Data and Statistics

Research Data and
Results
RESEARCH

RESEARCH DESIGN and Why you chose the research design
RESEARCH SETTING where you collected the data
PARTICIPANTS- describe the sampling procedure,
demographic profile
SOURCES of DATA and Research Instrument
How data from instrument were interpreted / statistical procedure

CODING for
Qualitative Data
02
Table of contents
Preparing
Quantitative Data
for Analysis
Basic Statistical
Test
Consent Forms,
Interview Forms,

Date of Interview, Survey
administration , and
platforms ( MS chat ,
messenger, MS teams, Google
meet , Zoom, Face to Face
02
Informed Consent Forms
Ensuring data
privacy and
confidentiality of
information
Contact Number and
email of researchers ,
with the
Acknowledgement
Receipt
Giving the objectives of the
study and introducing
yourselves to the
respondents ,

INTERVIEW/ SURVEY QUESTIONS
• Include in the questionnaire personal
information like gender , work , age , and any
relevant info for the profile of your
respondents
• Formulate questions based on theme, topics
related to your statement of the problem
• Use words that are easy to understand and
appropriate to the level of your respondents
•

Remember to
Purpose
State the purpose of
the instrument and
target groups and
target variables
Validation
Have an expert validate
or check the content of
your instrument
Make sure that words
are appropriate to yoiur
respondents
Revision
Revised the instrument
according to suggestion
of experts

Coding Qualitative Data
Source; Transcript of
Interview
Assigned Code
We have ways on how to
adapt to climate change
CLIMATE CHANGE MITIGATION
We are using organic
fertilizer
FARMING METHODS FOR CLIMATE
CHANGE

Code by assigning theme in relation to your statement of the problem

Preparing
Quantitative
Data for
Analysis
01

Variable Coding Scheme
Gender
1 = male
2 = female
Grade level
1 = grade school 3= senior high school
2 = junior high school 4= senior high school
Age
1= 10-15 years old
2= 16 to 20 years old
3= 21 to 25 years old
4= 26 and above
Coding Scheme for Demographic profile

Remember to
Purpose
Doing this means that the
variables are classified as
numerical variables and a
computer software
program like Excel
Statistics
• Frequency counts
• Percentages
Measures of Central
Tendency ( mean ,
median, mode)
Statistics
• Measure of Variability
( range , standard
deviations and
variance
Use of pie charts and bar
greaphs

Sample CODED RAW DATA MATRIX
Participant Gender
Grade
Level
Age Participant Gender
Grade
Level
Age
1 1 1 1 5 1 2 2
2 1 2 2 6 2 3 3
3 2 3 3 7 2 4 3
4 2 4 3 8 1 3 3

Coding Scheme for Survey Items
Variable Coding Scheme
Rating of Item
1 = Poor
2 = Needs Improvement
3= Satisfactory
4= Very Satisfactory
5 = Excellent
Rating of Item
1 = Not at all
2 = A Little Bit
3= Somewhat
4= Very Much
5 = Extremely

Sample CODED RAW DATA MATRIX
Participant I1 I2 I3 I4 I5 I6 I7 I8 I9 I10 I11 I12 I13 I14 I15
1 3 4 3 3 3 3 4 3 3 3 3 3 4 5 5
2 4 4 4 4 3 3 4 3 3 3 3 3 4 4 5
3 3 4 3 5 5 3 4 3 5 5 4 3 4 4 5
4 4 4 4 4 5 3 5 5 4 4 5 4 4 5 4
5 5 4 5 3 3 3 4 4 3 3 3 5 4 4 4
6 4 5 4 3 3 4 4 3 3 3 3 3 3 4 3
7 4 3 4 3 4 5 5 3 4 4 3 3 3 4 3
8 4 3 3 3 5 3 5 4 4 4 5 3 5 4 3

Resources
⇨“ Male “ or “ Female” can be encoded and
treated as a string variable
⇨The “COUNTIF”, “FIND”, “REPLACE”
commands in Excel will enable you to
generate frequency counts and percentages
of the variables encoded as string variables.

Pulmonares, R.(2016). Quantitative Research . Phoenix Publishing House Inc.

Frequency Counts and Percentages
Refers to how many participants belong to a
certain category of ag a given variable
•Tell how many times a certain item is rated
according to the scale used in the
instrument
Reporting that “50%” of the sample are male” has more
meaning than saying “ five out of 10 participants

Formula
•The formula for percentage is
% = (part/whole ) x 100
Percentage is simply telling you the
proportion out of total based on 100 .

As can be seen in Table 5.5, out
of the one hundred thirty (
n=130) participants who
answered the survey., 73 or 56.2
are female. The distribution of
participants who are in grade
school, junior high school, and
senior high school is equal . The
three grade levels represent
23.8% each with 31 participants
per grade level. 34.6% ( or 45
partcipants ) of the 130 have an
age range of 21-25.

Twenty-eight of the participants (n=130) reported “extremely” on the item “ I
feel confident about my abilities “ while 60 participants or 46.2 % of the sample
reported “very much”. This could imply that these participants are confident
about their abilities. They have a healthy self-concept because they have the
skills to accomplish tasks .

WEIGHTED MEAN- average of the values of each
items assigned to a weight
X= f (1) + f(2) + f(3) + f(4) + f(5)
N

Let us compute “ I feel confident about my
abilities”
X= 5(1) + 11(2) + 26(3) + 60(4) + 28(5)
130
X= 485 = 3.73 “ Somewhat like me”
130

RATING SCALE INTERPRETATION
1.00-2.49 Not all like me
2.50-3.49 A little bit like me
3.50-3.99 Somewhat like me
4.00-4.49 Very much like me
4.50- 5.00 Extremely like me
Statement INTERPRETATION
I feel confident about my
abilities
3.73 Somewhat like me
I believe that I am doing
well
3.78 Somewhat like me
I feel good about myself 3.82 Somewhat like me

Theme Male INTERPRETATION Female INTERPRETATIO
N
Thinking Behavior 3.55 Somewhat like me 3.88 Somewhat like
me
Feeling behavior 3.50 Somewhat like me 4.05 Very Much like
me
Doing behavior 3.60 Somewhat like me 4.01 Very Much like
me
Index of Self-
Concept
10.65 11. 95
As revealed in the table, female participants have
higher mean ratings on thinking, feeling and doing
items.

RANGE- simply the difference between the highest value
and the lowest value in a given set of measurement
Consider the scores of 10 students in a 20 –
item test : 12, 13, 16, 18,17,19,20,3,7 and 8
RANGE = 20-3 = 17
This means that the class has different
abilities since the distribution of scores is
far apart from each other

Standard Deviation – tells you how far the measurements
are from the mean or how a given set of scores deviates
from the mean
𝑺𝑫 = ෍
𝑿 − 𝑿 𝟐
𝑵 − 𝟏
Where x is the individual score X
is the mean and n is the
total number of data set

Standard Deviation – tells you how far the measurements are from the mean
or how a given set of scores deviates from the mean
Student Score X Difference from the Mean
( x – X) 2
1 3 3.61
2 5 0.01
3 7 4.41
4 3 3.61
5 7 4.41
6 5 0.01
7 7 4.41
8 5 0.01
9 4 0.81
10 3 3.61
Mean = 4.9 Diff. Mean = 24.90

𝑺𝑫 = σ
𝟐𝟒.𝟗𝟎 𝟐
𝟗
= 1.67
Given the mean is 4. 9 , A standard deviation of 1.67
means that the individual scores lie closely on the
mean .
On the other hand , if the standard deviation is high ,
this implies that the individual scores are far apart
from the mean.
A high standard deviation also means that
the data set has a wide variability , that is the
individual data from members of the sample
vary greatly

VARIANCE – the square of the STANDARD DEVIATION
𝑺𝑫𝟐 = σ
𝟐𝟒.𝟗𝟎 𝟐
𝟗
= 2.77
This number tells you that the variance is small and that the
individual scores do not greatly vary from each other .

From Survey
From Interview
From Observations
Organized according
to the statement of
the problem
Organized according
VARIABLES / THEME
TIPS TO ORGANIZE
RESULTS

Presentation of Data- Qualitative

Presentation of Data- Quantitative

Review of the major
findings of the study and
how the research questions
were answered
Analysis, interepretation,
and inferences drawn
from the results
Reflections of the
researcher about the
the meaning of the
data
TIPS
FOR DISCUSSION

Limitations of the study and
its implications to the
results
The views of the
researcher compared or
contrasted with the
literature
Similarities and differences
between the results of the
present study and that of the
others should be clarified and
confirm
TIPS
FOR DISCUSSION

The table above shows the different flood risk
reduction plans that are needed to be
implemented in the area. For Barangay 172,
Tondo, Manila, the second statement, which was
the implementation of education and awareness of
disaster hazards and risk in the area, was the
most needed by the residents with a mean score
of 3.33 and a coefficient of variance of 27.39%.
The coefficient of variance tells how precise the
estimate of the value is in relation to the standard

deviation of the mean. The standard error of the
mean (SEM) provides how closely distributed the
sample means around the population mean that
signifies that the sample is a representation of the
population. A low standard error means that it is
closely distributed among the population. The
eighth statement, which was the clearing of
clogged water ways and sewage canals came
second with a mean score of 3.29 and a
coefficient of variance of 30.65%.

With the data, the results can be used by the local
government in determining possible solutions to
problems of the area. This signifies the
prioritization of the implementation of education
and awareness of the residents than the clearing
of clogged water ways in the area. The most
needed plan by the residents needs to be
implemented and monitored by the local
government in order to see the changes in the
prevention and mitigation of the area.

Conclusion
The condensed findings of the study based on the statement of the
problem

Recommendation
Suggestions to future researchers

A detailed copy of the research instrument
Pictures , screen shots of important data
Printout of a statistical analysis using SPSS and other
equivalent statistical software
Copy of the consent forms ,
Raw data and coding scheme used in encoding and analysis
of data

OVERALL GOAL OR THE RESEARCH PROBLEM AND THE
RESEARCH QUESTIONS
SUMMARY OF THE METHODS OR PROCEDURES
EMPLOYED IN THE STUDY
SUMMARY OF FINDINGS , CONCLUSIONS AND
RECOMMENDATIONS
BETWEEN 120 to 250 words
USE PRESENT TENSE to Describe results, Use 3rd person
pronoun

The report has been edited and proof read
for typographical errors
The title page identifies the author’s
name and institutional affiliation
The abstract is accurate, brief, and
comprehensive.

The introduction established the context
and rationale of the study
The definition of important terms is
embedded in the introduction
There is a review of related literature
integrated in the introduction part of the
paper

The introduction ends with the formal
statement of the problem.
The METHOD section explicitly describes the
research setting, participants , and research
design.
The construction , validation , and administration of the
research instruments are well described in the method
section

The METHOD section ends with the description of how
data will be analyzed in the study
The FINDINGS and RESULTS from the
administration of instruments are clearly reported.
Appropriate tables, graphs , and figures are used to
clarify and enhance presentation of results

The DISCUSSION explains, clarifies , and
illuminates the discourses on my topic
The DISCUSSION attempts to address the
gaps in the literature ( if applicable)
The conclusion answers the RESEARCH
Questions posed at the beginning of the study

Included in the conclusion is a set of
recommendations that guides researchers for
further exploration of my topic.
There is a list of references used in the study
adhering to the APA Referencing Style
There is a list of relevant and pertinent
appendices.

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