CHAPTER 4

PRESENTATION, DATA ANALYSIS, AND INTERPRETATION

This chapter presented the data analysis and interpretation of the data

gathered from the initial study, which aimed to determine the efficacy of the

Grade 10 students at Tubod National High School, Tubod, Minglanilla, Cebu.

Demographic Profile of the Respondents

Table 1
Respondents’ Profile According to Their Age
Age Frequency (f) Percentage (%)
12 1 00.50
13 5 02.70
14 14 07.60
15 71 38.40
16 62 33.50
17 24 13.00
18 1 00.50
19 6 03.20
20 0 00.00
21 1 00.50
Total 185 100.00

Table 1 revealed that the bulk of the respondents was between the aged

of fifteen (15) and twenty-one (21), with a total of seventy-one (71) respondents

and point five percent (.5%) of the students who were between the aged of

twenty-one (21) and twelve (12) with a frequency of one percent (1).

Hannan and Freeman (1984) and Leonard-Barton (1984) both published

studies that highlighted why age could affect performance (1992). There are a
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variety of reasons why age may affect performance in these investigations. In

their opinion, age hurts performance due to organizational rigidities and inertia. It

causes, as well as the fact that it aids organizations in detecting valuable signals.

The term "liability of newness" was created early on to describe how fledgling

businesses are more likely to collapse (Stinchcombe, 1965)

Table 2
Respondents’ Profile According to Their Gender
Gender Frequency (f) Percentage (%)
Male 82 44.30
Female 103 55.70
Total 185 100.00

Table 2 depicts the gender of the respondents, clearly indicating that the

majority of the students are female, with 55.7% (55.7%) of the total number of

responses (103) and 44.3% (44%) of males (82 respondents) (82). This signifies

that female pupils outnumber male students at Tubod National High School in

Minglanilla.

The levels of self-efficacy for male and female students are presented, as

well as how gender interaction affects self-efficacy. Borg and Shapiro (2006)

investigated the significance of gender interaction with 185 students enrolled at

Tubod National High School to test gender interaction. This study looked at how

the student's self-efficacy was affected by their gender and temperament. Opstad

and Fallan (2010) found gender differences between male and female students

in a study by Borg and Stranahan (2002a).

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Table 3
Respondents’ Profile According to the Availability of Learning Materials

Availability of Learning Materials Frequency (f) Percentage (%)

Internet 148 80.00

Books 37 20.00
Total 185 100.00

Table 3 showed the availability of materials for students to complete their

modules; it clearly showed that the internet is the most popular resourced, with

eighty percent (80%) of total responses and one hundred forty-eight (148) total

responses, followed by books (20%) and thirty-seven (37) total responses.

Students in modular learning frequently use the internet to complete activities

and homework. It was related to Kochar's (1991) (Advanced Oxford Learners

Dictionary) study, in which he stated that "Learning Materials are things that were

needed to do a particular activity," defining learning materials as "devices that

presented units of knowledge through auditory or visual stimuli, or both, intending

to assist learning." Any type of assistance, whether oral or visual.

Table 4
Respondents’ Profile According to the Educational Background of Mother

Educational Background of Mother Frequency (f) Percentage (%)

Elementary Level 2 01.10
Elementary Graduate 13 07.00
High School Level 44 23.80
High School Graduate 87 47.00
College Level 21 11.40
College Graduate 18 09.70
Total 185 100.00

The mother position of the woman or mother as an educator represented

a crucial resource in developing the individual identity. (Good 1998) Parents

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helped protect children by making them accountable for their development and

allowing them to grow into a comprehensive personalities.

In this case, the mother function played a critical role, which can be

separated into two components or directions. The first concerns the child's

defense, whereas the second concerned the child's natural growth. Another set

of activities concerns maternal functions related to the child's growth, including

physical, intellectual, and emotional development (Granic Radovan 2006).

Table 5
Respondents’ Profile According to the Educational Background of Father

Educational Background of Father Frequency (f) Percentage (%)

Elementary Level 3 01.60

Elementary Graduate 5 02.50

High School Level 36 19.50

High School Graduate 117 63.20

College Level 17 09.20

College Graduate 7 03.80

Total 185 100.00

Table 5 showed the educational attainment of the father; the majority of

the respondent's fathers are high school graduates (63.2%), with a frequency of

117. (117). Furthermore, the list is one-sixth of one percent (1.6%) at the

elementary level, with a frequency of three (3).

According to Dornbusch, Ritter, Leiderman, Roberts, and Fraleigh (1987).

Fa, parental education level influenced parenting style, which influenced

children's academic success with higher educational levels are more likely to be

permissive and less rigid in their parenting, according to Dombrusch et al.

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Parental education, according to Mullis and Jenkins (1990) and White (1982),

had an essential link with students' academic achievement.

Table 6
Respondents’ Profile According to the Occupation of Mother

Occupation of Mother Frequency (f) Percentage (%)

White Collar 20 10.80
Blue Collar 93 50.30
None 72 38.90
Total 185 100.00

The occupation of the respondent's mother was detailed in Table 6. As

indicated in the table, blue-collar is the most common, accounting for 53% of all

collars with a frequency of 93%. In addition, 38% of mothers do not have a job,

and 72% of mothers do not have a job. According to J. Dakin and Stephen Dakin,

Employment, according to Scott Armstrong (1989), is a connection between two

parties, usually based on a contract, in which one person is the employer, and

the other is the employee. The employer might be a corporate, for-profit, not-for-

profit organization, cooperative, or other entity. Employees work in exchange for

compensation, which might take the form of an hourly wage, piecework, or an

annual income, depending on the work they undertake.

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Table 7
Respondents’ Profile According to the Occupation of Father

Occupation of Father Frequency (f) Percentage (%)

White Collar 10 05.40
Blue Collar 128 69.20
None 47 25.40
Total 185 100.00

Table 7 revealed that the respondent's father's occupation is blue-collar,

accounting for 69% of the total with a frequency of 118. Furthermore, white-

collardistinctions like work of the various employee types. Regular employees are

characterized as such because they have been hired to undertake tasks that are

normally necessary or desirable in the employer's normal business.

Table 8
Respondents’ Profile According to the Monthly Income

Monthly Income Frequency(f) Percentage (%)

1,000-6,000 85 45.90
7,000-14,000 24 13.00
15,000-20,000 67 36.20
21,000-30,000 8 04.30
31,000 and Above 1 00.50
Total 185 100.00

Table 8 indicated the respondent's family's monthly income. Fifty-five

percent of the population comes from a poor household, with a frequency of

eighty-five percent. In addition, there is a 5% surcharge for wealthy families with

a frequency of one.

After the adjusted impact of other variables in the models, poverty

variables were found to have a statistically significant effect on the quality of the

home environment. Interactions between poverty variables were shown to be

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statistically significant. A key result is that increases in family income have the

most significant impact on the quality of the home environment for children born

poor or who lived in poverty for a significant portion of their life. The conclusion

underlines the significance of the findings for further research.

Table 9
Respondents’ Profile According to the GWA

GWA Frequency (f) Percentage (%)

76-80 85 45.90
81-85 24 13.00
86-90 67 36.20
91-95 8 4.30
Total 185 100.00

Table 9 showed the respondent's overall weighted average and explained

that students had an average grade of 52.4% for the range of 81-85 and a

frequency of 97%.One-point-six percent for students with an average of 91-95

and a frequency of three (3).

Overall Interpretation of the Respondents

Table 10
Levels of Students' Efficacy upon Answering Modules at Tubod National
High School

Questionnaire Weighted Mean Interpretation

How confident are you in your ability to organize your 2.78 Average
time?
How confident are you in your ability to motivate 3.14 Average
yourself to study?
How confident are you in your ability to balance your 3.05 Average
commitments
How confident are you in your ability to plan what 3.30 Average
needs to be done?
How confident are you in your ability to prioritize your 3.30 Average
academic work?
How confident are you in your ability to persist with 3.39 Average
your studies in the face of difficulties?
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How confident are you in your ability to sacrifice things 3.84 Average
(such as going out) for your studies?
3.45 Average
How confident are you in your ability to work hard?
How confident are you in your ability to maintain 3.34 Average
enthusiasm for your studies?
How confident are you in your ability to remain 3.50 Average
committed to your studies?
How confident are you in your ability to meet 3.51 Average
deadlines?
How confident are you in completing the extra 3.65 Average
preparatory work for coursework/exams?
How confident are you in your ability to work 3.41 Average
independently?
How confident are you in your ability to attend lectures 3.23 Average
punctually?
3.18 Average
How confident are you in your ability to use WOLF?
How confident are you in your ability to use 3.85 Average
computers?
How confident are you in locating information on the 3.32 Average
internet?
How confident are you in your ability to produce an 3.29 Average
appropriately structured essay?
How confident are you in your ability to use an 3.22 Average
appropriate writing style?
How confident are you in your ability to use an 3.16 Average
appropriate writing style?
How confident are you in your ability to reference 3.25 Average
correctly?
How confident are you in your ability to locate 3.38 Average
information in books?
How confident are you in your ability to locate 3.34 Average
information in journals
How confident are you in your ability to make use of 3.34 Average
university facilities?
How confident are you in making time for other 3.39 Average
activities, e.g., socializing/sport?
How confident are you in your ability to work in 3.45 Average
groups?
How confident are you in your ability to get involved in 3.46 Average
activities?
How confident are you in your ability to communicate 3.43 Average
with other students?
How confident are you in your ability to make friends 3.49 Average
with other students
How confident are you in your ability to seek support 3.42 Average
from other students?
How confident are you in your ability to maintain 3.51 Average
attendance at class?
How confident are you in your ability to listen during 3.44 Average
lectures?
How confident are you in your ability to concentrate 3.48 Average
during lectures?
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How confident are you in your ability to note-take 3.48 Average

during lectures?
How confident are you in your ability to maintain your 3.49 Average
self-belief?
How confident are you in your ability to develop an 3.37 Average
action plan?
How confident are you in your ability to communicate 3.41 Average
with tutors?
How confident are you in your ability to ask for help if 3.39 Average
needed?
How confident are you in your ability to seek advice 3.49 Average
from a study skills advisor?
How confident are you in your ability to seek advice 3.42 Average
from tutors if you felt you need their help?
Legend:
Rating Score Adjective Rating Parameter Limits Interpretation
5 Strongly Agree 4.21 – 5.00 Very High
4 Agree 3.41 – 4.20 High
3 Undecided 2.61 – 3.40 Average
2 Disagree 1.81 – 2.60 Low
1 Strongly Disagree 1.00 – 1.80 Very Low

The table showed that students were in the average level of self-efficacy

upon answering their modules with varied weighted mean. The highest mean is

3.85 for the question "How confident are you in your ability to use a computer?"

and the least is 2.78 for the question" How confident are you in your ability to

organize your time?" It means that modular class is practical. However, students

lack time management.

These findings aligned with the Social Cognitive Theory of Bandura

(2001), which claims that individuals with a high level of self-efficacy trust their

abilities to respond effectively to the various stimuli from the environment. Also,

Devonport and Lane (2006) sustained that self-efficacious people could pay

attention to the opportunities and challenges, which may help them cope with

stressful events. Teachers with high levels of self-efficacy seem to use proactive,

problem-focused, or adaptive coping strategies (Carver et al., 1989; Shen, 2009;

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Vernon et al., 2009). These are considered to be theoretical and practical

implications.

Table 11
Correlation of the Levels of Students' Efficacy upon Answering Modules at
Tubod National High School
Person P-Value Interpretation
Variables Decision
Value
Do not reject the null
Level of Self-Efficacy and .039 .598 Not Significant
Age hypothesis

Do not reject the null

Level of Self-Efficacy and -.020 .788 Not Significant
Sex hypothesis

Do not reject the null

Level of Self-Efficacy and
.053 .473 Not Significant
Availability of Learning
hypothesis
Materials
Do not reject the null
Level of Self-Efficacy and
-.046 .533 Not Significant
Educational Background of
hypothesis
Mother
Do not reject the null
Level of Self-Efficacy and
.042 .574 Not Significant
Educational Background of
hypothesis
Father
Do not reject the null
Level of Self-Efficacy and -.051 .491 Not Significant
Occupation of Mother hypothesis

Do not reject the null

Level of Self-Efficacy and -.009 .905 Not Significant
Occupation of Father hypothesis

Do not reject the null

Level of Self-Efficacy and .047 .524 Not Significant
Household Income Status hypothesis

Reject the null

Level of Self-Efficacy and .321** .000 Not Significant
GWA hypothesis

Do not reject the null

Level of Self-Efficacy and 1 0 Not Significant
Average hypothesis
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This table presented the analysis and interpretation of the correlation of

the variables. It shows that the age gender occupation of the parents,

educational background of the parents, and household income of the parents

does not have a significant relationship with the level of efficiency of students in

modular learning. Hence, the GWA of the students is the only variable that shows

a significant relationship between the level of efficiency in modular learning which

Pearson's value is .321*** and the p-Value is 000.

The standard by which students' academic performance will be evaluated

is their grade point average. These figures will be used by universities and

employers to make decisions. Several studies have shown that a student's prior

academic performance has a strong positive predictive power on their success in

undergraduate studies (such as Cohn, Cohn, Balch, & Bradley, 2004; Geiser &

Studley, 2002; Zwick & Sklar, 2005; Dietz, 2006). These may serve as indicators

of or substitutes for student traits including drive, intelligence, and aptitude. The

process of applying standardized measurements of varying levels of

accomplishment in a course is known as grading in education. The grade point

average (GPA) is calculated by taking the total number of grade points a student

earned during a specified period. In some countries, all grades from all current

classes are averaged to create the GPA for the marking period. In the majority of

universities, GPAs are also computed for undergraduate and graduate students.

Potential employers or educational institutions may evaluate and compare

applicants using the GPA. A student's overall earned points divided by the total

number of potential points yields their cumulative grade point average (CGPA).
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This grading system accounts for the student's entire educational history.

According to economists, obtaining a bachelor's degree improves a person's

chances of finding employment, future earnings, and standard of life. The

student's collegiate grade point average is another crucial indicator of success in

college, in addition to degree completion. Whether a graduate is recruited by

employment, given a fellowship, or admitted to a graduate program may depend

on their undergraduate GPA. According to research, an undergraduate GPA has

a favorable effect on pay. For instance, Jones and Jackson (1990) discovered

that a one-grade-point gain in GPA increases annual wages by almost 8%.