Quarter 4 – Week 5: Modules 6 and 7

Conducting and Gathering

Information from Surveys,
Experiments or Observations

Development Team of the Modules

Writer: Robin L. Maniago
Editor: Maria Elizabeth M. Morales
Reviewer: Alvin R. Lim

Management Team Zenia G. Mostoles EdD, CESO V, SDS

Leonardo C. Canlas EdD CESE, ASDS
Rowena T. Quiambao CESE, ASDS
Celia R. Lacanlale PhD, CID Chief
Arceli S. Lopez PhD, SGOD Chief
June D. Cunanan EPS- English
Ruby M. Jimenez PhD, EPS-LRMDS

Published by: Department of Education, Schools Division of Pampanga

Office Address: High School Boulevard, Brgy. Lourdes, City of San Fernando, Pampanga
Telephone No: (045) 435-2728
E-mail Address: [email protected]

1
 English for Academic
and Professional
Purposes
Quarter 4–Module 6:

Conducting Surveys,
Experiments, or Observations
Development Team of the Module
Writer: Robin L. Maniago
Editor: Maria Elizabeth M. Morales
Reviewer: Alvin R. Lim

Management Team: SDS Zenia G. Mostoles, EdD, CESO V

ASDS Leonardo C. Canlas, EdD, CESE
ASDS Rowena T. Quiambao, CESE
CID Chief, Celia R. Lacanlale, PhD
SGOD Chief, Arceli S. Lopez, PhD
June D. Cunanan, EPS-I, English
Ruby M. Jimenez, EPS-I, LRMDS

Published by the Department of Education, Schools Division of Pampanga

Office Address: High School Boulevard, Brgy. Lourdes, City of San Fernando,
Pampanga
Telephone No: (045) 435-2728
E-mail Address: [email protected]. ph

Week 5
2
Introductory Message
For the Facilitator:

Welcome to the English for Academic and Professional Purposes Alternative Delivery Mode
(ADM) Module on Conducting Surveys, Experiments, or Observations.

This module was collaboratively designed, developed and reviewed by educators from public
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.

For the Learner:

Welcome to the English for Academic and Professional Purposes Alternative Delivery Mode
(ADM) Module on Conducting Surveys, Experiments, or Observations.

They say that you are bound to fail if you fail to plan. Indeed, planning is one of the integral
parts in conducting research and writing a report. In conducting surveys and observations, you
should plan on what to do and what not to do during these stages. Learning how to prepare
your materials, your respondents, and most specially, yourself, is key in producing a well-
crafted report that can be used in real life.

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.

What I Need to Know

This module will assist you in encouraging the learners to learn the steps in
conducting surveys and interviews.
Please help the learners in sharing their ideas and knowledge from their
experiences so that there will be collaboration and learning will be easy.
Answers are written at the back of this module. Inculcate to the learners the
value of honesty while answering this module.

For the Learner

We all have processes in life that must be followed. To ensure effectivity and
efficiency, we adhere to these processes and do not take shortcuts.

3
 In order to write an effective report, the content of the report must be valid and
accurate.
And for this to be accomplished, researchers must always consider the basic
Do’s and Don’ts in conducting surveys and observations.

At the end of this module, you are expected to:

1. Identify the different steps in conducting surveys and observations.
2. Appreciate the etiquette in conducting surveys.
3. Conduct a “mock” survey.

What I Know

Draw ☺ if the researcher followed basic etiquette in conducting surveys and , if not.
Do this in your notebook.
1. The researcher explained the research to Maria, one of the respondents.
2. The researcher shows dismay when the respondents always ask questions.
3. The researcher made the sentences simple for better understanding.
4. The researcher exerted too much effort in producing very long questions.
5. The researcher adjusted his time because of the delay expereinced.

Lesson
Conducting Surveys, Experiments, or
6 Observations

In conducting surveys and observations, you should plan what to do and what not to
do during these stages. Learning how to prepare your materials, your respondents, and most
specially, yourself, is key in producing a well-crafted report that can be used in real life.

What’s In

Classify the Do’s and Don’ts in constructing surveys.

Keep it simple. Have unclear goals. Insert open ended A design for each Use too many acronyms and
questions. survey. technical terms.
Revise tests Use your target Underestimate Overlook possible Insert screening questions
superficially. language. screening questions. answers. when needed.

Do’s Don’ts
1. 6.

4
 2. 7.
3. 8.
4. 9.
5. 10.

What’s New

Take a look at the Steps of Scientific Method

sciencebuddies.org/science-fair-projects/science-fair/steps-of-the-scientific-method

When done with the task, answer the following questions.

1. Why is it important to follow the steps of scientific method?
______________________________________________________________
______________________________________________________________
2. Have you experienced not following directions? What were the
consequences?
______________________________________________________________
______________________________________________________________

5
 What is It
Discussion of Activity 1

How to Conduct Surveys for Research

1. Determine Participants
You need to identify who will provide you the most important information for your
research. Consider the demographics of the people you want to ask to learn about a
particular attitude, perspective, belief, behavior, or characteristic. Determining the
population in this demographic will be necessary to make an effective decision and if
you’ll be able to draw statistical conclusions based on the number of responses.

2. Identify Platform(s) & Distribution Method

Review your budget and possible distribution channels. Is this a survey that can
distributed for free, created on a platform like Google Forms and sent through social
media? Is this something you would print and give it in person? The bigger the scope
and the more the questions, the more likely you’ll need to move to a paid service.
Most simple surveys can be done for free and distributed on social media and in
emails.

3. Develop Questions
Write questions that will give you the most useful responses. Be careful not to ask
leading questions.

4. Distribute Survey

Distribute the survey to the people you determined through the channels you
identified. Be sure to let respondents know in advance three things:
1. The purpose of the survey and the benefits of it.
2. The time needed for answering.
3. The deadline for answering.
Keep survey relatively short (the less time it takes, the higher the response rate you
will usually get.) Send reminders if necessary.

5. Analyze Data
Gather all survey responses and determine how many of people answered. Make
connections between responses, look for patterns, trends, and other insightful

6
information. If your survey sample was large enough and the responses merit
quantifying the results, do a statistical analysis.
6. Conduct Further Research
Surveys are great additions to a body of research but they rarely should be used on
their own as decision-making research. Surveys help researchers to ask even more
relevant questions, constructing ideas for more detailed questionnaires, observation
methods, usability tests, interviews, polls, and other metrics.

How to Conduct Observations for Research

1. Identify Objective
Determine what you want to observe and why. Are looking to see how students
respond to a new school? How customers interact with crews? How bosses interact
with employees? When conducting observations, you are trying to learn habits,
patterns, behaviors, reactions, and general information about people in a particular
environment to better understand what they do and, hopefully eventually, why they
do it.

2. Establish Recording Method

It’s important that you minimize or eliminate any disruptive or unfamiliar
devices into the environment you wish to observe to make observations most
effective. For example, recording participants who know that they are being filmed
might sometimes found ineffective, but take note that video recording without the
consent of the participants is unethical. Note-taking is the most common method,
though in some public spaces you can take photographs, audio recordings, and
other methods.
3. Develop Questions and Techniques
Determine whether you are conducting an informal or a formal observation.
Knowing your objective, determine if you are going to ask specific questions with
specific answers or if you are going in completely open-minded. What you hope to
learn will help you know what specifically to look for. Be prepared when entering an
observation space by having an understanding of the type of information you are
trying learn.
4. Observe and Take Notes

Visit the space you are hoping to get information from. Be as discreet as
possible, take notes, photographs, audio, and film, only where it is allowed, you have
permission, and it makes sense for the research without disrupting the environment.
If you are doing formal observations, will you need to code certain behaviors,
actions, words, visuals, and other observed data.

7
 5. Analyze Behaviors and Inferences
Learn the difference between what you observed and why what you observed
happened. Interviewing people during or after observing can make some sense of
your observed data. Make connections between interactions, responses, behaviors,
and other phenomena.

5 Basic Etiquette Tips in Conducting Surveys

1. Define the survey's purpose. There’s nothing wrong in telling the
respondents the purpose of the research or survey.
2. Keep it short as much as possible. Keep survey respondents in the loop
along the way by telling them up front how long the survey might take. Time is
a top complaint among people who have taken surveys, so avoid
unnecessary conversations.
3. Keep it simple. Make sure that respondents will understand the questions.
Don't use jargon and don't make the questions too complex. Make sure that
the questions are not worded for "insiders." Diplomatically explain terms when
asked.
4. Learn from previous experiences. Your interaction with your first or
second respondents will more or less tell you how long it takes to complete
the questionnaire and whether any questions are confusing. So be prepared
to do necessary adjustment or clarify concepts next time.
5. Entice. Give your prospective respondents a good reason to answer your
survey. You're asking them to do you a favor, so show your appreciation
afterwards.

What’s More

Independent Activity 1

Draw ☺ if the researcher followed basic etiquettes in conducting surveys and , if

not. Do this in your notebook.
1. The researcher thanked the respondents for taking time in answering.
2. The researcher explained the research to Maria, one of the respondents.
3. The researcher shows dismay when the respondents always ask questions.
4. The researcher exerted too much effort in producing very long questions.
5. The researcher adjusted his time because of the delay earlier.
6. The researcher used advanced scientific terms to ask 6th graders.
7. The researcher forcefully stopped his respondent from going out the room.

8
 8. The researcher just handed out questionnaires to students without
explaining.
9. The researcher posted the names of those who gave silly answers.
10.The researcher made the sentences simple for better understanding.

Independent Assessment 1

Complete the following flow charts.

A. How to Conduct a SURVEY

B. How to conduct an Observation

9
 What I Have Learned

Reflect on what you have learned after taking up this lesson by

completing the chart below in 2-3 sentences only.

What were your

thoughts or ideas I thought…
about Conducting
Surveys,
Experiments, or
Observations prior to
the discussion of the
lesson?

I learned that…
What new or
additional ideas
did you learn
after taking up
this lesson?

How did you apply I applied that…

the things you
have learned about
Conducting
Surveys,
Experiments, or
Observations?

10
 What I Can Do

Check the box if the statement corresponds to the ways of conducting a survey or
observations.

❑ 1. The researchers should ask leading questions to get positive responses.

❑ 2. The researchers should consider the demographics of the people they want
to learn.
❑ 3. The researchers should not base their research from other researches to
prevent copying.
❑ 4. The researchers should identify his objective first when observing.
❑ 5. The researchers should always be obvious when observing and taking
notes.

Assessment

Choose the best answer by writing the letter on the blank before each number.
1. This can be used as a platform in distributing your survey.
A. Google Earth
B. Google Form
C. Google Plus
D. Google Translate
2. Which of these can be disregarded when explaining your survey to your
respondent?
A. The deadline for answering.
B. The kind of ball pen to use when answering.
C. The purpose of the survey and the benefits of it.
D. The time needed for answering.

3. This is a statement that will likely draw more specific generalizable data.
A. Behaviors
B. Conclusion
C. Connections
D. Hypothesis
4. What recording tools you can use in observing?
A. Audio Recordings
B. Paper and Pencil
C. Photographs
D. All of the Above

5. What should you do if your participant saw that you're recording a video and told
you to stop?
A. Insist that it is essential for the research.
B. Pack your things and just leave.

11
 C. Stop and apologize for not explaining the video recording.
D. Tell her that it is already recording and you can't do anything.

Additional Activities

Observe your family every meal time. Record the things that they usually do when you
are together.

12
 13
observations-for-research/.
https://thevisualcommunicationguy.com/2018/01/30/how-to-conduct-
Visual Communication Guy, January 31, 2018.
Newbold, Curtis. “HOW TO CONDUCT OBSERVATIONS FOR RESEARCH.” The
References
What I Know What's More What I Can Do
1. :) Independent Activity 1
2. :( 1. :) 1. (blank)
3. :) 2. :)
2. (check)
4. :( 3. :(
5. :) 4. :( 3. (blank)
5. :)
6. :( 4. (check)
What's In 7. :(
(in any order) 5. (blank)
8. :(
1. Keep it simple 9. :(
2. Use your target language. 10. :)
3. Insert open ended Assessment
questions. Independent Assessment 1
4. A design for each survey. Answers may vary 1. B
5. Insert screening
2. B
questions when needed.
(in any order) 3. D
6. Revise tests superficially.
7. Underestimate screening 4. D
questions.
8. Overlook possible 5. C
answers.
9. Use too many acronyms
and technical terms.
10. Have unclear goals.
Answer Key
 English for Academic
and Professional
Purposes
Quarter 4–Module 7:

Gathering Information from

Surveys, Experiments or
Observations
Development Team of the Module
Writer: Arvelyn B. Manalang
Editor: Maria Elizabeth M. Morales
Reviewer: Alvin R. Lim

Management Team: SDS Zenia G. Mostoles, EdD, CESO V

ASDS Leonardo C. Canlas, EdD, CESE
ASDS Rowena T. Quiambao, CESE
CID Chief, Celia R. Lacanlale, PhD
SGOD Chief, Arceli S. Lopez, PhD
June D. Cunanan, EPS-I, English
Ruby M. Jimenez, EPS-I, LRMDS

Published by the Department of Education, Schools Division of Pampanga

Office Address: High School Boulevard, Brgy. Lourdes, City of San Fernando,
Pampanga
Telephone No: (045) 435-2728
E-mail Address: [email protected]

Week 5
14
Introductory Message
For the Facilitator:

Welcome to the English for Academic and Professional Purposes Alternative Delivery Mode
(ADM) Module on Gathering Information in Surveys, Experiments, or Observations.

This module was collaboratively designed, developed and reviewed by educators from public
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.

For the Learner:

Welcome to the English for Academic Professional Purposes Alternative Delivery Mode (ADM)
Module on Gathering Information in Surveys, Experiments, or Observations.

Qualitative and quantitative data can be derived from surveys. Qualitative data are derived
from categorizing or describing attributes of a population such as hair color, blood type, or
ethnic group. Words or letters are usually used to describe qualitative data. This type of data
does not impart itself to mathematical analysis, but bar graphs and pie charts can be utilized
in presenting/interpreting this type of data.

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.

What I Need to Know

This module will assist you in encouraging the learners to learn the proper way
of gathering data using quantitative or qualitative tools.
Please help the learners in sharing their ideas and knowledge from their
experiences so that there will be collaboration and learning will be easy.
Answers are written at the back of this module. Inculcate to the learners the
value of honesty while answering this module.

For the Learner

Resources that are not fully utilized can be a hindrance in getting the most
accurate results for your research. Qualitative data are derived from categorizing or
describing attributes of a population such as hair color, blood type, or ethnic group.

15
On the other hand, Quantitative data are derived from measuring attributes of a
population, such as money, pulse rate, weight, or populations.

At the end of this module, you are expected to:

1. Determine the types of data gathered from survey or observations;
2. Identify quantitative and qualitative data; and
3. Gather information from survey forms.

What I Know

Write your ideas about how you should gather information or data before
conducting surveys or observations in a sentence. Use the acronym below. Write
your answers on a sheet of paper.
D-
A-
T-
A-

Lesson
Gathering Information from Surveys,
7 Experiments or Observations

A survey is a data gathering method that is utilized to collect, analyze and interpret
the views of a group of people from a target population.

What’s In

Identify if the data is quantitative or qualitative.

1. The child has 10 absences already.

2. The hair was shiny black because of the new formula.
3. There are 250 items missing inside the van.
4. You need to drink 8-10 glasses of water a day to stay healthy.
5. Your phone was made in Finland.

16
 What’s New

Think of 10 classmates who are close to you. Then, list down all the apparent
physical, emotional, and social qualities of these classmates. From the list, identify
similarities and differences and use a Venn Diagram for this activity. Do this in your
notebook.
When done with the task, answer the following questions.
1. What technique did you use in getting all the information needed for the
activity?
______________________________________________________________
______________________________________________________________
2. Do you think your answers will be different from those of your classmates?
Why or why not?
______________________________________________________________
______________________________________________________________

What is It

Discussion of Activity 1

Types of Data Gathered in Surveys and Interviews

Qualitative and quantitative data can be derived from surveys. Qualitative
data are derived from categorizing or describing attributes of a population such as
hair color, blood type, or ethnic group. Words or letters are usually used to describe
qualitative data. This type of data does not impart itself to mathematical analysis, but
bar graphs and pie charts can be utilized for this type of data.
On the other hand, quantitative data use numbers. Quantitative data are
derived from measuring attributes of a population, such as money, pulse rate,
weight, or populations. This type of data may be classified discrete, such as the
number of chats you receive per day or the number of siblings you have, or
continuous, such as weight, height, or amount of blood donated. Discrete data use
whole numbers, while continuous data utilize decimals and fractions.

17
Analyzing Quantitative Data
Data Preparation
Data preparation is the first stage of analyzing data. There are for steps to convert
raw data into meaningful and readable.
1st Step - Data Validation
To validate your data, you can do the following steps:
1. Fraud, to infer whether each respondent was actually interviewed or not.
2. Screening, to make sure that respondents were chosen as per the research
criteria.
3. Procedure, to check whether the data collection procedure was duly followed.
4. Completeness, to ensure that the interviewer asked the respondent all the
questions, rather than just a few required ones.

2nd Step - Data Editing

In starting your analyzation, errors may arise in a large data set. For example,
respondents may fill fields incorrectly or skip them accidentally. Basic data checks,
should be conducted to ensure that there are no such errors. Check for outliers and
edit raw research data to identify and clear out any data points that may hamper the
accuracy of the results.
For example, an error could be fields that were left empty by respondents. While
editing the data, it is important to make sure to remove or fill all the empty fields.
3rd Step - Data Coding
Data coding refers to grouping and assigning values to responses from the survey.
For example, if a researcher has interviewed 1,000 people and now wants to find the
average age of the respondents, the researcher will create age brackets and
categorize the age of each of the respondent as per these codes. (For example,
respondents between 13-15 years old would have their age coded as 0, 16-18 as 1,
18-20 as 2, etc.)
Then during analysis, the researcher can deal with simplified age brackets, rather
than a massive range of individual ages.

18
Quantitative Data Analysis Methods
After these steps, the data is ready for analysis. The two most commonly used
quantitative data analysis methods are descriptive statistics and inferential statistics.
Descriptive Analysis
The first level of analysis, this helps researchers find absolute numbers to
summarize individual variables and find patterns.

A few examples are...

mean - numerical average
Median - midpoint
Mode - most common value
Percentage - ratio as a fraction of 100
Frequency - number of occurrences
Range - highest and lowest values

Inferential Analysis
These complex analyses show the relationships between multiple variables to
generalize results and make predictions.

A few examples are...

Correlation - describes the relationship between 2 variables
Regression - shows or predicts the relationship between 2 variables
Analysis of variance - tests the extent to which 2+ groups differ

Analyzing Qualitative Data

Analyzing qualitative data is a little different from analyzing quantitative data. It is
because qualitative data is made up of words, observations, images, and even
symbols. Deriving absolute meaning from such data is nearly impossible; hence, it is
mostly used for exploratory research. While in quantitative research there is a clear
distinction between the data preparation and data analysis stage, analysis for
qualitative research often begins as soon as the data is available.

Data Preparation and Basic Data Analysis

Analysis and preparation happen in parallel and include the following steps:
1. Getting familiar with the data: Since words make up most of qualitative data, the
researcher should familiariaize himself/herself with the data by reading it several
times and start looking for basic observations or patterns. This also includes
transcribing the data.
2. Revisiting research objectives: Here, the researcher revisits the research
objective and identifies the questions that can be answered through the collected
data.
3. Developing a framework: This is also known as coding or indexing; here the
researcher identifies broad ideas, concepts, behaviors, or phrases and assigns
codes to them. For example, coding age, gender, socio-economic status, and even
concepts such as the positive or negative response to a question. Coding is helpful
in structuring and labeling the data.
4. Identifying patterns and connections: Once the data is coded, the researcher
can start identifying themes, looking for the most common responses to questions,
identifying data or patterns that can answer research questions, and finding areas
that can be explored further.

Qualitative Data Analysis Methods

Several methods are available to analyze qualitative data. The most
commonly used data analysis methods are:
Content analysis: This is one of the most common methods to analyze qualitative
data. It is used to analyze documented information in the form of texts, media, or
even physical items. Research questions are considered when using this method.
Content analysis is usually used to analyze responses from interviewees.
Narrative analysis: This method is used to analyze content from various sources,
such as respondents’ interviews, field observation, or surveys. This focuses on the
stories and experiences shared by people to answer the research questions.
Discourse analysis: Like narrative analysis, discourse analysis is used to analyze
interactions with people. However, it focuses on analyzing the social context in which
the communication between the researcher and the respondent occurred. Discourse
analysis also looks at the respondent’s day-to-day environment and uses that
information during analysis.
Grounded theory: This refers to the use of qualitative data to explain why a certain
phenomenon happened. It does this by studying a variety of similar cases in different
settings and using the data to derive causal explanations. Researchers may alter
the explanations or create new ones as they study more cases until they arrive at an
explanation that fits all cases.
These methods are the ones used most commonly. However, other data
analysis methods, such as conversational analysis, are also available.
 What’s More

Independent Activity 1

Identify if the data is quantitative or qualitative.

1. The bookcase was made of wood.
2. There are 7,192 confirmed COVID 19 cases in the Philippines, as of April 25.
3. Filipinos have endured poverty for many years.
4. Valor and Perseverance are two of the characteristics of the participant.
5. 70% of the parents attended the PTA conferences.
6. Nine out of ten people have an access to SNS nowadays.
7. The bag weighs thirty kilos.
8. The feeling of longing is being seen on the face of OFW.
9. People around the world are strictly following social distancing.
10. The dish is made out of coconut.

Independent Assessment 1

Look at the survey forms below and arrange the data in tabular form.

Respondent A Respondent B Respondent C

Dine In / Take Out: Dine In / Take Out: Dine In / Take Out:
Dine In x Dine In X Dine In x
Take Out Take Out Take Out
Food Quality: Food Quality: Food Quality:
Excellent x Excellent Excellent
Good Good X Good
Average Average Average x
Dissatisfied Dissatisfied Dissatisfied
Overall Service Quality: Overall Service Quality: Overall Service Quality:
Excellent x Excellent X Excellent
Good Good Good x
Average Average Average
Dissatisfied Dissatisfied Dissatisfied
Cleanliness: Cleanliness: Cleanliness:
Excellent x Excellent Excellent
Good Good X Good x
Average Average Average
Dissatisfied Dissatisfied Dissatisfied
Order Accuracy: Order Accuracy: Order Accuracy:
Excellent x Excellent X Excellent
Good Good Good
Average Average Average x
Dissatisfied Dissatisfied Dissatisfied
Speed of Service: Speed of Service: Speed of Service:
Excellent x Excellent Excellent
Good Good X Good x
Average Average Average
Dissatisfied Dissatisfied Dissatisfied
Respondent D Respondent E Respondent F
Dine In / Take Out: Dine In / Take Out: Dine In / Take Out:
Dine In x Dine In X Dine In x
Take Out Take Out Take Out
Food Quality: Food Quality: Food Quality:
Excellent x Excellent Excellent x
Good Good Good
Average Average X Average
Dissatisfied Dissatisfied Dissatisfied
Overall Service Quality: Overall Service Quality: Overall Service Quality:
Excellent Excellent Excellent
Good x Good Good
Average Average X Average x
Dissatisfied Dissatisfied Dissatisfied
Cleanliness: Cleanliness: Cleanliness:
Excellent x Excellent Excellent
Good Good Good x
Average Average X Average
Dissatisfied Dissatisfied Dissatisfied
Order Accuracy: Order Accuracy: Order Accuracy:
Excellent Excellent Excellent
Good x Good Good
Average Average X Average x
Dissatisfied Dissatisfied Dissatisfied
Speed of Service: Speed of Service: Speed of Service:
Excellent Excellent Excellent
Good x Good Good x
Average Average X Average
Dissatisfied Dissatisfied Dissatisfied

Respondent G Respondent H Respondent I

Dine In / Take Out: Dine In / Take Out: Dine In / Take Out:
Dine In Dine In Dine In
Take Out x Take Out X Take Out x
Food Quality: Food Quality: Food Quality:
Excellent Excellent Excellent x
Good x Good X Good
Average Average Average
Dissatisfied Dissatisfied Dissatisfied
Overall Service Quality: Overall Service Quality: Overall Service Quality:
Excellent Excellent Excellent
Good x Good X Good x
Average Average Average
Dissatisfied Dissatisfied Dissatisfied
Cleanliness: Cleanliness: Cleanliness:
Excellent Excellent X Excellent x
Good x Good Good
Average Average Average
Dissatisfied Dissatisfied Dissatisfied
Order Accuracy: Order Accuracy: Order Accuracy:
Excellent Excellent X Excellent
Good Good Good x
Average x Average Average
Dissatisfied Dissatisfied Dissatisfied
Speed of Service: Speed of Service: Speed of Service:
Excellent Excellent X Excellent
Good Good Good
Average x Average Average x
Dissatisfied Dissatisfied Dissatisfied
 What I Have Learned

Reflect on what you have learned after taking up this lesson by

completing the chart below in 2-3 sentences only.

What were your

thoughts or ideas
I thought…
about Gathering
Information from
Surveys,
Experiments or
Observations prior to
the discussion of the
lesson?

I learned that…
What new or
additional ideas
did you learn
after taking up
this lesson?

How did you apply I applied that…

the things you
have learned about
Gathering
Information from
Surveys,
Experiments or
Observations?
 What I Can Do

I. Identify the three steps in Data Validation. Write your answers in your notebook.

II. Summarize the four (4) Qualitative data analysis methods.

Assessment

Choose the best answer by writing the letter before each number. Write your
answers in your notebook.

1.What do call the step in data validation where in the researcher makes sure that
respondents were chosen as per the research criteria?
A. Completeness
B. Fraud
C. Procedure
D. Screening

2. What should be conducted to ensure that there are no errors in data?

A. Basic Data Checks
B. Basic Data Simplification
C. Data Coding
D. Data Hampering

3. Bracketing ages, like 16-18, 19-20, then giving them codes like O for 16-18, and 1
for 19-20 is under what step?
A. Data Coding
B. Data Editing
C. Data Hampering
D. Data Validating

4. This is the first level of analysis that helps the researchers find absolute numbers
to summarize individual variables and find patterns.
A. Content Analysis
B. Descriptive Analysis
C. Inferential Analysis
D. Narrative Analysis

5. This refers to the use of qualitative data to explain why a certain phenomenon
happened.
A. Content Analysis
B. Descriptive Analysis
C. Discourse Analysis
D. Grounded Theory

Additional Activities

Write words related to quantitative and qualitative data gathering. Use the word maps
below.

Quantitative Qualitative
 Answer Key

5. D
10. qualitative
4. B 9. qualitative
8. qualitative
3. A
7. quantitative
2. A 6. quantitative
5. quantitative
1. D 4. qualitative
3. qualitative
Assessment 2. quantitative
1. qualitative
Independent Activity 1
(answers may vary) What's More

What I Can Do 5. qualitative

4. quantitative
3. quantitative
(answers may vary) (answers may vary) 2. qualitative
Independent Assessment 1 1. quantitative
What I Have Learned What’s More (Cont.) What's In

References
Kenneth, Luke de Castro, Tricia Sese, Daniel, Christine Garcia, Lwabaga Arafat,
Henry Ndlovu, et al. “Your Guide to Qualitative and Quantitative Data Analysis
Methods - Atlan: Humans of Data.” Atlan, July 12, 2019.
https://humansofdata.atlan.com/2018/09/qualitative-quantitative-data-analysis-
methods/.

For inquiries or feedback, please write or call:

Department of Education – Schools Division of Pampanga, Learning

Resource Management System

High School Boulevard, Brgy. Lourdes, City of San Fernando

Pampanga, Philippines 1200

Telephone No: (045) 435-2728

Email Address: [email protected]