Quarter 2 Understanding Data and Ways to Systematically Collect Data PDF

Q U A RT E R 2 Understanding Data and Ways to Systematically Collect Data SHS Mass Training of Teachers, Practical Research 2 U n d e r s t a n d i n g D a t a a n d Way s t o S y s t e m a t i c a l l y Standards and Competencies Collect...

Q U A RT E R 2 Understanding Data and Ways to Systematically Collect Data SHS Mass Training of Teachers, Practical Research 2 U n d e r s t a n d i n g D a t a a n d Way s t o S y s t e m a t i c a l l y Standards and Competencies Collect Data Content Standards: The Performance Standards: The learner demonstrates learner is able to: (a) describe understanding of: (1) adequately quantitative research quantitative research designs, sample, instrument used, designs; (2) description of intervention (if applicable), data sample; (3) instrument collection, and analysis development; (4) procedures, or (b*) apply description of intervention imaginatively art/design principles (if applicable); (5) data to create artwork collection and analysis procedures; and (6) guidelines in writing Word hard. Study Harder. research methodology U n d e r s t a n d i n g D a t a a n d Way s t o S y s t e m a t i c a l l y Collect Data Standards and Competencies Learning Competencies The learner… 1. chooses appropriate 4. describes intervention (if quantitative research applicable); design 5. plans data collection procedure; 2. describes sampling 6. plans data analysis using procedure and the sample; statistics and hypothesis testing 3. constructs an instrument (if appropriate); and and establishes its validity 7. presents written research and reliability; methodology. Word hard. Study Harder. Let’s get critical. Identifying critical competencies in the For 6 minutes, examine the first three curriculum guide Understanding Data content units (all under the first quarter) of and Ways to the curriculum guide for the learning Systematically Collect competencies. Data Determine exactly 2 competencies per Finding Answers content unit that your group finds to be Through Data MOST DIFFICULT TO TEACH or MOST Collection CRITICAL TO LEARN. Follow the color coding of the content units Reporting and Sharing at the right. Findings Write your main concern through a question or a statement below the LC code. Post answers on your station. Chapter Content Chapter III METHODOLOGY Research Design The Sample The Instruments Intervention Data Collection Procedure Data Analysis Procedures  Research designs are the specific procedures involved in the research process: sampling, data collection, and data analysis. Research Design  The first step leading to the process of collecting quantitative data is to identify the people and places you plan to study. This involves determining which group of people will you study, who, specifically, these people are, and how many of them you will need to involve. Identifying the representative group that will The take part in the study is an important aspect of the research that you need to specify. Sample   description of the subjects, number, and grade level (for students), naming school and its location, unless with confidentiality conditions. Otherwise, only location, type, and size of school are stated;  number of classes, class size, and number of teachers are indicated;  how students and teachers are selected (sampling procedure) is described.  After data collection, put actual sample: sample size, distribution of subjects by sex and average The age. Sample  If applicable, describe relevant characteristics of teachers like sex, teaching experience, educational attainment, and related training. Probability sampling ▷ refers to the selection of a sample from a population, when this selection is based on the principle of randomization, that is, random selection or chance. Probability sampling is more complex, more time- consuming and usually more costly than non-probability sampling. Non-probability sampling ▷ is a method of selecting units from a population using a subjective (i.e. non-random) method. Since non- probability sampling does not require a complete survey frame, it is a fast, easy and inexpensive way of obtaining data. Sampling Techniques Probability Sampling Techniques SYSTEMATIC SAMPLING Taking every kth element SIMPLE RANDOM SAMPLING in the population as a sample, where Drawing randomly from a list of the population (e.g.: names from a hat, using a matrix of random numbers). Sampling Techniques Probability Sampling Techniques STRATIFIED RANDOM SAMPLING CLUSTER SAMPLING a process in which certain subgroups, or strata, are The selection of groups, selected for the sample in or the same proportion as clusters, of subjects they exist in the rather than individuals population Sampling Techniques Non-probability Sampling Techniques 3 QUOTA SAMPLING CONVENIENCE SAMPLING The number of samples is decided by the researcher is selecting a group of and selection is also made individuals who are out of availability of the conveniently available respondent. for study Sampling Techniques Non-probability Sampling Techniques SNOWBALL SAMPLING PURPOSIVE SAMPLING Using researcher’s judgment to select a One sample leads on to sample that they believe, more of the same kind of based on prior sample. information, will provide the data they need. Thin k of A teacher wants to conduct an action research in order to determine the effectiveness of home- this based family counseling on the attendance of students. Of her 56 students, she has selected 20 whose residences are within a kilometer’s radius from the school. What sampling technique did the teacher use? Do you agree on the strategy she has employed?   This refers to the questionnaire or data gathering tool to be constructed, validated and administered.  If the instrument is prepared by the researcher, it should be tested for validity and reliability. However, if the instrument is standardized, the student should indicate its description as to its items, scoring and qualification. The  The researcher must explain its parts, and Instrume how the instrument will be validated. The instrument to be used should be appended nt (except for standardized).  CRITERIA for CHOOSING a GOOD INSTRUMENT  Is it recent?  Is it widely cited? Are reviews available?  Is it reliable?  Is it valid?  Does the procedure for recording data fit the research questions in your study? The  Does the instrument contain accepted Instrume scales of measurement? nt Creswell, 2012 Think A group of Grade 12 students is doing a research to know if Facebook can be used to encourage SHS students to of thisdiscuss more actively their lessons in Math. They decided to do a series of activities by posting several problems on Facebook and asking students to freely discuss by commenting on the problem. To assess how effective this activity was, they required their participants to “like” the Facebook post if they feel like doing so. It was found out that of the 100 participants, 95 “liked” the post. The group therefore concluded that Facebook is an effective way to encourage active discussion. Reliability and Validity Reliability and validity are  Validity refers to both about how well a the accuracy of a method measures something: measure (whether the  Reliability refers to results really do represent the consistency of a what they are supposed to measure (whether the measure). results can be reproduced ▷ If you are doing under the same experimental research, you conditions). also have to consider the internal and external validit y of your experiment.  the extent to which the content or topic of the test is truly representative Content of the content of the course. Validity Construct the extent to which the test measures a theoretical construct or trait Validity the degree to which the test agrees or correlates with a criterion set up as Criterion an acceptable measure Validity Types of Predictive how well predictions made from the test are confirmed by evidence Validity gathered at some subsequent time Validity  Example: validation of an achievement test based on Content contents of the CG. Validity Example: validation of an IQ test … Construct should gauge high IQ in ones with high IQ and low in those with low Validity IQ. Example: validation of a teacher- made achievement test by Criterion comparing it to a validated NAT. Validity Types of Predictive Example: validation of questionnaires used for review by comparing Validity performance of exam takers during Validity review using the reviewer and the actual exam.  Content validation refers to the process of establishing validity of an instrument (Frank- Stromberg, 2004). Lawshe’s model can serve this purpose. This involves a panel of subject matter experts rating items as “essential”, “useful, but not essential”, or “not necessary.” Items deemed “essential” by a critical number of panel members are then included Establishi within the final instrument, with items failing ng to achieve this critical level discarded (Ayre, Validity 2014).  Visualizing Content Validity through Expert Validation For instance, the teacher wishes to validate a test in English. He requests experts in English to validate if his test items measure the knowledge, skills, and values they are supposed to measure as stated in the course content/syllabus/curriculum guide. Establishi To validate each item, the experts check the ng options: 3 (retain), 2 (revise), or 1 (delete). If Validity the mean per item is 2.5 to 3, the item is retained; if 1.5 to 2.4, revised; and if 1.0 to  Example: Retain Revise Delete Questions 3 2 1 1. He (hears, hear) mass every day. 3 2 1 2. His daily allowance of Php 50 (is, are) not 3 2 1 enough. 3. Joyce (buy, buys) apples. 3 2 1 Establishi 4. Yvonne (give, gives) alms to beggar. 3 2 1 ng 5. Kylie (puts, put) flowers in the vase. 3 2 1 Validity Measurin g Reliabilit y Teachknowlog y Cronbach’s alpha (α) is a test of reliability technique that requires only a single test administration to provide a unique estimate of the reliability for a given test. It is computed as the average value of the reliability coefficients one would obtain for all possible combination of items when split into two half tests (Gliem & Gliem, 2003). Coefficient normally ranges between zero and one. However, there is actually no lower limit to the coefficient. The closer Cronbach’s alpha coefficient is to 1.0, the greater the internal consistency of the items in the scale. Teachknowlog y   Enumerate instruments to be used. Indicate if researcher-made, adopted or modified (give author, year, & reliability coefficient).  Quickly describe pilot-testing of instruments.  Indicate how researcher-made instruments will be content-validated. The  Indicate computing reliability coefficient, commonly Cronbach alpha, for rating Instrume scale and tests. nt  Add structure/parts and number of items of each instrument.   Add Table of Specifications for researcher- made tests.  Add details of content validation: who the experts are without naming them.  Add details of pilot-testing (when and who), and describe group (similar to group to which instruments will be eventually administered). The Instrume nt   Clearly and completely describe how the intervention will be implemented, such that the reader can replicate the intervention.  Describe what happens in comparison group. The Interventi on   Quickly describe whose permission will be sought and arrangements to make to administer instruments.  Describe when instruments will be administered and who will administer them. Data  Add details on arrangements and Collectio administration of instruments, if needed. n Procedur e  This section indicates how the data will be analyzed and reported; it should specify the qualitative and/or quantitative methods that will be used in analyzing the data gathered for the research. In writing this section,  Describe analysis to be done for each research question, following sequence in Data Statement of Problem. Analysis  State if tests of hypotheses will be done Procedur and for what purpose.  Indicate that tests of hypotheses will be e done at. 05 level of significance.   Level of significance or p value = no. of cases out of 100 cases that results are due to chance alone.  Add scoring system for instruments.  Avoid giving formulas or standard procedures for statistical tools (reader is Data expected to know these or look them up in Analysis statistics references). Procedur e  Data Analysis Procedur e  BULLYING INCIDENCE AND GRADE 11 STUDENTS’ ATTENDANCE Research Design This research used correlational design. The Sample Alangalang National High School, Alangalang, Leyte Region 8 is purposively selected due to its big size. One section with a class of forty (40) Grade 11 students is randomly selected. The study will be accomplished for the School Year (SY) 2017-2018. The Instruments There will be one (1) self-made questionnaire for the Sample study with three (3) questions. The first questions is based on bullying experience, second is on the type of bullying experience, and the third is the number of absences. The questionnaire will be pilot tested to five students who are not  Data Collection Procedure The researchers will seek written permission from the principal of Alangalang Senior High School for the conduct of the study. An inform consent will also be provided to the students. The parents will also be asked through a written permission. The respondents will be oriented on the research objectives and outcomes. The researchers will administer the following the self-made questionnaire. Data Analaysis All the data will be compiled and treated based on parametric and non-parametric measures. The data on Sample the frequency of bullying incidence and attendance will be treated to simple percentage and will be presented through a bar graph. The test of difference on two groups will be based on one-paired T-test for WORKSHOP, CHAPTER THREE Methodology Research Design The Sample The Instruments Intervention Data Collection Procedure Data Analysis Procedures Write Chapter III of your mock research. (30 minutes)  End of session 2A. THANK YOU! Revisit the Park n’ Go Area Session 2B: Finding Answers through Data Collection SHS Mass Training of Teachers, Practical Research 2 Finding Answers through Data Collection Standards and Competencies Content Standards: The Learning Competencies learner demonstrates The learner… understanding of: (1) data 1. Collects data using appropriate collection procedures and instruments skills using varied instruments; (2) data 2. Presents and interprets data in processing, organizing, and tabular and graphical forms analysis. 3. Use statistical techniques to Performance Standards: analyze data – study of The learner is able to gather differences and relationships and analyze data with limited for bivariate analysis intellectual honesty, using Word hard. Study Harder. suitable techniques Chapter Content Chapter IV PRESENTATION AND ANALYSIS OF DATA In reporting the results, the researcher stays close to the statistical findings without drawing broader implications or meaning from them. Further, this section includes summaries of the data rather than the raw data (e.g., the actual scores for individuals). A results section include tables, figures, and detailed explanations about the statistical results  Before writing this section,  Rewrite Chapters 1-3 before or after data analysis and before writing Chapter 4.  Rewrite Chapters 1-3 in past tense, wherever applicable, and make corrections for actual data collection and data analysis procedures. Rewritin g Initial Chapters  1 Score the data (Coding) 2 Select a statistical program (e.g. SPSS). 3 Input the data 4 Clean and account for missing data. Assigning a Preparin numeric score to each response g Data category for each question in the for instrument used Analysis  1 Describe trends in the data to a single variable or question on your instrument. 2 Compare two or more groups on the independent variable in terms of the dependent variable. 3 Relate two or more variables. How to 4 Test hypothesis about the differences Analyze in the groups or the relationships of Quantitativ variables. e Data  In writing this chapter,  Reexamine your research question and identify the important variables included in the research. Label section headings based on research questions and follow their sequence  Determine parts of the data you collected that focused on each of the variables. One subsection should be devoted to How to presenting data relevant to each variable. Use tables and graphs in presenting State statistical data. Results  Put greater emphasis on significant results. Results that are sidelights should   Do not state any differences were present between groups unless a significant p- value is attached.  Do not comment on results.  Select statistics and place them in the most reasonable order  Include tables, graphs, figures for quantitative study statistical results of hypotheses tested How to possible explanations of unexpected State results Results Implications of results to existing situation  Quantitative data are organized & summarized in tables and figures. Information shown in tables and figures is elaborated in the text. Present results of hypothesis test in tables using statistical format, e.g., t value and level of significance (p-value). Tables and Figures  Distribution of Grade 4 Students’ Level of Reading Skill To compare 9 proportions and 14 relative amounts (How big?), use a pie chart, a horizontal bar chart, or a table 27 Choosing Frustration Instructional Independent Graph Types  Distribution of Learners by Reading Level over the course of the Intervention Program 27 26 25 25 19 16 14 13 12 9 8 6 Choosing Start of the Program Week 1 Week 2 Week 3 Graph Frustration Instructional Independent Types To show trends (How do things change over time?), use a column chart or line graph  Grade 4 Learners’ Reading Test Scores and Hours Spent on Reading per Week Hours Spent on Reading per Week 14 12 10 8 6 4 2 0 0 5 10 15 20 25 30 Choosing Reading Test Score Graph To show correlations (how well does one thing Types predict another?), use a scatterplot or multiplot chart.  Enrich and support quantitative analysis with qualitative data analysis using selected quotes/utterances & observed behavior of subjects. Results of Hypothes is Testing  Compare results of present study with related studies, as follows: This result is consistent with or similar to that Results of… (related study) of contradicts/opposes that of… (related Related study) Studies  Needed especially when results are not those expected by researcher. Cite all things that happened that may have affected findings. Look at limitations of the study, e.g., in sampling, instrumentation, intervention, and data collection. Possible Explanatio ns   Was the conduct of research not implemented as planned? Were there deviations from planned procedure?  Was dosage or duration of experiment of intervention sufficient?  Was there a contamination of comparison group?  Are there characteristics of sample that affected the results? Possible  Were there issues with the instruments’ Explanatio validity and reliability? in test ns administration?  Was there any instance of resistance of  If some or all findings are different from expected, have a section on re- conceptualized framework at end of Chapter 4 and make diagram of re- conceptualized framework. Starting with text, cite figure (diagram) of re-conceptualized Re- framework. Explain changes vis-à-vis conceptualized Conceptual Framework of the Study. Framework  Data Presentation and Interpretation in Tabular & Graphical Forms  a. apply the different methods quantitative data processing. b. present quantitative data in textual, tabular, and graphical forms. c. interpret statistical results of a given OBJECTIVES data set.  It is important to process the data collected carefully. - editing, coding, classifying, tabulating, and charting and diagramming research data. The essence of data processing in research is data reduction. Data reduction involves winnowing out Methods of the irrelevant from the Data relevant data and establishing order Processing from chaos and giving shape to a mass of data. There are several steps in data 1. Editing of Data. Editing is the process of examining the data collected in questionnaires/schedules to detect errors and omissions and to see that they are corrected, and the schedules are ready for tabulation. The researcher must see to it that data are accurate, relevant, consistent, complete, and acceptable by general people. 2. Coding of Data. Coding is necessary for efficient analysis and through it the several replies from the respondents may be reduced to a smaller number of classes which contain the critical information required for analysis. Coding decisions should usually be taken at the designing stage of the questionnaire. Coding is the process/operation by which data/responses are organized into classes or categories and numerals or other symbols are given to each item according to the class in which t falls. In other words, coding involves two important operations; (a) deciding the categories to be used and (b) allocating individual answers to them. 3. Classification of Data. Data must be classified or categorized in the statistical data under various understandable homogeneous groups for the purpose of convenient interpretation. A uniformity of attributes is the basic criterion for classification; and the grouping of data is made according to similarity. Classification becomes necessary when there is diversity in the data collected for 4. Tabulation of Data. Tabulation is the process of summarizing raw data and displaying it in compact form for further analysis.  a. Title of Table. The table should be first given a brief, simple, and clear title which may express the basis of classification based on the purpose of the study. b. Columns and Rows. Each table should be prepared in just adequate number of columns and rows. c. Captions. The columns and rows should be given simple and clear captions so the ordinary reader can understand the data. d. Ruling. Columns and rows should be divided by TABULATION OF means of thin or DATA thick rulings. e. Arrangement of items. Comparable figures should be arranged  i. Special emphasis. This can be done by writing important data in bold or special letters. j. Unit of measurement. The unit should be noted below the lines. k. Approximation. This should also be noted below the title. l. Footnotes. this may be given below the table. TABULATION OF m. Total. totals of each column and DATA grand total should be in one line. n. Source. Source of data must be given. Organizing the Data Raw data are unprocessed/unorganized source data, such as the data from the different population. When the data are processed/summarized/ categorized they are called output data. Scope and Purpose of Data Analysis The process of data analysis is used to describe, summarize, and compare data using statistical techniques in a systematic manner. There are three basic steps in data analysis: Step 1. Organizing and preparing the data for analysis. Step 2. Analyzing the data. Step 3. Interpreting results. Data analysis and interpretation is the process of assigning meaning to the collected information and the conclusions, significance, and implications of the findings (Tania, 2014). Spreadsheet software and other statistical tool can be helpful in organizing the data. Readily available computer programs, such as MS Excel and MS Access, may be useful. Excel tends to be easily accessible for most people who have access to a computer with Microsoft products (Wilder  Data Interpretation After gathering the data, they must be tabulated and computed so the researcher can analyze and interpret the result. Research interpretation is defined as adequate exposition of the true meaning of the material presented in terms of the Data purpose of the study (Reyes, 2004). Interpretation Data Interpretation Data Interpretation  Presentation of Data To be able to create and present an organized picture of information from research report, it is important to use certain techniques to communicate findings and interpretations of research studies into visual forms. The common techniques being used to display data results are tabular, textual, and graphical methods. A. Text Presentation of Data Textual presentations use words, statements or paragraphs with numerals, numbers, or measurements to describe data. Presentation of They can be Data used independently to describe the data when there are very few quantities or numbers. They can also be used to  There are 42,036 barangays in the Philippines. The largest Barangay in terms of population size is Barangay 176 in Caloocan City with 247 thousand persons. It is followed by Commonwealth in Quezon City (198,285) and Batasan Hills in Quezon City (161,409). Text Twelve other Barangays posted a Presentation population size of more than a hundred thousand persons.  There are 42,036 barangays in the Philippines. The largest Barangay in terms of population size is Barangay 176 in Caloocan City with 247 thousand persons. It is followed by Commonwealth in Quezon City (198,285) and Batasan Hills in Quezon City (161,409). Text Twelve other Barangays posted a Presentation population size of more than a hundred thousand persons.  Tables present clear and organized data. A table must be clear and simple but complete. A good table should include the following parts: Table Number and Title – These are placed above the table. The title is usually written right after the table number. Caption Subhead – This refers to columns and rows. Body – It contains all the data under each Tabular subhead. presentation of Source – It indicates if the data is secondary data and it should be acknowledged.  Tabular Presentation with Textual Analysis has similar parts to the Tabular Presentation of Data, but it has a textual analysis below the table. Tabular Presentation with Textual Analysis Tabular Presentation with Textual Analysis  Analysis: The students’ socio-economic statuses Based on the monthly family income are categorized into three groups: above average, average or middle, and below average. Those students whose combined monthly family income falls on the below average category consists of 75 or 25% of the respondents. There are 174 or 58% whose combined monthly family income falls on the average or middle bracket. The remaining 17% (51) both on the above average combined monthly family income. As shown by the results, the highest share of the percentage of the students belong to the average or middle-income bracket. Most of the respondents came from average or middle socio-economic status in terms of Tabular monthly family income. likewise, among the three levels of Presentation with social economic status, the average or middle-income Textual Analysis bracket has the highest number of frequencies, as well as the highest percentage of male and female respondents, i.e. 50% and 60%, respectively. Also, both males and  The next step after editing, coding, and tabulating the data is to present them into graphical or visual presentation called non- prose materials. The purpose of presenting the data in this way is to make the outlined of the results more presentable. - composed of graphs, bars, Presentation and tables, charts, diagrams, Interpretation of Data illustrations, drawings, and maps.  Tables Table helps summarize and categorize data using columns and rows. It contains headings that indicate the most important information about your study. To interpret the tables, one needs to do the following: 1. Analyze the connections among the details of the headings. 2. Check the unusual pattern of the data and determine the reason behind these. 3. Begin with the table number and the title. 4. Present the significant figures (overall results, high and low values, the unusual pattern). 5. Refrain from repeating again what’s inside the table. 6. Support your findings with literature and studies that TABLES confirms or contrasts your results. 7. Establish the practical implications of the results. This will add value to your research findings. 8. End with a brief generalization. TABLES TABLES TABLES TABLES TABLES  A graph or chart portrays the visual presentation of data using symbols such as lines, dots, bars, or slices. -certain set of measurements or shows comparison between two or more sets of data or quantities. Charts and graphs are very useful in simplifying the presentation of research reports. - shows that the X and Y axis has a heading and C. Graphical units are included. The figure number and title Methods of are usually placed below the figure. The known Presenting Data value is plotted on the X-axis and the measured value is plotted on the Y-axis. This description of  A. Line Graph A line graph is a graphical presentation of data that shows a continuous change or trend it may show ascending or descending trend. C. Graphical Methods of Presenting Data  C. Graphical Methods of Presenting Data  B. Double Line Graph You can use line graphs to show comparisons of events, situations, or information. A double line graph has two lines connecting points to show continuous change in the data overtime. Like a single line graph, the lines can ascend or descend in a C. Graphical double line graph. At double line graph Methods of includes a key, which represents the Presenting Data information, event and situation being observed  C. Graphical Methods of Presenting Data  C. Bar Graph or Bar Chart A bar graph uses bars to compare categories of data. It may be drawn vertically or horizontally. A vertical bar graph is best to use when comparing means or percentage between distinct categories. The categories are measured in dependently and compared with one another. A horizontal bar graph contains more than C. Graphical five categories. Methods of A bar graph is plotted on either in X-axis or Presenting Data Y-axis. The categories may be plotted on one axis while the other axis contained the numerical values that represent the data being  C. Graphical Methods of Presenting Data  Pictographs A pictogram is a special type of bar graph. Instead of using an axis with numbers, it uses pictures / icons to represent a number f items. C. Graphical Methods of Presenting Data  C. Graphical Methods of Presenting Data  Pie Charts or Circle Graphs A pie chart is usually used to show how parts of a whole compared to each other and to the whole. The entire circle represents the total, and the parts are proportional to the C. Graphical Methods of amount Presenting Data of the total they represent.  C. Graphical Methods of Presenting Data 1.SHARPIECT – 2. DESACTSAPIRONG – 3. GABHRARPS _ 4. GRANPHILES – 5. ITUBATATADALON -  Write TRUE if the statement is true. Write the right correct term / phrase of the underlined word / phase if the statement is false. ___________ 1. Tabular Presentations can be used independently to describe the data when there are very few quantities or numbers. ___________ 2. The data must be tabulated and computed so the researcher can analyze and interpret the result after gathering it. ___________ 3. Line graph shows comparisons of events, situations, or information. ___________ 4. Data Reduction is concerned with editing, coding, classifying, tabulating, and charting and diagramming research data. Quiz ___________ 5. A double bar graph shows continuous change in the data overtime  Write TRUE if the statement is true. Write the right correct term / phrase of the underlined word / phase if the statement is false. ___________ 6. Unprocessed source data is called output data. ___________ 7. Pictogram uses points to represent a number of items instead of using an axis with numbers. ___________ 8. Graphing is the process of summarizing raw data and displaying it in compact form for further analysis. ___________ 9. A bar is divided into pieces proportional to the percentage of each category is call Pie Chart. Quiz ___________ 10. Classification becomes necessary when there is diversity in the data collected for meaningful Quiz  Use the data from the double column graph to answer the questions Assignme nt Assignm ent WORKSHOP, CHAPTER FOUR PRESENTATION AND ANALYSIS OF DATA Come up with a fabricated data for your research based on your Statement of the Problem and write briefly this chapter Write Chapter IV of your mock research. (20 minutes)  End of session 2B. THANK YOU! Revisit the Park n’ Go Area U n d e r s t a n d i n g D a t a a n d Way s t o S y s t e m a t i c a l l y Collect Data Standards and Competencies Content Standards: The Performance Standards: The learner demonstrates learner is able to: (a) form logical understanding of: (1) conclusions ; (b) make guidelines in making recommendations based on conclusions and conclusions; (c) write and present recommendations; (2) the clear techniques in listing report; and (d) execute best references; (3) the process design of report writing; and (4) the selection criteria and process of best design. Word hard. Study Harder. U n d e r s t a n d i n g D a t a a n d Way s t o S y s t e m a t i c a l l y Standards and Competencies Collect Data Learning Competencies The learner… 1. draws conclusions from 4. finalizes and presents best research findings; design; and 2. formulates recommendations 5. presents research workbook describes intervention (if applicable); 3. lists references ; 4. presents written research report; Word hard. Study Harder. Chapter Chapter V Content CONCLUSIONS AND RECOMMENDATIONS Conclusions Recommendations REFERENCES  The portion that gives meaning to your research and your results. The objective of the Conclusion section is to examine the results, determine whether they solve the research question, compare them within themselves and to other results (from literature), explain and interpret them, and then draw conclusions or derive Conclusio generalizations, and make recommendations for applying the results or n for further research (Wilkinson, 1991:327).  In writing this section,  Interpret and summarize the findings.  Revisit research questions and craft conclusion. State answers to research questions following their sequence.  Relate the conclusions to the research questions.  Limit the conclusions to the data presented  Be objective.  Avoid exaggerating or manipulating data to prove your point. Conclusio  Present answers as general statements of n findings.  Do not include related literature.  In writing this section,  Write recommendations for beneficiaries of results of study cited in Significance of Study.  Look at limitations of study, in scope, sample, instruments, intervention implementation and adequacy, and data collection.  Give suggestions on how to improve the study based on the limitations.  Include areas for future research and give at least one example. Recomm endation  Organize the parts of your research report based on the standard research-report structure that consists of the sequential components: Title Abstract Introduction Methodology Results or Findings Research Conclusion Report Recommendations Writing References Appendices  Writing the Abstract Placement The abstract acts as the second major section of the document and typically begins on the second page of the paper. It follows directly after the title page and precedes the main body of the paper. The abstract is a succinct, single-paragraph summary of your paper’s purpose, main Research points, method, findings, and conclusions, Report and is often recommended to be written Writing after the rest of your paper has been completed.  Familiarize yourself with the language of academic writing. Observe the mechanics of research-report writing which are as follows: a. Physical Appearance b. Quotations (block quotation) c. Footnotes d. Statistics and Graphs Research e. Final Draft Report Consider the research-report writing styles Writing or format.  Direct quotatio ns  Block quotatio ns  Block quotatio ns WORKSHOP, CHAPTER FIVE CONCLUSIONS AND RECOMMENDATIONS Write Chapter IV of your mock research. (20 minutes)  End of session 2C. THANK YOU! Revisit the Park n’ Go Area