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SENIOR HIGH SCHOOL

Practical Research 1
Quarter 2 – Module 7:
Analyzing the Meaning
of the Data Gathered
Practical Research 1 for Grade 11
Alternative Delivery Mode
Quarter 2 – Module 7: Analyzing the Meaning of the Data Gathered
First Edition, 2020

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Mary Ann C. Torres, MAED - Admin. & Supervision
Jean G. Fabugais, MAED-ELT, TMC-1
Editor: Lorilyn N. Nudalo, EdD
Reviewer: Lorilyn N. Nudalo, EdD
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Printed in the Philippines by ________________________

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Office Address: Kagawasan, Ave., Daro, Dumaguete City, Negros Oriental

Tele #: (035) 225 2376 / 541 1117
E-mail Address: negros.oriental@deped.gov.ph
 11
Practical
Research 1

Quarter 2 – Module 7:

Analyzing the Meaning

of the Data Gathered
Introductory Message
For the Facilitator:

Welcome to Practical Research 1 Alternative Delivery Mode (ADM) Module

7 on Analyzing the Meaning of the Data Gathered!

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:

Research is creating
new knowledge
Neil Armstrong

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 Practical Research 1 the Alternative Delivery Mode (ADM)

Module 7 on Analyzing the Meaning of the Data Gathered!

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:

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in
the module.

This part includes an activity that aims to

check what you already know about the
What I Know
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
This is a brief drill or review to help you link
:KDW·V,Q the current lesson with the previous one.

In this portion, the new lesson will be

:KDW·V1HZ introduced to you in various ways; a story, a
song, a poem, a problem opener, an activity
or a situation.
This section provides a brief discussion of
What is It the lesson. This aims to help you discover
and understand new concepts and skills.

This comprises activities for independent

practice to solidify your understanding and
:KDW·V0RUH
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
This includes questions or blank
What I Have Learned sentence/paragraph to be filled in to process
what you learned from the lesson.
This section provides an activity which will
What I Can Do help you transfer your new knowledge or
skill into real life situations or concerns.
This is a task which aims to evaluate your
Assessment level of mastery in achieving the learning

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 competency.
In this portion, another activity will be given
Additional Activities to you to enrich your knowledge or skill of
the lesson learned.

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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 TABLE OF CONTENTS

CONTENT PAGES

TITLE PAGE ------------------------------------------------ i

INTRODUCTORY MESSAGE --------------------------------- ii

For the Facilitator --------------------------------- ii
For the Learner ----------------------------------------- iii
WHAT I NEED TO KNOW --------------------------------- 1
Learning Competency --------------------------------- 1
WHAT I KNOW ------------------------------------------------ 1
Activity 1 ------------------------------------------------ 1
WHAT’S IN ------------------------------------------------ 2
Activity 2 ------------------------------------------------ 2
WHAT IS IT ------------------------------------------------ 3
WHAT’S MORE ------------------------------------------------ 9
Activity 3 -------------------------------------------------- 9
WHAT I HAVE LEARNED --------------------------------- 9
Activity 4 --------------------------------- 9
WHAT I CAN DO ---------------------------------------- 10
Activity 5 --------------------------------------- 10
ASSESSMENT ------------------------------------------------ 10
Activity 6 ----------------------------------------------- 10
ADDITIONAL ACTIVITIES ---------------------------------- 12
Activity 7 ---------------------------------------- 12

GLOSSARY ------------------------------------------------ 13

ANSWER KEYS ------------------------------------------------ 14

REFERENCE LIST ------------------------------------------------ 15

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 What I Need to Know

Collection of data which you have done in Module 5 is only the

beginning of your research process. Once you have collected all the
information you needed, you have to organize them. Since your research is
qualitative, this module focuses on “analysis” which is more concerned with
the meaning of information gathered from different sources, such as
notes/observation, recorded interview/transcripts, and/or focus group
transcripts which will be explained in this module.

Learning Competencies

At the end of this module, you are expected to:

1. infer and explain patterns and themes from the data collected;
2. analyze and relate the findings with the pertinent literature; and
3. appreciate the process of analyzing the meaning of data gathered.

What I Know

Activity 1. Let’s check your prior knowledge…

Directions: Read each item carefully. Write TRUE if the statement is true
and FALSE if it is not true. Write your answers on your Activity Notebook.

1. Listening to your audios or reading your records is part of a formal

system in analyzing data.
2. Analysis is a prerequisite before concluding something.
3. Grouping similar kinds of information together in categories is
possible in evaluating data.
4. In analyzing the data, relating different ideas and themes to one
another is needed.
5. The best way to organize data is to go back to your interview guide.
6. It is not necessary to arrange the data since it is understandable and
easy to analyze.
7. Recognizing noticeable themes, repeated ideas, or verbal expression
and patterns of belief that link people and settings together is the
most intellectually challenging phase of the analysis.
8. Results are more reliable when they are complete from numerous
independent bases.

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 9. Validity is enriched when they are confirmed by more than one
“instrument” measuring the same thing.
10. The primary aim in analyzing the gathered facts is to find out if the
recorded data exist to give answers to research questions.

:KDW·V,Q

Activity 2. Let’s amplify your imagination…

Directions: Answer the following in your notebook.

1. What would you like to become someday? ________________________.

You may choose one profession from among the pictures below:

LAWYER JUDGE
https://images.app.goo.gl/Q9EJs1mdBuD3FEU https://images.app.goo.gl/f5Bf5H9HRpG8ci
c6 r88

TEACHER SURGEON
https://images.app.goo.gl/Kd8WjCzfCW2j https://images.app.goo.gl/AU6wn4Ssk7yo
JVb2A WgQD6

PRIEST BEAUTICIAN
https://images.app.goo.gl/rVQygtsDm9aJRmx https://images.app.goo.gl/rVQygtsDm9aJR
T7 mxT7

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 2. List down as many as you can the qualities that you have and you
don’t have as a person that you think are needed for your chosen
profession.

I have these… I don’t have these…

Example: Example:
diligent organized

3. What did you find out? Analyze your answers and write a simple
inference if you could possibly able to reach your goal in life
considering your qualities.

What is It

The starting point of data analysis in qualitative research is by

“getting to know” your data. This can be done by listening to your audios or
reading your transcripts (O’Connor & Gibson, 2003). After doing this, it will
give you a general idea of what people are saying and what results you are
looking for.

Formal Systems

There are formal systems for analysis of qualitative data that have
been developed in order to help researchers get at the meaning of their data
more easily (Rubin & Rubin, 1995). These systems involve:

➢ coding techniques for finding and marking the underlying ideas

in the data;
➢ grouping similar kinds of information together in categories; and
➢ relating different ideas and themes to one another.

Manual Guide

O’Connor & Gibson (2003) provided the researchers a manual to guide

them in the process through a step-by-step guide to analyze qualitative

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interviews (O’Connor & Gibson, 2003). The components to this type of
analysis include:

➢ organizing the data

➢ finding and organizing ideas and concepts
➢ building over-arching themes in the data
➢ ensuring reliability and validity in the data analysis and in
findings
➢ finding possible and plausible explanation for findings
➢ an overview of the final step

Step 1: Organizing the Data

According to Huberman & Miles (1994, p.432) as cited by O’Connor &

Gibson (2003), valid analysis is hugely aided by data displays that are
focused enough to permit viewing of all full data set in one location and are
systematically arranged to answer the research question at hand.

The best way to organize data is to go back to your interview guide.

Identify and differentiate between the questions/topics you are trying to
answer, and those that were simply included in the interview guide as
important, but for the moment, not essential.

Once you have answered your original questions, look at other ideas
and themes that have emerged from your data (surprises). Look at them in
terms of how they relate to your questions and in terms of future research
considerations.

Data should be organized in a way that it is easy to look at, and that
allows the researcher to go through each topic to pick out concepts and
themes.

Step 2: Finding and Organizing Ideas and Concepts

As postulated by Marshall & Ross (1995), identifying salient themes,

recurring ideas or language, and patterns of belief that link people and
settings together is the most intellectually challenging phase of the analysis
and one that can integrate the entire endeavor (Marshall & Ross, 1995,
p.114).

What to look for:

• Words/Phrases Used Frequently. Look for the words that are
frequently used and keep a list of these words.

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 • Finding Meaning in Language. Sometimes, you will notice about the
person’s perceptions, attitudes, and feelings about something simply
by noticing the words they use to express themselves.

• Watch for the Unexpected. This is where you learn new things or
things you didn’t expect to hear. It is important to always follow up
when your participant seems to be going in a new or unexpected
direction. These situations are called “rich points” (Asar, 1998) and
are often valuable.

• Hearing Stories. Stories are a way for the interviewee to communicate

the point of ideas or symbols indirectly. Many events, themes, and
meanings can come out of a story. It is important to pay close
attention to them and to their meanings.

• Coding and Categorizing Ideas and Concepts. Once you have identified
the words/phrases used frequently, as well as the ideas coming from
how the interviewee has expressed him/herself and from the stories
that he/she has told you, you have to organize these ideas into codes
or categories.
Step 3: Building Over-Arching Themes in the Data

Each of the response categories has one or more associated themes

that give a deeper meaning to the data. Different categories can be collapsed
under one main over-arching theme.

Step 4: Ensuring Reliability and Validity in the Data Analysis and in

Findings

Validity: The accuracy with which a method measures what it is

intended to measure (Schopper et al., 1993) and yields data that really
represents “reality” (Goodwin et al., 1987). Validation does not belong in
some separate stage of the investigation, but instead as an ongoing principle
throughout the entire research process.

Reliability: The consistency of the research findings (Kvale, 1996).

Ensuring reliability requires diligent efforts and commitment to consistency
throughout interviewing, transcribing, and analyzing the findings.

As themes and patterns emerge from the data, it is important to go

through the data, carefully searching for negative instances of the patterns.
These are sometimes called “outliers” (Miles & Huberman, 1994). It is often
too easy to discard these since they don’t fit into the patterns and themes of
the data; however, it is just as important that these are carefully examined

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and that possible explanations for these outliers are thought out (Miles &
Huberman, 1994).

The dynamics of the interaction between the interviewer and the

interviewee will be influenced by the personal characteristics of both parties.
Differences in age, gender, education, background, and language will all
have an effect on the outcome of the interview (Miles & Huberman, 1994).

Triangulation: Findings are more dependable when they can be

confirmed from several independent sources. Their validity is enhanced
when they are confirmed by more than one “instrument” measuring the
same thing.

Different types of triangulation

➢ Triangulation from different sources: for example, interviewing

different members of the community who can give different
perspectives on a specific question or topic. Personal journals
are also an example of this.
➢ Triangulation from different methods: looking at the same
questions/topics but trying to answer them using different
research methods, such as surveys, focus groups, and
individual interviews (often blending qualitative and quantitative
methods).
➢ Triangulation from different researchers: having two different
researchers conduct the same interview, for example, or analyze
the same data is a good way to test validity.
What can you expect from triangulation?

Corroboration of the findings: they are both valid and reliable.

OR

Inconsistent or conflicting findings: these can elaborate the

findings and often lead to more complex and context-respective
explanations. Through triangulation, it is not uncommon to find
things that were missed in the original data collection process.
Sometimes, it means that our assumptions were off base, and that we
need to change our questions or do more research.

Obtaining Feedback from Participants

The best way to examine the validity of the research findings
and of the researcher’s interpretation of them is for the researcher to

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 go back and ask those individuals who participated in the study or
who can speak on behalf of them.

“Local informants can act as judges, evaluating the major

findings of a study” (Denzin, 1978).

Focus Groups: After all the interviews have been completed, a

series of focus groups will be conducted in order to obtain feedback
from community members on the accuracy, the validity, and the
appropriateness of the research findings. The implications of the
research findings and how the dissemination of information should be
done will also be discussed.

External Validation of Coding Strategies

Not only is it important to ensure validity in the research

process and findings but also in the data analysis process. One way to
do this is to compare how you (the researcher) have categorized and
coded the results into themes with how a colleague would have done
it. Randomly select a few passages from questions/topics that you
have already coded and analyzed. Give the list of your
codes/categories to a colleague as well as all of the responses for that
question/topic. Have them code the responses and you can compare
the coding with your own as a measure of validity and reliability of
coding strategies. Remember, however, to always protect the identity
of your participant, even if you are working with a trusted colleague.

Step 5: Finding Possible and Plausible Explanations for Findings

So, What Did You Find?

➢ Start by making a summary of your findings and your themes.
Ask Yourself Some Questions
➢ Are these findings what you were expecting, based on the
literature?
➢ Were there any major surprises in the findings?
➢ How are they different/similar to what is stated in the literature
from other similar studies?
Important Sources to Answer Those Questions
Literature
Go back to the literature and compare your findings. This may also
help you find possible explanations for them.

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 An Overview of the Final Steps

What are the Implications of the Findings?

Once you have developed your over-arching themes, you need to think
about the implications. Why is your work important, why should anyone pay
attention to it? What are the implications within each community? How are
the partners within the communities reacting to the findings?

This is where the ACTION comes in from Participatory Action

Research. The findings from the research should help us not only in
identifying strategies to bring about change, or to be more responsive to a
community’s needs, but also help us find realistic ways of implementing
those strategies.

Communicating the Information

Determine (before writing the final report) who will have access to the
information and how those people/communities will be affected by it.

Keeping in line with the foundational principles of the research

project, we aim to disseminate the results carefully, sensitively, and in
conjunction with those affected. It is important to remember that some
study results are sensitive to some people and communities. Hence, ask
yourself, “What is the most appropriate way to let people know of the results
of the study?”

There are many options:

➢ Newspaper
➢ Newsletter
➢ Mail
➢ radio or video
➢ council meeting
➢ focus groups
➢ community workshops/seminars
➢ formal report
These decisions may also have funding implications to be considered.

Organizing the Information into a Final Report

This includes not only the results but also how the entire research
process was carried out, what went right, what went wrong, highlighting the
strengths and limitation as well as what you would do differently and how it
could be improved. One of the most important things to take into

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consideration when writing the final report is knowing who your target
audience is going to be (who is actually going to be reading the report?)
In the final report, you are summarizing why the research question(s)
you were looking at was an important one, how you went about answering it
(methods), what your findings were, the implications of those findings,
recommendations, and strategies, and areas of future research that you
were able to identify.

:KDW·V0RUH

Activity 3. Let’s do it…

Directions: Answer the following questions comprehensively.

1. Why should reliability and validity be established after analyzing the

data gathered?

2. How will you know that the data you gathered are reliable and valid?

What I Have Learned

Activity 4. Let’s reflect…

Directions: Write a short reflection on your Activity Notebook.

I thought _________________________________________________________

__________________________________________________________________.

I learned that ____________________________________________________

__________________________________________________________________.

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 What I Can Do
never mind this part

Activity 5. Let’s prove it…

Directions: By applying all your learnings, get the data you gathered from
your own interviews (If you have not yet done conducting your interview,
contact your research teacher and arrange a time so you can accomplish
this task). Do the following:

1. Analyze your data and look for an over-arching themes (see glossary
for meaning of themes).
2. Make sure that all your questions (refer to your Statement of the
Problem) were all answered.
3. Check if your findings confirm or negates with the findings to other
researchers in your RRL.
4. Make some inferences based from your findings.
5. Label your paper as DRAFT. This must be submitted to your research
teacher.

Assessment

Activity 6. Let’s check it out…

Directions: Read carefully the statements or questions below and write your
answers on your activity notebook.
1. Qualitative data analysis focuses on examining ________________________.
a. numbers b. visions c. words d. concepts

2. The value of data analysis results is determined by their connection with

your ________________________.
a. research method c. research design
b. research title d. research questions

3. The following are research activities to be done in organizing information

for final report, except:

a. summarizing b. coding c. proof reading d. overlooking

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4. The features of participants’ accounts characterizing particular
perceptions and/or experiences that the researcher sees as relevant to
the research question are _________________________.

a. interviewees b. respondents c. themes d. subjects

5. The accuracy with which a method measures and what it is intended to
measure is _____________.

a. validity b. dependable c. reliability d. durability

6. What is the best way to organize data?

a. by familiarizing it c. by stocking them all

b. by calling other researchers d. by looking the interview guide

7. The consistency of the research findings is ______________________.

a. assurance b. insurance c. reliability d. measurable

8. This can elaborate the findings and often lead to more complex and
context-respective explanations__________.

a. finding b. conflicting finding c. initial finding d. false finding

9. Why are focus groups conducted?

a. to obtain knowledge c. to get feedback

b. to find colleagues d. to earn energy

10. Which of the following is not included in the group?

a. coding techniques for finding and marking the underlying ideas in the
data
b. grouping similar kinds of information together in categories
c. selecting the data needed for interpretation
d. relating different ideas and themes to one another

Answer Key:
Activity 1
1. True 6. False
2. True 7. True
3. True 8. True
4. True 9. True
5. True 10. True

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 Additional Activities

Activity 7. Let’s go beyond…

Directions: From your Draft in your Activity 5, present the results of your
study by writing a final draft with a heading RESULTS. Use the following
guide:

Paragraph 1. Restate your problem in a paragraph form.

Paragraph 2. Briefly describe the methodology used in your study,

Respondents, Instruments, etc.

Paragraph 3. Present the summary of your findings and analysis. These

include your inferences.

Use a clean short bond paper and be consistent with the format.

You are almost done with your paper.

Expected output from previous and current modules:

Title
Introduction
Statement of the Problem
Scope and Delimitation of the Study
Significance of the Study
Review of Related Literature
Methodology
Research Design
Participants
Sampling
Data Gathering Procedure
Results

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Glossary

Coding - is the process of identifying themes in accounts

and attaching labels (codes) to index them.
Data Analysis - is the process of systematically applying statistical
and/or logical techniques to describe and illustrate,
condense and recap, and evaluate data.
Informant - is a person who provides privileged information
about a person or organization to an agency.
Themes - are features of participants’ accounts
characterizing particular perceptions and/or
experiences that the researcher sees as relevant to
the research question.
Triangulation - refers to the practice of using multiple sources of
data or multiple approaches to analyzing data to
enhance the credibility of a research study.

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 25
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Activity 1
1. True 6. False
2. True 7. True
3. True 8. True
4. True 9. True
5. True 10. True
Activity 2 (Answers may vary)
Activity 3 (Answers may vary)
Activity 4 (Answers may vary)
Activity 5 (Answers may vary)
Activity 6 (Assessment)
1. C 6. D
2. D 7. C
3. D 8. B
4. C 9. C
5. A 10. C
Activity 7 (Answers may vary)
Answer Key Week 5-Module 7
References

Denzin, N. 1978, The Research Act: A Theoretical Introduction to

Sociological Methods, New York: McGraw-Hill.

Kvale, S. (1996), Interviews: An Introduction to Qualitative Research

Interviewing, Sage,Thousand Oaks, CA.

Marshall, C. and G. Rossman 1995 Designing Qualitative Research. Sage

Publications, Thousand Oaks California.

Miles, H.B., and A.M. Huberman 1994 Qualitative Data Analysis. Sage
Publication, Thousand Oaks California.

O’Connor, H. & Gibson, Nancy. (2003). A Step-By-Step Guide To Qualitative

Data Analysis. Pimatisiwin: A Journal of Aboriginal and Indigenous
Community Health. 1. 63-90.

Rubin, J.H. and S.J. Rubin 1995 Qualitative Interviewing, the Art of Hearing
Data. Sage Publications, Thousand Oaks California.

Schopper D, Doussantousse S, Orav J. Sexual behaviors relevant to HIV

transmission in a rural African population: How much can a KAP
survey tell us? Soc. Sci. Med 37:401–412. [PubMed: 8356488]

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For inquiries or feedback, please write or call:

Department of Education – Schools Division of Negros Oriental

Kagawasan, Avenue, Daro, Dumaguete City, Negros Oriental

Tel #: (035) 225 2376 / 541 1117

Email Address: negros.oriental@deped.gov.ph
Website: lrmds.depednodis.net