CHAPTER IV

Presentation, Analysis and Interpretation of Data

This chapter present the data obtained from the respondents with the corresponding

statistical analysis completed and Interpretation of the results.

The data are sequenced using tables to present it in accordance with the specific research

problems regarding the research: Effects of distance learning to their academic performances.

EFFECTS OF DISTANCE LEARNING TO THEIR ACADEMIC PERFORMANCES

The 1st specific problem addressed in this study pertains as to what are the effects of distance

learning to their academic performances of Senior High school students there are 50 respondents

composed of Senior High School Students of different strands from sual national high school

data retrieved from each group are presented in the tables below.

Demographic Profile of Respondents

Table 2.1 profile of respondents the respondents in terms of Age

Table 1

Age Frequency Percentage

17-19 50 100%

20 above 0 0%

Total 50 100%

Table 2.1 indicates that 100% of the respondents are 17–19 years old, and 0% of them

are 20 or older.
 This implies that most of the senior high school students at Sual National High School

were 17–18 years old due to the fact that they are affected by online distance learning on

academic performance. Effect of online distance learning to academic. The study sought to

determine the perception of the students regarding online distance learning (ODL) in

Mathematics, identify the challenges of the students, examine the effect of ODL to academic

performance, determine the level of academic performance of students, determine the significant

difference on perceptions when they grouped according to their gender and age, and determine

the relationship of students’ perceptions regarding ODL to their academic performance However,

the study also revealed that it has no significant difference on their perceptions when they are

grouped by gender and age which means the students had the same perceptions.

Table 2

Gender Frequency Percentage

Male 23 46%

Female 27 54%

Total 50 100%

Table 1 shows that almost of the respondents of seniot high school students who are surveyed

were male which has a percentage of 54% and female which has a percentage of 46%.

Table 3

Educational factors as a nature,source, and types of emotional and social distress brought by the

effects of distance learning to their academic performaqnces.

 SITUATION WEIGHTED DESCRIPTIVE RANK
MEAN EQUIVALENT
A. . I have difficulty 2.64 S 4
catching up at the lessons because of unstable internet
connection
B. I get low scores because I can’t beat deadlines due 2.4 N 6
to slow internet connection
C. I get low scores because I can’t attend my online 2.22 N 7
class because I don’t have load
D. . I can accomplish more thing with the online 2.7 N 8
distance learning
E. I am having difficulty with online distance learning 2.48 N 5
because I don’t have available gadgets as my own
F. . I get to know my lessons well and get high scores 2.82 S 3
because I can review my lessons anytime
G. I can ask my teacher directly and receive a quick 2.98 S 1
response
H. . I am comfortable communicating with my teachers 2.88 S 2
online
Pooled mean 2.64 S
Legend:
Scale Scale Limit. Descriptive Equivalent. DE

1 4.50 – 5.00 Always. A

2 3.25 – 4.49 Often. O

3 2.50 – 3.24 Seldom S

4 1.00 – 2.49 Never N

This table pertains to the effects of distance learning to their academic performances. Based
on the results from respondents, the pooled mean result of this table is 2.64; this means that the
respondents are seldom distressed because of the effects distance learning to their academic
performances . The highest mean in this table is 2.98 with a descriptive Equivalent of seldom
which indicate that their distressed about their financial needs (Rank 1), followed by mean of
2.88 with a descriptive Equivalent of seldom (Rank 2). Followed by mean of 2.82 with a
descriptive Equivalent of seldom (Rank 3). Followed by mean of 2.64 with a descriptive
Equivalent of seldom (Rank4).followed by mean of 2.48 with a descriptive Equivalent of never
(Rank 5).followed by mean of 2.4 with a descriptive Equivalent of never (Rank 6). followed by
mean of 2.22 with a descriptive Equivalent of never (Rank 7)lastly, mean of 2.7 with a
descriptive Equivalent of never.
 Table 4

SITUATION WEIGHTED DESCRIPTIVE RANK

MEAN EQUIVALENT
I. I can answer my quizzes/activities online with 2.94 S 5
difficulty
J. I can easily access internet from my study 3 S 2

K. My scores in exams increased because I get more 3.02 S 1

time answering the test
L. . I have more time for my family and they help me to 2.92 S 6
study
M. . . I am more self directed and I manage my time 2.9 N 8
wisely on online distance learning
N. I am more self directed and I manage my time wisely 2.96 S 3
on online distance learning
O. .I am more confident in online class or distance 2.94 S 4
learning
P. . Is ODL causing you anger? 2.54 S 7
Pooled mean 2.9025 S
Legend:
Scale Scale Limit. Descriptive Equivalent. DE
1 4.50 – 5.00 Always. A
2 3.25 – 4.49 Often. O
3 2.50 – 3.24 Seldom S
4 1.00 – 2.49 Never N
This table pertains to the effects of distance learning to their academic performances. Based
on the results from respondents, the pooled mean result of this table is 2.9025; this means that
the respondents are seldom distressed because of the effects distance learning to their academic
performances . The highest mean in this table is 3.02 with a descriptive Equivalent of seldom
which indicate that their distressed about their financial needs (Rank 1), followed by mean of 3
with a descriptive Equivalent of seldom (Rank 2). Followed by mean of 2.96 with a descriptive
Equivalent of seldom (Rank 3). Followed by mean of 2.94 with a descriptive Equivalent of
seldom (Rank4).followed by mean of 2.94 with a descriptive Equivalent of seldom (Rank
5).followed by mean of 2.92 with a descriptive Equivalent of seldom (Rank 6). followed by
mean of 2.54 with a descriptive Equivalent of seldom (Rank 7)lastly, mean of 2.9 with a
descriptive Equivalent of never.
 CHAPTER V

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter concludes the study. A summary of the research is presented, findings of the

study are discussed and interpreted and recommendation for further research end the chapter.

SUMMARY OF FINDINGS

This was conducted for the purpose of determining the merits of the effects of distance

learning to their academic performances. The Mixed Method was utilized and the nominative

survey technique was used for gathering data. The questionnaire served as an instrument for

collecting data. Ten (10) students from Grade 12-SMAW A were the respondents. Ten(10)

students from Grade 12-HUMSS were the respondents. Ten (10) students from grade 12-ABM

were the respondents. Ten(10) students from Grade 12-H.E were the respondents. Ten(10)

students from Grade 12-Stem were the respondents. The inquiry was conducted from March to

June of the school year 2022-2023.

1. Based on the survey result, the pooled mean on the result of having online problem is 2.64,

this shows that the respondents are seldom aware that they are not having online problem.

Students not affecting their mental health and anxiety. Students also did not depressed because of

the distance learning and they not having eating disorder. Students don’t encounter lose of self-

esteem, anger ,and stress. This shows that the students are not emotional and distress.

2. Based on the survey, the pooled mean result on the tests is 2.9025, this shows that the

respondents are seldom .Online learning has good benefits of, history, and philosophy. They not
affecting their scores in the test because of the distance learning. This show that the online

learning has good benefits .

CONCLUSION

Based on the result of the study the following conclusions are drawn:

1. Researchers concluded that most of Does I can answer my quizzes/activities online with

difficulty (1) and I get low scores because I can’t beat deadlines due to slow internet connection

(2) I get low scores because I can’t attend my online class because I don’t have load (3) I can

accomplish more thing with the online distance learning(4)I am having difficulty with online

distance learning because I don’t have available gadgets as my own (5) I get to know my lessons

well and get high scores because I can review my lessons anytime(6)I can ask my teacher

directly and receive a quick response(7) I am comfortable communicating with my teachers

onlines(8)

2. Researchers concluded that most of the students are aware of I can answer my

quizzes/activities online with difficulty(1) I can easily access internet from my study (2)

My scores in exams increased because I get more time answering the test(3) I have more time for

my family and they help me to study(4)I am more self directed and I manage my time wisely on

online distance learning(5)I am more self directed and I manage my time wisely on online

distance learning(6)I am more confident in online class or distance learning(7)Is ODL causing

you anger? merits of having a(8).

RECOMMENDATION
The Principal

Researchers recommend to the principal to provide module to the students for their distance

learning on senior high school students.And also they have activities to do.

The Teachers

Researchers recommend to the teachers to provide a module or activities that the students

answering.

The Students

Researchers recommend reading modules writing some essay to improve the written works

regarding the distance learning to gain knowledge and to be aware of the students that will help

them in their studies.

The Parents

The researchers recommend to the parents that they become role models for their children, listen

to them, and support them in what they are feeling and experiencing by strengthening love,

positivity, and good behavior. Parents must strengthen their family ties by talking and bonding

with each other, and the parent-child relationship must be good and harmonious. Lastly, budget

your money and prioritize buying essential needs.

The Future Researchers

Researchers recommend to the future researcher to further study this research to verify,

amplify or negate the findings of the study.

 Appendix A: Survey Questionnaire

EFFECTS OF DISTANCE LEARNING ON GRADE 12 ON THEIR ACADEMIC

PERFORMANCES

Name(optional):

QUESTIONNAIRES SURVEY

Demographic Profile

Direction: Fill out the essential details or put a check mark on the blank that corresponds your

name.

Age:___17-19 years old

___20 above

Sex:___ male

___ female

Strand:

___Humss ___Stem ___ABM ___Smaw

Location: Poblacion ___, Caoayan ___, Paitan West___, Paitan East___, Sioasio East___,

Sioasio West___, Camagsingalan___, Seselangen___, Cabalitian___,

Victoria___, Pangascasan___, Baybay Norte___, Baybay Sur___, Baquioen___,

 Calumboyan___, Sto Domingo___, Bolaoen___, Capantolan___,

Macaycayawan__, Others ___.

EFFECTS OF DISTANCE LEARNING ON GRADE 12 ON THEIR ACADEMIC

PERFORMANCES ON RESPONDENTS

Direction: Put checks based on numeric response for each of the items below survey scale :

4 - Always

3 - Often

2- Seldom

1 – Never

ONLINE PROBLEM 4 3 2 1

ALWAYS OFTEN SELDOM NEVER

1. I have difficulty

catching up at the lessons

because of unstable internet
connection
2. I get low scores because I
can’t beat deadlines due to
slow internet connection
3. I get low scores because I
can’t attend my online class
because I don’t have load
4. I can accomplish more
thing with the online
distance learning
5. I am having difficulty
with online distance
learning because I don’t
have available gadgets as
my own
GOOD BENEFITS OF
DISTANCE LEARNING
6. I get to know my lessons
well and get high scores
because I can review my
lessons anytime
7. I can ask my teacher
directly and receive a quick
response
8. I am comfortable
communicating with my
teachers online
9. I can answer my
quizzes/activities online
with difficulty
10. I can easily access
internet from my study
11. My scores in exams
increased because I get
more time answering the
test
12. I have more time for my
family and they help me to
study
13. I am more self directed
and I manage my time
wisely on online distance
learning
14. I am more self directed
and I manage my time
wisely on online distance
learning
15.I am more confident in
online class or distance
learning