STE 8

Research II
Quarter 4 - Module 1:

© Idul, JJA (2017)

CO_Q4_Research 8_Module 1
 Introduction to Data
Collection & Presentation
Research II – Grade 8
Quarter 4 – Module 1: Introduction to Data
Collection and Presentation
First Edition, 2021

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Writer: Joevi Jhun A. Idul, SST-I

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8
 Research II
Quarter 4 - Module 1:
Introduction to Data
Collection & Presentation

Introductory Message

For the Learner

This module will help you in becoming a young researcher. Through

this, you will learn different skills and concepts needed in research. You can
also apply these skills across different subjects and dealings in everyday life.
For this lesson, you will learn how to classify data. You will also be introduced
to the methods of data collection and presentation. By going through the
exercises, you will be able to apply the appropriate method in handling your
research data.
 In answering this module, please make sure to follow the instructions
given in every activity. Read and understand the concepts presented. It is
also advised that you should use separate and clean sheets of paper for
your answers.

This is a government property. Handle this with care. Refrain from

writing and putting unnecessary marks. Avoid placing this on wet and dirty
surfaces. Do not crumple, tear, or do anything that might destroy this
module.

For the Facilitator

Most of the activities of this module can be done independently by

the learner. However, a guide may facilitate the instruction and the giving of
directions for every activity. You may also assist the learner in understanding
certain terms found in this module.

Always ensure that the learner follows the instructions and reminders
provided upon using this module.

Lesson
Classifying Data
1
What I Need to Know

The previous quarter has taught you how the appropriate techniques and
methods necessary in conducting a science investigation. You were able to apply the principles
of research design and make a valid experiment design. Moreover, you were also able to
differentiate sample from population, describe the types and methods of sampling, and identify
the standard methods and techniques used in performing experiments. Most importantly, you
had a grasp on how to write a complete research methodology.

Now that you have the design of your experiment, it’s time to specify the methods you will use
in gathering the data you need. You will also learn how to analyze and present this data. This
module is divided into three lessons:
  Lesson 1: Classifying Data
 Lesson 2: Introduction to Data Collection Methods
 Lesson 3: Introduction to Data Presentation

Specifically, at the end of this module you should be able to:

1. classify data based on its nature; and
2. apply the different methods of data collection; and 3. apply the
different ways of presenting data.

This module will help you become research-ready. The lessons presented in this
module will help you determine the scope of your future study. After going through with the
activity and concepts about data collection and presentation, you will have a further idea on
how your study will be conducted.

Notes to the Teacher

• Always ensure that the learner follows the instructions provided in every activity. Most
of the exercises can be done independently by the learner, but you can always
assist them in unlocking difficult terms and in providing further clarifications of the
tasks given. You may require them to have a research activity notebook or to write
their answers in separate clean sheets of paper.

CO_Q4_Research 8_Module 1

What I Know
Pre-Test.
Direction: Choose the letter of the correct answer.

_____ 1. This type of data is represented in numbers. These are usually obtained
through counting or measuring. What major type of data is this?
a. quantitative b. qualitative c. categorical d. ordinal

_____ 2. This type of data is usually represented in texts. These are used to describe
the qualities or characteristics of the research variables. What type of data is
this?
a. discrete b. continuous c. qualitative d. quantitative

_____ 3. Which type of quantitative data is obtained through measuring and assumes
fixed or exact amount?
a. categorical b. discrete c. continuous d. nominal
_____ 4. Which type of categorical data involves ranking to the attributes or elements
involved?
a. ordinal b. nominal c. continuous d. discrete

_____ 5. Why is it important to classify data in research?

I. To know how to effectively present data
II. To help us choose the best method of data analysis

a. I only b. II only c. I and II d. neither I nor II

_____ 6. A set of ready-made questions used to gather information.

a. survey b. questionnaire c. interview d. poll

_____ 7. In an experiment, this is the group which is subject to manipulations by the

researcher.
a. control group b. treatment group c. null group d. alternative group

_____ 8. Similar to an interview but conducted to a group of people with similar

characteristics or profile.
a. online survey b. tracking c. focus group d. observation
_____ 9. It can observe effects under certain controlled conditions.
a. observation b. experiment c. survey d. questionnaires

_____ 10. Which of these is/are advantage/s of doing experiments?

I. Number of variables is limited
II. Can produce artificial results
III. Some variables are hard to control.

a. I & II only b. I & III only

c. I, II, & III d. none of these is an advantage

_____ 11. Which of the following is/are (a) method/s of data presentation?
I. Text II. Table III. Graph

a. I only b. II only c. II & III only d. I, II, & III

CO_Q4_Research 8_Module 1

_____ 12. A systematic arrangement of information into rows and columns.

a. Text b. Table c. Chart d. Graph

_____ 13. It is also called as a “circle graph”.

a. line graph b. horizontal bar d. vertical bar d. pie chart

_____ 14. A graph commonly used to indicate and compare values in a discrete category
or group, and the frequency or other measurement parameters.
a. pie chart b. bar graph c. line graph d. table
 _____ 15. A graph that is especially useful in studying patterns or trends across data. a.
table b. pie chart c. line graph d. pie of a pie

What’s In

Your previous lesson introduced you to the

basic principles of writing a research
methodology such as the research design,
sampling methods, techniques in performing
experiments, and even the ethical concerns in
doing research. Research design is a plan
which your study is anchored to. This ensures
that the data collected and generated from your
experiment will contain the information you
need to answer your problem. The overall
approach in the conduct of your study can be
found in your research design.
Another research skill you’ve learned is
sampling. In research, sampling is a process
when a researcher selects a portion from the population for the interest of the study. There are
several sampling methods used in research. These methods ensure that the samples selected
are representative of the population. The selected samples will be the source of information
for your results and observations. These pieces of information are what we’re after to. Without
these, we have no proof that our results are caused by the methods we have performed.
Now, what do you call these pieces of information? We call this as data. However, most data
that will be gathered in experiments will initially come unorganized and unordered. These initial
data are labeled as raw data. Generally, it is very hard to interpret raw data. So, as a researcher
you should be able to do something to make your gathered data more useful and meaningful.
This lesson will help you look at the different forms of data, how to classify data to make it
useful for your study, and how to establish trends in your data to make it more meaningful.

CO_Q4_Research 8_Module 1

What’s New
Activity 1: Texts and Numbers
Direction: Given below are pieces of data. Classify whether the data provided requires textual
or numerical representation. Textual data are those data that can be presented best using
descriptions. Numerical data are those data that are more sensible when presented using
numbers. Write “T” if the information can be classified as textual data. Write “N” if the
information can provide numerical data.

_____ 1. grades of students in English _____ 6. height of G8 female students

 _____ 2. color of shirts worn by teachers _____ 7. average weight of male athletes

_____ 3. genre of books in a library _____ 8. countries affected by COVID-19

_____ 4. temperature of Malaybalay City _____ 9. rate of COVID-19 vaccination

5. names of Philippine typhoons _____ 10. quarantine status of provinces in
_____
Northern Mindanao

What is It

A. Classifying based on the nature of data

Before we analyze or interpret the data we’ve gathered, we need to classify our data first.
Classifying data will help us know what method of analysis and presentation is appropriate for
our data. Numerical data require specific ways for processing. Equally, textual data also
requires certain methods in data handling. In research, these data can be classified as either
“quantitative” or “qualitative”. In simple words, numerical data is the same with quantitative
data; textual data, on the other hand, is synonymous with qualitative data.

Quantitative data are data that are based on measurement or counting like height, weight,
and temperature. This type of data is represented by a number or numerical variable. This
data is any quantifiable information that can be used for mathematical calculation and
statistical analysis. Quantitative data is used to answer questions such as “How many?”, “How
often?”, or “How much?”. From the first activity, the following data can be classified as
numerical or quantitative in nature:
• grades of students in English
• temperature of Malaybalay City
• height of G8 female students
• average weight of male athletes
• rate of COVID-19 vaccination

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CO_Q4_Research 8_Module 1
Meanwhile, qualitative data are those that show the quality or attributes which cannot
be measured using standard measuring instruments. The values from this data are not
obtained from measuring or counting. Qualitative data are also called as textual data or
categorical data. It is used to define characteristics, categorized variables used, or even
arrange data according to the intensity of the characteristics. Ethnicity, race and sex are
examples of qualitative data because these does not require any numerical value—instead
they require descriptions or categories. From the first activity, the following data can be
classified as textual (categorical) or qualitative in nature:
• color of shirts worn by teachers
• genre of books in a library
• names of Philippine typhoons
• countries affected by COVID-19
• quarantine status of the provinces in Northern Mindanao

Now that you can tell the difference between quantitative and qualitative data, classify
the following sample variables found in the next activity.

Activity 2: Quantitative or Qualitative?

Direction: Identify whether these data are quantitative or qualitative in nature. Write “QN” if
the data is quantitative or “QL” if it is qualitative.

_____ 1. socioeconomic status _____ 6. number of provinces under ECQ

_____ 2. occurrence of road accidents _____ 7. languages spoken in the country

_____ 3. number of COVID-19 cases _____ 8. educational attainment

_____ 4. symptoms of COVID-19 _____ 9. art specializations

_____ 5. the number of book genre in a_____ 10. amount of rainfall for the month
school library of September

B. Types of Quantitative Data

Quantitative or numerical data can be furtherly classified based on how it is obtained.

Numerical data obtained through counting is discrete data. Discrete data assume fixed or
exact amounts. It involves round and concrete numbers determined by counting. For example,
the number of children in a family—this is a discrete data because when you count people, an
exact count is needed. You can say that there are 3 or 5 children, but you cannot say that
there are 3.5 children. Thus, discrete data can only take certain values.

Another type of quantitative data is the continuous data. Continuous data involved numbers
that are measured across specific intervals. They can take any values be it fractional or in
decimal form. Height, weight, and temperature are good examples of continuous data.
Continuous data are obtained through measuring or by using standard measuring instruments.

CO_Q4_Research 8_Module 1
Activity 3: Discrete or Continuous?
Direction: For this activity, classify the following quantitative data placed inside the box as
discrete or continuous. List all the discrete data in Column A and the continuous data in
Column B.
number of passengers in a multicab rate of population growth reaction time
to medicine daily wind speed average score in AP exam JHS student
population
test questions answered correctly recovery rate of COVID-19 recorded cases

Column A (discrete) Column B (continuous)

C. Types of Qualitative Data

Qualitative data are also called as categorical data. This is because these data are used to
categorize or group information used in research. There are two types of categorical data: the
nominal and ordinal data. Nominal data is a type of qualitative/ categorical data used to simply
name or label variables with no specific order. In research, this is considered as the lowest
level of measurement as it simply defines groups of the subjects. For example, sex—this one
is a nominal data because the only possible response for this are either “male” or “female”,
both of which come in no specific order. More examples include:
• hair color : black, brown, blonde, red…
• subjects : Filipino, English, Math, Science…

The second type of categorical data is the ordinal data. Ordinal data is concerned with
categorical data that has a specific order. Beyond just naming or categorizing, ordinal data are
arranged according to the amount or quality of the characteristic of the subject. However, this
order does not have a standard scale on which the difference in variables in each scale can
be measured. For example, level of education—this is an ordinal data because the possible
responses such as “elementary/ secondary/ tertiary” can be arranged in a specific order. Here
are other examples or ordinal data:
• intensity of light : low, medium, high
• writing skills : beginner, average, proficient

CO_Q4_Research 8_Module 1
 Basically the only difference between the
two types of qualitative (categorical) data is the
presence or absence of order between the
variables. If it is only concerned with naming,
labelling or grouping, it is nominal. If the labeled
data have a specific order or arrangement, then it
is considered as ordinal. In advanced data
processing however, categorical data can take on
numerical values (such as “1” for Agree and “2” for
Disagree). Some categorical variables are coded
and are assigned with numbers, but these
numbers have no mathematical meaning. You can
neither add nor subtract them from each other. The
numbers are solely used for grouping.

Activity 4: Nominal or Ordinal?

Direction: Classify the following categorical data placed inside the box as nominal or ordinal.
List the nominal data under Column A and the ordinal data under Column B.

sweetness of ice cream skin type

flavors of siomai sold in a canteen spiciness level of siomai sauce
mobile games played by students variety of tomatoes
earthquake intensity BMI classification vaccines used
against COVID-19 age group

Column A (nominal) Column B

(ordinal)

CO_Q4_Research 8_Module 1

What’s More
Activity 5: Which Falls Under Which?
Direction: Given below is a chart which represents how to classify data based on its nature.
Copy and complete the missing details of the given chart.

CO_Q4_Research 8_Module 1

Lesson
Introduction to
2 Data Collection Methods
 What’s In

In research, we gather pieces of information in order to solve our problem. These pieces of
information will help us support our hypothesis and may pave way to formulating a conclusion.
Collectively, this information is called as data. However, most of the data we get from our
sources, selected samples, and set-ups come in an unorganized and unstructured form called
as raw data. Hence, a need to classify and sort this data rises. In your previous lesson, you
discovered that data can be classified based on its nature—it can either be quantitative or
qualitative.

Quantitative data are represented using numerical

variables. If it is obtained through counting and it
assumes fixed numerical values, it is a discrete data.
If it is obtained by using standard measuring
instruments and can take any values, it is a
continuous data.

Qualitative data, also called as categorical

data are best represented using descriptions or
labels. These data are used to categorize or group
variables according to certain characteristics, quality,
or responses. Specifically, if a qualitative data is used
to simply name or put labels into variables, it is a
nominal data. If these qualitative data are arranged in a specific order but with no known
interval, it is an ordinal data.

Classifying data can help us plan and choose the most appropriate methods of data
collection, analysis, and presentation. This is what this lesson is all about. Before we can really
classify our data, we need to gather and collect it first, but the question is: “How?” There are
several methods of data collection used in research which you will be dealing in the later part
of the quarter. For this lesson, you will be introduced to the basic methods of data collection
and its importance in research.

CO_Q4_Research 8_Module 1

What’s New

Activity 1: Got to Make It Right

Direction: Presented below are hypothetical situations. These researchers need to collect data
for their study. Help them make their next step right by choosing the most appropriate method
for their study. Write the letter of the best answer and provide a brief justification of why you
have chosen this particular option.
_____1 1. Myrene is currently studying about the effects of lockdown to 4 Junior High School
students from different grade levels. She wants to know their real-life experiences:
what changes did the pandemic bring to their family, education, and lifestyle; how
did they cope up with these changes; and what are the lessons they have learned
from these experiences. The data that Myrene needs must reflect first-hand
stories for her to show the various effects of lockdown to JHS students. What is
the best thing she can do to collect this data?

A. Myrene can make a questionnaire in which the selected participants can write
their opinions and experiences.

B. She can conduct a face-to-face or virtual interview using online meeting

platforms for her to personally ask the questions to the participants.

C. Schedule an observation to each of the participant’s household and bring a

checklist to make her observations more convenient.

Justification:
________________________________________________________________
________________________________________________________________
________________________________________________________________

_____ 2. Joseph wants to know first how many of his classmates have chosen online
learning, modular learning, or blended learning. Which of the following is the best
option he can do in order to collect this data?

A. He can message to his classmates individually and invite them for a virtual
meetup for him to have direct responses.

B. Joseph may conduct an experiment and observe which mode of learning his
classmates learn best.

C. He can set-up a poll or an online survey in which his classmates can just select
their current learning modality.

Justification:
________________________________________________________________
________________________________________________________________
________________________________________________________________

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CO_Q4_Research 8_Module 1
_____ 3. Aia wants to find out whether people seriously follow health protocols upon
entering establishments like schools. Out of all the people who entered the school,
she wants to see directly how many of them have washed their hands properly
before entering and how many of these people have submitted themselves to
selftemperature check. What do you think is the best thing Aia can do to gather
such data?

A. Aia can put up an observation spot near the entrance and record the number of
people who either follow or disregard standard health protocols.
 B. Aia can make an online poll or survey where people who enter the school must
answer before they can enter.

C. Aia can review the documents the school guard has, and track how many of
these people have strictly followed the health protocols required.

Justification:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

_____ 4. For her laboratory activity, Jerose was tasked by her teacher to find out the
Vitamin C content of the different brands of orange juice. She purchased 5
different brands of orange juice, but she’s rather confused of her next step. Which
of the following methods would help her solve her problem accurately?

A. Pour the juice samples into small containers and distribute it to random
participants. Jerose can then record the ratings from these participants.

B. Perform a standard laboratory procedure such as titration in order to find out

the concentration of Vitamin C in the orange juices.

C. Prepare a questionnaire in which the respondents can select their most

preferred juice brand. The highest score obtained from the survey will tell Jerose
the brand of orange juice with the highest vitamin C concentration.

Justification:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

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CO_Q4_Research 8_Module 1

What is It

Data collection is the process of gathering and measuring information about the
variables you are studying. This enables you to answer the relevant questions you have in
your study. Every research design follows certain methods of data collection. This goes to say
that not all data collection methods are applicable to every study. You need to evaluate and
choose which method is the most appropriate for your study. Why is it important to choose the
most appropriate method? Choosing the best data collection method will help you gather the
accurate information you need for your study. The correct usage of appropriate data collection
methods will reduce the likelihood of errors and will give you more consistent results. Also, as
a researcher this will help you save more cost and time for your study. Most importantly, data
collection methods ensure that the integrity of the research conducted is maintained.

Different types of data require different methods of collection. Presented below are the most
common data collection methods and the possible types of data it can obtain. These methods
are utilized generally in research, however, there are more specific methods used in scientific
(experimental) research which you will explore in the following weeks. We will be using the
hypothetical situations in Activity 1 (Gonna Make It Right) for us to understand more the
concepts of data collection.

1. Interviews and focus groups

Interviews are conversations that are designed to
obtain specific kinds of information. One-on-one (or
face-to-face) interviews are one of the most
common types of data collection methods. This is
more appropriate when collecting qualitative data—
one which needs the opinion or direct feedback of a
research participant. Here, the interviewer
(researcher) collects data directly from the
interviewee (participant/ respondent). Due to it
being a very personal approach, this data collection
technique is perfect when you need to gather
highlypersonalized data.

Let us go back to Situation No. 1 from Activity 1. Myrene is interested in finding out the effects
of lockdown to 4 Junior High School students from different grade levels. Specifically, she
wants to know the changes the lockdown has caused to the family, education, and lifestyle of
the students. She’s also interested in looking at the coping mechanisms of the students and
the lessons they have learned from this experience. The data that she needs to collect must
reflect first-hand experiences from the 4 students. Maybe some of you have answered that
she can let the students write their opinions in a questionnaire to-be-provided by Myrene.
However, this method may have some limitations since what she is after is a more detailed
narrative from the students themselves. Doing an observation in each of the student’s
household will also not give her the most accurate data she needs. Aside from that, this will
make the time frame of her study longer. So, the best method that Myrene can do is an
interview.

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CO_Q4_Research 8_Module 1
Nowadays, interviews are not only limited to face-toface
dialogue. It can also be done online using virtual platforms.
Interviews allow the researcher or the interviewer to directly
ask questions to the interviewees or research respondents.
This will enable the researcher to obtain the information
needed for the study. The researcher may prepare questions
prior to the conduct of the interview and may ask follow-up
questions during the interview. Through this method the
interest of the research is tackled, and the data comes directly
from the source of information.
 Although interview is not so common in experimental research, you can use this to
obtain qualitative descriptions from the set-ups you have made or to note some observations
that cannot be measured. Interviews are also very useful in the early stages of experimental
research. You can conduct interviews to experts or to authorities who are more knowledgeable
in the field of your interest. You can then use the information you have gathered as a support
or literature for your study.

Table 1. Advantages and Disadvantages of Interviews

Advantages Disadvantages

Interviewer can directly ask Not commonly used in experimental

questions to the interviewee in a research
more flexible manner. Questions Conducting interviews can be costly
can be prepared beforehand; and time-consuming
follow-up questions may be given Some interview may cause bias.
during the interview. It has a better Limited sample size; doesn’t allow
response rate compared to written randomization
responses. It can be done face-to- Interview responses may differ based
face or online using virtual meeting on the skill of the interviewer.
platforms. It can help researcher
obtain qualitative data which are
more detailed and highly-
personalized.

Another method of data collection which is more or less like an interview but differs in the size
of participants and in the manner of conduct is Focused Group Discussion—or simply called
as focus group. Essentially, a focus group is similar to interview but instead of having one-to-
one conversation with an interviewee, this is conducted to a group of people with similar traits
or experiences. The goal of a focus group is not just to share first-hand experiences from the
respondents but also to observe their reactions when questions are posed or when the
discussion is ongoing. Ideally, a focus group should have 3-10 people plus the moderator
(interviewer) depending on the goal of the research. The minimum requirement is that the
members of the focus group share something in common based on what the study intends to
find out.

For example, you want to know the experiences of some students who joined a science
fair in order for you to map out the current trends in research. By doing this, you would have
more idea in conceptualizing your own study. In this case, a focus group is applicable and
more appropriate than an interview. A focused group discussion will help you observe the
reactions of the students as to which part of the science fair have gained their interest and
more of their collective experiences.
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CO_Q4_Research 8_Module 1
Table 2. Advantages and Disadvantages of Focus Groups

Advantages Disadvantages

It can measure not just opinions but Responses may differ based on the
also reactions. More time-saving skill of the moderator.
The moderator can be flexible in Some respondents may filter their
giving prompts for the discussion. responses due to the presence of
Respondents can give more detailed other people from the group.
insights into key questions. There is a tendency for the group to
think as one. The researcher may
not be able to obtain different
opinions.
2. Surveys and questionnaires

Survey is the process of questioning a selected sample

of individuals in order to obtain data about something or
about the interest of the study. Surveys collect
information from targeted respondents or group of
people about their knowledge, opinions, or behavior.
What’s really good about survey is that it can obtain data
even if the sample size is large. Using the right tool, it
can provide accurate information which is useful in data
analysis. Usually, surveys are done using a set of ready-
made questions called as questionnaire.
The responses from the questionnaire can help
the researcher extract data to answer the research
problem. Depending on the goal of the study and how it is
structured, this data collection tool can gather both quantitative and qualitative data. With the
advancement of technology, some surveys are now conducted using online forms or
questionnaires instead of having people physically fill-out papers.

Most questionnaires given out in a survey require the respondents to check some
attributes that are applicable to them or to rate some qualities using pre-defined rating scale.
Surveys are also used to furtherly categorize variables and quantify them based on the
responses. Some scientific research utilizes survey especially when it comes to measuring
people’s preferences over the product a researcher has made.

For example, a researcher has successfully formulated a tea from mangosteen

peelings and dried oregano leaves. From this, he wanted to find how it would appeal to the
public based on its taste. So, he has chosen 30 people randomly to try out the tea and answer
a questionnaire. This questionnaire requires the selected respondents to rate the taste of the
tea and its other aspects in a scale of 1-5 with 1 as the lowest score and 5 as the highest. The
result of this survey will give the researcher an idea on what he can do to improve the tea to
make it appealing to the consumers.

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CO_Q4_Research 8_Module 1
There are many research questions which can be answered using survey or by floating
a questionnaire. One of the examples we can go back is Situation No. 2 from Activity 1. Here,
Joseph wanted to know the learning modalities of his classmates. He’s interested in finding
out how many of them are under online learning, modular learning, or blended learning. An
interview nor an experiment are not appropriate for the data which Joseph needs. Thus, the
best thing he can do is to create an online poll (or questionnaire) where his classmates can
select from the responses he has set. In this way, he can be sure that the responses will not
contain other responses aside from the three choices he has set. Also, he can quantify or
count the number of his classmates who are using that certain learning modality based on the
number of responses he has received. By doing a survey, he has saved up a lot of time and
effort and obtained the data he needed.

Table 3. Advantages and Disadvantages of Surveys and Questionnaires

Advantages Disadvantages
 It can collect data from a large Inflexible—responses depend only
sample size. Randomization is also on the ready-made questions Some
possible. respondents may have inaccurate
Easier data analysis answers especially when the
Can collect both qualitative and questionnaire is too long.
quantitative data
Convenient data gathering

3.Observations

Observation refers to a systematic way of gathering data by

watching people, events, or noting physical characteristics in their
natural setting. It is a straightforward method of collecting both
qualitative and quantitative data. In this method, researchers collect
data by using techniques like counting or tallying, recording changes
or distinct features, or basically anything that is perceived by our five
senses. There are two types of observation: it can either be
structured or unstructured. What is the difference between the two?

It is a structured observation when a researcher only focuses on

certain aspects that needs to be noted or observed. Rather than observing everything, the
researcher only observes
specific behaviors or characteristics. A structured observation also allows the researcher to
quantify or count the aspects he/she is observing. Thus, structured observation is used widely
to collect quantitative rather than qualitative data. It can be done using observation checklists
or an observation guide which specifies the variable that needs to be observed. For example,
Situation No. 3 from Activity 1. Aia wants to find out whether people seriously follow health
protocols upon entering a school. Out of all the people who went inside the school, she wanted
to record how many of them have properly washed their hands and submitted themselves to
temperature check before entering the school premises. A structured observation is
appropriate for this one. This is because Aia is only interested in counting the number of people
who follow safety health protocols upon entering the school. From the choices given in
Situation No. 3, the best that she can do is to put up an observation spot near the entrance
and record the information she needs. She needs to observe the specific behaviors of people
entering the school, record, and count it afterwards.

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CO_Q4_Research 8_Module 1
Another example is when a researcher wanted to measure the effect of an organic
fertilizer to the growth of lettuce. For a span of time, the researcher will only observe and
measure the changes the lettuce plants have manifested in terms of its growth. The
observations the researcher has noted will then be his basis of comparison for him to conclude
whether that organic fertilizer had a significant effect to the growth of lettuce or not.

Another type of observation is unstructured observation (or direct observation). This

is a passive type of data collection in which the researcher basically notes everything that may
or may not be useful for the study. This is usually done by jotting down notes, audio/video
recording, and so on. This is mostly done in researches which are purely qualitative in nature.
This is done to observe social situations, psychological behaviors, interactions, and other
facets that may come out during the study which the observer has not anticipated. This type
of observation is widely used in social sciences and not so much in experimental researches.

Table 4. Advantages and Disadvantages of Observations

Advantages Disadvantages
 Can cater a large sample size Some observed subjects may not be
depending on the accessibility representative of the sample
Faster and convenient data Observations or data are solely
collection based from the observer/researcher
Flexible—the observer has total Observer bias or error is possible
control Presence of observer may create
Can collect both qualitative and artificial situation
quantitative data

4. Experiments

Experiments enable us to
observe the effects of a certain
variable to different controlled
conditions. By testing the effects of a
variable between two or more groups,
experiments help researchers in
finding out the differences in the
observed groups. This is the most
appropriate method for most scientific
researches because it strictly
adheres to the scientific method.
There are more specific procedures
done in every experiment depending
on the interest of research. Such
procedures may
require laboratory and analytical techniques, standard measuring apparatus and instruments,
and careful observation. But generally, the main goal of experiment in research is to measure
the effects of a treatment under certain conditions manipulated by the researcher. In an
experiment, the two set-ups are needed: a control and an experimental/ treatment setup. The
control group receives no treatment and the experimental group receives the treatment in
varied amounts. The data collected from experiments are generally quantitative in nature.

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CO_Q4_Research 8_Module 1
For example, a researcher was able to synthesize an insecticide composed of citronella
and oregano extracts for strawberry plant. The researcher wanted to find out the best
proportion of citronella and oregano that may eliminate most insects compared to a local
organic insecticide (Brand X). The researcher decided to make four groups, each with three
identical strawberry plants. The first group received the Brand X insecticide—this is the control
group. The three remaining groups received different proportions of citronella and oregano
extract—these are the experimental or treatment groups. These set-ups will help the
researcher the effectivity of the insecticide he/she has synthesized, and which proportion will
yield the most desirable effect in eliminating insects. What’s really good about the set-ups the
researcher has made is that if the desired effect was not met, it is still possible to replicate the
procedure and add more treatment groups with different proportions. Through this, more
observations or comparisons can be done.
Another example we can use is from Situation No. 4 of Activity 1. In order for Jerose to find
out the concentration of vitamin C from the 5 different brands of orange juice, the best thing
she can do is perform a standard laboratory procedure called as ‘titration’. This requires a
careful and gradual addition of a titrant to the tested liquid to note the concentration of acid—
in this case, the vitamin C found in the orange juices. By comparing to a standard or a control,
Jerose will be able to compare furtherly the vitamin C concentration of the brands she has
tested.
Table 5. Advantages and Disadvantages of Experiments

Advantages Disadvantages

Can be replicated The environment is not realistic.

Variables can be manipulated Number of variables is limited
Can control certain conditions Can Can produce artificial results
be tested under different Some variables are hard to control.
conditions
Can establish cause-and-effect
Precise
Allows randomization

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CO_Q4_Research 8_Module 1

What’s
More Activity 2: Name Me!
Direction: Use the terms found in the box below to identify the term that is described or defined
in every item. Write your answer on the blank space provided.

Interview Focus Group Survey

Questionnaire Structured Observation Unstructured Observation
Interviewer Interviewee Moderator
Experiment Control Treatment

_______________ 1. The role of the researcher in a focus group.

_______________ 2. It can observe effects under certain controlled conditions.
_______________ 3. A set of ready-made questions used to gather information.
_______________ 4. The one who is being interviewed.
_______________ 5. It allows the researcher to observe specific aspects or behaviors.
_______________ 6. A set-up or group which receives no treatments.
_______________ 7. One-on-one conversations designed to obtained specific information.
_______________ 8. Similar to an interview but conducted to a group of people with similar
characteristics or profile.
 _______________ 9. In an experiment, this is the group which is subject to manipulations by the
researcher.
_______________ 10. The process obtaining data from selected respondents generally through the
use of questionnaires.

Activity 3: Say Something…

Direction: Provide a brief explanation about the questions given below. You may write your
answer in your research activity notebook or in a separate sheet of clean paper.

1. Why is data collection important in conducting research?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. Why should a researcher choose the most appropriate data collection method for
his/her study?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3. What is the importance in pointing out the advantages and disadvantages of each
data collection method?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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CO_Q4_Research 8_Module 1

Lesson
Introduction to
3 Data Presentation

What’s In
 Although you have already classified your
collected data using the data collection methods
stated in the previous lesson as either quantitative
or qualitative; discrete or continuous; nominal or
ordinal, they do not have any meaning yet. Just by
looking at these raw data, one cannot directly tell
what these have to say with your study. To be able
to extract the meaning from your collected data, you
have to sort, organize, or transform your data to
more compact or organized way. But the question
is, how should we do it?

There are several ways as to how you can

arrange and present your data neatly. The way you
present your data depends on the nature of data
you are dealing with. It also depends on the intentions of your study: what it wants to answer,
what it wants to prove, or what it wants to show or propose. To aid these intentions, we present
our data in the most comprehensive and logical manner. What are the most common forms of
data presentation? Well, you are very familiar of these! By using tables, charts, graphs, and
illustrations. Through these, you will be able to establish a pattern or trend from your collected
data. Also, these can help you to easily analyze your data and make it more meaningful—
enabling you to answer your research questions.

For this lesson, we will explore the most common ways of presenting your data. We
will also answer the questions you have in mind such as: “What data presentation method is
appropriate for my study?” or “How will I know that I have chosen the right way of presenting
my data?”

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CO_Q4_Research 8_Module 1

What’s New

Activity 1: How, oh, How?

Direction: Given below are hypothetical scenarios of student-researchers who have already
gathered data for their study. Help them choose the most appropriate way of presenting their
data. Select from the choices given. Then, write a brief justification why do you think that is
the best way to present the data.

_____ 1. Marnelie is studying about the technologies used in a certain local farm in Valencia City.
This is what she has gathered:

Technologies Used
 • Tractors
• Greenhouses
• Fertilizer mixers
• Packaging facility
Based on the data given which method of data presentation is the most appropriate?

A. Through text.
• “The technologies present in this farm are: tractors, greenhouses,
fertilizer mixers, and a packaging facility.”

B. Through a table.

Technologies Used in Valencia City Local Quantity

Farm
Tractors -
Greenhouses -
Fertilizer mixers -
Packaging facility -

C. Through a graph.

Justification:
________________________________________________________________
________________________________________________________________

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CO_Q4_Research 8_Module 1
_____ 2. Carlo has collected data for his study regarding the efficacy of banana peelings in
retaining the soil moisture. For this, he needs to measure the mass of the wet soil
samples, mass of dried soil, and compute the gravimetric water content (grams of
water per grams of soil). This is the data he obtained from his treatment groups:

• Setup 1 | mass of wet soil- 500 g | mass of dried soil- 200 g | gravimetric
water content- 1.5 g of water/g of soil
• Setup 2 | mass of wet soil- 485 g | mass of dried soil- 275 g | gravimetric
water content- 0.76 g of water/g of soil
• Setup 3 | mass of wet soil- 510 g | mass of dried soil- 160 g | gravimetric
water content- 2.519 g of water/g of soil
 Which of the following data presentation methods should Carlo use to make his
results easier to analyze and interpret?

A. Through text. “There were three (3) setups. The wet soil sample in Setup 1 is
500 g and when dried, it weighs 200 g. The wet soil sample in Setup 2 is 485 g
and it weighs 275 g. For Setup 3, the wet soil sample is 510 g and the dried soil
sample is 275g. The gravimetric water content of the three setups are as follows:
1.5 g of water/ g of soil for Setup 1; 0.76 g of water/g of soil for Setup 2; and
2.519 g of water/ g of soil for Setup 3.”

B. Through a table.

Setup Mass of wet Mass of dried Gravimetric water content

soil (g) soil (g) (g of water/g of soil)
1 500 200 1.500
2 485 275 0.760
3 510 160 2.519

C. Through a graph.

Justification:

________________________________________________________________
________________________________________________________________
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CO_Q4_Research 8_Module 1
_____ 3. Charlene is conducting a long-term study and she needs to measure the average
amount of rainfall in Iligan City for the whole year. This is the data that she has
collected:
• January 2021- 150 mm
• February 2021- 162 mm
• March 2021- 110 mm
• April 2021- 90 mm
• May 2021- 130 mm
• June 2021- 145 mm
• July 2021- 100 mm
• August 2021- 110 mm
• September 2021- 170mm
• October 2021- 110 mm
 • November 2021- 105 mm
• December 2021- 180mm

If Charlene wants to know the pattern and trend of the data she has collected, what
is the best way to present her data?

A. Through text.
“The average amount of rainfall in Iligan City for the year 2021 are as
follows: January- 150mm; February- 162mm; March- 110mm; April-
90mm; May- 130mm; June- 145mm; July- 100mm; August- 110mm;
September- 170mm; October- 110mm; November- 105mm; and for 180mm
for December.”

B. Through a table
Average Amount of Rainfall in Iligan City (2021)

Month Amount of Rainfall (mm)

January 150
February 162
April 90
May 130
June 145
July 100
August 110
September 170
October 110
November 105
December 180

C. Through a graph.

Justification:
________________________________________________________________
________________________________________________________________
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CO_Q4_Research 8_Module 1
 What is It
Most data that is available to researchers comes
in raw form. It needs to be summarized, organized, and
analyzed to obtain useful information. Additionally, each
dataset must be represented in a specific way,
depending on what it is used for. It is important to plan
how the data will be presented before properly
processing the raw data. Perhaps you should ask these
questions to yourself or among your group before
presenting your data:

“What information are you trying to convey?”

“What more useful information should we include?”
“How this data can be used?”

Data can be presented in one of these three ways:

a. as text
b. in tabular form; or
c. in graphical form.

There are several factors researchers must consider in presenting data. Data must be
presented depending on its format, nature, or classification. You must also bear in mind how
the data would be analyzed and what information can be extracted from your data. If you
inappropriately present your data, it may fail to convey the correct information to your readers
and reviewers. Even if the same information is conveyed, different methods of data
presentation must be used depending on the information that needs to be highlighted.

If you want to compare or introduce two values at a time, it is more appropriate to use
text or written language. However, a table is best when all the information requires equal
attention. It also allows the reader to focus on information of their own interest. Graphs allow
readers to understand the general trend of the data, infer, and easily understand the
comparisons between groups or research variables. Regardless of the method used, however,
the simplicity of presentation should always be considered (In & Lee, 2017).

A. Textual Form | a narrative description of the data gathered

The primary method of presenting data is through texts. It provides contextual information
and it is also used to explain further the results and trends of the data. Texts can be used to
give interpretations or to highlight specific data. Generally, if the quantitative information
consists of one or two numbers, it is more appropriate to use written language instead of tables
or graphs. Most qualitative data are also presented using texts unless they are quantified and
categorized.

For example, information about the efficacy of a certain medicine in lowering the symptoms
of diabetes between two groups of patients can be presented through text with the use of a
few numbers:
 o “Eighteen percent (18%) of the sample in Group 1 and seventeen percent (17%)
from Group 2 have reported lowered symptoms of diabetes after taking the
medicine; no significant difference was found between the two groups.”

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CO_Q4_Research 8_Module 1
Another example of the appropriate use of text in data presentation is the hypothetical
scenario given in Activity 1 (How, oh, how?), No. 1: Marnelie is studying about the
technologies used in a certain local farm in Valencia City. This is what she has gathered:

Technologies Used
• Tractors
• Greenhouses
• Fertilizer mixers
• Packaging facility

Based on the data given which method of data presentation is the most appropriate?
Since the data she has gathered is purely qualitative and was neither quantified nor
categorized, the best way to present her data is through text. For example:

o “The technologies present in this farm are: tractors, greenhouses, fertilizer

mixers, and a packaging facility.”

If this information were to be presented in a graph or a table, it would occupy an

unnecessarily large space on the page, without enhancing the readers' understanding of the
data. If more data are to be presented, or other information such as that regarding data trends
are to be conveyed, a table or a graph would be more appropriate (In & Lee, 2017).

B. Tabular Form | a systematic arrangement of information into columns and rows

Tables present information that has been converted into words or numbers placed in rows
and columns. It is the most appropriate way of presenting individual information because it
can show both qualitative and quantitative data. Tables can display accurately data that cannot
be presented in a graph. Complicated numbers such as “154.89220” can be accurately
expressed in a table. Another advantage in using a table is that it can contain different units.
However, the interpretation of information takes longer in tables than in graphs. It is not
appropriate for studying data trends. Furthermore, since all data are of equal importance in a
table, it is not easy to identify and selectively choose the information required.
Figure 1. Parts of a Table

24
CO_Q4_Research 8_Module 1
One example we have in which the appropriate usage of table is applied is Item No. 2 from
Activity 1: Carlo has collected data for his study regarding the efficacy of banana peelings in
retaining the soil moisture. For this, he needs to measure the mass of the wet soil samples,
mass of dried soil, and compute the gravimetric water content (grams of water per grams of
soil). This is the data he obtained from his treatment groups:

• Setup 1 | mass of wet soil- 500 g | mass of dried soil- 200 g | gravimetric water content-
1.5 g of water/g of soil
• Setup 2 | mass of wet soil- 485 g | mass of dried soil- 275 g | gravimetric water content-
0.76 g of water/g of soil
• Setup 3 | mass of wet soil- 510 g | mass of dried soil- 160 g | gravimetric water content-
2.519 g of water/g of soil

The question is: “Which of the following data presentation methods should Carlo use
to make his results easier to analyze and interpret?” Since the data Carlo collected has equal
importance, all of it must be presented. Making a narrative description out from the raw data
would produce a lengthy text which will not enhance our understanding of the data. A graph is
also inappropriate since we are not spotting for trends or patterns. Hence, it is best to use a
table. For example:

Setup Mass of wet Mass of dried Gravimetric water content

soil (g) soil (g) (g of water/g of soil)
1 500 200 1.500
2 485 275 0.760
3 510 160 2.519
Table 1. Gravimetric Water Content (Soil moisture)

C. Graphical Form | an illustrative description of the data

While tables can be used to represent total information, charts and graphs can simplify
complex information by using images and emphasizing patterns or trends in data. Graphs are
useful for summarizing, explaining, or exploring quantitative data (In & Lee, 2017). Graphs are
effective for representing both large amounts and small sets of data. Researchers should be
able to choose the graph that best represents the information so that readers and reviewers
can easily understand the information. Here are the three commonly used in graphs in
presenting information:

1. Bar graph
2. Pie chart (Circle graph)
3. Line graph (Line plot)

1. Bar graph

A bar graph is used to present and compare values in a discrete category or group. It is used
to display frequencies or other measurement parameters such as mean scores. Bar graphs
may be created vertically or horizontally depending on the number of categories and the size
or complexity of each category. The height (or length) of a bar represents the amount of
information in a category. What’s good about this graph is that it is flexible and it can be used
in a grouped or subdivided bar format if ever two or more data sets in each category exist.

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CO_Q4_Research 8_Module 1
1a. Vertical Bar Graph

Figure 2. Sample Vertical Bar Graph

1b. Horizontal Bar Graph

Figure 3. Sample Horizontal Bar Graph

2. Pie chart (Circle graph)

 A pie chart is commonly used to represent
nominal data. It visually represents a distribution of
categories. It is generally the most appropriate format
for representing information grouped into a small
number of categories. It is also used for data that
have no other way of being represented aside from a
table. Pie charts are generally used to show
percentage or proportional data and usually the
percentage represented by each category is provided
next to the corresponding slice of pie. A pie chart
showing percentage assumes that a whole circle (pie)
is 100%. It is then divided proportionally to each
aspect included in the graph with its corresponding
label and value.

See Figure 4 for an example. Supposed that a

researcher has planted pechay plants to different areas
with varying elevation. To show the distribution of plots,
the researcher used a pie chart to present the
percentage distribution of pechay plants. Figure 4. Sample Pie Chart

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CO_Q4_Research 8_Module 1
3. Line Graph (Line Plot)

A line graph (also known as line plot) is useful for representing time-series data. In
other words, it is used to study variables that are observed over time. Line graphs are
especially useful for studying patterns and trends across data such as climatic influence, large
changes or turning points, and are also appropriate for representing not only time-series data,
but also data measured over the progression of a continuous variable such as distance (See
Figure 5 for example). If data are collected at a regular interval, values in between the
measurements can be estimated. In a line graph, the x-axis represents the continuous
variable, while the y-axis represents the scale and measurement values. It is also useful to
represent multiple data sets on a single line graph to compare and analyze patterns across
different data sets.

Figure 5. Sample Pie Chart

Another example we can refer to is from Activity 1, No.3: Charlene is conducting a

long-term study and she needs to measure the average amount of rainfall in Iligan City for
the whole year. Since she’s also interested in looking at the trend of the data, a line plot
would be the most appropriate graph to use. From the data she has gathered, this is what her
line plot should look:

Figure 6. Average Amount of Rainfall in Iligan City (2021)

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CO_Q4_Research 8_Module 1

What’s More

Activity 2: Present it!

Direction: Provided below are sets of data. Organize and present it using the method of data
presentation required in every item. You may write your answers in a separate sheet of paper
and attached it to your research activity notebook or with your answers from this module.

1. Present the given data in tabular form.

No. of Vaccinated Teachers in Liwayway National High School

Science Department Grade Level Taught: G7: 6 G8: 8 G9: 8 G10:12

Total: ___ SHS:19
AP Department Grade Level Taught: G7: 9 G8: 10 G9: 7 G10: 11
Total: SHS:17
___
MAPEH Department Grade Level Taught: G7: 7 G8: 8 G9: 8G10: 10
Total: ___ SHS:13
TLE Department Grade Level Taught: G7: 10 G8: 12 G9: 12 G10: 13
Total: ___ SHS:16
English Department Grade Level Taught: G7: 8 G8: 7 G9: 8 G10: 12
Total: ___ SHS:18
Math Department Grade Level Taught: G7: 9 G8: 10 G9: 7 G10: 11
Total: ___ SHS:17
Filipino Department Grade Level Taught: G7: 10 G8: 8 G9: 7 G10: 12
Total: ___ SHS:15
ESP Department Grade Level Taught: G7: 6 G8: 6 G9: 7 G10: 9 SHS:8
Total: ___
 2. Present the given data in graphical form.

a. Bar graph
Collective Mass of Non-Biodegradable Wastes in Sawaga River
• Area 1 : 5 kg
• Area 2 : 3 kg
• Area 3 : 8 kg
• Area 4 : 2 kg
• Area 5 : 9 kg
• Area 6 : 3 kg
• Area 7 : 4 kg Area 8 : 6.5 kg

b. Pie Graph (Pie of a Pie)

Species of Tomato Grown in Ida’s Farm

• Cherry Tomatoes-38%
• Whopper Tomatoes-25%
• Atlas (F1)-27%
• Magilas-10%

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CO_Q4_Research 8_Module 1
c. Line Graph
Average Daily Temperature of Malaybalay City & Valencia City
Malaybalay (ºC) Valencia (ºC)
• January 22 26
• February 23 28
• March 23 27.5
• April 28 30
• May 28.7 30.4
• June 26.3 29
• July 26 29
• August 26 28.2
• September 24 26
• October 23.8 26
• November 22 25
• December 21.4 24.8
 What I Have Learned

✓ Classifying data will help us know what method of analysis and presentation is
appropriate for our data. In research, these data can be classified as either
“quantitative” or “qualitative”.
✓ Quantitative data are data that are best represented using numbers. There are two
types of quantitative data: 1) discrete data—this assumes fixed amounts of numerical
variables and is obtained through counting; and 2) continuous data—this take values
from any point along intervals, it can therefore take fractional and decimal values, and
it is obtained through measuring.
✓ Qualitative data are also known as categorical data because this is commonly used in
grouping variables or in characterizing attributes. The two types of categorical data
are: 1) nominal data—they are simply use to give labels or categorize variables; and
2) ordinal data—this goes beyond just naming because it gives order or ranking to the
groups or attributes.
✓ Data collection is the process of gathering and measuring information about the
variables you are studying. This enables you to answer the relevant questions you
have in your study. Every research design follows certain methods of data collection.
✓ Different types of data require different methods of collection. The following are some
methods of data collection:
o Interview—one-on-one are conversations that are designed to obtain specific
kinds of information;
o Focus groups—similar to an interview but are done on groups of people who
share the same characteristics or experiences;
o Survey—the process of questioning a selected sample of individuals in order to
obtain data about something or about the interest of the study using a set of
ready-made questions called as questionnaire’
o Observation–a systematic way of gathering data by watching people, events,
or noting physical characteristics in their natural setting; and
o Experiments—a method which tests the effects of a certain variable to different
controlled conditions.
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CO_Q4_Research 8_Module 1
✓ Most data that is available to researchers comes in raw form. It needs to be
summarized, organized, and analyzed to obtain useful information. ✓ Data can be
presented through these following methods:
o Text- a narrative description of the data obtained;
o Tables- a systematic arrangement of information into columns and rows; and o
Graphs- an illustrative description of the data
 What I Can Do

Activity 3: From Table to Text

Direction: Presented below is a table extracted from a research article. Make a textual
description based on the information presented. Make sure to present the data cohesively.
Write directly to the point. You may write/ encode your output in a separate sheet of paper.

Cave Geological System and Floral Species Diversity

of Sumalsag Cave, Sumilao, Bukidnon (Idul & Pasayon, 2018)

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CO_Q4_Research 8_Module 1

Post Assessment

Direction: Choose the letter of the correct answer.

_____ 1. Why is it important to classify data in research?
I. To know how to effectively present data
II. To help us choose the best method of data analysis

a. I only b. II only c. I and II d. neither I nor II

_____ 2. Which type of categorical data involves ranking to the attributes or elements
involved?
a. ordinal b. nominal c. continuous d. discrete

_____ 3. Which type of quantitative data is obtained through measuring and assumes
fixed or exact amount?
a. categorical b. discrete c. continuous d. nominal

_____ 4. This type of data is usually represented in texts. These are used to describe
the qualities or characteristics of the research variables. What type of data is
this?
a. discrete b. continuous c. qualitative d. quantitative

_____ 5. This type of data is represented in numbers. These are usually obtained
through counting or measuring. What major type of data is this?
a. quantitative b. qualitative c. categorical d. ordinal

_____ 6. Which of these is/are advantage/s of doing experiments?

I. Number of variables is limited
II. Can produce artificial results
III. Some variables are hard to control.

a. I & II only b. I & III only

c. I, II, & III d. none of these is an advantage

_____ 7. It can observe effects under certain controlled conditions.

a. observation b. experiment c. survey d. questionnaires

_____ 8. In an experiment, this is the group which is subject to manipulations by the

researcher.
a. control group b. treatment group c. null group d. alternative group

_____ 9. Similar to an interview but conducted to a group of people with similar

characteristics or profile.
a. online survey b. tracking c. focus group d. observation

_____ 10. A set of ready-made questions used to gather information.

a. survey b. questionnaire c. interview d. poll

_____ 11. A graph that is especially useful in studying patterns or trends across data. a.
table b. pie chart c. line graph d. pie of a pie
 _____ 12. A graph commonly used to indicate and compare values in a discrete category
or group, and the frequency or other measurement parameters.
a. pie chart b. bar graph c. line graph d. table

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CO_Q4_Research 8_Module 1

_____ 13. A systematic arrangement of information into rows and columns.

a. Text b. Table c. Chart d. Graph

_____ 14. It is also called as a “circle graph”.

a. line graph b. horizontal bar d. vertical bar d. pie chart

_____ 15. Which of the following is/are (a) method/s of data presentation? I.
Text II. Table III. Graph

a. I only b. II only c. II & III only d. I, II, & III

More Activities

Direction: Find a journal or a previous study and describe how data are collected and
presented. Explain why the researcher chose that specific method of data collection and
presentation.
 Title: _______________________________________________________________
Author/s: ________________________________ Year Published: ______________

1. What is the data collection method used in the study?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. How was the data/results presented?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3. Why do you think the author chose that specific method of data collection and
presentation?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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CO_Q4_Research 8_Module 1

References
In, Junyong & Lee, Sangseok. 2017. Statistical Data Presentation. Korean Journal of
Anesthesiology 70 (3). doi: 10.4097/kjae.2017.70.3.267

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