SHS Inquiries Investigations and Immersion
SHS Inquiries Investigations and Immersion
OUTCOME-BASED EDUCATION
ENGLISH-SHS GRADE
Inquiries, Investigation and
Immersion
12
4
LEARNING QUARTER
QUARTER 4
WEEK 1-2
This module contains some activities that can guide you on the appropriate method
analysis of data obtained, interpretation and presentation of results (if applicable).
Gathers and Analyzes Data with Intellectual Honesty Using Suitable Techniques
Learning Objectives
PRETEST
Direction: Read each item carefully then write the letter of the correct answer.
1. Which method of data analyses used to analyze documented information in the form of
texts, media, or even physical items characteristics?
A. Content B. Grounded Theory
C. Narrative D. Thematic
3. It is a conversation between two or more people (the interviewer and the interviewee) where
questions are asked by the interviewer to obtain information from the interviewee following a
structured guidelines or pointers.
A. Individual Interview B. Observation
C. Questionnaires D. Vlog
5. Which of the following is not included in qualitative data preparation and analysis?
A. Getting familiar with the data
B. Revisiting research objectives
C. Identifying patterns and connection
D. Describing relationship between two variables
What’s In
What is It
The design of a questionnaire will depend on whether the researcher wishes to collect
exploratory information (i.e. qualitative information for the purposes of better understanding or
the generation of hypotheses on a subject) or quantitative information (to test specific
hypotheses that have previously been generated).
· prescribed wording and order of questions, to ensure that each respondent receives
the same stimuli
Given the same task and the same hypotheses, six different people will probably come
up with six different questionnaires that differ widely in their choice of questions, line of
questioning, use of open-ended questions and length. There are no hard-and-fast rules about
how to design a questionnaire, but there are a number of points that can be borne in mind:
1. A well-designed questionnaire should meet the research objectives. This may seem
obvious, but many research surveys omit important aspects due to inadequate preparatory
work, and do not adequately probe particular issues due to poor understanding. To a certain
degree some of this is inevitable. Every survey is bound to leave some questions unanswered
and provide a need for further research, but the objective of good questionnaire design is to
'minimize' these problems.
2. It should obtain the most complete and accurate information possible. The questionnaire
designer needs to ensure that respondents fully understand the questions and are not likely
to refuse to answer, lie to the interviewer or try to conceal their attitudes. A good questionnaire
is organized and worded to encourage respondents to provide accurate, unbiased and
complete information.
3. A well-designed questionnaire should make it easy for respondents to give the necessary
information and for the interviewer to record the answer, and it should be arranged so that
sound analysis and interpretation are possible.
4. It would keep the interview brief and to the point and be so arranged that the respondent(s)
remain interested throughout the interview.
Each of these points will be further discussed throughout the following sections. Figure 4.1
shows how questionnaire design fits into the overall process of research design that was
described in chapter 1 of this textbook. It emphasizes that writing of the questionnaire proper
should not begin before an exploratory research phase has been completed.
The physical appearance of a questionnaire can have a significant effect upon both
the quantity and quality of marketing data obtained. The quantity of data is a function of the
response rate. Ill-designed questionnaires can give an impression of complexity, medium and
too big a time commitment. Data quality can also be affected by the physical appearance of
the questionnaire with unnecessarily confusing layouts making it more difficult for interviewers,
or respondents in the case of self-completion questionnaires, to complete this task accurately.
Attention to just a few basic details can have a disproportionately advantageous impact on the
data obtained through a questionnaire.
Use of booklets The use of booklets, in the place of loose or stapled sheets of paper, make it
easier for interviewer or respondent to progress through the document.
Moreover, fewer pages tend to get lost.
Simple, clear The clarity of questionnaire presentation can also help to improve the ease with
formats which interviewers or respondents are able to complete a questionnaire.
Creative use of In their anxiety to reduce the number of pages of a questionnaire these is a
space and tendency to put too much information on a page. This is counter-productive since
typeface it gives the questionnaire the appearance of being complicated. Questionnaires
that make use of blank space appear easier to use, enjoy higher response rates
and contain fewer errors when completed.
Use of color Color coding can help in the administration of questionnaires. It is often the case
coding that several types of respondents are included within a single survey (e.g.
wholesalers and retailers). Printing the questionnaires on two different colours of
paper can make the handling easier.
Interviewer Interviewer instructions should be placed alongside the questions to which they
instructions pertain. Instructions on where the interviewers should probe for more information
or how replies should be recorded are placed after the question.
The presentation of study results should be systematic and logical and expressed in
past tense. This contains general findings and not raw data. Analysis should be supported by
statistics. More important findings should come first represented by tables and figures shown
after or within analysis. Action on the hypothesis is taken whether accepted or rejected then
analyzed and interpreted based statistical test result.
Study results are presented based on empirical data or facts. The data must be
reported in an objective process and written using past tense, since data had been gathered
and analyzed before the writing of the report. Findings are the results of data analysis which
included description of samples, analysis and interpretation of the test of hypotheses.
2. Presentation of Findings
Findings of the study are presented in various ways as follows:
a. Narrative form- This consists of direct quotes, summary of findings, meanings and
implications of the study, presented objectively, clearly and concisely.
b. Tables – The means for organizing data to make these easily understood and
interpreted.
Information presented in tables are discussed in the narrative report. It must
appear after they have been referred to in the text. It must be clear, concise and
explain relationships of variables in the study.
c. Figures are tern used to indicate any type of visual presentation other than the table.
It includes, graphs, diagrams, line drawings, and photographs. These also help
enliven narrative presentation and should be considered a concrete means of
presenting research results.
3. Interpretation of Findings
Content analysis. This is one of the most common methods to analyze qualitative
data. It is used to analyze documented information in the form of texts, media, or even physical
items. When to use this method depends on the research questions. Content analysis is
usually used to analyze response from interviewees.
Grounded theory. This refers to using qualitative data to explain why a certain
phenomenon happened. It does this by studying a variety of similar cases in different settings
Narrative analysis. This method is used to analyze content from various sources,
such as interviews of respondents, observations from the field, or surveys. It focuses on using
the stories and experiences shared by people to answer the research questions.
Read and annotate transcript. In this stage, as a researcher youcan have a feel for
the data because primary observations are provided. However, an overview of the data cannot
be achieved in this early stage.
Identify themes. In this stage, you can look at the data in details to identify themes.
In each transcript, you may note at the outset what the interviewee is trying to impart in his/her
responses. It is suggested that these themes must be enumerated, and notes be made as
abstract as possible.
IDENTIFYING THEME
If your research topic is using qualitative data, utilize the data you gather to develop
and identify theme. Otherwise, choose a topic relevant to your research and conduct an
interview using the interview protocol you learned in Practical Research 1. Follow the format
of transcript of informant below. You may limit your questions up to 5 or depending on the
need of your research.
Develop a coding scheme. Initial themes can be collected to develop a coding
scheme. This includes the enumerated themes and the codes applicable to the data. Each
broad code have a number of sub codes. It is recommended to use a coding scheme as soon
as initial data have been gathered.
Coding the data. The next step is applying these codes to the whole data set. This
can be done on either the margins of the transcripts or the statements in line. In an ideal
setting, the whole set of data should be coded to ensure honest and exhaustive analysis.
There are six basic steps in coding data:
a. Get an idea of the entire set. After reading the transcriptions carefully, write down
some ideas as they arise in the margins and transcription.
b. Select one interesting document. Choose the shortest and perhaps the most
interesting transcript, reread it and ask questions, “What is the respondent talking
about?” Discern the underlying meaning and jot down in the margins of the transcript.
c. Start the document coding process. Divide the transcript into segments, put brackets
in each of the segments, and give specific code to each phrase or word that exactly
explains or describes the meaning of the text segment.
d. List all the code words. After coding the whole text, look for redundant codes by
grouping the similar ones. Through this process, the list of codes can be reduced into
e. Review the list against the data. Apply this preliminary organizing process to the
same transcripts and find out if the new codes appear.
f. Categorize the codes for emerging themes or descriptions of the subject or setting.
Themes or categories are the same codes combined to identify major ideas in the data.
Identify five to seven categories representing the most discussed responses of the
subjects. These few themes will enable the researcher to write an in-depth information
about a few themes, rather than a broad description about many themes.
With current technologies, it is possible for almost anyone to distill quantitative data
into text, or more visually, into a table or chart. The following notes are guidelines for how to
display your data as clearly as possible.
Whatever you choose, text, table, or chart (or all three), your visual information should
be self-explanatory. Any headings should be clear and informative. Any text accompanying a
table or chart should reference the key points you want to highlight, but the visual should be
understood even if the text is not read.
No matter which visual display you use for your data, keep these things in mind:
• Only include information pertinent to your key points. Too much extra data can
be distracting.
• If you include very involved visuals, those that will require time and attention to
wade through, use them as appendices, not in your summary.
• When formatting, whether decimal spaces or fonts and column widths, be
consistent throughout.
• Only get as technical as your audience and your data demands. Beyond means
and frequencies, are standard deviations, p-values, and t-values necessary to
clearly make your key points?
• Sort your data before finalizing any display. An unsorted table, chart, or graph is
not self-explanatory. With sorting comes enlightenment.
• As much as possible, group your information so there are less data points to
wade through. Grouping leads to clarity.
• Graphs, charts, and tables should answer more questions than they pose.
A rule of thumb when working with visuals like charts and graphs:
“Just because you can, doesn’t mean you should.”
Pie Charts
Pie Charts work best for general findings (rather than nuanced differences) and are
best understood with no more than five or six slices. They can only be used to show parts of
a whole (if all parts total 100%).
Bar Graphs
Bar graphs are often more effective than pie charts, particularly for comparing data directly.
• As with other graphics, remember to sort your data before finalizing and stay
away from 3-D formats.
If you are reporting on several different series of data, clustered bar graphs are often
clearer than stacked bar graphs.
Line Graphs
Line graphs are most effective in presenting five or more data points over a period of
time.
• As with other graphics, remember to sort your data before finalizing and stay
away from 3-D formats.
What’s More
Directions: After knowing the different ways of analyzing and interpreting data complete the
table below by filling in the possible preset codes/categories/themes for the given questions.
1. Thematic, narrative, content, discourse, and grounded theory are ways in analyzing
qualitative data.
2. Data can be interpreted through extending the analysis by asking questions, linking results
to personal experiences, asking for advice from teachers, contextualizing in the literature, and
directing data interpretation using theory.
3. In interpreting data, it is important to group similar responses into categories and identify
common patterns for easier analysis.
What I Can Do
Performance Task:
Situation You are asked by your research teacher to conduct a study related to
your specialization and part of it is constructing a survey questionnaire
for the data gathering process.
Standards You instrument will be evaluated through the rubric presented on the next
page.
POST TEST
Direction: Read each item carefully then write the letter of the correct answer.
2. It a step in qualitative analysis of data which simply means converting all the data into a text
format by either exporting the data into a spreadsheet or manually typing in the data or choose
from any of the computers assisted qualitative data analysis tools.
3. Which of the following is not included in the main stages of thematic analysis?
4. These are series of questions and other prompts for the purpose of gathering information
from respondents.
A. It must also be remembered that interpretation does not necessarily depends on the
point of view of the researcher
B. Interpretation of findings is making sense of the data collected, and an act to identify
the lessons learned from the study
5. D 5. A
4. B 4. A
3. A 3. A
2. C 2. B
1. A 1. C
What I Know Assessment
References
Dablo, Cristy G., 2019. “Teenage Pregnancy And Its Interventions: Minimizing Future Risks
Among High School Students”, unpublished action Research, Child Protection Policy
Category, Alubijid National Comprehensive High School, Division of Misamis Oriental
http://onlineqda.hud.ac.uk/methodologies.ph
http://www.fao.org/3/w3241e/w3241e05.htm
https://www.belmont.edu/oair/assessment-support/pages/quantitative-data.html
Email Address:[email protected]