Chapter-4 Findings

Chapter-4 Data Analysis & Findings:
This research study aimed to explore the impact of western and Indian cartoons on children.
A sample of 250 parents was obtained to investigate their opinions and perceptions regarding
the cartoons impact. Out of 250 parents (including fathers & mothers) 239 responded to the
pre constructed questionnaire of this study. The rest of responses were incomplete so were
excluded from the analysis. The detailed findings are given below.
Demographic & Personal Details of participants:
Table 4.1: Respondent
Frequency Percent Valid Percent Cumulative Percent
Mother 119 49.8 49.8 49.8
Father 120 50.2 50.2 100.0
Total 239 100.0 100.0
The data of the above tables represents the demographic features of the respondents who
participated in this research study. Out of 239 respondents 119 (49%) were mothers while
120 (50%) were fathers. To give true representation of the sample both parents (male &
female) were taken equal in the sample.
Figure#4.1: Respondent Type
1
The data of the above pie graph represents the demographic features of the respondents who
participated in this research study. Out of 239 respondents 119 (49%) were mothers while
120 (50%) were fathers.
2
Table 4.2: Qualification of Parents
M.Phil./Higher 12 5.0 5.0 5.0
Masters/M.A/M.Sc. 44 18.4 18.4 23.4
Graduation 47 19.7 19.7 43.1
Secondary School Education 52 21.8 21.8 64.9
Higher Secondary Education 84 35.1 35.1 100.0
Total 239 100.0 100.0
The table above shows the qualification status of the research participants and it can be seen
from the data shown in the table that 5% were M. Phil or higher qualification, 18% were
having master degrees. Similarly, 20% were graduate, 22% were having matriculation or
secondary school certificate while 35% were having intermediate (F.A/F.Sc.) education in the
entire sample of parents.
3
Figure#4.2: Qualification status of parents
The above bar graph shows the qualification status of the research participants and it can be
seen from the data shown in the table that 5% were M. Phil or higher qualification, 18% were
having master degrees. Similarly, 20% were graduate, 22% were having matriculation or
secondary school certificate while 35% were having intermediate (F.A/F.Sc.) education in the
entire sample of parents.
4
Table 4.3: Occupation
Businessman 38 15.9 15.9 15.9
Housewife 92 38.5 38.5 54.4
Employed 109 45.6 45.6 100.0
Total 239 100.0 100.0
Regarding the occupational status of the respondents of this study, 16% were having their
own business, 39% mothers were housewives while 46% were having jobs in the government
or private sector. The majority of the parents were employed in the total sample.
5
Figure#4.3: Occupational status of parents
The above graph represents the occupational status of the respondents of this study, 16%
were having their own business, and 39% mothers were housewives while 46% were having
jobs in the government or private sector. The majority of the parents were employed in the
total sample.
6
Figure#4.4: Age wise distribution of the respondents
The graphs above shows the age distribution of the study’s sample comprising parents of
school children who watched different cartoon programs on the television. The graphs shows
the percentages of the age wise distribution of the sample of the respondents who participated
in this research study.
7
Table 4.4: Descriptive Statistics of Age of the Participants
N Minimum Maximum Mean Std. Deviation
Age 239 22 56 32.99 5.468
The above table shows the descriptive statistics of the age of the respondents as the data
indicates that out of 239 the minimum age of the respondent was 22 years while the
maximum age was 56 years. In this way, the mean age was 33 with a standard deviation of
5.46.
Table 4.5: Age Group of participants
41-50 years or above 22 9.2 9.2 9.2
22-25 years 24 10.0 10.0 19.2
36-40 years 55 23.0 23.0 42.3
26-30 years 64 26.8 26.8 69.0
31-35 years 74 31.0 31.0 100.0
Total 239 100.0 100.0
The table above shows the age groups of the participants of the study which indicates that
31% of the sample was comprised of 31-35 years of age group, 27% were between the ages
26-30 years, 23% were between 36-40 years and 10% between 22-25 years in the whole
sample. The participants aged 41-50 years or above were only 9% in the entire sample of the
respondents.
8
Figure#4.5: Age group of respondents
The bar graph given above shows the age groups of the participants of the study which
indicates that 31% of the sample was comprised of 31-35 years of age group, 27% were
between the ages 26-30 years, 23% were between 36-40 years and 10% between 22-25 years
in the whole sample. The participants aged 41-50 years or above were only 9% in the entire
sample of the respondents.
9
Table 4.6: Time Spent on watching Cartoons
5 Hours or more 2 .8 .8 .8
1 Hour 15 6.3 6.3 7.1
4 Hours 73 30.5 30.5 37.7
3 Hours 74 31.0 31.0 68.6
2 Hours 75 31.4 31.4 100.0
Total 239 100.0 100.0
In response to the questions regarding how much time their children spent while watching
cartoons on the television, it was revealed that 31% children were watching cartoons 2 hours
a day. The children who were watching 3 hours/day were 31%, similarly, 31% were watching
4 hours in a day while only 2 respondents revealed that their children were watching cartoons
for 5 hours or more in a whole day.
Table 4.7: Descriptive Statistics
N Minimum Maximum Mean Std. Deviation
Time Spent on watching 239 1 5 2.88 .945
Cartoons
The descriptive statistics of number of hours being spent by the children during cartoons
watching on the television, it can be observed that the minimum time spent on television
while watching cartoons was 1 hour while the maximum was 5 hours in a day. The average
10
hours per day were 2.88 with a standard deviation of .945 out of 239 sample of parents.
Figure#4.6: Time spent on TV while watching cartoon programs among children
The above figure shows the number of hours being spent by the children during cartoons
watching on the television, it can be observed that the minimum time spent on television
while watching cartoons was 1 hour while the maximum was 5 hours in a day. The average
hours per day were 2.88 with a standard deviation of .945 out of 239 sample of parents. It can
be concluded that most of the children as revealed by their parents were watching cartoons
between 2-4 hours on daily basis.
11
Table 4.8: Preferred time of your children for watching cartoons
Morning 19 7.9 7.9 7.9
Afternoon 55 23.0 23.0 31.0
Night 77 32.2 32.2 63.2
Evening 88 36.8 36.8 100.0
Total 239 100.0 100.0
The data in the above given table shows the preferred time of watching cartoons among
children. The responses of the parents indicates that 8% children were watching cartoons in
the morning, 23% in the afternoon timings, 32% in the night time while 37% were watching
in the evening time.
12
Figure#4.7: Preferred timings of watching cartoons on TV among children
The data in the above bar graph shows the preferred time of watching cartoons among
children. The responses of the parents indicates that 8% children were watching cartoons in
13
the morning, 23% in the afternoon timings, 32% in the night time while 37% were watching
in the evening time.
Table 4.9: Academic performance of your children
Low 38 15.9 15.9 15.9
Average 47 19.7 19.7 35.6
High 63 26.4 26.4 61.9
Good 91 38.1 38.1 100.0
Total 239 100.0 100.0
The table above reflects about the academic performance of the children at school who
watched cartoons on TV on daily basis. The data reveals that 16% of children as told by the
parents showed low performance, 20% showed average performance. Similarly, 26% were
showing high performance with good grades at school while 38% were showing good
academic performance.
14
Figure#4.8: Academic Performance of children at school
The graph above reflects about the academic performance of the children at school who
watched cartoons on TV on daily basis. The data reveals that 16% of children as told by the
parents showed low performance, 20% showed average performance. Similarly, 26% were
15
showing high performance with good grades at school while 38% were showing good
academic performance.
Table 4.10: Favorite cartoon program of your children
Motu Patlu 10 4.2 4.2 4.2
Tom and Jerry 21 8.8 8.8 13.0
Ben 10 23 9.6 9.6 22.6
Oggy & the Cockroaches 25 10.5 10.5 33.1
Mr Bean 37 15.5 15.5 48.5
Doraemon 55 23.0 23.0 71.5
Chhota Bheem 68 28.5 28.5 100.0
Total 239 100.0 100.0
In response to favorite cartoon programs on television among children 4% revealed that their
children like to watch Motu Patlu, 9% said Tom and Jerry as their favorite cartoons on TV.
Similarly, 10% said Ben 10, 11% said Oggy& the Cockroaches cartoons were favorite among
their children. In the same way, 16% liked Mr. Bean, 23% liked Doraemon while 29%
revealed that Chhota Bheem is their most favorite cartoon program on TV. It can be
concluded that Doraemon and Chhota Bheem were the most preferred cartoon programs
among children to watch on regular basis.
16
Table 4.11: Are you regulating your children time to watch cartoons?
Yes 75 31.4 31.4 31.4
No 164 68.6 68.6 100.0
Total 239 100.0 100.0
The above table shows the responses of the parents regarding regulating time for their
children to watch cartoons. The data indicates that most of the parents 69% were not
regulating their children to watch cartoon in a specific timings while only 31% revealed that
they regulate time for their children to watch cartoons on television.
17
Figure#4.9: Parents responses regarding regulating time for watching cartoons
The above bar graph shows the responses of the parents regarding regulating time for their
children to watch cartoons. The data indicates that most of the parents 69% were not
regulating their children to watch cartoon in a specific timings while only 31% revealed that
they regulate time for their children to watch cartoons on television.
18
Table 4.12: Watching cartoons is important for children learning
Strongly Disagree 28 11.7 11.7 11.7
Disagree 39 16.3 16.3 28.0
Neutral 53 22.2 22.2 50.2
Strongly Agree 54 22.6 22.6 72.8
Agree 65 27.2 27.2 100.0
Total 239 100.0 100.0
In response to a statement regarding watching cartoons on the television is important for
children 12% were strongly disagree with this notion, 16% showed disagreement and 22%
remained neutral on this point of view. On the contrary, 23% were strongly agree and 27%
were agree that watching cartoons is important for their children.
19
Figure#4.10: Parents responses regarding watching cartoons is important for children
learning
In response to a statement regarding watching cartoons on the television is important for
children 12% were strongly disagree with this notion, 16% showed disagreement and 22%
were agree that watching cartoons is important for their children.
20
Table 4.13: Children always copy/imitate the cartoon characters they like on TV in their
daily life.
Neutral 20 8.4 8.4 15.1
Disagree 39 16.3 16.3 31.4
Agree 107 44.8 44.8 100.0
Total 239 100.0 100.0
In response to a statement regarding children always copy/imitate the cartoon characters they
like on TV in their daily life. 7% were strongly disagree with this notion, 16% showed
disagreement and 8% remained neutral on this point of view. On the contrary, 24% were
strongly agree and 45% were agree that children always copy/imitate the cartoon characters
they like on TV in their daily life.
21
Figure#4.11: Parents responses regarding children always copy/imitate the cartoon
characters they like on TV in their daily life
In response to a statement regarding children always copy/imitate the cartoon characters they
like on TV in their daily life. 7% were strongly disagree with this notion, 16% showed
disagreement and 8% remained neutral on this point of view. On the contrary, 24% were
strongly agree and 45% were agree that children always copy/imitate the cartoon characters
they like on TV in their daily life.
22
Table 4.14: Cartoons are a great source of pleasure and entertainment for children.
Disagree 24 10.0 10.0 14.2
Neutral 33 13.8 13.8 28.0
Agree 100 41.8 41.8 100.0
Total 239 100.0 100.0
In response to a statement regarding cartoons are a great source of pleasure and entertainment
for children. 4% were strongly disagree with this notion, 10% showed disagreement and 14%
were agree that cartoons are a great source of pleasure and entertainment for children.
23
Figure#4.12: Parents responses regarding children always copy/imitate the cartoon
characters they like on TV in their daily life
In response to a statement regarding cartoons are a great source of pleasure and entertainment
for children. 4% were strongly disagree with this notion, 10% showed disagreement and 14%
24
were agree that cartoons are a great source of pleasure and entertainment for children.
Table 4.15: Children waste their time while watching cartoons
Neutral 20 8.4 8.4 8.4
Disagree 40 16.7 16.7 25.1
Agree 75 31.4 31.4 100.0
Total 239 100.0 100.0
In response to a statement regarding Children waste their time while watching cartoons. 17%
were strongly disagree with this notion, 17% showed disagreement and 8% remained neutral
on this point of view. On the contrary, 26% were strongly agree and 31% were agree that
children waste their time while watching cartoon programs on the television.
25
Figure#4.13: Parents responses regarding children waste their time while watching cartoons
on television
In response to a statement regarding Children waste their time while watching cartoons. 17%
children waste their time while watching cartoon programs on the television.
26
Table 4.16: Children should be involved in physical activities instead of watching too much
cartoons.
Disagree 29 12.1 12.1 16.3
Neutral 59 24.7 24.7 59.4
Agree 97 40.6 40.6 100.0
Total 239 100.0 100.0
In response to a statement regarding children should be involved in physical activities instead
of watching too much cartoons on TV. 4% were strongly disagree with this notion, 12%
showed disagreement and 25% remained neutral on this point of view. On the contrary, 18%
were strongly agree and 41% were agree that children should be involved in physical
activities instead of watching too much cartoons on TV.
27
Figure#4.14: Parents responses regarding children should be involved in physical activities
instead of watching too much cartoons on TV
In response to a statement regarding children should be involved in physical activities instead
of watching too much cartoons on TV. 4% were strongly disagree with this notion, 12%
showed disagreement and 25% remained neutral on this point of view. On the contrary, 18%
were strongly agree and 41% were agree that children should be involved in physical
activities instead of watching too much cartoons on TV.
28
Table 4.17: Cartoons have deep impact on children’s psychology.
Neutral 29 12.1 12.1 19.2
Disagree 52 21.8 21.8 41.0
Agree 60 25.1 25.1 66.1
Strongly Agree 81 33.9 33.9 100.0
Total 239 100.0 100.0
In response to a statement regarding cartoons have deep impact on children’s psychology. 7%
cartoons have deep impact on children’s psychology.
29
Figure#4.15: Parents responses regarding cartoons have deep impact on children’s
psychology
In response to a statement regarding cartoons have deep impact on children’s psychology. 7%
cartoons have deep impact on children’s psychology.
30
Table 4.18: Famous cartoons characters become role models for children.
Neutral 40 16.7 16.7 36.4
Disagree 42 17.6 17.6 54.0
Agree 110 46.0 46.0 100.0
Total 239 100.0 100.0
In response to a statement regarding famous cartoons characters become role models for
children.13% were strongly disagree with this notion, 18% showed disagreement and 17%
were agree that famous cartoons characters become role models for children.
31
Figure#4.16: Parents responses regarding famous cartoon characters become role models
for children
In response to a statement regarding famous cartoons characters become role models for
were agree that famous cartoons characters become role models for children.
32
Table 4.19: Cartoons are creating anti-social behavior among children.
Neutral 41 17.2 17.2 25.5
Disagree 47 19.7 19.7 45.2
Agree 72 30.1 30.1 100.0
Total 239 100.0 100.0
In response to a statement regarding cartoons are creating anti-social behavior among
were agree that cartoons are creating anti-social behavior among children.
33
Figure#4.17: Parents responses regarding cartoons are creating anti-social behavior among
children
In response to a statement regarding cartoons are creating anti-social behavior among
were agree that cartoons are creating anti-social behavior among children.
34
Hypotheses Testing:
H1: It is more likely that students who spent more time while watching cartoons on
television would have less academic performance as compared to those who watch
less.
Table 4.20: Time Spent on watching Cartoons Vs. academic performance of Children Cross
tabulation
Time Spent on watching Academic performance of your children
Cartoons High Good Average Low Total
1 Hour Daily 7 0 7 1 15
46.7% 0.0% 46.7% 6.7% 100.0%
2 Hours Daily 35 9 26 5 75
46.7% 12.0% 34.7% 6.7% 100.0%
3 Hours Daily 16 13 10 35 74
21.6% 17.6% 13.5% 47.3% 100.0%
4 Hours Daily 5 19 4 45 73
6.8% 26.0% 5.5% 61.6% 100.0%
5 Hours or more 0 0 0 2 2
0.0% 0.0% 0.0% 100.0% 100.0%
Total 63 91 47 38 239
26.4% 38.1% 19.7% 15.9% 100.0%
The first hypotheses states that it is more likely that students who spent more time while
35
watching cartoons on television would have less academic performance as compared to those
who watch less. The findings indicated in the above table of cross tabulation between time
spent on TV while watching cartoons and their academic performance were highly associated
with a significant difference of academic performance. The data reveals in the table that
children who spent 3-4 hours on TV to watch cartoons were more likely to show low or
average academic performance at school.
Table 4.21: Chi-Square Tests
Asymptotic Significance (2-
Value df sided)
Pearson Chi-Square 92.614 12 .000
Likelihood Ratio 104.530 12 .000
Linear-by-Linear Association 6.902 1 .009
N of Valid Cases 239
The statistical application of chi square tests indicates a significant difference in academic
performance of children spending much time on TV to watch cartoon programs. The chi
square value (92.61) with a degree of freedom (12) clearly indicates significant difference as
the P-value is <0.05. Thus, this hypothesis is strongly approved.
36
H2: It is more likely that parents having higher qualification would likely to think that
children should be closely monitored when they are watching cartoons.
Table 4.22: Qualification of parents Vs. Children time should be closely monitored when
they are watching cartoons Cross tabulation
Children time should be closely monitored when they are
watching cartoons.
Strongly
Qualification Strongly Disagree Disagree Neutral Agree Agree Total
Secondary School 38 12 2 0 0 52
Education 73.1% 23.1% 3.8% 0.0% 0.0% 100.0%
Higher Secondary 9 40 35 0 0 84
Education 10.7% 47.6% 41.7% 0.0% 0.0% 100.0%
Graduation 0 0 0 16 31 47
0.0% 0.0% 0.0% 34.0% 66.0% 100.0%
Masters/M.A/M.Sc. 0 0 0 26 18 44
0.0% 0.0% 0.0% 59.1% 40.9% 100.0%
M.Phil/Higher 0 0 0 5 7 12
0.0% 0.0% 0.0% 41.7% 58.3% 100.0%
Total 47 52 37 47 56 239
19.7% 21.8% 15.5% 19.7% 23.4% 100.0%
The second hypotheses states that it is more likely that parents having higher qualification
37
would likely to think that children should be closely monitored when they are watching
cartoons. The findings in the above table clearly revealed that the parent wow were higher
qualified were more likely to agree and strongly agree towards closely monitoring their
children while watching cartoon programs on the television. Quite the opposite, the parents
with less educational background were more likely to disagree this notion about closely
monitoring their children.
Value df sided)
The statistical test of goodness of fit test/chi square that there was a significant different in
agreement of the parents with higher qualification and educational background and the parent
with less education. The chi square value (354.61) with a degree of freedom (16) shows
significant different in opinion of both groups regarding closely monitoring their children
while watching cartoon programs. As the P-value is <0.05 which means the hypothesis is
strongly approved and supported.
38
H3: The time of watching cartoon programs is significantly associated with the academic
performance of the students.
Table 4.24: Preferred time of your children for watching cartoons Vs. academic performance
of children? Cross tabulation
Preferred time of Academic performance of your children
Watching Cartoons High Good Average Low Total
Morning 3 2 6 8 19
15.8% 10.5% 31.6% 42.1% 100.0%
Afternoon 15 23 14 3 55
27.3% 41.8% 25.5% 5.5% 100.0%
Evening 19 19 26 24 88
21.6% 21.6% 29.5% 27.3% 100.0%
Night 16 13 5 43 77
20.8% 16.9% 6.5% 55.8% 100.0%
Total 63 91 47 38 239
26.4% 38.1% 19.7% 15.9% 100.0%
The 3rd hypotheses states that the time of watching cartoon programs is significantly
associated with the academic performance of the students. The findings presented in the
above table clearly depicts that the children watching cartoons in the evening and night were
more likely to show less academic performance at school as compared to those who watch in
the afternoon after coming from school. Similarly, the children watching cartoons in the
39
morning were also showed less academic performance at school as revealed by parents.
Value df Asymptotic Significance (2-sided)
Linear-by-Linear Association .915 1 .339
The application of chi Square test of non-parametric statistics clearly indicates the significant
difference and relationship between time of watching cartoons and academic performance of
the children at school. The Chi Square value (34.34) with the degree of freedom (9) shows
significant difference between hypothesized variables. As the P-values is <0.05 this means
that this hypothesis too is strongly approved and supported.
40
H4: The fathers of the children would more likely to think that cartoons are creating anti-
social behavior among children as compared to their mothers.
Table 4.26: Respondent Vs. Cartoons are creating anti-social behavior among children cross
tabulation
Cartoons are creating anti-social behavior among children.
Respondent Strongly Disagree Disagree Neutral Agree Strongly Agree Total
Father 6 25 11 48 30 120
5.0% 20.8% 9.2% 40.0% 25.0% 100.0%
Mother 14 22 30 24 29 119
11.8% 18.5% 25.2% 20.2% 24.4% 100.0%
Total 20 47 41 72 59 239
8.4% 19.7% 17.2% 30.1% 24.7% 100.0%
The 4th hypothesis states that among parents, fathers of the children would more likely to
think that cartoons are creating anti-social behavior among children as compared to their
mothers. The results of the tables as shown in the above tables strongly supports this
statement that among parents of school children, majority among the fathers were more likely
to agree and strongly agree towards the point of view that cartoon programs are creating anti-
social behavior among children.
41
Value df sided)
The Chi Square test of statistics also supports this hypothesis that among parents, fathers of
the children were more likely to support this argument that cartoons are creating anti-social
behavior among children as compared to mothers of the children who on the contrary share
opposite views on this statement. The Chi Square value (20.20) with a degree of freedom (4)
indicates that this hypothesis is strongly supported as there was a significant difference of
opinions among mothers and fathers of the children. As the P-value is also <0.05.
42
H5: It is more likely that ‘Chhota Bheem’ and ‘Doraemon’ would be the mostly watched
cartoon programs among children.
Figure#4.17: Parents responses regarding favorite cartoon programs among children
The 5th hypothesis states that it is more likely that ‘Chhota Bheem’ and ‘Doraemon’ would be
the mostly watched cartoon programs among children. The above bar graph of percentages
43
and frequency of responses from the parents of the children indicates that Chhota Bheem’ and
‘Doraemon’ were the most preferred cartoon programs widely liked by the most of the
children as compared to other cartoon programs. This hypothesis too strongly approved and
accepted.
44

Chapter-4 Findings

Uploaded by

Copyright:

Available Formats

Chapter-4 Findings

Uploaded by

Document Information

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

Chapter-4 Findings

Uploaded by

Copyright:

Available Formats

Chapter-4 Data Analysis & Findings:

Demographic & Personal Details of participants:

Table 4.1: Respondent

Frequency Percent Valid Percent Cumulative Percent

Mother 119 49.8 49.8 49.8

Father 120 50.2 50.2 100.0

Total 239 100.0 100.0

female) were taken equal in the sample.

Figure#4.1: Respondent Type

120 (50%) were fathers.

Frequency Percent Valid Percent Cumulative Percent

M.Phil./Higher 12 5.0 5.0 5.0

Masters/M.A/M.Sc. 44 18.4 18.4 23.4

Graduation 47 19.7 19.7 43.1

Secondary School Education 52 21.8 21.8 64.9

Higher Secondary Education 84 35.1 35.1 100.0

Total 239 100.0 100.0

entire sample of parents.

entire sample of parents.

Frequency Percent Valid Percent Cumulative Percent

Businessman 38 15.9 15.9 15.9

Housewife 92 38.5 38.5 54.4

Employed 109 45.6 45.6 100.0

Total 239 100.0 100.0

in this research study.

N Minimum Maximum Mean Std. Deviation

Age 239 22 56 32.99 5.468

Table 4.5: Age Group of participants

Frequency Percent Valid Percent Cumulative Percent

41-50 years or above 22 9.2 9.2 9.2

22-25 years 24 10.0 10.0 19.2

36-40 years 55 23.0 23.0 42.3

26-30 years 64 26.8 26.8 69.0

31-35 years 74 31.0 31.0 100.0

Total 239 100.0 100.0

sample of the respondents.

Frequency Percent Valid Percent Cumulative Percent

1 Hour 15 6.3 6.3 7.1

4 Hours 73 30.5 30.5 37.7

3 Hours 74 31.0 31.0 68.6

2 Hours 75 31.4 31.4 100.0

Total 239 100.0 100.0

for 5 hours or more in a whole day.

Table 4.7: Descriptive Statistics

N Minimum Maximum Mean Std. Deviation

Time Spent on watching 239 1 5 2.88 .945

Figure#4.6: Time spent on TV while watching cartoon programs among children

between 2-4 hours on daily basis.

Frequency Percent Valid Percent Cumulative Percent

Morning 19 7.9 7.9 7.9

Afternoon 55 23.0 23.0 31.0

Night 77 32.2 32.2 63.2

Evening 88 36.8 36.8 100.0

Total 239 100.0 100.0

in the evening time.

in the evening time.

Table 4.9: Academic performance of your children

Frequency Percent Valid Percent Cumulative Percent

Low 38 15.9 15.9 15.9

Average 47 19.7 19.7 35.6