RESEARCH

PROJECT
MIDTERM WEEK 4
 PROJECT
READS
Read Everything About your field, Digest and Share
OBJECTIVES
• identify the process of interpreting the quantitative data;
• determine the importance of interpreting data
accurately; and
• interpret the gathered quantitative and qualitative data
objectively.
In a culture where we are bombarded with other
people trying to define us, how do we make
decisions for ourselves?
Key Differences of Quantitative and Qualitative:
• Qualitative data is not countable. It’s chunks of text, photos, videos,
and so on
• Quantitative data can be counted as it’s numerical
• Qualitative data is usually unstructured, which means it’s not ordered
or grouped logically.
• Most of the time qualitative data will be collected from a smaller
sample size than quantitative data because, generally, you’re not
looking for statistical significance with qualitative research
• Qualitative data is quite rich, and can give you directional insights
about people’s thoughts, feelings, emotions, and so on
• Quantitative data can help to give you more confidence about a trend,
and allow you to derive numerical facts
 ANALYZING QUANTITATIVE DATA
Quantitative Data Interpretation
It is the process of analyzing survey results, where information is often
compiled into data tables for easy reference.

Most central to the RESULTS section, you tell the reader what
statistics you conducted to test your hypothesis or hypotheses and what
the results indicated.
 WHAT TO INCLUDE IN RESULTS SECTION?
1. Give the descriptive statistics of the variables (frequency and percentage,
mean, etc.).
APA Style tables have the following basic components:
a) Table Number. The table number (e.g., Table 1) appears above the table title
and body in bold font.
b) Title. The table title appears one double-spaced line beside the table number.
Give each table a brief but descriptive title, and capitalize the table title in italic title
case.
c) Headings. All tables should include column headings, including a stub heading
(heading for the leftmost, or stub, column).
d) Body. The table body includes all the rows and columns of a table (including
the headings row). A cell is the point of intersection between a row and a
column.
 EXAMPLE:
Table 1: Profile of the Respondents
Profile Variables Categories Frequency Percentage
Female 23 57.50
Gender Male 17 42.50
TOTAL 40 100.00
Private 22 55.00
Type of School Public 18 45.00
TOTAL 40 100.00
Table 1 shows that majority of the respondents are female and are from private
schools.

Note: The most important principle to follow when creating a table is to present
information in a way that is easy for readers to understand. Provide sufficient
information in the table itself so that readers do not need to read the text to
understand it. Do not include what is obvious on the table (just like the
percentage and frequency count).
 EXAMPLE:
Table 2: Changes in the Experience of the Respondents During the New Normal
Category Mean Interpretation
Academic Life 4.04 Very Satisfactory
Life at Home 2.69 Satisfactory
Socio-Economic Well Being 3.42 Satisfactory
OVERALL MEAN 3.55 VERY SATISFACTORY
Table 2 reveals that the students have a very satisfactory level of reading
comprehension along literal, appreciative, and creative dimensions, but have
only satisfactory level along the interpretative and critical dimensions. In general,
the respondents have very satisfactory level of reading comprehension.

Note: When creating a table, place entries that are to be compared next to each
other. Use the same font in tables as in the rest of your paper.
2. Provide a brief rephrasing of your hypothesis. Then tell the reader what
statistical test you used to test your hypothesis and what you found. Explain
which findings were in the predicted direction, and which were not (if any).
Were differences statistically significant? Don't merely give the statistical
numbers without a supporting sentence.

You also cannot use statistics as though they were parts of speech (i.e.,
nouns). Instead, translate important data into words and provide the
statistics as evidence for your reported results. However, don't try to
interpret why you got the results. Leave that to the Discussion section.
2. Provide a brief rephrasing of your hypothesis. Then tell the reader what
statistical test you used to test your hypothesis and what you found. Explain
which findings were in the predicted direction, and which were not (if any).
Were differences statistically significant? Don't merely give the statistical
numbers without a supporting sentence.
Table 3: Test of Significant Difference on Level of Reading Comprehension of the
Respondents when Grouped According to Profile Variables
Profile Categories t-value p-value Decision
Variables
Gender Literal 0.655 0.526 Accept Ho
Comprehension
Interpretation 1.400 0.259 Accept Ho
Critical Thinking 0.554 0.579 Accept Ho
Creative Reading 1.400 0.031 Reject Ho
Appreciation 0.655 0.045 Reject Ho
TOTAL 1.885 0.166 Accept Ho
Type of School Literal 0.071 0.943 Accept Ho
Comprehension
Interpretation 0.974 0.385 Accept Ho
Critical Thinking 0.777 0.572 Accept Ho
Creative Reading 0.705 0.499 Accept Ho
Appreciation 0.686 0.035 Reject Ho
TOTAL 1.857 0.150 Accept Ho
Table 3 shows that the level of literal comprehension, interpretation and critical
thinking of the respondents does not differ significantly when grouped according to
gender. However, level of creative reading and appreciation skill differs significantly
when grouped according to gender. For the level of reading comprehension when
groped according to type of school, only appreciation differs significantly. Overall,
the level of Reading Comprehension of the respondents does not differ significantly
when grouped according to gender and type of school.

Note: For ANOVA (F-test) for test of difference, if the result differs significantly, you
need to include the POST-HOC test of difference to identify which group differs
significantly.
 ANALYZING QUALITATIVE DATA
The following extracts are examples of how qualitative data might be
presented:
The objective of this study was to determine how medical films and series
influence the motivation of Grade 10 students taking a STEM-Health Strand. To
attain this, qualitative data were collected from 30 informants through an online
interview via Google Meet, Messenger, or Zoom. The interview consisted of
questions that inquired how and in what way do the Medical Films and Series
motivated them to take STEM-Health and what are the learnings they gained upon
watching. With these questions, informants discussed how medical films and series
contributed to their motivation and whether they found them beneficial as a student.
Overall, four themes emerged from the responses presented below:
THEME 1: Motivation from Ideal Perception of Healthcare Providers
Watching medical films and series are a good source of entertainment and motivation for students. Moreover, these films and series that they were
exposed to were fictional, ideally presenting the ideal perception of healthcare providers. Thus, the informants developed an idealism of what actually
happens to the patients and healthcare providers inside a hospital, in which they used as a source of motivation. Informants then believed that
healthcare providers possessed admirable qualities such as commitment, compassion, and mainly altruism. Findings of this study revealed that
informants were inspired by the fictional portrayals of healthcare providers that contributed to their motivation to take STEM-Health and pursue a
healthcare profession.
Some of the verbalizations of the informants are as follows:

Informant 7: “Na-inspire po ako dahil sa willingness nila to help and take risk just to save the lives of their patients po. Between death and life
situation yung sinasabak nila araw-araw, kaya sobrang na-inspire ako kasi committed sila sa works po nila.” [I was inspired because of their
willingness to help and take risks to save their patients’ lives. They face life and death situations every day. That is why I am so inspired because
they are so committed to doing their work.]

Informant 15: “In a way na niririsk ng doctors yung life nila just to save one’s life…Parang mas tumaas yung ego ko na ipursue yung pagiging
doctor dahil dun…makikita mo po talaga na sobrang passionate nila sa career nila…” [In a way, doctors risk their lives just to save one’s life…it
boosted my ego to pursue becoming a doctor because of that…you can really see that they are so passionate with what they’re doing.]

Informant 25: “...they are emotionally strong lalo na pag may namamatay pong patients nila…they are strong-willed po, mataas yung level of
determination nila so tinatry ko rin po maging ganon.” [...they are emotionally strong especially, when one of their patients die…they are strong-
willed, they have a high level of determination that is why, I am also trying to be like that.]
THEME 2: Influence of Upward Social Comparison on Student Motivation
During the data analysis, a pattern of response was discovered in the informants' responses to the question of how the medical films and series
they'd watched influenced them to pursue a healthcare profession, thus motivating them to take the STEM-Health strand. This pattern revealed that
informants are highly motivated because they were able to relate themselves to the characters and use these characters as a source of motivation,
this can be simply termed as upward social comparison.
Informants were discovered to be able to evaluate themselves and gain motivation to pursue a healthcare profession through upward social
comparison, in which they relate and compare their own characteristics to those portrayed in medical films and series, while also using the qualities of
these characters as a benchmark for self-improvement. The findings of this study revealed that informants were able to relate to characters who
portrayed healthcare providers.
Some of the verbalizations of the informants are as follows:
Informant 1: “...madami po mga katangian na nakikita ko po sa pinapanood ko and sakin na pareho po katulad po ng hindi po ako madaling
sumuko…” [...there are many qualities I've seen in medical films and series that I've watched that are similar to mine, such as not giving up
easily…]
Informant 2: “…tulad nga po ng sinabi ko yung hardwork and dedication nila, naniniwala po akong ganun din po ako...” [...just like what I’ve
mentioned about their hardwork and dedication, I believe I possess these qualities as well…]
Informant 20: “...kasi yung character nila (Kang Mo Yeon and Meredith Grey), binibigay nila ang best nila to fit in and to prove what they can do
and I can relate to that because I also want to prove something.” [...because their characters (Kang Mo Yeon and Meredith Grey) give their best to
fit in and to prove what they can do, and I can relate to that because I, too, want to prove something.]
THEME 3: Source of Fundamental Healthcare Knowledge
Fundamental Healthcare Knowledge is the basic information aligned with the healthcare field that serves as the foundation in learning a more
complex topic. It was revealed that the medical films and series served as an effective tool in introducing fundamental healthcare knowledge that was
shown in the scenes and portrayed by the characters. Informants claimed to acquire foreknowledge about health conditions, medical procedures,
medical terms, hospital etiquettes, and general information on Physiology. Findings of the study revealed that informants gained fundamental
healthcare knowledge.
Some of the verbalizations of the informants are as follows:
Informant 2: “I got to learn the other parts of our body, other terms used in the healthcare field, at yung mga pwedeng maging cause ng isang
sickness sa katawan…”. [I got to learn the other parts of our body, other terms used in the healthcare field, and the possible causes of diseases.]
Informant 19: “Marami din po akong mga term na natutunan on how they do their operations.” [I also learned a lot about the terms on how they do
their operations.]
Informant 20: “…watching Grey's Anatomy provided me some insights into what and how it's like to be a neurosurgeon, cardiothoracic surgeon,
and many other specialties. I was also introduced to some possible symptoms of different diseases.”
Informant 22: “Marami po akong natutunang mga bagay lalo na po sa surgeries. Kung paano po sila mag prepare such as the way they wash their
hands bago po mag start ng surgery then yung mga words po na ginagamit nila like "10 blade", “Push one of epi”...” [I learned a variety of lessons,
especially about surgeries and their preparations such as washing their hands before starting the surgery and the words that they use like “10
Blade”, “Push one of epi”...]
THEME 4: Learning Enhancement Tool for STEM-Health students
Learning enhancement tool refers to any app, program, media, or technology which can enhance a student's ability to learn new knowledge and a
teacher's ability to impart this knowledge. In this study, the learnings of the informants which they gained from watching medical films and series
contributed to their decision to take STEM-Health as their strand by revealing that these new sets of skills and knowledge were effective learning
enhancement tools for them as aspiring STEM-Health students.
The results showed that the new skills and knowledge the informants gained were beneficial in their learning as STEM-Health students in a way
that it assists them to have an insight on the strand they will be taking, familiarizes them on the health-related topics, enables them to put their
learnings into practice, serves as their motivation to keep pursuing health strand, and develops good values such as time management and good
communication skills that they can apply while learning. The learnings that were obtained from medical films and series which serves as effective
learning enhancement tools promotes a better learning for the students as they enter the STEM-Health strand and teachers can develop new teaching
approaches to utilize such as using clips from medical films and series to convey knowledge to students.
Some of the verbalizations of the informants are as follows:
Informant 1: "...nabibigyan naman po ako ng mga maliliit na ideas na puwede kong magamit and maishare kapag nag-STEM ako..." [...It gives me
small ideas that I can use and share when I will take the strand STEM…]
Informant 8: "Yes, because watching those films is like experiencing the situation firsthand."
Informant 13: "Yes, beneficial din siya lalo na since distance learning tayo ngayon, mahirap din (matuto) kasi wala kang pagbasehan kung anong
gagawin mo…" [Yes, it is also beneficial especially since we are in a distance learning now, it is difficult (to learn) because you have no basis on
what you will do…”]
Informant 20: "..it gives me some ideas on how I can approach my future career, which will surely lead me to pursue STEM-Health as my SHS
strand.."
 “Always do right – this will gratify some and astonish the
rest.” - Mark Twain

“If you suffer for doing good and you endure it, this is
commendable before God. ” - 1 Peter 2:20
 Excellent Very Good Good Fair Needs Improvement
(5) (4) (3) (2) (1)

The content uses The content uses a

The content richly The content supports The content uses a few
some facts, examples, few facts, examples,
supports the thesis with the thesis with relevant facts, examples, and
Content and details. It includes and details. The
relevant facts, facts, examples, and details. It includes
some minor information included is
examples, and details. details. some inaccuracies.
inaccuracies incorrect.

Themes are well Themes are

Themes are somewhat
organized contain a satisfactorily Themes are poorly
organized and contain a Themes are not
Organization/ general thought and developed, organized, and most
general thought but are related to the topic
Interpretation are correctly Some parts are not parts are not explained
not perfectly interpreted being discussed.
interpreted by the properly explained and and interpreted.
by the researchers.
researchers interpreted.
All themes that are Included a theme that is Included 2-3 themes
Included 4-5 themes
connected to the topic. not connected to the which are not All themes are not
Relevance that are not connected
topic. connected to the topic. connected to the topic.
to the topic.
Data Gathering