Chapter III

PRESENTATION OF DATA

Stated in this chapter are the consolidated data from the

survey done. Included here are their respective interpretations, as

well as the answers to the questions posed in the beginning of the

study.

Graph

After conducting the survey, data were tabulated and

consolidated to form a grand total. Figures for each statement

reflected on the survey questionnaires retrieved were summed up.

This was done to determine the answers for the questions as shown

below:
 Factors Affecting Student's Academic Performance in General
Physics 1

306 162
211

241
207

340 232

385
340
274

Factor 1 Factor 2 Factor 3 Factor 4 Factor 5

Factor 6 Factor 7 Factor 8 factor 9 Factor 10

Figure 3. Scores of Factors Affecting Students’ Academic

Performance in General Physics 1

As stated in the survey questionnaire, the following are

factors students ranked according to their significance:

Factor 1: difficulty of the topics of the subject

Factor 2: lack of time for studying General Physics 1

Factor 3: lack of learning materials and resources

Factor 4: mode of discussion/lecture employed by the teacher

Factor 5: education of parents

Factor 6: insufficient time for discussion of topics

Factor 7: socio-economic status and capacity

Factor 8: teacher’s mastery of the topic

Factor 9: attitude of students towards studying General Physics 1

Factor 10: classroom environment and circle of friends

Effects of Those Factors in Students' Academic Performance in

General Physics 1

148 130

135

183

153

Effect 1 Effect 2 Effect 3 Effect 4 Effect 5

Figure 4. Scores of Effects of Those Factors in Students’ Academic

Performance in General Physics 1

As stated in the survey questionnaire, the following are

factors students ranked according to their probability:

Effect 1: Those factors would result to a positive or negative

outcome depending on the usage.

Effect 2: Those factors would make a student more or less literate in

General Physics 1.
Effect 3: Those factors would cause the decline or incline on the

grade obtained in General Physics 1.

Effect 4: Those factors would make educators understand students’

perceptions.

Effect 5: Those factors would make the student aware of what they

need to do to cope up with the problem.

Measures to Prevent Those Factors from Further Affecting

Students' Academic Performance Negatively

333 236

256
222

282
260

296
291
247

Measure 1 Measure 2 Measure 3 Measure 4 Measure 5

Measure 6 Measure 7 Measure 8 Measure 9 Measure 10

Figure 5. Scores of Measures to Prevent Those Factors from Further

Affecting Students’ Academic Performance Negatively

As stated in the survey questionnaire, the following are

factors students ranked according to their efficiency:

Measure 1: provide remediation class to students who do not excel

Measure 2: impose a more interactive learning between the teacher

and students

Measure 3: perform assessment on the demographic profile of

students to understand their needs more

Measure 4: conduct a student-student mentoring/tutorial

Measure 5: utilize and manage time towards each task efficiently

Measure 6: provide learning materials and do not just rely on the

internet

Measure 7: discuss the topic more and in-depth

Measure 8: exert more individual effort towards studying General

Physics 1

Measure 9: spend less time for hanging out with friends and surfing

the net

Measure 10: actively participate during discussions to assess things

you still do not know

Interpretation of Data

Figure 3 shows the scores of the factors affecting students’

academic performance. Using the respondents’ responses,

respective figures for each statement were tallied. Difficulty of

subjects obtained a score of 162, lack of time- 211, lack of learning

materials and resources- 207, mode of discussion/lecture employed

by the teacher- 232, attitude of students towards studying General

Physics 1, and classroom environment and circle of friends obtained

a score of 306. An average of one out of ten respondents classified

insufficient time for discussion of topics. Both socio-economic status

and capacity and teacher’s mastery of the topic obtained a score of

340. With the highest score of 385, education of parents came in

last.

Figure 4 shows the scores of the effects of those factors in

students’ academic performance in General Physics 1 and the same

method in scoring, as applied in Figure 3, was done. The

respondents believed that the above-mentioned factors would result

to a positive or negative outcome depending on their usage and

would also make a student more or less literate in General Physics 1

with the scores of 130 and 135, respectively. An average of one out

of five respondents believed that those factors would cause the

decline or incline on the grade obtained in General Physics 1 and

would also make them aware of what they need to do to cope up

with the problem with a score of 153 and 148, respectively. With a

score of 183, an average of one out of four respondents believed

that those factors would make educators understand students’

perceptions.

Figure 5 shows scores of measures to prevent those factors

from further affecting students’ academic performance negatively

with the same method of scoring applied. The ideas of having

remediation classes obtained a score of 236, imposing a more

interactive learning between the teachers and students with 256,

conducting a student to student mentoring or tutorial with 296,

utilizing and managing time towards each task efficiently with 247,

providing learning materials and not just relying on the internet with

291, exerting more individual effort towards studying General

Physics 1 with 222, and actively participating during discussions to

assess things they still do not know with 299. An average of one out

of ten respondents believed that performing assessment on the

demographic profile of students to understand their needs and

discussing the topic more and in-depth would contribute

meaningfully towards the eradication of the above underlying

factors. Spending less time for hanging out with friends and surfing

the net came in last with the highest score of 333.

Conclusion

The current education system prioritizes quantity over quality.

Even though it is expressed latently, educators rely more on the

grades obtained by student in a specific subject area. Grades do not

solely reflect the learning of students, but also measure how

effective the teacher was. These also serve as the basis in entering

colleges, especially now that students involved in the present study

are Grade 12 and will soon go to the tertiary education. Hence, it is

deemed that factors that contribute to students’ performance in

school be determined.

The study was able to determine the factors Grade 12

students consider to be significant and affects their performance in

school. It was identified, contrary to claims of psychologists and

mentors, that the level of education of parents affect the Grade 12

STEM students’ performance the least. Hence, this factors is of no

relation towards the education of Grade 12 STEM students. Although

time, effort and attitude towards the subject were observed as

critical factors, the present study has identified the level of difficulty

of the subject, lack of learning resources, and lack of time for

studying General Physics as main contributors for students’ academic

performance.

Along with the identification of the factors affecting students’

academic performance come the effects and outcomes. The study

suggests that these factors would mostly result to a positive or

negative outcome which depends on the usage. This implies that

when all of the factors identified are taken into consideration, it

would mean an inclination to students’ performance. Similarly, the

study stresses that these factors would make students studying

General Physics 1 more or less literate in the subject and will also

make them aware of what they need to do to cope with the

underlying problem.

Every problem needs a solution and the present study

suggests remedies to avoid and hinder these factors from affecting

students’ academic performance negatively. While previous studies

suggested that students’ performance in school is affected with their

peers and the community they belong in, the present study stresses

that students should exert more individual effort towards studying

General Physics 1, and that they need to detach themselves from

their peers when t comes to academics. There is also a need for

remediation classes and effective time management. Lastly, the

study emphasizes the importance of an interactive learning between

the student and the teacher, as well as the discussion of the topic at

hand in detail and in depth.