Module 6 - NC II - Presenting Relevant Information - Final

Module 6: Presenting Relevant Information (NC II) Learner’s Handbook
Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 1
Acknowledgements
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adaptation of this curriculum.
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education and training systems to develop, deliver and monitor workforce readiness and
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to transition to further education and training, immediate jobs and self-employment
opportunities. In line with this objective, Opportunity 2.0 has developed the Work Readiness
Modules on 21st Century Skills modules which are appropriate for self-directed learning or
modular learning delivery.
The 21st Century Skills Curriculum is an adaptation of EDC’s globally recognized Work Ready
Now. The curriculum addresses the TESDA Amended Competency Standards for Basic
Competencies Integrating 21st Century Skills which were promulgated on July 9, 2019.
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Table of Contents
Summary of Learning Outcomes 4

Module Overview 4
Written Assignments 5
Skills Demonstration 6
SESSION 1: Gather Data/Information 6
Activity 1: Introductory Activity & Pre-Module Learner’s Reflection 7
Activity 2: Collecting Information 10
Activity 3: Protecting Confidentiality 16
SESSION 2: Assess Gathered Data/Information 23
Activity 4: Assessing Validity of Data/Information and Data Analysis Techniques and
Procedures 24
SESSION 3: Record and Present Information 33
Activity 5: Studying, Applying, and Recording Assessed Data/Information 34
Activity 6: Presenting Information, Findings, Recommendations to Stakeholders 39
SESSION 4: Review and Assessment 50
Activity 7: Review and Post-Module Learner’s Reflection 50
Activity 8: End-of-Module Assessment 54
Key to Correction 57
Module 6: Presenting Relevant Information

(NC II Level)
A Unit of Competency under Basic Competency on Information Technology
“Information is the oil of the 21st century, and analytics is the combustion
engine.” -Peter Sondergaard, Gartner Research
(“Kung impormasyon ang siyang krudong nagpapatakbo sa ika-21

siglo, ang pagsusuri sa impormasyon ang siyang makina nito.”)
Unit Code: 400311125

Unit Descriptor: This unit covers the knowledge, skills, and attitudes required to present
data/information appropriately.
Summary of Learning Outcomes
Upon completion of the module you will be able to:
✔ L.O. 1 - Gather data/information

✔ L.O. 2 - Assess gathered data/information
✔ L.O. 3 - Record and present information
Module Overview
✍Activity Recommended Time
 Session 1: Gather Data/Information (L.O. 1)

1. Introductory Activity & Pre-Module Learner’s Reflection (10-20 minutes)
2. Collecting and Evaluating Evidence, Facts, and Information 30-60 minutes
3. Describing Accuracy and Protecting Confidentiality 30-60 minutes
 Session 2: Assess Gathered Data/Information (L.O. 2)
4. Assessing Validity of Data/Information and Data Analysis,
60-90 minutes
Techniques and Procedures
 Session 3: Record and Present Information (L.O. 3)
✍Activity Recommended Time
5. Studying, Applying and Recording Assessed

30-60 minutes
Data/Information
6. Presenting Information, Findings, Recommendations to
30-60 minutes
Stakeholders
 Session 4: Review & Assessment
7. Review and Post-Module Learner’s Reflection (10-20 minutes)
8. End of Module Assessment (20-30 minutes)
Total Time 3 – 5.5 hours
Written Assignments
Please complete all written work in the module. Your skills in this module will be evaluated
through your project. Your project is comprised of the following:
❑ List of Everyday Information that We Collect (Activity 2)

❑ Checklist on Thoughts and Perceptions on Collecting Information (Activity 2)
❑ Collecting Information (Activity 2)
❑ Ensuring Confidentiality While Researching (Activity 3)
❑ Analyzing Quantitative Data (Activity 4)
❑ Ways of Presenting Information (Activity 5)
❑ Presenting Information (Activity 6)
Skills Demonstration
The following activities will help you develop the knowledge and skills to achieve the learning
outcomes of this module:
❑ Project Worksheet 1 - Possible Research Topics (Activity 2)

❑ Project Worksheet 2 - Confidentiality Considerations on Your Research Topics (Activity
3)
❑ Project Worksheet 3 - Data Collection and Data Analysis for Research Topic (Activity 4)
❑ Project Worksheet 4 - Content Analysis of Research Topic (Activity 4)
❑ Project Worksheet 5 - Presenting Information from your Content Analysis (Activity 5)
❑ Project Worksheet 6 - Citing Your Sources (Activity 6)
❑ Project Worksheet 7 – Presenting Your Research (Activity 7)
SESSION 1: Gather Data/Information
Performance Criteria:
1.1 Evidence, facts and information are collected

1.2 Evaluation, terms of reference and conditions are reviewed to determine
whether data/information falls within project scope
 Key Topics and Learning Points 
1. Collecting data and information

2. Confidentiality
✶ Importance of data and information. We collect information every day. It is an important

step not only in conducting research and solving problems at work, but also in our daily
lives. It is important for us to know where to find the information that we are looking for
and why it is important for us to know that information.
✶ Confidentiality pertains to the treatment of information that an individual has disclosed in

a relationship of trust and with the expectation that it will not be divulged to others
without permission in ways that are inconsistent with the understanding of the original
disclosure.
Activity 1: Introductory Activity & Pre-Module Learner’s Reflection
Objectives:
✓ Take a Start-of-Module Skills Check
 Recommended Time: 10 - 20 minutes
Welcome to Module 6, which will teach you on Presenting Relevant Information for
National Certificate Level II!
Reflect on the quotation at the beginning of the module: “Information is the oil of the 21 st
century, and analytics is the combustion engine.” What do you think does this quote
mean? (It may be helpful to consider the relationship between oil and a combustion
engine as a starting point.)
In your own words, how does this quote relate to your own experience? Describe a time
when you had to analyze and present data and information.
What do you think is the relation of the quote to this module on Presenting Relevant
Information?
Pre-Module Learner’s Reflection:

Presenting Relevant Information (NC II)
Start-of-Module Skills Check
This is not a test but is a way for you to see what you already know or do not know about the
topics. You will read a skill that is listed in the left column. Think about yourself and your
experience. Then read the statements across the top. Check the column that best represents
your situation. The results will help you and your teacher know which topics may require more
time, effort and guidance.
Ito ay hindi pagsusulit. Ito ay isang paraan upang malaman mo ang iyong kaalaman, kasanayan
o kakayahan tungkol sa paksang ito. Basahin mo ang mga kaalaman, kasanayan o kakayahan
na nakalista sa kaliwang hanay. Magbalik‐tanaw sa iyong sarili at mga karanasan. Basahin ang
lahat ng mga pangungusap at i‐tsek ang sagot na naaangkop sa iyong sitwasyon. Ang iyong
kasagutan ay magiging gabay mo at ng iyong guro sa pagpapalawak ng iyong kaalaman tungkol
sa paksang ito.
My experience 1 2 3 4
Knowledge, skills and abilities I don’t have I have little I have some I have a lot of
any experience experience experience
Kaalaman, kasanayan at kakayahan experience doing this doing this doing this.
doing this.
Mayroon Mayroon Marami akong
Wala akong akong akong karanasan sa
karanasan sa kaunting karanasan sa paggawa nito
paggawa nito karanasan sa paggawa nito
paggawa nito
Gather and evaluate evidence, facts, and
information /
Mangalap at manuri ng ebidensya,
katotohanan at impormasyon
Explain why collecting information is
important /
Maipaliwanag ang kahalagahan ng
pangangalap ng impormasyon
Identify areas of a research problem where
confidentiality may be a challenge /
Matukoy ang mga parte ng problemang
pangpananaliksik kung saan maaaring
hindi mapanatili ang kumpidensiyalidad ng
impormasyon
Come up with ways of protecting
confidentiality /
Makaisip ng paraan upang maprotektahan
ang kumpidensiyalidad ng impormasyon
My experience 1 2 3 4
Knowledge, skills and abilities I don’t have I have little I have some I have a lot of
any experience experience experience
Kaalaman, kasanayan at kakayahan experience doing this doing this doing this.
doing this.
Mayroon Mayroon Marami akong
Wala akong akong akong karanasan sa
karanasan sa kaunting karanasan sa paggawa nito
paggawa nito karanasan sa paggawa nito
paggawa nito
Assess validity of data and information /
Masuri ang kawastuhan ng datos at
impormasyon
Learn data analysis techniques and
procedures /
Malaman ang mga pamamaraan at
diskarte sa pagsusuri ng datos at
impormasyon
Study, apply, and record assessed
data/information /
Maaral, mailapat at maitala ang mga
nasuring datos o impormasyon
Describe an excellent presentation /
Mailarawan ang isang mahusay na
presentasyon
Present information, findings,
recommendations to stakeholders /
Mailahad ang impormasyon, mga napag-
alaman at mungkahi sa mga stakeholders
Activity 2: Collecting Information
Objectives:
✓ Collect and evaluate evidence, facts, and information
✓ Explain why collecting information is important
 Recommended Time: 30-45 minutes
List all the information that you are collecting everyday at your work or at home. Explain
how you use the information that you collected and why it is important for you to collect
it.
Information Where are you getting it? Why is it important? How are
you using it?
For example:
Sports statistics (basketball) Online sports website It helps a sports fan be informed of
the latest news and developments
with athletes
Email address of a client Email correspondence for a Coordination, communication,

project alignment and documentation of
decisions made for the project is
made via email
Sharing is Caring
Share your answers to your family and friends. Ask them if there are other information that
they collect everyday at work or at home. Write them on the table below.
Information Where are you getting it? Why is it important? How are
you using it?
Based on your answers and the answers of your family and friends, what type/s of
information is commonly collected? How are they collected? Why are this information
important to be collected?
Remember: We collect information every day. It is an important step not only in

conducting research and solving problems at work, but also in our daily lives. It is
important for us to know where to find the information that we are looking for and why
it is important for us to know that information.
 Key Facts 6.1: Collecting Information1
Whether you are conducting academic or professional research, working to solve a

problem, or trying to make an informed decision, information is crucial. The ability to
strategically collect information is a skill that will serve you well. Here’s why:
● Knowledge. Information can help you understand the fuller picture of the
situation you are researching or the magnitude of the problem you are trying to
address. Data can help to fill in the details and ground your understanding in
reality.
● Credibility. Information can help ground your ideas, opinions, and research with
reliable facts and figures. Such data is especially important in communicating with
clients, possible donors, instructors, or colleagues.
● Awareness can lead to change. By sharing and contextualizing data for your
audience—whether they are your colleagues, your clients, your classmates, or
your friends and family—you can empower others with knowledge. This
knowledge, in turn, can lead to positive change.
Before you go and start collecting information, here’s a short reading on Data Privacy Act
of 2012 that outlines your rights and responsibilities in ensuring data privacy. This reading
can also be found in Module 6 NC I – Accessing and Maintaining Information.
Excerpt from Module 6 NC I – Accessing and Maintaining Information

from the Work Readiness Modules on 21 st Century Skills
by the USAID Opportunity 2.0 Program
Personal information refers to any information whether recorded in a material form or not,
from which the identity of an individual is apparent or can be reasonably and directly
ascertained by the entity holding the information, or when put together with other information
would directly and certainly identify an individual.
Privileged information refers to any and all forms of data which under the Rules of Court and
other pertinent laws constitute privileged communication.
Sensitive personal information refers to personal information that is

1. About an individual’s race, ethnic origin, marital status, age, color, and religious,
1 Adapted from Center for Community Health and Development. (n.d.). Chapter 3, Section 4: Collecting Information About the
Problem. University of Kansas. Retrieved December 22, 2020, from the Community Tool Box. https://ctb.ku.edu/en/table-of-
contents/assessment/assessing-community-needs-and-resources/collect-information/main
philosophical or political affiliations

2. About an individual’s health, education, genetic or sexual life of a person, or to any
proceeding for any offense committed or alleged to have been committed by such
person, the disposal of such proceedings, or the sentence of any court in such
proceedings
3. Issued by government agencies peculiar to an individual which includes, but not
limited to, social security numbers, previous or current health records, licenses or its
denials, suspension or revocation, and tax returns
4. Specifically established by an executive order or an act of Congress to be kept
classified.
Rights of a Data Subject:
The phrase “data subject” refers to an individual whose personal information is processed.
The data subject is entitled to the following:
(a) Be informed whether personal information pertaining to him or her shall be, are being or
have been processed
(b) Be furnished the information indicated hereunder before the entry of his or her personal
information into the processing system of the personal information controller, or at the next
practical opportunity:
(1) Description of the personal information to be entered into the system
(2) Purposes for which they are being or are to be processed
(3) Scope and method of the personal information processing
(4) The recipients or classes of recipients to whom they are or may be disclosed
(5) Methods utilized for automated access, if the same is allowed by the data subject,
and the extent to which such access is authorized
(6) The identity and contact details of the personal information controller or its
representative
(7) The period for which the information will be stored
(8) The existence of their rights (i.e., to access, correction, as well as the right to lodge
a complaint before the Commission)
Your Data Privacy Rights2
Under RA 10173, you have the following rights as a data subject:

✓ Right to be informed
✓ Right to Access
✓ Right to Object
✓ Right to Erasure or Blocking
✓ Right to Damages
2
Source: https://www.privacy.gov.ph/know-your-rights/
✓ Right to File a Complaint

✓ Right to Rectify
✓ Right to Data Portability
If you feel that your personal data has been used incorrectly, you have the right file a complaint
with the National Privacy Commission. More information can be found in their website at
www.privacy.gov.ph
Let’s Exercise: Collecting Information
Fill up the table on the following topics by answering the questions:
Look for data on What kind of data did you Why is it important to know
these topics: find? information on these topics?
Teenage birth rates

in the Philippines
Running tab on the

COVID-19 cases
around the world
Survey results on the

2016 Philippine
national elections
Let’s Apply: Project Worksheet 1 - Possible Research Topics
Choose a topic that you will use for research application in this whole module. Use the form
below to take note and plan your research.
What topics are you Why is it important What questions What are possible
interested in to know information about the topic do sources of data for
researching about? on this topic? you want answered? this topic?
Activity 3: Protecting Confidentiality
Objectives:
✓ Identify areas of a research problem where confidentiality may be a challenge
✓ Propose ways to protect confidentiality
In Module 6 for NC I, entitled “Accessing and Maintaining Information”, you read and
studied about the Data Privacy Act of 2012. What do you remember about personal
information and sensitive personal information?
Remember that if you receive an individual’s personal information and sensitive personal
information, you are supposed to keep these confidential.
 Key Facts 6.2: Quick Guide: Protecting Privacy and Maintaining

Confidentiality
Source: https://theconversation.com/what-is-classified-information-and-who-gets-to-decide-77832
“Confidentiality” is a word that we might encounter in situations surrounding our

healthcare, our finances, or other topics where our personal information might be
concerned. Simply put, “confidentiality” means that information is being kept secret or
private.
By extension, confidentiality pertains to treatment of information that an individual has

disclosed in a relationship of trust, especially in a legal, medical, or scientific context.
There is an expectation that the information will be kept private and will not be shared
without permission in ways that are inconsistent with the understanding of the original
agreement.
Given that research is about sharing and collecting information, it is natural that
confidentiality is an important issue to keep in mind when collecting identifiable data
about a person, such as if you are collecting surveys or interviews.
Here are some precautions to take in order

to protect confidentiality, especially if
research involves what is called Personal
Identifiable Information or PII. PII is any
information that can be used to identify an
individual (such as an email address, phone
numbers, biometric data, social security
numbers, etc.). PII is common in research in
the sciences.
Source: https://www.pexels.com/photo/black-android-
smartphone-on-top-of-white-book-39584/
Considerations in Maintaining Data Confidentiality3

● Files containing data should be password protected and encrypted.
● Contact lists of participants should be destroyed when no longer needed for research.
● Data collection should be anonymous (that is, the person’s name is not included) if
possible.
● PII (Personal Identifying Information) should be replaced with identification codes (ID
codes). ID codes should *not* include individual’s names or social security numbers.
● Participants should be informed how the information will be used, how it will be stored
and collected, and who will have access to it.
● Participants should be informed of the limitations on the protection of data
confidentiality, such as mandatory reporting laws.
3
Adapted from Research Integrity. (2019, July 1). Human Research Policy Manual 410. Maintaining Data
Confidentiality. University of Nevada, Reno. https://www.unr.edu/research-integrity/human-research/human-
research-protection-policy-manual/410-maintaining-data-confidentiality
Right to be Informed4
Your right to be informed about confidentiality and how the information collected from
you will be stored, used, retrieved and discarded are exercised through consent forms.
These forms are given to anyone from whom the information will be collected, encoded,
and stored.
The consent form contains the information that will be collected as well as how the data
will be used, stored, retrieved and deleted. The respondents have the right to agree or
disagree to give their information through signing or not signing the consent form.
It is important that you ask for this form or look for the privacy statement of the
organization, website, and other platforms before you give out any personal information.
If you are the one collecting the information, you have the responsibility to inform your
respondents about the information that you will be collecting and how you will use, store,
retrieve and discard the data.
Let’s Exercise: Ensuring Confidentiality while Researching
Imagine that you are going to gather data about the health and diet habits of the citizens in your
barangay. You plan to distribute surveys. Your questions will be both quantitative (e.g., “how
many times do you exercise per week?”) and qualitative (e.g., “what does ‘health’ mean to
you?”).
a) Why might confidentiality be a concern in this research situation?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
b) Keeping confidentiality in mind, how will you go about designing and maintaining the
research?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4 Source: https://www.privacy.gov.ph/know-your-rights/
c) One of the participants in your survey says she is reluctant to share personal information
because she is worried about confidentiality. What will you tell her? What steps will you
take to reassure her that her personal information is safe?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Let’s Apply: Project Worksheet 2 - Confidentiality Considerations on Your

Research Topics
Pick two (2) topics from your list of the research topics that you have created in Activity 2. List
down possible areas where confidentiality may be a challenge, state the reason why and come
up with ways on ensuring confidentiality on these areas.
Research Possible areas where Why is there a possible How do you plan
Topics Confidentiality may be a confidentiality to ensure
challenge challenge in this area? confidentiality?
Sharing is Caring
Share your answers to Let’s Apply: Confidentiality Considerations on your Research Topics
to a family member or a friend. Ask if they see other areas of the topic where confidentiality
may be a challenge. Ask if they have ideas on how to ensure confidentiality for your chosen
topics. Record their answers below.
Research Possible areas where Why is there a possible How do you plan
Topics Confidentiality may be a confidentiality challenge to ensure
challenge in this area? confidentiality?
 Performance Criteria Checklist

The Performance Criteria Check is an opportunity for you to assess your learning
outcomes in the session and know how well you did in doing the activities in this
session. You will speak to your facilitator to:
1. Share your experiences in completing the session
2. Discuss your development and progress towards the intended skills
3. Plan how you will move forward to continue making progress in the module
Conduct a quick self-assessment and complete the table below.
Statements Please check YES if you have shown

or can do the statement, NO if you
Did you… haven't shown it or cannot do it yet
YES NO
1. Collect and evaluate evidence, facts, and
information?
2. Explain why collecting information is

important?
3. Identify areas of a research problem where

confidentiality may be a challenge?
4. Come up with ways in protecting

confidentiality?
Guide to the Learner and Facilitator’s Discussion:

Topics to discuss during the Learning Check:
1. Parts of the module that were the easiest to answer/do.
2. Parts of the module that were the hardest to answer/do.
3. Parts of the module that need further clarification or explanation.
4. Additional support needed by the learner from the facilitator.
5. Review and check of the learner’s answers and outputs for the session.
6. Feedback on the learner’s performance in terms of the following: mastery of
content, skills development, and pace in answering the module.
7. Plans for how the learner will move forward with the module.
Session 1 – Writing Space

Use this space to complete any of the written assignments above or write any
thoughts or ideas that have come to mind about the topic.
Congratulations! You are now ready to proceed to Session 2.
SESSION 2: Assess Gathered Data/Information
2.1 Validity of data/information is assessed

2.2 Analysis techniques are applied to assess data/information
2.3 Trends and anomalies are identified
2.4 Data analysis techniques and procedures are documented
2.5 Recommendations are made on areas of possible improvement
1. Steps in analyzing quantitative data

2. Techniques on analyzing qualitative data
✶ Steps in analyzing qualitative data

o Enter and organize data
o Clean data
o Tabulate data
o Calculate descriptive
o Disaggregate data
o Analyze data
o Display findings
✶ Steps in analyzing qualitative data

o Immediately process and record data
o Reduce data
o Identify meaningful themes and patterns
o Draw conclusions
o Share data
Activity 4: Assessing Validity of Data/Information and Data Analysis Techniques

and Procedures
Objectives:
✓ Assess validity of data and information
✓ Learn data analysis techniques and procedures
 Share an experience when you received an information or data that you think is invalid or
not true.
 What made you think that the information is invalid or not true? How did you find out the
truth about the information?
Ensuring accuracy and validity of data and information is crucial not only in the research process
but also in our life. There are various techniques that you could use in order to assess the validity
of data/information that you have collected or received.
 Key Facts 6.3: Analyzing Quantitative and Qualitative Data5
Source: https://unsplash.com/photos/_Jb1TF3kvsA
As you will recall, quantitative data focuses on concrete, measurable information, such as
numbers, statistics, percentages, etc. Qualitative data, on the other hand, pertains more to
narratives, interviews, personal opinions, etc.
When you encounter data, it is important to know how to analyze it and find meaning.
Here are some steps that you can follow:
Analyzing Qualitative Data
Quantitative data usually involves statistics, hard numbers, and data that can be counted (i.e.,
“quantified”).
5 Adapted from The Pell Institute and Pathways to College Network. Evaluation Guide: Analyze Data.
http://toolkit.pellinstitute.org/evaluation-guide/analyze/analyze-quantitative-data/
Step Details
1) Enter and Organize your findings in a software such as Microsoft Excel.

organize your
data
2) Clean your data Check for any errors (for example, compare a handful of surveys
with the data entered in your spreadsheet to check for
consistency).
3) Tabulate your Tabulate results with different variables. (*A variable is something
data that is subject to change, such as gender, locations, etc.). Doing so
will help you find patterns.
4) Calculate “Descriptives” are calculations that “describe” the data set. These
descriptives could include the following:
- Mean: the numerical average of scores for a variable
- Maximum and minimum values
- Median: the numerical middle point
- Mode: the most common number score or value for a
variable
5) Disaggregate the Break the data into various components and subcategories (e.g.,
data males between the ages of 14-24 who live in rural areas).
6) Analyze your You can then practice more advanced analysis of your findings,
data such as correlation (something that indicates a relationship
between two variables, such as weight and exercise).
7) Display your Share your data analysis in a meaningful way such as a graphic, a
findings chart, or a presentation.
Analyzing Quantitative Data
Qualitative data often includes responses to interview questions, opinions, or stories. It is more
fluid than quantitative data and often depends on the context of the research.
Step Details
1) Immediately -Take detailed and thorough notes as quickly as possible.

process and -Include details such as the time and date, things that stuck out to
record data you, and other observations.
2) Reduce data -This step might sound counterintuitive, but it is a helpful one.
With data such as interviews, you may have gathered information
that is not relevant to your question at hand.
-Doing so can help to highlight the raw data that you need.
3) Identify Group your data into patterns and themes. These can be drawn
meaningful out in two ways:
themes and
1) Content analysis: coding the data for certain words or
patterns
content, and then interpreting those patterns
2) Thematic analysis: grouping the data into themes that
either grew out of the questions posed in your research or
organically from the answers themselves
4) Draw Revisit the data multiple times. Step back to interpret the meaning
conclusions of your research and how your findings help to answer your
original questions. Identify the implications of your data analysis.
5) Share data After identifying the patterns, findings, and implications, you can
display your findings through a means such as a graphic, a chart,
or a textual (written) narrative.
Let’s Exercise: Analyzing Qualitative Data
Imagine that you are collecting qualitative data from the elders in your community about
formative experiences in their childhood. You have recorded and transcribed hours of interviews.
How will you analyze this data? Fill in the steps of your process in the chart below.
Step Details
1)
2)
3)
4)
5)
Let’s Apply: Project Worksheet 3 - Data Collection and Data Analysis for
Research Topic
Think about your research topic and answer the following questions:
1. Based on the research questions you listed in Session 1 Activity 2, what type of data
analysis (quantitative or qualitative) will be most effective? Why?
Research Topic 1
Research Data to be Type of Data Why will this data analysis be
Question Collected Analysis effective?
Research Topic 2
Research Data to be Type of Data Why will this data analysis be
Question Collected Analysis effective?
Let’s Apply: Project Worksheet 4 - Content Analysis of Research Topic

Choose one (1) topic from the two research topics indicated above. Look for at least five sources
on the internet and summarize the information gathered.
Chosen Research Topic:
Research Question Internet Source Summary / Notes
Let’s Reflect
Go ahead and share your answers above to your family and friends. Ask for their opinion on
the topic. Remember to thank them for their time.
Write your notes below.

The Performance Criteria Check is an opportunity for you to assess your learning
session. You will speak to your facilitator to:

YES NO
1. Assess validity of data and information?
2. Learn data analysis techniques and procedures?

6. Feedback on the learner’s performance in terms of the following: mastery of content,
skills development, and pace in answering the module.

Congratulations! You may now proceed to Session 3.
SESSION 3: Record and Present Information
3.1 Studied data/information are recorded

3.2 Recommendations are analyzed for action to ensure they are compatible with the
project’s scope and terms of reference
3.3 Interim and final reports are analyzed and outcomes are compared to the
criteria established at the outset
3.4 Findings are presented to stakeholders
1. Presenting data
2. Citing sources
✶ Ideas for presenting content in a variety of ways to support understanding

o Make sure your audience can see your data
o Less can be more
o Enhance your information with visuals
o Enlist technology
o Keep your audience in mind
o Proofread
✶ Citing sources
o Familiarize yourself with the protocol of styles such as APA and MLA
Activity 5: Studying, Applying, and Recording Assessed Data/Information
Objectives:
✓ Study, apply, and record assessed data/information
You know how to collect information and why it is important. You understand that data
can ground your research or strategy or decision in facts. But how do you apply that
knowledge and share your findings with others? Simply dumping data into a report or a
presentation maker app does not ensure a successful presentation.
Here are some ideas for presenting information in an engaging way. If you follow these
guidelines, your presentation is likely to resonate with your audience in a meaningful way.
 Key Facts 6.4: Ideas for Presenting Information
Whether you are making a professional presentation, teaching a lesson, or sharing researching
with your classmates, here are some guidelines that will help to present information effectively.
Make sure that your audience can actually see your data.
o Have you ever watched a presentation where you were unable to even read
the numbers on a chart? When data is too small, your audience will be left
scratching their heads—and distracted from the heart of your bigger message.
Less can be more.

o As the inventor Leonardo DaVinci once said, “Simplicity is the ultimate
sophistication.” On that note, refrain from crowded your pages or slides with
too much information. Doing so can overwhelm your audience or reader.
o If need be, move some of the data to another slide or page so your
presentation is not cluttered.
Enhance your information with visuals.

o Offer your information in more than one way. For example, if you are
instructing your audience in how to do something, provide both text and
images.
o Make that you have copyright permission before you use any images. Website
such as Unsplash (www.unsplash.com), Pixabay (www.pixabay.com), and
Wikimedia Commons (https://commons.wikimedia.org) offer freely usable
media files.
o Infographics—a collection of imagery or charts that provides a visual
representation of a subject—can help you communicate an idea quickly and
powerfully. You can do so for free with platforms such as Canva
(www.canva.com) or Piktochart (www.piktochart.com).
Enlist technology.
o If you can, try to incorporate audiovisual elements such as video clips and
sound recordings to engage an audience. Turn on closed captions on any video
that is shown to make learning more inclusive.
o Tablets, laptops, and e-readers can offer individualized learning support and
allow learners to go at their own pace.
Keep your audience in mind.

o Try to put yourself in the shoes of your audience, whether that is your
colleagues, your students, your clients, or your friends and family. Ask
yourself: what knowledge do they already have? What topics might be
unfamiliar to them?
o Even if your data or findings are complex, try to communicate the information
in a clear and simple way. (Doing so is harder than it sounds!)
o It’s a good idea to share your presentation with someone else that you trust.
Ask them what questions, responses, or concerns they might have. Then try to
address those accordingly.
o Remember that people have different learning styles: some learn better
visually, audibly, by doing, etc., so keep that in mind.
Proofread.
o It may sound obvious, but be sure to check for spelling and grammar errors.
(You would be surprised by how many people forget to do this at their own
peril!)
o If you feel like you have looked at your presentation too many times, ask a
trusted colleague or friend to check for typos. Details matter!
Let’s Exercise: Ways of Presenting Information
How do you best present the information below? Sketch out your ideas in the chart below.
Information Ways to Present the Information
Historical account of the arrival of

the Spanish in the Philippines
Instructions on how to make ube

cheese pandesal
The story of Juan Luna
How the government’s budget is

distributed
Let’s Apply: Project Worksheet 5 - Presenting Information from your

Content Analysis
Refer to your answers in Let’s Apply: Content Analysis for Research Topic. Think of how you can
best present the summary or notes that you have gathered.
Information Ways to Present the Information
Sharing is Caring
Go ahead and share your output above to your family and friends. Ask for their opinion on
you ban best present the information or notes that you have gathered. Remember to thank
them for their time.
Write your notes below.
Activity 6: Presenting Information, Findings, Recommendations to Stakeholders
Objectives:
✓ Describe an excellent presentation
✓ Present information, findings, recommendations to stakeholders
 List the characteristics of an excellent presentation.
 Key Facts 6.5: Presentation 101: Everything You Need to Know to Make a
Basic Presentation6
PowerPoint is a software made by Microsoft that allows you to create presentations, which are
commonly used in professional or academic settings. Within a PowerPoint presentation, you can
add text, images, art, and even music. You can either create a presentation from scratch or start
with one of the software’s templates.
In terms of technical training, there are excellent online tutorials and resources that can orient
you to the basics of PowerPoint.
Here is the link to Microsoft’s webpage on PowerPoint help and learning:
https://support.microsoft.com/en-us/powerpoint
You can explore the “get started” feature to learn the basics, and then explore topics such as
“design,” “present,” and “animations” for more advanced instruction.
Here are some tips when designing your PowerPoint presentation:
6
Adapted from Microsoft. Tips for creating and delivering an effective presentation.
https://support.microsoft.com/en-us/office/tips-for-creating-and-delivering-an-effective-presentation-f43156b0-
20d2-4c51-8345-0c337cefb88b
Choose a legible font style.
● Style: Font styles such as Arial or Calibri are simple and can be easily read from a
distance. No one wants to squint during your presentation!
● Size: Try to avoid font sizes smaller than 18.
● Contrast: Use a high contrast between your background color and your font color.
That means choosing a light text on a dark background or a dark text on a light
background. (Stay away from the pairing of certain colors: for example, red and blue
combinations cause eye strain, as do red and green combinations.)
Keep it simple.
● Use bullet points and short sentences.

● Try to avoid text wrapping (that is, having a single sentence run over one line).
● Remember, you want to supplement and enhance the slides with your spoken
narration. Don’t make the slides do all of the work—that is your job!
● Chose a simple background that will not distract from your message.
Keep it consistent.
● Use the same design style (colors, font, etc.) throughout. Doing so will create a
polished, uniform look.
Use graphics, but sparingly.
● Art or graphics can help to enhance and tell your story. But, if you use images, find
high quality ones (that are free to use), and use them wisely.
● Avoid visual clutter. Less is more.
● Credit your images. (You can do so by adding small text at the bottom of the slide.)
Check spelling and grammar.
● Details matter. You can use the built in spellcheck feature or explore free online tools
such as Grammarly (www.grammarly.com).
Study the two PowerPoint slides below. Which one presents information more
effectively? Why?
Slide A Slide B
Instructions on how to make an omelet in 3 easy steps How to Make an Omelet
1.Put the eggs in a bowl. Then beat the eggs very quickly.
1. Beat the eggs.
2. Cook the eggs in a buttered pan.
2.Melt butter in a skillet, pour in the eggs and tilt the entire pan, 3. Transfer omelet to a plate.
then use a rubber spatula to ensure all eggs are cooked
3.Transfer the omelet to a plate and fold in half and enjoy
Enjoy!
*Image credit: Pixabay
Reflect on whether slide A or slide B is more effective in its presentation of information.

Why?
Let’s Exercise: Presenting Information
Using all the information you have gathered and analyzed on your research topic, create a
PowerPoint presentation with a minimum of eight slides. Alternatively, you may also create a
similar presentation using Manila paper and coloring pens or pencils. Paste pictures or
screenshots of your output in the box below.
 Ask yourself if you followed the PowerPoint design guidelines by filling out the checklist
below. If not, then think about how you could improve your presentation next time.
PowerPoint Design Checklist
❑ Choose a legible font style
❑ Keep it simple
❑ Keep it consistent
❑ Use graphics, but sparingly
❑ Check spelling and grammar
Sharing is caring
Share your presentation with your family or friends. Ask them for their opinion on your
performance, as well as for suggestions on how to make the presentation better.
Remember to thank them for their time.
Based on the feedback that you have, write your reflections below.
What Went Well Even Better If
 Key Facts 6.6: How to Cite Sources7
In order to convincingly present information, you will need to rely on sources. These sources
might include books, articles, quotations, videos, databases, websites, etc.—the list goes on!
Each time you reference one of these sources, you need to cite it—that is, note where it came
from. There are several reasons for doing so:
● You give credit to the person or organization who created or produced the content.
● If your reader would like to learn more about your source, she or he can easily find it.
● A rich list of cited sources enforces your argument, research, or opinion.
● By responsibly citing your sources, you avoid plagiarism, or presenting someone else’s
work as your own, which is not only unethical but can lead to disciplinary action.
There are several different styles of citation. Each has its own rules and guidelines. Some of the
most common are APA (American Psychological Association) and the MLA (Modern Language
Association). You may also come across Chicago Manual of Style.
Each style consists of two main components:
1. In-text citation. These citations are parenthetically

embedded within the text and usually include the
author’s name and a page number. The in-text citation is
expanded more fully in the full reference.
2. Full reference. This reference usually comes at the end
of a document in a bibliography, reference lists, or list of
works cited. It includes all the details about a source
(e.g., date of publication, URL, publisher, etc.).
Imagine that you are doing research on the life of Manny

Pacquiao. You want to cite a biography, PacMan: Behind
the Scenes with Manny Pacquiao—the Greatest Pound-
for-Pound Fighter in the World by Gary Andrew Poole8.
Let’s look at how this same source would be cited
according to different styles.
7 Adapted from Scribbr. How to cite sources. https://www.scribbr.com/category/citing-sources/

8
Source: https://alumni.columbia.edu/content/pacman-behind-scenes-manny-pacquiao-greatest-pound-pound-
fighter-world
In-text citations are placed within the text.
In-text Citations
Style Format Example Notes
APA (Author’s last Pacquiao, who sleeps a -Poole is the last name of the
name, mere three to four hours book’s author.
publication year) each day, is, according to -The publication year of the
some, the “most significant book was 2010.
boxer to come along” since -Direct quotations from the
Muhammad Ali (Poole, book are within quotation
2010). marks.
MLA (Author’s last Pacquiao, who sleeps a -Aberia is the last name of the
name page mere three to four hours book’s author.
number) each day, is, according to - The cited text can be found
some, the “most significant on page xv (the Roman
boxer to come along” since numeral for 15) of the book
Muhammad Ali (Poole xv). (which is part of the prologue).
-In MLA format, there is no
comma between the author’s
name and the page number.
Full references, on the other hand, are found at the end of a document. (This list may be called
“Works Cited,” “References,” or “Bibliography,” depending on the style.)
Full References
Style Format Example Notes
APA Author’s last name, Poole, G.A. (2010). -The book’s title is
Author’s first/middle PacMan: Behind the italicized.
initials. (Year of scenes with Manny -In the book’s title,
publication). Title of work: Pacquiao, the greatest only the first letters of
Capital letter also for pound-for-pound fighter the first word (and the
subtitle. Publisher name. in the world. Da Capo first word after the
Press. colon) and proper
nouns are capitalized.
MLA Author’s last name, Poole, Gary Andrew. -All of the words
author’s first name. Title PacMan: Behind the (except prepositions
of Book. City of scenes with Manny such as “in” or articles
Publication, Publisher, Pacquiao, the Greatest such as “the”) are
Publication Date. Pound-for-Pound Fighter capitalized in the title.
in the world. Cambridge, -The book’s title is
Da Capo Press, 2010. italicized.
*Keep in mind that the formatting resources provided above are specifically for books. For
sources such as websites, podcasts, magazines, etc., you will need to consult the style protocol.
The important thing to remember is that each style has its own set of rules to follow—all of which
you can find online.
Here are some steps to follow when citing sources.
Step 1: Verify which citation style to follow
● Be sure to check which style is required for the document you are writing. (If you are
unsure of which citation style is required, be sure to ask an instructor or someone who
would know!)
● Familiarize yourself with the protocol (or rules) for the style.
● This website provides extensive resources on citation styles:
https://owl.purdue.edu/owl/research_and_citation/resources.html
Step 2: Cite your sources
Every time you include a source, you need to cite it. This rule applies whether you directly quote
or paraphrase (put something into your own words).
If you are… Then you should…

Directly quoting a source -Transcribe the quoted text and place it
within quotation marks
-Add an in-text citation according to the style
-Add your source to the reference list
Paraphrasing a source -Put the information in your own words,
avoiding being too close to the original
wording
-Add an in-text citation according to the style
-Add your source to the reference list
Remember: Even if you are not referring an academic source such as a book or scholarly article,
you still need to cite blogs, YouTube videos, dictionaries, social media, etc. You can find guidance
on how to cite these sources on the website listed above.
Step 3: Check for plagiarism
Universities and other institutions often use plagiarism checkers to ensure that writers have not
failed to properly cite their sources.
To ensure that you have not missed a citation or paraphrased in a way that it too similar to the
original text, you can run your own work through a plagiarism checker. Many of these are
available online.
Let’s Exercise: Comprehension Check on Citing Sources
Answer the following questions:
1. Define an in-text citation.
2. What are some of the basic differences between APA and MLA styles of referencing? List
three.
3. What other sources should you cite, apart from books and journals?
4. How do you quote a source? How do you paraphrase a source? What is the difference
between the two?
Let’s Apply: Project Worksheet 6 - Citing Your Sources
Find or look up one of your favorite books. Chose a section or line that you want to cite from it.
Practice writing an in-text citation using different styles. An example has been provided for you.
Text I want to paraphrase or In-text citation – APA In-text citation – MLA

directly cite
(Write that sentence here.)
Example: Harry Potter’s aunt Harry Potter’s aunt and Harry Potter’s aunt and
and uncle, Mr. and Mrs. uncle, Mr. and Mrs. Dursley, uncle, Mr. and Mrs. Dursley,
Dursley, took pride in being took pride in being “perfectly took pride in being “perfectly
“perfectly normal, thank you normal, thank you very normal, thank you very
very much.” much” (Rowling, 1997). much” (Rowling 1).
Your example here ✍
Using the sources that you have used for your research topic, create full references for them
using the APA and MLA styles.
Source Full Reference - APA Full Reference - MLA
The Performance Criteria Checklist is an opportunity for you to assess your learning
session. You will speak to your facilitator to

YES NO
1. Study, apply, and record assessed
data/information?
2. Describe an excellent presentation?
3. Present information, findings, recommendations

to stakeholders?

6. Feedback on the learner’s performance in terms of the following: mastery of
content, skills development, and pace in answering the module.

Congratulations! You are now ready to answer the next session.
SESSION 4: Review and Assessment
Activity 7: Review and Post-Module Learner’s Reflection
Objectives:
✓ Identify what was learned in the module

✓ Take a Learner’s Reflection
Reflect on what you have learned in this module. Write a short paragraph summarizing
what you have learned about Presenting Relevant Information.
Let’s Apply: Project Worksheet 7 - Presenting Your Research

1. Refer to the project worksheets that you have accomplished throughout the module:
● Possible Research Topics (Activity 2)
● Confidentiality Considerations on Your Research Topics (Activity 3)
● Data Collection and Data Analysis for Research Topic (Activity 4)
● Content Analysis of Research Topic (Activity 4)
● Presenting Information from your Content Analysis (Activity 5)
● Citing Your Sources (Activity 6)
2. Create a PowerPoint or written presentation of your research. Make sure to include

the following on your presentation:
● Research Title and Topic
● Rationale for choosing the topic
● Research Questions
● Methodology – presenting the ways you collected data and how you ensured
confidentiality and validity of information
● Presentation of gathered data/information
● Insights, Conclusions and Recommendations
● Citations of references
3. The PowerPoint should have at least 10 slides, excluding the cover slides at the
beginning and ending of the presentation.
4. Presentation length should be 10 to 15 minutes each, with a 15-to-30-minute question-
and-answer portion at the end of the presentation.
5. You will be evaluated using this rubric.
Descriptors Exceeded Met Needs

Expectations Expectations Improvement
1. The rationale for choosing the
research topic is clear and has
been presented well.
2. The research questions are aligned
to the topic and are well-written
(i.e., specific, measurable)
3. The data collection methods and
strategies were appropriate.
4. Confidentiality and validity of
information was ensured.
5. The manner of presentation was
clear and well-paced.
6. The presentation materials are
visually appealing and contains
content and elements to
effectively present the
information.
7. The written works used and cited
in the research were presented
correctly and accurately.
6. Paste pictures of screenshots of your presentation in the box below. You can also
upload your presentation in Google Drive or Dropbox and write the link in the box.
Sharing is caring
Share your presentation with your family or friends. Ask them for their opinion on your
performance, as well as for suggestions on how to make the presentation better.
Remember to thank them for their time.
Based on the feedback that you have, reflect on your presentation below.
What Went Well Even Better If
Post-Module Learner’s Reflection: Presenting Relevant Information (NC II)

End-of-Module Skills Check
Now that you have reached the end of the module, let us see if you are able to develop the
necessary skills in Presenting Relevant Information. Conduct a self-assessment and complete the
table below.
Statements on my experience, knowledge, skills and abilities / Circle YES if you have shown or can do the
Mga pahayag tungkol sa aking kaalaman, kasanayan at statement, NO if not /
kakayahan Bilugan ang OO kung naipakita o nagawa
mo na ang mga pahayag, HINDI kung hindi
I can… / Kaya ko nang… pa naipakita o nagawa.
Gather and evaluate evidence, facts, and information / Yes No

Mangalap at manuri ng ebidensya, katotohanan at impormasyon Oo Hindi
Explain why collecting information is important / Yes No

Maipaliwanag ang kahalagahan ng pangangalap ng Oo Hindi
impormasyon
Identify areas of a research problem where confidentiality may be Yes No
a challenge / Oo Hindi
Matukoy ang mga parte ng problemang pangpananaliksik kung
saan maaaring hindi mapanatili ang kumpidensiyalidad ng
impormasyon
Come up with ways of protecting confidentiality / Yes No
Makaisip ng paraan upang maprotektahan ang Oo Hindi
kumpidensiyalidad ng impormasyon
Assess validity of data and information / Yes No
Masuri ang kawastuhan ng datos at impormasyon Oo Hindi
Learn data analysis techniques and procedures / Yes No

Malaman ang mga pamamaraan at diskarte sa pagsusuri ng Oo Hindi
datos at impormasyon
Study, apply, and record assessed data/information / Yes No
Maaral, mailapat at maitala ang mga nasuring datos o Oo Hindi
impormasyon
Describe an excellent presentation / Yes No
Mailarawan ang isang mahusay na presentasyon Oo Hindi
Present information, findings, recommendations to stakeholders / Yes No

Mailahad ang impormasyon, mga napag-alaman at mungkahi sa Oo Hindi
mga stakeholders
Look at your answers, were there boxes where you circled No? If there are, go back to the
activities in the module that will help you gain the skill identified in the statement. You can also
reach out to your facilitator/trainer to provide you with guidance on what activities you can do
in order to master the skill.
Activity 8: End-of-Module Assessment
Objectives:
✓ Correctly answer the questions pertaining to the concepts discussed in the module
End-of-Module Assessment
Congratulations for finishing Module 6: Presenting Relevant Information for National Certificate
Level II! At the end of every module you will take a short assessment to see how much you have
learned. It will help you and your trainer identify the knowledge and skills you know and what
still needs reinforcing. The results will not affect your ability to continue in the program.
Structure of the Assessment: It has a total of 10 questions. Some questions are multiple choice
and some questions are true or false. You should choose only ONE answer for each question.
Once you have finished answering the questions, note down any clarifications you want to ask
your trainer.
Module 6: Presenting Relevant Information (NC II Level)
Circle an answer for each question.
English Tagalog
1. What are the advantages of research? 1. Ano ang pakinabang ng pananaliksik?
a. Knowledge a. Kaalaman
b. Credibility b. Kredibilidad
c. Awareness c. Kamulatan
d. All of the above d. Lahat ng nabanggit
e. None of the above e. Wala sa nabanggit
2. Responsible researchers collect and 2. Ang responsableng mananaliksik ay

maintain identifiable data only when nangangalap at nangangasiwa ng
necessary. mga datos na tumutukoy kung ang
mga ito ay kinakailangan lamang .
a. True
b. False a. Tama
b. Mali
3. Researchers should inform participants 3. Ang mga mananaliksik ay dapat

of how their information will be used, sabihan ang mga kalahok tungkol sa
how it will be stored and collective, and paggamit sa impormasyon, pagtatago
who will have access to it: ng impormasyon, at sino ang may
access sa impormasyong nakolekta.
a. True
b. False a. Tama
b. Mali
4. Qualitative data usually involves data 4. Ang qualitative data ay mga datos na
that can be counted and quantified, such nabibilang at nabibigyang-dami tulad
as percentages, numbers, and statistics ng bahagdan, numero at istatistika.
a. True a. Tama
b. False b. Mali
5. In quantitative data, the mean refers 5. Sa quantitative data, ang mean ay

to the following: tumutukoy sa:
a. The most common number score a. Pinakamadalas na nakikitang

or value for a variable numero o bilang
b. The maximum value b. Pinakamataas na bilang
c. The minimum value c. Pinakamababang bilang
d. The numerical average of scores d. Ang average ng mga marka
for a variable
6. When designing a presentation, more 6. Sa pagdedesenyo ng isang

(more graphics, more data, more text) presentation, ang mas marami
is always more and improves the (maraming nakaguhit, datos, at
quality. teksto) ay mas maganda at
napapaganda ang kalidad.
a. True
b. False a. Tama
b. Mali
7. When creating a PowerPoint slide, it 7. Sa paggawa ng PowerPoint slide,

is a good idea to combine red and magandang ideya ang pagsamahin
blue or red and green. ang pula at bughaw; o pula at luntian.
a. True a. Tama
b. False b. Mali
8. Identify the in-text citation written in 8. Tukuyin sa mga sumusunod ang in-text
MLA style. citation na alinsunod sa istilong MLA.
a. (Poole, 2010)
a. (Poole, 2010) b. (Poole 22)
b. (Poole 22) c. Poole, G. A. (2010). PacMan:
c. Poole, G.A. (2010). PacMan: Behind the scenes with Manny
Behind the scenes with Manny Pacquiao, the greatest pound-for-
Pacquiao, the greatest pound-for- pound fighter in the world. Da
pound fighter in the world. Da Capo Press.
Capo Press. d. Poole, Gary Andrew. PacMan:
d. Poole, Gary Andrew. PacMan: Behind the scenes with Manny
Behind the scenes with Manny Pacquiao, the greatest pound-for-
Pacquiao, the Greatest Pound-for- pound fighter in the world.
Pound Fighter in the world. Cambridge, Da Capo Press, 2010.
Cambridge, Da Capo Press, 2010. e. Wala sa nabanggit.
e. None of the above
9. If a data source is not a written book, 9. Kung ang pinagkuhanan ng datos ay

then there is no need to cite it. hindi nailimbag na libro, hindi na
kailangang i-cite ito.
a. True
b. False a. Tama
b. Mali
10. Plagiarism, or failing to properly 10. Ang plagiarism o hindi angkop na
attribute a research source, carries pagbibigay-attribute sa pinagkuhanan
serious ethical and disciplinary ng impormasyon sa pananaliksik, ay
consequences. may karampatang seryosong etikal at
disiplinaryong parusa.
a. True
b. False a. Tama
b. Mali
 Key to Correction
Activity 7 – Rubric on Presenting Your Research

Use the rubric below to evaluate the output of the learner in Activity 7. Read each descriptor
and put a check on the column that corresponds to your evaluation of the learner’s output.
Name of the Learner/Trainee

Name of the Facilitator/Trainer
Descriptors Exceeded Met Needs
Expectations Expectations Improvement
1. The rationale for choosing the
research topic is clear and has
been presented well.
2. The research questions are
aligned to the topic and are
well-written (i.e. specific,
measurable)
3. The data collection methods
and strategies were
appropriate.
4. Confidentiality and validity of
information was ensured.
5. The manner of presentation
was clear and well-paced.
6. The presentation materials are
visually appealing and contains
content and elements to
effectively present the
information.
7. The written works used and
cited in the research were
presented correctly and
accurately.
What Went Well How can the learner improve the research
and presentation?
End-of-Module Assessment
1. D – All of the above
2. A – True
3. A – True
4. B – False
5. D – The numerical average of scores for a variable
6. B – False
7. B – False
8. B – (Poole 22)
9. B – False
10. A – True
Congratulations! You have completed the module on Presenting Relevant Information for
National Certificate Level II! You are now ready to conquer the next module.

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Module 6: Presenting Relevant Information (NC II) Learner’s Handbook

© 2020 Education Development Center, Inc.

Boston | Chicago | New York | Washington, D.C.

Summary of Learning Outcomes 4

Module 6: Presenting Relevant Information

(“Kung impormasyon ang siyang krudong nagpapatakbo sa ika-21

Unit Code: 400311125

Summary of Learning Outcomes

Upon completion of the module you will be able to:

✔ L.O. 1 - Gather data/information

✍Activity Recommended Time

 Session 1: Gather Data/Information (L.O. 1)

✍Activity Recommended Time

5. Studying, Applying and Recording Assessed

❑ List of Everyday Information that We Collect (Activity 2)

❑ Project Worksheet 1 - Possible Research Topics (Activity 2)

SESSION 1: Gather Data/Information

1.1 Evidence, facts and information are collected

 Key Topics and Learning Points 

1. Collecting data and information

✶ Importance of data and information. We collect information every day. It is an important

✶ Confidentiality pertains to the treatment of information that an individual has disclosed in

Activity 1: Introductory Activity & Pre-Module Learner’s Reflection

✓ Take a Start-of-Module Skills Check

 Recommended Time: 10 - 20 minutes

Pre-Module Learner’s Reflection:

Activity 2: Collecting Information

 Recommended Time: 30-45 minutes

Email address of a client Email correspondence for a Coordination, communication,

Remember: We collect information every day. It is an important step not only in

 Key Facts 6.1: Collecting Information1

Whether you are conducting academic or professional research, working to solve a

Excerpt from Module 6 NC I – Accessing and Maintaining Information

Sensitive personal information refers to personal information that is

philosophical or political affiliations

Rights of a Data Subject:

Your Data Privacy Rights2

Under RA 10173, you have the following rights as a data subject:

✓ Right to File a Complaint

Let’s Exercise: Collecting Information

Fill up the table on the following topics by answering the questions:

Teenage birth rates

Running tab on the

Survey results on the

Let’s Apply: Project Worksheet 1 - Possible Research Topics

Activity 3: Protecting Confidentiality

 Recommended Time: 30-60 minutes

 Key Facts 6.2: Quick Guide: Protecting Privacy and Maintaining

“Confidentiality” is a word that we might encounter in situations surrounding our

By extension, confidentiality pertains to treatment of information that an individual has

Here are some precautions to take in order

Considerations in Maintaining Data Confidentiality3

Let’s Exercise: Ensuring Confidentiality while Researching

Let’s Apply: Project Worksheet 2 - Confidentiality Considerations on Your

 Performance Criteria Checklist

Conduct a quick self-assessment and complete the table below.

Statements Please check YES if you have shown

2. Explain why collecting information is

3. Identify areas of a research problem where

4. Come up with ways in protecting

Guide to the Learner and Facilitator’s Discussion:

Session 1 – Writing Space

Congratulations! You are now ready to proceed to Session 2.

SESSION 2: Assess Gathered Data/Information