Inquiries, Investigations

and Immersion
III
First Semester
Quarter 1- Lesson 5
Finding the Answers to the Research
Questions
SY 2020-2021
Self-Learning Material

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 . Objectives

This module will guide you how to interpret data. It

provides necessary activities that can help you improve your
knowledge and skill in data analysis and interpretation and
implication.
After going through this learning material, you are expected
to:
1. Gather and analyze data with intellectual honesty using
suitable techniques.
2. Demonstrate interpretation data.
3. Study data analysis method
4. Create conceptualized Framework for qualitative research.

Lesson Proper Time Frame: 1 Hour

Interpretation of Data refers to the

implementation of processes through which data is
reviewed for the purpose of arriving at an informed
conclusion. The interpretation of data assigns a meaning
to the information analyzed and determines its
signification and implications.

Similarly, in research, once data

is collected, the next step is to get
insights from it. For example, if a
clothing brand is trying to identify the
latest trends among young women, the
brand will first reach out to young
women and ask them questions relevant
to the research objective. After collecting
this information, the brand will analyze
that data to identify patterns — for
example, it may discover that most
young women would like to see more
variety of jeans.

Data analysis is how researchers go from a mass of data to meaningful

insights. There are many different data analysis methods, depending on the
type of research. Here are a few methods you can use to analyze quantitative
and qualitative data.

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Analyzing Quantitative Data

Data Preparation
The first stage of analyzing data is data preparation, where the aim is to
convert raw data into something meaningful and readable. It includes four
steps:

Step 1: Data Validation

The purpose of data validation is to find out, as far as possible, whether

the data collection was done as per the pre-set standards and without any
bias. It is a four-step process, which includes…

Step 2: Data Editing

Typically, large data sets include errors. For example, respondents may
fill fields incorrectly or skip them accidentally. To make sure that there are no
such errors, the researcher should conduct basic data checks, check for
outliers, and edit the raw research data to identify and clear out any data
points that may hamper the accuracy of the results.

For example, an error could be fields that were left empty by

respondents. While editing the data, it is important to make sure to remove or
fill all the empty fields.

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 Step 3: Data Coding

This is one of the most important steps in data preparation. It refers to

grouping and assigning values to responses from the survey.

For example, if a researcher has interviewed 1,000 people and now

wants to find the average age of the respondents, the researcher will create age
buckets and categorize the age of each of the respondent as per these codes.
(For example, respondents between 13-15 years old would have their age coded
as 0, 16-18 as 1, 18-20 as 2, etc.)

Then during analysis, the researcher can deal with simplified age
brackets, rather than a massive range of individual ages.

Quantitative Data Analysis Methods

After these steps, the data is ready for analysis. The two most
commonly used quantitative data analysis methods are descriptive statistics
and inferential statistics.

Before any serious data analysis can begin, the scale of measurement
must be decided for the data as this will have a long-term impact on data
interpretation. The varying scales include:

▪ Nominal Scale: non-numeric categories that cannot be ranked or

compared quantitatively. Variables are exclusive and exhaustive.

▪ Ordinal Scale: exclusive categories that are exclusive and exhaustive but
with a logical order. Quality ratings and agreement ratings are examples
of ordinal scales (i.e., good, very good, fair, etc., OR agree, strongly agree,
disagree, etc.).
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 ▪ Interval: a measurement scale where data is grouped into categories
with orderly and equal distances between the categories. There is always
an arbitrary zero point.

▪ Ratio: contains features of all three

Quantitative Data Examples

Listed below are some examples of quantitative data that can help understand
exactly what this refers to:

I updated my laptop 2 times in a year.

Our youngest sister grew by 5 inches last year.
68 people uploaded the latest mobile application.
My nephew lost his Php500 last week.
100 respondents were of the opinion of their product preference.
There will be 50% increase in revenue with the inclusion of a new product.
200 people attended the seminar.
35% people prefer shopping online instead of going to the mall.
It has 12 holidays in this year.
Product X costs Php500.

Suppose a quantitative study is conducted to one of the companies in

Malolos City. The following data were given to determine the factors affecting
customer preferences among the residence of one barangays of Malolos City
ages 21 to 60 years old.

Table 1
Distribution of Respondents by Age

Age Frequency Percentage

21 – 30 years old 170 45.33
31 – 40 years old 90 24.00
41 – 50 years old 80 21.33
51 – 60 years old 35 9.33
Total 375 100

Interpretation of Data (Table 1)

Table 1 reveals that almost 45.33 percent of the respondents are in the
age bracket of 21- 30 years old compared to only 9.3 percent in ages 51 – 61
years old and above and 21.33 percent belonged to the 31- 40 age range.
This age profile is important as it also reflects the current age
demographic for the Filipinos according to Philippine Statistics Authority (PSA).
There is a much younger cohort who has the capacity to purchase
product and services.

Table 2
Distribution of Respondents by Sex

Sex Frequency Percentage

Male 230 61.33
Female 145 38.67
Total 375 100

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Interpretation of Data (Table 2)

Table 2 shows that 61.33 percent of the respondents are female

compared to 38.67 percent males. This is representative of the current gender
distribution of the population in the Philippines.
According to Philippine Statistics Authority (PSA) in 2015 of the total
population in the Philippines, 50.40% are males and the rest are females.
This gender distribution is common among most countries where male
becomes more in population than female (Skelton, 2012).

Analyzing Qualitative Data

Qualitative data analysis works a little differently from quantitative

data, primarily because qualitative data is made up of words, observations,
images, and even symbols. Deriving absolute meaning from such data is nearly
impossible; hence, it is mostly used for exploratory research. While in
quantitative research there is a clear distinction between the data preparation
and data analysis stage, analysis for qualitative research often begins as soon
as the data is available.

Data Preparation and Basic Data Analysis

Analysis and preparation happen in parallel and include the following
steps:

Qualitative Data Analysis Methods

Several methods are available to analyze qualitative data. The most

commonly used data analysis methods are:

Content analysis: This is one of the most common methods to

analyze qualitative data. It is used to analyze documented
information in the form of texts, media, or even physical items.
When to use this method depends on the research questions.
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Content analysis is usually used to analyze responses from interviewees.

Narrative analysis: This method is used to analyze content from

various sources, such as interviews of respondents, observations
from the field, or surveys. It focuses on using the stories and
experiences shared by people to answer the research questions.

Discourse analysis: Like narrative analysis, discourse analysis is

used to analyze interactions with people. However, it focuses on
analyzing the social context in which the communication between
the researcher and the respondent occurred. Discourse analysis
also looks at the respondent’s day-to-day environment and uses
that information during analysis.

Grounded theory: This refers to using qualitative data to explain

why a certain phenomenon happened. It does this by studying a
variety of similar cases in different settings and using the data to
derive causal explanations. Researchers may alter the explanations
or create new ones as they study more cases until they arrive at an
explanation that fits all cases.

Thematic Analysis: In a thematic analysis of qualitative data, the

researcher looks across all the data to identify some recurring
issues. Main themes that summarize all the views collected can be
derived from these issues.

The main stages of thematic analysis are as follows:

A. Read and annotate transcript

In this stage, as a researcher you can have a feel for the data because
primary observations are provided. However, an overview of the data
cannot be achieved in this early stage.

B. Identify themes

In this stage, you can look at the data in details to identify themes. In
each transcript, you may note at the outset what the interviewee is trying
to impart in his/her responses. It is suggested that these themes must
be enumerated and notes be made as abstract as possible.

Here is an example of a transcribed result of an interview

conducted in Bulua National High School to displaced learners during
the Marawi siege. They were able to come up with varied theme
depending on the questions asked. This is a result based on one on one
interview.

Informant 01
Verbatim Translation Theme
I: Paano ka I: How did you recover RECOVERED
nakarecover sa after the siege?
nangyari sa Marawi
P: For me, I have
P: Para sa akin, recovered from what
nakarecove rako sa happened in Marawi
nangyari sa Marawi. ever since we started
Magmula nung tumira to live in my auntie
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 kami dito sa Auntie ko, because we became
mas napalapit kami sa closer and we started
isa’t isa at nasanay to get used to the way
din ako sa of living here
pamumuhay dito.
I: May nagbago ba sa I: Is there any changes SEPARATION
pamilya ninyo in your family ever
magmula nung since that happened?
nangyari yun?
P: Yes, my family got
P: Oo, kasi nagkahiwa separated
hiwalay kaming
pamilya nang dahil
doon.
I: Na apektuhan ba I: Did it affect the GETTING
ang culture ng mga cultural practice of the INFLUENCED BY
Maranao? Maranaos? CHRISTIANS

P: Oo, kasi unti-unti P: Yes, because the

nang nagagaya ng mga maranaos are starting
maranao yung gawain to adopt the things
ng mga Christian tulad that Christians do like
ng pakikipagrelasyon getting in a
at hindi narin pagsuot relationship and not
ng kumbong wearing a veil

C. Develop a coding scheme

Initial themes can be collected to develop a coding scheme. This

includes the enumerated themes and the codes applicable to the data.
Each broad code have a number of sub codes. It is recommended to use
a coding scheme as soon as initial data have been gathered.

D. Coding the data

The next step is applying these codes to the whole data set. This
can be done on either the margins of the transcripts or the statements in
line. In an ideal setting, the whole set of data should be coded to ensure
honest and exhaustive analysis.
There are six basic steps in coding data:

▪ Get an idea of the entire set.

After reading the transcriptions carefully, write down some ideas as
they arise in the margins and transcription.

▪ Select one interesting document.

Choose the shortest and perhaps the most interesting transcript,
reread it and ask questions, “What is the respondent talking about?”
Discern the underlying meaning and jot down in the margins of the
transcript.

▪ Start the document coding process.

Divide the transcript into segments, put brackets in each of the
segments, and give specific code to each phrase or word that exactly
explains or describes the meaning of the text segment.

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 ▪ List all the code words.
After coding the whole text, look for redundant codes by grouping
the similar ones. Through this process, the list of codes can be reduced
into a more manageable number. It is recommended to limit the number
of codes from the start of the process, so that it is easier to manage the
reduction of code number.

▪ Review the list against the data.

Apply this preliminary organizing process to the same transcripts
and find out if the new codes appear.

▪ Categorize the codes for emerging themes or descriptions of the

subject or setting.
Themes or categories are the same codes combined together to
identify major ideas in the data. Identify five to seven categories
representing the most discussed responses of the subjects. These few
themes will enable the researcher to write an in-depth information about
a few themes, rather than a broad description about many themes.

Sample interpretation of data using the extracted table from the

unpublished research paper of Ms. Cristy G. Dablo, entitled, “TEENAGE
PREGNANCY AND ITS INTERVENTIONS: MINIMIZING FUTURE RISKS
AMONG HIGH SCHOOL STUDENTS.”

Table 1.
Experiences knowing that you are pregnant

R1 I’m afraid that my boyfriend won’t carry the responsibility, but I am more
afraid of my parents not accepting me for they don’t like my boyfriend
R2 I am so afraid and reach to the point aborting the the baby’s life inside my
tummy, since I don’t have the parents to turn to. With that, I planned to
commit suicide.
R3 I cried every night, thinking on how to solve the problem. I wanted to abort
the child for I am not ready to become a mother}
R4 As soon as I know that I’m pregnant, I felt so down because I overthink of
possibilities and do not know what to do
R5 I’m afraid… because I put shame on my family. I thought of aborting my
baby inside my tummy. I want to stay away from them, I want to stop
schooling. I lost hope in my life because of the baby.

Interpretation for Table 1:

All of the respondents’ responses were about fear, worries, and

apprehensions. Table 1 showed the emotions that respondents felt knowing
that they were pregnant at an early age. Three (3) directly blurted out the
feeling of fear and the rest indirectly said. Fear on how the parents reacted to
the shame they brought up, fear of hopelessness that the baby shuttered their
future dreams, fear on how they raise the child knowing that they are
incapable of supporting themselves. The fear felt push to worry, apprehend and
think of worst deed to abort the child.

According to Enyegue (2004) teenagers raised in a culture where

parents are really afraid to broach the topic to their kids are at risk of early
pregnancy. With this, many teens worry about what their families will say
when they find out that they are pregnant. So, they avoid telling their parents

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or someone else who might be able to help them find support. This delays their
prenatal care, making the pregnancy even more risky for themselves and their
baby. With that fear, abortion came to their thinking trying to solve the
problem, facing the grim realities of teen pregnancy is not pleasant.

References
Sabaldana, C. (2020). (First Edition; M. J. Dungog, C. Pialago, & J. Palma,
Eds.) [Review of Inquiries, Investigations, and Immersion – Grade 12
Alternative Delivery Mode Quarter 2 – Module 5: Finding the Answers
to the Research Questions (Quantitative)]. Zone 1, Upper Balulang
Cagayan de Oro City 9000: Department of Education - Regional office
10.

Tabamo, E. (2020). (First Edition; M. J. Dungog, C. Pielago, & J. Palma,

Eds.) [Review of Inquiries, Investigations, and Immersion – Grade 12
Alternative Delivery Mode Quarter 2 – Module 6: Finding the Answers
to the Research Questions (Qualitative)]. Zone 1, Upper Balulang
Cagayan de Oro City 9000: Department of Education - Regional office
10.

Your Guide to Qualitative and Quantitative Data Analysis Methods. (2018,

September 5). Retrieved from Atlan | Humans of Data website:
https://humansofdata.atlan.com/2018/09/qualitative-quantitative-
data-analysis-methods/#Qualitative_Data_Analysis_Methods

BI Blog | Data Visualization & Analytics Blog | datapine. (2018, August

22). Retrieved from BI Blog | Data Visualization & Analytics Blog |
datapine website: https://www.datapine.com/blog/data-
interpretation-methods-benefits-problems/

Image Source

(2021). Retrieved from Googleusercontent.com website:

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 PARENTS/GUARDIAN CONFORME

I, _________________________________ , has reviewed

(Name of Parent/Guardian)

my child’s work and responses that he/she accomplished

all the activities in the Self-Learning Material for Quarter

1: Finding the Answers to the Research Questions

____________________ ____________________
Signature Date

Date Developed:
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