3is Q2 Module 1.2
3is Q2 Module 1.2
3is Q2 Module 1.2
SInquiries, Investigation,
and Immersion
Quarter 2 Module
1- Lesson 2
Finding the Answers to the Research Questions
(Interpretation and Presentation of Results
)
Inquiries, Investigations, and Immersion Quarter 2 Module 1 – Lesson 2:
Finding the Answers to the Research Questions (Interpretation and
Presentation of Results)
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Reviewers:
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Last week, you learned data analysis method along with the intellectual
honesty in research
In Lesson 2 of this module, you will be familiarized about the interpretation as
the process of attaching meaning to the data gathered and analyzed. Along with this,
you will also learn the various data interpretation methods one can use—qualitative
and quantitative research methods. You will learn to choose the best type of graph,
graph and interpret the data, and look for patterns and trends. It will guide beginner
researchers to investigate, communicate results, conceptualize framework of the
research paper, and practice the research integrity and intellectual honesty.
Learning Target
In this lesson, you are expected to interpret data gathered using suitable
techniques and conceptualize framework of the research paper
Vocabulary List
• Data presentation- Data interpretation methods are how analysts help people
make sense of numerical data that has been collected, analyzed and
presented.
A. Name the following pictures presented below and write a brief description of
each. Choose your answers from the box. Do this in a separate sheet of
paper.
Bar graph Pie graph
Line graph Table
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B. Study the series of graphs below, and then answer the following questions
in each graph. Use a separate sheet of paper in answering the activity.
Questions:
Graph A
1.What is the name of the axis labelled “M”? 2.
What is the name of the axis labelled “N”?
3. What is each division worth on the x-axis?
Graph B.
4. What is the value of P?
Graph C
5. What type of graph is this?
6. If segment R is 60%, what is approximate
value of segment X?
Graph D
7. Approximately how much gas was given off
after 2 minutes?
8. Approximately how much gas was given off
between 2 and 3 minutes?
Graph E
9. What type of graph is this?
10. What is the missing value in the table?
Learning About It
Interpreting the Data
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Interpretation is the process of attaching meaning to the data. After identifying
and analyzing, coding and organizing a presentation, and identifying the themes and
patterns, the next step is to interpret the results. In this process, the results are
synthesized into a coherent whole. Meaning and significance are attached to the
analysis of data. The themes and patterns serve to explain the findings. The
implications of the study are highlighted in this section as a preface for the final parts
of the research paper which are the summary of the findings, conclusion, and
recommendations.
a. Level 1. Data collected are compared and contrasted and any unexpected
results may be included. Comments on certain shortcomings of the study may
be made but they should not overly emphasize the flaws.
b. Level 2. The internal validity of the results, as well as their consistency or
reliability, is explained. The causes or factors that may have influenced the
results are described.
c. Level 3. The external validity of the results, that is, their generally or
applicability of the external condition is explained.
d. Level 4. The data are related to theoretical research or with reviewed
literature.
Yet, before any serious data interpretation inquiry can begin, it should be
understood that visual presentations of data findings are irrelevant unless a sound
decision is made regarding scales of measurement. Before any serious data analysis
can begin, the scale of measurement must be decided for the data as this will have a
long-term impact on data interpretation ROI. The varying scales include:
In this part, we will look at the two main methods of interpretation of data: with
a qualitative and a quantitative analysis.
Qualitative Data Interpretation
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• Mean: a mean represents a numerical average for a set of responses. When
dealing with a data set (or multiple data sets), a mean will represent a central
value of a specific set of numbers. It is the sum of the values divided by the
number of values within the data set. Other terms that can be used to
describe the concept are arithmetic mean, average and mathematical
expectation.
• Standard deviation: this is another statistical term commonly appearing in
quantitative analysis. Standard deviation reveals the distribution of the
responses around the mean. It describes the degree of consistency within the
responses; together with the mean, it provides insight into data sets.
• Frequency distribution: this is a measurement gauging the rate of a
response appearance within a data set. When using a survey, for example,
frequency distribution has the capability of determining the number of times a
specific ordinal scale response appears (i.e., agree, strongly agree, disagree,
etc.). Frequency distribution is extremely keen in determining the degree of
consensus among data points.
Typically, quantitative data is measured by visually presenting correlation tests
between two or more variables of significance. Different processes can be used
together or separately, and comparisons can be made to ultimately arrive at a
conclusion. Other signature interpretation processes of quantitative data include:
• Regression analysis
• Cohort analysis
• Predictive and prescriptive analysis
Why Data Interpretation Is Important
The purpose of collection and interpretation is to acquire useful and usable
information and to make the most informed decisions possible. From businesses, to
newlyweds researching their first home, data collection and interpretation provides
limitless benefits for a wide range of institutions and individuals.
Data analysis and interpretation, regardless of method
and qualitative/quantitative status, may include the following characteristics:
• Data identification and explanation
• Comparing and contrasting of data
• Identification of data outliers
• Future predictions
Data analysis and interpretation, in the end, helps improve processes and identify
problems. It is difficult to grow and make dependable improvements without, at the
very least, minimal data collection and interpretation. What is the key word?
Dependable. What are a few of the business benefits of digital age data analysis and
interpretation?
1) Informed decision-making: A decision is only as good as the knowledge that
formed it. Informed data decision making has the potential to set industry leaders
apart from the rest of the market pack.
2) Anticipating needs with trends identification: data insights provide knowledge,
and knowledge is power. The insights obtained from market and consumer data
analyses have the ability to set trends for peers within similar market segments.
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3) Cost efficiency: Proper implementation of data analysis processes can provide
businesses with profound cost advantages within their industries.
4) Clear foresight: companies that collect and analyze their data gain better
knowledge about themselves, their processes and performance. They can identify
performance challenges when they arise and take action to overcome them. Data
interpretation through visual representations lets them process their findings faster
and make better-informed decisions on the future of the company. Presenting
Data for Interpretation
Tabular Method
Graphical Method
Textual Method - Frequency
- Bar chart
- Rearrangement from Distribution Table
- Histogram
lowest to highest (FDT)
- Frequency Polygon
- Stem-and-leaf plot - Relative FDT
- Pie Chart
- Cumulative FDT
- Less than, greater
- Contingency FDT
than, Ogive
Source/Link:https://www.slideshare.net/mobile/WinonaEselBernardo/presentation-of-data-10958540
Various methods of data presentation can be used to present data and facts
based on available data set. Widely used format and data presentation techniques
are mentioned below:
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2. In Tabular Form – Tabular form is generally used to differentiate, categorise,
relate different datasets. It can be a simple pros & cons table, or a data with
corresponding value such as annual GDP, a bank statement, monthly
expenditure etc. Quantitative data usually require such tabular form.
A frequency distribution table (FDT)- is a table which shows the data arranged
into different classes(or categories) and the number of cases(or frequencies) which
fall into each class.
Table 1.1
Frequency Distribution for the Ages of 50
Students Enrolled in Statistics
Age Frequency
12 2
13 13
14 27
15 4
16 3
17 1
N=50
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c. Contingency FDT-This is a table which shows the data enumerated by
cell. One type of such table is the “r by c” (r x c) where the columns
refer to “c” samples and the rows refer to “r” choices or alternatives.
A complete FDT has class mark or midpoint (x), class boundaries (c.b),
relative frequency or percentage frequency, and the less than cumulative
frequency (<cf) and the greater than cumulative frequency (>cf).
ImagesSource/Link:https://www.slideshare.net/mobile/WinonaEselBernardo/presentation-of-data-10958540
3. In Graphical Form – Data can further be presented in a simpler and even
easier form by means of using graphics. The input for such graphical data can
be another type of data itself or some raw data. For example, a bar graph &
pie chart takes tabular data as input. The tabular data in such case is
processed data itself but provides limited use. Converting such data or raw
data into graphical form directly makes it quicker and easier to interpret.
a. Bar Charts/Bar Graphs: These are one of the most widely used charts
for showing the grown of a company over a period. There are multiple
options available like stacked bar graphs and the option of displaying a
change in numerous entities.
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b. Line Chart: These are best for showing the change in population, i.e.,
for showing the trends. These also work well for explaining the growth
of multiple areas at the same time.
c. Pie Charts: These work best for representing the share of different
components from a total 100%. For eg. contribution of different sectors
to GDP, the population of different states in a country, etc.
d. Combo Chart: As the name suggests it is a combination of more than
one chart type. The one shown in the figure below is a combination of
line and bar graph. These save space and are at times more effective
than using two different charts. There can even be 3 or more charts
depending on the requirement.
Conceptual Framework
Retrieved from:https://academicguides.waldenu.edu/library/conceptualframework
Purpose
1. Identify relevant variables
2. Define variables
3. Have an idea of analysis
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to illustrate your research approach in some pictorial & text forms to ease readers’
understanding of your research approach.
Steps in Developing Conceptual Framework.
1. Identifying the relevant concept.
2. Defining those concepts.
3. Operationalizing the concepts.
4. Identifying any moderating or intervening variables.
5. Identifying the relationships between variables.
The pieces of the conceptual framework are borrowed but the researcher
provides the structure. To develop the structure you could:
Identify the key words used in the subject area of your study.
Draw out the key things within something you have already written about the
subject area - literature review.
Take one key concept, idea or term at a time and brainstorm all the other
things that might be related and then go back and select those that seem
most relevant.
Whichever is used it will take time and a number of iterations and the focus is
both on the content and the inter-relationships.
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Sequential framework
Ecological framework
Read the following survey result for analysis. Use a separate sheet of paper in
answering the activity.
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Present the data in either textual, tabular or Rubric:
graphical presentation. Procedure 50%
Interpret the data using the format of Interpretation 50%
presentation. 100%
(Consider the rubrics)
The bar graph given below shows the sales of books (in thousand numbers)
from six branches of a publishing company during two consecutive years 2000 and
2001. Based on the data presented, answer the following questions. Use a separate
sheet of paper in answering the activity.
Source:http://www.theonlinetestcentre.com/bar-charts.html#1
1. What is the ratio of the total sales of branch B2 for both years to the
total sales of branch B4 for both years?
A. 2:3
B. 3:5
C. 4:5
D. 7:9
2. Total sales of branch B6 for both the years is what percent of the total
sales of branches B3 for both the years?
A. 68.54%
B. 71.11%
C. 73.17%
D. 75.55%
3. What percent of the average sales of branches B1, B2 and B3 in 2001
is the average sales of branches B1, B3 and B6 in 2000?
A. 75%
B. 77.5%
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C. 82.5%
D. 87.5%
4. What is the average sales of all the branches (in thousand numbers)
for the year 2000?
A. 73
B. 80
C. 83
D. 88
5. Total sales of branches B1, B3 and B5 together for both the years (in
thousand numbers) is?
A. 250
B. 310
C. 435 D. 560
Additional Tasks
Task 1: Snap Your Fingers
A student snapped her fingers for 30 seconds, rested for 5 seconds, and then
snapped again for 30 seconds. She did this every day for a week and the following
data were generated:
Questions:
First Second 1. In what ways can you organize and graphically display the data to
Set of Set of help you interpret it?
Snaps Snaps
2. What conclusions can you draw from examining the data?
66 64
3. What mathematical terms can you use to summarize the sets of
73 62
70 55
data? Write a summary statement using mathematical terms.
73 58 4. What factors could affect the number of times the student was able
78 62 to snap her fingers during each 30-second period?
68 45 5. Make a prediction as to how many times you can snap your fingers
64 72 for 60 seconds with a 5-second rest period after 30 seconds.
6. Add to the data sets by snapping your fingers for 60 seconds with a
5-second rest period after 30 seconds.
7. Graph the new data sets and compare your results.
Adapted from Exploring Statistics in the Elementary Grades Book Two by C. Bereska, C.H. Bolster, L.C. Bolster and Dr. R.
Scheaffter © 1999 by Dale Seymour Publications. Used by permission of Pearson Education, Inc.
file:///C:/Users/user01/Downloads/IntElemMath_Act06.pdf
Outcome 14
Outcome
Overlapping
Social
Present the final output of conceptual framework of their current study using
the following rubrics:
Procedure 20%
Interrelation among concepts 30%
Presentation/Design Used 50%
100%
Cooling Down
A. Instructions: Study the picture and answer the following question. Choose the
letter of the correct answer and write on a separate sheet of paper.
a. 40 Students
b. 20 Students
c. 45 Students
d. 4 Students
2. How many more students are in Mr. Smith's
class than in Mrs. Jones's class?
a. 25 Students
b. 5 Students
c. 10 Students
d. 15 Students
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a. 55 Students
b. 45 Students
c. 65 Students
d. 60 Students
4. What is the total of all students in all four classes at Central High School? a. 120
Students
b. 14 Students
c. 130 Students
d. 140 Students
a. 6 hrs
b. 9 hrs
c. 8 hrs
d. 10
hrs
a. 4 hrs
b. 2 hrs
c. 5 hrs
d. 6 hrs
7.
a. 7 hrs
b. 8.5 hrs
c. 9 hrs
d. 8 hrs
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8. What does the scale on the left beginning with 0
and ending with 7 represent?
9. Which two MONTHS had approximately the same amount of candy sold?
a. September & February
b. October & March
c. November & March
d. September & December
10. What was the total amount of candy sold during the school year shown in the
graph?
a. 27.5 Cases
b. 43 Cases
c. 35.5 Cases
d. 23 Cases
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Learning Challenge
Points to Ponder
Answer Key
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