SHS

www.shsph.blogspot.com

Inquiries, Investigation,
and Immersion
Quarter 2 Module 1- Lesson 2
Finding the Answers to the Research Questions
(Interpretation and Presentation of Results)
www.shsph.blogspot.co
Inquiries, Investigations, and Immersion
Quarter 2 Module 1 – Lesson 2: Finding the Answers to the Research
Questions (Interpretation and Presentation of Results)

Republic Act 8293, Section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government
agency or office wherein the work is created shall be necessary for exploitation of
such work for profit. Such agency or office may, among other things, impose as a
condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright
holders. 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.

Regional Director: Gilbert T. Sadsad

Assistant Regional Director: Jessie L. Amin

Development Team of the Module

Writer:

Reu Amor A. Diga - Gov. Mariano E. Villafuerte High

School
Editors:
1. Gilda A. Castañeda – Dalipay High School
2. Angustia P. Oraa – Visita de Salog High School
3. Gemma A. Realo – Don Mariano C. Veneracion National High School

Reviewers:
1. Preciosa R. Dela Vega, EPS-English, SDO Camarines Sur
2. Jeanette M. Romblon, EPS I - English, SDO Masbate City

Illustrators and Layout Artists:

1. Edmark M. Pado – Cabugao Elementary School

2. Mary Jane S. San Agustin – Fundado Elementary School

Printed in the Philippines by

www.shsph.blogspot.co
ModuleFinding the Answers to the Research Questions
K

1 Lesson 2 - Interpretation and Presentation of Results

Last week, you learned data analysis method along with the intellectual
honesty in research
In Lesson 2 of this module, you will be familiarized about the interpretation as
the process of attaching meaning to the data gathered and analyzed. Along with this,
you will also learn the various data interpretation methods one can use—qualitative
and quantitative research methods. You will learn to choose the best type of graph,
graph and interpret the data, and look for patterns and trends. It will guide beginner
researchers to investigate, communicate results, conceptualize framework of the
research paper, and practice the research integrity and intellectual honesty.

Learning Target
In this lesson, you are expected to interpret data gathered using suitable
techniques and conceptualize framework of the research paper

Vocabulary List

The following terms will be encountered in the lesson:

.
 Data Interpretation- is the process of making sense of numerical data that has
been collected, analyzed, and presented.

 Data presentation- Data interpretation methods are how analysts help people
make sense of numerical data that has been collected, analyzed and
presented.

 Conceptual framework is an analytical tool that is used to get a

comprehensive understanding of a phenomenon. It can be used in different
fields of work and is most commonly used to visually explain the key concepts
or variables and the relationships between them that need to be studied.

1
 www.shsph.blogspot.co
Warming Up

Task. Tough Graphs

A. Name the following pictures presented below and write a brief description of
each. Choose your answers from the box. Do this in a separate sheet of
paper.
Bar graph Pie graph
Line graph Table

Image source: https://www.formpl.us/blog/data-interpretation#:~:text=Data%20interpretation%20and%20analysis%20is,involves%20the%20analysis%20of%20data.

B. Study the series of graphs below, and then answer the following
questions in each graph. Use a separate sheet of paper in answering the
activity.

2
www.shsph.blogspot.co

Questions:

Graph A
1. What is the name of the axis labelled “M”?
2. What is the name of the axis labelled “N”?
3. What is each division worth on the x-axis?

Graph B.
4. What is the value of P?

Graph C
5. What type of graph is this?
6. If segment R is 60%, what is
approximate value of segment X?

Graph D
7. Approximately how much gas was given
off after 2 minutes?
8. Approximately how much gas was given
off between 2 and 3 minutes?

Graph E
9. What type of graph is this?
10. What is the missing value in the table?

Learning About It

Interpreting the Data

Interpretation is the process of attaching meaning to the data. After identifying

and analyzing, coding and organizing a presentation, and identifying the themes and
patterns, the next step is to interpret the results. In this process, the results are
synthesized into a coherent whole. Meaning and significance are attached to the
analysis of data. The themes and patterns serve to explain the findings. The
implications of the study are highlighted in this section as a preface for the final parts
of the research paper which are the summary of the findings, conclusion, and
recommendations.

The following are the steps in interpreting research findings:

a. Points or important findings should be listed.
b. The lessons learned and new things should be noted.
c. Quotes or descriptive examples given by the participants should be included.
d. The new found knowledge from other settings, programs, or reviewed
literatures should be applied.

3
www.shsph.blogspot.co

4
www.shsph.blogspot.co
The following are the levels of interpretation as considered in organizing the
discussion of the results (Ducut & Pangilinan, 2006):

a. Level 1. Data collected are compared and contrasted and any unexpected
results may be included. Comments on certain shortcomings of the study may
be made but they should not overly emphasize the flaws.
b. Level 2. The internal validity of the results, as well as their consistency or
reliability, is explained. The causes or factors that may have influenced the
results are described.
c. Level 3. The external validity of the results, that is, their generally or
applicability of the external condition is explained.
d. Level 4. The data are related to theoretical research or with reviewed
literature.

The importance of data interpretation is evident and this is why it needs to be

done properly. Data is very likely to arrive from multiple sources and has a tendency
to enter the analysis process with haphazard ordering. Data analysis tends to be
extremely subjective. That is to say, the nature and goal of interpretation will vary
from business to business, likely correlating to the type of data being analyzed.
While there are several different types of processes that are implemented based on
individual data nature, the two broadest and most common categories are
“quantitative analysis” and “qualitative analysis”.

Yet, before any serious data interpretation inquiry can begin, it should be
understood that visual presentations of data findings are irrelevant unless a sound
decision is made regarding scales of measurement. 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 ROI. 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.).
 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.

How to Interpret Data

When interpreting data, an analyst must try to discern the differences between
correlation, causation and coincidences, as well as many other bias – but he also
has to consider all the factors involved that may have led to a result. There are
various data interpretation methods one can use.

In this part, we will look at the two main methods of interpretation of data: with
a qualitative and a quantitative analysis.

5
www.shsph.blogspot.com
Qualitative Data Interpretation

Qualitative data analysis can be summed up in one word – categorical. With

qualitative analysis, data is not described through numerical values or patterns, but
through the use of descriptive context (i.e., text). Typically, narrative data is gathered
by employing a wide variety of person-to-person techniques. These techniques
include:
 Observations: detailing behavioral patterns that occur within an observation
group. These patterns could be the amount of time spent in an activity, the
type of activity and the method of communication employed.
 Documents: much like how patterns of behavior can be observed, different
types of documentation resources can be coded and divided based on the
type of material they contain.
 Interviews: one of the best collection methods for narrative data. Enquiry
responses can be grouped by theme, topic or category. The interview
approach allows for highly-focused data segmentation.

A key difference between qualitative and quantitative analysis is clearly

noticeable in the interpretation stage. Qualitative data, as it is widely open to
interpretation, must be “coded” so as to facilitate the grouping and labeling of data
into identifiable themes. As person-to-person data collection techniques can often
result in disputes pertaining to proper analysis, qualitative data analysis is often
summarized through three basic principles: notice things, collect things, think about
things.
Quantitative Data Interpretation
If quantitative data interpretation could be summed up in one word (and it really
can’t) that word would be “numerical.” There are few certainties when it comes to
data analysis, but you can be sure that if the research you are engaging in has no
numbers involved, it is not quantitative research. Quantitative analysis refers to a set
of processes by which numerical data is analyzed. More often than not, it involves
the use of statistical modeling such as standard deviation, mean and median. Let’s
quickly review the most common statistical terms:
 Mean: a mean represents a numerical average for a set of responses. When
dealing with a data set (or multiple data sets), a mean will represent a central
value of a specific set of numbers. It is the sum of the values divided by the
number of values within the data set. Other terms that can be used to
describe the concept are arithmetic mean, average and mathematical
expectation.
 Standard deviation: this is another statistical term commonly appearing in
quantitative analysis. Standard deviation reveals the distribution of the
responses around the mean. It describes the degree of consistency within the
responses; together with the mean, it provides insight into data sets.
 Frequency distribution: this is a measurement gauging the rate of a
response appearance within a data set. When using a survey, for example,
frequency distribution has the capability of determining the number of times a
specific ordinal scale response appears (i.e., agree, strongly agree, disagree,
etc.). Frequency distribution is extremely keen in determining the degree of
consensus among data points.

6
www.shsph.blogspot.co
Typically, quantitative data is measured by visually presenting correlation tests
between two or more variables of significance. Different processes can be used
together or separately, and comparisons can be made to ultimately arrive at a
conclusion. Other signature interpretation processes of quantitative data include:
 Regression analysis
 Cohort analysis
 Predictive and prescriptive analysis
Why Data Interpretation Is Important
The purpose of collection and interpretation is to acquire useful and usable
information and to make the most informed decisions possible. From businesses, to
newlyweds researching their first home, data collection and interpretation provides
limitless benefits for a wide range of institutions and individuals.
Data analysis and interpretation, regardless of method and
qualitative/quantitative status, may include the following characteristics:
 Data identification and explanation
 Comparing and contrasting of data
 Identification of data outliers
 Future predictions
Data analysis and interpretation, in the end, helps improve processes and identify
problems. It is difficult to grow and make dependable improvements without, at the
very least, minimal data collection and interpretation. What is the key word?
Dependable. What are a few of the business benefits of digital age data analysis and
interpretation?
1) Informed decision-making: A decision is only as good as the knowledge that
formed it. Informed data decision making has the potential to set industry leaders
apart from the rest of the market pack.
2) Anticipating needs with trends identification: data insights provide knowledge,
and knowledge is power. The insights obtained from market and consumer data
analyses have the ability to set trends for peers within similar market segments.
3) Cost efficiency: Proper implementation of data analysis processes can provide
businesses with profound cost advantages within their industries.
4) Clear foresight: companies that collect and analyze their data gain better
knowledge about themselves, their processes and performance. They can identify
performance challenges when they arise and take action to overcome them. Data
interpretation through visual representations lets them process their findings faster
and make better-informed decisions on the future of the company.
Presenting Data for Interpretation
Textual Method Tabular Method Graphical Method
- Rearrangement - Frequency - Bar chart
from lowest to Distribution - Histogram
highest Table (FDT) - Frequency Polygon
- Stem-and-leaf plot - Relative FDT - Pie Chart
- Cumulative FDT - Less than,
- Contingency FDT greater than,
Ogive
Source/Link:https://www.slideshare.net/mobile/WinonaEselBernardo/presentation-of-data-10958540

7
www.shsph.blogspot.co
Various methods of data presentation can be used to present data and facts
based on available data set. Widely used format and data presentation techniques
are mentioned below:

1. As Text – Raw data with proper formatting, categorization, indentation is most

extensively used and is a very effective way of presenting data. Text format is
widely found in books, reports, research papers and in this article itself.
a. With the rearranged data, pertinent data worth mentioning can be
easily recognized. The following is one way of presenting data in
textual form.
b. Stem-and-leaf Plot is a table which sorts data according to a certain
pattern. It involves separating a number into two parts. In a two-digit
number, the stem consists of the first digit, and the leaf consists of the
second digit. While in a three-digit number, the stem consists of the
first two digits, and the leaf consists of the last digit. In a one-digit
number, the stem is zero.
Below is the stem-and-leaf plot of the ungrouped data given in the example.
Stem Leaves
0 -9
1 -7,8
2 -0,3,3,4,5,6,7,8,9
3 -4,4,5,5,7,8,8,8,8,9,9,9
4 -2,3,3,4,4,5,5,5,6,6,6,8,9
5 -0,0,0
Utilizing the stem-and-leaf plot, we can readily see the order of the data.
Thus, we can say that the top ten got scores 50, 50, 50, 49, 48, 46, 46, 46,45, and
45 and the ten lowest scores are 9, 17, 18, 20, 23,23,24,25,26, and 27.

2. In Tabular Form – Tabular form is generally used to differentiate, categorise,

relate different datasets. It can be a simple pros & cons table, or a data with
corresponding value such as annual GDP, a bank statement, monthly
expenditure etc. Quantitative data usually require such tabular form.
A frequency distribution table (FDT)- is a table which shows the data arranged
into different classes(or categories) and the number of cases(or frequencies) which
fall into each class.

Table 1.1
Frequency Distribution for the Ages of 50
Students Enrolled in Statistics

Age Frequency
12 2
13 13
14 27
15 4
16 3
17 1
N=50

8
www.shsph.blogspot.co

a. Relative FDT
relative frequency = class frequency
sum of all frequencies

b. Cumulative FDT or Complete FDT

c. Contingency FDT-This is a table which shows the data enumerated by

cell. One type of such table is the “r by c” (r x c) where the columns
refer to “c” samples and the rows refer to “r” choices or alternatives.

9
www.shsph.blogspot.co
A complete FDT has class mark or midpoint (x), class boundaries (c.b),
relative frequency or percentage frequency, and the less than cumulative
frequency (<cf) and the greater than cumulative frequency (>cf).

ImagesSource/Link:https://
3. In Graphical Form – Data can further be presented in a simpler and even
easier form by means of using graphics. The input for such graphical data can
be another type of data itself or some raw data. For example, a bar graph &
pie chart takes tabular data as input. The tabular data in such case is
processed data itself but provides limited use. Converting such data or raw
data into graphical form directly makes it quicker and easier to interpret.

a. Bar Charts/Bar Graphs: These are one of the most widely used charts
for showing the grown of a company over a period. There are multiple
options available like stacked bar graphs and the option of displaying a
change in numerous entities.
b. Line Chart: These are best for showing the change in population, i.e.,
for showing the trends. These also work well for explaining the growth
of multiple areas at the same time.
c. Pie Charts: These work best for representing the share of different
components from a total 100%. For eg. contribution of different sectors
to GDP, the population of different states in a country, etc.
d. Combo Chart: As the name suggests it is a combination of more
than one chart type. The one shown in the figure below is a
combination of line and bar graph. These save space and are at times
more effective than using two different charts. There can even be 3 or
more charts depending on the requirement.
Conceptual Framework

A conceptual framework is used to illustrate what you expect to find through

your research, including how the variables you are considering might relate to each
other.
You should construct one before you actually begin your investigation.
"Miles and Huberman (1994) defined a conceptual framework as a visual or
written product, one that “explains, either graphically or in narrative form, the main
things to be studied—the key factors, concepts, or variables—and the presumed
relationships among them” (p. 18).1 Here, I use the term in a broader sense, to refer
to the actual ideas and beliefs that you hold about the phenomena studied, whether
these are written down or not; this may also be called the “theoretical framework” or

1
www.shsph.blogspot.co
“idea context” for the study. A valuable guide to developing a conceptual framework
and using this throughout the research process, with detailed analyses of four actual
studies, is Ravitch and Riggan, Reason & Rigor: How Conceptual Frameworks
Guide Research (2011). (Full disclosure: Sharon Ravitch is a former student of mine,
and I wrote the foreword for the book.)
The most important thing to understand about your conceptual framework is
that it is primarily a conception or model of what is out there that you plan to study,
and of what is going on with these things and why—a tentative theory of the
phenomena that you are investigating. The function of this theory is to inform the rest
of your design— to help you to assess and refine your goals, develop realistic and
relevant research questions, select appropriate methods, and identify potential
validity threats to your 3 Conceptual Framework What Do You Think Is Going On?
40 Qualitative Research Design conclusions. It also helps you justify your research."
Retrieved from:https://academicguides.waldenu.edu/library/conceptualframework

 Purpose
1. Identify relevant variables
2. Define variables
3. Have an idea of analysis

How to develop conceptual framework for a qualitative research study

Qualitative research’s conceptual framework can be developed based on your
research problem, objective & question(s). The goal of the conceptual framework is
to illustrate your research approach in some pictorial & text forms to ease readers’
understanding of your research approach.
 Steps in Developing Conceptual Framework.
1. Identifying the relevant concept.
2. Defining those concepts.
3. Operationalizing the concepts.
4. Identifying any moderating or intervening variables.
5. Identifying the relationships between variables.
The pieces of the conceptual framework are borrowed but the researcher
provides the structure. To develop the structure you could:
 Identify the key words used in the subject area of your study.
 Draw out the key things within something you have already written about
the subject area - literature review.
 Take one key concept, idea or term at a time and brainstorm all the
other things that might be related and then go back and select those that
seem most relevant.

Whichever is used it will take time and a number of iterations and the focus is
both on the content and the inter-relationships.

 How does it look?

It can take the form of Equation or a diagram
or may simply description of how the variables
are related. Diagram may take the form of

1
 www.shsph.blogspot.co
Overlapping domains framework

Sequential framework

Ecological framework

Pictures retrieved from: https://www.slideshare.net/achyutrajpandey/conceptual-framework-78233740

1
www.shsph.blogspot.co
Keeping You in Practice

Practice Task 1. Looking into Details

Read the following survey result for analysis. Use a separate sheet of paper
in answering the activity.
In a survey given to 876 students of Mariano Suarez High School in
March 2018, one of the questions was “Do you plan to take a vacation abroad?”
The result was 12% said Yes, 50% said No and 28% answered Not sure.

Present the data in either textual, tabular or Rubric:

graphical presentation. Procedure50% Interpretation50%
Interpret the data using the format of 100%
presentation.
(Consider the rubrics)

Practice Task 2. The Bar Chart

The bar graph given below shows the sales of books (in thousand numbers)
from six branches of a publishing company during two consecutive years 2000 and
2001. Based on the data presented, answer the following questions. Use a separate
sheet of paper in answering the activity.

Source:http://www.theonlinetestcentre.com/bar-charts.html#1

1. What is the ratio of the total sales of branch B2 for both years to
the total sales of branch B4 for both years?
A. 2:3
B. 3:5
C. 4:5
D. 7:9

1
 www.shsph.blogspot.co
2. Total sales of branch B6 for both the years is what percent of the
total sales of branches B3 for both the years?
A. 68.54%
B. 71.11%
C. 73.17%
D. 75.55%
3. What percent of the average sales of branches B1, B2 and B3 in
2001 is the average sales of branches B1, B3 and B6 in 2000?
A. 75%
B. 77.5%
C. 82.5%
D. 87.5%
4. What is the average sales of all the branches (in thousand
numbers) for the year 2000?
A. 73
B. 80
C. 83
D. 88
5. Total sales of branches B1, B3 and B5 together for both the years
(in thousand numbers) is?
A. 250
B. 310
C. 435
D. 560

Additional Tasks
Task 1: Snap Your Fingers

A student snapped her fingers for 30 seconds, rested for 5 seconds, and then
snapped again for 30 seconds. She did this every day for a week and the following
data were generated:
Questions:
1. First Second In what ways can you organize and graphically display the data
to help Set
youofinterpret
Set ofit?
Snaps Snaps
2. What conclusions
66 64 can you draw from examining the data?
73 62 3. What mathematical terms can you use to summarize the sets of
70 55 data? Write a summary statement using mathematical terms.
73 58 4. What factors could affect the number of times the student was
78 62 able to snap her fingers during each 30-second period?
68 45 5. Make a prediction as to how many times you can snap your
64 72 fingers for 60 seconds with a 5-second rest period after 30
seconds.
6. Add to the data sets by snapping your fingers for 60 seconds with a 5-second rest
period after 30 seconds.
7. Graph the new data sets and compare your results.
Adapted from Exploring Statistics in the Elementary Grades Book Two by C. Bereska, C.H. Bolster, L.C. Bolster and Dr. R.
Scheaffter © 1999 by Dale Seymour Publications. Used by permission of Pearson Education, Inc.
file:///C:/Users/user01/Downloads/IntElemMath_Act06.pdf

1
www.shsph.blogspot.co
Task 2. Frame Concepts!
 Considering the last activity on framing conceptual framework for qualitative
research, you will now then make the conceptual framework for your
current study.
 You are free to design your own Conceptual Framework.

Outcome

Outcome

Overlapping

Outcome
Sequential

Social

 Present the final output of conceptual framework of their current study

using the following rubrics:

Procedure 20%
Interrelation among concepts 30%
Presentation/Design Used 50%
100%

Cooling Down

A. Instructions: Study the picture and answer the following question. Choose the
letter of the correct answer and write on a separate sheet of paper.

1. What is the approximate size of Mr.

Smith's class?

a. 40 Students
b. 20 Students
c. 45 Students
d. 4 Students

1
 2. How many more students are in Mr.
Smith's class than in Mrs. Jones's class?

a. 25 Students
b. 5 Students
c. 10 Students
d. 15 Students

3. What is the total number of students in

Ms. Jones's and Ms. Willis's classes?

a. 55 Students
b. 45 Students
c. 65 Students
d. 60 Students

4. What is the total of all students in all four

classes at Central High School?
a. 120 Students
b. 14 Students
c. 130 Students
d. 140 Students

5. Approximately how many hours a day

are spent sleeping? (24 hrs/day)

a. 6 hrs
b. 9 hrs
c. 8 hrs
d. 10 hrs

6. According to this graph, for every 24 hrs,

about how many hours are spent
socializing and watching TV?

a. 4 hrs
b. 2 hrs
c. 5 hrs
d. 6 hrs

7. Approximately how many hours a day are

spent in school and doing homework?

a. 7 hrs
b. 8.5 hrs
c. 9 hrs
d. 8 hrs

1
 8. What does the scale on the left beginning with
0 and ending with 7 represent?

a. Number of students selling candy

b. Number of cases of candy sold
c. Number of candy each month
d. Number of days each month that candy was sold

9. Which two MONTHS had approximately the

same amount of candy sold?
a. September & February
b. October & March
c. November & March
d. September & December

10. What was the total amount of candy sold

during the school year shown in the graph?

a. 27.5 Cases
b. 43 Cases
c. 35.5 Cases
d. 23 Cases
Source: Quizizz. Quiz on Data Interpretation. Retrieved from
https://quizizz.com/admin/quiz/5dd7f98d9dc7af001b18843
1/data-interpretation-graphs-charts-and-diagrams-test.
Retrieved September 6, 2020

Learning Challenge

Task. You’re on Your Own!

 Work on your own research project.
 Analyze the results you gathered through the data gathering techniques
(instruments) that you used. You present the results and discuss them
by:
1. Commenting on the results obtained
2. Interpreting what the result mean and
3. Explaining any results which are unexpected.
 Write the Presentation of Findings and Discussion of your paper
(Chapter 4).Use a separate sheet of paper in doing this activity.

Points to Ponder

Data interpretation and analysis is an important aspect of working with data sets in any field or r

1
 www.shsph.blogspot.co
Answer Key

WARMING UP
Task. Tough Graphs
A. Figure 1. Line graph
Figure 2. Bar Graph
Figure 3. pie graph
Figure 4. Table
Brief description may vary.

B.
1. y-axis or vertical axis
2. x-axis or horizontal axis
3. 50 units
4. 90 units
5. Pie
chart 6.
25%
7. 30 cm3
8. 60 cm3
9. Line graph
10. 35 cm

Keeping you in Practice

Practice Task 1. Looking into Details

“Survey Result on Question, "Do you plan to take a vacation abroad?” Table 1 shows the percentage of the responses to a
12%
survey given to 876 students of Mariano Suarez High
28%YES
SchoolNO in March 2018, one of the questions was “Do you
plan
NOT SURE a vacation abroad?” The result was 12% said
to take
50% Yes, 50% said No and 28% answered Not sure.
Based on the table, 50% of 876 students are
planning to take a vacation abroad and answered YES in
the survey, 28% respond NO for not having a plan to take a
vacation and and 12% of 876 students vote Not Sure.
Table 1. Students’ Responses on Survey of Planning a Vacation Abroad
Based on the result, the researchers found that
majority of the students Mariano Suarez High School
in March 2018 have a plan in taking vacation abroad.

Practice Task 2. The Bar Chart

1. Answer: Option D
Explanation:

1
www.shsph.blogspot.co
2. Answer: Option
C Explanation:

3. Answer: Option
D Explanation:
Average sales (in thousand number) of branches B1, B3 and B6 in 2000

4. Answer: Option
B Explanation:
Average sales of all the six branches (in thousand numbers) for the year 2000
= 1/6 x [80 + 75 + 95 + 85 + 75 + 70]
= 80.

5. Answer: Option
D Explanation:
Total sales of branches B1, b2 and B5 for both the years (in thousand numbers)
= (80 + 105) + (95 + 110) + (75 + 95)
= 560.

Additional Task
Task 1. Snap Your Finger
Answers and comments:
1. Double stem-and-leaf plots could be used to organize the data. Box plots would
be a good way to examine the distribution of the two sets of data. Students may
use double bar graphs for a visual representation of the data points.
2. Students should compare the medians and modes in the two sets of data and see
the change and shifting in the two sets of data.
3. Summary statements should include ideas of range, cluster, gaps, outliers, and
medians.
4. Fatigue may set in after the first 30 seconds; therefore, the numbers for the first
set of snaps will likely be higher than the numbers for the second set.
5 – 7. This is another activity in which students are close to the physical data so
making predictions should be something they engage in readily with some accuracy
in their prediction. It is important that they follow-up their predictions with collecting
new data and making comparisons.

1
www.shsph.blogspot.co
Task 2. Frame Concepts
Answer may vary.

Cooling
1. C
2. D
3. C
4. D
5. C
6. D
7. D
8. B
9. C
10. A

Learning Challenge
Answer may vary.

2
www.shsph.blogspot.co
References

BHATIA, MANU (2018). Your Guide to Qualitative and Quantitative Data Analysis
Methods. Humans of Data Atlan.
fromhttps://humansofdata.atlan.com/2018/09/qualitative-quantitative-data-analysis-
methods/

Chua, Von Christopher. (2018) Inquiries, Investigations and Immersion.

MATHBYCHUA from https://mathbychua.weebly.com/inquiries-investigations-and-
immersion.html

De la Cruz Cristobal (2017)Practical Research 1 for Senior High School 1.C & E
Publishing, Inc..

Department of Education-Bureau of Learning Resources (2016). Practical Research

1: Teacher’s Guide. Pasig City, Philippines: Lexicon Press, Inc.

Dizon, H. (2019) EFFECTS OF TEACHERS’ ATTITUDES TO THE PERFORMANCE

OF THE SHS STUDENTS (Chapter III): Pamplona High School.

Fung, Han Ping. (2016). Re: How to develop conceptual framework for a qualitative
research study?. Retrieved from:
https://www.researchgate.net/post/How_to_develop_conceptual_framework_for_a_q
ualitative_research_study/575594e0cbd5c239783dc7df/citation/download.

Gray, D. E. (2020). Doing Research in Business World: Sage Publishing

https://study.sagepub.com/grayresearchbusiness2/student-resources/multiple-
choice-quizzes

Lebeid, M. (2018). A Guide To The Methods, Benefits & Problems of The

Interpretation of Data. The Datapine.com. Retrieved from
https://www.datapine.com/blog/data-interpretation-methods-benefits-problems/

Pandey, Achyut Raj. (2017) Research Associate at Nepal Health Research

Council. Conceptual framework. Published on Jul 25, 2017
https://www.slideshare.net/achyutrajpandey/conceptual-framework-78233740

Pearson Education, Inc., publishing as Pearson Prentice Hall Legal and Privacy
Terms Copyright © 1995-2010.
fromhttps://wps.prenhall.com/chet_airasian_edresearch_7/5/1490/381467.cw/index.
html

Prieto, N. G., Naval, V. C., Carey, T. G. (2017). Practical Research 2: Quantitative

Research. Metro Manila: LORIMAR PUBLISHING, INC.

2
www.shsph.blogspot.co
Prieto, N. G., Naval, V. C., Carey, T. G. (2017). Practical Research 1: Qualitative
Research. Metro Manila: LORIMAR PUBLISHING, INC.

Research Methodoloy. Qualitative Data Analysis.

https://research-methodology.net/research-methods/data-analysis/qualitative-data-
analysis/

Toledo-Pereyra, Luis. (2009). Intellectual Honesty. Journal of investigative surgery:

the official journal of the Academy of Surgical Research. 15. 113-4.
10.1080/08941930290085868.
https://www.researchgate.net/publication/11241783_Intellectual_Honesty

https://www.encyclopedia.com/education/news-wires-white-papers-and-books/data-
collection-and-interpretationJun 27 2020
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2917255/#:~:text=I.-
,Definition%20and%20scope%20of%20bias,or%20answer%20over%20others%E2% 80%9D
%207.

https://www.ox.ac.uk/students/academic/guidance/skills/plagiarism#:~:text=Plagiaris
m%20is%20presenting%20someone%20else's,is%20covered%20under%20this%20
definition.

https://creately.com/usage/conceptual-framework-examples- templates/#:~:text=A
%20conceptual%20framework%20is%20an,that%20need%20to
%20be%20studied.

https://www.formpl.us/blog/data- interpretation#:~:text=Data%20interpretation%20and
%20analysis%20is,involves%20 the%20analysis%20of%20data

https://www.slideshare.net/WinonaEselBernardo/presentation-of-data-10958540