Académique Documents
Professionnel Documents
Culture Documents
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Activity 1: Which Is Better?
Picture A Vs. Picture B
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Picture A
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Picture B
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Guide Questions
1. Which picture is better? Why?
2. Are the data clearly presented?
3. What are the things you need to
consider in presenting data appropriately?
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Effective Presentation
• Clear
• Concise
• Actionable
• Attractive
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Effective Presentation
• For all communication formats it is important to
ensure that there is:
-Consistency
*Font, Colors, Punctuation, Terminology,
Line/Paragraph Spacing
-An appropriate amount of information
*Less is more
-Appropriate content and format for audience
*Scientific community, Journalist, Politicians
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Activity 2: Identity Check
Example 1
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Activity 2: Identity Check
Example 2
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Activity 2: Identity Check
Example 3
Year Wise Enrollment of students in Government school
300
300
260
230
250
200
200 160
150
150 120
100
100 70
50
0
One Two Three Four Five Six Seven Eight Nine
No. of Students
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Activity 2: Identity Check
Example 4
60
Percentage of World Total
50 Population
Land
40
30
20
10
0
Asia Europe Africa Latin USSR North Oceania
America America
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Activity 2: Identity Check
Example 5
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Activity 2: Identity Check
Example 6
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Activity 2: Identity Check
Example 7
percentage total frequency
250
200
150
percentage total
100 frequency
50
0
59-69 69-79 79-89 89-99 99- 109- 119- 129-
109 119 129 139
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Activity 2: Identity Check
Example 8
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Guide Questions
1. What have you noticed with the samples
given?
2. What are commonalities? Differences?
3. How do you relate these commonalities
and differences in summarizing data?
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Presenting Data
• Tables
-Simplest way to summarize data
-Data is presented as absolute numbers or
percentages
• Charts and graphs
-Visual representation of data
-Usually data is presented using percentages
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Points to Remember
• Ensure graph and table has a title
• Label the components of your graph/table
• Indicate source of data with date
• Provide number of observations
(n=xx) as a reference point
• Add footnote if more information is
needed
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Points to Remember
• Ensure that the graph/table has a title
• Label the components of your graph/table
• Indicate source of data with date
• Provide number of observations
(n=xx) as a reference point
• Add footnote if more information is needed
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Activity 3: Present Me Well
Situation or Study
The School Profile of Region 4-A – CALABARZON
with forty five Sample Schools includes one TIC-
OIC, two Principal I, two Principal I, four
Principal I, three Principal II, three Principal II,
three Principal II, three Principal II, six Principal
III, six Principal III, six Principal III and six
Principal III. For the Principal IV and Head
Teacher positions, there are no recorded data.
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Guide Questions
1. How did you present your data?
2. What did you consider in presenting your
data?
3. Did you find difficulties in presenting your
data?
4. Were you able to use right or appropriate
table/graph for your data?
5. Is your table/graph self-explanatory?
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Figure A. Graph of the Number of Position/Designation
of School Heads in Region 4 - A
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Key Points
1. Using right table/graph for the right data and
audience is very important in analyzing and
interpreting data.
2. Ensuring graph/table to be self-explanatory is
one characteristic of presenting data.
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Activity 4: Read Me This Time
Analysis and Interpretation
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Activity 4: Read Me This Time
Analysis and Interpretation
This implies that the Office of
the Region needs additional items
for School Heads position; the
number of NQESH passers is low
(2010 – present); and position
item for full-fledged principal is
one of the motivating factors to
lead the school effectively and
efficiently.
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Guide Questions
1. How did you organize your data?
2. How did you analyze and interpret your
data?
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Analysis vs. Interpretation
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Tips for the Presentation, Analysis
and Interpretation of Data
1. Organize data into logical, sequential, and
meaningful categories and classifications to make
them amenable to the study and interpretation.
2. Explain the data or facts in terms of quantity,
quality, attributes, traits, patterns, trends,
relationships among others so as to answer
research questions/ problems or hypotheses,
which involve statistical techniques and
procedures.
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Tips for the Presentation, Analysis
and Interpretation of Data
3. Give the possible meaning, probable causes and
effects of a situation or a condition as revealed by
the findings.
4. Suggest to continue the situation if the outcome
is good and if otherwise, some remedies or
measures should be done to eradicate or
minimize its bad effects.
5. Mention those who will benefit or will suffer
from the study.
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Interpreting Data
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Example 1. Descriptive – Quantitative Analysis
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continuation…
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GUIDE QUESTIONS
Pot number
Bench number 1 2 3
1 (high light) 10 10 10
2 (medium light) 20 20 20
3 (low light) 30 30 30
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GUIDE QUESTIONS
Pot number
Bench number 1 2 3
1 (high light) 20 10 30
2 (medium light) 30 20 10
3 (low light) 10 30 20
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Analysis
For this design, there will be a response for every
treatment (moisture level) under each light
condition, so that the influence of light condition
on the mean of the three responses for any one
Pot number
Bench number 1 2 3
1 (high light) 20 10 30
2 (medium light) 30 20 10
3 (low light) 10 30 20
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Analysis
treatment will be the same as its influence on
the mean response for any other treatment.
Consequently, we may expect that, under some
conditions, the difference between mean
Pot number
Bench number 1 2 3
1 (high light) 20 10 30
2 (medium light) 30 20 10
3 (low light) 10 30 20
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Analysis
responses for any two treatments will be free of
the confounding effect of light condition. Indeed,
Display 2 represents a good design for comparing
the effects of soil moisture levels.
Pot number
Bench number 1 2 3
1 (high light) 20 10 30
2 (medium light) 30 20 10
3 (low light) 10 30 20
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Example 3. Inferential Analysis
Hypothetical Data: for the sake of simplicity
Table 1. Variety of plants grown with 30% moisture
content under two light conditions.
Mean t - value
Variety of Plants n root SD
Computed Critical
length
T1 (darkness: 30%) 3 8.32 0.348
10.281 2.776
T2 (high light: 30%) 3 36.49 0.962
α = .05; df = 4; two-tailed t-test
Analyze and Interpret the given Data Table
Group: Agri-Fishery Arts (A – FA)
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Example 4. Inferential Analysis
Hypothetical Data: for the sake of simplicity
Table 2. Variety of plants grown with 20% moisture
content under two light conditions.
Mean t - value
Variety of Plants n root SD
Computed Critical
length
T1 (medium: 20%) 3 32.86 0.348
0.147 2.776
T2 (low light: 20%) 3 32.98 0.962
α = .05; df = 4; two-tailed t-test
Analyze and Interpret the given Data Table
Group: Home Economics (HE)
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Example 5. Inferential Analysis
Hypothetical Data: for the sake of simplicity
Table 3. Variety of plants grown with 10% moisture
content under two soil types.
Mean t - value
Variety of Plants n root SD
Computed Critical
length
T1 (sandy soil: 10%) 3 29.62 0.348
2.836 2.776
T2 (clay soil:10%) 3 29.17 0.962
α = .05; df = 4; two-tailed t-test
Analyze and Interpret the given Data Table
Group: Industrial Arts (IA)
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Example 6. Inferential Analysis
Hypothetical Data: for the sake of simplicity
Table 4. Variety of plants grown with 20% moisture
content under two soil types.
Mean t - value
Variety of Plants n root SD
Computed Critical
length
T1 (sandy soil: 20%) 3 29.62 0.348
2.636 2.776
T2 (clay soil: 20%) 3 29.37 0.362
α = .05; df = 4; two-tailed t-test
Analyze and Interpret the given Data Table
Group: Information & Communication Technology (ICT)
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Table 1 presents the variety of plants grown with 30%
moisture content under two light conditions.
Table 1. Variety of plants grown with 30% moisture content under two light conditions.
Mean root t - value
Variety of Plants n SD
length Computed Critical
T1 (darkness: 30%) 3 8.32 0.348
10.281 2.776
T2 (high light: 30%) 3 36.49 0.962
Since the t-value computed of 10.281 is greater than the critical
t-value of 2.776, the null hypothesis is rejected at .05 level of
significance for 4 degrees of freedom. This means that there is a
significant difference in the mean root length between plants
under high light and plants under darkness. This implies that
plants grown under high light has greater root length than
under darkness.
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The variety of plants grown with 20% moisture content
under two light conditions is presented in Table 2.
Table 2. Variety of plants grown with 20% moisture content under two light conditions.
Mean root t - value
Variety of Plants n SD
length Computed Critical
T1 (medium: 20%) 3 32.86 0.348
0.147 2.776
T2 (low light: 20%) 3 32.98 0.962
Since the t-value computed of 0.147 is less than the critical t-
value of 2.776, the null hypothesis is not rejected at .05 level of
significance for 4 degrees of freedom. This means that there is
no significant difference in the mean root length between plants
under medium light and plants under low light. This implies that
plants grown under medium light is comparable to plants grown
under low light.
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The variety of plants grown with 10% moisture content
under two soil types is presented in Table 3.
Table 3. Variety of plants grown with 10% moisture content under two soil types.
Mean root t - value
Variety of Plants n SD
length Computed Critical
T1 (sandy soil: 10%) 3 29.62 0.348
2.836 2.776
T2 (clay soil:10%) 3 29.17 0.962
Since the t-value computed of 2.836 is slightly greater than the
critical t-value of 2.776, the null hypothesis is rejected at .05
level of significance for 4 degrees of freedom. This means that
there is a significant difference in the mean root length between
plants with sandy soil and plants with clay soil. This implies that
plants with sandy soil grown better than plants with clay soil.
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Table 4 presents the variety of plants grown with 20%
moisture content under two soil types.
Table 4. Variety of plants grown with 20% moisture content under two soil types.
Mean root t - value
Variety of Plants n SD
length Computed Critical
T1 (sandy soil: 20%) 3 29.62 0.348
2.636 2.776
T2 (clay soil: 20%) 3 29.37 0.362
Since the t-value computed of 2.636 is slightly less than the
critical t-value of 2.776, the null hypothesis is not rejected at .05
level of significance for 4 degrees of freedom. This means that
there is no significant difference in the mean root length
between plants with sandy soil and plants with clay soil. This
implies that plants grown at sandy soil is comparable to plants
grown at clay soil.
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APPLICATION 1: TUMPAK OR LIGWAK
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Activity 1: TUMPAK OR LIGWAK
AGREE
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2. State what is obvious in the table/graph.
DISAGREE
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3. Let the table speak for itself.
AGREE
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4. Use a logical form of presentation using
inductive method.
AGREE
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5. In presenting the details, extract only the
slight findings.
DISAGREE
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6. When describing large data sets, provide
summaries after subsections.
AGREE
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7. Descriptive equivalent/interpretation should
be “seamlessly embedded” in the discussion and
not presented as it appears in the table.
AGREE
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8. Textual presentation must be followed by
summary, interpretation, inference, or
implication.
DISAGREE
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9. It is the aim of interpretation to summarize
observations displayed by the data in such a
manner that they yield answers to research
questions.
DISAGREE
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10. It is the purpose of analysis to search for
broad and deeper meanings to these answers by
linking them to other available knowledge.
DISAGREE
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Application 2
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Application 2
Problem 1: (A-FA)
In a study to compare the effects of two diets on the
quality of chicken eggs, 24 birds were randomly divided
into two groups of eight and assigned to one of the
two diets: diet 1 and diet 2. The numbers of eggs (out
of a total of 25) classified as grade A for each bird are
follows:
Diet 1 21 18 21 24 22 20 21 20
Diet 2 20 17 19 14 19 12 16 11
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Application 2
Problem 2: (HE)
To evaluate the effects of high levels of copper in their
feed, six chicks were fed a standard basal diet to which
two levels of copper (0 and 400ppm) was added . The
following data show the feed efficiency ratio (g feed/g
weight) at the end of three weeks:
Copper Chick
Level 1 2 3 4 5 6
0 1.57 1.54 1.65 1.57 1.59 1.58
400 1.91 1.71 1.55 1.67 1.64 1.67
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Application 2
Problem 3: (IA)
An animal nutritionist was interested in comparing the
average 16-week weight gain of animals on two diets –
diet 1 and diet 2. The nutritionist decided to observe
the weight gains of eight animals housed in four pens
(two animals per pen) over a 16-week period.
Pen 1 2 3 4
Animal 1 2 3 4 5 6 7 8
Diet 1 1 1 1 2 2 2 2
Response 30.5 30.9 30.4 29.9 29.5 30.3 30.4 31.2
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Application 2
Problem 4: (ICT)
Photomorphogenetic studies of plants are often
conducted under a light condition called safelight,
whose effect on certain plant properties is the same as
the effect of darkness. The effect of safelight was
compared with the effect of darkness.
Treatment Factor Response
four – week height (cm)
1 Darkness 32.94 35.98 34.76 32.40
2 Safelight 31.23 31.09 30.62 30.42
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state the importance of presenting,
analyzing, and interpreting data.
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Submission of Output
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Closing
“Appreciation and
awareness of data are the
keys to successful
characterization of
research.” JAF
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Muchisimas Gracias
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No. 2
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No. 3
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No. 4
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No. 5
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No. 6
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7. Which of the following charts/graphs
is appropriate for nominal, ordinal, and
discrete variables
A. Pie Chart
B. Bar Graph
C. Both A and B
D. Histogram
E. Frequency Polygon
F. Both D and E
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8. Which of the following charts/graphs
is used with continuous interval-ratio
variables
A. Pie Chart
B. Bar Graph
C. Both A and B
D. Histogram
E. Frequency Polygon
F. Both D and E
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9. Effective presentation should have
the following elements except:
A. clear
B. concise
C. actionable
D. attractive
E. photogenic
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10. Refer to Table 2. Which of the
following variable/s commonly used in
describing, analysing and interpreting
the data? _______________
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Let’s Recall
A-FA
Statement of the Problem
This study aims to identify the factors affecting the
shortage of NFA Rice Supply.
Specifically, this study seeks to answer the following
questions:
1. What are the factors affecting shortage of NFA rice?
2. What are the government actions to address the
shortage of rice?
3. What are the actions of the community to cope with the
rice shortage?
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Let’s Recall
HE
Statement of the Problem
This study aims to determine the utilization of Spinach in
making Pinoy Pandesal: Its process and marketability.
Specifically, this study seeks to answer the following
questions:
1. What are the nutritive value of spinach in making Pinoy
Pandesal?
2. What are the profitability and shelf life of spinach in making
Pinoy Pandesal?
3. Is there a significant difference on the level of satisfaction of
utilization of spinach in making Pinoy Pandesal?
4. What is the level of marketability of spinach in making Pinoy
Pandesal?
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IA
Let’s Recall
Statement of the Problem
This study aims to assess the level of awareness and
practice of Industrial Arts students on solid waste
management.
Specifically, this study seeks to answer the following
questions:
1. What is the level of awareness of IA students in solid
waste management along the 3R’s?
2. What is the level of practice of IA students in solid waste
management along the 3R’s?
3. What is the relationship between the awareness and
practice of IA students along the 3R’s?
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ICT
Let’s Recall
Statement of the Problem
This study aims to assess social media as a learning portal
for SHS students.
Specifically, this study seeks to answer the following
questions:
1. How may the respondents be described in terms of:
a. age; and
b. sex?
2. What are the social media utilized by the students for learning?
3. How may the social media be assessed in terms of:
a. availability
b. accuracy
c. usability?
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GUIDE QUESTIONS
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Pen 1 2 3 4
Animal 1 2 3 4 5 6 7 8
Diet 1 1 1 1 2 2 2 2
Response 30.5 30.9 30.4 29.9 29.5 30.3 30.4 31.2