ANALYSIS AND

INTERPRETATION OF
DATA
MAJOR ELEMENTS OF THE
SECTION

“ 1. Presentation of
data
2. Analysis
3. Interpretation
4. Discussion
2
1
ANALYSIS OF
DATA
Numbers of figures simply presented will not be easily
comprehended and their significance will not be determined
without a correct analysis.
In analyzing the data, the following must be
considered:
▸ The highest numerical value such as scores, weighted means,
percentages, variability, etc.
▸ The lowest numerical value such as scores, weighted means,
percentages, variability, etc.
▸ The most common numerical values like mode or values that
appear repeatedly
▸ The final numerical value like the average weighted mean ,
total, correlation index, etc.

4
 600
First
1200
Second
Summer
1400

Figure 21.1. Sample Total Population of Enrollment of Senior High School (Grade
11) Students for School Year 2014-2015

The pie graph shows that the highest enrollment of senior

high school (Grade 11) students is recorded in the second semester of
school year 2014-2015 with 1,400 enrolees while the lowest enrollment
is listed in the summer term with 600 enrolees.

5
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
English Mathematics Social Science Management
Figure 21.2. Sample Level of Performance (%) of Senior High School
(Grade 11) Students in Various Subjects

6
 The bar graph shows that the senior high school (Grade
11) students has the highest level of performance in their
Management subject with an average grade of 95% while the
English subject has the lowest level of performance with an
average grade of 75%. The two subjects, Mathematics and
Social Science, have a performance level between the
average grades of 80% to 85%.
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 Table 20.2. Sample Weighted Mean of the Responses of the Grade-VI
Teachers Regarding Clinical Supervision during Post-Conference

Behavioral Responses Weighted Mean Verbal Interpretation

1. Accepts all comments
and suggestions of the 4.49 Very Apparent
supervisor
2. Reacts positively to
4.85 Very Apparent
the feedback
3. Feels nervous 3.03 Apparent
4. Responds normally
and think of it as a 3.97 Satisfactory Apparent
regular process
5. Shows gratitude to the
8
2
INTERPRETATIO
N OF DATA
.
Levels of interpretation:
▸ Level 1: Data collected are compared and contrasted.
Unexpected results if any, may be mentioned. The researcher
is allowed to comment on certain shortcomings of the study
but should not concentrate too much on the flaws.
▸ Level 2: The researcher should relate or connect the
interpretation of data with theoretical research or with the
reviewed literature.

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DISCUSSION OF DATA
a. The flow of the discussion of results or findings is based on
how the problems are stated.
b. Manner or sequence of discussion:
1. Discussion of findings in relation to the results of previous
studies cited in the review of related literature and
studies.
2. Implications, inferences, and other important
information.

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Discussion and Interpretation of Data Example 1

Total Population of Senior High School (Grade 11)

Students Enrolled for School Year 2014-2015

This further shows that the enrollment of the

Senior High School (Grade 11) students during the second
semester scored the highest. The school noted that during
this semester, many transferees enrolled because of various
reasons which were parental, economic, or academic in
nature. This finding is the same as that of the study of
Zamora (2013) when he found out that students during the
second semester their previous school left and transferred to
another schools for the same reasons.

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Discussion and Interpretation of Data Example 1

Total Population of Senior High School (Grade 11)

Students Enrolled for School Year 2014-2015

This further shows that the enrollment of the

Senior High School (Grade 11) students during the
second semester scored the highest. The school noted
that during this semester, many transferees enrolled
because of various reasons which were parental,
economic, or academic in nature. This finding is the
same as that of the study of Zamora (2013) when he
found out that students during the second semester
their previous school left and transferred to another
schools for the same reasons.

13
Discussion and Interpretation of Data Example 2

Level of Performance (%) of Senior High School (Grade 11) in

Various Subjects

Since this study is conducted in the Accountancy and

Business Management track (ABM), it is projected that senior
high school (Grade 11) students will perform highly in their
specialization subjects. The table shows increasing grades of
75% to 90%. The lowest performance is noted in the English
subject at 75% is a proof that senior high school students lack
competencies in English which is one of the most needed skills in
business. Meanwhile, these students perform on the average in
other subject areas such as Social Science and Mathematics.
The results of the study negate the findings of Jaytee
(2012) whose study revealed that secondary students got the
lowest performance rating in specialization subjects. The
presented figure and data of Magno (2012) in the SEAMEO
INOTECH report the K to 12 program agrees with the findings of
this study that Filipino students compared to their ASEAN
counterparts performed poorly in English and Mathematics.
14
Discussion and Interpretation of Data Example 2

Level of Performance (%) of Senior High School (Grade 11) in

Various Subjects

Since this study is conducted in the Accountancy

and Business Management track (ABM), it is projected that
senior high school (Grade 11) students will perform highly in
their specialization subjects. The table shows increasing
grades of 75% to 90%. The lowest performance is noted in
the English subject at 75% is a proof that senior high school
students lack competencies in English which is one of the
most needed skills in business. Meanwhile, these students
perform on the average in other subject areas such as Social
Science and Mathematics.
The results of the study negate the findings of
Jaytee (2012) whose study revealed that secondary students
got the lowest performance rating in specialization subjects.
The presented figure and data of Magno (2012) in the
SEAMEO INOTECH report the K to 12 program agrees with
the findings of this study that Filipino students compared to
their ASEAN counterparts performed poorly in English and
15
Discussion and Interpretation of Data Example 3

Weighted Mean of the Responses of the Grade VI

Teachers Regarding Clinical Supervision During Post-
conference

This means that the Grade 6 teachers

demonstrated the following behaviours during the post-
conference as part of clinical supervision: accepting all
comments and suggestions of the supervisor, reacting
positively to the feedback, feeling nervous, responding
normally thinking clinical supervision as a regular process,
and showing gratitude to the supervisor for pointers given
to improve certain areas. This study confirms the result of
the study of Vera (2014) that Grade 5 teachers enjoyed the
classroom supervision though they were a bit nervous and
accepted the clinical supervision as a normal activity they
had to face. However, the result is different in the study of
Dianne (2007). In her findings, most of the teachers did not
consider classroom supervision positively because most of
them were already highly experienced I teaching.
16
Discussion and Interpretation of Data Example 3

Weighted Mean of the Responses of the Grade VI

Teachers Regarding Clinical Supervision During Post-
conference

This means that the Grade 6 teachers

demonstrated the following behaviours during the post-
conference as part of clinical supervision: accepting all
comments and suggestions of the supervisor, reacting
positively to the feedback, feeling nervous, responding
normally thinking clinical supervision as a regular
process, and showing gratitude to the supervisor for
pointers given to improve certain areas. This study
confirms the result of the study of Vera (2014) that Grade
5 teachers enjoyed the classroom supervision though
they were a bit nervous and accepted the clinical
supervision as a normal activity they had to face.
However, the result is different in the study of Dianne
(2007). In her findings, most of the teachers did not
consider classroom supervision positively because most
of them were already highly experienced I teaching.
17