Handout # 7

Republic of the Philippines

Department of Education
REGION III – CENTRAL LUZON
SCHOOLS DIVISION OF ANGELES CITY
AMSIC INTEGRATED SCHOOL
SENIOR HIGH SCHOOL DEPARTMENT
SY 2023 - 2024
INQUIRIES, INVESTIGATIONS, AND IMMERSION
LESSON 6

Finding the Answers to the Research Questions

"Questions wake people up. They prompt new ideas. They show people new places, new ways of
doing things."
- Michael Marquardt

Objectives

At the end of this lesson, you will be able to:

1. organize the data collected from your participants;

2. analyze the data collected based on the problems of the study;
3. interpret the meaning or implications of the analyzed data;
4. present a well-written analysis and interpretation of the data; and
5. value the process of presenting, analyzing, and interpreting research data.

Inquire to Direct Your Learning

Introduction

In doing a research study, finding answers to your research questions is the most interesting
part, which needs to be done accordingly. Formulating research questions is generally the first step
in any research project. You have learned how to frame research questions from your previous year
in senior high school. The research questions should often address an issue or a problem through
analysis and interpretation of data. Researchers use quantitative and/or qualitative research designs
as needed. Data collection techniques are utilized as discussed in Lesson 5. Interview, observation,
document review, and survey are the most common methods used in qualitative research.
Remember that the choice of the method is dependent on the research needs to be addressed. In this
lesson, you will learn how to collect, analyze, and interpret the gathered data in the study.
Moreover, you will understand how to present and share the newfound information with your
readers and other researchers.

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Problem Scenario

In the sample study, the research questions necessitated the collection of a large amount of data from
different respondents. This challenged the ability of the researcher to organize, manipulate, and interpret
them. To solve these challenges, the researcher used statistical tools like frequency, percentage, and analysis
of variance (ANOVA). On the statistical measures, a statistician was commissioned to do the statistical
treatment, while the analysis and interpretation were done by the researcher, in consultation with an
expert/adviser. Overall, the proper plan and design previously done by the researcher facilitated the smooth
flow of this process. By doing so, the researcher came up with the Presentation, Analysis, and Interpretation
of Data.

Problem Outcome

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Chapter IV
Presentation, Analysis, and Interpretation of Data

This chapter presents the results. Analysis, and interpretation of the findings of the study. The
presentation follows the order of the statement of the problem and the hypothesis that guided this
investigation.

Table 1 shows the frequency distribution of respondents according to age. The findings showed that
180 or 52.63% out of 342 respondents are between the ages of 18-19, 128 or 37.43% are between the ages
16-17, 28 or 8.19% are between the ages 20-21 and 6 or 1.75% of respondents are between ages of 22-23.
This shows that majority of the respondents are between the ideal age of a SHS student.

Table 1 Distribution of Respondents According to Age

Age No. of Students Percentage (%)

16 -17 128 37.43
18-19 180 52.63
20-21 28 8.19
22-23 6 1.75

Table 2 presents the frequency distribution of respondents according to sex. The findings show that
133 or 38.89% out of 342 respondents are male and 209 or 61.11% of respondents are female. The findings
show that the respondents’ attendance is higher among females than males.

Table 2 Distribution of Respondents According to Sex

Sex No. of Students Percentage (%)
Male 133 38.89
Female 209 61.11

Table 3 shows the frequency distribution of respondents according to their grade level. The findings
showed that 183 or 53.51% out of 342 students are in Grade 12 and 159 or 46.49% are in Grade 11. This
shows that the higher number of respondents are coming from Grade 12.

Table 3 Distribution of Respondents According to Their Grade Level

Grade Level No. of Students Percentage (%)

11 159 46.49
12 183 53.51

Table 4 presents the frequency distribution of respondents according to their track enrolled. The
findings showed that most of the respondents are currently taking TVL track (250 or 73.10%). On the other
hand, 43 or 12.57% are under GAS, while 36 or 10.53% are under ABM and only 13 or 3.80% are under
HUMMS track.

Table 4 Distribution of Respondents According to Their Track Enrolled

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Track Enrolled No. of Students Percentage (%)

TVL 250 73.10
GAS 43 12.57
ABM 36 10.53
HUMMS 13 3.80

Table 5 shows the summary mean score of SHS students’ physical self-care capabilities. It can be
noted that the lowest of the mean score is taking day trips or mini vacations having a mean score of 2.86 with
verbal interpretation of "Moderate", while the highest falls under the indicator in eating regularly (e.g.,
breakfast, lunch, and dinner) with a mean score of 3.92 with a verbal interpretation of "High”. Therefore, the
total Mean Score in Physical Self-care Capabilities is interpreted as "Moderate”, having a mean value of
3.42.

Table 5 Summary Mean Score of SHS Students’ Physical Self-Care Capabilities

INDICATORS MEAN SCORES INTERPRETATION

Eat regularly (e.g., breakfast, lunch, and dinner) 3.92 H
Eat healthy foods 3.71 H
Exercise consistently 3.11 M
Get regular medical care for sickness/ disease 2.90 M
prevention
Get medical care when necessary 3.33 M
Take time to relax when sick 3.85 H
Dance, swim, walk, run, play sports, sing, or do 3.79 H
some other physical activity that is enjoyable and
safety to self
Get enough sleep 3.61 H
Take vacations 3.91 H
Wear clothes you like 3.77 H
Take day trips or mini vacations 2.86 M
Make time away from telephones or any mobile 3.25 M
gadgets
GRAND MEAN 3.42 M
* VH – Very High, 4.51 -5.00, H – High, 3.51 – 4.50, M – Moderate, 2.51 – 3.50, L- Low, 1.51-2.50, VL- Very Low,
1.00-1.51

Table 6 shows the summary mean score of SHS students’ psychological self-care capabilities. The
lowest mean score is writing in a journal having a mean score of 2.60 with verbal interpretation of
"Moderate". Meanwhile, the highest falls under trying new things having a mean score of 3.75 with a verbal
interpretation of "High”. Therefore, the total Mean Score in Psychological Self-care Capabilities is
interpreted as "Moderate”, having a mean value of 3.29.

Table 6 Summary Mean Score of SHS Students’ Psychological Self-Care Capabilities

INDICATORS MEAN SCORES INTERPRETATION

Make time for self-reflection 3.57 H
Engage in personal meditation 3.10 M
Write in a journal 2.60 M
Read literature that is unrelated to your studies 3.02 M
Do something in which you are not an expert or in 3.13 M
charge
Cope with stress in personal and/or SHS life 3.32 M
Notice inner experience (e.g., listen to and
recognize thoughts, judgments, beliefs, attitudes, 3.47 M
and feelings)
Provide others with different aspects of self (e.g.,
communicate needs and wants) 3.41 H
Try new things
Practice receiving from others 3.75 H

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Improve ability to say “no” to extra 3.53 H

responsibilities 3.34 M
GRAND MEAN 3.29 M
* VH – Very High, 4.51 -5.00, H – High, 3.51 – 4.50, M – Moderate, 2.51 – 3.50, L- Low, 1.51-2.50, VL- Very Low,
1.00-1.51

Table 7 denotes the summary mean score of SHS students’ emotional self-care capabilities. All
indicators have a verbal interpretation of “High” wherein identifying and engaging in comforting activities,
objects, people, relationships, and places as the lowest with a mean score of 3.63 and love self with a mean
score of 4.18 as the highest. The total mean score in Emotional Self-care Capabilities is interpreted as
"High”, having a mean value of 3.80.

Table 7 Summary Mean Score of SHS Students’ Emotional Self-Care Capabilities

INDICATORS MEAN SCORES INTERPRETATION

Allow for quality time with others whose 3.74 H
company you enjoy
Maintain contact with valued others 3.71 H
Give self-affirmations and praise 3.65 H
Love self 4.18 H
Reread favorite book or review favorite movies 3.77 H
Identify and engage in comforting activities,
objects, people, relationships, and places 3.63 H
Allow for feeling expression (laugh, cry, etc...)
3.95 H

GRAND MEAN 3.80 H

* VH – Very High, 4.51 -5.00, H – High, 3.51 – 4.50, M – Moderate, 2.51 – 3.50, L- Low, 1.51-2.50, VL- Very Low,
1.00-1.51

Table 8 presents the summary mean score of SHS students’ spiritual self-care capabilities. All
indicators have a verbal interpretation of “High” except participating in a spiritual community as the lowest
having a mean score of 3.37 with a verbal interpretation of “moderate”. On the other hand, Meditate/pray is
the highest having a mean score of 4.08. The total Mean Score in Spiritual Self-care Capabilities is
interpreted as "High”, having a mean value of 3.66.

Table 8 Summary Mean Score of SHS Students’ Spiritual Self-Care Capabilities

INDICATORS MEAN SCORES INTERPRETATION

Allow time for reflection 3.58 H
Spend time with nature 3.51 H
Participate in a spiritual community 3.37 M
Be open to inspiration 3.74 H
Cherish own optimism and hope 3.69 H
Be aware of nonmaterial aspects of life 3.64 H
Cultivate ability to identify what is meaningful 3.60 H
and its place in personal life
Meditate/pray 4.08 H
Contribute to causes in which you believe 3.70 H
Read inspirational literatures (lectures, music, 3.65 H
etc.)
GRAND MEAN 3.66 H
* VH – Very High, 4.51 -5.00, H – High, 3.51 – 4.50, M – Moderate, 2.51 – 3.50, L- Low, 1.51-2.50, VL- Very Low,
1.00-1.51

Table 9 depicts that the lowest of the mean score regarding Learning Environment Self-Care
Capabilities is arranging study space for comfort having a mean score of 3.22 and with a verbal interpretation
of “Moderate”. The highest falls under providing self-quiet time/space to complete assigned activities having

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a mean score of 3.88 with a verbal interpretation of “High”. The total Mean Score in Learning Environment
Self-Care is interpreted as “High”, having a mean value of 3.58.

Table 9 Summary Mean Score of SHS Students’ Learning Environment Self-Care Capabilities

INDICATORS MEAN SCORES INTERPRETATION

Allow for breaks during the study hours 3.73 H
Engage with classmates 3.42 M
Provide self-quiet time/space to complete 3.88 H
assigned activities
Participate in projects or tasks that are exciting 3.69 H
and rewarding
Set limits/boundaries with classmates 3.65 H
Balance assignment and school 3.70 H
homework/activities
Arrange study space for comfort 3.73 H
Maintain regular supervision or consultation 3.40 M
Negotiate needs (online consultation) 3.22 M
Participate in peer support group 3.39 M
GRAND MEAN 3.58 H
* VH – Very High, 4.51 -5.00, H – High, 3.51 – 4.50, M – Moderate, 2.51 – 3.50, L- Low, 1.51-2.50, VL- Very Low,
1.00-1.51

As shown in Table 10, the lowest of the mean scores regarding the Level of Self-Care Capabilities of
SHS Students is Psychological Self-Care having a mean score of 3.29 and with a verbal interpretation of
“Moderate”. The highest falls under Emotional Self-Care having a mean score of 3.80 with a verbal
interpretation of “High”. Also, 3 out of 5 indicators are interpreted as “High” and 2 out of 5 indicators are
interpreted as “Moderate”. The total Mean Score of the Level of Self-Care Capabilities of SHS Students is
interpreted as “High”, having a mean value of 3.55.

Table 10 Summary Mean Score of the Level of Self-Care Capabilities of SHS Students

INDICATORS 5 4 3 2 1 MEAN INTERPRETATION

Physical Self-Care 990 900 1378 504 332 3.42 Moderate

Psychological Self-Care 576 940 1508 487 251 3.29 Moderate

Emotional Self-Care 870 630 581 183 130 3.80 High

Spiritual Self-Care 986 956 1010 252 216 3.66 High

Learning Environment 879 954 1053 348 186 3.58 High

Self-Care
OVERALL 860 876 1106 355 223 3.55 High
* VH – Very High, 4.51 -5.00, H – High, 3.51 – 4.50, M – Moderate, 2.51 – 3.50, L- Low, 1.51-2.50, VL- Very Low,
1.00-1.51

Table 11 reveals that there is no significant relationship in the physical, psychological, spiritual, and
learning environment self-care capabilities of SHS students to their age, grade level and track enrolled.
Result shows that only emotional self-care capabilities have a significant relationship to sex. Since majority
of the respondents are females, this only shows that they have higher emotional self-care compared to males.

Table 11 Significant Relationship in Self-Care Capabilities when grouped according to Age, Sex,
Grade Level and Track Enrolled

Physical Psychologic Emotional Spiritual Learning

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Environment
Self-Care al Self-Care Self-Care Self-Care
Self-Care
Correlation
Coefficient .006 .050 -.021 -.004 -.020
Age
Sig. (2-tailed) .880 .221 .607 .920 .624
Correlation **
.039 .091 .151 .084 .060
Sex Coefficient
Sig. (2-tailed) .467 .094 .005 .120 .266
Correlation
Grade -.015 -.014 -.099 -.009 -.056
Coefficient
Level Sig. (2-tailed) .782 .802 .069 .863 .305
Correlation
Track .011 .015 .054 .029 -.035
Coefficient
Enrolled Sig. (2-tailed) .835 .785 .321 .597 .522
**. Correlation is significant at the 0.01 level (2-tailed).

Investigate to Improve Your Learning

Lesson Discussion

After identifying the problems or issues to be addressed and collecting data to support the
study, the next steps in the research process are the presentation, analysis, and interpretation of data
collected from the responses of the research sample. It is common in this section that the findings
are presented in tabular form after being analyzed using statistical tools or software, such as the
Statistical Package for the Social Sciences (SPSS). This is to facilitate easier reading and
understanding about the research and data collected.

Data Presentation

Data presentation in researches, theses, capstones, and feasibility studies is the section where
your gathered data are arranged accordingly for analysis and interpretation. Data are organized in
sequential and meaningful classifications, which most often are logical and responsive to the
purpose of the study. There are different ways to present data —tabular, textual, or graphical.

Tabular Presentation. Data is arranged and organized in columns and rows systematically to present
the relationships of numerical facts of the study.
Textual Presentation. Data is presented with numerals that serve as supplements to tabular
presentation. The data gathered is presented in paragraph form.
Graphical Presentation. Data is presented using graphs or charts, such as bar, pie, line, and the like.
The variation of the results of the study will be observed in diagrammatic form or pictorial form.

In using these different ways to present data, the guidelines discussed during your Senior
High Research 1 and Research 2 subjects must be applied. For instance, if your team is presenting
the data using a table, the title should include the table number and description, left-aligned, and
placed before the table. For graphical or figure presentations, the number and the caption should be
included in the lower part of the graph or figure.
In the sample research shown in the Problem Outcome, the researcher presented her findings
in tabular form and arranged them to align with the research problems. As you observed, each table
has a table number and label according to what the data represented in each table. Including texts or
descriptions after the tables will help the readers understand the purpose of presenting such data.
Data Analysis Data analysis in research is a method being performed by the researchers in preparing
data for interpretation. This can be performed via text, statistical, diagnostic, predictive, or
perspective analysis. Remember that breaking up the whole study into its constituent parts or
categories should be according to the specific questions under the statement of the problem
(Calderon, 1993). In analyzing quantitative data, you must consider the scale that measures
variables. You must classify the types of variables in your data—nominal, ordinal, interval, or ratio
—as they affect the analytical techniques and statistical tools that you will be using.

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Interpretation of Data

Interpreting data is perhaps the most critical aspect of the research report. The interpretation
needs to be done to assign meaning to the collected information and to determine its implication and
significance to the study. To interpret the results of your study, you need to review the conceptual or
theoretical framework and the related literature and studies in your research. You have to make
sense of the data you gathered and justify the results, keeping in mind the reviewed literature and
the working frameworks. You may look for trends, patterns, and themes that could help you come
up with an overal impression for your conclusion.
In the sample research, the researcher examined and summarized the data collected from the
survey questionnaires in a tabular format based on the number of respondents. The presentation of
the analyzed data has been organized properly using the appropriate statistical tools. Each table is
interpreted with the use of keywords or phrases, such as Table _ showed ..., As shown in the table ..,
and the like. Using academic phrases in writing a research paper contributes to conveying meaning
to the data or information you want to present.
You can also use many common phrases in writing research, and they depend on what
sections you plan to include them in. Some of these phrases are the following:

 The response rate was 70% at / after / for the first six months and ...
 The majority of the respondents / those who responded felt that ....
 Over half / Sixty percent of those surveyed / questioned reported that
 Almost / Just under / Approximately two-thirds of the participants (64%) said / felt /
commented that ...
 Only / Just a small number / Fifteen percent of those interviewed reported / suggested /
indicated that ...
 Of the 82 subjects who completed the questionnaire / took part in the survey / agreed to
participate, just under / over half replied that ...

Immerse to Improve Your Learning

Individual Work

Short Discussion: Answer the following questions briefly.

1. What are the ways to properly organize your data for presentation?
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2. What analytical tools can you use to analyze data that are numeric and computable?
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__________________________________________________________________________
3. How do you analyze data such as discourse or symbols?
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4. What should you keep in mind when you interpret data in your research?

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__________________________________________________________________________
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K-12 Exit Task

Simulate the role of statisticians (quantitative) or expert consultants (qualitative). With the
use of the data that you collected for your research, analyze them and provide a brief report.
Deliberate the veracity of the analysis and reflect with your group.

Socio-Emotional Learning Assessment

Assess your learning experience in this lesson by evaluating your feelings based on the
given statements. Tick () on the emoticon that best represents your experience.

My Learning Experience
  
1. I was given ample opportunity to participate and contribute to
the discussions and tasks done
2. I was encouraged to think well in the activities, tasks, and
discussions.

3. My teachers and classmates showed support and extended help

whenever I needed it.

There are precautionary measures in the activities to keep me

from any harm, be it physically or emotionally.
4. The lesson is manageable. Also, we were given a break to ensure
a conducive learning situation.

SUMMATIVE EVALUATION

Name: ____________________________ Score: ____________________________

Grade and Section:__________________ Date: _____________________________

I. True or False: Read each statement very carefully and evaluate its truthfulness. Write True
if it is correct; otherwise, write False. Use the space provided for your answer.

______1. In research, findings should be based on the data collected and not just on
personal opinions.
______2. The only way to present your data is by using tables or presenting in a tabular
format.
______3. Analysis of research data can be performed solely by the use of statistical
instruments.
______4. The research framework and data from reviewed literature are still considered
when interpreting data.
______5. The textual interpretations can be used to explain the data from a table.

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______6. The nominal, ordinal, and ratio are the level of measurements used in classifying
types of variables.
______7. In the sample study, ANOVA was used to explain the data from a table.
______8. SPSS is a software used for treating statistical data in research.
______9. Data Analysis refers to the process by which data are reviewed to arrive at an
informed conclusion.
______10. When presenting data, it will be better to present a single set of data (scores) in
two-dimensional ways like a graph and a table.
II. Analysis and Interpretation: Supply the missing data and write a simple analysis and
interpretation of the given data in the space provided.
Problem: The Philippines recorded 698,327 total cases of the COVID-19. Based on this
data, supply the total case per province, the percentage of recovered individuals, and the
total case percentage based on the national cases.

Provinces Active Recovered Death Total Case % of % of Total Case

Cases Recovered based on the
National Cases
Bulacan 7,350 6,950 25
Isabela 3,175 3,100 15
NCR 50,912 150,231 5,250
Cebu 34,321 110,000 3,230
Leyte 2,230 3,750 150
Cotabato 3,100 5,290 628
Maguindanao 4,850 7,586 120
TOTAL

Analysis and Interpretation

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LESSON REFLECTION

Assessing your learning from this lesson, think deeply how significant the
information you get from this is to your life. Relate how this learning could be of
practical use to you personally, professionally, or socially. Use the space below to
write your lesson reflection.