CHAPTER IV

Presentation,
Analysis, and
Interpretation
of Data
 FORMAT OF THE DATA
ANALYSIS, RESULTS, AND
DISCUSSIONS
Major Elements
1. Presentation of the data. This
showcases the data for easy
understanding of the reader. They can
be displayed using tables, diagrams, or
other figures for easy comprehension
2. Analysis. In this part,
the knowledge and
logical understanding of
the researcher is
required. The important data are
given enough attention as it will be
the basis of the final results of the
study.
3. Interpretation. In this
part, comprehensible
statements are included
after analyzing and
synthesizing the patterns and
categories that are derived from the
findings.
4. Discussion. After the analysis and
interpretation of the data, the discussions and
explanations of the results are needed to give a
more logical and empirical basis for the
conclusion. The transcripts and personal
narration of events that serve as proof of the
themes and categories are mentioned in
verbatim. In this part, the results of the
investigation are compared and contrasted with
reviewed literature and studies.
 TYPES OF
INTERVIEW
1. Unstructured
This can be in the form of normal
conversation or a freewheeling exchange
of ideas.
2. Structured
The conduct of questioning follows a
particular progression and has a well-
defined content.
3. Semi-structured
There is a specific set of
questions, but there are also
additional probes that may come in
the form of follow-up questions that
are not included in the list of original
questions.
2. Group Interviews
are interviews conducted with
several respondents simultaneously–
ideally six to ten people.
 TWO TYPES OF GROUP
INTERVIEW
1. Focus Groups
Participants in a focus group are
selected by the researcher according to
specific sampling criteria.
2. Natural groups
The participants belong to a group
that exists independently of the study.
3. Observation
this method enables
the researcher to conduct
research in an immersive
manner, collecting data in
natural phenomena or
behavior as it occurs.
Observation must be done in a quiet,
inconspicuous, and unobtrusive
manner to get realistic data.
The instrument used in this method is called an
observation checklist or observation guide.
 TWO TYPES OF OBSERVATION
1. Structured
The researcher devices a checklist as a
data collection tool wherein expected behaviors
of interest have been specified. The researcher
just records the frequency of the occurrences of
the behavior.
 2. Unstructured
This is performed by the researcher as he
or she tries to explain events without any
preconceived ideas about what will be
observed. The researcher observes things as
they happen.
4. Surveys or Questionnaires
Surveys, also known as questionnaires, are
perhaps the most commonly used
instrument in research—particularly in
quantitative research. It is a list of
planned, written questions about a
particular topic, with spaces
provided for the response to
each question, intended to
be answered by a number of
persons.
The questionnaire can be structured or
unstructured. It is structured if possible
answers are provided and respondents
just have to select from them. It is
unstructured if the questions are open-
ended– no options are provided and the
respondents are free to answer however
they wish. Structured questionnaires are
generally used for quantitative research,
while unstructured questionnaires are
more suited to qualitative research.
 TYPES OF QUESTIONS
1. Yes or No type-Items
are answerable by a yes
or a no.
 2. Recognition type-
Fixed alternative Educational qualification
___Elem.school graduate
answers are already ___High school graduate
provided, the ___Technical/Vocational
respondents simply school graduate
choose from among the ___College graduate
given choices. It contains___MA/PhD
close-ended questions. ___Others (pls.specify)
3. Completion type-The As a teacher, after
respondents are asked seeing a
to fill in the blanks with misbehavior done
the necessary by a pupil, I will
information. Questions __________________
are open-ended. __________________.
 4. Coding type-Numbers
are assigned to names,
On a scale of one
choices, and other to ten, how will
pertinent data. This you rate your
entails knowledge of student’s
statistics on the part of communication
the researcher. skills?
5. Subjective type- What can you
The respondents say about
are free to give teachers who
their opinions are deeply
about an issue of committed to
concern. their work?
WORDINGS OF QUESTIONS
Nieswiadomy (2014) provides
the following guidelines in
formulating questions:
1. Questions should be stated in an
affirmative rather than in a negative manner.
2. Ambiguous questions, such as those which
contain words like many, always, usually, and
few should be avoided.
3. Double negative questions, e.g., “Don’t you
disagree with the idea that…?”, should also be
avoided.
4. Double-barreled questions, like
when asking two questions in one,
should not be practiced. For
example, “Do you want to become
the class president and
seek a position in the
student council?”
 CHARACTERISTICS OF A GOOD
DATA-COLLECTION INSTRUMENT
1. It must be concise yet able to elicit the
needed data. According to Shelley (1984), the
length of a questionnaire must be two to four
pages and the maximum time of answering is
ten minutes. Shelley added that the desirable
length of each question is less than 20 words.
2. It seeks information which cannot be
obtained from other sources like documents
available at hand.
 3. Questions must be arranged in sequence,
from the simplest to the most complex.
 4. It should pass validity and reliability tests.
 5. It must be easily tabulated and interpreted.
 SCALES COMMONLY USED IN AN INSTRUMENT

1. Likert Scale. It is a common scaling

technique which consists of several
declarative statements that express a
viewpoint on a topic. The respondents are
asked to indicate how much they agree or
disagree with the statements. The answers
usually come in the form of acronyms, e.g.,
SA for Strongly Disagree, A for Agree, D for
Disagree, and SD for Strongly Disagree.
2. Semantic Differential Scale. The
respondents are asked to rate concepts on
a series of bipolar adjectives. The
advantages in using this are that it is
flexible and easy to construct.