12

PRACTICAL RESEARCH 2
(Quantitative Research)
QUARTER 2 – MODULE 5 WEEK 4-7

Finding Answers
Through Data
Collection
Practical Research 2 (Quantitative Research) – Grade 12
Alternative Delivery Mode
Quarter 2 – Module 5: Finding Answers through Data Collection

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
loyalties.

Barrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education

School Division Superintendent: Danilo C. Sison, EdD, CESO V

Assistant Schools Division Superintendent: Teodora V. Nabor, DA, CESO VI

Development Team of the Module

Authors: Shiahari Inciso Cortez, Minerva Grace O. Silvestre

& Rodrigo T. Domingo
Reviewers: Ritchie G. Macalanda, PhD
Minerval Grace O. Silvestre
Julie G. De Guzman, EdD
Illustrator: Shiahari I. Cortez
Layout Artist: Shiahari I. Cortez
Management Team:
CID Chief/ Division ADM Coordinator: Cornelio R. Aquino, EdD
Division EPS-LRMS: Maybelene C. Bautista, EdD
Division EPS-Science: Julie G. De Guzman, EdD
Printed in the Philippines
Department of Education – Schools Division of Pangasinan II
Office Address: Canarvacanan, Binalonan, Pangasinan
Telefax: _____________________________
Email Address _____________________________
Introductory Message
For the facilitator:

Welcome to the Practical Research 2 (Quantitative Research) Grade 12 Alternative Delivery

Module (ADM)

Module on Finding Answers Through Data Collection!

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 constrains in schooling.

This learning resource hopes to engage 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.

For the learner:

Welcome to the Practical Research 2 (Quantitative Research) Alternative Delivery Mode

(ADM) Module on Finding Answers Through Data Collection!

The hand is one of the most symbolized parts of the human body. It is often used to depict
skills, action and purpose. Through our hands we may learn, create and accomplish. Hence,
the hand in these learning resources signifies that you as a learner is capable and empowered
to successfully achieved the relevant competencies and skills at your own paced 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 paced and time. You will be enabled to process the
contents of the learning resources 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.

2
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 review to help you

link the current lesson with the
previous lesson.

In this portion, the new lesson will be

What’s New
introduced to you in various ways such
as a story, a song, a poem, a problem
opener, an activity or a situation.
This section provided a brief
What is It
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
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.

3
 In this portion, another activity will be
Additional Activities
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 the module you will also find:

This is a list of all sources used in

References
developing 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. Observed honesty and integrity in doing the tasks and checking your answers.
5. Finish task at hand before proceeding to the next.
6. Return this module 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!

What I Need to Know

Research is a challenging subject where you explore all the possible

information to support your study, but have you ever think that research can change the
world? Why research is important in our daily life?

4
 In this module, you will collect data using appropriate instruments, present and
interpret data in tabular or graphical forms, and uses statistical techniques to analyze data –
study of differences and relationships limited for bivariate analysis. Read, explore and enjoy
every challenging activities provided for you, always remember, “Honesty is the Best Policy”
in answering the activities. You can exchange your ideas with your classmates via group chat
in messenger if you have data connection in your phone as you explore and discover the
importance of research in our life.
After studying this learning module, you should be able to understand the following
essential learning competency;
(1) Collects data using appropriate instruments (CS_RS12-IId-g-1).
The following are the specific objectives of the lesson:
a. Discuss what data collection is; and
b. Identify data collection procedures and skills using varied instruments.
(2) Presents and interprets data in tabular or graphical forms. (CS_RS12-IId-g-2).
The following are the specific objectives of the lesson:
a. Identify statistical methodologies; and
b. Presents and interprets data in tabular or graphical forms.
(3) Uses statistical techniques to analyze data – study of differences and relationships
limited for bivariate analysis. (CS_RS12-IId-g--3).
The following are the specific objectives of the lesson:
a. Explain quantitative data analysis; and
b. Identify the steps in quantitative data analysis.
Before you start feeding your neurons here are some things you’re going to prepare; a
sheet of paper and ball pen as well. Prepare yourself to take the pre-test. The answer key will
be provided at the end of this module. You can check your work after answering the pre-test.
Always remember, don’t peek your answer at the answer key. Be honest to yourself.

In reading this learning module, don’t make yourself in a hurry, take your time and
understand the lessons presented.

Keep in to your mind, follow the instructions carefully. This learning kit is designed
for a self-paced or independent study. Keep in to your mind that it is better to learn the
concepts slowly but surely than hurry and miss the important concepts.

Good Luck and enjoy learning!

5
 What I Know

Directions: Read carefully each item. Write the letter of the best answer in a
separate sheet of paper.

1. Which of the following refers to a paper containing series of questions formulated for an
individual and independent answering by several respondents for obtaining statistical
information.
A. Interview B. Observation C. Questionnaire D. Survey
2. Angel is a nurse. She watches patients lining up at a medical clinic, instead of centering her
eyes on the looks of the people, she focuses her attention on the number, weight, and
height of every patient standing up the door of the medical clinic. What quantitative data
gathering technique does she used?
A. Interview B. Observation C. Questionnaire D. Survey
3. Joy is a Grade 12 ABM student who is currently conducting her research entitled:
Leadership Styles of Section Mayors at San Pedro Apartado National High School”. She
then give a paper containing series of questions to be answered by section Mayors in order
for her to obtain statistical information. What quantitative data gathering technique does
she used?
A. Interview B. Observation C. Questionnaire D. Survey
4. Which of the following types of statistical analysis of variables has an analysis of one
variable?
A. Bivariate Analysis C. One-Way Analysis of Variance
B. Multivariate Analysis D. Univariate Analysis
5. What statistical test for correlation coefficient is used to measure the dependence of the
dependent variable on the independent variable?
A. Chi-square C. Spearman’s rho
B. Pearson product-moment correlation D. T-test
6. Which of the following evaluates the probability that the mean of the sample reflects the
mean of the population from where the sample was drawn?
A. Bivariate Analysis C. One-way Analysis of Variance
B. Multivariate Analysis D. Univariate Analysis

6
7. There are two steps in the quantitative data analysis; preparing the data and analyzing the
data. What is the first preparatory sub step in preparing the data?
A. Analysis of Percent Distribution C. Data Tabulation
B. Coding System D. Mean Computation
8. Which of the following gives you the frequency of distribution and percentage of the
occurrence of an item in a set of data?
A. Correlation C. Measure of Central Tendency
B. Frequency Distribution D. Standard Deviation
9. What is considered as a brief descriptive coefficients that summarize a given data set,
which can be either a representation of the entire population or a sample of it?
A. Descriptive Statistics C. Multivariate Analysis
B. Inferential Statistics D. Univariate Analysis
10. Which of the following is the actual set of units selected for investigation and who
participate in the research?
A. Population B. Sample C. Value D. Variable
11. The following are considered types of interviews EXCEPT ________.
A. Non- Focused interview C. Structured interview
B. Semi-structured interview D. Transaction logs
12. What data collection procedure where a group or single participants are manipulated by
the researcher, for example, asked to perform a specific task or action?
A. Interview B. Observation C. Questionnaire D. Survey
13. What data collection procedure is considered as an analysis of documents belonging to an
organization?
A. Documentary Research C. Observation
B. Interview D. questionnaire
14. What is considered as the whole units of analysis that might be investigated, this could be
students, cats, house prices etc.?
A. Population B. Sample C. Value D. Variable
15. Which of the following is considered as the score/label/value of a variable, not the
frequency of occurrence?
A. Population B. Sample C. Value D. Variable

7
 Lesson Collects Data Using Appropriate
1 Instruments

What’s In

In your previous module, we talked about the different types of a quantitative research
design, describes sampling procedures and sample, constructs an instrument and establishes its
validity and reliability, describe intervention (if applicable) and presents written research
methodology.
Let’s have a quick review!
There are 2 types of quantitative research design: non-experimental research design and
experimental research design. Non-experimental research design has 5 types: survey research;
correlational research; descriptive research; comparative research; and ex-post facto. While in
experimental research there are 2 types: quasi-experimental and experimental research.
Sampling, in research is a word that refers to the method or procedure of choosing
respondents to answer the question. Probability Sampling, is a kind of sampling which
requires a researcher to have a list of your target respondents focused on the study. There are
4 types of probability sampling; simple random sampling; systematic sampling; stratified
random sampling, and cluster sampling. In non-probability sampling there are 5 types: quota
sampling, voluntary sampling, purposive or judgemental sampling, availability sampling, and
snowball sampling.
Instrument is that the generic term that researchers use for a measurement device
(survey, test, form, etc.). Validity is the extent to which an instrument measures what it is
supposed to measure and performs as it is designed to perform. External validity is the extent
to which the results of a study can be generalized from a sample to a population. Content
validity refers to the appropriateness of the content of an instrument. Reliability can be
thought of as consistency.

8
 What’s New

Activity 1: WORD SEARCH

Directions: Draw a straight line that connect the letters to form a word/s. Word/s are hidden
in the box, it can be horizontal or diagonal.

A S D F G Q H J K L I Y T R
I N S T R U M E N T Z X C V
Q W T B T E Q W T B T E H R
E R R R G S E R R R G S M U
M N U G H T M N U G H T Q C
V B C H N I V B C H N I E T
F G T J K O F G T J K O M U
R D U K I N T E R V I E W H
K J R D N N A S D F G Q H J
J H E S G A I N S T R U M E
M N D V R I Q W T B T E Q W
I L G Q E R E S E A R C H K
O P O B S E R V A T I O N L
T R A N S A C T I O N L O G

What is It

Data Collection Process

Data collection is the process of gathering and measuring information on variables of
interest, in an established systematic fashion that enables one to answer stated research
questions, test hypotheses, and evaluate outcomes (Most et al, 2003).
On the other hand, according to Babbie (2004), the data collection component of
research is common to all fields of study including physical and social sciences, humanities,
business, etc. While methods vary by discipline, the emphasis on ensuring accurate and
honest collection remains the same.
Data Collection Instruments
 Accurate and systematic data collection is critical to conducting scientific research.
 Data collection allows us to collect information that we want to collect about our
study objects.

9
  Depending on research type, methods of data collection include: documents review,
observation, questioning, measuring, or a combination of different methods.

Data Collection Procedures and Skills Using Varied Instruments

We can gather quantitative data in a variety of ways and from a number of different
sources. Many of these are similar to sources of qualitative data, for example:
1. Questionnaires - a series of questions and other prompts for the purpose of gathering
information from respondents. According to (Abawi, 2014) a questionnaire is a data
collection instrument consistent of a series of questions and other prompts for the
purpose of gathering information from respondents. The questionnaire was invented
by Sir Francis Galton.
Steps required to design and administer a questionnaire

1. Defining the objectives of the Study

2. Define the target respondents and methods to reach them.
3. Questionnaire design
4. Pilot testing
5. Questionnaire administration
6. Results interpretation

Defining the Objectives of the Study

 A questionnaire should allow us to collect the most complete and accurate

data in a logical flow.
– This is done in order to reach reliable conclusions from what we are
planning to observe.
 A well-designed questionnaire should meet the research goal and objectives
and minimize unanswered questions, a common problem bound to many
surveys.
2. Interviews - a conversation between two or more people (the interviewer and the
interviewee) where questions are asked by the interviewer to obtain information from
the interviewee - a more structured approach would be used to gather quantitative
data.
 Interviews consist of collecting data by asking questions.
 Data can be collected by listening to individuals, recording, filming
their responses, or a combination of methods.
10
There are four types of interview:

1. Structured interview
2. Semi-structured interview
3. In-depth interview
4. Focused group discussion

Structured interview

 In structured interviews the questions as well as their order is already

scheduled.
 Your additional intervention consists of giving more explanation to clarify
your question (if needed), and to ask your respondent to provide more
explanation if the answer they provide is vague (probing).

Semi-structured and in-depth interviews

 Semi-structured interviews include a number of planned questions, but the

interviewer has more freedom to modify the wording and order of questions.
 In-depth interview is less formal and the least structured, in which the
wording and questions are not predetermined. This type of interview is more
appropriate to collect complex information with a higher proportion of
opinion-based information.
Focus group discussion
 Focus group is a structured discussion with the purpose of stimulating
conversation around a specific topic.
 Focus group discussion is led by a facilitator who poses questions and the
participants give their thoughts and opinions.
 Focus group discussion gives us the possibility to cross check one individual’s
opinion with other opinions gathered.
 In a group situation, members tend to be more open and the dynamics within
the group and interaction can enrich the quality and quantity of information
needed.
Focus group discussion, some practical issues
The ideal size of the Focus groups:
 8-10 participants

11
  1 Facilitator
 1 Note-taker
Preparation for the Focus Group
 Identifying the purpose of the discussion
 Identifying the participants
 Develop the questions
Running the Focus Group
1. Opening the discussion
2. Managing the discussion
3. Closing the focus group
4. Follow-up after the focus group
3. Observation - a group or single participants are manipulated by the researcher, for
example, asked to perform a specific task or action. Observations are then made of
their user behavior, user processes, workflows etc., either in a controlled situation
(e.g. lab based) or in a real-world situation (e.g. the workplace).
4. Transaction logs - recordings or logs of system or website activity.
5. Documentary research - analysis of documents belonging to an organization

What’s More

Activity 2: Idetification
Directions: Identify the following statement/s. Write your answer in separate sheet of paper.

1. It the process of gathering and measuring information on variables of interest.

2. A series of questions and other prompts for the purpose of gathering information from
respondents.
3. A conversation between two or more people (the interviewer and the interviewee)
where questions are asked by the interviewer to obtain information from the
interviewee.
4. Your additional intervention consists of giving more explanation to clarify your
question (if needed), and to ask your respondent to provide more explanation if the
answer they provide is vague (probing).
5. Is a structured discussion with the purpose of stimulating conversation around a
specific topic.

12
 6. It is less formal and the least structured, in which the wording and questions are not
predetermined.
7. Include a number of planned questions, but the interviewer has more freedom to
modify the wording and order of questions.
8. Recordings or logs of system or website activity.
9. Analysis of documents belonging to an organization.
10. Accurate and systematic data collection is critical to conducting scientific research.

What I Have Learned

Activity 3: GRAPHIC ORGANIZER

Directions: Write down each step in the the box and explain each step that can lead to
steps required to design and administer a questionnaire. Write your answer in a
separate sheet of paper.
STEP
1
Explain each step required to design
and administer a questionnaire

STEP
2

STEP
3

STEP
4

Steps required to design and administer

What I Can Do a questionnaire

Activity 4: Apply What I Know

Directions: Read the guide questions given below. Write your answer in separate sheet of
paper. You will be graded using a rubric.
Guide Questions:
1. What is the importance of administering questionnaire or interview in your study?
13
 2. For you, which is your preferred data gathering instrument in your study? Why?
3. Make a scenario on how you will administer the instrument or questionnaire to your
respondents.
Rubric

Exemplary Good Satisfactory Poor

35 20 15 10
- Comprehensive - Information clearly - Information Information has
information covers the topic release to subject little to do with or
- Clear, focused, - Focused, but not but has gaps does not cover
Quality of interesting captivating. - Hard to follow topic
Information - Includes several - Provides 1-2 details. - No detail.
supporting details/
examples
Rubric modified from SHS Teacher Shiahari I. Cortez, UCNHS, Umingan, Pangasinan

Lesson Presents and Interprets Data in Tabular or Graphical Forms

and Uses Statistical Techniques to Analyze Data- study of
2 Differences and Relationships Limited or Bivariate Analysis

What’s New

In lesson 1, we discussed how to collect data using appropriate instruments.

Let’s have a quick review!

Data collection is the process of gathering and measuring information on variables of

interest, in an established systematic fashion that enables one to answer stated research
questions, test hypotheses, and evaluate outcomes (Most et al, 2003).

We can gather quantitative data in a variety of ways and from a number of different
sources: Questionnaires, Interviews, Observation, Transaction log, and Documentary
research.

14
 What’s In

Activity 1: JUMBLE BEE

Directions: Arrange the jumbled letter to see the hidden word/s. Write your answer in
separate sheet of paper.

QATANITVUTIE DTAA AYSLINAS

SICAATISTTL AYSINALS
PLATIOOPUN
CINODG SSTEYM
DRIPCVTIESE STTICATISS

What is It

Quantitative Data Analysis

It is a systematic approach to investigations during which numerical data is collected
and/or the researcher transforms what is collected or observed into numerical data. It often
describes a situation or event; answering the 'what' and 'how many' questions you may have
about something. This research involves measuring or counting attributes (i.e. quantities)
A quantitative approach is often concerned with finding evidence to either support or
contradict an idea or hypothesis you might have. A hypothesis is where a predicted answer to
a research question is proposed, for example, you might propose that if you give a student
training in how to use a search engine it will improve their success in finding information on
the Internet.
Once you have collected your data you need to make sense of the responses you have
got back.
Quantitative data analysis enables you to make sense of data by:
1. organizing them
2. summarizing them
3. doing exploratory analysis
And to communicate the meaning to others by presenting data as:
1. tables
15
 2. graphical displays
3. summary statistics

Example presentation of Table

Results and Discussions
Table 1: Profile of the Respondent

N=113
Table 1.a: Gender Pie Chart Presentation of Gender
Gender
Frequency %
Male 34 30.1 30.1%
Female 79 69.9 Male
Total 113 100 69.9%
Female

It can be observed in table 1.a. that the respondents who answered the survey
questionnaire administered by the researcher, shows that majority of them are female with
frequency counts of seventy nine percent (79) and it has the corresponding percentage of
sixty nine point nine (69.9 %).
On the other side, male has a frequency count of thirty four (34) and it has the
corresponding percentage of thirty point one (30.1 %). Hence, majority of the respondents are
female.
The actual distribution in terms of gender is presented in the pie chart in order to have
a clear understanding in the distribution of gender of the respondents in the study.

Table 2
The Problems Encountered by the Teachers in Implementing
Child Protection Policy

Statement WM DE
1. Lack of participation and interest of parents/guardian in the implementation of CPP 4.19 S
2. Students seem to be disrespectful/ undisciplined. 4.20 S
3. Funds to augment the different activities and programs regarding CPP 3.99 S
4. Availability of materials and other man power to support the project of CPP 3.97 S
5. Lack of support from the barangay officials regarding the implementation of S
4.03
different programs or activities of the school about CPP
6. Lack supervisory tactics from the School administrators to assess the status of CPP MS
2.71
in one's school
7. Activities/ participation of the teachers and PTA regarding the proper dissemination S
4.04
scheme of the CPP programs and activities
8. Inadequate knowledge regarding the provisions of CPP among teachers 4.13
9. Understanding on how to deal with the person who violate CPP 4.07 S
10. Student’s awareness regarding the programs and activities of CPP 4.00 S
Overall Average Weighted Mean 3.93 MS

16
Legend: Mean Scale Range Descriptive Response Descriptive Equivalent (DE)
5 - 4.21 – 5.00 Highly Serious (HS)
4 – 3.41 – 4.20 Serious (S)
3 – 2.61 – 3.40 Moderately Serious (MS)
2 – 1.81 – 2.60 Slightly Serious (SS)
1 – 1.00 – 1.80 Not Serious (NS)

It can be gleaned in the table above, the problems encountered by the teachers in
implementing child protection policy and how serious it is based on the answers of the
teachers in the questionnaire.
Based on the result, the highest weighted mean among the problems encountered by
the teachers revealed in the statement……

You can also use Quantitative data analysis to see:

 Where responses are similar, for example, we might find that the majority of students
all go to the university library twice a week
 If there are differences between the things we have studied, for example, 1st year
students might go once a week to the library, 2nd year students twice a week and 3rd
year students three times a week
 If there is a relationship between the things we have studied. So, is there a
relationship between the number of times a student goes to the library and their year
of study.
Example presentation of Table
Significant Difference on the Extent of Effects of Waste as Perceived by the Hospital
Staff and the Community Residents
Effects Compared Category Mean Mean Diff. p-value Sig.
Hospital Personnel 1.97
Air -0.06 -0.912 0.392
Community Residents 2.03
Hospital Personnel 1.94
Land 0.12 1.439 0.193
Community Residents 1.82
Hospital Personnel 1.94
Water 0.07 0.988 0.356
Community Residents 1.87
*significant at 0.05 level
Note: In order for you to interpret the data you must see the p-value or t-value result, the rule
of thumb in interpreting the p-value is, if the p-value is lower than the set alpha level of
(0.05) level of significance the Null Hypotheses states that “there is no significant difference”
is “accepted” or failure to reject, therefor, the Alternative hypotheses states that “there is a
significant difference” is “rejected” or “failure to accept”.

17
 On the other hand, if the t-value is higher than the set alpha level of (0.05) level of
significance the Null Hypotheses states that “there is no significant difference” is “rejected”
or “failure to accept”, therefore, the alternative hypothesis states that “there is a significant
difference” is “accepted” or “failure to reject”.

Statistical Analysis
Before you proceed in analysing your data there are types of analysis and tools you
need to be familiarize with some concepts:
 Population - the whole units of analysis that might be investigated, this could be
students, cats, house prices etc.
 Sample - the actual set of units selected for investigation and who participate in the
research.
 Variable - characteristics of the units/participants.
 Value - the score/label/value of a variable, not the frequency of occurrence.
 Case/subject - the individual unit/participant of the study/research
Steps in Quantitative Data Analysis
According to Baraceros (2016), she identified the different steps in quantitative data
analysis and she quoted that no ―data organization means no sound data analysis
1. Coding system – to analyzed data means to quantify of change the verbally expressed
data into numerical information. Converting the words, images, or pictures into numbers,
they become fit for any analytical procedures requiring knowledge of arithmetic and
mathematical computations. But it is not possible for the researcher to do the
mathematical operations such as division, multiplication, or subtraction in the word level,
unless you code the verbal responses and observation categories. For example: As
regards gender variable, give number 1 as the code or value for Male and number 2 for
Female.
2. Analyzing the Data- Data coding and tabulation are both essential in preparing the data
analysis. Before you interpret every component of the data, the researcher decides first
what kind of quantitative analysis to use whether to use a simple descriptive statistical
technique or an advance analytical method.
Statistical Methodologies
1. Descriptive Statistics- Descriptive statistics are a brief descriptive coefficient that
summarizes a given data set, which can be either a representation of the entire
population or a sample of it. Descriptive statistics are broken down into measures of

18
 central tendency and measures of variability, or spread. Measures of central tendency
include the mean, median and mode, while measures of variability include the
standard deviation or variance, and the minimum and maximum variables.
2. Inferential Statistics - For example, you want to know the average height of all the
men in a city with a population of so many million residents. It isn't very practical to
try and get the height of each man. This is where inferential statistics comes into play.
Inferential statistics makes inferences about populations using data drawn from the
population. Instead of using the entire population to gather the data, the statistician
will collect a sample or samples from the millions of residents and make inferences
about the entire population using the sample.
The sample is a set of data taken from the population to represent the
population. Probability distributions, hypothesis testing, correlation testing and
regression analysis fall under the category of inferential statistics.
Types of Statistical Data Analysis
 Univariate Analysis – analysis of one variable.
 Bivariate Analysis – analysis of two variables (independent and dependent)
 Multivariate Analysis – analysis of multiple relations between multiple variables.

What’s More

Activity 2: TRUE OR FALSE

Directions: Write TRUE if the statements is correct and write FALSE is the statement is
incorrect. Write your answer in separate sheet of paper.

1. Quantitative data analysis is a systematic approach to investigations during which

numerical data is collected and/or the researcher transforms what is collected or
observed into numerical data.
2. A qualitative approach is often concerned with finding evidence to either support or
contradict an idea or hypothesis you might have.
3. Sample is the whole unit of analysis that might be investigated, this could be
students, cats, house prices etc.
4. Case/subject the individual unit/participant of the study/research.
5. Population is a characteristic of the units/participants.

19
 What I Have Learned

Activity 3: Apply What I Learned

Performance Task: Your task is to interpret the given tables below. You will be graded
using a rubric. Write your answer in a separate sheet of paper.

Table 1: Profile of the Respondents

N=80

Table 1.a: Sex

F %
Male 32 40
Female 48 60
Total 80 100%

It can be seen in table 1.a: Sex,

Table 1.b: Age

F %
Age
14-15 55 68.8
16-17 24 30
18-19 1 1.3
Total 80 100%

It can be seen in table 1.b: Age,

20
 Table 2
Factors Affecting Career Choice among the Students
N= 80
A. Peer Mean DE
I prefer to stay with my friends. 2.26 A
I plan what strand will I take with my friends. 2.00 S
I listen to my friend’s advises in taking a career choice. 2.00 S
I depend on what strand which my friends are going to take 1.45 N
I am still undecided on what career will I choose, so I rely on my friend’s 1.53 N
opinion.
I think of my friends before choosing a strand. 1.57 N
I am not able to leave my friends. 2.12 S
TOTAL 1.85 S
B. Family Mean DE
My parents told me to choose the right path. 2.95 A
My parents allow me to do the things I want. 2.35 A
My parents give me advices on what career will I pursue. 2.63 A
My parents give me their support in choosing my career. 2.78 A
I work hard in my study to reach my family’s expectations. 2.71 A
My parents told me to follow their rules. 2.18 S
My parents told me to follow my dream. 2.82 A

TOTAL 2.63 A
C. Personal Mean DE
I enjoy being a high school student. 2.70 A
I have been able to choose the right career for myself. 2.53 A
I am aware of my capabilities in pursuing my future career. 2.51 A
I have motivation to exert effort in choosing a right career 2.68 A
I have the ability to understand the curriculum in taking my career. 2.42 A
I have self-confidence that I can make a good decision in choosing my 2.55 A
career.
I give all my efforts and dedication in choosing my career 2.80 A
TOTAL 2.60 A
Overall Weighted Mean 2.36 A
Legend: Mean Scale Range Descriptive Equivalent (DE)
2.34 – 3.00 Always (A)
1.67 – 2.33 Sometimes (S)
1.0– 1.66 Never (N)

It can be seen in table 2,

21
 RUBRIC

Components Novice (25) Proficient (15) Advance (10) SCORE

(100 PTS)
Visual representations The findings are
(form of tables, figures, detailed and flow
quotes or photos ) are easily
Describe the properly identified, self-
Data findings within descriptive, informative,
Presentation context of the directly related to and
setting, questions referred to within the
and field of narrative of text, and
education immediately adjacent
comments are provided.
Novice (25) Proficient (15) Advance (10)
Interpret how you Intelligently interpret; Articulate how
made sense of the using layman approach author’s
findings Outcomes to explaining insider/outsider
are logically and contextualized data – so impacted the
Interpretation systematically that anyone can findings and
summarized and understand findings and interpretations.
interpreted in their value to the field. Articulate insights
relation to their Include inconsistent gained from study
importance to the findings and discuss Glimpse into the
research questions. possible alternative limitations of study TOTAL
interpretations in reference to
data and analysis

What I Can Do

Activity 4: MY NEW IDEA

Directions: Write a summary of the findings based on the results and discussions in the
activity 3. You will be graded using a rubric. Write your answer in separate sheet of paper.

SUMMARY OF THE FINDINGS

Note: At least 250 words.

22
Rubric

Exemplary Good Satisfactory Poor

35 20 15 10
- Summarize key - Re-articulate research - Provide a Information has
concepts in question transition to little to do with or
Chapter 4 - Information clearly Chapter 5 does not cover
Quality of - Comprehensive covers the topic - Information topic
Information information - Focused, but not release to subject
- Clear, focused, captivating. but has gaps
interesting - Provides 1-2 details. - Hard to follow
- Includes several - No detail.
supporting details/
examples
Rubric modified from SHS Teacher Shiahari I. Cortez, UCNHS, Umingan, Pangasinan

Assessment

Let us try how far have you learned from this module. Get your paper and pen for your post-test.

Directions: Choose the letter of the best answer. Wrte the chosen letter on a separate sheet
of paper.

1. This refers to a paper containing series of questions formulated for an individual and
independent answering by several respondents for obtaining statistical information.
A. Interview B. Observation C. Questionnaire D. Survey
2. Aisa Teresa gets the number, weight, and height of her classmates as part of her study.
What quantitative data gathering technique does she used?
A. Interview B. Observation C. Questionnaire D. Survey
3. Jaycon give a paper containing series of questions to be answered by section Mayors in
order for her to obtain statistical information. What quantitative data gathering technique
does she used?
A. Interview B. Observation C. Questionnaire D. Survey
4. It is a type of statistical analysis of variables that has an analysis of one variable?
A. Bivariate Analysis C. One-Way Analysis of Variance
B. Multivariate Analysis D. Univariate Analysis
5. It is a statistical test for correlation coefficient which is used to measure the dependence of
the dependent variable on the independent variable?
A. Chi-square C. Spearman’s rho
B. Pearson product-moment correlation D. T-test
23
6. It evaluates the probability that the mean of the sample reflects the mean of the population
from where the sample was drawn.
A. Bivariate Analysis C. One-way Analysis of Variance
B. Multivariate Analysis D. Univariate Analysis
7. There are two steps in the quantitative data analysis; preparing the data and analyzing the
data. What is the first preparatory sub step in preparing the data?
A. Analysis of Percent Distribution C. Data Tabulation
B. Coding System D. Mean Computation
8. It is the frequency of distribution and percentage of the occurrence of an item in a set of
data.
A. Correlation C. Measure of Central Tendency
B. Frequency Distribution D. Standard Deviation
9. What is considered as a brief descriptive coefficients that summarize a given data set,
which can be either a representation of the entire population or a sample of it?
A. Descriptive Statistics C. Multivariate Analysis
B. Inferential Statistics D. Univariate Analysis
10. Which of the following is the actual set of units selected for investigation and who
participate in the research?
A. Population B. Sample C. Value D. Variable
11. The following are the considered as types of interviews EXCEPT ________.
A. Non- Focused interview C. Structured interview
B. Semi-structured interview D. Transaction logs
12. What data collection procedure where a group or single participants are manipulated by
the researcher, for example, asked to perform a specific task or action?
A. Interview B. Observation C. Questionnaire D. Survey
13. What data collection procedure is considered as an analysis of documents belonging to an
organization?
A. Documentary Research C. Observation
B. Interview D. questionnaire
14. What is considered as the whole units of analysis that might be investigated, this could be
students, cats, house prices etc.?
A. Population B. Sample C. Value D. Variable
15. Which of the following is considered as the score/label/value of a variable, not the
frequency of occurrence?
A. Population B. Sample C. Value D. Variable

24
 Additional Activities

Activity 5: KWL Table “Reflection”

Directions: Answer the KWL Table. Topic: Quantitative Data Analysis

K What I Know w What I Wonder L What I Learned

Activity modified from SHS Teacher Shiahari I. Cortez, UCNHS, Umingan, Pangasinan
Rubric
Exemplary Good Satisfactory Poor
35 20 15 10
- Comprehensive - Information clearly - Information Information has
information covers the topic release to subject little to do with or
- Clear, focused, - Focused, but not but has gaps does not cover
Quality of interesting captivating. - Hard to follow topic
Information - Includes several - Provides 1-2 details. - No detail.
supporting details/
examples
Rubric modified from SHS Teacher Shiahari I. Cortez, UCNHS, Umingan, Pangasinan

25
 Answer Key

What I Know 16. Assessment 16.

15. C 15. C
14. A 14. A
13. A 13. A
12. B 12. B
11. D 11. D
10. C 10. C
What’s New 9. A 9. A
8. B 8. B
7. B 7. B
6. C 6. C
5. C 5. C
4. D 4. D
3. C 3. C
2. B 2. B
1. C 1. C

Lesson Collects Data Using Appropriate

1 Instruments
Activity 1: WORD SEARCH

Q
I N S T R U M E N T
T E
R S
U T
C I
T O
U I N T E R V I E W
R N
E A
D I
R E S E A R C H
O B S E R V A T I O N
T R A N S A C T I O N L O G

26
Activity 2: Q & A Portion
1. Data collection
2. Questionnaires
3. Interview
4. Structured interview
5. Focus group discussion
6. In-depth interview
7. Semi-structured interviews
8. Transaction log
9. Documentary research
10. Data collection instrument

Lesson Presents and Interprets data in tabular or graphical forms and

Uses Statistical Techniques to Analyze Data- study of differences
2 and relationships limited or bivariate analysis

Activity 1: JUMBLE BEE

1. Quantitative Data Analysis
2. Statistical Analysis
3. Population
4. Coding System
5. Descriptive Statistics
Activity 2: TRUE OR FALSE
1. TRUE
2. FALSE
3. FALSE
4. TRUE
5. FALSE

27
 References
A. BOOKS

Baraceros, Esther L., PRACTICAL RESEARCH 1,First Edition 2016, Rex Book Store, 856
Nicanor, Sr. St., Manila, Philippines

Chen, P. Y., & Popovich, P. M. (2002). Correlation: Parametric and nonparametric measures.
Thousand Oaks, CA: Sage Publications. Cheung, M. W. -L., & Chan, W. (2004).
Testing dependent correlation coefficients via structural equation modeling.
Organizational Research Methods, 7(2), 206-223

B. WEBSITES

Dr. Karim Abawi (2014), Data Collection Instruments (Questionnaire & Interview).
gfmer.ch. Retrieved September 23, 2020 from https://www.gfmer.ch/SRH-Course-
2013/Geneva-Workshop/pdf/Data-collection-instruments-Abawi-2014.pdf

Wai-Ching Leung. How to design a questionnaire. Student BMJ. 2001 June;9:187-9.

http://www.dpcdsb.org/NR/rdonlyres/138975AC-B110-4D1E-
902F81C8E69BF9A0/107060/How_to_design_a_questionnaire.pdf

Hudelson PM. Qualitative Research for Public Health Programmes. WHO/MNH/PSF/94.3.

Geneva 1994. http://libdoc.who.int/hq/1994/WHO_MNH_PSF_94.3.pdf

Mays N, Pope C. Assessing quality in qualitative research. BMJ. 2000 Jan 1;320(7226):50-2.

KENPRO (2012), Designing Data Collection Instruments. kenpro.org. Retrieved 10

November 2019 from https://www.kenpro.org/instruments.html

28