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 in past tense, wherever
applicable, and make corrections for actual data
collection and data analysis procedures.
Rewriting
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 numeric
score to each response
Preparing category for each
question in the
Data 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 in the
groups or the relationships of variables.
Analyze
Quantitative
Data
 In writing this chapter,
✓ 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 presenting
data relevant to each variable. Use tables and
graphs in presenting statistical data.
✓ Put greater emphasis on significant results.
How to Results that are sidelights should not receive
equal weight.
State
Results
 ✓ 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 results
• Implications of results to existing situation
State
Results
 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
14

Hours Spent on Reading per Week

12

10

Choosing 0 5 10 15
Reading Test Score
20 25 30

Graph To show correlations (how well does one thing predict

Types 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
Hypothesis
Testing
 Compare results of present study with
related studies, as follows:
This result
is consistent with or similar to that of…
(related study)
Results of
contradicts/opposes that of… (related study)
Related
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
Explanations
 ✓ 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’ validity

and reliability? in test administration?
Explanations
✓ Was there any instance of resistance of sample
to intervention?
 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 framework. Explain changes
Re- vis-à-vis Conceptual Framework of the
conceptualized Study.
Framework
 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 generalizations, and make
recommendations for applying the results or for
Conclusion 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.
✓ Present answers as general statements of findings.
Conclusion ✓ 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.
Recomme
ndation
 Organize the parts of your research report based
on the standard research-report structure that
consists of the sequential components:
Title
Abstract
Acknowledgement
Table of Contents
Chapter 1
Chapter 2
Chapter 3
Research
Chapter 4
Report Chapter 5
Writing References
Appendices
 Chapter 4
PRESENTATION AND ANALYSIS OF DATA
This chapter of the paper presents the data gathered
from the 110 senior high school students of Valencia National
High School who served as respondents of this research. It
also provides the analysis and interpretation of data that has
been organized according to the research questions
enumerated in the second chapter of this paper.
Demographic Profile of the Respondents
This section is composed of figures and tables
relative to the demographic information given by the
respondents in the questionnaire. This included data on
sex, senior high school academic strand, and weekly
allowance. Although not central to this research, these
data helped contextualize the findings and the
formulation of appropriate recommendations.
OPTION 1
The respondents were asked to identify their sex. Figure
1 shows the distribution of the respondents in terms of this
variable.

47% Male

53% Female

Figure 1. Distribution of Respondents by Sex

 47% Male

53% Female

Figure 1. Distribution of Respondents by Sex

What can be said about this data?
Fifty-eight of the 110 senior high school students (53%)
who participated in the survey are females.
What does this tell you about your respondents? (Quite
important if the sampling used is purposive.)
 What does this tell you about your respondents? (Quite
important if the sampling used is purposive.)
These respondents have been selected through
purposive sampling with the condition that they identify
themselves to have taken an interest in KPOP music to a
certain degree. This implies that in the case of these
respondents, there are more female senior high school
students who have openly expressed their interest in this
genre of music as compared to their male counterparts.
OPTION 2
The respondents who were randomly selected were
asked to identify their sex and the senior high school strand
they belong to. Figure 1 shows the distribution of the
respondents in terms of both of these variables.
30
26
25 24
Frequency of Respondents

20
16
15
15 13
Male
11
10 Female

5 3
2

0
ABM A&D HUMSS STEM
SHS Academic Strand

Figure 1. Distribution of Respondents by Sex and SHS Academic Strand

 30
26
25 24

Frequency of Respondents
20
16
15
15 13
Male
11
10 Female

5 3
2

0
ABM A&D HUMSS STEM
SHS Academic Strand
Figure 1. Distribution of Respondents by Sex and SHS Academic Strand
The respondents chosen to participate in this research
have been randomly selected through stratified sampling.
With a frequency of 50 that accounts for 45.45 percent of the
total sample, majority of the respondents to the survey
conducted in line with this research belonged to the Science,
Technology, Engineering and Mathematics (STEM) strand.
 In general, the female respondents with a frequency of
58 (53 percent) outnumber the male respondents by a small
margin. Continue if there are other details that you wish to
highlight from the data.
Respondents were also asked to provide information
regarding their weekly allowance.
40
35
Frequency of Respondents

35
30 28
25
20 16
14
15
10
10
5
5 2
0
1-150 151-300 301-450 451-600 601-750 751-900 901-1050
Weekly Allowance in Pesos

Figure 2. Distribution of Respondents by Weekly Allowance

 40
35

Frequency of Respondents
35
30 28
25
20 16
14
15
10
10
5
5 2
0
1-150 151-300 301-450 451-600 601-750 751-900 901-1050
Weekly Allowance in Pesos

Figure 2. Distribution of Respondents by Weekly Allowance

Based from the data provided in Figure 2, 32 percent of
the respondents receive a weekly allowance that ranges from
PhP601.00 to PhP750.00. Furthermore, the mean weekly
allowance of the 110 respondents is PhP635.00 with a
standard deviation of PhP55.00. Make other comparisons that
you have noticed in your data. You can also look into the
weekly allowances received by females compared to males.
Respondents’ Perception of Online Shopping
This section is devoted to presenting, analyzing,
and interpreting data gathered through the survey
relevant to the respondents’ perception of online
shopping. Information regarding this variable is based
on their responses to 24 items in the questionnaire. In
each of these statements, respondents were asked to
rate their level of agreement along a five-point Likert
scale that includes Strongly Disagree (SD), Disagree (D),
Neutral (N), Agree (A), and Strongly Agree (SA).
 Furthermore, the 24 statements are categorized
according to four subscales of perception on online
shopping: convenience, security… Data on each of
these subscales are presented separately.
The distribution of respondents based on their
responses, the mean and standard deviation of their
collective responses, and the interpretation of this
mean based on the Likert scale used is provided by the
succeeding tables.
 FREQUENCY OF RESPONDENTS
STATEMENT ഥ
𝒙 sd INTERPRETATION
SD D N A SA
1. [Actual statement 1 in
the survey 13 35 11 33 18 3.07 0.68 Neutral
questionnaire]

Table 1. Sample Weighted Mean of the Respondents’ Level of Agreement to

Statements Regarding Their Perception of Security in Online Shopping
Table 1 shows the data on the responses of samples to
the seven statements in the questionnaire relative to their
perception of how secure online shopping is. Based on the
information, the highest mean was recorded at 4.28 for the
fifth statement. When interpreted, this means that
respondents strongly agree that imply statement here.
 In general, the respondents registered a strong
agreement toward four of the seven statements. The
weighted mean for these statements is computed at
3.85 with a standard deviation of 0.71 implying that the
respondents collectively agree that online shopping is a
secure mode for purchasing products.
Table 2 shows the data on the respondents’
perception of convenience in online shopping…
 Chapter 5
CONCLUSIONS AND RECOMMENDATIONS
This chapter contains the conclusions drawn
from the analysis and interpretation of the data
discussed in the preceding chapter and the
recommendations of the researchers based on the
conclusions.
Conclusions
Based on the findings of the study, the following
conclusions were drawn:
1. Majority of senior high school students of
Valencia National High School for the second term of
the academic year 2017-2018 are females with the
Science, Technology, Engineering, and Mathematics
track accounting for the highest number of enrollees.
On the average, SHS students receive PhP635.00
allowance per week.
 2. VNHS-SHS students have a positive perception
towards online shopping in terms of security, and
convenience but do not perceive products sold online
to be of good quality.
3. There is no significant relationship between the
weekly allowance of VNHS-SHS students and their
perception on online shopping.
Recommendations
Based on the conclusions, the following recommendations are
proposed:
1. Online retailers because must improve the selection of the
products they sell online by raising quality standards that are in line
with the expectations of consumers, including SHS students. What else
can they do based on the conclusions drawn?
2. Who are the other beneficiaries of the research mentioned
under “Significance of the Study?” What can you suggest to them based
on your conclusions?
3. Future researchers may consider doing a correlational
research on consumers’ perception on online shopping and their
income or socio-economic status. Experimental researches that seek to
evaluate interventions that may help improve consumer perception on
the quality of online products may also be conducted to inform online
retailers of innovative practices that can increase their sales.