9

RESEARCH 1
Quarter 1 – Module 11:
Analyzing and
Interpreting Data
Research 1 – Grade 9
Alternative Delivery Mode
Quarter 1 – Module 11: Analyzing and Interpreting Data
First Edition, 2020

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

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

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Carina S. Gabriel

Editor: Rufino V. Rubino
Reviewer: Eloisa T. San Juan, EdD
Illustrator: Carina S. Gabriel
Layout Artist: Carina S. Gabriel
Cover Design: Emmanuel S. Gimena Jr.

Management Team:
Schools Division Superintendent : Romeo M. Alip, PhD, CESO V
Asst. Schools Division Superintendent : Rolando M. Fronda, EdD, CESE
Chief Education Supervisor, CID : Milagros M. Peñaflor, PhD
Education Program Supervisor, LRMDS : Edgar E. Garcia, MITE
Education Program Supervisor, AP/ADM : Romeo M. Layug
Education Program Supervisor, Science : Edwin Riel Bermillo
District Supervisor, Assigned Subject : Rodger R. De Padua, EdD
District LRMDS Coordinator, Assigned Subject: Kevin Jared S. Manansala
School LRMDS Coordinator, Assigned Subject: Regina M. Poli
School Principal, Assigned Subject : Ara S. Velasco, EdD
Lead Layout Artist, Research 1 : Carina S, Gabriel
Lead Illustrator, Research 1 : Carina S. Gabriel
Lead Evaluator, Research 1 : Cherile B.Mendoza

Printed in the Philippines by Department of Education – Schools Division of Bataan

Office Address: Provincial Capitol Compound, Balanga City, Bataan
Telefax: (047) 237-2102
E-mail Address: [email protected]
 9

Research 1
Quarter 1 – Module 11:
Analyzing and Interpreting Data
Introductory Message
For the facilitator:

Welcome to the Research 1– Grade 9 Alternative Delivery Mode (ADM) Module on

Analyzing and Interpreting Data!

This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

ii
For the learner:

Welcome to the Research 1 – Grade 9 Alternative Delivery Mode (ADM) Module on

Analyzing and Interpreting Data!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

iii
 Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

iv
 What I Need to Know

Data is the evidence collected during an experiment and may be organized in the
form of tables, graphs, pictures, and/or diagrams. Researchers/Investigators
analyze data for them to interpret the result and may use the data to support their
conclusion.

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

1. identify the patterns/trends shown in a graph or table of data;

2. interpret information presented in the table of data or graph;
3. draw out conclusions and explain these using scientific knowledge; and
understanding.

1
 What I Know

I. Matching Type: Match the description in Column A with the items in Column B.

COLUMN A COLUMN B

1. A pattern in a set of results displayed a. Interpreting data

in a graph.

2. The process of breaking up the whole study b. Table

into its constituent parts of categories
according to specific questions under the
statement of the problem. c. Graph

3. It refers to the evidence collected during an

experiment and may be organized in the form
of tables, graphs, pictures and/or diagrams. d. Trend

4. A chart that organizes data or information e. Analyzing data

in rows and columns.

5. It involves reading and understanding data, f. Data

and explain the information presented.

II. Multiple Choice: Write the letter that corresponds to the best answer for each
question.

Items 6-10 refer to the table below:

HEIGHT OF THE SIZE OF THE CANDLE HOW LONG THE
JAR (cm) CANDLE BURNED
(cm) (seconds)
30 10 26
25 10 21
20 10 17
15 10 12

6. What factor/ variable was being changed in the experiment?

a. height of the jar c. size of the candle
b. time the candle flame extinguished d. both a and b

7. What factor/ variable was being measured or observed?

a. height of the jar c. size of the candle
b. time the candle flame extinguished d. both a and c

2
 8. Did the length of time the flame extinguished vary when the candles were covered
with bottles of different sizes?
a. Yes, it can be seen from the table that the bigger the jar is, the longer the time the
candle will burn.
b. Yes, the smaller the jar is, the longer the candle will burn.
c. Yes, the flame extinguished faster in the biggest jar.
d. Yes, the bigger the jar is, the shorter the time the candle will burn.

9. Why do you think when you cover the lighted candle with a jar, the flame goes
out?

a. The result of a chemical reaction between the wax gas and the oxygen in the air is
the candle flame. When you cover a candle with a jar, it only has a limited amount
of oxygen. When that runs out, the candle can’t burn anymore, so the flame died out.
b. When you lighted the candle, the heat melts the wax and turns it into a liquid.
When you cover a candle in a jar, the liquid will extinguish the flame.
c. The oxygen will be trapped in the jar so the flame of the lighted candle goes out.
d. The oxygen will escape from the jar.

10. What conclusion can you draw from the tabulated data?
a. Air is needed in burning, therefore the smaller the jar the longer the time the
candle will burn.
b. The lesser the air inside the jar, the longer the candle will burn.
c. The flame distinguished faster in a bigger jar.
d. Air is needed for burning, therefore the more air inside the jar the longer the time
the candle will burn.

Items 11-13 refer to the line graph below:

50
45
40
Marga’s Test Score in

35
30
Mathematics

25
20
15
10
5
0
0 0.5 1 1.5 2 2.5 3 3.5

No. of Hours Spent by Marga in Studying

11. What is the independent variable?

3
a. No. of hours spent by Marga in studying
b. Marga’s Test Score in Mathematics
c. Studying
d. Time

12. How are the independent and dependent variables related?

a. as the number of hours spent in studying increases, the test score also increases
b. as the number of hours spent in studying decreases, the test score increases
c. as the number of hours spent in studying increases, the test score decreases
d. the test score decreases, as the number of hours spent in studying increases.

13. Refer to the diagram below:

Which of the following statement describes the illustrations?
a. As the independent variable increases, the dependent variable also increases.
b. As the independent variable increases, the dependent variable decreases
c. There is no apparent effect of the independent variable on the dependent variable.
d. When the independent variable increases, the dependent variable remains the
same.
Dependent variable

Independent variable

(14-15 Refer to the table below).

Camille got the following scores in her four summative tests in Science.
Summative Test Score
1 93
2 92
3 90
4 90

14. What must be her grade on the fifth test if she wants to get a mean grade of 92?
a. 93 b. 94 c. 95 d.96

15. What is the median in Camille’s record of summative tests scores?

a. 90 b. 91 c. 92 d. 93

4
 Lesson
Analyzing and Interpreting
1 Data

An observation is a data collection method by which the researcher gathers

knowledge about an object or events. Data collected are usually presented in a chart
or graph.

What’s In

studying playing online games watching tv Doing household chores sleeping

1. What kind of graph is shown above?

2. Do you think you can interpret the graph above accurately? Why?
3. What will you add to the graph to make it meaningful?

5
 Notes to the Teacher

This module deals with interpreting information from different visual

presentations such as tables, and graphs.

What’s New

The process of collecting, organizing, and interpreting data will help the researchers/
students organize all of their measurements so that they can make their information
easier to use and interpret.

Analysis and Interpretation of data involves explanation of an observed trends or

patterns and other forms of interrelationships between variables.

Trends are often observed overall or for a selected segment of the graph. When
observing a graph to identify its trend, there are usually different options to describe
what you're seeing. Here are some examples:
1. One variable increase as the other increases
2. One variable decrease as the other increases
3. There is no change in one variable as the other increases or decreases

1. .
Dependent Variable

Independent variable

As the independent variable increases, the dependent variable also increases (the
line slants upward).

6
2.

Dependent Variable Independent variable

As the independent variable increases, the dependent variable decreases (the line
slants downward).

3.
Dependent Variable

Independent variable

As the independent variable increases, the dependent variable remains constant,

there is no change in the dependent variable (the graph is a horizontal line).

7
 What is It

Information or data can be derived from different sources. These sources include
observation of actual objects as well as charts, tables, and graphs. Interpreting data
involves reading and understanding them. This includes being able to explain the
data presented and using the information to answer the questions.

TIPS IN ANALYZING AND INTERPRETING DATA:

I. Write a statement stating the relationship between independent and

dependent variables.

In this activity, you will think of a possible answer to the problem “What effect does
the drop height have on the bounce height of a ball?”

Clarence performed an experiment to prove the hypothesis, “If the drop height
increases then the resulting bounce height of the ball also increases”

Figure 1

He presented his data in table and graph as shown below.

Table 1: The relationship between the height of drop and height of bounce of ball.

HEIGHT OF DROP HEIGHT OF BOUNCE OF BALL

(m) (m)
.6 0.1
.9 0.3
1.2 0.4
1.5 0.6

8
 0.7

0.6
Bounce Height (m) 0.5

0.4

0.3

0.2

0.1

0
0.6 0.9 1.2 1.5

Height of Drop (m)

Questions.

(m) variable, and Dependent variable.

1.) Identify the following: Independent
2.) Describe the relationship between the independent and dependent variable.

II. Write a statement comparing the mean of the collected data.

A measure indicating the middle of a set of data is called a measure of central
tendency. Mean, median, and mode are the most commonly used measures of central
tendency.

The mean is the sum of the value of the data divided by the total number of cases.
It is represented by symbol x̅, the formula for the mean is x̅ =∑ x/n.
Example: Example: 5,10,15,20,25 (mean=15)
Mean is appropriate for interval and ratio data.

Study the given data and answer the questions below.

Table 2: Marielle recorded her grades in four subjects.

SUBJECT FIRST SECOND THIRD FOURTH MEAN

QUARTER QUARTER QUARTER QUARTER
Filipino 90 91 92 95 92
English 95 93 90 94 93
Math 85 87 87 89 87
Science 86 90 91 89 89

1.) In what subject did she performs best?

2.) Compute the mean of her grades in four subjects.

It is not appropriate to use the mean if the given values are extreme (very large and
very small). For example: 10,40,80,120,170 mean=84

Other measures of central tendency like median or mode can be used in this case.
Median is the middle value of a set of data when the data are arranged in ascending
or descending order. If the given set of data are even numbers, the median is the
average of the two middle values, and if it is odd, the median is the middle values.

9
Median is used for ordinal, interval, and ratio data.
Example: 3 4 7 9 12 median=7
4 7 8 12 18 25 (8 +12= 20/2) median=10

Let us find the median of the set of values below:

1.) 4 8 12 16 20
2.) 8 9 10 18 20 21

The mode is the value of the variable that occurs most often.
Example: 20 25 30 32 32 40 45 50 mode=32

Find the mode of each set of data below:

1.) 5 7 8 9 9 10 12 15
2.) 2 3 6 6 7 8 8 8 9 10

III. Write a statement describing the variation.

Variation is a measure of spread within the data tells you how far the individual
value is from the mean or from other measures of central tendency. One of the basic
measures of variation is range. It is the difference between the highest and lowest
values.
Example: 12 13 14 15 16 (16-12) range =4

Compute the range from the following sets of data:

1.) 30 28 27 26 23 22 20 16
2.) 45 42 40 35 32 28 23 21

IV. Write a statement stating how the data supports the hypothesis.
Conclusions summarize whether the experiment results support or contradict the
hypothesis. If the results of your experiment support that your hypothesis is true,
summarize how this occurred by comparing the relationship between the
independent and dependent variables. If the results of the experiments or surveys do
not support the hypothesis and prove the hypothesis is false, you should not change
or manipulate the results to support the hypothesis. Simply explain why things did
not go as expected.

Refer to the table below to answer the question below.

Hypothesis: “If the drop height increases then the resulting bounce height of the
ball also increases”

The relationship between the height of drop and height of bounce of ball.

HEIGHT OF DROP HEIGHT OF BOUNCE OF BALL

(m) (m)
.6 0.1
.9 0.3
1.2 0.4
1.5 0.6
Question:
1.) Did the data support the hypothesis? What explanations can you give from
your findings.

10
 What’s More

Read and analyze the data to draw conclusion. Write your answer in your activity
notebook.

Procedure:

1. What I See:
a. From the given graph below, draw an arrow to trend/pattern you see.

b. Write a caption that summarizes your observation (what you see for each arrow).

2. What It Means:
After identifying the trend/pattern, you will interpret the graph by making meaning
to what you have observed. For the caption you wrote, write a statement that
explains what trend/pattern or difference you see means.
3. Draw a Conclusion.

a. Use the observations above to develop an understanding of what the entire graph
is showing.
b. Write a topic sentence that explain what the graph shows. Combine “What I See
and What It Means” captions into a single sentence that connects the two ideas. You
can also use the graph title and variables to construct your statement/conclusion.
A. The Effect of Water Temperature on the Time Sugar Dissolves.
Dissolving Time of Sugar

5
(seconds)

0
0 10 20 30 40 50

Temperature of water
(°C)

11
Answer the following:
1. What I see:

2. What it means:

3. Draw Conclusion.

B. The Relationship between the length of string and the number of swings of a
pendulum.

50

45

40
Number of

35
Swings

30

25

20

15

10

0
0 10 20 30 40 50 60 70 80

Length of String (cm)

Answer the following:

1. What I see:

2. What it means:

3. Draw Conclusion.

12
 What I Have Learned

The activity below will help you review your skills in interpreting data.

To interpret a chart or graph read the title, look at the key, and read the labels. Then
study the graph or chart to understand what it shows.

A group of students performed an experiment to observe the effects of fertilizer on

the growth of the plants. The results are presented in the table below.

Without Fertilizer With Organic Fertilizer With Inorganic Fertilizer

A B C

Initial Height of Growth of Plants

the Plants (cm)
Plants (cm) Without With Organic With Inorganic
Fertilizer Fertilizer Fertilizer
1 10 24 25 27
2 10 23 23 24
3 10 22 25 25
4 10 21 22 24
5 10 20 27 24

1. Identify the independent, and dependent variables.

2. Give the relationship between the variables.
3. Write a statement comparing the mean of the collected data.
4. Draw your conclusion

13
 What I Can Do

1. Study the bar graph below:

The Monthly Electrical Consumption of a certain Household over a Year.

120

100

80
Consumption
Electrical

(KwH)

60

40

20

Month

2. Answer the following questions:

a. What quantity is being observed or measured (dependent variable)?

b. What quantity is being changed (independent variable)?

c. Identify the trends/patterns in electricity consumption over 12 months?

d. What are the possible reasons for the increase in consumption of

electricity during the months of April and May?

14
 Assessment

I. Write the letter that corresponds to the correct answer for each question
For items 1-4 refer to the table below:

Set-Ups Treatment Initial Height of Growth of the plants

the plants (cm) after 21 days (cm)

A No Fertilizer 16 18

B 3 g Fertilizer 16 30

C 6 g Fertilizer 16 45

D 9 g Fertilizer 16 52

1. What is the independent variable?

a. Initial Height of the Plant c. Amount of Fertilizer

b. Growth of the Plant d. Growth of the plant

2. Which is the control group? experimental group?

a. Control Group -Plant A; Experimental Group- Plants B, C, and D
b. Control Group -Plant A, and B; Experimental Group- Plants C, and D
c. Control Group-Plant C, and D; Experimental Group Plant A, and B
d. Control Group- Plant B, C, and D: Experimental Group Plant A

3. How does set up A (control group) compare with set ups B, C, and D
(experimental group)?
a. The plants in set-up B, C, and D grew taller than the plant in set-up A.
b. Plant A and B grew taller than Plant C and D.
c. The range of plant height in Plant A was greater than that of the plants grown in
soil with fertilizer.
d. The range of plant height in plant B was greater than that of plants A, C. and D
4. What general information can you derive from the table?
a. There is no difference between the control group and the experimental group.
b. The independent variable has no effect on the dependent variable.
c. Adding more fertilizer to the soil makes plants grow faster.
d. The plants in set up B, C, and D grow taller.

15
For items 5-6 refer to the table below:

Temperature (°C)
Time (min.) 100 ml 300 ml 600 ml
0 100 100 100
1 95 96 96
2 83 91 94
3 80 87 90
4 77 83 88
5 75 81 85
6 73 79 83
7 68 76 80
8 64 73 78
9 60 71 77
10 57 70 75

5. What relationship is existing between independent and dependent variables?

a. The greater the volume of water, the faster the heat loss.
b. The lesser the volume of water, the slower the heat loss.
c. The greater the volume of water, the slower the heat loss.
d. The temperature remains the same in the different volume of water.

6.What generalization can you make from the data presented above?
a. The small volume of water cooled more quickly than the larger volume. Since
there are less molecules in a small volume of water, thus it will take less time to
lose heat energy.
b. The large volume of water cooled more quickly than the smaller one. Since there
are less molecules in a greater volume of water, thus it will take less time to lose
heat energy.
c. The greater the volume of water, the faster the heat loss. Since there are more
molecules in a greater volume of water, thus it will take more time to less time to
lose heat energy.
d. The lesser the volume of water, the slower the heat loss. Since there are more
molecules in small volume of water, thus it will take more time to lose heat energy.

For items 7-11 refer to the following data.

Medel surveyed the social media sites preference of teenagers. The table below
shows the results of the survey.
Social Media Sites Male Female
Facebook 24 25
Youtube 16 10
Instagram 13 11
Twitter 10 13
Tiktok 20 24
Tumbler 10 10
Google 7 9

7. Which social site has the highest mean?

a. facebook b. Tiktok c. Youtube d. Instagram

8. Which social site is preferred by most female teenagers?

a. Instagram b. Tumbler c. Tiktok d. Facebook

16
9. Which social site is preferred by most male teenagers?
a. Google b.Youtube c. facebook d. Instagram

10. If all the values are combined, which social site is preferred by the teenagers?
a. facebook b. Tiktok c. Youtube d. Instagram

11. Which social site has the lowest mean?

a. facebook b. Tiktok c. Google d. Twitter

II. Match the graphs of sales in sari-sari store in Column A to the correct
interpretations in Column B

COLUMN A COLUMN B

12. 2000 a. Sales increases steadily

1500
1000
over the week.
500
0

b. Sales decreases steadily

13. 2500 over the week.
2000
1500
1000
500
0

c. Sales remained the same

from Thursday.
14. 1200
1000
800
600
400
200 d. Sales increased sharply
0 from Wednesday.

15. 2000
1500
1000 e. Sales remained the same
500 over the week.
0

17
 Additional Activities

The Effect of Thickness on the Elasticity of the Rubber Band

70

60
Length of Stretch (cm)

50

40

30

20

10

0
1 2 3 4 5 6 7 8 9 10

Number of rubber
bands

Answer the following questions:

1. What are the factors/variables compared in the graph?

2. What factor/variable was changed?
3. What factor /variable responded to the change?
4. Do you see pattern or trend in the result? Describe it.
5. What general information can you derive from the graph?
6. What do you think will be the length of stretch if 11 bands will be used?

18
What’s More:
19
A.1.What I see:
What I have Learned:
What I Can Do: 1. Independent Variable-Type of Fertilizer,
Dependent Variable-Growth of plant.
1. kwh 2. Adding fertilizer to the soil makes the plants grow
2. Month faster.
3. Family used electricity the most from march 3. The mean height of the plants grown in soil with
to May, and the lowest from December to organic fertilizer is higher than that plants grown
. January. the line slants downward. without fertilizer.
4. Electricity consumption increases during 4.Adding organic and inorganic fertilizers to the soil
temperature
temperature
A.2. What it means: As thewarm increases,
due tothe
thedissolving
increasedtime
usedof the sugarmakes the plants grow faster. Fertilizers are
cube decreases.
cooling appliances. valuable source of nutrients required for the
A3. Draw a Conclusion: optimum growth of the plants.
The solubility increases with temperature, this is because heat increases molecular movement, causing more collisions between the water
molecules and solid.
the line slants upward.
B.2. What it means: As the length of the string increases, the number of swings also increases.
B3. Draw a Conclusion:
A pendulum with a longer string has a longer period, meaning it takes a longer time to complete one back and forth cycle when compared
with a pendulum with a shorter string.
What I Know:
What is It: 1. D 11. A
I. 1. I V- Height of Drop, DV-Height of What’s In: 2. E 12. A
Bounce of Ball 3. F 13. B
2. As the drop height increases, the 4. B 14. C
resulting bounce height also increases 1.Pie Graph
5. A 15. B
II. Mean: 1. English 2. 90 2. No, some parts are
missing. 6. A
Median:. 1.) 12 2.) 14 7. B
Mode. 1.) 9 2.) 8 3. Title, key, and label
8. A
III. Range . 1.) 14 2.)24
9. A
IV. The data supported the hypothesis
10. S
that the greater the height from which a
ball is dropped, the higher it will
bounce.
Answer Key
 20
Assessment:
Additional Activities:
1. C 11. C
1. Number of Rubber bands and Length of Stretch
2. A 12. E
2. Number of Rubber bands
3. A 13. A
3. Length of Stretch
4. C 14. B
4. Yes, As the number of rubber bands decreases the
5. C 15. D
length of stretch increases.
6. A
5. The thicker the rubber band is, the shorter it will be
7. A
stretched.
8. D
6. 5 cm
9. C
10. A
References
Caintic, Helen E., Ph.D., and Juanita M. Cruz, PhD. 2008.Scientific Research
Manual. First Edition. Quezon City: C&E Publishing, Inc.

Calderon Jose F., EdD, and Expectacion C. Gonzales, .1993. Methods of Research
and Thesis Writing. First Edition. Valenzuela, Metro Manila: National
Bookstore.

"Data Interpretation -Aptitude Questions". 2020. Placement Freshersworld.Com.

Retrieved from https://placement.freshersworld.com/data-interpretation-
questions-and-answers/33150832

“What I See, What It Means: Analyzing and Interpreting Data” Retrieved from
https://teachertribe.iexplorescience.com/what-i-see-what-it-means-
analyzing-and-interpreting-data/

21
For inquiries or feedback, please write or call:

Department of Education – Region III,

Schools Division of Bataan - Curriculum Implementation Division
Learning Resources Management and Development Section (LRMDS)

Provincial Capitol Compound, Balanga City, Bataan

Telefax: (047) 237-2102

Email Address: [email protected]

22
23