Pamantasan ng Lungsod ng Maynila

College of Engineering and Technology

Department of Chemical Engineering

Presentation of Data

Presentation is the process of organizing data into logical, sequential, and

meaningful categories and classifications to make them amenable to study and
interpretation. Analysis and presentation put data into proper order and in
categories reducing them into forms that are intelligible and interpretable so that
the relationships between the research specific questions and their intended
answers can be established. There are three ways of presenting data: textual,
tabular and graphical.

Table 1
Degrees and Specialization of the Teachers
Specialization (Majors)

Degrees English History Mathematics Science TOTALS

Earned
F % F % F % F % F %

AB 1 1.69 2 3.39 6 10.17 12 20.34 21 35.59

BSCE 4 6.78 4 6.78

BSE 2 3.39 2 3.39 14 23.73 13 22.03 31 52.54

MA 1 1.69 2 3.39 3 5.08

TOTALS 3 5.08 4 6.78 25 42.37 27 45.76 59 99.99

Footnotes:

a. All the teachers have enough education units as required by regulations.

b. The total number of teachers, 59, was the base used in computing all
percent.
c. The percent total does not equal to 100.00 percent due to rounding off of
partial percent to two decimal places. However, the 99.99% can be
increased to 100.00 percent by adding .01 to the largest partial percent. A
principle supports this process.
Source note: The Principals Offices
 Pamantasan ng Lungsod ng Maynila
College of Engineering and Technology
Department of Chemical Engineering

TEXTUAL PRESENTATION OF DATA

Textual presentation uses statements with numerals or numbers to describe

data. The main aims of textual presentation are to focus attention to some
important data and to supplement tabular presentation.

The disadvantage, especially if it is too long, is that it is boring to read and the
reader may not even be able to grasp the quantitative relationships of the data
presented. The reader may even skip some statements.

Example: The following refers to the degrees earned by 59 science teachers in

the hypothetical study of the teaching of science in the high schools of Province
A:

Of the 59 science teachers, 21 or 35.59 percent have earned a Bachelor of Arts

degree with education units, four or 6.78 percent have earned a Bachelor of
Science in Civil Engineering degree with education units, 31 or 52.54 percent a
Bachelor of Science in Education degree, and 3 or 5.08 percent a Master of Arts
degree.

TABULAR PRESENTATION OF DATA

When presenting ideas that include references to data, it can be helpful to

make the point using a table or graph. Text alone should not be used to convey
more than three or four numbers. Sets of numerical results should usually be
presented as tables or pictures rather than included in the text. Well-presented
tables and graphs can concisely summarize information which would be difficult
to describe in words alone.

On the other hand, poorly presented tables and graphs can be confusing
or irrelevant. While they can be powerful methods, they also have the potential
to ruin a presentation if they convey the wrong message or they confuse the
audience. Appropriate use of tables and graphs is one way to enhance the
message you are delivering. It is crucial to remember that when using a table or
graph the associated text should describe what the data reveal about the topic;
you should not need to describe the information again in words.
 Pamantasan ng Lungsod ng Maynila
College of Engineering and Technology
Department of Chemical Engineering

Tables and graphs should, ideally, be self-explanatory. The reader should

be able to understand them without detailed reference to the text, on the grounds
that users may well pick things up from the tables or graphs without reading the
whole text. The title should be informative, and rows and columns of tables or
axes of graphs should be clearly labeled.

A statistical table or simply table is defined as a systematic arrangement

of related data in which classes of numerical facts or data are given each a row
and their subclasses are given each a column in order to present the
relationships of the sets or numerical facts or data in a definite, compact, and
understandable form or forms. (Calderon, et al, p.210)

The purpose of a table is to facilitate the study and interpretation, the

making of inferences and implications of the relationships of statistical data.
Table construction for data presentation is a part of analysis because the data
are separated and grouped according to class or category.

Advantages of tabular over textual presentation of data. (Calderon, et al,

p.210) The advantages of the tabular over the textual presentation of data are:

1. Statistical tables are concise, and because data are systematically grouped
and arranged, explanatory matter is minimal.

2. Data are more easily read, understood, and compared because of their
systematic and logical arrangement into rows and columns. The reader
can understand and interpret a great bulk of data rapidly because he can
see significant relationships of data at once.

3. Tables give the whole information even without combining numerals with
textual matter. This is so because tables are so constructed that the ideas
they convey can be understood even without reading their textual
presentation.

The major functional parts of a statistical table. (Bacani, et al, p. 55)

Table Number
Title
(Headnote)
Stub Head Master Caption
 Pamantasan ng Lungsod ng Maynila
College of Engineering and Technology
Department of Chemical Engineering

Column Column Column Column

Caption Caption Caption Caption

Row Label Entry Entry Entry Entry

Total:

Footnote:
Source note:

The above illustration of a table is only a simple one. There are tables that
are very complicated. For instance, the column caption may further be
subdivided into sub-column captions which in-turn may still be subdivided. This
happens when the subject matter of the table is classified, then the first
classifications are further sub-classified, and so on.

1. Table Number. Each table should have a number, preferably in Arabic, for
reference purposes. This is because only the table numbers are cited. The
number is written above the title of the table. Tables are numbered
consecutively throughout the thesis report. If there is only one table the
number is unnecessary.

2. Title. The title should tell about the following:

a. The subject matter that said table deals with;
b. Where such subject matter is situated, or to what entity or persons
it belongs, or from whom the data about such matter were gathered;
c. When data about such subject matter were gathered or the time
period when such data were existent; and
d. Sometimes how the data about such subject matter are classified.
 Pamantasan ng Lungsod ng Maynila
College of Engineering and Technology
Department of Chemical Engineering

Usually, however, only the first two elements are mentioned in the title,
and occasionally, only the subject matter. Only the beginning letters of the
important words in the title are capitalized. If the title contains more than one
line, it should be written like an inverted pyramid.

3. Headnote or Prefatory Note. This is written below the title and it is usually
enclosed in parentheses. It explains some things in the table that are not
clear.

Suppose a table entitled People with HIV Aids is to be constructed and

the entries in the table are in rounded millions of people. Instead of
entering 37 million of people, the entry is only 37. The headnote that
should be written below the title should be Millions of People.

4. Stub. The stub contains the stub head and the row labels. The stub head
tells what the stub contains, the row labels. Each row label describes the
data contained in that row.

5. Box Head. The box head contains the master caption, the column captions,
and the column subcaptions. The master caption describes the column
captions and the column captions in turn describe the subcolumn
captions.

6. Main body, field, or text. The main body, field, or text of the table contains
all the quantitative and/or proportional information presented in the table
in rows and in columns.

7. Footnote. The footnote which appears immediately below the bottom line
of the table explains, qualifies, or clarifies some items in the table which
are not readily understandable or are missing. Proper symbols are used to
indicate the items that are clarified or explained. The footnote is not
necessary if everything in the table is clear and there is nothing to clarify
or explain.

8. Source note. The source note which is generally written below the footnote
indicates the origin or source of the data presented in the table. The source
note is not necessary if the sources of the data are the respondents to a
 Pamantasan ng Lungsod ng Maynila
College of Engineering and Technology
Department of Chemical Engineering

questionnaire or interview schedule. The purpose of placing the source

note are:

a. To give credit or recognition to the author of the table or the sources or

h sources of the data;
b. To allow the users to secure additional data from the same source;
c. To provide the user for determining the accuracy and reliability of the
information provided by the table, and;
d. To protect the maker of the table against any charge of inaccuracy and
unreliability.

Rulings and spacing in tables. (Calderon, et al, p.210) Ruling is done in a table
to emphasize or make clear relationships. There are no fixed standard rules to
follow in ruling and spacing tables. Emphasis and clarity are the determining
factors. However, the following guidelines are generally followed in the
construction of tables for a thesis report:

1. The table number is not separated by line from the title. It is written two
spaces above the title.

2. The title is separated from the rest of the table by a double line placed two
spaces below the lowest line of the title.

3. The stub, master caption, captions, subcaptions, and totals are separated
from one another by vertical and horizontal lines.

4. The rows and columns are not separated by lines. Major groups, however,
are separated by single lines. For purposes of clarity, rows are separated
by a double space and the columns are separated by as wide a space as
possible.

5. Both ends of the table are unruled

6. There is always a line, either single or double, at the bottom of the table.
Unity in a table. There should always be unity in a table. To achieve this,
presenting too many ideas in a single table should be avoided. One subject
matter is enough, one that can be divided into categories which in turn can
be divided into common classifications.
 Pamantasan ng Lungsod ng Maynila
College of Engineering and Technology
Department of Chemical Engineering

Textual Presentation of Tabular Data

Generally, there should be a textual presentation of a table which precedes

the table or the table may be placed within the textual presentation. The table
and its textual presentation should be placed as near as possible to each other.
Textual presentation is mixing words with numbers in statements.

There are two ways of making a textual presentation of a table;

1. All the items in the table are textually presented. This manner enables the
reader to comprehend the totality of the data even without consulting the
table. This is alright if the data are not so many. However, if the data are
so numerous, reading becomes boring and the reader may even skip some
of the items.

2. Only the highlights or important parts of the data are textually presented.

The basic principles that should be remembered in the textual presentation

of a table are:

1. The textual presentation of a table should be as complete as possible so

that ideas conveyed in the table are understood even without referring to
the table itself.

2. Textual presentation is generally followed by interpretation, inference, or

implication. This is done after the data from the table have been textually
presented.

Implication, inference, interpretation. These three terms are synonymous

if not exactly the same in meaning. They are used interchangeably. Each
is a statement or statements of the possible meaning, revealed by the
findings plus a veiled suggestion to continue the situation if it is good or
to adopt some remedial measures to eradicate or minimize its bad effects.
Those who are to be benefitted and those who are going to suffer the bad
effects should also be mentioned.

Implication, inference, or interpretation has atleast four elements, namely,

condition, cause, effect, and continuance of remedial measure.
 Pamantasan ng Lungsod ng Maynila
College of Engineering and Technology
Department of Chemical Engineering

a. Statement of the condition or situation. The condition or situation

is stated based upon the findings, whether satisfactory or
unsatisfactory.
b. Probable cause of the condition. Usually, also very condition has a
cause but, there must also be a logical and valid relationship
between the condition and its cause.
c. Probable effects of the condition. Usually, also every condition has
an effect, either bad or good. However, there must also be a logical
and valid relationship between the condition and its effect and this
must be clearly given.
d. A veiled suggestion for continuance or remedial measure, if the
possible effect is bad. If the effect of the condition is good, then there
must be a hint for the continuance of the existence of the condition.
However, if the effect is deleterious there must be some suggestions
for the adoption of measures aimed at minimizing the harmful
effects.

3. Findings in the present study should be compared with the findings of

other studies as presented in the related literature and studies. This
enables the researcher to make some generalizations if there are enough
data to support such generalizations.

Findings are the original data, quantitative or otherwise, derived or taken

from the original sources and which are results of questionnaires,
interviews, experiments, tests, observations, and other data gathering
instruments. Data presented in tables and their textual presentations are
examples of findings. Findings do not directly answer the specific
questions asked at the beginning of the investigation or the explicit
hypotheses but the findings provide the bases for making the answers.
Hence, the main functions of the findings are to provide bases for making
the conclusions.

References

(March 2001). Approaches to the Analysis of Survey Data. U. K.: The University
of Reading and Statistical Services Centre.

Calderon, J. F. (1993). Methods of Research and Thesis Writing. Mandaluyong

City: National Book Store, Inc.
 Pamantasan ng Lungsod ng Maynila
College of Engineering and Technology
Department of Chemical Engineering

(March 2000). Informative Presentation of Tables, Graphs, and Statistics. U.K.:

The University of Reading Statistical Services Centre.

Presenting Numerical Data. (2012). Learning Development, University of

Leicester .