Analysis,%20Presentation,%20and%20Interpretation%20of%20Data

1
Analysis, Presentation, and Interpretation of Data
Reported by John C.T. Ko May 5, 2005
2

• The structure of this presentation consists
  of 3 parts
• 1. Theories
• 2. Example Explanation
• 3. Exercises

3
Analysis

• Analysis is the process of breaking up the whole
  study into its constituent parts of categories
  according to the specific questions under the
  statement of the problem.
• Each constituent part may be subdivided into its
  essential categories.
• Analysis usually precedes presentation.

4
Classification of Data

1. Qualitative Those having the same quality or are
   of the same kind are grouped together. Data may
   be alphabetically arranged, or from the biggest
   class to the smallest, or vice versa.
2. Quantitative Data are grouped according to their
   quantity.
3. Geographical Data are classified based on their
   location.
4. Chronological Data are grouped according to the
   order of their occurrence.

5
Group-derived Generalizations (1)
Definition

• One of the main purposes of analyzing data is to
  form inferences, interpretations, conclusions,
  and/or generalizations from the collected data.
• These conclusions are called grouped-derived
  generalizations designed to represent groups
  characteristics and are to be applied to groups
  rather than to individual cases.

6
Group-derived Generalizations (2)
Types of Generalizations

1. Generally, only proportional predictions can be
   made.
2. The average can be made to represent the whole
   group.
3. Full-frequency distribution reveals a groups
   characteristics.
4. A group itself generates new qualities,
   properties, characteristics, or aspects not
   present in individual cases.

7
Group-derived Generalizations (3)
However, 2 more categories may be added at this
point.

1. A generalization can also be made about an
   individual case.
2. In certain cases, predictions on individual cases
   can also be made.

8
Presentation of Data
3 Ways to present data

1. Textual Presentation of Data
2. Tabular Presentation of Data
3. Graphical Presentation of Data

9
Table 1Degrees and Specializations of Science
Teachers in High Schools of Province A

• a. Ffrequency, ABBachelor of Arts, BSCEB. of
  Science in Civil Eng., BSEB. of Science in
  Education
• b. The total number of 59 teachers was the base
  used in computing all percentages.
• c. The percent total does not equal to 100 due
  to rounding off of partial percents to two
  decimal places. However the 99.99 can be
  increased to 100 by adding 0.01 to the largest
  partial percent.
• Sources The Principals offices

10
Textual Presentation of Data

• Textual Presentation uses statements with
  numerals or numbers to describe data. It aims to
  focus attention to some important data, and to
  supplement tabular presentation.
• Disadvantage It is boring to read, especially
  when it is long.

11
Tabular Presentation of Data

• Tabular Presentation uses statistical table or
  simple table to arrange data, then to present the
  relationships of the numerical facts.
• Advantage concise, easy to read, giving the
  whole information without combining numerals with
  textual matter.

12
Findings

• Findings are the original data derived or taken
  from the original sources which are results of
  questionnaires, observations, etc.
• Data presented in tables and their textual
  presentations are examples of findings.
• Findings do not directly answer the specific
  questions, but only provide the bases for making
  the conclusions.

13
Interpretation, inference, implication (1)

• These 3 terms are synonymous and can be used
  interchangeably.
• Each is a statement of the possible meaning,
  probable causes and effects of a situation as
  revealed by the findings plus a veiled suggestion
  to continue the situation if it is good or to
  adopt some remedial measures to minimize its bad
  effects.
• Those who are to benefited or those who are going
  to suffer the bad effects should be also
  mentioned.

14
Interpretation, inference, implication (2)

• Five elements to be includes when interpreting
• Condition Statement of the condition or
  situation
• Cause Probable cause of the condition
• Effect Probable effects of the condition
• Continuance or remedial measure A veiled
  suggestion for continuance, or remedial measure
  if the effect is bad
• Entity involved The entity or area involved or
  affected

15
Table 1Degrees and Specializations of Science
Teachers in High Schools of Province A
Interpretation of Table 1 (1)
16
Interpretation of Table 1 (2)

• Five elements to be includes
• Condition It is discovered that the majority of
  the science teachers are not qualified to teach
  science. This finding is an unsatisfactory one.
• Cause The logical cause of lacking enough
  qualified science teachers may be due to the
  problem when recruiting teachers, or there were
  not enough qualified applicants for the
  positions.
• Effect It is understandable that a fully
  qualified science teacher provide better science
  knowledge to his students than a non-qualified
  teacher. Therefore, the students would suffer a
  lot.
• Continuance or remedial measure If it is not
  practical to dismiss the unqualified teachers,
  the logical measures to remedy the unfavorable
  situation is to require them to improve their
  qualification by taking evening or summer studies
  in science, attending more science seminars, or
  by increasing their reading in science.
• Entity involved It is the teaching of science in
  the high schools of Province A that is affected.
  Hence, the topic for discussion could be entitled
  Implications of the Findings to the Teaching of
  Science in High Schools.

17
Table 2 Discrepancy of trade volume statistics
between Taiwan and the Philippines(based on
hosting countrys statistics)
Exercise 1 Interpretation of Table 2 (1)
Unit US 1,000
2003 2003 2003 2004 2004 2004
Import Export Total Import Export Total
RP 1,860,782 2,492,224 4,353,006 2,941,661 2,188,499 5,130,160
Taiwan 2,300,293 3,080,933 5,381,226 3,893,533 3,054,762 6,948,295
Difference -439,511 -588,709 -1,028,220 -951,872 -866,263 -1,818,135
Note 1 Bilateral trade amounts between RP and
Taiwan are calculated based on that hosting
countrys statistics. RP import from Taiwan
corresponds to Taiwan export to RP. 2
Comparing to the discrepancy of bilateral trade
volume statistics between RP and PRC in 2004,
RPs trade volume figure is lower than that of
PRC by US 3 billion less. Sources DTI, RP
BOFT, Taiwan
18
Exercise 1 Interpretation of Table 2 (2)

• 1. The existence of a Condition
• It is discovered that the Philippines statistics
  in terms of trade volume are much lower that
  those of Taiwan. It is an unsatisfactory finding.
• 2. The probable Cause of the condition
• The logical causes of this discrepancy may be
  attributed to undervalued invoices, smuggling,
  transshipment (triangle trade), rule of origin,
  etc.
• 3. The probable Effect of the condition
• It is understandable that Philippine tax revenue
  will decrease. Therefore, the government and the
  people will suffer adversely. Also local business
  sectors will lose their competitiveness, hence
  imports will prevail against exports.
• 4. Continuance or Remedial Measure
• If it is not practical to find out and dismiss
  the unlawful customs officers, the logical
  measures to remedy the unfavorable situation is
  to enhance the customs discipline and ability by
  system computerization, good morale and moral
  conduct re-education.
• 5. The Entity or area involved or affected
• It is the Philippine government and its people
  affected the most. However the side effects like
  moral deterioration of Customs officers and other
  civil servants will be more serious if not
  adjusted. Peoples life may not be also improved
  as it should be. Besides, the development of
  local industries will be also undermined.

19
Table 3 In-Service Trainings Attended by College
Teachers in 2004
Exercise 2 Interpretation of Table 3
Number of In-Service Trainings Attended SUCs SUCs SUCs SUCs Private Colleges Private Colleges Private Colleges Private Colleges Total Total
Number of In-Service Trainings Attended Faculty Faculty Coop. Tea. Coop. Tea. Faculty Faculty Coop. Tea. Coop. Tea. Total Total
Number of In-Service Trainings Attended F F F F F
10 or more 10 22.22 5 17.86 12 40.00 18 45.00 45 31.47
7-9 2 4.45 9 32.14 3 10.00 1 2.50 15 10.49
4-6 13 28.89 6 21.43 1 3.33 7 17.50 27 18.88
1-3 11 24.44 8 28.57 5 16.67 6 15.00 30 20.98
0 9 20.00 0 0.00 9 30.00 8 20.00 26 18.18
Total 45 100.00 28 100.00 30 100.00 40 100.00 143 100.00
Source Department of Education
20
Taipei 101 building, the tallest office building
in the world
Thank you!