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Practical Research 2
Quarter 2 – Module 4

Quantitative Data
Analysis
 SECOND QUARTER
Module 6- Week 6
Quantitative data Analysis

Content Standard : The learners demonstrate understanding of data

processing, organizing and analysis.
Performance Standard : The learner should be able to describe adequately
the data analysis procedures.
Competency/Code : Plans data analysis using statistics and
hypothesis testing (if appropriate).
CS _RS12-IIa-c-5
Learning Outcomes : 1. Summarize the steps of data analysis;
2. Create a codebook for data; and
3. Describe adequately the data analysis procedures
of one’s research .

What I Know

MULTIPLE CHOICE:
Instruction: Choose the letter of the best answer. Write your chosen answer
on a separate sheet of paper.

1. Which of the following means that the researcher assigns a numeric score (or
value) to each response category for each question on the instruments used to
collect data?
A. assess the missing data C. creating a codebook
B. clean the missing data D. scoring the data
2. Which of the processes describes wherein after entering data into the computer
grid, one need to determine if there are errors or missing data?
A. assess the missing data C. creating a codebook
B. clean the missing data D. scoring the data
3. What computer program is use to analyze data?
A. accounting software C. statistical program
B. database management D. word processors
4. What do you call a common and accessible program with statistical tool - Data
Analysis ToolPak loaded to the computers?
A. Minitab 16 B. Ms Excel C. SPSS D. SYSTAT
5. Which of the following is a powerful statistical software that analyze data, and
solve complex research problems through a user friendly interface?

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 A. Minitab 16 B. Ms Excel C. SPSS D. SYSTAT
6. Which of the following is the process of transferring data from the responses on
instruments to a computer file for analysis?
A. assessing the missing data C. inputting data
B. creating a codebook D. scoring the data
7. Which of the following is a process where the researcher create a lists of the
variables or questions and indicates how the variables will be coded or scored
from the instruments?
A. assessing the missing data C. inputting data
B. creating a codebook D. scoring the data
8. What do you call the process done to check missing data in the database and
apply measures on what to do with the missing data?
A. assessing the missing data C. inputting data
B. creating a codebook D. scoring the data
9. Which of the following should be done to treat missing data though this will
reduce the number of overall participants for data analysis?
A. copy scores from other participants
B. eliminate participants with missing scores
C. substitute an average number to the question
D. all of the above
10. Which of the following is a way of treating missing data with scores without
altering the overall statistical findings according to George & Mallery,
2001?
A. copy scores from other participants
B. eliminate participants with missing scores
C. substitute an average number to the question
D. all of the above

Test II. Arranging the Steps of Quantitative Data Analysis

Instruction: There are several interrelated steps used in the process of analyzing
quantitative data. Arrange the following steps in analyzing data by placing nos.
1(first step)-10(last step).
___interpret the results from the data analysis.
___report results using tables & figures
___summarizing the results
___conduct a descriptive/inferential analysis
___determining how to assign numeric scores to the data,
___assessing the types of scores to use
___cleaning up the database for analysis
___assign numeric scores to the data
___inputting the data into a program
___selecting a statistical program

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 Lesson QUANTITATIVE DATA ANALYSIS

What I Need to Know

At the end of the lesson, the learners will be able to:

1. determine the steps of analyzing quantitative data;

2. create a codebook for data; and
3. describe adequately the data analysis procedures of one’s
research

What’s In

Maria has always struggled with math. So when she needs to analyze the
data from her questionnaire, she wonders, Will I be able to analyze my data? She
visits with her introductory statistics professor to learn how to proceed. She
expects her professor to talk about what statistics Maria will use. Instead, the
professor asks these questions: How do you plan to organize your data before you
analyze it? What questions do you hope to answer with your data analysis? How
will you present your results in your paper? How will you structure the
interpretation of your results?

Maria now realizes that data analysis consists of several steps.

What’s New
There are several interrelated steps used in the process of analyzing
quantitative data.

Arrange the following steps in analyzing data by placing nos. 1(first step)-10(last
step)
___inputting the data into a program
___selecting a statistical program
___determining how to assign numeric scores to the data,
___assessing the types of scores to use
___cleaning up the database for analysis
___interpret the results from the data analysis.
___report results using tables & figures
___summarizing the results

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 ___conduct a descriptive/inferential analysis
___ assign numeric scores to the data

The first step is to prepare the data for analysis. This involves
determining how to assign numeric scores to the data, assessing the types of scores
to use, selecting a statistical program, and inputting the data into a program, and
then cleaning up the database for analysis.

The second step begins the data analysis. Typically you conduct a
descriptive analysis of the data reporting measures of central tendency and
variation. Then you conduct more sophisticated inferential analysis to test
hypotheses and you examine confidence intervals and effect sizes. The next step is
to report the results that are found using tables, figures, and a discussion of the
key results. Finally, you interpret the results from the data analysis. This consists
of summarizing the results, comparing the results with past literature and theories,
advancing the limitations of the study, and ending with suggestions for future
research.

What Is It

HOW DO YOU PREPARE THE DATA FOR ANALYSIS?

The first step for you will be to organize data for analysis. Preparing and
organizing data for analysis in quantitative research consists of scoring the data
and creating a codebook, determining the types of scores to use, selecting a
computer program, inputting the data into the program for analysis, and clearing
the data.

Score the Data

When you collect data on an instrument or a checklist, you will need some
system for scoring the data. Scoring data means that the researcher assigns a
numeric score (or value) to each response category for each question on the
instruments used to collect data.

For instance, assume that parents respond to a survey asking them to

indicate their attitudes about choice of a school for children in the school district.
One question might be:

Please check the appropriate response to this statement:

“Students should be given an opportunity to select a school of their choice.”
___________ Strongly agree
___________ Agree
___________ Undecided
___________ Disagree

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___________ Strongly disagree

Assume that a parent checks “Agree.” What numeric score would you assign
to the response so that you will assign the same score to each person who checks
“Agree”? To analyze the data, you will need to assign scores to responses such as 5
= strongly agree, 4 = agree, 3 = undecided, 2 = disagree, and 1 = strongly disagree.
Based on these assigned numbers, the parent who checks “Agree” would receive a
score of 4.

Several guidelines can help in assigning numbers to response options:

• For continuous scales (such as interval scales), you should consistently score
each question in this scale using the same numbering system. In the above
example, you should consistently score a scale such as “Strongly agree” to
“Strongly disagree” as a “5” to a “1.”
• For categorical scales such as “What level do you teach? __college, ____high
school, ___elementary,” you can arbitrarily assign numbers that make sense,
such as 3= college, 2= high school, and 1 = elementary. A good rule to follow,
however, is that the more positive the response or the higher or more advanced
the categories of information, the higher the assigned number.
• To make scoring easy, you can pre assign numbers on the instrument to each
response option, such as in this example:
Please respond to this question:
“Fourth graders should be tested for math proficiency.”
___________ (5) Strongly agree
___________ (4) Agree
___________ (3) Undecided
___________ (2) Disagree
___________ (1) Strongly disagree

Here you can see that the numbers are already pre assigned and you know how
to score each response. Sometimes you can have participants’ fill in circles for
responses on “bubble sheets” .When students darken circles on these sheets, you
can optically scan their responses for analysis. If you use a commercially available
instrument, the company will often supply scoring manuals to describe how to
score the instrument. One procedure that can aid you in assigning scores to
responses is to create a codebook.

Creating a Codebook

A codebook is a list of variables or questions that indicates how the

researcher will code or score responses from instruments or checklists. An example
of a codebook is shown in Figure 1. Notice that each variable is given a name (i.e.,
Grade), a brief defi nition of the variable (i.e., grade level of the student) is given,
and numbers are assigned to each response option (i.e., 10 = 10th grade, 11 = 11th
grade, 12 = 12th grade).

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 Figure 1: Codebook for High School Smoking Project
Creswell, John (2012)

Determine the Types of Scores to Analyze

Look again at Figure 1. Variable 9, Depression, consists of a score based on
adding all items on an instrument. Before conducting an analysis of scores,
researchers consider what types of scores to use from their instruments. This is
important because the type of score will affect how you enter data into a computer
file for analysis.

Table 1 presents three types of scores for six students: single-item scores, summed
scores on a scale, and net or difference scores.

Single-Item Scores
For a research study, you may wish to examine a single-item score. A single-
item score is an individual score assigned to each question for each participant in
your study. These scores provide a detailed analysis of each person’s response to
each question on an instrument. In one study, researchers asked individuals at a
local school district meeting,
Table 1: Types of Scores Used in Quantitative Analysis
Creswell, John (2012)

“Will you vote yes or no for the tax levy in the election next Tuesday?” In scoring

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the data, the researcher would assign a value of 1 to a “no” response and a value of
2 to a “yes” response and have a record of how each individual responded to each
question. In Table 1, all six participants have individual scores for questions 1, 2,
and 3.

Summed Scores
In other cases, we may need to sum responses to all of the questions on the
instrument, such as in the response scale scores of Table 1. This summing occurs
because individual items may not completely capture a participant’s perspective.
Also, participants may misunderstand a single question or the author may have
worded the question so that it biases results. In short, responses to single
questions may not be reliable and may not accurately reflect an individual’s score.
Summed scores are the scores of an individual added over several questions that
measure the same variable.

Difference Scores
Summed scores for individuals are used to develop an overall test score that
can be compared from one time period to another. Net or difference scores are
scores in a quantitative study that represent a difference or change for each
individual. Some gains may be more meaningful than others. A small change in
high scores may be more useful than a larger change in small scores. For example,
the small gain in moving from 98 to 99 on a 100-point scale may be more
meaningful than the large change of going from 46 to 66 on the same scale. In
experiments, researchers often gather scores on instruments before the study
begins (Time 1) and after it ends (Time 2). The researcher collects these scores on
pretests and posttests, which are typical measures, collected during experimental
research.

In Table 1, for each of the 6 participants, we see a pretest math score, a

summed score over all items on the test before a unit on math is taught. We also
see for each participant a posttest math score, a summed score at the end of the
unit that represents the overall score on a final test. The net score shows how each
participant’s performance improved, in all six cases, between the pre- and posttest.

Select a Statistical Program

After scoring the data, researchers select a computer program to analyze

their data. Academic researchers generally use statistical programs available as
software programs for desktops or laptops, or available on campus computers.

Some of the more frequently used programs are:

• Minitab 16 (www.minitab.com). This is an interactive software statistical

pack-age available from Minitab Inc., 1829 Pine Hall Rd, State College, PA
16801–3008.
• JMP (www.jmp.com). This is a popular software program available from SAS
Institute, Inc., 100 SAS Campus Drive, Cary, NC 27513–2414.

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 • SYSTAT (www.systat.com). This is a comprehensive interactive statistical
package available from Systat Software, Inc., 225 W. Washington St., Suite
425, Chicago, IL 60606.
• SAS (www.sas.com). This is a statistical program with tools as an integral
component of the SAS system of products available from SAS Institute, Inc.,
100 SAS Campus Drive, Cary, NC 27513–2414.
• Statistical Package for the Social Sciences (SPSS) Student Version 11.0 for
Windows and Version 6.0 for Macintosh (www.spss.com). This is an
affordable, professional analysis program for students based on the
professional version of the program, available from SPSS Science, Inc., 233
S. Wacker Drive, 11th Floor, Chicago, IL 60606–6307.
• Ms Excel is probably the most commonly used spreadsheet for PCs. Newly
purchased computers often arrive with Excel already loaded. It is easily used
to do a variety of calculations, includes a collection of statistical functions,
and a Data Analysis ToolPak.

These are various programs useful in simulating statistical concepts for statistical
instruction.

Input Data

After choosing a statistical program, your next step is to enter the data from
your instruments or checklists into the computer program. Inputting the data
occurs when the researcher transfers the data from the responses on instruments
to a computer file for analysis. For those new to this process, this grid is similar to
a spreadsheet table used in many popular software packages (e.g., Excel). Table 6.2
shows a small database for 50
high school students participating in a study on tobacco use in schools.

Clean and Account for Missing Data

After entering data into the computer grid, you need to determine if there are
errors in the data or missing data. Errors occur when participants in your study
provide scores outside the range for variables or you input wrong numbers into the
data grid. Missing data may result when instrument data is lost, individuals skip
questions, participants are absent when you collect observational data, or
individuals refuse to complete a sensitive question. For ethical reasons, you report
how you handled missing data so that readers can accurately interpret the results
(George & Mallery, 2001). Because these problems may occur, you need to clean
the data and decide how to treat missing data.

Assessing the Database for Missing Data

You need to examine your database for missing data. Missing data will yield
fewer individuals to be included in the data analysis, and because we want as
many people included in the analysis as possible, you need to correct as much as
possible for missing data. Missing data are data missing in the database because
participants do not supply it.

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How should you handle missing data?

The most obvious approach is to have a good instrument that individuals

want to complete and are capable of answering so that missing data will not occur.
In some research situations, you can contact individuals to determine why they did
not respond. When individuals do not respond, something is wrong with your data
collection, which may indicate faulty planning in your design. You can expect,
however, that questions will be omitted or some participants will not supply
information, for whatever reason. In this case, you have a couple of options:
• You can eliminate participants with missing scores from the data analysis
and include only those participants for which complete data exist. This
practice, in effect, may severely reduce the number of overall participants for
data analysis.
• You can substitute numbers for missing data in the database for individuals.
When the variable is categorical, this means substituting a value, such as “-
9,” for all missing values in the data grid. When the variable is continuous
(i.e., based on an interval scale), the process is more complex. Using SPSS,
the researcher can have the computer program substitute a value for each
missing score, such as an average number for the question for all study
participants. You can substitute up to 15% of the missing data with scores
without altering the overall statistical findings (George & Mallery, 2001).
More advanced statistical procedures are also available for identifying
substitute numbers for missing data (see Gall, Borg, & Gall, 1996).

What’s More

Enrichment Activity #1

Creating a Codebook
1. Create a codebook of the given sample research problem. Identify first the
variables in the research problem and make the codebook (see the sample in
figure 1)

Research Problem:

This study attempted to evaluate the status and extent of

implementation of the Modular Distance Learning in the Division of Cebu City
SY 2020-2021 as perceived by the student respondents. Specifically this sought
answers to the following questions:
1. What is the profile of the respondents in terms of:
1.1 sex;
1.2 monthly family income;
1.3 parents’ educational background;

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1.4 availability of gadgets (cellphones or computers); and
1.5 accessibility of internet connection?
2. What were the students pretest and post test scores in the Research Module
1?

Enrichment Activity #2

Situational Analysis
You and your group mates in research during the encoding of raw data have
found out that there are 7 respondents who did not completely fill up the data,
some data were missing. You are supposed to obtain 50 responses as determine to
be the exact sample size and you have 43 complete responses only. What should
you do with your data and why should you do that?

What I Have Learned

1. Summarize the steps of data analysis by filling in the concept map below.

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 What I Can Do

Using your research instrument make a codebook of the variables

that you will test in your study.

Assessment

Test I. Arranging the Steps of Quantitative Data Analysis

Instruction: There are several interrelated steps used in the process of analyzing
quantitative data. Arrange the following steps in analyzing data by placing nos.
1(first step)-10(last step).
___interpret
9 the results from the data analysis.
___report
8 results using tables & figures
___summarizing
10 the results
___conduct
7 a descriptive/inferential analysis
___determining
1 how to assign numeric scores to the data,
___assessing
3 the types of scores to use
___cleaning up the database for analysis
6
___assign
2 numeric scores to the data
___inputting
5 the data into a program
___selecting a statistical program
4

Test II. MULTIPLE CHOICE:

Instruction: Choose the letter of the best answer. Write your chosen answer
on a separate sheet of paper.
1. What do you call the process done to check missing data in the database and
apply measures on what to do with the missing data?
A. assessing the missing data C. inputting data
B. creating a codebook D. scoring the data
2. Which of the following should be done to treat missing data though this will
reduce the number of overall participants for data analysis?
A. copy scores from other participants
B. eliminate participants with missing scores
C. substitute an average number to the question
D. all of the above
3. Which of the following is a way of treating missing data with scores without
altering the overall statistical findings according to George & Mallery,
2001?
A. copy scores from other participants
B. eliminate participants with missing scores
C. substitute an average number to the question
D. all of the above
4. Which of the following means that the researcher assigns a numeric score (or

12
 value) to each response category for each question on the instruments used to
collect data?
A. assess the missing data C. creating a codebook
B. clean the missing data D. scoring the data
5. Which of the processes describes wherein after entering data into the computer
grid, one need to determine if there are errors or missing data?
A. assess the missing data C. creating a codebook
B. clean the missing data D. scoring the data
6. Which of the following is a powerful statistical software that analyze data, and
solve complex research problems through a user friendly interface?
A. Minitab 16 B. Ms Excel C. SPSS D. SYSTAT
7. Which of the following is the process of transferring data from the responses on
instruments to a computer file for analysis?
A. assessing the missing data C. inputting data
B. creating a codebook D. scoring the data
8. Which of the following is a process where the researcher create a lists of the
variables or questions and indicates how the variables will be coded or scored
from the instruments?
A. assessing the missing data C. inputting data
B. creating a codebook D. scoring the data
9. What computer program is use to analyze data?
A. accounting software C. statistical program
B. database management D. word processors
10. What do you call a common and accessible program with statistical tool - Data
Analysis ToolPak loaded to the computers?
A. Minitab 16 B. Ms Excel C. SPSS D. SYSTAT

Additional Activity

For your group research, design the steps you would take in conducting a
quantitative analysis. Discuss how you would score the data, select a statistical
program, input the data, and clean and account for missing data. Then describe
how you would analyze your data descriptively and inferentially to answer your
research questions or hypotheses. Discuss how you would select the appropriate
statistic to use. Write this in the Data Analysis section .

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 14
02116. ISBN-10: 0-13-136739-0
4th Edition. Pearson Education, Inc., 501 Boylston Street, Boston, MA
Planning, Conducting, and Evaluating Quantitative and Qualitative Research
Creswell, John W. (2012). Types of Scores Used in Quantitative Analysis .
02116. ISBN-10: 0-13-136739-0
4th Edition. Pearson Education, Inc., 501 Boylston Street, Boston, MA
Planning, Conducting, and Evaluating Quantitative and Qualitative Research
Creswell, John W. (2012). Codebook for High School Smoking Project.
501 Boylston Street, Boston, MA 02116. ISBN-10: 0-13-136739-0
Quantitative and Qualitative Research 4th Edition. Pearson Education, Inc.,
Creswell, John W. (2012).Planning, Conducting, and Evaluating
References:
Enrichment activity no. 1
Sample Codebook:
1. Profile of the respondents
1.1 Sex of respondents; 1= Male, 2 = Female
1.2 Monthly family income; 1= 500-4,999, 2= 5,000-9,999, 3 =10,000 -14,999
4=15,000-19,999, 5=20,000 and up
1.3 Parents’ educational background ; 1- elementary level, 2 – secondary level ,
3- college level , 4 masteral level , 5- doctoral level
1.4 availability of gadgets; 1 – no cell phone and computers, 2 – has keypad cell
phone , 3 – has android cell phone , 4 – has laptop or personal computer
1.5 accessibility of internet connection; 1- no internet access, 2 – mobile data , 3
– DSL , 4- Cable Internet, 5 – Fiber internet
2. Pretest and post test scores- scores of the students
Enrichment Activity #2
Since only 15% of the data is missing with scores this can be substituted with the
average score according to George & Mallery, 2001.
Answer Key