Senior

High School

PRACTICAL RESEARCH 2
Quarter 2 - Module 2
Data Collection, Presentation, and Analysis

CO_Q2_SHS Practical Research 2_Module 2

Practical Research 2- Senior High School
Alternative Delivery Mode
Quarter 2 - Module 2: Data Collection, Presentation, and Analysis
First Edition, 2020

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Development Team of the Module:

Authors: Maria Eleonor C. Bañares, Rochelle A. Luzano, PhD,

Reviewers: Joel D. Potane, PhD Kareen J. Agcopra, PhD

Warren I. Luzano, PhD Cristina D. Abao
Shera May L. Gochuco Ryan Z. Roa

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Practical Research 2
Quarter 2- Module 2
Data Collection, Presentation, and
Analysis
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners,
can continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-
step as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each

SLM. This will tell you if you need to proceed on completing this module or if you
need to ask your facilitator or your teacher’s assistance for better understanding of
the lesson. At the end of each module, you need to answer the post-test to self-
check your learning. Answer keys are provided for each activity and test. We trust
that you will be honest in using these.

In addition to the material in the main text, Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how they can
best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any part
of this SLM. Use a separate sheet of paper in answering the exercises and tests. And
read the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering the
tasks in this module, do not hesitate to consult your teacher or facilitator.

Thank you.
 What This Module is About

As a researcher, it is important that you are knowledgeable about what

type of data collection technique to use for a certain type of quantitative
research study you are planning to pursue. The importance of data collection
cannot be undermined since in the absence of correctly collected data, your
research questions can remain unanswered, or the testing of research
hypothesis is not possible.

This module gives an overview of factors to consider when choosing data

collection method. It also shows a brief description on the different instruments
available, its advantages and disadvantages, and guidelines on how to use the
specific instrument suitable to the research questions and or objectives.
Additionally, you will be exposed to the different statistical tool that you can
possibly use to analyze the gathered data.

This is made simple and easy to understand yet contains the maximum
and solid knowledge necessary for you to be able to accomplish the Chapter 4 of
your research study. Furthermore, this module also contains examples and
exercises for you to improve your learning. For enrichment, learners may contact
anytime their teacher through messenger, FB, zoom, call or text at their own
convenient time.

The following are the lessons contained in this

module: Lesson 1 – Data Collection Instruments

Lesson 2 – Data Presentation and Interpretation
Lesson 3 – Using Statistical Techniques to Analyze Data

What I Need to Know

At the end of this module, you should be able to:

1. collect data using appropriate instruments (CS_RS12-IId-g-1);
2. present and interpret data in tabular and graphical forms (CS_RS12-IId-g-2); and
3. use statistical techniques to analyze data—study of differences and
relationships limited for bivariate analysis (CS_RS12-IId-g-3).

1 CO_Q2_SHS Practical Research 2_Module 2

 What I Know

1. What data collection method involves tracking of changes during specified time
period?
A. Questionnaire B. Observation
C. Interview D. Test

2. Which of the following is defined as an action that the researcher will

do to obtain appropriate data?
A. Data Interpretation B. Data Manipulation
C. Data Collection D. Data Analysis

3. Which of these methods is the most expensive way to collect data per respondent?
A. Personal B. Online
C. Phone Call/Text D. Postal

4. The following are guidelines before conducting an interview. Which one is not?
A. Check if your recording device worked well throughout the interview.
B. Choose a comfortable venue with the least number of distractions.
C. Prepare and rehearse your interview guide.
D. Decide on the duration of the interview.

5. Which of the following should not be part of the informed consent form?
A. Name of Researchers and the Institution affiliated with
B. Name of Participants and the Institution affiliated with
C. Anonymity of the participants and their responses
D. Title of the study and purpose of the study

6. Participant observation can be performed covertly. What does it imply?

A. Participants are not aware of the purpose of the observation.
B. Participants are aware of the purpose of the observation.
C. Participants are unmindful of the result of the research.
D. Participants are aware of the result of the research.

7. Which of the following data processing techniques refers to ordering the data into a
table?
A. Arrangement B. Tabulation
C. Editing D. Coding

8. Which correlation is the strongest?

A. -1.0 B. +.80
C.-0.6 D. +0.5

9. Which graph uses vertical bars to represent data?

A. vertical graph B. pie chart
C. line graph D. bar chart

10. In a two-tailed test, which should be rejected when the test value falls in
any of the two critical regions?
A. Alternative hypothesis B. Null hypothesis
C. Type I error D. Type II error

2 CO_Q2_SHS Practical Research 2_Module 2

11.The guidance counselor of GUNHS tabulated the data about Junior High
School students’ daily absences and obtained the average per day. The
graph below shows the result of her tabulation. What is the best
interpretation of the graph?

A. The graph shows that Friday has the highest recorded number of
absences all throughout the school year.
B. GUNHS students should undergo an intervention and participate
in a “Time Management Seminar”.
C. The graph shows that students from GUNHS are absentees.
D. The graph shows that only few students are absent daily.

12.In which of the following situation does a Type I error occurs?

A. The null hypothesis is accepted when it is false.
B. The null hypothesis is accepted when it is true.
C. The null hypothesis is rejected when it is false.
D. The null hypothesis is rejected when it is true.

13.Which of the following is true about the significance level?

A. It measures the probability of rejecting a correct null hypothesis.
B. It is set after a statistical test is conducted.
C. It is always set at 0.05.
D. It results in a p-value.

14.When does a positive correlation occurs?

A. When one variable goes up, and the other goes down.
B. When two variables move in opposite directions.
C. When two variables move in the same direction.
D. When two variables remain constant.

15.What is the decision that you will make if the p-value is lower than the alpha level?
A. Do not accept the null hypothesis.
B. Do not reject the null hypothesis
C. Accept the null hypothesis.
D. Reject the null hypothesis.

3 CO_Q2_SHS Practical Research 2_Module 2

 Lesson

1 Data Collection Instruments

What’s In

Due to the COVID-19 global pandemic crisis, many are easily hook into
sharing and believing fake news without processing and verifying the source.
Daily figures of these cases are also gradually changing, creating misinformation
and fear. People are anxious about what is happening, and tensions are
inevitable due to security and health threats. Therefore, reliable sources of data
and information are highly needed. The fundamental questions to ask are: What
is data? Why researchers collect data? How is data collected? Who needs the
collected data?

In this pandemic situation specifically, the following questions can be considered.

•How many Filipinos are positive of COVID-19?
•Does aspirin prevent the spread of COVID-19?
•How many percent of Filipinos are jobless when the lockdown began?
•How have the education sector embraced the new normal?

All these questions, and many more can be answered through data
collection. As taught in the previous lesson, a researcher begins by identifying
the research problem. Once the data gathering procedure has been implemented
and data has been gathered, the next thing to do is to analyze and interpret
them. Data is obtained with the aid of data collection instruments which will be
the focus in this lesson.

What I Need to Know

Collecting data is the first step you need to perform before you proceed in
writing your data analysis and interpretation. Data collection is a systematic
process of gathering relevant information, observations, or measurements.
Whether you are performing research for academic purposes, government or
business, data collection allows you to gain first-hand knowledge and original
insights into your research problem. While methods and aims may differ between
fields, the overall process of data collection remains largely the same. Before you
begin collecting data, you need to consider: (1) the aim of the research; (2) the
type of data that you will collect; and (3) the methods and procedures you will
use to collect, store, and process the data.
Quantitative research instruments comprise observation, questionnaires, test, and
interviews. On the other hand, data collection approaches for qualitative research
usually involve: (a) direct interaction with individuals on a one-to-one basis, (b)
and or direct interaction with individuals in a group setting.
When developing and utilizing a research instrument, the following steps
are to be considered:
1. Define the aim of your research (research question).
2. Choose your data collection method.
3. Plan your data collection procedures.
4 CO_Q2_SHS Practical Research 2_Module 2
4. Collect and verify your data.
5. Present your findings.

5 CO_Q2_SHS Practical Research 2_Module 2

 What’s New

How do you collect your data?

Look at the different kinds of research instruments. Check all that seem
helpful in answering your research questions. You may choose more than one.

Data Collection Method

1. Questionnaires
a. Structured
b. Semi-structured
c. Unstructured
d. Face-to-face
e. Online
2.Tests
a. Standardized
b. Non-standardized
c. Recall Questions
d. Recognition Questions
e. Open-ended Questions
f. Face-to-face
g. Online
3.Interviews
a. Face-to-face
b. Phone
c. Video
4. Observations
a. Controlled
b. Natural
c. Participant

What Is It

Research Instruments

Questionnaires

A questionnaire is a research instrument that consists of a set of questions

that aims to collect information from a respondent. A research questionnaire is
typically a mix of close- ended questions and open-ended questions. Open-
ended, long-form questions offer the respondent the ability to elaborate on their
thoughts. The data collected from a data collection questionnaire can be both
qualitative as well as quantitative in nature. A questionnaire may or may not be
delivered in the form of a survey, but a survey always consists of a
questionnaire.

The terms survey and questionnaire have different meanings. A

questionnaire is an instrument used to collect data while a survey is a process of
collecting, recording, and analyzing data. Questionnaires can be structured,
semi-structured, or unstructured.

In quantitative research, questionnaires use the following approaches: (1)

scale (usually Likert scale); and (2) conversion of responses into numerical

6 CO_Q2_SHS Practical Research 2_Module 2

values, e.g., strongly as 5, agree as 4, neutral as 3, disagree as 2, and strongly
disagree as 1.

7 CO_Q2_SHS Practical Research 2_Module 2

There are three structures of questionnaires:
1. Structured questionnaires employ closed-ended questions
2. Unstructured questionnaires, on the other hand, use open-ended
3. Semi-structured questionnaires are combinations of both the
structured and unstructured ones.

Advantages of Using Questionnaire

1. Bulk data can be gathered in less time.
2. Online survey is quick and cost-effective.
3. Less chance of bias.
4. Respondents can answer the questionnaire without revealing their identity.
5. Easy analysis and visualization

Disadvantages of Using Questionnaire

1. Questionnaires may not be returned on time.
2. Questionnaires may be lost.
3. Understanding and interpretation of the questions varies by the participants.
4. Participants may not be able to complete the required responses.
5. Emotions and feelings are hard to convey.
6. Participants’ answer may lack depth.

Guidelines in Using Questionnaires for Data Collection

1. Determine the data to be collected.
2. Determine the method to be used in administering the
questionnaire such as face-to-face or online method.
2. Divide your questionnaire into two or three parts.
a. Personal information. This section which contains background
information of the participants. (Names are optional)
b. Main section. This lists the specific questions or indicators.
c. Open-ended question section. This contains additional information
that might be needed. (This applied only for quantitative research)
3. Make sure to provide specific and clear directions for respondents in
answering the questionnaire.
4. Decide on the questionnaire structure, type of questions and response
format. Evaluate the questions and options and make sure that they
are aligned with specific research questions or objectives.
5. Decide on using simple terms, avoid negative statements, leading,
biased, double barred, or sensitive questions and make a brief, clear,
and concise questionnaire.
6. Begin with the general questions first followed by the specific ones.
7. Predetermined responses should match the nature of the questions.
a. If the content is about quality, use quality (excellent, very good,
good, poor) Later, these responses will be translated into numerical
values (e.g. five-point Likert scale)
b. If questions are about frequency, use frequency (always,
frequently, sometimes, seldom, never)
c. If the content is about belief, use agreement (strongly agree ,
agree, neutral, disagree, strongly disagree)
d. If the questionnaire is about behavior, use extent (very great
extent, great extent, moderate extent, small extent, none at all)
8. If possible, set an appointment before distributing the questionnaires.
9. Attach a cover letter to the questionnaire especially for agency
connected respondents.
10.Contact participants who did not to return the questionnaire.
11.Tally and encode the data immediately once you have collected them.
Keep a soft copy of your data.

8 CO_Q2_SHS Practical Research 2_Module 2

Tests

Tests are used for measuring various skills and types of behavior,
personality, achievement, performance, as well as for describing some
characteristics. It is also used to develop to measure specific knowledge, skill, or
cognitive activity. There are two types of tests used in quantitative research:
standardized test and non-standardized test.

Standardized test is a test that is given to a group of people such as

students or professionals in a very consistent manner; meaning that the
questions on the test are all the same, the time given to each test-taker is the
same, and the way in which the test is scored is the same for all. It is considered
as more reliable and valid. Examples are Licensure Exam, Achievement test,
College/University Entrance Exam, Personality Tests, IQ test and the likes.

Non-standardized test is a test that allows for an assessment of an

individual's abilities or performances but doesn't allow for a fair comparison of
one individual to another. This test is very simple to use and may not be scored
uniformly. It is administered to a certain set of people.

Types of Test Questions

1. Recall Questions. It requires participants to recall information from

memory (e.g., fill- in-the blank test, identification test, enumeration test,
etc.)
2. Recognition Questions. It allows participants to select from given choices
the best or correct choice (e.g., multiple-choice test, true or false test, yes
or no test, etc.)
3. Open-ended Questions. It allows the participants more freedom in their
responses, expressing their thoughts and insights (e.g., essay writing tests
and other performance-based tests.

Here are elaborate types of test and examples:

1. RECALL TESTS
A. Identification- the participants will provide an answer to the question
using simple memory recall.
Example: What do you call an angle whose measurement is 90 degrees?
B. Enumeration- the participants will list down the answers
or steps Example: List down the steps in solving a
problem.
C. Cloze Test – the participants will supply an answer to the
blank spaces. Example: The graph of a quadratic function is a
.

2. RECOGNITION TESTS
A. Matching Type- the participants will match the answers from column A
to column B by drawing a line.
Example: Match the terminologies in Column A with their synonyms in
Column B. Column A Column B
Measurement is
1. Acute Angle A. 90 degrees
2. Right Angle B. less than 180 degrees but greater than 90
3. Obtuse Angle C. less than 90 degrees but greater than 0
B. Multiple Choice- the participants will choose the correct/best answer
from the given options.
Example: Which of the following does NOT belong to the group?
A. Acute Angle B. Right Angle
9 CO_Q2_SHS Practical Research 2_Module 2
 B. Obtuse Angle D. Depressed Angle
C. Dichotomous Type (True or False, Yes or No)- the participants will select
only one option either yes or no or true or false.
Example: Write TRUE on the space before each number if the
statement is correct and FALSE if it is incorrect.
1. 140 degrees angle is acute.

10 CO_Q2_SHS Practical Research 2_Module 2

3. OPEN-ENDED TESTS
A. Performance-based- the participants are expected to perform a given task.
Example: Create a video presentation showing the step-by-step
process of solving quadratic equations.
B. Non-performance based- the participants may answer orally or in
a written manner.
Example: Explain the mathematical procedures you apply to
transform the given quadratic equation to standard
form.

Interviews

Quantitative interviews are sometimes referred to as survey interviews

(structured type) because they resemble survey-style question-and-answer
formats where in a large sample sized is used. It may be recorded, but because
questions tend to be closed ended, taking notes during the interview is less
disruptive than it can be during a qualitative interview.

If a quantitative interview contains open-ended questions, however,

recording the interview is advised. It may also be helpful to record quantitative
interviews if a researcher wishes to assess possible interview effect which means
that the responses of the participants may be affected by the behavior displayed
by the researcher on the manner that the questions are presented. This type of
interview uses a rating scale or rubric and responses are numerical.

Qualitative interviews are sometimes called intensive or in-depth

interviews. These interviews are informal, unstructured, semi-structured or focus
group discussions (FGD). The researcher has a particular topic about which he or
she would like to hear from the respondent, but questions are open ended and
may not be asked in the same way or in exactly the same order to each and
every respondent.

In in-depth interviews, the primary aim is to hear from respondents

about what they think is important about the topic at hand and to hear it in their
own words. So, no rating scale or rubric is needed. Responses are non-numerical.

The questionnaire and quantitative interview are both highly structured,

but here’s a difference between the two:

In quantitative interviews, (1) the items are read to the participants; (2)
participants and researchers may ask questions; (3) helpful to blind or
uneducated participants while in questionnaires, (1) the participants read the
questions and answer on their own; (2) the participants and researchers may not
ask further questions; (3) not useful to blind or uneducated participants.

Observation

Observation is way of gathering data which involves systematically

selecting, watching, listening, reading, touching, and recording behavior and
characteristics of living beings, objects, or phenomena. Observations can be
controlled, natural, or participant. It can be used in quantitative research when
the observable characteristics are quantitative in nature (e.g. length, width,
height, weight, volume, area, temperature, cost, level, age, time, and speed).
Observation has greater flexibility in the observation method. However,
observation may lack participant validity and may be prone to the Hawthorne
effect phenomenon (when subjects of an experimental study attempt to change or
improve their behavior simply because it is being evaluated or studied).
11 CO_Q2_SHS Practical Research 2_Module 2
Furthermore, it is more exhausting and time-consuming especially when
observations need to be conducted for many years.

12 CO_Q2_SHS Practical Research 2_Module 2

 Forms of Observation

i. Controlled observation is a form of observation where researchers watch

participants in a contained environment, such as a classroom or a
laboratory. In a controlled study, the researcher pre-determines and
controls the study variables and determines the location, the time, the
participants, and the tools used to complete the study. It is usually used
in experimental research and is done under a standard procedure. It
provides more reliable data (obtained through structured and well-
defined process). Lastly, the observer performs a non-participant role
(i.e. does not interact with the participants).

ii. Natural Observation is a form of observation that involves observing

subjects in their natural environment. It can be used if conducting lab
research would be unrealistic, cost-prohibitive, or would improperly
affect the subject's behavior. It is carried out in a non-controlled setting.
It has greater ecological validity (i.e. flexibility of the findings to be
generalized to real-life contexts Its major limitation is its strength to
establish a causal relationship due to the presence of extraneous
variables which can affect the behavior of the participants

iii. Participant Observation is a form of observation wherein the researcher

becomes a complete observer or a participant in the study through the
experience of spending time with a group of people and closely
observing their actions, speech patterns, and norms, which in turn the
researcher can gain an understanding. It allows the observer to become
a member of the group or community that the participants belong to. It
can be performed covertly (i.e., participants are not aware of the
purpose behind the observation. It can be done also overtly, wherein
participants know the intention or objectives of the observation

Different Roles of a Researcher during a Participant Observation

1. Complete Observer

This is a detached observer where the researcher is neither seen nor

noticed by participants. It’s one way of minimizing the Hawthorne Effect as
participants are more likely to act natural when they don’t know they’re being
observed.

2.Complete Participant

This is a fully embedded researcher, almost like a spy. Here the observer
fully engages with the participants and partakes in their activities. Participants
aren’t aware that observation and research is being conducted, even though
they fully interact with the researcher.

3. Observer as Participant
Here the researcher is known and recognized by the participants and in
many cases, the participants know the research goals of the observer. There is
some interaction with the participants, but the interaction is limited. The
researcher’s aim is to play a neutral role as much as possible.

4. Participant as Observer
Here the researcher is fully engaged with the participants. She is more of
a friend or colleague than a neutral third party. While there is full interaction with
participants, they still know that this is a researcher.
13 CO_Q2_SHS Practical Research 2_Module 2
Guidelines in Conducting an Observation

Before the
During the After the
Observation
Observation Observation
• Clarify • Make sure to • Code or
the note the date, arrange the data
research time, and place gathered
objective where the according to the
s. observation is variables of the
• Be ready conducted. study.
with • Limit the person • Tabulate the
observation who will observe. data, use
checklist. • Explain the numerical value
purpose of the for quantitative
• Determine observation to research.
your time of participants if • Review the
observation applicable. data gathered to
and collection • Avoid determine the
technique. causing gaps before
• Record disruptions proceeding.
only while
relevant observing.
informatio • Make sure
n. to
• Prepare guarantee
anonymity
consent form of
for human paticipants
observation. .
• Make use of
multiple
recording
schemes such as
taking notes,
videos, audios,
and photos but
with proper
ethical
considertions.

1.

USEFUL ONLINE
TOOLS

Google Forms are free online forms that allows the researcher to
construct, administer, and analyze surveys.

Step-by-step on how to use the google forms:

Step 1: Set up a new form or quiz

1. Go to forms.google.com.
2. Click Blank .
3. A new form will open.
Step 2: Edit and format a form or quiz (You can add, edit, or format text,
14 CO_Q2_SHS Practical Research 2_Module 2
 images, or videos in a form.)
1. Edit your form.
2. Create a quiz/survey with Google Forms.
3. Choose where to save form
responses. Step 3: Send your form for
people to fill out
1. When you are ready, you can send your form to others and collect their
responses.

15 CO_Q2_SHS Practical Research 2_Module 2

Different Formats of Online Survey Tools (www.surveygizmo.com)

1. Radio Buttons 2. Checkboxes

Gender Favorite Mall

Femal ☒SM
☒Ayala
e Male ☐ Gaisano
☒Lim Ketkai

3. Drop Down Menus 9. Image Select

4. Drag and Drop

5. Likert Scale

16 CO_Q2_SHS Practical Research 2_Module 2

6. Slider Scale

7. Star Ranking

8. Net Promoter Score (NPS)

10. Matrix

Province General Modified General Enhanced

Community Community Community
Quarantine Quarantine Quarantine
Misami   
s
Orienta
l
Bukidnon   
Agusan   
del Norte
Camiguin   
Misamis   
Occidental

Ethical Considerations in Data Collection of Quantitative Research

Ethical considerations should always be practiced when conducting
research. Researchers must ensure that respondents/ participants are treated
fairly and properly especially during data collection. Consent form is a tool to be
used that respects the right of every participant to be informed and to make
voluntary participation during the data gathering.
Informed Consent Form is a document whose intent is that human participants
can enter research freely (voluntarily) with full information about what it means
for them to take part, and that they give consent before they participate the
17 CO_Q2_SHS Practical Research 2_Module 2
research. This form must be accomplished before gathering data from the
participants. It must be signed both by the researcher and the participant as they
agree to the conditions during the actual conduct of the data collection process.
It usually contains the following:

18 CO_Q2_SHS Practical Research 2_Module 2

1. Background of your study (Title of the Study, Purpose of the Study)
2. Name of Researchers and the Institution you are affiliated with
3. Data Collection Procedure
4. Possible discomfort or risk factors
5. Anonymity of the participants and their responses
6. Termination of Research (may refuse to participate anytime)
7. Authorization of the Participants (participants acknowledge the conditions
that they will be subject to the study)

Sample Informed Consent

RESEARCH SUBJECT INFORMED CONSENT

To the participants:
Read this consent form and ask questions and clarifications before you decide
to participate in this study or not. You are also free to ask questions during
your participation in this research.
----------------------------------------------------------------------------------------------------------------------
Project Information

Research Title: IMPROVING SPEED AND ACCURACY IN MATH PROBLEM-

SOLVING USING THE SINGAPOREAN METHOD AMONG GRADE 7
STUDENTS OF GuNHS-X
Researcher: Rico A. Lopez Phone: 09283434567/856-
3454 School: Gulaman National High School-X Department: Senior High
School

1. PURPOSE OF THIS RESEARCH STUDY

You are asked to participate in a research study that seeks to offer a
Singaporean Method in solving mathematical problems. The Singaporean
method is a method that aims to develop speed and accuracy in solving
problems in mathematics. Additionally, the study aims to determine the
effectiveness of the Singaporean Method in solving mathematical problems.
Specifically, this study aims to answer the following questions: (1) Is
there a significant difference between the learner’s problem-solving skill
during the pretest and the posttest? (2) Is there a significant difference
between the scores of the learners in rating their problem-solving skill before
and after introduced to the Singaporean Method? (3) Is there a significant
difference in the problem-solving performance and the self-report scores
between the control and experimental group?

2. PROCEDURES
You will be asked to use the workbook prepared by the Math Society and
attend the math class at the Computer Laboratory. You will also be
interviewed via Focus Group Discussion to obtain information regarding your
reactions or responses to the approach. Specifically, you will be asked to do
the following: (1) You will be asked to attend the Math class that uses the
Singaporean approach for the whole term. (2) You will be interviewed by your
math teacher for two (2) hours about your responses regarding the
Singaporean approach of learning Mathematics and the challenges you
encounter using this approach.

The expected duration of your participation is from October 2020 to January

2021.

3. POSSIBLE RISKS OR DISCOMFORTS

No possible risks can pose danger to you in any form during the conduct
of this study. The implementation of the method may last for three (3)
19 CO_Q2_SHS Practical Research 2_Module 2
months or approximately 12 weeks and the interview may last for two hours.

20 CO_Q2_SHS Practical Research 2_Module 2

Cont.

4. POSSIBLE BENEFITS
The findings of this research will benefit your teachers in expanding their
teaching practices to effectively deal with developing a very potential
problem-solving skill among its learners. This study is also useful for both
public and private school administrators in the country in preparing a math
curriculum with an intervention that is anchored upon the result of this study
to develop and enhance the problem-solving skills among high school
students.

5. FINANCIAL CONSIDERATIONS
No amount will be required from you during your participation in this study.

6. CONFIDENTIALITY
Your identity in this study will be treated with utmost confidentiality. The
results will be published for academic purposes only. However, any data
obtained as a result of your participation in this study may be checked by the
sponsor, by the person conducting this study and or by the research panelists.

7. TERMINATION OF RESEARCH STUDY

You are free to choose whether or not to participate in this study. There
will be no penalty if you choose not to participate. You may withdraw from
your participation at any time without penalty.

8. AVAILABLE SOURCES OF INFORMATION

Any further questions you have about this study will be answered by the
researcher.

9. AUTHORIZATION
I have read and understood this consent form, and I volunteer to
participate in this research study. I understand that I will receive a copy of
this form. I voluntarily choose to participate, but I understand that my consent
does not take away any legal rights in the case of negligence or other legal
fault by anyone who is involved in this study. I further understand that
nothing in this consent form is intended to replace any applicable laws.

Participant’s Signature Over Printed Name

Date:

Parent’s/Guardian’s Signature Over Printed Name (if underage)

Date:

Researcher’s Signature Over Printed Name

Date:

21 CO_Q2_SHS Practical Research 2_Module 2

 What’s More

Activity 1: Answer Me!

Directions: Look at the questionnaire below. Answer the questions that follow by
checking the box that best describes you.

A Questionnaire to Review Your Study Habits

Strongl Strongl
Construct Agree Undecided Disagree
y y
s Agree Disagre
e
1. I study where there is a
good lighting.
2. I study in a room where
the temperature is cool.
3. The desk where I study is
always clear from
distractions.
4. I use earplugs to
minimize distracting
sounds.
5. I study facing a wall.
6. I don’t do other things
while I am studying.
7. I prepare ahead of time
all the materials that I
will need for studying.
8. I avoid wasting my time
on Facebook, etc. in
between my study time.
9. I review my notes after
class and use it for
review.
10. I take breaks from
time to time during study
time.

Activity 2: Write Me Down

Directions: Interview five (5) families in your barangay or other possible options
may be presented depending on the current situation in your
community. Create three (3) interview questions regarding their
situation during the COVID-19 pandemic crisis. Make sure that the
responses of your interview questions is quantifiable.

1.

2.
22 CO_Q2_SHS Practical Research 2_Module 2
23 CO_Q2_SHS Practical Research 2_Module 2
3.

4.

5.

Activity 3: Quantitative or Not?

Directions: Which of the following can be considered as quantitative interview
questions? Put a check () the space provided before the number if the
following questions illustrate quantitative nature and mark it with X if it
is not.

1. How often do you buy mobile accessories for social acceptance purposes?
2. How regularly do you go to malls in a week?
3. How much would you be willing to pay for a mobile app for dating?
4. What are the differences in attitudes towards shopping between men and
women?
5. What is the difference in the number of telephone calls made
between men and women?
6. What is the relationship between a grade in math and level of class
participation among Grade 7 students?
7. What is the relationship between the number of COVID-19 cases and travel
exposure?
8. What is the relationship between job satisfaction and salary among
public school teachers?
9. Can you describe how you first became aware of the COVID-19 crisis?
10. Can you talk about your thoughts on how the COVID_19 pandemic affects
a person, a family, a school, or a community?
11. How do you see yourself today, in terms of the “new normal”?
12. How does your family view your gender crisis?
13. What does your school or community do to educate you about the
COVID-19 pandemic crisis?
14. Can you talk about whether or not you feel safe in your school or
community after the enhanced community quarantine was lifted?
15. Which factors mostly distort the approval rating of the president?

Activity 4: Observe Me!

Directions: What type of observation is illustrated in the following observation

notes? Write the letter of your choice on the space provided before
the number. Choose from the choices below:
A. complete observer B. observer as participant
C. participant as observer D. complete participant

1. A doctor watching a patient's reaction to a medication.

2. Pilots watching their monitors for airplane movements and locations.
3. A biology teacher recording the daily data on bacteria growth at the Bio
laboratory.
4. A guidance counselor watching a friend's reaction to her barkada’s confession.
5. An adviser watching her students work during independent work time.
6. An online tutorial company manager observing the conversation of the
24 CO_Q2_SHS Practical Research 2_Module 2
 interviewer and the applicant to determine the quality of their
performance.
7. A principal observing a math teacher gives a lesson to her class to
evaluate her performance as an educator.

25 CO_Q2_SHS Practical Research 2_Module 2

 8. A parent is watching her children interact with other children on the playground.
9. An actress is watching her movie premier unfold on the big screen.
10. A group of Grade 12 students went to BFAR to perform certain duties
as what the workers are doing.

Activity 5: Try It!

Directions: Create a Google form related to the study that you are conducting.
Follow the steps in making a Google Form. Make sure to take note of
the parts of a questionnaire. Print/show your output to your teacher.

Activity 6: Watch It!

Directions: Go to the link below and watch the video to enrich what you’ve already
learned:
https://bit.ly/31oOcP6
https://bit.ly/3dCKMeg

Activity 7: Let’s go Online

Directions: Go to the link below and practice what you’ve learned from
this lesson: https://bit.ly/2ZjUNId
https://bit.ly/387QUtD

What I Have Learned

Directions: Using the space below, write a reflective essay about your learning
experience on the quantitative data-collection techniques. Let your
essay reveal how much you learned about each concept behind each
topic dealt with in this lesson. Express which concepts are the most
understood, slightly understood, and the least understood ones.

26 CO_Q2_SHS Practical Research 2_Module 2

 What I Can Do

Directions: Perform the following tasks. You may write or encode your answer in
a long bond paper. Submit your output to your teacher for checking.

Decide on what type of data collection instrument you will use in

obtaining data for your research study. Why will you use this specific
data collection method?
Once you have decided on what data collection instrument to use, it
is time to create your questions as a basis for data gathering. Make sure
to align each of your questions or items to the research questions.
Write also a draft of your one-page informed consent.

Additional Activity
Directions: Now that your data collection method and tool have been approved,
it is now time to gather your data (float your questionnaire or test/
conduct your interview or observation). Make sure that your informed
consent and questionnaire have been checked before distributing them
to your participants. Reproduce your materials according to the target
number of participants.

27 CO_Q2_SHS Practical Research 2_Module 2

 Lesson
Data Presentation and
2 Interpretation

What’s In

In the previous lesson, you were presented with options as to how you will
gather your data. Once the data are collected, you need to encode and
organized them for systematic purposes. This will be the focused of this lesson.
In this process, you will need to edit, code, tabulate and summarize information
through graphs and tables for presentation and interpretation purposes. The
process also allows the removal of unnecessary information.

Data presentation and analysis is one of the most essential part in your
research study. An excellent data presentation can be potential for winning the
hearts of the panelists, clients, or simply the readers. No matter how good your
data, if it is not well presented, you will not be able to earn the preferences of
those whom you are trying to persuade. Good data presentation matters.

What I Need to Know

The following are the significant steps you need to take note in preparing
and writing your data analysis after gathering the data:

(1) encode and organize your data for analysis according to the data
asked by your research questions;
(2) use your data for statistical tests you have identified in Module 4.
You may ask assistance from your statistics and research teacher;
(3) present the result in tabular or graphical form appropriate for your
data and research purpose;
(4) write the interpretation for each table or graph highlighting the
significant results and its implications;
(5) support your findings from relevant literature and studies you have
cited in the Chapter 2 of your research paper; and
(6) edit the grammatical and typographical errors in your interpretation.
You may use www.grammarly.com to edit your work.
(7)Submit your work using the format given to you. Remember the
institutional format of your school.

Techniques in Data Processing

Remember to organize your data based on your research questions. The

data processing involves three actions: editing, coding, and tabulation.

Editing raw data is the first step in analysis. Editing detects errors and
omissions, corrects them whatever possible. Editor’s responsibility is to
guarantee that data are – accurate; consistent with the intent of the
questionnaire; uniformly entered; complete; and arranged to simplify coding and

28 CO_Q2_SHS Practical Research 2_Module 2

tabulation.

29 CO_Q2_SHS Practical Research 2_Module 2

 Coding refers to the process of assigning numerals or other symbols to
answers so that responses can be put into a limited number of categories or
classes. Such classes should be appropriate to the research problem under
consideration. Coding is a process wherein the collected data are categorized
and organized. It is usually done in qualitative research. In quantitative research,
coding is done to assign numerical value to specific indicator especially if it is
qualitative in nature. This numerical value will be useful when you are going to
analyze your data using statistical tool. Just make sure that the categories
created are aligned with your research questions. Consider the following
example.

Students’ reasons for lack of

motivation are qualitative in nature.
The researcher will then assign
Tired numerical values. Data also shows that
this will be summarized using
Sleepy Bored frequency and percentage distribution.

Assigned values:
Student's
Lack of Sleepy – 1
Motivation Tired – 2
Bored – 3

Tabulation is a system of processing data or information by arranging it into a

table. With tabulation, numeric data is arrayed logically and systematically into
columns and rows, to aid in their statistical analysis. The purpose of tabulation is
to present a large mass of complicated information in an orderly fashion and
allow viewers to draw reasonable conclusions and interpretations from them. In
many studies, table is used to do this process. Tabulation can be done manually
or electronically using MS Excel. The following digital tools can be used to
tabulate your data like MS Excel, Minitab, or other digital tools. Correct
arrangement of your data will be helpful during actual data analysis.

What’s New

30 CO_Q2_SHS Practical Research 2_Module 2

Source: https://psa.gov.ph/

31 CO_Q2_SHS Practical Research 2_Module 2

 Look at the latest figures gathered by the Philippine Statistics Authority from
a conducted census. Try to answer the questions that follow on how you are
going to interpret the data.

1. How is the data presented?

2. If you will be asked to present again the data, how will you arrange and label
it? Use the space to draw your presentation of the data.

5. Write 3-5 sentences explanation of the data presented.

32 CO_Q2_SHS Practical Research 2_Module 2

 What Is It

Presentation and Interpretation of Data

The next step after editing, coding, and tabulating the data is to present
them into graphical or visual presentation called non-prose materials. The
purpose of presenting the data in this way is to make the outlined of the results
more presentable. Non-prose materials are composed of graphs, bars, tables,
charts, diagrams, illustrations, drawings, and maps. .

In quantitative research, tables and graphs are usually used. Standard

format in presenting the data into a table or a graph like its title, labels,
contents, and many more can be followed as well when school institutional
format is not provided or identified. You may visit APA, CMOS, or MLA on how to
do so.

Tables

Table helps summarize and categorize data using columns and rows. It
contains headings that indicate the most important information about your
study.

To interpret the tables, one needs to do the following:

1. Analyze the connections among the details of the headings.

2. Check the unusual pattern of the data and determine the reason behind these.
3. Begin with the table number and the title.
4. Present the significant figures (overall results, high and low values,
the unusual pattern).
5. Refrain from repeating again what’s inside the table.
6. Support your findings with literature and studies that confirms or
contrasts your results.
7. Establish the practical implications of the results. This will add
value to your research findings.
8. End with a brief generalization.

Sample Interpretation for the Given Table

Sample 1

Table 1. Frequency and Percentage Distribution of Student’s Overall

Performance in Pre- Calculus Pretest

Student’s Overall Performance f %

Outstanding 2 5
Very Satisfactory 15 30
Satisfactory 33 66
Unsatisfactory 0 0
Poor 0 0
Total 50 100

33 CO_Q2_SHS Practical Research 2_Module 2

 Cont.
Table 1 shows the summary of the overall adjectival rating in frequency and
percentage of students in their pretest in Pre-calculus at Gulayan National High School
for S.Y. 2019-2020. Results reveal that 66% of the students have satisfactory rating.
Only 5% have outstanding rating. Overall, the data showed that the students at
Gulayan National High School have fair ratings based on their pretest scores. This
implies that most of the students do not have prior mastery on the concepts of this
subject. Hence, teacher is expected to apply teaching strategies that will increase
students’ concepts of the subject. This result is supported by Ignacio (2016) that
pretest scores especially if it is valid and reliable shows prior knowledge of the

Sample 2

Looking at Table 4, there is a significant relationship between the classroom

interaction that facilitates positive discipline and sense belonging (r (39 = .973, p =
0.000). The feeling of being safe and welcome in school is significantly related to how
the teachers manage classroom interaction. This result is supported by the early
studies on classroom management by Brophy and Avertson (1976) that though variety
of teaching behaviors affect effective teaching; classroom management appeared to
be one of the most critical aspects as viewed by students.

Variables Sense of Belongingness Interpretation

Classroo Pearson
.973
m Correlatio Significant
Interactio n
n Sig. (2-tailed) .000**
Use of Pearson
.073
Reinforceme Correlatio Not Significant
nt
*p<.05, **p<.01 n
Sig. (2-tailed) .663

Graphs

Graphs are visual representations which focuses on how a change in one

variable affects to another. They are used to organize information to show
patterns and relationships. A graph shows this information by representing it as a
shape. Researchers and scientists often use tables and graphs to report findings
from their research. In choosing what type of graph to use, determine the
specific purpose of the presentation. Line Graph illustrates trends and changes in
data over time, Bar Graph illustrates comparisons of amounts and quantities,
while Pie Graph (Circle Graph) displays the relationship of parts to a whole.

Sample Interpretation of a Bar Graph

34 CO_Q2_SHS Practical Research 2_Module 2

Figure 1. GRSHS-X Canteen Lunch Menu

35 CO_Q2_SHS Practical Research 2_Module 2

 Cont.
Figure 1 shows the canteen lunch menu of GRSHS-X. The graph reveals that rice
is highly patronized by the students and teachers with 150 cups sold daily. It can also
be noted that pork and chicken menus have a good number of buyers (315
serve/pieces). Vegetable menus cannot be undervalued since several consumers (135
serve/pieces) also patronized the food. At the same time, seafood menus earn the last
spot (50 serve/pieces sold). Generally, students and faculty of GRSHS-X preferred
meat (pork and chicken) menus next to rice.

Sample Interpretation of a Line Graph

Figure 2. Students Quarterly Average Grade by Sections in Elective Mathematics (S.Y.

2019-2020 Figure 2 showed changes in the average grade of Elective Mathematics

between Grade 10-

Max and Grade 10-Min from the first quarter to the fourth quarter for S.Y. 2019-2020.
From the graph, it is evident that both sections are performing well, but Grade 10-Max
managed to maintain consistently its high performance than Grade 10-Min every quarter.
During the second quarter, there is a noticeably far difference between the two sections.
Sample Interpretation of a Pie Graph

Figure 3. Dream Job of the Grade 7 Students from

GRSHS-X

36 CO_Q2_SHS Practical Research 2_Module 2

 Cont.

Figure 3 showed the result of the survey conducted to Grade 7 students when
asked about their dream job. From the graph, forty percent (40%) and thirty percent
(30) of the participants wanted to become a doctor and an engineer, respectively with
just thirty percent (30%) left for other professions. Only about five percent (5%)
wanted to become a teacher. From the data, more than 70% of the Grade 7 students
will likely pursue STEM strand courses when they graduate in high school.

What’s More

Activity 1: Present Me!

Directions: Present the following data using a specific non-prose material

according to its purpose. Use a separate paper for your presentation.

According to the latest Facebook post of Department of Health-Philippines DOH

COVID-
19 CASE BULLETIN #106, dated June 28, 2020. Source: https://bit.ly/3dMehug;
https://bit.ly/31nmgv2.

1. There are a total of 24, 137 Active Cases of COVID-19 in the Philippines (Data
as of June 27, 2020) with the following breakdown:
Asymptomatic - 898 persons
Mild - 23, 090
persons
Severe - 125 persons
Critical - 24 persons

2. These are the data on hospital beds and mechanical ventilators for COVID-19
patients with the following breakdown:
Ward beds - 3, 179 (41.15% occupied)
Isolation Beds - 8,925 (37.93% occupied)
ICU Beds - 1, 313 (36.63% occupied)
Ventilators - 1, 883 (22.89% in use)

Activity 2: Look and Explain Me!

Directions: Interpret each figure given below. Follow the guidelines in interpreting the
graph.
Write a brief interpretation of the data on the space provided for each figure.

37 CO_Q2_SHS Practical Research 2_Module 2

Graph 1. Line Graph of COVID-19 cases in the Philippines since March 15-June 27, 2020

Source: https://bit.ly/3eHeujB

Interpretation:

Graph 2: Number of COVID-19 cases in the Philippines as of April 2, 2020, by gender

Source: https://bit.ly/2AaLu4J

38 CO_Q2_SHS Practical Research 2_Module 2

Interpretation:

Graph 3: Philippines Major Import Sources, 2016

Source: https://bit.ly/3i7Td4A

Interpretation:

39 CO_Q2_SHS Practical Research 2_Module 2

Activity 3: Use It!

Directions: Go to the link below and use it to run statistical analyses quickly
and directly in your browser.

GraphPad Software https://bit.ly/2X5JCTC

Activity 4: Interpret Me!

Directions: Interpret the table following the suggested guidelines. Write brief
interpretation on the space provided.

Table 2. Positive Discipline Practices of Teachers through the Use of Reinforcement

Constructs Mean SD Verbal Descriptions

1. Coach positive social behaviors 3.71 .52 Always observed
2. Reward targeted positive
2.89 .84 Often observed
behaviors with incentives
3. Use problem solving strategy 3.16 .89 Often observed
4. Prepare students for transitions with
3.24 .71 Often observed
predictable routines
5. Give clear positive directions 3.34 .81 Always observed
6. Warn consequences for misbehavior 3.03 .75 Often observed
7. Use clear classroom discipline plane 3.29 .77 Always observed
8. Use emotion coaching 3.18 .69 Often observed
9. Use imaginary play/drama, stories to
3.34 .63 Always observed
teach problem solving.
10. Set up problem scenarios to
3.37 .67 Always observed
practice prosocial solutions.
Overall 3.25 .44 Often observed
Legend: 1.00-1.75 = Never Observed, 1.76-2.50 = Sometimes
Observed, 2.51-3.25 = Often Observed, 3.26-4.00 = Always
Observed

Interpretation:

Activity 5: Let’s go Online

Go to the link below and practice what you’ve learned from

this lesson: https://bit.ly/3c8t01w
https://bit.ly/
2A7L6DE
https://bit.ly/2TGK
4Fr
40 CO_Q2_SHS Practical Research 2_Module 2
https://bit.ly/2BkEb
I2

41 CO_Q2_SHS Practical Research 2_Module 2

 What I Have Learned

Directions: Using the space below, write a reflective essay about your learning
experience on the quantitative data presentation and interpretation.
Let your essay reveal how much you learned about each concept
behind each topic dealt with in this lesson. Express which concepts are
the most understood, slightly understood, and the least understood
ones.

What I Can Do

Task: Decision Making

Directions: Perform the following task. You may write or encode your answer in
short bond paper. Submit your output to your teacher for checking.

Since you are done gathering your data, it is now time to tally the
obtained data on a separate sheet of paper. Decide on what type of data
presentation you will use in your research study. Why will you use this
specific graph? Once you have decided on what data presentation to
use, it is time to create your interpretations. Follow the guidelines given.

Additional Activity

Directions: Now that your data presentation and interpretation have been checked
and approved, it is now time to include your output in Chapter 4 of your
research paper.

42 CO_Q2_SHS Practical Research 2_Module 2

 Lesson
Using Statistical Techniques
3 to Analyze Data

What’s In

In the previous lesson, you were presented with options on how to

present and analyze your data through tables and graphs. As mentioned
previously, data analysis goes hand in hand with data presentation and is
considered a time-consuming task because it involves a series of
investigations, classifications, mathematical calculations, and graphical
recording, among others.

You are fully aware that planning your research study is needed.
Thus, it is assumed that when you begin your research study, you have
already identified the scale of measurement to use in your research study.
Comprehensive statistical analysis is important before making conclusions
about your study.

What I Need to Know

Statistical methods and techniques were already discussed in the previous

modules. Sample Size Determination was also introduced in Module 4, Lesson 2.
This lesson will discuss deeply the five most useful statistical techniques
specifically in quantitative research: Percentage, Mean, Standard Deviation,
Correlation, Regression, and Hypothesis Testing.

The computational procedure for hypothesis testing (Chapter 3) will also

be shown in this lesson because this is where your decision-making skill will be
tested. You will investigate and evaluate the claims about your study before
writing your conclusions.

What’s New

Activity 1: What’s My Level?

Directions: Look at the table below. Check your level of conceptual knowledge
and computational skills of these statistical techniques.

Statistical Levels of Conceptual Knowledge Levels of Conceptual Skills

Techniques Weak Average Excellent Weak Average Excellent
Percentage
Mean
Standard Deviation
Correlation
43 CO_Q2_SHS Practical Research 2_Module 2
Analysis
Regression
Analysis
Hypothesis Testing

44 CO_Q2_SHS Practical Research 2_Module 2

 What Is It

Statistical Techniques

1. Percentage is any proportion from the whole.

𝑃𝐴𝑅𝑇
𝑃𝐸𝑅𝐶𝐸𝑁𝑇𝐴𝐺𝐸(%) = ( ) 𝑋100
𝑊𝐻𝑂𝐿𝐸
Formula:

Example:

Here’s a data gathered by Purok A City High School administration

regarding the number of Grade 7 parents who opted to receive digital copies of
the learning modules.

Table 1: Percentage of Parents who Opted to Receive Digital Copies of Learning Modules

Total Number of Parents who

Sections Number of opted to received digital Percentage (%)
Parents copies of learning modules
7-A 30 24 (24÷30)X100 = 80%
7-B 25 25 (25÷25)X100 = 100%
7-C 32 16 (16÷32)X100 = 50%
7-D 30 11 (12÷30)X100 = 40%
TOTAL 11 76 (76÷117)X100 =
7 64.96%

2. Mean or average is the middlemost value of your list of values, and this can be
obtained by adding all the values and divide the obtained sum to the number
of values.

𝑀𝐸𝐴𝑁(𝑋̅) =
𝑆𝑈𝑀 𝑂𝐹 𝐴𝐿𝐿 𝑉𝐴𝐿𝑈𝐸𝑆

𝑁𝑈𝑀𝐵𝐸𝑅 𝑂𝐹 𝑉𝐴𝐿𝑈𝐸𝑆
Formula:

Example:

1. Ungrouped Data
Refer to Table 1 above, to get the mean or average number of parents
who opted to receive digital copies of learning modules, do the following:

𝑀𝐸𝐴𝑁 (𝑋̅) = 4
24+25+16+11 76
4 = = 19
2. Grouped Data
Here’s the data gathered from the survey on Study Habits conducted by
the Grade 12 students to the 150 Grade 7 students of Purok A City High
School.

Table 2: Mean Distribution of the Study Habits of Students

Mean (𝑋̅)
A Questionnaire to Review Your Study Habits
Strongl Agre Undecide Disagre Strongl Verbal
y e d (3) e (2) y Descriptio
Agree (4) Disagre n
(5) e

600 + 40 + 0 + 30 + Strongly
(1)

5
I study where 120x5 10x4 0x3 15x2 5x1

there is good =600 =40 =0 =30 =5 150 Agree

45 CO_Q2_SHS Practical Research 2_Module 2

 500 + 80 + 15 + 20 + Agree
lighting. =4.5

15
I study in a 100x5 20x4 5x3 10x2 15x1

room where =500 =80 =15 =20 =15 150

the =4.2
temperature
is cool.

46 CO_Q2_SHS Practical Research 2_Module 2

 2
√∑(𝑥−̅𝑥̅)
3. Standard Deviation shows the spread of data around the mean.

Formula: 𝑆𝐷 =
𝑛
Example:

Table 2: Mean and Standard Deviation Distribution of the Study Habits of Students

A Questionnaire to Review Your Study Habits

SA A U D SD Mea Mean (𝑋) Standard Deviation

(𝑋̅ )
n (𝑆𝐷)

3000 + 160 + 0 + 60
I study
+5 =√21.50 − 4.5
120x25 10x16 0x9 15x4 5x1 4.5

150
where =3000 =160 =0 =60 =5
there is =4.12
good =21.50

2500 + 320 + 45 + 40
lighting.
I study in
+ 15
=√19.47 − 4.2
100x25 20x16 5x9 10x4 15x1 4.2

15
a room =2500 =320 =45 =40 =15
0
where the =3.91
temperatu
re is cool. =19.47

Abbreviation Numerical Values

Strongly Agree (SA) - 5
Agree (A) - 4
Undecided (U) - 3
Disagree (D) - 2
Strongly (SD) - 1
Disagree

One need to get the range from which the mean of a five-point Likert can
be interpreted. There are two methods to do this, if we treat the Likert scale as
interval/ratio. First, the usual way is to calculate the interval by computing the
range (e.g., 5 − 1 = 4), then divided it by the maximum value (e.g. 4 ÷ 5 =
0.80). Ultimately, we get the following result:
From 1 to 1.80 represents (strongly
disagree). From 1.81 to 2.60 represents
(do not agree).
From 2.61 to 3.40 represents (true to some
extent). From 3:41 to 4:20 represents
(agree).
From 4:21 to 5:00 represents (strongly agree).

The other way is to treat the selection as the range themselves, and so we get
result these
s:
From 0.01 to 1.00 is (strongly
disagree); From 1.01 to 2.00 is
(disagree);
From 2.01 to 3.00 is (neutral);
From 3.01 to 4:00 is (agree);
From 4.01 to 5.00 is (strongly agree)

Here’s how it will appear in your research paper.

47 CO_Q2_SHS Practical Research 2_Module 2

 (𝑿̅ )
Mean Standard
Study Habit Verbal Interpretation
Deviation
(𝑺𝑫)
1. I study where there is
4.5 4.12 Strongly Agree
good lighting.
2. I study in a room where
4.2 3.91 Agree
the temperature is cool.

48 CO_Q2_SHS Practical Research 2_Module 2

4. Correlation Analysis (Pearson’s r) is a statistical method used to estimate the
strength of relationship between two quantitative variables.

𝑛(∑ 𝑥𝑦)−(∑ 𝑥)(∑ 𝑦)

Formula: 𝑟 =√[𝑛(∑ 𝑥2)−(∑ 𝑥)2][𝑛(∑ 𝑦2)−(∑ 𝑦)2]

Example:

Here’s a data of five students with their corresponding grade in Math

(Independent Variable) and grade in English (Dependent Variable). Is there a
significant relationship between the grade in Math and the grade in English?

Table 3. Grade in Math and Grade in English of Five Students

Grade in Grade in
Studen
Mathemati English
2 2 xy
t
x y
cs (x) (y)
A 96 97 9216 9409 9312
B 90 92 8100 8464 8280
C 93 96 8649 9216 8928
D 94 95 8836 9025 8930
E 92 90 8464 8100 8280
Sum 46 47 43265 44214 43730
5 0

Step 1. Compute the value of 𝑟 using the Pearson’s r formula.

5(43730)−(465)(470)
𝑟 =√[5(43265)−(465)2 2]
=0.77
[5(44214)−(470) ]

Step 2. From the table of values, there is a strong positive correlation between
the grade in Math and the grade in English.

5. Regression Analysis can be used to explain the relationship between

dependent and independent variables.

Three major uses:

a. Causal analysis -shows you the possible causation of changes in Y by changes X.
b. Forecasting an Effect- allows you estimate and predict the value of Y
given the value of X.
c. Linear Trend Forecasting- helps you trace the line best fit to tine series

Formula: 𝑌 = 𝑚𝑋 + 𝑏
(∑ 𝑦)(∑ 𝑥2)−(∑ 𝑥)
𝑏 =
(∑ 𝑥𝑦) 𝑛(∑ 𝑥𝑦)−(∑ 𝑥)(∑ 𝑦)
𝑛(∑ 𝑥2)−(∑ 𝑥)2 𝑚 = 𝑛(∑ 𝑥2 )−(∑ 𝑥)

Example:

Using the same data from Table 3, answer the following questions:

a. What linear equation best predicts the grade in English given the grade in Math?

Step 1: Compute the 𝑏

and 𝑚.
𝑛(∑ 𝑥𝑦)−(∑ 𝑥)(∑ 𝑦)
(∑ 𝑦)(∑ 𝑥2)−(∑ 𝑥)(∑ 𝑥𝑦)
𝑚 =
𝑏 =
𝑛(∑ 𝑥2 )−(∑ 𝑥)
𝑛(∑ 𝑥2)−(∑ 𝑥)2
5(43730)−(465)(470)
(470)(43265)−(465)(43730) 𝑚 = 5(43265)−(216225)
𝑏 = 5(43265)−216225
𝑏=1 𝑚=1
49 CO_Q2_SHS Practical Research 2_Module 2
Step 2: Substitute the value of m and b to the regression formula.
The regression equation for predicting the grade in English given the grade in

𝑌 = 𝑋 + 1.
Math is

50 CO_Q2_SHS Practical Research 2_Module 2

 b. If a student made a grade of 91 in Math, what grade would you expect
the student to obtain in English?

Using the obtain equation 𝑌 = 𝑋 + 1, substitute 91 in X.

𝑌 = 91 + 1 = 92 (Grade in English)

According to this model, for every 1point increase in the Math grade,
there is a corresponding average increase of 1 point in the English grade.

c. How well does the regression equation fit the data?

Interpretation:

The Math grade is directly proportional to the English grade because

the slope is positive.

6. Hypothesis testing. A hypothesis test helps you determine some quantity under
a given assumption. The outcome of the test tells you whether the assumption
holds or whether the assumption has been violated.

From Module 3, you were exposed to creating your Null hypothesis (𝑯𝟎)
which states that there is no difference between the two values or variables
and the Alternative hypothesis (𝑯𝟏) which states that there is a difference
between two values or variables.

The statistical test uses the data obtained from a sample to decide about
whether the null hypothesis should be rejected. In a one-tailed test (left-tailed or
right-tailed test), when the test value falls in the critical region on one side of
the mean, the null hypothesis should be rejected.

On the other hand, in a two-tailed test, the null hypothesis should be

rejected when the test value falls in either of the two critical regions.

One-tailed, right-tailed test One-tailed, left-tailed test Two-tailed test

To perform hypothesis testing, you compute the mean from the sample
and compare it with the mean from the population. Then, you decide whether
51 CO_Q2_SHS Practical Research 2_Module 2
to reject or not reject the

52 CO_Q2_SHS Practical Research 2_Module 2

 null hypothesis. If the difference is significant, the null hypothesis is rejected. If
the difference is not significant, then the null hypothesis is not rejected. In the
hypothesis- testing, there are four possible results.

𝐻0true 𝐻0𝑓𝑎𝑙𝑠𝑒

Reject 𝐻0 Error Correct

Type I decision

𝐻0
Do not reject Correct Error
decision Type
II

The four possibilities are as follows:

1. It would be an incorrect decision and would result in a Type I error
when you reject the null hypothesis when it is true.
2. It would be a correct decision when you reject the null hypothesis when it is
false.
3. It would be a correct decision when you do not reject the null
hypothesis when it is true.
4. It would be an incorrect decision and would result in a Type II error
when you do not reject the null hypothesis when it is false.

The basic format for hypothesis testing:

1. State the hypotheses and identify them.
2. Find the critical value(s).
3. Compute the test value.
4. Make the decision.
5. Summarize the result.
6.

value approach and 𝑝-value approach.

Hypothesis testing can be done using the following t-value approach or critical

1. The Critical Value Approach is used to determine whether the observed test
statistic is more extreme than a defined critical value. Hence, the observed test
statistic (calculated on the basis of sample data) is compared to the critical value,
from t-table. If the test statistic (𝒕∗) is more extreme than the critical value (t),
the null hypothesis is rejected. If the test statistic is not as extreme as the critical
value, the null hypothesis is not rejected.

𝒕∗ 𝑿̅ −
𝝈 = √∑(𝑿−𝑿 )̅ 𝟐

=
One-Sample t-test Formula:
𝝁𝟎 𝒏
𝒔
Example: √𝒏

A random sample of 10 Grade 7 students has grades in Math, where marks

range from 90 (Good) to 98 (Excellent). The general average grade (Gen.
Ave.) of all Grade 7 students as of the last 5 years is 93. Is the Gen. Ave. of
the 10 Grade 7 students different from the population’s Gen. Ave? Use 0.05
level of significance.

Student 1 2 3 4 5 6 7 8 9 10
Math 90 98 97 93 94 91 97 93 93 94
Grade
53 CO_Q2_SHS Practical Research 2_Module 2
Given: 𝑛=10 𝛼=0.05 𝜇0 =93 𝑋̅ =94 sd= 2.68

54 CO_Q2_SHS Practical Research 2_Module 2

Computational Procedure:

𝐻0: There is no significant difference between the gen. ave. of 10 Grade

1. Define the Null and Alternative Hypothesis

𝐻0: 𝜇 = 93
7 students from the population’s gen. average of 93.

𝐻1: There is a significant difference between the gen. ave. of 10 Grade 7

𝐻1: 𝜇 ≠ 93
students from the population’s gen. average of 93.

𝛼 = 0.05
2. State the alpha and the degree of freedom.

𝐷𝑓 = 𝑛 − 1 = 10 − 1 = 9

One-tailed Test: |𝑡| > 𝑧𝑧𝑎𝑎; Reject 𝐻0

3. State the decision rule.
Two-tailed Test: |𝑡| > ; Reject 𝐻
2 0
4. Calculate the Test
Statistic. =1.18
𝑋̅ −𝜇0 94−93
𝑡= 𝑠 =2.68
√𝑛 √10

=2.263
5. State results (use t table to get the critical value, see procedure below).
𝑡𝛼

= 0.05
2 𝑡

=𝑡
𝑛−1 10− 0.0025
1
|1.18| < 2.262
6. Decision: Accept 𝐻0
7. Conclusion: Therefore, the average grade of 10 Grade 7 students is not
different from the population’s average grade in Math which is 93.

2. P-value Approach involves determining the probability (assuming the null

hypothesis were true) of observing a more extreme test statistic in the

less than (or equal to) 𝛼 then the null hypothesis is rejected in favor of the
direction of the alternative hypothesis than the one observed. If the P-value is

alternative hypothesis. And, if the P-value is greater than 𝛼, then the null
hypothesis is not rejected.

Example:
Use the same data from Example 1 of Critical value
approach: Computational Procedure:

𝐻0: There is no significant difference between the gen. ave. of 10 Grade

1. Define the Null and Alternative Hypothesis

𝐻0: 𝜇 = 93
7 students from the population’s gen. average of 93.

𝐻1: There is a significant difference between the gen. ave. of 10 Grade 7

𝐻1: 𝜇 ≠ 93
students from the population’s gen. average of 93.

𝛼 = 0.05
2. State the alpha and the degree of freedom.

𝐷𝑓 = 𝑛 − 1 = 10 − 1 = 9

One-tailed Test: |𝑡| > 𝑧𝑧𝑎𝑎; Reject 𝐻0

3. State the decision rule.
Two-tailed Test: |𝑡| > ; Reject 𝐻
2 0
4. Calculate the Test
Statistic. =1.18
𝑋̅ −𝜇0 94−93
𝑡= 𝑠 =2.68
√𝑛 √10
55 CO_Q2_SHS Practical Research 2_Module 2
5. Use statistical software or an online calculator (https://www.statology.org/t-score-
p-value- calculator/) to find the corresponding p-value.
One-tailed P-value: 0.13412
Two-tailed P-value: 0.26825

56 CO_Q2_SHS Practical Research 2_Module 2

 One-tailed |0.13412| > 0.05
6. State results.

Two-tailed |0.26825| > 0.05

7. Decision: Accept 𝐻0
Since this p-value is not less than our chosen alpha level of 0.05, we can’t
reject the null hypothesis.
8. Conclusion: Therefore, the average grade of 10 Grade 7 students is not
different from the population’s average grade in Math which is 93.
Here are the steps in finding the t-value or critical value at the t-table:
1. Locate your confidence level (alpha level) at the top row of the t-table found below

2. Intersect this column with the row for your 𝑑𝑓 (degrees of freedom). The
(this tells you which column you need).

number you see is the critical value (or the t-value) for your confidence
interval.
Table of T-Values

Examples:

Given t-value (critical

1. 𝑑𝑓=5, 𝛼=0.05, two-tailed test

value)
2.571
2. 𝑑𝑓=12, 𝛼=0.05, one-tailed test 1.782

What’s More

Activity 2: What’s My Percentage?

Directions: Here’s a data gathered by Purok A City High School administration

regarding the number of Grade 7 parents who opted to receive printed
copies of the learning modules. Fill out the boxes for total and
percentage. Then write a brief interpretation of the table.

57 CO_Q2_SHS Practical Research 2_Module 2

 Total Number of Parents who
Sections Number of opted to receive printed Percentage (%)
Parents copies of learning modules
7-A 30 6
7-B 25 0
7-C 32 16
7-D 30 19
Total

Interpretation:

Activity 3: What’s My Mean and Standard Deviation?

Directions: Here’s the data gathered from the survey on Study Habits conducted
by the Grade 12 students to the 150 Grade 7 students of Purok A City
High School.

A Review Your Study Habits

Standar
Strongl Strongl Mea

(𝑋̅ )
Agre Undecide Disagre n d Verbal
y y
e d (3) e (2) Deviatio Interpretati
Agree Disagre
(4) n (𝑆𝐷) on
(5) e (1)
The desk 90 30 10 5 15
where I
study is
always
clear from
distraction
s.
I use 10 50 30 20 40
earplugs
to
minimize
distracti
ng
sounds.
I study 15 35 30 20 50
facing a
wall.

Activity 4: What’s My Relationship?

Directions: Here’s the data about the Math Pretest and Posttest scores of ten
(10) Grade 12 students of Purok A City High School. Is there a
significant relationship between the pretest and posttest scores in
Math?

Student Pretest Posttest

1 49 45
2 32 37
3 34 39
4 45 47
5 41 40
58 CO_Q2_SHS Practical Research 2_Module 2
6 20 40
7 27 39
8 32 45
9 37 41
10 31 48

59 CO_Q2_SHS Practical Research 2_Module 2

 1. Compute the value Pearson’s r:
2. Interpretation:

3. What linear equation best predicts the posttest given the pretest in Math?

4. If a student made a pretest score of 43 in Math, what grade would you expect the
posttest score the student will obtain?

5. Show the line of best fit and its interpretation.

Activity 5: Am I Rejected or Accepted?

Directions: A random sample of 10 Grade 7 students has grades in MAPEH,

where marks range from 90 (Good) to 98 (Excellent). The general
average grade (Gen. Ave.) of all Grade 7 students as of the last 5
years is 95. Is the Gen. Ave. of the 10 Grade 7 students different from
the population’s Gen. Ave? Use 0.05 level of significance.

Student 1 2 3 4 5 6 7 8 9 10
MAPEH 92 95 95 96 97 98 95 94 98 92
Grade

Given: 𝑛=10 𝛼=0.05 𝜇0 =95 𝑋̅ = sd=

1. Perform hypothesis testing using the Critical Value Approach.

2. Perform hypothesis testing using the P-Value Approach.

Activity 6: Let’s go Online

Direction: Go to the link below and practice what you’ve learned from this lesson:

https://bit.ly/3c6evv2
https://bit.ly/36EfqBZ
https://bit.ly/3gmMbYS
https://bit.ly/2ZGYNEu
https://bit.ly/2A7L6DE
https://bit.ly/2TGK4Fr

What I Have Learned

Using the space below, write a reflective essay about your learning
experience on using statistical techniques in data analysis. Let your essay reveal
how much you learned about each concept behind each topic dealt with in this
lesson. Express which concepts are the most understood, slightly understood,
and the least understood ones.

60 CO_Q2_SHS Practical Research 2_Module 2

 What I Can Do

TASK: Statistical Analysis

Directions: Perform the following task. You may write or encode your answer in a
long bond paper. Submit your output to your teacher for checking.

Based on your methodology, decide what statistical technique/s you will

use to analyze deeply your data. Why will you use this tool? Use the statistical
tool that you have decided upon to compute the significance of your study with
relevance to the null and the alternative hypothesis. Conduct hypothesis testing.
Indicate your data analysis.

Additional Activity

Directions: Now that your statistical computations and hypothesis testing have
been checked and approved, it is now time to include your output in
Chapter 4 of your research paper. Get ready for presentation of your
written Results and Discussion. The rubrics below will served as a
guide on how you will be rated by your teacher. The 4C (content,
coherence, creativity, communication) technique will be used so that
you can easily remember.

61 CO_Q2_SHS Practical Research 2_Module 2

 Rubrics for Data Interpretation and Analysis

Criteri 5 4 3 2 1
a
Content (35%)
 The Research Instruments
directly and clearly gathered the
needed data.
 Sufficient data are gathered that
answers the research questions.
 Appropriate statistical technique was
used, and computation is accurate.
 Presentations of data are clear
and well labeled in a table or
graph.
 Interpretation and analysis
highlight the significant results.
 Discussion of the findings is well
supported with relevant literature.
 Implications of the results were
presented.
Coherence (25%)
 Cohesive of devices are effectively
used.
 Organization of ideas,
presentation, and discussion is
smoothly presented.
Creativity (25%)
 Writer’s voice is showcased.
 Paper uses variety of sentence
structures.
 Uses appropriate language.
Communication (15%)
 Sentences are well structured
 Grammatical conventions are
observed.
 Correct spelling and proper
research format are followed.
Legend: 5 – to a very great extent,
4 – to a great
extent, 3 – to some
extent, 2 – to a little
extent, 1 – not at all

62 CO_Q2_SHS Practical Research 2_Module 2

Summary
 Data are bits of information or facts known by everyone.
 Quantitative data are measurable, numerical, and related to a metrical system.
 Data Collection is an activity that allows the researcher to obtain relevant
information regarding the specified research questions or objectives.
 Quantitative research instruments comprise questionnaires, interviews,
tests, and observation.
 Questionnaire consists of a series of questions used for gathering
information from respondents about a research topic.
 Tests are research instruments used for assessing various skills and types
of behavior as well as for describing certain characteristics.
 Quantitative interview is a method of collecting data about an individual’s
behaviors, opinions, values, emotions, and demographic characteristics
using numerical data.
 Observation is frequently used in qualitative research. It is also used in
quantitative research when the characteristics being observed are
quantitative, such as length, width, height, weight, volume, area,
temperature, cost, level, age, time, and speed.
 Google Forms is a free online form that enables the researcher to
construct, administer, and analyze surveys.
 Informed Consent Form is a document that provides the participants with
the information they need in deciding whether they will participate or not in
your study.
 Editing is a process wherein the collected data are checked for consistency,
accuracy, organization, and clarity.
 Coding is a process wherein the collected data are categorized and
organized. Labeling, using numbers, and symbols are also applied.
 Tabulation is a process of arranging data into a table which can be done
manually or electronically using MS Excel.
 Frequency distribution is the organization of raw data in table form, using
classes and frequencies.
 Non-prose materials are composed of graphs, bars, tables, charts,
diagrams, illustrations, drawings, and maps.
 Tables are non-prose materials that help condense and classify
information using columns and rows.
 Positive Correlation- when both values have the same directions (increase or
decrease)
 Negative Correlation-when one value increases, the other one decreases
and vice versa.
 Pearson’s r (𝑟) is a statistical method used for determining whether there
is a linear relationship between variables.
 Mean refers to the average score of the given set of values.
 Standard Deviation (SD) is the square root of the variance.
 Alpha level (𝑎) is also known as the significance level. It refers to the
probability value that must be reached before claiming that the findings
obtained are statistically significant.
 P-value (𝒑) is a calculated probability that is compared to the alpha level. If
the p-value is lower than the set alpha level, there is a difference between
the scores obtained for the two groups (statistically significant)
 T-value (𝒕) is the statistic computed for the t-tests including the extent of the
difference between the two groups being examined
 Degree of Freedom (𝒅𝒇) refers to the number of values in the final
computation of statistic that has the freedom to vary.
 A Statistical hypothesis is an assumption about a population parameter.

63 CO_Q2_SHS Practical Research 2_Module 2

 Assessment

Multiple Choice. Answer the question that follows. Choose the best answer from
among the given choices.

1. Which of the following is an unethical practice in research?

A. Informing participants that they are free to backout at any time
B. Requiring the participants to continue until the study is done
C. Assuring participants of confidentiality of gathered data
D. Securing informed consent

2. Which of the following is not considered part of descriptive statistic values?

A. Standard deviation B. Variance
C. Pearson’s r D. Mean

3. What kind of correlation exists when two variables have no relationship with each
other?
A. Strong Negative Correlation B. Strong Positive Correlation
C. Negative Correlation D. No Correlation

4. Which one of the following is an advantage of using questionnaire?

A. It can encourage the participants to be open to the researchers
since their identity can be made anonymous.
B. Some participants will not be able to complete the required responses
C. Questionnaires may lack depth of answers from participants.
D. Some will not be able to return the questionnaire on time.

5. A study is conducted to determine the relationship between the time spent in

studying and scores in a quarterly exam among 100 students of GRSHS-X. The
result shows a correlational value of 0.98. What is the interpretation of this
obtained result?
A. The amount of time spent on studying is strongly associated with the
score in a quarterly exam.
B. The amount of time spent on studying is not associated with the score
in a quarterly exam.
C. The score in a quarterly exam is moderately associated with the
amount of time spent on studying.
D. The score in a quarterly exam is negatively associated with the
amount of time spent on studying.

6. Which of these is not a method of data collection?

A. Questionnaires
B. Observations
C. Experiments
D. Interviews

7. A correlation coefficient enables you to:

A. quantify the strength of the relationship between variables.
B. evaluate whether two variables measure the same values.
C. measure the difference between two quantities
D. establish whether the data is exact.

8. What is the outcome when you reject the null hypothesis when it is false?
A. Incorrect decision
B. Correct decision

64 CO_Q2_SHS Practical Research 2_Module 2

C. Type I Error
D. Type II Error

65 CO_Q2_SHS Practical Research 2_Module 2

9. Which of the following is a graph that uses a line to represent data?
A. A vertical graph B. A pie chart
C. A line graph D. A bar chart

10.Which of the following is not necessary when preparing your data analysis?
A. Create a conclusion after gathering your data.
B. Encode and organize your data for analysis.
C. Prepare your research instruments.
D. Begin gathering your data.

11. To fight boredom, Cindy is trying her luck by selling milk tea during the
COVID-19 pandemic lockdown. The table below shows the number of cups
sold from March to July 2020. What is the best interpretation of the graph

below?
A. The graph shows that Cindy’s milk tea sales is doing good every month.
B. The graph shows that the month of May is the best-selling month.
C. The graph shows that Cindy’s milk tea sales is not good.
D. Cindy’s milk tea business is going to shut down soon.

12.Which correlation is the weakest among the four?

A. -1.0 B. +.80
C.-0.6 D. +0.5

13. Which of the following statistical technique uses rankings instead of

actual values in computing the correlational values between two sets of
data?
A. Analysis of Variance B. Spearman’s Rho
C. Pearson’s r D. t-test

14. What observational role is evident if an observer is known and recognized by

the participants as part of their group or community but has limited
interaction with them?
A. Observer as participant B. Participant as observer
C. Complete observer D. Complete participant

15.What is a questionnaire?
A. It is a tool for data interpretation. B. It is a tool for data evaluation.
C. It is a tool for data collection.

66 CO_Q2_SHS Practical Research 2_Module 2

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