SENIOR HIGH SCHOOL

English for Academic

and Professional
Purposes
Quarter 2 – Module 18
Summarizing the Findings

Department of Education – Region IV-A CALABARZON

English for Academic and Professional Purposes – Senior High School
Alternative Delivery Mode
Quarter 2 – Module 18: Summarizing the Findings
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
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over them.

Development Team of the Module

Authors: Merry D. Garcia
Editor:
Reviewers:
Illustrator:
Layout Artist:
Management Team: Elpidia Bergado
SDO Cavite Province
Romyr L. Lazo, EPS In-charge of LR
Ferdinand V. Marquez, EPS In-charge

Department of Education Region 4A CALABARZON

Office Address: Gate 2 Karangalan Village, Cainta Rizal
Landline: 02-868-257-73, Local 420/421
Email Address: [Link]@[Link]

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 SENIOR HIGH SCHOOL

English for Academic

and Professional
Purposes

Quarter 2 – Module 18

Summarizing the Findings

Department of Education ● Republic of the Philippines

ii
 TABLE OF CONTENTS
Page No.
Introductory Message iv
What I Need to Know 1
What I Know 1
What’s In 2
What’s New 3
What is It 3
What’s More 12
What I Have Learned 13
What I Can Do 14
Assessment 15
References 17

Introductory Message

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For the facilitator:

Welcome to the English for Academic and Professional Purposes Alternative Delivery Mode
(ADM) Module on Summarizing the Findings!
This module was collaboratively designed, developed and reviewed by educators both from
public and private institutions to assist you, the teacher or facilitator in helping the
learners meet the standards set by the K to 12 Curriculum while overcoming their
personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent learning
activities at their own pace and time. Furthermore, this also aims to help learners acquire
the needed 21st century skills while taking into consideration their needs and
circumstances.

In addition to the material in the main text, you will also see this box in the body of the
module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this module. You
also need to keep track of the learners' progress while allowing them to manage their own
learning. Furthermore, you are expected to encourage and assist the learners as they do
the tasks included in the module.

For the learner:

Welcome to the English for Academic and Professional Purposes Alternative Delivery Mode
(ADM) Module on Summarizing the Findings!
This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills
or competencies you are expected to
learn in the module.

What I Know This part includes an activity that

aims to check what you already know
about the lesson to take. If you get all
the answers correct (100%), you may
decide to skip this module.

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 What’s In This is a brief drill or review to help
you link the current lesson with the
previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways
such as a story, a song, a poem, a
problem opener, an activity or a
situation.

What is It This section provides a brief

discussion of the lesson. This aims to
help you discover and understand
new concepts and skills.

What’s More This comprises activities for

independent practice to solidify your
understanding and skills of the topic.
You may check the answers to the
exercises using the Answer Key at the
end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to
process what you learned from the
lesson.

What I Can Do This section provides an activity

which will help you transfer your new
knowledge or skill into real life
situations or concerns.

Assessment This is a task which aims to evaluate

your level of mastery in achieving the
learning competency.

Additional Activities In this portion, another activity will be

given to you to enrich your knowledge
or skill of the lesson learned.

Answer Key This contains answers to all activities

in the module.
At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

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The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Do not forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not hesitate
to consult your teacher or facilitator. Always bear in mind that you are not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

GOOD LUCK AS YOU BEGIN MODULE 18!

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 What I Need to Know

After going through this module, you are expected to:

Summarize findings and execute the report through narrative and visual/graphic.

What I Know

Directions. Read the statements carefully. Choose the letter of the best answer. Write the
chosen letter on a separate sheet of paper.

1. A manner of data presentation which shows numerical data in rows and columns.
a. Tabular c. Graphical
b. Textual d. Visual

2. This presents data in pictorial form to show relationship or trends.

a. Tabular c. Graphical
b. Textual d. Visual

3. It narrates and explains thoroughly the data which is merely done by using sentences
and paragraphs.
a. Tabular c. Graphical
b. Textual d. Visual
4. What does not refer to the characteristics of good writing?
a. Accurate c. Concise
b. Objective d. Technical in language use
5. What is the most important consideration in summarizing findings?
a. has a visually appealing design
b. must be long
c. language should impress the audience
d. clear and easy to read

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What’s In

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 What’s New

Understanding a situation is really hard if you have handful of data, most

especially if you were asked to write a report about it. Let us say you have to survey 500
people about their preferred brand of clothing. It may be easy to ask them one by one
by sending them survey forms, but the real challenge is to collect the data and
understanding them after. To help you through this problem, you need to have the skills
in summarizing data findings in a presentation which you and your readers can easily
comprehend.

What is It

Summarizing the findings is one of the last part sections of the report that
describes the result gathered. This part must be readable and must be carefully written
for it will dictate the conclusion and recommendation, and the usefulness of its
information to your audience. Data gathered can be presented in three ways: tables,
graphs, or texts. Some data need to be presented through combinations of tables or
graphs and text, but others can stand alone if done properly.

Tabular Presentation
Tables are one of the visual presentations of displayed figures arranged in columns
and rows. It enables the audience to read and understand the results easily. They will
also see patterns and trends in data effortlessly. However, using tables is not as easy as
it may seem. The very first question you need to think about is, do you really need to
present your data through tables? It is not like choosing what dress to wear that depends
on your mood. There are things in your data that need to be considered when to use
tables. The University of Leicester (2012) proposed questions that may help you decide to
use tables.
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 • Do you have a magnitude of data that needs to be presented with numbers?
• Do you need to show numbers to explain the impact of the result?
• Is it important to present you raw or punctual data in describing your result?
• Do you need the numeric data presentation for analytical and correlational
purposes?

If your answers to these questions are all yes, then start structuring your table.
Conceptualizing your table should be well planned. Consider the relationship of your data
gathered then decide which are needed to be placed in the rows and which are placed in
the columns. Tables must also be well presented and easy to interpret. A standalone table
requires a layout and enough content that will make the readers recognize the result
correctly (Queensland Treasury, n.d.).

Table Content and Layout

A table must include the following content and layout to ensure correct
presentation of findings.

1. Identification number –this allows you to easily refer to your tables, e.g. Table 1,
Figure 1, etc.
2. Title-commonly placed above the bale. Make sure to make the title short but
meaningful representation of the table.
3. Row and Column labels
4. Evenly spaced columns
5. Column and row shading or lines
6. Unified fonts
7. Numeric data
8. Footnote- this may contain the source of data presented or additional information
about the content of the table

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Refer to the examples below—a problematic and a well-designed table.
Example 1
Area Students with Internet Connection at Home
Maragondon 77
Ternate 56
Naic 86
Source: Fictitious data, for illustration purposes only

The first table example could not be interpreted correctly without a textual explanation. It
lacks information to which makes the table cannot be easily understood. It also has poor
formatting that makes it confusing to read.

Example 2

Table 1: Students’ status in home internet connection within the three municipalities of
Cavite, 2020

All respondents (n=356)

Source: Cavite Science Integrated School Statistician’s Office, Students Preparedness Survey, June
2020
Source: Fictitious data, for illustration purposes only

There are improvements made in this table that made the table easier to understand.
It includes now the identification number which makes it easily referenced in texts and
appendices. It is also added with the title that describes the summary content of the table.
Numerical data is completed that gives a comprehensible view of the total number of
respondents. The style and size of fonts are consistent and the formatting of rows and
columns in space and line are even. This way, you can make a stand-alone table
presentation of findings. But otherwise, if you want to elaborate with text, do not repeat
the content of the table. Only write the key information or particular trend that you might
want to highlight (Queensland Treasury, n.d.).

The overall goal of using table is to make your numeric data easy to read, to make it
self-explanatory, and to make it reveal accurate information. A table can provide an
effective discussion of statistical information if it is well planned and appropriate.

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B. Graphical Presentation

Another form of visual presentation is through the use of graph where data are
displayed in a pictorial form. It can effectively show trends and patterns in data as well
as present complex statistical data clearly and quickly. But just like using tables, you
must know if it is appropriate for the objective of your survey to use graphs in
summarizing findings. The Queensland Treasury (n.d.) presented questions that may
serve as your guide.

Are the numerical details not necessary in discussing the findings of the survey?
Do I need to show relationships between data values?
Do I need to present comparison, contrast, or any trends or pattern in the findings?

Again, if all your answers are yes, then start preparing your graph. Consider the data
that are needed to be visualized. Also, in constructing a graph, you must include
important parts. These will allow the audience to easily comprehend at the statistical
information presented (Queensland Treasury, n.d.).

Graph Formatting and Style

A graph should contain enough information to help your audience picture your data.
In addition, it must be visually appropriate and visually tidy to not confuse the audience
and make your graph standalone. The following are the content you have to remember
when formatting and styling your graph.

Identification number
Title
Labels- this gives idea about what kind of data is presented in the x-axis(horizontal)
and y-axis (vertical)
Legends- this explains the data reflected in your graph
Footnotes
Simplified design- only use colors and patterns to highlight important details in
your graph like differentiating categories of data. Do not overly design your graph
so that it can easily communicate its information to your audience.
Appropriate graph- you can choose from the different kinds of graph but remember
that you have to consider the kind of data you have (Queensland Treasury, n.d.).

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Types of Data

As mentioned earlier, choosing a kind of graph depends on the type of data you
have. It is important that you have the knowledge what data do you have and how to
present them.

Categorical data is a kind of data that refers to characteristics like gender, marital
status, or hair color. It may take numerical representation depending on how you
designed your options in your survey questionnaire (such as 1 indicating male and 2 as
female). But these numbers have no mathematical values. This kind of data can be best
presented commonly through bar graphs or clustered bar graphs.

On the other hand, ordinal data is like categorical data put in an order. This shows
that a certain characteristic could be greater than or less than. Example of this is movie
ratings, rankings, or satisfaction ratings. You could use bar graphs or histograms in this
kind of data.

Continuous data, in addition, is a kind of numerical data which values can be

measured. It is also characterized by an endless possible number. Examples of this are
height, weight, time, distance, or scores. Line graphs or scatter plots are suitable for
this data.

The Interval Data has order and equal range between categories. Some survey
questions are designed with an option that has a range or scale like skill level, monthly
income scale. You may use bar graphs or histograms in this kind of data (Queensland
Treasury, n.d.).

Examples of Graphs

Bar Graphs

Bar graphs are commonly used to summarize survey key results. It could be
vertical or horizontal. Vertical graph better represents data of two to seven groups.
Exceeding to seven groups make the graph crowded. In this case, you may use horizontal
graph. Horizontal graph is also used when labels are too long to appear. On the other
hand, if there is more than one category to present in your data, you may use clustered
bar graph. This enables you to plot more categories by adding more bars to represent
each. Although using this graph may be helpful, be careful not to crowd your data in the
graph. Below are the examples of bar graphs.

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 Vertical Bar Graph Horizontal Bar Graph

Clustered Bar Graph

Histogram

Histogram is like bar graphs except that the bars are touching each other. The
connected bars represent the range of data while the height of the bars shows the
frequency of the category, where the categories are ordered from low to high. It best shows
the differences of each category according to the range of grouped data.

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Line Graph

This graph uses lines to show trends or differences of two categories plotted over
time. In presenting more than one category, highlight the difference by using various
colors.

Scatter Plot

Scatter plot uses data points to show differences of continuous data as they are
plotted on horizontal and vertical axis. It is also easier to present information when
showing trends or groupings of data.

These graphs are the commonly used graphs to show relationships of data. Pie
chart, however, could also be used in displaying parts of a whole. But, it is difficult to
show the differences or to compare other details of the data (University of Leicester, 2012).

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Textual Presentation

Writing narratives is another way to summarize your findings. This way provides the
audience with mere text discussion written in paragraphs. But like the other kinds of
data presentation, you cannot just choose to write narratives. There are concerns you
have to think about if your findings are suitable to be just narrated. The following are
the points to consider when to use textual presentation:

• The data is not very large. There are only small sets of numerical data which can easily
be presented in textual form.
• The findings need analytical and in-depth elaboration.
• Data is more of qualitative which cannot be displayed in tables or graphs.

Once you identified that your data necessitates the use of textual presentation, start
drafting your narrative. Start with a brief statement about the purpose of your survey,
the respondents considered, and the sampling design. Then continue with the statement
of the problem. Each specific question will be followed by the findings that suit the
answer. However, as you write these down, you need to be watchful of the rules in writing
narratives.

Rules in Writing Narratives

Writing narratives require some skills to present the data in an understandable

manner. Since contextual data is composed of sentences, it must be clear and easy to
follow. Presented below are reminders when presenting textual form of your data
(“Textual Presentation of Data,” 2019).

1. Know your audience.

This idea will help you modify your language used. Remember that your audience
should understand the information you present, so use the language that can be easily
understood.
2. Be concise.
Do not confuse your audience with too much data that are unnecessary. Focus only
to the significant information. Also, avoid repetition of points that are the same. Help
your audience follow along the flow of your findings by highlighting the important
points. Keep your ideas short but meaningful.
3. Be accurate.
Careful review of data and number presented must be done to avoid all possible forms
of errors.
4. Be objective.
Avoid bias or emotional wordings as you present your findings. Do not make
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inferences, deductions, or interpretations of the data. Maintain the use of scholarly
language.
5. Use past tense in presenting your findings.

Below is a sample summary of findings taken from a study entitled “A Tale of Two
Principals: The Complexity of Fostering and Achieving Organizational Improvement”
conducted by Frances Jacqueline Martinez-Kellar.

Observed how the data are presented. Though this paper presented is considered
high level work of academic, still the language used is easy to understand. The flow of
ideas is clear and easy to follow.

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 What’s More

To correctly summarize findings, it is important that you understand the kind of

data you have. However, before you start choosing a kind of presentation, you have to
look back in the main questions you raised as you plan to write your report. This way,
you can align the presentation to the purpose. Given the problem question below, analyze
the data yield from the survey. Then answer the following questions. Present your answers
on a separate sheet of paper.

Activity 1. Choosing an Appropriate Presentation

You conducted a survey in your school about the number of students in senior
high school who have instagram, twitter, and facebook accounts. Your main reason is to
find out if there is a difference between grade 11 and grade 12 in the kind of social media
platform they use. Generally, you want to see if there is a trend for each grade level in
using social media. You collected 20 responses from each four sections of grade eleven
and grade twelve with the total respondents of 160. You gathered the data below.

Grade 11 Nitrogen - 20 facebook, 14 instagram, 18 twitter

Grade 11 Carbon - 17 facebook, 5 instagram, 15 twitter

Grade 11 Hydrogen - 15 facebook, 13 instagram , 19 twitter

Grade 11 Oxygen - 18 facebook, 11 instagram, 6 twitter

Grade 12 Nitrogen - 8 facebook, 14 instagram, 19 twitter
Grade 12 Carbon - 17 facebook, 8 instagram, 15 twitter

Grade 12 Hydrogen - 16 facebook, 10 instagram , 18 twitter

Grade 12 Oxygen - 20 facebook, 9 instagram, 11 twitter

Considering your main problem and the data you gathered, what kind of data
presentation will you use?
______________________________________________________________________________________

Explain your answer by giving at least three (3) reasons.

______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

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 What I Have Learned

1. When writing the summary of findings: focus on the objectives and write concisely;
be precise and avoid any forms of error, and use text, tables, and graphs to present
your findings
2. Data gathered can be presented in three ways: tables, graphs, or texts. Some data
need to be presented through combinations of tables or graphs and text, but others
can stand alone if done properly.
3. Tabular presentation is used when:
o you have a magnitude of data needed to be presented with numbers;
o you need to show numbers to explain the impact of the result;
o it is important to present your raw or punctual data in describing your result; and
o you need the numeric data presentation for analytical and correlational purposes
4. A table must include enough content and appropriate layout to ensure correct
presentation of findings.
5. Graphical presentation is used when:
o the numerical details are not necessary in discussing the findings of the survey;
o you need to show relationships between data values; and
o you need to present comparison, contrast, or any trends or pattern in the findings
6. A graph should contain enough information, must be visually appropriate, and
visually tidy to not confuse the audience and make your graph self-explanatory.
7. Textual presentation is used when:
o the data is not very large- there are only small sets of numerical data which can
easily be presented in textual form;
o the findings need analytical and in-depth elaboration; and
o data is more of qualitative which cannot be displayed in tables or graphs.
8. In writing narratives, you must know your audience, be concise, be accurate, be
objective, and use past tense in presenting your findings.

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 What I Can Do

Activity 2. Summarize your Findings

Referring back to the data given in activity 1 and from your answer, summarize
your findings in an appropriate presentation with complete content and proper
formatting. Use a separate sheet of paper for this activity.

You conducted a survey in your school about the number of students in senior
high school who have instagram, twitter, and facebook accounts. Your main reason is to
find out if there is a difference between grade 11 and grade 12 in the kind of social media
platform they use. Generally, you want to see if there is a trend for each grade level in
using social media. You collected 20 responses from each four sections of grade eleven
and grade twelve with the total respondents of 160. You gathered the data below.

Grade 11 Nitrogen - 20 facebook, 14 instagram, 18 twitter

Grade 11 Carbon - 17 facebook, 5 instagram, 15 twitter

Garde 11 Hydrogen - 15 facebook, 13 instagram , 19 twitter

Grade 11 Oxygen - 18 facebook, 11 instagram, 6 twitter

Grade 12 Nitrogen - 8 facebook, 14 instagram, 19 twitter

Grade 12 Carbon - 17 facebook, 8 instagram, 15 twitter

Garde 12 Hydrogen - 16 facebook, 10 instagram , 18 twitter

Grade 12 Oxygen - 20 facebook, 9 instagram, 11 twitter

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 Assessment

Directions. Read the statements carefully. Choose the letter of the best answer. Write the
chosen letter on a separate sheet of paper.

[Link] writing the summary, good writing skills include writing concisely. Writing
concisely means
free from grammatical error c. written without any biases
organize manner d. brief but informative
2. This part of visual presentation allows you to easily refer to your tables or graphs
in texts or appendices.
legends c. footnote
identification number d. simplified design
3. This may contain the source of data presented or additional information about the
content of the table or graph
label c. title
footnote d. legends
4. This kind of data refers to the characteristics like gender, marital status, or hair
color. It has no mathematical value.
categorical data c. ordinal data
continuous data d. interval data
5. This is like categorical data put in an order. This shows that a certain characteristic
could be greater than or less than.
categorical data c. ordinal data
continuous data d. interval data
6. This kind of graph is used when eight or more groups of data are presented. It is
also used when labels are too long to appear.
Vertical bar graph c. Horizontal bar graph
Clustered bar graph d. Histogram
7. This graph is useful when there is more than one category to present in your data.
This enables you to plot more categories by adding more bars to represent each.
Vertical bar graph c. Horizontal bar graph
Clustered bar graph d. Histogram
8. It uses data points to show differences of continuous data as they are plotted on
horizontal and vertical axis.
Bar graph c. Histogram
Pie chart d. Scatter plot
9. When data are more of qualitative that needs in depth elaboration, the presentation
must be
tabular c. graphical
textual d. tabular and graphical
10. In writing textual presentation of your findings, _________________ must be used.
present tense c. past tense
future time d. past progressive

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Answer Key

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References

Queensland Treasury. (n.d.) Presenting statistical information – Graphs. Retrieved

May 28, 2020, from [Link]

Queensland Treasury. (n.d.) Presenting survey results – Report writing. Retrieved

May 28, 2020, from [Link]

Queensland Treasury. (n.d.) Presenting statistical information – Tables. Retrieved

May 28, 2020, from [Link]

Textual Presentation of Data (2019, March 2). Retrieved from

[Link]

University of Leicester. (2012). Presenting numerical data. Retrieved May 27,

2020, from studyhelp@[Link] | [Link]/succeedinyourstudies

Kellar,F.M.(2012). A Tale of Two Principals: The Complexity of Fostering and

Achieving Organizational Improvement (Publication No. 3514253) [Doctoral
Dissertation, USC Ossier School Of Education University Of Southern Cal
ifornia. ProQuest LLC

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For inquiries or feedback, please write or call:

Department of Education Region 4A CALABARZON

Office Address: Gate 2 Karangalan Village, Cainta Rizal

Landline: 02-8682-5773 local 420/421

Email Address: [Link]@[Link]

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