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Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Profile of the Student-Respondents

The profile of the student-respondents is presented in

terms of age and sex, average monthly family income,

academic performance in Speech and Oral Communication with

Play Production, and attitude towards Speech and Oral

Communication with Play Production.

Age and Sex. The profile of the student-respondents in

terms of age and sex is presented in Table 1. As seen in the

table, the youngest student-respondents were 17 years old

and the oldest was 37 years old. The table shows that there

were 13 student-respondents who were 18 years old, and 9

student-respondents were 19 years old. Also, there were 8

respondents, each who were 17 years old and 20 years old. A

small frequency of them was more than 20 years old, such as,

21, 22, 23, 24, 25, 27, 30, and 37. The table reveals that

there were student-respondents who were old to be second

year in college.

The mean age was 19.66 years old and the SD was 3.1

which show that the ages of the student-respondents vary

from the mean age obtained.

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Table 1

Distribution of the Student-Respondents as to

Age and Sex

Female Male Total

Age Frequency Percent Frequency Percent Frequency Percent
37 1 2.63 0.00 1 2.00
30 0 0.00 1 8.33 1 2.00
27 2 5.26 1 8.33 3 6.00
25 1 2.63 0.00 1 2.00
24 0 0.00 1 8.33 1 2.00
23 0 0.00 1 8.33 1 2.00
22 1 2.63 1 8.33 2 4.00
21 1 2.63 1 8.33 2 4.00
20 6 15.79 2 16.67 8 16.00
19 7 18.42 2 16.67 9 18.00
18 12 31.58 1 8.33 13 26.00
17 7 18.42 1 8.33 8 16.00
Total 38 100.00 12 100.00 50 100.00
Mean 19.66 21.55 20.14
SD 3.1 3.82 3.85

As to sex, the table reveals that there were 38 female

respondents and there were only 12 males. The data shows

that there were more females than male second year college

students. This data implied that there were more female

students in Samar College than male.

Average Monthly Family Income. As to average monthly

family income of the student-respondents, the table shows

that the majority of the students’ family have low income,

since only two of the respondents have average family

monthly income which was above the income poverty threshold

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for Eastern Visayas set by NEDA in 2005 which was P15,866.00

for a family of six members (NCSO Report, posted January 25,

2005.

Table 2

Distribution of the Student-Respondents as to

Average Monthly Family Income

Ave. Mo. Family Income(in Php) Frequency Percent

20001-22000 1 2.00
18001-20000 1 2.00
16001-18000 0 0.00
140001-16000 4 8.00
12001-14000 1 2.00
10001-12000 0 0.00
8001-10000 5 10.00
6001-8000 3 6.00
4001-6000 15 30.00
2001-4000 11 22.00
1-2000 9 18.00
Total 50 100.00
Mean Php 6203.00
SD Php 4972.89

Academic Performance (Final Rating) in Speech and Oral

Communication with Play Production. Table 3 shows the

academic performance in Speech and Oral Communication with

Play Production of the student-respondents which is their

final grade in the subject.

As seen in the table, the highest grade obtained is

1.2, while the lowest grade is 2.0. Most of the respondents

(17 or 34 percent) have a grade of 1.4. This is followed by

 33

a grade of 1.3 with 12 or 24 percent of the respondents. It

is seen in the table, that majority of the respondents, have

grade of 1.5 and above. The mean grade is 1.44 which shows

that majority of the respondents have superior performance

in the subject.

Table 3

Distribution of the Student-Respondents as to

Academic Performance in Speech and Oral
Communication with Play Production

Descriptive
Final Grade Frequency Percent Rating
1.20 3 6.00 Excellent
1.30 12 24.00 Excellent
1.40 17 34.00 Excellent
1.50 7 14.00 Superior
1.60 3 6.00 Superior
1.70 4 8.00 Superior
1.80 2 4.00 Superior
1.90 1 2.00 Superior
Very
2.00 1 2.00 Satisfactory
Total 50 100.00
Mean 1.44 Superior
SD 0.16

Attitude towards Speech and Oral Communication

including Play Production. Table 4 shows the attitude

towards Speech and Oral Communication with Play Production

of the student-respondents.
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As seen in Table 4, the statement which obtained the

highest weighted mean rating is, “I hope to develop my

listening ability since it is important for would be

teachers to possess such skills to teach students

effectively-4.50, the attitude statement which obtained the

lowest weighted mean rating of 1.50 is “I hate the subject

because to me listening to speeches is boring”. The mean

obtained for their attitude is 3.61 interpreted as

favourable attitude. Moreover, the rating given to the 10

attitude statements are as follows: 7 statements were rated

as agree which indicated “favourable attitude”, two

statements were rated as “moderately agree”, which shows

moderately favourable attitude, and one statement is rated

as “strongly disagree”, which shows “not favourable

attitude”.

On the whole, the respondents have favourable attitude

towards Speech and Oral Communication with Play Production.

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Table 4

Attitude of the Student-Respondents toward

Speech and Oral Communication with Play
Production

Mean Inter Rank

Indicators -pret

1. I like the subject because I like to listen to 4.12 FA 7

speeches and I like to communicate to my
teacher and classmates orally.
2. I dislike the subject because I don’t want to 1.90 LFA 9
listen to speeches and I am not a
communicative person.
3. I find the subject, Speech and Oral 2.48 LFA 8
Communication with Play Production
uncomfortable.

4. I find the subject interesting because oral 4.44 FA 2

communication is needed by all human beings.

5. I enjoy listening to good speeches by my 4.36 FA 3.5

teachers and classmates so I enjoy my subject,
Speech and Oral Communication with Play
Production.
6. I hope that I would have more subjects like 4.16 FA 6
Speech and Oral Communication with Play
Production so that I will be a good speaker
and effective communicator.

7. I like the subject since it develops my 4.36 FA 3.5

listening ability and listening is important
to communicate effectively.

8. I hope to develop my listening ability since 4.50 FA 1

it is important for would be teachers to
possess such skills to teach students
effectively.

9. Listening is an effective tool in teaching so 4.24 FA 5

I like the subject very much because I would
like to convey idea of word or words to my
students.

10. I hate the subject because to me listening 1.50 NFA 10

to speeches is boring.

Grand Total 36.0

6
Grand Mean 3.61 FA
Legend: 4.51-5.00 Strongly Agree(SA)/Very Favourable Attitude (VFA)
3.51-4.50 Agree (A)/Favourable Attitude (FA)
 36

2.51-3.50 Moderately Agree (MA)/Moderately Favourable

Attitude(MFA)
1.51-2.50 Disagree (D)/Less Favourable Attitude (LFA)
1.00-1.50 Strongly Disagree (SD)/Not Favourable Attitude (NFA)
Listening Skills of the Student-Respondents

The listening test of the student-respondents was

conducted along word recognition, vocabulary, and

comprehension. The test constructed is 20–item word

recognition, 20-item vocabulary, and 10-item comprehension.

Word Recognition. Table 5 presents the word recognition

result administered to the student-respondents. As seen in

the table, of the 20-item test, 3 respondents got a perfect

score of 20 described as excellent performance in word

recognition. The lowest score is a score of 6 described as

unsatisfactory performance in word recognition.

Table 5

Listening Test of the Student-Respondents along

Word Recognition

Scores Frequency Percent Descriptive Rating

20 3 6 Excellent
19 6 12 Excellent
18 10 20 Excellent
17 8 16 Excellent
16 8 16 Very Satisfactory
15 5 10 Very Satisfactory
14 5 10 Very Satisfactory
13 4 8 Very Satisfactory
6 1 2 Unsatisfactory
Total 50 100.00
Mean 16.42 Very Satisfactory
SD 2.48
 37

The mean is 16.42 which shows that majority of the

respondents have very satisfactory performance in the test

on word recognition.

Vocabulary. Table 6 presents the result of the

vocabulary test of 20-items administered to the student-

respondents. As seen in the table, of the 20-item test, the

highest score is 13 while the lowest is 1. Only one

respondent got a score of 13. Most of the respondents got a

score of 8 out of the 20 items. Except for one of the

respondents, 49 of them got a score of 10 and lower.

Table 6

Listening Test of the Student-Respondents along

Vocabulary

Score Frequency Percent Descriptive Rating

13 1 2 Very Satisfactory
10 5 10 Satisfactory
9 5 10 Satisfactory
8 10 20 Unsatisfactory
7 5 10 Unsatisfactory
6 5 10 Unsatisfactory
5 7 14 Unsatisfactory
4 4 8 Poor
3 5 10 Poor
2 2 4 Poor
1 1 2 Poor
Total 50 100
Mean 6.48 Unsatisfactory
SD 2.60
 38

The mean obtained for their score in vocabulary is 6.48

described as unsatisfactory performance.

Comprehension. Table 7 presents the comprehension

result administered to the student-respondents. As seen in

the table, of the 10-item test, 3 respondents got a perfect

score of 10 described as excellent performance in

comprehension. The lowest score is a score of 2 described as

poor performance in comprehension. The mean obtained is 5.88

which was slightly more than one-half of the total number of

items, but generally this performance is interpreted as

“satisfactory” performance.

Table 7

Listening Test of the Student-Respondents along

Comprehension

Score Frequency Percent Descriptive Rating

10 3 6.00 Excellent
9 5 10.00 Excellent
8 6 12.00 Very Satisfactory
7 7 14.00 Very Satisfactory
6 7 14.00 Satisfactory
5 5 10.00 Satisfactory
4 6 12.00 Unsatisfactory
3 9 18.00 Unsatisfactory
2 2 4.00 Poor
Total 50 100.00
Mean 5.88 Satisfactory
SD 2.33
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Differences in the Listening Skills

of Male and Female Student-
Respondents

The difference in listening test of male and female

student-respondents is presented in Table 8.

Table 8

Differences in Listening Test of Male and

Female Student-Respondents

Listening Test of Male and Mean Mean t- tcrit- Eval

Female Student-Respondents Female Male Diffe valu value
r e
20-items Word Recognition 16.47 16.2 0.22 0.27 2.01 NS
5
20-items Vocabulary 6.84 5.33 1.51 1.79 2.01 NS
10-items Comprehension 6.11 5.17 0.94 1.22 2.01 NS
a=.05, df= 48, two tailed test

As to word recognition, the obtained mean difference

between male and female is 0.22, to test if the mean

difference is significant the t-test was computed. The

computed t-value is 0.27 which value is less than the

tcritical value which is 2.01 at a=.05, df= 48, two tailed

test. The hypothesis, “There is no significant difference

between the male and female listening skills along word

recognition” is accepted. This means that male and female

have the same word recognition skills. This must be because,

the classes in Speech and Oral Communication with Play

Production is not separate as to sex or gender.

 40

As to vocabulary, the obtained mean difference between

the male and female is 1.51, to test if the mean difference

is significant the t-test was computed. The computed t-value

is 1.79, which value is less than the tcritical value which

is 2.01 at a=.05, df= 48, two tailed test. The hypothesis,

“There is no significant difference between the male and

female listening skills along vocabulary” is accepted. This

means that male and female have the same vocabulary skills.

As to comprehension, the obtained mean difference of

the male and female is 0.94, to test if the mean difference

is significant the t-test was computed. The computed t-value

is 1.22 which value is less than the tcritical value which

is 2.01 at a=.05, df=48, two tailed test. The hypothesis,

“There is no significant difference between the male and

female listening skills along comprehension” is accepted.

This means that male and female have the same comprehension

skills.

Relationship between Listening Skills

of Student-Respondents and Student-
Respondents’ Related Variates

The relationship between listening skills of the

student-respondents along word recognition, vocabulary and

comprehension and the respondents’ related variates, namely

age, sex, average monthly family income, academic

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performance in Speech and Oral Communication with Play

Production, and respondents’ attitude towards the subject,

Speech and Oral Communication with Play Production is

presented in Table 9.

Table 9

Relationships between Listening Skills of

Student-Respondents and Student-Related
Variates

t- crit t-
Listening Test VS. Profile r-value value value Decision Evaluation
Word Recognition
Age -0.02 -0.15 2.01 Accept Ho. NS
Sex 0.04 0.27 2.01 Accept Ho. NS
Ave. Mo. Family Income 0.14 0.95 2.01 Accept Ho. NS
Final Grade in CC 2 -0.34 -2.50 2.01 Reject Ho. S
Attitude towards the
subject, CC2 -0.07 -0.49 2.01 Accept Ho. NS
Vocabulary Competence
Age 0.13 0.89 2.01 Accept Ho. NS
Sex 0.25 1.79 2.01 Accept Ho. NS
Ave. Mo. Family Income -0.10 -0.69 2.01 Accept Ho. NS
Final G. (CC 2) -0.44 -3.35 2.01 Reject Ho. S
Attitude towards the
subject, CC2 -0.08 -0.58 2.01 Accept Ho. NS
Comprehension
Age -0.02 -0.16 2.01 Accept Ho. NS
Sex 0.17 1.22 2.01 Accept Ho. NS
Ave. Mo. Family Income 0.19 1.34 2.01 Accept Ho. NS
Final G. (CC 2) -0.39 -2.97 2.01 Reject Ho. S
Attitude towards the
subject, CC2 -0.09 -0.62 2.01 Accept Ho. NS
a=.05, df=48 (2 tailed test)

As to word recognition, only final grade in CC2,

Speech and Oral Communication with Play Production is

significantly related to word recognition skills with an r-

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value of -0.34 and a t-value of -2.50 is significant, since

the computed t-value (absolute value) is greater than the

critical t-value of 2.01 two tailed test. The other student-

related variates, namely: age, sex, average monthly family

income, and attitude towards Speech and Oral Communication

with Play Production are not significantly related.

As to vocabulary, only final grade in CC2, Speech and

Oral Communication with Play Production is significantly

related to word recognition skills with an r-value of -0.44

and a t-value of -3.35 is significant, since the computed t-

value (absolute value) is greater than the critical t-value

of 2.01 two tailed test. The other student-related variates,

namely: age, sex, average monthly family income, and

attitude towards Speech and Oral Communication with Play

Production are not significantly related.

As to comprehension, only final grade in CC2, Speech

and Oral Communication with Play Production is significantly

related to word recognition skills with an r-value of -0.39

and a t-value of -2.97 is significant, since the computed t-

value (absolute value) is greater than the critical t-value

of 2.01 two tailed test. The other student-related variates,

namely: age, sex, average monthly family income, and

attitude towards Speech and Oral Communication including

Play Production are not significantly related.

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Implications

The following were the implications from the findings

of the study:

1. A significant relationship between word recognition

and final grade in the subject, Speech and Oral

Communication with Play Production implies that teachers

should focus on word recognition skills by giving them

exercises which would develop these skills of the student-

respondents since their final grade in the subject is

affected by their word recognition skills.

2. A significant relationship between vocabulary and

final grade in the subject, Speech and Oral Communication

with Play Production implies that teachers should focus on

improving the students’ vocabulary skills since their final

grades in the subject is affected by their vocabulary

skills.

3. A significant relationship between comprehension and

final grade in the subject, Speech and Oral Communication

with Play Production implies that teachers should give

exercise which would develop the comprehension skills of the

student-respondents since their final grades in the subject

is affected by their comprehension skills.