Results and Discussions

Chapter 4
Results and Discussions
Chapter 4 presents the results and discussions of both
the descriptive ad inferential data collected in order to
answer the specific questions identified in this study. This
chapter is divided into two parts: (1) Descriptive Data
Analysis, and (2) Inferential Data Analysis.
Part One, Descriptive Data Analysis, presents the
descriptive data and their respective analysis and
interpretations.
Part Two, Inferential Data Analysis, presents the
inferential data and their respective analysis and
interpretations.
Descriptive Data Analyses
Learning Behaviors
of Grade 7 Students
Table 2 presents the learning behaviors of the
respondents. The results revealed that the learning behavior
is generally classified as “positive” having a mean score of
1.59 (SD=.20).
Table 2
Mean Score of the Learning Behaviors of Grade 7 Students
Variable Mean Verbal Interpretation SD

Learning Behaviours 1.59 Positive 0.20
Scale Description
1.51 – 3.00 Positive
1.00 – 1.50 Negative
The results implies that the Grade 7 students are
driven towards a meaningful learning process where they gave
attention and effort to attain certain learning goals given
to them. Significantly, the respondents are doing activities
such as listening attentively during class discussions,
having a good study habits, and foster -collaborative
partnership among the key players in the teaching-learning
process which includes the teachers and their co-learners.
These attitudes and behaviors exhibited by the respondents
positively affects their overall learning behaviors.
This result also denotes that the students exerted and
made an effort to improve the level of their academic
performance.
The findings conforms with the declaration of Wagner
and Ruch (2015) where the results of their study among
German speaking secondary school learners revealed that they
exhibit positive learning behavior in their schools.
Moreover, Amirtha (2014) claimed that a positive learning

behavior creates better psychological adjustment in class
and in school. Moreover, high interest, experience of
success and good learning ability are involved in the
learning behavior of the students.
Academic Performance
of Grade 7 Students
Table 3 showed the Academic Performance of Grade 7
students. The results revealed that the academic performance
of the respondents is generally classified as “very good”
having a mean score of 86.93 (SD = 4.59).
Table 3
Mean Score of the Academic Performance of Grade 7 Students
Variable Mean Verbal Interpretation SD

Academic Performance 86.93 Very Good 4.59
Scale Description
96 - 100 Outstanding
91 - 95 Excellent
86 – 90 Very Good
81 – 85 Average
76 – 80 Good
70 – 75 Poor
The result indicates that the students have at least a
good level of mastery of the lesson taught by their teachers
throughout the given school year. Going further, the
respondents have acquired the necessary and basic
competencies and skills required by the curriculum but they

still need to improve for them to reach the optimum level of
academic performance. Possible reason for this outcome maybe
corroborated to different factors such as students’
behavior, teachers’ performance, school and familial
environments.
A “very good” level of academic performance denotes
that the leaners’ academic performance is high but it can be
improved. These results can be improved if they continue to
perform well during the teaching and learning process.
The results of the study supports the findings of
Magulod (2018) that usually respondents in the age brackets
between high school and college have a good level of
academic achievement.
Inferential Data Analyses
Difference in the Level

of Academic Performance
and Learning Behavior of
Grade 7 Students
The data of the difference of the level of academic
performance and the learning behavior of Grade 7 students
are reflected in Table 4. Generally, there is no significant
difference F (0.857) = .64, p < .05 in the level of academic
performance and learning behaviors of the learners.

Table 4
ANOVA Results on the Significant Difference in the Level of

Academic Performance and Learning Behaviors
Source of Variation SS df MS F Sig

Between Groups 369.8 20 18.49 0.857 0.64
Within Groups 2501 116 21.57
Total 2871 136
*p<0.05 significant @ 5% level of significance
This implies that the level of academic performance is
the same regardless of their learning behaviors exhibited.
It means that learners perform at the same level with others
regardless whether they exhibiting a positive behavior
towards learning. For an instance, it might be a learner
performs better inside the class despite having a poor study
habits. This can be correlated to the fact that learning
process is multifactorial by nature and learning behavior is
just only one factor to consider.
The results contradicts the findings of Liddell and
Davidson (2009) in which it states that student attitudes
positively affects their academic performance. Contradiction
was also noted in the works of Emmanuel et al. (2014), where
a positive relationship between achievement motivation and
academic achievement was established. On the other hand, it
affirms the declaration of Rahafar et al. (2017), that
academic achievement is correlated to multifactorial causes.

Consequently, the null hypothesis that declares that
there is no significant difference of the level of academic
performance and the learning behaviors of Grade 7 students
is failed to be rejected.
Relationship between the

Learning Behaviors and
Academic Performance of
Grade 7 Students
Table 5 presents the significant relationship between
the learning behaviors and the academic performance of Grade
7 students. The result revealed that there is a negative and
non-significant relationship between given variables of the
respondents r = (-) 0.114, p = 0.186 < 0.05.
Table 5
Results of Relationship between the Learning Behavior and

the Academic Performance of Grade 7 Students
Variables R Sig
Learning Behavior and Academic Performance (-)0.114 0.186
*p<0.05, significant @ 5% level of significance
This implies that the learning behaviors of the
students does not affect their academic achievement. It
could be inferred that those who have low academic
performance regardless of their behavior exhibited towards
teaching and learning process will results to a high level

of academic achievement. Likewise, it is not a guarantee for
those possessed a positive learning behavior that they will
thrive academically. It is a given fact that the learning
process is multifactorial by nature. Learning itself is
consist of a lot of factors.
Results of the study contradicts the findings of
Magulod (2018), where it was found out in his study that
there were significant relationships between learning
styles, study habits and academic performance of students in
applied science courses. On the other hand, it affirms the
declaration of Rahafar et al. (2017), that academic
achievement is correlated to multifactorial causes. Thus,
the academic achievement of a learner cannot be solely
affiliated to its learning behavior.
Therefore the null hypothesis which states that there
is no significant relationship between learning behavior and
academic performance, is failed to be rejected.

Results and Discussions

Uploaded by

Copyright:

Available Formats

Results and Discussions

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Results and Discussions

Uploaded by

Copyright:

Available Formats

Chapter 4

Results and Discussions

Chapter 4 presents the results and discussions of both

the descriptive ad inferential data collected in order to

answer the specific questions identified in this study. This

chapter is divided into two parts: (1) Descriptive Data

Analysis, and (2) Inferential Data Analysis.

Part One, Descriptive Data Analysis, presents the

descriptive data and their respective analysis and

Part Two, Inferential Data Analysis, presents the

inferential data and their respective analysis and

Descriptive Data Analyses

Table 2 presents the learning behaviors of the

respondents. The results revealed that the learning behavior

is generally classified as “positive” having a mean score of

Mean Score of the Learning Behaviors of Grade 7 Students

Variable Mean Verbal Interpretation SD

The results implies that the Grade 7 students are

driven towards a meaningful learning process where they gave

attention and effort to attain certain learning goals given

to them. Significantly, the respondents are doing activities

such as listening attentively during class discussions,

having a good study habits, and foster -collaborative

partnership among the key players in the teaching-learning

process which includes the teachers and their co-learners.

These attitudes and behaviors exhibited by the respondents

positively affects their overall learning behaviors.

This result also denotes that the students exerted and

made an effort to improve the level of their academic

The findings conforms with the declaration of Wagner

and Ruch (2015) where the results of their study among

German speaking secondary school learners revealed that they

exhibit positive learning behavior in their schools.

Moreover, Amirtha (2014) claimed that a positive learning

and in school. Moreover, high interest, experience of

success and good learning ability are involved in the

learning behavior of the students.

Table 3 showed the Academic Performance of Grade 7

students. The results revealed that the academic performance

of the respondents is generally classified as “very good”

having a mean score of 86.93 (SD = 4.59).

Mean Score of the Academic Performance of Grade 7 Students

Variable Mean Verbal Interpretation SD

The result indicates that the students have at least a

good level of mastery of the lesson taught by their teachers

throughout the given school year. Going further, the

respondents have acquired the necessary and basic

competencies and skills required by the curriculum but they

academic performance. Possible reason for this outcome maybe

corroborated to different factors such as students’

behavior, teachers’ performance, school and familial

A “very good” level of academic performance denotes

that the leaners’ academic performance is high but it can be

improved. These results can be improved if they continue to

perform well during the teaching and learning process.

The results of the study supports the findings of

Magulod (2018) that usually respondents in the age brackets

between high school and college have a good level of

Inferential Data Analyses