REASON FOR USING FREQUENCY AND PERCENTAGE TO ANALYSE CATEGORICAL DATA

This article, titled “Reason for Using Frequency and Percentage to Analyse Categorical Data,” examines the importance and appropriateness of frequency and percentage as descriptive statistical methods for analysing categorical data in educational research. The article explains the meaning of categorical data, frequency, and percentage and discusses why these methods are widely used to summarize and present data collected from educational research participants. It highlights their usefulness in organizing large amounts of data, simplifying interpretation, facilitating comparisons between groups, identifying dominant response categories, and communicating research findings clearly. Particular attention is given to the use of frequency and percentage in analysing questionnaire responses, nominal and ordinal variables, and Likert-type items commonly used in educational research. The article also discusses the importance of reporting both frequency and percentage to improve the transparency and accuracy of research findings. Furthermore, the article examines the use of a 50% benchmark when interpreting categorical and Likert-type responses. It emphasizes that such a benchmark should be clearly justified as an operational or descriptive criterion and should not be regarded as a universal rule for determining statistical significance. The article concludes that frequency and percentage provide simple, transparent, and effective methods for describing categorical data and are particularly valuable in educational research where researchers need to communicate findings to both statistical and non-statistical audiences.