October 2, 2024

Understand different ways to

best present, summarize and
analyze data
Choose the right table/graph
for the right data
Interpret data to consider the
program’s relevance
1. One of the participant
was late in the seminar.
1. One of the
participants was late in
the seminar.
2. The research topic
given to me was more
easier than yours. .
2. The research topic
given to me was easier
than yours. .
3. Please bring this to
your research teacher.
3. Please take this to
your research teacher.
4. The data presented is
vague.
4. The data presented
are vague.
5. I found lots of new
terminologies from your
manuscript.
5. I found lots of new
terminology from your
manuscript.
6. There are parts in
your research that are
repeated again.
6. There are parts in
your research that are
repeated.
7. How many
questionnaires did you
float to the
respondents?
7. How many
questionnaires did you
administer to the
respondents?
8. Have you finished
crafting the final
conclusion?
8. Have you finished
crafting the conclusion?
9. If I was the
researcher, I won’t do it
again.
9. If I were the
researcher, I won’t do it
again.
 This chapter presents, analyzes and
interprets the data gathered out of the
instruments used in the study presented
according to specific problem. This is the
reiteration of the research problems by
way straight presentation of results vis-
à-vis research hypothesis and research
questions. The presentation of findings
should be based on each of the problem.
 This is the process of organizing
data into logical, sequential and
meaningful categories and
classification to make them
amenable to the study and
interpretation.
 Tables are a systematic method of
presenting statistical data in
vertical columns and horizontal
rows according to the items and
classifications of subject matter.
Tables are numbered consecutively
in Arabic numerals throughout the
research manuscript.
Tables
Simplest way to summarize data
Data are presented as absolute
numbers or percentages
Charts and graphs
Visual representation of data
Data are presented as absolute
numbers or percentages
Ensure graphic has a title
Label the components of your
graphic
Indicate source of data with
date
Provide number of observations
as a reference point
Add footnote if more
information is needed
number of values within an interval
x 100
total number of values in the table
Year # births Relative
(n) frequency (%)
1980– 35 27
1989
1990– 46 34
1999
2000– 51 39
2009
Total 132 100.0
 Percentage of births by decade between
1980 and 2009
Year Number of Relative
births (n) frequency
(%)
1980–1989 35 27
1990–1999 46 34
2000–2009 51 39
Total 132 100.0
Source: Phil Census data, 1980–2009.
Charts and graphs are used
to portray:
Trends, relationships, and
comparisons
The most informative are
simple and self-explanatory
Charts and graphs
Bar chart: comparisons,
categories of data
Line graph: display trends
over time
Pie chart: show percentages
or proportional share
6

4
Site 1
3
Site 2
2 Site 3

0
Quarter 1 Quarter 2 Quarter 3 Quarter 4
 6
% o f new enrollees tested for

5
4
3
HIV

2
Site 1
1 Site 2
0 Site 3
Quarter 1 Quarter 2 Quarter 3 Quarter 4
Months
Q1 Jan–Mar Q2 Apr–June Q3 July–Sept Q4 Oct–Dec

Data Source: Program records, January 2021 – December 2021 .rce: Quarterly Summary, 2021
 Displays trends over time
Number of Clinicians Working in Each Clinic During Years 1–4*

5
Number of clinicians

4
Clinic 1
3
Clinic 2
2 Clinic 3
1

0
Year 1 Year 2 Year 3 Year 4

*Includes doctors and nurses

 Percentage of All Patients Enrolled by Quarter
8%

10%

1st Qtr
2nd Qtr
3rd Qtr
23% 59% 4th Qtr

N=150
 1. Write the introductory statement.
 2. Present the result of the
statistical analysis in tabular form.
 3. Follow and use the sequence of
the SOP in presenting the tables.
 4. Immediately below the table
present a narrative interpretation of
the data.
 5. If there are multiple results presented
in the table, get the highest and the
lowest value as the basis of the narrative
interpretation.
 Note: the heading “TABLE” should be
located on top and the heading “FIGURE”
at the bottom.
 6. Provide a brief narrative to guide the
discussion.
 7. Implement all of these in the
preceding SOP of the study.
 Note: You may include SOME citations to
reinforce a point.
 8. Do not present and make conclusions
or recommendations in this part of the
chapter.
 This chapter provides the presentation of statistical
data relative to the problems posted. The corresponding
analysis and interpretation of data are incorporated in
this portion of the study.
Comparability of Performance of the Two Groups
based on the Diagnostic Test

The researcher compared the mean performance of

the students in terms of their diagnostic test to prove
that the selected groups were on the same level. To
strengthen the results, t-test was also applied.
Table 1 presents the result of the diagnostic test of
both Math Talk and Non-Math Talk group.
 Data analysis in qualitative research is
defined as the process of systematically
searching and arranging the interview,
transcripts, manuscripts, observation
notes, or other non-textual materials that
the researcher accumulates to increase
the understanding of the phenomenon.
 Analyzing qualitative data entails reading
a large amount of transcripts looking for
similarities or differences and
subsequently categorizing and
eventually finding and developing
themes.
 Conventionally, researchers cut and
paste and use colored pens to categorize
data.
 Coding or categorizing the data is
the most important stage in the
qualitative data analysis process.
Coding and data analysis are not
synonymous, though coding is a
crucial aspect of the qualitative
data analysis process.
 Coding merely involves subdividing
the huge amount of raw information
or data, and subsequently assigning
them into categories and then coming
up with a core category or theme.
 In simple terms, codes are tags or
labels for allocating identified themes
or topics from the data compiled in
the study.
 NVIVO is one of the computer-assisted
qualitative data analysis software
(CAQDAS) developed by QSR
International (Melbourne, Australia), the
world’s largest qualitative research
software developer.
 A concept map is a visual organization and
representation of knowledge. It shows
concepts and ideas and the relationships
among them. You create a concept map by
writing key words (sometimes enclosed in
shapes such as circles, boxes, triangles,
etc.) and then drawing arrows between the
ideas that are related. Then you add a
short explanation by the arrow to explain
how the concepts are related. ( Joseph D.
Novak)
Interpret the
following tables
accurately.
Table 1. Types, Frequency, and Percentage of Errors Committed by the Participants in their Essay Composition
Item Types of Errors Frequency Percentage
Sentential Level Errors
1 Incorrect Subject-Verb Agreement 183 14
2 Incorrect Verb Tense 154 12
3 Unnecessary Comma 64 5
4 Missing Comma 108 8
5 Comma Splice 111 8
6 Missing Apostrophe 18 1
7 Sentence Fragment 14 1
8 Redundancy 53 4
9 Missing hyphen 21 2
10 Capitalization 30 2
11 Incorrect Word Order 20 1
12 Missing Verb 25 2
Total 801 65.12
Word Level Errors
13 Incorrect Spelling 18 1
14 Incorrect Preposition 158 12
15 Incorrect Article 47 4
16 Missing Determiner 36 3
17 Wrong Pronoun Usage 10 1
18 Unnecessary Article 33 2
19 Unnecessary preposition 79 6
20 Unnecessary Conjunction 48 4
Total 429 34.88
Overall Sum 1,230 100
 As shown in Table 1, participants had more
errors in the sentential level (65.12%) compared to
the word level (34.88%). Incorrect subject-verb
agreement (14%) was the most frequent error
committed in the essay composition among the
participants of the study, followed by an incorrect
preposition (12%) and incorrect verb tense (12%).
On the other hand, wrong pronoun usage (1%) was
the least error committed, followed by sentence
fragment (1%), and incorrect spelling (1%), and
missing apostrophe (1%).
It can be found in the deeper analysis that
five errors contributed to more than half of the total
number of errors committed by the participants in
their essay compositions. These are an incorrect
subject verb agreement (14%), incorrect preposition
(12%), incorrect verb tense (12%), comma splice
(8%), and missing comma (8%).
 Group 1 Group 2 Total
Peace Building and Security WM VI WM VI WM VI

1.Formulates peace and order and public 2.3

2.00 LI
4
LI 2.17 LI
safety plan
2. Coordinate the implementation of peace and 2.1
3.16 I
6
LI 2.66 I
order programs of the barangay
3. Reporting all illegal activities to the higher 3.2
2.22 LI
2
I 2.72 I
authorities
4. Identifying barangay constituents with a 1.9
1.28 NI
4
LI 1.61 NI
strong deviant behavior
5. Maintain a continuing dialogue with the 1.8
1.84 LI
4
LI 1.84 LI
barangay constituents
Average Mean 2.3
2.10 LI
0
LI 2.20 LI

Legend: 4:00-3.26 Highly Implemented, 2.51-3.25 Implemented,

1.76-2.50 Less Implemented, 1.00-1.75 Never Implemented
 Table 1 presents the assessment on implementation of programs
and projects of youth council in selected barangays in Caloocan: towards
community enhancement in terms of health programs.
Gauging the data in the table is the respondents’ assessment of
the five items related to health with the corresponding weighted means
and verbal interpretation.
Referring to the data in the table, of the five items under
health, the first groups of respondents rated it as “implemented”.
The highest mean computed for the first group was 2.78 on item
number 5 (Conduct’s blood donation drive), followed by the item number
1 (Support the advocacy of nutrition program) with the mean of 2.08, the
item number 2 (Support the oral health and vaccinations) gathered the
mean of 2.00, the item number 3 (Support the prevention and treatment)
and item number 4 (Support the harmful use and alcohol) have the same
lowest mean of 1.84. The average mean for the first group of
respondents was 1.99 and interpreted as “less implemented”.
 On the second group of respondents, referring to the data in the
table, same as the first group, the entire item was rated as “less
implemented”.
As shown in the table above, the highest mean computed was 2.32
on the item number 2 (Support the oral health and vaccinations), the item
number 3 (Support the prevention and treatment) garnered the mean 1.88,
the item number 4 (Support the harmful use and alcohol) and item number
5 (Conducts blood donation drive), have the same mean of 1.84, and the
item number 1 (Support the advocacy of nutrition program) with the lowest
mean of 1.80. The average mean for the second group was 1.94 and
interpreted as “less interpreted”.
As a summary, the highest mean computed for this variable was 2.16
on item number 2 (Support the oral health and vaccinations), while the
lowest mean computed was 1.84 on and item number 4 (Support the
harmful use and alcohol). The assessment on implementation of programs
and projects of barangay youth council in selected barangays in Caloocan:
towards enhancement in terms of health gathered the overall mean of 2.96
and interpreted as “less implemented”.
 CHAPTER IV
Presentation, Analysis, and Interpretation of Data
This chapter provides the presentation of qualitative data relative to the
problems posted in the statement of the problem. The corresponding analysis and
interpretation of data are incorporated in this portion of the study.
Forms of Bullying. The first statement of the problem explains what types
of bullying are. Based on the data received from respondents, two sub-themes
developed in terms of bullying, namely verbal abuse, and physical abuse. The two
types of bullying are based on the research participants' experiences.
Name-calling or Verbal Abuse. It is when someone, who is a bully, uses
insulting or demeaning language to mock, embarrass or insult another person
(Robichaud, 2017). The participants experienced teasing and name-calling which
causes them distress and undermines their feelings of security. Marcia (2016)
supported this by emphasizing that the every time someone is verbally abused,
whether occasionally or regularly, it chips away their confidence and diminishes
their spirit.
 Physical Bullying. This type of bullying may take
many forms: hitting, pushing, tripping, slapping, spitting,
stealing or destroying possessions, including books,
clothing, or lunch money. Besides, physical bullying is a
serious problem, affecting not only the bully and the victim,
but also the other students who witnessed the bullying.
Parents, teachers, and other concerned adults and young
people should be aware of what a physical bully is and
some of the ways to handle it (Bullying Statistics, 2018).
Impact on Self-Perception and Confidence. The
second statement of the problem discusses the influence of
bullying on self-perception and confidence. This subject
emphasizes the substantial impact bullying may have on
an individual's sense of self-worth and personal value.
 Declining Self-Esteem. Self-esteem refers to our overall sense
of self-worth and competence. It influences how we see ourselves,
interact with others, and navigate life's challenges. Bullying, with its
repeated attacks and negativity, can chip away at this self-esteem,
leading to a cascade of negative consequences. Numerous studies
support this theme. A meta-analysis by Rigby and Slee (2018) found
that bullying significantly negatively impacts victims' self-esteem, with
effects persisting even after the bullying stops. Similarly, a study by
Calvete et al. (2014) showed that victims of cyberbullying experience
lower self-esteem compared to their non-victimized peers
Coping Mechanisms and Responses. The third statement of
the problem describes the participants' coping techniques and
reactions. This theme sheds light on how individuals navigate the
emotional turmoil and social challenges triggered by bullying. Coping
mechanisms are strategies individuals use to manage stressful or
overwhelming situations. In the context of bullying, these strategies can
be adaptive (constructive) or maladaptive (destructive).
“All meanings depend
on the key of
interpretation.”
- George Eliot