HANDOUTS

IN
PED 129 RESEARCH IN
PHYSICAL EDUCATION 1

CHAPTER 8
DATA ANALYSIS,
PRESENTATION
AND INTERPRETTATION
MEMBERS:
Jewil Kaye Leonor
Christine Desano
Seija Mercurio
Chris Ann Mae Acuyado
Rafanzel Aldemer
Angely Derecho
Jc Andre Guevarra
 CHAPTER 8: DATA ANALYSIS, PRESENTATION AND INTERPRETTATION
REPORTER: JEWIL KAYE F. LEONOR
OVERVIEW
Data analysis is one of the important components of research. Before a researcher
gives interpretation and insights based on findings a data must be processed first in its
interpretable form. The choice of statistical test for the analysis of raw data depends largely
on the question asked in the study and the purpose of the investigation. In this chapter, you
will be learning appropriate statistic test suite to analyze your data. You will also be guided
on how to calculate, organize, present, and interpret data.

INTENDED LEARNING OUTCOMES

1.1. Choose appropriate statistical tools to treat the data.
1.2. Calculate descriptive statistics.
1.3. Organize the data into table.
1.4. Present the data using table or graph.
1.5. Discuss and interpret the findings.

DESCRIPTIVE STATISTICS
We have a lot of -statistical tools to be used in treating our data but they are primarily
categorized into descriptive and inferential statistics. What you have cited in the last part of
your Research Methodology, i.e., the statistical treatment of data, must be performed to
directly answer your specific questions.
Let us begin with descriptive statistics. Descriptive statistics includes frequency count,
percentage, mean, and standard deviation.
In most cases, we are using frequency count and percentage if we want to describe the
profile of the respondents in terms of the socio-demographic characteristics such as age, sex,
civil status, etc.
Mean is used to show the average score of the respondents in a particular trait that we have
measured using Our research instrument. It is complemented by a standard deviation to
verify
how far or how close the respondents scores are around the mean. It is said that the larger the
standard deviation, the more scattered the scores are. Meanwhile, if the standard deviation is
small, it indicates that the respondents scores are very close around the mean.
SOP # 1. What is the pre-serve teacher’s profile in terms of age, sex, and specialization.
REPORTER: ANGELY D. DERECHO
Age Frequency Percent
19.00 32 31.1
20.00 30 29.1
21.00 19 18.4
22.00 3 2.9
23.00 4 3.9
Valid 24.00 5 4.9
25.00 4 3.9
26.00 2 1.9
27.00 1 1.0
30.00 2 1.9
35.00 1 1.0
Total Total Total

Sex Frequency Percent

Valid Female 88 85.4
Male 15 14.6
Total 103 100.0

Specialization Frequency Percent

Bio Sci 7 6.8
English 8 7.8
Filipino 12 11.7
Gen Elen 18 17.5
Valid Mapeh 14 13.6
Math 15 14.6
Pre Elem 6 5.8
Soc Sci 8 7.8
TLE 15 14.6
Total 103 100.0

SOP # 2. What is the level of adversity quotient among pre-service teacher?

REPORTER: MA. SEIJA MAE F. MERCURIO
Before we classify the level of adversity quotient of pre-service teachers, we may present
their responses on each of the item we asked to them.
1. You suffer a major financial constraint. To what extend can you influence this situation?
Responses Frequency Precent
Limited extent 12 117
Valid Moderate extent 54 52.4
High extent 29 28.2
Very extent 8 7.8
Total 103 100.0
2. You are overlooked for a good grade. To what extent do you feel responsible for improving
the situation.
Responses Frequency Precent
Limited extent 3 2.9
Valid Moderate extent 24 23.3
High extent 49 47.6
Very extent 27 26.2
Total 103 100.0
3. You are criticized for a school project that you just completed. To what extent you will be
affected.
Responses Frequency Precent
Not at all 1 1.0
Limited extent 16 15.5
Valid Moderate extent 50 48.5
High extent 30 29.1
Very extent 6 5.8
Total 103 100.0
4. You accidentally delete an important file in your PC/Laptop. To what extent you will be
affected?
Responses Frequency Precent
Not at all 6 5.8
Limited extent 22 21.4
Moderate extent 30 29.1
High extent 34 33.0
Very extent 11 10.7
Total 103 100.0

5. The high-priority school project you are working on gets cancelled. To what extent you
will be affected.
Responses Frequency Precent
Limited extent 15 14.6
Valid Moderate extent 52 50.5
High extent 29 28.2
 Very extent 7 6.8
Total 103 100.0

All those 5 items can be presented in a single table but a mean and standard deviation must be
shown with the corresponding descriptive interpretation of the mean.
Item Indicative Statement Mean SD Descriptive
No Interpretation
1. You suffer a major financial
constraint. To what extend can you 3.32 0.78 ME
influence this situation?
2 You are overlooked for a good grade.
To what extent do you feel 3.97 0.79 HE
responsible for improving the
situation.
3. You are criticized for a school
project that you just completed. To 3.23 0.82 ME
what extent you will be affected.
4. You accidentally delete an important
file in your PC/Laptop. To what 3.21 1.08 ME
extent you will be affected?
5. The high-priority school project you
are working on gets cancelled. To 3.27 0.79 ME
what extent you will be affected.

In a 5 – point likert scale, the following legend might be used for verbal
description of the mean:
Mean Value Descriptive Interpretation
4.50 – 5.00 Very High Extent (or its equivalent)
3.50 – 4. 49 High Extent (or its equivalent)
2.50 – 3. 49 Moderate Extent (or its equivalent)
1.50 – 2. 49 Limited Extent (or its equivalent)
1.00 – 1. 49 Not at all (or its equivalent)
SOP # 3. What is the level of English language proficiency among pre – service teacher?
REPORTERS: JC ANDRE R. GUEVARRA
English score Frequency Percent
6.00 1 1.0
8.00 2 1.9
9.00 3 2.9
10.00 2 1.9
11.00 4 3.9
12.00 1 1.0
13.00 2 1.9
14.00 5 4.9
15.00 4 3.9
Valid 16.00 17 16.5
17.00 8 7.8
18.00 6 5.8
19.00 14 13.6
20.00 14 13.6
21.00 5 4.9
22.00 5 4.9
23.00 5 4.9
24.00 1 1.0
25,00 2 1.9
27.00 1 1.0
33.00 1 1.0
Total 103 100.0
Since the English Proficiency Test has 38 items, the following range is used:
29 – 38 High,
19 – 28 Average,
1 – 18 Low,
The level of English Proficiency among pre-service teachers can be
presented as following:
Level of English Frequency Percent
Proficiency
Valid High 1 1.0
Average 47 45.6
Low 55 53.4
Total 103 100.0
 Commonly Used Statistics Tools
REPORTER: CHRIS ANN MAE ACUYADO

Differences between/among Groups:

1. Chi Square – compares observed frequencies to expected frequencies.
2. T-Test looks at differences between two groups on some variable of interest. The IV must
have only two groups (male/ female, undergrad/grad)
3. Analysis of Variance (ANOVA) tests the significance of group differences between two or
more groups. The IV has two or more categories. It only determines that there is a difference
between groups, but doesn't tell which is different. Hence a post-hoc test must be performed.

Relationships:
1. Correlation compares observed frequencies to expected frequencies.
2. Multiple Regression is used with several independent variables and one dependent
variable. It is used for prediction. It identifies the best set of predictor variables. You can enter
many IVs and it tells you which best predictors are by looking at all of them at the same time.
In sequential regression the computer adds the variables one at a time based on the amount of
variance they account for.
3. Logistic Regression is like multiple regression, but the DV is a dichotomous variable.
4. Path Analysis looks at direct and indirect effective of predictor variables. It is used for
relationship / causality.

What statistics do you need?

Deciding on appropriate statistics methods for your researcher:
1. what is your research question?
2. which variables will help you answer you research question and which is the dependent
variable?
3. what type of variable are they?
4. which statistics test is the most appropriate? Should a parametric or non – parametric test
be used?
  Categorical Variables such as gender are measurement with limited values. They can
be further categorized into NOMINAL (naming variables where one category is no
better than another e.g. hair color) and ORDINAL, (where there is some order to the
categories e.g. 1st, 2nd, 3rd etc).
 Dichotomous Variable is a categorical variable with only two categories such as sex,
yes-no response, etc.
 Continuous (Scale) Variables are measurements on a proper scale such as age, heigh
etc.
 Independent Variable is the variable we think has an effect on the dependent
variable.
 Dependent Variable is the variable of interest which could be influenced by
independent variables.
 Parametric Test there are various assumptions for parametric test including the
assumption that continuous dependent variable are normally distributed.

Data Presentation, Discussion and Interpretation

REPORTERS: CHRISTINE DESANO

The result of data analysis can be organized and presented using tables, graphs, and other
graphics. All tables and graphs presented should be discussed and interpreted. Results answer
the question "What did I observe?" while the discussion answers the question "What does it
mean?" Hence, for every table or graph, there must be a result and discussion.
Data Presentation:
Constructing Tables
1. when to use Tables
 You want a simple way of presenting data
 Only some data are significant
 Actual data are important that trends
 There is need to emphasize details
2. Selecting the Table Format
 Try various ways of presenting the data in a table (only the first row and the last
row has bottom and top border)
3. Length of Tables
 Avoid tables with only one column of data – combine similar or related data in
one table.
4. Guideline for Making the Table Tittle
 The table tittle should tell what the table is all about
 Make the table title as short as possible but be specific.

Discussion of Research Results

REPORTER: RAFANZEL L. ARDEMER

1. Interpreting the Results from a Table or Graph

General Technique

1. Look for the most striking aspect of the figure

2. State what it means and make that the topic sentence

3. Expand the idea

4. Relate findings to visual observations

5. Give reasons or support findings with literature citations

6. Go to the next data and state what it means

7. Follow the process stated above

8. Relate the succeeding paragraphs to the main idea

2. Using Statistical Analysis as a Guide for Discussing

 If data is significant, state the effect or influence of the independent variable /

relationship between variables.

 State that the null hypothesis is not true.

 If insignificant, do not discuss it as if it is significant.

  State the reason why it could be so.

 If there is a trend but result is insignificant, mention it and state why it is so.

3. Citing from Literature

 Literature cited in text should support statements made or explain results

 If there are several papers from one author mentioned in the same statement, cite the
later works (about 2-3)

 Use factual information, not opinion

 Use own words

 Use quotation marks if you use a sentence or paragraph from literature

 If information was taken from a secondary source, cite also the first paper or check
the original and cite it

 Make sure that literature you cited in the text match those in your list of
References/Literature

 Do not cite unknown authors, Cite only from reliable sources

 Sources of Literature (journals - most reliable; books; magazines - least reliable)

 Use new publications (not earlier than 10 years ago)

 Use abstract journals as guides in locating relevant and new articles

 Cite only on-line journal articles from the internet

 To get good relevant articles for your paper,

1. Locate the newest refereed, preferably international, journal, Look for relevant
articles

2. E-mail the corresponding authors for reprints or online copies

3. Use also the literature cited to look for relevant articles

4. Look for those articles and e-mail corresponding authors