LEARNING MODULE NO.
7
Content Standards:
The learner demonstrates an understanding of the:
1. data collection procedures and skills using varied instruments,
2. data processing, organizing, and analysis.
Performance Standards:
The Learner should be able to gather and analyze data with intellectual honesty, using suitable
techniques form logical conclusions.
Formation Standards:
The learner carries out analysis and exercises responsibility wisely.
Learning Objectives:
You will be guided by these standards as you learn more about the following learning targets, which
will inform you of the exact skills and knowledge you will need to acquire throughout the entire week.
Targets:
1. Collect data using appropriate instruments.
2. Use statistical techniques to analyze data – study of differences and relationships limited for
bivariate analysis.
3. Present and interpret data in tabular and graphical forms.
Materials:
Sample Research Output
Textbooks
Instructional Video Requirement:
No video is required.
Supplemental video is uploaded in the Learning Management System.
Supplemental video is provided via YouTube or other links below.
Internet Access Requirement:
Internet is not necessary throughout the module.
/ Internet is required but minimal basis.
Internet is required for online discussions.
Internet is optional.
In this module, I am expecting that you will be able to:
1. Read everything carefully and thoroughly.
2. Always follow the instructions.
3. Finish each activity before proceeding to the next.
4. Take down notes using note taking strategy used in the module. Process questions will always be
asked to check your understanding.
5. Use a dictionary to look up the meaning of unfamiliar words.
6. Maximize your learning resources to help you work more efficiently and to enhance your learning.
7. Consult your teacher if you need to clarify or verify something about an activity.
8. Follow the schedule of the activities, remind yourself of deadlines. Read in advance when
necessary.
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Dr. Rodelio M. Alba PRACTICAL RESEARCH 2
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9. Find time to relax and take a break.
10. Have fun learning.
Hinihikayat na ang mga magulang o tagapangalaga ay suportahan ang mga mag-aaral sa
pamamagitan ng):
1. Pagbibigay ng conducive study area ayon sa positibong kondisyong pampagkatuto.
2. Positibong komunikasyon sa:
-mag-aaral
-paaralan
-guro
3. Pagsunod sa Distance Learning Iskedyul sa bahay upang iwasang gawin ang ibang bagay na
hindi nakatakda.
4. Paggabay sa mag-aaral sa mga nakatakdang gagawing aktibidad.
5. Pagbibigay ng mga kaalaman ukol sa paksa sa aralin na magagamit ng mag-aaral.
6. Palagiang pakikipag-ugnayan sa guro at paaralan para sa tugon/fidbak (feedback),
kinalabasan(resulta), at pag-unlad ng pagtuturo at pagkatuto.
LESSON 20 – Appropriate Instrument
Remember your Module 6, particularly your lesson on Data Collection?
Data collection is an important step in the research process. The appropriate instrument you
choose to collect the data will depend on the type of data you plan on collecting (qualitative or
quantitative) and how you plan to collect it.
Interviews are a tool mainly for the collection of qualitative data and are popular as a data-
collection tool because of their flexibility; The questionnaire is a tool designed for the collection of
quantitative data, it can provide quick responses, but adequate care must be taken when developing
questionnaires, to ensure you don’t influence the responses you receive. Observation is a
systematic, data-collecting technique that involves watching individuals in their natural environment
or in a naturally occurring situation. And the experiment is obtained through experimental process.
These four are categorized as primary data, while document is a secondary data which is obtained
from any agencies or offices that has been previously collected and processed.
Before deciding which instrument, you will be utilizing in your research, it is convenient to
evaluate the condition of your research before you start the process, to make sure that money and
time is not wasted. The basic principles of data collection include keeping things as simple as
possible; planning the whole process; ensuring the reliability, credibility and validity of data; and those
ethical issues are considered.
Types of Research Data Collection Instruments
Applied Questionnaire, Interview, and Observation
Survey Questionnaire, Interview, Focus Group
Discussion, and Observation
Case Study Questionnaire, Interview, Focus Group
Discussion, and Observation
Ethnographic (e.g., Questionnaire, Interview, Focus Group
Correlational Research) Discussion, and Observation
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Historical Observation, Focus Group Discussion, and
Interview
Pure Science Experiment and Observation
Action Questionnaire and Interview
Longitudinal Questionnaire, Interview, Focus Group
Discussion, Observation, and Experiment in case
of pure Science Research
Exploratory Questionnaire, Observation, and Interview
Source: Japheth Yaya, 2014
Let’s try this:
1. Provide four close-ended questions on the quarantine restrictions of the pandemic.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
2. Give four interview questions on the Covid-19 vaccines.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
LESSON 21 – Statistical Methods
Statistics (noun, plural in forms, but singular or plural in construction)
- a branch of mathematics dealing with the collection, analysis, interpretation, and presentation of
masses of numerical data.
- collection of quantitative data
Statistics is a branch of science that deals with the collection, organization, analysis of data
and drawing of inferences from the samples of the whole population. This requires a proper design
of the study, an appropriate selection of the study sample and choice of a suitable statistical test.
In 3 key forms, the term "statistics" is used:
1. Popular meaning: factual data that includes numbers. For this a better word is info.
2. Popular meaning: an analytical subject involving reasoning on quantities of statistics.
3. Precise meaning: quantities obtained from sample data, e.g. the mean (or average) of a data set.
“How then do I know the statistics I'm supposed to use?”
Statistical Tests
A number that explains how much the relationship between variables in your test varies from
the null hypothesis of no relationship, statistical tests operate by measuring a test statistic.
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Then it sets a p-value (probability value). The p-value measures how likely it is that you would
see the difference defined by the test statistics if the null hypothesis of no relationship is correct.
A p-value (probability value) is then calculated. If the null hypothesis of no relationship is
true, the p-value indicates how likely it is that you will see the difference described by the test
statistics.
Choosing a Parametric Test:
Regression Tests are used to analyze the relationships between cause and effect. They
look for the effects on another variable of one or more continuous variables.
Types Research Question Example
Simple Linear Regression What is the longevity impact of income?
Multiple Linear Regression What is the longevity impact of income and minutes of
exercise a day?
Logistics Regression What is the effect of the dosage of the medication on a
test subject's survival?
The Comparison test aim for variations between the means of the group. They can
be used for evaluating the effect on a mean value of a different characteristic of a categorical
variable.
When comparing the means of exacting two groups (e.g., the mean heights of males
and females), T-tests are used. The ANOVA and MANOVA tests are used to compare mean
values of more than two groups (e.g., mean heights of infants, adolescents and adults).
Types Research Question Example
What is the impact on the average exams of students
Paired t-test from the same class of two separate test preparatory
programs?
How do students in two separate colleges vary in
Independent t-test average exam scores?
What is the difference among postoperative patients with
ANOVA three different pain therapies in average pain levels?
What is the influence on petal length, petal width, and
MANOVA stem length of floral species?
Correlation tests verify that two variables are related without implying relationships between
cause and effect.
These could be used to test if two variables you want to use are autocorrelated in a multiple
regression test.
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Types Research Question Example
Pearson What is the relationship between latitude and
temperature?
How is sports team membership related to high
Chi-Square
school student’s membership in the drama club?
Choosing Non-parametrical tests - non-parametrical tests do not make so many data assumptions
and are useful in cases of violation of one or more common statistical assumptions. The conclusions
they produce, however are not as strong as parametric tests.
Types Use in Place of …
Spearman Regression and Correlation Tests
Sign Test T-test
Kruskal-Wallis ANOVA
ANOSIM MANOVA
Wilcoxon Rank Sum Test Independent T-test
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5 Most Effective Data Analysis Approaches
Before you progress into more advanced techniques, you must begin the study with five
fundamental aspects, and learn to avoid their traps.
1. Mean
The arithmetic mean is a series of numbers divided by the number of items in the series, which is
known as the average." The mean is useful for assessing or quickly viewing the overall trend of a
data set. Another benefit of the average is that you can measure very easily and efficiently.
Traps:
The mean is a risky instrument, taken alone. The mean is also closely associated with the mode and
the median in certain data sets. The mean, clearly does not give you the exactness you need for a
complex decision in a data set that includes several outliers or a distorted distribution.
2. Standard Deviation
The standard deviation, also expressed by a sigma, Greek symbol, is the calculation of the
distribution of data around the mean. A high standard deviation means that data is more widespread
from the average, where a low standard deviation shows that more data match the mean. The
standard deviation is useful for the fast determination of the dispersion of data points in a portfolio of
data analysis methods.
Traps:
Like the mean, if taken alone the standard deviation is misleading. For instance, if the data have a
very odd pattern like a non-normal curve or a large number of outliers, then you will not get all the
details you want in the standard deviation.
3. Regression
Regression shapes the relationships between dependent and independent variables, normally
identified by a scatterplot. The regression line also shows the strong or weakness of these relations.
Regression in high school or college statistics classes is generally taught to assess patterns over
time for applications for science or business.
Traps:
Regression is not all that complex. At times, the outliers in a dispersion plot play an important role.
For example, your most crucial supplier or your highest-selling product will provide an illustrated data
point. However, you can disregard the existence of a regression line.
4. Sample Size Determination
You don't always need to gather information from every member of the community when calculating
a large number of data or population like an employee – a sample is just as important. The trick is to
determine the proper sample size. You are able to reliably calculate the correct sample dimensions
to statistically make your selection meaningful using proportion and standard deviation methods.
Traps:
If you research a new, untested variable in a population, such assumptions might be necessary for
your proportional equations. These assumptions may however be totally inexact. This error will then
be transferred to your sample size and the rest of your analysis.
5. Hypothesis Testing
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Hypothesis testing also commonly known as "t-testing" evaluates if a certain premise really does
apply to your data set or population. In the analysis of data and statistics, if the results of a hypothesis
test could not have been produced at random, you consider the results statistically significant. In all
areas of science, research, business and economics hypothesis tests are used.
Traps:
Hypothesis tests have to screen for common errors if they are to be accurate. This is when, for
example, participants incorrectly predict and experience (or actually achieve) a certain outcome.
Another classic mistake is the Hawthorne experiment, which arises when participants manipulate
their findings because they know they are observed.
Let’s try this:
1. When will the null hypothesis be rejected?
We reject the null hypothesis, including all its assumptions, when it is inconsistent with the observed data. For
example, this inconsistency may be determined through statistical analysis and modelling. Typically, if a
statistical analysis produces a p-value that is below the significance level (α) cut-off value we have set (e.g.,
generally either 0.05 or 0.01), we reject the null hypothesis. If the p-value is above the statistical level cut-off
value, we fail to reject the null hypothesis.
2. What are the relationships between hypothesis testing and samples?
To determine an accurate and reliable sample size calculation, an appropriate statistical test for the hypothesis
of interest in derived from the study design and questions of interest. In most research we are interested in
evaluating the relative effectiveness of a proposed treatment or intervention or understand the effect of some
exogenous factor. The sample size determination then relates to achieving an acceptable probability of finding
a significant result (i.e., reject the null hypothesis, achieve a significant p-value) given the desired effect really
existed. This probability is known as statistical power.
Overall, these methods of DATA ANALYSIS add a lot of insight to your DECISION-MAKING
PORTFOLIO, particularly if you’ve never analyzed a process or data set with statistics before.
However, avoiding the common traps associated with each method is just as important. After
mastering these basic data analysis techniques, you are ready for more practical data analysis
methods.
For additional resources on this topic:
https://lled500.trubox.ca/2016/225 Scan this
Research Tools: Interviews and Questionnaires
LESSON 22 – Interpretation of Data
The quantitative analysis of data involves the study of the outcomes of different survey
questions. The results are commonly shown numerically and in proportion in the data tables. The
interpretation often serves as the required knowledge.
Step A: Collect the details you are expected to need.
Ensure you already have the data you can get for the interpretation of data.
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Dr. Rodelio M. Alba PRACTICAL RESEARCH 2
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Step B: Develop Findings
The findings are statements from your information. These are the assertions which sum up
the main items. The results will help you reach conclusions as they will assist you to interpret them
more carefully and accurately.
Step C: Develop Conclusions
Conclusions explain why the data looks as it does. Your conclusions should correspond to
your questions at the start of your problem statement.
Step D: Develop Recommendations
The recommendations are derived from the results and conclusions you have produced. It
can take two forms: action to be taken and additional information to be collected.
EXAMPLES:
Analysis of Questionnaires
Only 380 completed questionnaires were the basis for measuring the findings out of a total
of 400 questionnaires distributed. Three (3) unanswered and thirteen (13) with several missing data
from the overall sample size was derived from four (4) questionnaires completed by those who never
had the opportunity to attend workshops. This indicates that 20 questionnaires were absolutely
discarded from the study out of 400 questionnaires distributed. The rest is used for the analysis of
the findings (380 questionnaires).
VARIABLE FREQUENCY PERCENTAGE
Never Attended 4 1%
Once Only 154 40.6%
More than once but less than 5 times 205 53.9%
More than 5 but less than 10 times 14 3.6%
More than 10 times 3 0.7%
TOTAL 380 100%
TABLE 1: FREQUENCY OF ATTENDANCE
This table indicates that 4 (1.0%) of the participants did not participate in
any AIDS education camp workshop. While there was a significant gap in the
number of times that the majority (205 or 53.9%) of the population engaged in such
workshops. As a whole sample size, the total number of participants will be used.
The findings are based on the experiences of the participants, not on speculation
or what they think and thus should be accurate. The large number of subjects that
have participated in this workshop more than once is also important to notice.
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AGE TOTAL PERCENTAGE
15-17 years old 109 28.7%
18-20 years old 92 24.2%
21-23 years old 47 12.4%
24-26 years old 58 15.2%
27-29 years old 74 19.5%
TOTAL 380 100%
TABLE 2: CATEGORIES OF AGE
This table illustrates the categories of age of individuals that participated in
the survey completion. The percentage in this table indicates that there has been
no prejudice in the allocation of questionnaires to different groups. It reflects the
impartiality of the researcher in the distribution of questionnaires.
Let’s try this:
Given below are table for different items.
Provide the details in the box of your interpretation.
1. Have you had an HIV blood test? Yes or No.
VARIABLE FREQUENCY PERCENTAGE
YES 116 30.5
NO 264 69.5
TOTAL 380 100
2. How would you analyze the counselling in terms of comprehension?
FIGURATIVE LITERAL
VARIABLE % No. % No.
A = Excellent 8.1 13 48.0 48
B = Good 12.6 20 28.7 29
C = Fair 33.0 53 17.8 18
D = Bad 44.3 71 3.9 4
E = Not Sure 2 3 0.9 1
Total 100 160 100 100
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Now you are ready to write your Chapter 4, already fitted with our lessons in this Module and
now you are about to go. Recall that all your research knowledge is your instrument to find answers
to daily problems.
SCAFFOLD #6
This section will serve as your record of accomplishments.
Make a copy of this and use it to track your progress.
You will be required to submit your individual research report at the conclusion of the
semester.
Provide the percentages for each frequency and the necessary title for the table. After that,
you should give your analysis. Write your responses on the reverse side of this paper.
VARIABLE FREQUENCY PERCENTAGE
Roman Catholic 115 42%
Protestant 98 36%
Islam 34 12%
Others 26 10%
TOTAL 273 100
Table X: ________________________
Congratulations, you have just finished your Module 7! After studying our lesson, kindly write the
things you learned, the one you found interesting, and questions as your learning summaries.
MY LEARNING SUMMARIES
Having successfully accomplished your tasks for the entire week, you now have all the reasons to
celebrate. Hence, you must have something to remember. For this, complete the following:
• In this module, the lessons presented for the whole week were
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
• The insights I gained are
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
• As a responsible Christian, they made me realize that
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
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Author Learning Module #7
Still, I have questions and clarifications about
______________________________________________________________________
THIS PART IS FOR THE PARENT OR THE ATTENDING ADULT: (this part is optional)
Kindly write some of your observations on your child’s learning/study habits this week. Include also your
suggestions or if you have questions, feel free to write them here also.
Observation/s:________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Questions/Concerns/Suggestions: __________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Cellphone number: ___________________________
TEACHER’S REMARKS
(✓) Item Required Compliance
No.
1 Complete all required information in the front page.
2 Do not forget to pray before and after accomplishing this module.
3 Kindly ask your parent/guardian to read the expectations of this module from them
4 Take more engaged time to read the content of the entire module with a learning
disposition that is discipline-sensitive and success oriented.
5 Complete all your activity/formative assessment boxes. Redo activity/formative
assessment box/es on page/s ____________________________________
6 Some parts are copied. Avoid doing this next time.
7 Write all your entries legibly. As much as possible avoid too much
erasures/alterations. Keep your module neat.
8 Use your own handwriting all throughout the module. I do not expect your parents to
accomplish this module.
9 Be careful with your spelling.
10 Optimize the use of your reference books/suggested materials. This surely contributes
to your success in this module.
11 Please make your work original. Cite references whenever applicable or necessary.
12 Engage your parents in some conversation points found in this module.
13 On learning synthesis. Rewrite your learning summary taking into consideration the
attainment of stated learning competencies.
14 On learning synthesis: Rewrite your Christian reflection as an empowered student
whose values are anchored to _______________________________.
15 Participate promptly in your monitoring classes through your assigned group chat.
16 This module will be part of your portfolio which you will submit towards the end of
the quarter. Keep it responsibly.
17 Over-all Rating:
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Beginning: Demonstrate an initial understanding of the concepts and competencies
relevant to the expected learning.
Developing: Demonstrate a partial understanding of the concepts and competencies
relevant to the expected learning.
Proficient: Demonstrate a complete understanding of the concepts and competencies
relevant to the expected learning.
Advanced: Demonstrate a sophisticated understanding of the concepts and
competencies relevant to the expected learning.
References
Analysis and Interpretation of Results. (n.d.). Retrieved from wiredspace.wits.ac.za:
http://wiredspace.wits.ac.za/bitstream/handle/10539/1485/04chapter4.pdf?sequence=7&isAllowed=y.
Date of Retrieval: November 22, 2020.
Bevans, R. (2020, October 26). Scribbr. Retrieved from Scribbr.com:
https://www.scribbr.com/statistics/statistical-tests/. Date of Retrieval: November 22, 2020.
Bhaskar, Z. A. (2016, September). Indian Journal of anaesthesia. Retrieved from NCBIResources:
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5037948/#:~:text=Statistics%20is%20a%20branch%20
of,of%20a%20suitable%20statistical%20test. Date of Retrieval: November 22, 2020.
Coventry University. (n.d.). Future Learn. Retrieved from futurelearn.com:
https://www.futurelearn.com/courses/research-construction-management/0/steps/75098. Date of
Retrieval: October 30, 2020.
Dillard, J. (n.d.). Big Sky. Retrieved from bigskyassociates.com:
https://www.bigskyassociates.com/blog/bid/356764/5-Most-Important-Methods-For-Statistical-Data-
Analysis. Date of Retrieval: November 22, 2020.
Garbutt, N. S. (n.d.). Intrac for Civil Society. Retrieved from intrac.org: https://www.intrac.org/wpcms/wp-
content/uploads/2017/01/Principles-of-data-collection.pdf. Date of Retrieval: October 30, 2020.
Gibson, P. (n.d.). Chartio Data Tutorials. Retrieved from chartio.com: https://chartio.com/learn/data-
analytics/types-of-data-analysis/. Date of Retrieval: November 22, 2020.
Merriam-Webster. (n.d.). Merriam-Webster. Retrieved from merriam-webster.com: merriam-
webster.com/dictionary/statistics. Date of Retrieval: November 22, 2020.
Philipps, W. (2016, March 17). Research Tools: Interviews and Questionnaires. Retrieved from Research
Methodology in Education: https://lled500.trubox.ca/2016/225. Date of Retrieval: November 25, 2020.
Samuels, P. (n.d.). Statistical Methods. Retrieved from statstutor.ac.uk:
https://www.statstutor.ac.uk/resources/uploaded/1introduction3.pdf. Date of Retrieval: November 22,
2020.
Schoen, G. D. (n.d.). Data Interpretation. Retrieved from umass.edu:
https://www.umass.edu/mwwp/pdf/intmanl.pdf. Date of Retrieval: November 22, 2020.
Yaya, J. A. (n.d.). researchClue.com. Retrieved from nairaproject.com:
https://nairaproject.com/blog/measurement-instrument.html. Date of Retrieval: October 30, 2020.
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