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RESEARCH II
Quarter 2 – Module 4:
Types of Research Data
Research – Grade 9
Alternative Delivery Mode
Quarter 2 – Module 4: Types of Research Data
First Edition, 2020

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Research
Quarter 2 – Module 4:
Types of Research Data

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Introductory Message
For the facilitator:

Welcome to the Research 9 Alternative Delivery Mode (ADM) Module on Types

of Research Data

This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration
their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.

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For the learner:

Welcome to the Research 9 Alternative Delivery Mode (ADM) Module on Types

of Research Data.

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!

This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active
learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to

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 process what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or
skill into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of
the lesson learned. This also tends retention
of learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

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 What I Need to Know

This module was designed for your advantage and specially written to suit your
needed knowledge about the different types of research dat. This can be used in all
types of learning situations as the diversity of students in terms of their vocabulary
level is being put into consideration. The lessons are organized, but it was modified
to match with the textbook you are now using.

After going through this module, you are expected to:

1. identify the different types of research data;
2. distinguish and describe qualitative data and quantitative data.

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 What I Know

Pre-Assessment

Give at least five definitions about the terms given below and write your answer in bullet form.
Use another separate sheet of paper for your answer.
1. Observational
 -
 -
 -
 -
 -
2. Experimental
 -
 -
 -
 -
 -
3. Interview
 -
 -
 -
 -
 -
Lesson
4. Data
 - Elements and Principles of
1
 -
 -
 -
Arts and Crafts in East Asia
 -

This module intends to give you knowledge about the elements and
principles of arts and crafts inspired by the cultures of East Asia and let you world

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 What’s In

Research data is any information that has been collected, observed, generated or
created to validate original research findings.

Although usually digital, research data also includes non-digital formats such as
laboratory notebooks and diaries.

Research data can take many forms. It might be:

 documents, spreadsheets
 laboratory notebooks, field notebooks, diaries
 questionnaires, transcripts, codebooks
 audiotapes, videotapes
 photographs, films
 test responses
 slides, artefacts, specimens, samples
 collections of digital outputs
 data files
 database contents (video, audio, text, images)
 models, algorithms, scripts
 contents of an application (input, output, logfiles for analysis software,
simulation software, schemas)
 methodologies and workflows
 standard operating procedures and protocols

Non-digital data

Non-digital data such as laboratory notebooks, ice-core samples and sketchbooks

is often unique. You should assess the long-term value of any non-digital data and
plan how you will describe and retain them.

You could digitize the materials, but this may not be possible for all types of data.

The University of Leeds research data repository (Research Data Leeds) describes

digital materials and can also be used to create records for physical artefacts.

Please contact the team if you would like to discuss requirements for non-digital
data.

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Sources of research data

Research data can be generated for different purposes and through different
processes.

 Observational data is captured in real-time, and is usually irreplaceable,

for example sensor data, survey data, sample data, and neuro-images.
 Experimental data is captured from lab equipment. It is often
reproducible, but this can be expensive. Examples of experimental data
are gene sequences, chromatograms, and toroid magnetic field data.
 Simulation data is generated from test models where model and
metadata are more important than output data. For example, climate
models and economic models.
 Derived or compiled data has been transformed from pre-existing data
points. It is reproducible if lost, but this would be expensive. Examples
are data mining, compiled databases, and 3D models.
 Reference or canonical data is a static or organic conglomeration or
collection of smaller (peer-reviewed) datasets, most probably published
and curated. For example, gene sequence databanks, chemical
structures, or spatial data portals.

This module will introduce you to the different types of research data.

What’s New

A new lesson will be introduced to you. This activity elaborates topics that
you have possibly come across as you continue with this module.

Arrange the letters to form the correct words.

1. LITATIVEQUA
2. TITAQUANTIVE
3. ONIMLAN
4. UNREMICLA
5. DILANOR
6. TERECISD
7. UUOSINTCON
8. ATAD
9. TERIEWNIV
10. OBRESAVIOTLAN

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 What is It

Qualitative Data
Qualitative data can be observed and recorded. This type of data is collected
through methods of observations, one-to-one interviews, conducting focus
groups, and similar methods.

Qualitative Data Examples

Qualitative data is also called categorical data since this data can be
grouped according to categories.

For example, think of a student reading a paragraph from a book during one
of the class sessions. A teacher who is listening to the reading gives
feedback on how the child read that paragraph. If the teacher gives feedback
based on fluency, intonation, throw of words, clarity in pronunciation
without giving a grade to the child, this is considered as an example of
qualitative data.
Qualitative data does not include numbers in its definition of traits.
 The cake is orange, blue, and black in color (qualitative).
 Females have brown, black, blonde, and red hair (qualitative).

Quantitative Data
Quantitative Data is any quantifiable information that can be used for
mathematical calculation or statistical analysis. This form of data helps in
making real-life decisions based on mathematical derivations. Quantitative
data is used to answer questions likes how many? How often? How much?
This data can be validated and verified.
The following are examples of quantitative data.

 There are four cakes and three muffins kept in the basket
(quantitative)
 On glass of fizzy drink has 97.5 calories (quantitative).

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 DATA

QUALITATIVE
QUANTITATIVE

CATEGORICAL NUMERICAL

NOMINAL ORDINAL DISCRETE CONTINUOUS

NOMINAL DATA – data has no logical order; data is basic classification.

Example: Male or Female

ORDINAL DATA – data has a logical order, but the differences between values are
not constant.

Example: T-shirt size (small, medium, large)

- Ranking or arranging the classified variables to determine

who should be the 1st, 2nd , 3rd , 4th, 5th , etc., in the group
DISCRETE DATA – represents item that can be counted

Example: Total population of students in Liburon NHS

CONTINUOUS – represents measurements

e.g., height, weight, length, and distance

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 What’s More

Directions: Use check mark (√) to identify the given data whether Nominal,
Ordinal, Discrete, or Continuous.
DATA NOMINAL ORDINAL DISCRET CONTINUOUS
E
1. Black, white, yellow

2. Dark, Soft, Hard

3. Distance 3m, 4m, 8m,

2m, 5m, 10m

4. Grades 85,87,84,90

5. High, Low, Terrible

6. Small, Medium, Large

7. 5th, 4th, 3rd, 2nd, 1st

8. Sizes 5, 6, 7, 8, 9, 10

9. Scores 7,8,8,7,9,8

10. Male, Female

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 What I Have Learned

Directions: Tell whether each given data is Qualitative Data or

Quantitative Data.

__________________1. Saleable colour of pants are black, blue, and white.

__________________2. Daily profits for the first five days of October 2020 were
tallied 567, 890, 687, 555, 1009.

__________________3. Juan recorded his five scores in math; 10,17,15,12,14.

____________________4. The cake is orange, blue, and black in color.

__________________5. Females have brown, black, blonde, and red hair.

__________________6. Tangible property includes movies, songs, and poetry.

__________________7. A jug of milk holds one gallon.

__________________8. 98% of graduating high school class is going to college.

__________________9. There are 365 days in a year and 24 hours in a day.

__________________10. The cat ate four mice.

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 What I Can Do

In a Venn diagram, write the similarities and differences of Quantitative Data and
Qualitative Data.

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 Assessment

Choose the LETTER that corresponds to the correct answer.

For numbers 1-5; please use the following choices:
A. Continuous Data C. Qualitative Data
B. Discrete Data D. Quantitative Data

1. It is often called categorical data.

2. It is a type of data that is collected through methods of observations, one-to-one

interviews, conducting focus groups, and similar methods.

3. It is a type of data that helps in making real-life decisions based on

mathematical derivations.

4. This type of data can be validated and verified.

5. This type of data can be used for mathematical calculation or statistical

analysis.

6. Which of these refers to any information that has been collected, observed,
generated or created to validate original research findings?
A. Research Collections C. Research Findings
B. Research Data D. Research Locale

7. Kelly was asked to perform a research on the ability of termites to send

chemical signals as basis for extermination. Which type of data will she gather?
A. Primary Data C. Qualitative Data
B. Secondary Data D. Quantitative Data

8. A group of students were gathering primary data on the opinion of parents to

modules and recorded video lesson as a tool for learning this current school
year.
A. Primary Data C. Qualitative Data
B. Secondary Data D. Quantitative Data

9. Which of the following is a consequence of improperly collected data?

A. Accurate findings result in efficient use of resources.
B. Misleading other researchers to pursue fruitless avenues of investigation.
C. Provides a reliable source of data on which to base public policy.
D. Ability to answer research questions accurately.

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10.Which type of research represents measurements e.g., height, weight, length,
and distance?
A. Continuous Data C. Nominal Data
B. Discrete Data D. Ordinal Data

11.Which of the following is quantitative data?

A. Interviews B. Anecdotal notes C. Journals D. Surveys

12. Which of these is the type of data has a logical order, but the
differences between values are not constant?

A. Continuous Data C. Nominal Data

B. Discrete Data D. Ordinal Data

13. The most basic distinction between types of data is that some data are
quantitative while other data are qualitative. Quantitative data generally
consists of _______________.
A. Numbers C. Open-ended responses
B. Equations D. Survey and questionnaire data

14. Qualitative data generally include:

A. Survey and questionnaire data
B. Text, pictures, videos, and sound recordings
C. Any sort of data that can be summarized with numbers
D. Only written material that responds provide in response to open-
ended items

15. The most fundamental difference between qualitative data and

quantitative data is that:
A. The respondents providing the data.
B. The topics about which the data are being collected.
C. The research questions that can be addressed using each of the types
of data.
D. The type of judgment that is used to make meaning of the data, and
how the data are manipulated.

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 Additional Activities

Complete the table below by giving each data being asked in the problem in relation
to Quantitative Data and Qualitative Data. Use another paper as your answer
sheet.

QUANTITATIVE DATA
1. How many members are you
in your family?
2. How old is the youngest?
3. How old is the eldest?
4. How old is your father?
5. How old is your mother?
6. Enumerate the ages of your
family members from
youngest to eldest.
7. Rate from 1-10, how close are
you as a family?
8. Rate from 1-10, how much do
you love your parents?
QUALITATIVE DATA
9. In these trying times of
pandemic, how much do you
care for them?
10. What makes your family
especial?
11. What is that one thing
that you always ask to God for
your family?
12. Who is God in your
family?
13. Tell me something
unique about your family from
the other?

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 Answer Key

DATA NOMINAL ORDINAL DISCRETE CONTINUOUS

1. Black, white, yellow √

2. Dark, Soft, Hard √

3. Distance 3m, 4m, 8m, √

2m, 5m, 10m

4. Grades 85,87,84,90 √

5. High, Low, Terrible √

6. Small, Medium, Large √

7. 5th, 4th, 3rd, 2nd, 1st √

8. Sizes 5, 6, 7, 8, 9, 10 √

9. Scores 7,8,8,7,9,8 √

10. Male, Female √

Assessment
What's New
1. C
1. QUALITATIVE What I have 2. C
2. QUANTITATIVE 3. D
learned 4. D
3. NOMINAL
4. NUMERICAL 5. D
1. Qualitative data
2. Quantitative data 6. B
5. ORDINAL
3. Quantitative data 7. D
6. DISCRETE 8. C
4. Qualitative data
7. CONTINUOUS 9. B
5. Qualitative data
8. DATA 6. Qualitative data 10. A
9. INTERVIEW 7. Quantitative data 11. D
10. OBSERVATION 8. Quantitative data 12. D
9. Quantitative data 13. A
AL
10. Quantitative data 14. B
15. D

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Reference

Baraceros, Ester L. (2016) Practical Research II. Rex Book Store Inc. p.83

Retrieved from https://library.leeds.ac.uk/info/14062/research_data_management

For inquiries or feedback, please write or call:

Department of Education (DepEd)

CARCAR CITY DIVISION

LIBURON NHS
Liburon, Carcar city, Cebu, Philippines

Contact Number: 09976324230

Email Address: [email protected]

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