ANALYZING
QUANTITATIVE
DATA
UNIT 2 | Lesson 2
Context
LEARNING
COMPETENCIES
present and interprets data in tabular
and graphical forms
use statistical techniques to analyze data—
study of differences and relationships
limited for bivariate analysis
VALUES INTEGRATION
Competence
Conscience
PRELECTION
Group Activity (5 minutes): Analyze the provided temperature report of
Zamboanga City for a particular week. Accomplish the following tasks and choose
a representative to discuss your answers in class.
WEEK 1: Zamboanga City Daily
Report (°C)
MON TUE WED THUR FRI SAT SUN
26 28 29 27 30 31 33
1.Using a Line Chart, graph the reported temperature of
Zamboanga City for a week.
2.If you will use the following data to predict the following week’s
temperature, what do you think would be the possible
temperature?
EXPERIENCE
Two Branches of Statistics
Statistics can be divided into two main
branches: descriptive and
inferential statistics. Each branch serves
a distinct purpose in data analysis.
DESCRIPTIVE STATISTICS
DEFINITION USES
It refers to the summary Calculate, describe, and
and description of a given summarize basic features
data set representative of collected data.
from an entire or sample
population.
Statistical Tools
Frequency
distribution
Measure of central
tendency
Standard Deviation
Variance
INFERENTIAL STATISTICS
DEFINITION USES
It refers to the process of Estimate and test
making conclusions about hypotheses to draw
population based on conclusions about
samples population
Statistical Tools
Correlational tests
Comparative Tests
Now that we have a grasp of the two
branches of statistics, let’s move on to
understanding the different levels of
measurement of variables.
LEVELS OF 01 Nominal Data
MEASUREMENT
OF VARIABLES 02 Ordinal Data
Variables in research
can be measured at
different levels. These 03 Interval Data
levels determine the
type of statistical
analysis that can be 04 Ratio Data
performed.
01 Nominal Data
Identified by names or labels
(e.g., gender, nationality). This
LEVELS OF type of data categorizes items
and individuals based on
MEASUREMENT characteristics such as name,
color, nationality, and gender.
OF VARIABLES
02 Ordinal Data
Sorted into ordered categories
(e.g., rankings). This type of
LEVELS OF qualitative data sorts variables
into categories that follow a
MEASUREMENT natural hierarchy, such as
OF VARIABLES ranking from high to low.
03 Interval Data
Numerical scale with evenly
spaced intervals (e.g.,
LEVELS OF temperature). This type of data
labels and orders variables with
MEASUREMENT consistent, evenly spaced
intervals between each value.
OF VARIABLES
04 Ratio Data
Similar to interval data but
includes a true zero (e.g.,
LEVELS OF height, weight). This scale has
all the features of interval data,
MEASUREMENT with the addition of a true zero
OF VARIABLES point.
DESCRIPTIVE STATISTICS
Descriptive statistics help us to
summarize and understand the main
features of a data set.
DESCRIPTIVE
STATISTICS
Measures
Frequency Proportion Percentag
of Central
Distributio e
Tendency
n
DESCRIPTIVE
STATISTICS
refers to the frequency of distribution
Frequency
and percentage of the occurrence of an
Distributio
n
item in asset data.
DESCRIPTIVE
STATISTICS
It is the total frequency divided by the
Proportion
number of cases in each category.
DESCRIPTIVE
STATISTICS
Shows how often something happens
Percentag
compared to the total number of
e
occurrences.
DESCRIPTIVE
STATISTICS
Measures A measure of central tendency is a
of Central summary measure that attempts to
Tendency describe a whole set of data with a single
value that represents the middle or
centre of its distribution.n each category.
Mean Median Mode
MEASURES OF CENTRAL TENDENCY
Mean refers to the average of all the items or score.
The Mean is the most common measure. It
gives us the average value of the data. When
presenting data in research, the Mean helps us
describe the typical value.
MEASURES OF CENTRAL TENDENCY
Median represents the middle value when data is
arranged in ascending or descending order. It
is especially useful when dealing with skewed
data or extreme values. In research writing,
the Median helps us identify the middle-ground
of a dataset.
MEASURES OF CENTRAL TENDENCY
Mode refers to the item or score in the data set that
has the most repeated appearance in the set.
The Mode tells us the value that appears most
frequently in the data. It is valuable in
situations where we want to highlight the most
common response or occurrence.
WHEN DO I KNOW IF I SHOULD USE
DESCRIPTIVE STATISTICS TO
ANSWER MY RESEARCH QUESTION?
• Descriptive research questions simply aim to describe the
variables you are measuring.
• When we use the word describe, we mean that these research
questions aim to quantify the variables you are interested in.
• Think of research questions that start with words such as "How
much?", "How often?", "What percentage?", and "What
proportion?", but also sometimes questions starting "What
is?" and "What are?".
• Often, descriptive research questions focus on only one
variable and one group, but they can include multiple variables
and groups.
EXAMPLES
Question Variable Group
How many calories do Americans consume
per Daily calorific intake Americans
day?
How many calories do American men and
1. American men
women Daily calorific intake
2. American women
consume per day?
How often do British university students use
Weekly Facebook usage British university students
Facebook each week?
1.American men
What percentage of American men and women Daily calorific intake
2.American women
exceed their daily calorific allowance?
What are the most important factors that
influence the career choices of Australian Factors influencing career choices Australian university students
university students?
INFERENTIAL STATISTICS
Inferential statistics allow us to make
predictions and test hypotheses about a
population based on sample data.
HYPOTHESIS TESTING
is a method to make scientific
conclusions based on data.
Null Hypothesis (H0):
No real difference or effect.
Alternative Hypothesis (H1):
A real difference or effect exists.
P-value
the likelihood of observing the results by
chance. A p-value < 0.05 typically indicates
strong evidence against the null hypothesis.
Commonly used Comparative
COMPARATIVE Tests
TESTS
are used to determine T-TEST
the difference in the
average of the
dependent variable
One-Way ANOVA
between two or more
groups.
Commonly used Comparative Tests
T-TEST
Null Hypothesis (H0):
No significant difference between
Group A and Group B.
Alternative Hypothesis (H1):
Significant difference between
Group A and Group B.
Commonly used Comparative Tests
One-Way ANOVA
Compare means of three
Null Hypothesis (H0):
or more groups.
No significant difference among
the groups.
Alternative Hypothesis (H1):
Significant difference among the
groups.
Common Single Comparison Tests
Comparison Dependent Independent
Parametric Non-parametric
Test(Test for Test(Test for
Variable Variable
Type Normal Data) Skewed Data)
Two independent groups Scale/ Category (e.g., Independent t- Mann-Whitney
(e.g., boys vs. girls) Continuous binary) test test
Three or more independent Scale/ Kruskal-Wallis
Category One-way ANOVA
groups (e.g., classes) Continuous test
Wilcoxon
Paired samples (e.g., Scale/
Time/Condition Paired t-test signed rank
before and after a diet) Continuous
test
Repeated measures on the
Scale/ Repeated
same subject (e.g., Time/Condition Friedman test
Continuous measures ANOVA
multiple tests)
WHEN DO I KNOW IF I SHOULD USE
COMPARATIVE TESTS TO ANSWER
MY RESEARCH QUESTION?
• Comparative research questions aim to examine the
differences between two or more groups on one or more
dependent variables (although often just a single dependent
variable).
• Such questions typically start by asking "What is the difference
in?" a particular dependent variable (e.g., daily calorific intake)
between two or more groups (e.g., American men and
American women).
EXAMPLES
Question Dependent Variable Group
What is the difference in the daily calorific • American men
Daily calorific intake
intake of American men and women? • American women
• Male, British university
What is the difference in the weekly photo
students
uploads on Facebook between British male Daily calorific intake
• Female, British university
and female university students?
students
Age Groups
What are the differences in attitudes towards • 15-19 yrs. old
Attitudes towards music piracy
music piracy among different age groups? • 20-25 yrs. old
• 26 -30 yrs. old
Commonly used Comparative
CORRELATION Tests
TESTS
are used to discover if PEARSON CORRELATION
there is a relationship
between two
variables/datasets, and SPEARMAN CORRELATION
the degree of the
relationship.
Corresponding Interpretation of R Values:
R VALUE STRENGTH OF RELATIONSHIP
0.00 No correlation
0.00 - 0.19 Very weak correlation
0.20 - 0.39 Weak correlation
0.40 - 0.59 Moderate correlation
0.60 - 0.79 Strong correlation
0.80 - 1.00 Very strong correlation
Common Tests of Association
Test for
Type of Type of Test for
What You're Testing Skewed
Data 1 Data 2 Normal Data
Data
Relationship between 2 Scale/ Scale/ Pearson's Spearman's
continuous variables Continuous Continuous Correlation Correlation
Predicting one variable from
Scale/ Simple Linear Transform the
another or finding significant Any
relationships Continuous Regression data
Predicting one variable from
Nominal Logistic
another or finding significant Any -
relationships
(Binary) Regression
Relationship between two Chi-squared
Categorical Categorical -
categorical variables test
WHEN DO I KNOW IF I SHOULD USE
CORRELATIONAL TESTS TO ANSWER
MY RESEARCH QUESTION?
• Whilst we refer to this type of quantitative research question as
a relationship-based research question, the word relationship
should be treated simply as a useful way of describing the fact
that these types of quantitative research question are
interested in the causal relationships, associations, trends
and/or interactions amongst two or more variables on one or
more groups.
• We typically start a relationship-based quantitative research
question, "What is the relationship?", usually followed by the
words, "between or amongst", then list the independent
variables (e.g., gender) and dependent variables (e.g.,
attitudes towards music piracy), "amongst or between" the
group(s) you are focusing on.
EXAMPLES
Question Dependent Variable Independent Variable Group
What is the relationship between
gender and attitudes towards
Attitudes towards music piracy Gender Adolescents
music piracy amongst
adolescents?
What is the relationship between
study time and exam scores Exam scores Study time University students
amongst university students?
Guidelines in Writing the Analysis Report
Test for Test for
Step Description Guide Questions
Normal Data Skewed Data
• What are the key statistics
Summarize the
(e.g., mean, median, standard
main
Descriptive deviation) for the data? Pearson's Spearman's
characteristics of
• How can these statistics be Correlation Correlation
Statistics the quantitative
presented (e.g., tables,
data.
charts)?
• What statistical tests are
appropriate for analyzing the
data?
Conduct statistical
• What are the results of these
Inferential tests to explore Simple Linear Transform the
tests, and what do they
relationships Regression data
Statistics imply?
between variables.
• How can the results be
interpreted and presented in
the report?
GUIDED PRACTICE
This activity will be done individually. Given the questions below, identify the
appropriate statistical tools to be used in each item and briefly explain why.
What is the
What is the effect What is the
relationship
of lack of sleep to average grade of
between the prices
the academic all of the dean’s
of a meal and the
performance of list students in the
amount of meal sold
students? 1st semester of
in McDo monthly?
AY:22-23?
REFLECTION
REFLECTION QUESTIONS
1.How do you think the knowledge of statistical
analysis can help you in making decisions in your
daily life?
2.Why is it important to understand both
descriptive and inferential statistics when
analyzing data?
3.Reflect on your learning process. What strategies
helped you understand the statistical concepts
better, and how can you apply them to future
learning?
Exit Activity: KEY CONCEPTS
Learner Tasks:
• Write a brief definition of the assigned concept in
your own words.
• Draw a picture or symbol that represents the
concept.
• Provide a real-world example of how this concept
can be applied.
• Explain the importance of this concept in data
analysis and how it helps in making informed
decisions.
