A ction Research

Generating and Analyzing Data

Objectives:

• Understand the steps in generating and analyzing

data
• Determine evidenced-based data to formulate
comprehensive intervention
• Appreciate the importance validating causes to
treat the existing problem
 ACTION
RESEARCH
FRAMEWORK
Step 2
 THINGS TO REMEMBER IN ANALYZING DATA

1. Define the classroom problem that contributes to

low performance.
2. Go back to the evidences and look for cases that
shows the problem.
3. From the evidences present, cull out only
relevant cases that shows the problem.
4. Analyze the root causes of the problem.
ANALYZING DATA

The school has 1,130 students. By the month of

December it was found out that the drop-out rate reached
3.89 % . In actual, 44 students dropped schooling. The
research team will look into the data and analyze the
reasons of dropping out.
 ANALYZING DATA
1. Get into the details
Questions:
1. What year level contributes high number of drop-
outs?
2. At what months do prevailing high drop-out occurs?
3. What are the specific problems that contributes high
drop-out rates?
School Year G7 G8 G9 G10 Total Dropout

2014-15 7 10 15 12 44
 ANALYZING DATA
2. Validating Causes (Voice of the Costumer)
VOCs can be done through interviews, focused group
discussion (FGD), triads/dyads, home visitation with
conversation to parents. This is a way of generating
the root cause of the problem.

Distance
Financial Health
from Disaster N = 15
Matters Problems
schools
8 2 4 1 15
 ANALYZING DATA
2. Validating Causes (Voice of the Costumer)
Parent’s
No Interest The
The School intention to
in Going to Lessons N = 15
is far stop child’s
School are Difficult
schooling
8 4 3 1 15

3. Narrow the focus to create doable interventions

ANALYZING DATA
Word Recognition Level
Grade Level Frustration Instructional Independent Total
IV - Dao 3 5 29 37
IV - Pine 4 7 22 33
IV - Kamagong 4 2 30 36
Total 11 14 81 106
 ANALYZING DATA
1. Get into the details
Questions:
1. What are the prevalent miscues recorded from the 11
readers?
2. At what miscues are they common with?
3. What are the specific reasons of committing the
miscues?
 ANALYZING DATA
1. Get into the details
Mispronounced
Student Omission Reversal Hesitation Substitution
Word

A 5 6 1 2 2
B 3 4 3 1 1
C 5 7 2 3 2
D 3 7 2 5 2
E 1 4 3 2 1
F 5 6 4 4 1
G 3 4 2 2 1
H 2 5 4 3 2
I 2 6 1 2 1
J 4 6 1 1 1
K 2 8 2 1 1
Total 35 63 25 26 15
 ANALYZING DATA
2. Validating Causes (Voice of the Costumer)
Causes for Mispronounced Production
Difficulty in
Speech Reading
New Words Tension N = 11
Impairment Consonant
Combination
2 6 2 1 11

3. Narrow the focus to create doable interventions

 ACTIVITY

1. Each group is given a situation to work on.

2. Analyze the situation given and present the output
through tabular presentation.
3. Each group is required to present two tables
Table 1 – The Target Respondents/Specific
Situations
Table 2 – Validating Causes
Situation 1:
The school has a population of 1,300 students. At
the start of the school year, the Health and Nutrition
Council of the school assess student’s nutritional status
through its Body Mass Index (BMI). 32 students were
identified as undernourished. Having the belief that
nutritional status affects the performance of students in
science, the teacher plans for an intervention to increase
the Participation Level of students in her science class.
The class is scheduled in the morning session...
Situation 2:
Grade 4 Yakal has 40 students. At the start of
December, 5 out of 40 students incurred perennial
absences until the month of January. The teacher
will look into the data to solve the perennial
absenteeism.
Situation 3:

By the month of August, the teacher observed that

out of 40 students/pupils, 7 are frequently tardy in her
class. The Filipino subject is scheduled 1st period in the
afternoon. The teacher will gather the data and analyze
the situation that occurs.
Situation 4:

After the first quarter, the teacher found out that 10

students in her class seldom submit their assignments.
Even if the teacher recorded the assignments and told
the students about the risk of it on their grades, still
students were not responsive. The teacher will now start
to analyze the situation.
Step 2
Situation 1:
The school has a population of 1,300 students. At
the start of the school year, the Health and Nutrition
Council of the school assess student’s nutritional status
through its Body Mass Index (BMI). 32 students were
identified as undernourished. Having the belief that
nutritional status affects the performance of students in
science, the teacher plans for an intervention to increase
the Participation Level of students in her science class.
The class is scheduled in the morning session...
 ANALYZING DATA
1. Get into the details
Questions:
1. Who are the students be given immediate attention?
2. What are the factors that affects their low
participation rating?
1. Who are the students to be given immediate attention?

Participation Rating of Grade 9 Students in Science

71-74 75-79 80-84 86-up N = 32

5 11 7 9 32
2. Validating Causes
Reasons of Undernutrition
Eat Breakfast
No Breakfast to Do not like to
but Food is Skip Breakfast N = 16
Eat Eat Breakfast
not Nutritious

4 8 3 1 16
Situation 2:
Grade 4 Yakal has 40 students. At the start of
December, 5 out of 40 students incurred perennial
absences until the month of January. The teacher
will look into the data to solve the perennial
absenteeism.
 ANALYZING DATA
1. Get into the details
- Who are the students be given immediate attention?
No. of Absences Incurred by Identified Students

5-10 11-15 16-20 21-25 N=5

1 1 2 1 5
 ANALYZING DATA
2. Validating Causes (Voice of the Costumer)
Causes of Perennial Absenteeism

Living in Flood- Living in Living in a Far

N=4
prone Ares Insurgent Area Area

2 1 1 4

3. Narrow the focus to create doable interventions

Situation 3:

By the month of August, the teacher observed that

out of 40 students/pupils, 7 are frequently tardy in her
class. The Filipino subject is scheduled 1st period in the
afternoon. The teacher will gather the data and analyze
the situation that occurs.
 ANALYZING DATA
1. Get into the details
- Who are the students be given immediate attention?
No. of Tardiness Incurred by Identified Students

5-10 11-15 16-20 N=7

1 3 3 7
 ANALYZING DATA
2. Validating Causes (Voice of the Costumer)
Causes of Perennial Tardiness
The School is far The pupils watch
from home and
“Showtime” The pupils play
parents would not N=6
allow them to bring before going to DOTA after lunch
“baon” school

3 2 1 6

3. Narrow the focus to create doable interventions

Situation 4:

After the first quarter, the teacher found out that 10

students in her class seldom submit their assignments.
Even if the teacher recorded the assignments and told
the students about the risk of it on their grades, still
students were not responsive. The teacher will now start
to analyze the situation.
 ANALYZING DATA
1. Get into the details
- Who are the students be given immediate attention?
No. of Students who Seldom Submit Assignments

1-5 5-10 11-15 N=7

1 1 8 10
 ANALYZING DATA
2. Validating Causes (Voice of the Costumer)
Causes of Non-Submission of Assignments
There are many
works at home and The assignments
No internet signal
time is very limited are difficult to N=6
for doing in the community
answer
assignments

5 2 2 9

3. Narrow the focus to create doable interventions

Questions/Clarifications
Thank You…