Scribd Logo
Upload

Welcome to Scribd!

  • 253 views

    Presentation, Analysis and Interpretation of Data

    Uploaded by

    Unknown Name
    The document presents survey results from 50 grade 12 students on their experiences with distance learning. It finds that: 1) Most respondents were male, aged 16-18, and studied Home Economics. 2) Respondents felt distance learning sometimes helped with time management and communication, but often helped learn independently. 3) There was a significant relationship between gender and perceptions of distance learning, but no relationship between age, field of study, and perceptions.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd

    Presentation, Analysis and Interpretation of Data

    Uploaded by

    Unknown Name
    253 views7 pages
    The document presents survey results from 50 grade 12 students on their experiences with distance learning. It finds that: 1) Most respondents were male, aged 16-18, and studied Home Economics. 2) Respondents felt distance learning sometimes helped with time management and communication, but often helped learn independently. 3) There was a significant relationship between gender and perceptions of distance learning, but no relationship between age, field of study, and perceptions.

    Original Title

    CHAPTER-4-ni-boss-shekie

    Copyright

    © © All Rights Reserved

    Available Formats

    DOCX, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    The document presents survey results from 50 grade 12 students on their experiences with distance learning. It finds that: 1) Most respondents were male, aged 16-18, and studied Home Economics. 2) Respondents felt distance learning sometimes helped with time management and communication, but often helped learn independently. 3) There was a significant relationship between gender and perceptions of distance learning, but no relationship between age, field of study, and perceptions.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    253 views7 pages

    Presentation, Analysis and Interpretation of Data

    Uploaded by

    Unknown Name
    The document presents survey results from 50 grade 12 students on their experiences with distance learning. It finds that: 1) Most respondents were male, aged 16-18, and studied Home Economics. 2) Respondents felt distance learning sometimes helped with time management and communication, but often helped learn independently. 3) There was a significant relationship between gender and perceptions of distance learning, but no relationship between age, field of study, and perceptions.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 7

    Chapter IV

    PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

    This chapter presents the analysis and interpretations of data gathered

    from the survey. The problem in chapter 1 treated based on the data that was

    gathered and discussion followed the sequence.

    1. Profile of the Respondents

    1.1. Profile of the Respondents According to Age

    Table 1.1
    Profile According to Age

    Age No. of Respondents (f) Description


    13-15 0 0%
    16-18 41 82%
    19-21 9 18%
    22 above 0 0%
    TOTAL 50 100%

    As shown in table 1.1, 0 out of 50 respondents or 0% were 13-15 years

    old, 41 out of 50 respondents or 82% were 16-18 years old, 9 out of 50

    respondents or 18% were 19-21 years old, and 0 out of 50 respondents or 0%

    were 22 and up years old.

    This means that, majority of the respondents are 16-18 years old.
    1.2. Profile of the Respondents According to Sex

    Table 1.2
    Profile According to Sex

    Gender No. of Respondents (f) Description


    Male 31 62%
    Female 19 38%
    TOTAL 50 100%

    As shown in table 1.2, 31 out of 50 respondents or 63% are male, and 19

    out of 50 respondents or 38% are female.

    This means that, the majority of the respondents are male students.

    1.3 Profile of the Respondents According to Track/Strand

    Table 1.3
    Profile According to Track/Strand

    Track No. of Respondents (f) Description


    ABM 5 10%
    ICT 9 18%
    HUMSS 10 20%
    HE 15 30%
    AFA 11 22%
    TOTAL 50 100%

    As shown in Table 1.3, 5 out of 50 respondents or 10% were ABM

    students, 9 out of 50 respondents or 18% were ICT students, 10 out of 50

    23
    respondents or 20% were HUMSS students, 15 out of 50 students or 30% were

    HE students, and 11 out of 50 or 22% were AFA students.

    This means that, the majority of the respondents belonged to Home

    Economics.

    2. Profile of the Respondents on the Pros and Cons of Distance

    Learning

    2.1. Pros and cons on the Time Scheduling

    Table 2.1
    Time Scheduling

    Time Scheduling Mean Verbal Description


    1. Submission of the answer sheets and 4.72 Always
    modules makes me more responsible on
    finishing tasks.
    2. Time scheduling influence my decision 2.76 Sometimes
    by passing late.
    3. Time scheduling makes me become 4.36 Often
    participative on submission.
    4. Time scheduling helps me do and finish 3.62 Often
    the activities on time.
    5. Time scheduling helps me to become 3.54 Often
    proactive.
    Average Mean and Overall Description 3.8 Often

    The table shows the mean and description on the pros and cons of

    distance learning as perceived by grade 12 students of Bula National School of

    Fisheries in terms of Time Scheduling. The respondents answered that

    sometimes, submission of the answer sheets and modules makes me more

    responsible on finishing tasks with the mean of 4.72, sometimes time scheduling

    24
    makes me become participative on submission (4.46), Time scheduling helps me

    do and finish the activities on time (3.62), sometimes Time scheduling helps me

    to become proactive (3.54), and sometimes Time scheduling influence my

    decision by passing late with the mean of 2.76.

    This means that the average mean and overall description is 3.8 which

    described often.

    2.2 Pros and Cons on the Communication

    Table 2.2
    Pros and Cons on the Communication

    Pros and Cons on the communication Mean Verbal Description


    1. Modular learning improves my 4.08 Often
    communicating skills.
    2. Modular learning helps me open a 3.62 Often
    communication line with my teachers.
    3. Modular learning creates a good 3.42 Sometimes
    relationship with my classmates and
    teachers.
    4. Modular learning is a great way to build 3.46 Sometimes
    my confidence.
    5. Modular learning helps me to interact 3.24 Sometimes
    with my classmates.
    Average Mean and Overall Description 3.56 Sometimes

    The table shows the mean and description on the pros and cons of

    distance learning as perceived by grade 12 students of Bula National School of

    Fisheries in terms of communication. The respondents answered that sometimes

    modular learning improves my communicating skill with the mean of 4.08,

    sometimes Modular learning helps me open a communication line with my

    25
    teachers (3.62), Modular learning is a great way to build my confidence (3.46),

    sometimes Modular learning creates a good relationship with my classmates and

    teachers (3.42), and sometimes Modular learning helps me to interact with my

    classmates with the mean of (3.24).

    Therefore, the average mean of the pros and cons of distance learning in

    terms of the communication is 3.56 with an overall description is sometimes.

    2.3 Pros and Cons to the Distance Learning Environment

    Table 2.3
    Pros and Cons to the Distance Learning Environment

    Pros and Cons to the Distance Mean Verbal Description

    Learning Environment
    1. Modular learning taught me to learn 3.98 Often
    independently.
    2. Modular learning helps me to abide on 3.22 Sometimes
    the health protocols for it lessens my
    exposure outside.
    3. Modular learning makes me motivated 2.98 Sometime
    to strive for excellence.
    4. Modular learning helps me maximize my 3.4 Sometimes
    ability to think outside the box.
    5. Modular learning helps me to become 3.7 Often
    focus on accomplishing tasks.
    Average Mean and Overall Description 3.46 Sometimes

    The table shows the mean and description on the pros and cons of

    distance learning as perceived by grade 12 students of Bula National School of

    Fisheries in terms of distance learning environment. The respondents answered

    that sometimes Modular learning taught me to teach independently with the

    26
    mean of 3.98, sometime Modular learning helps me to become focus on

    accomplishing tasks (3.7), Modular learning helps me maximize my ability to

    think outside the box (3.4), sometimes Modular learning helps me to abide on the

    health protocols for it lessens my exposure outside (3.22), and sometimes

    Modular learning makes me motivated to strive for excellence with the mean of

    (2.98).

    Therefore, the average mean of pros and cons of the distance learning

    environment is 3.46 with an overall description is sometimes. On the other hand,

    it clearly revealed that there are advantages of distance learning to the students.

    3. Significant Relationship between the Profile of the Respondents and


    the Pros and Cons of Modular Learning Modality

    Table 4
    Significant Relationship between the Profile of the Respondents and the
    Pros and Cons of Modular Learning Modality
    Profile Pros and Cons of Modular Learning Modality
    Correlation p- Remarks Decision
    coefficient value
    (r)
    1. Age -.429 .717 Not Significant Accept Ho
    2. Gender 1.000* .000 Significant Reject Ho
    3. Track/Strand -.995 .064 Not Significant Accept Ho
    *Significant at 0.05
    The result of the correlation showed that relationship between the profiles

    of respondents in terms of gender is significant. Sex (r=1.000, p=.000) since its

    p-value is less than .05 (p<.05), these results, therefore, led to the rejection of the

    null hypothesis that there is no significant relationship between profile of the

    27
    respondents in terms of gender and the pros and cons of modular learning

    modality among Grade 12 students.

    On the other hand, when it comes to profile in terms of age and

    track/strand shows that there is no significant relationship between the pros and

    cons of modular learning modality among Grade 12 students. Age (r=-.429,

    p=.717), Track/Strand (r=-.995, p=.064), thus, relationship are not significant

    since p-value are greater than .05 (p>.05), the result, therefore, led to the

    acceptance of the null hypothesis that there is no significant relationship between

    profile of respondent in terms of age and track/strand and the pros and cons of

    modular learning modality among Grade 12 students.

    28

    You might also like