Nueva Ecija University of Science and Technology

1
Republic of the Philippines

Nueva Ecija University of Science and Technology
San Isidro Campus, San Isidro Nueva Ecija
College of Education
Chapter III
Presentation, Analysis and Interpretation of Data
This chapter presented the findings of the study based on
the questions prepared in Chapter I. It also presents the
analysis and interpretation of the findings.
1. Profile of the Respondents
Data on the profile of the respondents as to age, sex and
grades in English last quarter are presented below.
1.1 Age
Table 2
Age of the Respondents
Age Frequency Percentage (%)

15 50 34.5
16 73 50.3
17 and above 22 15.2
Total 145 100%
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Table 2 shows the age of the respondents. It is shown in the
table that 73 or 50.3 percent of the respondents were within the
age of 16, 50 or 34.5 percent of them were within the age of 15,
and 22 or 15.2 percent of them were within the age of 17 and
above.
Since the majority of the respondents were within the age of
16, it implies that the respondents are within the regular age
group of Grade 10.
1.2 Sex
Table 3
Sex of the Respondents
Sex Frequency Percentage (%)

Male 57 39.3
Female 88 60.7
Total 145 100%
Table 3 shows the sex of the respondents. It is revealed in
the table that 88 or 60.7 were female while 57 or 39.3 were male.
The data imply that more females are greatly
affected by Social-related variables.

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1.3 Grades in English Last Quarter
Table 4
Grades in English Quarter of the Respondents
Grades in English Frequency Percentage (%)

last Quarter
75-80 24 17.6
81-85 54 39.7
86-90 50 36.8
91-95 8 5.9
Total 136 100%
As shown in Table 4, 54 or 39.7 percent of the respondents
were within the grade bracket of 81-85, 50 or 36.8 were within
the grade bracket of 89-90, 24 or 17.6 were within the grade
bracket of and only 8 or 5.9 percent of them had a grade bracket
of 91-95.
Since majority of the respondents were within the grade
bracket of 81-85, it indicates that the students are within the
average group of learners.
2. Social-related variables affecting English Achievement
Table 5
School Environment
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The School Environment… Weighted Verbal

Mean Interpretation
1. makes me feel comfortable asking 2.91 Agree
questions whenever I am confused in
our English lessons as a result I
easily understand the lesson.
2. makes me feel comfortable as well 2.97 Agree
as respected in class that’s why I am
eager to study hard.
3. aids me to develop a wholesome 3.00 Agree
relationship to others so it
encourages me to go and attend my
English class every day.
4. helps me to overcome my fears in 2.90 Agree
English class especially in public
speaking.
5. motivates me to deliver my ideas, 2.83 Agree
thoughts and opinions in English.
Average Weighted Mean 2.92 Agree
Table 5 shows the effects of social-related variables in
English Achievement as to school environment. For the
respondents, item 3, “The school environment aids me to develop a
wholesome relationship to others so it encourages me to go and
attend my English class every day” obtained the highest weighted
mean of 3.00 which is interpreted as agree while item 5 “The
school environment motivates me to deliver my ideas, thoughts and
opinions in English” acquired the lowest weighted mean of 2.83

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which is also interpreted as agree. Overall, respondents assessed
the items on school environment with an average weighted mean of
2.92 which is interpreted as agree.
Since both the highest and the lowest mean of the
respondents are interpreted as agree, the data suggest that they
have a positive views on the effects of school environment in
their learning. Teachers who support students in the learning
environment can positively impact their social and academic
outcome, which is important for the long-term trajectory of
school and eventually employment (Baker et al., 2008; O’Connor et
al., 2011).
Table 6
Romantic Relationship
The Romantic Relationship… Weighted Verbal

Mean Interpretation
1. contributes to the development of 2.92 Agree
my intellectual skills and concept
that is necessary on my studies.
2. encourages me to do better in my 2.98 Agree
English subject in terms of
examinations.
3. aids me to be more sensitive to 2.99 Agree
the feelings of others in able not
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to offend those who have a hard time

in learning English.
4. helps me to boost my confidence 2.98 Agree
to be more active in joining English
tasks/activities.
5. makes me an open-minded person 3.00 Agree
for the love and affection of others
which inspires me in making poems
and short stories in English.
Table 6 shows the effect of social-related variables in
English Achievement as to romantic relationship. For the
respondents, item 5, “The romantic relationship makes me an open-
minded person for the love and affection of others which inspires
me in making poems and short stories in English” obtained the
highest weighted mean of 3.00 which is interpreted as agree while
item 1 “The romantic relationship contributes to the development
of my intellectual skills and concept that is necessary on my
studies” acquired the lowest weighted mean of 2.92. Overall, the
respondents assessed all the items on romantic relationship with
an average weighted mean of 2.97 which is interpreted as agree.
The data suggest that the students view the romantic
relationship positively as the students agree to it.

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Table 7
School Organization or Club
The School Organization or Club… Weighted Verbal

Mean Interpretation
1. teaches me how to engage with 2.99 Agree
diverse people and explore my
interest in English lesson such as
grammar and oral communication.
2. gives me the opportunity to gain 2.86 Agree
leadership skills as well as to
boost my confidence and self-esteem.
3. helps me to improve time 2.98 Agree
management.
4. promotes collaborative and 2.96 Agree
cooperative learning in school.
5. is one way to meet and have new 3.01 Agree
friends who are willing to teach me
in my English lesson.
Table 7 shows the effect of social-related variables in
English Achievement as to school organization or club. For the
respondents, item 5, “The school organization or club is one way
to meet and have new friends who are willing to teach me in my
English lesson” obtained the highest weighted mean of 3.03 which
is interpreted as agree while item 2 “The school organization or
club gives me the opportunity to gain leadership skills as well

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as to boost my confidence and self-esteem” acquired the lowest
weighted mean of 2.87. Overall, the respondents assessed the
items on school organization or club with an average weighted
mean of 2.96 which is interpreted as agree.
The data suggest that socializing with others could
develop self-esteem and leadership skills.
Table 8
Summary of the Social-related variables affecting the

English Achievement
Social-related variables Average Weighted Verbal

Mean Interpretation
1.School Environment 2.92 Agree
2.Romantic Relationship 2.97 Agree
3.School Organization or Club 2.96 Agree
Grand Weighted Mean 2.95 Agree
Table 8 shows the summary of the effects of social-related
variables in English Achievement. As shown in the table the
students viewed positively the romantic relationship more than
the other social-related variables with an average weighted mean
of 2.97 which is interpreted as agree.

9

Results revealed that students were more inspired in school
when they were engaged in romantic relationship.
3. Relationship between respondents’ profile and the effects of
social-related variable in English achievement
Table 9
Correlation Analysis between Profile of the Students toward the
Social-Related Variables Affecting English Achievement
RESPONDENT’SPROFILE SOCIAL RELATED VARIABLES

VARIABLE School Romantic School
Environment Relationship Organization
/Club
Age Pearson -.002 .002 -.123
Correlation
Sig. (2-tailed) .983 .979 .141
N 145 145 145
Sex Pearson .175* -.033 .092
Correlation
Sig. (2-tailed) .035 .690 .272
N 145 145 145
Grade Pearson .245** .180* .297**
in Correlation
English Sig. (2-tailed) .004 .036 .000
last N 136 136 136
quarter
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Table 9, shows the correlation analysis between the profile
of the respondents and the effects of social-related variables in
English achievement. It can be gleaned in the table that the
grade in English last quarter has a relationship to school
environment and school organization or club by having 0.01 values
in the significance level and sex has a connection to school
environment and romantic relationship by having a 0.05 value in
the significance level. School environment has a .245 Pearson
correlation and Student organization has .297 correlations which
imply that there is slight high correlation, and definite but
small relationship while romantic relationship has .180 Pearson
correlations which implies that there is slight correlation and
almost negligible relationship towards grade in English. In terms
of sex student environment has a .175 Pearson correlations which
shows that there is a slight correlation and almost negligible
relationship while the rest of the variables have no correlation.
On one hand, the data imply that school environment and
school organization greatly influenced the students’ grade in
English while romantic relationship had less effect. On the other

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hand, age has no relationship to the social variables towards
their achievement in English.
4. Proposed Action Plan to overcome the effects of social-related
variable towards English achievement
The output of the study is a proposed action plan to
overcome the effects of social-related variables in English
achievement. Since school environment and school organization or
club had a positive correlation to the respondents’ grade in
English, the challenge is to promote a positive relationship
between students and students to teachers and to engage the
students more, in joining extracurricular activities which could
develop their skills in different aspects of the English
language.
Chapter IV
Summary, Conclusions and Recommendations

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This chapter presents the summary of findings, conclusions
drawn and recommendations based on the findings and conclusions
of the study.
Summary of Findings
This study aimed to determine the effects of social-related
variables in English Achievement of the Grade 10 students of San
Mariano National High School. It also aimed to propose an action
plan to overcome the effects of social-related variables in
English Achievement.
The findings of the study are summarized as follows:
1. Profile of the Respondents
1.1 Age
The age with the highest frequency was 73 or 50.3 percent
was 16, followed by 50 or 34.5 percent was 15, and 22 or 15.2
percent was 17 and above.
1.2 Sex
From a total of 231 Grade 10 students, there were 57 males
and 88 females.
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1.3 Grades in English Last Quarter
The grade bracket with the highest frequency was 54 or 39.7
percent was 81-85,followed by 50 or 36.8 percent was 89-90, 24 or
17.6 was 75-80 and only 8 or 5.9 percent of them had a grade
bracket of 91-95.
2. Effects of Social-related Variables in English
Achievement
2.1 School Environment
Students proved that social-related variables as to school
environment affects their achievement in English. It had an
average weighted mean of 2.92.
2.2 Romantic Relationship
Students agreed that romantic relationship had an effect in
their English achievement. It had an average weighted mean of
2.97
2.3 School Organization or club

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Students agreed with the school organization or club had an
effect in their English achievement. It had an average of
weighted mean of 2.96.
3. Relationship between the respondents’ profiles and the effects
of social-related variables in English achievement.
There was a correlation between the grade in English of the
respondents to social-related variables as to school environment,
romantic relationship and school organization or club. There was
also correlation between the sex of the respondents to their
school environment therefore, the hypothesis was rejected.
However, age does not have any relationship to the social
variables the hypothesis was not rejected.
4. Proposed Action plan to overcome the social variables
An Action plan aimed to overcome the effects of social-
related variables towards English achievement and to engage the
students in joining activities which could develop their skills
to cope with the needs of learning.

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Conclusion
Based on the findings of the study, the following
conclusions were drawn;
1. The respondents were in the age appropriate for Grade 10
students who were on the adolescents’ period, dominated by
females and 81-85 was the average grade they got in English.
2. English achievement was positively influenced by school
environment, romantic relationship and school organization. The
students agreed that all these variables had an effect on
learning English.
Recommendations
In view of the study, the following recommendations are
suggested;
1. Teachers may…
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a. establish a sense of community within the classroom where
they respect students and students respect them and one another.
b. motivates students to work harder to excel in English
class as well as to the other subjects.
c. employ a teaching approach fastened of the diversity of
cultures in your classroom.
2. Students may…
a. adjust or adapt with the nature of their classroom and
realize and accept that their classmates and teachers have varied
cultural experiences, beliefs, values, attitudes and language.
b. know the advantages and disadvantages of having a
romantic relationship while studying.
c. manage their time in joining school organization and
maintaining their grades.
3. Parents may…
a. encourage the learners to have a good relationship to
their classmates and teachers.

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b. guide their children to limit their time spent with their
boyfriends or girlfriends if any.
4. School Administrators may…
a. implement activities that could develop the student
skills in learning English.
b. provide programs on how they will handle different
factors that may affect their achievement in English.
c. provide posters that could give awareness to students,
about the effects of having relationship while studying.
5. Future researchers may,
a. use this research as basis for further related study.

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1

Republic of the Philippines

Presentation, Analysis and Interpretation of Data

This chapter presented the findings of the study based on

the questions prepared in Chapter I. It also presents the

analysis and interpretation of the findings.

1. Profile of the Respondents

Data on the profile of the respondents as to age, sex and

grades in English last quarter are presented below.

Age Frequency Percentage (%)

Republic of the Philippines

Table 2 shows the age of the respondents. It is shown in the

table that 73 or 50.3 percent of the respondents were within the

and 22 or 15.2 percent of them were within the age of 17 and

Since the majority of the respondents were within the age of

group of Grade 10.

Sex Frequency Percentage (%)

Table 3 shows the sex of the respondents. It is revealed in

The data imply that more females are greatly

affected by Social-related variables.

Republic of the Philippines

1.3 Grades in English Last Quarter

Grades in English Frequency Percentage (%)

As shown in Table 4, 54 or 39.7 percent of the respondents

were within the grade bracket of 81-85, 50 or 36.8 were within

the grade bracket of 89-90, 24 or 17.6 were within the grade

bracket of and only 8 or 5.9 percent of them had a grade bracket

Since majority of the respondents were within the grade

bracket of 81-85, it indicates that the students are within the

average group of learners.

2. Social-related variables affecting English Achievement

Republic of the Philippines

The School Environment… Weighted Verbal

Table 5 shows the effects of social-related variables in

English Achievement as to school environment. For the

respondents, item 3, “The school environment aids me to develop a

wholesome relationship to others so it encourages me to go and

attend my English class every day” obtained the highest weighted

mean of 3.00 which is interpreted as agree while item 5 “The

school environment motivates me to deliver my ideas, thoughts and

opinions in English” acquired the lowest weighted mean of 2.83

Republic of the Philippines

which is also interpreted as agree. Overall, respondents assessed

the items on school environment with an average weighted mean of

2.92 which is interpreted as agree.

Since both the highest and the lowest mean of the

respondents are interpreted as agree, the data suggest that they

have a positive views on the effects of school environment in

their learning. Teachers who support students in the learning

environment can positively impact their social and academic

outcome, which is important for the long-term trajectory of

school and eventually employment (Baker et al., 2008; O’Connor et

The Romantic Relationship… Weighted Verbal

Republic of the Philippines

to offend those who have a hard time

Table 6 shows the effect of social-related variables in

English Achievement as to romantic relationship. For the

respondents, item 5, “The romantic relationship makes me an open-

me in making poems and short stories in English” obtained the

highest weighted mean of 3.00 which is interpreted as agree while

item 1 “The romantic relationship contributes to the development

of my intellectual skills and concept that is necessary on my