CHAPTER IV

PRESENTATION, ANALYSIS OF DATA AND

INTERPRETATION OF FINDINGS

This chapter presents the relevant and substantial data gathered from the survey
questionnaire related to the research problem, which are presented, analyzed, and
interpreted in the context of problems posited in this study.

The researchers aimed data that revolved on the profile of the respondents with
respect to age and sex, influence of flex learning, educational performance and the
significant impacts between the influence of flex learning and educational performance.
A total number of 17 Grade 12 STEM students from C1-12STEM08. The results of the
study were presented in tables which were analyzed and interpreted thoroughly.

PROFILE OF THE RESPONDENTS

This part presents the profile of 17 respondents who are Senior High School
Grade 12 STEM students at PHINMA UPang College Urdaneta for the School Year
2020-2021 in terms of age and sex. For the statistical treatment of data gathered and
collected, the frequency count and percentage distribution were used.

 Table 2

Frequency Count and Percentage Distribution of the Profile of the

Respondents in terms of Age and Sex

 
 A. AGE FREQUENCY PERCENTAGE

18 and above 7 41.2%

17 10 58.8%

16 and below 0 0%

TOTAL  17 100%

B. SEX FREQUENCY PERCENTAGE

MALE 7 41.2%

FEMALE 10 58.8%

TOTAL 17 100%

Age. The first part of Table 2 shows the frequency distribution of the range of
age of the respondents. It shows that 7 or 41.2% of the respondents are 18 and above.
Age 17 has frequency of 10 or equivalent to 58.8%. Lastly, a total of 0 or 0% of the
respondents are 16 and below.

Sex. The second part of Table 2 depicts the frequency distribution of the male
and female respondents of the research. It shows that 7 or 41.2% of the respondents
are male, while 10 or 58.8% of the respondents are female.

Motivation Factors that Influence the Flex Learning to the Educational

Performance of the Respondents

Based on the gathered data, the result in Table 3 was derived. It shows that the
students from 12-STEM8 had experienced motivation by the influenced of flex learning
to their educational performance. The survey results revealed that the motivation factors
that is caused by flex learning influenced the students.

As shown in the result, they agree with all the given variables. I can easily claim control
and responsibility for the learning speed that can inspire me as a learner to be relaxed
in order to study (2.82), I can easily manage my time and never procrastinate due to a
more flexible schedule (2.53), I feel excited to learn new lessons because flex learning
offers me to have a greater control in my learning and it makes me more self-directed
(2.59), which is the average for overall leads to 2.65. These are all considered as
motivational factors which greatly influence by flex learning.

Table 3

Motivational Factors Influence of Flex Learning

Indicators AWM Descriptive Equivalent

1. I can easily claim control and responsibility for
the learning speed that can inspire me as a learner
2.82
Agree
to be relaxed in order to study
2. I can easily manage my time and never
procrastinate
2.53
Agree
3. I feel excited to learn new lessons because flex
learning offers me to have greater control in my
2.59
Agree
learning and it makes me more self-directed.
Overall 2.65
Agree

Attention Span factors that Influence the Flex Learning to the Educational
Performance of the Respondents

It could be noticed from table 4, the respondents claimed that the attention span
of the Grade 12-STEM8 students of PHINMA UPang College Urdaneta A.Y. 2020-2021
as perceived by themselves. Flexible learning helps me deliver more scheduling options
since I have a flexible schedule (2.64), it improved my learning experiences, including
more experiential and community-based learning options because of more flexible
environment (2.71), and I tend to have high concentration and less distraction due to
minimal interruption (2.47).

TABLE 4

Attention Span Factors Influence the Flex Learning

Indicators AWM Descriptive Equivalent
Flexible learning helps me deliver more scheduling 2.64 Agree
options since I have a flexible schedule.
It improved my learning experiences, including more 2.71 Agree
experiential and community-based learning options
because of more flexible environment.
I tend to have high concentration and less distraction 2.47 Disagree
due to minimal interruption.
Overall 2.61 Agree

Prior Knowledge Factors that Influence the Flex Learning to the Educational
Performance of the Respondents

It is revealed in the table 5 that the 12-STEM8 students of PHINMA UPang

College Urdaneta A.Y. 2020-2021 agree with the given indicators along with the
influence of flex learning to their educational performance. I have enough time
study/scan my lessons in relevance to my future lessons because of ample and enough
time given to us (2.70), I have improved technical skills because of various introduced
virtual platforms (2.76), and It allows me to have hands-on exploring, making and
building due to more free learning environment (3.05).
  

Table 5

Prior Knowledge Factors Influence the Flex Learning

Indicators AWM Descriptive Equivalent
1. I have enough time study/scan my 2.70 Agree
lessons in relevance to my future
lessons because of ample and enough
time given to us.
2. I have improved technical skills because 2.76 Agree
of various introduced virtual platforms.
3. It allows me to have hands-on exploring, 3.05 Agree
making and building due to more free
learning environment.
Overall 2.84 Agree

Social Learning Factors that Influence the Flex Learning to the Educational
Performance of the Respondents 

      As it could be noticed from table 6, the respondents claimed that the Instructional

Factors of the Grade 12-STEM 8 students as perceived by them is high. I have more
choice in different kinds of learning method due to a flexible learning environment
(2.88), I am having more social interaction through flex learning due to longer time of
virtual meetings and appointments (2.35), I am comfortable in my flexible learning
environment because it allows me to work and study at home without necessary
cramming (2.47).

Table 6

Social Learning Factors Influence the Flex Learning

Indicators AWM Descriptive Equivalent

I have more choice in different kinds of 2.88 Agree

learning method due to a flexible learning
environment.
 I am having more social interaction through 2.35 Disagree
flex learning due to longer time of virtual
meetings and appointments.

I am comfortable in my flexible learning 2.47 Disagree

environment because it allows me to work and
study at home without necessary cramming

Overall 2.57 Agree

TABLE 7

Contingency Table for Demographic Profile: Age

Age   SA A D SD Total
18 years Fo 1 3 2 1 7
old and Fe 1.24 2.88 2.47 0.41
above Chi-Square 0.0465 0.005 0.0894 0.849 0.9899
17 years Fo 2 4 4 0 10
old Fe 1.76 4.18 3.53 0.59
Chi-Square 0.039 1.1369 0.0626 0.59 1.8222
16 years Fo 0 0 0 0 0
old and Fe 0 0 0 0
below Chi-Square 0 0 0 0 0
Total           17

TABLE 8

Contingency Table for Demographic Profile: Sex

 Sex   SA A D SD Total
Male Fo 2 3 1 1 7
Fe 1.24 2.88 2.47 0.41
Chi- 0.4658 0.005 0.8748 0.849 2.1946
Square
Female Fo 1 4 5 0 10
Fe 1.76 4.12 3.53 0.59
Chi- 0.3281 0.0034 0.6121 0.59 1.5336
Square
Total           17

TABLE 9

Hypothesis Testing

Profile Variables x2 (Chi- Degrees of Tabular Value Descriptive

square) Freedom Equivalent
Age 2.8121 6 12.59 Not Significant
Sex 3.7282 3 7.81 Not Significant

Tested at 0.05 level of significance

As shown in the table above, the relationship between age and influence of flex learning
to the educational performance of 12 STEM-8 is not significant since the computed
tabular value 12.59 is greater than the computer chi-square 2.8121 that accepts the null
hypothesis using 6 as the degree of freedom.

This means that age is not connected between the influence of flex learning to the
educational performance of 12 STEM-8 because age only defines the ability of the
students to learn.

For the Sex, the computer chi-square was 3.7282 which is less than the computer
tabular value 7.81; therefore, the null hypothesis is also accepted in the second
comparison which implies that there is no significant relationship between the sex and
the influence of flex learning to the educational performance of 12 STEM-8.
Results implied that the demographic profiles of 12 STEM-8 Students are not connected
on the influence of Flex learning to the Educational Performance of 12 STEM-8.