CHAPTER 3

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

The findings, analysis, and interpretation of the data acquired by the

researchers were provided in this chapter. It aimed to solve the questions posed

in the problem statement. It sought to respond to the issues enumerated in the

problem statement. The graphs below show the responses to the research

problem as received from the researchers' survey of Grade 11 students. The

results were also presented in tables to provide more clarity and validity of the

research findings.

STUDY HABITS

Item No. 1 Item No. 2 Item No. 3 Item No. 4

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

0 2 7 5 1 0 2 11 1 1 0 3 4 3 5 0 2 4 5 4
One-third of the
Almost half of Most of the One-third of the
students prefer
the students are students work students exert
finishing their
able to do their independently more effort when
modules instead
activities in the without the help answering
of doing other
module of anyone difficult activities
things

Table 1. Study Habits in Answering Mathematics Modules

(Part I of the Questionnaire)
 NEVER RARELY SOMETIMES OFTEN ALWAYS
12

Number of Respondents 10

0
NO. 1 NO.2 NO. 3 NO. 4

Figure 4. Graph of Study Habits in Answering Mathematics modules

As shown in table 3 and figure 1 that the study habits of the Grade 11

students, majority of them work individually and occasionally rely on others. They

sometimes utilize the internet to assist them in answering their modules.

Furthermore, about half of the students are able to answer their module activities

on occasion. Hence, fewer students have the ability to completely answer their

modules. Out of 25 students, only 5 of them prefer answering their modules first

rather than doing other things. Almost all of the students are distracted by

something else in this time of the pandemic, especially when they are at home.

Moreover, there are students who do not exert much effort when attempting to
answer difficult Math problems. Only one-third of them exert more effort in

answering them.

SUBMISSION

Item No. 5

1 2 3 4 5

1 2 4 6 2

Almost half of the students can submit their Mathematics modules on time

Table 2: Timely Submission of Mathematics Module (Part I of the Questionnaire)

6
Number of Respondents

4 NEVER
RARELY
SOMETIMES
3 OFTEN
ALWAYS

0
NO. 5

Figure 5. Timely Frequency of Submitting of Mathematics Module

 Based on the summarized data, which is in table 2 and figure 5, nearly

half of the research participants were able to complete their modules on time.

However, there are still students who had submitted late modules during this

utilization of the Modular Learning modality. There was also no direct association

on which varieties (girl or boy) of students had a greater tendency on submitting

late modules.

NO. RESULTS n CODING

Face-to-Face Learning 15
1 Learning Interaction
Modular Learning 0

5 Minutes or Less 1

6-10 Minutes 2
2 Capabilities
11-20 Minutes 3

21 Minutes or More 9
More on self-study and lacks
2
teachers’ assistance

Difficulties in answering modules 8

3
Stressful 1

Less discussion virtually 4

Cannot understand formulas 5 Disadvantages

1
4 Less time to answer the modules

Lack of interest 1

Struggling with modules 7

 Teachers resiliency in replying to
1
students’ messages

time extension 3

More examples of modules 3

Online Classes twice a week 1

5 Suggestions

Another way for students to learn

1
that is much easier

Be optimistic 4

Focus on answering the modules 2

Table 3. Results and Coding (Part II of the Questionnaire)

Coding is being shown to identify the theme for the said part. For question

number 1 the form of learning modality the research respondents prefer is Face-

to-Face Learning, with no students choosing the Modular Learning Modality. In

question number 2, when the students were being asked the time they spent

answering a difficult Math problem, almost all of them answered 21 minutes or

more. For questions number 3 and 4, different disadvantages were being

encountered by the students in Modular Learning Modality it includes: (a) it is

more on self-study that lacks teachers’ assistance; (b) difficulties in answering

the modules; (c) stressful; (d) less discussions from the teachers virtually; (d)
cannot understand Math formulas; (e) less time in answering the modules; (f)

lack of interest; and (g) struggling with modules which is answered by most of the

students. For the number 5, recommendations were given by the respondents

which were: (a) time extension in answering; (b) more examples in the modules;

(c) online class twice a week; (d) another way for the students to learn that is

much easier; (e) be optimistic; (f) focus on answering the modules; and (g)

teachers resiliency in replying to student’s message.

CODING THEORIES THEME

1.II Learning Interactions

Social
Constructivism
3.II Learning Theory
IMPROVEMENTS
Disadvantages FOR THE
4.II IMPLEMENTATION
OF MODULAR
LEARNING
2.II Capabilities Enactivism
Learning Theory
5.II Suggestions

Table 4. Coding, Theories, and Theme

After gathering the data from the Grade 11 students of Paril National High

School, the Social Constructivism Learning Theory and Enactivism Learning

Theory, as indicated in table 4, were used to support the results and coding.

Then the theme is then identified to assist the researcher in compiling the data

analysis that offers practical outcomes in the subject of research.