English for Academic and

Professional Purposes
Module 5
Writing the Report Survey/
Field Report/Laboratory/Scientific Technical Report

1
 Development Team of the Module:

Evaluators: Ryan Dela Cruz

Jonafe Salvador Dalumangcad
Jeanne T. Walid
Writers: Angel Rose Marie L. Ybañez
Ma-an C. Actub
Maryjane C. Mccary
Kimberly C. Magaway
Carmy V. Macua
Lianne L. Mutia
Marylene C. Tizon
Diocesa V. Montecalvo
Cirila C. Natividad
Illustrator: Jay Michael A. Calipusan

Management Team:

Chairperson: Dr. Arturo B. Bayocot, CESO III

Regional Director
Co-Chairpersons: Dr. Victor G. De Gracia Jr., CESO V
Asst. Regional Director
Mala Epra B. Magnaong
CES, CLMD
Members: Dr. Bienvenido U. Tagolimot, Jr.
Regional ADM Coordinator
Dr. Angelina B. Buaron
EPS, English

Printed in the Philippines by: Department of Education – Regional Office 10

Office Address: Zone 1, Upper Balulang Cagayan de Oro City 9000
Telefax: (088) 880-7071, (088) 880-7072
E-mail Address: [email protected]

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 Table of Contents

Page No.

Overview 4

Module Content 5

Objectives 5

Pretest 6

Lesson 1 7

Lesson 2 13

Lesson 3 19

Lesson 4 23

Lesson 5 29

Lesson 6 39

2
 What I Need to Know

FOR THE LEARNERS

Do you need the skill in writing? Do you find it difficult to conduct a

survey? Worry no more as you will explore the techniques and gain skills in
conducting survey in this module. So open your eyes and ears as we venture
into the power of knowledge.
You are all encouraged to give your full attention and cooperation so that
you will be enhanced and become effective 21st century learners.

In this module you will be provided with some exciting and interesting opportunities in
learning. In lesson one, you will learn how to make a survey questionnaire and in lesson two,
you will explore a community survey which will be very useful in your endeavor after senior
high school so that you will become knowledgeable individuals. Lesson three will teach you
how to gather information from surveys and how to disseminate the written forms of
information from survey will be elaborated in lesson four. Challenging tasks await you in
lessons five and six as you will summarize findings and execute the report survey and write a
survey report respectively.

The following lessons will be discussed in this module:

• Lesson 1 – Designing Survey Questionnaire

▪ CS_EN11/12A-EAPP-IIe-j-7
• Lesson 2 – Conducting a Survey
▪ CS_EN11/12A-EAPP-IIe-j-8;
• Lesson 3 – Gathering Information from Surveys
▪ CS_EN11/12A-EAPP-IIe-j-9
• Lesson 4 – Disseminating written forms of information from surveys
▪ CS_EN11/12A-EAPP-IIe-j-10
• Lesson 5 – Summarizing Findings and executing the report through surveys
▪ CS_EN11/12A-EAPP-IIe-j-11
• Lesson 6 – Writing a Survey Report
▪ CS_EN11/12A-EAPP-IIe-j-12

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 Objectives

After going through this module, in lesson 1 you are expected to:

1. Discuss how to make a survey questionnaire and what are the methods of
administering it.
2. Make example survey questions using varied questions.
3. Come up with a questionnaire needed for their community survey.
4. Elaborate the value of being truthful and objective.

After going through this module, in lesson 2 you are expected to:
1. Follow the steps in conducting a survey.
2. Create a graphic representation to present the results accurately.
3. Conduct an actual community survey to gather input from the people on a
particular issue in the community.
4. Elaborate the essence of group work and collaboration.

For the facilitators:

1. Introduce the lesson on designing and conducting a survey. Engage learners to do

the activities religiously, and let the learners carry the tasks with ease and
confidence.
2. Do the What I Know: Instruct the learners to answer the questions to test how far
they know about designing and conducting a survey.
3. Do the activity What’s New: Activate the learners' understanding of the topics by
letting them answer varied activities.
4. Allow students to read in What is It. Let the learners fully discover and comprehend
all topics discussed in this module.
5. Let the learners answer the activities on What’s More. Check if they have
understood the topics. Deepen their understanding by completing the guided
questions on what I have learned section.
6. Assign the students to do What I can Do activities that shall transfer knowledge
/skills gained or learned into real life situation.

General Instructions
Now that you are holding this module, do the following:

1. Understand carefully the objectives and directions in each lesson.

2. Comprehend well each lesson discussed.
3. Engage actively in every activity provided.
4. Answer honestly the pretest and posttest given.
5. Experience actual survey in your community.
6. Write a survey report that will open doors for improvement.

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 What I Know

Instructions: Consider yourself as a client to answer the questions below. On the space
before each number, write T if you think the question is clear and understandable and it does
not create any difficulty and confusion and F if it is confusing or difficult.

1. What medium of communication you will use to become updated with the events?
Magazine or Newspaper
Radio
Television
Internet

2. What is your most usual means you use to become updated with the events?

Magazine or Newspaper
Radio
Television
Internet

3. Enter in the boxes opposite the three options you selected below
Option A Option B Option C
Option D Option E Option F

4. Below are the features of camping holiday. Indicate their importance to you by
numbering from 1-4 in order where 1 is the most important.
People
Cost
Open Air
Mobility
Atmosphere
5. “Have you been to an out of town trip recently?”
6. “Have you been to an out of town trip in the last two weeks?”
7. “Do you think women should eat less and exercise more?”
8. “ Are you against a ban on marijuana?”
9. Give your age on 1st June 2019 years.
10. Are you…
Under 18
18-65
Over 65

6
 What Is It

Lesson 1

The Reports, Survey Questionnaire and Methods of

Administering It

The Various Kinds of Reports

Reports are more likely needed for business, scientific and technical subjects,
and in the workplace. They are of different types and they differ in their aims and
structures.

TYPES DEFINITION/ OBJECTIVES

DESCRIPTION
1. Survey Report To
It is written after getting collect people’s
data from a survey. responses or answers
about a particular issue or
topic
2. Laboratory or It is commonly called lab To present results or
Scientific report. It is written in a findings from
Technical Report formal and organized experiments.
manner.
3. Field Report It is sometimes called trip To describe and analyze a
report. systematic observation.

Among these types of reports, survey is the most popularly and widely used as
it is the easiest way to gather information about any topic or issue from a big number
of people or groups.

Survey Questionnaire

It is a data gathering tool having set of questions used in a survey and is utilized
in various fields such as politics, research, marketing, media and so on. It is intended
to gather data, views, opinions and others from individuals or a particular group of
people.

It is an important method used in order to collect the necessary information that

will benefit the people and the community.

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Methods of Administering a Survey
Administering a survey calls for a more systematic way in order to achieve the aims of
a certain survey conducted. The following methods are introduced by Sarah Mae Sincero.

1. Personal Approach

This involves the person himself/ herself conducting the survey.

a. Face-to-face Structured Interview

The interview is set personally and the people
involved face each other in order to gather the
necessary information. Questions on the survey
are asked directly to the respondent by the
researcher.

b. Telephone Survey

The survey is done using telephone or cellular

phones. The calls are made to ask individuals
on particular questions. This method can be
used for asking consequential questions. https://www.google.com/search?q=telephone+survey&source=lnms&tbm=isch&sa=
X&ved=0ahUKEwi0vvOpuPHfAhVygUsFHURGDP4Q_AUIDigB&biw=1345&bih=648#i
mgrc=S3ggm17raBFcGM:

2. Self- administered Approach

In this type, the survey is administered by the researcher himself/herself.

a. Paper- and - pencil Survey

This is a traditional method wherein the respondents
who are usually not computer literate must be present
in the administration of the survey.

https://www.google.com/search?q=paper+and+pencil+survey&source=lnms&tbm=is
ch&sa=X&ved=0ahUKEwj44bS4ufHfAhUZVH0KHX0aABEQ_AUIDigB&biw=1345&bih=
648#imgrc=J1qfTeY4I458oM:

8
 b. Online Survey

This is a useful technique that will cater to

a big sample size coming from different
locations.

https://www.google.com/search?q=online+survey&source=lnms&tbm=isch&sa=X&
ved=0ahUKEwi3z_jKuvHfAhUbXn0KHaCyCVcQ_AUIDigB&biw=1345&bih=648#imgrc
=19bxSQSCKB0LAM:

c. Mail Survey

This popular tool requires an easy-

administering of the survey where survey
questionnaires are mailed to individuals
who are given enough time to read and
ponder on the information asked.
https://www.google.com/search?q=mail+survey&source=lnms&tbm=isch&sa=X&ved=0ahUKEwi
wrsqzu_HfAhVXXisKHemHC44Q_AUIDigB&biw=1345&bih=648#imgrc=CBbj_3i6UFfCBM:

What’s New

Activity 1.1 “Let’s Complete It”

Directions: As you analyze the information above, complete the given table with
what you think of the advantages and disadvantages of each method.

Method Advantages Disadvantages

1. Face-to-face
Structured
Interview

2. Telephone
Survey
3. Paper-and-
pencil Survey

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 4. Mail Survey
5. Online Survey

Should and Not Should of a Survey Questionnaire

Concise and easy to understand questions lead to a successful survey. Thus,

a well -designed survey questionnaire will ensure an effective data and information
gathering.
A survey questionnaire should be well – constructed so that the respondents
could read carefully and understand thoroughly and be motivated to complete it.
Therefore, a questionnaire…
1. Should use words that have clear meaning.

The questions should not be vague and difficult to comprehend so that the
questionnaire will not be left unanswered.

2. Should cover all possible options.

The respondents should just be given at most five ranking options and should
cover all so that they will not be tired of choosing a lot of options which do not
give the choices they look for. If this will not be observed, this will lead to an
abandoned questionnaire.

3. Should not ask two or more questions in one sentence.

The question should focus on one topic or item at a time so that the respondents
will not be confused which to answer and what to choose.

4. Should provide an out- option.

The survey should give the respondents the option to choose “Does not apply
“ or “None” for questions they do not feel answering.
5. Should consider appropriate time reference.

Respondents could not easily recall past long experiences and be doubtful as
to the exact measurement or time they spent.

6. Should have a clear question structure.

Survey questionnaire should follow the three parts: the question stem,
additional instructions and response options so that the respondents will not be
confused what to answer or choose. This will result to unreliable gathered data.

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7. Should have open specific response options.

The respondents should be guided on what to choose. So the survey should

provide specific options to choose from so that respondents will not be confused
in answering.

8. Should not have any bias or prejudice.

Questions should be objective and lead to an honest answer. The respondents

should not be lead to a biased option that they may fail to give their truthful
response.

9. Should not include too personal or too embarrassing questions.

Questions should be gender and culture sensitive so that the respondents may
not feel awkward or embarrassed in giving their responses.

10. Should avoid double negative questions.

Double negatives may occur when respondents are asked of their agreement
on a certain issue. This should be avoided so that the respondents ‘response
will be clear and precise.

11. Should outline instructions or directions clearly and understandably.

Clear instructions will lead to positive, appropriate and clear answers. If

respondents are clearly asked and told what to do, they will also foster positive
attitude towards answering the questionnaire.

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 What’s More

“Let’s Fill it Up”

Directions: Using the example questions in the pre-test, analyze each using the guidelines
on what should or should not for effective questions. Be able to determine whether the
question is effective or not (mark check). Then provide the reason of your answer.

Example Effective Not Effective Reason

Question
( refer to pre-
test items)
1
2
3
4
5
6
7
8
9
10

What I Can Do

Directions: Suppose you are chosen as the youth representative of your town and you
are asked to introduce an advocacy on youth empowerment or development. Decide what
advocacy you will uphold and be able to find out the possible response of your town people
about it. In order to determine the people’s attitude toward it, conduct a survey by framing a
survey questionnaire. Consider the guidelines in constructing effective questions in your five-
question survey to administer in your respective town.

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 What Is It

LESSON 2 Conducting a Survey

A Survey is one of the best ways we will know and understand the people’s
choices, attitudes, or feelings on certain issues. We will be able to determine the
reactions of the respondents and based on the survey results, we could design some
possible actions to be best done, or a solution to a problem, or a remedy to a disease
or an answer to a question.

THREE STEPS IN CONDUCTING A SURVEY

There are three steps in conducting a survey.

1. Decide on a four or five option survey question. Then make a tally chart
having its heading and appropriate title.

The question should follow the guidelines of making an effective survey

question. Formulate questions that address to the aim and need of the
research. The question should be clear, concise and efficient. The
heading and the title should reflect the focus of the survey.

2. Conduct a survey then tally all the answers.

In conducting a survey, ethics should be observed. You should be polite

and show respect to the respondents. You should maintain a friendly
atmosphere so that respondents may not feel so intimidated. Make sure
all answers are noted. Plan for a more systematic way of tallying.

3. Count the answers marking the item having the least to the greatest tallies.
Then make a graphic representation of the results.

Be careful in tallying so you should observe accuracy and honesty.

Results can be presented using any graphics. Most commonly used are
charts and organizers. Choose the most appropriate graphics that best
represent the result of the survey.

NOTE: When you will conduct a survey, you should write a letter of consent. In the
letter you should also emphasize that the information given by the respondents/
participants will be held with utmost confidentiality.

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 What’s New

Activity 2.2

“It’s Your Turn”

A. Give five of your family’s favorite past time activities. Rank them according to the
frequency of engaging in it. Number them 1,2,3,4,5.

1st

2nd

3rd

4th

5th

B. Ask each member of your family to give his/her rank of favorite past time
activities you listed in A. Just add rows to include all other members of the
family.
(Please follow the given example below.)

Family Favorite Past time Activities (As listed in A)

members 1st 2nd 3rd 4th 5th

Father 4 3 5 1 2

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 C. Then tally or count how many chose each activity.

Favorite Past time Number of Total

Activities (As listed in A) times chosen
1st
2nd
3rd
4th
5th

D. Illustrate a bar graph (similar to the given example) to show a graphic

representation of your survey results. Give the appropriate data you gathered
from your survey. Make sure to show the favorite pastime activities and their
ranks.

TITLE

What I Can Do

“Let’s Get Involved in the Real World”

Directions: You have experienced doing survey in the classroom. Now it is the
best time to go out and venture in the world of world.
A. Design a survey questionnaire that will gather some of the residents’ values
and opinions on certain important issue in your community.

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B. Following the guidelines of constructing a survey questionnaire, make five
questions.

C. Conduct a survey in your respective community. Interview SIX residents from

each group category below:

(Parents of) 0 - 5 years old

6 - 11 years old
12 - 18 years old
19 - 39 years old
40 - 60 years old
61 - and above
D. Then devise your own method in tabulating the gathered answers to your five-
survey questions.

E. Graph the results and choose your own format. (YOU MAY USE OTHER
CHARTS OR ANY OTHER GRAPHICS)

F. Write a one - paragraph explanation stating your findings of the survey.

G. Submit your output to your teacher.

I. Personal Data
NAME of the person conducting the survey

Address:

Total Number of Persons Surveyed:

II. Graphic Illustration of the result

III. One paragraph Explanation

IV. One paragraph Explanation

16

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 What I Have Learned

GETTING DEEPER!

Lesson:

What I want to say about the lesson:

What I found out:

1. A survey questionnaire is an effective tool in gathering data and it uses either

personal or self-administered approach.

2. Effective survey questionnaire should be clear, concise, specific and

understandable. It should be properly structured and should be free from bias
and prejudice.

3. In conducting a survey, the questionnaire should be well- constructed and

should follow the guidelines. It should be properly gathered, tallied and
represented using graphics for vividness.

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 Assessment

Directions: Analyze the given items in a questionnaire and be able to transform

the items that seem not effectively formulated. Be able to consider and follow
the guidelines.

1. Which of the following means you use to become updated with the events?

Magazine or Newspaper
Radio
Television
Internet

2. What is your most usual means you use to become updated with the events?

Magazine or Newspaper
Radio
Television
Internet

3. Enter in the boxes opposite the three options you selected below

Option A Option B Option C

Option D Option E Option F

4. Below are the features of camping holiday. Indicate their importance to you by
numbering from 1-4 in order where 1 is the most important.
People
Cost
Open Air
Mobility
Atmosphere
5. “Have you been to an out of town trip recently?”
6. “Have you been to an out of town trip in the last two weeks?”
7. “Do you think women should eat less and exercise more?”
8. “Are you against a ban on marijuana?”
9. Give your age on 1st June 2019 years.
10. Are you…
Under 18 _18-65 Over 65

18
 What’s New

LESSON 3 GATHERING INFORMATION FROM SURVEYS

The task of gathering or collecting information or data from surveys requires a

high level of knowledge and skill. You need to be familiar with the different types of
survey questions and learn the art of formulating them before you, yourself, can
conduct the survey and actually gather primary data. Primary data, as the name
implies, is data you yourself as a researcher collect from first –hand sources using
methods like surveys, interviews, or experiments.
https://www.statisticshowto.datasciencecentral.com/primary-data-secondary/

What is It

Types of Survey Questions

1. Open-ended questions
These types of questions do not have predetermined options or answers. The
respondents are allowed to answer the questions freely. Responses must be recorded
verbatim-especially because coding and analysis will rely on the subject’s exact
responses. Open-ended questions often need probing or follow-up questions to clarify
certain items in the subject’s response. These question typically ask the “how” and
“why” of something.
Example: Why did you choose to vote for candidate X? Kindly explain.

2. Dichotomous Questions
Dichotomous questions have two possible answers, often either yes/no,
true/false, or agree/ disagree. These questions are used when the researcher wants
to clearly distinguish the respondent’s opinion, preference, experience or behaviour.
Example: HIV/AIDS is transmitted through saliva:
True False

3. Multiple–response questions
There are certain questions that necessitate the respondents to provide more
than one answer. For example, a typical advertising survey would ask the question,
“How did you find about the particular service or item”? A respondent may have
encountered more than one of the probable ways.
Example: How were you able to know about the graduate program of
Development Policy offered in De La Salle University? Check all that applies.
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 Print Advertisement By word of mouth (friends,
families, etc.)

DSLU Website Telephone inquiry

DSLU Social Networking Physical appearance/ inquiry

page

Others, please specify:

4. Matrix questions
There are instances where a number of questions you intend to ask have the same set
of possible answers. Thus, it is possible to construct a matrix of items and answers for the
sake of streamlining the survey.
Example: Qualities of a Good Leader
Beside each of the qualities of a good leader, kindly indicate how well the person in
inquiry manifests the said quality with 1 being the lowest and 5 as the highest.

Sample Matrix Question Set

Qualities/ Rating 1 2 3 4 5
Integrity
Inclusiveness
Information-Driven
Innovative

Shown above is a numerical scale (matrix).The respondents are required to choose

from a number of categories that determine their preferences.
Another common scale is the Likert Scale which tries to assess the subject’s
agreement/disagreement or approval/ disapproval on a five point scale-with one end being the
most positive answer, and the other end being the most negative answer. The categories
correspond to the numerical values 5,4,3,2,1, and are encoded as their numerical equivalent
(Singh 2007,75). The total score per item is determined. From here, you formulate your
inference.

Example: Performance-Based Incentive System

The new performance-based incentive system encouraged me to work over-time.

(5) Strongly Agree (4) Agree (3) Undecided (2) Disagree (1) Strongly
Disagree
5. Contingency Questions
Contingency questions are intended for certain respondents only, depending on the
provided answers. A familiar example would be a follow-up question provided after a
respondent agrees to a certain item. A respondent is asked whether they used any illegal
drugs or substances. Only those who answered yes are required to answer the succeeding
items.

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 Example:
4. Have you ever tried any illegal drugs and/or substances?
Yes No
4.1 If yes, what illegal drugs and/or substances have you used? Check all that apply.
Crystal Meth
Cocaine
Heroine
Marijuana
Ecstasy
Others, please specify:

Points to remember in crafting survey questions

1. Keep the questionnaire as short as possible.

2. Ask short, simple, and clearly worded questions.
3. Start with demographic questions to help respondents get started comfortably.
4. Use dichotomous (yes/no) and multiple choice questions.
5. Use open-ended questions cautiously.
6. Avoid using leading-questions. Make your question ask for the other person’s opinion.
Do not make it clear what your own opinion is. (this would be called a biased question or a
leading question).
A bad example would be: Fishing is a very cruel pastime. Do you agree?
A better question might be: Do you think that fishing is a cruel pastime?
A) strongly agree B) agree C) neutral D) disagree E) strongly disagree
7. Pre-test a questionnaire on a small number of people.
8. Think about the way you intend to use the collected data when preparing the
questionnaire.

What’s More

Activity 3.1 : Answer the following questions on crafting survey questions

1. Which of these questions are leading questions?

A leading question is one that leads the person answering it towards a particular
answer.
a. Do you agree with the majority of people that bank workers earn too much?
b. How has this course improved your English?
c. Do you smoke?
d. Do you agree that giving your child a bottle is a really bad idea?
e. How many times in the past week have you travelled by bus?
f. How many TV sets do you have in your house?
g. Do you agree that eating chocolates raises your IQ?

21
2. Here are some open-ended questions. Write suggestions for each tick boxes. The first one
has been done as an example.
A. Which type of film do you like watching? Tick all that apply.
Horror
Comedy
Action/adventure
Cartoons
Drama
None of the above
B. The company is having a party. What type of food should there be?
C. What sports should the new sport centre offer?
D. What electronic gadgets do you use?
E. Give your opinion on the bus service in town.

What I Have Learned

GETTING DEEPER!

Lesson:_

What I want to say about the lesson:

What I found out:

22
LESSON 4. DISSEMINATING INFORMATION FROM SURVEYS

What’s New

What do you do with the data or information you have collected after
conducting your survey? Information or data gathered from surveys should be
properly organized before it could be disseminated.

What is It

According to Cambridge International Organization, data can be organized in

several ways. Which method is chosen depends largely on the type of data being
collected. A simple way of recording the results is by constructing a tally and frequency
table.
For example, a survey is carried out to test the manufacturer’s claim that there
are ‘about 36 chocolate buttons in each packet.’ The number of buttons in each of 25
packets is counted, giving the figures below.
35 36 34 37 36 36 38 37 36 35 38
34 35 36 36 34 37 38 37 36 35 36
36 37 36

Displayed as a list, the numbers are not clear, however, they are easier to
analyze if they are recorded in a tally and frequency chart like this.

Number Tally Frequency

34 III 3 The tally column is filled
in as the survey is being
35 IIII 4
carried out. The
36 IIII IIII 10 frequency column is
completed by counting
37 IIII 5 up the tally marks at the

38 III 3

Sometimes if there is a big range in the data, it is more useful to group the data in a
grouped frequency table. The groups are chosen so that no data item can appear in
two groups.
For example, the ages of 30 residents in a Home for the Aged are shown below:
98 71 76 77 72 78 77 73 76 86
75 79 81 105 100 74 82 88 91 96
85 90 97 102 83 101 83 84 80 95

23
Constructing a tally and frequency table with a list of individual ages will not be very
useful as most ages in the range will only have one or two results. Grouping the data
into the age ranges 71-80, 81-90, etc. produces this more useful table.

Age Tally Frequency

71-80 llll llll ll 12
81-90 llll llll 9
91-100 llll l 6
100-110 lll 3

The ages could have been grouped 71-75, 76-80, 81-85, etc. The group size is the
decision of the person collecting the data, but it is important that the groups are all the
same size and do not overlap.

Displaying data
Once the data has been collected, it can be displayed in several ways. Which
method is chosen depends on the type of data collected and the audience it is intended
for. One of the simplest and most effective is to use a pictogram.
This method uses pictures to represent the frequency. The chocolate button
data can be displayed on a pictogram like this, using one circle to represent one
chocolate button.

Number of chocolate buttons Frequency

34
35
36
37
38

Sometimes one symbol represents more than one item. In the pictogram below, each
circle represents four chocolates and fractions of a circle represents smaller amounts.

Number of Frequency Key

chocolate buttons
34 = 4 chocolates

35
Look at the key to
36 see what each
37 symbol

38

24
 Probably the most common way of displaying data is the bar graph or
frequency diagram. It is quick and easy to draw, and straightforward to understand.

Worked example
Subject Frequency
A school of 120 students carry out a survey to see
which subjects are most popular. Their results are shown Sport 40
in Science 20
the frequency table.
Maths 30
Show this information on a frequency diagram
Art 15
Languages 15
Total 120

The graph
is fully
Frequency

The bars are all the

same width and do not
touch. The height of
each bar represents
the frequency.

Frequency diagrams can also be used to display grouped data, such as the ages of
the residents in the care home.

As before,
the bars are
all the same
width and
Frequency

do not

An alternative to a frequency diagram is a bar-line. Instead of bars, lines are drawn to

represent the frequencies. The height of each line indicates the frequency.
25
The data about students’ favourite subjects can be shown on a bar-line graph like this.

Favourite subject

10

Sports Science Math Art Languages

In frequency diagrams and bar line graphs, each frequency is represented by the
height of a bar or line. Another way of displaying data is on a pie chart. On these, each
frequency is represented by a fraction of a circle.

Worked example

Look again at the data about students’ favourite subjects. Show this information on a
pie chart.

● First you need to express the frequency of each subject as a fraction of the total
number of students
Sports is 40 = 1 of the total
120 3

Science is 20 = 1
120 6

Maths is 30 = 1 of the total

120 4

And Art and Languages are 15= 1 each.

120 8

26
To draw the pie chart without a protractor, an understanding of fractions helps. For
example, Sport and Science together represent half of the total, and Maths, Art and
Languages represent the other half of the total.

The pie chart has a

heading and a key,
and each slice is
Sport
clearly labeled
Science
Maths
Art
Languages

The pie chart is divided

into slices, which are
fractions of the circle.
The size of each slice
represents the
frequency, as a fraction
of the total number of
students.

What’s More

Activity 4.1

1. Twelve people were asked which sandwiches they had bought from a sandwich
shop.
Their answers were:
Chicken Tuna Egg Chicken
Egg Tomato Chicken Tuna
Tomato Egg Chicken Chicken
Show this information in a pictogram

27
2. A fitness club carries out a survey to find out the ages of its members. Here
are the results.
22 18 23 17 44 42 50 19 21 23 11 16
38 55 62 41 17 19 23 36 28 42
35 33 18 22 63 48 9 7 17 23 36
48 54 60
A) Make a grouped tally and frequency table using the age groups 1-10, 11-
20, 21-30, etc
B) Draw a frequency diagram of the data.

3. Ninety students took an English Proficiency exam. On the way out of the hall,
they were asked whether they found it hard, OK or easy. Here are the results.

Response Easy OK Hard

Frequency 15 45 30

Show the results on a pie chart

What I Have Learned

GETTING DEEPER!

Lesson:

What I want to say about the lesson:

What I found out:

28
 What Is It

LESSON 5
Summarizing Findings and Executing The Report Through
Survey

A component of summary of the findings is to provide a discussion for each of

the findings, using anchor verbiage that justifies rather than distorts the intent of the
findings. Tells us how the findings are important or relevant based on the aim and
scope of your study.

A summary is a synthesis of the key ideas of a piece of writing, restated in your own
words – i.e., paraphrased. You may write a summary as a stand-alone assignment or
as part of a longer paper. Whenever you summarize, you must be careful not to copy
the exact wording of the original source.

Summarizing teaches students how to discern the most important ideas in a text,
how to ignore irrelevant information, and how to integrate the central ideas in a
meaningful way. Teaching students to summarize improves their memory for what is
read. Summarization strategies can be used in almost every content area.

Due to clarity demand, summary of findings must contain each specific question under
the statement of the problem and must be written first to be followed by the
findings that would answer it.

The findings should be textual generalizations, that is, a summary of the important
data consisting of text and numbers.
How to Write a Summary

Preparing to Write : To write a good summary it is important to thoroughly understand

the material you are working with. Here are some preliminary steps in writing a
summary.

1. Skim the text, noting in your mind the subheadings. If there are no
subheadings, try to divide the text into sections. Consider why you have been
assigned the text. Try to determine what type of text you are reading with. This
can help you identify important information
2. Read the text, highlighting important information and taking notes.
3. In your own words, write down the main points of each section.
4. Write down the key support points for the main topic, but do not include minor
detail.
5. Go through the process again, making changes as appropriate.

29
 What’s New
Activity 5.1

Guess the word

Study the definition and word forms. Then, arrange the letters in bold to form the
correct word for each item below. Write the word in the box.

1. It is the important ideas in preparing a niam pntsoi –

A survey report

2. To look over quickly especially simk -

To find main ideas

3. ideas which are omitted when writing tarlirevnr edais -

a survey report

4. a statement that says something that another srphaapaer -

person has said or written in different way

5. a synthesis of the ideas of a piece of writing

makes you unable to relax rammusy

30
Sample Survey Report 1

Global Implications of Patent Law Variation

http//depts..washington.edu/owwwwrc
A patent is an exclusive right to use This first sentence is a general
definition. It may be safe to assume
an invention for a certain period of time that your audience is already
which is given to an inventor as compen- familiar patents: thus you do not
sation for disclouse of an invention. have include it in summary.

Although it would be beneficial for the

world economy to have uniform patent laws,
each country has its own laws designed to This the main idea
protect domestic inventions and safeguard
technology. Despite widespread variation

patent laws generally fall under one to two This classification of two principles
principles; the first-to-file and the first-to- is important.
invent.

The first to file principle awards a patent to

the person or institution that applies for a
patent first, while the first to invent principle
grants the patent to the person or institution
that was first to invent and can prove it. Ignore specific details about the
Most countries have adopted the first-to-file differentprinciples. The terms are
system. However, the United States self-explanatory.
maintains a first-to-invent system, despite
obvious shortcomings. A result of countries
employing different patent law principles is It is important to point out that most
inconsistency of patent ownership. of the world follows system, the
Include a description of the problem United States as well.
Surrounding variation in patent laws.
Patent ownership is not recognized
globally. On the contrary, ownership may

31
change depending on the contrary. It is not
uncommon for an invention to have two
patent owners – one in the United States
and one in the rest of the world. This unclear problem, but not all details.
ownership often has economic
consequences.
If a company is interested in using a patented
Invention, it may be unable to receive per-
mission from both patent owners, which in
turn may prevent manufacture of a particular
product. Even if permission is received from
both owners, pay royalties to both may be
quite costly. In this case, if the invention is
useful enough, a company may proceed
and pass on the added cost to consumers.
International economic tension has
also been increasing as a result of differing
policies. Many foreign individuals and
companies believe that they are at a serious Describe this other problem

disadvantages in the United States with associated with different patent

principles.
regard to patent ownership because of the
logistical difficulties in establishing first-to-
invent status. Further, failure of the United
States to recognize patent ownership in

other countries is in violation of the Paris

Conventions on Industrial Properties,

which requires all member nations to Provide some explanation, but not
treat all patent equally. The conflict all the details
surrounding patent has prompted the
World Intellectual Properties Organization
(WIPO) to lobby for universality in patent

which requires all member nations to

treat all patent equally. The conflict
surrounding patent has prompted the
World Intellectual Properties Organization
(WIPO) to lobby for universality in patent

32
Laws. WIPO maintains that the first
Describe the action taken to solve
necessary step involves compelling the
the problem
United States to reexamine its patent
principle, taking into account the reality

33
 of a global economy. This push may
indeed result in more global economic
cooperation.

Writing the summary:

When writing the summary there are three main requirements:

1. The summary should cover the original as a whole.

2. The material should be presented in a neutral fashion.
3. The summary should be condensed version of the material, presented in your
words.

- also do not include anything that does not appear in the original. (Do not include
your own comments or evaluation.)

- be sure to identify your source

Sample Summary:

In his paper “Global Implications of Patent Law Variation,” Koji Suzuki (1991)
states that lack of consistency in the world’s patent law is a serious problem. In most
of the world, patent ownership is given to the inventor that is first to file for a patent.
However, the United States maintains a first-to-invent policy. In view of this, patent
ownership can change depending on the country. Multiple patent ownership can
result in economic problems; however, most striking is the international tension it
Causes. That fact that United States does not recognize patent ownership in other
countries, in violation of the Paris Convention on Industrial Properties, has prompted
the World Intellectual Properties Organization (WIPO) to push the United States to
review its existing patent law principles.

34
Sample Survey Report 2

Rising number of college students report mental health condition

https://twin-cities.umn.edu/news-events/rising-number-college-students-report-
mental-health-condition

The number of students coming to college with a mental health condition continues
to increase, with nearly half of all female students reporting a diagnosis in their
lifetime. The 2018 College Student Health Survey of University of Minnesota Twin
Cities (UMTC) students found a 29 percent increase in mental health conditions
among students since 2015.

The survey, directed by Boynton Health, is intended to identify health issues affecting
UMTC students so University officials can be responsive to their needs and create a
healthier campus environment.

“We have a profound opportunity to positively influence the health of young adults
in college,” said Maggie Towle, interim vice provost for Student Affairs and dean of
students. “Graduating from college is a key barometer of future health, including a
better job, higher wage and the resources for good health. The College Student
Health Survey helps us bring focus and attention to the most pressing health
concerns of our students.”

In addition to the mental health findings, the survey found an increase in students
experiencing sexual assault and, for the first time, collected information about sexual
harassment.

35
Mental Health

In 2018, 42.2 percent of students reported a mental health diagnosis in their

lifetime, a 29.1 percent increase from 32.7 percent in 2015. The increase was
particularly significant for female students, with nearly half (48 percent) reporting
a mental health condition in their lifetime compared to 39 percent in 2015.

Consistent with past surveys, anxiety (32 percent) and depression (27 percent)
are the most frequent conditions stated.

“As student mental health needs grow, we have to ask what resources will be
needed to keep pace,” said Gary Christenson, MD, chief medical officer, Boynton
Health. “The scale of our campus puts us in a better position to provide students
a range of resources. But all colleges and universities are struggling to keep up.
Our survey should be a clear sign to policymakers, mental health professionals
and public health experts that we urgently need to identify public
health approaches to promote good mental health.”

Stress

Unmanaged stress can have serious health consequences, including what appears
to be an association between unmanaged stress and higher rates of mental health
conditions.

Based on the survey results, more than two in five (42 percent) students were
unable to manage their stress. Among these students, 14 percent were
diagnosed with depression in the last year. Compared to students who manage
their stress, only 6 percent were diagnosed with depression.

Students who reported three or more stressors engage in more risky behavior,
including higher tobacco and marijuana use, high-risk drinking, and higher credit
card debt compared to students who reported fewer stressors. The factor
students are most likely to say affects their academic performance is stress.
“College can be stressful and students do not necessarily seek help to cope with
stress,” said Patricia A. Frazier, PhD, associate chair of the Department of
Psychology. “To succeed academically, students need a variety of tools to help
them learn how to manage stress.”

36
 What’s More

Activity 5.2

Reading with Action

Write a Summary of Findings using the following steps:

I. Objective (Value Communicated)
Objective, accurate and honest presentation of facts and results

II. Basic Content (Facts and Information)

a. May consist of eyewitness accounts of first – hand information.
b. May contain facts, data, figures or statistics on or from people,
Events, phenomena, structures, experiments, questionnaires,
interviews and library research.
c. May include materials and procedures or methods.

Problem Solution

A. Mental Health
a. anxiety
b. depression Identify public health approaches to
promote good mental health

B. Stress
a.
b.

III. Write a Summary of Findings using the following steps. (5 sentences

only)

Summary

37
 What I Have Learned

GETTING DEEPER!

Lesson:

What I want to say about the lesson:

What I found out:

Summarization is one of the most important and essential aspects of reading

comprehension. By finding the key points and main idea, students gradually become more
skillful readers. In this lesson students will learn the steps of summarizing and then they
will practice summarizing a selection of text.

What Can I Do

Looking For

For your assignment research in the internet any survey report and write a summary
out of it.

38
 What Is It

LESSON 6
Writing A Survey Report

What’s New

Activity 6.1

Bite the Apple

Directions: Write in the fruit of the tree (apple) the word/words associated with the word
survey.

SURVEY

Survey report

Is a formal piece of writing based on research. When reporting the results of

a survey, the figures gathered should be given in the form of percentages and
proportions.

39
Survey

Is a method of collecting information or data in which people self-report their

own opinion/behaviors in response to the questions

The purpose(s) of writing a survey report is to study a research topic thoroughly, and
to summarize the existing studies in an organized manner. It is an important step in
any research project

.
Steps in writing a Survey Report

1. Break the report into separate sections with heading. Survey reports
usually use headings for each section.
2. Write a 1-2 page executive summary paraphrasing the report.
3. State the objectives of the survey in the background section.
4. Provide background information by explaining research and studies.

Tips in conducting a successful Survey

1. Make sure that every question is necessary.

2. Keep it short and simple.
3. Ask direct questions.
4. Ask one question at a time.
5. Avoid leading and biased questions.
6. Speak your respondent’s language.
7. Use response scales whenever possible
8. Avoid guiding grids or matrices for responses.

A Survey Method is the technique of gathering data by asking questions to people

who are thought to have desired information. A formal questionnaire is prepared.
Generally a non-disguised approach is used. The respondents are asked questions
on their demographic interest or opinion.

Guidelines for Writing the Survey Report

1. Value Communicated
Objective, accurate and honest presentation of facts and results
2. Basic Content
a. May consist of eyewitness accounts of first – hand information.
b. May contain facts, data, figures or statistics on or from people,
Events, phenomena, structures, experiments, questionnaires,
interviews and library research.

40
 c. May include materials and procedures or methods.
3. Modes of Ordering
a. Chronological or time order.
b. Geographical or space / spatial order.
c. Logical – Inductive and Deductive
d. Problem – Solution
e. Cause and Effect
f. Formal
g. Abstract – Introduction – Background – Statement of the
problem
h. Materials – Method or Procedure – Results – Discussion –
Summary
i. Conclusion and Recommendation
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

HOW TO WRITE A SURVEY REPORT

A survey report is a formal piece of writing based on research.

I - Structure

Introduction

State the purpose/aim of the report, when and how the information was gathered.

Main Body

All the information collected and analyzed is presented clearly and in detail (break
down the respondents into groups according to sex, age and place of residence, state
the main differences between groups). Subheadings, numbers or letters can be used
to separate each piece of information.

Conclusion

Sum up the points mentioned above. If necessary a recommendation can be included

as well (one way of summing up is making some general comments).

41
II . Useful hints and phrases:

Present Tenses, Reported Speech and an impersonal style should be used in survey
reports. Use a variety of reporting verbs such as claim, state, report, agree, complain,
suggest, etc.

When reporting the results of a survey, the figures gathered should be given in the
form of percentages and proportions. Expressions such as “one in four” or “six out
of ten” can be used, or exact percentages e.g. 25% of the people questioned, 68% of
those who filled in the questionnaire, etc. Less exact expressions such as: the majority
of those questioned, a large proportion of, a significant number of, etc. can also be
used.

III. Useful language for reports:

To introduce: The purpose/aim of this report, As requested, This survey was carried
out/ conducted by means of…,the questionnaire consisted of etc.

To generalize: In general, generally, on the whole, etc.

To refer to a fact: The fact is that…, In fact, In practice, etc.

To conclude/ summarize: In conclusion, All things considered, To sum up, All in all,
It is not easy to reach any definite conclusions, If any conclusions may be drawn from
the data, It is clear that, The survey shows/indicates/demonstrates, etc.

What’s More

Activity 6.2

Vocabulary Alert

Directions: The words under the first column are taken from the sample survey report
that you are about to read. Using a dictionary and other reference
materials, look for the meaning of these words to complete the table.

Word Definition Use in a Synonym Antonym

Sentence

hefty

42
 obese

euphoric

culprit

validate

Sample Survey Report

Fast-food Addiction

A.

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 Ṩ 6 billion to Ṩ 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 a cola” are addictive compounds that keep customers lining
up for their next fix.

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 McDonald’s or Burger King can dish out up to 2000
calories, including more than a cup of sugar and 84 grams of fats.

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.

Whereas herein 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,

43
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 fuelled 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.

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
substance 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.

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, it is clear that as weight rises, individuals need to consume increasingly
larger portions to experience a comparable euphoric effect.

Vocabulary
From Merriam-Webster Dictionary

1. obesity (noun)
- a condition characterized by excessive accumulation and storage of
fat in the body
2. obese (adjective)
- very fat: fat in a way that is unhealthy
3. calorie (noun)
- a unit of heat used to indicate the amount of energy that foods will
produce in the human body
4. hefty (adjective)
- large and heavy: big and strong
5. dopamine (noun)
- a monoamine that is decarboxylated to dopamine and that occurs
especially as a neurotransmitter in the brain
6. euphoric (noun)
– a feeling of great happiness and excitement

44
Parts of the report on fast-food addiction

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

2. Cause and effect : 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. Proof (of the cause and effect relationship) : Laboratory experiments on rats
given a sugar and fat diet of chocolate drink
5. Application of the research : Sugar and fat addiction in rats being similar to fast-
food addiction in humans, leading to weight gain

Source: English for Academic and Professional Purposes Guide, Department of

Education, 2016.

Activity 6.3
Try Me This Time

Directions: This activity should be discussed with your pair. Write your answer
in a one whole sheet of paper.

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

2. In the next paragraph, what do you think are the culprits?
3. How many calories are there in one serving?
4. What are the two scientific proofs, based on paragraph 4, that sugar and fat
behave like drugs causing addiction?
5. How does the author conclude the report?
6. Is there any caution suggested in the conclusion?

B.

Survey of Academic and General Reading in English

On 8th February 1999, a survey was conducted among 16 overseas postgraduate students at the University of
England. The purpose of the survey was to discover the reading habits in English of the students.
The survey was conducted by means of a questionnaire given to the students to complete. The first part of the
questionnaire dealt with the type of reading and its frequency. The second section was concerned with newspapers:
the type of items read and those that were read first.
From the table of data, the most significant items are as follows. In the first section 81% of the students regularly
read academic books" while 44% regularly read academic journals. Nothing else is read regularly or often by 40%
or more of the students. The following comments can be made about the reading of newspapers, magazines and
fiction. 75% sometimes read regional or local newspapers, 69% sometimes read books of fiction, 62% sometimes
read general magazines, and 56% sometimes read national daily newspapers. On the other hand, 37% never read
Sunday newspapers and 31% never read fiction.

45
 In the second section, not surprisingly, 100% read news about their own country in newspapers and 56% read
this first. 94% read international news,
25% read this first. 81% read about Britain and look at radio and TV information. The only other item that is usually
read by more than 50% of the students is current affairs (read by 56%).
If any conclusions may be drawn from the data, they are, perhaps, as follows. Overseas students presumably
have little time for general reading: most of their reading time is spent on books and journals on their own subject.
Outside their studies, apart from reading news about their own country, international news, and news about Britain,
they probably spend most time watching TV and listening to the radio.
/from Academic Writing Course by R.R. Jordan/

Activity 6.4
Let’s write

Directions: Identify the parts (introduction, body and conclusion) of a survey report in

Survey of Academic and General Reading in English

Introduction:

Main Body:

sample B.

46
 Conclusion:

Activity 6.5
Let’s Do This

Directions : Select one from the given options. Do this together with your groupmates.
(by group of six members)

1. Interview one of your school athlete on their diet when preparing for a game
.
2. Prepare a substitute meal and snack for the usual fast-food items.
3. Draw a comic strip showing the effects of an excessive fast-food diet.

What I have Learned

GETTING DEEPER!

Lesson:

What I want to say about the lesson:

What I found out:

47
A survey is a collection of information or data in which people show their
opinion/behaviors in response to the questions given. The purpose of a survey report is
to study a research topic thoroughly, and to summarize studies in an organized manner.

What I Can Do

Happy Time Together

Directions: Write a good survey report following the guidelines. Choose your own topic.

48
 Assessment

Directions: Read each item carefully and follow directions. Write the letter of the
appropriate answer on your paper.

1. It is a formal piece of writing based on research.

A. position paper B. writing a questionnaire C. survey report
2. A technique of gathering data by asking questions to people who are taught to
have a desired information.
A. deductive method B. survey method C. questionnaire method
3. The following are the guidelines in writing a survey report, except:
A. keep it simple
B. modes of ordering
C. basic qualities of a good report
4. What is the purpose of writing a survey report?
A. to have better report
B. to study a research topic thoroughly
C. to conduct a survey
5. It is a textual generalization, consisting of text and numbers.
A. demand B. summary C. findings D. writing
6. In conducting a survey report it is important that the objective .
A. not clear B. accurate C. focused D. readable
7. In writing a summary, what should not include?
A. do not include your own comments or evaluation
B. the summary should not cover the original text as whole
C. the material should not be presented in a neutral fashion.
D. none of the above
8. Summarizing teaches students how to discern the most important ideas in a text.
A. yes B. no C. maybe D. not sure
9. Which of the following structure state the aim/purpose of the report, when and how
the report gathered?
A. conclusion B. main body C. objective D. Introduction
10. It is where all the information collected and analyzed is presented clearly and in
detail.
A. introduction B. conclusion C. main body D. objective

49
 MODULE 5

REFERENCES

Beadell, Stephanie. “A Simple Guide to Asking Effective Questions.” Accessed:

July 14, 2018 , https://zapier.com/learn/forms-surveys/writing-effective-
survey/#begin

D Mier . “The Seven Stages of Effective Survey Research.doc.” Accessed

August 6, 2018.
www.mktgsensei.com/.../Marketing%20Research/The%20Seven%20Stages%20of%
20.

“How to Conduct a Survey”. Accessed November 23, 2018

https://backup.explorable.com/how-to-conduct-a-survey

Marcial, Ana Katrina T. , et l . English for Academic and Professional Purposes.

Quezon City: IBON Foundation Inc. 2018

Oracion, Gina. & Dalona, Irish Mae. English for Academic and Professional

Purposes Workbook. Tagum City, Davao Del Norte: Diocesan Printing Press,
Inc..2018

Mora, Michaela. (May 11, 2016).”10 Key Things To Consider When Designing
Surveys .” Accessed September 17, 2018.
https://www.surveygizmo.com/resources/blog/designing-surveys/

“Questionnaire Design”. Accessed October 2018:

http://www.fao.org/docrep/w3241e/w3241e05.htm

Sincero, Sarah Mae. “How to Conduct a Survey”. Accessed November 17, 2018.
https://explorable.com/how-to-conduct-a-survey

“What Is a Survey Questionnaire?”. Accessed November 27, 2018:

https://www.examples.com/education/what-is-a-survey-questionnaire.htm

50
REFERENCES (Module 5 –Lessons 3&4)

Collecting and displaying data. Accessed January 3, 2019.

.:https://www.cambridgeinternational.org/Images/307704-hodder-checkpoint-maths-
spread.pdf

Designing Questionnaires . Accessed January 10, 2019:

http://www.bbc.co.uk/skillswise/worksheet/ma35data-l1-w

Leading Questions (and how they are used in different situations)”.

https://kopywritingkourse.com/leading-question/. Accessed January 13, 2020.

Melegrito, Ma. Lourdes & Mendoza Diana . Applied Research: An Introduction to

Quantitative Research Methods and Report Writing. Quezon City, Phoenix
Publishing House, Inc.2016.

Primary Data & Secondary Data: Definition & Example. Accessed January 13, 2020.
https://www.statisticshowto.datasciencecentral.com/primary-data-secondary

“Survey Design”. Accessed January 12, 2019

http://www.virginia.edu/processsimplification/resources/survey_design.pdf

Torneo, Ador & Clamor, Hiyas. Practical Research 2. Quezon City, SIBS Publishing
House, Inc. 2017

References (Module 5 – Lessons 5 & 6)

Book

English for Academic Purposes Learner’s Material and Teacher’s Guide. Department
of Education, First Edition, 2016

Sharpe, Pamela J. "The Digital Divide,” Paleolitic Art,” “Weather and Chaotic
System,” and “Win-Win” in Barron’s TOEFL iBBarron’T Internet-Based Test.
New York: Barron’s Educational Series, Inc., 2010.
Online Sources

http://mics.unicef.org/files?job=W1siZiIsIjIwMTUvMDQvMDMvMDYvNDIvNDgvNTk4
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