DATA ANALYSIS

WHAT IS
DATA
ANALYSIS??
 DATA ANALYSIS
Statistician John Tukey defined
data analysis in 1961 as: "Procedures
for analyzing data, techniques for
interpreting the results of such
procedures, ways of planning the
gathering of data to make its analysis
easier, more precise or more
accurate, and all the machinery and
results of (mathematical) statistics
which apply to analyzing data.
 WHY DO WE NEED TO ANALYZE DATA?

The purpose of analyzing data is to

obtain usable and useful information. The
analysis, irrespective of whether the data is
qualitative or quantitative, may:
• describe and summarize the data
• identify relationships between variables
• compare variables
• identify the difference between variables
• forecast outcomes
TEST OF NORMALITY
 WHY DO WE DO NORMALITY
TEST?
 An assessment of the normality of data
is a PREREQUISITE for many
statistical tests because normal data is
an underlying assumption in parametric
testing.
 Tests that rely upon the assumption or
normality are called parametric tests. If your
data is not normal, then you would use
statistical tests that do not rely upon the
assumption of normality, call non-parametric
tests.
 Non-parametric tests are less powerful than
parametric tests, which means the non-
parametric tests have less ability to detect
real differences or variability in your data. In
other words, you want to conduct parametric
tests because you want to increase your
chances of finding significant results.
 SHAPIRO-WILK TEST
 Published in 1965 by Samuel Sanford
Shapiro and Martin Wilk.
 The Shapiro-Wilk test is a way to tell if
a random sample comes from a normal
distribution.
 The Shapiro-Wilk Test is more
appropriate for small sample sizes (< 50
samples)
HOW DO WE KNOW IF IT IS
NORMALLY DISTRIBUTED?

If the p-value of the Shapiro-Wilk

Test is greater than 0.05, the data
is normal. If it is below 0.05, the
data significantly deviate from a
normal distribution.
 SHAPIRO-WILK TEST
SAMPLE RESULT

Interpretation: Since the p-value of the

Shapiro-Wilk Test is greater than 0.05, the data
is normally distributed.
HISTOGRAM
 KOLMOGOROV-SMIRNOV TEST
 The Kolmogorov-Smirnov Goodness of Fit
Test (K-S test) compares your data with a
known distribution and lets you know if they
have the same distribution. Although the test
is nonparametric — it doesn’t assume any
particular underlying distribution — it is
commonly used as a test for normality to see
if your data is normally distributed.

 Applicable for samples greater than 50.

HOW DO WE KNOW IF IT IS
NORMALLY DISTRIBUTED?

If the p-value of the K-S Test is

greater than 0.05, the data is
normal. If it is below 0.05, the
data not normally distributed.
KOLMOGOROV-SMIRNOV
TEST SAMPLE RESULT
TYPES OF DATA
 Categorical Variables

Categorical data represent characteristics such

as a person’s gender, marital status, hometown,
or the types of movies they like. Categorical
data can take on numerical values (such as “1”
indicating male and “2” indicating female), but
those numbers don’t have mathematical
meaning. You couldn’t add them together, for
example. (Other names for categorical data
are qualitative data, or Yes/No data.).
TYPES OF
Categorical
Variables
DICHOTOMOUS VARIABLES - are nominal
variables which have only two categories or
levels. For example, if we were looking at
gender, we would most probably categorize
somebody as either "male" or "female". This is
an example of a dichotomous variable.
Another example might be if we asked a
person if they owned a mobile phone. Here,
we may categorize mobile phone ownership
as either "Yes" or "No".
ORDINAL VARIABLES - are variables that have two
or more categories just like nominal variables only the
categories can also be ordered or ranked.

Examples of ordinal variables:

Education = (no high school degree, HS degree,

some college, college degree)
Agreement = (strongly disagree, disagree, neutral,
agree, strongly agree)
Rating = (excellent, good, fair, poor)
Frequency = (always, often, sometimes, never)
Any other scale = (“On a scale of 1 to 5...”)
 CONTINUOUS VARIABLES

CONTINUOUS VARIABLES - are also known

as quantitative variables, always numeric.
Continuous variables can be further categorized as
either interval or ratio variables.
Examples: age in years, weight, blood pressure
readings, temperature, height, income earned
in a week, years of education, number of
children.
types of
data
analysis
1. UNIVARIATE ANALYSIS
The examination of the distribution of cases
on only one variable at a time.
(Example: weight of students)

Purpose: Mainly Description

Statistical Tools to be Used:

Frequency Count and Percentage

Mean and Standard deviation
 Frequency Count and Percentage
1. What is the profile of the participants in terms of age
and gender?

Profile Freq. %
20 – 25 18 60.00
AGE
26 – 30 12 40.00
Total 30 100.00
Male 10 33.33
Gender
Female 20 66.67
Total 30 100.00
 workshop
Research Question 1:

What is the level of teaching effectiveness of senior high

school teachers in physical education with reference to
Knowledge of Subject Matter. My teacher
instruction?
1. explains the subject matter without relying solely on
the prescribed textbook
2. shares vital concepts and theories on every lesson.
3. allows content modification/ explanation through
individualized/group work activities.
4. explains facts, ideas and concepts comprehensively.
5. guides instruction based on different
interpretations.
Scale Parameters Verbal Interpretation
6. demonstrates up-to-date knowledge on current trends Qualitative Description
and issues of the subject.

4 3.25 – 4.00 Excellent Highly Manifested

3 2.50 – 3.24 Very Satisfactory Fairly Manifested
2 1.75 – 2.49 Satisfactory Poorly Manifested
1 1.00 – 1.74 Needs Improvement Not Manifested At All
 Table 2. Extent of Teaching Effectiveness of SHS Physical Education Teachers as to Instruction

Instruction Mean SD V.I. Q.D.

1. Lesson introduction is appropriate. 3.14 0.48 Very Fairly

Satisfactory Manifested
2. Learning expectations/objectives/instructional goals are 3.08 0.49 Very Fairly
clearly communicated to students. Satisfactory Manifested
3. Content is accurate and current. 3.05 0.57 Very Fairly
Satisfactory Manifested
4. Content and tasks are developmentally appropriate and 3.11 0.70 Very Fairly
properly sequenced Satisfactory Manifested
5. Content and tasks are presented concisely and clearly, 3.14 0.54 Very Fairly
emphasizing key elements Satisfactory Manifested
6. Engages students in learning by enabling all learners to 3.27 0.61 Excellent Highly
participate through multiple modalities Manifested
7. Instruction is differentiated for all learners 3.08 0.49 Very Fairly
Satisfactory Manifested
8. Specific, meaningful and timely feedback is provided to 3.05 0.57 Very Fairly
students Satisfactory Manifested
9. Independent learning is promoted, encouraged, and 3.11 0.70 Very Fairly
reinforced through daily assessments Satisfactory Manifested
10. Technology enhances instruction 3.14 0.54 Very Fairly
Satisfactory Manifested
Over-all Mean and SD 3.11 0.57 Very Fairly
Satisfactory Manifested

Adapted from National Association for Sport and Physical Education (NASPE), July 2007
HOW TO INTERPRET?
Follow: PAIS

P – RESENT
A – NALYZE
I – NTERPRET
S – YNTHESIZE
Sample Interpretation:
Table 2 presents the results of the
evaluations of the participants on teaching
effectiveness of Senior High School Physical
Education Teachers as to instruction. The physical
education teachers were evaluated “Very
Satisfactory” with 3.11 computed over-all mean.
This implies that the PE teachers fairly manifested
the provisions or criteria set by NASPE in the
evaluation of teaching effectiveness in terms of
instruction. The computed over-all SD is 0.57 which
implies that the evaluations of the participants on
teaching effectiveness are homogenous.
 Instruction in physical education is largely a
dynamic process. As attested further by Rink (2006)
in his book Measuring Teacher Effectiveness in
Physical Education, that an effective physical
education teacher made sure that the instruction is
delivered properly with solid task presentation that
requires the teacher to obtain the students’ attention,
sequence the content and organizational aspects of
the task, communicate tasks verbally as well as
through demonstrations, use a variety of approaches
to communicate information, use both examples and
non-examples of good performance, personalize the
presentation to students, repeat difficult parts, and
check for understanding.
 workshop
Research Question 2: (refer to Activity Sheet # 1)

What is the level of teaching effectiveness of senior high

school teachers in Physical Education with reference to
Management/Organization?

Scale Parameters Verbal Interpretation Qualitative Description

4 3.25 – 4.00 Excellent Highly Manifested

3 2.50 – 3.24 Very Satisfactory Fairly Manifested
2 1.75 – 2.49 Satisfactory Poorly Manifested
1 1.00 – 1.74 Needs Improvement Not Manifested At All
 PRESENTATION OF OUTPUTS
1. In a manila paper, present your analysis and
interpretation by computing the mean and standard
deviation of each indicators.
Table 3. Extent of Teaching Effectiveness of SHS Physical Education Teachers as to
Management/Organization
Variables Mean SD Verbal Qualitative
Interpretation Description
1. 2 2 (normal font) (normal
decimal decimal font)
places places

Over-all

Scale Parameters Verbal Interpretation Qualitative Description

4 3.25 – 4.00 Excellent Highly Manifested

3 2.50 – 3.24 Very Satisfactory Fairly Manifested
2 1.75 – 2.49 Satisfactory Poorly Manifested
1 1.00 – 1.74 Needs Improvement Not Manifested At All
 Table 3. Extent of Teaching Effectiveness of SHS Physical Education
Teachers as to Management/Organization
Management/Organization Mean SD V.I Q.D
1. Instructional area is safe, orderly, and supports learning
activities
2. Adequate and developmentally appropriate equipment is
accessible and utilized
3. Instructional support materials are utilized to enhance the
lesson.
4. Students understand and adhere to class rules, routines and
behavioral expectations
5. Class routines maximize instructional time

6. There is a behavior management plan that is fair, firm, and

equitable.
7. Students are actively monitored and closely supervised

8. Students are appropriately grouped

9. Allocated time is used effectively and efficiently allowing

students to remain focused on the lesson and task
expectations.
10. Students are engaged in relevant, meaningful physical
activity a minimum of 60% of the instructional time.
Over-all Mean and SD
 Table 3. Extent of Teaching Effectiveness of SHS Physical Education
Teachers as to Management/Organization

Management/Organization Mean SD V.I Q.D

1. Instructional area is safe, orderly, and supports learning 2.90 1.02 Very Fairly
activities Satisfactory Manifested
2. Adequate and developmentally appropriate equipment is 2.80 1.11 Very Fairly
accessible and utilized Satisfactory Manifested

3. Instructional support materials are utilized to enhance the 2.85 0.67 Very Fairly
lesson. Satisfactory Manifested
4. Students understand and adhere to class rules, routines and 3.20 0.62 Very Fairly
behavioral expectations Satisfactory Manifested
5. Class routines maximize instructional time 2.90 1.02 Very Fairly
Satisfactory Manifested
6. There is a behavior management plan that is fair, firm, and 3.10 1.02 Very Fairly
equitable. Satisfactory Manifested
7. Students are actively monitored and closely supervised 3.50 0.89 Excellent Highly
Manifested
8. Students are appropriately grouped 2.90 1.12 Very Fairly
Satisfactory Manifested
9. Allocated time is used effectively and efficiently allowing 2.70 1.08 Very Fairly
students to remain focused on the lesson and task Satisfactory Manifested
expectations.
10. Students are engaged in relevant, meaningful physical 2.90 1.07 Very Fairly
activity a minimum of 60% of the instructional time. Satisfactory Manifested

Over-all Mean and SD 2.98 0.96 Very Fairly

Satisfactory Manifested
 SAMPLE ACTION RESEARCH QUESTION

Sample: The researcher wants to know if Jar Model is an

effective intervention for enhancing skills in Addition of
Integers.

Action Research Question: (refer Activity #2)

What is the pretest and posttest results of the control and

experimental groups in addition of Integers?

Parameter V.I
32 – 40.00 Outstanding
24 - 31.99 Very Good
16 - 23.99 Good
8 - 15.99 Poor
0 - 7.99 Very Poor
 workshop
1. Compute for the Mean and SD of the pretest and
posttest results of the two groups.
2. Present the results in tabular form as illustrated below.
3. Interpret and present your outputs
Table 4. Mean and Standard Deviations of the Pretest and Posttest Results
of the Control and Experimental Groups in Addition of Integers

Addition of Integers
Group Pre-Test/Posttest
Mean SD V.I. Q. D.

Control
Experimental
 PRESENTATION OF OUTPUTS
Table 4. Mean and Standard Deviations of the Pretest Results
of the Control and Experimental Groups in Addition of Integers

Addition of Integers
Group Pre-Test
Mean SD V.I. Q. D.

Control 6.30 2.49 Very Poor Very

confused
with the
addition of
like and
unlike signs
Post-Test
Mean
Experimental SD 8.75 6.83 Poor Confused
with the
13.85 2.62
addition of
26.30 4.55 like and
unlike signs
20.08 3.59
Sample Interpretation:

As seen in Table 4, control group performed

“Very Poorly” with 6.30 computed mean at 2.49 SD, while the
experimental group performed “Poorly” with computed mean
of 8.75 at 6.83 SD in their pretest. The results indicated that
there is a need for an intervention to enhance their skills in
adding integers. Performing operations on integers involves
signs of the numbers and the signs of required operation.
This makes students get confused and struggle when asked
to perform operations on integers (Muñoz, 2010).
 Table 5. Mean and Standard Deviations of the Posttest Results
of the Control and Experimental Groups in Addition of Integers

Addition of Integers
Group Post-Test
Mean SD V.I. Q. D.

Control 13.85 2.62 Poor Confused

with the
addition of
like and
unlike signs
Experimental 26.30 4.55 Very Good Have
performed
adding like
and unlike
signs very
satisfactorily
Sample Interpretation:

Reflected in Table 5 is the posttest results of

the control and experimental groups. The control group who
was exposed to traditional method of learning addition of
integers performed “Poorly” with computed mean of 13.85 at
SD of 2.62. On the other hand, the experimental group who
was exposed to Jar Model method. After they were exposed
to the said intervention, the students performed “Very Good”
with 26.30 mean and 4.55 SD. This shows that the Jar
Model method helps enhance the skills of the students in
addition of integers. According to Fenema & Franke (1992),
any concept in Mathematics can be better understood when
students connect these abstract ideas to concrete ones.
 2. BIVARIATE ANALYSIS
Bivariate data analysis means the analysis
of bivariate data. It is one of the simplest
forms of statistical analysis used to find out
if there is a relationship between two sets of
values.

For example, if you are studying a group of

college students to find out their
performance in examination and number of
hours spent in studying.
PEARSON PRODUCT-MOMENT CORRELATION
COEFFICIENT (Pearson r)
- is a measure of the strength of a linear association
between two variables and is denoted by r.
- Measures relationship
- association

Example: Relationship between exam performance and

number of hours spent in studying

Research Question:

Is there a significant relationship between the exam

performance of the participants in English and their number
of hours spent in studying?
 ASSUMPTIONS
1.The variables must be either interval or ratio
measurements (continuous)
Example: time spent (hours)
2. The variables must be approximately
normally distributed
3. There is a linear relationship between the
two variables
(independent – dependent)
4. No significant outliers
 HOW TO INTERPRET PEARSON r
± 0.50 - ± 1.00 High Correlation
± 0.30 - ± 0.50 Mid Correlation
± 0.10 - ± 0.30 Low Correlation
0.00 No correlation

• Negative correlation: If the x increases, y

decreases
• Positive correlation: As x increases, y
also increases
 workshop
Sample: The researcher wishes to know if there is a
relationship between the exam performance of students in
English and the number of hours they spent in studying.

Do the following: (refer to Activity sheet # 3)

1. Formulate a research question and hypothesis.
2. Interpret by applying Pearson r either by using excel or
SPSS
3. Present your output in a manila paper
4. This activity is good for 5 minutes
 PRESENTATION OF OUTPUTS

Research Question:
Ho:
Table 4. Correlation Results between Number of Hours Spent in Studying
and Exam Performance in English
Hours of Studying Decision
Correlation
r - value p – value

Exam performance
in English
Interpretation:
 PRESENTATION OF OUTPUTS

Research Question:

Is there a significant relationship between the

exam performance of the participants in English and
their number of hours spent in studying?

Ho: There is no significant relationship between the

exam performance of the participants in English and
the number of hours spent in studying
 PRESENTATION OF OUTPUTS

Table 4. Correlation Results between Number of Hours Spent in Studying

and Exam Performance in English

Hours of Studying Decision

Correlation
r - value p – value
REJECT Ho
Exam performance
in English 0.44 0.02
Interpretation:

The computed r-value is 0.44 which means

that there is a positive low correlation between
the exam performance and number of hours in
studying. It further implies that as the number of
hours spent in studying increases, then the
exam performance also increases. As seen
further in Table 4, the computed p-value which is
0.02 is less than 0.05. This means that the null
hypothesis is rejected. In other words, there is a
significant relationship between the exam
performance and number of hours in studying.
(add literature to back up your results with
existing results from other related)
 POINT – BISERIAL CORRELATION
- is a measure of the strength of a linear association
between two variables
- One continuous variable and one dichotomous variable

Example: Relationship between weight and gender

(dichotomous/nominal)

Research Question:

Is there a significant relationship between weight and

gender?
 ASSUMPTIONS
1. One of your two variables should be measured on
a continuous scale. Examples of continuous
variables include revision time (measured in hours),
intelligence (measured using IQ score), exam performance
(measured from 0 to 100), weight (measured in kg).
2. Our other variable should be dichotomous. Examples
of dichotomous variables include gender (two groups:
male or female)
3. There should be no outliers.
4. Your continuous variable should be approximately
normally distributed for each category of the
dichotomous variable.
5. Your continuous variable should have equal variances for
each category of the dichotomous variable.
 workshop
Sample: The researcher wishes to know the
relationship between the average grade in
mathematics and gender.

Research Question: (refer to Activity # 4)

Is there a significant relationship between the

average grade in Mathematics and gender?

Ho: There is no significant relationship the average

grade in Mathematics and gender.
 PRESENTATION OF OUTPUTS

Gender Decision
Correlation
r - value p – value
REJECT Ho
Average Grade in 0.72 1.049E-5
Mathematics
 CHI - SQUARE
- Relationship between two categorical variables (nominal
vs. nominal)
Example: Relationship between aggressiveness in driving a
car and gender

ASSUMPTIONS
Assumption #1: Your two variables should be measured at
an ordinal or nominal level (i.e., categorical data).

Assumption #2: Your two variable should consist of two or more

categorical, independent groups. Example independent variables that
meet this criterion include gender (2 groups: Males and Females), ethnicity
(e.g., 3 groups: Caucasian, African American and Hispanic), physical activity
level (e.g., 4 groups: sedentary, low, moderate and high), profession (e.g., 5
groups: surgeon, doctor, nurse, dentist, therapist), and so forth.
Sample: An educator would like to know
whether gender (male/female) is associated
with the preferred type of learning medium
(online vs. books).

Statement of the Problem: Is there a

significant relationship between gender and
preferred type of learning medium?

Ho: There is no significant relationship

between gender and preferred type of learning
medium?
Interpretation: There is no significant relationship between
gender and preferred type of learning medium since the
computed p-level which is 0.356 is greater than the alpha value
of 0.05.
 T - TEST
The t test (also called Student’s T Test) compares
two averages (means) and tells you if they are
different from each other. The t test also tells you
how significant the differences are.

Example: To test whether using repeated division

as intervention can improve the skills in logarithm

Data needed: Pretest-Posttest results of control

and experimental groups
 workshop
Example: A researcher wants to know if repeated
division as an intervention is an effective strategy in
learning logarithm. Control group was exposed to
traditional strategy while the experimental group
was exposed to intervention. Pretest-posttest
results were recorded.

Statement of the Problem: Is there a significant difference

between the achievement levels of the participants in the
control and experimental groups?

Ho: There is no significant difference between the

achievement levels of the participants in the control and
experimental groups
 PRESENTATION OF OUTPUT
Variable Computed p-level Decision Interpretation
t

Posttest-Pretest

Statement of the Problem: Is there a significant difference

between the achievement levels of the participants in the
control and experimental groups?

Ho: There is no significant difference between the

achievement levels of the participants in the control and
experimental groups
 T – TEST RESULTS USING SPSS

INTERPRETATION: As seen in the table, the computed p-level which

is 0.000 is lesser than the alpha value of 0.05. The computed t which is
56.234 is also greater than the t-crit which is 1.99 at df 79. There is a
strong evidence to reject the null hypothesis. In other words, there is a
significant difference between the achievement levels of the
participants in the control and experimental groups.
T – TEST RESULTS USING EXCEL
t-Test: Paired Two Sample for Means

Variable 1 Variable 2
Mean 7.35 55.725
Variance 9.44556962 115.7082278
Observations 80 80
Pearson Correlation 1
Hypothesized Mean
Difference 0
df 79
t Stat 56.31341775
P(T<=t) one-tail 7.79378E-66
t Critical one-tail 1.664371409
P(T<=t) two-tail 1.55876E-65
t Critical two-tail 1.99045021
 ANALYSIS OF VARIANCE (ANOVA)
Analysis of Variance (ANOVA) is a statistical method used to
test differences between two or more means.

1. ONE-WAY ANOVA
- significant difference between the means of 2 or more
independent groups.
Example: exam performance differed based on test anxiety
ASSUMPTIONS
1. Dependent variables should be interval/ratio (continuous)
2. Independent variable should consist of 2 or more
categorical, independent groups
3. No relationship between observations in each group
4. No outliers
 WORKSHOP
Sample Problem 1: 3 groups of students, 5 in each group
were receiving therapy for severe test anxiety. Group 1
receives 5 hours treatment, group 2 receives 10 hours and
group 3 receives 15 hours. Did the amount of therapy affect
their exam performance?

Group 1 Group 2 Group 3

48 55 51
50 52 52
53 53 50
52 55 53
50 53 50
 PRESENTATION OF OUTPUTS

Variable Computed F crit p-level Decision Interpretation

f
Between
groups
 PRESENTATION OF OUTPUTS
Statement of the Problem:
Is there a significant difference between the exam
performance when grouped according to the number of hours
of therapy received for test anxiety?
Ho: There is no significant difference between the exam
performance when grouped according to the number of hours
of therapy received for test anxiety

Variable Computed F crit p-level Decision Interpretation

f
Between 5.178 3.89 0.024 Reject Significant
groups Ho
 Variable Computed F crit p-level Decision Interpretation
f
Between 5.178 3.89 0.024 Reject Significant
groups Ho

Interpretation:
There is a significant difference between the exam
performance when grouped according to the number of hours
of therapy received for test anxiety since the computed f
value which is 5.178 is greater than the f crit which is 3.89.
Furthermore, the computed p-level which is 0.024 is also less
than 0.05. Hence, there is a strong evidence to reject the null
hypothesis.
 ANOVA RESULTS IN SPSS AND EXCEL

SUMMARY
Groups Count Sum Average Variance
Column 1 SUMMARY 5 253 50.6 3.8
Groups Count Sum Average Variance
Column 2 5 268 53.6 1.8
Column 1 5 253 50.6 3.8
Column 3 Column 25 2565 268 51.2
53.6 1.8 1.7
Column 3 5 256 51.2 1.7

ANOVA ANOVA
Source of Variation SSSource of df MS F P-value F crit
Variation SS df MS F P-value F crit
Between Groups 25.2
Between 2 12.6 5.178082 0.023917 3.885293835
Groups 25.2 2 12.6 5.178082 0.023917 3.885293835
Within Groups 29.2
Within Groups
12
29.2
2.433333
12 2.433333

Total Total54.4 14
54.4 14
Sample Problem 2: A clinical psychologist has run a
between-subjects experiment
Sample Problem comparing
1: 3 groups of students, 5 two
in each group were receiving therapy for
treatments severe
for depression (cognitive-behavioral
test anxiety. Group 1 receives 5
hours treatment, group 2 receives 10 hours
therapy (CBT) and client-centered therapy (CCT)
and group 3 receives 15 hours. Did the
against a control
amount condition. Subjects
of therapy affect were randomly
their exam
assigned toperformance?
the experimental condition. After 12
weeks, the subject’s Group 1 depression Group scores
2 were
Group 3
measured using the 48 CESD depression 55 scale. The
data are summarized as follows: 51
50 52
Group 1 52 Group 2
51 53 23 53
50
45 52 43 55
53
33 50 23 53
45 50 43
67 45
 PRESENTATION OF OUTPUTS
Statement of the Problem:

Ho:

Variable Computed F crit p-level Decision Interpretation

f
Between
groups

Interpretation:
ANOVA RESULTS IN SPSS AND EXCEL
For Sample Problem 2

ANOVA
Source of
Variation SS df MS F P-value F crit
Between
Groups 409.6 1 409.6 2.904965 0.126707 5.317655
Within
Groups 1128 8 141

Total 1537.6 9
MINI-STATISTICAL RESEARCH
FORMAT
1. TITLE PAGE
2. INTRODUCTION
3. READINGS
4. RESULTS OF THE DATA
GATHERED
5. SUMMARY
6. CONCLUSION
7. BIBLIOGRAPHY
8. ACKNOWLEDGEMENT
 I. TITLE PAGE

A. Title
B. Name of Members
 II. INTRODUCTION

A. Statement of the topic or problem

B. Purpose of the research topic
C. Hypothesis/Hypotheses
 III. READING

What have you read about the topics of your research?

 IV. RESULTS OF THE DATA GATHERED

Show the statistical data of your research this includes:

Tables, Graphs, Computations
 V. SUMMARY

A. Summarize the results of the research that you have done.

B. Present it with arguments
 VI. Conclusion

Present your conclusions and recommendations

 VII. BIBLIOGRAPHY

List Down the sources that you used.

 VIII. ACKNOWLEDGEMENT

List down all you want to express your gratitude with and your
dedication.