Chapter IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the analysis and interpretations of data gathered

from the survey. The problem in chapter 1 treated based on the data that was

gathered and discussion followed the sequence.

1. Profile of the Respondents

1.1. Profile of the Respondents According to Age

Table 1.1
Profile According to Age

Age No. of Respondents (f) Description

13-15 0 0%
16-18 41 82%
19-21 9 18%
22 above 0 0%
TOTAL 50 100%

As shown in table 1.1, 0 out of 50 respondents or 0% were 13-15 years

old, 41 out of 50 respondents or 82% were 16-18 years old, 9 out of 50

respondents or 18% were 19-21 years old, and 0 out of 50 respondents or 0%

were 22 and up years old.

This means that, majority of the respondents are 16-18 years old.
 1.2. Profile of the Respondents According to Sex

Table 1.2
Profile According to Sex

Gender No. of Respondents (f) Description

Male 31 62%
Female 19 38%
TOTAL 50 100%

As shown in table 1.2, 31 out of 50 respondents or 63% are male, and 19

out of 50 respondents or 38% are female.

This means that, the majority of the respondents are male students.

1.3 Profile of the Respondents According to Track/Strand

Table 1.3
Profile According to Track/Strand

Track No. of Respondents (f) Description

ABM 5 10%
ICT 9 18%
HUMSS 10 20%
HE 15 30%
AFA 11 22%
TOTAL 50 100%

As shown in Table 1.3, 5 out of 50 respondents or 10% were ABM

students, 9 out of 50 respondents or 18% were ICT students, 10 out of 50

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respondents or 20% were HUMSS students, 15 out of 50 students or 30% were

HE students, and 11 out of 50 or 22% were AFA students.

This means that, the majority of the respondents belonged to Home

Economics.

2. Profile of the Respondents on the Pros and Cons of Distance

Learning

2.1. Pros and cons on the Time Scheduling

Table 2.1
Time Scheduling

Time Scheduling Mean Verbal Description

1. Submission of the answer sheets and 4.72 Always
modules makes me more responsible on
finishing tasks.
2. Time scheduling influence my decision 2.76 Sometimes
by passing late.
3. Time scheduling makes me become 4.36 Often
participative on submission.
4. Time scheduling helps me do and finish 3.62 Often
the activities on time.
5. Time scheduling helps me to become 3.54 Often
proactive.
Average Mean and Overall Description 3.8 Often

The table shows the mean and description on the pros and cons of

distance learning as perceived by grade 12 students of Bula National School of

Fisheries in terms of Time Scheduling. The respondents answered that

sometimes, submission of the answer sheets and modules makes me more

responsible on finishing tasks with the mean of 4.72, sometimes time scheduling

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makes me become participative on submission (4.46), Time scheduling helps me

do and finish the activities on time (3.62), sometimes Time scheduling helps me

to become proactive (3.54), and sometimes Time scheduling influence my

decision by passing late with the mean of 2.76.

This means that the average mean and overall description is 3.8 which

described often.

2.2 Pros and Cons on the Communication

Table 2.2
Pros and Cons on the Communication

Pros and Cons on the communication Mean Verbal Description

1. Modular learning improves my 4.08 Often
communicating skills.
2. Modular learning helps me open a 3.62 Often
communication line with my teachers.
3. Modular learning creates a good 3.42 Sometimes
relationship with my classmates and
teachers.
4. Modular learning is a great way to build 3.46 Sometimes
my confidence.
5. Modular learning helps me to interact 3.24 Sometimes
with my classmates.
Average Mean and Overall Description 3.56 Sometimes

The table shows the mean and description on the pros and cons of

distance learning as perceived by grade 12 students of Bula National School of

Fisheries in terms of communication. The respondents answered that sometimes

modular learning improves my communicating skill with the mean of 4.08,

sometimes Modular learning helps me open a communication line with my

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teachers (3.62), Modular learning is a great way to build my confidence (3.46),

sometimes Modular learning creates a good relationship with my classmates and

teachers (3.42), and sometimes Modular learning helps me to interact with my

classmates with the mean of (3.24).

Therefore, the average mean of the pros and cons of distance learning in

terms of the communication is 3.56 with an overall description is sometimes.

2.3 Pros and Cons to the Distance Learning Environment

Table 2.3
Pros and Cons to the Distance Learning Environment

Pros and Cons to the Distance Mean Verbal Description

Learning Environment
1. Modular learning taught me to learn 3.98 Often
independently.
2. Modular learning helps me to abide on 3.22 Sometimes
the health protocols for it lessens my
exposure outside.
3. Modular learning makes me motivated 2.98 Sometime
to strive for excellence.
4. Modular learning helps me maximize my 3.4 Sometimes
ability to think outside the box.
5. Modular learning helps me to become 3.7 Often
focus on accomplishing tasks.
Average Mean and Overall Description 3.46 Sometimes

The table shows the mean and description on the pros and cons of

distance learning as perceived by grade 12 students of Bula National School of

Fisheries in terms of distance learning environment. The respondents answered

that sometimes Modular learning taught me to teach independently with the

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mean of 3.98, sometime Modular learning helps me to become focus on

accomplishing tasks (3.7), Modular learning helps me maximize my ability to

think outside the box (3.4), sometimes Modular learning helps me to abide on the

health protocols for it lessens my exposure outside (3.22), and sometimes

Modular learning makes me motivated to strive for excellence with the mean of

(2.98).

Therefore, the average mean of pros and cons of the distance learning

environment is 3.46 with an overall description is sometimes. On the other hand,

it clearly revealed that there are advantages of distance learning to the students.

3. Significant Relationship between the Profile of the Respondents and

the Pros and Cons of Modular Learning Modality

Table 4
Significant Relationship between the Profile of the Respondents and the
Pros and Cons of Modular Learning Modality
Profile Pros and Cons of Modular Learning Modality
Correlation p- Remarks Decision
coefficient value
(r)
1. Age -.429 .717 Not Significant Accept Ho
2. Gender 1.000* .000 Significant Reject Ho
3. Track/Strand -.995 .064 Not Significant Accept Ho
*Significant at 0.05
The result of the correlation showed that relationship between the profiles

of respondents in terms of gender is significant. Sex (r=1.000, p=.000) since its

p-value is less than .05 (p<.05), these results, therefore, led to the rejection of the

null hypothesis that there is no significant relationship between profile of the

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respondents in terms of gender and the pros and cons of modular learning

modality among Grade 12 students.

On the other hand, when it comes to profile in terms of age and

track/strand shows that there is no significant relationship between the pros and

cons of modular learning modality among Grade 12 students. Age (r=-.429,

p=.717), Track/Strand (r=-.995, p=.064), thus, relationship are not significant

since p-value are greater than .05 (p>.05), the result, therefore, led to the

acceptance of the null hypothesis that there is no significant relationship between

profile of respondent in terms of age and track/strand and the pros and cons of

modular learning modality among Grade 12 students.

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