lOMoARcPSD|11544669

Inquiries module 5 quarter 2 2nd sem

Micro Perspective of Tourism and Hospitality (Colegio de Dagupan)

Scan to open on Studocu

Studocu is not sponsored or endorsed by any college or university

Downloaded by Anne Shen ([email protected])
 lOMoARcPSD|11544669

Inquiries, Investigation
and Immersion
Quarter 2 – Module 5:
Finding the Answers to the
Research Questions

CO_Q2_ Inquiries, Investigation and

Immersion SHS
Module 5 Downloaded by Anne Shen ([email protected])
 lOMoARcPSD|11544669

Inquiries, Investigation and Immersion

Alternative Delivery Mode
Quarter 2 – Module 5: Finding the Answers to the Research Questions
Second Edition, 2021

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

Writers: Marjorie B. Yosores Emily A. Tabamo
Rudilyn F. Zambrano Cheryll M. Sabaldana
Jungie G. Palma Cathrine B. Pielago
Christy C. Gabule-Dablo, DScN
Maria Conception Sione E. Alpore
Evaluators: Maria Cecilia N. Gabas
Annarose J. Catian
Illustrator: Jungie Palma
Layout: Princess C. Tingcang
Management Team:
Dr. Arturo B. Bayocot, CESO III, Regional Director
Dr. Victor G. De Gracia Jr., CESO V, Asst. Regional Director
Mala Apra B. Magnaong, CES, CLMD
Bienvenido U. Tagolimot, Jr., PhD., Regional ADM Coordinator
Marie Emerald A. Cabigas, PhD, EPS, LRMS
Elson C. Jamero, EPS-Designate-TLE
Erlinda G. Dael, PhD., CESE, CID Chief
Celieto B. Magsayo, Div. LR Supervisor
Andrian S. Tecson, Div. ADM Coordinator

Printed in the Philippines by Department of Education – Regional Office 10

Office Address: Zone 1, Upper Balulang, Cagayan de Oro City 9000
Telefax: (088) 880-7071, (088) 880-7072
E-mail Address: [email protected]

Downloaded by Anne Shen ([email protected])

 lOMoARcPSD|11544669

Inquiries, Investigation
and Immersion
Quarter 2 – Module 5:
Finding the Answers to the
Research Questions

Downloaded by Anne Shen ([email protected])

 lOMoARcPSD|11544669

Introductory Message
The purpose of this module is to guide the teacher as to what to do in dealing
the students. This is an interactive way to test and evaluate the students’ learning
process. The writer simplifies the instruction of every activity to be understood well.
The importance of the module is to explore the literacy of the students. Motivating
the students to use module is a great help to adapt the education for all programs.

To our dearest students let yourself be free in exploring the module made for
your literacy and learning process. This module is designed to test your skills in
understanding and comprehending the different activities. This module involves
logical flow of ideas to spread essential context regarding the learning process. The
purpose refines completely new approach in selecting topic which inclined the
interests of the learners. Additional insights might investigate the implications in
identifying new problems and re-conceptualize.

1. What I Need to Do – the part used to introduce the learning objectives in this
module.
2. What I Know – this is an assessment as to your level of knowledge to the
subject matter at hand, meant specifically to gauge previous knowledge.
3. What’s In – the part used to connect your previous learning with the new
lesson.
4. What’s New – the part used to introduce new lesson through a story, an
activity, a poem, song, situation or activity.
5. What is It – the part that will help you discover and understand the lesson.
6. What’s More – the part that will help enrich your learnings of the lesson.
7. What I Have Learned – the part that will help you process what you have
learned in the lesson.
8. What I Can Do – the part that allows you to apply what you have learned into
real life situations.
9. Assessment – the part that evaluates your level of mastery in achieving the
learning objectives.
10. Additional Activities – the part that enhances your learning and improves your
mastery of the lesson.

Downloaded by Anne Shen ([email protected])

 lOMoARcPSD|11544669

What I Need to Know

Data is all around us, it's everywhere, and every action we do results in new data
and information. Research data such as questionnaires, Focus Group Interview
(FGI), Focus Group Discussion (FGD), and other related documents should be
collected, observed, or created for analysis to come up with original research results.
You cannot simply move to a conclusion in your research study without doing the
correct process and methodology used to analyze and interpret the data gathered. In
other words, data analysis, interpretation, and implications are needed. As a
researcher, this is very important to you, in the same manner as a doctor to analyze
the condition of the patient before giving him any advice, treatment, and medicines.
Data analysis helps the researcher to come up with a valid and concrete conclusion.

This module will guide you on how to do the interpretation of data and data analysis
methods. It contains activities that can help you enhance your knowledge and skill
in data analysis, interpretation, and implication. You can improve your skills in this
area. Nothing is impossible.

This module contains activities that guide you on the appropriate method of analysis
of data obtained, interpretation, and presentation of results (if applicable).

This module has two lesson lessons in qualitative data analysis:

• Data Analysis method
• Interpretation of Data

What you are expected to learn?

After going completed this module, you are able and expected to
gather analyze data with intellectual honesty using suitable
techniques.

How to learn this module?

• Take your time to read and understand the concepts in this module
• Follow the instruction carefully in every given task
• Answers all the given tests and exercises
• Present an output in every performance task given
• Familiarize yourselves with the given terms

1 CO_Q2_ Inquiries, Investigation and

Immersion SHS
Module 5
Downloaded by Anne Shen ([email protected])
 lOMoARcPSD|11544669

The following terms will be encountered in the lesson:

• Research data- is any information that has been collected, observed, generated,
or created to validate a research study.
• Data analysis- a process that involves examining, and molding collected data for
interpretation to discover relevant information, draw or propose conclusions, and
support decision-making to solve a research problem.
• Data Interpretation- is the process of making sense of numerical data that has
been collected, analyzed, and presented.
• A Conceptual framework is an analytical tool that is used to get a comprehensive
understanding of a phenomenon. It can be in different fields of work and is most
commonly used to visually explain the key concepts or variables and the
relationships between them that need to be studied .

What I Know

As an initial activity, you will be assessed on your prior knowledge about finding the
answers to the research questions. This is to find out what are the things you need
to learn more about the subject matter.

Multiple Choice. Write the letter of the best answer on a separate sheet of paper.

1. Which method of data analysis is used to analyze documented information in

the form of texts, media, or even physical items characteristics?
a. content c. narrative
b. grounded theory d. thematic
2. Which statement is related to the thematic analysis of data?
a. It involves looking at each case narratives
b. It is used in conjunction with other methods
c. All the views collected are summarized as the main theme
d. It is focused on human behavior indirectly by analyzing the way they
communicate
3. It is a process of asking questions done by the interviewer to gather
information in a form of conversation following a structured guide.
a. Individual Interview c. Questionnaires
b. Observation d. Vlog
4. Which of the following showed the best description of analyzing qualitative
data?
a. It is a random, unsystematic process.
b. It will start soon after all the data are being collected.
c. It builds from complex to specific with tangible examples.
d. It is a continuing and repeated process integrated into all phases of
research.

2 CO_Q2_ Inquiries, Investigation and

Immersion SHS
Module 5
Downloaded by Anne Shen ([email protected])
 lOMoARcPSD|11544669

5. Which of the following is not part of qualitative data preparation and analysis?
a. Getting close and personal with the data
b. Revisiting research objectives
c. Identifying patterns, design, and connections
d. Describing the relationship between two or more variables
6. It used qualitative data to explain the occurrence of a certain phenomenon
happening by studying a variety of similar cases in a different setting and
using the data to derive causal explanations.
a. Content Analysis c. Grounded Theory
b. Discourse Analysis d. Framework Analysis

For questions 7 – 9, refer to the following problem

A survey was conducted to know the audience’s feedback on a dance
presentation. The question being asked is: “In your opinion, the dance
presentation was entertaining, boring, or neither?”

Respondents Entertaining Boring neither

A 1
B 1
C 1
D 1
E 1
Total 3 1 1

7. What percentage of the respondents said that the dance presentation is

entertaining?
a. 50% b. 60% c. 70% d. 20%
8. What percentage of the respondents said that the dance presentation is
boring?
a. 50% b. 60% c. 70% d. 20%
9. What percentage of the respondents said that the dance presentation is
neither entertaining nor boring?
a. 50% b. 60% c. 70% d. 20%
10. Which of the following is NOT true about qualitative data interpretation?
a. Interpretation does not necessarily depend on the point of view of the
researcher
b. Interpretation of findings gives meaning to the data collected.
c. Interpretation of qualitative findings is a process of giving meaning to a
higher perspective.
d. In interpreting results, categorize responses to patterns to derive
meanings from unrelated and wordy responses
11. The following are steps in data interpretation, except for ___.
a. Think beyond the data
b. Consider the data from various perspectives
c. Disregard outlying data or data that seems to be an exception
d. Assumptions and beliefs should be made to influence your
interpretation

3 CO_Q2_ Inquiries, Investigation and

Immersion SHS
Module 5
Downloaded by Anne Shen ([email protected])
 lOMoARcPSD|11544669

For questions 12 - 13, refer to the following problem:

A study was conducted to determine G10 students of ABC National High

School to enroll in the ABM strand based on their academic performance and NCAE
result. The following data were given.

Profile of the Participants

Age Frequency Percent

15 5 17.9
16 17 60.7
17 5 17.9
18 1 3.6
Total 28 100.0
Mean 16.07

Gender

Male 6 21.4
Female 22 78.6
Total 28 100

12. Based on the age of the respondents, what can be inferred?

a. Most of the Grade 10 students were at their correct age level which is
grade 10
b. Only 3.6% of the respondent is 18 years old
c. Most of the grade 10 students age is 16 years old
d. All of the above
13. Based on the respondent’s gender, what can be inferred?
a. Most of the Grade 10 students are female
b. Most of the Grade 10 students are male
c. Both A and B
d. None of the above

4 CO_Q2_ Inquiries, Investigation and

Immersion SHS
Module 5
Downloaded by Anne Shen ([email protected])
 lOMoARcPSD|11544669

For questions 14-15 Refer to the Table of Responses of Grade 11 learners in Bulua
National High School when asked about their General Mathematics subject.

Question Response Theme

“Medyo lisod ang uban excercises wala man gud
lain textbook kami pa mangitauglaing resources.”
“I find some exercises a little harder because we
Kumusta don’t have a textbook”.
LEARNING
man ang “Pwed man ma research online ang mga topic pero
RESOURCES
inyong wala free internet sa school.”
General “I find some exercises a little harder because we
Mathematic don’t have a textbook”.
s Subject? “Wala mi libro sa balay para makareview.”
“We don’t have books to review.”
“Gusto ko magpatutor kang Mam pero maulaw ko STUDENTS’
Translation: mangutana sa klase.” PREFERENCES
TO
How do you “I want my teacher to tutor me, but I’m ashamed of
ACHIEVE
find your the class”. LEARNING
General “Unta manghatag si mam ug kopya sa iyang
Mathematic powerpoint.”
s Subject? “We want our teacher to give us a copy of
PowerPoint”
“Naa untay online tutorial.”
“We want online tutorial”
“Kay gatrabaho man ko gamay ra akong time mag SITUATIONS
review sabalay.” THAT
“I have no time to review at home because I’m HAMPER
working” STUDENTS TO
ACHIEVE
“Dugay nako nakaundang mao medyo lisod
LEARNING
namakasabot.”
“I find it hard to understand because I stopped
schooling long time ago.”
“Kulang ra gyud ang isa ka adlaw nga
Discussion sa kadaghan sa module.”
“One day in a week is not enough to handle all the
module”.

14. Which of the following statements does NOT belong to the theme Learning
Resources?
a. “I find some exercises a little harder because we don’t a have textbook”.
b. “We can research online, but we don’t have internet connectivity”
c. “We don’t have books to review.”
d. “One day in a week is not enough to handle all the modules.
15. Which of the following is not among the theme of the Responses of Grade 11
Open High Learners in Bulua National High School when asked about their
General Mathematics Subject?
a. Learning Resources
b. Students Preferences to achieve the learning
c. General Mathematics
d. Situations that Hamper Students to Achieve Learning

5 CO_Q2_ Inquiries, Investigation and

Immersion SHS
Module 5
Downloaded by Anne Shen ([email protected])
 lOMoARcPSD|11544669

Lesson
Interpretation and Data
1 Analysis

What’s In

Activity 1. Mix and Match!

Match the term/terms in Column A to the phrase/statement in Column B. Write
your answer on a separate sheet of paper.

A B
1. Individual A. These are ideas or categories that emerge from a
Interview grouping of lower-level data points
2. Questionnaires B. It can be open or closed-ended questions

3. Observation C. It deals with an actual encounter with respondent

particular activities of the day.
4. Surveys D. These are series of questions and other prompts for
the purpose of gathering information from
respondents
5. Themes E. It is a conversation between the interviewer and the
interviewee to gather relevant information using
prepared questions.

What is It
What is Data Analysis in Research?

Data analysis is a way of simplifying numerous and wordy data to a meaningful story
and interpreting it to arrive at an insight to behold. It is a process of converting a
multitude of data into a smaller group of sensible data.

Since it is a process, it involves several stages. To start with, data must be organized.
The next step is to summarize and categorize data together. Through data analysis,
you can find patterns and themes to identify and link ideas. Lastly, is to really
analyze data from the start to finish, or one may go backward in analyzing it.

6 CO_Q2_ Inquiries, Investigation and

Immersion SHS
Module 5
Downloaded by Anne Shen ([email protected])
 lOMoARcPSD|11544669

Most beginner researchers, find data analysis very tasking and time-consuming. It
is very hard to navigate with data, especially if it entails vague data. However, the
end result will fascinate anyone as it will bring about clear, well-structured, and
meaningful data.

Why do we need to analyze data in research?

For a researcher, to tell a story about a problem solved, large-scale data might be too
boring for the spectators. Although they rely mainly on data, it cannot give a clear
picture or answer to some questions. Well-analyzed data will reveal patterns that
may be interesting and worth exploring. Through data analysis, researchers can have
a bigger, meaningful, and beautiful picture of data. Organized and analyzed data can
guide the researcher to find patterns and provide shape and beauty to the story they
want to tell. On the other hand, an open-minded researcher must remain unbiased
in whatever data is gathered. Along the way, unexpected patterns, expressions, and
results may arise. Remember that data analysis can sometimes reveal the most
unexpected yet intriguing stories that were not anticipated at the time of data
collection. As a result, trust the information you have and enjoy the voyage of
exploratory investigation.

Data analysis in qualitative and quantitative research

Qualitative data analysis usually involves texts, phrases, images, objects, and
sometimes symbols. Some details in this part have been discussed in your Practical
Research 1.
On the other hand, quantitative data analysis involves numbers and statistics.
Statistical analysis is the core of quantitative analysis. It deals with basic
calculations including average and median to more sophisticated analyzes like
correlations and regressions.

While descriptive statistics gives details on your specific data set, inferential statistics
aim to make inferences about the population. It makes two common times of
predictions. One is prediction between groups, for example, weight differences
between learners grouped according to their favorite meal. The second is
relationships between variables. For example, the relationship between body weight
and the number of hours a week a person does Zumba dance. In other words,
inferential statistics allows you to connect the dots and make predictions based on
what you observe in your sample data.
A. Define the following Common Inferential Methods

1. T-Tests
2. ANOVA
3. Correlation Analysis
4. Regression Analysis

7 CO_Q2_ Inquiries, Investigation and

Immersion SHS
Module 5
Downloaded by Anne Shen ([email protected])
 lOMoARcPSD|11544669

B. Direction: Read and answer the questions carefully. Write and explain your
answer on your answer sheet.

1. What type of data analysis did you use in your research paper?

2. Identify the methods that you used in analyzing your paper.

3. Whether your research used qualitative data analysis or quantitative data

analysis, present the process of analyzing you did.

Sample interpretation of data using the extracted table from the unpublished
research paper of Ms. Cristy G. Dablo, entitled, “TEENAGE PREGNANCY AND ITS
INTERVENTIONS: MINIMIZING FUTURE RISKS AMONG HIGH SCHOOL
STUDENTS.”

Table 1. Experiences knowing that you are pregnant

R1 “Yung natatakot akong hindi panagutan ng nobyo ko, pero mas natakot
akong hindi matanggap ng parents ko ang aking nobyo dahil ayaw nila sa
kanya.”

{I’m afraid that my boyfriend won’t carry the responsibility, but I am more
afraid of my parents not accepting me as they don’t like my boyfriend}
R2 “Nung nalaman kung buntis ako para akng na down kasi nag overthink
ako sa mga posebling mangyari at hindi ko alam ang aking gagawin.

{As soon as I know that I’m pregnant, I felt so down because I overthink of
possibilities and do not know what to do}

R3 “Natakot ako… kasi mapapahiya ang aking pamilya. Iniisip ko na hindi

ituloy ang aking dinadala. Gusto ko magpakalayo na lang, titigil sap ag
aaral. Nawalan ako ng pag-asa sa buhay ng dahil sa bata.”

{I’m afraid… because I put shame on my family. I thought of aborting my

baby inside my tummy. I want to stay away from them, I want to stop
schooling. I lost hope in my life because of the baby.}

Interpretation for Table 1:

All respondents’ responses were about fear, worries, and apprehensions. Table 1
showed the emotions that respondents felt knowing that they were pregnant at an
early age. Three (3) directly blurted out the feeling of fear, and the rest indirectly said.
Fear on how the parents reacted to the shame they brought up, fear of hopelessness
that the baby shuttered their future dreams, fear on how they raise the child knowing
that they are incapable of supporting themselves. The fear felt a push to worry,
apprehend and think of the worst deed to abort the child.
According to Enyegue (2004) teenagers raised in a culture where parents are really
afraid to broach the topic to their kids are at risk of early pregnancy. With this, many
teens worry about what their families will say when they find out that they are
pregnant. So, they avoid telling their parents or someone else who might be able to

8 CO_Q2_ Inquiries, Investigation and

Immersion SHS
Module 5
Downloaded by Anne Shen ([email protected])
 lOMoARcPSD|11544669

help them find support. This delays their prenatal care, making the pregnancy even
riskier for themselves and their baby. With that fear, abortion came to their thinking
trying to solve the problem, facing the grim realities of teen pregnancy is not pleasant.
Suppose a study is conducted to one of the companies in El Salvador City Misamis
Oriental to determine the factors affecting customer preferences among the residence
of one barangay of El Salvador City ages 22 to 60 years old. The following data were
given.
Table 1
Distribution of Respondents by Age
Age Frequency Percent
21 – 30 yrs. old 170 45.33
31 – 40 yrs .old 90 24.00
41 – 50 yrs. old 80 21.33
51 – 60 yrs. old 35 9.33
Total 375 100

Interpretation of Data (Table 1)

Table 1 reveals that 45.33 percent of the respondents are in the age bracket of 21-
30 years old compared to only 9.3 percent in ages 51 – 61 years old and above and
21.33 percent belonged to the 31- 40 age range.
This age profile is important as it also reflects the current age demographic for the
Filipinos according to Philippine Statistics Authority (PSA). There is a much younger
age cohort of teachers entering the workforce.
There is a much younger cohort who has the capacity to purchase products and
services
Table 2
Distribution of Respondents by Sex
Sex Frequency Percent

Male 230 61.33

Female 145 38.67

Total 375 100

Interpretation of Data (Table 2)

Table 2 shows that 61.33 percent of the respondents are female, compared to 38.67
percent males. This is representative of the current gender distribution of the
population in the Philippines.
According to Philippine Statistics Authority (PSA) in 2015 of the total population in
the Philippines, 50.40% are males and the rest are females.
This gender distribution is common among most countries where male becomes more
in population than female (Skelton, 2012).

9 CO_Q2_ Inquiries, Investigation and

Immersion SHS
Module 5
Downloaded by Anne Shen ([email protected])
 lOMoARcPSD|11544669

What’s More

Activity 2. Fact Check!

Directions: Read the sentences. After each number, mark check (√) if you think that
the sentence is true about the purpose of analyzing data irrespective of whether that
data is qualitative or quantitative. Mark cross (X) if you think that it is not. Write
your answers in your notebook or on a separate sheet of paper.

1. Data analysis describe and summarize the data. ________

2. Data analysis identify relationships between variables ________
3. Data analysis compare variables ________
4. Data analysis identify difference between variables ________
5. Data analysis forecasts outcomes. ________

What I Have Learned

Activity 3. My Take-aways!
Complete each statement below

1. We analyze data because

__________________________________________________________________________________
__________________________________________________________________________________

2. We interpret data because

__________________________________________________________________________________
__________________________________________________________________________________

3. I used the method in _______ (quantitative or qualitative) because

________________________________________________________________________
________________________________________________________________________

10 CO_Q2_ Inquiries, Investigation and

Immersion SHS
Module 5
Downloaded by Anne Shen ([email protected])
 lOMoARcPSD|11544669

What I Can Do

Activity 4. Let’s try this!

1. Supposes a study is conducted to one of the stores in your barangay to determine
the factors affecting customer preferences among the residences ages 22 to 60
years old. The following data were given.

Table 3
Distribution of Respondents by Age
Age Frequency Percent
21 – 30 yrs. old 38 42.22
31 – 40 yrs .old 21 23.33
41 – 50 yrs. old 18 20
51 – 60 yrs. old 13 14.44
Total 90 100

Kindly give your interpretation of the given data in table 3. Write your answer on a
separate sheet of paper
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

2. Suppose you want to sell your product to one of the school canteens of El Salvador
City thus you conducted a study to one of the schools in El Salvador City Misamis
Oriental to determine the factors affecting consumer preferences of the student’s
ages 16 to 19 years old. The following data were given.

Table 4
Distribution of Respondents by Age
Age Frequency Percent

16 yrs. old 370 45.12

17 yrs. .old 200 24.39

18 yrs. old 150 18.29

19 yrs. old 100 12.20

Total 820 100

11 CO_Q2_ Inquiries, Investigation and

Immersion SHS
Module 5
Downloaded by Anne Shen ([email protected])
 lOMoARcPSD|11544669

Kindly write your interpretation, based on the data given in table 4. Remember to
write first the comparison and contrast of the data given, its implication to the study,
and connect it with a review of related literature.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

3. The same research study given in activity 2 was conducted. The following data
were given below.
Table 2
Distribution of Respondents by Sex
Sex Frequency Percent

Male 430 52.43

Female 390 47.56

Total 820 100

Kindly write your interpretation, based on the data given in table 2.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
4. The same research study given in activity 2 was conducted. The following data
were given below: Remember to write first the comparison and contrast of the
data given, its implication to the study, and connect it with a review of related
literature.
Table 3
Distribution of Respondents by Daily Allowance
Daily Allowance Frequency Percent
Below Php20 120 14.63
Php20 – below Php30 200 24.39
Php30 – below Php40 150 18.29
Php40 – below Php50 100 12.20
Above Php50 250 30.49
Total 820 100

Kindly write your interpretation, based on the data given in table 3. Remember to
write first the comparison and contrast of the data given, its implication to the study,
and connect it with a review of related literature.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

12 CO_Q2_ Inquiries, Investigation and

Immersion SHS
Module 5
Downloaded by Anne Shen ([email protected])
 lOMoARcPSD|11544669

Assessment

Multiple Choice. In a separate sheet of paper write the letter of the best answer.

For questions 1 – 2, refer to the following problem.

A study was conducted to determine G7 students of Wuhan National High School to
enroll in GAS strand based on their academic performance and NCAE result. The
following data were given.

Profile of the Participants

Age Frequency Percent

15 5 17.9
16 17 60.7
17 5 17.9
18 1 3.6
Total 28 100.0
Mean 16.07

Gender

Male 6 21.4
Female 22 78.6

Total 28 100

1. Based on the age of the respondents, what can be inferred?

a. Most of the Grade 10 students was at their correct age level which is
grade 10
b. Only 3.6% of the respondent is 18 years old
c. Most of the grade 10 students age is 16 years old
d. All of the above
2. Based on the respondent’s gender, what can be inferred?
a. Most of the Grade 10 students are female
b. Most of the Grade 10 students are male
c. Both A and B
d. None of the above
3. What does quantitative data refer to?
a. graphs and tables.
b. numerical data that could usefully be quantified to help you answer
your search question(s) and to meet your objectives.
c. any data you present in your report.
d. Statistical analysis

13 CO_Q2_ Inquiries, Investigation and

Immersion SHS
Module 5
Downloaded by Anne Shen ([email protected])
 lOMoARcPSD|11544669

4. Which measure of central tendency is obtained using the middle score when
all scores are organized in numerical order?
a. Mean c. Mode
b. Median d. None of these
5. Which measure of central tendency is obtained by calculating the sum of
values and dividing this figure by the number of values there are in the data
set?
a. Mean c. Mode
b. Median d. None of these
6. Which measure of central tendency is derived from the most common
value?
a. Mean c. Mode
b. Median d. None of these
7. What method is used to compute the average or central value of collected
data?
a. measures of positive variation
b. measures of central tendency
c. measures of negative skewness
d. measures of negative variation
8. What does standard deviation refer to?
a. a way of measuring the extent of spread of quantifiable data.
b. inappropriate in management and business research.
c. a way of describing those phenomena that are not the norm.
d. a way of illustrating crime statistics.
9. It is used to analyze content from various sources, such as interviews of
respondents, observations from the field, or surveys. It focuses on using the
stories and experiences shared by people to answer the research questions.
a. Content c. Narrative
b. Grounded Theory d. Thematic
10. Which method of data analysis is used to analyze documented information in
the form of texts, media, or even physical items characteristics?
a. Content c. Narrative
b. Grounded Theory d. Thematic
11. It is a conversation between two or more people (the interviewer and the
interviewee) where questions are asked by the interviewer to obtain
information from the interviewee following structured guidelines or pointers.
a. Individual Interview c. Questionnaires
b. Observation d. Vlog
12. Which statement pertains to thematic analysis of data?
a. It involves looking at each case narratives
b. It is used in conjunction with other methods
c. It shows the main themes that summarize all the views collected
d. It enables one to focus on human behavior in an indirect way by
analyzing their communication.
13. Which of the following best describes qualitative data analysis?
a. It is an awkward, haphazard process.
b. It begins after all data has been collected
c. It builds from abstraction to specific, concrete examples.
d. It is an ongoing, cyclic process integrated into all phases of research

14 CO_Q2_ Inquiries, Investigation and

Immersion SHS
Module 5
Downloaded by Anne Shen ([email protected])
 lOMoARcPSD|11544669

14. Which of the following theme will best fit the question “What is the most
common reason for Students who enrolled in the Open High School?
a. No Smoking Policy c. Working Student
b. No plastics Policy d. No wearing of uniform
15. It is the range of processes and procedures whereby we move from the
qualitative day that has been collected and procedures whereby we move from
the qualitative data that have been collected into some form of explanation,
understanding, or interpretation of the people and situations we are
investigating.
a. Qualitative Data Analysis c. Interpretation of Data
b. Quantitative Data Analysis d. Data Gathering Method

15 CO_Q2_ Inquiries, Investigation and

Immersion SHS
Module 5
Downloaded by Anne Shen ([email protected])
 lOMoARcPSD|11544669

References
Dablo, Cristy G., 2019. “Teenage Pregnancy and Its Interventions: Minimizing
Future Risks Among High School Students”, unpublished action Research,
Child Protection Policy Category, Alubijid National Comprehensive High
School, Division of Misamis Oriental

Tabamo, Emily A., 2019. CoOl Mo-Learn (Collaborative Online MobileLearning): an

Alternative Instructional Delivery in General Mathematics for Senior High
Open High, unpublished action Research, Teaching Learning Category, Bulua
National High School, Division of Cagayan de Oro City.

http://onlineqda.hud.ac.uk/methodologies.php
https://gradcoach.com/quantitative-data-analysis-methods/

Answer Key

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

What I Activity 1 Assessment

16 CO_Q2_ Inquiries, Investigation and

Immersion SHS
Module 5
Downloaded by Anne Shen ([email protected])
 lOMoARcPSD|11544669

For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: [email protected] * [email protected]

17 CO_Q2_ Inquiries, Investigation and

Immersion SHS
Module 5
Downloaded by Anne Shen ([email protected])