ANALYSIS AND

INTERPRETATION
The need for digitalization
o Since statistical analysis now had already shifted to the use computer
applications such as SPSS, Microsoft Excel, tallying organization of data
should also be digitalized.
o Statisticians requires data to be tallied on spreadsheet applications in
order to easily manipulate them or analyze them.

Start with your questionnaire

• Always float a number of questionnaires that is more than your desired
number samples. The excess will be used as replacement for incomplete
questionnaires.
• Check for the completeness of the responses.
• If there is a need to arrange them, do it.
• Write the control number on the visible part of the questionnaire.
Frequency Counts
Steps:
1.Highlight all the data under the desired variable
2.Click the “Filter DDM”
3.Check only the desired value.
4.Click “OK”
5.Notice that some of the data were hidden
6.Look at the “count” at the bottom of the sheet
for the value of frequency for class “12-13”
 Round to 2 decimal
Percentages and Rank places. Check if the
sum of all percentages
is equal to 100%. Adjust
Percentage= Frequency/Total sample x 100
if necessary (i.e in
cases sums of 100.01 or
99.98

Ranking has two cases. No repetition of frequency (1) and with

repetition of frequency (2).
Ranking has two cases. No repetition of frequency (1) and with repetition of
frequency (2).

Frequency Rank Frequency Rank Supposedly, f=13 are

13 3 13 2.5 ranked 2 and 3, in
cases of repeated
20 1 20 1 frequency, get the
5 5 5 5 average of the ranks.
15 2 13 2.5 Notice also that the
ranks of the
9 4 9 4 succeeding frequency
still continues.
Mean and Standard deviation
• Make sure that the tally sheet is unfiltered.
• Mean uses the function “=AVERAGE (_:_)”
• Standard deviation uses the function
“=STDEV(_:_)”
• Round off and report the means and standard
deviations into 2 significant figures after the
decimal point. (e.g. 0.52,1.20, 3.00)
 Numerical data
• What is the profile of the students in terms of the
following variables:
-age
-monthly family income
-Number of siblings
• What is the performance of the students in the
pretest and posttest?
• Determine the lowest and highest value. Cluster
the data in 3 to 6 classes.
• Arrange the classes in decreasing order.
• Numerical data must have mean and standard
deviation
 Numerical data
• Tables of thesis/ dissertation uses this format.
• You may opt to use graphs but use the most appropriate for the variable
(bar, line, pie)
Table 2: Distribution of students in terms of age:
Age Frequency
(in years) (n=35)
16 or above 1
14-15 33
13 or below 1
Mean= 14.51 SD= 0.56
 Nominal data
• What is the profile of the students in terms of the
following variables?
-sex
-parents educational attainment
-religion
• Arrange the classes from highest to lowest if possible.
Otherwise, arrange them from highest to lowest
frequency.
• They do not reflect the mean and standard deviation
 Nominal data
• Tables of thesis/ dissertation uses this format.
• You may opt to use graphs but use the most appropriate for the
variable (bar, line, pie)
• You can fuse similar tables
Table 2: Distribution of pupils in terms of parents educational attainment
Educational Attainment Father Mother
Frequency Percentage Frequency Percentage
(n=84) (n=84)
Elementary Level 11 13.10 8 9.52
Elementary Graduate 5 5.95 8 9.52
High School Level 9 10.71 9 10.71
High School Graduate 29 34.52 26 30.95
College Level 11 13.10 14 16.67
College Graduate 17 20.24 16 19. 05
Ma/ MS Graduate 1 1.19 3 3.57
Ph.D Graduate 1 1. 19 0 0.00
 Multiple Responses

• What are the students’ available learning materials at home?

• They use frequency and rank distribution
• Arrange them from highest to lowest frequency
• Follow the rules in ranking
• Put the note “Multiple responses” at the bottom of the table
Table 3: Availability of learning materials at home that are relevant to Mathematics

Learning Materials relevant to Frequency Rank

Mathematics
Calculator 48 1
Mathematics books 45 2
Mathematics Dictionary 34 3
Drawing/measuring tools 29 4
Computer/laptop 20 5
Board game materials 18 6
Sudoku booklets 15 7
Graphing materials 14 8
Workbooks/worksheets 13 9
Encyclopedia 8 10.5
Pamphlets/booklets 8 10.5
 Binary Responses with follow-up
questions
• What are the habits of the students in the use of
Internet?
• Fuse all the responses in one table for easier
understanding and tracking. Treat the follow-up
data like as you treat numerical, nominal or
multiple responses.
• Check the questionnaires/ response for
consistency
 Table 3: habits of students in the use of Internet
Usage Frequency Percentage
(n=84)
User 68 80.95
Non-User 16 19.05
Frequency of use(weekly) Frequency Percentage
(n=68)
Everyday 15 23.53
4 to 6 times 27 39.70
2 to 3 times 32 47.06
Once 10 14.71
Mean=3.45 SD=1.09
Reasons of use Frequency Rank
(multiple response)
Social media 65 1
Research 38 2
Communication 23 3
Video viewing 8 4
 Scaled Responses

• What is the attitude of the students towards Mathematics?

• They use weighted means. Round them in two decimal
places
• Provide descriptive value
• Provide overall weighted mean
• Provide legend at the bottom of the table
 Table 8: Perceptions of students and teachers towards the teachers teaching
with respect to teaching strategies
Statements Students Teachers

WM DV WM DV
1. Provides activities that
Encourage individual and 4.15 A 4.42 SA
Independent work.
2. Varies the teaching
strategies used in address
To the demands of the subject 3.89 A 4.57 SA
matter
3. Discusses topics through
Lecture and exposition 4.07 A 4.71 SA
Method
4. Employs group work to
Allow group discussion
And sharing of insights 3.80 A 4.42 SA
Among the students
5. Provides sufficient amount
Of drills and practice exercises for 3.84 A 4.85 SA
The mastery of skills
6. Provides hands on
Investigational activities
To allow students explore/ 4.00 A 4.42 SA
Discover mathematical.
7. Let students use a specific
Strategy in solving a particular 4.09 A 4.57 SA
Problem
8. Assigns homework for students
To practice mathematical 4.31 SA 4.85 SA
Computation
9. Encourages students to explore
Alternative methods in 4.19 A 4.71 SA
Solving problems
10.Encourages the students to
Discover other ways and
Means to solve a given 4.23 SA 4.71 SA
Mathematical problem
Overall Weighted Mean 4.06 A 4.62 SA
Legend

Weighted Mean (WM)

Descriptive Value (DV)
4:20-5:00 Strongly Agree
4:19-3:40 Agree
3:39-2:60 Undecided
2:59-1:80 Disagree
1:79-1 Strongly Disagree
 Scaled Responses
How can we establish the statistical limits?

Constant=No. of Category-1/ No of Category

For example, Likert Scale uses 5-point scaling, so
Constant= 5-1/5 = 4/5 = 0.80

0.00-1.79
1.80-2.59
2.60-3.39
3.40- 4.19
4.20- 5.00
INTERPRETATION OF RESULTS
 Aims of discussion of Findings

*To review and summarize whether the results

- Support or do not support your hypothesis
and conceptual framework in the
introduction
- They are consistent with published
literature, and the conclusions and
implications of the results.
 The Main purposes of the discussion are to:

• Discuss the relationship between the results

• Discuss how the results relate to your initial
objectives and hypothesis
• Describe the shortcoming of your results
• Describe the implications of your work
• Provide major conclusions supported with
evidence
• suggest future applications of your research
findings
It answers the questions:
• Do the results provide answers to your specific questions and testable
hypothesis?
• How are observed facts related?
• Do the findings agree with what others have known/shown or not?
• What new understanding is now known about the problem you proposed in
the introduction?
• What future directions along research, new methods, explanations of
deviations do the findings suggest?

General Guidelines in writing the Discussion

• Organize the section by following the sequence established in the statement
of the problem
• Highlight the most important results. Not all results, only the most
important or most surprising findings
• Look for the most striking part of your data and state it, keeping in mind the
objectives of the study. Make it the topic sentence and expand the idea
through the use of transitional devices.
• Trim excess verbiage. Go directly to the point. Be consistent in the use of terms.
• One approach that could be useful is:
-summarize the results that the tables or figures show
-list down what are the important information that can be synthesized
-decide which idea to present first
• Look for the trends and patterns and state them. Avoid siting the data one by one as they appear
in the table.
• Use statistical analysis as a guide in discussing. Check your computations if the results differ from
previous study.
• Give plausible explanation for your results
-the results of the study means that…….
-this implies further that……..
• Integrate all data coherently, stating the most salient data obtained. You may plow back your
results of previous tables relating to the present table you are discussing.
• Reflect on the finding made. Own findings must be related to existing science in the field. Which
means that it must be compared to related theories, research or scientific literature which should
be carefully documented by references.
• Bring back some of the literature you discussed in the introduction and show your results fit or do
not fit.
• If your own results differ from those in existing literature, considerations as to why are required.
 Technical guidelines
• Use present tense and third persons
• Discussion before tables/graphs
• State which table or figure you are discussing
• Use word that could be understood, avoid high sounding words
• State the whole numbers 1 to 9 in words
• Do not use %; state it in word (percent)
• Cite your sources of supporting literatures
 Mean and Standard Deviation

• These two are always paired

• The mean implies the arithmetic mean
• Used with rational data such as performance, income and any numerical
response

Weighted Mean
• Paired with the five-point scale
• Used information that deals with attitudes and perceptions

Example:
4. What is the students attitude toward Mathematics?
Note: Pair it
5. What is the perception of the students toward their school environment?
with the
statement of
the problem
 Compare means
• Independent Samples T-Test
-when comparing across groups
-used only when comparing two groups.
Ex. Is there a significant difference between the attitude of the students when group
according to sex?
• Paired sample T-Test
-when comparing two responses of the same person.
Ex. Is there a significant difference between the pretest and post-test scores of the
students?
• One –way Anova
-when comparing across groups but used only when compairing more than two groups
- It is supplemented by a post-hoc test (Scheffe’s test or turkey’s) in order to identify
what pair of groups differ.
Ex. Is there a significant difference between the attitudes of the students when groups
according to living arrangement?
 Compare Means
Statistical Inferences
• Statistical inferences are based on the probability of the test.
• The value of the probability is reflected by the column “Sig”
• Statistical inference
-if sig. is less than the level of significance- significant
-if the sig. is greater than the level of significance – not significant