HOW TO INTERPRET DATA

IN RESEARCH
Important Note: This is adopted. Celemin B. Cuajotor
 How to interpret data in research

1. Use the highest or lowest value

or both for 5 or more tabular
results.

2. Interpret all for less than 4 tabular

results.
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3. Present the numeric value, the equivalent
%, the verbal interpretation or verbal
equivalents.

4. Present a result-based summary of the

presented data. Not based on opinion but
based on the data as can be seen in the
table.

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 Chapter 4
Presentation, Analysis and Interpretation of Data

This chapter provides the presentation of

statistical data relative to the problems posited.
The corresponding analysis and interpretation of
data are incorporated in this portion of the
study.

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 This chapter provides the presentation of
statistical data relative to the problems posited.
The corresponding analysis and interpretation of
data are incorporated in this portion of the
study.

Comparability of Performance of the Two

Groups based on the Diagnostic Test

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 The research compared the mean
performance of the students in terms of their
diagnostic test to prove that the selected groups
were on the same level. To strengthen the result,
t-test was also applied.

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 Table 1 presents the result of the diagnostic test of both Math
Talk and Non-math Talk group.

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 As shown in table 1, 26 or 57.8 percent of the
students from the Non-math Talk group and 26
or 63.4 percent from the Math Talk group
obtained scores ranging from 11 to 20
interpreted as below average. There were 19 or
42.2 percent from the Math Talk group who got
scores ranging from 0 to 10 interpreted as poor.

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 As gathered from table 1, the Non-Math talk
group had a mean of 11.64 while the Math talk
group had a mean of 11.54. Both of the means of
the groups were interpreted as below average. It
shows that both groups had almost the same
mathematical performance in the diagnostic test.
To gain further insight into the difference in
student’s scores in diagnostic test, t-test is
applied.
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 SUMMARYOF FINDINGS ,CONCLUSIONS
AND RECOMMENDATIONS
Important Note: This is adopted. Celemin B. Cuajotor
 How to write the summary of findings

1. The summary of findings should

directly answer the statement of the
problem.

2. Do not include discussion or findings

that are not reflected in your statement of
the problem.
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3. The presentation of the findings
should be objective and based on the
analyzed data from the previous chapter
of your study.

4. No conclusions nor recommendations

should be included in this part of the
study.

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5. The format of this part of the study may
be presented by starting with an
introductory statement.

6. This would then be followed by the

presentation of the 1st specific problem then
immediately in a new paragraph, the
presentation of the finding corresponding to
this problem.

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7. Repeat this form with the preceding
specific problems of the study.

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 Chapter 5
Summary, Conclusions and
Recommendations

This chapter presents the summary

and conclusion derived in the conduct
of the study which is to probe on the
effect of Math Talk as an Inquiry Based
Strategy in Teaching Mathematics in the
Grade 7 students of ….
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 The study was conducted at …..The
respondents were the grade 7 students from
section love and benevolence. They were
selected using purposive sampling. It
employed quantitative research and utilized
quasi- experimental method. Pertinent data
were obtained thru pretest and posttest.
The statistical tools used were mean,
percentage, dependent and independent t-
test.

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1. How comparable are the two groups in terms of their
performance in the diagnostic tests in Mathematics?

The Non-Math Talk group has a mean of 11.64 while

the Math Talk group has a mean of 11.54 and were both
on the level of below average.
The data also reveals that the p- value of 0.892 is
greater than the significance level of 0.05; hence, with 84
degrees of freedom, there is no significant difference
between the scores of Non-Math talk and Math talk
group in diagnostic test. Therefore, the null hypothesis is
accepted. This reveals that the two groups exhibited
almost the same proficiency in Mathematics before the
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How to write the conclusions

1. The conclusions should be based and anchored from the findings of

the study.
2. Conclusions are realizations backed-up with evidence.
3. The hypothesis of the study may be used or answered in this part of
the study.
4. Do not use numeric values during the presentation of the
conclusion.

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How to write the recommendations

1. The recommendations should be anchored on the findings and

conclusion of the study.
2. Recommendations should be in a diplomatic and suggestive voice.
3. If the study is an action research, then present the intervention,
program or plan.

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CONCLUSIONS

Based on the findings, the following conclusions were drawn:

1. The respondents on the Non-Math Talk and Math Talk group has
almost the same level of base knowledge on the topics about
number and number sense before the treatment was applied.
2. The findings revealed that the students who undergone the
treatment has higher achievement compared to those students who
are taught in conventional way.
3. The result of the comparison between the pretest and posttest of
each group implies that both of the group learned whether they
used Math talk or the conventional way of teaching.
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CONCLUSIONS

4. The learning gains and its significant difference prove that though the
students learned in either of the two strategies, students learned better
using the Math talk as an inquiry based strategy in teaching
mathematics.

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CONCLUSIONS

4. The learning gains and its significant difference prove that though the
students learned in either of the two strategies, students learned better
using the Math talk as an inquiry based strategy in teaching
mathematics.

The research concluded that the students learned more using the
Math talk as an inquiry based strategy in teaching mathematics.

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RECOMMENDATIONS

This study revealed the effectiveness of Math Talk as an Inquiry

Based Strategy in Teaching Mathematics. Thus, the following
recommendations are hereby presented:

1. Since the effectiveness of Math Talk has been proven, teachers may
incorporate Math Talk into their classrooms to maintain quality
education for the students and help them build a relational
understanding of the mathematics

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RECOMMENDATIONS

2. Implementaion of the Math Talk as an inquiry based strategy in

teaching mathematics may be encouraged by administrators and
embraced by educators in an effort to c0ntinually improve public
education.

3. A similar study must be conducted to a larger group of subjects to

determine if the same findings will be established.

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