Q2 - Mod2 - Data-Collection-Presentation-and-Analysis - Co Version 2

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

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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

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.

Lesson Data Collection Instruments
1
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. Collect and verify your data.
5. Present your findings.

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

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.

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
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.
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). Furthermore, it is more exhausting and time-
consuming especially when observations need to be conducted for many years.

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).
i. 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
ii. 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.

Guidelines in Conducting an Observation
Before the After the Observation

During the
Observation Code or arrange the data
Observation
• Clarify the • Make sure to note gathered according to the
research the date, time, and variables of the study.
objectives. place where the Tabulate the data, use
• Be ready with observation is numerical value for
observation conducted. quantitative research.
checklist. • Limit the person Review the data gathered
• Determine your who will observe. to determine the gaps
time of • Explain the purpose before proceeding.
observation and of the observation to
collection participants if
applicable.
technique.
• Avoid causing
• Record only disruptions while
relevant observing.
information. • Make sure to
• Prepare consent guarantee
form for human anonymity of
observation. paticipants.
• 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, 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.

Different Formats of Online Survey Tools (www.surveygizmo.com)
1. Radio Buttons 2. Checkboxes

Gender Favorite Mall
☒SM
Female Male
☒Ayala
☐ Gaisano
☒Lim Ketkai
3. Drop Down Menus 9. Image Select
4. Drag and Drop
5. Likert Scale

6. Slider Scale
7. Star Ranking
8. Net Promoter Score (NPS)
10. Matrix
Province General Community Modified General Enhanced Community

Quarantine Community Quarantine Quarantine
Misamis   
Oriental
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 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:
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) months or approximately
12 weeks and the interview may last for two hours.

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:

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

Strongly Strongly
Constructs Agree Undecided Disagree
Agree Disagree
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.

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 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.

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.

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.

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 tabulation.

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 numerical values. Data also shows
Tired that this will be summarized using frequency
and percentage distribution.
Sleepy Bored Assigned values:
Sleepy – 1
Student's
Lack of Tired – 2
Motivation 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
Source: https://psa.gov.ph/

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.

What Is It
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

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 learners of the subject
matter.
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.
Table 3. Correlation Analysis of Positive Discipline and Sense of Belonging
Variables Sense of Belongingness Interpretation

Classroom Pearson
.973
Interaction Correlation Significant
Sig. (2-tailed) .000**
Use of Pearson
.073
Reinforcement Correlation Not Significant
Sig. (2-tailed) .663
*p<.05, **p<.01
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
Figure 1. GRSHS-X Canteen Lunch Menu

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. Overall, Grade 10-Max gained a better performance in Elective Mathematics than
Grade 10-Min.
Sample Interpretation of a Pie Graph
Figure 3. Dream Job of the Grade 7 Students from GRSHS-X

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.

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

Interpretation:
Graph 3: Philippines Major Import Sources, 2016
Source: https://bit.ly/3i7Td4A
Interpretation:

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 behaviors with
2.89 .84 Often observed
incentives
3. Use problem solving strategy 3.16 .89 Often observed
4. Prepare students for transitions with predictable
3.24 .71 Often observed
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 teach
3.34 .63 Always observed
problem solving.
10. Set up problem scenarios to practice
prosocial solutions. 3.37 .67 Always observed
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:
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/2TGK4Fr
https://bit.ly/2BkEbI2

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.

Lesson
Using Statistical Techniques to
3 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 Analysis
Regression Analysis
Hypothesis Testing

What Is It
Statistical Techniques
1. Percentage is any proportion from the whole.

𝑃𝐴𝑅𝑇
Formula: 𝑃𝐸𝑅𝐶𝐸𝑁𝑇𝐴𝐺𝐸(%) = ( ) 𝑋100
𝑊𝐻𝑂𝐿𝐸
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 117 76 (76÷117)X100 = 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.
𝑆𝑈𝑀 𝑂𝐹 𝐴𝐿𝐿 𝑉𝐴𝐿𝑈𝐸𝑆
Formula: 𝑀𝐸𝐴𝑁(𝑋̅) =
𝑁𝑈𝑀𝐵𝐸𝑅 𝑂𝐹 𝑉𝐴𝐿𝑈𝐸𝑆
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:
24+25+16+11 76
𝑀𝐸𝐴𝑁 (𝑋̅) = 4 =
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

Strongly Agree Undecided Disagree Strongly Mean (𝑋̅) Verbal
Agree (4) (3) (2) Disagree Description
(5) (1)
I study where 120x5 10x4 0x3 15x2 5x1 600 + 40 + 0 + 30 + 5 Strongly
there is good =600 =40 =0 =30 =5 150 Agree
lighting. =4.5
I study in a 100x5 20x4 5x3 10x2 15x1 500 + 80 + 15 + 20 + Agree
15
room where =500 =80 =15 =20 =15 150
the =4.2
temperature
is cool.

3. Standard Deviation shows the spread of data around the mean.
2
√∑(𝑥−̅𝑥̅)
Formula: 𝑆𝐷 =
𝑛
Example:
Table 2: Mean and Standard Deviation Distribution of the Study Habits of Students

SA A U D SD Mean Mean (𝑋) Standard Deviation (𝑆𝐷)
(𝑋̅)
I study 120x25 10x16 0x9 15x4 5x1 4.5 3000 + 160 + 0 + 60 + 5

=√21.50 − 4.5
where there =3000 =160 =0 =60 =5 150
is good =4.12
=21.50
lighting.
I study in a 100x25 20x16 5x9 10x4 15x1 4.2 2500 + 320 + 45 + 40 +
=√19.47 − 4.2
room where 15
=2500 =320 =45 =40 =15
the 150 =3.91
temperature =19.47
is cool.
Abbreviation Numerical Values

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

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

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 Mathematics Grade in English
Student
(x) (y) x2 y2 xy
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 465 470 43265 44214 43730
Step 1. Compute the value of 𝑟 using the Pearson’s r formula.

5(43730)−(465)(470)
𝑟 = √[5(43265)−(465)2][5(44214)−(470)2] =0.77
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) 2
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= 𝑛(∑ 𝑥2)−(∑ 𝑥) 2
𝑏= 𝑛(∑ 𝑥2)−(∑ 𝑥)2
5(43730)−(465)(470)
(470)(43265)−(465)(43730) 𝑚 = 5(43265)−(216225)
𝑏= 5(43265)−216225
𝑏=1 𝑚=1
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 Math is
𝑌 = 𝑋 + 1.
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 to reject or not reject the

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
Do not reject 𝐻0 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.
Hypothesis testing can be done using the following t-value approach or critical value
approach and 𝑝-value approach.
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.
One-Sample t-test Formula: 𝒕∗ = 𝑿̅ −𝝁 ̅ 𝟐

𝝈 = √∑(𝑿−𝑿)
𝟎 𝒏
Example: 𝒔
√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 Grade 90 98 97 93 94 91 97 93 93 94
Given: 𝑛=10 𝛼 =0.05 𝜇 0 =93 𝑋̅=94 sd= 2.68

Computational Procedure:
1. Define the Null and Alternative Hypothesis
𝐻0: There is no significant difference between the gen. ave. of 10 Grade 7 students
from the population’s gen. average of 93.
𝐻0: 𝜇 = 93
𝐻1: There is a significant difference between the gen. ave. of 10 Grade 7 students
𝐻1: 𝜇 ≠ 93
2. State the alpha and the degree of freedom.
𝛼 = 0.05
𝐷𝑓 = 𝑛 − 1 = 10 − 1 = 9
3. State the decision rule.
One-tailed Test: |𝑡| > 𝑧𝑎𝑧; 𝑎Reject 𝐻0
Two-tailed Test: |𝑡| > ; Reject 𝐻
2 0
4. Calculate the Test Statistic.
𝑋̅ −𝜇 0 94−93 =1.18
𝑡= 𝑠 = 2.68
√𝑛 √10
5. State results (use t table to get the critical value, see procedure below).
𝑡𝛼
𝑡 =2.263
2
= 0.05 = 𝑡
𝑛−1 10−1 0.0025
|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 direction of the alternative
hypothesis than the one observed. If the P-value is less than (or equal to) 𝛼 then the null
hypothesis is rejected in favor of the 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:
1. Define the Null and Alternative Hypothesis
𝐻0: There is no significant difference between the gen. ave. of 10 Grade 7 students
𝐻0: 𝜇 = 93
𝐻1: There is a significant difference between the gen. ave. of 10 Grade 7 students
𝐻1: 𝜇 ≠ 93
2. State the alpha and the degree of freedom.
𝛼 = 0.05
𝐷𝑓 = 𝑛 − 1 = 10 − 1 = 9
3. State the decision rule.
One-tailed Test: |𝑡| > 𝑧𝑎𝑧;𝑎 Reject 𝐻0
Two-tailed Test: |𝑡| > ; Reject 𝐻
2 0
4. Calculate the Test Statistic.
𝑋̅ −𝜇 0 94−93 =1.18
𝑡= 𝑠 = 2.68
√𝑛 √10
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

6. State results.
One-tailed |0.13412| > 0.05
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
(this tells you which column you need).
2. Intersect this column with the row for your 𝑑𝑓 (degrees of freedom). The number you
see is the critical value (or the t-value) for your confidence interval.
Table of T-Values
Examples:
Given t-value (critical value)

1. 𝑑𝑓=5, 𝛼=0.05, two-tailed test 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.

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

Standard
Strongly Strongly Mean
Agree Undecided Disagree Deviation Verbal
Agree Disagree (𝑋̅)
(4) (3) (2) (𝑆𝐷) Interpretation
(5) (1)
The desk 90 30 10 5 15
where I study
is always
clear from
distractions.
I use 10 50 30 20 40
earplugs to
minimize
distracting
sounds.
I study facing 15 35 30 20 50
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
6 20 40
7 27 39
8 32 45
9 37 41
10 31 48

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 𝜇 0 =95 𝑋̅= sd=
1. Perform hypothesis testing using the Critical Value Approach.

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

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.

Rubrics for Data Interpretation and Analysis
Criteria 5 4 3 2 1
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

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 (𝜶) 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.

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
C. Type I Error
D. Type II Error

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. D. It is a tool for data analysis.

Key to Answers
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If a student made a pretest score of 43 in Math, what grade would you expect
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Find 181
the corresponding
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value. .

References
Fraenkel, Jack R. and Wallen, Norman E. How to Design and Evaluate Research in Education.
Asia: Mc-Graw Hill Companies, Inc., 2006.
Fraenkel, Jack R. and Wallen, Norman E. 2020. How to Design and Evaluate Research in
Education. 6th ed., McGraw-Hill Global Education Holdings, LLC. Accessed June 3, 2020.
https://bit.ly/3eBIVrs
GraphPad Sofware. 2018. https://bit.ly/2X5JCTC
QuestionPro. 2020. “What is a star rating question?”. QuestionsPro Suvey Software.

Accessed June 3, 2020. https://bit.ly/2VD5EMg
https://www.surveygizmo.com/resources/blog/new-ways-to-ask-quantitative-research-
questions-in-online-surveys/

Appendix

For inquiries or feedback, please write or call:
Department of Education - Bureau of Learning Resources (DepEd-BLR) Ground Floor,
Bonifacio Bldg., DepEd Complex
Meralco Avenue, Pasig City, Philippines 1600 Telefax: (632) 8634-1072; 8634-1054;
8631-4985
Email Address: [email protected] * [email protected]

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Senior High School

CO_Q2_SHS Practical Research 2_Module 2

Development Team of the Module:

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

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

Illustrator: Ley Krystal C. Jayoma

Layout & Design Evaluator: Allan H. Guibone

Printed in the Philippines by

Department of Education – REGION 10

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

The following are the lessons contained in this module:

Lesson 1 – Data Collection Instruments

What I Need to Know

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

1 CO_Q2_SHS Practical Research 2_Module 2

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

8. Which correlation is the strongest?

9. Which graph uses vertical bars to represent data?

2 CO_Q2_SHS Practical Research 2_Module 2

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

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

14. When does a positive correlation occurs?

3 CO_Q2_SHS Practical Research 2_Module 2

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

What I Need to Know

4 CO_Q2_SHS Practical Research 2_Module 2

How do you collect your data?

Data Collection Method

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

The terms survey and questionnaire have different meanings. A questionnaire is an

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

5 CO_Q2_SHS Practical Research 2_Module 2

Advantages of Using Questionnaire

Disadvantages of Using Questionnaire

Guidelines in Using Questionnaires for Data Collection

6 CO_Q2_SHS Practical Research 2_Module 2

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

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

Types of Test Questions

Here are elaborate types of test and examples:

Quantitative interviews are sometimes referred to as survey interviews (structured

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

Qualitative interviews are sometimes called intensive or in-depth interviews. These

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

Observation is way of gathering data which involves systematically selecting,

8 CO_Q2_SHS Practical Research 2_Module 2

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

i. Natural Observation is a form of observation that involves observing subjects in

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

Different Roles of a Researcher during a Participant Observation

9 CO_Q2_SHS Practical Research 2_Module 2

Before the After the Observation

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

Step 1: Set up a new form or quiz

10 CO_Q2_SHS Practical Research 2_Module 2

1. Radio Buttons 2. Checkboxes

3. Drop Down Menus 9. Image Select

4. Drag and Drop

11 CO_Q2_SHS Practical Research 2_Module 2

8. Net Promoter Score (NPS)

Province General Community Modified General Enhanced Community

Ethical Considerations in Data Collection of Quantitative Research

Sample Informed Consent