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National Training of Trainers (NTOT)

for Senior High School (SHS) Teachers


on School – Based Research
PRESENTATION, ANALYSIS AND
INTERPRETATION OF DATA
ERWIN P. BADEO
Education Program Supervisor
SDO, Zamboanga City, R9
Department
DEPARTMENT of Education
OF EDUCATION
Session Objectives
At the end of the session, the
participants are expected to:

1. present data through texts, tables and graphs;

2. analyze and interpret data appropriately; and


3. state the importance of presenting, analyzing,
and interpreting data.

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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

Graph A shows that 53% of the


School Heads occupy P3 position;
27%, 18% of them sit in the P2 and
P1 positions respectively; the
lowest 2% of the School Heads
belong to Teacher-In-Charge
position.

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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

*Taken from the Paper Presented by Junio, J. (2006)…


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Analysis and Interpretation of Data

The data revealed that there is a slight


difference in the mean grades in English III,
Math III, Science & Technology III, and Science &
Technology IV. This implies that the students’
performance in the 5 subject areas are
comparable. The standard deviation indicates
that most of the students grades in the 5 subject
areas are clustered around the mean grades.
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Example 2. TVL Specialization
Let’s Analyze the given Problem

A study was conducted to determine


the effect of moisture content in sandy soil
on the root growth of variety of plants.
Suppose they used nine pots: three with
sandy soil at 10% moisture, three with
sandy soil at 20% moisture, and three with
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continuation…

sandy soil at 30% moisture. Suppose


further, that the study was conducted in a
greenhouse with three benches: one for
the three pots with 10% moisture, one for
the three pots with 20% moisture and one
for the three pots with 30% moisture.

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continuation…

Assume that the bench locations in the


greenhouse were such that the bench
with 10% moisture received the most
light and the bench with 30% moisture
received the least light. In each pot, the
root volume was measured when plants
were 10 weeks old.
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Greenhouse Cultivation

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GUIDE QUESTIONS

 What is the determining factor in the


Research Study
 What are the variables involved?
 How many levels of light conditions and
levels of moisture contents in the study?
 How do you design the study in a form
of Data Table?
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Display 1. A study design for comparing the
effects of moisture contents on root volume.

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

1. If you were the researcher, how would you


design the effects of moisture contents.
2. Does the design account of the possible
confounding effect of the light condition?
Why? why not?
3. Does the increased in root volume is due to a
difference in the effects of 10%, 20% and 30%
moisture contents? Why? Why not?
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Analysis
The design does not take account of the possible
confounding effect of the light condition. It is well
known that plants receiving more light are likely to
produce a higher root volume. Therefore, if we
measure higher volume
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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Display 1
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
for soil with 10% moisture content than for soil
with, say, 30% moisture content, we cannot know
whether the increased root volume is due to a
difference in the effects of 10% and 30% moisture
contents or due to the difference in light exposure
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Display 1
of the plants in soil with 10% and 30% moisture
contents. The amount of light is a confounding
variable, because its effect may mask (or
enhance) the difference in measured responses
at different levels of the experimental factor.
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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Display 2

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

1. Two colored metacards: blue and green


2. Write tumpak in the blue metacards and
ligwak in the green metacards
3. Raise the blue metacard if you agree with the
given statement and the green metacards if
you disagree
4. Record the scores of each group on the board

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Activity 1: TUMPAK OR LIGWAK

1. Present only the critical data/results in the


discussion.

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

 Analyze and Interpret the data

 Discuss the implications of the


results

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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

 Present the data that your group have


collected from the previous session.

 Analyze and interpret these data.

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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

Bienvenidos Ciudad de Zamboanga


Asia’s Latin City
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Identify type of graph/chart
No. 1

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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

1. What is the importance of looking back


our Statement of the Problem in every
step of the Research Process?
2. Is there an alignment among Statement
of the Problem and the following steps:
a. Hypothesis Statement d. Sampling Design
b. Conceptual Paradigm e. Research Instrument
c. Research Design f. Statistical Treatment

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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

1. Assign animals at random to the four pens in such


a way that each pen has two animals. Select two
pens at random and call them pen 1 and pen 2;
the other two pens are designated pen 3 and pen
4. Assign diet 1 to the four animals in pens 1 and
2. The remaining four animals in pens 3 and 4
receive diet 2.
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