Lesson: Chapter 4 – RESULTS AND DISCUSSION

Presentation, Analysis and Interpretation of Data

• Before the data could be presented, a prior activity that should be accomplished is the encoding
of data.
• Most common operations, such as tallying frequencies, are extremely dull and time consuming
but can be carried out at great speed and accuracy at small cost by the computer.
• Data presented in a research depend on the problem posed. One basic rule is to gather data
relevant to the problem raised; then analyze the data and answer the questions asked thru the
evidence deemed from the research.
• The research cycle shown in Figure 1 best describes the process. The process involves raising the
research problems, and procedures to the data gathering with single or multiple processes.
Based on the data gathered, the analysis and interpretation of data bring out the answer to the
problem in focus.

Question

Answering Data

Analysis
Figure 1. The Research Cycle
Go back to the questions posed in your statement of the Problem. In this section use them as
headings and convert them to the Titles and Subtitles in the Declarative Form.

Example #1:

Specific Problems

Specifically, this study sought to answer the following questions:

1. How are the High School students described in terms of the following:
 1.1. Personality Factor – Warmth, Reasoning, Emotional Stability, Dominance, Liveliness,
RuleConsciousness, Social Boldness, Sensitivity, Vigilance, Abstractedness, Privateness,
Apprehension, Openness to change, Self-reliance, Perfectionism and Tension?
1.2. Socio-Economic Status?
1.3. College Aptitude
1.3.1.Verbal Ability
1.3.2.Numerical Facility
1.3.3.Science and Health Information
1.3.4.Spatial Perception
2. What is the academic performance of the students based on their General Point Average?
3. Which of the factors singly or in combination, significantly relate to the performance of the Fourth
year High School Students of Dee Hwa Liong College Foundation?

In Chapter 4 use these problems as guide. Create Sub-titles that you have to answer by transforming
these questions to the declarative form.

• A simple rule – if you are presenting information in the form of a table or graph make sure you
introduce the table or graph in your text. And then, following the insertion of the table/graph,
make sure you discuss it. If there is nothing to discuss then you may want to question even
inserting it.
• Another simple rule – if you have a whole series of very similar tables try to use similar words
in describing each. Don’t try to be creative and entertaining with your writing. If each
introduction and discussion of the similar tables uses very similar wording then the reader can
easily spot the differences in each table.
• The research output may or may not satisfactorily answer the questions raised and some cases,
may lead to other questions. From there, the researcher may come back to the data to gather
more evidences to validate previous answers or possibly generate new ideas.

Example #2:

Description of the High School Students

1.1. Personality Factor – Warmth, Reasoning, Emotional Stability, Dominance, Liveliness,
RuleConsciousness, Social Boldness, Sensitivity, Vigilance, Abstractedness, Privateness,
Apprehension, Openness to change, Self-reliance, Perfectionism and Tension
1.2. Socio-Economic Status?
1.3. College Aptitude
1.3.1.Verbal Ability
1.3.2.Numerical Facility
1.3.3.Science and Health Information
1.3.4.Spatial Perception

Description of the High School Students

The students were described as to their personality characteristics. The 16 factors are Warmth,
 Reasoning, Emotional Stability, Dominance, Liveliness, Rule-Consciousness, Social Boldness,
Sensitivity, Vigilance, Abstractedness, Privateness, Apprehension, Openness to Change, Self-
Reliance, Perfectionism and Tension. The 16 Personality Factor is an instrument used to identify the
said types of traits in the behavior of people. These traits are in bipolar arrangement normally
distributed in a continuous manner. The 16 Personality Factor represent Cattell’s intention to
identify the primary traits of personality through factor analyzing to entire domain of personality
descriptors. 16 PF used standardized ten (sten) scores scales. Sten scores range from 1-10, with a
mean of 5.5 and a standard deviation of 2. Scores that fall father from the mean are considered
more extreme. It considered that 4-7 sten is in the average range, Stens of 1-3, low range and 8-10
in high range. Students were also described as to their socio-economic status and as to their College
Aptitude the following components were used: Verbal Ability, Numerical Facility, Science and Health
Information, and Spatial Perception.

Personality Factors
Factor A – Being Warm or Reserved

PERCENTAGE
Warm
12%
Reserved
12%

Average
76%

Most students in the fourth year level belonged to the average characteristics in terms of Factor A. It
means that most of them were neither warm nor reserved, neither outgoing nor distant, neither
impersonal nor attentive to others. Their characteristics in this area are in moderation.

High School Aptitude

High School Aptitude Test was developed by the Center for Measurement as a norm referenced
instrument to be used in the selection of applicants to the High School schools in the Philippines. It
measures knowledge found to be predictive of success in the High School course. It consist of the
following: Verbal Ability, Numerical Facility, Science and Health Information and Spatial Perception.
These categories were measures using quality indexes in score ranges.

Verbal Ability
Verbal ability, this subtest is composed of vocabulary and verbal analogy items. It measures
comprehension of a word within the context of the sentence in which it is used. A verbal analogy items
measures the ability to discover the implied relationship in a pair of words and recognizing another pair
of words within a relationship.

Table 1
Verbal Ability of Students

Score Range Quality Index F %

200 - 250 Very Poor 5 2.7
251 – 350 Inferior 42 22.5
351 - 400 Below Average 32 17.1
401 – 450 Low Average 35 18.7
451 – 550 Middle Average 57 30.5
551 - 600 High Average 6 3.2
601 – 650 Above Average 8 4.2
651 - 750 Superior 2 1.1
751 - 800 Excellent 0 0
Total 187 100%
Mean 426 – low average

Table 1 indicates that most of the students in this sub test were average in quality index (30.5%),
and below (61%). Only few in high score range (8.5%)

From the results it can be said that as to verbal ability majority of the students had below
average performance. These students had poor capability as to verbal ability. It is disgusting to note that
in terms of understanding the English Language the students were weak because of their inability to
understand the relationship between words.

The mean performance of the students is 426. This falls on the average level. The general
average of the students of Dee Hwa Liong in verbal ability within the low average with most of the
students belonging to the lower half of the distribution.

Example #3:

Statement of the Problem

1. What are the personal Socio-Demographic Profile of the Junior High School students in terms of:
a. Age;
b. Sex;
c. Parental Status;
d. Parent’s Highest Educational Attainment;
 e. Parent’s Occupation;
f. Monthly Family Income;
g. Internet Accessibility?
2. What are the factors that cause cyberbullying among the Junior High School students when
classified as to:
a. Personal;
b. Social;
c. Family related; and
d. School related?
3. Is there a significant relationship between the high school students profile along:
a. factors that cause cyberbullying; and
b. level of the students’ engagement?

Profile of Respondents
The first problem of the study deals with the profile of the respondent. Table 1 present the
profile of the respondents in terms of personal information such as age, sex, parental status, parents’
highest educational attainment, parents’ occupation and monthly family income.
Table 2
Personal Socio-Demographic Profile of the Junior High School Students
Profile Category Frequency Percent
15 20 52.6
Age 16 17 44.7
17 1 2.6
Male 12 31.6
Sex
Female 26 68.4

Age
On the above table, out of 38 respondents of the study, there are 20 respondents or 52.6 % who
belong to the age bracket of 15, 17 number of respondents or 44.7% of them belong to 16 years of age
and there is 1 or 2.6% belong to the age bracket of 17 years old.
It can be concluded from the above results that majority of the respondents are at the age of 15.

Sex
From Table 1, in terms of sex, it reveals that 26 or 68.4% number of respondents are females
and 12 or 31.6% are males.
It shows that there are greater numbers of female respondents than males.

Example #4:
Table 3
Factors that Cause Cyberbullying among the Junior High School Students n
= 38
 Statements SA A NA/ D S W D
D D M E
PERSONAL
1. Extreme shyness 3 17 18 0 0 3.61 A
2. Minimal interaction with teachers and classmates 6 15 17 0 0 3.71 A
3. Physical defect 24 13 1 0 0 4.61 SA
4. Sexual orientation 36 2 0 0 0 4.95 SA
5. Being poor 24 13 1 0 0 4.61 SA
6. Personal appearance 35 2 1 0 0 4.90 SA
Average Weighted Mean 4.39 (Strongly Agree)
Legend: 1.00 – 1.49 – Strongly Disagree (SD), 1.50 – 2.49 – Disagree(D), 2.50 – 3.49 – Neither agree or
Disagree (NA/D), 3.50 – 4.49 – Agree (A), 4.50 – 5.00 – Strongly Agree (SA)

Table 3 presents the data on the Factors that Cause Cyberbullying among the Junior High School
Students.
On the above data on table 3, in terms of Personal, revealed that four (4) of the indicators in the
factors that cause cyberbullying among junior high school students are “strongly agree”. These
indicators include the following with their respective means: personal appearance, 4.90; physical defect,
4.61; and sexual orientation, 4.95 which is the highest mean.
The indicators that were rated Agree by the respondents include extreme shyness with 3.61
mean and a minimal interaction with teachers and classmates with 3.71 mean. The average weighted
mean, 4.39 described as “strongly agree” was obtained on the factors that cause cyberbullying among
junior high school students.

Example #5:
Table 4
Relationship between the High School Students Profile and Factors that
Cause Cyberbullying
Personal Social Family Related School Related
Profile
r sig. r sig. r sig. r sig.
Age .122 .467 .128 .443 -.264 .109 .181 .277
Sex .185 .266 .071 .671 -.060 .723 -.115 .492
Parental Status .335 .230 .310 .628 .160 .801 .305 .518
Internet Access -.204 .219 -.151 .364 -.143 .391 .037 .825
Fathers’ Highest Educational -.094 .576 -.123 .462 -.075 .654 .099 .555
Attainment
Mothers’ Highest Educational -.169 .311 -.348* .032 -.173 .299 -.008 .962
Attainment
Fathers’ Occupation .266 .247 .373 .224 .185 .666 .472 .102
Mothers’ Occupation .182 .619 .489* .027 .181 .638 .390 .219
Monthly Income .347* .033 .293 .075 .318 .052 -.006 .971
*Correlation is Significant at 5% level

As regard with the relationship between the high school students’ profile and factors that cause
cyberbullying, the data in Table 5 indicate a significant correlation between Monthly Income and
Personal Related with the correlation value of .347. further, Mother’s Highest Educational Attainment
and Social Factor with a correlation value of -.348 and Mother’s Occupation and Social Factor with a
correlation value of .489
Age, Sex, Parental Status, Internet Access, Father’s Highest Educational Attainment and Father’s
Occupation were found to be not significant related with all identified factors that causes cyberbullying.
This is based on the perspective significant value which is higher than the level of significance.
This shows that significant relationship between the high school students’ profile is dominantly
manifested in Family and School Related factors that cause cyberbullying.