G12 Inquiries, Investigation, and

Immersion

FINDING THE ANSWERS TO THE

RESEARCH QUESTIONS

QUARTER 4, WEEK 1-2, MODULE 5

Most Essential Learning Competency

(MELC): Gathers and analyses data with
intellectual honesty using suitable techniques.

1
 YOUR GOALS

Research problems may be approached using either qualitative, quantitative, or a

combination of the two approaches. Choosing one approach or the other depends on what
you believe would provide the best answers for your research questions.
You conduct research to answer a problem about a certain topic that interests you.
Data collection is a vital part of answering your research problem, so you need to be very
careful in selecting the research design, sample size, data gathering instrument, and tools for
analyzing the data. Data can be collected through observations, focus group discussions,
interviews, surveys, questionnaires, and documentary analysis. The data collected will then
be recorded and analyzed. Data analysis is the most critical part of a research paper. It is
the process of interpreting and summarizing the gathered data into tables or qualitative
discussion using codes or software.
Data analysis is the process of applying statistical or logical techniques to describe,
discuss, evaluate, and interpret data gathered. Statistical analysis software, such as
Statistical Package for the Social Sciences (SPSS), is often used to analyze quantitative
data. Coding is used in analyzing qualitative data. It allows the researcher to classify
qualitative data to determine themes that correspond with the research questions and to
perform quantitative analysis.
At the end of this module, you are expected to:
a. demonstrate knowledge in organizing qualitative and quantitative data for
analysis;
b. present and interpret qualitative and quantitative data in textual and
tabular form;
c. discuss methods of analyzing qualitative and quantitative data; and
d. relate the research findings to relevant literature.

WHAT DO YOU KNOW?

Directions: Answer the following questions IN ONE WHOLE SHEET OF PAPER.

1. Differentiate qualitative and quantitative research.
2. Discuss three research designs and give example.
3. What are the two sampling procedures? Explain each.
4. Why is the validity and reliability of the data gathering instrument important?
5. Discuss five data collection procedures that can be used in qualitative and quantitative
research.

Lesson 1: ORGANIZING QUALITATIVE DATA FOR ANALYSIS

Qualitative research is based on data gathered from interviews, observation,

documents, or discussions. Here are the steps to follow in analyzing qualitative data:
1. Interviews, observation, documents, or discussions are recorded word by word before the
analysis of raw data.
2. During the analysis, the researcher describes themes. Themes are participants'
explanations describing perceptions and/or experiences that the researcher sees as
important to the research question. The themes are further developed through the
analysis. Following the initial analysis, the qualitative data are analyzed in-depth and
categorized.
3. All data gathered are sorted based on themes. You group the raw data into meaningful
themes or patterns.
4. Decide on the format in presenting your data. You may use diagrams, tables, or textual
representations. You can also analyze your data using Computer-Assisted Qualitative
Data Analysis Software (CAQDAS).

2
5. Interpret your findings and draw conclusions.
Lesson 2: ORGANIZING QUANTITATIVE DATA FOR ANALYSIS

Here are the basic steps in processing the data gathered from quantitative research:
1. The first step of analyzing quantitative data is data preparation, where the objective is to
convert raw data into something meaningful and readable.
2. The next step is to code the data. Coding refers to grouping and assigning values to
responses from the survey. Quantitative coding is the process of categorizing the
collected non-numerical data into groups and assigning the numerical codes to these
groups. For example, if a researcher has interviewed 500 students and wants to find the
average age of the respondents, the researcher will assign age brackets and categorize
the age of each of the respondents using the assigned codes. (For example, respondents
between 10-15 years old would have their age coded as 1, 16-20 as 2, 21-25 as 3, etc.).
3. Tabulate your data. Tabulation is a systematic & logical presentation of the gathered raw
data using tables.
4. Decide on the format in presenting your data. You may use diagrams, tables, or textual
representations. You can also analyze your data using the SPSS software.
5. Interpret your findings and draw conclusions.

Lesson 3: PRESENTATION AND INTERPRETATION OF DATA

Data gathered can be presented in many forms. Presentation of data refers to a display
or putting up data in a useful manner such that it can be easily interpreted and understood.
The common techniques used in presenting data are tabular, textual, and graphical
methods.

Textual Presentation of Data

Textual presentation of data means presenting the gathered data in the form of words,
sentences, and paragraphs. It allows the researcher to present qualitative data that cannot
be presented in tabular forms. It is also helpful in presenting contextual data and helps the
researcher explain and analyze specific points in data. The researcher interprets the data
more elaborately using text. Readers can easily comprehend the presentation using textual
forms. For example, simple data like, there are 20 students in the class, 12 of whom are
girls while 8 of whom are boys. Graphs and tables are not required to present this data
since it can be comprehended through text.
In addition, textual presentation is useful in interpreting qualitative data. It just has to
be a paragraph or sentence that serves as evidence of our qualitative research and helps the
reader to get an idea of the phenomenon.

Tabular Presentation of Data

A tabular presentation of data is an attractive, easy to read, and organized manner.
The data are organized in columns and rows. This is one of the most widely used forms of
presenting data since data tables are easy to make and read. Data tables include the
following parts:
1. Table number. A table number serves as a reference and leads the reader directly to the
data stated in that particular table. It makes it easier for a reader to access and locate
data being discussed.
2. Title. A table usually contains the period of the study, place of study, and the nature of the
classification of data.
3. Caption subhead. This refers to the title of a column and row in the data table.
4. Body or field. The body of a table is the content of a table in its entirety. It contains the
data under each subhead.

3
5. Source. Data obtained from a secondary source should be acknowledged.

An example of a tabular presentation of data is shown below.

Table 1
Profile of Respondents According to Gender
Sex n Percentage
Males 86 48.59%
Females 91 51.41%
Total 177 100.00%

Tabular Presentation of Data With Textual Analysis

Table 2
Profile of Respondents in Terms of Age
Age n Percentage
13 3 1.70%
14 71 40.11%
15 73 41.25%
16 25 14.12%
17 5 2.82%
Total 177 100.00%

The age of the students ranged from 13 years old to 17 years old as shown in
Table 2. There are 3 students who are 13 years old (1.70%) while 5 are 17 years old
(2.82%). Many of those in Grade 9 are aged 14 (40.11%) and 15 (41.24%) respectively.
This is usually the age of students in Grade 9.

Table 3
Profile of Respondents According to
Parents’ Educational Attainment
Father Mother
Educational n Percentage n Percentage Total Percentage
Attainment
Elementary level 44 24.86% 41 23.16% 85 24. 01%
High School level 98 55.37% 104 58.76%1 202 57.07%
College level 29 16.38% 20 1.30% 49 13.84%
Vocational level 6 3.39% 12 6.78% 18 5.08%
Total 177 100% 177 100% 354 100%

There are four levels of educational attainment of the parents. These are the
elementary, college, high school, and vocational level. There are 202 (57.07%) parents who
attained high school level and 85 (24.01%) who have elementary level attainment. Only 18
(5.08%) finished the vocational level and 49 (13.84%) of them took up college courses.

Graphical Presentation of Data

Research data can also be presented using graphs. Graphical presentation refers to the
use of graphs and charts to visually show, analyze, explain, and interpret numerical data.
Graphs can quickly illustrate overall behavior and emphasize phenomena and relationships
between data points. The types of presentation of graphs used will depend on the type of
data being explored. There are different forms of graphical representation of data. Some of
the most popular charts include the following:

4
1. A bar graph contains a horizontal axis and vertical axis and presents data as rectangular
bars with lengths relative to the values that they represent.

Figure 1 Preferred Learning Delivery Modalities of Parents

Figure 1 presents the learning delivery modality preferences of parents. In this figure,
52 parents were requested to choose their preferred learning delivery modality. It is shown
in the figure that 22 parents preferred modular distance learning while only 4 parents are in
favor of using blended learning as a mode of delivering learnings to their children.
2. A pie chart shows the percentage values of data gathered like a slice of pie. It is a circle,
which is divided into parts. Each part represents a particular group. The area of each part
is equal to the number of cases in that category.

Figure 2 Number of Students Enrolled for the School Year 2020-2021

Figure 2 on the previous page shows the number of enrolled students in the four
strands of Senior High School namely; Humanities and Social Sciences (HUMSS),
Technical-Vocational-Livelihood (TVL), General Academic Strand (GAS), Science
Technology Engineering and Mathematics (STEM), and Accountancy, Business, and
Management (ABM). There are 245 students enrolled in the TVL strand, 102 in HUMSS, 64
in STEM, 53 in GAS, and 34 in ABM.

Lesson 4: QUALITATIVE DATA ANALYS IS

Qualitative data analysis includes the identification, analysis, and interpretation of

patterns and themes in textual data. The researcher identifies codes for the themes and
patterns and determines how this helps answer the research questions at hand.
Qualitative data is subjective and contains detailed data presented in sentences or
paragraphs. Analyzing qualitative data involves reading a large number of transcripts
looking for similarities or differences, and subsequently finding themes and developing
categories for coding.
Qualitative studies may not require any form of a hypothesis (Asperas as cited by
Bernardez, 2011). Qualitative analysis may be applied when there are few numbers of

5
samples and when the research study focuses on the impact of an occurrence upon the
observers.
Bernardez (2011) determined different methods of analyzing qualitative data.
1. Constant comparative method of analysis. This method is used for analyzing data in
order to develop a grounded theory. Some flexible guidelines for coding data are needed
when using this method of analysis. First is open coding, the analyst breaks down,
examine, compare, conceptualize, and categorize data. The next step is axial coding,
data gathered are synthesized in new ways after open coding by making connections
between categories. The last step is selective coding. It is the process of selecting the
core category and relating it to other categories, finding out relationships, and filling in
categories that need further development.
2. Historical analysis. Historical analysis is a method of the investigation of past pieces of
evidences to understand the present. The researcher traces the development of the
events and interprets the data gathered.

Content analysis is also called documentary analysis. The sources of data for this
method can be letters, reports, diaries, autobiographies, books, periodicals, pictures, films,
and documents. The content analysis focused on codes. It can be done at a basic level and
higher level. The basic level describes what the data is without further discussion on how
and why it was presented that way. The higher level interprets the data and explains what
the data means.
3. Thematic analysis. This method of analyzing data helps in the identification of emerging
patterns and themes. It forms a simple presentation and brief description of themes and
patterns in the data gathered.
4. Inductive analysis. In this method, the researcher presents data from specific and ends
with the general idea based upon observation.
5. Deductive analysis. The method of presenting data follows the pattern of reasoning that
starts with the general statements and ends with specific information that supports the
general statement.

Lesson 5: QUANTITATIVE DATA ANALYSIS

The quantitative data analysis is presented mathematically. It is measured statistically
and quantified by showing the presence or absence of relationship and degrees of difference
between two or more variables. Interpreting the numeric information gathered produces
results from data. The type of data analysis depends on the research design, the
distribution of the data, and the types of variables studied.
There are two types of quantitative analysis; descriptive and inferential.
1. Descriptive analysis. This type of analysis provides information on the basic qualities of
data and includes descriptive statistics. Descriptive statistics are divided into measures
of variability and measures of central tendency. The measures of central tendency
include the mean, median, and mode. The measures of variability consist of standard
deviation or variance, and the minimum and maximum variables.
Using the following set of scores, the following are examples of descriptive analysis:
15, 15, 15, 15, 20, 20, 40, 40, 40
Common Descriptive Statistics Example
Range The difference between the The range is 25 (40-15)
highest score and lowest
score.
Minimum (Min) The lowest/smallest score in a The minimum is 15
data set.
Maximum (Max) The highest/largest score in a The maximum is 40
data set.

6
 Frequency The number of times a certain The frequency of 40 is 3; 15
value appears in a set. is 4, and 20 is 2.

Using the same set of scores, the following are the values of the measures of central
tendency:
Measures of Central Tendency Example
The average or the sum of the
values divided by the number of The mean is 27.78
Mean
values. (15+15+15+15+20+20+40+40+40)/9)
The middle score of data when
set in numerical order. To find the
middle position, order the scores,
Median count the The median is 20
number of scores, add 1, and
divide by 2.
The most frequently occurring
Mode score in a data set. The mode is 15

2. Inferential analysis. The inferential analysis uses statistical tests to determine if there is
a relationship or difference between the interventions used. This makes inferences about
populations using data drawn from the population. Instead of using the whole population
to collect data, the statistician will collect a sample or samples from the many residents
and make inferences about the whole population using the sample. Inferential analysis
used the Statistical Package for the Social Sciences (SPSS) to analyze the gathered
data. Inferential analysis includes the following:
a. Spearman's Rho is a non-parametric test used to measure the strength of association
between two variables. The Spearman correlation coefficient (rs), can take values from
+1 to -1. A +1 correlation coefficient shows a perfect association of ranks, a correlation
coefficient of zero indicates no association between ranks and a correlation coefficient of
-1 indicates a perfect negative association of ranks. The closer the value of the
correlation coefficient to zero means the weaker association between the ranks.
b. Pearson correlation coefficient, also referred to as Pearson's r, the Pearson product-
moment correlation coefficient, or the bivariate correlation, is a statistical tool that
measures the linear correlation between two variables. The coefficient of correlation can
take values between -1 through 0 to +1. When the correlation coefficient is positive, it can
be interpreted that as the value of one variable increases, so does the other. For
example, as the height of an individual increase, weight also increases. If a correlation
coefficient is negative, it can be inferred that when one variable increases, the other
variable decreases. This means there is a negative or opposite relationship between the
two variables. For example, as the car increases its speed, the travel time to get to its
destination decreases.
c. T-test. This test is used to determine the significant differences in mean scores of
normally distributed data. The one-sample t-test is utilized to compare the means of a
single sample. For example, a researcher may want to determine if the average age of
getting married in a certain population is 25. The researcher would draw a representative
sample and ask at what age they get married. A one-sample t-test could then be
conducted to compare the mean age obtained in the sample (e.g., 23) to the hypothetical
test value of 25. The t-test determines whether the difference find in the sample is
greater than expected. The independent sample t-test compares the mean of one group
to the mean of another group. For example, a researcher wants to determine if there is a
difference between the academic performance of boys and girls in school. The
dependent sample t-test compares the means of two related groups. An example is
when a researcher wants to find out if the grades of the students improved after using
multimedia presentations.
d. The Chi-Square is used to test the significant relationships between categorical
variables. The null hypothesis of the Chi-Square test is that no relationship exists on the

7
 variables. If the chi-square computed value is greater than the critical value, then reject
the null hypothesis. Therefore, there is a significant relationship existing in the variables.
e. ANOVA is short for Analysis of Variance. ANOVA is used to test if two or more groups
differ from each other significantly in one or more characteristics. To interpret the results
of ANOVA, compare the computed p-value to the set level of significance. If the
computed p-value is less than the set level of significance, reject the null hypothesis, and
conclude that the difference between a pair of group means is statistically significant.

Lesson 6: RELATING THE RESEARCH FINDINGS

TO RELEVANT LITERATURE

The related literature and studies provide support to the present study. One of the
importance of reviewing related literature and studies is to find similarities and differences in
your present study with the previous studies. It gives the researcher also the opportunity to
discuss how the findings of the present study have reinforced what has already been done
by other researchers on the same topic. In relating the research findings to relevant
literature and studies, the researcher has an opportunity to justify the contribution of his work
to the field.

GO DEEPER

Directions: Compare the presentation, analysis, and interpretation of the research paper
below and your downloaded qualitative research from the previous activities. Make a report
on the similarities and differences on how the gathered data was presented and discuss the
methods used in analyzing the data.
“IMPROVING THE TEST SCORES OF GRADE 12 TECHNICAL-VOCATIONAL-
LIVELIHOOD (TVL) STUDENTS IN EARTH AND LIFE SCIENCE THROUGH
OPEN EDUCATIONAL RESOURCES (OER)”

RESULTS AND DISCUSSION

Table 1
Mean Difference Between Pre-test and Post-test in Earth and Life Science

Mean Mean Difference

Pre-test Post-test
20.85 44.52 23.67

Table 1 on the previous page shows the mean difference in the scores of the Grade
12 TVL students of the San Luis National High School, Rosales, Pangasinan before and
after using Open Educational Resources (OER) in the lessons in the second grading period.
The low scores in the pre-test indicate the inadequate entry knowledge of the students
before the start of the lesson. Since the computed mean score of the students is 20.85, it
means that nearly half of the class did not even meet 50% of the score from a 50 items test.
The high post-test scores indicate that the students already have adequate knowledge of the
lessons in the second grading period. The mean score of the students in the test after using
Open Educational Resources was 44.52. When compared to the pre-test mean, the mean
difference is 23.67.
The t-test for correlated means is presented below to test the significant difference in
the scores of the students from Grade 12 TVL before and after treatment had been applied.

8
 Table 2
Significant Difference Between Pre-test and Post-test Results in Earth and Life
Science After Utilizing Open Educational Resources (OER)
Variables Pre-test Post-test
Number of students who got 80% 0 27
Mean Score 20.85 44.52
t-tab value at 0.05 8.292852372469 3
p value 4.90537E-21

Table 2 presents the significant difference between pre-test and post-test results of
Grade 12 TVL students in Earth and Life Science for the second quarter of the second
semester of the school year 2019 - 2020. The pre-test was given at the start of the lesson
wherein Open Educational Resources (OER) has not been introduced. A post-test was
given to the respondents at the end of the second quarter wherein OER was used as an
intervention for each lesson.
The result of the pre-test and post-test shows an increase in the test score of the
Grade 12 TVL students. It was supported by the study of Colvart et al. (2015) and Silvestre
(2020) that courses that have implemented Open Educational Resources (OER) results in
higher student grades, higher pass rates, or lower failing and withdrawal rates than courses
that do not use OER.
The computed value for the t-tab value is 8.2928523724693 and the p-value is
4.90537E-21. Since the p-value is less than the set 0.05 level of significance, results
revealed that the mean difference between the pre-test and post-test differ from each other
at both levels of significance. The null hypothesis is rejected because there is a significant
difference between the test scores of the students in the pre-test and posttest before and
after utilizing OER.
WHAT DID YOU LEARN?
Qualitative and quantitative data can be analyzed using different methods. It is
important to follow the steps in analyzing the data gathered before presenting and
interpreting the results.
The presentation of data can be made in textual, graphical, and tabular forms. The
tables and graphs that contain the data shall further be interpreted in textual discussion and
analysis from which logical interpretations are drawn.
The methods of analyzing qualitative data include a constant comparative method of
analysis, historical analysis, content analysis, thematic analysis, inductive, and deductive
analysis. There are two types of quantitative analysis; descriptive and inferential. The
descriptive analysis includes descriptive statistics. Descriptive statistics are divided into
measures of variability and measures of central tendency. The inferential analysis uses
statistical tests to determine if there is a relationship or difference between variables. This
analysis used the Statistical Package for the Social Sciences (SPSS) to analyze the
gathered data. Examples are Spearman's rho, Pearson correlation coefficient, t-test, chi-
square, and ANOVA.

9
 Inquiries, Investigation, and Immersion
Grade

12
Quarter 4, Week 1-2, Module 5
Module Title: FINDING ANSWERS TO THE
RESEARCH QUESTIONS
Subject Teacher: ______________________________
2
Name: ____________________________________________________
Grade & Section: _____________________Strand: ________________
Barangay: _________________________________________________
SUMMATIVE ASSESSMENT

Directions: Read each item carefully and write the letter of your answer in ONE WHOLE SHEET OF
PAPER.
1. What is the method used in analyzing the data?
A. Analyzing C. Conceptualizing
B. Coding D. Tabulating
2. Which of the following is not a measure of central tendency?
A. Mean B. Median C. Mode D. T-test
3. What do we do in a frequency?
A. Display the number of cases that fall in categories.
B. Examine the central tendencies of variables.
C. Test out our coding schemes.
D. Analyze multiple variables.
4. If height increases and weight also increases, we can say that they
A. are inversely related. C. are causally related.
B. are directly related. D. are graphically related.
5. A researcher computes a t-test value with less than the .05 level of significance. This means that
A. there is a significant difference between variables.
B. there is no relationship between variables.
C. the researcher should recompute the data.
D. the variable is reliable.
6. What part of the tabular presentation of data serves as a reference and leads the reader directly to
the data stated in that particular table?
A. Body C. Table number
B. Source D. Title
7. What is the mean of the following set of scores: 5, 6, 4, 5, 3, 5, 5, 4, 6, 6?
A. 4.9 B. 5.0 C. 5.1 D. 5.2
8. What does a negative Spearman correlation coefficient mean?
A. No correlation of variables C. Positive prefect association
B. Negative perfect association D. Cannot be determined
9. Which of the following is NOT use in descriptive analysis?
A. Mean B. Median C. Mode D. T-test
10. What is the final step in analyzing a quantitative data?
A. Data coding C. Data preparation
B. Drawing conclusions D. Presenting data
11. What type of presentation of data is usein the figure?

10
 A. Graphical presentation
B. Numerical presentation
C. Tabular presentation
D. Textual presentation

12. Which of the following is the first coding guide in constant comparative method of analysis?
A. Axial coding C. Open coding
B. Close coding D. Selective coding
13. A researcher wants to compare the means of two related groups. What type of T-test will he
employ?
A. Dependent-sample C. One-sample
B. Independent-sample D. Two-sample
14. After the initial coding of the data, one must collect similarly coded passages into
A. folders. C. new cases.
B. categories. D. test cases.
15. Examining the relationship between measures of variability is a/n
A. descriptive analysis. C. inferential analysis.
B. frequency. D. measure of central tendency.

11