CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

In this chapter includes the presentation, analysis and interpretation of data

gathered. All the information was based on the responses made by the respondents

through the researcher-made questionnaire. All the data gathered was collated,

textual and tabulated to statistical procedures, analyzed and interpreted to come up

with some generalization.

Part I: Profile of the Respondents

Table 1.1 shows the frequency and percentage distribution of the

respondent’s age. It shows that respondents that belonged 16-18 has 31 or 81.58%,

then the respondents that belonged 19-21 has 7 or 18.32%, the respondents that

aged 22 and above has 0 or 0%, and a total of 38 or 100% respondents.

Table 1.1 Frequency and Percentage distribution according to the respondent’s age.

Age Frequency Percentage (%)

16-18 31 81.58

19-21 7 18.32

22 and above 0 0

Total 38 100

According to (Goldin and Katz 2008) adolescence as a period of

dependency and preparation for adulthood has been reinforced through more recent

social changes, including economical restructuring.

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Table 1.2 shows the frequency and percentage distribution of the

respondent’s gender. It shows that majority of the respondent’s gender are female

which has the frequency of 23 or 60.53%, while the male has the frequency of 15 or

39.47%, which sums up to 38 or 100% respondents.

Table 1.2 Frequency and Percentage distribution according to the respondent’s

gender.

Gender Frequency Percentage (%)

Female 26 68.42
Male 12 31.58
Total 38 100
According to (Ceci and Williams 2011) discuss the evidence about gender

bias in science, in journal reviewing, grant funding, and in hiring. They claim not to

find evidence supporting the existence of discrimination against women in science.

The authors conclude that the unequal position of women in science would be based

on quality differences between male and female researchers that may partly be

based on own career related choices, and partly on discriminatory arrangements not

in science but in society at large — e.g., inequalities related to division of domestic

work and child care. If this analysis is correct, we are back from gender bias to

performance differences.

Table 1.3 shows the frequency and percentage distribution of the

respondent's grade level. It shows that all of the respondents are grade 12 students

with the frequency of 38 or 100%. While none of the respondents are grade 11

students which means it has a frequency of 0 or 0%.

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Table 1.3 Frequency and Percentage distribution according to the respondent's

grade level.

Grade Level Frequency Percentage (%)

12 38 100
11 0 0
Total 38 100
According to (Moris A. Okun, Mary Walton Braver and Renee M. Weir)

Twenty-five percent of the 431 330 public school students surveyed in the state of

Arizona endorsed none of the school satisfaction items. Grade level was nonlinear

related to school satisfaction. School satisfaction decreased over grades 1-8 and did

not vary across grades 9-12. Ethnicity and gender did not moderate the grade level-

school satisfaction relation.

Table 1.4 shows the frequency and percentage distribution of the

respondent’s strand. It shows that majority of the respondent’s strand are HUMSS

which has the frequency of 19 or 50%, then the ABM that has the frequency of 14 or

36.84%, and lastly the GAS that has the frequency of 5 or 13.16%, which sums up to

38 or 100% respondents.

Table 1.3 Frequency and Percentage distribution according to the respondent’s

strand.

Strand Frequency Percentage (%)

HUMSS 19 50
ABM 14 36.84
GAS 5 13.16
Total 38 100
According to (Jerald Cano-og Moneva 2019)There are many influences that

affect the preferences of grade 10 students in choosing a track to proceed to senior

high school. Likewise, this study aims to identify influence of preference of a Senior
 43

High School track that is commonly encountered by the Grade 10 students in terms

of Gender, Socioeconomic Status, Average academic grades, nature of parent’s

occupation; and, strand and the level of influence of the respondent to be associated

with preferences in choosing a track in senior high school in terms of family

influence-decision; peer influence; financial condition; and employability.

Part II: Effect of elements of school infrastructure

In this statement, there are 19 or 50% of the respondents rated the very

affected, there are also 12 or 31.58% of the respondents rated the moderately

affected, while there are 7 or 18.42% of the respondents rated the affected and there

are 0 or 0% rated the not at all, and total of 38 or 100% of rating. After a careful

tabulation, this statement had 3.13 weighted mean which means that majority of the

respondents rated this element as moderately affected.

Table 2.1 Influence of classroom environment as perceived by Senior High School

students in Consolacion Community College as to temperature.

Ratings Frequency Percentage (%) Weighted Mean

(4)Very Affected 19 50
(3) Moderately Affected 12 31.58
(2) Affected 7 18.42
(1) Not at all 0 0
Total 38 100 3.13
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According to Anthony Pascussi (2016) Temperature has been shown to have

a tremendous impact on student performance, and it all begins with altering our

mood. Temperature’s effect on mood decreases memory and cognitive ability which

is what affects learning ability. Data collected from a study done by the University of

Scranton reveals that students perform best in controlled temperatures with test

scores averaging in the 90th percentile. When temperatures were too hot scores

averaged in the low 70s, and at the mid-70s when they were too cold.

In this statement, there are 22 or 57.89% of the respondents rated the very

affected, there are also 10 or 26.32% of the respondents rated the moderately

affected, while there are 5 or 13.16% of the respondents rated the affected and there

are 1 or 2.63% rated the not at all and total of 38 or 100% of rating. After a careful

tabulation, this element had 3.08 weighted mean which means that majority of the

respondents rated this element as moderately affected.

Table 2.2 Influence of classroom environment as perceived by Senior High School

students in Consolacion Community College as to air quality.

Ratings Frequency Percentage (%) Weighted Mean

(4) Very Affected 22 57.89
(3) Moderately Affected 10 26.32
(2) Affected 5 13.16
(1) Not at all 1 2.63
Total 38 100 3.08
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According to Blair (2016) Studies have found that poor indoor air quality can

reduce a person’s ability to perform certain tasks requiring concentration, calculation

or memory. Increased absences occur due to respiratory infections, allergic

diseases from biological contaminants, or adverse reactions to chemicals used in

schools. The presence of moisture, water damage, and microbiological pollutants,

animal, and other biological allergens, and combustion products, including nitrogen

dioxide, are the most common results of building pollution.

In this statement, there are 15 or 39.47% of the respondents rated the

very affected, there are 15 or 39.47 % of the respondents rated the moderately

affected, while there are 4 or 10.53% of the respondents rated the affected, then 4 or

10.53 % of the respondents rated the not at all, and total of 38 or 100%. After the

tabulated, this statement has 2.5 weighted mean which means majority of the

respondents rated this element as moderately affected.

Table 2.3 Influence of classroom environment as perceived by Senior High School

students in Consolacion Community College as to furniture.

Ratings Frequency Percentage (%) Weighted Mean

(4) Very Affected 15 39.47
(3) Moderately Affected 15 39.47
(2) Affected 4 10.53
(1) Not at all 4 10.53
Total 38 100 2.5
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According to Zifferblatt (1972), there is a direct correlation between student

behaviour and furniture arrangement in the classroom. He discovered that the most

effective arrangement was table clusters of two to three tables, the teacher’s desk in

a corner, and distinct separations of different areas in the classroom. The table

clusters worked well because it gave the students a chance to interact with one

another while still being able to stay on task and pay attention to the teacher.

In this statement, there are 16 or 42.11% of the respondents rated the very

affected, there are 10 or 26.31% of the respondents rated the moderately affected,

while there are 7 or 18.42% of the respondents rated the affected, then 5 or 13.16%

of the respondents rated the not at all, and a total of 38 or 100%. After a careful

tabulated, there are 2.66 weighted mean which means majority of the respondents

rated this element as moderately affected.

Table 2.4 Influence of classroom environment as perceived by Senior High School

students in Consolacion Community College as to school size.

Ratings Frequency Percentage (%) Weighted Mean

(4) Very Affected 16 42.11
(3) Moderately Affected 10 26.31
(2) Affected 7 18.42
(1) Not at all 5 13.16
Total 38 100 2.66
According to Bruhwiler and Blatchford,2011; Chingos, (2013) Overall,

research shows that students in smaller classes perform better in all subjects and on

all assessments when compared to their peers in larger classes. In smaller classes

students tend to be as much as one to two months ahead in content knowledge, and

they score higher on standardized assessments. It is worth noting, however, that

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some studies analyze student assessment results in terms of individual student

performance and others in terms of class-wide aggregated performance, which can

obscure the differences in individual students’ performances.

These positive effects of small class sizes are strongest for elementary school

students, and they become more powerful and enduring the longer students are in

smaller classes. That is, students who have smaller classes in early elementary

grades continue to benefit from this experience even if they are in larger classes in

upper elementary or middle school.

In this statement, there are 16 or 42.11% of the respondents rated the very

affected, there are 14 or 36.84% of the respondents rated the moderately affected,

while there are 6 or 15.79% of the respondents rated the affected, then 2 or 5.26%

of the respondents rated the not at all, and a total of 38 or 100%. After the tabulated,

there are 1.84 weighted mean which means majority of the respondents rated this

element as effected.

Table 2.5 Influence of classroom environment as perceived by Senior High School

students in Consolacion Community College as to color.

Ratings Frequency Percentage (%) Weighted Mean

(4) Very Affected 16 42. 11
(3) Moderately Affected 14 36.84
(2) Affected 6 15.79
(1) Not at all 2 5.26
Total 38 100 1.84
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According to Walker (1991) The scientific studies conducted recently in the

world show that color influences emotions, productivity and learning. Everything we

see around us has a color. Colors are an integral part of our lives.

There is a connection between color and the brain development of children.

For this reason, it is necessary to use colors in support of attention and learning in

schools, not only for decorative purposes.

Part lll: Mostly affect element

Table 3.1 Frequency and Percentage distribution for mostly affect element.

Element Frequency Percentage (%)

Temperature 32 42.11

Air quality 24 31.58

Furniture 5 6.58

School size 4 18.42

Color 1 1.32

Total 66 100

According to Steve and Richard (2013), when a student first steps into a room

they

will make a judgment about the type of class they are going to be taking. They will

look to
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see how desks are arranged. They will notice what is hanging on the walls. The way

in

which a teacher sets up their class allows them to communicate with their students

non verbally. By adding various learning centers or activity centers the students will

know that

this is a classroom that likes to do hands on experiments. It also conveys that they

will not just sit and take notes, but they will act out what ever subject they are

learning. The wall art will demonstrate to the student that the teacher cares about

their work enough to show it off. Students will also gain an understanding of the

social expectations of the teacher in the classroom based on how the desks are

organized. Each of these tools can be used in any classroom regardless of the

content. This indicates that classroom environment helps in motivating people and

have effect on their thought processes, how he/she perceive himself/herself and

what are his/her thoughts about present environment and situations. 'Self' is

influenced by how other persons behave to him/her especially with whom he/she is

in close contact.

Table 4.1 Relationship between the gender and the influence of classroom

environment pertaining to temperature.

The furniture used by the student is 0.2957, which means it has a slight

relationship.
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X Y
Studen Age Gender Grad Strand Temperatur Air Furnitur School Color

t e e quality e size

Level
1 16- F 12 HUMSS 2 3 2 3 4

18
2 16- M 12 ABM 3 4 2 2 1

18
3 19- M 12 HUMSS 4 3 2 3 1

21
4 16- M 12 HUMSS 3 3 3 3 3

18
5 16- M 12 HUMSS 3 3 3 2 4

18
6 16- M 12 GAS 3 2 1 1 1

18
7 16- F 12 ABM 2 2 3 3 1

18
8 16- F 12 HUMSS 4 3 2 4 1

18
9 19- M 12 ABM 4 3 3 3 2

21
10 19- M 12 GAS 4 4 3 3 3

21
11 16- F 12 ABM 3 3 2 2 2

18
12 16- F 12 HUMSS 2 3 1 2 1

18
13 16- F 12 ABM 3 3 2 3 1
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18
14 16- F 12 ABM 3 3 3 3 3

18
15 16- F 12 GAS 3 3 3 3 2

18
16 16- M 12 HUMSS 2 3 2 3 2

18
17 16- M 12 HUMSS 2 3 2 3 2

18
18 16- F 12 ABM 4 4 3 2 2

18
19 19- F 12 ABM 4 3 3 4 2

21
20 16- M 12 HUMSS 4 3 2 2 1

18
21 16- F 12 HUMSS 4 4 4 4 3

18
22 16- M 12 HUMSS 3 2 2 1 1

18
23 16- M 12 HUMSS 3 3 2 2 2

18
24 16- M 12 HUMSS 3 3 2 2 2

18
25 16- F 12 ABM 4 4 3 2 1

18
26 19- M 12 GAS 3 3 1 1 1

21
27 16- M 12 HUMSS 3 4 3 3 1

18
28 16- F 12 ABM 3 3 1 3 1

18
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29 16- F 12 HUMSS 3 3 2 3 2

18
30 16- F 12 ABM 3 2 4 3 2

18
31 16- F 12 HUMSS 4 3 4 4 2

18
32 16- F 12 GAS 3 3 3 2 2

18
33 16- F 12 ABM 2 2 3 4 1

18
34 16- F 12 ABM 2 4 4 3 2

18
35 16- F 12 ABM 3 4 2 1 1

18
36 19- F 12 HUMSS 4 4 3 4 3

21
37 19- F 12 HUMSS 4 4 3 4 3

21
38 19- F 12 HUMSS 3 1 2 2 1

21

Variables R Value Analysis

Gender

Vs. -0.2957 Slight

Furniture

According to Ignacio Castellucci et al; (2016) The this study was to determine, using
 53

a systematic review, whether the design and/or dimensions of school furniture affect

the students physical responses and/or their performance. Of the review studies,

64% presented positive results, i.e., proven effects; 24% presented negative effects

or no change/effect; and the remaining 12% showed an unclear effect. The

compatibility between school furniture dimensions and students’ anthropometric

characteristics was identified as a key factor for improving some students’ physical

responses. Design characteristics such as high furniture, sit-stand furniture, and tilt

tables and seats also present positive effects. Finally, we concluded that further

research should be conducted exploring various aspects of those variables,

particularly focusing on more objective measures complemented by controlled and

prospective design.

Pearson r Value Analysis for Verbal Interpretation:

+- 1.00 –perfect correlation

+- 0.99 to +- 0.91 – very high correlation

+- 0.90 to +- 0.71 – high correlation

+- 0.70 to +- 0.41 – moderate correlation

+- 0.40 to +- 0.21 – slight correlation

+- 0.20 to +- 0.01 – very slight

-0.01 - no correlation