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Presentation, Analysis and
  Interpretation of Data

          Presented By:
       Lovely Ann F. Hezoli
       Ryan Batangantang
        Glenn dela Cueva
Objectives
After studying this lesson you are expected to:
1. Be able to present the results of your collected
   data.
2. Make good analysis of the tabulated or graphically
   presented data,
3. Make effective interpretation of the
   data/finding/results, and
4. Draw implications or inferences and generations
   from the analysis and interpretation of findings.
This chapter presents the
               findings of the study.
       Presentation should be clear and scholarly
done and may come in the form of tables, figures or
charts. Analysis refers to the skill of the researcher in
describing, delineating similarities and differences,
highlighting the significant findings or data and ability
to extract information or messages out of the
presented data. Interpretation is the explanation or
suggestions inferred from the data, their implications
but not conclusions.
Lesson 1: Presentation of findings
Two forms of communicating your findings in research:

Verbal – describes and narrates to readers what the
  researcher has done and the results that he or she
  has obtained

Symbolic – uses graphic representation, tables or
  statistical values.
The Format
 The immediate purpose of writing a research report is
 to tell other scientists about your work, about the new
 knowledge you have discovered. The research report
 should be clear enough that any scientist could
 replicate your study without telephoning you to ask
 for details. In addition, the research must be
 explained clearly enough that a scientist could
 evaluate its merits and flaws, solely on the basis of the
 written word.
The American Psychological Association
(APA) Format or style
  The APA Style is the format approved by the Open University
  Academic Council to be adopted at the PUP Open University,
  however, in the Graduate School, each discipline has a preferred
  format. The Public Administration Programs use the APA
  Format.
  The American Psychological Association (APA) has strict
  guidelines for the editorial style and organizational format of
  written research reports. There are accepted conventions for the
  mechanics of writing the report. For example, how will you
  write the title of your table? Should the table number be written
  in Arabic or Roman numeral? Will the title be indented and in
  capital letters or in small letters except the first letter of the key
  words? A more detailed discussion of the APA will be found in
  the last module dealing with references.
Organization of your presentation
 The organization of the presentation and interpretation of
 findings vary according to the research method used. In
 descriptive research, especially the survey type, the presentation
 of results follow a pattern. The findings presented will follow
 the sequence of the sub-problems raised in Chapter 1. It would
 be a good idea if reports assist in the analysis, interpretation
 and clarification of the next materials. Properly chosen,
 carefully drawn, and accurately presented, they can make many
 of the statements appearing in the body of the report more
 meaningful.
 Do not present your findings by recasting your sub-problems in
 Chapter 1. Remember that your whole Chapter 4 is the
 exposition of the answers of findings to your research questions
 specially stated in Chapter 1. Your answers become the
 subheadings of your Chapter 4.
Examples:
  For Research Problem 1. What is the profile of the respondents in
  terms of age, sex, educational attainment, civil status and position?
  Your subheading in Chapter 4 should be:
  1. Profile of the Respondents In Terms of Age, Sex, Educational
  Attainment, Civil Status and Position

For research Problem No. 2
What is the leadership styles of the local government officials in
  manila as assessed by the officials themselves and their
  subordinates, using the following five dimensions of McPhee
  Andrewartha’s Rating scale: 2.1 Focus,2.2 Emphasis 2.3 Relationship,
  2.4 timing and 2.5 Thinking
The External Format
The use of tables and graph
 Tables and graphs are both ways to organize and
   arrange data so that it is more easily understood by
   the viewer.
 Tables and graphs are related in the sense that the
   information used in tables is frequently also used for
   the basis of graphs.
 When designing table, keep the format clear and
   simple. Line up decimal places, note units clearly, use a
   large enough typeface and construct a clean orderly
   arrangement of rows and columns.

 Bar graphs are an excellent way to show the results that
   are one time, that are not continuous—especially
   samplings such as surveys and inventories.

 Bar graphs are used to get an overall idea or trends in
   responses which categories get, many versus few
   responses.
• Bars in a graph should be wider than the
spaces between them.
•All bars should be of equal width, and all
spaces including the space between the axis
and the first bar, should be equal of width.
•Bars should be neither very thin nor very
wide.
•Use the same color for all the bars in a
graph that are in a single data set.
•Use different fill colors for positive and
negative values.
• Line graph is most useful in displaying
data or information that change
continuously over time.
The column graph is more similar
Circle or pie graphs are particularly
 good illustrations when considering
 how many parts of a whole are
 inception.
Each      slice   should      be      easily
 distinguished from the rest and clearly
 labeled.
Use 6 or fewer slices in a graph.
Emphasize a slice in a pie graph by
 exploding it or by choosing a color
 different from the rest of the slices.
Number of segments or slices in a pie
 graph should be limited to those that
Components that are too small to be shown
 individually can be grouped into one segment
 labeled other or miscellaneous.
The largest segment conventionally begins at 1200
 or at a quarter hour and runs clockwise. Remaining
 segments continue clockwise.
The most important slice is in the upper-right
 quadrant.
Other Conventions Regarding
Graphics
1. Keep graphics simple. Design the graphic to help others
   understand your point.
2. Simplify your data
3. Use consistent symbols
4. Avoid special effects if they do not enhance the point to
   be made.
Tables
Tables are numbered consecutively in Arabic numeral.
  Table number should be written at the top and the
  caption should be placed at the bottom just right above
  the table box.
In typing tables, never cut table in two pages. You may
  decrease the size of the font of your table to fit the size in
  a short coupon bond or you may use landscape so that
  you will have one table in a page. Avoid enlarging the
  font size of your table in order to fit in such page.
Caption, Labels And Lines
Table caption should be the same as that which appears in
 the list of tables. It is placed above the table unlike that
 which is used in figures. The caption should tell in
 precise terms what the table contains.
PUP format
                      Table 1
    Frequency and Percentage Distribution of the
           Respondents According to Age


Apa format
Table 1. Frequency and percentage distribution of the
  respondents according to age.
Other Rules in Caption
1. No terminal punctuation.
2. Unusual abbreviation are not allowed in the table,
   if necessary, put a legend at the bottom of the table.
3. Captions should be worded as concisely as clarity
   permits.
4. When a table is placed broadside on a page the
   caption should be on the binding side.
5. Be consistent in label size, font and style.
The Internal Format
A horizontal line should be placed one space below the
 last line of the caption. Below the line are the box
 headings-descriptive headings for each column
 heading and headings are centered between the
 vertical lines that enclosed them. One space at least
 should be allowed on either side of each heading.
Example

Table 2
Title


BOXHEAD

Stub Head    Column         Column Head   Column Head   Column Head
             Head
Sapanner

Stub Column Field or Body
Factory
               BLPO Personnel                            TOTAL
         Sex                     Owners/Managers
                1         %       1          %      1            %
Male            9        69.23   78         65     87        65.41
Female          4        30.77   42         35     46        34.59
Total          13         100    120        100    133           100
Age in years
19-28           0          0     14        11.67   14        10.53
29-39           9        69.23   36        30.00   45        33.83
40-49           3        23.08   61        50.83   64        48.12
50 and above    0          0      3         2.50    3        2.26

No. Response    1        7.69     6         5.00   7         5.26
Total          13         100    120        100    133           100
Columns that consist of words are placed on the left and
 those that consist of numbers particularly those with
 decimals should be aligned and at least one space
 should be left on each side of the largest number in the
 column.
Table 4
       The Extent Of Behavioral Development Of The
         Grade One Pupils During The School Year
                     According To Sex

Area                       Male                                  Female                                    Total
 s
                          Mean                                    Mean                         Mean                 Rate of
                                                                                                                   Increase
              1st       Last     Increase    %        1st       Last     Increase    %        1st       Last     Increase    %
           recordin   recordin                     recordin   recordin                     recordin   recordin
              g           g                           g           g                           g          g

Physical    2.74       3.69        .95      19      2.72       3.84       3.84      1.12    22.4       2.73       3.73      3.78

Emotion     2.58       3.67       1.09      21.8    2.54       3.78       1.24      24.8    2.56       3.72       1.16      23.2
  -al
Lines
The line at the bottom of the table is omitted on all the
 pages except the last when a table is continued in a
 series of pages.
Vertical lines are used for grouping, separating closely
 spaced columns. When two equal parts of the table
 are placed side by side, double vertical lines should be
 placed between them. Horizontal lines are not usually
 placed between lines of items in typed tables.
Figure (Chart, Graph And Illustration)
 These should be done judiciously. The research reporter
    must ask himself the following questions: is the
    illustration necessary? Does it simply repeat what the
    text said?
 Illustrative materials shall be called figures. The figure
    number and caption should be centered below the
    illustration. An Arabic numeral is written after the
    word “Figure” followed by a period.
 The caption should be brief and explanatory.
Size and Proportion of Figure
Figures should not be larger than 8 ½ x 11 inches or
  smaller than 2x2 inches. Figures of equal importance
  in the report should be approximately equal size.
Smaller size photographs may be mounted two or more
  to a page or regular typing paper. If photographs are
  8 ½ x 11 inches in size, they need not to be mounted.
If the detail is not shown in an illustration, it is
  recommended that the original drawing be made
  much larger than the page’s size and then reduce page
  size by photography.
Placement and Paging
As with tables, illustrations or figures should follow as
  closely as possible the first references to them in the text.
  On the four sides of a page carrying illustrative materials,
  a margin of least one inch should be allowed. The figure
  caption, descriptive matter and legends should fall
  within the margin.
In case of illustration or figures occupying half or less than
  half a page, textual material may be typed on the same
  page. In no case should less than five lines of typewritten
  text be put in the same page as an illustration.
Lesson 2: Analysis of Data or Findings
In analyzing data, stress only those important result
  that gives information that could answer the problem
  you raised or posed in your study which you stated in
  Chapter 1. you highlight only those important and
  unique findings. You have to be consistent and
  coherent in your approach as well as logical, based on
  certain academic conventions.
Lesson 3: Interpretation of Findings/Results,
Implications and Inferences
Sufficient data should be used to justify your inferences
  or generalizations. The implications suggested by the
  data should be explained and discussed thoroughly in
  this portion of your thesis or dissertation.
The data analysis involves comparing values on the
  dependent measures in statistical cases. In the non
  statistical approach, these comparisons usually
  involve visual inspection of data. Evaluation depends
  on projecting from baseline data what findings would
  be like in the future if some variables were not
  experimented.
Presentation and analysis  and interpretation of data

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Presentation and analysis and interpretation of data

  • 1. Presentation, Analysis and Interpretation of Data Presented By: Lovely Ann F. Hezoli Ryan Batangantang Glenn dela Cueva
  • 2. Objectives After studying this lesson you are expected to: 1. Be able to present the results of your collected data. 2. Make good analysis of the tabulated or graphically presented data, 3. Make effective interpretation of the data/finding/results, and 4. Draw implications or inferences and generations from the analysis and interpretation of findings.
  • 3. This chapter presents the findings of the study. Presentation should be clear and scholarly done and may come in the form of tables, figures or charts. Analysis refers to the skill of the researcher in describing, delineating similarities and differences, highlighting the significant findings or data and ability to extract information or messages out of the presented data. Interpretation is the explanation or suggestions inferred from the data, their implications but not conclusions.
  • 4. Lesson 1: Presentation of findings Two forms of communicating your findings in research: Verbal – describes and narrates to readers what the researcher has done and the results that he or she has obtained Symbolic – uses graphic representation, tables or statistical values.
  • 5. The Format The immediate purpose of writing a research report is to tell other scientists about your work, about the new knowledge you have discovered. The research report should be clear enough that any scientist could replicate your study without telephoning you to ask for details. In addition, the research must be explained clearly enough that a scientist could evaluate its merits and flaws, solely on the basis of the written word.
  • 6. The American Psychological Association (APA) Format or style The APA Style is the format approved by the Open University Academic Council to be adopted at the PUP Open University, however, in the Graduate School, each discipline has a preferred format. The Public Administration Programs use the APA Format. The American Psychological Association (APA) has strict guidelines for the editorial style and organizational format of written research reports. There are accepted conventions for the mechanics of writing the report. For example, how will you write the title of your table? Should the table number be written in Arabic or Roman numeral? Will the title be indented and in capital letters or in small letters except the first letter of the key words? A more detailed discussion of the APA will be found in the last module dealing with references.
  • 7. Organization of your presentation The organization of the presentation and interpretation of findings vary according to the research method used. In descriptive research, especially the survey type, the presentation of results follow a pattern. The findings presented will follow the sequence of the sub-problems raised in Chapter 1. It would be a good idea if reports assist in the analysis, interpretation and clarification of the next materials. Properly chosen, carefully drawn, and accurately presented, they can make many of the statements appearing in the body of the report more meaningful. Do not present your findings by recasting your sub-problems in Chapter 1. Remember that your whole Chapter 4 is the exposition of the answers of findings to your research questions specially stated in Chapter 1. Your answers become the subheadings of your Chapter 4.
  • 8. Examples: For Research Problem 1. What is the profile of the respondents in terms of age, sex, educational attainment, civil status and position? Your subheading in Chapter 4 should be: 1. Profile of the Respondents In Terms of Age, Sex, Educational Attainment, Civil Status and Position For research Problem No. 2 What is the leadership styles of the local government officials in manila as assessed by the officials themselves and their subordinates, using the following five dimensions of McPhee Andrewartha’s Rating scale: 2.1 Focus,2.2 Emphasis 2.3 Relationship, 2.4 timing and 2.5 Thinking
  • 9. The External Format The use of tables and graph  Tables and graphs are both ways to organize and arrange data so that it is more easily understood by the viewer.  Tables and graphs are related in the sense that the information used in tables is frequently also used for the basis of graphs.
  • 10.  When designing table, keep the format clear and simple. Line up decimal places, note units clearly, use a large enough typeface and construct a clean orderly arrangement of rows and columns.  Bar graphs are an excellent way to show the results that are one time, that are not continuous—especially samplings such as surveys and inventories.  Bar graphs are used to get an overall idea or trends in responses which categories get, many versus few responses.
  • 11. • Bars in a graph should be wider than the spaces between them. •All bars should be of equal width, and all spaces including the space between the axis and the first bar, should be equal of width. •Bars should be neither very thin nor very wide. •Use the same color for all the bars in a graph that are in a single data set. •Use different fill colors for positive and negative values. • Line graph is most useful in displaying data or information that change continuously over time.
  • 12. The column graph is more similar Circle or pie graphs are particularly good illustrations when considering how many parts of a whole are inception. Each slice should be easily distinguished from the rest and clearly labeled. Use 6 or fewer slices in a graph. Emphasize a slice in a pie graph by exploding it or by choosing a color different from the rest of the slices. Number of segments or slices in a pie graph should be limited to those that
  • 13. Components that are too small to be shown individually can be grouped into one segment labeled other or miscellaneous. The largest segment conventionally begins at 1200 or at a quarter hour and runs clockwise. Remaining segments continue clockwise. The most important slice is in the upper-right quadrant.
  • 14. Other Conventions Regarding Graphics 1. Keep graphics simple. Design the graphic to help others understand your point. 2. Simplify your data 3. Use consistent symbols 4. Avoid special effects if they do not enhance the point to be made.
  • 15. Tables Tables are numbered consecutively in Arabic numeral. Table number should be written at the top and the caption should be placed at the bottom just right above the table box. In typing tables, never cut table in two pages. You may decrease the size of the font of your table to fit the size in a short coupon bond or you may use landscape so that you will have one table in a page. Avoid enlarging the font size of your table in order to fit in such page.
  • 16. Caption, Labels And Lines Table caption should be the same as that which appears in the list of tables. It is placed above the table unlike that which is used in figures. The caption should tell in precise terms what the table contains.
  • 17. PUP format Table 1 Frequency and Percentage Distribution of the Respondents According to Age Apa format Table 1. Frequency and percentage distribution of the respondents according to age.
  • 18. Other Rules in Caption 1. No terminal punctuation. 2. Unusual abbreviation are not allowed in the table, if necessary, put a legend at the bottom of the table. 3. Captions should be worded as concisely as clarity permits. 4. When a table is placed broadside on a page the caption should be on the binding side. 5. Be consistent in label size, font and style.
  • 19. The Internal Format A horizontal line should be placed one space below the last line of the caption. Below the line are the box headings-descriptive headings for each column heading and headings are centered between the vertical lines that enclosed them. One space at least should be allowed on either side of each heading.
  • 20. Example Table 2 Title BOXHEAD Stub Head Column Column Head Column Head Column Head Head Sapanner Stub Column Field or Body
  • 21. Factory BLPO Personnel TOTAL Sex Owners/Managers 1 % 1 % 1 % Male 9 69.23 78 65 87 65.41 Female 4 30.77 42 35 46 34.59 Total 13 100 120 100 133 100 Age in years 19-28 0 0 14 11.67 14 10.53 29-39 9 69.23 36 30.00 45 33.83 40-49 3 23.08 61 50.83 64 48.12 50 and above 0 0 3 2.50 3 2.26 No. Response 1 7.69 6 5.00 7 5.26 Total 13 100 120 100 133 100
  • 22. Columns that consist of words are placed on the left and those that consist of numbers particularly those with decimals should be aligned and at least one space should be left on each side of the largest number in the column.
  • 23. Table 4 The Extent Of Behavioral Development Of The Grade One Pupils During The School Year According To Sex Area Male Female Total s Mean Mean Mean Rate of Increase 1st Last Increase % 1st Last Increase % 1st Last Increase % recordin recordin recordin recordin recordin recordin g g g g g g Physical 2.74 3.69 .95 19 2.72 3.84 3.84 1.12 22.4 2.73 3.73 3.78 Emotion 2.58 3.67 1.09 21.8 2.54 3.78 1.24 24.8 2.56 3.72 1.16 23.2 -al
  • 24. Lines The line at the bottom of the table is omitted on all the pages except the last when a table is continued in a series of pages. Vertical lines are used for grouping, separating closely spaced columns. When two equal parts of the table are placed side by side, double vertical lines should be placed between them. Horizontal lines are not usually placed between lines of items in typed tables.
  • 25. Figure (Chart, Graph And Illustration) These should be done judiciously. The research reporter must ask himself the following questions: is the illustration necessary? Does it simply repeat what the text said? Illustrative materials shall be called figures. The figure number and caption should be centered below the illustration. An Arabic numeral is written after the word “Figure” followed by a period. The caption should be brief and explanatory.
  • 26. Size and Proportion of Figure Figures should not be larger than 8 ½ x 11 inches or smaller than 2x2 inches. Figures of equal importance in the report should be approximately equal size. Smaller size photographs may be mounted two or more to a page or regular typing paper. If photographs are 8 ½ x 11 inches in size, they need not to be mounted. If the detail is not shown in an illustration, it is recommended that the original drawing be made much larger than the page’s size and then reduce page size by photography.
  • 27. Placement and Paging As with tables, illustrations or figures should follow as closely as possible the first references to them in the text. On the four sides of a page carrying illustrative materials, a margin of least one inch should be allowed. The figure caption, descriptive matter and legends should fall within the margin. In case of illustration or figures occupying half or less than half a page, textual material may be typed on the same page. In no case should less than five lines of typewritten text be put in the same page as an illustration.
  • 28. Lesson 2: Analysis of Data or Findings In analyzing data, stress only those important result that gives information that could answer the problem you raised or posed in your study which you stated in Chapter 1. you highlight only those important and unique findings. You have to be consistent and coherent in your approach as well as logical, based on certain academic conventions.
  • 29. Lesson 3: Interpretation of Findings/Results, Implications and Inferences Sufficient data should be used to justify your inferences or generalizations. The implications suggested by the data should be explained and discussed thoroughly in this portion of your thesis or dissertation. The data analysis involves comparing values on the dependent measures in statistical cases. In the non statistical approach, these comparisons usually involve visual inspection of data. Evaluation depends on projecting from baseline data what findings would be like in the future if some variables were not experimented.