39

Chapter 4

RESULTS AND DISCUSSION

This chapter presents the data that were shown in the tables. Data

were analyzed, interpreted, and supported by related literatures and studies.

Profile of the Respondents

Tables 1, 2, 3, 4, and 5 present the profile of the respondents in terms

of age, gender, ethnicity, year level, and parent’s occupation, respectively.

Age

Table 1 shows the profile of the respondents in terms of age. Among

the seventy-five (75) respondents: twenty-six (26) or 34.7% age nineteen;

fourteen (14) or 18.7% age twenty-one; thirteen (13) or 17.3% age twenty;

eleven (11) or 14.7% age eighteen; three (3) or 4.0% age twenty-two to

twenty-three; one (1) or 1.3% age twenty-four to thirty-five. Majority of the

respondents’ age was nineteen. These imply that the majority are in first year

to second year college.

According to Fithratullah (2020), Popular films such as superheroes

elicit a lot of interest from people of all ages. Children and adults are vying for

the opportunity to see their favorite superhero.

 40

Table 1. Age of the Respondents

Age Frequency Percentage

18 11 14.7
19 26 34.7
20 13 17.3
21 14 18.7
22 3 4.0
23 3 4.0
24 1 1.3
25 1 1.3
26 1 1.3
32 1 1.3
35 1 1.3
Total 75 100.0

Gender

Table 2 reveals the profile of the respondents in terms of gender.

There are fifty-eight (58) or 77.3% female and seventeen (17) or 22.7% male.

Majority of the respondents are female since majority of the enrolled students

also are female.

The data show that the gender of the greater number of the

respondents range from fifty-eight (58) or 77.3%, and given this data further

imply that majority of the gender of the respondents are females. While there

are seventeen (17) or 22.7 % male. This implies that there are more female

enrollees than male Education enrollees at Christ the King College de

Maranding.
 41

This was claimed by Oliver, (2000), Women are expected to enjoy

romantic and melodramatic films, dubbed "chick flicks" or "tearjerkers," as

well as comedies, but not action or horror films. Men, on the other hand, are

thought to enjoy action and horror films but despise sentimental and

theatrical films.

Table 2. Gender

Gender Frequency Percentage

Male 17 22.7
Female 58 77.3
Total 75 100.0

Year Level

Table 3 reveals the year level of the respondents. The respondents

were the Education Students from first year to third year. There are thirty-

three (33) or 44.0% for first year; twenty-one (21) or 28.0% for second year to

third year.

This implies that most of the respondents responds to the conducted

survey is the first-year level with thirty-three (33) or 44.0%, because majority

of the education students are the first year level and they have the highest

population than other year level.

 42

Students majoring in English are aware that watching English films can

help them enhance their listening skills. Watching English films can help them

improve their speaking skills. Students believe that watching English movies

has a greater direct impact on listening ability than speaking ability (Liando,

Sahetapi, & Maru, 2018)

Table 3. Year Level

Year Level Frequency Percentage

First Year 33 44.0
Second Year 21 28.0
Third Year 21 28.0
Total 75 100.0

Ethnicity

Table 4 depicts the ethnicity of the respondents. Based on the

gathered data, there are only three ethnicities specified by the respondents:

Cebuano, Tagalog, and Maranao. There are sixty-one (61) or 81.3 Cebuano;

ten (10) or 13.3% Maranao; and four (4) or 5.3 Tagalog. Mostly of the

respondents are Cebuano.

These imply that the majority of the respondents are Cebuanos. That

means that most of the people living in Lanao del Norte are Cebuanos, as

well as the students studying in the school where the study conducted.
 43

It was not self-evident to conceptualize and measure ethnicity on

students’ performance (Roth, 2016; Saperstein, Kizer, & Penner, 2016). It

was verified by the study of Andel, Broek, & Stegers‐Jager (2021), he

claimed that, student ethnicity, had no influence on social academic fit. There

was no indirect effect of student ethnicity on prevention focus in clinical

training, and was not related to the potential mediators’ trust in supervisors,

social academic fit, or perceptions of unfair treatment.

Table 4. Ethnicity

Ethnicity Frequency Percentage

Cebuano 61 81.3
Tagalog 4 5.3
Maranao 10 13.3
Total 75 100.0

Parent’s Educational Attainment

Table 5 shows the profile of the respondents in terms of parents’

educational attainment. For the mother educational attainment there are

sixteen (16) or 21.3 % high school graduate and college graduate; fifteen (15)

or 20.0% elementary level; twelve (12) or 16.0% college level; eight (8) or

10.7% elementary graduate; seven (7) or 9.3% high school level; and one (1)

or 1.3% for vocational graduate. For the father educational attainment there
 44

are twenty-three (23) or 30.7 college graduate; eighteen (18) or 24.0 high

school graduate; thirteen (13) or 17.3 college level; eleven (11) or 14.7% high

school level; seven (7) or 9.3% elementary level; and three (3) or 4.0

elementary graduate. Majority of the respondents’ parents’ educational

attainment are college graduate.

The table implies that majority of the respondents’ parents’ educational

attainment are college graduates. This imply that there are more students

who are motivated and inspired to study well in class, for those parents who

are college levels.

Some researchers discovered that students with better permanent

employment parents outperform those with nomadic, peasant, or unemployed

parents in terms of academic achievement (Mudassir and Abubakar, 2015). It

was verified by the study of Accounting students of the University of Nigeria,

Nsukkas’ Department of Accountancy. The findings show that parents

occupational level has a substantial influence on students' academic

performance in accounting studies in Nigeria. But, to Herawati (2015),

parents' occupation has no effect on their childrens’ consumption in class.

Table 5. Parent’s Educational Attainment

Educational Attainment Mother Father

*F **P *F **P
Elementary Level 15 20.0 7 9.3
 45

Elementary Graduate 8 10.7 3 4.0

High School Level 7 9.3 11 14.7
High School Graduate 16 21.3 18 24.0
College Level 12 16.0 13 17.3
College Graduate 16 21.3 23 30.7
Vocational Graduate 1 1.3
Total 75 100.0 75 100.0

American Classical Movies Influences

Table 6 to 10 present the American classical movies influences in

terms of attention, behavioral, efficacy, persuasion, and pronunciation. The

respondents were asked to arrange the statements from 1 up to 5 based on

what they discover after watching the movies.

Attention

Table 6 presents the American classical movies influences in terms of

attention. The respondents were asked to arrange the statements from 1 up

to 5 based on what they discover after watching the movies. Based on the

table, First is the “Trigger Curiosity”, with 2.51% choose it as the number 1;

Second is “Discover new word”, with 2.81% choose it as the number 2; Third

is “Give deeper thinking”, with 2.88% choose it as the number 3; Fourth is

“Increases awareness”, with 3.31% choose it as the number 4; and lastly

“Make confused on the movie”, with 3.48% choose it as number 5.

 46

These imply that based on the table with the mean rank of 3.48%

students make confused on the movie they watched in terms of their attention

after watching the movies. Students are more confused on the movie

because there are some information or things that it is their first time to be

encounter.

According to Kusumarasdyati, and Luo, (2004), Films are commonly

regarded as a medium that draws students' attention and presents

information in a much more natural (interactive) manner than textbooks.

Films pique the interest of students and can boost their enthusiasm to learn.

Attention
Statements Mean Rank Order
a. Increases awareness. 3.31 4
b. Discover new word. 2.81 2
c. Trigger curiosity. 2.51 1
d. Give deeper thinking 2.88 3
e. Make confused on the movie. 3.48 5

Behavioral
Table 7 presents the American classical movies influences in terms of

behavior. The respondents were asked to arrange the statements from 1 up

to 5 based on what they discover after watching the movies. Based on the

table, First is the “Develop my personality”, with 2.63% choose it as the

number 1; Second is “Reduces stress”, with 2.65% choose it as the number

 47

2; Third is “Distinguish right from wrong”, with 3.05% choose it as the number

3; Fourth is “Overcome my loneliness”, with 3.17% choose it as the number

4; and lastly “Changes of attitude”, with 3.49% choose it as number 5.

These imply that based on the table with the mean rank of 3.49%

students “changes of attitude” in terms of their behavior after watching the

movies. Movies gives big impact towards the students’ attitudes. There are

some students that they want to be like their favorite actor and actresses, as

well as the characteristics of this artist.

According to Chen (2019), Scholars' concerns about how media

negatively impacts viewers' attitudes and behavior have generated a surge in

critical thinking education in the United States and worldwide.

Behavioral
Statements Mean Rank Order
a. Reduces Stress 2.65 2
b. Distinguish right from wrong. 3.05 3
c. Develop my personality 2.63 1
d. Overcome my loneliness 3.17 4
e. Changes of attitude 3.49 5

Efficacy

Table 8 presents the American classical movies influences in terms of

efficacy. The respondents were asked to arrange the statements from 1 up to

5 based on what they discover after watching the movies. Based on the table,
 48

First is the “Inspire to be a better person””, with 2.67% choose it as the

number 1; Second is “Help cope up with stress”, with 2.85% choose it as the

number 2; Third is “Learn new things”, with 2.95% choose it as the number 3;

Fourth is “Overcome many challenges”, with 3.13% choose it as the number

4; and lastly “Make feel relax”, with 3.39% choose it as number 5.

These imply that based on the table with the mean rank of 3.39%

students “make feel relax” in terms of their efficacy after watching the movies.

Movies greatly help in many people it helps to feel relax, decrease anxiety,

and inspire. Watching movies not only offers an escape and distraction from

daily stressors, but it could also be beneficial to our mental health.

Self-efficacy refers to one's belief in one's ability to learn or

accomplish tasks at a certain level. Researchers have investigated the role of

self-efficacy in different areas, including education, business, athletics,

vocations, health, and wellness, since Bandura introduced the construct to

the psychology literature (Bandura, 1997).

Self-efficacy has been found to have a significant impact on a person's

motivation, achievement, and self-control (Bandura, 1997; Multon, Brown, &

Lent, 1991; Pajares, 1997; Stajkovic & Luthans, 1998).

2.3 Efficacy
Statements Mean Rank Order
 49

a. Help cope up with stress. 2.85 2

b. Inspire to be a better person. 2.67 1
c. Learn new things. 2.95 3
d. Overcome many challenges. 3.13 4
e. Make feel relax. 3.39 5

Persuasion

Table 9 presents the American classical movies influences in terms of

persuasion. The respondents were asked to arrange the statements from 1

up to 5 based on what they discover after watching the movies. Based on the

table, First is the “Discover whole new words that increase knowledge”, with

2.61% choose it as the number 1; Second is “Enhance pronunciation skills”,

with 2.69% choose it as the number 2; Third is “Give strong emotion and

excitement”, with 2.83% choose it as the number 3; Fourth is “Acquire more

information”, with 2.95% choose it as the number 4; and lastly “Embrace

good habits”, with 3.92% choose it as number 5.

This implies that based on the table with the mean rank of 3.92%

students “embrace good habits” after watching the movies. Aside, that

movies give us information. Movies also teaches us a lesson, which we can

apply to ourself and in our daily living.

This explain how people's attitudes and beliefs change when they are

exposed to somewhat complicated communications that consist of a

communicator's perspective. Several viewpoints that emphasize motivation

 50

as cognition address some of the limitations of most contemporary theories of

persuasion's cognitive emphasis. (Eagly and Chaiken, 1984).

2.4 Persuasion
Statements Mean Rank Order
a. Enhance pronunciation skills. 2.69 2
b. Discover whole new words that 2.61 1
increase knowledge.
c. Give strong emotion and excitement. 2.83 3
d. Acquire more information. 2.95 4
e. Embrace good habits. 3.92 5

Pronunciation

Table 10 presents the American classical movies influences in terms of

pronunciation. The respondents were asked to arrange the statements from 1

up to 5 based on what they discover after watching the movies. Based on the

table, First is the “Improve my vocabulary”, with 2.12% choose it as the

number 1; Second is “Practice my communication skills”, with 2.32% choose

it as the number 2; Third is “Impact my beliefs and opinions”, with 3.44%

choose it as the number 3; Fourth is “To determine my attitude”, with 3.49%

choose it as the number 4; and lastly “To guide thinking and actions”, with

3.60% choose it as number 5.

 51

These imply that based on the table with the mean rank of 3.60%

students “guide thinking actions” after watching the movies. Movies guide

thinking and action to students because it also teaches right from wrong.

Aside, from that student also basically learn through the influence of the

movies. It teaches new information, words, and can improve communication

skills.

Students’ pronunciation in English speaking skills can be improved by

watching a movie. Speaking is an important aspect of the English language.

While speaking, there is one factor to which individuals must pay attention.

Pronunciation is a crucial aspect of speaking ability. Pronunciation is

important in speaking since it reveals anything while someone is speaking

and allows others to comprehend what they are saying based on how they

pronounce a word ( Yudar, Aditomo, & Silalahi, 2020)

2.5 Pronunciation
Statements Mean Rank Order
a. Improve my vocabulary. 2.12 1
b. Practice my communication skills. 2.32 2
c. Impact my beliefs and opinions. 3.44 3
d. To determine my attitude. 3.49 4
e. To guide thinking and actions 3.60 5

Level of Viewing Skills

 52

Table 11 shows the viewing skills of the respondents. The respondents

watched the three movies titled: The Notebook, The Shack, and Home Alone.

They were asked with the following questions: the characters; the setting; the

plot; the main conflict; and the lessons of the movies. Their answers were

rated by using a rubric in which the categories were also based on the given

questions. The scale is 1 to 4, a total of 20 points for every movie and a

grand total of 60 points. The scores were categorized also into Outstanding,

Very Satisfactory, Satisfactory, Fairly Satisfactory, Did Not Meet Expectation

base on the DepEd Grading System.

For the three movies, there are forty-one (41) or 54.7% scored 49-60

which means Outstanding, thirty-one (31) or 41.3% scored 37-48 which

means Very Satisfactory, and three (3) or 4.0% scored 25-36 which means

Satisfactory. Nobody got the scores 1 to 24. Majority of the respondents were

Outstanding but considering their average scores in three movies and its

overall average, the respondents were Very Satisfactory.

The table shows that majority of the respondents are very satisfactory

in terms of their viewing skills with their overall average scores that is equal

to 48.64%. This implies that the students have the knowledge to answer the

following questions based on the given rubrics. This tests students’ progress

in terms of their viewing skills.

 53

Table 11. Viewing Skills

Score Interval Frequency Percentage Interpretation

49 – 60 41 54.7 Outstanding
37 – 48 31 41.3 Very Satisfactory
25 – 36 3 4.0 Satisfactory
13 – 24 0 0 Fairly Satisfactory
Did Not Meet
1 – 12 0 0 Expectation
Total 75 100
Average
(The Notebook) 16.0 Very Satisfactory
Average
(The Shack) 16.31 Very Satisfactory
Average
(Home Along) 16.33 Very Satisfactory
Overall Average 48.64 Very Satisfactory

Comprehension Skills

Table 12 shows the comprehension skills of the respondents. Using

the same movies: The Notebook, The Shack, and Home Alone, they were

asked with the following questions: what the movie is trying to convey; the

part of movies they like most; the symbols used in the movies and its

meaning; the part of the movies similar to life experiences; the tone or the

mode; the genre; and moral lesson learned from the movies. Their answers

were rated by using a rubric in which the categories were also based on the

given questions. The scale is 1 to 4, a total of 40 points for every movie and

a grand total of 120 points. The scores were categorized also into
 54

Outstanding, Very Satisfactory, Satisfactory, Fairly Satisfactory, Did Not Meet

Expectation base on the DepEd Grading System.

For the three movies, there are fifty-six (56) or 74.7% scored 73-96

which means Very Satisfactory, ten (10) or 13.3% scored 49-72 which means

Satisfactory, and nine (9) or 12.0% scored 97-120 which means Outstanding.

Nobody got the scores 1 to 48. Majority of the respondents were Very

Satisfactory and considering their average scores in three movies and its

overall average, the respondents were Very Satisfactory.

The table shows that majority of the respondents are very satisfactory

in terms of their comprehension skills with their overall average scores that is

equal to 83.13%. This implies that the students have the knowledge to

answer the following questions based on the given rubrics. This implies that

movies can provide students with information and language, which may help

facilitate their comprehension skills.

Through multimodal texts offered as its visual media in learning

reading, movies can be made as tool to increase students’ critical thinking

and comprehension. Students can improve their reading skills by reading the

subtitles of movies and visualizing the imagery. Movies could be an effective

tool for motivating students to learn English and improving their language

skills. To motivate students to study English, English teachers could adjust

 55

and construct reading materials based on the content of the films (Hanif, &

Wiedarti, 2021)

Table 12. Comprehension Skills

Score Interval Frequency Percentage Interpretation

97 – 120 9 12.0 Outstanding
73 – 96 56 74.7 Very Satisfactory
49 – 72 10 13.3 Satisfactory
13 – 48 0 0 Fairly Satisfactory
Did Not Meet
1 – 24 0 0 Expectation
Total 75 100
Average
(The Notebook) 27.75 Very Satisfactory
Average
(The Shack) 27.72 Very Satisfactory
Average
(Home Along) 27.67 Very Satisfactory
Overall Average 83.13 Very Satisfactory

Relationship Between the Socio-Demographic Profile of The

Respondents to Their Level of Viewing and Comprehension Skills

In Table 13, Pearson Product Moment Correlation r is being used to

determine the significant relationship between the two variables:

respondents’ socio-demographic profile and their level of viewing and

comprehension skills. On the first hand, it reveals that the respondents’

socio-demographic profile in terms of gender, year level, ethnicity, and

mothers’ educational attainment are not significantly related to the level of

viewing skills, since the p-values are all greater than the level of significance.
 56

Meanwhile, the age and fathers’ educational attainment are significantly

related to the level of viewing skills, since the p-values are lesser than the

level of significance at 0.05.

On the other hand, it reveals that the respondents’ socio-demographic

profile in terms of age, gender, year level, ethnicity, and parents’ educational

attainment are not significantly related to the level of comprehension skills,

since the p-values are all greater than the level of significance at 0.05.

Moreover, the average p-values are 0.483 and 0.6148 respectively, which

means that there is no significant relationship between the socio-

demographic profile and the level of viewing and comprehension skills.

Therefore, the null hypothesis is not rejected.

Table 13. Relationship Between the Socio-Demographic Profile of The

Respondents to Their Level of Viewing and Comprehension Skills

Variables Viewing Skills

Profile r p Interpretation
Age 0.338 0.003 Significant
Gender 0.04 0.732 Not Significant
Year Level 0.027 0.815 Not Significant
Ethnicity -0.076 0.519 Not Significant
Mothers’ Educ’l Attainment 0.029 0.806 Not Significant
Fathers’ Educ’l Attainment 0.262 0.023 Significant
Average 0.1033 0.483 Not Significant
Variables Comprehension
Skills
Profile r p Interpretation
Age 0.036 0.757 Not Significant
Gender -0.147 0.207 Not Significant
 57

Year Level -0.092 0.432 Not Significant

Ethnicity 0.063 0.59 Not Significant
Mothers’ Educ’l Attainment -0.027 0.819 Not Significant
Fathers’ Educ’l Attainment -0.017 0.884 Not Significant
Average -0.031 0.6148 Not Significant

Relationship Between the American Classical Movies Influences and to

Their Level of Viewing and Comprehension Skills

In Table 14, Chi-square is being used to determine the significant

relationship between the two variables: respondents’ socio-demographic

profile and their level of viewing and comprehension skills. It reveals that the

American classical movies influences in terms of attitude, behavior, efficacy,

persuasion and pronunciation are not significantly related to the level of

viewing and comprehension skills, since all the p-values are all greater than

the level of significance at 0.05. Moreover, the average p-values are 0.536

and 0.3945 respectively, which is greater than the level of significance at 0.05

which means not significance. Therefore, the null hypothesis is not rejected.

These imply that the result of the table shows that there is no

significant relationship between the American Classical Movies Influences

and to their Level of Viewing and Comprehension Skills.

Table 14. Relationship Between the Socio-Demographic Profile of The

Respondents to Their Level of Viewing and Comprehension Skills

Variables Viewing Skills

2
Profile X d p Interpretation
 58

Attitude 8.9414 8 0.4206 Not Significant

Behavior 7.2684 8 0.5106 Not Significant
Efficacy 6.9882 8 0.5506 Not Significant
Persuasion 6.5642 8 0.6016 Not Significant
Pronunciation 6.39 8 0.6148 Not Significant
Average 7.2304 8 0.5396 Not Significant
Variables Comprehension Skills
Profile X2 d p Interpretation
Attitude 7.325 8 0.472 Not Significant
Behavior 9.1088 8 0.3678 Not Significant
Efficacy 10.413 8 0.367 Not Significant
Persuasion 8.895 8 0.4148 Not Significant
Pronunciation 9.371 8 0.351 Not Significant
Average 9.0226 8 0.3945 Not Significant