La Consolacion College of Rinconada – Iriga Campus

San Francisco, Iriga City

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A/Y 2020-2021

CHAPTER 4

PRESENTATION, INTERPRETATION, AND ANALYSIS OF DATA

This chapter presents the analysis and interpretation of data gathered from the

questionnaires issued to the respondents, the presentation was based from the statement of the

problem.

Profile of the Respondents

This section presents the profile of the respondents that indicates the respondents’

classification in terms of: a. Gender, b. Age, c. Learning Modality, d. General Average for SY

2019-2020, 1st to 2nd Quarter (face-to-face), and e. General Average for SY 2020-2021, 1 st to 2nd

Quarter (Distance Education); This part of the data focused on the first problem communicated

in the statement of the problem. The analytical procedures are arranged according to the

sequence of specific questions.

Age. Respondents age is one of the most important characteristics in understanding

views on a particular problem. It indicates level of maturity of individuals.

Table 3 shows the age of respondents by range where 0 or 0% is 14 years; 19 or 19.39%

are 15 years; 62 or 63.26% are 16 years and 17 or 17.35% are 17 years and above.
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Table 3

AGE OF THE RESPONDENTS

Age Range Frequency of Responses Percentage

14 0 0%

15 19 19.39%

16 62 63.26%

17 yrs old and above 17 17.35%

Total 98 100%

Gender. One’s way of thinking is influenced by the gender of a person which affects the

results of the survey. Although women can balance both hemispheres, men have a stronger left

hemisphere. Table 4 presents the Gender of the Respondents with 46 or 46.94% Male and 52 or

53.06% Female.

Table 4

GENDER OF THE RESPONDENTS

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Gender Frequency of Responses Percentage

Male 46 46.94%

Female 52 53.06%

Total 98 100%

Section. Respondents are categorized based on their section in Grade 10. Table 5

presents the respondents by their section. 33 or 33.67% are Compassion; 31 or 31.63% are

Consolation and 34 or 34.69% are Love.

Table 5

SECTION OF THE RESPONDENTS

Section Frequency of Responses Percentage

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Compassion 33 33.67%

Consolation 31 31.63%

Love 34 34.69%

TOTAL: 98 100%

Learning Modality. Respondents are categorized based on their learning modality.

Table 6 presents the respondents as to learning modality. 27 or 27.55% are Synchronous

learning; 46 or 46.94% are Asynchronous learning and 25 or 25.51% are Modular learning. It

can implied that that majority of the participants who responded on the distributed questionnaire

are asynchronous learning.

Table 6

Learning Modality Frequency of Responses Percentage

Synchronous Learning 27 27.55%

Asynchronous Learning 46 46.94%

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Modular Learning 25 25.51%

TOTAL: 98 100%
LEARNING MODALITY OF THE RESPONDENTS

Quarterly Average for SY 2019-2020, 1st to 2nd Quarter (Face-to-face) . Respondents

reveal in Table 7 their quarterly average during SY 2019-2020 face-to-face education with 0 or

0% is average of 95 and above; 39 or 39.79% are average of 90-94; 42 or 42.86% are average of

85-89; 17 or 17.35% are average of 80-84 and 0 or 0% is average of below 80.

Table 7

General Average for SY 2020-2021, 1st to Frequency of Responses Percentage

2nd Quarter (Face-to-face)

95 and above 0 0%

90-94 39 39.79%
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85-89 42 42.86 %

80-84 17 17.35 %

Below 80 0 0%

TOTAL: 98 100 %
QUARTERLY AVERAGE FOR SY 2019-2020,

1ST TO 2ND QUARTER (FACE-TO-FACE)

Quarterly Average for SY 2020-2021, 1 st to 2nd Quarter (Distance Education).

Respondents reveal in Table 8 their quarterly average during SY 2020-2021 distance education

with 0 or 0% is average of 95 and above; 39 or 39.79% are average of 90-94; 42 or 42.86% are

average of 85-89; 17 or 17.35% are average of 80-84 and 0 or 0% is average of below 80.

Table 8

General Average for SY 2020-2021, 1st to Frequency of Responses Percentage

2nd Quarter (Distance Education)

95 and above 4 4.08 %

90-94 46 46.94 %
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85-89 30 30.61 %

80-84 16 16.33 %

Below 80 2 2.04 %

TOTAL: 98 100 %
QUARTERLY AVERAGE FOR SY 2020-2021,

1ST TO 2ND QUARTER (Distance Education)

Effects of Distance Education on the Academic Performance of Students

Student- Related Effects. Table 9 presents the Student-Related effects of distance

education on the academic performance of students in Grade 10 of La Consolacion College of

Rinconada- Iriga Campus.

Table 9

Indicators Weighted Descriptive Rank

Mean Rating

Distance education changes a student’s study

habits. 4.51 Strongly Agree 1

Students tend to procrastinate, so they often

end up losing motivation to accomplish their 4.05 Strongly Agree 2
school works.
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Students are more productive studying when 4.03 Strongly Agree 3

they schedule things or events at their own time
and preferred place.

Distance education value student’s practice of

self-discipline and independent study even at 3.59 Agree 4
home.

Most students engage more in the new normal

set-up rather than the traditional classroom 2.90 Fairly Agree 5
setting.
STUDENT-RELATED EFFECTS OF DISTANCE EDUCATION

The Student-Related effects of distance education on the academic performance of

students which respondents identified in descending order of weighted mean and accordingly

assigned their respective rank. Distance education changes a student’s study habits at 4.51,

Students tend to procrastinate, so they often end up losing motivation to accomplish their

school works at 4.05 and Students are more productive studying when they schedule things or

events at their own time and preferred place at 4.03, all for a descriptive interpretation of

Strongly Agree. The second group consist of Distance education value student’s practice of self-

discipline and independent study even at home at 3.59 is given the interpretation of Agree.

While, Most students engage more in the new normal set-up rather than the traditional

classroom setting with a weighted mean of 2.90 was interpretation as Fairly Agree.

Subject- Related Effects. Table 10 provides the data on Subject-Related effects of

distance education on the academic performance of students in Grade 10 of La Consolacion

College of Rinconada- Iriga Campus.

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Table 10

SUBJECT-RELATED EFFECTS OF DISTANCE EDUCATION

Indicators Weighted Descriptive Rating Rank

Mean

Students develop their critical-thinking,

creative-thinking, problem-solving skills, 3.59 Agree 1
and decision-making in all subjects, given
the situation we are currently facing.
There are still the same number of subjects
taken by Grade-10 learners each day both in 3.34 Agree 2
face-to-face classes and online learning.

The implementation of distance education

help students to manage their time more 3.32 Agree 3
effectively while doing their school works or
activities in every subject.
Students can cope with the lessons well even
if they and their teachers are physically 2.92 Fairly Agree 4
separated and can only meet through online
at a certain period.
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Distance education is more convenient for

students in terms of learning from both their 2.89 Fairly Agree 5
major and minor subjects.

The grade 10 students recognized the subject-related effects in descending order of

weighted mean and accordingly assigned their respective rank. 3.59 is the weighted mean of

students which develop their critical-thinking, creative-thinking, problem-solving skills, and

decision-making in all subjects, given the situation we are currently facing. There are still the

same number of subjects taken by Grade-10 learners each day both in face-to-face classes and

online learning at 3.34. And the implementation of distance education helps students to manage

their time more effectively while doing their school works or activities in every subject at 3.32,

all for a descriptive rating of Agree. On the other hand, 2.92 is the weighted mean of students

can cope with the lessons well even if they and their teachers are physically separated and can

only meet through online at a certain period. Moreover, distance education is more convenient

for students in terms of learning from both their major and minor subjects at 2.89, these are given

the descriptive rating of fairly agree.

Grade- Related Effects. Table 11 provides the data on Grade-Related effects of distance

education on the academic performance of students in Grade 10 of La Consolacion College of

Rinconada- Iriga Campus.

Table 11

Indicators Weighted Descriptive Rank

Mean Rating
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It is harder to maintain my grades when enrolled in distance

education because there are plenty of distractions such as lack of 4.26 Strongly Agree 1
learning resources and feeling unmotivated to study anymore due
to getting low scores on assignments, quizzes, and tests/exams.
The environment which a student dwells is vital in improving
his/her grades. 3.93 Agree 2

Distance education reduces a student’s achievements in school

although it utilizes the same grading system when classes are still 3.79 Agree 3
being held face-to-face.
Our teachers in both online classes and face-to-face classes
always make sure that we fully understand their lessons so that we 3.74 Agree 4
can all get high scores when answering their given/uploaded
activities.
The scores of students on all of their answered activities are made
available for them to view and assess all the time. 3.65 Agree 5

GRADE-RELATED EFFECTS OF DISTANCE EDUCATION

The Grade-Related effects of distance education on the academic performance of students

which respondents identified in descending order of weighted mean and accordingly assigned

their respective rank. It is harder to maintain my grades when enrolled in distance education

because there are plenty of distractions such as lack of learning resources and feeling

unmotivated to study anymore due to getting low scores on assignments, quizzes, and

tests/exams with a weighted mean of 4.26 has a descriptive rating of strongly agree. Thus, the

second group presents that the environment which a student dwells is vital in improving his/her

grades has a weighted mean of 3.93. Distance education reduces a student’s achievements in

school although it utilizes the same grading system when classes are still being held face-to-

face at 3.79. Our teachers in both online classes and face-to-face classes always make sure that

we fully understand their lessons so that we can all get high scores when answering their

given/uploaded activities at 3.74. And the scores of students on all of their answered activities
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are made available for them to view and assess all the time at 3.65, all for a descriptive rating of

agree.

Level of Academic Performance

Table 12 provides the data on Level of Academic Performance of students in Grade 10 of

La Consolacion College of Rinconada- Iriga Campus.

Indicators Weighted Descriptive Rating Rank

Mean

I am satisfied with my 1st to 2nd quarter

1
academic performance in face-to-face classes 4.06 Strongly Agree
last AY 2019-2020.
The lessons imparted in face-to-face classes
last AY 2019-2020 is a fundamental tool in 2
3.84 Agree
knowing my level of academic performance
while distance education is still being
implemented.
I am satisfied with my 1st to 2nd quarter
academic performance in online classes this 3
3.69 Agree
AY 2020-2021.
Good academic performance this AY 2020-
2021 will help me in deciding which strand I 4
3.59 Agree
will enroll in senior high school.
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The 1st to 2nd quarterly general averages are

5
higher now compared to last school year. 3.48 Agree
Table 12

LEVEL OF ACADEMIC PERFORMANCE

In answering the questions listed above a statistical weighted mean analysis was

employed. Moreover, their respective ranks were assigned. I am satisfied with my 1st to 2nd

quarter academic performance in face-to-face classes last AY 2019-2020 has a weighted mean of

4.06 with a descriptive rating of Strongly Agree. The second group presents that the lessons

imparted in face-to-face classes last AY 2019-2020 is a fundamental tool in knowing my level of

academic performance while distance education is still being implemented has weighted mean of

3.84. I am satisfied with my 1st to 2nd quarter academic performance in online classes this AY

2020-2021 at 3.69. Good academic performance this AY 2020-2021 will help me in deciding

which strand I will enroll in senior high school at 3.59. And, the 1st to 2nd quarterly general

averages are higher now compared to last school year at 3.48, all for a descriptive rating of agree.

Proposed Recommendations

Table 13 provides the data on Proposed Recommendation for the Distance Education.

Indicators Weighted Descriptive Rank

Mean Rating
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Less screen time for students. They are suggested to have

only 2-4 hours of online classes each day so that they can 1
4.26
finish the activities given by their subject teachers before
the deadline and also to avoid bad effects on their health. Strongly Agree

Continually encourage students to ask their concerns on

each subject so that teachers can provide a way to help 2
4.26 Strongly Agree
them out. Then set a time intended to discuss it at least
once a week.

Teachers can talk about giving only one combined

project in various subjects per semester to their students. 3
4.21 Strongly Agree
The output must adhere to the given criteria by the
teachers.
Online learning through distance education must serve
as a tool in cultivating the capabilities of students not 4
4.12 Strongly Agree
only by being tech-savvy but also in adapting to real-
life situations.
Utilize multimedia well and in a creative way so that
students can still enjoy learning virtually. The school is 5
4.08 Strongly Agree
most likely to facilitate seminars and culminating
activities just like when we are in face-to-face classes.
Table 13

PROPOSED RECOMMENDATIONS

Those were arranged in descending order of weighted mean and accordingly assigned

respective ranks. Less screen time for students. They are suggested to have only 2-4 hours of

online classes each day so that they can finish the activities given by their subject teachers before

the deadline and also to avoid bad effects on their health has a weighted mean of 4.26. It ties

with the proposed recommendation of continually encourage students to ask their concerns on

each subject so that teachers can provide a way to help them out. Then set a time intended to

discuss it at least once a week at 4.26 as well. While, teachers can talk about giving only one
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A/Y 2020-2021

combined project in various subjects per semester to their students. The output must adhere to

the given criteria by the teachers at 4.21. Online learning through distance education must serve

as a tool in cultivating the capabilities of students not only by being tech-savvy but also in

adapting to real-life situations at 4.12. And, utilize multimedia well and in a creative way so

that students can still enjoy learning virtually. The school is most likely to facilitate seminars

and culminating activities just like when we are in face-to-face classes at 4.08, all of these have

a descriptive rating of strongly agree.

NOTES

Alteza, et. Al., 2020, Health Status of Day Care Learners in Municipality of Nabua

Researchgate. Importance of Age in Survey. Retrieved from:

https://Qeryz.com/blog/importance -demographic-questions/.
La Consolacion College of Rinconada – Iriga Campus
San Francisco, Iriga City
Tel No.:054-299-2340 Fax No.:054-299-7077
lcci_2004@yahoo.com
A/Y 2020-2021