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Data Analysis and Interpretation of Data

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Data Analysis and Interpretation of Data

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AURORA STATE COLLEGE OF TECHNOLOGY

DATA ANALYSIS, INTERPRETATION,


AND DISCUSSION FOR
QUANTITATIVE AND QUALITATIVE
RESEARCH

Ms. RONA JANE N. CACANINDIN | Instructor I


OBJECTIVES
At the end of this module, the students are expected to:

• Discuss the value of knowing how to analyze both quantitative and qualitative
data.
• Show thorough understanding of the process of data analyses by giving correct
computations in quantitative data or illustrations asked for in the problem.
• Apply the skills of integrating documentaions to generate meaningful discussions
on the data gathered.
Quantitative Data Analysis

• For research endeavors where the information gathered is


represented by numbers, statistical analysis is pertinent. Data
are the numerical values collected to characterize variables
like age, income, or degrees of agreement or disagreement.
• Bevan (2020) claims that statistics are mathematical
methods for looking at data to find answers and validate
theories. To produce useful information that helps address the
research challenges, statistics must be used properly to
arrange, assess, and analyze the research data.
• Descriptive statistics and Inferential statistics are the two
(2) types of statistical techniques.
Descriptive Statistics Inferential Statistics
According to Hayes (2024) Inferential statistics are used to make
descriptive statistics are used to inferences or generalizations about a
summarize and describe the main population based on a sample of data.
features of a dataset. They provide a They help in drawing conclusions and
way to present data in a meaningful making predictions.
way, allowing for easy interpretation
of the dataset.
They provide a way to capture the
essential characteristics of the data,
but they do not attempt to make any
generalizations or predictions
EXAMPLE:

If you conduct a survey in a specific neighborhood to


find out the average income of the residents, descriptive
statistics will give you the average income of those who
responded. However, it does not allow you to conclude
that the average income in the entire city or country is
the same as that found in your sample neighborhood
MEASURES OF CENTRAL TENDENCY
MEAN MEDIAN MODE
The symbol x̄, The sample median is The mode is the value
that appears most
commonly referred to represented by x͂ (or “x- frequently in a
as a "x-bar," tilde”) or sample dataset. A dataset can
represents the mean. median. The median is have one mode
It is calculated by the middle value of a (unimodal), more than
one mode (bimodal or
adding up all the dataset when the multimodal), or no
values and then numbers are arranged mode at all if no
dividing by the in ascending or number repeats.
number of values. descending order.
Use of Central Tendency in Research
Mean:
The mean is used to compare the average outcomes between
different groups. In surveys, the mean is used to summarize
responses to continuous variables, such as average income,
average test scores, or average age.

For example, in clinical trials, researchers might compare the mean


blood pressure levels of two groups of patients before and after
treatment.
Use of Central Tendency in Research
Median:
In studies of income distribution, the median income is often
reported because income data is typically skewed, with a small
number of high earners. The median provides a more accurate
representation of the typical income in a population.

The median is used to report the central tendency of variables like


survival time in clinical trials, especially when the data is skewed or
includes outliers.
Use of Central Tendency in Research
Mode:
The mode is used to determine the most popular product, brand, or
preference among consumers.

For example, if a company wants to know the most popular product color,
the mode will indicate which color is chosen most frequently by
customers.
Use of Central Tendency in Research
Standard Deviation (SD)

Standard deviation is a measure of the amount of variation or


dispersion in a set of values. It provides a quantitative measure of
the variability in a dataset. It is a foundational concept in statistics,
helping researchers, analysts, and scientists to understand the
consistency and reliability of their data.

Researchers use standard deviation to compare the spread of data


between different groups or conditions.
Frequency

Frequency measures provide a basic summary of the data and are


often used to help understand the distribution and composition of the
dataset.

Percentage

It is a way of expressing a portion of the data as a fraction of the


total, typically out of 100. Percentages are used to summarize and
compare parts of a dataset, making them a valuable tool in data
analysis.
Inferential Statistics
This is fundamental in scientific research, where hypotheses are
often tested to confirm or refute theories. Inferential statistics provide
the tools to assess whether the observed effects in the data are
statistically significant or could have occurred by chance.

Inferential statistics help in identifying relationships and patterns


within data, such as correlations between variables or differences
between groups.
Decision rule in testing the hypothesis (Johnson & Kuby, 2013)

a.If the p-value is less than or equal to the level of significance (α≤.05), the decision
must be to reject the null hypothesis (H0).
b.If the p-value is greater than the level of significance (α≥.05), then the decision must
be to accept the null hypothesis (H0).

Results: calculated p-value = 0.035


Decision about H0: Reject H0

Conclusion about H1: There is a probability at the .05 level of significance that
students under the science section will have higher math scores than those enrolled in
the regular section.
Exercise: Reject or Accept Null Hypothesis
1. .354 Accept
2. 5.021 Accept
3. .045 Reject
4. .223 Accept
5. .000 Reject
6. .540 Accept
7. .052 Accept
8. .002 Reject
9. .012 Reject
INTERPRETING QUANTITATIVE DATA
Your role is to present a summarized data to facilitate understanding.
The data will be meaningful to them if they were counted, compared,
differentiated or summarized. That’s why, aside from ensuring that you
have basic knowledge of statistics, it is also important that you have a
way with words to describe collected data.
INTERPRETING QUANTITATIVE DATA

Source: Combis, De Afria, Gonzales, Mana-A, Mascariñas, Olaguer, 2023 | Undergraduate Thesis BSHM (SoAS)
INTERPRETING QUANTITATIVE DATA

Source: Combis, De Afria, Gonzales, Mana-A, Mascariñas, Olaguer, 2023 | Undergraduate Thesis BSHM (SoAS)
INTERPRETING QUANTITATIVE DATA

Source: Cacanindin, 2023 | https://www.po.pnuresearchportal.org/ejournal/index.php/apherj/article/view/1975/568


INTERPRETING QUANTITATIVE DATA

Source: Cacanindin, 2023 | https://www.po.pnuresearchportal.org/ejournal/index.php/apherj/article/view/1975/568


INTERPRETING QUANTITATIVE DATA

Source: Cacanindin, 2023 | https://www.po.pnuresearchportal.org/ejournal/index.php/apherj/article/view/1975/568


Qualitative Data Analysis

In qualitative research, data are non-numerical, meaning they are either in


words or pictures. The data that were collecetd from observations, interview,
documents, pictures, and forms are voluminous. It requires data to be reduced
to a certain patterns, categories, or themes, which are then interpreted using a
schem.

In this process, three (3) main tasks are involved: producing a verbatim
transcript of the interview or group discussion, translating the transcripts if
necessary, and removing identifiers from the data to preserve participant
anonymity Hennink, Hutter & Bailer (2011).
Data Preparation for Qualitative
Verbatim Transcription the researcher makes a written record of an interview or
group discussion for data analysis. A verbatim transcript is essential for grounded
theory analysis as it captures information in participants’ own words, phrases and
expressions, allowing researchers to uncover cultural meanings.

It is suggested that a verbatim transcript includes everything that is said in the


interview and that the researcher makes his own decision about any level of detail that
is needed in relation to the purpose of the study. Since verbatim transcripts became
data for analysis, each transcript must be checked for accuracy and completeness by
listening to segments of recorded interview while reading the written transcript to
identify any errors or inaccuracies, and check if something has been omitted.
Data Preparation for Qualitative
Anonymizing Data this is important to preserve the participant’s
anonymity as part of ethical consideration. This involves removing
the names of the people, locations, or specific information that
may reveal the identity of a participant in the study. These
identifiers may simply be left blank in the transcript or replaced with
code or pseudonym.
Data Preparation for Qualitative
Anonymizing Data this is important to preserve the participant’s
anonymity as part of ethical consideration. This involves removing
the names of the people, locations, or specific information that
may reveal the identity of a participant in the study. These
identifiers may simply be left blank in the transcript or replaced with
code or pseudonym.
Data Preparation for Qualitative
Developing Codes refers to an issue, topic, idea, opinion, etc. that is
evident in the data. Some of these codes are raised by the participants
themselves and they called “inductive codes.” Other codes may be
prompted by the interviewer using topics in an interview guide that were
defined from literature and theory, and these are called “deductive codes.”
Two (2) important purposes of identifying codes are: First, it allows the
researcher to identify the range of issued raised in the data, and for the
participants to understand the meanings attached to these issues.
Second, codes are used as topical markers to index the entire set of data,
making it easy to locate every place in the data where a specific issue is
discussed.
Data Preparation for Qualitative
Making a Codebook this is important since it is essential in
providing a central reference for all codes in the study. Each code in
the codebook should have a name and a concise definition or
description (e.g. empowerment, pride, happiness, confidence, etc.).

The process of coding the data involves reading the data carefully
and identifying what has been said by the participants, assessing the
context of the discussion, and then deciding which codes are
appropriate.
THANK
YOU!

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