Finding Answers through Data

Collection

Pede I. Casing, PhD

Research Teacher
Finding Answers through Data Collection
Standards and Competencies
Content Standards: The learner Learning Competencies
demonstrates understanding of: (1) The learner…
data collection procedures and skills
1. Collects data using appropriate
using varied instruments; (2) data
instruments
processing, organizing, and analysis.
2. Presents and interprets data in tabular
Performance Standards: The
and graphical forms
learner is able to gather and analyze
data with intellectual honesty, using 3. Use statistical techniques to analyze data
suitable techniques – study of differences and relationships
limited for bivariate analysis
Chapter Content
Chapter IV
PRESENTATION AND ANALYSIS
OF DATA

In reporting the results, the researcher stays close to the

statistical findings without drawing broader implications or
meaning from them. Further, this section includes summaries
of the data rather than the raw data (e.g., the actual scores for
individuals). A results section include tables, figures, and
detailed explanations about the statistical results
 Before writing this section,
 Rewrite Chapters 1-3 before or after data analysis
and before writing Chapter 4.
 Rewrite Chapters in past tense, wherever applicable,
and make corrections for actual data collection and
data analysis procedures.
Rewriting
Initial
Chapters
 1 Score the data (Coding)
2 Select a statistical program (e.g.
SPSS).
3 Input the data
4 Clean and account for missing
data.
Assigning a numeric
score to each response
Preparing category for each
question in the
Data for instrument used

Analysis
 1 Describe trends in the data to a single variable or
question on your instrument.
2 Compare two or more groups on the independent
variable in terms of the dependent variable.
Relate two or more variables.
3 Test hypothesis about the differences in the
4 groups or the relationships of variables.
How to Analyze
Quantitative
Data
 In writing this chapter,
 Label section headings based on research questions
and follow their sequence
 Determine parts of the data you collected that
focused on each of the variables. One subsection
should be devoted to presenting data relevant to
each variable. Use tables and graphs in presenting
statistical data.
 Put greater emphasis on significant results. Results
How to that are sidelights should not receive equal weight.

State
Results
  Do not state any differences present between groups
unless a significant p-value is attached.
 Do not comment on results.
 Select statistics and place them in the most
reasonable order
 Include
• tables, graphs, figures for quantitative study
• statistical results of hypotheses tested
• possible explanations of unexpected results
How to • Implications of results to existing situation

State
Results
 Quantitative data are organized & summarized in tables
and figures.
Information shown in tables and figures is elaborated in
the text.
Present results of hypothesis test in tables using
statistical format, e.g., t value and level of significance
(p-value).

Tables and
Figures
 Distribution of Grade 4 Students’
Level of Reading Skill

To compare 9
14
proportions and
relative amounts (How
big?), use a pie chart, a
horizontal bar chart, or
a table

Choosing
27

Frustration Instructional Independent

Graph
Types
 Distribution of Learners by Reading Level over the course of the Interven-
tion Program

27
26
25 25

19

16
14
13
12

9
8
6

Choosing Start of the Program Week 1 Week 2 Week 3

Graph
Frustration Instructional Independent

Types To show trends (How do things change over time?), use a

column chart or line graph
 Grade 4 Learners’ Reading Test Scores and Hours
Spent on Reading per Week
14

Hours Spent on Reading per Week

12

10

0
0 5 10 15 20 25 30

Choosing Reading Test Score

Graph To show correlations (how well does one thing predict

Types another?), use a scatterplot or multiplot chart.
 Results
Locate in the table/figure where the results are found.
Explain the results in depth following these format:

Tell the result(s)/finding(s).

Give the meaning of the finding.

 State the implication of the finding in

the context of a broader
Interpreting field/perspective.

Results
 Results
Age

56 years old & above 27

46 - 55 years old 43

36 - 45 years old 105

26 - 35 years old 205

0 50 100 150 200 250

Figure 1. The Age profile of Mathematics Teachers

Figure 1 reveals that no one among the Mathematics teachers belonged to the age range 25 years old and
below. However, the result indicates that there were more Mathematics teachers (53.9%) who were on the age range
26 - 35 years old. This means that there are more young Mathematics professionals and young breed of Mathematics
teachers in the field of Mathematics teaching. This implies that Mathematics teaching in the Division of Dapitan City is
engaged in by mature Mathematics teachers.
 Results
Table 1. Mode of Matriculation Payment Previously and Currently Practiced
Indicators Percent
Cash payment during registration 5
Payment of Php 500 upon registration and installments of the 33
remaining which were paid during the preli exam, midterm exam, and final exam
Payment of Php 500 upon registration and installments of the remaining which 17
were paid during the midterm exam and final exam
Payment of Php 500 upon registration and the remaining was paid during 19
the final exam
Payment of Php 500 upon registration and the remaining was paid monthly 0.2
Payment of Php 500 upon registration and the remaining was paid during enrolment of the succeeding semester 1.8
Others 24
Total 100

Presented in Table 1 is the mode of matriculation payment previously and currently practiced by the students
in the university. Payment of Php 500 upon registration and installments of the remaining which were paid during the
preliminary examination, midterm examination, and final examination was dominantly practiced by the students. This
refuted however to the current policy of the university requiring students to pay a minimum of Php 1000 upon registration.
Likewise, the table shows variations in the students’ practices in paying their obligation to the university. Moreover,
payment of Php 500 upon registration and the remaining was paid during enrolment of the succeeding semester was
practiced by about 2 percent of the respondents. This means that these students accrued their obligation to the
university and failed to settle their financial commitment on time. This scenario certainly affects the university’s internally
generated income. Moreover, the situation characterizes the semestral receivables of the university.
 Workshop #3

Interpreting Results
 Group #1 Group #2
Others 14,000,000.00
Employment 12%
Abroad
12,000,000.00
10% 10,000,000.00
Farming
42%
8,000,000.00 Dapitan
6,000,000.00 Dipolog
Government Employee
19% Katipunan
4,000,000.00
Tampilisan
2,000,000.00 Siocon
0.00
y y h il y e y t r r r r
uar uar arc pr Ma Jun Jul gus be obe be be
n r M A u m t m m
Private Employee Fishing Ja Feb A pte Oc ove ece
10% 6% Se N D

Figure 1. Source of Family Income Figure 5. Monthly Receipts of the University for the Calendar Year 2013

Group #3 Group #4

Monthly Income
Widow/Widower 27
Php 40,001 & above 17

Php 35,001 - 40,000 8

Married 286
Php 30,001 - 35,000 17

Php 25,001 - 30,000 61

Single 67
Php 25,000 & below 277
0 50 100 150 200 250 300 0 50 100 150 200 250 300

Figure 3. Profile of the Respondents in Terms of Civil Status Figure 3. Profile of the Respondents in Terms of Monthly Income
 Enrich and support quantitative analysis with
qualitative data analysis using selected
quotes/utterances & observed behavior of
subjects.

Results of
Hypothesis
Testing
 Administrators’ Quality of Work in Relation to
Teachers Productivity

Results of
Hypothesis
Testing
 Compare results of present study with related
studies, as follows:
This result
is consistent with or similar to that of… (related
study)
Results of
contradicts/opposes that of… (related study)
Related
Studies
 EXAMPLE:

Results of
Related
Studies
 Needed especially when results are not those
expected by researcher.
Cite all things that happened that may have
affected findings.
Look at limitations of the study, e.g., in
sampling, instrumentation, intervention, and
data collection.
Possible
Explanations
  Was the conduct of research not implemented as
planned? Were there deviations from planned
procedure?
 Was dosage or duration of experiment of
intervention sufficient?
 Was there a contamination of comparison group?
 Are there characteristics of sample that affected the
results?
 Were there issues with the instruments’ validity and
reliability? in test administration?
Possible
 Was there any instance of resistance of sample to
Explanations
intervention?
 If some or all findings are different from
expected, have a section on re-conceptualized
framework at end of Chapter 4 and make
diagram of re-conceptualized framework.
Starting with text, cite figure (diagram) of re-
conceptualized framework. Explain changes vis-
à-vis Conceptual Framework of the Study.

Re-conceptualized
Framework
WORKSHOP, CHAPTER FOUR

PRESENTATION AND
ANALYSIS OF DATA
Consider the figure in the next slide as your research result
based on the attached Statement of the Problem. Write
briefly this chapter.
 Stakeholders’ Engagement : Linking Access to
Governance Performance

Table 39. Test of Relationship between the Stakeholders’

Engagement and Access to Governance Performance

Writing this
section
 Table 39 shows the test of relationship between the stakeholders’
engagement and access to the level of governance performance of
public elementary schools. The table shows an overall computed r-
value which indicated strong relationship between the two variables
under study. Further, the computed r-value obtained a p-value which
indicates high probability of rejecting the hypothesis. This means that
there is a significant relationship between the stakeholders’
engagement and their access to the governance performance. This
implies that stakeholders’ engagement influenced their access to the
governance performance. This implies further that stakeholders’
access to governance performance also depends on their engagement
in school activities. This strongly manifests that stakeholders are true
partners in school development. Moreover, school development is
influenced by the governance competence of administrators (Tizon,
Interpretation 2012) which reflects schools’ governance performance accessible by
stakeholders.
Salamat!!!