Module

NC

LEVEL

PRESENTING
RELEVANT
INFORMATION

CLAAA!PEOPLE

USAID Opportunity 2.0 Program

Second-Chance Opportunities for
Out-of-School Youth
Acknowledgements
Education Development Center (EDC) would like to thank the staff of the USAID Opportunity
2.0 Program, Philippines local team, and the Technical Education and Skills Development
Authority’s (TESDA) National Institute for Technical Education and Skills Development (NITESD)
through its Curriculum and Training Aids Division (CTADD), whose invaluable insights guided the
adaptation of this curriculum.

Opportunity 2.0 aims to provide opportunities for second-chance education for vulnerable
out- of-school youth (OSY) by collaboratively working with TESDA in strengthening its technical
education and training systems to develop, deliver and monitor workforce readiness and
technical-vocational training programs that will prepare large numbers of out-of-school youth
to transition to further education and training, immediate jobs and self-employment
opportunities. In line with this objective, Opportunity 2.0 has developed the Work Readiness
Modules on 21st Century Skills modules which are appropriate for self-directed learning or
modular learning delivery.

The 21st Century Skills Curriculum is an adaptation of EDC’s globally recognized Work Ready
Now. The curriculum addresses the TESDA Amended Competency Standards for Basic
Competencies Integrating 21st Century Skills which were promulgated on July 9, 2019.

© 2020 Education Development Center, Inc.

This content may not be produced without the permission of Education Development Center or the United States
Agency for International Development.

This curriculum is made possible by the generous support of the American people through the United States
Agency for International Development (USAID). The contents are the responsibility of Education Development
Center, Inc. and do not necessarily reflect the views of USAID or the United States Government.

EDC 43 Foundry Avenue Waltham, MA 02453
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Table of Contents

Summary of Learning Outcomes 5

Module Overview 5
Written Assignments 6
Skills Demonstration 7
SESSION 1: Gather Data/Information 7
Activity 1: Introductory Activity & Pre-Module Learner’s Reflection 8
Activity 2: Collecting Information 11
Activity 3: Protecting Confidentiality 17
SESSION 2: Assess Gathered Data/Information 24
Activity 4: Assessing Validity of Data/Information and Data Analysis Techniques and
Procedures 25
SESSION 3: Record and Present Information 34
Activity 5: Studying, Applying, and Recording Assessed Data/Information 35
Activity 6: Presenting Information, Findings, Recommendations to Stakeholders 40
SESSION 4: Review and Assessment 51
Activity 7: Review and Post-Module Learner’s Reflection 51
Activity 8: End-of-Module Assessment 55
 Key to Correction 58
 Module 6: Presenting Relevant
Information (NC II Level)
A Unit of Competency under Basic Competency on Information Technology

“Information is the oil of the 21st century, and analytics is the

combustion engine.” -Peter Sondergaard, Gartner Research

(“Kung impormasyon ang siyang krudong nagpapatakbo sa ika-

21 siglo, ang pagsusuri sa impormasyon ang siyang makina
nito.”)

Unit Code: 400311125

Unit Descriptor: This unit covers the knowledge, skills, and attitudes required to present
data/information appropriately.

Summary of Learning Outcomes

Upon completion of the module you will be able to:

✔ L.O. 1 - Gather data/information

✔ L.O. 2 - Assess gathered data/information

✔ L.O. 3 - Record and present information

Module Overview

□Activity 🕒Recommended Time

 Session 1: Gather Data/Information (L.O. 1)
1. Introductory Activity & Pre-Module Learner’s Reflection (10-20 minutes)
2. Collecting and Evaluating Evidence, Facts, and Information 30-60 minutes
3. Describing Accuracy and Protecting Confidentiality 30-60 minutes
 Session 2: Assess Gathered Data/Information (L.O. 2)
4. Assessing Validity of Data/Information and Data Analysis,
60-90 minutes
Techniques and Procedures
 Session 3: Record and Present Information (L.O. 3)
 □Activity 🕒Recommended Time

5. Studying, Applying and Recording Assessed

30-60 minutes
Data/Information
6. Presenting Information, Findings, Recommendations to
30-60 minutes
Stakeholders
 Session 4: Review & Assessment
7. Review and Post-Module Learner’s Reflection (10-20 minutes)
8. End of Module Assessment (20-30 minutes)
Total Time 3 – 5.5 hours

Written Assignments

Please complete all written work in the module. Your skills in this module will be
evaluated through your project. Your project is comprised of the following:

❑ List of Everyday Information that We Collect (Activity 2)

❑ Checklist on Thoughts and Perceptions on Collecting Information (Activity 2)
❑ Collecting Information (Activity 2)
❑ Ensuring Confidentiality While Researching (Activity 3)
❑ Analyzing Quantitative Data (Activity 4)
❑ Ways of Presenting Information (Activity 5)
❑ Presenting Information (Activity 6)
 Skills Demonstration

The following activities will help you develop the knowledge and skills to achieve
the learning outcomes of this module:

❑ Project Worksheet 1 - Possible Research Topics (Activity 2)

❑ Project Worksheet 2 - Confidentiality Considerations on Your Research Topics
(Activity 3)
❑ Project Worksheet 3 - Data Collection and Data Analysis for Research Topic (Activity 4)
❑ Project Worksheet 4 - Content Analysis of Research Topic (Activity 4)
❑ Project Worksheet 5 - Presenting Information from your Content Analysis (Activity 5)
❑ Project Worksheet 6 - Citing Your Sources (Activity 6)
❑ Project Worksheet 7 – Presenting Your Research (Activity 7)

SESSION 1: Gather Data/Information

Performance Criteria:
1.1 Evidence, facts and information are collected
1.2 Evaluation, terms of reference and conditions are reviewed to determine
whether data/information falls within project scope

 Key Topics and Learning Points 

1. Collecting data and information

2. Confidentiality

✶ Importance of data and information. We collect information every day. It is an important

step not only in conducting research and solving problems at work, but also in our daily
lives. It is important for us to know where to find the information that we are looking for
and why it is important for us to know that information.

✶ Confidentiality pertains to the treatment of information that an individual has disclosed

in a relationship of trust and with the expectation that it will not be divulged to others
without permission in ways that are inconsistent with the understanding of the original
disclosure.
Activity 1: Introductory Activity & Pre-Module Learner’s Reflection

Objectives:

✔ Take a Start-of-Module Skills Check

🕒 Recommended Time: 10 - 20 minutes

Welcome to Module 6, which will teach you on Presenting Relevant Information for
National Certificate Level II!

Reflect on the quotation at the beginning of the module: “Information is the oil of the
21st century, and analytics is the combustion engine.” What do you think does this quote
mean? (It may be helpful to consider the relationship between oil and a combustion
engine as a starting point.)

In your own words, how does this quote relate to your own experience? Describe a
time when you had to analyze and present data and information.

What do you think is the relation of the quote to this module on Presenting Relevant
Information?

Pre-Module Learner’s Reflection:

Presenting Relevant Information (NC II)
 Start-of-Module Skills Check

This is not a test but is a way for you to see what you already know or do not know about the
topics. You will read a skill that is listed in the left column. Think about yourself and your
experience. Then read the statements across the top. Check the column that best represents
your situation. The results will help you and your teacher know which topics may require more
time, effort and guidance.

Ito ay hindi pagsusulit. Ito ay isang paraan upang malaman mo ang iyong kaalaman,
kasanayan o kakayahan tungkol sa paksang ito. Basahin mo ang mga kaalaman,
kasanayan o kakayahan na nakalista sa kaliwang hanay. Magbalik-tanaw sa iyong sarili
at mga karanasan. Basahin ang lahat ng mga pangungusap at i-tsek ang sagot na
naaangkop sa iyong sitwasyon. Ang iyong kasagutan ay magiging gabay mo at ng iyong
guro sa pagpapalawak ng iyong kaalaman tungkol sa paksang ito.

My experience 1 2 3 4
Knowledge, skills and abilities I don’t I have I have I have a lot
have any little some of experience
Kaalaman, kasanayan at kakayahan experience experience experience doing this.
doing this. doing this doing this
Marami
Wala akong Mayroon Mayroon akong
karanasan akong akong karanasan sa
sa paggawa kaunting karanasan paggawa nito
nito karanasan sa paggawa
sa paggawa nito
nito
Gather and evaluate evidence, facts,
and information /
Mangalap at manuri ng
ebidensya,
katotohanan at impormasyon
Explain why collecting information is
important /
Maipaliwanag ang kahalagahan ng
pangangalap ng impormasyon
Identify areas of a research problem where
confidentiality may be a challenge /
Matukoy ang mga parte ng problemang
pangpananaliksik kung saan maaaring
hindi mapanatili ang
kumpidensiyalidad ng impormasyon
Come up with ways of protecting
confidentiality /
Makaisip ng paraan upang
maprotektahan
ang kumpidensiyalidad ng
impormasyon
Assess validity of data and information /
Masuri ang kawastuhan ng datos at
impormasyon
Learn data analysis techniques and
procedures /
Malaman ang mga pamamaraan at
diskarte sa pagsusuri ng datos
at
impormasyon
Study, apply, and record
assessed data/information /
Maaral, mailapat at maitala ang mga
nasuring datos o impormasyon
Describe an excellent presentation /
Mailarawan ang isang mahusay na
presentasyon
Present information, findings,
recommendations to stakeholders /
Mailahad ang impormasyon, mga
napag-
alaman at mungkahi sa mga
stakeholders
Activity 2: Collecting Information

Objectives:
✔ Collect and evaluate evidence, facts, and information
✔ Explain why collecting information is important

🕒 Recommended Time: 30-45 minutes

List all the information that you are collecting everyday at your work or at home. Explain
how you use the information that you collected and why it is important for you to
collect it.

Information Where are you getting it? Why is it important? How are
you using it?
For example:

Sports statistics Online sports website It helps a sports fan be

(basketball) informed of
the latest news and
developments with athletes

Email address of a client Email correspondence for a Coordination,

project communication, alignment
and documentation of
decisions made for the
project is made via email
 Sharing is Caring
Share your answers to your family and friends. Ask them if there are other information that
they collect everyday at work or at home. Write them on the table below.

Based on your answers and the answers of your family and friends, what type/s of
information is commonly collected? How are they collected? Why are this information
important to be collected?

Remember: We collect information every day. It is an important step not only in

conducting research and solving problems at work, but also in our daily lives. It is
important for us to know where to find the information that we are looking for and why
it is important for us to know that information.
📄 Key Facts 6.1: Collecting Information 1

Whether you are conducting academic or professional research, working to solve a

problem, or trying to make an informed decision, information is crucial. The ability to
strategically collect information is a skill that will serve you well. Here’s why:

● Knowledge. Information can help you understand the fuller picture of the
situation you are researching or the magnitude of the problem you are trying to
address. Data can help to fill in the details and ground your understanding in
reality.
● Credibility. Information can help ground your ideas, opinions, and research with
reliable facts and figures. Such data is especially important in communicating
with clients, possible donors, instructors, or colleagues.
● Awareness can lead to change. By sharing and contextualizing data for your
audience—whether they are your colleagues, your clients, your classmates, or
your friends and family—you can empower others with knowledge. This
knowledge, in turn, can lead to positive change.

Before you go and start collecting information, here’s a short reading on Data Privacy
Act of 2012 that outlines your rights and responsibilities in ensuring data privacy. This
reading can also be found in Module 6 NC I – Accessing and Maintaining Information.

Excerpt from Module 6 NC I – Accessing and Maintaining

Information from the Work Readiness Modules on 21st Century Skills
by the USAID Opportunity 2.0 Program

Personal information refers to any information whether recorded in a material form or not,
from which the identity of an individual is apparent or can be reasonably and directly
ascertained by the entity holding the information, or when put together with other
information would directly and certainly identify an individual.

Privileged information refers to any and all forms of data which under the Rules of Court
and other pertinent laws constitute privileged communication.

Sensitive personal information refers to personal information that is

1. About an individual’s race, ethnic origin, marital status, age, color, and religious,

1
Adapted from
Problem. University of Kansas. Retrieved December 22, 2020, from the Community Tool Box. https://ctb.ku.edu/en/table-of-
contents/assessment/assessing-community-needs-and-resources/collect-information/main
 philosophical or political affiliations
2. About an individual’s health, education, genetic or sexual life of a person, or to
any proceeding for any offense committed or alleged to have been committed by
such person, the disposal of such proceedings, or the sentence of any court in
such proceedings
3. Issued by government agencies peculiar to an individual which includes, but not
limited to, social security numbers, previous or current health records, licenses or
its denials, suspension or revocation, and tax returns
4. Specifically established by an executive order or an act of Congress to be
kept classified.

Rights of a Data Subject:

The phrase “data subject” refers to an individual whose personal information is processed.
The data subject is entitled to the following:

(a) Be informed whether personal information pertaining to him or her shall be, are
being or have been processed
(b) Be furnished the information indicated hereunder before the entry of his or her
personal information into the processing system of the personal information controller, or
at the next practical opportunity:
(1) Description of the personal information to be entered into the system
(2) Purposes for which they are being or are to be processed
(3) Scope and method of the personal information processing
(4) The recipients or classes of recipients to whom they are or may be disclosed
(5) Methods utilized for automated access, if the same is allowed by the
data subject, and the extent to which such access is authorized
(6) The identity and contact details of the personal information
controller or its representative
(7) The period for which the information will be stored
(8) The existence of their rights (i.e., to access, correction, as well as the right
to lodge a complaint before the Commission)

Your Data Privacy Rights2

Under RA 10173, you have the following rights as a data subject:

✔ Right to be informed
✔ Right to Access
✔ Right to Object
✔ Right to Erasure or Blocking
✔ Right to Damages

2
Source: https://www.privacy.gov.ph/know-your-rights/
 ✔ Right to File a Complaint
✔ Right to Rectify
✔ Right to Data Portability

If you feel that your personal data has been used incorrectly, you have the right file a
complaint with the National Privacy Commission. More information can be found in their
website at www.privacy.gov.ph

Let’s Exercise: Collecting Information

Fill up the table on the following topics by answering the questions:

Look for data on What kind of data did Why is it important to know
these topics: you find? information on these topics?
Teenage birth rates
in the Philippines

Running tab on
the COVID-19
cases around the
world

Survey results on the

2016 Philippine
national elections
 Let’s Apply: Project Worksheet 1 - Possible Research Topics

Choose a topic that you will use for research application in this whole module. Use the form
below to take note and plan your research.

What topics are you Why is it important What questions What are possible
interested in to know about the topic do sources of data for
researching about? information on this you want answered? this topic?
topic?
Activity 3: Protecting Confidentiality

Objectives:
✔ Identify areas of a research problem where confidentiality may be a challenge
✔ Propose ways to protect confidentiality

🕒 Recommended Time: 30-60 minutes

In Module 6 for NC I, entitled “Accessing and Maintaining Information”, you read and
studied about the Data Privacy Act of 2012. What do you remember about personal
information and sensitive personal information?

Remember that if you receive an individual’s personal information and sensitive personal
information, you are supposed to keep these confidential.

📄 Key Facts 6.2: Quick Guide: Protecting Privacy and Maintaining

Confidentiality
Source: https://theconversation.com/what-is-classified-information-and-who-gets-to-decide-77832

“Confidentiality” is a word that we might encounter in situations surrounding our

healthcare, our finances, or other topics where our personal information might be
concerned. Simply put, “confidentiality” means that information is being kept secret or
private.
 By extension, confidentiality pertains to treatment of information that an individual has
disclosed in a relationship of trust, especially in a legal, medical, or scientific context.
There is an expectation that the information will be kept private and will not be shared
without permission in ways that are inconsistent with the understanding of the original
agreement.

Given that research is about sharing and collecting information, it is natural that
confidentiality is an important issue to keep in mind when collecting identifiable data
about a person, such as if you are collecting surveys or interviews.

Here are some precautions to take in order

to protect confidentiality, especially if
research involves what is called Personal
Identifiable Information or PII. PII is any
information that can be used to identify an
individual (such as an email address, phone
numbers, biometric data, social security
numbers, etc.). PII is common in research in
the sciences.
Source: https://www.pexels.com/photo/black-android-
smartphone-on-top-of-white-book-39584/

Considerations in Maintaining Data Confidentiality3

● Files containing data should be password protected and encrypted.
● Contact lists of participants should be destroyed when no longer needed for research.

● Data collection should be anonymous (that is, the person’s name is not included)
if possible.
● PII (Personal Identifying Information) should be replaced with identification codes
(ID codes). ID codes should *not* include individual’s names or social security
numbers.
● Participants should be informed how the information will be used, how it will be
stored and collected, and who will have access to it.
● Participants should be informed of the limitations on the protection of
data confidentiality, such as mandatory reporting laws.

3 Adapted from Research Integrity. (2019, July 1). Human Research Policy Manual 410.
Maintaining Data Confidentiality. University of Nevada, Reno.
https://www.unr.edu/research-integrity/human-research/human-
research-protection-policy-manual/410-maintaining-data-confidentiality
Right to be Informed4

Your right to be informed about confidentiality and how the information collected from
you will be stored, used, retrieved and discarded are exercised through consent forms.
These forms are given to anyone from whom the information will be collected, encoded,
and stored.

The consent form contains the information that will be collected as well as how the data
will be used, stored, retrieved and deleted. The respondents have the right to agree or
disagree to give their information through signing or not signing the consent form.

It is important that you ask for this form or look for the privacy statement of the
organization, website, and other platforms before you give out any personal
information.

If you are the one collecting the information, you have the responsibility to inform your
respondents about the information that you will be collecting and how you will use,
store, retrieve and discard the data.

Let’s Exercise: Ensuring Confidentiality while Researching

Imagine that you are going to gather data about the health and diet habits of the citizens in
your barangay. You plan to distribute surveys. Your questions will be both quantitative (e.g.,
“how many times do you exercise per week?”) and qualitative (e.g., “what does ‘health’ mean
to you?”).
a) Why might confidentiality be a concern in this research situation?

b) Keeping confidentiality in mind, how will you go about designing and maintaining
the research?

4 Source: https://www.privacy.gov.ph/know-your-rights/
 c) One of the participants in your survey says she is reluctant to share personal
information because she is worried about confidentiality. What will you tell her? What
steps will you take to reassure her that her personal information is safe?

Let’s Apply: Project Worksheet 2 - Confidentiality Considerations on Your

Research Topics

Pick two (2) topics from your list of the research topics that you have created in Activity 2. List
down possible areas where confidentiality may be a challenge, state the reason why and come
up with ways on ensuring confidentiality on these areas.

Research Possible areas where Why is there a possible How do you plan
Topics Confidentiality may be confidentiality to ensure
a challenge challenge in this area? confidentiality
?
 Sharing is Caring
Share your answers to Let’s Apply: Confidentiality Considerations on your Research Topics
to a family member or a friend. Ask if they see other areas of the topic where
confidentiality may be a challenge. Ask if they have ideas on how to ensure confidentiality
for your chosen
topics. Record their answers below.

Research Possible areas where Why is there a possible How do you plan
Topics Confidentiality may be confidentiality challenge to ensure
a challenge in this area? confidentiality
?
 Performance Criteria Checklist
The Performance Criteria Check is an opportunity for you to assess your learning
outcomes in the session and know how well you did in doing the activities in this
session. You will speak to your facilitator to:
1. Share your experiences in completing the session
2. Discuss your development and progress towards the intended skills
3. Plan how you will move forward to continue making progress in the module

Conduct a quick self-assessment and complete the table below.

Statements Please check YES if you have

shown or can do the statement,
Did you… NO if you haven't shown it or
cannot do it yet
YES NO
1. Collect and evaluate evidence, facts, and
information?

2. Explain why collecting information is

important?
3. Identify areas of a research problem where
confidentiality may be a challenge?

4. Come up with ways in protecting

confidentiality?

Guide to the Learner and Facilitator’s Discussion:

Topics to discuss during the Learning Check:

1. Parts of the module that were the easiest to answer/do.

2. Parts of the module that were the hardest to answer/do.
3. Parts of the module that need further clarification or explanation.
4. Additional support needed by the learner from the facilitator.
5. Review and check of the learner’s answers and outputs for the session.
6. Feedback on the learner’s performance in terms of the following: mastery
of content, skills development, and pace in answering the module.
7. Plans for how the learner will move forward with the module.
Session 1 – Writing Space
Use this space to complete any of the written assignments above or write any
thoughts or ideas that have come to mind about the topic.

Congratulations! You are now ready to proceed to Session 2.

SESSION 2: Assess Gathered Data/Information

Performance Criteria:
2.1 Validity of data/information is assessed
2.2 Analysis techniques are applied to assess data/information
2.3 Trends and anomalies are identified
2.4 Data analysis techniques and procedures are documented
2.5 Recommendations are made on areas of possible improvement

 Key Topics and Learning Points 

1. Steps in analyzing quantitative data

2. Techniques on analyzing qualitative data

◆ Steps in analyzing qualitative data

o Enter and organize data
o Clean data
o Tabulate data
o Calculate descriptive
o Disaggregate data
o Analyze data
o Display findings

◆ Steps in analyzing qualitative data

o Immediately process and record data
o Reduce data
o Identify meaningful themes and patterns
o Draw conclusions
o Share data
Activity 4: Assessing Validity of Data/Information and Data Analysis Techniques
and Procedures

Objectives:
✔ Assess validity of data and information
✔ Learn data analysis techniques and procedures

🕒 Recommended Time: 60 - 90 minutes

□ Share an experience when you received an information or data that you think is invalid or
not true.

□ What made you think that the information is invalid or not true? How did you find out
the truth about the information?

Ensuring accuracy and validity of data and information is crucial not only in the research process
but also in our life. There are various techniques that you could use in order to assess the
validity of data/information that you have collected or received.
📄 Key Facts 6.3: Analyzing Quantitative and Qualitative Data 5

Source: https://unsplash.com/photos/_Jb1TF3kvsA

As you will recall, quantitative data focuses on concrete, measurable information, such as
numbers, statistics, percentages, etc. Qualitative data, on the other hand, pertains more to
narratives, interviews, personal opinions, etc.

When you encounter data, it is important to know how to analyze it and find meaning.

Here are some steps that you can follow:

Analyzing Quantitative Data

Quantitative data usually involves statistics, hard numbers, and data that can be counted (i.e.,
“quantified”).

5 Adapted from The Pell Institute and Pathways to College Network. Evaluation Guide:
Analyze Data. http://toolkit.pellinstitute.org/evaluation-guide/analyze/analyze-quantitative-data/
 Step Details
1) Enter and Organize your findings in a software such as Microsoft Excel.
organize your
data

2) Clean your data Check for any errors (for example, compare a handful of surveys
with the data entered in your spreadsheet to check for
consistency).

3) Tabulate your Tabulate results with different variables. (*A variable is something
data that is subject to change, such as gender, locations, etc.). Doing so
will help you find patterns.

4) Calculate “Descriptives” are calculations that “describe” the data set. These
descriptives could include the following:
- Mean: the numerical average of scores for a variable
- Maximum and minimum values
- Median: the numerical middle point
- Mode: the most common number score or value for
a variable

5) Disaggregate Break the data into various components and subcategories (e.g.,
the data males between the ages of 14-24 who live in rural areas).

6) Analyze your You can then practice more advanced analysis of your findings,
data such as correlation (something that indicates a relationship
between two variables, such as weight and exercise).

7) Display your Share your data analysis in a meaningful way such as a graphic, a
findings chart, or a presentation.

Analyzing Quantitative Data

Qualitative data often includes responses to interview questions, opinions, or stories. It is more
fluid than quantitative data and often depends on the context of the research.
Step Details
1) Immediately -Take detailed and thorough notes as quickly as possible.
process and -Include details such as the time and date, things that stuck out to
record data you, and other observations.
2) Reduce data -This step might sound counterintuitive, but it is a helpful one.
With data such as interviews, you may have gathered information
that is not relevant to your question at hand.
-Doing so can help to highlight the raw data that you need.

3) Identify Group your data into patterns and themes. These can be drawn
meaningful out in two ways:
themes and 1) Content analysis: coding the data for certain words
patterns or content, and then interpreting those patterns
2) Thematic analysis: grouping the data into themes that
either grew out of the questions posed in your research
or organically from the answers themselves

4) Draw Revisit the data multiple times. Step back to interpret the meaning
conclusions of your research and how your findings help to answer your
original questions. Identify the implications of your data analysis.

5) Share data After identifying the patterns, findings, and implications, you can
display your findings through a means such as a graphic, a chart,
or a textual (written) narrative.
 Let’s Exercise: Analyzing Qualitative Data

Imagine that you are collecting qualitative data from the elders in your community about
formative experiences in their childhood. You have recorded and transcribed hours of
interviews. How will you analyze this data? Fill in the steps of your process in the chart below.

Step Details
1)

2)

3)

4)

5)
 Let’s Apply: Project Worksheet 3 - Data Collection and Data Analysis for
Research Topic

Think about your research topic and answer the following questions:

1. Based on the research questions you listed in Session 1 Activity 2, what type of
data analysis (quantitative or qualitative) will be most effective? Why?

Research Topic 1
Research Data to be Type of Data Why will this data analysis be
Question Collected Analysis effective?

Research Topic 2
Research Data to be Type of Data Why will this data analysis be
Question Collected Analysis effective?
 Let’s Apply: Project Worksheet 4 - Content Analysis of Research Topic Choose
one (1) topic from the two research topics indicated above. Look for at least five sources on the
internet and summarize the information gathered.

Chosen Research Topic:

Research Question Internet Source Summary / Notes

Let’s Reflect
Go ahead and share your answers above to your family and friends. Ask for their opinion on
the topic. Remember to thank them for their time.

Write your notes below.

 Performance Criteria Checklist
The Performance Criteria Check is an opportunity for you to assess your learning
outcomes in the session and know how well you did in doing the activities in this
session. You will speak to your facilitator to:
1. Share your experiences in completing the session
2. Discuss your development and progress towards the intended skills
3. Plan how you will move forward to continue making progress in the module

Conduct a quick self-assessment and complete the table below.

Statements Please check YES if you have

shown or can do the statement,
Did you… NO if you haven't shown it or
cannot do it yet
YES NO

1. Assess validity of data and information?

2. Learn data analysis techniques and procedures?

Guide to the Learner and Facilitator’s Discussion:

Topics to discuss during the Learning Check:
1. Parts of the module that were the easiest to answer/do.
2. Parts of the module that were the hardest to answer/do.
3. Parts of the module that need further clarification or explanation.
4. Additional support needed by the learner from the facilitator.
5. Review and check of the learner’s answers and outputs for the session.
6. Feedback on the learner’s performance in terms of the following: mastery of
content, skills development, and pace in answering the module.
7. Plans for how the learner will move forward with the module.
Session 2 – Writing Space
Use this space to complete any of the written assignments above or write any
thoughts or ideas that have come to mind about the topic.

Congratulations! You may now proceed to Session 3.

SESSION 3: Record and Present Information

Performance Criteria:
3.1 Studied data/information are recorded
3.2 Recommendations are analyzed for action to ensure they are compatible with the
project’s scope and terms of reference
3.3 Interim and final reports are analyzed and outcomes are compared to the
criteria established at the outset
3.4 Findings are presented to stakeholders

 Key Topics and Learning Points 

1. Presenting data
2. Citing sources

◆ Ideas for presenting content in a variety of ways to support understanding

o Make sure your audience can see your data
o Less can be more
o Enhance your information with visuals
o Enlist technology
o Keep your audience in mind
o Proofread

◆ Citing sources
o Familiarize yourself with the protocol of styles such as APA and MLA
Activity 5: Studying, Applying, and Recording Assessed Data/Information

Objectives:

✔ Study, apply, and record assessed data/information

🕒 Recommended Time: 30-60 minutes

You know how to collect information and why it is important. You understand that data
can ground your research or strategy or decision in facts. But how do you apply that
knowledge and share your findings with others? Simply dumping data into a report or a
presentation maker app does not ensure a successful presentation.

Here are some ideas for presenting information in an engaging way. If you follow these
guidelines, your presentation is likely to resonate with your audience in a meaningful
way.

📄 Key Facts 6.4: Ideas for Presenting Information

Whether you are making a professional presentation, teaching a lesson, or sharing researching
with your classmates, here are some guidelines that will help to present information effectively.

Make sure that your audience can actually see your data.
o Have you ever watched a presentation where you were unable to even read
the numbers on a chart? When data is too small, your audience will be left
scratching their heads—and distracted from the heart of your bigger
message.

Less can be more.

o As the inventor Leonardo DaVinci once said, “Simplicity is the ultimate
sophistication.” On that note, refrain from crowded your pages or slides
with too much information. Doing so can overwhelm your audience or
reader.
o If need be, move some of the data to another slide or page
so your presentation is not cluttered.
Enhance your information with visuals.
o Offer your information in more than one way. For example, if you are
instructing your audience in how to do something, provide both text
and images.
o Make that you have copyright permission before you use any images.
Website such as Unsplash (www.unsplash.com), Pixabay (www.pixabay.com),
and Wikimedia Commons (https://commons.wikimedia.org) offer freely
usable media files.
o Infographics—a collection of imagery or charts that provides a visual
representation of a subject—can help you communicate an idea quickly
and powerfully. You can do so for free with platforms such as Canva
(www.canva.com) or Piktochart (www.piktochart.com).

Enlist technology.
o If you can, try to incorporate audiovisual elements such as video clips and
sound recordings to engage an audience. Turn on closed captions on any
video that is shown to make learning more inclusive.
o Tablets, laptops, and e-readers can offer individualized learning support
and allow learners to go at their own pace.

Keep your audience in mind.

o Try to put yourself in the shoes of your audience, whether that is your
colleagues, your students, your clients, or your friends and family. Ask
yourself: what knowledge do they already have? What topics might
be unfamiliar to them?
o Even if your data or findings are complex, try to communicate the
information in a clear and simple way. (Doing so is harder than it sounds!)
o It’s a good idea to share your presentation with someone else that you trust.
Ask them what questions, responses, or concerns they might have. Then try
to address those accordingly.
o Remember that people have different learning styles: some learn
better visually, audibly, by doing, etc., so keep that in mind.
 Proofread.
o It may sound obvious, but be sure to check for spelling and grammar
errors. (You would be surprised by how many people forget to do this at
their own peril!)
o If you feel like you have looked at your presentation too many times, ask
a trusted colleague or friend to check for typos. Details matter!

Let’s Exercise: Ways of Presenting Information

How do you best present the information below? Sketch out your ideas in the chart below.

Information Ways to Present the Information

Historical account of the arrival of
the Spanish in the Philippines

Instructions on how to make ube

cheese pandesal

The story of Juan Luna

How the government’s budget is

distributed
 Let’s Apply: Project Worksheet 5 - Presenting Information from your
Content Analysis
Refer to your answers in Let’s Apply: Content Analysis for Research Topic. Think of how you
can best present the summary or notes that you have gathered.

Information Ways to Present the Information

 Sharing is Caring
Go ahead and share your output above to your family and friends. Ask for their opinion on
you ban best present the information or notes that you have gathered. Remember to thank
them for their time.

Write your notes below.

Activity 6: Presenting Information, Findings, Recommendations to Stakeholders

Objectives:
✔ Describe an excellent presentation
✔ Present information, findings, recommendations to stakeholders

🕒 Recommended Time: 45-60 minutes

□ List the characteristics of an excellent presentation.

📄 Key Facts 6.5: Presentation 101: Everything You Need to Know to Make a
Basic Presentation6

PowerPoint is a software made by Microsoft that allows you to create presentations, which are
commonly used in professional or academic settings. Within a PowerPoint presentation, you
can add text, images, art, and even music. You can either create a presentation from scratch or
start with one of the software’s templates.

In terms of technical training, there are excellent online tutorials and resources that can orient
you to the basics of PowerPoint.

Here is the link to Microsoft’s webpage on PowerPoint help and

learning: https://support.microsoft.com/en-us/powerpoint

You can explore the “get started” feature to learn the basics, and then explore topics such as
“design,” “present,” and “animations” for more advanced instruction.

Here are some tips when designing your PowerPoint presentation:

6 Adapted from Microsoft. Tips for creating and delivering an effective presentation.
https://support.microsoft.com/en-us/office/tips-for-creating-and-delivering-an-effective-presentation-f43156b0-
20d2-4c51-8345-0c337ce 88b
Choose a legible font style.

● Style: Font styles such as Arial or Calibri are simple and can be easily read from
a distance. No one wants to squint during your presentation!
● Size: Try to avoid font sizes smaller than 18.
● Contrast: Use a high contrast between your background color and your font color.
That means choosing a light text on a dark background or a dark text on a light
background. (Stay away from the pairing of certain colors: for example, red and
blue combinations cause eye strain, as do red and green combinations.)
Keep it simple.

● Use bullet points and short sentences.

● Try to avoid text wrapping (that is, having a single sentence run over one line).
● Remember, you want to supplement and enhance the slides with your
spoken narration. Don’t make the slides do all of the work—that is your job!
● Chose a simple background that will not distract from your message.

Keep it consistent.

● Use the same design style (colors, font, etc.) throughout. Doing so will create
a polished, uniform look.

Use graphics, but sparingly.

● Art or graphics can help to enhance and tell your story. But, if you use images,
find high quality ones (that are free to use), and use them wisely.
● Avoid visual clutter. Less is more.
● Credit your images. (You can do so by adding small text at the bottom of the slide.)

Check spelling and grammar.

● Details matter. You can use the built in spellcheck feature or explore free online
tools such as Grammarly (www.grammarly.com).
 Study the two PowerPoint slides below. Which one presents information more
effectively? Why?

Slide A Slide B

Instructions on how to make an omelet in 3 easy steps How to Make an Omelet

1. Put the eggs in a bowl. Then beat the eggs very quickly.
1. Beat the eggs.
2. Cook the eggs in a buttered pan.

2. Melt butter in a skillet, pour in the eggs and tilt the

3. Transfer omelet to a plate.
entire pan, then use a rubber spatula to ensure all eggs are
cooked

3. Transfer the omelet to a plate and fold in half and enjoy

Enjoy!

*Image credit: Pixabay

Reflect on whether slide A or slide B is more effective in its presentation of information.

Why?

Let’s Exercise: Presenting Information

Using all the information you have gathered and analyzed on your research topic, create a
PowerPoint presentation with a minimum of eight slides. Alternatively, you may also create a
similar presentation using Manila paper and coloring pens or pencils. Paste pictures or
screenshots of your output in the box below.
□ Ask yourself if you followed the PowerPoint design guidelines by filling out the
checklist below. If not, then think about how you could improve your presentation
next time.

Sharing is caring
Share your presentation with your family or friends. Ask them for their opinion on your
performance, as well as for suggestions on how to make the presentation better.
Remember to thank them for their time.

Based on the feedback that you have, write your reflections below.

What Went Well Even Better If

📄 Key Facts 6.6: How to Cite Sources7

In order to convincingly present information, you will need to rely on sources. These sources
might include books, articles, quotations, videos, databases, websites, etc.—the list goes on!
7 Adapted from Scribbr. How to cite sources. https://www.scribbr.com/category/citing-sources/
Each time you reference one of these sources, you need to cite it—that is, note where it came
from. There are several reasons for doing so:

● You give credit to the person or organization who created or produced the content.
● If your reader would like to learn more about your source, she or he can easily find it.
● A rich list of cited sources enforces your argument, research, or opinion.
● By responsibly citing your sources, you avoid plagiarism, or presenting someone
else’s work as your own, which is not only unethical but can lead to disciplinary
action.

There are several different styles of citation. Each has its own rules and guidelines. Some of the
most common are APA (American Psychological Association) and the MLA (Modern Language
Association). You may also come across Chicago Manual of Style.
Each style consists of two main components:

1. In-text citation. These citations are

parenthetically embedded within the text and usually
include the author’s name and a page number. The
in-text citation is expanded more fully in the full
reference.
2. Full reference. This reference usually comes at
the end of a document in a bibliography, reference lists,
or list of works cited. It includes all the details about a
source (e.g., date of publication, URL, publisher, etc.).

Imagine that you are doing research on the life of

Manny Pacquiao. You want to cite a biography,
PacMan:
Behind the Scenes with Manny Pacquiao—the
Greatest Pound- for-Pound Fighter in the World by
Gary Andrew Poole8. Let’s look at how this same source
would be cited according to different styles.

In-text citations are placed within the text.

In-text Citations
Style Format Example Notes
APA (Author’s last Pacquiao, who sleeps a -Poole is the last name of the
name, mere three to four hours book’s author.
publication year) each day, is, according to -The publication year of the
some, the “most significant book was 2010.
8
Source: https://alumni.columbia.edu/content/pacman-behind-scenes-manny-pacquiao-greatest-pound-pound-
fighter-world
 In-text Citations
Style Format Example Notes
boxer to come along” since -Direct quotations from the
Muhammad Ali (Poole, book are within quotation
2010). marks.

MLA (Author’s last Pacquiao, who sleeps a
name page mere three to four hours
number) each day, is, according to
some, the “most significant
boxer to come along” since
Muhammad Ali (Poole xv).
-Aberia is the last name of the
book’s author.
- The cited text can be found
on page xv (the Roman
numeral for 15) of the book
(which is part of the prologue).
-In MLA format, there is no
comma between the author’s
name and the page number.

Full references, on the other hand, are found at the end of a document. (This list may be called
“Works Cited,” “References,” or “Bibliography,” depending on the style.)

Full References
Style Format
APA Author’s last name,
Author’s first/middle
initials. (Year of
publication). Title of
work: Capital letter
also for subtitle.
Publisher name.
MLA Author’s last name,
author’s first name. Title
of Book. City of
Publication, Publisher,
Publication Date.
Example Notes
Poole, G.A. (2010). -The book’s title is
PacMan: Behind the italicized.
scenes with Manny -In the book’s title,
Pacquiao, the only the first letters of
greatest the first word (and the
pound-for-pound first word after the
fighter in the world. colon) and proper
Da Capo Press. nouns are capitalized.
Poole, Gary Andrew. -All of the words
PacMan: Behind the (except prepositions
scenes with Manny such as “in” or articles
Pacquiao, the such as “the”) are
Greatest capitalized in the title.
Pound-for-Pound -The book’s title is
Fighter in the world. italicized.
Cambridge,
Da Capo Press, 2010.

*Keep in mind that the formatting resources provided above are specifically for books. For
sources such as websites, podcasts, magazines, etc., you will need to consult the style protocol.
The important thing to remember is that each style has its own set of rules to follow—all of
which you can find online.
Here are some steps to follow when citing sources.
Step 1: Verify which citation style to follow

● Be sure to check which style is required for the document you are writing. (If you are
unsure of which citation style is required, be sure to ask an instructor or someone who
would know!)
● Familiarize yourself with the protocol (or rules) for the style.
● This website provides extensive resources on citation styles:

https://owl.purdue.edu/owl/research_and_citation/resources.html

Step 2: Cite your sources

Every time you include a source, you need to cite it. This rule applies whether you directly
quote or paraphrase (put something into your own words).

If you are… Then you should…

Directly quoting a source -Transcribe the quoted text and place it
within quotation marks
-Add an in-text citation according to the style
-Add your source to the reference list
Paraphrasing a source -Put the information in your own words,
avoiding being too close to the original
wording
-Add an in-text citation according to the style
-Add your source to the reference list

Remember: Even if you are not referring an academic source such as a book or scholarly article,
you still need to cite blogs, YouTube videos, dictionaries, social media, etc. You can find
guidance on how to cite these sources on the website listed above.

Step 3: Check for plagiarism

Universities and other institutions often use plagiarism checkers to ensure that writers have not
failed to properly cite their sources.

To ensure that you have not missed a citation or paraphrased in a way that it too similar to the
original text, you can run your own work through a plagiarism checker. Many of these are
available online.
 Let’s Exercise: Comprehension Check on Citing Sources

Answer the following questions:

1. Define an in-text citation.

2. What are some of the basic differences between APA and MLA styles of referencing?
List three.

3. What other sources should you cite, apart from books and journals?

4. How do you quote a source? How do you paraphrase a source? What is the
difference between the two?
 Let’s Apply: Project Worksheet 6 - Citing Your Sources

Find or look up one of your favorite books. Chose a section or line that you want to cite from it.
Practice writing an in-text citation using different styles. An example has been provided for you.

Text I want to paraphrase In-text citation – APA In-text citation – MLA

or directly cite
(Write that sentence here.)

Example: Harry Potter’s aunt
and uncle, Mr. and Mrs.
Dursley, took pride in being
“perfectly normal, thank you
very much.”
Harry Potter’s aunt and
uncle, Mr. and Mrs. Dursley,
took pride in being “perfectly
normal, thank you very
much” (Rowling, 1997).
Harry Potter’s aunt and
uncle, Mr. and Mrs. Dursley,
took pride in being “perfectly
normal, thank you very
much” (Rowling 1).

Your example here □

Using the sources that you have used for your research topic, create full references for them
using the APA and MLA styles.

Source Full Reference - APA Full Reference - MLA

 Performance Criteria Checklist

The Performance Criteria Checklist is an opportunity for you to assess your learning
outcomes in the session and know how well you did in doing the activities in this
session. You will speak to your facilitator to
1. Share your experiences in completing the session
2. Discuss your development and progress towards the intended skills
3. Plan how you will move forward to continue making progress in the module

Conduct a quick self-assessment and complete the table below.

Statements Please check YES if you have shown

or can do the statement, NO if you
Did you… haven't shown it or cannot do it
yet
YES NO
1. Study, apply, and record assessed
data/information?
2. Describe an excellent presentation?
3. Present information, findings, recommendations
to stakeholders?

Guide to the Learner and Facilitator’s Discussion:

Topics to discuss during the Learning Check:

1. Parts of the module that were the easiest to answer/do.

2. Parts of the module that were the hardest to answer/do.
3. Parts of the module that need further clarification or explanation.
4. Additional support needed by the learner from the facilitator.
5. Review and check of the learner’s answers and outputs for the session.
6. Feedback on the learner’s performance in terms of the following: mastery
of content, skills development, and pace in answering the module.
7. Plans for how the learner will move forward with the module.
Session 3 – Writing Space
Use this space to complete any of the written assignments above or write any
thoughts or ideas that have come to mind about the topic.

Congratulations! You are now ready to answer the next session.

SESSION 4: Review and Assessment

Activity 7: Review and Post-Module Learner’s Reflection

Objectives:

✔ Identify what was learned in the module

✔ Take a Learner’s Reflection

🕒 Recommended Time: 10 - 15 minutes

Reflect on what you have learned in this module. Write a short paragraph summarizing
what you have learned about Presenting Relevant Information.

Let’s Apply: Project Worksheet 7 - Presenting Your Research

1. Refer to the project worksheets that you have accomplished throughout the module:
● Possible Research Topics (Activity 2)
● Confidentiality Considerations on Your Research Topics (Activity 3)
● Data Collection and Data Analysis for Research Topic (Activity 4)
● Content Analysis of Research Topic (Activity 4)
● Presenting Information from your Content Analysis (Activity 5)
● Citing Your Sources (Activity 6)
 2. Create a PowerPoint or written presentation of your research. Make sure to
include the following on your presentation:
● Research Title and Topic
● Rationale for choosing the topic
● Research Questions
● Methodology – presenting the ways you collected data and how you
ensured confidentiality and validity of information
● Presentation of gathered data/information
● Insights, Conclusions and Recommendations
● Citations of references
3. The PowerPoint should have at least 10 slides, excluding the cover slides at
the beginning and ending of the presentation.
4. Presentation length should be 10 to 15 minutes each, with a 15-to-30-
minute question- and-answer portion at the end of the presentation.
5. You will be evaluated using this rubric.

Descriptors Exceeded Met Needs

Expectations Expectations Improvement
1. The rationale for choosing the
research topic is clear and has
been presented well.
2. The research questions are aligned
to the topic and are well-written
(i.e., specific, measurable)
3. The data collection methods and
strategies were appropriate.
4. Confidentiality and validity of
information was ensured.
5. The manner of presentation was
clear and well-paced.
6. The presentation materials are
visually appealing and contains
content and elements to
effectively present the
information.
7. The written works used and cited
in the research were presented
correctly and accurately.
 6. Paste pictures of screenshots of your presentation in the box below. You can also
upload your presentation in Google Drive or Dropbox and write the link in the
box.

Sharing is caring
Share your presentation with your family or friends. Ask them for their opinion on your
performance, as well as for suggestions on how to make the presentation better.
Remember to thank them for their time.

Based on the feedback that you have, reflect on your presentation below.

What Went Well Even Better If

 Post-Module Learner’s Reflection: Presenting Relevant Information (NC II)
End-of-Module Skills Check

Now that you have reached the end of the module, let us see if you are able to develop the
necessary skills in Presenting Relevant Information. Conduct a self-assessment and complete
the table below.
Statements on my experience, knowledge, skills and abilities Circle YES if you have shown or can do
/ Mga pahayag tungkol sa aking kaalaman, kasanayan at the statement, NO if not /
kakayahan Bilugan ang OO kung naipakita o
nagawa mo na ang mga pahayag,
I can… / Kaya ko nang… HINDI kung hindi pa naipakita o
nagawa.
Gather and evaluate evidence, facts, and information / Y No
Mangalap at manuri ng ebidensya, katotohanan at e Hind
impormasyon s i
Oo
Explain why collecting information is important / Y No
Maipaliwanag ang kahalagahan ng pangangalap ng e Hind
impormasyon s i
Oo
Identify areas of a research problem where confidentiality may be Ye No
a challenge / s Hind
Matukoy ang mga parte ng problemang pangpananaliksik Oo i
kung
saan maaaring hindi mapanatili ang
kumpidensiyalidad ng impormasyon
Come up with ways of protecting confidentiality / Ye No
Makaisip ng paraan upang maprotektahan ang s Hind
kumpidensiyalidad ng impormasyon Oo i
Assess validity of data and information / Ye No
Masuri ang kawastuhan ng datos at impormasyon s Hind
Oo i
Learn data analysis techniques and procedures / Y No
Malaman ang mga pamamaraan at diskarte sa pagsusuri ng e Hind
datos at impormasyon s i
Oo
Study, apply, and record assessed data/information / Ye No
Maaral, mailapat at maitala ang mga nasuring datos o s Hind
impormasyon Oo i
Describe an excellent presentation / Y No
Mailarawan ang isang mahusay na presentasyon e Hind
s i
Oo
Present information, findings, recommendations to stakeholders / Ye No
Mailahad ang impormasyon, mga napag-alaman at mungkahi s Hind
sa Oo i
mga stakeholders

Look at your answers, were there boxes where you circled No? If there are, go back to the
activities in the module that will help you gain the skill identified in the statement. You can
also reach out to your facilitator/trainer to provide you with guidance on what activities you
can do in order to master the skill.
Activity 8: End-of-Module Assessment

Objectives:

✔ Correctly answer the questions pertaining to the concepts discussed in the module

🕒 Recommended Time: 10 - 15 minutes

End-of-Module Assessment
Congratulations for finishing Module 6: Presenting Relevant Information for National Certificate
Level II! At the end of every module you will take a short assessment to see how much you have
learned. It will help you and your trainer identify the knowledge and skills you know and what
still needs reinforcing. The results will not affect your ability to continue in the program.

Structure of the Assessment: It has a total of 10 questions. Some questions are multiple choice
and some questions are true or false. You should choose only ONE answer for each question.

Once you have finished answering the questions, note down any clarifications you want to ask
your trainer.

Module 6: Presenting Relevant Information (NC II Level)

Circle an answer for each question.

English Tagalog
1. What are the advantages of research? 1. Ano ang pakinabang ng
pananaliksik?
a. Knowledge
b. Credibility a. Kaalaman
c. Awareness b. Kredibilidad
d. All of the above c. Kamulatan
e. None of the above d. Lahat ng nabanggit
e. Wala sa nabanggit
2. Responsible researchers collect and 2. Ang responsableng mananaliksik
maintain identifiable data only ay nangangalap at nangangasiwa
when necessary. ng mga datos na tumutukoy kung
ang mga ito ay kinakailangan
a. True lamang .
b. False
a. Tama
b. Mali
3. Researchers should inform participants 3. Ang mga mananaliksik ay dapat
of how their information will be used, sabihan ang mga kalahok tungkol
how it will be stored and collective, sa paggamit sa impormasyon,
and who will have access to it: pagtatago ng impormasyon, at
sino ang may access sa
a. True impormasyong nakolekta.
b. False
a. Tama
b. Mali
4. Qualitative data usually involves data 4. Ang qualitative data ay mga datos
that can be counted and quantified, na nabibilang at
such as percentages, numbers, and nabibigyang-dami tulad ng
statistics bahagdan, numero at istatistika.

a. True a. Tama
b. False b. Mali
5. In quantitative data, the mean 5. Sa quantitative data, ang mean ay
refers to the following: tumutukoy sa:

a. The most common number a. Pinakamadalas na

score or value for a variable nakikitang numero o
b. The maximum value bilang
c. The minimum value b. Pinakamataas na bilang
d. The numerical average of c. Pinakamababang bilang
scores for a variable d. Ang average ng mga marka

6. When designing a presentation, more 6. Sa pagdedesenyo ng isang

(more graphics, more data, more presentation, ang mas
text) is always more and improves the marami (maraming
quality. nakaguhit, datos, at teksto)
ay mas maganda at
a. True napapaganda ang kalidad.
b. False
a. Tama
b. Mali

7. When creating a PowerPoint slide, 7. Sa paggawa ng PowerPoint slide,

it is a good idea to combine red and magandang ideya ang pagsamahin
blue or red and green. ang pula at bughaw; o pula at
luntian.
a. True
b. False a. Tama
b. Mali
 8. Identify the in-text citation written in 8. Tukuyin sa mga sumusunod ang
MLA style. in-text citation na alinsunod sa
istilong MLA.

a. (Poole, 2010) a. (Poole, 2010)

b. (Poole 22)
c. Poole, G.A. (2010). PacMan:
Behind the scenes with Manny
Pacquiao, the greatest
pound-for- pound fighter in
the world. Da Capo Press.
d. Poole, Gary Andrew. PacMan:
Behind the scenes with Manny
Pacquiao, the Greatest
Pound-for- Pound Fighter in
the world. Cambridge, Da Capo
Press, 2010.
e. None of the above
9. If a data source is not a written
book, then there is no need to cite
it.
b. (Poole 22)
c. Poole, G. A. (2010). PacMan:
Behind the scenes with Manny
Pacquiao, the greatest
pound-for- pound fighter in
the world. Da Capo Press.
d. Poole, Gary Andrew. PacMan:
Behind the scenes with Manny
Pacquiao, the greatest
pound-for- pound fighter in
the world. Cambridge, Da
Capo Press, 2010.
e. Wala sa nabanggit.
9. Kung ang pinagkuhanan ng datos
ay hindi nailimbag na libro, hindi
na kailangang i-cite ito.

a. True a. Tama
b. False b. Mali
10. Plagiarism, or failing to properly 10.Ang plagiarism o hindi angkop na
attribute a research source, pagbibigay-attribute sa
carries serious ethical and pinagkuhanan ng impormasyon sa
disciplinary consequences. pananaliksik, ay may
karampatang seryosong etikal at
a. True disiplinaryong parusa.
b. False
a. Tama
b. Mali
 Key to Correction

Activity 7 – Rubric on Presenting Your Research

Use the rubric below to evaluate the output of the learner in Activity 7. Read each descriptor
and put a check on the column that corresponds to your evaluation of the learner’s output.

Name of the Learner/Trainee

Name of the Facilitator/Trainer
Descriptors Exceeded Met Needs
Expectations Expectations Improvement
1. The rationale for choosing the
research topic is clear and has
been presented well.
2. The research questions are
aligned to the topic and
are well-written (i.e.
specific, measurable)
3. The data collection methods
and strategies were
appropriate.
4. Confidentiality and validity of
information was ensured.
5. The manner of presentation
was clear and well-paced.
6. The presentation materials are
visually appealing and contains
content and elements to
effectively present the
information.
7. The written works used
and cited in the research
were presented correctly
and
accurately.

What Went Well How can the learner improve the research
and presentation?

End-of-Module Assessment
 1. D – All of the above
2. A – True
3. A – True
4. B – False
5. D – The numerical average of scores for a variable
6. B – False
7. B – False
8. B – (Poole 22)
9. B – False
10. A – True

Congratulations! You have completed the module on Presenting Relevant Information for
National Certificate Level II! You are now ready to conquer the next module.