CHAPTER IV: PRESENTATION AND ANALYSIS OF DATA

Introduction: 

This chapter includes the presented and analyzed data that have been gathered by the

researchers during the experiment. The following results were presented with the use of tables

and graphs together with explanations about the study. 

This chapter includes the presented and analyzed data that have been gathered by the

researchers during the experiment. The following results were presented with the use of tables

and graphs together with explanations about the study. 

Gathering of the Data 

The researchers handed out the request forms (See Appendix A) to conduct the survey and the

audio discussion on the selected schools in General Trias with Senior High School to College

Foreign students, which are, Ebenezer International College Incorporated, Our Lady of

Remedios Montessori School, A1 W.M Learning Academy Inc, San Francisco de Malabon

Parochial School Inc., The Centennial Academy of the Blessed Trinity Cavite Inc., Mother

Teresa School, Claremont School of Gen.Trias Cavite Inc., Gateway Integrated School of

Science and Technology Inc., and Lyceum of the Philippines University Inc. from January 9 to

20, 2021 through email and phone call. However, eight of the nine schools did not respond to the

email nor the phone call, the only school who responded refused the request. 

Sample 

Due to the intolerance of the selected schools to allow the researchers to conduct their study

with the help of their students because of some circumstances such as: not allowed to share their
student’s information especially during the presence of Covid-19 pandemic). The researchers had

to change on how they will select their respondents with the given population. With this, the

researchers came up with using the snowball sampling which according to Naderifar et.al (2017)

it is “applied when samples with the target characteristics are not easily accessible,” instead of

cluster sampling as “for hard-to-reach populations, snowball sampling, which is known as “chain

method,” is a simple approach since it is a sampling method with good estimation for researching

hard-to-reach populations” as per Biernacki & Waldorf (1981) and Heckathorn (1997). In

addition, this sampling “efficient and cost-effective to access people who would otherwise be

very difficult to find as the first samples are linked to the researcher,” and it will get bigger as the

first samples can recruit their acquaintances to be the second samples and so on (Naderifar et.al,

2017).

 Since the number of respondents who have a high level of skill (fluent) in Tagalog language

is lower than the number of respondents who have moderate to low level of Tagalog language

skill in terms of the given pre-test, the results showed that there is no bias towards the number of

the respondents with fluent skills as stated on Chapter 1, the study is limiting their respondents to

those who has poor to moderate skills in Tagalog langauge only.

Pre-Survey

On February 2, 2021, the researchers started to conduct their pre-survey about some of the

information of the students that will be used in the research such as their nationality and age

since one of the scope and requirements of the study is their respondents must be 16-23 years old

Foreign students.
 The researchers gathered a total of 87 respondents from different schools in General Trias

Cavite with the use of snowball sampling. According to the result of the pre-survey, out of the

total gathered respondents who answered the survey, 14 answered Arabic, Bangladeshi,

Canadian, Chinese, Mexican, Nigerian, and Sri Lankan (2 students each nationality), 12

answered American, 10 are Indian, the students who answered Korean are 10, 8 for Italian, 6 are

Japanese, 6 answered Indonesian and Malaysian (3 students each nationality), and the remaining

21 participants are African-American, American-Canadian, Arabic-Indian, Brazilian, British,

Caucasian, Chinese-British, Emirati, Georgian, Greek, Kazakhstani, Korean-American,

Malaysian-Chinese, Mexican-American, Pakistani, Singaporean, Spanish, Spanish-Chinese,

Sudanese, and Taiwanese (1 student each nationality) as their nationality (See Figure 1).

In terms of their age, out of 87 respondents, 28 students answered 16 and 19 years old (14

students each age), 18 students answered that they are 18 years old, while 17 are 17 years old, 11

of them are 21 years old, 6 are 22 years old, 4 students answered 20 years old, and 3 respond that

they are 23 years old (See Figure 2).

Figure 1. Respondents’ Nationality

14
12
10
8
6 12
10 10
4 8
6
2 3 3
0 1 1 1 2 2 1 1 1 2 1 2 1 1 1 1 1 1 1 2 1 2 1 1 1 2 1 1
n n ic an an sian tish an a n l i an t a n
i n se n ni sh kan se
ica adia rab lli ni gi di i ca ne ica ista ni ne
er n A z i r
fo auc
a B ri
or In Ita kh e r h i e r k a a n a
Am n-Ca
a
Br Cali e- Ge za m -C m Pa Sp ri-L iw
n- a
C es Ka n-A sian n-A S Ta
a i n
ric er
ic Ch ea aya i ca
Af m K or a l ex
A M M
 Figure 2. Respondents’ Age

20
18
16
14
12
10
17 18
8
14 14
6 11
4
6
2 4 3
0
16 years old 17 years old 18 years old 19 years old 20 years old 21 years old 22 years old 23 years old

Series 1

Pre-test

On February 2-3, 2021, the researchers started to conduct their 10-item pre-test (see Appendix

E) through Google Forms, to be able to identify the Tagalog skills of their respondents. Since the

study aims to determine the effects of auditory learning on learning the Tagalog language of their

respondents, they set the following requirements for their participants: the respondent must be

16-23 years old Foreign student that is enrolled at schools in General Trias, Cavite for SY 2020

—2021; and must have poor to moderate Tagalog skills which will be determined through their

pre-test. Only the respondents who are qualified on the given requirements are allowed to access

the audio discussion.

To be able to identify the qualified respondents, the researchers made use of Christiner and

Reteirer (2013) study about the levels of language skills. They argued that it is classified into

three levels which are the poor, moderate, and fluent. The researchers handed out a 10-item pre-

test which consists of ten Tagalog sentences with choices which are the levels of language skills.

The respondents will choose in a scale of 1-3 and answer the question how well they understand
each sentence with 1 as “not understand at all”, 2 as “moderately understand, and “fully

understand” with 3. As stated above, the study is only limit with respondents who have poor to

moderate Tagalog skills because according to Christiner and Reteirer (2013) those who have

poor to moderate language skills are most likely interested and suitable to learn the language

more since they are not that familiar with the syntax of a language unlike those who are fluent. 

Out of the 87 combined Senior High School and College Foreign students who study in

General Trias, Cavite, 60 of them resulted from poor to moderate Tagalog skills (37 of them are

considered to have poor skills and the remaining 23 have moderate skills). While, 27 of the total

respondents who answered the pre-test are fluent in Tagalog (See Figure 3). 

Figure 3. Respondents’ Tagalog Skills

Fluent
31%

Moderate Poor
26% 43%

Survey

As per the experiment, the researchers had to change certain part of it due to unexpected

circumstances. As mentioned in Chapter 1, the researchers will control their respondents with the

use of the Zoom app while conducting the experiment will be done during their convenient time.
However, majority of the respondents declined the permission of using the app due to the reason

of invading their privacy and identities since the participants are gathered randomly with the use

of snowball sampling, which is a technique of asking research participants to help the

researchers’ other potential subjects in the study. With that, the researchers came up with another

way on how they will control their respondents by the use of Quilgo, which is a google add-on

web-service that is collaborative with google forms. This add-on is specially made for teachers

who have the ability to track their students while taking exams. Quilgo has this feature wherein

when you set a timer, it will only start when the students open the link that is made for them

individually. However, when the link is open, the viewer can only access it once. In addition,

Quilgo has the option called “auto-close when time is over” which is also used in this study.

After the researchers identified the qualified respondents through a pre-test, they had to open

a survey using Google Forms about the accessibility time of the respondents on February 5-8,

2021, (as some of the participants did not respond on the given date where the researchers

conducted it) which the main purpose of it was supposedly to identify the convenient time of the

respondents on having video conference, but due to some circumstances, the use of the survey is

for the researchers to know when they will be able to send the links of the audio discussion, a

practical test about the audio discussion, the PPT discussion, and a practical test about the PPT

discussion to the respondents, which is attached on Google Forms with an add-on of Quilgo

since the researchers will be sending the links one at a time.

According on the computed date results of the survey, 51% of the respondents selected

weekends 1 - 5 pm, 27% of the respondents has chosen weekends 9 - 11 am, 12% of the

respondents are free during weekdays at 1 - 5 pm, and 10% of the respondents answered

weekdays at 9 - 11 am (See Figure 4).

 Figure 4. Respondents’ Convenient Time

Weekdays, 1-5PM
12%
Weekends, 9-11 AM
Weekdays, 9 - 11 AM 27%
10%

Weekends, 1-5PM
52%

Analysis of data

Table 2. Computation of the average score of the respondents using (X1) visual learning

(without auditory) and (X2) auditory learning of Senior high school and college students in

General Trias Cavite.

With Using Auditory Learning Without Using Auditory Learning

N1 X1 N1 X2

1 7 1 9

2 8 2 9

3 6 3 6

4 8 4 8

5 6 5 7

6 6 6 8

7 7 7 8
8 8 8 7

9 5 9 5

10 5 10 7

11 7 11 8

12 5 12 4

13 9 13 8

14 9 14 8

15 4 15 5

16 8 16 9

17 7 17 4

18 7 18 10

19 8 19 7

20 3 20 5

21 7 21 9

22 7 22 5

23 6 23 4

24 7 24 7

25 5 25 3

26 6 26 9

27 5 27 5

28 7 28 7

29 6 29 7

30 8 30 9

31 6 31 7

32 5 32 8
33 4 33 3

34 8 34 7

35 6 35 6

36 5 36 3

37 3 37 3

38 5 38 6

39 9 39 10

40 4 40 5

41 7 41 3

42 8 42 4

43 6 43 2

44 2 44 4

45 4 45 3

46 2 46 7

47 6 47 4

48 7 48 7

49 3 49 3

50 5 50 6

51 5 51 5

52 2 52 6

53 5 53 7

54 4 54 3

55 4 55 3

56 4 56 4
 57 5 57 5

58 6 58 7

59 8 59 7

60 5 60 8

TOTAL ∑ X 1 =¿350 ∑ X 2 =399

Computation of the mean;

∑ X 1 350
x 1= = 60 = 5.83
N1

∑ X 2 399
x 2= = 60 = 6.65
N2

Computation of the variance;

SD1 = ∑2X 21−CF 1

N −1

6−0.6
= 60−1

5.4
= 59

=0.091525542

CF1 = ∑ 1 =
2 2
( X) (6) 36
= = 0.6
N1 60 60
SD22 = ∑ X 22−CF 2
N −1

7−0.08
= 60−1

6.92
= 59

= 0.11728814

CF2 = ∑ 2
2 2
( X) 49
= (7) = 60
=0.08
N2 60

Computation of t-test

Given:
x 1= 5.83
X 2= 6.65

SD 1 =¿0.091525542
2

SD 22=¿ 0.11728814

N 1= 60

N 2= 60
6−7
T=
√
2 2
( 0.091525542) ( 0.11728814)
+
60 60
 −1
T= √ 0.00013961541+0.0022927776
−1
T= √ 0.00243239301
−1
T= 0.04931929652

T= -20.2760394118- Tabular value at 0.05

Computation of degrees of freedom

Df= n1+n2-3

Df = 60+60-3

=117

Table. Summary of comptation

Variables N x SD2 Computed t-value

without
5.83 0.091525542 -20.2760394118
auditory (X1)
60
With
6.65 0.11728814
auditory (X2)

To know if there is a relation between the use of visual learning (without auditory learning) and

auditory learning, the researchers will make use of t-test between percentages as their primary

statistical tool. In which case, they first computed the value of X 1 (mean of comprehension scores

of respondents using visual without auditory); X 2 (mean of comprehension scores of respondents

 2
using auditory learning); SD 1(standard deviation of comprehension scores of respondents using

visual learning without auditory); SD 22(standard deviation of comprehension scores of

respondents using auditory learning ); N1(number of respondents using visual learning without

auditory ); and N2(number of respondents using auditory learning ) to compute the t score and

compare it with the tabular value which would tell them whether the null hypothesis is to be

accepted or rejected.