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Practical

Week 3 | Day 1 to Day 4

Research 2
Quarter 2 – Module 3:
Plan for Data Collection
Procedure and
Data Analysis
Using Statistics and
Hypothesis Testing

SELF-LEARNING MODULE

DIVISION OF GENERAL SANTOS CITY

Practical Research 2 – Grade 12
Self-Learning Module (SLM)
Quarter 1 – Module 4: Research Title and Background of the Study
First Edition, 2020

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of the Government of the Philippines. However, prior approval of the government agency or
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Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.

Development Team of the Module

Writer: Ester R. Rodulfa
Editor: Rowel Ll. Otero
Reviewers: Rowel Ll. Otero, Sherwin P. Uy, Alma E. Agulan, Niza B. Ponteras,
Jean M. Dizon, Hazel Rose V. Corachea, Alona Rose L. Jimenea
Illustrator: Ester R. Rodulfa
Layout Artist: Ester R. Rodulfa
Cover Art Designer: Reggie D. Galindez
Management Team: Romelito G. Flores, CESO V – Schools Division Superintendent
Mario M. Bermudez, CESO VI – Asst. Schools Division Superintendent
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Gregorio O. Ruales, EPS – ADM Coordinator
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Week 3 | Day 1 to Day 4

Practical
Research 2
Quarter 2 – Module 3:
Plan for Data Collection
Procedure and Data Analysis
Using Statistics and
Hypothesis Testing

SELF-LEARNING MODULE

DIVISION OF GENERAL SANTOS CITY

Introductory Message
For the facilitator:

Welcome to the Practical Research 2 Self-Learning Module (SLM) on Plan for Data
Collection Procedure and Data Analysis Using Statistics and Hypothesis Testing!

This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills 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. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.

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For the learner:

Welcome to the Practical Research 2 Self-Learning Module (SLM) on Plan for Data
Collection Procedure and Data Analysis Using Statistics and Hypothesis Testing!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!

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 resource while being an active
learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or

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 skill into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of
the lesson learned. This also tends retention
of learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

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 What I Need to Know

Good day my dear grade 12 learners! Congratulations. You are now halfway
towards the end of the semester. Continue to be steadfast in your studies and to
focus on reaching for your ultimate dream. Continue your enthusiasm for learning!
Last week you were able to learn how to create data collection instruments
and how to establish its validity and reliability This week, we will discuss how to
plan for your data collection and to plan for your data analysis.

In this module, you will be able to:

• Plan for data collection procedure CS_RS12-IIa-c-5
• Plan for data analysis using statistics and hypothesis testing (if
necessary. CS_RS12-IIa-c-6

Specifically, you are expected to:

1. determine the different approaches for data gathering;
2. identify the appropriate statistical tool need for your data analysis or
hypothesis testing; and,
3. create a data gathering and analysis plan.

What I Know

Before we begin this lesson, let us find out how much you already know
about our topic After taking and checking this short test, take note of the items
that you were not able to answer correctly and look for the right answer as you go
through this module.

Pre-Test: “Let’s try this!

Directions: Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.

1. Which of the following activities will enable you to create a timetable for your
data gathering activities?
a. Budget
b. Schedule
c. Permission
d. Recruitment

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2. As a researcher you would like to have no impediments in your data
gathering activities to be conducted in other institutions. What are you going
to secure to be allowed access to your participants in another organization?
a. Budget
b. Schedule
c. Permission
d. Recruitment

3. Which of the following plans consider the funding for your research data
gathering activities?
a. Budget
b. Schedule
c. Permission
d. Recruitment

4. The researcher would like to determine how many boys and girls are in the
population and which of the two types of sexes comprise the majority of the
population. Which descriptive statistical tool should the researcher use?
a. Standard deviation
b. Percentage
c. Frequency Distribution
d. Range

5. Your science teacher is conducting a statistical analysis of your test results.

She took the mean of all your test scores. Now, she would like to determine
the how far from the mean your test scores are. What descriptive statistical
tool will she use to analyze the data?
a. Standard deviation
b. Percentage
c. Frequency Distribution
d. Range

6. In what type of variable measurement are gender and blood type classified?
a. Nominal scale
b. Ordinal measurement
c. Interval measurement
d. Ratio scale

7. The hypothesis of the study states that there is no relationship between

gender and blood type. What inferential statistical tool should the researcher
use?
a. Chi square
b. Pearson Moment correlation
c. Spearman’s rho
d. Measure of central Tendency

8. You would like to determine if the brand of shoes will affect the speed of
athletes in a 100 meter run. You recorded the speed of 10 athletes when
they are wearing international brand shoes and when they are wearing local
brand shoes. You would like to test your null hypothesis that there is no
significant difference between the athletes’ speed when they use an

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 international brand and local brand of shoes in a 100 meter run. What
inferential statistical tool are you going to use to compare the mean of their
speed during these to situations?
a. Chi square
b. Pearson Moment correlation
c. Spearman’s rho
d. T-test for independent variables.

9. A group of grade 12 students will be conducting a study on the level of social

media usage among elementary pupils from grade 3 to grade 6. They would
like to compare the mean period of exposure of the pupils to social media per
week with in the three grades. This will enable them to test their null
hypothesis that there is no significant difference in the level of social media
exposure among grades 3 to 6 pupils. What inferential statistical tool should
they plan to use?
a. T-test for independent samples
b. One Way Analysis Of Variance (one way ANOVA)
c. T-test for dependent Samples
d. Pearson’s Product moment correlation

10. Teacher Juliane would like to determine the effect of his new teaching
strategy to his grade 2 pupils. At first he gave them a pre-test on the topic he
is to discuss. Then, he discussed the topic using his new teaching strategy
and gave a posttest afterwards. He wanted to test his null hypothesis that
there is no difference between the test scores of his pupils before and after
he discussed the topic. What inferential statistical tool should he plan to use
to analyze his data?
a. T-test for independent samples
b. One Way Analysis Of Variance (one way ANOVA)
c. T-test for dependent Samples
d. Pearson’s Product moment correlation

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 Plan for Data Collection
Lesson
Procedure and Data Analysis
3 Using Statistics and
Hypothesis Testing
Hello, my dearest researcher! How did you cope with your previous modules?
You have gone so far in your research writing journey! Now we will review what you
have learned in your previous lessons.

What’s In

In previous module, you learned to construct an instrument and establish

its validity and reliability. Also, you were able to describe the applicable
intervention.

So, let’s take this review by identifying the appropriate research design for
each title and purpose of the study. Also, we will match the characteristics to the
appropriate sampling design.

Activity 1: “Match Me IF You Can”

Direction: A. Match the situations being identified to the correct answer. Write the
letter of the correct answer on a separate sheet of paper.

1. What research design will the research adopt if the purpose of the study is to
determine the relationship between level of aggression and sports
performance among varsity players in General Santos City.
a. Quasi Experimental design
b. Correlational design
c. Descriptive Design
d. Developmental Research Design
2. What research design will be used in the following research title: “Readiness
to Venture into Entrepreneurship Among Grade 12 ABM Students” ?
a. Quasi Experimental design
b. Correlational design
c. Descriptive Design
d. Developmental Research Design
3. The appropriate research design for the study entitled : “Effect of an
Instructional Video on the Level of Awareness on Cyber Security, Among
Generation X Population” , is :
a. Quasi Experimental design
b. Correlational design

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 c. Descriptive Design
d. Developmental Research Design
4. The research entitled, “Changes in the classroom behavior of Grade 11
students within school year 2019-2020” will adopt which of the following
research design?
a. Quasi Experimental design
b. Correlational design
c. Descriptive Design
d. Developmental Research Design
5. Which of the following is the difference between the Quasi experimental and
True Experimental Research design?
a. One does not determine cause and effect
b. One is performed in a natural environment
c. One does not need randomization of subjects
d. One needs an intervention

B. Match the descriptions in column A to the Sampling design in column B.

COLUMN A COLUMN B
1. Selects respondents that are A. Simple Random Sampling
convenient to reach.
2. Selects respondents with specific B. Judgmental Sampling
purpose or characteristics in
mind.
3. Selects respondent from the C. Stratified Random Sampling
frame by chance
4. Sampling is done after the D. Snowball Sampling
population is divided into strata
5. One or few people will refer the E. Haphazard Sampling
next respondent from the network

Congratulations! You did a great job. You are now ready to explore our
lesson.

What’s New

How are you coping with our lesson? I hope you are doing great. Why do
you think planning is important in our lives? If you say that planning will help you
foresee the steps that you will undertake so you will be able prevent failure by
anticipating problems that may happen, then, you are right! It has been said that
failure to plan is planning to fail. Planning can help you put things in order.

So, let’s start to plan for your data gathering, data analysis and hypothesis
testing.

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Activity 2: “Put Me in Order”

Directions: Arrange the following in order by numbering the steps from 1-7, 1 as
the first step and 7 as the last. Write the corresponding number of each step on the
space provided.

__________ 1. Create a budget for data gathering considering the number of

copies of questionnaires, travel expenses, etc.

__________ 2. Secure permission from the organization to gain access to the

respondents

__________ 3. Secure a reliable and valid research instrument

__________ 4. Ask for informed consent from the respondents

__________ 5. Identify the type of data to be gathered. Is it numerical or textual?

__________ 6. Respondents fill up the questionnaires and researcher retrieves it.

__________ 7. Create a schedule for data gathering considering the number of

samples needed and the time the respondents are available.

Alright! You have now viewed on how to plan for your data gathering and
analysis.

What is It

Planning the Data Collection

Before you can proceed to data gathering, make sure you know what data to
gather. Is it numerical or textual? It is also important that your research
instrument has passed the validity and reliability tests. If you met these
requirements, you are ready to plan for data gathering. Planning enables you to
save time, money and energy.
Here are the things you need to consider in planning for data gathering:

1. Schedule
• Create a timetable for data gathering.
Anticipate how much time you need to reach for you
needed sample size.
• Determine what time will you gather the
data. You will determine this by knowing the

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 schedule of your respondents. They must be available during
your period of data gathering.

2. Budget
• Plan your finances. Allot funding for the following:
▪ reproduction of research instrument
▪ travel expenses during data gathering
if necessary
▪ expenses for sending questionnaires
(mailing fee, cell phone load, etc.)
▪ tokens (for your respondents if you
can afford)
3. Permission
• Obtain the necessary permissions for you to conduct a
hassle - free data gathering activity. Ask permission from the
following:
▪ Head of the institution where you belong. This will inform
authorities that you may not be found on your work or
study area on some designated time because you are out in
the field data gathering.
▪ Administrator of the institution, organization or venue
where your respondents are affiliated. They have to
understand your purpose of your study and not in any way
have conflict with their institution’s interest.

4. Recruitment of respondents and asking for consent

• Recruitment includes looking for persons whose attributes meet
the characteristics of your respondents and ask for
their consent. The issue of getting consent from the
participants is primary to the ethical implementation of
research involving human participants.
• Participants are encouraged to make informed
free decisions on their involvement by giving them sufficient
information about the research and ensure that there is no
coercion or pressure.
• If you are working with participants that are
not legally responsible such as minors, their guardian must be
consulted.
• When participants are not literate, verbal consent can be given but
must be witnessed and or recorded.
• Keep in mind that the primary objective of asking the consent is to
conduct a research that is openly honest and without deception
5. Other things to consider
• Plan what to wear during data gathering. Consider the weather
if you need to go out. Bring necessary protective paraphernalia
• Ensure yours and your respondents’ safety.

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 • Create strategies to build rapport with your respondents to
enable them to fully cooperate and give honest answers.

Statistical Tools for Data Analysis and Hypothesis Testing

Statistics give order and meaning to a compilation of numbers that are

consolidated during data gathring in a
quantitative study. In this discussion, we will
focus on the identification of what statistical tool
to use to analyze the data you plan to gather.
The process of data gathering, will enable
you to measure variables. There are four (4) levels
of scale of variable measurement namely nom
inal, ordinal, interval and ratio. It is important
that you determine what scale of measuremnet is
the variable in your study because statistical analysis can vary according to this
factor.

1. Nominal measurment
• It is the lowest level of measurment which includes assigning a
numerical value to a characteristic of a variable for the purpose of
classification or categorization.
• For example: the data to be gathered is marital status. The types of
marital status are coded as follows for easy clasification: married =1,
single 2, seprated =3 and widowed=4.
• The number code which is the nominal measure assigned indicates
whether the respondents have same or different characteristics or
category, but it cannot be treated mathematically
• Frequency distribution and percentage is used to give meaning to
nominal measurement.

2. Ordinal measurement
• It is organizing based on the rank of the characteristic. It does only
signify classifcation but also the order placement or standing.
• For Example the data to be gathered is the level of satisfaction of
cutomers. The level of satisfaction is coded as : not satisfied =1,
slightly satisfied =2, moderately satisifed=3, highly satisfied=4 , very
highly satisfied =5.
• Ordinal measurement indicates that one is having greater level than
the other but does not quantify to what degree.
• Mean or average are usually meaningless but mode or median is
usually appropirate to analyze ordinal measures.

3. Interval measurement
• The Interval measurment includes specifiyng the rank order of the
characteristics and can assume the equivalent distance between
them. It has a true numerical value unlike the nominal and ordinal
measures that are qualitative in nature. Zero ( 0 ) in this measure
does not mean nothing.

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 • Example : the variable is the pH or the acidity or alkalinity of a
subtance. A pH of higher than 7 netrual . pH value below it indicares
acidity and those above 7 indicades alkalinity. A pH of zero (0) does
not mean no pH. It is in the acidic level.
• Average or mean of the interval scale leads to meaningful statistial
analysis. It is reasonable to take the average pH and get a meanigful
data analysis

4. Ratio scale
• It is the highest level of measurement. It provides information
concerning its degree or extent, its rank and interval or distance
compares with other attributes. Zero (which means nothing) is
meaningful in this scale. An example of a characteristic measured in
ratio scale is weight. One who weighs 200 pounds in 2x as heavy as
one who weighs 100 lbs. All statistical procedures that are suitable for
interval measurement is also appropriate for ratio level data.

Tools for Data Analysis

You need to plan for the appropriate statiscal tool to use to give meaning to
your quantitative data. An appropriate descriptive statical tool to describe,
syntesize and to discern any trend is neessary. Here are some descriptive statistical
tools to use in you data analysis:

1. Frequency dsitribution and percentage

• It is a systematic arrangement of values from lowest ot highest
together with the number of times the value is obtained. Frequency
distrubition is identified the observed values or scores and the
correponding frequency of cases per score. The sum of the number of
frequency is the total sample size.
• The percentage is another tool to to show what part of the total
sample size has obtained the particular score or value. The sum of all
the percentages should equal to 100.

2. Measure of Central tendency

• It is a statisical tool that provides a a single number that best
represent the distribution of values. This is being described as the
average. There are three indexes of central tendency: mode, median
and mean.
➢The mode is the most frequenly occuring score in a dstribution.
It is the most popular score.
➢ The median is the value that divides the scores exacty in half .
➢The mean is the sum of all scores divided by the number of
scores. The value of the mean is affected by every score in the
distribution.mean is the most widley used of the measures of
central tendency. Due to its stability, the mean is the most
useful estimate of central tendency.

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 • If the scores are symmetric and unimodal,
these three indexes coincide while in skewed
distribution, their values differ.
• A variables’s level of measurement plays a role
in deptermining the appropriate index of
central tendency. The mode or median is
appropriate for ordinal measures and the
mean is appropriate for interval and ratio
measures.

3. Variability of distribution
• It is is discriptive statistical tool that describes
how spread out or dispersed the data are from
the mean. Two common indexes of varaibility
are range and standard deviation.
➢The range is based on the highest and lowest score in the
disctribtion.
➢The standard deviation. It indicates the amount of deviation of
the values from the mean. The standard deviation is usually
shown in relation to the mean. The samller the valueof the
standard deviation the smaller also is the difference of the
score form the mean, thus the group is more homogeneous.

Tools for Testing the Hypothesis

Inferential statistics which is based on the law of probability is used to

estimate or draw conclusions about the population based on a data from a sample
population. The use of inferential statistical tools in determining the validity of the
hypothesis enable reseachers to make objective decisions on either to accept or not
to accept the hypothesis.

Testing Differences Between Means

1. The T-test is used to test the difference in group mean especially if the
variable measured in an interval or ratio scale.
• The T-test for independent group is used to determine if there is any
significant difference between the mean scores of two independent
groups.
• Paired t-test on the other hand is used to determine if there is any
signifcant difference between scores of same subjects before and after
the intervention.

2. One Way Analysis of Variance ( One Way ANOVA)- is used to test the
difference between means if there are three or more groups.

Testing Correlations

1. Chi Square
• Commonly used for testing relationships between nominal variables.
• An example research of a hypothesis that can be tested in chi square
is : the is no significant relationship between the persons’

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 temperament and blood type among young adults. Temperament and
blood type are nominal variables.

2. Pearson’s product Moment Correlation or Pearson’s r

• It is a measure of the strength and direction of association that exists
between two variables measured on an interval scale or ratio.
• Pearson’s r can be used to test if there is an association between test
performance represented by test scores and the students’ length of
time spent in studying ( hours).

3. Spearman’s rho
• It is another statistical tool that can be used to determine relationship
between two ranked variables or attributes measured in ordinal scale.
It is an alternative to Pearson’s r when the data is not on an interval
scale.
• An example of a hypothesis that can be tested using spearman’s rho
is to determine if there is a significant relationship between the degree
of job satisfaction to the level of work performance among factory
workers.

Nominal and ratio variables can be identified with little dfficulty but there is a
diifculty in identifying ordinal and interval measures. Some instrumetns like the
likert scale produces data are strictly ordinal but according to Polit and Beck
(2016), treating it like an interval measure results to too few errors. So, statistical
tools to treat interval measures are also used to analyze them.

Now, what do you think are the statistical tools to use in analyzing the data for
your study?

Planning for Data Gathering and Analysis

How do you plan for data analysis? Follow these simple steps: For example in
your study entitled; “Blood Sugar Lowering Activity of Aqueous Fruit Extract Of
Persea americana (Avocado) in Diabetic Male Swiss Mice, you need to examine your
research objectives. You identified that the purpose of you study is to determine the
effect of the aqueous fruit extract of Persia americana (Avocado) to the level of
blood sugar of diabetic male Swiss Mice. You wrote your research objectives on the
table below and identify the variables to be measured, data gathering approach,
research instrument to be used and the statistical tool for data analysis.

PLAN FOR DATA GATHERING AND ANALYSIS MATRIX

Research Questions/ Variables to be Research Variable Variable
Measurement measurement
Objectives measured Instrument and Statistical
tool
Objective #1: What is the • Blood glucose Monitoring Interval Mean and
level of blood sugar of the before the Sheet scale Standard
diabetic male Swiss mice in intervention
from Control
deviation
both control and
group and
experimental groups before
Experimental .
the administration of Group
aqueous fruit extract of
Persia americana
(avocado)?

15
Objective #2: o Blood sugar Monitoring Interval Mean and
What is the level of blood level 30 Sheet scale Standard
sugar of diabetic male minutes after deviation
Swiss mice in both control the
and experimental groups, intervention:
thirty (30) minutes after the from Control
administration after the group. and
administration of aqueous experimental.
fruit extract of Persia group
americana (avocado)?

Objective # 3 Blood glucose Monitoring Interval T-test for

Is there a significant before and one Sheet scale independe
difference in the blood hour after the
intervention from nt group
sugar of diabetic male
Control group and
Swiss mice in both control
Experimental .
and experimental groups, Group
before and after 30 minutes
and one (1) hour of
administration of aqueous
fruit extract of Persia
americana (avocado)?

Here’s another study that you are planning to conduct. The study title is
“Coping Mechanisms And Level Of Adjustment To High School Among Grade Seven
(7) Students In General Santos City National High School.

The purpose of this study is to determine the coping mechanisms used by

the students and their level of adjustment acquired by the student after a semester
of studying in the new normal. You wrote your research objectives on the table
below and identify the variables to be measured, data gathering approach, research
instrument to be used and the statistical tool for data analysis.

PLAN FOR DATA GATHERING AND ANALYSIS MATRIX

Research Questions/ Variables Research Variable Statistical

Measurement
Objectives measured Instrument tool
Objective #1: • Level of Coping Questionnaire Interval Measure of
What is the level of Mechanism Scale central
tendency
coping to school ` mean
requirements in junior
high school among grade
7 students in City High
School?

Objective #2: o Level of Questionnaire Interval Measure of

What is the level of adjustment to Scale central
school tendency
adjustment to school mean
requirements in junior requirements
high school among the
grade 7 students in City
High School?

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Objective # 3 Coping Mechanism Same as Same as Pearson’s
Is there any relationship above above R
between the dominant
Level of
coping mechanism and adjustment to
the level of adjustment school
to school requirements requirements
in junior high school
among the grade 7
students of City High
School

What’s More

Alright! At this moment, be ready for our next activity. Here, your will be
able to use what you have learned from our previous discussions. You can do this!

Let us test your skill in planning for your data gathering ad data analysis.

Activity 3: “Fill Me In!”

Directions: Write the tile of your study on the blank provided and fill in the spaces
on the table. In the column entitled research questions / objectives, fill
in your questions in the statement of the problem. Supply all the data
needed on the table in order to prepare your plan for data gathering
and data analysis.

Title of my study: __________________________________________________________

_____________________________________________________________________________

Plan for Data Gathering and Analysis

Research Questions/ Variables Research Variable Statistical
Measurement
Objectives measured Instrument tool
Objective #1:

Objective #2:

Objective # 3

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Great Job! You are amazingly expert in creating your plan for data gathering and
analysis

What I Have Learned

Now, let us process what you have learned. Let’s do this activity!

Activity 4. “Check your understanding”

Direction: Write true if the statement is correct and write false if the statement is
incorrect.

________ 1. The researcher has to clarify the type of data to be gathered

whether it is numerical or textual before planning for data
gathering.

________ 2. In creating a budget for the data gathering activity, it is important

for the researcher to consider travel expenses.

________ 3. If the respondent for your study cannot read and write, there is ot
need to get the informed consent.

________ 4. Data gathering is an easy activity so the researcher so considering

outfit and protective equipment in planning for data gathering is a
waste time.

________ 5. The measure of central tendency particularly the mean, is most

appropriate to describe the data gathered on marital status,
gender and ethnic group of the respondents.

________ 6. The researcher uses mean, a measure of central tendency, to give

a meaningful analysis to the data on body temperature, gathered
from the respondents.

________ 7. To test the null hypothesis, “There is no relationship between the

number of hours of sleep and the level of productivity among the
factory workers”, the best inferential statistics to be used is
Pearson’s’ product moment relationship

________ 8. The Spearman’s rho is an inferentialstatistics which can be used

to test the hypothesis: There is no significant difference in the job
satisfaction of self-employed and company employed electricians.

________ 9. You would like to test if there is any significant relationship

between class ranking and sociability of senior high school honor
students. The most appropriate data analysis tool is chi square.

18
 ________ 10. An example of a data that belongs to an interval scale of
measurement is body temperature, which is a nominal variable.
and It is an appropriate too can be best analyzed using Pearson’s
r.

Wow, you are excellent!

What I Can Do

Congratulations! You’ve come this far. I know you’ve learned a lot in this
module. Now for your additional activities, just do this.

Activity 5: “Reflect on Your Learning”

Directions: Reflect on the learning that you gained from the lesson by completing
the given chart:

What were incorrect opinions you What new additional learnings did you
have regarding data gathering and gain from the lesson?
data analysis?

19
 Assessment

Good Job! Let’s test what you have learned from the very start of our lesson.

Direction: Read carefully and answer the questions below. Encircle the letter of
your correct answer.

1. Which of the following is the reason why you need to ask permission from
the organization where your respondents are affiliated before recruiting them
to participate in your study?
a. To gain support from the institution in encouraging their personnel to
take part in your study.
b. To gain access to the respondents in the organization
c. To make sure that your goal in the study is not in conflict with the
goals of the organization where your respondents are affiliated.
d. All of the above
2. Why should the researcher create plan for data gathering?
a. To be able to gather accurate and reliable data
b. To be able to save on energy, time and effort
c. To be able to have an organized data gathering activity
d. All of the above
3. What is the purpose of asking for informed consent from the respondents?
a. To ensure that the study is honest and free from deception
b. To enable the researcher to have no liability on the respondent incase
something bad will happen
c. To make the respondent liable for his action
d. All of the above
4. Which of the following must be done by the researcher before planning for
data gathering
a. Secure an approved date for final defense
b. Identify the type of data to be gathered
c. Have the statistical analysis checked by a statistician
d. All of the above
5. It is important for the researcher to determine what scale of measurement
the data in the study are classified because:
a. It identifies the research design of the study
b. It determines what statistical tool to use for data analysis.
c. It determines what sampling design to use
d. It identifies number of respondents for the study.
6. The study aims to determine the common eye color of domestic cats in
General Santos City. They coded the eye color as blue -1, copper=2 and
green 3. In what scale of measurement is eye color classified?
a. Nominal
b. Ordinal
c. Interval
d. Ratio

20
 7. The objective of the study is to determine the average number of cars
passing at JP Rizal street Calumpang General Santos City. In what
scale of measurement is the number of cars classified?
a. Nominal
b. Ordinal
c. Interval
d. Ratio
8. The null hypothesis of the study states that there is no relationship
between the person’s ethic group and temperament. What inferential
statistics will the researcher use in this study?
a. T-test
b. One Way ANOVA
c. Chi Square
d. Pearson’s r
9. The researcher would like to describe the average waist circumference
of teachers teaching in public schools. Which of the following
descriptive statistical tools is most appropriate to use?
a. Mean
b. Median
c. Mode
d. Frequency
10. Furthermore, the researchers would also like to prove that there is
no difference between the average waist circumference of male and
female teachers. What inferential statistical tool will be used for data
analysis?
a. T-test
b. One Way ANOVA
c. Chi Square
d. Pearson’s r

Additional Activities

Here’s a chance to learn! With your group, try the following activities.

Activity 6: One more try!

1. Write a letter of permission for your school principal asking him/her to allow
you to gather data for your research project. Please observe the proper
format for business correspondence.

2. Create a budget for your research project. Consider the questionnaires to be

reproduces, travel expenses if necessary, token for the participants, etc.

21
 BUDGET FOR DATA GATHERING

ITEMS COST/ITEM TOTAL REMARKS

1

TOTAL

You’re on the right track! Keep moving forward.

22
 23
What I Know
1. B
2. C
3. A
4. C
5. A
6. A
7. A
8. D
9. B
10. C
What’s In What’s New What I Have
Activity 1 A Activity 2 Learned
1. B 1. 5
2. C What’s More
2. 3
3. A 3. 7 Activity 4
4. D 1. TRUE
4. 1
5. C 2. TRUE
Activity 1 B 5. 2
6. 4 3. FALSE
1. E 7. 6 4. FALSE
2. B 5. FALSE
3. A 6. FALSE
4. C 7. TRUE
5. D 8. FALSE
9. TRUE
10. FALSE
Assessment What I Can Do What’s More
1. D Activity 5 Activity 3
2. D Answers will vary
3. A depending on the
4. B Answer will vary on the
learners ‘research
5. B learners preconceived
6. A tile and SOP,
opinion and the new
7. D statement of the
concepts that they
8. C problem
learned.
9. A
10.A
Answer Key
References
Data Collection (March 2019) Child Care and Ealderly Education Research
Connections.
https://www.researchconnections.org/childcare/datamethods/survey.jsp

Polit, D. Beck, C. (2016). Nursing Research Generating and Assesing Evidence for
Nurisng Practice. 8th Ed. Lippincott, Williams and Wilkins

University of Leicester (2020) Ethcs.

https://www2.le.ac.uk/institution/ethics/guidance/planning/consent

24
 DISCLAIMER
This Self-learning Module (SLM) was developed by DepEd SOCCSKSARGEN
with the primary objective of preparing for and addressing the new normal.
Contents of this module were based on DepEd’s Most Essential Learning
Competencies (MELC). This is a supplementary material to be used by all
learners of Region XII in all public schools beginning SY 2020-2021. The
process of LR development was observed in the production of this module.
This is version 1.0. We highly encourage feedback, comments, and
recommendations.

For inquiries or feedback, please write or call:

Department of Education – Division of General Santos City

Learning Resource Management System (LRMS)

Tiongson St., Lagao, General Santos City

Telefax No.: (083) 552-8909

Email Address: depedgensan@deped.gov.ph