Practical Research 2 – Grade 11

Quarter 4 – Module 9: Descriptive Data Analysis

First Edition, 2020

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Published by the Department of Education Division of Pasig City

Development Team of the Self-Learning Module

Writer: Charlene B. Ballera
Editor: Dyan S. Escuadra
Reviewers: Liza A. Alvarez, EPS – Research
Illustrators: Renee Rose C. Reyes & Edison P. Clet
Layout Artist: Micaelle Lauren V. Tenorio
Management Team: Ma. Evalou Concepcion A. Agustin
OIC-Schools Division Superintendent
Carolina T. Revera, CESE
OIC-Assistant Schools Division Superintendent
Manuel A. Laguerta, EdD
Chief, Curriculum Implementation Division

Education Program Supervisors

Librada L. Agon, EdD (EPP/TLE/TVL/TVE)

Liza A. Alvarez (Science/STEM/SSP/Research)
Bernard R. Balitao (AP/HUMSS)
Joselito E. Calios (English/SPFL/GAS)
Norlyn D. Conde, EdD (MAPEH/SPA/SPS/HOPE/A&D/Sports)
Wilma Q. Del Rosario (LRMS/ADM)
Ma. Teresita E. Herrera, EdD (Filipino/GAS/Piling Larang)
Perlita M. Ignacio, PhD (EsP)
Dulce O. Santos, PhD (Kindergarten/MTB-MLE)
Teresita P. Tagulao, EdD (Mathematics/ABM)

Printed in the Philippines by Department of Education – Schools Division of

Pasig City
 Practical
Research 2
11
Quarter 4
Self-Learning Module 9
Descriptive Data Analysis
Introductory Message

For the facilitator:

Welcome to the Practical Research 2 for Grade 11 Self-Learning Module on

Descriptive Data Analysis!

This Self-Learning Module was collaboratively designed, developed and

reviewed by educators from Schools Division Office of Pasig City headed by its Officer-
In-Charge Schools Division Superintendent, Ma. Evalou Concepcion A. Agustin in
partnership with the Local Government of Pasig through its mayor, Honorable Victor
Ma. Regis N. Sotto. The writers utilized the standards set by the K to 12 Curriculum
using the Most Essential Learning Competencies (MELC) while overcoming their
personal, social, and economic constraints in schooling.

This learning material hopes to engage the learners into guided and
independent learning activities at their own pace and time. Further, this also aims
to help learners acquire the needed 21st century skills especially the 5 Cs namely:
Communication, Collaboration, Creativity, Critical Thinking and Character while
taking into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their own learning. Moreover, you are expected to encourage and assist the
learners as they do the tasks included in the module.
 For the learner:

Welcome to the Practical Research 2 Self-Learning Module on Descriptive Data

Analysis!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning material while being an active
learner.

This module has the following parts and corresponding icons:

Expectations - These are what you will be able to know after

completing the lessons in the module

Pretest - This will measure your prior knowledge and the

concepts to be mastered throughout the lesson.

Recap - This section will measure what learnings and skills

that you understand from the previous lesson.

Lesson- This section will discuss the topic for this module.

Activities - This is a set of activities you will perform.

Wrap Up- This section summarizes the concepts and

applications of the lessons.

Valuing-this part will check the integration of values in the

learning competency.

Posttest - This will measure how much you have learned from
the entire module.
 EXPECTATIONS
This module aims to help you understand the lesson on descriptive data
analysis. It includes some statistical methods that you can use in analyzing your
data.

After going through this module, you are expected to:

a. describe the concept of descriptive data analysis as well as the measuring
scales;
b. distinguish the statistical measures to use in a sample research question;
and
c. examine some researches depicting descriptive data analysis.

PRETEST
Directions: Read and analyze the following statements. Choose the letter of the best
answer and write it in your notebook.
1. What type of data analysis is used to summarize the data and making a simple
interpretation out of it?
A. Descriptive Analysis C. Hypothetical Analysis
B. Inferential Analysis D. Proportional Analysis

2. What statistical measure is used when the researcher aims to determine the
average point of his/her data?
A. Frequency C. Percentage
B. Mean D. Standard Deviation

3. What measurement scale is used when labeling a variable without quantitative

value?
A. Interval Scale C. Ordinal Scale
B. Nominal Scale D. Ratio Scale

4. Which of the following questions can be answered using mode?

A. How many students are there in RHS based on year level?
B. What is the average score of the students in their first quarter exam?
C. What is/are the most occurred score/s of the students in their first quarter
exam?
D. How distant is the scores of the students from last section to the students
from first section?

5. Which of the following statements best describes the purpose of data analysis in
research?
A. To record data for future use
B. To gather data from the respondents
C. To know the needed data in order to establish a valid instrument
D. To extract useful information that can be used to conclusion-making
 RECAP

You have learned the different data collection methods used in quantitative
research from our previous lesson. Can you still recall them? Let’s have an activity
to review what you have learned. Answer the following questions. Do this in your
notebook.
1. What are the types of structured interview?
2. What are the types of survey questionnaire?
3. What are the types of structured observation?
4. What are the types of test?

LESSON

After collecting the data needed for the study, it’s now time to organize data
and get ready for data analysis.

Quantitative Data Analysis

Quantitative data analysis is a systematic approach of investigations during
which numerical data are collected and are transformed into meaningful information
(Prieto, Naval, and Carey 2017). Data analysis refers to how a researcher could gain
meaningful insight on a mass number of data. The main purpose of data analysis in
research is to find meaning in data so that the derived knowledge can be used to
make informed decisions.

Measurement Scale
It is important to determine the level of the measurement scale of quantitative
data before proceeding with the analysis of data. According to Prieto, Naval, and
Carey (2017), below are the levels of measurement scales.

• Nominal Scale. It also called categorical scale. At this level, the data can be
placed into categories and counted only in regard to frequency of occurrence.
The number assigned to the variables have no quantitative values.
For example, if you want to categorize respondents based on gender,
you could use 1 for male and 2 for female. Numbers 1 and 2 have no
quantitative value because they are only used to classify the gender of the
respondents.

• Ordinal Scale. It assigns order on the characteristics being measured. The

numerical value or quantity used has no value except its ability to establish
ranking among the set of data. However, the difference or magnitude in order
between the rank is not specified.
 For example, you aim to determine the level of satisfaction of the
respondents on a certain product. You may ask the respondents in terms of
the scale very satisfied, satisfied, unsatisfied, and very unsatisfied. In this
example, you can establish a ranking of the responses stating that very
satisfied is above the others. Yet, it does not indicate the quantifiable values
between them.

• Interval Scale. It has equal units of measurement, thereby, making it

possible to interpret the order of scale scores and the distance between them.
Thus, the true value between numbers has quantitative value. However, the
interval scale does not have a “true zero” value.
For example, zero degree Celsius does not signify the absence of
temperature. Zero degree Celsius imply that the temperature reaches a
freezing point. Another example is the scores in IQ test and SAT which does
not have “true zero” value.

• Ratio Scale. It is considered as the highest level of measurement. It has

characteristics of an interval scale, but it has a true “zero point” value. It has
no negative numbers unlike interval scale because of its true zero point. All
descriptive and inferential statistics can be applied on ratio scales. Variables
can be added, subtracted, multiplied, and divided.
For example, the number of customers in the past 3 days, you could
say that there is no customer in the past 3 days, thus making a true value of
zero. Or you could also say that you had thrice as many clients as the previous
3 days.

Being aware of the level of measurement that you used helps you avoid analyzing
and interpreting data in the wrong way. When you know that your data is on a
nominal scale, then you would be aware that the number used is just a code to
categorize longer names. Also, you would be aware that your data on the nominal
scale should not be average or do some statistical computation since it has no
quantitative value.

Descriptive Data Analysis

Once you have collected the needed data from your respondents, it is now
ready for analysis. But take note that as a researcher, you should always ensure that
the data are complete, accurate, valid, and organized properly for the ease of the
analyzation process. Quantitative data analysis can be descriptive or inferential. But
for this module you are going to learn the descriptive data analysis.

Descriptive data analysis provides simple summaries about the sample and
the measures. It is used to simply describe what is or what the data shows. Different
statistical measures are used to analyze data and draw conclusions under descriptive
data analysis (Trochim, 2020). This type of data analysis does not attempt to test
hypothesis. The following statistical measures of descriptive analysis are used to
compute further statistical testing (Prieto, Naval, and Carey 2017; Florida State
University 2005):
1. Frequency

It refers to the number of times each data occurs. Frequency table is used to
record the occurrence of each data. The table contains the list of collected data on
the left column and its number of occurrences on the right column. Frequency just
help you organize your data. It does not provide a great deal of descriptive
information about the data. But frequency is the starting point for many other
statistical methods.

Table 1. Frequency Table

For example, Ms. Static wants
Scores Tallies Frequency
to examine the general performance
50 III 3
trend of her students in Research
42 IIIII 5
class in order to evaluate students’
33 II 2
30 IIII 4 learning. She gives 50 items final
27 III 3 term exam to her 20 students. In the
21 I 1 frequency table, you can easily
19 II 2 identify the number of students per
TOTAL 20 score recorded.

2. Measures of Central Tendency.

Central tendency is sometimes called ‘measures of location’, ‘central location’,

or just ‘center’. It is a way to describe what’s typical for a set of data. There are three
major ways to show central tendency: mean, median, and mode.

2.1. Mean. This is the average of a set of data. It is the most widely used measure of
central tendency. It is frequently used for interval or ratio variables. The mean is
calculated by getting the summation of all observations (data) divided by the number
of observations.

For example, Ms. Static obtained the following scores from her students and
wanted to know the average performance of her students.
Table 2. Mean Score Table
Scores (x) Frequency (y) (x)(y)
50 3 150 Calculating the Mean: Ms.
42 5 210 Static adds up all the scores of her
33 2 66 20 students (total 686 points) and
30 4 120
divides the result by the total
27 3 81
21 1 21 number of her students (20); 686 ÷
19 2 38 20 = 34.3. Thus, the mean of all
TOTAL 20 686 scores of the students is 34.3.
Mean 686 ÷ 20 = 34.3

2.2. Median. The median is the middle value of a given set of measurements,
provided that the values are arranged in increasing or decreasing order. It is also the
most appropriate measure of central tendency for ordinal data.
 The median may be calculated from ungrouped data by doing the following steps:

1. Arrange the items or scores from lowest to highest.

2. Count to the middle value. If there are two middle numbers, average the
two.

For example, Ms. Static obtained the following scores from her students and
wanted to know the midpoint of the score or the 50th percentile.

50 50 50 42 42 42 42 42 33 33 30 30 30 30 27 27 27 21 19 19

Finding the Median: Note that with an even number (20) of scores, the median
is the number that divides the scores into two equal halves. Ms. Static needs to
arrange first the scores in increasing order. In this distribution of scores, 33 and 30
is the middle scores. Since there are two middle scores, average the two value to get
the final middle score (33+30 = 63 ÷ 2 = 31.5). Then the median of the set of scores
is 31.5.
2.3. Mode. This is the most appropriate measure of central tendency when data are
on nominal scale. It is also the quick approximation of average but the weakest
measure of central tendency. In cases where there is more than one observation,
which is the highest but with equal frequency, the distribution is called bimodal (with
2 highest observations) or multimodal with more than two highest observations. In
cases where every item has equal number of observations, there is no mode.

For example, Ms. Static obtained the following scores from her students and
wanted to know the data that occurred most frequently.

50 50 50 42 42 42 42 42 33 33 30 30 30 30 27 27 27 21 19 19

Finding the Mode: In this distribution of scores 42 occurred most frequently.

3. Measures of Dispersion

Dispersion is a way of describing how spread out a set of data is. It is important
for describing the spread of the data, or its variation around a central value. It is also
called measure of variability.
The measures to be considered are the range, standard deviation and the
variance.

3.1. The Range. The range is the difference between the largest and the smallest
values in a set of data. However, it only gives us knowledge of the spread of data,
but it does not tell us about the dispersion of values from central tendency.

For example, using the scores obtained by Ms. Static from her students, we
could calculate the range as R = highest score – lowest score.

50 50 50 42 42 42 42 42 33 33 30 30 30 30 27 27 27 21 19 19
 Finding the Range: In this distribution of scores, 50 is the highest score and
19 is the lowest score. Getting the difference of the two scores (50 – 19 = 31) then the
range of the set of scores is 31.

3.2. Standard Deviation. The standard deviation (SD) is a measure of spread or

variation of each data from the mean. A more useful statistic than simply knowing
the range of scores would be to see how widely dispersed different scores are from
the mean. The standard deviation is defined as the numeric index that describes how
far away from the mean the scores in the distribution are located.
√(𝑿−𝑴)𝟐
The formula for standard deviation is SD = 𝑵
.

Where X = the test score, M = mean, and N = number of scores.

For example, Ms. Static wants to know how widely disperse the scores of her
10 students from the mean.
50 50 42 42 42 33 30 30 27 19

Steps in calculating the Standard Deviation:

1. Calculate the mean of the set of scores.
2. Subtract the mean from each score in the distribution. This will give you
roughly half positive and half negative scores (called deviation scores).
3. Square each of the deviation scores which will make them all positive.
4. Add the squared deviation scores together.
5. Divide the resulting sum by the number of scores in the distribution.
6. Take the square root of the results of your division from Step 5. The square
root that you arrive now the standard deviation.

Step 1. Find mean. 50+50+42+42+42+33+30+30+27+19=365

365 ÷ 10 = 36.5 (The mean (M) is 36.5)
Step 2 to 6.
Scores (X) Step 2 (X – M) Step 3 (X – M)2
50 13.5 182.5
50 13.5 182.5
42 5.5 30.25 Note: The computed
42 5.5 30.25 variance is 94.9
42 5.5 30.25
33 -3.5 12.25
30 -6.5 42.25
30 -6.5 42.25 Thus, our Standard
27 -9.5 90.25 deviation is 9.74
19 -17.5 306.25
Step 4 (TOTAL) 949
Step 5 949÷10=94.9
Step 6 √94.9 =9.74
2.3. Variance. It is the average of the squared differences from the Mean. Variance
could be easily calculated along with the standard deviation because variance is the
square value of the standard deviation.
Let us take the example given in the standard deviation, if you could see in
step 5 (refer to the example in SD), the calculated value is 94.9. This value is what
we call the variance of the data. The same goes if you compute the square of the
standard deviation 9.742 = 94.9.

ACTIVITIES

Directions: Accomplish the following activities in your research notebook

A. Give a short description of the importance or uses of each word in the table.
Word/s Description

Quantitative Data Analysis

Measuring Scales
Descriptive Data Analysis
Central Tendency
Dispersion

B. Complete the table by supplying the needed information.

Statistical
Sample Problems Reason
measures
Example Asking for the
How many respondents have an eye color of number of
Frequency
black? brown? blue? green? occurrences of
each eye colors.
1. What is the average level of satisfaction of
the students in the program?

2. What is the most common height of college

students in Pasig?
3. How dispersed are the scores of the
students from highest to lowest?
4. What is the 5th percentile of the data
collected from 100 respondents?
5. How spread are the college students’
weights to the mean?
C. Collect two (2) copies of quantitative research study depicting descriptive data
analysis. Examine how the researcher/s analyze his/her/their data and complete
the table below.

Name of the Title of Research Statistical

Reason
Researcher/s Study Measure used
Since the research did not
attempt to make any
inferences, then the
Level of Students’ researcher used descriptive
Frequency
Charlene B. Satisfaction on the statistics. She used frequency
Mean
Ballera School Canteen table to tally the responses of
Services respondents and used mean
score to finally come up with
the central point of
respondents’ answers.
1.
2.

WRAP–UP

Let us summarize what you have learned today. Answer the questions below
based on your learnings in today’s lesson. Write your answer in your notebook.

1. What is the purpose of data analysis in research?

2. Why does the researcher need to ensure the accurateness and completeness
of the data before doing the data analysis?
3. Why do you need to understand the measurement scales before analyzing
your data?
4. When should you use descriptive data analysis?

VALUING

In the quote written by Daniel Keys Moran “You can have data without
information, but you cannot have information without data”, what does he mean by
this? How is this quote relevant to our lesson today? Write your answer in your
notebook.
___________________________________________________________________________
__________________________________________________________________________________
 POSTTEST

Directions: Read and analyze the following statements. Choose the letter of the best
answer and write it in your notebook.

1. What is TRUE about descriptive data analysis?

A. It is used to test a hypothesis.

B. It is used to draw inferences from the collected data.
C. It is used to simply describe what is or what the data shows.
D. It is used to make prediction of what would be the possible outcome of the
study.

2. Which of the following is not classify under central tendency?

A. Frequency C. Median
B. Mean D. Mode

3. What statistical measure is used to determine how spread each data from the
mean?
A. Frequency C. Range
B. Mean D. Standard Deviation

4. The researcher aims to know how much weight children could gain per week in a
feeding program. What measuring scale should be used by the researcher?
A. Interval Scale C. Ordinal Scale
B. Nominal Scale D. Ratio Scale

5. The researcher wishes to know how many respondents said they are satisfied,
somehow satisfied, and not satisfied on the new product launched by the X company.
What statistical measure is best to use for this scenario?

A. Frequency C. Range
B. Mean D. Standard Deviation
 KEY TO CORRECTION

A 5. 5. Standard Deviation D
5.
D 4. 4. Median C
4.
D 3. 3. Range B
3.
A 2. 2. Mode B
2.
C 1. 1. Mean 1. A
Posttest Activity B Pretest

References
Ballera, Charlene B., Mary Jane A. Dalisay, Jonalyn D. Gungon, and Renee Rose C.
Reyes. 2019. Practical Research 2: Learning Module for Senior High School.
Unpublish.

Florida State University and North East FL Educational Consortium. 2005. Data
analysis: Descriptive statistics.
https://www.floridaschoolleaders.org/general/content/NEFEC/dafil/lesson
25.htm#:~:text=In%20statistics%2C%20the%20term%20%E2%80%9Cfreque
ncy,each%20score%20on%20a%20test.

Prieto, Nelia G., Victoria C. Naval, and Teresita G. Carey. 2017. Practical Research
2: Quantitative, 119-121. Cubao, Quezon City: Lorimar Publishing Inc.

Trochim, William M.K. 2020. Descriptive Statistics. Knowledge Base. Conjoint.ly,

Sydney, Australia. ABN 56 616 169 021.
https://conjointly.com/kb/descriptive-statistics/