SENIOR HIGH SCHOOL - Inquiries, Investigation and Immersion

Student’s Name: ___________________________Grade and Section: __________

Teacher: _________________________________Date Submitted:_____________

I. LEARNING SKILLS
A. Most Essential Learning Competency
Gathers and analyzes data with intellectual honesty using suitable
techniques
B. Objective
Analyzes data gathered using suitable techniques

II. INTRODUCTORY CONCEPT

The following terms will be encountered in the lesson:
Data - factual information [as measurements or statistics] used as a basis for
reasoning, discussion, or calculation.
Data Analysis - a process of understanding data or known facts or assumptions
serving as the basis of any claims or conclusions you have about something.
Data Interpretation- is the process of making sense of numerical data that has
been collected, analyzed, and presented.
Data presentation- shows how analysts help people make sense of numerical
data that has been collected, analyzed and presented.

Data analysis is how researchers go from a mass of data to meaningful

insights. There are many different data analysis methods, depending on the type of
research. Here are a few methods you can use to analyze quantitative and qualitative
data.

Data Analysis Methods

Analyzing Qualitative Data
Qualitative data analysis works a little differently from quantitative data,
primarily because qualitative data is made up of words, observations, images, and
even symbols. Deriving absolute meaning from such data is nearly impossible; hence,
it is mostly used for exploratory research. While in quantitative research there is a clear
distinction between the data preparation and data analysis stage, analysis for
qualitative research often begins as soon as the data is available.

RO_Inquiries, Investigation and Immersion _Q2_LP 9 1

Data Preparation and Basic Data Analysis
Analysis and preparation happen in parallel and include the following steps:

1. Getting familiar with the data: Since most qualitative data are just words, the
researcher should start by reading the data several times to get familiar with it
and start looking for basic observations or patterns. This also includes
transcribing the data.
2. Revisiting research objectives: Here, the researcher revisits the research
objective and identifies the questions that can be answered through the
collected data.
3. Developing a framework: Also known as coding or indexing, here the
researcher identifies broad ideas, concepts, behaviors, or phrases and assigns
codes to them. For example, coding age, gender, socio-economic status, and
even concepts such as the positive or negative response to a question. Coding
is helpful in structuring and labeling the data.
4. Identifying patterns and connections: Start identifying themes, looking for
the most common responses, identifying data or patterns that can answer
research questions, and finding areas that can be explored further.

Qualitative Data Analysis Methods

Several methods are available to analyze qualitative data. The most commonly
used data analysis methods are:
● Content analysis: This is one of the most common methods to analyze
qualitative data. It is used to analyze documented information in the form
of texts, media, or even physical items. When to use this method
depends on the research questions. Content analysis is usually used to
analyze responses from interviewees.
● Narrative analysis: This method is used to analyze content from various
sources, such as interviews of respondents, observations from the field,
or surveys. It focuses on using the stories and experiences shared by
people to answer the research questions.
● Discourse analysis: Like narrative analysis, discourse analysis is used
to analyze interactions with people. However, it focuses on analyzing the
social context in which the communication between the researcher and
the respondent occurred. Discourse analysis also looks at the
respondent’s day-to-day environment and uses that information during
analysis.
● Grounded theory: This refers to using qualitative data to explain why a
certain phenomenon happened. It does this by studying a variety of

RO_Inquiries, Investigation and Immersion _Q2_LP 9 2

 similar cases in different settings and using the data to derive causal
explanations.
Researchers may alter the explanations or create new ones as they
study more cases until they arrive at an explanation that fits all cases.
These methods are the ones used most commonly. However, other data
analysis methods, such as conversational analysis, are also available

Analyzing Quantitative Data

Quantitative data makes measuring various parameters controllable due to
the ease of mathematical derivations they come with. Quantitative data is usually
collected for statistical analysis using surveys, polls or questionnaires sent across to
a specific section of a population.
Data Preparation
The first stage of analyzing data is data preparation, where the aim is to convert
raw data into something meaningful and readable. It includes four steps:

Step 1: Data Validation

The purpose of data validation is to find out, as far as possible, whether the
data collection was done as per the pre-set standards and without any bias. It is a
four-step process, which includes…
● Fraud, to infer whether each respondent was actually interviewed or not.
● Screening, to make sure that respondents were chosen as per the research
criteria.
● Procedure, to check whether the data collection procedure was duly followed.
● Completeness, to ensure that the interviewer asked the respondent all the
questions, rather than just a few required ones.
To do this, researchers would need to pick a random sample of completed
surveys and validate the collected data. (Note that this can be time-consuming for
surveys with lots of responses.) For example, imagine a survey with 200
respondents split into 2 cities. The researcher can pick a sample of 20 random
respondents from each city. After this, the researcher can reach out to them
through email or phone and check their responses to a certain set of questions.

Step 2: Data Editing

Typically, large data sets include errors. For example, respondents may fill
fields incorrectly or skip them accidentally. To make sure that there are no such
errors, the researcher should conduct basic data checks, check for outliers, and
edit the raw research data to identify and clear out any data points that may hamper
the accuracy of the results.

RO_Inquiries, Investigation and Immersion _Q2_LP 9 3

 For example, an error could be fields that were left empty by respondents. While
editing the data, it is important to make sure to remove or fill all the empty fields.

Step 3: Data Coding

This is one of the most important steps in data preparation. It refers to
grouping and assigning values to responses from the survey.
For example, if a researcher has interviewed 1,000 people and now wants
to find the average age of the respondents, the researcher will create age buckets
and categorize the age of each of the respondent as per these codes. (For
example, respondents between 13-15 years old would have their age coded as 0,
16-18 as 1, 18-20 as 2, etc.)
Then during analysis, the researcher can deal with simplified age brackets,
rather than a massive range of individual ages.

Quantitative Data Analysis Methods

After these steps, the data is ready for analysis. The two most commonly used
quantitative data analysis methods are descriptive statistics and inferential statistics.
Descriptive Analysis Inferential Analysis
This helps researchers find absolute This shows the relationships between
numbers to summarize individual multiple variables to generalize results
variables and find patterns. Examples… and make predictions. Examples…

1. Mean: numerical average of a set of 1. Correlation: describes the relationship

values of the two variables
2. Median: midpoint of a set of numerical 2. Regression: shows or predict the
values relationship of the two variables
3. Mode: most common value among a 3. Analysis of variance: Checks the
set of values extent to which 2 + groups differ
4. Percentage: used to express how a
value or group of respondents within
the data relates to a larger group of
respondents
5. Frequency: the number of times a
value is found
6. Range: the highest and lowest value
in a set of values

Data interpretation and presentation is a crucial stage in conducting

research, and presents three key challenges:
● Selecting which material will be used for drawing conclusions about your work
● Establishing the significance (or otherwise) of material and identifying
potential weaknesses and limitations

RO_Inquiries, Investigation and Immersion _Q2_LP 9 4

 ● Deciding how to present your findings and observations.
These three challenges form the subject of this section. Before we launch
into further detail, some experts talk about some of the ways in which data can be
manipulated.
Presentation is the process of organizing data into logical, sequential and
meaningful categories and classifications to make them amenable to study and
interpretation.
Three ways of presenting data:
1. Textual - (statements with numerals or numbers that serve as supplements to
tabular presentation)
2. Tabular - (a systematic arrangement of related idea in which classes of
numerical facts or data are given each row and their subclasses are
given each a column in order to present the relationships of the sets or
numerical facts or data in a definite, compact and understandable form)
3. Graphical – (a chart representing the quantitative variations or changes of
variables in pictorial or diagrammatic form)
Types of graphs and charts:
1. Bar graphs 4. Pictograms
2. Linear graphs 5. Statistical maps
3. Pie graphs 6. Ratio charts

Presenting Data for Interpretation

Textual Method Tabular Method Graphical Method
- Rearrangement from - Frequency Distribution - Bar chart
lowest to highest Table (FDT) - Histogram
- Stem-and-leaf plot - Relative FDT - Frequency Polygon
- Cumulative FDT - Pie Chart
- Contingency FDT - Less than, greater than,

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

The Interpretation of data answers the question, “So what?” in relation to the
results of the study. What do the results of the study mean? This part is, perhaps, the
most critical aspect of the research report. It is often the most difficult to write because
it is the least structured. This section demands perceptiveness and creativity from the
researcher.
How do we interpret the result(s) of our study?
1. Tie up the results of the study in both theory and application by pulling together
the: a. conceptual/theoretical framework; b. the review of literature; and c. the
study’s potential significance for application.

RO_Inquiries, Investigation and Immersion _Q2_LP 9 5

 2. Examine, summarize, interpret and justify the results; then, draw inferences.
Consider the following:
a. Conclude or summarize- This technique enables the reader to get the total
picture of the findings in summarized form, and helps orient the reader to
the discussion that follows.
b. Interpret- Questions on the meaning of the findings, the methodology, the
unexpected results and the limitations and shortcomings of the study should
be answered and interpreted
c. Integrate- This is an attempt to put the pieces together. Often, the results of
a study are disparate and do not seem to “hang together.” In the discussion,
attempt to bring the findings together to extract meaning and principles.
d. Theorize- When the study includes a number of related findings, it
occasionally becomes possible to theorize.
1. Integrate your findings into a principle; 2. Integrate a theory into your
findings; and 3. Use these findings to formulate an original theory
e. Recommend or apply alternatives
QUALITATIVE DATA QUANTITATIVE DATA
INTERPRETATION INTERPRETATION
Categorical Numerical
- Data is not described through It involves the use of statistical modeling
numerical values or patterns, but such as standard deviation, mean and
through the use of descriptive context median
(i.e., text).
- Narrative data is gathered by
employing a wide variety of person-
to-person techniques (i.e.
observation, documents, interviews)
- The analysis must be “coded” so as
to facilitate the grouping and labeling
of data into identifiable themes
- Data analysis is often summarized
through three basic principles: notice
things, collect things, think about
things.

III. ACTIVITIES
A. Practice Tasks
Task 1. Read and analyze the given questions or statements carefully. Choose
the letter of the correct answer. Use a separate sheet of paper for your answer.
1. Which of the following is a correct comparison between bar charts and
histograms?
a. Bar charts have gaps between the bars whereas histograms do not have.
b. Histograms have gaps between the bars whereas bar charts do not have.

RO_Inquiries, Investigation and Immersion _Q2_LP 9 6

 c. Histograms are used for continuous data whereas bar charts are used for
discrete data.
d. Bar charts are used for continuous data whereas histograms are used for
discrete data.

2. Which graph is shown in the image?

a. Bar chart
b. Histogram
c. Scatter gram
d. Line graph

3. Tabitha wears glasses, and Adrienne does not. Tabitha can see clearly with her
glasses on, but not when she takes them off. Adrienne can see clearly without
glasses, but when she puts on Tabitha's glasses, she cannot see anything clearly.
Which of the following is a good scientific explanation for how glasses affect
Tabitha and Adrienne's vision?
a. Glasses always improve a person's vision.
b. Adrienne's eyes focus light, but Tabitha's eyes do not.
c. Tabitha likes glasses, but Adrienne does not.
d. Glasses change the way light is focused in the eyes.

4. A pharmaceutical company states in advertisements that their new ScarX

Cream is guaranteed to erase scars in one month. The company based their
claims on a study done by the company's dermatologists. The study showed
that 84 percent of users said the sizes of their scars were reduced after using
the product for 50 days.
Do the study results support the company's claims?
a. No, the results indicated that the scars were reduced, not erased.
b. No, no product will ever be able to erase skin scars.
c. Yes, 84 percent of the study's subjects saw positive results.
d. Yes, the results indicated the product is effective against scars.

5. Mary thought that the number of frogs in the neighborhood pond had decreased
over the last few years. So, she decided to count the number of frogs she saw
around the pond twice each day for ten days. Mary's data is displayed in the
table below.

Based on her observations, which of the following can Mary infer?

RO_Inquiries, Investigation and Immersion _Q2_LP 9 7

 a. Frogs are consumed by predators in the morning and are reborn in the
evening.
b. The number of frogs at the pond has steadily declined over the last 2 years.
c. The number of frogs at the pond has steadily increased over the last 2
years.
d. Frogs rest during the afternoon and become more active in the evening.

Task 2. Present the performance of the class using any of the 3 ways of
presenting data (Textual, Tabular and Graphical). Write a two-sentence
analysis of the data. Use a separate sheet of paper for your answer.
Test Scores

34 42 20 50 17 9 34 43
50 18 35 43 50 23 23 35
37 38 38 39 39 38 38 39
24 29 25 26 28 27 44 44
49 48 46 45 45 46 45 46

Task 3. Make an analysis of the figure below. Use a separate sheet of paper
for your answer.
This study is about the effects of brand image on customer loyalty in the
telecommunication industry thus respondents’ level of education and
occupation are considered very important demographic characteristics in the
findings.

Retrieved from:
https://www.researchgate.net/publication/339354104_CHAPTER_FOUR_DATA_PRESENTATION_ANALYS
IS_AND_INTERPRETATION_40_Introduction/citation/download

RO_Inquiries, Investigation and Immersion _Q2_LP 9 8

 B. Assessment
Present the data from the respondents of your research study. Decide what
should be used in presenting the research study and write your analysis. Use
a separate sheet of paper for your answer.

IV. RUBRICS
Formal Analysis Writing Rubric
Task Poor (1) Average (3) Good (3) Excellent (4)
Organization Unorganized list Has clear intro, may be a Clear introduction Organization shows
of points; lacks a restatement of assigned and summary at end; the reader how to
defined intro or question; Identifies some generally clear understand a topic;
conclusion main points but lacks a structure but may introduction
sense of their relative lack direction or contains an idea, not
importance; may not progression; some just restatement of
distinguish between points may not question; main
major points and contribute to points examples
supporting details; meaning or goal of well chosen; strong
includes much repetition paper; conclusion is conclusion that
or restatement, without merely a summary of attempts to bring
development points made or a ideas together.
repetition of intro.
Description The artwork is The artwork is identified The artwork is The artwork is
not identified; but vocabulary is identified; vocabulary identified;
vocabulary is incorrect or ineffectively is mostly correct and vocabulary is used
incorrect or used to describe the used to describe the correctly to describe
ineffectively artwork artwork somewhat the artwork
used to describe effectively effectively and
the artwork clearly
Analysis The relationship Focus given to specific Focus given to one or Focus two or more
of different formal element(s) without two formal elements formal elements;
formal elements considering relationships with some clear explanation of
are ignored or between different consideration of relationship of
incorrectly components; mentions relationships; different elements
explained. multiple formal elements includes some and how they
but lacks developed discussion of how contribute to viewer
discussion or analysis. elements aid viewer understanding
understanding
Interpretation Merely restates Some attempt to convey Some informed Balanced treatment
and course or own ideas but includes interpretation of the of observation and
articulation of reading errors of facts, does not art or historical documentary
own ideas assignment support ideas with contexts but may evidence, leading to
information concrete examples include errors and the student's own,
lack visual or informed
documentary interpretation of
support. materials and
concepts.

RO_Inquiries, Investigation and Immersion _Q2_LP 9 9

 Writing skills Lacks verbal Writing is basically Generally clear Vigorous style,
competence correct; paper may writing with no correct grammar
contain several errors of serious errors or and vocabulary;
spelling, punctuation, sloppy syntax; integrates visual
grammar; there is little avoids excessive description into
variety in sentence passive voice or discussion
structure convoluted sentence effectively; avoids
structure over-use of jargon;
presents an
individual voice

V. ANSWER KEY
A. Practice Tasks
Task 1
1. a and c
2. a
3. d
4. a
5. d

Task 2. Answers may vary

Task 3.
The figure shows the respondents who responded to our questionnaires.
Out of the 60 responded, 31 males (51.7%) were male, 29 females (48.3%).
This analysis implies that the majority of male under the study responded to
the questionnaire more than female customers. This implies that male
customers are many as compared to females. The findings are in agreement
with other studies and reports, which indicate that the larger proportion of this
certain telecommunication industry’s customers in the country is comprised of
male as compared to females.

B. Assessment
Answers may vary

VI. REFLECTION/COMMENTS/SUGGESTIONS
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

RO_Inquiries, Investigation and Immersion _Q2_LP 9 10

VII. REFERENCES
Bernardo, W.E., (2012). Presentation of Data. Retrieved February 09, 2021 from
https://www.slideshare.net/WinonaEselBernardo/presentation-of-data-
10958540?next_slideshow=1
BHATIA, MANU (2018). Your Guide to Qualitative and Quantitative Data Analysis Methods.
Humans of Data Atlan. from https://humansofdata.atlan.com/2018/09/qualitative-
quantitative-data-analysis-methods/
Collecting and Interpreting Data - Quiz. (2015). Quizizz.com.
https://quizizz.com/admin/quiz/5804b08d742600b44f91d57d/collecting-and-
interpreting-data/
Kinyongo, Teddy. (2020). CHAPTER FOUR DATA PRESENTATION, ANALYSIS AND
INTERPRETATION 4.0 Introduction.
https://www.researchgate.net/publication/339354104_CHAPTER_FOUR_DATA_PRE
SENTATION_ANALYSIS_AND_INTERPRETATION_40_Introduction/citation/downlo
ad/
Perez, M. E., (2014). Presentation, Analysis and Interpretation of Data. Retrieved February 09,
2021 from https://www.slideshare.net/31mikaella/presentation-analysis-and-
interpretation-of-data
Presentation of quantitative data (Graphs) - Quiz. (2015). Quizizz.com.
https://quizizz.com/admin/quiz/5f0710d0d45a2c001db4545f/presentation-of-
quantitative-data-graphs/
Research Integrity: Arts and Humanities. (n.d.).Module 3: Conducting. Retrieved February 09,
2021, from
https://www.epigeum.com/downloads/ri_accessible/uk/05_arts/html/course_files/ar_3
_60.html#:~:text=Presenting%20data,explain%20your%20findings%20to%20others.&
text=A%20great%20deal%20of%20freedom,to%20suggest%20a%20particular%20co
nclusion
Rubric for Poetry Interpretation. (2016, February 9). Studylib.net.
https://studylib.net/doc/7452749/rubric-for-poetry-interpretation

Prepared by:
REU AMOR AMORGANDA-DIGA, Teacher III
Gov. Mariano E. Villafuerte HS, SDO Cam. Sur
Quality Assured by:
GEMMA A. REALO, Principal II
Don Mariano C. Veneracion NHS, SDO Cam. Sur
GILDA A. CASTAŇEDA, Principal I
Homobono H. Gonzalez NHS, SDO Cam. Sur

ANGUSTIA P. ORAA, Principal I

Visita de Salog NHS, SDO Cam. Sur

PRECIOSA R. DELA VEGA, EPS I

SDO Camarines Sur

JEANETTE M. ROMBLON, EPS I

SDO Masbate City

Layout Artist:
MARY JANE S. SAN AGUSTIN, Teacher III
Fundado ES, SDO Cam. Sur

RO_Inquiries, Investigation and Immersion _Q2_LP 9 11