MODULE 5 Practical Research 1

For Senior High School

Understanding Data and Ways to

Systematically Collect Data
Week : 11
Content Standard : The learner demonstrates understanding of Qualitative
research designs, the description of sample, Data collection
and analysis procedures such as survey, interview and
observation and the application of creative design
principles for execution.

Performance Standard: The learner is able to describe qualitative research designs,

sample, and data collection and analysis procedures, apply
imaginatively art/design principles to create artwork.

DAY 1
Lesson ; Qualitative Research Design
Learning Competency: The learner chooses appropriate qualitative research design
(CS_RS11_Iva-c-1 )

Objective : The learner differentiates qualitative from quantitative

research designs and starts to write a draft of research
design to use.
Suggested Tasks:

I. Initial Tasks/Activities

A. Motivational Activities
 Watch this Movie Clip entitled: “Overview of
Qualitative and
Quantitative
Research
Method”
 Show and Tell :
Many times those that undertake a research project often find they are not aware of the
differences between Qualitative Research and Quantitative Research methods. Many mistakenly
think the two terms can be used interchangeably.

Source: Department of Education

So, in your own words, what is the difference between Qualitative

Research and Quantitative Research?

Define and compare the different kinds of Qualitative Research.

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Illustrate the most interesting and creative research design one can think of.

B. Pre-Research/Writing Activities
Activity 1 – Preparing a Flow Chart

ACTIVITY
1. Discuss among group members the
process of a qualitative research.
2. Using a f low chart of your chosen
design, illustrate the steps.
(10 minutes preparation/5 mins presentation)

 State the problem of your study.

 After the discussion of the types of research, identify what type of research
method is relevant to the current research problem.

C. Discussion

Qualitative Research
Qualitative Research is primarily exploratory research. It is used to gain an understanding
of underlying reasons, opinions, and motivations. It provides insights into the problem or helps to
develop ideas or hypotheses for potential quantitative research. Qualitative Research is also used to
uncover trends in thought and opinions, and dive deeper into the problem. Qualitative data
collection methods vary using unstructured or semi-structured techniques. Some common methods
include focus groups (group discussions), individual interviews, and participation/observations. The
sample size is typically small, and respondents are selected to fulfill a given quota.

Quantitative Research
Quantitative Research is used to quantify the problem by way of generating numerical
data or data that can be transformed into usable statistics. It is used to quantify attitudes, opinions,
behaviors, and other defined variables – and generalize results from a larger sample population.
Quantitative Research uses measurable data to formulate facts and uncover patterns in research.
Quantitative data collection methods are much more structured than Qualitative data collection
methods. Quantitative data collection methods include various forms of surveys – online
surveys, paper surveys, mobile surveys and kiosk surveys, face-to-face interviews, telephone
interviews, longitudinal studies, website interceptors, online polls, and systematic observations.

Source: https://measuringu.com/qual-methods/

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Peer-check the flow chart prepared earlier.

Source: Department of Education Curriculum Development

II. Final Tasks:

D. Assessment Activity
Make a Venn Diagram that illustrates the significant difference and
similarities of quantitative and qualitative research.

E. Application Activity
Write one (1) paragraph in your own words the qualitative research design.
Include its relevance in the research problem and how it will assist you to qualify
the data gathered.

F. Enrichment Activity
Output of the Day:

Write a draft of qualitative

research design you think
applicable to your study.

Rubrics : Creativity - 10%

Critical Thinking - 20%
Appropriateness - 20%
Content - 30%
Organization - 20%
Total - 100%

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DAY 2 to 3
Lesson : Kinds of Qualitative Research Methods

Learning Competency: The learner chooses appropriate qualitative research design.

(CS_RS11_Iva-c-1 )

Objectives : The learner identifies and describes the kinds of

. qualitative research methods to be used in the research
study

Suggested Tasks:

I. Initial Tasks/Activities

A. Motivational Activities
Where Do I Belong?
 Strips of paper with written words about qualitative and quantitative research.
Post it under the column where it is appropriate.

B. Research/Writing Activities
What to Know:
Qualitative research study is not but one kind. But just as with quantitative
methods, there are actually many varieties of qualitative methods. Similar to the
way group usability testing methods, there are also a number of ways to segment
qualitative methods.

 One may choose the appropriate qualitative research design in order to collect the
needed data of the study.
 Discuss the kinds of Qualitative methods that will lead the researcher/s to qualify
the data of study.

C. Discussion

A popular and helpful categorization separate qualitative methods into five groups: ethnography, narrative,
phenomenological, grounded theory, and case study. John Creswell outlines these five methods in Qualitative
Inquiry and Research Design.
While the five methods generally use similar data collection techniques (observation, interviews,
and reviewing text), the purpose of the study differentiates them—something similar with different types of
usability tests. And like classifying different usability studies, the differences between the methods can be a
bit blurry. Here are the five qualitative methods in more detail.
1. Ethnography
Ethnographic research is probably the most familiar and applicable type of qualitative method to
UX professionals. In ethnography, you immerse yourself in the target participants’ environment to understand
the goals, cultures, challenges, motivations, and themes that emerge. Ethnography has its roots in cultural
anthropology where researchers immerse themselves within a culture, often for years! Rather than relying on
interviews or surveys, you experience the environment first hand, and sometimes as a “participant observer.”
For example, one way of uncovering the unmet needs of customers is to “follow them home” and observe
them as they interact with the product. You don’t come armed with any hypotheses to necessarily test; rather,
you’re looking to find out how a product is used.
Source: https://www.snapsurveys.com/blog/qualitative-vs-quantitative-research/

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2. Narrative
The narrative approach weaves together a sequence of events, usually from just one or two
individuals to form a cohesive story. You conduct in-depth interviews, read documents, and look for themes;
in other words, how does an individual story illustrate the larger life influences that created it. Often
interviews are conducted over weeks, months, or even years, but the final narrative doesn’t need to be in
chronological order. Rather it can be presented as a story (or narrative) with themes, and can reconcile
conflicting stories and highlight tensions and challenges which can be opportunities for innovation.
For example, a narrative approach can be an appropriate method for building a persona. While a
persona should be built using a mix of methods—including segmentation analysis from surveys—in-depth
interviews with individuals in an identified persona can provide the details that help describe the culture,
whether it’s a person living with Multiple Sclerosis, a prospective student applying for college, or a working
mom.
3. Phenomenological
When you want to describe an event, activity, or phenomenon, the aptly named phenomenological
study is an appropriate qualitative method. In a phenomenological study, you use a combination of methods,
such as conducting interviews, reading documents, watching videos, or visiting places and events, to
understand the meaning participants place on whatever’s being examined. You rely on the participants’ own
perspectives to provide insight into their motivations.
Like other qualitative methods, you don’t start with a well-formed hypothesis. In a
phenomenological study, you often conduct a lot of interviews, usually between 5 and 25 for common
themes, to build a sufficient dataset to look for emerging themes and to use other participants to validate your
findings.
For example, there’s been an explosion in the last 5 years in online courses and training. But how
do students engage with these courses? While you can examine time spent and content accessed using log
data and even assess student achievement vis-a-vis in-person courses, a phenomenological study would aim
to better understand the students experience and how that may impact comprehension of the material.
4. Grounded Theory
Whereas a phenomenological study looks to describe the essence of an activity or event, grounded
theory looks to provide an explanation or theory behind the events. You use primarily interviews and existing
documents to build a theory based on the data. You go through a series of open and axial coding
techniques to identify themes and build the theory. Sample sizes are often also larger—between 20 to 60—
with these studies to better establish a theory. Grounded theory can help inform design decisions by better
understanding how a community of users currently use a product or perform tasks.
For example, a grounded theory study could involve understanding how software developers use
portals to communicate and write code or how small retail merchants approve or decline customers for credit.
5. Case Study
Made famous by the Harvard Business School, even mainly quantitative researchers can relate to
the value of the case study in explaining an organization, entity, company, or event. A case study involves a
deep understanding through multiple types of data sources. Case studies can be explanatory, exploratory, or
describing an event. The annual CHI conference has a peer-reviewed track dedicated to case studies.
For example, a case study of how a large multi-national company introduced UX methods into an
agile development environment would be informative to many organizations.

Source: https://www.snapsurveys.com/blog/qualitative-vs-quantitative-research/

II. Final Tasks:

D. Application
 Present an in-depth description of the kind of qualitative research method
appropriate to the specific research problems below:
1. How software developers use portals to communicate and write code or how
small retail merchants approve or decline customers for credit?

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2. One way of uncovering the unmet needs of customers is to “follow them

home” and observe them as they interact with the product.
 Why is/are the identified kind/s of qualitative research method appropriate? Give
your justification/s.
E. Assessment Activity
Use appropriate graphic organizer to compare and contrast the kinds of
qualitative research.
F. Enrichment Activity
In small groups, discuss how can qualitative research design be appropriate in
qualifying the responses on the “Risks of Alcohol Intake.” Each group will
present the summary of their group discussion in 2-5 minutes in front of the class.

Output of the Day:

Rewrite/improve the draft on

the research design you you
chose applicable to your
study.

Rubrics : Creativity - 25%

Critical Thinking - 20%
Appropriateness - 15%
Content - 30%
Organization - 10%
Total - 100%

DAY 4
Lesson : Identification of appropriate qualitative research design.

Learning Competency: The learner chooses appropriate qualitative research design.

(CS_RS11_Iva-c-1 )

Objectives : The learner identifies the appropriate type of qualitative

research methods to be employed in the current research study.

Suggested Tasks:

1. Initial Tasks/Activities

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A. Unfreezing Activity
Power Point Presentation

4 PICS
1 WORD DEPARTMENT OF EDUCATION-BUREAU OF CURRICULUM DEVELOPMENT

S R U I
A E T E
Y C Y N
S T S T
O M O U
P H P H
T H E ?O R Y O U T ?P U T
DEPARTMENT OF EDUCATION-BUREAU OF CURRICULUM DEVELOPMENT DEPARTMENT OF EDUCATION-BUREAU OF CURRICULUM DEVELOPMENT

U I
T E
C N
D T
O U
P A
E D U C A ?T I O N
DEPARTMENT OF EDUCATION-BUREAU OF CURRICULUM DEVELOPMENT

Source: Department of Education

B. Research/Writing Activities
What to Know: Students should…
 know and identify interests. (Write on what interests you most.)
 define their interest. (Expound what interests you most.)
 focus on the objective to choose the kind of qualitative research
method/design to use in collecting the needed data. (Write about
the identified qualitative research method.)

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C. Discussion

Research design
Describe whether your study is quantitative or qualitative.
Mention the research type. (Descriptive, survey, historical,
case study or experimental)
Research locale
Setting/place where the study will be conducted
Participants/respondents
Target population of the study
Instrument of the study
It explains whether you will use questionnaire or interview
schedule.

Source: Department of Education

D. Application
Out of the identified interests, choose/prepare an appropriate research design.
Include the locale and the participants/respondents/key informants of your study.

II. Final Tasks/Activities

E. Assessment Activities
1. When is qualitative research used?
2. What factors should be considered in the preparation of research design?
3. When is descriptive research design used? Historical? Case Study or
experimental?

F. Enrichment Exercises
Peer edit the draft of Research design, locale, participants/respondents/key
informants for the final submission.

Output of the Day:

Present the chosen and well-

written research design
applicable to your study, .

Rubrics : Creativity - 10%

Critical Thinking - 20%
Appropriateness - 10%
Content - 35%
Organization - 25%
Total - 100%

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Week : 12
Content Standard : The learner demonstrates understanding of Qualitative
research designs, the description of sample, Data collection
and analysis procedures such as survey, interview and
observation and the application of creative design
principles for execution.

Performance Standard: The learner is able to describe qualitative research designs,

sample, and data collection and analysis procedures, apply
imaginatively art/design principles to create artwork.

DAY 1
Lesson ; Sampling Procedure
Learning Competency : The learner describes sampling procedure and sample
(CS_RS11_Iva-c-2 )

Objectives : The learner defines sampling and describes the sampling

procedures.

Suggested Tasks:

I. Initial Tasks/Activities

A. Motivational Activities
 Prepare an acronym using the word SAMPLE by which each letter will represent
research characteristic in data gathering

S-
A-
M-
P-
L-
E-

B. Pre-Writing Activities

Consider the following questions in choosing sample.

 Which group of people (study population) are you interested in?
 From which you want to draw a sample?
 How many people do you need in your sample?
 How will you select these people?

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C. Discussion

Sampling is a process through which the researcher selects a portion or segment from the population at the
center of the researcher’s study. The population is a group of persons or objects that possess some common
characteristics that are of interest to the researcher, and about which the researcher seeks to learn more.
Two groups of population:
Target population is composed of the entire group of people or objects to which the researcher wishes to
generalize the findings of the study.
Accessible population is the portion of the population to which the researcher has reasonable access.
Subjects are individuals or entities which serve as the focus of the study.
Respondents are individuals or groups of people who actively serve as sources of information during data
collection.
Elements refer to subjects of the study who are not people.

Source: AmadeoPangilinan Cristobal,Jr,EdD./ MauraConsolacion De La Cruz,Ed.D

II. Final Tasks/Activities

D. Assessment Activities
 Define sampling and describe its purpose.
 Ask the students to describe the situations where sampling can be applied
 Define population and identify its types.
 Ask the students to define and compare target population and accessible
population. Present examples for the two types of population and let the students
classify which type of population is being referred to.
 Define and compare subject and respondents.
E. Enrichment Activity
 Provide further context by presenting sample instances and have the students
identify which of the elements described is the subject and the respondent.

Output of the Day:

Decide and write on the

sample procedure/s and
sample of your study.

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DAY 2
Lesson ; Sampling Procedure
Learning Competency : The learner describes sampling procedure and sample
(CS_RS11_Iva-c-2 )

Objectives : The learner defines, differentiates and gives sample

instances of statistics and parameter

Suggested Tasks:

I. Initial Tasks/Activities
A. Motivational Activities
What is Statistics? What is Parameter?
B. Pre-Research/Writing Activities

State the differences/similarities of Statistics and Parameter.

C. Discussion

What is 'Statistics'?

Statistics is the science concerned with developing and studying methods for collecting, analyzing,
interpreting and presenting empirical data. Statistics is a highly interdisciplinary field; research in statistics
finds applicability in virtually all scientific fields and research questions in the various scientific fields
motivate the development of new statistical methods and theory. In developing methods and studying the
theory that underlies the methods statisticians draw on a variety of mathematical and computational
tools.Statistics is a form of mathematical analysis that uses quantified models, representations and synopses
for a given set of experimental data or real-life studies. Statistics studies methodologies to gather, review,
analyze and draw conclusions from data. https://www.investopedia.com/terms/s/statistics.asp#ixzz5LpLHBPRf

What is Parameter
a constant or variable term ina function that determines the specificform of the function but not its general n
ature;
a variable entering into the mathematical form of any distributionsuch that the possible values of the variabl
e correspond to differentdistributions.http://www.dictionary.com/browse/parameter

What is the Difference Between a Statistic and a Parameter?

A statistic and a parameter are very similar. They are both descriptions of groups, like “50% of dog owners
prefer X Brand dog food.” The difference between a statistic and a parameter is that statistics describe
a sample. A parameter describes an entire population.
Source:https://www.investopedia.com/terms/s/statistics.asp#ixzz5LpLHBPRf

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II. Final Tasks/Activities

D. Assessment Activities
 Define and compare statistics and parameter.

E. Enrichment Activities
 Provide further context by presenting sample instances that demonstrate how
statistical inference works.

Output of the Day:

Decide and write on what kind

of measuring tool will assist
the identification of findings
of your study.

DAY 3 & 4
Lesson ; Sampling Procedure
Learning Competency : The learner describes sampling procedure and sample
(CS_RS11_Iva-c-2 )

Objectives : The learner identifies the factors and various approaches in

determining sample size

Suggested Tasks:

I. Initial Tasks/Activities

A. Motivational Activities

Assuming that you are given a weekly allowance in the amount of P1,000.00. In
a pie graph, reflect how many percent/amount do you allot for food, clothing,
transportation, subject/school requirements, personal care products or groceries and other
needs.

B. Preparatory Activities
Can you find relationship/similarity between budgeting a weekly allowance and
determining the sample size of a study? Justify your answer.

C. Discussion

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Factors to consider in determining the sample size:

1) Homogeneity of the population. The higher the degree of homoginiety of the population, the
smaller the sample size that can be utilized.
2) Degree of precision desired by the researcher. The larger the sample size, the higher the
precision or accuracy of the results will be.
3) Types of sampling procedure. Probability sampling uses sample sizes that non-probability
sampling.

Various Approaches to determining the sample size:

1 Sample sizes as small as 30 are generally adequate to ensure that sampling distribution of the
mean will approximate the normal curve.
2 When the total population is equal to or less than 100, this same number may serve as the sample
size. This called universal sampling.
3 Slovin’s formula is used to compute for sample size (Sevilla, 2003)
4 According to Gay 1976, the following are acceptable sizes for different types of research
a. Descriptive research – 10% to 20% may be required
b. Comparative research – 15 subjects or groups

Source: AmadeoPangilinan Cristobal,Jr,EdD./ MauraConsolacion De La Cruz,Ed.D

II.Final Tasks/Activities

D. Application
As a researcher, identify your functions in a research study. You may
share your answers to the class.
E. Assessment
Define and discuss each factor to consider in determining the sample size.
Discuss further how each factor applies to sampling process.
Present samples that provide further context to the application of each factor.
Discuss each approach and explain how they apply in the sampling process.
F. Enrichment
Formulate the criteria for choosing the participants of their respective studies.

Output of the Day:

As you write, consider the

factors and various
approaches in determining the
sample size of your study.

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Week : 13
Content Standard : The learner demonstrates understanding of Qualitative
research designs, the description of sample, Data collection
and analysis procedures such as survey, interview and
observation and the application of creative design
principles for execution.

Performance Standard: The learner is able to describe qualitative research designs,

sample, and data collection and analysis procedures, apply
imaginatively art/design principles to create artwork.

DAY 1 to 2
Lesson ; Data Collection and Analysis
Learning Competency : The learner plans data collection and analysis procedures
(CS_RS11_Iva-c-3 )

Objectives : The learner identifies the different data gathering tools to

be used in the study.

Suggested Tasks:

I. Initial Tasks/Activities

A. Motivational Activities

Choose a partner and ask: “What is the happiest moment that happened in
your life?” Each pair should answer the same question. Write the answer on you paper.
Then, roam around to find out from other partners similar answers written on the paper.
Then, join together and present your findings in the class.

B. Preparatory Activities

In the activity above, how did you find the answer?

What data gathering technique did you use?
Was interview an effective means to find answer to your query?
Did you observe too?
What is the role of observation in your data gathering?
What is/are the purpose/s of interview and observation?

C. Discussion

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Collecting data is a necessary skill for any individual. Data is used in a variety of situations,
such as writing up research reports in school, finding a specific item or getting necessary
information for a job. Regardless of the reason for the data, there are similar t ools used to find
information and collect data.
Computer and Internet
The Internet can collect a wide range of data in a short period of time. A simple search through
a search engine will result in several websites that are useful for data collection. Thou gh the
Internet has a large amount of information available, there are weaknesses as well. The main
weakness when looking for data on the Internet is inaccurate information or inappropriate
websites for the necessary information. When looking for data onli ne, finding legitimate
websites takes time. School websites and government websites are a good source of accurate
information. Depending on the necessary data, organization websites are also legitimate.
Surveys
Surveys are an excellent data collection tool . These are useful in businesses, mental health
studies, school projects or any other data collection that requires information from a large
number of people. Surveys ask specific questions that are filled out by individuals. The answers
provided in the survey provide data about a variety of subject, such as customer satisfaction
about specific products or services.
Interviews
Interviews are a data collection method that is used to gain information about a specific subject.
Interviews are commonly given to experts in a specific field, such as interviewing a psychologist
that specializes in children’s mental health when collecting data about a childhood mental
health problem. Interviews are commonly used by news reporters to gain first -hand information
about a specific story.
Observation
Data collection is not always about asking questions or researching online, but also about
paying attention and observing as well. This is first -hand data rather than second -hand data
from another source. Observation data collection includes specific items that are measured,
seen or that others can reproduce.
Books
Books are a primary tool for data collection. While old books might have outdated information,
even old books are used for historical studies or data collection. There are books available
about any subject that ranges from mythology to history to science and math. The wide range of
subjects available in books allows for finding data about any specific subject. One of the main
weaknesses with collecting data from a book is locating the necessary data and time
constraints. Books are available for free reading and researching from libraries around the
country.
Source:
Penn State: Observat ion: An Underuse d Method to Collect Data
Educat ion Resources Informat ion Cent er: Strateg ies and Tools Used to Colle ct Data
Florida State Un iversity: Cr im ino logy: Using the Internet to Collect Data

The above information can be wrapped up to what qualitative data contains.

Source: Department of Education

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Group interviews can be classified into two types:

1. Focus groups – participants are selected by the researcher according to the

specific sampling criteria.
2. Natural groups – participants belong to a group that exists independently of
the study.
There are two kinds of observation:
1. Observation Checklist – quantitative in nature, and make use of ratings
or numerical rankings.
2. Observation Guide – more qualitative, and allow more general
descriptive documents.
II. Final Tasks/Activities
D. Assessment Activities
What are the identified data gathering tools to be used in a study?
In your own words, describe each data gathering tool considering its
importance in the study.
As a researcher, how will you use interview and observation as data gathering
tools in your study?

E. Enrichment Activities
Divide the class into four groups.
Ask the students to prepare their presentations for 10 minutes.
Provide the students some additional guidelines when choosing their roles.
Refer to the rubrics below in judging the performance.
CRITERIA 4 3 2 1
Content More than 5 concepts 4 concepts were 3 concepts were 2 concepts were
were displayed. displayed. displayed. displayed.
Creativity 75%-100% creative 50%-74% creative 25%-49% creative 1%-24% creative
Coordination 0-1 instance of 2-3 instance of 4-5 instance of More than 5
discoordination discoordination discoordination instance of
discoordination
Participants 75%-100% 50%-74% 25%-49% 1%-25%
participation participation participation participation
Props More than 5 props 4 props were 3 props were Less than 3 props
were displayed displayed displayed were displayed
appropriately. appropriately. appropriately. appropriately.
Source: Enhanced Teacher’s Manual

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Output of the Day:

Choose the data gathering

tool appropriate to your study
and formulate interview and
observation guide.

DAYs 3 to 4
Lesson ; Data Collection and Analysis
Learning Competency : The learner plans data collection and analysis procedures
(CS_RS11_Iva-c-3 )

Objectives : The learner defines analysis and identifies the different

kinds to analyze the data.

Suggested Tasks:

I.Initial Tasks/Activities

A. Motivational Activity
Analyze as to what is the most important in the following list:
clothing, money, life, book, principle, shoes, jewelry
B. Preparatory Tasks/Activity
Using the data (words) above, write a paragraph or two using the words
you analyzed a while ago.
What is the role of “data analysis” in the progress of your paragraph?

C. Discussion

Data Analysis
Analysis refers to breaking a whole into its separate components for individual
examination. Data analysis is a process for obtaining raw data and converting it into
information useful for decision-making by users. Data is collected and analyzed to
answer questions, test hypotheses or disprove theories
Data analysis is a process of inspecting, cleansing, transforming, and modeling
data with the goal of discovering useful information, informing conclusions, and

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supporting decision-making. Data analysis has multiple facets and approaches,

encompassing diverse techniques under a variety of names, while being used in different
business, science, and social science domains.
Data mining is a particular data analysis technique that focuses on modeling and
knowledge discovery for predictive rather than purely descriptive purposes,
while business intelligence covers data analysis that relies heavily on aggregation,
focusing mainly on business information.[1] In statistical applications, data analysis can
be divided into descriptive statistics, exploratory data analysis (EDA), and confirmatory
data analysis (CDA). EDA focuses on discovering new features in the data while CDA
focuses on confirming or falsifying existing hypotheses. Predictive analytics focuses on
application of statistical models for predictive forecasting or classification, while text
analyticsapplies statistical, linguistic, and structural techniques to extract and classify
information from textual sources, a species of unstructured data. All of the above are
varieties of data analysis.
Data integration is a precursor to data analysis and data analysis is closely linked
to data visualization and data dissemination. The term data analysis is sometimes used
as a synonym for data modeling.
Statistician John Tukey defined data analysis in 1961 as: "Procedures for
analyzing data, techniques for interpreting the results of such procedures, ways of
planning the gathering of data to make its analysis easier, more precise or more accurate,
and all the machinery and results of (mathematical) statistics which apply to analyzing
data."
There are several phases that can be distinguished, described below. The phases
are iterative, in that feedback from later phases may result in additional work in earlier
phases.
Data requirements
The data is necessary as inputs to the analysis, which is specified based upon the
requirements of those directing the analysis or customers (who will use the finished
product of the analysis). The general type of entity upon which the data will be collected
is referred to as an experimental unit (e.g., a person or population of people). Specific
variables regarding a population (e.g., age and income) may be specified and obtained.
Data may be numerical or categorical (i.e., a text label for numbers).
Data collection
Data is collected from a variety of sources. The requirements may be
communicated by analysts to custodians of the data, such as information technology
personnel within an organization. The data may also be collected from sensors in the
environment, such as traffic cameras, satellites, recording devices, etc. It may also be
obtained through interviews, downloads from online sources, or reading documentation.

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Data processing

The phases of the intelligence cycle used to convert raw information into
actionable intelligence or knowledge are conceptually similar to the phases in data
analysis.
Data initially obtained must be processed or organised for analysis. For instance,
these may involve placing data into rows and columns in a table format (i.e., structured
data) for further analysis, such as within a spreadsheet or statistical software.

Data cleaning
Once processed and organised, the data may be incomplete, contain duplicates, or
contain errors. The need for data cleaning will arise from problems in the way that data is
entered and stored. Data cleaning is the process of preventing and correcting these errors.
Common tasks include record matching, identifying inaccuracy of data, overall quality of
existing data, deduplication, and column segmentation. Such data problems can also be
identified through a variety of analytical techniques. For example, with financial
information, the totals for particular variables may be compared against separately
published numbers believed to be reliable. Unusual amounts above or below pre-
determined thresholds may also be reviewed. There are several types of data cleaning that
depend on the type of data such as phone numbers, email addresses, employers etc.
Quantitative data methods for outlier detection can be used to get rid of likely incorrectly
entered data. Textual data spell checkers can be used to lessen the amount of mistyped
words, but it is harder to tell if the words themselves are correct.
Exploratory data analysis
Once the data is cleaned, it can be analyzed. Analysts may apply a variety of
techniques referred to as exploratory data analysis to begin understanding the messages
contained in the data. The process of exploration may result in additional data cleaning
or additional requests for data, so these activities may be iterative in nature. Descriptive

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statistics, such as the average or median, may be generated to help understand the
data. Data visualization may also be used to examine the data in graphical format, to
obtain additional insight regarding the messages within the data.

Barriers to effective analysis

Barriers to effective analysis may exist among the analysts performing the data
analysis or among the audience. Distinguishing fact from opinion, cognitive biases, and
innumeracy are all challenges to sound data analysis.

Confusing fact and opinion

You are entitled to your own opinion, but you are not entitled to your own facts.
-Daniel Patrick Moynihan

Effective analysis requires obtaining relevant facts to answer questions, support a

conclusion or formal opinion, or test hypotheses. Facts by definition are irrefutable,
meaning that any person involved in the analysis should be able to agree upon them. For
example, in August 2010, the Congressional Budget Office (CBO) estimated that
extending the Bush tax cuts of 2001 and 2003 for the 2011–2020 time period would add
approximately $3.3 trillion to the national debt. Everyone should be able to agree that
indeed this is what CBO reported; they can all examine the report. This makes it a fact.
Whether persons agree or disagree with the CBO is their own opinion.
As another example, the auditor of a public company must arrive at a formal
opinion on whether financial statements of publicly traded corporations are "fairly stated,
in all material respects." This requires extensive analysis of factual data and evidence to
support their opinion. When making the leap from facts to opinions, there is always the
possibility that the opinion is erroneous.

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Cognitive biases
There are a variety of cognitive biases that can adversely affect analysis. For
example, confirmation bias is the tendency to search for or interpret information in a way
that confirms one's preconceptions. In addition, individuals may discredit information
that does not support their views.
Analysts may be trained specifically to be aware of these biases and how to
overcome them. In his book Psychology of Intelligence Analysis, retired CIA
analyst Richards Heuer wrote that analysts should clearly delineate their assumptions and
chains of inference and specify the degree and source of the uncertainty involved in the
conclusions. He emphasized procedures to help surface and debate alternative points of
view.
Source: 25 June 2018, at 20:17 Creative Commons Attribution-ShareAlike License;Wiki

Stages in the Analysis of Qualitative Data

 Stage 1: Immersion
 The researcher intensively reads or listens to material, assimilating as
much of the explicit and implicit meaning as possible
 Stage 2: Categorization
 Systematically working through the data, assigning coding categories or
identifying meanings within the various segments / units of the ’text’
 Stage 3: Reduction
 questioning or interrogating the meanings or categories that have been
developed? Are there other ways of looking at the data? Do some codes
mean the same thing?
 Stage 4: Triangulation
 sorting through the categories. Deciding which categories are recurring
and central and which are less significant or are invalid or mistaken
 Stage 5: Interpretation
 making sense of the data from a wider perspective. Constructing a model
or using an established theory to explicate the findings of the study
DEPARTMENT OF EDUCATION-BUREAU OF CURRICULUM DEVELOPMENT

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II.Final Tasks/Activities

D. Assessment Activity
1. What is Qualitative Data analysis?
2. Explain the “getting to know the data” part of analysis process.
3. What processes are involved in analyzing qualitative data?
4. What are the different types/kinds/ways of data analysis? Discuss each.
5. Explain the over all purpose of qualitative data analysis in the research study.
6. How does data analysis affect the success or failure of one’s study?
7. Discuss how entering and or organizing the data can be conducted in research.
8. What tool do you prefer in recording and organizing the data and why you prefer
that tool.
9. Ask the students to describe the research methods and instruments they are
planning to use in their research.
10. Have them explain why they chose those research methods
11. Discuss the importance of choosing the appropriate methods and instruments in a
research study.

Output of the Day:

Get ready with the print copy

of interview and observation
guide that will serve as your
guiding star in collecting data

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Week : 14
Content Standard : The learner demonstrates understanding of Qualitative
research designs, the description of sample, Data collection
and analysis procedures such as survey, interview and
observation and the application of creative design
principles for execution.

Performance Standard: The learner is able to describe qualitative research designs,

sample, and data collection and analysis procedures, apply
imaginatively art/design principles to create artwork.

DAY 1 to 4
Lesson ; Written Research Methodology
Learning Competency : The learner presents written research methodology, utilizes
materials and techniques to produce creative work. (CS_RS11_Iva-c-4&5 )

Objectives : The learner uses analytical activities to write and present

the research methods/design, data collection and analysis.

Suggested Tasks:

I. Initial Tasks/Activities

A. Motivational Activities
Enumerate the different tools in gathering the data based from the
previous discussion.
Which from among the data gathering tools benefit your study?

B. Preparatory Activities
In the previous lessons, identify the data gathering tools that will help
elicit answers to the queries of your study. Give your reason why it is
appropriate in your research problem.

The following analytical activities will help unveil the data that you are
looking for your study.

C. Discussion

Analytical activities of data users

Users may have particular data points of interest within a data set, as opposed to
general messaging outlined above. Such low-level user analytic activities are presented in

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the following table. The taxonomy can also be organized by three poles of activities:
retrieving values, finding data points, and arranging data points.

General Pro Forma

# Task Examples
Description Abstract
What are the values of - What is the mileage per gallon of the
Given a set of specific
attributes {X, Y, Z, ...} Ford Mondeo?
1 Retrieve Value cases, find attributes of
in the data cases {A, B, - How long is the movie Gone with the
those cases.
C, ...}? Wind?
Given some concrete - What Kellogg's cereals have high
conditions on attribute Which data cases fiber?
2 Filter values, find data cases satisfy conditions {A, B, - What comedies have won awards?
satisfying those C...}? - Which funds underperformed the
conditions. SP-500?
- What is the average calorie content
Given a set of data
What is the value of of Post cereals?
cases, compute an
Compute aggregation function F - What is the gross income of all
3 aggregate numeric
Derived Value over a given set S of stores combined?
representation of those
data cases? - How many manufacturers of cars are
data cases.
there?
- What is the car with the highest
Find data cases
What are the MPG?
possessing an extreme
Find top/bottom N data - What director/film has won the most
4 value of an attribute
Extremum cases with respect to awards?
over its range within
attribute A? - What Marvel Studios film has the
the data set.
most recent release date?
What is the sorted
Given a set of data
order of a set S of data
cases, rank them - Order the cars by weight.
5 Sort cases according to
according to some - Rank the cereals by calories.
their value of attribute
ordinal metric.
A?
Given a set of data
- What is the range of film lengths?
cases and an attribute What is the range of
Determine - What is the range of car
6 of interest, find the values of attribute A in
Range horsepowers?
span of values within a set S of data cases?
- What actresses are in the data set?
the set.
Given a set of data
cases and a
What is the distribution - What is the distribution of
quantitative attribute of
Characterize of values of attribute A carbohydrates in cereals?
7 interest, characterize
Distribution in a set S of data - What is the age distribution of
the distribution of that
cases? shoppers?
attribute’s values over
the set.
Identify any anomalies
within a given set of Which data cases in a
- Are there exceptions to the
data cases with set S of data cases
Find relationship between horsepower and
8 respect to a given have
Anomalies acceleration?
relationship or unexpected/exceptional
- Are there any outliers in protein?
expectation, e.g. values?
statistical outliers.
Which data cases in a - Are there groups of cereals w/
Given a set of data
set S of data cases are similar fat/calories/sugar?
9 Cluster cases, find clusters of
similar in value for - Is there a cluster of typical film
similar attribute values.
attributes {X, Y, Z, ...}? lengths?
Given a set of data What is the correlation - Is there a correlation between
10 Correlate cases and two between attributes X carbohydrates and fat?
attributes, determine and Y over a given set - Is there a correlation between

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useful relationships S of data cases? country of origin and MPG?

between the values of - Do different genders have a
those attributes. preferred payment method?
- Is there a trend of increasing film
length over the years?
Given a set of data Which data cases in a
- Are there groups of restaurants that
Contextualiza- cases, find contextual set S of data cases are
11 have foods based on my current
tion relevancy of the data relevant to the current
caloric intake?
to the users. users' context?

Source: 25 June 2018, at 20:17 Creative Commons Attribution-ShareAlike License;Wiki

D. Application Activity
Cite the issues on your study and figure out what tasks are applicable. Try
to give general description and abstraction.

E. Assessment Activity
1. From the set of tasks’ list above, how can a researcher analyze the
data collected?

F. Enrichment Activities

Given the data, “Three (3) key informants in the interview about what
Martial Law brings to the Philippine economy, agreed that ‘Martial
Law will rot our economy’.” What task/s from the table above will be
applicable? Cite the task/s, general description and abstract.

Output of the Day:

Finalize the write-up on Research

Design, Data Gathering Tools,
Sampling Procedures and
Respondents/ample size of your study.

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REFERENCES

25 June 2018, at 20:17 Creative Commons Attribution-ShareAlike License;Wiki

Department of Education – Bureau of Curriculum Development

Penn State: Observation: An Underused Method to Collect Data

Education Resources Information Center: Strategies and Tools Used to Collect
Data
Florida State University: Criminology: Using the Internet to Collect Da ta
AmadeoPangilinan Cristobal,Jr,EdD./ MauraConsolacion De La Cruz,Ed.D Enhanced
Teacher’s Manual 2017
Daniel Patrick Moynihan

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