Metro-Dagupan Colleges

Serafica Street, Mangaldan, Pangasinan

SEMIFINAL

MODULE

IN

RESEARCH 2
Prepared by:
MARIA KRISIA FAE R. DE ASIS
Subject Teacher Contact Number:
09778146855

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 Metro-Dagupan Colleges
Serafica Street, Mangaldan, Pangasinan

RESEARCH 2
Module 3

Course Description:
This is a 3-unit course that explores research methods including observational, correlational, survey
and experimental methods. Uses the scientific method in the design, execution, analysis, and communication
of psychological investigations. Discusses the ethics of research, and evaluation methods. Students will be
offered the opportunity to conduct psychological studies using a variety of methods.

Learning Outcomes:
This course aims to guide students towards achieving competence and proficiency in the theory of and
practice to research. This fundamental objective can be realized through helping these students to develop the
subject of their research, encourage the formation of higher level of trained intellectual ability, critical analysis,
rigor, and independence of thought, foster individual judgement, and skill in the application of research theory
and methods, and develop skills required in writing research proposals, reports, and dissertation.

By completion of the course, the students will be prepared to

• enable Master One students understand what research is and what is not;
• raise awareness of crucial aspect of the nature of Knowledge and the value of scientific method;
• introduce the concept at the heart of every research project –the research problem and to discuss what
a researchable problem is;
• evaluate literature, form a variety of sources, pertinent to the research objectives;
• identify and justify the basic components of the research framework, relevant to the tackled research
problem;
• explain and justify how researchers will collect research data;
• discuss how to cite sources, using the American Psychological Association (APA), and justify this choice;
• consider the kind of language to use in an academic written work;
• put forward a credible research proposal, and
• finally, warn the common mistakes in the field of research methodology.

Assessment Rubrics: The following will be the grading system for the activities unless
otherwise stated.
• For activities and questions:
o 7-10 pts – own words, or with researched answers (with sources)
o 1-6 pts – copied answers
o 0 pts – no answer
• For Research Assignment:
o 25-50 pts – own words, or with researched answers (with sources)
o 1-24 pts – copied answers
o 0 pts – no output

General Instructions:
1. Answer ALL questions in the module using PARAGRAPH FORM. Use complete sentences. All answers
should be in ENGLISH.
2. Read carefully and follow instructions.
3. If you use internet sources or books for your answers, please cite the sources. Points will be deducted
for plagiarism or copied answers with no sources.
4. You will be graded accordingly depending on your answers.
5. Send a message to the MDC Page should you have any questions about this module.

How to submit your answers:

• Option 1 (Online) – Submit your answers via Google Classroom (Instructions will be given via Facebook
Messenger)
• Option 2 (Offline) – COPY AND ANSWER all activities on a yellow pad paper and submit to MDC
Campus.

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 Metro-Dagupan Colleges
Serafica Street, Mangaldan, Pangasinan

CHAPTER 3
ANALYSIS, PRESENTATION, AND INTERPRETATION OF DATA

In this chapter, the researcher makes his/her analysis, presentation, and interpretation
of his/her data.

Analysis
Analysis is the process of breaking up the whole study into its constituent parts of categories
according to the specific questions under the statement of the problem. This is to bring out into
focus the essential features of the study. Analysis usually precedes presentation.

Example: In the study of the teaching of science in the high schools of Province A, the whole study
may be divided into its constituent parts as follows according to the specific questions indicated in the
statement of the problem:
1. Educational qualifications of the science teachers
2. Methods and strategies used in the teaching of science
3. Facilities available for the teaching of science
4. Forms of supervisory assistance
5. Differences between the perceptions of the teachers and those of the students concerning the
teaching of science
6. Problems encountered in the teaching of science
7. Proposed solutions to the problems
8. Indications of the findings

Each constituent part may still be divided into its essential categories.

Example: The educational qualifications of the teachers may further be divided into the following:
1. Degrees earned in pre-service education
2. Majors or specializations
3. Units earned in science
4. Teachers’ examinations and other examinations passed
5. Seminars, conferences, and other special trainings attended for the teaching of science
6. Books, journals, and other materials in science being read
7. Advanced studies
8. Number of years in teaching science

Also, under the degrees earned are:

1. Bachelor of Arts
2. Bachelor of Science in Education
3. Master of Arts

The other constituent parts may also be similarly divided and subdivided. The data are then grouped
under the categories or parts to which they belong.

Classification of data

Classification is grouping together data with similar characteristics. Classification is part of analysis.
The bases of classification are the following:

a. Qualitative (kind) - Those having the same quality or are of the same kind are grouped
together. The grouping of elements in the examples given under analysis is qualitative.

b. Quantitative – data are grouped according to their quantity. In age, for instance, people may be
grouped into ages of 10-14, 15-19, 20-24, 25-29, etc.

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Serafica Street, Mangaldan, Pangasinan

c. Geographical – data may be classified according to their location. For example, the schools in
the secondary level in Province A may be grouped by district, as District 1, District 2, and
District 3.

d. Chronological – data are classified according to the order of their occurrence. For example,
the enrolment of the high schools of Province A may be classified according to school year:
1985-1986, 1986-1987, and 1987-1988.

Preparing Data for Presentation

Before presenting the data in accepted forms, especially in presenting them in the form of statistical
tables, they have to be tallied first in a tabulation diagram which may be called a talligram, a
contraction of tally and diagram. The individual responses to a questionnaire or interview schedule
have to be tallied one by one.

How to construct a talligram

1. Determine the classes and their respective subclasses along with their respective numbers.
2. Make rows for the classes by drawing horizontal lines with appropriate spaces between the
lines.
3. Make columns for the subclasses by drawing vertical lines with appropriate spaces between the
lines and the number of columns should be two more than the number of subclasses.

Example of a Talligram

SPECIALIZATIONS (Majors)
DEGREES Total
English History Mathematics Science
AB
BSCE
BSE
MA
Total

How to tally data (responses) gathered through a questionnaire.

Using the above table as an example and the following data is given by the questionnaire. Tally the
data as follows:

1. Teacher A is an AB graduate with a science major. Enter a tally in the cell which is the
intersection of the AB row and the Science column. The tally is a short vertical bar (|).
2. Teacher B is an AB graduate with a science major. Enter a tally in the cell which is
the intersection of the AB row and the Science column.
3. Teacher C is a BSE graduate with a science major. Enter a tally in the cell which is
the intersection of the BSE row and the Science column.
4. Teacher D is a BSE graduate with a mathematics major. Enter a tally in the cell which is
the intersection of the BSE row and the Mathematics column.
5. Teacher E is a BSCE graduate with a mathematics major. Enter a tally in the cell which is
the intersection of the BSCE row and the mathematics column.
6. Continue the process until all the data needed are entered.

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 Metro-Dagupan Colleges
Serafica Street, Mangaldan, Pangasinan

When finished, this is how the talligram will look like:

Table I
Degrees and Specializations of the Teachers

SPECIALIZATIONS (Majors)
DEGREES Total
English History Mathematics Science
AB | || |||||-| |||||-|||||-|| 21
BSCE |||| 4
BSE || || |||||-|||||-|||| |||||-|||||-||| 31
MA | || 3
Total 3 4 25 27 59

This table may then be converted into a statistical table for data presentation. Generally, all quantified
data are tallied first in talligrams which are then converted into statistical tables for data presentation.

Presentation of Data

Presentation is the process of organizing data into logical, sequential, and meaningful categories and
classifications to make them amenable to study and interpretation.

Analysis and presentation put data into proper order and in categories reducing them into forms that
are intelligible and interpretable so that the relationships between the research specific questions and
their intended answers can be established. There are three ways of presenting data: textual, tabular,
and graphical.

Textual Presentation of Data

Textual presentation uses statements with numerals or numbers to describe data. The main aims of
textual presentation are to focus attention to some important data and to supplement tabular
presentation.

The disadvantage, especially if it is too long, is that it is boring to read and the reader may not even be
able to grasp the quantitative relationships of the data presented. The reader may even skip some
statements.

Example:
On the 59 science teachers, 21 or 35.59 percent have earned a Bachelor of Arts degree with
education units, four or 6.78 percent have earned a Bachelor of Science in Civil Engineering degrees
with education units, 31 or 52.54 percent a Bachelor of Science in Education degree, and three or 5.08
percent a Master of Arts degree.

According to government regulations, all the teachers are qualified to teach in the high school.
→
( this statement is already a finding, interpretation, or inference).
Tabular Presentation of Data

A statistical table or simply table is defined as a systematic arrangement of related data in which
classes of numerical facts or data are given each a row and their subclasses are given each a column in
order to present the relationships of the sets or numerical facts or data in a definite, compact, and
understandable form or forms.

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 Metro-Dagupan Colleges
Serafica Street, Mangaldan, Pangasinan

The purpose of a table is to facilitate the study and interpretation, the making of inferences and
implications of the relationships of statistical data. Table construction for data presentation is a part
of analysis because the data are separated and grouped according to class or category.

The advantages of the tabular over the textual presentation of data are:
1. Statistical tables are concise, and because data are systematically grouped and arranged,
explanatory matter is minimal.
2. Data are more easily read, understood and compared because of their systematic and logical
arrangement into rows and columns. The reader can understand and interpret a great bulk of
data rapidly because he can see significant relationships or data at once.
3. Tables give the whole information even without combining numerals with textual matter. This
is so because tables are so constructed that the ideas they convey can be understood even
without reading their textual presentation.

The major functional parts of a statistical table are show in the diagram:

Table Number (Use Roman Numerals. Example: TABLE I)

Title
Sample Size (Example: N = 100)

Master Caption
Caption
Column Caption Column Caption Column Caption Column Caption
Row Label Entry Entry Entry Entry
Row Label Entry Entry Entry Entry
Row Label Entry Entry Entry Entry
Row Label Entry Entry Entry Entry
Total / Average
Legend:

The above diagram is a simple table. There are more complicated tables if the column captions are
further subdivided into classifications.

The following is an example of a table with actual data:

TABLE II
FILIPINO CORE VALUES PRACTICED BY JUNIOR HIGH SCHOOL STUDENTS OF MARIA
AURORA ALONG THE AREA OF MAKA-DIYOS
N=257

WEIGHTED DESCRIPTIV
INDICATOR
MEAN E RATING
Accepts one's differences in religious belief 3.16 Sometimes
Observes proper behavior during religious activities 3.04 Sometimes
Uses any things in the school including religious symbols properly 3.00 Sometimes
Engages oneself in worthwhile spiritual activities 2.96 Sometimes
Prepares a prayer well when assigned to lead 2.89 Sometimes
Tactful and sensitive in discussing or sharing about religious belief with
2.87 Sometimes
others.
Observes silence at all times when iside sacred places 2.82 Sometimes
Politely listens for others to express their religious belief 2.76 Sometimes
Member of any religious groups that is organized in the school 2.68 Sometimes
Actively participates in any religious or spiritual activities held in school 2.67 Sometimes
AVERAGE WEIGHTED MEAN 2.89 Sometimes
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 Metro-Dagupan Colleges
Serafica Street, Mangaldan, Pangasinan

UNITY IN A TABLE

There should always be unity in a table. To achieve this, avoid presenting too many ideas in a
single table. One subject matter is enough, one that can be divided into categories which in turn can
be divided into common classifications.

TEXTUAL PRESENTATION OF TABULAR DATA

Generally, there should be a textual presentation of a table which precedes the table or the table
may be placed within the textual presentation. The table and its textual presentation should be placed as
near as possible to each other. Textual presentation is mixing words with numbers in statements.

All the items in the table are textually presented. This manner enables the reader to
comprehend the totality of the data even without consulting the table.

The textual presentation of a table should be as complete as possible so that the ideas conveyed
in the table are understood even without referring to the table itself.

Textual presentation is generally followed by interpretation, inference or implication. This is

done after the data from the table have been textually presented.

Findings in the present study should be compared with the findings of other studies as
presented in the related literature and studies. This enables the researcher to make some
generalizations if there are enough data to support such generalizations.

FINDINGS

Findings are the original data derived or taken from the original sources and which are results
of questionnaires, interviews, experiments, tests, observations, and other data gathering instruments.

Data presented in tables and their textual presentations are examples of findings.

Findings do not directly answer the specific questions asked at the beginning of the
investigation or the explicit hypotheses, but the findings provide the bases for making the answers.
Hence, the main functions of the findings are to provide bases for making the conclusions.

IMPLICATION, INFERENCE, INTERPRETATION

These three terms are synonymous if not exactly the same in meaning. They are used
interchangeably. Each is a statement or statements of the possible meaning, probable causes and
probable effects of a situation or condition as revealed by the findings plus a veiled suggestion to
continue the situation if it is good or to adopt some remedial measures to eradicate or minimize its
bad effects. Those who are to be benefitted and those who are going to suffer the bad effects should
also be mentioned.

Implications of the Findings

1. The existence of a condition – this condition is a finding discovered in the research. The
condition may be favorable or unfavorable. If it is favorable, it is a strength of the subject
studied. If it is unfavorable, it is a weakness of the subject.

2. The probable cause of the condition – if there is a condition, there must be a probable cause
and there must be a logical relationship between the condition and the cause, otherwise the
cause may not be a valid one.

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 Metro-Dagupan Colleges
Serafica Street, Mangaldan, Pangasinan

3. The probable effect of the condition. – most likely, there is also a probable effect of the condition
and there must be a logical relationship between the condition and its probable effect.

4. The measure to remedy the unsatisfactory condition or to continue to strengthen the

favorable one. – it is a natural reaction to institute a measure to remedy an unfavorable
situation. However, if a condition is found to be a favorable one, it is also a natural reaction to
continue it in operation and to even further strengthen it.

5. The entity or area involved or affected – the area directly affected by the unfavorable or
favorable conditions discovered in the study should be cited more specifically.

ACTIVITY:

A. Answer the following questions:

a. Explain the meaning of analysis and give examples.
b. How are data classified and arranged? Explain.
c. What is a talligram? Explain how to construct and use one.
d. What are the ways of presenting data? What are the advantages and disadvantages of
each?
e. What are the major functional arts of a statistical table? What are their functions?
f. Explain the meanings of findings, implication, inference, and interpretation.

B. Write the Chapter 3 of your research paper by presenting your data using tables
and text.

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 Metro-Dagupan Colleges
Serafica Street, Mangaldan, Pangasinan

CHAPTER 4
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This is the last chapter of the research paper and the most important part because it is here
where the findings, and the whole study is summarized, the generalizations in the form of conclusions
are made, and the recommendations for the solution of problems discovered in the study are
addressed to those concerned.

Summary of Findings

There should be brief statement about the main purpose of the study, the population or
respondents, the period of the study, method of research used, the research instrument, and the
sampling design. There should be no explanations made.

The findings are written by stating the specific question first to be followed by the findings that
would answer each question. The specific questions should follow the order they are given under the
statement of the problem.

The findings should be textual generalizations, or a summary of the important data consisting
of text and numbers. Every statement of fact should consist of words, numbers or statistical measures
woven into a meaningful statement. No inference nor interpretation should be made.

Only the important findings, the highlights of the data, should be included in the summary,
especially those upon which the conclusion should be based.

Findings are not explained nor elaborated upon anymore. They should be stated as concisely as
possible.

No new data should be introduced in the summary of findings.

Conclusion/s

Conclusions are inferences, deductions, abstractions, implications, interpretations, general

statements, and/or generalizations based upon the findings. Conclusions are logical and valid
outgrowths of the findings. They should not contain any numerals because numerals generally limit
the forceful effect or impact and scope of a generalization.

No conclusions should be made that are not based on findings.

The conclusion should answer the problem statement, and state whether the hypothesis is
ACCEPTED or NOT ACCEPTED.

Recommendations

Recommendations are appeals to people or entities concerned to solve or help solve the
problem discovered in the study.

No recommendations should be made for a problem, or anything that has not been discovered
or discussed in the study.

There may also be recommendations for the continuance of a good practice or system, or even
recommendation for its improvement. This is to insure a continuous benefit being accorded to the
universe involved.

Recommendations should aim for the ideal but they must be feasible, practical, and attainable.
It is useless to recommend the impossible.
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Serafica Street, Mangaldan, Pangasinan

Recommendations should be logical and valid.

Recommendations should be addressed to the persons, entities, agencies, or offices who or

which are in a position to implement them.

There should be a recommendation for further research on the same topic in other places to
verify, amplify, or negate the findings of the study.

ACTIVITY:

A. Write the Chapter 4 of your research paper by making the summary of findings,
conclusion, and recommendations.

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 Metro-Dagupan Colleges
Serafica Street, Mangaldan, Pangasinan

SEMIFINAL REQUIREMENT
Complete Research Paper

A. PREPARATION OF THE RESEARCH PAPER

a. General Format
i. Paper size – short (8.5 x 11)
ii. Margins
1. Left – 1.5 inches
2. Top, bottom, right – 1 inch
iii. Font
1. Type – Times New Roman or Arial
2. Font Size 0 12
iv. Spacing
1. Double spacing for text
2. Single spacing for figures and tables
v. Page number
1. One inch from the right edge on the bottom of the paper

b. Preliminary Parts
i. Title page (see format in next page)
1. it is center-justified and capitalized per letter
2. follows the inverted pyramid style
3. single spaced
ii. Acknowledgement sheet
1. Reflects the researcher’s expression of appreciation and thanks for the
assistance and encouragement given to him/her in making the research
paper
2. Pronouns must be in the 3rd person point of view
iii. Table of Contents
1. The heading TABLE OF CONTENTS should be typed and centered and in
upper case.
2. Spacing should be 1.5 throughout.
3. Preliminaries should be listed first (Acknowledgement, table of contents,
list of tables, list of figures)
4. The heading “Chapter” should be on the left, and in the same line “Page”
should be on the right.
5. Below the heading Chapter are the titles of the chapters, typed in upper case
6. Opposite each chapter is the corresponding page number
iv. List of Tables
1. LIST OF TABLES should be typed, centered and in capital letters.
2. The heading “Table” should be on the left and on the same line, “Page”
should be on the right.
3. Roman numerals are used for table numbers
v. List of Figures
1. LIST OF FIGURES should be typed, centered and in capital letters.
2. The heading “Figure” should be on the left and on the same line, “Page”
should be on the right; Numbers are used for table numbers

c. Body of the Thesis

i. Each chapter should have a heading that is centered. The chapter must be in
Arabic numerals (Chapter 1).
ii. The chapter number is followed by the chapter title in all capital letters and
centered (THE PROBLEM AND ITS BACKGROUND)

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 Metro-Dagupan Colleges
Serafica Street, Mangaldan, Pangasinan

d. Bibliography
i. Cite all the references used in the study CHAPTER 1
ii. Use APA format THE PROBLEM AND ITS
BACKGROUND
• Introduction
e. Appendices • Theoretical/Conceptual
i. Letters are used for each appendix Framework
1. Letters of communication • Review of Related Literature
2. Survey questionnaire • Review of Related Studies
3. Validity Result • Paradigm of the Study
• Statement of the Problem
• Hypothesis
Sample title page of a Research Study
• Scope and Delimitation
• Significance of the Study
• Definition of Terms

CHAPTER 2
FREQUENCY OF TARDINESS AND QUALITY OF OUTPUT RESEARCH DESIGN
AMONG SELECTED SENIOR HIGH SCHOOL STUDENTS IN • Research Method and Data-
VARIOUS TRACKS Gathering Techniques
• Sources of Data
• Respondents of the Study
• Procedure of the Study
o Construction of the
Research Instrument
o Validation of the
Research Instrument
A Research Paper o Administration of
Presented to the Faculty of the Research
Metro-Dagupan Colleges Instrument
o Statistical Analysis
of Data

CHAPTER 3
PRESENTATION, ANALYSIS,
In Partial Fulfilment of AND INTERPRETATION OF DATA
The Requirements for Research 2
CHAPTER 4
SUMMARY OF FINDINGS,
CONCLUSION, AND
RECOMMENDATIONS

BIBLIOGRAPHY
TREZ A. CRISTOBAL APPENDICES
March 2017 • Letters
• Research Instrument
• Validity Result

*** FORMAT SHOULD BE STRICTLY FOLLOWED.

Research papers submitted that did not follow the format will
automatically be given a grade of 70 (5.00).

*Offline submission – computerized and printed (Follow the format)

*Online submission – copy the question/s onto a new word document, answer it and
upload on the Google Classroom. (Follow instructions in the classroom).

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