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Practical Research 2 Quarter 2 – Module 8 Data Presentation

and Interpretation in Tabular & Graphical Forms
Practical Research 1 (Tagum City National High School)

Studocu is not sponsored or endorsed by any college or university

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12
Practical Research 2
Quarter 2 – Module 8
Data Presentation and Interpretation
in Tabular & Graphical Forms

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Practical Research 1 Grade 12

Quarter 02 – Module 05: Data Presentation and Interpretation in Tabular & Graphical Forms
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
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Published by the Department of Education

Development Team of the Module

Writers: Allyn Joy D. Calcaben
Editors:
Reviewers: Dr. Paulino Tado, Dr. Belen Tado
Illustrator: Allyn Joy D. Calcaben
Layout Artist: Allyn Joy D. Calcaben
Template Developer: Neil Edward D. Diaz
Management Team: Mario S. Gregorio, Ed.D. – TNTS Principal IV
Adelfa M. Miguel – SHS Assistant Principal II
Belen Tado – Academic Head, SHS Department
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12
Practical Research 2
Quarter 2 – Module 5
Data Presentation and Interpretation
in Tabular & Graphical Forms

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Introductory Message
For the facilitator:

Welcome to the Practical Research 2 Self-Engaging Module (SEM)!

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.

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

For the learner:

Welcome to the Practical Research 2 Self-Engaging Module (SEM)

Module

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:

Let Us Learn! In this portion, objectives of the new lesson

will be introduced

Let Us Try! This will give you an idea of the skills or

competencies you are expected to learn in
the module

ii

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Let Us Study This is where the new lesson is introduced

Let Us Practice This comprises of activities for independent

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

Let Us Practice More This section provides an activity which will

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

Let Us Remember This includes questions or blank sentences

paragraphs to be filled in to process what
you have learned from the lesson

Let Us Assess This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Let Us Enhance In this portion, another activity will be

given to you to enrich your knowledge or
skill of the lesson learned

Let Us Reflect Closing note of the relevance, meaning an

application of the concepts and skills
developed in the lesson to real life
experiences

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

iii

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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. Do not forget to answer Let us Try before moving on to the other

activities included in the module.

3. Read the instructions 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 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

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Let Us Learn!

This module focuses on activities in data collection. After administering of

questionnaires, survey or after conducting focus group discussion, data will
be collected and analyzed.

After going through this module, you are expected to:

a. apply the different methods quantitative data processing.

b. present quantitative data in textual, tabular, and graphical forms.
c. interpret statistical results of a given data set.
Competencies:
1. present and interprets data in tabular and
graphical forms CS_RS12_IId-g-2

Let Us Try!

Find all the words that are types of Graphs.

1. __________________

2. __________________

3. __________________

4. __________________

5. __________________

6. __________________

7. __________________

8. __________________

9. __________________

10. __________________

Let Us Study

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Data processing is the fundamental information through a process. In

research, data is manipulated to produce results that lead the answer to
specific problem for the improvement of an existing situation. The data may
be presented through diagram, graph (line, bar, pie, etc.), table or figure.

Methods of Data Processing

It is important to process the data collected carefully. Data Processing is

concerned with editing, coding, classifying, tabulating, and charting and
diagramming research data. The essence of data processing in research is
data reduction. Data reduction involves winnowing out the irrelevant from the
relevant data and establishing order from chaos and giving shape to a mass
of data. There are several steps in data processing:

1. Editing of Data. Editing is the process of examining the data collected

in questionnaires/schedules to detect errors and omissions and to see
that they are corrected, and the schedules are ready for tabulation. The
researcher must see to it that data are accurate, relevant, consistent,
complete, and acceptable by general people.

2. Coding of Data. Coding is necessary for efficient analysis and through

it the several replies from the respondents may be reduced to a smaller
number of classes which contain the critical information required for
analysis. Coding decisions should usually be taken at the designing
stage of the questionnaire. Coding is the process/operation by which
data/responses are organized into classes or categories and numerals
or other symbols are given to each item according to the class in which
it falls. In other words, coding involves two important operations; (a)
deciding the categories to be used and (b) allocating individual answers
to them.

3. Classification of Data. Data must be classified or categorized in the

statistical data under various understandable homogeneous groups for
the purpose of convenient interpretation. A uniformity of attributes is
the basic criterion for classification; and the grouping of data is made
according to similarity. Classification becomes necessary when there is
diversity in the data collected for meaningful presentation and analysis.
4. Tabulation of Data. Tabulation is the process of summarizing raw data
and displaying it in compact form for further analysis. Therefore,
preparing tables is a very important step. The following steps are
necessary in the preparation of table:

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a. Title of Table. The table should be first given a brief, simple, and
clear title which may express the basis of classification based on
the purpose of the study.
b. Columns and Rows. Each table should be prepared in just
adequate number of columns and rows.
c. Captions. The columns and rows should be given simple and
clear captions so the ordinary reader can understand the data.
d. Ruling. Columns and rows should be divided by means of thin or
thick rulings.
e. Arrangement of items. Comparable figures should be arranged
side-by-side.
f. Deviations. This should be arranged in the column near the
original data so that their presence may easily be noted.
g. Size of columns. This should be made according to the
requirement.
h. Arrangements of items. This should be made according to the
problem.
i. Special emphasis. This can be done by writing important data
in bold or special letters.
j. Unit of measurement. The unit should be noted below the lines.
k. Approximation. This should also be noted below the title.
l. Footnotes. this may be given below the table.
m. Total. totals of each column and grand total should be in one
line.
n. Source. Source of data must be given.

Organizing the Data

Raw data are unprocessed/unorganized source data, such as the data

from the different population. When the data are processed/summarized/
categorized they are called output data.

Scope and Purpose of Data Analysis

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The process of data analysis is used to describe, summarize, and compare

data using statistical techniques in a systematic manner. There are three basic
steps in data analysis:
Step 1. Organizing and preparing the data for analysis.
Step 2. Analyzing the data.
Step 3. Interpreting results.

Data organizing and analysis also usually require user-friendly and

flexible software that allows one to create a database to enter and save the
information collected and that also includes a solid data analysis component.

Data analysis is the process of developing answers the questions through

the examination and interpretation of data. This part presents the gathered
data and the researcher’s analysis and interpretation of the results of the
distributed instruments. The data are presented in a clear and concise form,
most of which use graphs, and tables.

Data analysis and interpretation is the process of assigning meaning to

the collected information and the conclusions, significance, and implications
of the findings (Tania, 2014). Spreadsheet software and other statistical tool
can be helpful in organizing the data. Readily available computer programs,
such as MS Excel and MS Access, may be useful. Excel tends to be easily
accessible for most people who have access to a computer with Microsoft
products (Wilder Research, 2009).

Data Interpretation

After gathering the data, they must be tabulated and computed so the
researcher can analyze and interpret the result. Research interpretation is
defined as adequate exposition of the true meaning of the material presented
in terms of the purpose of the study (Reyes, 2004). The best time to develop
the analysis plan is when the researcher can identify key evaluation questions
and the method of gathering the needed information. It is important to match
the analysis strategy to the research problems. Reyes (2004) added that the
interpretation of data is inextricably woven with the analysis so much so that
it is a special aspect of the analysis rather than a distinct operation. The
findings of the study should be written objectively and in a concise and precise
format.
Results in discussions should be systematic, logical, and comprehensive.
the decision should blend the findings in relation to those identified in the
literature review and placed within the context of the theoretical framework

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underpinning the study. The discussion should be presented in the present

tense unlike in the research methodology which is presented in the past tense
form.

Does not offer Others Salary is not so

proffessional 2% high
training 20%
Sample Result:
14%
Environmental No security
not conducive tenure
13% 17%

Limited
opportunity for
promotion
Low motivation
19%
15%

Figure 1 Reasons Provided by the Teachers for Wanting to Change

Sample Interpretation:

The table presents Certain reasons why teacher want to change shift
career. As gleaned from the data, 20% of the teacher – respondents admits
that oftentimes teacher salaries are not released on time hence they are
prompted to borrow a certain amount of money from the loan sharks with
a sizable amount of interest rate. As revealed by the respondents, the
teacher’s salary is not so high. married ones expressed that sometimes they
experience sending promissory notes to the school of their children for the
permission to take major examination. Further during the interview, 19%
noted that they have little opportunity for promotion. 15% of the teacher
respondents are not motivated to teach because of the low salary and not
enough instructional materials in the classroom. trainings are available but
14% of the respondents assert that the training is not offered to all of them.
In addition, 13% revealed that the environment is not conductive for
learning.

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Presentation of Data
To be able to create and present an organized picture of information from
research report, it is important to use certain techniques to communicate
findings and interpretations of research studies into visual forms. The
common techniques being used to display data results are tabular, textual,
and graphical methods.

A. Text Presentation of Data

Textual presentations use words, statements or paragraphs with
numerals, numbers, or measurements to describe data. They can be
used independently to describe the data when there are very few
quantities or numbers. They can also be used to compare data using
paragraphs for the discussion.

There are 42,036 barangays in the Philippines. The largest Barangay in

terms of population size is Barangay 176 in Caloocan City with 247 thousand
persons. It is followed by Commonwealth in Quezon City (198,285) and
Batasan Hills in Quezon City (161,409). Twelve other Barangays posted a
population size of more than a hundred thousand persons.
Source: psa.gov.ph

B. Tabular Presentation of Data

Tables present clear and organized data. A table must be clear and
simple but complete. A good table should include the following parts:

• Table Number and Title – These are placed above the table. The
title is usually written right after the table number.
• Caption Subhead – This refers to columns and rows.
• Body – It contains all the data under each subhead.
• Source – It indicates if the data is secondary and it should be
acknowledged.

Table 1
Ages of Individuals in Various Employment Sectors

Employment 18 – 25 26 – 35 36 – 45
Sectors Age Group Age Group Age Group
Agriculture 3 8 12
Education 10 15 15
Health 15 28 35

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Tabular Presentation with Textual Analysis

Tabular Presentation with Textual Analysis has similar parts to the
Tabular Presentation of Data, but it has a textual analysis below the
table.

An information sheet is distributed to 300 junior and Senior

High School students of a certain school to gather data on
background of the students in terms of sex grade level and social
economic stop those as measured by monthly family income. A
profile analysis of students’ background is provided for each tabular
presentation of the profile variables to illustrate textual analysis.

Table 2
Profiles of Students According to Gender

Gender Frequency Percentage

Male 120 40%
Female 180 60%
Total 300 100%

Analysis: Among the 300 respondents, 120 (40%) are males and
180 (60%) are females.

Table 3
Profiles of Students According to Grade Level

Gender Frequency Percentage

Grade 7 60 20%
Grade 8 54 18%
Grade 9 51 17%
Grade 10 45 15%
Grade 11 90 30%
Total 300 100%

Analysis: Of the survey’s 300 respondents, 60 (20%) are in Grade

7, 54 (18%) are in Grade 8, 51 (17%) are in Grade 9, and 45 (15%)
are in Grade 10. This constitutes enrolment in Junior High School.
Enrollees entering Senior High School in Grade 11 constitutes 90
(30%) of the total school enrolment.

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Table 4
Profiles of Students’ Economic Status Based
on Monthly Family Income
Socio- No. of Percen No. of Percen Total
Percen
Economic Males tage Females tage Respon
tage
Status (M) (%) (F) (%) dents
Below
30 25% 45 25% 75 25%
Average
Average /
66 55% 108 60% 174 58%
Middle
Above
24 20% 27 15% 51 17%
Average

Total 120 100% 180 100% 300 100%

Analysis: The students’ socio-economic statuses Based on the

monthly family income are categorized into three groups: above
average, average or middle, and below average. Those students
whose combined monthly family income falls on the below average
category consists of 75 or 25% of the respondents. There are 174 or
58% whose combined monthly family income falls on the average or
middle bracket. The remaining 17% (51) both on the above average
combined monthly family income.

As shown by the results, the highest share of the percentage of

the students belong to the average or middle-income bracket. Most
of the respondents came from average or middle socio-economic
status in terms of monthly family income.

likewise, among the three levels of social economic status, the

average or middle-income bracket has the highest number of
frequencies, as well as the highest percentage of male and female
respondents, i.e. 50% and 60%, respectively. Also, both males and
females belonging to the below average income level consist of 25%
each for both sexes while the remaining 20% of the males and 15%
of the females belong to the above average level.

Presentation and Interpretation of Data

The next step after editing, coding, and tabulating the data is to
present them into graphical or visual presentation called non-prose
materials. The purpose of presenting the data in this way is to make the
outlined of the results more presentable. Non-prose materials are

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composed of graphs, bars, tables, charts, diagrams, illustrations,

drawings, and maps.
In quantitative research, tables and graphs are usually used.
Standard format in presenting the data into a table or a graph like its
title, labels, contents, and many more can be followed as well when
school institutional format is not provided or identified. You may visit
APA, CMOS, or MLA on how to do so.

Tables
Table helps summarize and categorize data using columns and
rows. It contains headings that indicate the most important information
about your study.
To interpret the tables, one needs to do the following:
1. Analyze the connections among the details of the headings.
2. Check the unusual pattern of the data and determine the
reason behind these.
3. Begin with the table number and the title.
4. Present the significant figures (overall results, high and low
values, the unusual pattern).
5. Refrain from repeating again what’s inside the table.
6. Support your findings with literature and studies that
confirms or contrasts your results.
7. Establish the practical implications of the results. This will
add value to your research findings.
8. End with a brief generalization.

Sample 1

Table 5. Frequency and Percentage Distribution of

Student’s Overall Performance in Pre-Calculus Pretest

Student’s Overall Performance f %

Outstanding 2 5
Very Satisfactory 15 30
Satisfactory 33 66
Unsatisfactory 0 0
Poor 0 0
Total 50 100

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Table 5 shows the summary of the overall adjectival

rating in frequency and percentage of students in their pretest
in Pre-calculus at Gulayan National High School for S.Y. 2019-
2020. Results reveal that 66% of the students have satisfactory
rating. Only 5% have outstanding rating. Overall, the data
showed that the students at Gulayan National High School
have fair ratings based on their pretest scores. This implies that
most of the students do not have prior mastery on the concepts
of this subject. Hence, teacher is expected to apply teaching
strategies that will increase students’ concepts of the subject.
This result is supported by Ignacio (2016) that pretest scores
especially if it is valid and reliable shows prior knowledge of the
learners of the subject matter.

Sample 2

Looking at Table 6, there is a significant relationship

between the classroom interaction that facilitates positive
discipline and sense belonging (r(39 = .973, p = 0.000). The
feeling of being safe and welcome in school is significantly
related to how the teachers manage classroom interaction. This
result is supported by the early studies on classroom
management by Brophy and Avertson (1976) that though
variety of teaching behaviors affect effective teaching;
classroom management appeared to be one of the most critical
aspects as viewed by students.

Table 6. Correlation Analysis of Positive Discipline and

Sense of Belonging

Variables Sense of Belongingness Interpretation

Pearson
Classroom .973
Correlation Significant
Interaction
Sig. (2-tailed) .000**
Pearson
Use of .073 Not
Correlation
Reinforcement Significant
Sig. (2-tailed) .663
*p<.05, **p<.01

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C. Graphical Methods of Presenting Data

A graph or chart portrays the visual presentation of data using
symbols such as lines, dots, bars, or slices. It depicts the child of a
certain set of measurements or shows comparison between two or more
sets of data or quantities. Charts and graphs are very useful in
simplifying the presentation of research reports. They help students
and researchers understand data quickly and interestingly.

A good graph or chart shows that the X and Y axis has a heading
and units are included. The figure number and title are usually placed
below the figure. The known value is plotted on the X-axis and the
measured value is plotted on the Y-axis. This description of a good chart
excludes pie charts.

A. Line Graph
A line graph is a graphical presentation of data that shows a
continuous change or trend it may show ascending or descending
trend.

The National Statistics office (NSO) Released the following

data on the rates of unemployed from 2001 to 2010.

14
12
10
8
6
4
2
0
2001 2002 2003 2004 2005 2006 2007 2008 2009 2010

Figure 2 Rates of Unemployment: 2001 – 2010

Data Source: National Statistics Office (NSO)

X 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010
Y 11.1% 11.4% 11.4% 11.8% 7.8% 8.0% 7.3% 7.4% 7.5% 7.4%

The figure shows that during the years 2001 to 2004, the
rates of unemployment were over 11%. The decline came in 2005
(-4%); a small decline in 2006 to 2007 (.7%) and unemployment
rates are almost the same 2008 to 2010.

11

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B. Double Line Graph

You can use line graphs to show comparisons of events,
situations, or information. A double line graph has two lines
connecting points to show continuous change in the data overtime.
Like a single line graph, the lines can ascend or descend in a double
line graph. At double line graph includes a key, which represents
the information, event and situation being observed.

90
80
70
60
50
Female
40
Male
30
20
10
0
2005 2006 2007 2008 2009 2010 2011 2012 2013

Figure 3 Labor Force Participation: 2005 – 2013

Data Source: National Statistics Office (NSO)

The double line graph was based on the following data:

Female Male
2005 49.8 79.8
2006 48.8 79.1
2007 48.2 78.3
2008 48.6 78.9
2009 49.3 78.8
2010 49.7 78.9
2011 52.2 80.4
2012 49.7 78.3
2013 49.8 78.1

Labor force participation for females from 2005 – 2013

range from 48.2 to 49.8 while that of the males range from 78.1
two 79.8.

12

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C. Bar Graph or Bar Chart

A bar graph uses bars to compare categories of data. It may be
drawn vertically or horizontally. A vertical bar graph is best to use
when comparing means or percentage between distinct categories.
The categories are measured in dependently and compared with one
another. A horizontal bar graph contains more than five categories.
A bar graph is plotted on either in X-axis or Y-axis. The categories
may be plotted on one axis while the other axis contained the
numerical values that represent the data being measured.

A. Bar Graph
30
25
20
15
10
5
0
Visit Friends / Leisure / Work - Related Personal / Conferences / Pertitioned by
Relatives Tourism Business Seminars Relatives

Figure 4 Reasons Why People Travel Abroad

In this illustrative example, 100 respondents were requested to

select one distinct option for reasons why they travel, meeting its
cross analysis with number of respondents.

B. Double Bar Graph

Table 7
Basic Literacy Rates, Philippines: 1990 – 2008

Year Female Male

1990 93.2 94
1994 94 93.7
2000 92.3 92
2003 90.4 86.8
2008 96.1 95.1
Source: pcw.gov.ph

13

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98

96

94

92

90 Female
Male
88

86

84

82
1990 1994 2000 2003 2008

Figure 5 Basic Literacy Rates, Philippines: 1990 – 2008

Pictographs
A pictogram is a special type of bar graph. Instead of using an
axis with numbers, it uses pictures / icons to represent a number
of items. Typically, the icons represent the data’s subject or
category, for example, data on population would use icons of people.
Each icon can represent one unit or any number of units (e.g. each
icon represents 10). Data sets are compared side-by-side in either
columns or rows of icons, to compare each category to one another.

The use of icons can sometimes help overcome differences in

language, culture, and education. Icons can also give a more
representational view of the data.

Two things to avoid when using Pictogram Charts are:

• Using them for large data sets, which makes values on the
chart hard to count.
• Displaying partial icons, as this can add confusion to what
they represent.

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Figure 6 Number of Newly Diagnosed HIV Cases per Day

Source: National HIV/AIDS & STI Surveillance and Strategic

Information Unit (NHSSS), Epidemiology Bureau, Department of
Health

The figure shows that during the years 2008 to 20016, the
number of newly diagnosed HIV cases per day in the Philippines
are increasing. There are 26 newly diagnosed HIV cases per day
in the year 2016. 17 newly diagnosed HIV cases per day in 2014,
9 cases per day in 2012, and 4 cases per day in 2010.

D. Pie Charts or Circle Graphs

A pie chart is usually used to show how parts of a whole
compared to each other and to the whole. The entire circle
represents the total, and the parts are proportional to the amount
of the total they represent.

The amount going to each part is expressed as a percentage;

then, a circle is divided into pieces proportional to the percentage of
each category. It is done by multiplying the percentage share by 360
degrees.

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Table 8
2013 COMELEC Registrants by Age Group

Age Group Frequency Percentage

18 – 21 9,505,241 16%
22 – 30 13,204,083 23%
31 – 39 11,319,005 19%
40 – 48 9,293,972 16%
49 – 59 8,340,075 14%
60 - above 6,834,712 12%
Source: pcw.gov.ph

60 - above 18 - 21
12% 16%

49 - 59
14%

22 - 30
23%

40 - 48
16%

31 - 39
19%
Figure 7 Basic Literacy Rates, Philippines: 1990 – 2008

Once you have mastered the skills of producing clear graphs and charts,
you will almost certainly find that the old saying is right: a picture really can
tell a thousand words.

Whether your well-drawn graph is worth a thousand numbers or a dozen,

it will certainly be an effective way of presenting your data and demonstrating
the relationships or differences between them.

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Let Us Practice

MATCHING TYPE
Match the following graphs in Column A with their corresponding type in
Column B. Write your answer on the blank provided before each number.

COLUMN A COLUMN B

a. Line Graph
_____1.

b. Sunburst Chart

c. Multiple Line Graph

d. Pie Chart
_____2.
e. Population Pyramid

f. Double Bar Graph

g. Spider Charts
_____3.
h. Double Line Graph

i. Cartesian Graph

j. Bar Graph
_____4.
k. Multiple Bar Graph

l. Pictograph

_____5.

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Let Us Practice More

A. JUMBLED LETTERS
The letters of the words are jumbled. Figure out what the word is and write
it on the blank line provided and define its meaning in your own words.

1. SHARPIECT - _________________
____________________________________________________________________
____________________________________________________________________

2. DESACTSAPIRONG - _________________
____________________________________________________________________
____________________________________________________________________

3. GABHRARPS - _________________
____________________________________________________________________
___________________________________________________________________

4. GRANPHILES - _________________
____________________________________________________________________
____________________________________________________________________

5. ITUBATATADALON - _________________
____________________________________________________________________
____________________________________________________________________

6. AWATARD - _________________
____________________________________________________________________
____________________________________________________________________

7. DHEIONPULABRLEG - _________________
____________________________________________________________________
____________________________________________________________________

8. CHURPATREGIP - _________________
____________________________________________________________________
____________________________________________________________________

9. DOTUTATUPA - _________________
____________________________________________________________________
____________________________________________________________________

10. PHRELABUBODARG - _________________

____________________________________________________________________
____________________________________________________________________

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B. MODIFIED TRUE OR FALSE

Write TRUE if the statement is true. Write the right correct term /
phrase of the underlined word / phase if the statement is false.

___________ 1. Tabular Presentations can be used independently to

describe the data when there are very few quantities
or numbers.
___________ 2. The data must be tabulated and computed so the
researcher can analyze and interpret the result after
gathering it.
___________ 3. Line graph shows comparisons of events, situations,
or information.
___________ 4. Data Reduction is concerned with editing, coding,
classifying, tabulating, and charting and
diagramming research data.
___________ 5. A double bar graph shows continuous change in the
data overtime.
___________ 6. Unprocessed source data is called output data.
___________ 7. Pictogram uses points to represent a number of items
instead of using an axis with numbers.
___________ 8. Graphing is the process of summarizing raw data and
displaying it in compact form for further analysis.
___________ 9. A bar is divided into pieces proportional to the
percentage of each category is call Pie Chart.
___________ 10. Classification becomes necessary when there is
diversity in the data collected for meaningful
presentation and analysis
___________ 11. A vertical line graph is best to use when comparing
means or percentage between distinct categories.
___________ 12. Editing is necessary for efficient analysis and through
it the several replies from the respondents may be
reduced to a smaller number of classes which contain
the critical information required for analysis.
___________ 13. Data interpretation help students and researchers
understand data quickly and interestingly.
___________ 14. Data presentation involves winnowing out the
irrelevant from the relevant data and establishing
order from chaos and giving shape to a mass of data.
___________ 15. The discussion should be presented in the past tense.

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Let Us Remember

Answer the following questions or complete the statements by writing the

appropriate words or phrases in the blanks.

_(1)_______________ is concerned with editing, coding, classifying,

tabulating, and charting and diagramming research data. _(2)_______________
involves winnowing out the irrelevant from the relevant data and establishing
order from chaos and giving shape to a mass of data. There are several steps
in data processing: Editing, Coding, Classification, and Tabulation.
_(3)_______________ is the process of examining the data collected in
questionnaires/schedules to detect errors and omissions and to see that they
are corrected, and the schedules are ready for tabulation. Coding involves two
important operations; (a) deciding the categories to be used and (b) allocating
individual answers to them. Data must be _(4)_______________ in the statistical
data under various understandable homogeneous groups for the purpose of
convenient interpretation. _(5)_______________ is the process of summarizing
raw data and displaying it in compact form for further analysis.
_(6)_______________ are unprocessed/unorganized source data, while the
data that are processed/summarized/categorized they are called
_(7)_______________.
_(8)_______________ is the process of developing answers the questions
through the examination and interpretation of data. There are three basic
steps in data analysis: Organizing and preparing the data for analysis,
Analyzing the data, and Interpreting results. _(9)_______________ is defined as
adequate exposition of the true meaning of the material presented in terms of
the purpose of the study.
The common techniques being used to display data results are tabular,
textual, and graphical methods. _(10)_______________ use words, statements
or paragraphs with numerals, numbers, or measurements to describe data.
_(11)_______________ present clear and organized data. A _(12)_______________
portrays the visual presentation of data using symbols such as lines, dots,
bars, or slices, and very useful in simplifying the presentation of research
reports.
A _(13)_______________ is a graphical presentation of data that shows a
continuous change or trend it may show ascending or descending trend. A
_(14)___________________ has two lines connecting points to show continuous
change in the data overtime, it includes a key, which represents the
information, event and situation being observed. A _(15)___________________ is
use when comparing means or percentage between distinct categories.
A pictogram uses icons to represent the data’s subject or category. A pie chart
is usually used to show how parts of a whole compared to each other and to
the whole.

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Let Us Assess

A. CROSSWORD PUZZLE
Read the clues and put the answers into the puzzle. No Erasure.

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B. ACTIVITY: COMPARING DATA ON A DOUBLE COLUMN GRAPH

Use the data from the double column graph to answer the questions

The graph shows the

sales data from two
electronics stores,
Pete’s Electrics and
Sam’s Superstore.

1. Which store sold the most game consoles?

_____________________________________________________________________
2. Which store sold the most TVs?
_____________________________________________________________________
3. How many laptops did Sam’s Superstore sell?
_____________________________________________________________________
4. How many more games than game consoles did Pete’s Electrics sell?
_____________________________________________________________________
5. How many more DVD players did Pete’s Electrics sell than Sam’s
Superstore?
_____________________________________________________________________
6. Which store sold the most products during the week?
_____________________________________________________________________
7. Pete’s Electrics make $20 for each tablet they sell. Sam’s Superstore
makes $15 for each tablet they sell. Which store makes the most money
from tablet sales?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
8. Why do you think this data would be useful for the owners of both
stores?
_____________________________________________________________________

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C. ACTIVITY: INTERPRETING GRAPHS

Directions: Interpret each figure given below. Follow the guidelines in
interpreting the graph. Write a brief interpretation of the data
on the space provided for each figure.

Graph 1. Line Graph of COVID-19 cases in the Philippines since March

15-June 27, 2020

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

Interpretation:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Graph 2. Number of COVID-19 cases in the Philippines as of April 2,

2020, by gender

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

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Interpretation:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Graph 3. Philippines Major Import Sources, 2016

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

Interpretation:

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

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D. ACTIVITY: INTERPRETING TABLE

Directions: Interpret the table following the suggested guidelines. Write
brief interpretation on the space provided.

Table 2. Positive Discipline Practices of Teachers

through the Use of Reinforcement

Verbal
Constructs Mean SD
Descriptions

1. Coach positive social behaviors 3.71 .52 Always observed

2. Reward targeted positive

2.89 .84 Often observed
behaviors with incentives

3. Use problem solving strategy 3.16 .89 Often observed

4. Prepare students for transitions

3.24 .71 Often observed
with predictable routines

5. Give clear positive directions 3.34 .81 Always observed

6. Warn consequences for

3.03 .75 Often observed
misbehavior
7. Use clear classroom discipline
3.29 .77 Always observed
plane

8. Use emotion coaching 3.18 .69 Often observed

9. Use imaginary play/drama,

3.34 .63 Always observed
stories to teach problem solving.
10. Set up problem scenarios to
3.37 .67 Always observed
practice prosocial solutions.

Overall 3.25 .44 Often observed

Legend: 1.00-1.75 = Never Observed, 1.76-2.50 = Sometimes Observed,
2.51-3.25 = Often Observed, 3.26-4.00 = Always Observed

Interpretation:

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

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Let Us Enhance

Encircle the correct answer of the following questions. No Erasure.

1. Zak wants to ask his friends about their favorite TV programs. How
could he organize the information?
a. He could send them all a letter
b. He should just try to remember everyone's answers
c. He could write a story about it
d. In a table so he can tally

2. What kind of chart might you use to show the different eye colors in the
class?
a. Pictogram b. Line Graph c. Bar Graph d. Pie Graph

3. A group of researchers is preparing their work for publication. Although

they collected 100 data points, they only used 87 of them in the final
analysis. Which of the following approaches should they take in
publishing their data?
a. They should publish all the data and let the reader determine why
they did not use some data.
b. They should publish only the data included in their analysis and
explain that they eliminated some.
c. They should publish all the data and describe why they did not use
some data.
d. They should publish only the data included in their analysis and not
mention additional data.

4. Sam is struggling to read his bar chart. He has labelled the numbers at
the side, but what else should he have done?
a. Label each bar along the bottom
b. Colored them neatly
c. Made all the bars bigger to see them clearly
d. Turned the graph upside down

5. Which of the following would NOT be considered raw data?

a. A measurement of water temperature on a river gauge.
b. A satellite image of a hurricane in the Atlantic Ocean.
c. A dictionary definition of a word.
d. Latitude and longitude coordinates of the location of a certain tree
species.

6. It is a method in which data is collected and organized so that one can

look at what the data is trying to tell us.
a. Data Collection c. Data Organization
b. Data Analysis d. Data Function

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7. Why have different scientists interpreted air temperature data

differently?
a. The data are not very high quality.
b. Different scientists analyze the data differently.
c. Many of the interpretations are wrong.
d. None of the scientists understands the data.

8. Mark measured himself every month for a year and wrote his results in
a table. What would you expect to see?
a. Mark start height was more than his height at the end of the year
b. Mark stayed the same height all year
c. Mark’s height changed by over 2m
d. Mark’s start height was shorted than his height a year later

9. Two private schools, School A and School B, kept track of their new
enrollments during the 8-year period from 2000 to 2007, inclusive. Use
the line chart given above to answer the question. During which school
year did one school have 60% more new enrollments than the other?

a. 2000

b. 2001

c. 2004

d. 2006

10. Study the graph below. The data shown represents atmospheric
CO2 measurements collected over a period of 36 years. Based on this
graph, what trend can you identify about CO 2 concentrations in the
atmosphere?
a. Concentrations of CO2 in
the atmosphere are
decreasing.
b. Concentrations of CO2 in
the atmosphere are
increasing.
c. Concentrations of CO2 in
the atmosphere fluctuate
widely.
d. Concentrations of CO2 in
the atmosphere remains
constant.

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Let Us Reflect

This module discussed methods of arranging, a few minutes later

summarizing and presenting sets of data using tabular, textual, and graphical
methods. The tabular method of presenting data discussed here are discussed
using textual analysis to explain the needed data and information. Graphical
methods of presenting data are illustrated using actual data from various
agencies and some hypothetical data using line graphs, bar graphs, and pie
or circle graphs.

Task A. Using the space below, write a reflective essay about your learning
experience on the quantitative data presentation and
interpretation. Let your essay reveal how much you learned about
each concept behind each topic dealt with in this lesson. Express
which concepts are the most understood, slightly understood,
and the least understood ones.

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

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29
LET US TRY LET US PRACTICE
(in any order)
1. DOUBLE BAR GRAPH 6. BAR GRAPH 1. H
2. POPULATION PYRAMID 7. LINE GRAPH 2. K
3. SUNBURST CHART 8. PIE GRAPH 3. B
4. DOUBLE LINE GRAPH 9. PICTOGRAPH 4. E
5. CARTESIAN GRAPH 10. SPIDER CHART 5. D
LET US PRACTICE MORE
A.
1. PIE CHARTS 6. RAW DATA
2. DATA PROCESSING 7. DOUBLE LINE GRAPH
3. BAR GRAPHS 8. PICTURE GRAPH
4. LINE GRAPHS 9. OUTPUT DATA
5. DATA TABULATION 10. DOUBLE BAR GRAPH
B.
1. TEXTUAL PRESENTATION 6. RAW DATA 11. VERTICAL BAR GRAPH
2. TRUE 7. PICTURES / ICONS 12. CODING
3. TRUE 8. TABULATION 13. CHARTS / GRAPHS
4. DATA PROCESSING 9. CIRCLE 14. DATA REDUCTION
5. DOUBLE LINE GRAPH 10. TRUE 15. PRESENT TENSE
LET US REMEMBER
1. DATA PROCESSING 9. RESEARCH INTERPRETATION
2. DATA REDUCTION 10. TEXTUAL PRESENTATION
3. EDITING 11. TABLES
4. CLASSIFIED / CATEGORIZED 12. GRAPH / CHART
5. TABULATION 13. LINE GRAPH
6. RAW DATA 14. DOUBLE LINE GRAPH
7. OUTPUT DATA 15. VERTICAL BAR GRAPH
8. DATA ANALYSIS
LET US ASSESS
A. B.
1. OUTPUT DATA 1. SAM’S SUPERSTORE
2. INTERPRETING RESULTS 2. PETE’S ELECTRICS
3. LINE GRAPH 3. 16
4. PICTURE GRAPH 4. 4
5. CODING 5. 9
6. EDITING 6. PETE’S ELECTRICS
7. DATA PROCESSING 7.
8. BAR GRAPH - PETE’S ELECTRICS 16 x $20 = $320
9. DATA TABULATION - SAM’S SUPERSTORE 19 x $15 = $285
10. PIE CHARTS THEREFORE, PETE’S ELECTRIC MAKES
THE MOST MONEY FROM TABLET SALES
8. ANSWERS WILL VARY
LET US ENHANCE
1. D 3. C 5. C 7. B 9. B
2. A 4. A 6. C 8. D 10. B
Answer key to Activities
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For inquiries or feedback, please write or call:

Department of Education – Region XI

Division of Tagum City

Tagum National Trade School
Apokon Road, Tagum City, Davao Del Norte
Philippines

Landlines:
(084) 216 – 2763
(084) 218 – 0711
E-mail Address: [email protected]

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