scores on two halves of the test, alternate forms of test or retests. Every test is used
to measure something.

b. Validity is the indication of how well the test succeeds. That is, validity is the extent to which test
measures what it is supposed to measure.

Bibliography. This is a list of books and materials to which the author has referred or which he
suggested to the reader for further reading on the subject. It may be found at the end of each chapter or
of the book or of an article in a reference book.

This is the ost common portion in writing a thesis, research papre, and dissertation in education,
psychology and sociology but rarely used in natural sciences research paper, thesis and dissertation as
well as paper for publication.

Two Ways of Listing A Bibliography

1. Listing source materials suh as books, journals, unpublished works, school directives and other
separately where the surname of authors per source are arranged alphabetically.

2. Listing all source materials into one end and surname of authors are alphabetically arranged.

ILLUSTRATIONS:

A. Books

Ardales, Venancio B. 2002. Basic Concept and Methods of Research. Great Books Trading,
Quezon City, pp. 143.

B. Publications

Albarracin, Narciso C. "Work-Oriented Upper Elementary and Secodary Education." The

Philippine Journal of Education. September 2001.
C. Unpublished Materials

Arcilla, Teresita S. 2001. "Proposed Curriculum Materials for Work-Oriented Secondary

Schools." M.A. Thesis, Manuel Luis Quezon University, Manila.

D. School Directives

Presidential Decree - An Education Development of 2003.

BIBLIOGRAPHIES: VARIETIES AND FORMS

Bibliographies contain much of the same information as footnotes, but arranged in a different way for a
different purpose. The points of difference will strike the eye of two forms juxtaposed.

Howard Haycraft, "Murder for Pleasure:" The Life and Times of the Detective Story, New York,
1999; p. 139.

The first footnotes, the second a bibliographical entry. In the second, the last name begins, so that the
eye can quickly find it in its alphabetical place, the publisher is given as a help to dinding or buying
book, and the page is ommitted as being purposeless. Some writers substitute for it the total number of
pages but this (like the publisher name) is not compulsory.

Types of Bibliography

1. Select Bibliography. This will help anyone working on a subject, because it excludes the
worthless works and records. Only the valuables are retained. One defect, however, in the Select
Bibliography is that a stunet who independently comes upon a book that is relevant but unlisted does
not know whether it has been rejected or is simply overlooked. Despite the disadvantage, the researcher
treasures the select bibliographies as embodying or deliberate presumably thoughtful choice with its aid
he is there one step ahead of the cork catalogue.

2. Classified Bibliography. Sometimes it is only between primary and secondary sources. Sometimes
too, it is only between manuscript and printed materials, or even between books and periodicals. The
bibliography is worthy of the subject and fits it because its categories match the substance and
significance in life.

These are the divisions:

1. Collection of Private Papers and Manuscripts

2. Newspaper and Journals
3. Writing and Publications of an author
4. Bibliographies and Bibliographical Articles
5. Controversial and Political Writings of Contemporary
6. Special Studies, Monograhs and Articles
7. Unpublished Monographs
If the author wrote more than one book, her name is represented only by a line.

Ex: Castillo, Fely S. Modern Concepts in Thesis and Dissertation Writing Booklore Publishing
Corp. Sta. Cruz, Manila, 2001.

____________. Introduction to Research Education. Booklore Publishing Corp., Sta. Cruz,

Manila, 2005.

APPENDICES. Appendix identifications are given in major letters enclosed in quotation marks.
The titles are all in full capital letters and entered symmetrically. The first line of the title begins three
(3) spaces below the appendix heading and if the title is made up of two or more lines, the second and
subsequent lines are arranged double-spaced.

It must be noted that the appendix identification and headings are all in capital letters. The
identifications, APPENDIX "A" and APPENDIX "B", etc., are to be centered with the center vertical
line position four and one-half inches (4 1/2 ") from the left edge of the paper and four inches (4")
from the right unless bordered sheets are used in which case, symmetry shall be maintained with
respect to the two side vertical border lines.

The identifications are in major letters enclosed in quotation marks. The first line of the heading comes
threee (3) spaces below the idenfication and if more than one line is necessary for the heading the lines
are doubled-spaced. The heading lines, like the identification, are arranged symmetrically from the
vertical center line. Three (3) spaces from the last line of the heading begins the appendix materials.

Types of exhibits that tend to break the continuity for the reader, include long Tables and raw data,
questionnaires and schedules, from letters and even important personal communications, test forms,
extracts from curriculum documents such as catalogues and courses of study and formulas.

A summary Table or a short quotation in the body of the report frequency is sufficient, with a cross-
reference to the full tabulation or complete document in the appendix. The appendix should never be
made as a dumping ground for miscellaneous or irrelevant materials that are placed there as a
convenient method of disposal.
III. SAMPLES OF APPENDIX HEADINGS

__________________________________________________________________________________
(Single-line Heading)

APPENDIX "A"

PROFESSIONAL PUBLICATIONS

___________________________________________________________________________________

(Two-line Heading)

APPENDIX "B"

THE PHILIPPINE AUTONOMY ACT

POPULARLY KNOWN AS THE JONES LAW

___________________________________________________________________________________

(Three-line Heading)

APPENDIX "C"

CONSTITUTIONS
OF THE
REPUBLIC OF THE PHILIPPINES
 CURRICULUM VITAE

This portion gives the needed background of the thesis/dissertation writer. This section helps the
evaluation of the thesis or dissertation. It also assess the capability and credibility of the research
proponent to conduct the investigation.

Follow this outline:

Personal Profile

Name:
Present Residence:
Date of Birth:
Marital Status:
Gender:

Educational Background

(Highest to Lowest) School Year

Doctorate ____________________ ____________

Masteral Degree ____________________ ____________
College Graduate ____________________ ____________
High School Graduate ____________________ ____________
Elementary Graduate ____________________ ____________

Work Experiences

Achievements (honors receive, awards, recognition, etc.)

Seminars Attended: _________________________ _________________

(Where) (Year)

Skills: _____________________________________
______________________________________
______________________________________
Sample

ABSTRACT FORMAT

Title of Research: PERCEIVED PROBLEMS ON GOVERNMENT ASSISTANCE EXTENDED

TO SQUATTERS IN SELETED CITIES AND MUNICIPALITIES IN METRO MANILA.

Author: Florencio, I. Vergara

Degree Conferred: Bachelor of Elementary Education Major in General Education

Name/Address of Institution: Cebu Normal University

Osmena Boulevard, Cebu City, Philippines

Year the Manuscript was Written: 2018

Brief Review of the Study:

___________________________________________________________________________________
___________________________________________________________________________________
__________________________________________________________________________________

Summary of the Findings:

___________________________________________________________________________________
___________________________________________________________________________________
__________________________________________________________________________________

Conclusions:
___________________________________________________________________________________
___________________________________________________________________________________
__________________________________________________________________________________

Recommendations:
___________________________________________________________________________________
___________________________________________________________________________________
__________________________________________________________________________________
 UNWRITTEN SOURCES

Unwritten sources are documents not contained in any written literature.

Unwritten sources are just as numerous and authorities do not list them in exactly identical ways. These
includes:
1. Customs and Tradition Authority
2. Personal Experiences
3. Syllogistic Reasoning from Apparently Self-Evident Propositions
4. Scientific Inquity

Good, Barr and Scares (2000) on the other hand, given them in a more detailed arrangement as
follows:
1. Oral Tradition
a. Ballads
b. Anecdotes
c. Tales
d. Saga
2. Artistics Production
a. Historical Paintings
b. Portraits
c. Scenic Sculptures
d. Implements
e. Fine Arts

The classification of Good, Barr and Scates (2000) can further classify these into two general divisions
namely: (1) documents or reports of events, and (2) remains or relics which are physical objects of
historical value.

According to H.G.Good (1999), unwritten sources an be classified into:

1. Legislative acts susch as Consitutions, laws, charters, decrees, ect.

2. Court Decisions
3. Executive and other officials records
A. Proceedings of the Board of Education
1. Minutes of the Boards of Education
2. Reports and orders of principals, supervisors, superintendent, presidents
3. Reports of committees including recommendations for executive action.
4. System of students records, salary lists, etc.
B. Proceedings of deliberate bodies , as the National Education Association.
C. Reports of Commissions
D. Reports of school surveys and of official observers.
E. Courses of study
F. Catalogues, Prospectus, Advertisements
4. Newspapers and periodicals
5. Personal materials and
A. Autobiographies, memoirs, reminiscences and biographies
B. Annals and histories written by authors in the events narrated
C. Letters
 D. Legal instruments executed by individuals in a persoanl capacity, contracts, wills and
deeds.
E. Legal instruments conferring powers upon individuals;
F. Lectures notes
6. Literary materials, like the novels of Charles Dickens or Edward Eggleston.

T. Hillway Classification; Another classification

1. Official records. These may include legal records (such as transcription of courtroom
proceedings). laws and other legislative acts, minutes of meetings, administrative reports, committee
reports and proceedings of celiberate bodies, etc.,

2. Newspaper accounts. Although not always accurate in detail, newspaper accounts, especially as
they appear in the standard newspaper of today, often provide essential facts and serve as more or less
permanent record of day to day happenings in the world.

3. Eye-witness accounts of events. If the investigator cannot witness an event himself, a desirable
source of information about the event will be the testimony as to who was a witness.

4. Letters and personal diaries. Since personal papers like letters and diaries presumably are not
edited by their writers with any thought for publications, they will reveal more detailed and more
intimate information than public records of events.

5. Biographies, autobiographies and memoirs. If authoriteis, these sources will be useful mainly to
review the already established facts about a person's life.

6. Historical writings and studies. If based upon scientific investigation, historical writings and
studies may be used with some degreee of confidence, thorough examination of the original source
mateials would be better.

7. Descriptive studies made in the past. If a scholarly study cannot be repeated, it becomes a
documentary source of information.

8. Literary and philosophical writings. Such literary production as poems, novels, plays and
essays may provide information about actual events, but the scholar is more likely to examine them for
their ideas. In literary and linguistic studies, of course, the writings themselves may constitute only
essential source of data.

9. Archeological and geological remains. These records are not documents in the same sense as
written records, yet they serve much the same purpose in historical research, they are studies in the
same way and they reveal facts which are used in forming conclusions or hypothesis.

10. Miscellaneous. This includes works of arts, musical compositions, monuments, memorials and
various miscellaneous sources of information may be important documentary sources in certain kinds
of research or in the absence of other data.
Sample

TITLE PAGE

11 spaces

MANAGEMENT PRACTICES OF INSTITUTIONAL

HEADS IN PRIVATE AND GOVERNMENT
SCHOOLS: AN ANALYSIS

11 spaces

A RESEARCH PROPOSAL
Presented to
The Faculty of the College of Teacher of Education
Cebu Normal University

11 spaces

In Partial Fulfillment
Of the Requirement for the Degree
Bachelor of General Education

8 spaces

By

Mary Trisha V. Degamo

Julia Allison M. Sanchez

March 2018
Sample

RECOMMENDATION FOR ORAL EXAMINATION

This research paper entitled: EMOTIONAL QUOTIENT AND PERSONALITY

TRAITS OF THE IMMACULATE CONCEPCION COLLEGE FACULTY MEMBERS AS
PERCEIVED BY THEMSELVES, prepared and submitted by Mary Trisha V. Degamo and Julia
Allison M. Sanchez in partial fulfillment of the requirements for the degree Bachelor of Elementary
Education Major in General Education, has been examined and is recommended for Oral Examination.

___________________________________

ANA MARIE V. FERNANDEZ

Chairman

Cebu Normal University

College of Teacher Education
Research Adviser
Sample

APPROVAL SHEET

Accepted by the Committee on Oral Examination with a grade of ________% on ____________.

Examiners:

___________________________________

ANA MARIE V. FERNANDEZ

Chairman

Cebu Normal University

College of Teacher Education
Research Adviser

________________________
Member

_______________________
Member

Accepted as partial fulfillment of the requirements for the degree of Bachelor of Elementary of
Education Major in General Education

______________________
Dean

School of Education