CHAPTER 4

Results and Discussions

Chapter 4 presents the results and discussions of both the

descriptive ad inferential data collected in order to answer the

specific questions identified in this investigation. This chapter

is divided into two parts: (1) Descriptive Data Analysis, and (2)

Inferential Data Analysis.

Part One, Descriptive Data Analysis, presents the

Descriptive data and their respective analysis and

interpretations.

Part Two, Inferential Data Analysis, presents the

inferential data and their respective analysis and

interpretations.

The data needed for this survey-correlation research were

gathered using researchers-made questionnaires. In analyzing the

data, the following statistical tools were employed: frequency

count, percentage mean, standard deviation, one-way analysis of

variance (ANOVA) and Pearson’s r. This 0.05 level of significance

was used as criterion for interpretation of inferential

questionnaire results.
 Descriptive Data Analysis

Learning Behavior
Of Grade 7 Students

The Data in Table 1 presents the Learning Behaviors of Grade

7 students. The results reveal that the learning behavior is

generally “Behaved” as indicated by the mean of 1.59 and a

standard deviation of 0.20.

A “Behaved” level of Academic Performance denotes that

students exerts and made effort for the achievement of their

academic performance.

This shows that the Grade 7 students of Filamer Christian

University act in an acceptable way in order to reach high

grades. This also shows that they are guided in terms of their

behavior not only in school but also in personal aspects.

The result of the study supports the idea of B.F. Skinner

that “In the traditional view, a person is free. He is autonomous

in the sense that his behavior is uncaused”. It is the students’

choice on how well or bad they will behave in schools.

Table 1.
Descriptive of the Learning Behaviors

Learning Behavior
Learning Behavior F %
Well – Behaved 48 35.04
Behaved 86 62.77
Misbehaved 3 2.19
Very Misbehaved 0 0
Total 137 100
Mean = 1.59 SD = 0.20
Overall: Behaved
Scale Description

1.0 – 1.50 Well-Behaved

1.51 – 2.00 Behaved
2.01 – 2.50 Misbehaved
2.51 – 3.00 Very Misbehaved

Academic Performance
Of Grade 7 Students

The data in Table 2 shows the Academic Performance of Grade

7 students. The results reveal the academic performance is

generally “Very Good” as indicated by the mean of 86.92 and

standard deviation of 4.59.

A “Very Good” level of Academic Performance denotes that

students’ academic performance is high but can be improved. The

results can be improved if they perform well during class

discussion and activities.

The results of the study supports the idea of the Ministry

of Education, Guyana that “how students behave in a classroom

affects how much and how well they learn”. Whatever the students

are behaving in class, it might be the cause of the grades of

performance.
Table 2.

Descriptive of the Academic Performance

Academic Performance
Academic Performance f %
Poor 0 0
Good 13 9.49
Average 45 32.85
Very Good 39 28.47
Excellent 39 28.47
Outstanding 1 0.73
Total 137 100
Mean = 86.93 SD = 4.59
Overall: Very Good

Scale Description

70-75 Poor
76-80 Good
81-85 Average
86-90 Very Good
91-95 Excellent
96-100 Outstanding

Inferential Data Analysis

Difference in the Academic Performance

Of Grade 7 students based on the
Levels of learning behavior

Table 3 shows the ANOVA results on the difference in the

academic performance of Grade 7 students based on the levels of

learning behavior. As shown in the table, the students’ level of

learning behavior does not make a difference in the academic

performance, F(20, 116)=0.857 with p<0.05.

 This implies that the academic performance vary based on the

level of their learning behavior. The students learning behavior

level is greater than the result of their academic performance.

Greater than means that the students are behaved and exert more

effort to achieve high academic performance, yet their behaviors

are not still enough to achieve their goals.

Plato said “Excellence is not a gift, but a skill that takes

practice. We do not act rightly because we are excellent; in fact

we achieve excellence by acting rightly”. The results can be

supported by what Plato said. Either you behaved well but did not

act rightly, the results might be negative. Students must

practice hard or review their lessons in order to achieve their

goals. Education is not just a onetime knowledge, but it’s a

treasure that must be practiced and converted into wisdom.

Therefore, the hypothesis stating that there is no

difference in the academic performance of Grade 7 students based

on learning behavior is accepted.

Table 3.
Difference in the Academic Performance of Grade 7 Students based
on their Learning Behavior

Source of Variation SS df MS F Sig.

Between Groups 369.782 20 18.489 .857 .640
Within Groups 2501.488 116 21.565
Total 2871.270 136
*p<0.05 significant @ 5% level of significance
Relationship between Learning Behaviors
And Academic Performance

Table 4 shows the results of the relationship between

learning behaviors and academic performance. As can be seen from

the table, there is a relationship between learning behaviors and

academic performance of grade 7 students. The table below shows

that learning behavior is significantly related with the academic

performance (r=1, p<0.05).

This infers that learning behavior affects academic

performance of grade 7 students. The positive correlation

indicates that the higher the learning behavior, the academic

performance will also be higher. If ever their learning behavior

is not for the betterment of their grades, then their academic

performance will have a negative result. Academic performance

depends on how they handle their behaviors.

Walberg’s theory of academic performance is related to the

results. He said that academic achievement posits the

psychological characteristics of individual students and their

immediate psychological environments influence educational

outcomes.

Therefore the hypothesis, there is no significant

relationship between learning behavior and academic performance,

is hereby rejected.
Table 4.

Relationship Among the Learning Behaviors and Academic

Performance of Grade 7 Students
Learning Behavior
Learning Behavior r 1
Sig. (2-tailed)
N 137
Academic Performance r -.114
Sig. (2-tailed) .186
N 137
*p<0.05 significant @ 5% level of significance