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Practical Research 2: Quarter 2 - Module 5 Data Collection, Presentation, and Analysis

This module discusses data collection, presentation, and analysis techniques used in practical research. It covers different data collection instruments, ways to organize and present data visually and numerically, and statistical techniques like Pearson's r, Spearman's rho, and unpaired t-tests to analyze relationships in the data.

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100% found this document useful (2 votes)

7K views

Practical Research 2: Quarter 2 - Module 5 Data Collection, Presentation, and Analysis

Uploaded by

Karla Javier Padin

Available Formats

Download as DOCX, PDF, TXT or read online on Scribd

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Senior

Senior High
High School
School

Practical
Research 2
Quarter 2 - Module 5
Data Collection, Presentation, and Analysis

This instructional material was collaboratively developed and reviewed

by educators from public and private schools, colleges, and or/universities.
We encourage teachers and other education stakeholders to email their
feedback, comments, and recommendations to the Department of Education
at action@ deped.gov.ph.

We value your feedback and recommendations.

Department of Education ● Republic of the Philippines

Practical Research 2- Senior High School
Alternative Delivery Mode
Quarter 2 - Module 5: Data Collection, Presentation, and Analysis
First Edition, 2020

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Senior
Senior High
High School
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Practical
Research 2
Quarter 2- Module 5
Data Collection, Presentation, and Analysis

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We value your feedback and recommendations.

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Table of Contents

What This Module is About........................................................................................................................i

What I Need to Know...................................................................................................................................ii
How to Learn from this Module................................................................................................................iii
Icons of this Module....................................................................................................................................iii

What I Know.................................................................................................................................................iv

Lesson 1:
Data Collection Instruments............................................................................................1
What’s In.............................................................................................................................1
What I Need to Know......................................................................................................1

What’s New – How do you collect your data…......................................................2

What Is It – Research Instruments.............................................................................3
What’s More – Answer Me............................................................................................13
What’s More – Create Me.............................................................................................14

What’s More – Which is Which...................................................................................14

What’s More – Write Me Down...................................................................................14

What’s More – Quantitative or Not.............................................................................15

What’s More – Why, oh Why.......................................................................................15

What’s More – Observe Me..........................................................................................15

What’s More – Try Me....................................................................................................16

What’s More – Watch Me..............................................................................................16

What’s More – Let’s Go Online...................................................................................16

What I Have Learned......................................................................................................16

What I Can Do..................................................................................................................17

Additional Activity.............................................................................................................17
Lesson 2:
Data Presentation and Interpretation ...................................................................18
What’s In.............................................................................................................................18
What I Need to Know – Techniques in Data Processing....................................18

What’s New.......................................................................................................................19
What Is It – Data Organization....................................................................................20
What’s More – Use Me..................................................................................................23
What’s More – Watch Me..............................................................................................23

What’s More – Present Me...........................................................................................23

What’s More – Let’s Go Online...................................................................................25

What I Have Learned......................................................................................................26

What I Can Do..................................................................................................................26

Additional Activity.............................................................................................................26

Lesson 3:
Using Statistical Techniques to Analyze the Data.................................27
What’s In.............................................................................................................................27
What I Need to Know......................................................................................................27

What’s New – Are We Related...................................................................................27

What’s New – What’s My Use.....................................................................................28

What Is It – Statistical Techniques............................................................................28

What’s More – Pearson’s r...........................................................................................38
What’s More – Spearman’s rho..................................................................................39

What’s More – Unpaired T-test...................................................................................40

What’s More – Paired T-Test.......................................................................................41

What’s More – Let’s Go Online...................................................................................41

What I Have Learned.....................................................................................................42

What I Can Do..................................................................................................................42

Additional Activity............................................................................................................42

Summary........................................................................................................................................................43

Assessment: (Post-Test) ..........................................................................................................................45

Key to Answers.............................................................................................................................................47
References.....................................................................................................................................................48
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
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

i
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 interprets data in tabular and graphical forms (CS_RS12-IId-g-2)
3. uses statistical techniques to analyze data—study of differences and relationships
limited for bivariate analysis CS_RS12-IId-g-3

ii
How to Learn from this Module
To achieve the objectives cited above, you are to do the following:
• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises diligently.
• Answer all the given tests and exercises.

Icons of this Module

What I Need to This part contains learning objectives that
Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with that
of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be presented
to you

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.

iii
What I Know
1. A primary data collection method that involves tracking behavior over a period of time is
called:
A. Test B. Observation
C. Questionnaire D. Interview

2. Which of these methods is the fastest way to collect data?

A. Personal B. Online
C. Phone Call/Text D. Postal

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. Which of these methods has the highest response rate?

A. Personal B. Online
C. Phone Call/Text D. Postal

5. What does quantitative research measures?

A. Feelings and opinions B. Numbers and feelings
C. Numbers and figures D. Feelings and figures

6. Interview questions should:

A. Lead the respondent
B. Probe sensitive issues
C. Be delivered in a neutral tone
D. Test the respondents’ powers of memory

7. Which of the following is not ethical practice in research with humans?

A. Preserving participants’ anonymity
B. Obtaining informed consent
C. Notifying participants that they are free to withdraw at any time
D. Requiring the participants to continue until the study is done

8. Questionnaire is a:
A. Research method B. Measurement technique
C. Tool for data collection D. Data analysis technique

9. Which correlation is the strongest?

A. -1.0 B. +.80
C.-0.6 D. +0.5

10. A graph that uses vertical bars to represent data is called:

A. A bar chart B. A pie chart
C. A line graph D. A vertical graph

11. To compare the performance of a group at time T1 and then at T2, we would use:
A. A chi-squared test B. One-way analysis of variance
C. Analysis of variance D. A paired t-test

iv
12. A Type 1 error occurs in a situation where:
A. The null hypothesis is accepted when it is in fact true
B. The null hypothesis is rejected when it is in fact false
C. The null hypothesis is rejected when it is in fact true
D. The null hypothesis is accepted when it is in fact false

13. The significance level

A. Is set after a statistical test is conducted
B. Is always set at 0.05
C. Results in a p-value
D. Measures the probability of rejecting a true null hypothesis

14. A positive correlation occurs when:

A. Two variables remain constant
B. Two variables move in the same direction
C. One variable goes up and the other goes down
D. Two variables move in opposite directions

15. Testing the probability of a relationship between variables occurring by chance alone if
there really was no difference in the population from which that sample was drawn is
known as:
A. multiple regression analysis. B. correlation coefficients.
C. significance testing D. chi-squared tests.

v
Lesson

1 Data Collection Instruments

What’s In

People are hungry of accurate information in the present times. Having experienced
crisis due to the COVID-19 global pandemic, many are easily hooked into sharing and
believing fake information without processing and verifying the source. Daily figures are
gradually changing exponentially thereby creating insecurities and fear. People are anxious
of what is happening, and tensions are inevitable due to security and health threats.
Therefore, reliable sources of data and information have been highly anticipated. What is
data? Why researchers collect data? How is data collected? Who needs the collected data?
• 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 of these questions (and infinitely many more) can be answered through statistics.
Statisticians begin byposing a question. Then, they plan a method for collecting information,
called data, about that question.Next, they collect the data and analyze it. The statisticians
will transform the data in the form of graphs ortables. They will analyze the data with
numerical statistics. Finally, they will explain what they havelearned, what conclusions can
be made, and what is still unknown, in a written or verbal report.

What I Need to Know

Collecting data is the very first step you need to perform before you proceed in writing your
dataanalysis and interpretation. Below are the most important steps you need to take note in
preparing and writing your data analysis:

Preparing Your Data Analysis

1. Data Gathering
a. Prepare your research instruments.
b. Begin gathering your data.
c. Encode and organize your data for analysis.
2. Analysis and Interpretation.
a. Use your data for statistical tests. (You may consult a statistician or a statistics teacher.)
b. Present in tabular or graphical form.

Writing Your Data Analysis

1. Write the interpretation for each tables or graphs.
2. Edit the grammatical and typographical errors in your interpretation. (You may use
www.grammarly.com to edit your work.
3. Submit your work using the format given to you.
4. Keep your raw data.

1
Data Collection is an activity that allows the researcher to obtain relevant
information regarding the specified research questions or objectives. It is performed through
utilizing instruments which the researcher has developed or adopted for the study. In
collecting the data, the researcher must decide on the following questions: (1) Which data to
collect? (2) How to collect the data? (3) Who will collect the data? (4) When to collect the
data? (Barrot, 2018)

Quantitative research instruments comprise questionnaires, interviews, test, and

observation. Data collection approaches for qualitative research usually involves: (a) direct
interaction with individuals on a one to one basis, (b) and or direct interaction with individuals
in a group setting.

The following steps are advised when developing and utilizing a research instrument:

1. Be clear with your research question.

2. Plan how you will conduct the data collection.
3. Use appropriate research instrument.
4. Collect, tabulate, tally, and analyze the data.
5. Verify the validity and reliability of the collected data.
6. Present your findings.

What’s New

Activity 1: How do you collect your data?

Directions: Once you have decided on your approach and your design frame, you can
consider the different methods for gathering data. Look at the different kinds of
data collection methodsbelow and check all that seem as if they would help you
answer your research questions. You may choose just one or more than one
method.

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

2
What Is It

Research Instruments

Questionnaires

A questionnaire consists of a series of questions for the purpose of gathering

information from respondents about a research topic. In other views, questionnaires can be
thought of as a kind of written interview. Gathering of information can be carried out face to
face, by telephone, or through e-mail, messenger, social media post, or using computer
programs or forms (Barrot, 2018, p 138). In quantitative research, questionnaires use the
following approaches: (1) scale (usually Likert such as strongly agree, agree, neutral,
disagree, and strongly disagree); 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.

Questionnaires can be structured, semi-structured, or unstructured. Structured

questionnaires employ closed-ended questions, unstructured questionnaires use open-
ended questions which means that the research participants can answer anything, and
semi-structured is a combination of both structured and unstructured. Structured type is
commonly used in quantitative studies because it is easier to code, interpret objectively and
most of all, easier to standardize. Most of the time, researchers are confused with the terms
survey and questionnaire. Questionnaire is an instrument used to collect data while survey is
a process of collecting, recording, and analyzing data.

Advantages of Using Questionnaire

1. It can collect data quickly from large number of participants.
2. It can encourage the participants to be open to the researchers since their identity
can be made anonymous.
3. It has flexibility since the participants can answer it any time.

Disadvantages of Using Questionnaire

1. The questions can be interpreted differently by the participants.
2. Some participants will not be able to complete the required responses
3. Some will not be able to return the questionnaire on time.
4. Some participants will not be able to return it due to loss.
5. Questionnaires may lack depth of answers from participants.

Guidelines in Using Questionnaires for Data Collection (Barrot, 2018, p 139).

1. Decide on the method of administering the questionnaire.

a. Face-to-face Method
-use this when you need to capture the emotions, behavior, and the non-
verbal cues of the participants
b. Online Method
-can be administered through web-based forms (e.g. google forms)
-use this when behavior and non-verbal cues need not to be taken as part of
your research
2. Draft your questionnaire.
a. Divide your questionnaire into two or three parts:
(i) personal information section- contains details like participants background
which are relevant to the study; name is optional;
(ii) main section-lists the specific questions or indicators that are aligned with
the specific research questions: and
(iii) open-ended question section (if needed)-additional information you may
want to ask but may not have been covered by the main section
3
b. Align the indicators or questions contained in your questionnaire with your specific
research questions or objectives.
c. Provide clear directions for answering the questionnaire.
d. Use routing if there is a need to skip some items in the questionnaire. (E.g. if a
participant will answer “no” to a specific question, you may redirect them to
another question.
e. When several related questions need to be asked, begin with the general
questions first followed by the specific ones.
f. Do not make an overly lengthy questionnaire.
g. Make sure that the predetermined responses match the nature of the questions.

These responses must be translated into numerical values (5,4,3,2,1) to make

them quantitative.

(i) If the content is about belief, the responses should be about agreement
(strongly agree, agree, neutral, disagree, strongly disagree)
(ii) If the questionnaire is about behavior and how it manifests, the responses
should be about extent (very great extent, great extent, moderate extent,
small extent, none at all)
(iii) If the questions are about frequency, the responses should also be about
frequency (always, frequently, sometimes, seldom, never)
(iv) If the content is about quality, then responses should also denote quality
(excellent, very good, good, poor)
h. Avoid using highly technical terms in your questionnaire.
i. Avoid using negative statements in your questionnaire.
j. Avoid including leading and biased questions.
k. Avoid double-barreled questions.
l. Avoid overly sensitive questions.
m. Use a reader-friendly lay-out.
n. Do not split the questions over two pages to avoid unnecessary interruption in
reading them.
3. Before the actual administration of the questionnaires, it is useful to pilot-test.
4. Contact the participants before distributing the questionnaires. Give them instructions.
5. Attach a cover letter to the questionnaire when conducting the actual data collection.
6. Follow up the participants who failed to return the questionnaire.
7. Encode the data immediately once you have collected them and archive them digitally.

Tests

Tests are research instruments used for assessing various skills and types of
behavior as well as for describing certain characteristics. These two types of test are used in
quantitative research:

a. Standardized test – scored uniformly across different areas and groups;

administered by institutions to assess a wide range of groups such as students
and test-takers; considered as more reliable and valid
Example: Achievement test e.g. National Achievement Test (measures how
much students have learned in specific subject areas after a considerable period
of time)
b. Non-standardized test- may not be scored uniformly; administered to specific set
of people; more appropriate for obtaining certain types of responses or
measuring a specific skill
Example: Aptitude test (assesses one’s skills and knowledge to predict one’s
ability to perform a certain kind of work)

4
Types of Test Questions
1. Recall Questions- require participants to retrieve information from memory (e.g. cloze
test/fill-in the blank test, identification test, enumeration test)
2. Recognition Questions- provide options to choose from; participants only need to
select the best or correct choice; easier to answer (e.g. multiple-choice test, true or
false test/yes or no test)
3. Open-ended Questions-allow participants more freedom in their responses; prompts
them to answer in detail; encourage them to express their thoughts and insights
regarding a certain topic (e.g. essay writing tests and other performance-based tests)

The type of test and questions that you will use in your data collection depends on the
kind of information you wouldlike to obtain. For instance, tests using multiple choice
questions measure a wider range of learning outcomes and skills in a relatively short period
of time; use objective scoring and reduce guessing; and are amenable to item analysis.

The following table shows the types of test and examples.

What the Participants

Type Subtype Example
will Do
Recall Cloze test The participants supply Questionnaires can be structured,
words or phrases that have semi-structured, or
been omitted from a test. _____________.
Identification The participants provide an What type of questionnaire
answer to the given employs close-ended questions?
question using pure recall.
Enumeration The participants list down List the steps in conducting a
items whether quantitative research.
chronologically or not.
Recognitio Multiple The participants choose Which of the following does NOT
n Choice the best/ correct answer belong to the group?
from three to five options. A. Collecting data
B. Tabulating data
C. Interpreting data
D. Differing data
Matching The participants match the Match the terminologies in Column A
items in Column A with the with their synonyms in Column B.
items in Column B. Column A Column B
__1. Data A. Participants
__2. Respondents B. Representative
__3. Sample C. Information
Dichotomous The participants choose an Write TRUE on the space before
answer from two options. each number if the statement is
correct and FALSE if it is
incorrect.
_____1. Data collection is the first
step in conducting a quantitative
research.
Open- Non- The participants provide a Explain the process of obtaining
Ended performance lengthy answer in writing the sample size from the
based or orally. population.
Performance The participants perform a Present a role play about
-based task where they are conducting an interview on study
expected to prepare a habits among students.
presentation or a written
work.

5
Interview
A quantitative interview is a method of collecting data about an individual’s
behaviors, opinions, values, emotions, and demographic characteristics using numerical
data.

Difference between Quantitative and Qualitative Interviews

Quantitative Interviews Qualitative Interviews

Uses closed-ended questions. Uses open-ended questions.
Contains rating scale or rubric No rating scale or rubric needed.
Responses are numerical. Responses are non-numerical.
Large sample size is used. Small sample size is used.
Structured type is used to minimize “interviewer Unstructured, semi-structured,
effect” which means that the responses of the informal interviews and focus group
participants may be affected by the behavior discussions (FGD) are used.
displayed by the researcher on the manner that
the questions are presented.

The questionnaire and quantitative interview are both highly structured but here’s a
distinction between the two:

Quantitative Interviews Questionnaires

Items are read to the participants. Participants answer on their own.
Researchers may ask follow-up questions. Researchers may not ask follow-up
questions.
Useful when the target participants do not Not applicable for blind and uneducated
have the capacity to answer a printed or participants.
encoded questionnaire (blind or
uneducated)

Guidelines in Conducting a Quantitative Interview (Barrot, 2018, p148-149)

Before the Interview

1. Decide on the interview method you will use(face-to-face, phone, video conferencing).
2. Choose a comfortable venue with the least amount of distractions.
3. Decide on the duration of the interview.
4. Prepare and rehearse your interview guide.
5. Test your recording device.
6. Pilot-test your interview guide and practice how you will conduct the interview.
7. Make sure that you obtain the consent from the participants before conducting and
recording the interview.

During the Interview

1.Be in control of the flow of the interview.
2. Help the participants respond as easily and as naturally as possible.
3. Demonstrate respect, professionalism, and a positive attitude toward the participants
throughout the interview

After the Interview

1. Check if your recording device worked well throughout the interview.
2. Transcribe or encode the data as soon as you have finished your interview.
3. Write some of your observations regarding the interview.

6
Observation

Observation is used frequently in qualitative research. It is also used in quantitative

research when the characteristics being observed are quantitative in nature such as length,
width, height, weight, volume, area, temperature, cost, level, age, time, and speed.

Advantages of Observation
1. It allows the researcher to observe the actual event or phenomenon.
2. It has greater flexibility in observation method.

Disadvantages of Observation
1. It may lack participant authenticity, may be prone to Hawthorne effect (a.k.a.
observer effect where participants alter their behavior due to their awareness that
they are being observed.
2. It is more exhausting and time-consuming (some observations needs to be
conducted for many years)
Forms of Observation

1. Controlled Observation
- used in experimental research
- the researcher selects the time, place (usually a laboratory), participants, and
circumstances where data collection will take place
-done under a standard procedure
- the observer takes a non-participant role (does not interact with the participants)
- it provides more reliable data (obtained through structured and well-defined
process)
- the procedure can be replicated, and the data are easier to analyze
- easier to implement due to its highly structured nature

2. Natural Observation
- carried out in a non-controlled setting
- it has greater ecological validity (flexibility of the findings to be generalized to real-
life contexts
- it also responds to other areas of inquiry not originally intended by the researcher
- its major limitation is its strength to establish causal relationship due to the
presence of extraneous variables which can affect the behavior of the participants

3. Participant Observation
- it allows the observer to become a member of the group or community that the
participants belong to
- can be performed covertly, wherein participants are not aware of the intention
behind the observation
- can be done overtly, wherein participants know the intention or objectives of the
observation

7
Different Roles of a Researcher during a Participant Observation

Observational Role Description

Complete observer Observer is neither seen nor noticed by the participants.

The participants are less prone to the Hawthorne effect.
This role is taken if the primary aim of the researcher is to
observe the spontaneous natural behavior of the participants
with as few external factors affecting it as possible.
Observer as participant Observer is known and recognized by the participants as part of
their group or community but has limited interaction with them.

This role is taken if the researcher does not prioritize recording

spontaneous or natural behavior with as few external factors
affecting it as possible.
Participant as observer Observer is fully engaged with the participants.

Observer is considered a researcher and not a member of the

group or community being investigated.

This role is taken if the researcher does not primarily aim to

capture spontaneous or natural behavior.
Complete participant Observer is fully engaged with the participants who are
unaware that they are being observed.
Taking this role raises ethical issues about possible deception.
Observer acts like an “undercover” member of the community.
This role is taken if the primary aim of the researcher is to
observe the spontaneity or natural behavior of the participant
with as few external factors affecting it as possible.

Guidelines in Conducting an Observation (Barrot, 2018, p 152-153)

Before the Observation

1. Clarify your research objectives.
2. Prepare an observation checklist or form.
3. Decide on the type of observation and collection technique that you will use (video or
voice recording, written notes, taking of pictures).
4. Decide on the duration of the observation, the behavior or variables to be observed,
and the time and location of the observation.
5. Record only the data that will address your research questions or objectives.
6. If your observation involves human participants, inform them of your study prior to
7.
your scheduled observation.

During the Observation

1. Write the date, time, and place where the observation will be conducted.
2. If possible, there should be more than one person conducting the observation.
3. Explain the purpose of the observation to your participants.
4. When you are not talking the role of complete observer or complete participant, avoid
causing disruptions to the group you are observing.
5. Make sure that the participants are guaranteed anonymity.
6. Use multiple recording schemes if possible (taking notes, videos, audios, and photos.

8
After the Observation
1. Compile and tabulate all data that you have gathered and save them in your
computer.
2. Maintain confidentiality of the data you have gathered.
3. Review your data to determine if there is anything you missed, so that you can
address this gap in the data before proceeding further with your study.

USEFUL
ONLINE
TOOL

Google Forms is a free online form that enables 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

When you are ready, you can send your form to others and collect their responses.

Different Formats of Online Survey Tools

1. Radio Buttons Gender

This standard question type is the most common single- Femal
●
select question type. Unlike checkboxes, respondents can e
only choose one answer option. These are typical yes/no, Male
true/false, either/or answer options.

2. Checkboxes
This is another old standard and is the most common Favorite Mall
multi-select answer question type. It allows respondents ☒SM
to select all of the answer options that apply. An example ☒Ayala
would be if you wanted to allow your participants to select
all of their favorite features. ☐Gaisano
☒Lim Ketkai
3. Drop Down Menus
These can be configured to be single or multi select answer
option. These are great if you have a long list of answer options
but don’t want your survey to appear lengthy.

9
4. Drag and Drop
This newer question format is very
interactive. Engage your participants by
allowing them to rank answer options
dragging and dropping answers in the
order they choose.

5. Likert Scale
This rating scale makes it easy for participants to
rate their answer and easy for you to evaluate.
The numeric reporting scale can be customized. A
scale of 1-5 or 1-10 are the most popular
reporting options. The answer options appear as
radio buttons.

6. Slider Scale
The sliding scale question type can be configured as a single-select or multi-select question
type. It is another option for allowing participants to rate their response on a sliding scale.
You can choose the scale and label them. These are engaging and fun.

7. Star Ranking
The star ranking question allows participants
to rate criteria based on different categories
defined by the row and column headers. Each
star represents an equivalent numeric value
and typically ranges from 1 to 5.

8. Net Promoter Score (NPS)

The Net Promoter Score allows you to gauge
participants or customers loyalty. According to
industry standards, a 0 -10 scale is used to
ask participants or customers how likely they
are to recommend your product or service. A
score is automatically determined based on
the percentage of promoters less the percent
of detractors.

9. Image Select
This question type can be configured to be a single or multi-select answer option.
Respondents select an image answer based on a set of images. This is great for your
market research surveys where you would like respondents to choose which image they find
most appealing.

9
10. Matrix
These tables can be configured as a single answer or multiple answer option. Columns are
set up as categories with the answer options appearing in the rows. These are great for
condensing your survey when categories have the same answer option. They allow you to
get the answers as one question rather than setting up multiple questions.

Province General Community Modified General Enhanced Community

Quarantine Community Quarantine Quarantine
Misamis   
Oriental
Bukidnon   
Agusan del   
Norte
Camiguin   
Misamis   
Occidental

Informed Consent Form

It is a document that provides the participants with the information they need in deciding
whether they will participate or not in your study. This must be accomplished before
gathering data from the participants. This document must be signed by both- the researcher
and the participant that they agree to the conditions during the actual conduct of data
collection process. It 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)

10
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 GRSHS-X
Researcher: Rico Lopez
School: Gusa Regional Science High School-X
Department: Senior High School
Phone: 09283434567/856-3454

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:
 You will be asked to attend the Math class that uses the Singaporean
approach for the whole term.
 You will be interviewed by your Math teacher for two (2) hours about your
responses regarding the Singaporean approach of learning Mathematics and the

11
Cont.

3. POSSIBLE RISKS OR DISCOMFORTS

No possible risks can pose danger to you in any form during the conduct of this study.
This study is limited only to conducting an interview and implementing the Singaporean

12
What’s More

Activity 1: Answer Me!

Directions: Look at the questionnaire below. Answer the questions that follow.

A Questionnaire to Review Your Study Habits*

Where to Study Yes Sometimes No

1. I study where there is good indirect lighting.
2. I study in a room where the temperature is not too
warm (less than 70’ ).
3. The desk or tabletop area where I study is always
clear except for the materials for the subject I am
currently studying.
4. I study in a quiet place, or use earplugs, or a fan to
provide a masking noise to minimize distracting sounds.
5. I study facing a wall or a corner to minimize distracting
sights.
6. At the place or places where I study, I only study (I
don’t do other things such as spend time on Facebook,
read magazines, etc.).
7. At each study session, I review the subjects that I am
going to study, and I prepare ahead of time all the
materials (papers, pencils, books, laptop) that I will need.
When and How Much to Study
8. I use my “most alert” times for studying (I avoid
wasting my best times in the lounge drinking coffee, on
Facebook, etc.).
9. I review my class notes within one day after the class
in which they were taken.
10. At each study session, I set a goal in order to take a
break, based upon some amount (such as reading a
certain number of pages, writing a certain number of
paragraphs, etc.) rather than on the basis of time (such
as studying for one-half hour or one hour).
11. Each goal that I set before taking a break never takes
more than about an hour to complete.
12. I take breaks for progress, not for fatigue or
daydreaming. (See the explanation for this item at the
bottom of this questionnaire.)

1. What type of questions are used in the questionnaire- structured, unstructured, or semi-
structured?

_________________________________________________________________________

2. What part/s of the questionnaire is/are present-personal information section, main section,
open-ended section?
_________________________________________________________________________
_________________________________________________________________________

3. If you are to edit the questionnaire, what item(s)/number(s) need/s correction? Why?
_________________________________________________________________________
_________________________________________________________________________
13
Activity 2: Create me!

Directions: Create a structured questionnaire (close-ended) consisting of the following

elements:
a. Personal information section
b. Main section (5 questions)
c. Open-ended section

Activity 3: Which is which?

Directions: Look at the table below. Which of these tests have you tried answering? Check
all that may apply.
Type Subtype
Recall Cloze test
Identification
Enumeration
Recognition Multiple Choice
Matching
Dichotomous
Open-Ended Non-performance based
Performance-based

Which of these types and subtypes of tests will you be using in your research study? Why?
_________________________________________________________________________

_________________________________________________________________________

Activity 4: Write Me Down

Directions: You are tasked to interview five (5) families in your barangay. Create three (3)
interview questions regarding their situation during the COVID-19 pandemic
crisis.
1. _______________________________________________________________________
_________________________________________________________________________
2. _______________________________________________________________________
_________________________________________________________________________
3. _______________________________________________________________________
_________________________________________________________________________
4. _______________________________________________________________________
_________________________________________________________________________
5. _______________________________________________________________________
_________________________________________________________________________

14
Activity 5: Quantitative or Not?
Which of the following can be considered as quantitative interview questions? Put a check
() the space provided before the number if the following questions illustrates 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 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 communityafter
the enhanced community quarantine is lifted?
___15. Which factors mostly distort the approval rating of the president?

Activity 6: Why, oh why?

Explain whether your approved research requires tests or not. Justify your answer in not
more than five sentences.
_________________________________________________________________________

_________________________________________________________________________

Activity 7: Observe Me!

What type of observation is illustrated in the following situations?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 teacherrecording the daily data on bacteria growth at the Biolaboratory
___ 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 companymanager observing the conversation of the interviewer
and the applicant to determine the quality of their performance
___ 7. A principal observing a math teacher give a lesson to her class in order to evaluate
her performance as an educator
___ 8. A parent watching her children interact with other children on the playground.
___ 9. An actress 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
personnel are doing.

15
Activity 8: Try Me?

Create a Google form by group related to the study that you are conducting. Follow the steps
in making a Google form. Print/show your output to your teacher.
Activity 9:Watch Me!

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 10: Let’s go Online

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

Using the space below, write a reflective essay about your learning experienceon the
quantitative data-collection techniques. Let your essay reveal how much youlearned
abouteach concept behind each topic dealt with in this lesson. Express whichconcepts 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 in
your research study. Why you will use this specific data collection method? Once you have
decided on what data collection method to use, it is time to create your questions as basis
for data gathering and write a draft of your one-page informed consent (encode/write your
work on a short bond paper using the following format: single-spaced, Times New Roman,
size 12, and 1-inch margins on all sides.). Indicate your research objective/questions.

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 have been collected, you need to encode and organized them for
systematic purposes. This stage of research process enables you to organize the collected
data as well as the removal of the unnecessary information. In this process, you will need to
edit, code, tabulate, and summarize information through graphs and tables for presentation
and interpretation purposes.
Data presentation and analysis is one of the most essential part in your research
study. An excellent data presentation can be a potential for winning the hearts of the
panelists/clients.
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

Techniques in Data Processing

Remember to organize your data based on your research questions.

Editing is a process wherein the collected data are checked for consistency,
accuracy, organization, and clarity. In this process, you must not change, omit, or make up
information if you think that the data you collected is insufficient. Data editing can be done
manually, with the assistance of a computer or a combination of both.

Coding is a process wherein the collected data are categorized and organized.
Labeling, using of numbers and symbols are also applied.

Tabulation is a process of arranging data into a table. This maybe done manually or
electronically using MS Excel.

What’s New
Below is the illustration that you can find at https://psa.gov.ph/. These are the latest figures
gathered by the Philippine Statistics Authority from the conducted census. Answer the
questions that follow.

1. How is the data presented?

_________________________________________________________________________
_________________________________________________________________________

2. Is the data adequate per category?

_________________________________________________________________________
_________________________________________________________________________
3. Do you think the data is accurate?
_________________________________________________________________________
_________________________________________________________________________
4. Can the data be analyzed?
_________________________________________________________________________
_________________________________________________________________________
5. How will you improve the presentation of each category?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

19
What Is It
Data Organization

A frequency distribution is the organization of raw data in table form, using classes
and frequencies.

Examples:
1. Ungrouped Data

2. Grouped Data

Presentation and Interpretation of Tables and Graphs

Non-prose materials are composed of graphs, bars, tables, charts, diagrams,
illustrations, drawings and maps. Collected data can be presented using this. They make the
data easier to understand.
Tables are non-prose materials that help condense and classify information using
columns and rows. They contain headings that indicate the most important information about
your study.
Example:
Table 1: GRSHS-X TEACHERS EVALUATION RATINGS (S.Y. 2019-2020) DISTRIBUTION
TABLE
RATING %
Outstanding 65
Very Satisfactory 30
Satisfactory 5
Unsatisfactory 0
Poor 0
20
To interpret the tables:
1. Analyze the relationship among the details of the headings.
2. Identify the high and low values in the table.
3. Check the unusual pattern of the data and determine the reason behind these (this will
help your analysis of the data.
4. In writing the interpretation, begin with the table number and the title.
5. Then, present the significant figures (high and low values).
6. End with a generalization.

Sample Interpretation for the Given Table

Table 2 showed the adjectival rating and the percentage of teachers who fall under
such rating at GRSHS-X for S.Y. 2019-2020. The results disclosed that sixty-five percent
(65%) of the teachers have an Outstanding Ratings while the rest have Very Satisfactory
and Satisfactory Ratings. Overall, the data showed that the teachers at GRSHS-X have
positive ratings on performing their duties and responsibilities. Therefore, they are eligible to
receive their Performance-Based Bonus (PBB).

Graphs focused on immediately representing how a change in one variable relates

to another. Graphs use bars, lines, circles, and pictures in representing the data. Each graph
has a specific purpose:

Line Graph- shows trends and changes in data over time

Bar Graph- illustrates comparisons of amounts and quantities
Pie Graph (Circle Graph)- shows the relationship of parts to a whole

Sample Interpretation of a Bar Graph

Graph 1. GRSHS-X Canteen Lunch Menu

Graph 1 showed the canteen lunch menu of GRSHS-X. The graph revealed 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 good number of buyers (315 serve/pieces).
Vegetable menus can not be undervalued since several consumers (135 serve/pieces) also
patronized the food. While 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

Graph 2. Students Quarterly Average Grade by Sections in Elective Mathematics (S.Y.
2019-2020

Graph 2 showed changes in the average grade of Elective Mathematics between

Grade 10- Max and Grade 10-Min from first quarter to 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 consistently maintain 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

Graph3. Dream Job of the Grade 7 Students from GRSHS-X

Graph 3 showed the result of the survey conducted to Grade 7 students when asked
about their dream job. From the graph, majority of the participants wanted to become a
doctor and an engineer with just thirty percent (30%) left for other professions. Only about
five percent (5%) wanted to become a teacher. From the data, mostGrade 7 students will
likely pursue STEM strand courses when they will graduate in high school.

22
What’s More
Activity 1: Use Me!

Go to the link below and use it to run statistical analyses quickly and directly in your
browser.
GraphPad Sofware https://bit.ly/2X5JCTC

Activity 2: Watch Me!

Go to the link below and watch the video to enrich what you’ve already learned:
https://bit.ly/2NCeoO9
https://bit.ly/31owECX

Activity 3: Present Me!

Present the following data using a specific non-prose material according to its
purpose.https://bit.ly/3dMehug; https://bit.ly/31nmgv2

According to the latest Facebook post of Department of Health-Philippines DOH COVID-19

CASE BULLETIN #106, dated June 28, 2020:

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 4: Interpret Me!

Interpret the graphs using at least five (5) paragraphs. Follow the guidelines.
Graph 1. Line Graph of COVID-19 cases in the Philippines since March 15-June 27, 2020

Source: https://bit.ly/3eHeujB
23

Interpretation:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

Graph 2: Number of COVID-19 cases in the Philippines as of April 2, 2020, by gender

Source: https://bit.ly/2AaLu4J

Graph 3: Philippines Major Import Sources, 2016

Source: https://bit.ly/3i7Td4A

Activity 5: Let’s go Online

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

25
What I Have Learned

Using the space below, write a reflective essay about your learning experienceon the
quantitative data presentation and interpretation. Let your essay reveal how much
youlearned abouteach concept behind each topic dealt with in this lesson. Express
whichconcepts 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 a long 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 in your
research study. Why you will use this specific graph? Once you have decided on what data
presentation to use, it is time to create your interpretations. Follow the guidelines.

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.

26
Lesson
Using Statistical Techniques
3 to Analyze Data

What’s In

In the previous lesson, you were presented with optionson to how to present
and analyze your data through tables and graphs. As mentioned previously that data
analysis go hand in hand with data presentation and is considered as time
consuming because it involves series of investigations, classifications, mathematical
calculations, and graphical recording, among others.

You are fully aware that advance planning in 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.
This lesson will discuss deeply the five most common statistical techniques specifically used
in quantitative analysis: Pearson’s r, Spearman’s rho, ANOVA, Multiple regression, and t-
tests. Hypothesis testing is a very important process that you need to conduct in your
research study. This is where your decision-making skill will be tested. You will
investigateand evaluate the claims about your study before writing your conclusions.

What’s New

Activity 1: Are We Related?

Look at the scatter plots below. Determine the type of correlation that exists in the following:
1. 2.

27
Activity 2: What’s My Use?
What is the use of the following statistical method in research? Write your answer on the
space provided.

Statistical Method/Formula Use

1. Mean
2. Variance
3. Standard Deviation
4. Percentage
5. Pearson’s r
6. Spearman’s rho
7. ANOVA (one-way)
8. ANOVA (two-way)
9. Multiple Regression
10. p-value
11. t-value

What Is It

Statistical Techniques

Pearson’s r (r ) is a statistical method used for determining whether there is a linear

relationship between variable. It can be obtained by using the following formula:

n ( ∑ xy ) −( ∑ x )( ∑ y )
r=
2 2
√ [ n(∑ x )−(∑ x) ][n (∑ y )−(∑ y ) ]
2 2

where:
n = number of paired values
Σ𝑥 = sum of x – values
Σ𝑦 = sum of y – values
Σ𝑥𝑦 = sum of the products of paired values x and y
Σ𝑥2= sum of squared x – values
Σ𝑦2= sum of squared y – values

There are three possible outcomes after analyzing data using Pearson’s r test:

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
No Correlation- the two variables have no relationship with each other
The table below shows the interpretation of r between two variables.
Value of r Interpretation
.00-.19 Very weak
.20-.39 Weak
.40-.59 Moderate
.60-.79 Strong
.80-1.0 Very strong

Scatter plot is a good way to

represent correlations since the distribution
of dots shows how closely linked the
variables are to each other, the closer the
dots to one another, the tighter the
relationship is between the variables. You
may use scatter plots to visually present the
results of Pearson’s r.The shape of a scatter
plot looks like a line or a curve. Its direction is
either upward or downward. The strength of
the plot can either be strong or weak. When
many points are closer to the line or curve, it
has a strong association. When many points
are farther from the line or curve, the scatter
plot has a weak association.

Example
Solve the following problem:
The following data shows the scores of five students in Math and Science. Determine if
there is a relationship between the scores in the two subjects. Interpret the result.

Student Score in Math Score in Science

x y
1 3 5
2 9 8
3 10 10
4 12 9
5 7 8
Solution:
Complete the table.Get the sum or total of all entries.
Student x y x2 y2 xy
1 3 5 9 25 15
2 9 8 81 64 72
3 10 10 100 100 100
4 12 9 144 81 108
5 7 8 49 64 56
Total (∑) 41 40 383 334 351

Substitute the obtained values in the formula and perform the operations.
n ( ∑ xy ) −( ∑ x )( ∑ y )
r=
2 2
√ [ n(∑ x )−(∑ x) ][n (∑ y )−(∑ y ) ]
2 2

5 ( 351 )−( 41 )( 40 )
r= 2 2
√ [ 5 ( 383 )−( 41 ) ][ 5 ( 334 )−( 40 ) ]
1755−1640
r=
√ [ 1915−1681 ] [ 1670−1600 ]
115
r=
√ [ 234 ][ 70 ]
115
r=
√ 16380
r =0.8985471926
r =0.90

Correlational Value: 0.90

Nature of Relationship: Very Strong
Interpretation: There is a “very strong positive” relationship between the scores in Math and
Scienceof the five students based on the computed correlation coefficient, r=0.90.

Spearman’s Rho ( ρ ) is a statistical technique that tests the relationship between

ordinal variables. It uses rankings instead of actual values. In ranking the data, the highest
value should be ranked first, the second highest should be ranked second, and so on. After
assigning ranks to the values, you can now compute for the
coefficient using the following formula:
6 ∑ D2
ρ=1−
n ( n2−1 )
where:
ρ = Spearman’s rho correlation
D= difference between ranks
n =number of pairs in data

Spearman’s rho also shows whether the data have positive, negative, or no
correlation at all. The table below shows the interpretation of r between two variables.

Value of r Interpretation
.00-.19 Very weak
.20-.39 Weak
.40-.59 Moderate
.60-.79 Strong
.80-1.0 Very strong

Student Score in Rank Score in Rank

Math Science
x y
1 3 5 4 5
2 8 3 6 4
3 9 2 10 1
4 10 1 9 2
5 6 4 8 3

Solution:
Complete the table.Get the sum or total of all entries.
Student Score in Math Rank Score in Science Rank D D2
x y
1 3 5 4 5 0 0
2 8 3 6 4 -1 1
3 9 2 10 1 1 1
4 10 1 9 2 -1 1
5 6 4 8 3 1 1
∑ D2 4

Substitute the obtained values in the formula and perform the operations.
6 ∑ D2
ρ=1−
n ( n2−1 )

6( 4)
ρ=1−
5 ( 5 2−1 )

24
ρ=1−
5 ( 25−1 )

24
ρ=1−
5 ( 24 )

24
ρ=1−
120

ρ=0.80
Correlational Value: 0.80
Nature of Relationship: Very Strong
Interpretation: There is a “very strong positive” relationship between the scores in Math and
Scienceof the five students based on the computed correlation coefficient, ρ =0.80.

The ANOVA (analysis of variance) is a statistical tool used for testing differences
among the means of two or more groups of samples. In order to determine these
differences, the ANOVA considers both the variation within and between the sample groups.
There are two types of ANOVA:
1.One-way ANOVA
- tests the difference among groups concerning one variable
Formula:
TSS=SSB+ SSW
where:
TSS = total sum of squares
SSB= sum of squares between groups
SSW = sum of squares within groups
It is important to note that performing separate computation for the sum of squares and the
total sum of squares provide values which will be used later in the computation of other
values. The partition of the sum of squares is shown:

Source: https://bit.ly/31rmvFA

Example (Online)
Open the link below for detailed examples of one-way ANOVA.
https://bit.ly/3eNB1eI

2. Two-way ANOVA
– used for determining the relationships between two independent nominal variables
(factors)
and one dependent interval or continuous variable
– the two-way ANOVA can be used for finding out whether only one or both independent
variables cause changes in the dependent variable
– it serves as an extension of the one-way ANOVA, with the following formula:
S S 1+ S S 2+ S S1,2 =TSS
where:
S S 1= sum of squares for the first factor
S S 2= sum of squares for the second factor
S S 1,2= sum of squares for both factors
TSS = total sum of squares
Remember:
The total sum of squares is calculated separately. The sum of squares for both factors is not
computed from the individual values in the data alone. Instead, it is obtained through
subtracting the sum of squares of each factor from the total sum of squares.
Example (Online): Open the link below for detailed examples of two-way ANOVA.
https://bit.ly/3i91chV

32
Multiple Regression it is a statistical tool that is used for testing the relationship
between one dependent variable and at least two independent variables. This relationship is
used to explain the behavior of the dependent variable. The main value computed in a
regression test is the multiple correlation coefficient or R. The value of R is obtained through
the following formula:
(r 2y x )+(r 2y x )−(2r y x ∙ r y x ∙ r x x )
R=
√
where:
1 2

1−(r 2
x1 x2
1

)
2 1 2

R = multiple correlation coefficient

r = correlation coefficient for a specific combination of variables
x 1= independent variable 1
x 2= independent variable 2
y = dependent variable
r y x = correlation coefficient for y and x 1
1

r y x = correlation coefficient for y and x 2

r x x = correlation coefficient for x 1 and x 2

1 2

Example (Online)
Open the link below for detailed examples of multiple regression.
https://bit.ly/31rbPGH https://bit.ly/31ne3XO https://bit.ly/3ia3Eoj

T-Tests are statistical technique that tests the difference between two means when
performing t-tests, there are statistic values that need to be computed first. These are called
the descriptive statistic values since they indicate the primary characteristics of the data in
the study. These values are the mean, variance, and standard deviation.

Two Types of t-tests

1. t-test for dependent samples (paired t-test)
2. t-test for independent samples

Mean refers to the average score of the given set of values obtained through getting
the sum of all scores divided by the total number of values.

Variance refers to how spread out the values across the data set you are studying. It
helps you determine the extent of variation in your data. It also helps you find out if the data
are close to the mean or not obtained first by computing for the difference between the mean
and each value in the data set; afterwards, the square of each, difference is calculated, then
these squares are average, the resulting average is the variance of the data set.

33
Standard Deviation (SD) is the square root of the variance. Aside from determining
the descriptive statistical values for your data, you need to analyze them in relation to the
alpha level and the p-value.

Alpha level (α )
–also known as the significance level
–refers to the probability value that must be reached before claiming that the findings
obtained are statistically significant
–it is set at 0.05 for social sciences and 0.01 or 0.001 for physical, natural, or life sciences
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 freedom to vary
–if you have one sample, the formula is df =n−1
–if you have two samples, the formula is df =( n1+ n2)−2

You can use a table to present the information analyzed through t-test. This includes the
following:
Sample size (n )
Degree of freedom (df )
t-value (t )
alpha level (α )
p-value ( p)

34
T-test for Two Dependent Samples (Paired t-test)

In this type of t-test, the sample groups are highly related to each other, since they involve
the same subjects (e.g. pretest and posttest groups). The following formula is used to find
the t-test for two dependent samples:
D́−μ D
t=
SD
√n
where
D́ = mean of differences
μ D = the symbol for the expected mean of the difference of the matched pairs
S D = standard deviation of the differences
√ n= square root of the number of data pairs
T-test for Two Independent Samples

It tests the difference between data sets from two different groups such as in the case of the
control and treatment groups. The following formula for t-test for independent samples are
shown below:

a. For equal variances

x́ 1−x́ 2
t= ( n1 −1 ) s12+ ( n1−1 ) s 22
sp
√( 1 1
+
n1 n2 ) s p=
√ n1+ n2−2

where:
x́ 1 = mean of the first sample
x́ 2 = mean of the second sample
n1 = sample size of the first sample
n2 = sample size of the second sample
s1 = standard deviation of the first sample
s2 = standard deviation of the second sample
s p = pooled standard deviation
b. For unequal variances

x́1 −x́2
t=
s21 s 22
√(
where:
+
n1 n2 )
x́ 1 = mean of the first sample
x́ 2 = mean of the second sample
n1 = sample size of the first sample
n2 = sample size of the second sample
s1 = standard deviation of the first sample
s2 = standard deviation of the second sample

Hypothesis testing

Statistical hypothesis is an assumption about a population parameter. Remember

the (1) Null hypothesis ( H 0)- is a statistical hypothesis that states that there is no difference
between two values while (2) Alternative hypothesis ( H 0) is a statistical hypothesis that
statesthat there is a difference between two values

Statistical test uses the data obtained from a sample to make a decision
aboutwhether the null hypothesis should be rejected.
35
A one-tailed test indicates that the null hypothesis should be rejected when the
testvalue is in the critical region on one side of the mean.

A one-tailed test is either aright-tailed test ora left-tailed test, depending on the
direction of the inequality of thealternative hypothesis.

In a two-tailed test, the null hypothesis should be rejected when the test value is
ineither 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 thesample and compare
with the population mean. Then, you decidewhether to reject ornot reject the null hypothesis.
If the difference is significant, the null hypothesis is rejected. If the difference is not
significant, then the nullhypothesisis not rejected.In the hypothesis-testing, there are four
possible results. In most cases, thenull hypothesis may or may not be true, and a decision is
made to reject or not reject it on.

H 0true H 0 false

Reject H 0 Error Correct

Type I decision
Do not reject H 0 Correct Error
decision Type II

The four possibilities are as follows:

1. We reject the null hypothesis when it is true. This would be an incorrect decisionand
would result in a Type I error.
2. We reject the null hypothesis when it is false. This would be a correct decision.
3. We do not reject the null hypothesis when it is true. This would be a correct
decision.
4. We do not reject the null hypothesis when it is false. This would be an incorrect
decision and would result in a Type II error.

Hypothesis testing can be done using the following Critical Value Approach and p-value
approach

Critical Value Approach

Steps:
1. Determine the sampling distribution (mean).
2. Set the alpha level for your study.
3. Compute for the test statistic.

Formula to obtain the test statistic:

Mean of Observed Sample−Mean of ExpectedValue D́−μ D
Test Statistic = /t =
Standard Deviation SD
√n
4. Determine the critical value. Identify whether it is a two-tailed or one-tailed test.
Determine the degree of freedom and locate it from a table of values.
5. Compare the test statistic to the critical value. If the test statistic is more extreme in
the direction of the alternative than the critical value, reject the null hypothesis in
favor of the alternative hypothesis. If the test statistic is less extreme in the critical
value, do not reject the null hypothesis.

2. P-value Approach
Steps:
1. 1.Compute for the test statistic using the same formula provided at the critical value
approach.
2. Set the alpha level for your study.
3. Determine the p-value based on your test statistic and alternative hypothesis.
4. Compare the p-value to the alpha level. If p-value is lower than the alpha level, you
reject the null hypothesis. If the p-value is higher than the set alpha level, do not
reject the null hypothesis and claim that your alternative hypothesis is valid.
What’s More

Activity 1: Pearson’s r
Compute the correlational coefficients of the following data. You can use Microsoft Excel or
an online calculator found at https://bit.ly/3g3wbtV. Show the scatter plot.Find:

a. Correlational value : ______________________________________

b. Nature of Relationship : ______________________________________
c. Interpretation : ______________________________________

38
1.
Student Exam Score over 50 Study Time (hours)
1 45 6
2 49 6.2
3 50 7
4 46 6.5
5 48 6.8
6 32 3
7 21 1
8 23 2
9 29 2.5
10 35 4

2.
Barangay No. of Residents No. of SAP Recipients
1 1200 800
2 200 150
3 1500 1000
4 300 120
5 100 80
6 150 130
7 3000 2600
8 4000 3100
9 160 20
10 1600 1400

3.
Barangay No. of Person with No. of COVID-19
History of Travel cases
1 20 5
2 10 19
3 8 2
4 2 0
5 1 1
6 0 3
7 23 56
8 19 4
9 14 24
10 29 6
Activity 2: Spearman’s rho

Compute the correlational coefficient of the following data. Note: Compute the coefficients
for both data .You can use Microsoft Excel or an online calculator found at
https://bit.ly/2AcxI1x. Show the scatter plot.Find:

a. Correlational value : ______________________________________

b. Nature of Relationship : ______________________________________
c. Interpretation : ______________________________________

39
Student Exam Score over 50 Rank Study Time Rank
(hours)
1 45 5 6 5
2 49 2 6.2 4
3 50 1 7 1
4 46 4 6.5 3
5 48 3 6.8 2
6 32 7 3 7
7 21 10 1 10
8 23 9 2 9
9 29 8 2.5 8
10 35 6 4 6

Activity 3: Unpaired t-test

Compute the difference between the pretest and posttest scores of the following students
(unpaired t-test). You can use Microsoft Excel or an online tool found at
https://bit.ly/2YIFtFY. Find:

a. P value and statistical significance:

The two-tailed P-value is _______________
By conventional criteria, this difference is _______________
b. Confidence interval:
The mean of Group One minus Group Two equals _______________
95% confidence interval of this difference _______________
c. Intermediate values used in calculations:
t _______________
df _______________
standard error of difference _______________
d. Group Group One Group Two
Mean _____________ ______________
SD _____________ ______________
n _____________ ______________

Studen Pretest Posttest

t
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

Activity 4:Paired t-test

Compute the difference between the grades of the following groups of students (Paired t-
test). You can use Microsoft Excel or an online tool found at https://bit.ly/2YIFtFY. Find:

a. P value and statistical significance:

1.
Group A Group B
95 92
94 93
92 91
95 94
96 92
92 90
96 91
95 95
94 93
93 90

2.
Group A Group B
85 90
81 92
82 94
89 90
96 96
94 97
91 95
76 93
71 92
76 91

Activity 5: Let’s go Online

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

41
What I Have Learned

Using the space below, write a reflective essay about your learning experienceon
usingstatistical techniques in data analysis . Let your essay reveal how much youlearned
abouteach concept behind each topic dealt with in this lesson. Express whichconcepts 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 you will use to deeply analyze
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.

42
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, test, and
observation.
 Questionnaire consists of a series of questions for the purpose of 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 used frequently in qualitative research. It is also used in quantitative
research when the characteristics being observed are quantitative in nature 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 of numbers and symbols are also applied.
 Tabulation is a process of arranging data into a table. This maybe 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
 No Correlation- the two variables have no relationship with each other
 Pearson’s r (r ) is a statistical method used for determining whether there is a linear
relationship between variable.
 Spearman’s Rho ( ρ ) is a statistical technique that tests the relationship between
ordinal variables.
 The ANOVA (analysis of variance) is a statistical tool used for testing differences
among the means of two or more groups of samples.
 One-way ANOVA tests the difference among groups concerning one variable
 Two-way ANOVA is used for determining the relationships between two independent
nominal variables (factors) and one dependent interval or continuous variable. It serves
as an extension of the one-way ANOVA.
 Multiple Regressionis a statistical tool that is used for testing the relationship between
one dependent variable and at least two independent variables.
 T-Testsare statistical technique that tests the difference between two means.
 Mean refers to the average score of the given set of values.
 Variance refers to how spread out the values are across the data set you are studying

 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 freedom to vary. If you have one sample.
 T-test for Two Dependent Samples (Paired t-test)- In this type of t-test, the sample
groups are highly related to each other, since they involve the same subjects (e.g.
pretest and posttest groups).
 T-test for Two Independent Samples tests the difference between data sets from two
different groups such as in the case of the control and treatment groups. Statistical
hypothesis is an assumption about a population parameter.
 A one-tailed test indicates that the null hypothesis should be rejected when the
testvalue is in the critical region on one side of the mean.
 A one-tailed test is either aright-tailed test ora left-tailed test, depending on the
direction of the inequality of thealternative hypothesis.
 Ina two-tailed test, the null hypothesis should be rejected when the test value is
ineither of the two critical regions.
44
Assessment

Multiple Choice. Answer the question that follows. Choose the best answer from
among the given choices.

1. Which of these needs to be considered to gain informed consent?

A. Obtaining both written and verbal consent
B. Discussing the potential risks and benefits of the research
C. Clarifying and reviewing the information given
D. Giving detailed information to participants

2. Which of the following is true concerning observation?

A. It takes less time than other approaches
B. It costs less money than methods
C. It is often not possible to determine exactly why the people behave as they
do
D. All of the above
3. On which of these occasions has confidentiality not been broken?
A. You write down notes during an interview and ask your sibling to spell-
check them.
B. You store your data and statistics on a public folder on the library
computer.
C. You forget to tell your participants that another researcher will be using
your work.
D. You ask participants to sign a consent form giving permission for their
details to be entered intoraffle draw.
4. Which one of the following in not a major method of data collection:
A. Questionnaires
B. Interviews
C. Secondary data
D. Pearson’s r
5. When interpreting a correlation coefficient expressing the relationship between two
variables, it is important not to:
A. Assume causality
B. Measure the values for X and Y independently
C. Choose X and Y values that are normally distributed
D. Check the direction of the relationship
6. Which of these is not a method of data collection?
A. Questionnaires
B. Interviews
C. Experiments
D. Observations
7. A correlation coefficient enables you to:
A. measure the difference between two quantities
B. evaluate whether two variables measure the same values.
C. establish whether the data is exact.
D. quantify the strength of the relationship between variables.

45
8. ANOVA is:
A. the name of a statistical software package.
B. a governing body which collects statistics.
C. used to find the p-value.
D. a one-way analysis of variance.

9. A graph that uses a line to represent data is called:

A. A bar chart B. A pie chart
C. A line graph D. A vertical graph

10. Researchers use both open-ended and closed-ended questions to collect data.
Which of the following statements is true?
A. Open-ended questions directly provide quantitative data based on the
researcher’s predetermined response categories
B. Closed-ended questions provide quantitative data in the participant’s own
words
C. Open-ended questions provide qualitative data in the participant’s own
words
D. . Closed-ended questions directly provide qualitative data in the
participants’ own words

11. Which of the following is not ethical practice in research with humans?
A. Preserving participants’ anonymity
B. Obtaining informed consent
C. Notifying participants that they are free to withdraw at any time
D. Requiring the participants to continue until the study is done

12. Which correlation is the weakest?

A. -1.0 B. +.80
C.-0.6 D. +0.5

13. Which of the following is not a major method of data collection?

A. Questionnaires
B. Interview
C. Observation
D. Conference

14. The researcher has secretly placed him or himself as a member in the group that
is being studied. This researcher may be which of the following?
A. A complete participant
B. An observerasparticipant
C. A participantasobserver
D. All of the above

15. Questionnaire is a:
A. Research method B. Measurement technique
C. Tool for data collection D. Data analysis technique

46
Key to Answers
Pretest
1. B 6. C 11. D
2. B 7. D 12. C
3. A 8. C 13. D
4. A 9. A 14. B
5. C 10. A 15. C

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

47
References
Barrot, Jessie S. Practical Research 2 for Senior High School. Quezon City, Philippines: C &
E Publishing, Inc., 2017.

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