GOOD DAY

EVERYONE!
MY FULL NAME IS
THREXIE L. DIAZ.

YOU CAN CALL

ME TEACHER
THREXIE!
 ACTIVITY 1:

“FIX ME, TO
GUESS ME!”
1. R R I T N E P E T N A T I O

Definition:
the action of explaining the
meaning of something.

Answer:
1. R R I T N E P E T N A T I O

Definition:
the action of explaining the
meaning of something.

Answer:

INTERPRETATION
 2. F O

Definition:
It is a preposition that can be used
in many different contexts. It
can be used to help quantify a
time or measurement and/or
even identify a location, but it
can also create more general
relationships between objects
and their nouns.

Answer:
 2. F O

Definition:
It is a preposition that can be used in
many different contexts. It can be
used to help quantify a time or
measurement and/or even identify
a location, but it can also create
more general relationships
between objects and their nouns.

Answer:

OF
 3.A A T D

Definition:
refers to the information
such as facts and numbers
used to analyze something
or make decisions.

Answer:
 3.A A T D

Definition:
refers to the information such as facts
and numbers used to analyze
something or make decisions.

Answer:

DATA
TOPIC:

INTERPRETATION
OF DATA
LEARNING OBJECTIVES:

After going through the lessons, the learners will be able to:

1. Understand the steps involved in the interpretation of data

in the correct sequence;
2. Collaborate effectively (individual/group setting) in
interpreting the results based on the findings of the study
using table; and
3. Reflect the importance of interpretation of data.
 ACTIVITY 2:

“Sequential Sorting
Challenge: Organizing
Steps Activity!”
Instructions.

• Examine data carefully.

• Arrange the steps from 1st step to
the last step.
• Paste your arrangement of the
steps on the bond paper
provided by the teacher.
• Paste your output on the board.
• Choose 1 representative to
present your output.
• You only have 5 minutes to do
the task.
RUBRICS:

Here are the criteria for grading your presentation.

CRITERIA POINTS SCORES
ARRAGEMENT OF The steps in the interpretation of data
THE STEPS are correctly arranged and organized
accurately from first step to the last. (5
pts.)

DISCUSSION Provide a clear and concise discussion

about the topic or the step. (5 pts)

COOPERATION All member of the group worked

together. (5 pts.)
TOTAL SCORE:
(15 pts.)
PRESENTATION
TIME!
What do you think is the
purpose of those steps
involve in preparing and
writing your data
analysis in research?
 What will happen if
we don’t have steps to
follow in interpreting
the gathered data?
What is the importance
of studying or
understanding the steps
in interpreting data/
interpretation of data?
 Did you find it easy to
organize the steps in
preparing your data
analysis and writing your
data analysis?
STEPS INVOLVED IN INTERPRATATION OF DATA:

Preparing data analysis:

1. Prepare your research instruments.

2. Begin gathering your data. Be sure to observe the ethical
consideration in gathering your data.
3. After gathering your data, encode and organize them for analysis.
4. Subject the data to appropriate statistical tests. In analyzing your
data, you may ask the assistance of a statistics expert, or you may
use programs or online tools.
5. Present the results in tabular or graphical form.
STEPS INVOLVED IN INTERPRATATION OF DATA:

Writing data analysis:

1. Write the interpretation for each of the tables and graphs.

2. After completing you work, edit it focusing on grammatical and
typographical errors. You may use an online grammar checker (e.g.,
Grammarly.com) or ask for assistance in editing your work. Compile
you work in a portfolio. You will use your work in writing the other parts
of your research paper.
3. Submit your work using the format utilized in the other sections of your
paper.
4. Keep all your raw data as your teacher may require you to submit
them.
Preparing data analysis:
1. Prepare your research instruments.
EXAMPLE: SURVEY (QUESTIONNAIRES) - QUANTITATIVE RESEARCH
 Examples of Data-Collection Instruments
We group the instruments according to whether they are completed by
researchers or by respondents/subjects. Examples of these instruments include:
Researcher completes: Respondent/Subject completes:

Rating Scales Questionnaires

Interview Schedules Self-Checklists

Observation Forms Attitude Scales

Tally Sheets Personality (or character) Inventories

Flowcharts Achievement/Aptitude Tests

Performance Checklists Performance Tests

Anecdotal Records Projective Devices

Time-and-motion Logs Sociometric Devices

Preparing data analysis:

2. Begin gathering your data. Be sure to observe the ethical

consideration in gathering your data.
Example of Letter to Conduct:
 3. After gathering your data, encode and organize them for analysis .

EXAMPLE OF TALLIED DATA:

 3. After gathering your data, encode and organize them for analysis.
SCORING AND INTERPRETATION

In this part presents how the data of the major variables would be measured and interpreted. The
basis of this is the objectives of the study. This includes scales which will present the interpretation. An
example of Rating Scale (if your research instrument is Survey or Questionnaires):
4. Subject the data to appropriate statistical tests. In
analyzing your data, you may ask the assistance of a
statistics expert, or you may use programs or online tools.

Statistical Treatment of Data

This part presents the type of statistical tools that
will be used in the computation of the data. The Objectives
of the Study serves as basis on what particular statistics will
be used on certain variables. This does not include the
formula of the statistical tool to be used. An example is
shown as follows:
Statistical Treatment of Data
Frequency Counts and Percentages. This was used in interpreting
the data on the profile of the barangay official-respondents such as
sex, age, highest educational attainment, length of service, and
number of related seminars/trainings.
Weighed Mean. This was used in interpreting the data on the
level of comprehensive dangerous drugs act of 2002 and the level of
performance of the barangay officials.
Pearson Correlation. This was used in interpreting the
data on the tests of relationship between the barangay officials’
profile and their level of comprehensive dangerous drugs act of
2002; profile and their level of performance; as well as their level
of comprehensive dangerous drugs act of 2002 and their level of
performance.
t-test. This was used in interpreting the data on the
tests on difference between the assessments of the barangay
officials and the residents on the barangay officials’ level of
comprehensive dangerous drugs act of 2002 and level of performance.
 5. Present the results in tabular or graphical form.
Example:
Table. Challenges Affecting the Oral Presentation of the Respondents
Items m SD
1. I am not confident while delivering the lesson in front of the class. 3.20 .844 Sometimes

2. I enjoy speaking in English while discussing my report. 3.12 1.006 Sometimes

3. I feel shy doing an oral presentation when my teacher is looking at me. 3.15 1.201 Sometimes

4. I am nervous while speaking in front of the class. 3.45 1.201 Often

5. I am not fluent with the use of English language, so that, I can’t 3.43 1.2124 Often
express my ideas.
6. I always make effort to have an effective oral presentation in class. 4.19 .839 Often

7. I am motivated during oral presentation. 3.41 .984 Sometimes

8. I am anxious of speaking in front of the class. 3.35 1.026 Often
9. I give time to do oral practice before presentation. 3.88 .964 Often
10. I am anxious of the negative comments of my classmates. 3.46 1.241 Often

Grand Mean 3.46 .935 Often

 WRITING YOUR DATA ANALYSIS:

1. Write the interpretation for each of the tables and graphs.

Example #1:
 WRITING YOUR DATA ANALYSIS:

Results
Results of the study showed that the top three (3) highest ranked
items in personal factors in learning English of the respondents were item
15, "They used an English dictionary to know the meaning of words that they do
not easily understand," interpreted as "always" (m= 4.35, SD= .762); followed
by item 2, " They enjoy learning English," interpreted as "often" (m= 4.05,
SD= .899); and item 10, "They have general interest on learning English,"
interpreted as "often" (m= 4.05, SD= .820). However, item 9 was the least
ranked item, "They need a tutor to learn English effectively," interpreted as
"sometimes" (m= 2.96, SD= 1. 309).

The grand mean was interpreted as "often" (m= 3.72, SD= .456).
 Table 1. Personal Factors in Learning English of the

Items Respondents. M SD Int.

1. I feel comfortable and enthusiastic while learning English. 3.85 .954 often

2. I enjoy learning English. 4.05 .899 often

3. I feel lazy of doing activities in my English class. 3.07 .920 Sometimes

4. I take notes in my English class. 3.67 .935 Often

5. I encountered problems in learning English. 3.85 .968 Often

6. I depend only on my English teachers during my English class. 3.25 .931 Sometimes

7. I find my English class more difficult. 3.32 1.080 Sometimes

8. I try hard to learn English subject. 4.00 .986 Often

9. I need a tutor to learn English effectively. 2.96 1.309 Sometimes

10. I have general interest on learning English. 4.05 .820 Often

11. I read variety of reading materials to learn English. 3.68 .903 Often

12. I engage in any hobby that would help me in learning

3.88 .885 Often
English.

13. I love reading English books. 3.93 .935 Often

14. I cooperate in English class group activities. 3.93 1.004 Often

15. I use an English dictionary to know the meaning of words

4.35 .762 Always
that I do not easily understand.
Discussion

Learning English is a challenge for the students specially, for the

students who used English language as their second language. For the
students of Laoang Campus, the study shows in the personal factors in
learning English that the students used an English Dictionary to know
the meaning of words they do not easily understand, found that they
enjoy learning English, and have general interest on learning English.
The grand mean was rated often. This means that students are willing to
gain and enhance their knowledge in learning English. It implies that
students have initiative to take their part as a student to learn
English. It is recommended that the students should focus on enhancing
their skills: listening skills; reading skills; writing skills by
participating in classroom activities that would enhance the said
skills.
Example # 2:
 OTHER WAY IN DISCUSSION OF DATA:

The following must be considered in the discussion of data.

1. The flow of the discussion of results or findings is based on how the problems are
stated.

2. The manner or sequence of discussion should include the following:

a. Discussion of the findings in relation to the results of previous studies cited in the
review of related literature and studies; and

b. Implications, inferences, and other important information.

 DISCUSSION AND INTERPRETATION OF DATA EXAMPLE 1:

Total Population of Senior High School High School (Grade 11)

Students Enrolled for School Year 2014-2015.

This further show that the enrollment the enrollment of the Senior
High School (Grade 11) students during the second semester scored the
highest. The School noted that during this semester, many transferees
enrolled because of various reasons which were parental, economic, or
academic in nature. This findings is the same as that of the study of
Zamora (2013) when he found out that students during the second semester
left their previous school and transferred to another for the same
reasons.
2. After completing you work, edit it focusing
on grammatical and typographical errors.
You may use an online grammar checker
(e.g., Grammarly.com) or ask for assistance
in editing your work. Compile you work in a
portfolio. You will use your work in writing the
other parts of your research paper.
3. Submit your work using the
format utilized in the other
sections of your paper.
4. Keep all your raw data as your
teacher may require you to submit
them.
QUESTIONS?
 ACTIVITY 3:
“Data interpretation
Challenge!”
Directions. Given the
table below, interpret
the results based on the
findings of the study
using table. Craft the
results and write your
discussion based on the
results/findings of the
study.
 Rubrics:

Here are the criteria for grading your presentation.

CRITERIA POINTS SCORE
Clarity of Presentation The results are presented in clear and easy-
to-understand manner. (5 pts.)

Interpretation of data The interpretation of the results is accurate

and supported by the data. (5 pts.)

Significance and The significance and the practical

Implication implications of findings are clearly
explained. (5 pts.)

Collaboration and All member of the group worked TOTAL:

Cooperation together. (5 pts.)
20 PTS.
Total: 20 pts.
PRESENTATION
TIME!
 Table 2. Environmental Factors in Learning English of the Respondents.
Items
M SD Int.
1. I feel comfortable sitting in my English class. 3.93 .794 Often
2. The classrooms are properly equipped with English learning materials. 3.44 .948 Often
3. My parents support me in learning English. 4.01 1.191 Often
4. I stay concentrated in my English class. 3.89 .847 Often
5. I enjoy working in a group during my English class. 3.83 .991 Often
6. My English teachers understand my problems in learning English. 3.99 1.007 Often
7. The required textbooks are beneficial to me as an English learner. 4.12 .805 Often
8. The course content is interesting and encourage self-learning. 4.13 .811 Often
9. My English teachers teach me well. 4.31 .822 Always
10. I encounter comments about my performance in English class. 3.71 .897 Often
11. Classrooms are not optimally conducive in learning English. 3.43 1.055 Often
12. Classrooms are well-managed by English teachers. 4.03 1.013 Often
13. There are insufficient resources in learning English. 3.53 1.057 Often
14. English teachers use different approaches for the students to participate in learning English. 4.13 1.018 Often

15. Group study helps me gain a better understanding of learning English. 4.04 1.058 Often
Grand Mean 3.90 .557 Often
Results
Results of the study showed that the top three (3) highest ranked
items in environmental factors were item 9, "My English teachers
teach me well," interpreted as "always" (m= 4.31, SD= .822);
followed by item 8, " the course content is interesting and
encourages self-learning," interpreted as "often" (m= 4.13,
SD= .811); and item 14, "English teachers use different approaches
for the students to participate in learning English," interpreted as
"often" (m= 4.13, SD= 1.018). However, item 11, " Classrooms are not
optimally conducive in learning English," was the least ranked item
interpreted as "often" (m= 3.43, SD= 1.057).

The grand mean was interpreted as "often" (m= 3.90, SD= .557).
Discussion
The study in the environmental factors in learning
English it showed that teachers are teaching the students
well, found out the course content is interesting and
encourage self-learning, and the English teachers used
different approaches for the students to participate in
learning English. The grand mean was rated often. This means
that teachers are enthusiastic to help the students to
enhance their learning competence in English. It implies
that the teachers are giving opportunity to students by
engaging them to different activities that will develop
their knowledge and sustain teaching strategies of the
teachers. It is recommended that the students should focus on
enhancing their skills: listening skills; reading skills; writing
skills by participating in classroom activities that would enhance
the said skills.
EVALUATION
TIME!
 Directions. Given the table below, interpret the results based on the findings
of the study using table. Craft the results and write your discussion based on
the results of the study.
Table. Relationship Between the Personal and Environmental Factors in Learning English of
the Respondent.

Pearson Interpretation
Variables Chi-Square Asymp. Sig.
value df (2-sided)
7.425 624 .001 Significant
Personal Factors and
Environmental Factors
RESULT:

The test of the relationship between the personal and

environmental factors was found "significant" (x²= 7.425; p= .001).

Discussion:

Result of the study found out that factors in learning English of the
respondents was significant. This means that the teachers and the students
take part of their obligation in teaching and learning process. This
implies that the teachers and the students are willing to help each
other's in learning and teaching process in English. It is recommended to
nurture the relationship of the teachers and the students by be on time on
class and avoid absences. Additionally, have more engagement of both
teachers and students in a classroom activity.
ASSIGNMENT
:
 ASSIGNMENT

Directions. Given the table below, craft the result of the study and write a sound discussion. Write
your answers on a 1 whole sheet of paper.
Table. Challenges Affecting the Oral Presentation of the Respondents
Items m SD
1. I am not confident while delivering the lesson in front of the class. 3.20 .844 Sometimes
2. I enjoy speaking in English while discussing my report. 3.12 1.006 Sometimes
3. I feel shy doing an oral presentation when my teacher is looking at me. 3.15 1.201 Sometimes
4. I am nervous while speaking in front of the class. 3.45 1.201 Often
5. I am not fluent with the use of English language, so that, I can’t express my 3.43 1.2124 Often
ideas.
6. I always make effort to have an effective oral presentation in class. 4.19 .839 Often
7. I am motivated during oral presentation. 3.41 .984 Sometimes
8. I am anxious of speaking in front of the class. 3.35 1.026 Often
9. I give time to do oral practice before presentation. 3.88 .964 Often
10. I am anxious of the negative comments of my classmates. 3.46 1.241 Often
Grand Mean 3.46 .935 Often
THANK
YOU!