Module 5-2

NOT
Senior High School
Practical Research 2
Quarter 4 - Module 5
Data Collection, Presentation, and Analysis
Department of Education ● Republic of the Philippines

Practical Research 2- Senior High School
Alternative Delivery Mode
Quarter 4 - Module 5: Data Collection, Presentation, and Analysis
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the government
agency or office wherein the work is created shall be necessary for exploitation of such
work for profit. Such agency or office may, among other things, impose as a condition
the payment of royalty.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials
from their respective copyright owners. The publisher and authors do not represent
nor claim ownership over them.
Published by the Department of Education – Division of Cagayan de Oro

Schools Division Superintendent: Dr. Cherry Mae L. Limbaco, CESO V
Development Team of the Module

Authors: Maria Eleonor C. Bañares
Rochelle A. Luzano, Ph.D.
Reviewers: Joel D. Potane, PhD

Warren I. Luzano, PhD
Illustrator and Layout Artist: Ley Krystal C. Jayoma

Management Team
Chairperson: Cherry Mae L. Limbaco, PhD, CESO V
Schools Division Superintendent
Co-Chairpersons: Alicia E. Anghay, PhD, CESE

Assistant Schools Division Superintendent
Members:
Lorebina C. Carrasco, OIC-CID Chief
Ray O. Maghuyop, EPS-Math
Joel D. Potane, LRMS Manager
Lanie O. Signo, Librarian II
Gemma Pajayon, PDO II
Printed in the Philippines by
Department of Education – Division of Cagayan de Oro City
Office Address: Fr. William F. Masterson Ave., Upper Balulang, Cagayan de Oro
Telefax: (08822)855-0048
E-mail Address: cagayandeoro.city@deped.gov.ph
Senior
Senior High
High School
School
Practical Research 2
Quarter 4- Module 5
Data Collection, Presentation, and Analysis
This instructional material was collaboratively developed and reviewed

by educators from public institutions. We encourage teachers and other
education stakeholders to email their feedback, comments, and
recommendations to the Department of Education at action@ deped.gov.ph.
We value your feedback and recommendations.

Department of Education ● Republic of the Philippines
Table of Contents
What This Module is About ................................................................................................................... i

What I Need to Know .............................................................................................................................. ii
How to Learn from this Module ...........................................................................................................iii
Icons of this Module ...............................................................................................................................iii
What I Know ........................................................................................................................................... iv
Lesson 1:
Data Collection Instruments .................................................................................. 1
What’s In ............................................................................................................... 1
What I Need to Know .......................................................................................... 1
What’s New – How do you collect your data… ................................................ 2

What Is It – Research Instruments .................................................................... 2
What’s More – Answer Me ................................................................................. 12
What’s More – Write Me Down .......................................................................... 12
What’s More – Quantitative or Not .................................................................... 13
What’s More – Observe Me ................................................................................ 13
What’s More – Try It ............................................................................................ 14
What’s More – Watch It....................................................................................... 14
What’s More – Let’s Go Online .......................................................................... 14
What I Have Learned .......................................................................................... 14

What I Can Do ...................................................................................................... 15
Additional Activity ................................................................................................. 15

Lesson 2:
Data Presentation and Interpretation ........................................................... 16
What’s In ............................................................................................................... 16
What I Need to Know – Techniques in Data Processing................................ 16
What’s New......................................................................................................... ..17

What Is It – Presentation and Interpretation of Data ..................................... ..19
What’s More – Present Me ............................................................................... ..22
What’s More – Look and Explain It.................................................................. ..22
What’s More – Use It ......................................................................................... ..25

i
What’s More – Interpret Me .............................................................................. ..25
What’s More – Let’s Go Online ........................................................................ ..25
What I Have Learned .......................................................................................... 26

What I Can Do ...................................................................................................... 26
Additional Activity ................................................................................................. 26
Lesson 3:
Using Statistical Techniques to Analyze the Data ............................. 27
What’s In ............................................................................................................... 27
What I Need to Know .......................................................................................... 27
What’s New – What’s My Level ....................................................................... ..27

What Is It – Statistical Techniques .................................................................. ..28
What’s More – What’s My Percentage............................................................ ..34
What’s More – What’s My Mean and Standard Deviation ............................ ..35
What’s More – What’s My Relationship .......................................................... ..35
What’s More – Am I Rejected or Accepted .................................................... ..36
What’s More – Let’s Go Online ........................................................................ ..36
What I Have Learned ........................................................................................ ..36

What I Can Do .................................................................................................... ..37
Additional Activity ............................................................................................... ..37
Summary ...................................................................................................................................... ..38
Assessment: (Post-Test) ........................................................................................................... ..39

Key to Answers............................................................................................................................ ..41
References ................................................................................................................................... ..42
ii
What This Module is About
As a researcher, it is important that you are knowledgeable about what type of data
collection technique to use for a certain type of quantitative research study you are planning
to pursue. The importance of data collection cannot be undermined since in the absence of
correctly collected data, your research questions can remain unanswered or the testing of
research hypothesis is not possible.
This module gives an overview of factors to consider when choosing data collection
method. It also shows a brief description on the different instruments available, its advantages
and disadvantages, and guidelines on how to use the specific instrument suitable to the
research questions and or objectives. Additionally, you will be exposed to the different
statistical tool that you can possibly use to analyze the gathered data.
This is made simple and easy to understand yet contains the maximum and solid
knowledge necessary for you to be able to accomplish the Chapter 4 of your research study.
Furthermore, this module also contains examples and exercises for you to improve your
learning. For enrichment, learners may contact anytime their teacher through messenger, FB,
zoom, call or text at their own convenient time.
The following are the lessons contained in this module:
Lesson 1 – Data Collection Instruments

Lesson 2 – Data Presentation and Interpretation
Lesson 3 – Using Statistical Techniques to Analyze Data
What I Need to Know
At the end of this module, you should be able to:

1. collect data using appropriate instruments (CS_RS12-IId-g-1);
2. present and interpret data in tabular and graphical forms (CS_RS12-IId-g-2); and
3. use statistical techniques to analyze data—study of differences and relationships
limited for bivariate analysis (CS_RS12-IId-g-3).
iii
How to Learn from this Module
To achieve the objectives cited above, you are to do the following:
• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises diligently.
• Answer all the given tests and exercises.
Icons of this Module
What I Need to This part contains learning objectives that

Know are set for you to learn as you go along the
module.
What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with that
of the current one.
What’s New An introduction of the new lesson through

various activities, before it will be presented
to you
What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.
What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.
What I Have Activities designed to process what you

Learned have learned from the lesson
What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.
iv
What I Know
1. What data collection method involves tracking of changes during specified time period?
A. Questionnaire B. Observation
C. Interview D. Test
2. Which of the following is defined as an action that the researcher will do to obtain
appropriate data?
A. Data Interpretation B. Data Manipulation
C. Data Collection D. Data Analysis
3. Which of these methods is the most expensive way to collect data per respondent?
A. Personal B. Online
C. Phone Call/Text D. Postal
4. The following are guidelines before conducting an interview. Which one is not?
A. Check if your recording device worked well throughout the interview.
B. Choose a comfortable venue with the least amount of distractions.
C. Prepare and rehearse your interview guide.
D. Decide on the duration of the interview.
5. Which of the following should not be part of the informed consent form?
A. Name of Researchers and the Institution affiliated with
B. Name of Participants and the Institution affiliated with
C. Anonymity of the participants and their responses
D. Title of the study and purpose of the study
6. Participant observation can be performed covertly. What does it imply?

A. Participants are not aware of the purpose of the observation.
B. Participants are aware of the purpose of the observation.
C. Participants are unmindful of the result of the research.
D. Participants are aware of the result of the research.
7. Which of the following data processing techniques refers to ordering the data into a table?
A. Arrangement B. Tabulation
C. Editing D. Coding
8. Which correlation is the strongest?

A. -1.0 B. +.80
C.-0.6 D. +0.5
9. Which graph uses vertical bars to represent data?

A. vertical graph B. pie chart
C. line graph D. bar chart
10. In a two-tailed test, which should be rejected when the test value falls in any of the two
critical regions?
A. Alternative hypothesis B. Null hypothesis
C. Type I error D. Type II error
v
11. The guidance counselor of GUNHS tabulated the data about Junior High School students’
daily absences and obtained the average per day. The graph below shows the result of
her tabulation. What is the best interpretation of the graph?
A. The graph shows that Friday has the highest recorded number of absences all
throughout the school year.
B. GUNHS students should undergo an intervention and participate in a “Time
Management Seminar”.
C. The graph shows that students from GUNHS are absentees.
D. The graph shows that only few students are absent daily.
12. In which of the following situation does a Type I error occurs?

A. The null hypothesis is accepted when it is false.
B. The null hypothesis is accepted when it is true.
C. The null hypothesis is rejected when it is false.
D. The null hypothesis is rejected when it is true.
13. Which of the following is true about the significance level?

A. It measures the probability of rejecting a correct null hypothesis.
B. It is set after a statistical test is conducted.
C. It is always set at 0.05.
D. It results in a p-value.
14. When does a positive correlation occurs?

A. When one variable goes up, and the other goes down.
B. When two variables move in opposite directions.
C. When two variables move in the same direction.
D. When two variables remain constant.
15. What is the decision that you will make if the p-value is lower than the alpha level?
A. Do not accept the null hypothesis.
B. Do not reject the null hypothesis
C. Accept the null hypothesis.
D. Reject the null hypothesis.
vi
Lesson
1 Data Collection Instruments
What’s In
Due to the COVID-19 global pandemic crisis, many are easily hook into sharing and
believing fake news without processing and verifying the source. Daily figures of these cases
are also gradually changing, creating misinformation and fear. People are anxious about what
is happening and tensions are inevitable due to security and health threats. Therefore, reliable
sources of data and information are highly needed. The fundamental questions to ask are:
What is data? Why researchers collect data? How is data collected? Who needs the collected
data?
In this pandemic situation specifically, the following questions can be considered.

• How many Filipinos are positive of COVID-19?
• Does aspirin prevent the spread of COVID-19?
• How many percent of Filipinos are jobless when the lockdown began?
• How have the education sector embraced the new normal?
All of these questions, and many more can be answered through data collection. As
taught in the previous lesson, a researcher begins by identifying the research problem. Once
the data gathering procedure has been implemented and data has been gathered, the next
thing to do is to analyze and interpret them. Data is obtained with the aid of data collection
instruments which will be the focus in this lesson.
What I Need to Know
Collecting data is the first step you need to perform before you proceed in writing your
data analysis and interpretation. Data Collection involves obtaining relevant information
regarding the specified research questions or objectives. This can be done by utilizing
research instruments that are either developed or adopted. In collecting the data, the
researcher must decide on the following questions: (1) Which data to collect? (2) How to
collect the data? (3) Who will collect the data? (4) When to collect the data? (Barrot, 2018,
p138).
Quantitative research instruments comprise questionnaires, interviews, tests, and

observation. On the other hand, data collection approaches for qualitative research usually
involve: (a) direct interaction with individuals on a one to one basis, (b) and or direct interaction
with individuals in a group setting.
When developing and utilizing a research instrument, the following steps are to be
considered:
1. Be clear with your research question.
2. Plan how you will conduct the data collection.
3. Use appropriate research instruments.
4. Collect, tabulate, tally, and analyze the data.
5. Verify the validity and reliability of the collected data.
6. Present your findings.
1
What’s New
How do you collect your data?
Look at the different kinds of research instruments. Check all that seem helpful in
answering your research questions. You may choose more than one.
Data Collection Method

1. Questionnaires
a. Structured
b. Semi-structured
c. Unstructured
d. Face-to-face
e. Online
2.Tests
a. Standardized
b. Non-standardized
c. Recall Questions
d. Recognition Questions
e. Open-ended Questions
f. Face-to-face
g. Online
3.Interviews
a. Face-to-face
b. Phone
c. Video
4. Observations
a. Controlled
b. Natural
c. Participant
What Is It
Research Instruments
Questionnaires
A questionnaire consists of a series of questions about a research topic to gather

data from the participants. It consists of indicators that is aligned to the research questions.
Gathering of information can be carried out in the following methods: face to face, by
telephone, or through e-mail, messenger, social media post, or using computer programs or
forms (Barrot, 2018, p 138).
In quantitative research, questionnaires use the following approaches: (1) scale

(usually Likert scale); and (2) conversion of responses into numerical values, e.g. strongly as
5, agree as 4, neutral as 3, disagree as 2, and strongly disagree as 1.
The terms survey and questionnaire have different meanings. A questionnaire is an

instrument used to collect data while a survey is a process of collecting, recording, and
analyzing data. Questionnaires can be structured, semi-structured, or unstructured.
2
There are three structures of making a questionnaire. The first, structured
questionnaires employ closed-ended questions. Unstructured questionnaires, on the
other hand, use open-ended questions in which the research participants can freely answer
and put his thoughts into it. Lastly, semi-structured questionnaires are combinations of both
the structured and unstructured ones. Structured type is commonly used in quantitative
studies because it is easier to code, interpret objectively, and, most of all, easier to
standardize.
Advantages of Using Questionnaire
1. Data can be quickly gathered from a big number of participants.

2. The participants are encouraged to be open to the researchers since their identity
can be made anonymous.
Disadvantages of Using Questionnaire
1. The questions can be interpreted differently by the participants.

2. Some participants will not be able to complete the required responses.
3. Some questionnaires will not be returned on time.
4. Some questionnaires will be lost.
5. The answers from participants may lack depth.
Guidelines in Using Questionnaires for Data Collection
1. Choose the method of administering the questionnaire.

a. Face-to-face Method. Use this when you need to capture the emotions,
behavior, and non-verbal cues of the participants
b. Online Method. Use this when behavior and non-verbal cues need not to be
taken
2. Divide your questionnaire into two or three parts.
a. Personal information. This section which contains background information of the
participants. (Names are optional)
b. Main section. This lists the specific questions or indicators.
c. Open-ended question section. This contains additional information that might be
needed. (This applied only for quantitative research)
3. Make sure to craft questions and choices that are aligned with specific research
questions or objectives.
4. Provide specific and clear directions for respondents in answering the
questionnaire.
5. Use routing (directing) technique if there is a need to skip some items in the
questionnaire.
6. Begin with the general questions first followed by the specific ones.
7. Prefer to have brief, clear, and concise questionnaire. Use simple terms.
8. Predetermined responses or choices should match the nature of the questions.
a. If the content is about belief, use agreement (strongly agree , agree, neutral,
disagree, strongly disagree)
b. If the questionnaire is about behavior, use extent (very great extent, great
extent, moderate extent, small extent, none at all)
c. If questions are about frequency, use frequency (always, frequently,
sometimes, seldom, never)
d. If the content is about quality, use quality (excellent, very good, good, poor)
Later, these responses will be translated into numerical values (e.g. five-point
Likert scale)
9. Avoid negative statements unless necessary.
10. Avoid leading and biased, double-barreled, and very sensitive questions.
11. Do not split the questions or choices over two pages.
3
12. If possible, schedule an appointment before distributing the questionnaires.
13. Attach a cover letter to the questionnaire especially for agency connected
respondents.
14. Make a follow-up on the participants who did not to return the questionnaire.
15. Tally and encode the data immediately once you have collected them and archive
them digitally.
Tests
Tests are used for assessing various skills and types of behavior as well as for
describing some characteristics. There are two types of test used in quantitative research:
Standardized test and Non-standardized test.
Standardized test is scored uniformly across different areas and groups. It is usually
administered by institutions to assess a wide range of groups such as students and test-takers.
It is considered as more reliable and valid. Examples are Achievement test, University
Entrance Exam, Personality Tests, and the likes.
Non-standardized test may not be scored uniformly. It is administered to a certain set

of people.
Types of Test Questions
1. Recall Questions. It requires participants to retrieve information from memory (e.g. fill-
in-the blank test, identification test, enumeration test, etc.)
2. Recognition Questions. It provides respondents to select from given choices the best
or correct choice (e.g. multiple-choice test, true or false test, yes or no test, etc.)
3. Open-ended Questions. It allows the respondents more freedom in their responses,
expressing their thoughts and insights (e.g. essay writing tests and other performance-
based tests.
The following table shows the types of test and examples
What the
Type Subtype Example
Participants will Do
Recall Cloze test Supply words or Questionnaires can be structured,
phrases that have semi-structured, or _____________.
been deleted/removed
from a test.
Identification Provide an answer to What type of questionnaire employs
the given question close-ended questions?
using pure recall.
Enumeration List down the answers, List the steps in conducting
whether quantitative research.
chronologically or not.
Recognition Multiple Choose the best/ Which of the following does NOT
Choice correct answer from belong to the group?
three to five options. A. Collecting data
B. Tabulating data
C. Interpreting data
D. Differing data
Matching Match the items in Match the terminologies in Column A
Column A with the with their synonyms in Column B.
items in Column B. Column A Column B
__1. Data A. Participants
__2. Respondents B. Representative
__3. Sample C. Information
4
Dichotomous Choose an answer Write TRUE on the space before each
from two options either number if the statement is correct and
True or False or FALSE if it is incorrect.
Modified True or _____1. Data collection is the first
False. step in conducting quantitative
research.
Open- Non- Provide a lengthy Explain the process of obtaining the
Ended performance answer in writing or sample size from the population.
based orally.
Performance- Perform a task where Present a role play about conducting
based they are expected to an interview on study habits among
prepare a presentation students.
or written work.
Source: (Barrot, 2018, p 146)
Interview
A quantitative interview is a method of collecting data about an individual’s

behaviors, opinions, values, emotions, and demographic characteristics using numerical data.
Difference between Quantitative and Qualitative Interviews
Quantitative Interviews Qualitative Interviews

It uses closed-ended questions. It uses open-ended questions.
It contains a rating scale or rubric. No rating scale or rubric needed.
Responses are numerical. Responses are non-numerical.
A large sample size is used. Small sample size is used.
Structured type is used to minimize “interviewer Unstructured, semi-structured,
effect”, which means that the responses of the informal interviews, and focus group
participants may be affected by the behavior discussions (FGD) are used.
displayed by the researcher on the manner that the
questions are presented.
The questionnaire and quantitative interview are both highly structured, but here’s a
distinction between the two:
Quantitative Interviews Questionnaires

Items are read to the participants. Participants answer on their own.
Researchers may ask follow-up questions. Researchers may not ask follow-up
questions.
Useful when the target participants cant Not applicable for blind and uneducated (no
answer a printed or encoded questionnaire read, no write) participants.
(blind or uneducated).
Observation
Observation is another method of collecting data that is frequently used in qualitative

research. However, it can be used in quantitative research when the observable
characteristics are quantitative in nature (e.g. length, width, height, weight, volume, area,
temperature, cost, level, age, time, and speed)
Observation allows the researcher to observe the actual event or phenomenon. It has
greater flexibility in the observation method. However, observation may lack participant validity
and may be prone to the Hawthorne effect phenomenon. Furthermore, it is more exhausting
and time-consuming especially when observations need to be conducted for many years).
5
Forms of Observation
1. Controlled Observation. It is usually used in experimental research and is done

under a standard procedure. It provides more reliable data (obtained through
structured and well-defined process). The procedure can be replicated, and the data
are easier to analyze. Lastly, the observer performs a non-participant role (i.e. does
not interact with the participants).
2. Natural Observation. It is carried out in a non-controlled setting. It has greater

ecological validity (i.e. flexibility of the findings to be generalized to real-life
contexts). It also responds to other areas of inquiry not initially intended by the
researcher. Its major limitation is its strength to establish a causal relationship due
to the presence of extraneous variables which can affect the behavior of the
participants
3. Participant Observation. It allows the observer to become a member of the group or

community that the participants belong to. It can be performed covertly (i.e.
participants are not aware of the purpose behind the observation. It can be done
also overtly, wherein participants know the intention or objectives of the
observation
Different Roles of a Researcher during a Participant Observation
Observational
Description
Role
Complete Observe the spontaneous natural behavior of the participants with as few
observer external factors affecting it as possible. The observer is neither seen nor
noticed by the participants. The participants are less prone to the Hawthorne
effect.
Observer as Researcher does not prioritize recording spontaneous or natural behavior

participant with as few external factors affecting it as possible. The observer is known
and recognized by the participants as part of their group or community but
has limited interaction with them.
Participant as Researcher does not primarily aim to capture spontaneous or natural

observer behavior. The observer is considered a researcher and not a member of the
group or community which is being investigated. However, the observer is
fully engaged with the participants.
Complete Researcher is to observe the spontaneity or natural behavior of the

participant participant with as few external factors affecting it as possible. Taking this role
raises ethical issues about possible deception. He acts like an “undercover”
member of the community. He fully involved with the participants who are
unaware that they are being observed.
6
Guidelines in Conducting an Observation
Before the During the After the

Observation Observation Observation
• Clarify the •Make sure to note •Code or arrange the
research the date, time, and data gathered
objectives. place where the according to the
observation is variables of the
• Be ready with conducted. study.
observation
•Limit the person •Tabulate the data,
checklist. who will observe. use numerical value
• Determine your •Explain the purpose for quantitative
time of of the observation to research.
observation and participants if •Review the data
collection applicable. gathered to
technique. •Avoid causing determine the gaps
• Record only disruptions while before proceeding.
relevant observing.
information. •Make sure to
• Prepare consent guarantee
anonymity of
form for human paticipants.
observation.
•Make use of
multiple recording
schemes such as
taking notes, videos,
audios, and photos
but with proper
ethical
considertions.
1.
USEFUL ONLINE
TOOLS
Google Forms are free online forms that allows the researcher to construct,
administer, and analyze surveys.
Step-by-step on how to use the google forms:
Step 1: Set up a new form or quiz

1. Go to forms.google.com.
2. Click Blank .
3. A new form will open.
Step 2: Edit and format a form or quiz (You can add, edit, or format text, images, or
videos in a form.)
1. Edit your form.
2. Create a quiz/survey with Google Forms.
3. Choose where to save form responses.
Step 3: Send your form for people to fill out
1. When you are ready, you can send your form to others and collect their responses.
7
Different Formats of Online Survey Tools (www.surveygizmo.com)
1. Radio Buttons 2. Checkboxes
Gender Favorite Mall

Female ☒SM
☒Ayala
Male
☐Gaisano
☒Lim Ketkai
3. Drop Down Menus 9. Image Select
4. Drag and Drop
5. Likert Scale
8
6. Slider Scale
7. Star Ranking
8. Net Promoter Score (NPS)
10. Matrix
Province General Community Modified General Enhanced Community

Quarantine Community Quarantine Quarantine
Misamis   
Oriental
Bukidnon   
Agusan del   
Norte
Camiguin   
Misamis   
Occidental
Ethical Considerations in Data Collection of Quantitative Research

Ethical considerations should always be practiced especially when human participants
are involved. Researchers ensure that participants are treated properly; especially during data
collection. The use of consent form respects the right of every participant to be informed and
to make voluntary participation.
Informed Consent Form is a document that provides the participants with the information
they need in deciding whether they will participate or not in your study. The informed consent
form must be accomplished before gathering data from the participants. This document must
be signed both by the researcher and the participant as they agree to the conditions during
the actual conduct of the data collection process. It usually contains the following:
9
1. Background of your study (Title of the Study, Purpose of the Study)
2. Name of Researchers and the Institution you are affiliated with
3. Data Collection Procedure
4. Possible discomfort or risk factors
5. Anonymity of the participants and their responses
6. Termination of Research (may refuse to participate anytime)
7. Authorization of the Participants (participants acknowledge the conditions that they will
be subject to the study)
Sample Informed Consent
RESEARCH SUBJECT INFORMED CONSENT

To the participants:
Read this consent form and ask questions and clarifications before you decide to
participate in this study or not. You are also free to ask questions during your participation
in this research.
----------------------------------------------------------------------------------------------------------------------
Project Information
Research Title: IMPROVING SPEED AND ACCURACY IN MATH PROBLEM-SOLVING

USING THE SINGAPOREAN METHOD AMONG GRADE 7 STUDENTS
OF GuNHS-X
Researcher: Rico A. Lopez Phone: 09283434567/856-3454
School: Gulaman National High School-X Department: Senior High School
1. PURPOSE OF THIS RESEARCH STUDY

You are asked to participate in a research study that seeks to offer a Singaporean
Method in solving mathematical problems. The Singaporean method is a method that aims
to develop speed and accuracy in solving problems in mathematics. Additionally, the study
aims to determine the effectiveness of the Singaporean Method in solving mathematical
problems.
Specifically, this study aims to answer the following questions: (1) Is there a
significant difference between the learner’s problem-solving skill during the pretest and the
posttest? (2) Is there a significant difference between the scores of the learners in rating
their problem-solving skill before and after introduced to the Singaporean Method? (3) Is
there a significant difference in the problem-solving performance and the self-report scores
between the control and experimental group?
2. PROCEDURES
You will be asked to use the workbook prepared by the Math Society and attend the
math class at the Computer Laboratory. You will also be interviewed via Focus Group
Discussion to obtain information regarding your reactions or responses to the approach.
Specifically, you will be asked to do the following: (1) You will be asked to attend the Math
class that uses the Singaporean approach for the whole term. (2) You will be interviewed
by your Math teacher for two (2) hours about your responses regarding the Singaporean
approach of learning Mathematics and the challenges you encounter using this approach.
The expected duration of your participation is from October 2020 to January 2021.
3. POSSIBLE RISKS OR DISCOMFORTS

No possible risks can pose danger to you in any form during the conduct of this study.
The implementation of the method may last for three (3) months or approximately 12
weeks and the interview may last for two hours.
10
Cont.
4. POSSIBLE BENEFITS
The findings of this research will benefit your teachers in expanding their teaching
practices to effectively deal with developing a very potential problem-solving skill among
its learners. This study is also useful for both public and private school administrators in
the country in preparing a math curriculum with an intervention that is anchored upon the
result of this study to develop and enhance the problem-solving skills among high school
students.
5. FINANCIAL CONSIDERATIONS
No amount will be required from you during your participation in this study.
6. CONFIDENTIALITY
Your identity in this study will be treated with utmost confidentiality. The results will
be published for academic purposes only. However, any data obtained as a result of your
participation in this study may be checked by the sponsor, by the person conducting this
study and or by the research panelists.
7. TERMINATION OF RESEARCH STUDY

You are free to choose whether or not to participate in this study. There will be no
penalty if you choose not to participate. You may withdraw from your participation at any
time without penalty.
8. AVAILABLE SOURCES OF INFORMATION

Any further questions you have about this study will be answered by the researcher.
9. AUTHORIZATION
I have read and understood this consent form, and I volunteer to participate in this
research study. I understand that I will receive a copy of this form. I voluntarily choose to
participate, but I understand that my consent does not take away any legal rights in the
case of negligence or other legal fault by anyone who is involved in this study. I further
understand that nothing in this consent form is intended to replace any applicable laws.
________________________________________
Participant’s Signature Over Printed Name
Date: ___________________________________
________________________________________
Parent’s/Guardian’s Signature Over Printed Name (if underage)
Date: ___________________________________
________________________________________
Researcher’s Signature Over Printed Name
Date: ___________________________________
11
What’s More
Activity 1: Answer Me!
Directions: Look at the questionnaire below. Answer the questions that follow by checking the
box that best describes you.
A Questionnaire to Review Your Study Habits

Strongly Strongly
Constructs Agree Undecided Disagree
Agree Disagree
1. I study where there is a good
lighting.
2. I study in a room where the
temperature is cool.
3. The desk where I study is
always clear from
distractions.
4. I use earplugs to minimize
distracting sounds.
5. I study facing a wall.
6. I don’t do other things while I
am studying.
7. I prepare ahead of time all the
materials that I will need for
studying.
8. I avoid wasting my times on
Facebook, etc. in between my
study time.
9. I review my notes after class
and use it for review.
10. I take breaks from time to
time during study time.
Activity 2: Write Me Down
Directions: Interview five (5) families in your barangay or other possible options may be
presented depending on the current situation in your community. Create three (3)
interview questions regarding their situation during the COVID-19 pandemic crisis.
Make sure that the responses of your interview questions is quantifiable.
1. ______________________________________________________________________
______________________________________________________________________
2. ______________________________________________________________________
______________________________________________________________________
12
3. ______________________________________________________________________
______________________________________________________________________
4. ______________________________________________________________________
______________________________________________________________________
5. ______________________________________________________________________
______________________________________________________________________
Activity 3: Quantitative or Not?

Directions: Which of the following can be considered as quantitative interview questions? Put
a check (✓) the space provided before the number if the following questions
illustrate quantitative nature and mark it with X if it is not.
___ 1. How often do you buy mobile accessories for social acceptance purposes?
___ 2. How regularly do you go to malls in a week?
___ 3. How much would you be willing to pay for a mobile app for dating?
___ 4. What are the differences in attitudes towards shopping between men and women?
___ 5. What is the difference in the number of telephone calls made between men and
women?
___ 6. What is the relationship between a grade in math and level of class participation among
Grade 7 students?
___ 7. What is the relationship between the number of COVID-19 cases and travel exposure?
___ 8. What is the relationship between job satisfaction and salary among public school
teachers?
___ 9. Can you describe how you first became aware of the COVID-19 crisis?
___ 10. Can you talk about your thoughts on how the COVID_19 pandemic affects a person,
a family, a school, or a community?
___ 11. How do you see yourself today, in terms of the “new normal”?
___ 12. How does your family view your gender crisis?
___ 13. What does your school or community do to educate you about the COVID-19
pandemic crisis?
___ 14. Can you talk about whether or not you feel safe in your school or community after the
enhanced community quarantine was lifted?
___15. Which factors mostly distort the approval rating of the president?
Activity 4: Observe Me!
Directions: What type of observation is illustrated in the following observation notes? Write the
letter of your choice on the space provided before the number. Choose from the
choices below:
A. complete observer B. observer as participant
C. participant as observer D. complete participant
___ 1. A doctor watching a patient's reaction to a medication.

___ 2. Pilots watching their monitors for airplane movements and locations.
___ 3. A biology teacher recording the daily data on bacteria growth at the Bio laboratory.
___ 4. A guidance counselor watching a friend's reaction to her barkada’s confession.
___ 5. An adviser watching her students work during independent work time.
___ 6. An online tutorial company manager observing the conversation of the interviewer and
the applicant to determine the quality of their performance.
___ 7. A principal observing a math teacher gives a lesson to her class to evaluate her
performance as an educator.
13
___ 8. A parent is watching her children interact with other children on the playground.
___ 9. An actress is watching her movie premier unfold on the big screen.
___ 10. A group of Grade 12 students went to BFAR to perform certain duties as what the
workers are doing.
Activity 5: Try It!
Directions: Create a Google form related to the study that you are conducting. Follow the steps
in making a Google Form. Make sure to take note of the parts of a questionnaire.
Print/show your output to your teacher.
Activity 6: Watch It!
Directions: Go to the link below and watch the video to enrich what you’ve already learned:
https://bit.ly/31oOcP6
https://bit.ly/3dCKMeg
Activity 7: Let’s go Online
Directions: Go to the link below and practice what you’ve learned from this lesson:
https://bit.ly/2ZjUNId
https://bit.ly/387QUtD
What I Have Learned
Directions: Using the space below, write a reflective essay about your learning experience on
the quantitative data-collection techniques. Let your essay reveal how much you
learned about each concept behind each topic dealt with in this lesson. Express
which concepts are the most understood, slightly understood, and the least
understood ones.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
14
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
What I Can Do
Directions: Perform the following tasks. You may write or encode your answer in a long bond
paper. Submit your output to your teacher for checking.
Decide on what type of data collection instrument you will use in obtaining data
for your research study. Why will you use this specific data collection method?
Once you have decided on what data collection instrument to use, it is time to
create your questions as a basis for data gathering. Make sure to align each of your
questions or items to the research questions.
Write also a draft of your one-page informed consent.
Additional Activity
Directions: Now that your data collection method and tool have been approved, it is now time
to gather your data (float your questionnaire or test/ conduct your interview or
observation). Make sure that your informed consent and questionnaire have been
checked before distributing them to your participants. Reproduce your materials
according to the target number of participants.
15
Lesson
Data Presentation and
2 Interpretation
What’s In
In the previous lesson, you were presented with options as to how you will gather your
data. Once the data are collected, you need to encode and organized them for systematic
purposes. This will be the focused of this lesson. In this process, you will need to edit, code,
tabulate and summarize information through graphs and tables for presentation and
interpretation purposes. The process also allows the removal of unnecessary information.
Data presentation and analysis is one of the most essential part in your research study.
An excellent data presentation can be potential for winning the hearts of the panelists, clients,
or simply the readers. No matter how good your data, if it is not well presented, you will not be
able to earn the preferences of those whom you are trying to persuade. Good data
presentation matters.
What I Need to Know
The following are the significant steps you need to take note in preparing and writing
your data analysis after gathering the data:
(1) encode and organize your data for analysis according to the data asked by your
research questions;
(2) use your data for statistical tests you have identified in Module 4. You may ask
assistance from your statistics and research teacher;
(3) present the result in tabular or graphical form appropriate for your data and
research purpose;
(4) write the interpretation for each table or graph highlighting the significant results
and its implications;
(5) support your findings from relevant literature and studies you have cited in the
Chapter 2 of your research paper; and
(6) edit the grammatical and typographical errors in your interpretation. You may use
www.grammarly.com to edit your work.
(7) Submit your work using the format given to you. Remember the institutional format
of your school.
Techniques in Data Processing
Remember to organize your data based on your research questions. The data
processing involves three actions: editing, coding, and tabulation.
Editing is a process wherein the collected data are checked. At this stage, handling
data with honesty should be employed. When you edit it is expected that you will not change,
omit, or makeup information if you think that the data you collected is insufficient or does not
16
meet your personal expectations. The main purpose of editing is for checking the consistency,
accuracy, organization, and clarity of the data collected. Data editing can be done manually
like traditional tallying or with the assistance of a computer or combination of both.
Coding is a process wherein the collected data are categorized and organized. It is
usually done in qualitative research. In quantitative research, coding is done to assign
numerical value to specific indicator especially if it is qualitative in nature. This numerical value
will be useful when you are going to analyze your data using statistical tool. Just make sure
that the categories created are aligned with your research questions. Consider the following
example.
Students’ reasons for lack of motivation is

qualitative in nature. The research will then
assigned a numerical. Data also shows that
Tired this will be summarized using frequency and
percentage distribution.
Sleepy Bored Assigned values:
Student's Sleepy – 1
Lack of Tired – 2
Motivation Bored – 3
Tabulation is a process of arranging data. In many studies, table is used to do this

process. Tabulation can done manually or electronically using MS Excel. Again organize the
data based on your research questions. Before inputting your data into the table, it will be
helpful to review your statistics class on how to arrange data according to the statistical
techniques you will use. Take note that the digital tool you are going to use will also matter on
how you are going to tabulate your data; like MS Excel, Minitab, or other digital tools have
different ways of entering your data. Correct arrangement of your data will be helpful during
actual data analysis.
What’s New
Source: https://psa.gov.ph/
17
Look at the latest figures gathered by the Philippine Statistics Authority from a conducted
census. Try to answer the questions that follow on how you are going to interpret the data.
1. How is the data presented?

_______________________________________________________________________
_______________________________________________________________________
2. If you will be asked to present again the data, how will you arrange and label it? Use the
space to draw your presentation of the data.
5. Write 3-5 sentences explanation of the data presented.

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
18
What Is It
Presentation and Interpretation of Data

The next step after editing, coding, and tabulating the data is to present them into
graphical or visual presentation called non-prose materials. The purpose of presenting the
data in this way is to make the outlined of the results more presentable. Non-prose materials
are composed of graphs, bars, tables, charts, diagrams, illustrations, drawings, and maps. .
In quantitative research, tables and graphs are usually used. Standard format in
presenting the data into a table or a graph like its title, labels, contents, and many more can
be followed as well when school institutional format is not provided or identified. You may visit
APA, CMOS, or MLA on how to do so.
Tables
Table helps summarize and categorize data using columns and rows. It contains
headings that indicate the most important information about your study.
To interpret the tables, one needs to do the following:
1. Analyze the connections among the details of the headings.

2. Check the unusual pattern of the data and determine the reason behind these.
3. Begin with the table number and the title.
4. Present the significant figures (overall results, high and low values, the unusual
pattern).
5. Refrain from repeating again what’s inside the table.
6. Support your findings with literature and studies that confirms or contrasts your
results.
7. Establish the practical implications of the results. This will add value to your
research findings.
8. End with a brief generalization.
Sample Interpretation for the Given Table
Sample 1
Table 1. Frequency and Percentage Distribution of Student’s Overall Performance in Pre-

Calculus Pretest
Student’s Overall Performance f %

Outstanding 2 5
Very Satisfactory 15 30
Satisfactory 33 66
Unsatisfactory 0 0
Poor 0 0
Total 50 100
19
Cont.
Table 1 shows the summary of the overall adjectival rating in frequency and percentage of
students in their pretest in Pre-calculus at Gulayan National High School for S.Y. 2019-2020.
Results reveal that 66% of the students have satisfactory rating. Only 5% have outstanding rating.
Overall, the data showed that the students at Gulayan National High School have fair ratings based
on their pretest scores. This implies that most of the students do not have prior mastery on the
concepts of this subject. Hence, teacher is expected to apply teaching strategies that will increase
students’ concepts of the subject. This result is supported by Ignacio (2016) that pretest scores
especially if it is valid and reliable shows prior knowledge of the learners of the subject matter.
Sample 2
Looking at Table 4, there is a significant relationship between the classroom interaction that
facilitates positive discipline and sense belonging (r(39 = .973, p = 0.000). The feeling of being safe
and welcome in school is significantly related to how the teachers manage classroom interaction.
This result is supported by the early studies on classroom management by Brophy and Avertson
(1976) that though variety of teaching behaviors affect effective teaching; classroom management
appeared to be one of the most critical aspects as viewed by students.
Table 3. Correlation Analysis of Positive Discipline and Sense of Belonging
Variables Sense of Belongingness Interpretation

Classroom Pearson
.973
Interaction Correlation Significant
Sig. (2-tailed) .000**
Use of Pearson
.073
Reinforcement Correlation Not Significant
Sig. (2-tailed) .663
*p<.05, **p<.01
Graphs
Graphs focuses on how a change in one variable relates to another. Graphs use bars,
lines, circles, and pictures in representing the data. In interpreting the graph, it is the same
process in table. In choosing what type of graph to use, determine the specific purpose of the
presentation. Line Graph illustrates trends and changes in data over time, Bar Graph
illustrates comparisons of amounts and quantities, while Pie Graph (Circle Graph) displays
the relationship of parts to a whole.
Sample Interpretation of a Bar Graph
Figure 1. GRSHS-X Canteen Lunch Menu
20
Cont.
Figure 1 shows the canteen lunch menu of GRSHS-X. The graph reveals that rice is highly
patronized by the students and teachers with 150 cups sold daily. It can also be noted that pork and
chicken menus have a good number of buyers (315 serve/pieces). Vegetable menus cannot be
undervalued since several consumers (135 serve/pieces) also patronized the food. At the same
time, seafood menus earn the last spot (50 serve/pieces sold). Generally, students and faculty of
GRSHS-X preferred meat (pork and chicken) menus next to rice.
Sample Interpretation of a Line Graph
Figure 2. Students Quarterly Average Grade by Sections in Elective Mathematics (S.Y. 2019-2020
Figure 2 showed changes in the average grade of Elective Mathematics between Grade 10-
Max and Grade 10-Min from the first quarter to the fourth quarter for S.Y. 2019-2020. From the graph,
it is evident that both sections are performing well, but Grade 10-Max managed to maintain consistently
its high performance than Grade 10-Min every quarter. During the second quarter, there is a noticeably
far difference between the two sections. Overall, Grade 10-Max gained a better performance in Elective
Mathematics than Grade 10-Min.
Sample Interpretation of a Pie Graph
Figure 3. Dream Job of the Grade 7 Students from GRSHS-X
21
Cont.
Figure 3 showed the result of the survey conducted to Grade 7 students when asked about
their dream job. From the graph, forty percent (40%) and thirty percent (30) of the participants
wanted to become a doctor and an engineer, respectively with just thirty percent (30%) left for other
professions. Only about five percent (5%) wanted to become a teacher. From the data, more than
70% of the Grade 7 students will likely pursue STEM strand courses when they graduate in high
school.
What’s More
Activity 1: Present Me!
Directions: Present the following data using a specific non-prose material according to its
purpose. Use a separate paper for your presentation.
According to the latest Facebook post of Department of Health-Philippines DOH COVID-

19 CASE BULLETIN #106, dated June 28, 2020. Source: https://bit.ly/3dMehug;
https://bit.ly/31nmgv2.
1. There are a total of 24, 137 Active Cases of COVID-19 in the Philippines (Data as of June
27, 2020) with the following breakdown:
Asymptomatic - 898 persons
Mild - 23, 090 persons
Severe - 125 persons
Critical - 24 persons
2. These are the data on hospital beds and mechanical ventilators for COVID-19 patients with
the following breakdown:
Ward beds - 3, 179 (41.15% occupied)
Isolation Beds - 8,925 (37.93% occupied)
ICU Beds - 1, 313 (36.63% occupied)
Ventilators - 1, 883 (22.89% in use)
Activity 2: Look and Explain Me!
Directions: Interpret each figure given below. Follow the guidelines in interpreting the graph.
Write a brief interpretation of the data on the space provided for each figure.
22
Graph 1. Line Graph of COVID-19 cases in the Philippines since March 15-June 27, 2020
Source: https://bit.ly/3eHeujB
Interpretation:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Graph 2: Number of COVID-19 cases in the Philippines as of April 2, 2020, by gender
Source: https://bit.ly/2AaLu4J
23
Interpretation:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Graph 3: Philippines Major Import Sources, 2016
Source: https://bit.ly/3i7Td4A
Interpretation:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
24
Activity 3: Use It!
Directions: Go to the link below and use it to run statistical analyses quickly and directly in
your browser.
GraphPad Software https://bit.ly/2X5JCTC
Activity 4: Interpret Me!
Directions: Interpret the table following the suggested guidelines. Write brief interpretation on
the space provided.
Table 2. Positive Discipline Practices of Teachers through the Use of Reinforcement
Constructs Mean SD Verbal Descriptions

1. Coach positive social behaviors 3.71 .52 Always observed
2. Reward targeted positive behaviors with
2.89 .84 Often observed
incentives
3. Use problem solving strategy 3.16 .89 Often observed
4. Prepare students for transitions with predictable
3.24 .71 Often observed
routines
5. Give clear positive directions 3.34 .81 Always observed
6. Warn consequences for misbehavior 3.03 .75 Often observed
7. Use clear classroom discipline plane 3.29 .77 Always observed
8. Use emotion coaching 3.18 .69 Often observed
9. Use imaginary play/drama, stories to teach
3.34 .63 Always observed
problem solving.
10. Set up problem scenarios to practice
3.37 .67 Always observed
prosocial solutions.
Overall 3.25 .44 Often observed
Legend: 1.00-1.75 = Never Observed, 1.76-2.50 = Sometimes Observed,
2.51-3.25 = Often Observed, 3.26-4.00 = Always Observed
Interpretation:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Go to the link below and practice what you’ve learned from this lesson:
https://bit.ly/3c8t01w
https://bit.ly/2A7L6DE
https://bit.ly/2TGK4Fr
https://bit.ly/2BkEbI2
25
What I Have Learned
Directions: Using the space below, write a reflective essay about your learning experience on
the quantitative data presentation and interpretation. Let your essay reveal how
much you learned about each concept behind each topic dealt with in this lesson.
Express which concepts are the most understood, slightly understood, and the
least understood ones.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
What I Can Do
Task: Decision Making
Directions: Perform the following task. You may write or encode your answer in short bond
Since you are done gathering your data, it is now time to tally the obtained data on
a separate sheet of paper. Decide on what type of data presentation you will use in
your research study. Why will you use this specific graph? Once you have decided
on what data presentation to use, it is time to create your interpretations. Follow the
guidelines given.
Additional Activity
Directions: Now that your data presentation and interpretation have been checked and
approved, it is now time to include your output in Chapter 4 of your research paper.
26
Lesson
Using Statistical Techniques
3 to Analyze Data
What’s In
In the previous lesson, you were presented with options on how to present and
analyze your data through tables and graphs. As mentioned previously, data analysis
goes hand in hand with data presentation and is considered a time-consuming task
because it involves a series of investigations, classifications, mathematical
calculations, and graphical recording, among others.
You are fully aware that planning your research study is needed. Thus, it is
assumed that when you begin your research study, you have already identified the
scale of measurement to use in your research study. Comprehensive statistical
analysis is important before making conclusions about your study.
What I Need to Know
Statistical methods and techniques were already discussed in the previous modules.
Sample Size Determination was also introduced in Module 4, Lesson 2. This lesson will
discuss deeply the five most useful statistical techniques specifically in quantitative research:
Percentage, Mean, Standard Deviation, Correlation, Regression, and Hypothesis Testing.
The computational procedure for hypothesis testing (Chapter 3) will also be shown in
this lesson because this is where your decision-making skill will be tested. You will investigate
and evaluate the claims about your study before writing your conclusions.
What’s New
Activity 1: What’s My Level?
Directions: Look at the table below. Check your level of conceptual knowledge and
computational skills of these statistical techniques.
Statistical Levels of Conceptual Knowledge Levels of Conceptual Skills

Techniques Weak Average Excellent Weak Average Excellent
Percentage
Mean
Standard Deviation
Correlation Analysis
Regression Analysis
Hypothesis Testing
27
What Is It
Statistical Techniques
1. Percentage is any proportion from the whole.
𝑃𝐴𝑅𝑇
Formula: 𝑃𝐸𝑅𝐶𝐸𝑁𝑇𝐴𝐺𝐸(%) = ( ) 𝑋100
𝑊𝐻𝑂𝐿𝐸
Example:
Here’s a data gathered by Purok A City High School administration regarding the
number of Grade 7 parents who opted to receive digital copies of the learning modules.
Table 1: Percentage of Parents who Opted to Receive Digital Copies of Learning Modules
Total Number of Parents who

Sections Number of opted to received digital Percentage (%)
Parents copies of learning modules
7-A 30 24 (24÷30)X100 = 80%
7-B 25 25 (25÷25)X100 = 100%
7-C 32 16 (16÷32)X100 = 50%
7-D 30 11 (12÷30)X100 = 40%
TOTAL 117 76 (76÷117)X100 = 64.96%
2. Mean or average is the middlemost value of your list of values and this can be obtained by
adding all the values and divide the obtained sum to the number of values.
𝑆𝑈𝑀 𝑂𝐹 𝐴𝐿𝐿 𝑉𝐴𝐿𝑈𝐸𝑆

Formula: 𝑀𝐸𝐴𝑁(𝑋̅) =
𝑁𝑈𝑀𝐵𝐸𝑅 𝑂𝐹 𝑉𝐴𝐿𝑈𝐸𝑆
Example:
1. Ungrouped Data
Refer to Table 1 above, to get the mean or average number of parents who opted to
receive digital copies of learning modules, do the following:
24+25+16+11 76
𝑀𝐸𝐴𝑁(𝑋̅) = = = 19
4 4
2. Grouped Data
Here’s the data gathered from the survey on Study Habits conducted by the Grade 12
students to the 150 Grade 7 students of Purok A City High School.
Table 2: Mean Distribution of the Study Habits of Students

Strongly Agree Undecided Disagree Strongly Mean (𝑋̅) Verbal
Agree (4) (3) (2) Disagree Description
(5) (1)
I study where 120x5 10x4 0x3 15x2 5x1 600 + 40 + 0 + 30 + 5 Strongly
there is good =600 =40 =0 =30 =5 150 Agree
lighting. =4.5
I study in a 100x5 20x4 5x3 10x2 15x1 500 + 80 + 15 + 20 + 15 Agree
room where =500 =80 =15 =20 =15 150
the =4.2
temperature
is cool.
28
3. Standard Deviation shows the spread of data around the mean.
∑( 𝑥−𝑥̅̅̅)2
Formula: 𝑆𝐷 = √
𝑛
Example:
Table 2: Mean and Standard Deviation Distribution of the Study Habits of Students

SA A U D SD Mean Mean (𝑋) Standard Deviation (𝑆𝐷)
(𝑋̅ )
I study 120x25 10x16 0x9 15x4 5x1 4.5 3000 + 160 + 0 + 60 + 5 =√21.50 − 4.5
where there =3000 =160 =0 =60 =5 150
is good =4.12
=21.50
lighting.
I study in a 100x25 20x16 5x9 10x4 15x1 4.2 2500 + 320 + 45 + 40 + 15 =√19.47 − 4.2
room where =2500 =320 =45 =40 =15 150
the =3.91
=19.47
temperature
is cool.
Abbreviation Numerical Values

Strongly Agree (SA) - 5
Agree (A) - 4
Undecided (U) - 3
Disagree (D) - 2
Strongly Disagree (SD) - 1
One need to get the range from which the mean of a five-point Likert can be interpreted.
There are two methods to do this, if we treat the Likert scale as interval/ratio. First, the usual
way is to calculate the interval by computing the range (e.g. 5 − 1 = 4), then divided it by the
maximum value (e.g. 4 ÷ 5 = 0.80). Ultimately, we get the following result:
From 1 to 1.80 represents (strongly disagree).
From 1.81 to 2.60 represents (do not agree).
From 2.61 to 3.40 represents (true to some extent).
From 3:41 to 4:20 represents (agree).
From 4:21 to 5:00 represents (strongly agree).
The other way is to treat the selection as the range themselves, and so we get these
results:
From 0.01 to 1.00 is (strongly disagree);
From 1.01 to 2.00 is (disagree);
From 2.01 to 3.00 is (neutral);
From 3.01 to 4:00 is (agree);
From 4.01 to 5.00 is (strongly agree)
Here’s how it will appear in your research paper.

Mean (𝑿̅) Standard
Study Habit Verbal Interpretation
Deviation (𝑺𝑫)
1. I study where there is good
4.5 4.12 Strongly Agree
lighting.
2. I study in a room where the
4.2 3.91 Agree
temperature is cool.
29
4. Correlation Analysis (Pearson’s r) is a statistical method used to estimate the strength of
relationship between two quantitative variables.
𝑛(∑ 𝑥𝑦)−(∑ 𝑥)(∑ 𝑦)

Formula: 𝑟=
√[𝑛(∑ 𝑥 2 )−(∑ 𝑥)2 ][𝑛(∑ 𝑦 2 )−(∑ 𝑦)2 ]
Example:
Here’s a data of five students with their corresponding grade in Math (Independent Variable)
and grade in English (Dependent Variable). Is there a significant relationship between the
grade in Math and the grade in English?
Table 3. Grade in Math and Grade in English of Five Students

Grade in Mathematics Grade in English
Student x2 y2 xy
(x) (y)
A 96 97 9216 9409 9312
B 90 92 8100 8464 8280
C 93 96 8649 9216 8928
D 94 95 8836 9025 8930
E 92 90 8464 8100 8280
Sum 465 470 43265 44214 43730
Step 1. Compute the value of 𝑟 using the Pearson’s r formula.

5(43730)−(465)(470)
𝑟= 2 2
=0.77
√[5(43265)−(465) ][5(44214)−(470) ]
Step 2. From the table of values, there is a strong positive correlation between the grade in
Math and the grade in English.
5. Regression Analysis is can be used to explain the relationship between dependent and
independent variables.
Three major uses:

a. Causal analysis -shows you the possible causation of changes in Y by changes X.
b. Forecasting an Effect- allows you estimate and predict the value of Y given the
value of X.
c. Linear Trend Forecasting- helps you trace the line best fit to tine series
Formula: 𝑌 = 𝑚𝑋 + 𝑏
(∑ 𝑦)(∑ 𝑥 2 )−(∑ 𝑥)(∑ 𝑥𝑦) 𝑛(∑ 𝑥𝑦)−(∑ 𝑥)(∑ 𝑦)
𝑏= 𝑚=
𝑛(∑ 𝑥 2 )−(∑ 𝑥)2 𝑛(∑ 𝑥 2 )−(∑ 𝑥)2
Example:
Using the same data from Table 3, answer the following questions:
a. What linear equation best predicts the grade in English given the grade in Math?
Step 1: Compute the 𝑏 and 𝑚.

(∑ 𝑦)(∑ 𝑥 2 )−(∑ 𝑥)(∑ 𝑥𝑦) 𝑛(∑ 𝑥𝑦)−(∑ 𝑥)(∑ 𝑦)
𝑏= 𝑚=
𝑛(∑ 𝑥 2 )−(∑ 𝑥)2 𝑛(∑ 𝑥 2 )−(∑ 𝑥)2
(470)(43265)−(465)(43730) 5(43730)−(465)(470)
𝑏= 𝑚=
5(43265)−216225 5(43265)−(216225)
𝑏=1 𝑚=1
Step 2: Substitute the value of m and b to the regression formula.

The regression equation for predicting the grade in English given the grade in Math is
𝑌 = 𝑋 + 1.
30
b. If a student made a grade of 91 in Math, what grade would you expect the student to
obtain in English?
Using the obtain equation 𝑌 = 𝑋 + 1, substitute 91 in X.

𝑌 = 91 + 1 = 92 (Grade in English)
According to this model, for every 1point increase in the Math grade, there is a
corresponding average increase of 1 point in the English grade.
c. How well does the regression equation fit the data?
Interpretation:
The Math grade is directly proportional to the English grade because the slope
is positive.
6. Hypothesis testing. A hypothesis test helps you determine some quantity under a given
assumption. The outcome of the test tells you whether the assumption holds or whether the
assumption has been violated.
From Module 3, you were exposed to creating your Null hypothesis (𝑯𝟎 ) which states
that there is no difference between the two values or variables and the Alternative
hypothesis (𝑯𝟏 ) which states that there is a difference between two values or variables.
The statistical test uses the data obtained from a sample to decide about whether the
null hypothesis should be rejected. In a one-tailed test (left-tailed or right-tailed test),
when the test value falls in the critical region on one side of the mean, the null hypothesis
should be rejected.
On the other hand, in a two-tailed test, the null hypothesis should be rejected when
the test value falls in either of the two critical regions.
One-tailed, right-tailed test One-tailed, left-tailed test Two-tailed test
To perform hypothesis testing, you compute the mean from the sample and compare
it with the mean from the population. Then, you decide whether to reject or not reject the
31
null hypothesis. If the difference is significant, the null hypothesis is rejected. If the
difference is not significant, then the null hypothesis is not rejected. In the hypothesis-
testing, there are four possible results.
𝐻0 true 𝐻0 𝑓𝑎𝑙𝑠𝑒
Reject 𝐻0 Error Correct

Type I decision
Do not reject 𝐻0 Correct Error
decision Type II
The four possibilities are as follows:

1. It would be an incorrect decision and would result in a Type I error when you
reject the null hypothesis when it is true.
2. It would be a correct decision when you reject the null hypothesis when it is false.
3. It would be a correct decision when you do not reject the null hypothesis when it
is true.
4. It would be an incorrect decision and would result in a Type II error when you do
not reject the null hypothesis when it is false.
The basic format for hypothesis testing:

1. State the hypotheses and identify them.
2. Find the critical value(s).
3. Compute the test value.
4. Make the decision.
5. Summarize the result.
6.
Hypothesis testing can be done using the following t-value approach or critical value
approach and 𝑝-value approach.
1. The Critical Value Approach is used to determine whether the observed test statistic is more
extreme than a defined critical value. Hence, the observed test statistic (calculated on the basis
of sample data) is compared to the critical value, from t-table. If the test statistic (𝒕∗ ) is more
extreme than the critical value (t), the null hypothesis is rejected. If the test statistic is not as
extreme as the critical value, the null hypothesis is not rejected.
𝟐
̅ −𝝁𝟎
𝑿 ∑(𝑿−𝑿) ̅
One-Sample t-test Formula: ∗
𝒕 = 𝒔 𝝈=√ 𝒏
√𝒏
Example:
A random sample of 10 Grade 7 students has grades in Math, where marks range from
90 (Good) to 98 (Excellent). The general average grade (Gen. Ave.) of all Grade 7 students
as of the last 5 years is 93. Is the Gen. Ave. of the 10 Grade 7 students different from the
population’s Gen. Ave? Use 0.05 level of significance.
Student 1 2 3 4 5 6 7 8 9 10
Math Grade 90 98 97 93 94 91 97 93 93 94
Given: 𝑛=10 𝛼=0.05 𝜇0 =93 𝑋̅=94 sd= 2.68
32
Computational Procedure:
1. Define the Null and Alternative Hypothesis
𝐻0 : There is no significant difference between the gen. ave. of 10 Grade 7 students
from the population’s gen. average of 93.
𝐻0 : 𝜇 = 93
𝐻1 : There is a significant difference between the gen. ave. of 10 Grade 7 students from
the population’s gen. average of 93.
𝐻1 : 𝜇 ≠ 93
2. State the alpha and the degree of freedom.
𝛼 = 0.05
𝐷𝑓 = 𝑛 − 1 = 10 − 1 = 9
3. State the decision rule.
One-tailed Test: |𝑡| > 𝑧𝑎 ; Reject 𝐻0
𝑧
Two-tailed Test: |𝑡| > 𝑎 ; Reject 𝐻0
2
4. Calculate the Test Statistic.
𝑋̅ −𝜇0 94−93
𝑡= 𝑠 = 2.68 =1.18
√𝑛 √10
5. State results (use t table to get the critical value, see procedure below).
𝑡𝛼
𝑡
2
= 0.05 = 𝑡0.0025 =2.263
𝑛−1 10−1
|1.18| < 2.262
6. Decision: Accept 𝐻0
7. Conclusion: Therefore, the average grade of 10 Grade 7 students is not different from
the population’s average grade in Math which is 93.
2. P-value Approach involves determining the probability (assuming the null hypothesis were
true) of observing a more extreme test statistic in the direction of the alternative hypothesis
than the one observed. If the P-value is less than (or equal to) 𝛼 then the null hypothesis is
rejected in favor of the alternative hypothesis. And, if the P-value is greater than 𝛼, then the
null hypothesis is not rejected.
Example:
Use the same data from Example 1 of Critical value approach:
Computational Procedure:
1. Define the Null and Alternative Hypothesis
𝐻0 : There is no significant difference between the gen. ave. of 10 Grade 7 students
from the population’s gen. average of 93.
𝐻0 : 𝜇 = 93
𝐻1 : There is a significant difference between the gen. ave. of 10 Grade 7 students from
the population’s gen. average of 93.
𝐻1 : 𝜇 ≠ 93
2. State the alpha and the degree of freedom.
𝛼 = 0.05
𝐷𝑓 = 𝑛 − 1 = 10 − 1 = 9
3. State the decision rule.
One-tailed Test: |𝑡| > 𝑧𝑎 ; Reject 𝐻0
𝑧
Two-tailed Test: |𝑡| > 𝑎 ; Reject 𝐻0
2
4. Calculate the Test Statistic.
𝑋̅ −𝜇0 94−93
𝑡= 𝑠 = 2.68 =1.18
√𝑛 √10
5. Use statistical software or an online calculator (https://www.statology.org/t-score-p-value-
calculator/) to find the corresponding p-value.
One-tailed P-value: 0.13412
Two-tailed P-value: 0.26825
33
6. State results.
One-tailed |0.13412| > 0.05
Two-tailed |0.26825| > 0.05
7. Decision: Accept 𝐻0
Since this p-value is not less than our chosen alpha level of 0.05, we can’t reject the
null hypothesis.
8. Conclusion: Therefore, the average grade of 10 Grade 7 students is not different from
the population’s average grade in Math which is 93.
Here are the steps in finding the t-value or critical value at the t-table:
1. Locate your confidence level (alpha level) at the top row of the t-table found below
(this tells you which column you need).
2. Intersect this column with the row for your 𝑑𝑓 (degrees of freedom). The number you
see is the critical value (or the t-value) for your confidence interval.
Table of T-Values
Examples:
Given t-value (critical value)

1. 𝑑𝑓=5, 𝛼=0.05, two-tailed test 2.571
2. 𝑑𝑓=12, 𝛼=0.05, one-tailed test 1.782
What’s More
Activity 1: What’s My Percentage?
Directions: Here’s a data gathered by Purok A City High School administration regarding the
number of Grade 7 parents who opted to receive printed copies of the learning
modules. Fill out the boxes for total and percentage. Then write a brief
interpretation of the table.
34
Total Number of Parents who
Sections Number of opted to receive printed Percentage (%)
Parents copies of learning modules
7-A 30 6
7-B 25 0
7-C 32 16
7-D 30 19
Total
Interpretation:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Activity 2: What’s My Mean and Standard Deviation?
Directions: Here’s the data gathered from the survey on Study Habits conducted by the Grade
12 students to the 150 Grade 7 students of Purok A City High School.
A Review Your Study Habits

Standard
Strongly Strongly Mean
Agree Undecided Disagree Deviation Verbal
Agree Disagree (𝑋̅ )
(4) (3) (2) (𝑆𝐷) Interpretation
(5) (1)
The desk 90 30 10 5 15
where I study
is always
clear from
distractions.
I use 10 50 30 20 40
earplugs to
minimize
distracting
sounds.
I study facing 15 35 30 20 50
a wall.
Activity 3: What’s My Relationship?
Directions: Here’s the data about the Math Pretest and Posttest scores of ten (10) Grade 12
students of Purok A City High School. Is there a significant relationship between
the pretest and posttest scores in Math?
Student Pretest Posttest

1 49 45
2 32 37
3 34 39
4 45 47
5 41 40
6 20 40
7 27 39
8 32 45
9 37 41
10 31 48
35
1. Compute the value Pearson’s r: ______________________________________
2. Interpretation:
___________________________________________________________________
___________________________________________________________________
3. What linear equation best predicts the posttest given the pretest in Math?
___________________________________________________________________
4. If a student made a pretest score of 43 in Math, what grade would you expect the
posttest score the student will obtain?
___________________________________________________________________
5. Show the line of best fit and its interpretation.
Activity 4: Am I Rejected or Accepted?
Directions: A random sample of 10 Grade 7 students has grades in MAPEH, where marks
range from 90 (Good) to 98 (Excellent). The general average grade (Gen. Ave.)
of all Grade 7 students as of the last 5 years is 95. Is the Gen. Ave. of the 10
Grade 7 students different from the population’s Gen. Ave? Use 0.05 level of
significance.
Student 1 2 3 4 5 6 7 8 9 10
MAPEH 92 95 95 96 97 98 95 94 98 92
Grade
Given: 𝑛=10 𝛼=0.05 𝜇0 =95 𝑋̅=___ sd= ___
1. Perform hypothesis testing using the Critical Value Approach.

2. Perform hypothesis testing using the P-Value Approach.
Direction: Go to the link below and practice what you’ve learned from this lesson:
https://bit.ly/3c6evv2
https://bit.ly/36EfqBZ
https://bit.ly/3gmMbYS
https://bit.ly/2ZGYNEu
https://bit.ly/2A7L6DE
https://bit.ly/2TGK4Fr
What I Have Learned
Using the space below, write a reflective essay about your learning experience on
using statistical techniques in data analysis. Let your essay reveal how much you learned
about each concept behind each topic dealt with in this lesson. Express which concepts are
the most understood, slightly understood, and the least understood ones.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
36
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
What I Can Do
TASK: Statistical Analysis
Directions: Perform the following task. You may write or encode your answer in a long bond
Based on your methodology, decide what statistical technique/s you will use to analyze
deeply your data. Why will you use this tool? Use the statistical tool that you have decided
upon to compute the significance of your study with relevance to the null and the alternative
hypothesis. Conduct hypothesis testing. Indicate your data analysis.
Additional Activity
Directions: Now that your statistical computations and hypothesis testing have been checked
and approved, it is now time to include your output in Chapter 4 of your research
paper. Get ready for presentation of your written Results and Discussion. The
rubrics below will served as a guide on how you will be rated by your teacher. The
4C (content, coherence, creativity, communication) technique will be used so that
you can easily remember.
37
Rubrics for Data Interpretation and Analysis
Criteria 5 4 3 2 1
Content (35%)
▪ The Research Instruments directly and
clearly gathered the needed data.
▪ Sufficient data are gathered that answers
the research questions.
▪ Appropriate statistical technique were used
and computation is accurate.
▪ Presentations of data are clear and well
labeled in a table or graph.
▪ Interpretation and analysis highlights the
significant results.
▪ Discussion of the findings is well supported
with relevant literature.
▪ Implications of the results were presented.
Coherence (25%)
▪ Cohesive of devices are effectively used.
▪ Organization of ideas, presentation, and
discussion is smoothly presented.
Creativity (25%)
▪ Writer’s voice is showcased.
▪ Paper uses variety of sentence structures.
▪ Uses appropriate language.
Communication (15%)
▪ Sentences are well structured
▪ Grammatical conventions are observed.
▪ Correct spelling and proper research
format is followed.
Legend: 5 – to a very great extent,

4 – to a great extent,
3 – to some extent,
2 – to a little extent,
1 – not at all
38
Summary
• Data are bits of information or facts known by everyone.
• Quantitative data are measurable, numerical, and related to a metrical system.
• Data Collection is an activity that allows the researcher to obtain relevant information
regarding the specified research questions or objectives.
• Quantitative research instruments comprise questionnaires, interviews, tests, and
observation.
• Questionnaire consists of a series of questions used for gathering information from
respondents about a research topic.
• Tests are research instruments used for assessing various skills and types of behavior
as well as for describing certain characteristics.
• Quantitative interview is a method of collecting data about an individual’s behaviors,
opinions, values, emotions, and demographic characteristics using numerical data.
• Observation is frequently used in qualitative research. It is also used in quantitative
research when the characteristics being observed are quantitative, such as length, width,
height, weight, volume, area, temperature, cost, level, age, time, and speed.
• Google Forms is a free online form that enables the researcher to construct,
administer, and analyze surveys.
• Informed Consent Form is a document that provides the participants with the
information they need in deciding whether they will participate or not in your study.
• Editing is a process wherein the collected data are checked for consistency, accuracy,
organization, and clarity.
• Coding is a process wherein the collected data are categorized and organized. Labeling,
using numbers, and symbols are also applied.
• Tabulation is a process of arranging data into a table which can be done manually or
electronically using MS Excel.
• Frequency distribution is the organization of raw data in table form, using classes and
frequencies.
• Non-prose materials are composed of graphs, bars, tables, charts, diagrams,
illustrations, drawings, and maps.
• Tables are non-prose materials that help condense and classify information using
columns and rows.
• Positive Correlation- when both values have the same directions (increase or decrease)
• Negative Correlation-when one value increases, the other one decreases and vice
versa.
• Pearson’s r (𝑟) is a statistical method used for determining whether there is a linear
relationship between variables.
• Mean refers to the average score of the given set of values.
• Standard Deviation (SD) is the square root of the variance.
• Alpha level (𝜶) is also known as the significance level. It refers to the probability value
that must be reached before claiming that the findings obtained are statistically significant.
• P-value (𝒑) is a calculated probability that is compared to the alpha level. If the p-value
is lower than the set alpha level, there is a difference between the scores obtained for the
two groups (statistically significant)
• T-value (𝒕) is the statistic computed for the t-tests including the extent of the difference
between the two groups being examined
• Degree of Freedom (𝒅𝒇) refers to the number of values in the final computation of
statistic that has the freedom to vary.
• A Statistical hypothesis is an assumption about a population parameter.
38
Assessment
Multiple Choice. Answer the question that follows. Choose the best answer from among the
given choices.
1. Which of the following is an unethical practice in research?

A. Informing participants that they are free to backout at any time
B. Requiring the participants to continue until the study is done
C. Assuring participants of confidentiality of gathered data
D. Securing informed consent
2. Which of the following is not considered part of descriptive statistic values?

A. Standard deviation B. Variance
C. Pearson’s r D. Mean
3. What kind of correlation exists when two variables have no relationship with each other?
A. Strong Negative Correlation B. Strong Positive Correlation
C. Negative Correlation D. No Correlation
4. Which one of the following is an advantage of using questionnaire?

A. It can encourage the participants to be open to the researchers since their identity
can be made anonymous.
B. Some participants will not be able to complete the required responses
C. Questionnaires may lack depth of answers from participants.
D. Some will not be able to return the questionnaire on time.
5. A study is conducted to determine the relationship between the time spent in studying and
scores in a quarterly exam among 100 students of GRSHS-X. The result shows a
correlational value of 0.98. What is the interpretation of this obtained result?
A. The amount of time spent on studying is strongly associated with the score in a
quarterly exam.
B. The amount of time spent on studying is not associated with the score in a quarterly
exam.
C. The score in a quarterly exam is moderately associated with the amount of time
spent on studying.
D. The score in a quarterly exam is negatively associated with the amount of time spent
on studying.
6. Which of these is not a method of data collection?

A. Questionnaires
B. Observations
C. Experiments
D. Interviews
7. A correlation coefficient enables you to:

A. quantify the strength of the relationship between variables.
B. evaluate whether two variables measure the same values.
C. measure the difference between two quantities
D. establish whether the data is exact.
8. What is the outcome when you reject the null hypothesis when it is false?
A. Incorrect decision
B. Correct decision
C. Type I Error
D. Type II Error
39
9. Which of the following is a graph that uses a line to represent data?
A. A vertical graph B. A pie chart
C. A line graph D. A bar chart
10. Which of the following is not necessary when preparing your data analysis?
A. Create a conclusion after gathering your data.
B. Encode and organize your data for analysis.
C. Prepare your research instruments.
D. Begin gathering your data.
11. To fight boredom, Cindy is trying her luck by selling milktea during the COVID-19 pandemic
lockdown. The table below shows the number of cups sold from March to July 2020. What
is the best interpretation of the graph below?
A. The graph shows that Cindy’s milktea sales is doing good every month.
B. The graph shows that the month of May is the best-selling month.
C. The graph shows that Cindy’s milktea sales is not good.
D. Cindy’s milktea business is going to shut down soon.
12. Which correlation is the weakest among the four?

A. -1.0 B. +.80
C.-0.6 D. +0.5
13. Which of the following statistical technique uses rankings instead of actual values in
computing the correlational values between two sets of data?
A. Analysis of Variance B. Spearman’s Rho
C. Pearson’s r D. t-test
14. What observational role is evident if an observer is known and recognized by the
participants as part of their group or community but has limited interaction with them?
A. Observer as participant B. Participant as observer
C. Complete observer D. Complete participant
15. What is a questionnaire?

A. It is a tool for data interpretation. B. It is a tool for data evaluation.
C. It is a tool for data collection. D. It is a tool for data analysis.
40
41
Key to Answers
Pretest
1. B 6. A 11. A
2. C 7. B 12. D
3. A 8. A 13. A
4. A 9. D 14. C
5. B 10. B 15. D
Posttest
1. B 6. C 11. B
2. C 7. A 12. D
3. D 8. B 13. B
4. A 9. C 14. A
5. A 10. A 15. C
References
Barrot, Jessie S. Practical Research 2 for Senior High School. Quezon City, Philippines: C &
E Publishing, Inc., 2017.
Fraenkel, Jack R. and Wallen, Norman E. How to Design and Evaluate Research in Education.
Asia: Mc-Graw Hill Companies, Inc., 2006.
Fraenkel, Jack R. and Wallen, Norman E. 2020. How to Design and Evaluate Research in
Education. 6th ed., McGraw-Hill Global Education Holdings, LLC. Accessed June 3, 2020.
https://bit.ly/3eBIVrs
GraphPad Sofware. 2018. https://bit.ly/2X5JCTC
QuestionPro. 2020. “What is a star rating question?”. QuestionsPro Suvey Software.

Accessed June 3, 2020. https://bit.ly/2VD5EMg
https://www.surveygizmo.com/resources/blog/new-ways-to-ask-quantitative-research-
questions-in-online-surveys/
42
Appendix
43
For inquiries and feedback, please write or call:
Department of Education – Bureau of Learning Resources (DepEd-BLR)
DepEd Division of Cagayan de Oro City

Fr. William F. Masterson Ave., Upper Balulang, Cagayan de Oro
Telefax: ((08822)855-0048
E-mail Address: cagayandeoro.city@deped.gov.ph

Module 5-2

Uploaded by

Copyright:

Available Formats

Module 5-2

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Module 5-2

Uploaded by

Copyright:

Available Formats

NOT

Senior High School

Department of Education ● Republic of the Philippines

Published by the Department of Education – Division of Cagayan de Oro

Development Team of the Module

Reviewers: Joel D. Potane, PhD

Illustrator and Layout Artist: Ley Krystal C. Jayoma

Co-Chairpersons: Alicia E. Anghay, PhD, CESE

This instructional material was collaboratively developed and reviewed

We value your feedback and recommendations.

What This Module is About ................................................................................................................... i

What I Know ........................................................................................................................................... iv

What’s New – How do you collect your data… ................................................ 2

What’s More – Quantitative or Not .................................................................... 13

What’s More – Observe Me ................................................................................ 13

What’s More – Try It ............................................................................................ 14

What’s More – Watch It....................................................................................... 14

What’s More – Let’s Go Online .......................................................................... 14

What I Have Learned .......................................................................................... 14

Additional Activity ................................................................................................. 15

What’s New......................................................................................................... ..17

What’s More – Use It ......................................................................................... ..25

What’s More – Let’s Go Online ........................................................................ ..25

What I Have Learned .......................................................................................... 26

Additional Activity ................................................................................................. 26

What’s New – What’s My Level ....................................................................... ..27

What’s More – What’s My Relationship .......................................................... ..35

What’s More – Am I Rejected or Accepted .................................................... ..36

What’s More – Let’s Go Online ........................................................................ ..36

What I Have Learned ........................................................................................ ..36

Additional Activity ............................................................................................... ..37

Summary ...................................................................................................................................... ..38

Assessment: (Post-Test) ........................................................................................................... ..39

The following are the lessons contained in this module:

Lesson 1 – Data Collection Instruments

What I Need to Know

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

Icons of this Module

What I Need to This part contains learning objectives that

What I know This is an assessment as to your level of

What’s New An introduction of the new lesson through

What is It These are discussions of the activities as a

What’s More These are follow-up activities that are in-

What I Have Activities designed to process what you

What I can do These are tasks that are designed to show-

6. Participant observation can be performed covertly. What does it imply?

8. Which correlation is the strongest?

9. Which graph uses vertical bars to represent data?

12. In which of the following situation does a Type I error occurs?

13. Which of the following is true about the significance level?

14. When does a positive correlation occurs?

1 Data Collection Instruments

In this pandemic situation specifically, the following questions can be considered.

What I Need to Know

Quantitative research instruments comprise questionnaires, interviews, tests, and

How do you collect your data?

Data Collection Method

A questionnaire consists of a series of questions about a research topic to gather

In quantitative research, questionnaires use the following approaches: (1) scale

The terms survey and questionnaire have different meanings. A questionnaire is an