DATA COLLECTION,

PRESENTATION
AND ANALYSIS
DATA COLLECTION INSTRUMENTS
o Data Collection involves obtaining relevant
information regarding the specified
research questions or objectives.
o 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).
o Quantitative research instruments
comprise questionnaires, interviews, tests,
and observation.
o 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.
o A questionnaire consists
of a series of questions
about a research topic
to gather data from the
participants.
o It consists of indicators
that is aligned to the
research questions.
o The terms survey and questionnaire
have different meanings.
o A questionnaire is an instrument used
to collect data while a survey is a
process of collecting, recording, and
analyzing data.
o Questionnaires can be structured,
semi-structured, or unstructured.
Guidelines in Using Questionnaires for Data Collection

1. Choose the method of administering the

questionnaire.
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)
Guidelines in Using Questionnaires for Data Collection
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.
Guidelines in Using Questionnaires for Data Collection
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)
Guidelines in Using Questionnaires for Data Collection
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.
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.
o Tests are used for
assessing various skills
and types of behavior
as well as for describing
some characteristics.
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.

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.
o Observation is 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).
Data Presentation
and Interpretation
Steps in Preparing and Writing 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.
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;
Steps in Preparing and Writing Data Analysis
After Gathering the Data

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.
7. Submit your work using the format given to you.
Remember the institutional format of your school.
Techniques in Data Processing
1. Editing is a process wherein the collected
data are checked.
● 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 meet your
personal expectations.
Techniques in Data Processing
● 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.
Techniques in Data Processing
2. Coding is a process wherein the collected
data are categorized and organized.
● 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.
Techniques in Data Processing
3. Tabulation is a process of arranging data.
● Table is used to do this process.
● Tabulation can done manually or
electronically using MS Excel.
● Organize the data based on your
research questions before inputting your
data into the table
Presentation and Interpretation of Data
The purpose of presenting the data is to
make the outlined of the results more
presentable.

In quantitative research, tables and graphs

are usually used.
Presentation and Interpretation of Data
1. Table helps summarize and categorize
data using columns and rows. It contains
headings that indicate the most important
information about your study.
Presentation and Interpretation of Data
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).
Presentation and Interpretation of Data
To interpret the tables, one needs to do the
following:
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.
 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.
 Looking at Table 3, 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.
Presentation and Interpretation of Data
2. 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.
 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.
 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.
 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.