CHAPTER 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter covers the statistical results of all the gathered data from

the administrations of the questionnaires on the one hundred eighty -four

(184) respondents followed by an analysis and interpretation of data.

I. Profile of the Respondents

1.1 Age The first table shows the frequency and percentage

distribution of the respondents according to their Ages.

Table 1
The Frequency and Distribution of the
Respondents According to Age

Age Frequency Percentage

14-16 101 54.89%
17-19 82 44.57%
20-21 1 0.54%
22 and above 0 0%
Total 184 100%

Table 1 shows the age of the respondents ranging from 14 -16

(54.89%), 17-19 (44.57%), 20-21 (0.54%) and 22 and above (0%)

respectively.

The data gathered simply shows that the respondents who

participated in the study are the youth (14-16 and 17-19).

1.2 Gender The following respondents were asked to indicate

their gender on the questionnaires if they are male or a female and of all

the 184 participants responded (100%). Of all the 184 participants, 98

(53.26%) number of respondents were male and 86 (46.74%) were female.

 Based on the data accumulated, male respondents initiate bigger

population who participated in the study compared to female. This clearly

state that most of the information gathered from this study came from the

male respondents and few came from the female.

1.3 Civil Status table no. 2 shows the frequency and

percentage distribution of the respondents according to their civil status.

Table 2

The Frequency and Distribution of the Respondents

According to Civil Status

Civil Status Frequency Percentage

Single 184 100%
Married 0 0%
Separated 0 0%
Widow 0 0%
Total 184 100%
Respondents were asked to state their civil status. The table 2 above

presented that 100% of the respondents of this study are single.

1.4 Strand The following respondents were asked to indicate the strand

where they belong (ABM 1, ABM 2, GAS, HUMSS 1, HUMSS 2, ICT, and STEM).

The researchers distributed the questionnaires successfully to all 184

respondents. 5 sections with 26 number of respondents (14.13%) came from

ABM 1, ABM 2, GAS, ICT, and STEM while the other 2 sections with 27 number

of respondents (14.67%) came from HUMSS 1 and HUMSS 2.

1.5 Religion Third table shows the frequency and percentage distribution

of the respondents according to the religion where they belong.

 Table 3
The Frequency and Distribution of the
Respondents According to Religion

Religion Frequency Percentage

Catholic 150 81.52%
Muslim 5 2.72%
Iglesia ni Cristo 5 2.72%
Protestant 0 0%
Born Again 17 9.24%
Aglipay 7 3.80%
Total 184 100%

Table 3 shows that respondents are mostly Catholics with a percentage of

81.52%, followed by Born Again with 9.24%, Aglipay with 3.80%, Muslim and

Iglesia ni Cristo with the same percentage of 2.72%, and Protestant with 0%.

The respondents who got the highest number of respondents according to

their religion are the Catholics this is because St. Michael’s Institute is a Catholic

school.

TABLE 4
The effects of self-directed learning on the subject mathematics to
the skills of Grade 11 at St. Michael’s Institute

FREQUENCY PERCENTAGE
QUESTIONS
YES NO TOTAL YES NO TOTAL
2.1 Are you 156 28 184 84.78% 15.22% 100%
familiar with
self-directed
learning?
2.2 As a Grade 135 49 184 73.37% 26.63% 100%
11 student, does
self-directed
learning or self-
studying on the
subject
mathematics
helps you to
improve your
performance at
school?
2.3 Are you 146 38 184 79.35% 20.65% 100%
struggling to
learn
 mathematics all
by yourself?

2.4 Do you think 145 39 184 78.80% 21.20% 100%

self-directed
learning can give
the students
further
independent
practices in
comprehension
strategies?
2.5 Do you think 150 34 184 81.52% 18.48% 100%
that self-directed
learning can
become a
stepping stone
for you to be
active in
collaborative
learning?

Table 4 mainly shows the possible effects of self-directed learning on the

subject Mathematics to the skills of Grade 11 students at St. Michael’s Institute.

For question 2.1, majority of them or almost 84.78% says that they are already

familiar with self-directed learning and 15.22% are not familiar with self-directed

learning. For question 2.2, majority of them (73.37%) also state that self-directed

learning helps to improve their performance at school and 26.63% says no. For

question 2.3, 79.35% agreed that they are really struggling to learn mathematics

all by themselves and 20.65% says the opposite. For question 2.4, 78.80% of the

respondents state that self-directed learning can give students further

independent practices in comprehension learning strategies while 21.20% of

them says otherwise. For question 2.5, 81.52% of the respondents agreed that

self-directed learning can become a stepping stone for them to be active in

collaborative learning. The result clearly state that most of the respondents

believed that self-directed learning are useful for them to perform more actively

in school.
 TABLE 5

How self-directed affects the academic performance a school of Grade 11

students of St. Michael’s Institute

FREQUENCY PERCENTAGE
QUESTIONS
YES NO TOTAL YES NO TOTAL
3.1 self-directed 154 30 184 83.70% 16.30% 100%
learning helps
me improve my
grades in school.
3.2 I am more 155 49 184 84.20% 15.76% 100%
active in class
discussion when
I have a
background
knowledge about
the topic lesson.
3.3 It is easier to 153 31 184 83.15% 16.85% 100%
solve problem
when I search
for more ways to
solve it.
3.4 I find it more 164 20 184 89.13% 10.87% 100%
interesting when
my teacher is the
one who is
discussing the
lessons.
3.5 I always 71 113 184 38.59% 61.41% 100%
study in advance
when I am at
home.
 Table 5 shows how self-directed learning affects the academic performance

at school of Grade 11 students of St. Michael’s Institute. For question 3.1,

83.70% agreed that self-directed learning helps them to improve their grades at

school while 16.30% says the opposite. For question 3.2, 84.24% of the

respondents states that they are being more active in class discussion when they

have a background knowledge about the certain topic to be discuss. On the other

hand, 15.76% says that they are not. For question 3.3, 83.15% of the

respondents says that it is easier to solve a problem whenever they are searching

for more ways to solve it and 16.85% disagreed about this idea. For question 3.4,

89.13% of the respondents states that they find it more interesting when their

teacher is the one who is discussing the lessons and 10.87% of them says

otherwise. For question 3.5, 38.59% of the respondents says that they are not

fond of studying their lessons in advance when they are at home and 61.41% of

them says the opposite perspective. Based on the results of all the data

accumulated for table 5, majority of respondents says yes for all the sub-

questions from 4.1 to 4.4 while for sub-questions 4.5, the answer No got the

highest number of percentage than Yes. This states that most of the respondents

do not study in advance whenever they are not busy at home.

TABLE 6

How can the students be more interested to learn by themselves in the

subject mathematics

FREQUENCY PERCENTAGE
QUESTIONS
YES NO TOTAL YES NO TOTAL
4.1 I listen 160 24 184 86.96% 13.04 100%
attentively to our
subject teacher
during
mathematics
subject.
4.2 I always try 160 24 184 86.96% 13.04% 100%
my best to strive
more in
mathematics.
 4.3 I am more 158 26 184 85.87% 14.13% 100%
interested to
learn the lesson
in mathematics
whenever my
teacher provides
easier methods
for mathematical
problem.
4.4 I am 77 107 184 41.85% 58.15% 100%
interested and
fond of any
activity related to
numbers (e.g.
Sudoku,
Damath).
4.5 I am 119 65 184 64.67% 64.67% 100%
interested in
formulating new
formulas and
discovering new
strategies in
solving
mathematical
problem
whenever I am
not busy.

Table 6 shows the results of how the students can be more interested to

learn by themselves in the subject mathematics. For question 4.1, 86.96% of the

respondents says that most of them listen attentively to their subject teachers in

mathematics every time and 13.04% says they are not. Same percentage came

from question 4.2, which also states that 86.96% of the respondents says that

they are striving more in mathematics and 13.04% of them answer the opposite

view. For question 4.3, 85.87% of the respondents says that they are more

interested to learn the lessons in mathematics whenever their teachers provides

easier methods for them to solve a mathematical problem and 14.13% of them

says the opposite. For question 4.4, 41.85% of the respondents agreed that they

are fond of any activities related to numbers and 58.15% of them are not. For

question 4.5, 64.67% of the respondents agreed that whenever they are not busy,

formulating new formulas and discovering new strategies in solving

mathematical problem is what they are doing. This result is the same with the

number of percentage that disagreed with this view. The result of all the

information gathered for table 6 clearly shows how the students can be more

interested to learn by themselves in the subject mathematics.

TABLE 7

The benefits of self-directed learning to the Grade 11 students of St.

Michael’s Institute

FREQUENCY PERCENTAGE
QUESTIONS
YES NO TOTAL YES NO TOTAL
5.1 self-directed 167 17 184 90.76% 9.24% 100%
learning helps to
develop my skills
(thinking skills,
self-management
skills, and social
skills).
5.2 self-directed 157 27 184 85.33% 14.67% 100%
learning helps
boost my self-
confidence.
5.3 self-directed 152 32 184 82.61% 17.39% 100%
learning helps
broaden my
abilities to
communicate to
every people
around me.
5.4 I always gain 146 38 184 79.35% 20.65% 100%
a lot of
knowledge
because of self-
directed
learning.
5.5 self-directed 160 24 184 86.96% 13.04% 100%
learning helps
me understand
“how” to learn
rather than
knowing “what”
to learn.
 Table 7 shows all the result of the possible benefits of self-directed learning

to the Grade 11 students of St. Michael’s Institute. For question 5.1, 90.76% of

all the participants says that self-directed learning helps to develop their skills

and 9.24% of them says it is not. For question 5.2, 85.33% of the respondents

says that self-directed learning helps to boost their self-confidence while 14.67%

says otherwise. For question 5.3, 82.61% of the respondents says that self-

directed learning broaden their abilities to communicate to every people around

them, 17.39% of them says the opposite. For question 5.4, 79.35% of the

respondents says that they always gained a lot knowledge because of self-

directed learning and 20.65% of them disagreed about this idea. Lastly, for

question 5.5, 86.96% of the respondents says that self-directed learning helps

them to understand the “how” while learning rather than the “what”, while

13.04% of them says otherwise. All the gathered data for table 7 summarize all

the information about the possible benefits of self-directed to the students of St.

Michael’s Institute.