English for Academic and Professional Purposes.

- Grade 11- 12
Quarter 2 – Module 7: Gathers Information from Surveys, Experiments or Observations
Quarter 2 – Module 8: Summarizes Findings and Executes the Report through Narrative and
Visual/Graphic Forms
Quarter 2 – Module 9: WRITES VARIOUS REPORTS

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Every effort has been exerted to locate and seek permission to use these materials from
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ownership over them.

Regional Director: Gilbert T. Sadsad

Assistant Regional Director: Jessie L. Amin

Development Team of the Module

Writers: MONICA G. BAUSTISTA

VANESSA PADAYAO
IRENE T. AGUILAR

Editors: GINA B. PANTINO

SONIA V. PRENSADER
JOSALIE T. TONIO
LORAINE T. CHIONG

Reviewers: GINA B. PANTINO and

Masbate City Division headed by JEANETTE ROMBLON

Illustrator / Layout Artist: JOHN MICHAEL P. SARTE

I. INTRODUCTION

Good job learners! Now that you’ve accomplished your task in collecting data from surveys
and interviews, you’re probably wondering about what to do with those! Don’t worry because in this
module, you will learn about the necessary ways, procedures or steps on how to interpret and
understand the data or information from the survey/s, experiment/s or observation/s you have
conducted and collected.

II. OBJECTIVE

At the end of this lesson, you are expected to:

● Gather information from surveys, experiments or observations

III. VOCABULARY LIST

As you go through this lesson, you might encounter unfamiliar words, the following table
shows these words:

Data Facts or information used usually to calculate, analyze or plan something (Merriam
Webster Dictionary).
Survey It is a research method used for collecting data from a predefined group of
respondents to gain information and insights into various topics of interest. They can
have multiple purposes, and researchers can conduct it in many ways depending on
the methodology chosen and the study’s goal.
Coding Involves translating entries on questionnaires to letters or numbers.
Loopholes An error in the way a law, rule, or contract is written that it makes people to legally
avoid obeying it.
Source: Merriam Dictionary

GENERAL DIRECTIONS: Read the instructions for every activity. Write your answers on your
ANSWER SHEETS.

PART IV. PRE-TEST

KWL CHART

INSTRUCTIONS: On the first column, list the things that you know about data gathering, processing
and organization. On the second column, list the things that you want to know about data processing
and gathering. On the third column, list the things that you have learned (based on your readings)
about data processing, gathering and organization.

What I know about data processing, What I want to know about data What I have learned about
gathering and organization processing, gathering and data processing, gathering
organization and organization

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V. LEARNING CONCEPTS

Very good! I’m sure you are ready to learn! There are three concepts that you need to
remember in this lesson.

GATHERING INFORMATION FROM SURVEY/S AND INTERVIEWS

(QUANTITATIVE AND QUALITATIVE DATA)

A data analysis also lends credibility to the researched data. It backs the data up with
trustworthy references and gives it a theoretical base to stand on. Data Analysis is also an easy
way to evaluate the students regarding their understanding of the research material in general.
Your data is the backbone of your research. It is the base on which the entire study will rely upon.
After months of grueling researches, scholars amass large amount of data. This data has to be
properly integrated and kept in an organized fashion. This article will discuss about the
importance of data analysis in a research paper. Providing an insight and interpretation in the form
of analysis of the entire data also rules out any chance of human bias. The reader would get a
clear and straightforward picture. Similarly, the researcher being devoid of loopholes and hanging
ends would deliver the precise intended message across without any incidence of the reader
getting biased (Strauss, et al, 1990).

A. PROCESS OF QUANTITATIVE DATA PREPARATION/ANALYSIS

In order for you to follow step by step as to how should you gather information from survey/s,
experiment/s, and quantitative data, follow these simple steps below:

STEPS IN GATHERING INFORMATION FROM SURVEYS, EXPERIMENTS OR

QUANTITATIVE DATA
S Your main task in this step is to collect and prepare data you’ve
gathered from a survey. Your aim is to convert raw data into
t
something meaningful and readable.
e
DATA PREPARATION
p

1
S DATA The purpose of data validation is for you to find out, as far as
possible, whether the data collection was done as per the pre-set
t VALIDATION
standards and without any bias. It is a four-step process, which
e includes…
1. Fraud, to infer whether each respondent was actually
p
interviewed or not.

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 2. Screening, to make sure that respondents were chosen as per
the research criteria.
3. Procedure, to check whether the data collection procedure was
duly followed.
2 4. Completeness, to ensure that the interviewer asked the
respondent all the questions, rather than just a few required
ones
(Black, 1999)
Typically, large data sets include errors. For example, respondents
S may fill fields incorrectly or skip them accidentally. To make sure
t that there are no such errors, the researcher should conduct basic
data checks, check for outliers, and edit the raw research data to
e DATA EDITING identify and clear out any data points that may hamper the accuracy
p of the results. (Black, 1999)
For example, an error could be fields that were left empty by
respondents. While editing the data, it is important to make sure to
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remove or fill all the empty fields.
a.) Data coding is the process of converting data collected into numeric
format. To facilitate the coding process, a codebook should be
created to guide the coding process. A codebook is a
comprehensive document which contains detailed description or
explanation of the following:
1. each variable in a research study,
2. items of measures for that variable,
3. the format of each item (numeric, text, etc.);
4. the response scale for each item (whether it is measured
using The four levels of measurements include (Yamashita
& Espinosa, 2015):
● nominal data: basic classification data; lack logical
order - e.g. male or female
● ordinal data: has logical order but lack constant
S differences between values – e.g. Pizza size (large,
t medium, small)
● interval data: has logical order, is continuous, has
e standardized differences between values but lacks
DATA CODING
p natural zero – e.g. Celsius degrees
● ratio data: has logical order, is continuous, has
standardized differences between values, and has a
4 natural zero – e.g. height, weight, age, length
5. After identifying a level of measurement, the next step is to
use a specific analysis technique in analyzing data. There
are several procedures that can be used to analyze data.
Main ones include (Yamashita & Espinosa, 2015):
● Data tabulation (e.g. frequency distributions & percent
distributions)
● Data descriptives (e.g. Mean, medium, mode, minimum
and maximum values, etc.)
● Data disaggregation (tabulation of data across
multiple categories)
● Moderate and advanced analytical methods
(regression, correlation, variance analysis)
Source: Bhattacherjee
2012, 120

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 S After you’ve finished coding the data, your next task is to transfer
the information from survey questionnaires or code sheets to
T computer files for processing. It is done more quickly and more
E DATA ENTRY OR accurately if two persons work together- one reading and
typing/entering information (Black, 1999). Smaller data sets with
P DATA RECORDING less than 65,000 observations and 256 items can be stored in a
spreadsheet such as Microsoft Excel, while larger dataset with
millions of observations will require a database.
5 Source: Bhattacherjee 2012, 120
S Data transformation is the process of converting data from one
t format or structure into another format or structure (Black, 1999).
DATA
e
p TRANSFORMATION

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S This involves double checking of the data that you’ve entered in the
t computer. This is important specifically if there are large numbers
e DATA CLEANSING of respondents (Black, 1999).
p
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B. PROCESS OF QUALITATIVE DATA ANALYSIS

According to the National Science Foundation (1997): Qualitative analysis is “unguided by

universal rules; has a fluid process that is greatly dependent on the evaluator and to the context of the
study.” This involves the identification, examination and interpretation of patterns and themes in
textual data. This also determines how these patterns and themes help answer the research questions.
Start the analysis process by “getting to know” your data. You do this by listening to your tapes,
transcribing interviews from tape to paper, and reading over the written transcripts. After doing this,
you might have a general feeling or idea of what people are saying and what your results are looking
like; but, you’ll be surprised at how much more information is contained in your data once you start
going deeper and begin a systematic and rigorous analysis!

Formal systems for the analysis of qualitative data have been developed in order to help
researchers get at the meaning of their data more easily. These systems involve:

1. GETTING TO KNOW THE DATA

- Reading, listening and playing the recorded responses and taking down notes.
2. FOCUSING THE ANALYSIS
- focus by question or topic
- focus by case, individual or group

3. CODING - Categorizing the data

- is the process of analyzing the data and searching for essential information that answers the
research questions. They are considered essential if they occur of have been mentioned several
times by the informants. In other words, it is a process of filtering the data (Farber 2006). These
essential words are marked or labeled (coded). Codes are words that represent themes or patterns.

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 There are two types of codes in qualitative research: emergent and preset (Taylor-Powell and
Renner 2003). Emergent codes are those that show up during analysis while preset are codes that
have been identified prior to analysis. Qualitative researchers use codes to easily identify meanings
and group similar patterns or themes that occur or transpire in the interview transcript of each
participant. By using codes, the researcher can easily make an inference or analysis.

IMAGE SOURCE: Practical Research I, Teacher’s Guide, DepEd

4. ENTERING DATA
- Encoding and saving the file.

5. EDITING/REVISING
- Editing is checking the format, grammar, etc.
-Revising is checking the content and logical organization.

6. IDENTIFYING MEANINGFUL PATTERNS AND THEMES -

- Content Analysis – identifying patterns ideas, concepts, behaviors, incidents, terms or
phrases used and interpreting their meanings.
- Thematic Analysis – analyzing the data by grouping them according to themes.
7. INTERPRETING THE DATA
- After identifying the themes and patterns and after analyzing the identified themes and patterns, these
must be synthesized as a whole. Meaning and significance are attached to the analysis of data. This
plus the patterns and themes identified will all help formulate the Findings, Conclusions and
Recommendations of the study.
Example:

Research Title: The Effects of Cyberbullying among Teenagers

Statement of the Problem
1. What are the experiences of selected teenagers in relation to cyberbullying?
2. What are the effects of cyberbullying among these teenagers particularly in the following
variables:
a. Physical b. Psychological
c. Emotional d. Social

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This chapter presents the data gathered by the researchers regarding the cyberbullying experiences of
teenagers as well as the effects in their (a) physical, (b) psychological, (c) emotional and (d) social
aspects of their life. Similarly, this section provides the analysis of these data and finally the
interpretation of these analyzed data.

Cyberbullying Experiences

Respondent A Respondent A is a girl, 17 years of age and an active Facebook user. Her first experience of
bullying is….

SOURCE: Practical Research I PowerPoint Presentation by

Julius Caesar P. Averilla, Ed.D, facilitator during the Mass Training of Teachers on Academic Track.

C. GATHERING INFORMATION FROM OBSERVATIONS

TYPES OF
STRENGTHS AND
OBSERVATIO DEFINITION EXAMPLES
WEAKNESSES
N
For example, a
Non-
researcher who wants to
participant
study “paghagot” could Both participant and non-participant
observation:
first watch parhagots observation can yield valuable or
the researcher
(i.e. non-participant detrimental observational data,
is separate
observation) to get an depending on your study. However,
from the
Participant vs. overview of how they do they are often most effective when
activity
Non- their job. used together to develop a more
Participant Then the researcher complete picture of what’s being
Observation could participate in studied.
Participant
“paghagot” (i.e.
observation:
participant observation)
the researcher
to directly interact with
is involved in
the ‘parhagot’ and learn
the activity
more about its internal
dynamics.
Simple vs. Simple The researcher counts

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 observation: Both of these forms of observation
the researcher are most valuable when used
how many students fail
collects together to understand details
mathematics class in a
simple within a bigger picture. For
specific grade level
numerical example, a researcher may combine
data simple observational data (how
many people attend a workshop)
with behavioral observational data
Behavioral (how actively people participate in
Observation Behavioral the workshop) to assess how
How engaging a lecturer
observation: effective a workshop is.
on Mathematics is or
the researcher
how motivated the
interprets Even seasoned professionals are
“failing students” are in
people’s susceptible to researcher bias —
the said subject matter?
behavior errors due to bias and mental
shortcuts. Watch out for these
shortcomings that can discredit
even the best surveys.
Direct Direct observation is valuable
observation: (e.g. they are watching because it offers real-time
the researcher students in the cafeteria information. Its weakness, however,
observes an at lunch to learn about is that it misses anything outside of
activity as it their eating habits) the observation.
happens
Direct vs.
The value in indirect observation
Indirect
Indirect lies in the fact that it is non-invasive
Observation (e.g. they examine the
observation: and people’s behavior will not be
trash left over after
the researcher affected by the presence of an
students’ lunches to
observes the observer. Its weakness, however, is
learn about their food
results of an that information collected could be
waste habits)
activity limited depending on what is being
indirectly observed.
Covert observation raises immediate
ethical issues (since people involved
Covert observation takes
Covert in a study should give informed
places when a researcher
observation: consent first). However, covert
is observing the activity
the researcher observation allows researchers to
in secret (perhaps
observes access groups that otherwise would
through a hidden video
secretly not participate in studies, allowing
camera).
researchers to expand knowledge on
Covert vs. lesser-known social groups.
Overt An advantage of overt observation
Observation is that it lets researchers be honest
Overt with participants and tell them
In overt observation, as
observation: they’re being observed. This avoids
the name describes, the
people know any ethical issues, like the lack of
people being observed
the researcher informed consent. However, a
know a researcher is
is observing related disadvantage is that the
observing them.
them participants understand the aims of
the observer, so they’re more likely
to alter their behavior.

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 Observational data is a valuable form of research that can give researchers information that
goes beyond numbers and statistics. In general, observation is a systematic way to collect data by
observing people in natural situations or settings. There are many different types of observation, each
with its strengths and weaknesses (Ferguson, 2018).

Should you collect observational data? Here are its advantages and disadvantages:

Observation allows researchers to create

Observation lets researchers view and test a and observe actual situations. For example,
hypothesis in the real world, making it less instead of using data to try and predict what
hypothetical than other data collection will happen when consumers pass a large
methods. product display, observation can gather
actual results.

PROS OF COLLECTING
OBSERVATIONAL
DATA

Observation is ideal for situations in Observation provides a more reliable

which nonverbal communication is measurement of actual behavior than
important for complete research. self-reported metrics.

Some forms of observational research don’t

Observational research can include a high always return an accurate demographic
degree of researcher bias — the observer is sample. For example, researchers are
human, and his/her subconscious opinions or sometimes left at the mercy of whoever was
biases can affect the analysis. available while the study took place, whether
or not that lines up with the larger
population.

CONS OF COLLECTING
OBSERVATIONAL DATA

Observation can be heavily dependent on Observation often only tells one part of the
interpretation. Since a researcher cannot story. Observing actions tells a researcher
“see” attitudes or thoughts, it can be difficult what people choose to do, but it doesn’t tell
to do accurate analysis on why people do why they chose to do it.
what they do from observation alone.

Source: Ferguson, 2018, https://humansofdata.atlan.com/2018/02/how-when-collect-observational-

data/

VI. PRACTICE TASKS

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 Practice Task 1

Code/Categories/Themes
Directions: Complete the table below. Think of possible preset codes/categories/themes for the
given questions.
Areas of Focus Codes/Categories/Themes

1. How do you deal with bullies?

2. What is the most preferred track of

incoming Grade 11 students?

3. What do you think is your secret in

your carpentry shop that keeps
customers coming back?

Practice Task 2

Directions: Analyze and comprehend the given interview transcription. Use codes in
order to identify patterns and themes.
Q1: What has motivated you to share, with so many people watching, all the personal parts of
your life?

A: My intention was never to become a tabloid. So when things kind of happened that way, it got
out of control. And then I was like, “Wait, none of this is true.” The way the media has sometimes
tried to explain things has made it sound really bad, when in reality there’s nothing wrong with the
fact that I needed to go away or that I fell in love. I had to start opening up because people were
taking away my narrative and it was killing me. I’m so young and I’m going to keep changing, and
no one has the right to tell me how my life’s going.

Source: https://www.interviewmagazine.com/culture/selena-gomez-amy-schumer-spring-2020

Practice Task 3
Directions: Provide the required information below. Refer to your proposed research study.

1. Proposed Study:
_______________________________________________________________________________
___
2. Conduct an interview using the questions on your questionnaires to start coding, and identify
themes and categories.
3. Write examples of transcript derived from the interview
Question:
_________________________________________________________________________
Interviewee 1:
_______________________________________________________________________________
___
Interviewee 2:
_______________________________________________________________________________
___
Interviewee 3:
_______________________________________________________________________________
___
4. What themes did you identify?

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 _______________________________________________________________________________
___

VII. POST TEST

Read and comprehend the questions below. Choose your answers from the given choices.
Write your answer/s in CAPITAL LETTER.
1. The method in establishing reliability where the same test is given to a group of respondents
twice is called _________.
A. stability B. sensitivity C. specificity D. speed
2. This involves the identification, examination, and interpretation of patterns and themes.
A. quantitative data analysis C. analysis
B. data analysis D. qualitative data analysis
3. Which of the following is the correct order of processes involving qualitative analysis?
________
I. Cleaning the data
II. Coding
III. Entering and organizing the data
IV. Focusing the analysis
V. Getting to know the data
VI. Identifying meaningful patterns and themes
VII. Interpreting the data
A. V, IV, II, III, I, VI, VII C. VII, VI, I, III, II, IV, V
B. I, III, V, II, IV, VI, VII D. VII, VI, IV, II, V, III, I

4. Which of the following type of observation does the researcher observes an activity as it
happens? _______
A. Participant observation C. Direct Observation
B. Non-participant observation D. Indirect observation

5. Which of the following is TRUE about observation as a type of data analysis method?
A. Observation lets researchers view and test a hypothesis in the real world, making it less
hypothetical than other data collection methods.
B. Observation provides a more reliable measurement of actual behavior than self-reported
metrics
C. Observational research can include a high degree of researcher bias — the observer is
human, and his/her subconscious opinions or biases can affect the analysis.
D. Observation often only tells one part of the story. Observing actions tells a researcher
what people choose to do, but it doesn’t tell why they chose to do it.

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11
I. Introduction
Welcome to your eighteenth module in EAPP! With your learning experiences in your
previous lessons, I am pretty much sure that you are now ready for the next topic.
Through this module, you would gain knowledge on how to summarize findings and execute
the reports through narrative and visual/graphic presentation. Moreover, this will teach you key points
that you can use in writing reports.
Now, let us begin your journey! Happy Writing!
II. Objective
 Summarizes findings and executes the report through narrative and visual
/graphic forms

III. Vocabulary List

Below are some essential words that you need to understand to fully appreciate the lesson.
Summary - Gives brief statement of the main points
Graphical Presentation - is a visual display of data and statistical results
Narrative - is a report of related events presented to listeners or readers, in words, arranged
in a logical sequence.

GENERAL DIRECTIONS: Read the instructions for every activity. Write your answers on your
ANSWER SHEETS.

IV. Pretest

Study the graph and the text below and answer the questions that follow.

The pie chart shows teenagers’ answers to a survey for New Normal Teenage Time magazine,
which asked them if they do anything else while they watch T.V. It can be seen that over three-
quarters of those surveyed do other things simultaneously.
Over half said they either ate or checked their mobile phone or tablet, while they were
watching TV, while perhaps unsurprisingly, only a few of teenagers said that they read, did exercise
or listened to music while watching TV. Eight percent talked to their families and another 8% said
they often did homework and watched TV at the same time. It is not clear in the pie chart if they did
more than one additional activity at once.

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 In conclusion it is evident that a large proportion of families watch TV while they are eating,
while almost a third of young people divide their attention between several screen at the same time.
These figure may reflect a general trend towards less formal family mealtimes and greater level of
multi-tasking. However, a significant number of teenagers still focus fully on the television when they
are watching.
1. The text summarizes teenagers' answers to ___ about their TV viewing habits.
A. one question B. two questions C. three questions
2. The proportion of teenagers that did something else while watching TV was ___.
A. more than 50 per cent B. more than 75 per cent C. more than 80 per cent
3. We don't know from the survey results ___ while watching TV.
A. what percentage of teenagers read
B. if teenagers talk to their families
C. if teenagers do more than one other activity
4. The top two activities done while watching TV could show ___.
A. a general trend B. a very surprising change
C. that teenagers’ habits are the same as they’ve always been
5. The proportion of teenagers that do nothing else while they watch TV is ___.
A. surprisingly small B. unknown C. significant
V. Learning Concepts

What did you do with the information you have gathered

from the survey?
Is the result too long and difficult to analyze?

After a series of making a survey, distributing and gathering data, now is time for you to
make a summary of what you have found. These are the key points you need to follow to make your
findings understandable and reliable.
Here are some techniques to differentiate your own research from previous research in your
writing (these are suggestions not rules, and your best guide is to see how other writers in your
discipline do this.).

Use the first person to describe the findings Ex. My data shows…
Consistently use this to refer to your own Ex. This study…
research and refer to previous research by name, The findings of this research…
place or time Smith and Geva found that…
A previous study in Belgrade

Make reference to similarities or differences in Ex.

approach or findings Similar research carried out in the 1980s
showed that…

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 Use the present perfect tense to highlight the Ex.
recent relevance of your research in comparison The study has shown a prevalence rate of 2.5
with earlier research, referring to it in the which is greater than that found by Smith and
sample. Geva in their Belgrade study.

USING CAUTIOUS LANGUAGE

Discussing results and drawing conclusions involve making claims about interpretation,
significance and applicability. This is done within a research tradition where existing knowledge is
always being modified in the light of new results. As a researcher, you are expected to distinguish
carefully between:
Knowledge you are sure because you have reliable evidence for it
Other knowledge you are less sure of
Other knowledge you think is only within the realms of possibility
Therefore, very strong claims, like the one below, are rare in academic writing.
Reducing fat intake lowers the risk of heart disease.
A claim like this which implies that the statement is true in every case cannot be supported
with evidence. Claims should therefore be specific and precise and the level of certainty must match
the level of evidence.
There are many methods used in academic writing to qualify claim.
1. Indicate the degree of probability (note how the claim progressively weakens)

It is certain that
It is very probable / highly likely that
It is likely that reducing fat intake lowers
the risk of heart disease
It is possible that
It is unlikely that

Reducing fat intake lowers the risk lowers the risk of heart disease.
Reducing fat intake could/might lower the risk of heart disease
Reducing fat intake may lower the risk of heart disease.

2. Distance yourself a.) from the claim

Reducing fat intake appears to lower the risk of heart disease.

It seems that reducing fat intake lowers the risk of heart disease.
Some researchers suggest that reducing fat intake lowers the risk of heart disease.

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Or b.) from the data, by showing its limitations:

Some studies indicate that reducing fat intake lowers the risk of heart disease.
For this age group, reducing fat intake lowers the risk of heart disease.
In most of cases studied, reducing fat intake lowered the risk of heart disease .

3. Use a qualifying verb

Reducing fat intake tends to lower the risk of heart disease.

Reducing fat intake contributes to lowering the risk of heart disease.

4. In practice, a combination of these methods is often used.

The majority of studies indicate that for this age group, reducing fat intake
contributes to lowering the risk of heart disease.

A survey is a research method for collecting information from a selected group of people
using a standardized questionnaires or interviews. It is also a means of obtaining information not
generally available under other circumstances, and are often used in Social Sciences. Questionnaire is
just one part of the survey.
What is a questionnaire?
A list of survey questions asked to respondents to extract specific information. Questionnaire
is the data collection component of overall survey.
Are questionnaire and survey the same?
Very often, the questionnaire and survey are used to mean the same thing. But there is an
important distinction between them: SURVEY describes the process of conducting a research, which
includes the series of 7 steps, while the questionnaire is one part of the survey process.
We are all observers in our walking hours, but there are characteristics of scientific
observations that distinguish them from our everyday observations. One of the most important is that
scientific observations should be recorded immediately in a notebook. In discussion observation, we
are referring not only to observation but also to data collected by. Observation involves selection and
description
So you have just conducted a Survey and want to show your results in the best way possible?
To be able to create and present an organized picture of information from a research report, it
is important to use certain techniques to communicate findings and interpretations of research studies
into visual form. The common techniques being used to display results are tabular, textual and
graphical methods.
Before the actual presentation of data, these non-prose forms must be properly introduced or
described.
Some ways of introducing graphs are as follows:

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 1. The pie graph presented in Figure 2 shows the total number of enrolled Grade 11 senior
high school students for school year 2014-2015.
2. The bar graph in Figure 1 presents the level of performance of senior high school students
in different subjects such as English, Mathematics, Social Science, and Management.
3. Table 9, entitled “Weighted Mean of the Response of the Grade-VI Teachers Regarding
Clinical Supervision during Post-Conference,” appears on page 34.
4. Table 4, below shows the weighted mean of the level of validity of test papers in terms of
hierarchy of taxonomy.
Tables- Sometimes, you can simply report the information in a table. Tables provide exact
values and illustrate results efficiently as they enable the researcher to present a large amount of
space. The data, usually shown as specific numerical figures, are arranged in an orderly display of row
and columns to aid in comparison. Therefore, the readability of both the results and analyses of
variance is enhanced.
The following must be observed in the use of table:
1. Precise values are better than rounded-off values for they may display patterns and
exceptions.
2. Comparing numbers down a column is better than a cross row.
3. Column and row averages provide a visual focus that allows easy inspection of data
After the presentation of the table, there is a need for a written analysis. The use of different
colors is also encouraged for every column or row to make the data stand out.
Tables can be used in the following scenarios:
1. A single category is to be presented in different points. One example is the category of
performance at different points. One example is the category of performance at different
levels.
2. An exact value like the weighted mean or frequency must be emphasized.
3. The data set contains few numbers.
A good table should include the following parts
1. Title Number and Title-These are places above the table. The title is usually written right
after the table number.
2. Caption Subhead- this refers to columns and rows
3. Body- It contains all the data under each subhead
4. Source- It indicates if the data is secondary and it should be acknowledged
How are we going to summarize findings from a report using Tables?
Table 21.1. Sample Weighted Mean of the Responses of the Grade-VI Teachers Regarding Clinical
Supervision during Post-Conference.

Weighted
Behavioral Responses Verbal Interpretation
Mean
1. Accepts all comments and suggestions of
4.49 Very Apparent
the supervisor.
2. Reacts positively to the feedbacks 4.85 Very Apparent
3. Feels nervous 3.03 Apparent
4. Responds normally, thinking of clinical
3.97 Satisfactory Apparent
supervision as a regular process.

16
 5. Shows gratitude to the supervisor for the
4.67 Very Apparent
pointers given to improve certain areas
Average Weighted Mean 4.2 Very Apparent

“Reacts positively to the feedback” is the indicator with highest weighted mean of 4.85 with an
interpretation of “Very Apparent” while the indicator ; “Feels nervous”, has the lowest weighted
mean of 3.03 and is verbally interpreted as “Apparent”. This variable has an average weighted mean
of 4.2 and verbally interpreted “Very Apparent”
Table 2
Profile of Students According to Gender

Gender Frequency Percentage

Male 120 40%
Female 180 60%
Total 300 100%
Among 300 respondents , 120 (40%) are males and 180 (60%) are females)
Graphical Method of Presenting the Data
A graph or chart portrays the visual presentation of data using symbols, such as lines, dots,
bars or slices. It depicts a trend of a certain set of measurements or shows comparison between two or
more sets of data or quantities
How about summarizing information using a pie graph?
A pie chart is usually used to show how parts of a whole compare to each other and to the whole.
The entire circle represents the total and the parts are proportional to the amount of the total they
represent.

600

1200

1400

First Second Summer

Figure 21.1. Sample Total Population of Enrollment of Senior High School (Grade 11) Students for
School Year 2014-2015
The Pie graph shows that the highest enrollment of senior high school (grade 11) student is recorded
in the second semester of school year 2014-2015 with 1400 enrollees while the lowest enrollment is
listed in the summer term with 600 enrollees.
A bar graph uses bars to compare categories of data. It may be drawn vertically or horizontally.

17
A vertical bar graph is best to use when comparing mean s or percentages between distinct
categories. The categories are measured independently and compared with one another.
A horizontal bar graph may contain more than five categories. A bar graph is plotted on either the x-
axis or y-axis.
100
90
80
70
60
Grade (%)
50
40
30
20
10
0
English Mathematics Social Science Management
Axis Title

Figure 21.2. Sample Level of Performance (%) of Senior High School (Grade 11) Students in Various
Subjects
The bar graph shows that the senior high school (Grade 11) students has the highest level of
performance in their Management subject with an average grade of 95% while the English subject
has the lowest level of performance with an average grade of 75%. The two subjects, Mathematics
and Social Science, have performance level between the average grades of 80% to 85%.
Line Graph / Time Series is a graphical presentation of data that shows a continuous change
or trend. It may show an ascending or descending trend.
The graph below shows how people buy music. Summarize the information by selecting and reporting
the main features, and make comparisons where relevant.

The graph illustrates trends in music buying habits between 2011 and 2018. It presents three
different methods: streaming, downloading and buying CDs.
Overall, both downloads and physical sales of music have steadily declined. The latter has
slumped since 2011, while the downturn for the former began in 2014. However, there has been a
sharp rise in people streaming music since 2013.
In 2011, the majority of music sales were of CDs, at 55% of all sales. In contrast, streaming
was not common at all at only 5%. Also, although people had started to download music, it only
represented 35% of sales. As sales of CDs began to fall, downloads started to rise. They rose steadily
and downloads overtook physical sales in mid-2013. During the same period, streaming doubled to
10% but then it started to grow more dramatically.

18
 Downloads peaked in 2014 at about 43% of sales but fell to 30% by 2018. This was slightly
higher than physical sales, which shrank to 25%. Streaming, on the other hand, overtook both of them
and accounted for just over 40% of sales in 2018.

VI. Practice Tasks

A. Practice Task 1: Trial Stage

Given the following data, create the appropriate graph for each item.

1. There are 42, 036 barangays in the Philippines. The largest barangay in terms of
population size in Barangay 176 in Caloocan City with 247 thousand persons. It
is followed by Commonwealth in Quezon City (198, 295) and Batasan Hills in
Quezon City (161, 409). Twelve other barangays posted a population size of
more than a hundred thousand persons.
2. Enrollment of Mabait National High School.

2016- 650
2017-1,000
2018- 800
2019- 1,500
2020- 1,200

3. When asked of the preferred distance learning modalities, these are the
percentage of the answers of the 100 students from Fortitude Senior High School.
25%- Modular Learning
5%- Online Learning
10%- Television
5%- radio
55%- blended learning

B. Practice Task 2: Rehearsal Stage

You are going to use the graphical presentation you have made in practice
task 1 in this activity. Write a summary of your findings based on the graphs.
(Choose 1 graph which you prefer.)

C. Practice Task 3. Challenger Stage

Given the following data below, create a summary of your findings.

Amount of
Time Spent Daily Average Grade Amount of Time Time Spent
on Homework for the class Spent Daily Daily Doing
(min.) (%) Watching TV Chores
(min)

19
 September 85 73% 64 30
October 79 73% 116 35
November 48 75% 183 32
December 15 70% 212 37
January 39 68% 205 29
February 8 66% 215 28
March 10 69% 198 32
April 14 70% 168 33
May 26 72% 83 28
June 3 71% 45 20

VII. Post-Test
Create a one-paragraph summary of your findings based on the graphical presentation presented
below.
A.

B.

Assignment: HOME BOUND!

20
 Conduct a survey to every member of your family. Ask them what their usual new normal
activity at home is. Gather their answers and create a graphical presentation together with a
summarized findings of the said survey.

21
22
 Writing Various Reports
A. Survey Report B. Science Lab Report C. Field Report

I. INTRODUCTION

People have always been narrating what they did for the day. Children for example tell
their parents about their experiences in school. Students tell their teachers why they were absent or
late in the class, and we all want to know the why's and the how's of celebrity successes,
failures, break-ups, reconciliations and so on. In short, every human being has done some informal
reporting. Once this verbal ability is used to tell about surveys conducted; work done out there
in the field; experiments performed inside the laboratory; observations noted systematically;
and inventions, inquiries, and others resulting from technological advances and research – a
structured presentation is in order.

II. OBJECTIVE

-Writes various reports

a. Survey Report
b. Science Laboratory Report
c. Field Report

III. VOCABULARY LIST

● Survey report is a paper which presents the results of the author’s research.

● Field Report is usually used in the field of social sciences to link theory and application. It
contains the author’s observation when out on the field and analysis using theoretical
concepts from the discipline. Filed report can be personal and simple.
● Laboratory or Scientific Technical Report is written by those in the sciences mainly to
persuade others to accept or reject hypothesis, record the details for future researchers, and
document a current phenomenon for the future references.

GENERAL DIRECTIONS: Read the instructions for every activity. Write your answers on your
ANSWER SHEETS.
IV. PRETEST
A. Instructions: Arrange the following parts/sections as it comes in a survey report and
complete the given flow chart.
Abstract – Background – Statement of the problem – Materials – Method or Procedure – Results –
Discussion – Summary – Conclusion – and Recommendation – Introduction.

Abstract 2 3 4

10 Materials

9 Discussion 7 6
23
B. Instructions: Read each statement carefully. Write True if the statement is
correct and False if the statement is incorrect.

1.The single most important requirement for a laboratory report is clarity.

2. One function of a laboratory report is to read the data, present conclusion, and make
recommendations based on the experimental work.

3. The cover sheet has the course number and assigned lab section, the title of the
experiment, your name, your lab partner’s names, the date that the lab was performed
and your Teacher’s name.

4. The Lab Report structure begins with a Cover Sheet, Abstract, Data Sheets, Graphs,
Sample Calculations and Discussion of results.

5. The most important part of the Lab Report is the Sample Calculations.

V. LEARNING CONCEPT

General Guidelines for Writing the Survey/ Field/ Laboratory/ Scientific/ Technical
Report

1. Value Communicated

 Objective, accurate, and honest presentation of facts and results

2. Basic Content
a. May consist of eyewitness accounts or first- hand information
b. May contain facts, data, figures, or statistics on or from people, events, phenomena,
structure, experiments, questionnaires, interviews, and library research
c. May include materials and procedures or methods
3. Modes of Ordering
a. Chronological or time order
b. Geographical or space/spatial
c. Logical – inductive and deductive
d. Problem – Solution
e. Cause and Effect
f. Formal
4. Basic Qualities of a Good Report
a. Objective not subjective point of view
b. Accurate, not sloppy presentation of facts, numbers, statistics, and data.
c. Honest, not false or incomplete details and results
d. Brief and direct sentences According to; Laurel, Lucero, and Cruz (2016)

How to Write a Survey Report

After conducting a survey, all you need to do is to write the survey report. It describes the
survey, its results, and any patterns or trends found in the survey. Most survey reports follow a
standard organization, broken up under certain headings. Each section has a specific purpose.

24
● Step 1 Divide the report into separate sections with headings. There might be slight difference
between reports, but the headings are typically the same.

Abstract – Introduction - Background – Statement of the Problem – Materials – Method or

Procedure – Results – Discussion - Summary – Conclusion, and Recommendations.

● Step 2 One-to-Two-page summary paraphrasing the report. A summary condenses the main
points of the report into few pages. It should include:
. Methodology
. Key results of the survey
. Conclusions drawn from the results of the survey.
. Recommendations based on the results of the survey.
● Step 3 State the objectives of the survey in the background section. Start the section by
saying why the survey was conducted. Explain the hypothesis and goals of the survey.
It contains the target population: Who is being studied, Variables of the study: What is
the survey trying to study? Is the study looking for associations or relationships between two
things? And the purpose of the study: How will this information be used? What new
information can this survey help us realize?

● Step 4 Provide background information by explaining similar research and studies. This
research can help you determine if your survey results support current beliefs on the topic or
disagree with them. Write 2 or more pages explaining the issue and how other researches
have approached it.
● Step 5 Explain the Method and Results
Explain how the study was conducted in the methodology section. This section helps
readers understand how the survey was conducted. This section may be several pages long.

Who did you ask? How can you define the gender, age, and other characteristics?
Did you do the survey over email, telephone, website or 1-on-1 interview? Were the
participants randomly chosen or selected for a certain reason?
How large was the sample size? How many people answered the results of the survey?

● Step 6 Describe what type of questions were asked in the methodology section. Common
types of questions include multiple choice, interviews, and rating scales. Describe the general
theme of the questions. Example “Participants were asked to answer questions about their
daily routine and dietary practices.
● Step 7 Report the results of the survey in a separate section. Once you have detailed the
methodology of the survey in full, start a new section that shows the results of the survey.
This section is usually several pages long.
● Step 8 Point out any interesting trends in the results section. To help your readers understand
the significance of your survey, highlight the interesting patterns, trends, or observations.
● Step 9 Analyze your results
State the implications of your survey at the beginning of the conclusion. At the
beginning of this section, write a paragraph that summarizes the key takeaway points of your
survey. Ask yourself what readers should learn from the survey.

25
● Step 10 Make recommendations about what needs to be done about the issue. Once you have
reported the results of the survey, state what the reader should take away from the survey.
What does the data imply? What action should people take based on the results? This part
might be few pages long.

Example: More research needs to be done on this topic or

Current guidelines or policy need to be changed.

The company or institution needs to take action.

● Step 11 Include graphs, charts, surveys, and testimonies in the appendices
● Step 12 Polish your report

Add a title page and table of contents to the first 2 pages, cite your research according to the
style required for the survey report, Adopt a clear, objective voice throughout the paper.
Remember that your job is to report the results of the survey. Try not to cast judgement on the
participants or the survey results. Write in a concise, simple, sentences. State the information in
the simplest way possible. Revise your paper thoroughly before submitting. According to;
Laurel, Lucero, and Cruz (2016)

Laboratory or scientific technical report

Laboratory or scientific technical report is written by those in the sciences mainly to persuade
others to accept or reject a hypothesis, record the details for future researches, and document a
current phenomenon for future reference or comparison. (Laurel et.al., 2016)

Guidelines for Lab reports

A laboratory report has three main functions:
1. To provide a record of the experiments and raw data included in the report.
2. To provide sufficient information to reproduce or extend the data, and
3. To analyze the data, present conclusions and make recommendations based on the
experimental work.
General Comments
The most important requirement for a laboratory report is clarity. In short, a report
should be readable therefore spelling and grammar must be correct.

Lab Report Structure

I. Cover Sheet
This page has the course number and assigned lab section, the title of the
experiment, your name, your lab partner’s names, the date that the lab was
performed and your TA’s name.

II. Abstract
The purpose of this page is to help a reader decide if your paper is of interest to
him/her. (This section is the executive summary in a corporation or government report; it is
often the only section that a manager reads.) The abstract should be able to stand by itself,
and it should be brief. Generally, it consists of three parts which answer these questions:

26
 ✔ What did you do? - A statement of the purpose of the experiment, a concise
description of the experiment and physics principles investigated.
✔ What were your results? – Highlight the most significant results of the
experiment.
✔ What do these results tell you? – depending on the type of experiment, this is
conclusions and implications of the results or it may be lessons learned from
the experiment.

Note: Write the abstract after all the other sections are completed. You need to know all
in your report before you can write a summary of it.
III. Data Sheets
For each experiment, the lab manual has one or more data sheets for recording raw
data, as well as intermediate and final data values. These are not for doodling, but for
recording your data. Record the data neatly in pen. If your data values are so sloppily
recorded that you must recopy them, then the accuracy of the data is questionable.
This fact will be reflected in your laboratory performance score. If there is a mistake,
then draw a single line through that value. “White – Out” and similar covering agents
are expressly forbidden.
The values that you record on your data sheet must have:
• Units (such as kg for kilograms)
• Reasonable uncertainty estimates for given instruments and
procedures
• Precision consistent with uncertainty (proper significant digits)
• Propagation of error for calculated quantities
• Your lab instructor’s initials
If you happen to forget your lab manual, then you will take your data on notebook
paper. Your lab instructor will initial that as your data sheet, and you will turn that in
with your lab report as well as your own data sheet from the lab manual.
IV. Graphs
You must follow the guidelines in the lab manual for all graphs. The first
graphs of the semester must be made by hand, not computer software. After your lab
instructor gives permission, you may use computer software to make graphs. Those
graphs must also conform to the guidelines in the lab manual. Remember that when
plotting data with units, both the slope and intercept of a graph also have units.
V. Sample Calculations
Show calculations in a neat and orderly outline form. Include a brief
description of the calculation, the equation, numbers from your data substituted into
the equation and the result. Do not include the intermediate steps. Numbers in the
sample calculations must agree with what you recorded in your data sheet. For
calculations repeated many times, you only include one sample calculation. Answers
should have the proper number of significant figures and units. Typing the equation
into the lab report is not required; it is easier and faster to print these calculations
neatly by hand. If you wish to type this section, then use the equation editor in
Microsoft Word. Your Lab instructor can give you information on using the equation
editor. Laurel et al., (2016)
VI. Discussion of Results

27
 This is the most important part of the lab report; it is where you analyze the data. (In
the future, you may not actually collect data; a lab technician or other people may
collect the raw data. Regardless of your discipline, the most challenging and
rewarding part of your work will be analyzing the data.) Begin the discussion with the
experimental purpose and briefly summarize the basic idea of the experiment with
emphasis on the measurements you made and transition to discussing the results.
State only the key results (with uncertainty and units) quantitatively with numerical
values; do not provide intermediate quantities. Your discussion should address
questions such as:
• What is the relationship between your measurements and your results?
• What trends were observable?
• What can you conclude from the graphs that you made?
• How did the independent variables affect the dependent variables? (For
example, did an increase in a given measured (independent) variable result
an increase or decrease in the associated calculated (dependent) variable?

Then describe how your experimental results substantiate /agree with the theory.
(This is not a single statement that your results agree or disagree with the theory.) When
comparison values are available, discuss the agreement using either uncertainty and/or
percent differences. This leads into the discussion of the sources of error. In your discussion
of sources of error, you should discuss all those things that affect your measurement, but
which you can’t do anything about given the time and equipment constraints of this
laboratory. Included in this would be a description of sources of error in your measurement
that bias your result (e.g. friction in pulleys that are assumed frictionless in the formula). Your
analysis should describe the qualitative effect of each source of error (e.g. friction slowed
motion, causing a smaller value of acceleration to be measured) and, where possible, provide
an estimate of the magnitude of the errors they could induce. Describe only the prominent
sources of error in the experiment. For example, the precision of the triple balance beam, a
fraction of a gram, compared to the 250.0 g lab cart is not significant. Note that a tabulation of
all possible errors without any discussion of qualitative effect of the error will receive no
credit. Your discussion should address questions such as:
• Are the deviations due to error / uncertainty in the experimental method, or
are they due to idealizations inherent in the theory (or both)?

• If the deviations are due to experimental uncertainties, can you think of ways
to decrease the amount of uncertainty.
• If the deviations are due to idealizations in the theory, what factors has the
theory, neglected to consider? Laurel et al., (2016)
The following template maybe helpful to you in writing your Lab Report.
Name ________________
Date of Lab ___________
Partner’s last names _____________
Title___________________
Abstract
An abstract is a short summary giving the most important information about your experiment.
It should be brief and include the following:
Title: should be descriptive of the content.

28
 Objective: 1 or 2 sentences telling why this study is important. This should include
your question. That is, what you are testing and why is this important.
Hypothesis: 1 sentence stating the hypothesis that you are testing.
Methods: 2-3 sentences. A brief summary of your procedure explaining: How exactly
did you set up the experiment?
Results: 1-2 sentences. Briefly tell what your data reveals. Quantify your results.
Example 90% of the plants grew in 2 weeks.
Conclusion: 1-2 sentences. Summarize your results, be specific. Was the hypothesis
supported or not?
Data and Observation
Displays data in organized manner such as charts, graphs, illustrations, etc. and brief
statements describing data displays.

Analysis of Data:
Gives the reader quantitative interpretation of the data. That is comparison using
percentage, ratio, and statistical results.
Calculations
Show work, include units, and clearly label your results
Discussion of Results:
. States if hypothesis (es) have been supported or rejected by the results of the study.
. Discuss why the hypothesis (es) are supported or rejected, using the data analysis as
evidence.
. Discuss any problems that may have altered results such as a constant variable that
could not be controlled, human error, or error due to instrumentation etc.
. suggests future questions for research concerning this study, or suggestions for
further investigations. Source: Pinterest

Note: Lab reports should be written on a bond paper, typed, double spaced,
Times New Roman print, 12 font, 1 inch margins, pages numbered. Each heading is
bold, capitalized and underlined.

Field Report
A field report is usually used in the field of social sciences to link theory and application. It
usually contains the author’s observations when out on the field and an analysis using theoretical
concepts from the discipline. Although research papers are formal in tone and style, field reports can
be personal and simple (Barrot, 2016)
The purpose of a field report in the social sciences is to describe the observation of people,
places, and/or events and to analyze that observation data in order to identify and categorize
common themes in relation to the research problem underpinning the study. The content represents
the researcher’s interpretation of meaning found in data that has been gathered during one or more
observational events. Source: USC Libraries.

Every day, we try to observe people, events, places, etc., but when we write a field report, our
responsibility is to conduct a research from data gathered, observation, findings and interpretation of
their meaning.
Here are some important things to remember when writing a field report:

Systematically observe and accurately record the varying aspects of a situation. Keep in
mind what you will observe, where you should conduct your observations, and the
method by which you will collect and record your data.

Continuously analyze your observations. Always look for the meaning underlying the
actions you observe. Ask yourself: What’s going on here? What does this observed
activity mean? What else does this relate to?
29
Keep the report’s aims in mind while you are observing. Focus and pay attention to
details, observation site or field, with a clear plan about what you want to observe and
record in relation to the research problem.
 How to record your observations
1. Note Taking
2. Photography
3. Video and Audio Recordings
4. Illustrations/Drawings

What are the things to be documented while observing?

● Physical setting. The characteristics of an occupied space and the human use of the space
where the observations are being conducted
● Objects and material culture. The presence, placement and arrangement of

Objects that impact the behavior or actions of those being observed.

● Use of language. Listen to what is being said, how is it being said, and the tone of
conversations among participants.

Behavior cycles. This refers to documenting when and who performs what behavior or task
and how often they occur. Record at which stage this behavior is occurring within the setting.
The order in which events unfold. Note sequential patterns of behavior or the moment when
actions or events take place and their significance and moments that diverge from these
sequential patterns of behavior or actions.
Physical characteristics of subjects. If relevant, note personal characteristics of individuals
being observed.
Expressive body movements. This would include body posture or facial expressions.
The Structure and writing Style
Most field reports in social sciences include the following elements
I. Introduction

It should describe the research problem, the specific objectives of your research
and the important theories or concepts behind your field of study. It tells about the nature of
the organization or setting where you are conducting the observation, what type of
observations you have conducted, what your focus was, when you observed, and the methods
you used for collecting the data. Also, your reasons why you chose the observation site and
the people or events within it. You should also include a review of related literature to the
research problem then conclude your introduction with a statement about how the rest of the
paper is organized.
II. Description of Activities

30
 Provide enough details to place the analysis that will follow into proper context. A useful
method to thoroughly describe varying aspects of an observed situation is to answer the
“Five W’s of Investigative Reporting.

What – describe what you observed. Ex. As a student, what is your impression of
using ICT such as Computer and Projector as a tool in learning research
subject?

Where - Provide information about the setting of your observation. Example

arrangement or groupings of students in a class in relation to student-
teacher learning interaction.

When - Record factual data on the day and the beginning and ending time of each
observation.

Who - Note background and demographic information about individuals being observed ex.
Age, gender, ethnicity etc. Record also who is doing what and saying what, as well
as who is not doing or saying what.
Why - Describe the reasons for selecting situations to observe. Note why something
happened.
III. Interpretation and Analysis

Place the analysis and interpretations of your field observations within the larger
context of the theoretical assumptions and issues you described in the introduction.
Here are some questions to ask when analyzing your observations:
✔ What is the meaning of what you have observed?
✔ Why do you think what you have observed happened? What evidence do you
have for your reasoning?
✔ What events or behaviors were typical or widespread? If appropriate, what was
unusual or out of the ordinary?
✔ Do you see any connections or patterns in what you observed?
✔ Why did the people you observed proceed with an action in the way that they
did? What are the implications of this?
✔ Did the stated or implicit objectives of what you are observing match to what was
achieved?
✔ What were the strengths and weaknesses of the observations you recorded?
✔ Did you see connections between what you observed, and the findings of similar
studies identified from your review of related literature?
✔ Have you learned something from what you observed?

IV. Conclusion and Recommendations

It is the summary of the entire study which emphasize the importance of your
observations. You should also include your recommendations based on the results of
the study. The conclusion should not be more than two or three paragraphs.
V. Appendix
This is where you would place information that is not essential to explaining your
findings but supports your analysis, validates the conclusions and the reader

31
 understand the overall report. Ex. Figures, tables, graphs, charts, statistics, pictures,
maps etc.

VI. References
List all sources that you consulted and gathered information from while writing
your field report.

VI. PRACTICE TASKS

PRACTICE TASK I

Instructions: Read the sample report, “Fast-Food Addiction”. Answer the following
comprehension questions.

Sample Report
Fast – Food Addiction
1.) It is no secret that the US is leading the world in its swelling obesity. The nation is subsisting
on a diet of high-calorie convenience food. In fact, Americans have increased their spending
on fast – food items from $6 billion to nearly $160 billion annually over the past four
decades. What may come as a shock, however, is the accumulation of evidence suggesting
that the main ingredients in the typical “hamburger, fries, and cola” are addictive compounds
that keep customers lining up for their next fix.
2.) The key culprits are sugar and fat. Empirical studies reveal that the heavy dosage of these
substances in today’s super-sized standard of a fast –food meal can trigger brain activity
similar to that endured when a person is on hard drugs. A representative individual serving at
McDonald’s or Burger King can dish out up to 2000 calories, including more than a cup of
sugar and 84 grams of fat. Single – handedly, this meal sized portion meets the full daily
caloric requirement for the average woman. Moreover, it exceeds the recommended daily
allowances of both sugar and fat for any adult, regardless of gender.
3.) Whereas heroin is an opiate, both sugar and fat stimulate endogenous opioids such as beta –
endorphins in the hypothalamus, just above the brain stem. These naturally occurring
painkillers activate the release of dopamine, a neurotransmitter, into a small cluster of cells
located in the midbrain called the nucleus acumens. Here, dopamine functions to elicit
feelings of pleasure or euphoria. What’s more, it motivates an individual to proactively repeat
any action that originally fueled its production. In the case of sugar and fat, purported
addiction is a consequence of the body craving the release of dopamine inherent in their
consumption.
4.) To validate reports that fat and sugar behave in a drug –like fashion, researchers have
conducted laboratory studies demonstrating that they induce classic addictive symptoms. For
example, eliminating sugar from the nutritional regime of rats that are used to a primarily
sweet diet produced anxiety asymptomatic of heroin and nicotine withdrawal. Moreover,
increased tolerance to addictive food substances was noted. In one experiment, rats were fed a
chocolate drink containing a high ratio of both fat and sugar. Although the animals were
found to ingest increasing amounts of the potent liquid, their total production, of resulting
brain opiates was, in fact, diminished. This would suggest that the rodents had become
progressively more tolerant to the effects of fat and sugar. Furthermore, it is likely they would
subsequently require a greater quantity in order to achieve the same high.

32
 Likewise, in humans, brain-imaging scans of obese and non-obese persons illustrate
that the heftier the individual, the fewer dopamine receptors are present. Researchers are
uncertain whether this is the basis or the outcome of obesity. However, as weight rises,
individuals need to consume increasingly larger portions to experience a comparable euphoric
effect. (Laurel, M., Lucero, A., & Cruz, R.,2016).

Comprehension Questions

1. What is the main issue in the introductory paragraph?

Answer: ______________________________________.
2. In the next paragraph, what are considered as the culprits?
Answer: _______________________________________.
3. How many calories are there in a serving of burger? How many calories a day is required
of the average woman?
Answer: _______________________________________________.
4. Draw a diagram based on paragraph 3 showing the path from sugar and fats in the body to
addiction.
Answer: _____________________________________________.
5. Based on paragraph 4, what are two scientific proofs that sugar and fat behave like drugs
causing addiction.
Answer: _____________________________________________.
6. How did the author conclude the report?
Answer: ____________________________________________
7. What caution was suggested in the conclusion?
Answer: ______________________________________________.

PRACTICE TASK II
Instructions: From the sample report, ‘Fast-Food Addiction”, fill in the blank with
the correct content.

1. Statement of the Problem 1.

2. Cause of the Problem 2.

3. Analysis of the cause 3.

4. Proof 4.

5. Application of the research 5.

33
 PRACTICE TASK III
Instruction: Write at least 5 - sentence summary of the sample report.

Example:

1. Obesity is caused by fast-food addiction.

2. _________________________________.
3. _________________________________.
4. _________________________________.
5. _________________________________.

PRACTICE TASK IV
Using the table below, prepare a substitute meal and snack for the usual fast food items. Be
guided by the given sample.
Fast – food meal/snacks Substitute

Chicken, rice, Cola or soft drinks Fish or vegetable, rice, fresh fruit juice

VII. POST TEST

Interview at least three (3) neighbors about the kind of food that they eat every day.
Write a report comparing the nutritional value of their food intake. Follow the
structure, steps and guidelines in writing a survey report.

VIII. ASSIGNMENT

Interview or observe at least two people (at home or a neighbor) – one who has
gained pounds, and another who has lost some. Then, let each one writes two
separate reports on the noted respective regimens. Let them include diets,
exercises, and other practices.

34
 REFERENCES:
WEB/ONLINE REFERENCES
1. https://www.wallacefoundation.org/knowledge-center/Documents/Workbook-I-
Quantitative-Analysis.pdf
2. https://www.interviewmagazine.com/culture/selena-gomez-amy-schumer-spring-2020
3. https://humansofdata.atlan.com/2018/02/how-when-collect-observational-
data/
4. https://www.questionpro.com/blog/quantitative-data/
5. https://libguides.macalester.edu/data3
6. http://learningstore.uwex.edu/assets/pdfs/g3658-12.pdf.
http://learningstore.uwex.edu/assets/pdfs/g3658-12.pdf

BOOK REFERENCES:
Bhattacherjee, Anol. “Social Science Research: Principles, Methods, and Practices.”
2012
Black, T. Doing Quantitative Research in the Social Sciences. London City: SAGE
Publications, 1999
Crewell, John W. Qualitative Inquiry & Research Design: Choosing Among Five
Approaches, 2ND ed. Thousand Oaks, CA: Sage, 2007
Ferguson, NancyK. “Conducting Observation: A Practical Guide For School
Councelor”. ASCA 12, n0. 8 (2018): 567 -575.
Ferguson, Nancy K. “Conducting Qualitative Research: A Practical Guide For
School Councelor”. ASCA 9, n0. 5 (2006): 367 -375.
Madrigal, D., and B. McClain. “Strengths and Weaknesses of Quantitative and
Qualitative Research.” 2012
Strauss, Anselm, and Juliet Corbin. Basics of Qualitative Research: Grounded
Theory Procedures and Techniques. 1ST ed. Newbury Park, CA: Sage, 1990
Taylor-Powell, Ellen, and Marcus Renner. Analyzing Qualitative Data. Madison,
Wisconsin: University of Wisconsin-Extension: Program Development and
Evaluation, 2003.
Evans, D., & Gruba, P. (2002). How to Write a Better Thesis (2nd ed.) Parkville: Melbourne University Press.
Golden-Biddle, K, & Locke, K. (1997). Composing Qualitative Research Thousand Oaks. Sage Publications.
Silverman, D. (2005). Doing Qualitative Research: A Practical Handbook (2nd ed.). London. Sage, Publications.
Swales, J.M, & Feak, C.B. (2004). Academic Writing for Graduate Students (2nd ed.) Ann Arbor University of
Michigan
Reading Texts:
Alignay, M.S. (2016 Sept. 24). When family time becomes gadget time. Manila Bulletin. Available at:
https://mb.com.ph/2016/09/24/when-family-time-becomes-gadget-time/
Belarmino, M. (2015 May 19). Positive discipline: The new way of parenting. Rappler.com. Available at:
https://rappler.com/voices/ispeak/positive-discipline-new-way-parenting.
Layug, F.F. (2020 Jul 8). Facing the new challenges in the new normal. Sun.Star Pampanga, p.10.

35
National Disaster Risk Reduction and Management Council. (15 Nov. 2019). Situational report no. 13. Re:
Preparedness measures and effects of typhoon “Quiel” (I.N. Nakri) and tail-end of a cold front (TECF).
NDRRMC, Camp Aguinaldo, Quezon City, Philippines.
Images:
Call Out Clipart, Transparent PNG Clipart Images Free Download. Accessed from <
https://images.app.goo.gl/wLgLi1FZsuezEX4t5>
Clipart Exercise Plank - Push Up Clip Art Transparent Cartoon. Accessed from
<https://images.app.goo.gl/SZmvFX17M3YqavUq9> and <https://www.jing.fm/iclipt/ThRbho/>
Cartoon alarm clock. Accessed from https://images.app.goo.gl/TpLdGdjsXeP8uX3j8 and
<https://www.vectorstock.com/royalty-free-vector/cartoon-alarm-clock-vector-482029>
Confused Smiley Face Clip Art Clipart - Question Mark Smiley Face. Accessed from
https://www.clipartmax.com/middle/m2K9A0m2Z5m2A0b1_confused-smiley-face-clip-art-clipart-
question-mark-smiley-face/
Let's Discuss Bitmoji. Accessed from <https://www.clipartmax.com/middle/m2H7N4N4A0i8A0K9_lets-
discuss-bitmoji/>
Morning Meeting - Sharing Time - Second Grade Stories. Accessed from <
https://images.app.goo.gl/XGv2cXFbKu4rHjaC6>
No Politics Cliparts #2628091. Accessed from < http://clipart-library.com/clipart/1918311.htm>
Purple Clipart Wand - Adobe Illustrator Reflect Tool. Accessed from <
https://www.clipartmax.com/max/m2i8K9i8H7K9i8K9/>
Silhouette with Greek temple Parthenon. Accessed from
<https://depositphotos.com/vector-images/temple.html>
Teen Cliparts #285074. Accessed from <http://clipart-library.com/clipart/345799.htm>
Wagging Stock Photos And Images - 123RF. Accessed from <
https://images.app.goo.gl/sRdGQvyKE3KYsqVQ9> and <
https://www.123rf.com/stock-photo/wagging.html?sti=m5urmgllhai35k2cos|>
What is temp directory? Accessed from <https://images.app.goo.gl/ktoLscXSHnvyxdAf7> and
<https://www.computerhope.com/jargon/t/tempdir.htm>
1. Laurel, M., Lucero, A., & Cruz, R. (2016). English for Academic and Professional Purposes (Teacher’s Guide)
Technical Vocational Livelihood. (1st Edition) Department of Education-Bureau of Learning Resources

2. Laurel, M., Lucero, A., & Cruz, R. (2016). English for Academic and Professional Purposes. (Reader) (1 st Edition)
Department of Education – Bureau of Learning Resources

3. Buensuceso, D., et.al (2016). Practical Research 1 (Teacher’s Guide) Senior High School (1 st edition) Department of
Education- Bureau of Learning Resources

4. Barrot, J. & Sipacio, P. (2016). Communicate Today English for Academic & Professional Purposes for Senior High
School

5. Prieto, N., Naval, V., and Carey T. (2017 ) Practical Research for Senior High School. Metro Manila: Lorimar
Publishing, Inc.

6. Paurillo, P. M., (2019). Research Writing Ability of Senior High School Students as Perceived by Teachers of
Sampled schools in Quezon City. PEOPLE: International Journal of Social Sciences,4(3), 1788-1800.

36
 ANSWER KEY FOR MODULE 7

a. PRETEST (answers may vary)

b. PRACTICE TASKS 1-2 (Answers may vary) but in learning task 3,
answers must be assessed using this rubric:

c. POST TEST
1. A
2. D
3. A
4. C
5. A,B,C,D

ANSWER KEY FOR MODULE 8

Post Test: The teacher may check the result of the post test using the rubric below.
CRITERIA Needs More Fair Good Very Excellent Score
Effort Good
1 2 3 4 5

37
 Content
There should be an originality of ideas. It
is well-explained by using the data to
support the presentation.

Organization
The ideas are organized smoothly using
the different transition devices

Language and Style

There is an accuracy in grammar, spelling
and punctuation
There are appropriateness of vocabulary
used ,
TOTAL:

ANSWER KEY FOR MODULE 9

Pre-Test- A
Abstract – Introduction - Background – Statement of the Problem – Materials - Method or Procedure –
Results – Discussion - Summary – Conclusion and Recommendation

Pre-Test -B

1. T 2. F 3. T 4. T 5. F

PRACTICE TASK – I

1. The main issue in the introductory paragraph is, Hamburgers, fries, and cola/soda /soft drinks are so addicting that they keep customers
coming back.
2. The culprits in the next paragraphs are the sugar and fat as the calorie content.
3. There are 2,000 calories in a serving of burger.
And 2,000 calories also are required for an average woman in a day.
4. Draw a diagram based on paragraph 3 showing the path from sugar and fats in the body to addiction.
(Sugar and fat ----🡪 Endogenous (internal) opioids (e.g. natural painkilling beta endorphins) in the hypothalamus and above the brain
stem ---🡪Release of dopamine (a neurotransmitter) into cells in the midbrain (nucleus acumens) ---🡪 Dopamine eliciting feelings of
pleasure ( euphoria ) ----🡪 Repetition of the action because the body craves the release of dopamine inherent in the consumption of
sugar and fat)
5. Two scientific proofs based on paragraph 4 that sugar and fat behave like drugs causing addiction.
When sugar and fat were withdrawn from the former sweet diet of rats, the rats exhibited anxiety like withdrawal symptoms from heroin
and nicotine. Chocolate drink with increasing sugar and fat were given to rats. When a high dose of the same drink was given, the rats
showed tolerance to the effects of sugar and fat, as seen in the diminished release of opioids/opiates. Subsequently, they would require
a higher dose to achieve the earlier effect of euphoria.
6. The author concluded the report by stating that, applied to humans, brain scans show that the more obese one is, the fewer the
dopamine receptors, suggesting that more sugar and fat are needed to experience euphoria.
7. The researchers caution against concluding whether dopamine receptors are the cause /” basis”, or rather the effect/” outcome,” of
obesity.)

PRACTICE TASK II

Parts of the report on fast –food addiction

1. Statement of the Problem Fast-food addiction leading to obesity

2. Cause of the Problem Sugar and fat in fast food causing addiction

3. Analysis of the Cause Step by step description of how sugar and fat affect the brain and lead to
addiction

4. Application of the research Sugar and fat addiction in rats being similar to fast-food addiction in humans,
leading to weight gain

38
 PRACTICE TASK III

Summary: (student’s answer may vary)

1. Obesity is caused by fast-food addiction.

2. A sugar and fat diet in fast-food leads to fast-food addiction.
3. Endogenous opioids in the hypothalamus (above the brain stem) activate the release of dopamine into the midbrain.
4. Dopamine elicits feelings of pleasure (euphoria)
5. Furthermore, dopamine motivates a repetition of the addictive behavior to sugar and fat.

PRACTICE TASK IV

A sample substitute meal and snack for the usual fast food items.

(Student’s answer may vary)

Fast – food meal/snacks Substitute

Chicken, rice, Cola or soft drinks Fish or vegetable, rice, fresh fruit juice e.g. lemon or
orange

Burger, fries, cola/ soft drinks, ice cream Boiled Sweet potato or any root crop, fresh fruit juice

Post Test – (Students answer may vary)

Two separate reports on one who gained weight and the other one who lost weight.

GUIDE QUESTIONS FOR CRITIQUING YOUR REPORT

Content

1. Is the focus of the research report clear?

2. Is the explanation for each research question or objective comprehensive and sufficient?
3. Does the explanation have depth?
4. Does the abstract clearly provide an overview of the research report?
5. Does the introduction present the current state of the field or topic being explored?
6. Does the introduction state the research objectives and purpose?
7. Does the literature review comprehensively present concepts that are critical to a better understanding of the report?
8. Does the literature review present studies that are helpful in the explanation of results?
9. Does the methodology section specify in detail the participants and context of the study, instruments used, data gathering
procedure, and data analysis?
Does the results section present data clearly and accurately?
10. Are the interpretations of tables and graphs sufficient and with depth?
11. Does the discussion section explain the results using appropriate theory and principles and sufficient evidence?
12. Does the conclusion restate the research problems/objectives, main findings, implications, limitations, and suggestions?
Organization:

1. Does the paper use an organizational pattern and structure appropriate for the genre?
2. Are cohesive devices effectively used?
3. Are the ideas correctly placed and logically arranged?
4. Is the flow of ideas smooth and easy to read?
Style:

1. Does the paper showcase the writer’s voice?

2. Does the paper use a variety of sentence structure?
3. Is the paper free from sexist language?
4. Does the paper use and maintain a language and tone which are appropriate to the context?
5. Is the paper free from informal expressions and colloquial words?
Documentation and Sources:

1. Does the paper use a correct citation and reference list format?
2. Are the sources reliable?
3. Are the sources relevant to the topic?

RUBRICS FOR RATING A REPORT

CONTENT – 50%

ORGANIZATION – 20%

STYLE - 10%

39
DOCUMENTATION - 20%

Total - 100%

40