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A Comparative Analysis of the Satisfaction of 2nd Year Students from on Physical and
Online Classes in Far Eastern University, Manila

Submitted on:
Sept 15, 2021 SAMPLE
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Table of Contents
Table of Contents.............................................................................................................................i
List of Tables and Figures................................................................................................................ii
Introduction.....................................................................................................................................3
The Problem....................................................................................................................................4
Research Design and Hypothesis....................................................................................................7
Research Design...........................................................................................................................7
Hypothesis..................................................................................................................................11
Data Analysis.................................................................................................................................12
Summary and Conclusion..............................................................................................................24
References.....................................................................................................................................26
Appendices....................................................................................................................................27

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List of Tables and Figures
FIGURE 1: RESEARCH PARADIGM ON THE COMPARATIVE ANALYSIS OF THE SATISFACTION OF 2ND YEAR STUDENTS
FROM IABF REGARDING PHYSICAL AND ONLINE CLASSES IN FAR EASTERN UNIVERSITY .............................
11
FIGURE 2.1: GENDER IDENTIFICATION OF 2ND YEAR IABF STUDENTS ...........................................................
12
FIGURE 2.2: AGE OF 2ND YEAR IABF STUDENTS ......................................................................................
13
FIGURE 3.1: HORIZONTAL STACKED BAR CHART OF THE REPONSES OF THE STUDENTS ON STATEMENTS THAT ASSESS
THEIR EXPERIENCES WITH REGARDS TO PHYSICAL AND ONLINE CLASSES ..................................................
22
FIGURE 3.2: HORIZONTAL STACKED BAR CHART OF THE RESPONSES OF THE STUDENTS ON QUESTIONS REGARDING
THEIR EXPERIENCES ON PHYSICAL CLASSES ........................................................................................
22
FIGURE 3.3: HORIZONTAL STACKED BAR CHART OF THE RESPONSES OF THE STUDENTS ON COMPARATIVE
QUESTIONS REGARDING PHYSICAL AND ONLINE CLASSES .....................................................................
23

TABLE 1: 3-POINT LIKERT SCALE INDEX .....................................................................................................

8
TABLE 2: SUMMARY OF AVERAGE OF RESPONSES AND LEVEL OF AGREEABLENESS OF PARTICIPANTS ON SURVEY
QUESTIONS REGARDING THEIR SATISFACTION IN PHYSICAL AND ONLINE CLASSES .....................................
13
TABLE 3.1: T-TEST: PAIRED TWO SAMPLE FOR MEANS .............................................................................
15
TABLE 3.2: DESCRIPTIVE STATISTICS OF SATISFACTION OF 2ND YEAR IABF STUDENTS IN FEU ON PHYSICAL CLASSES
...............................................................................................................................................
16
TABLE 3.3: DESCRIPTIVE STATISTICS OF SATISFACTION OF 2ND YEAR IABF STUDENTS IN FEU ON ONLINE CLASSES 17
TABLE 3.4: MEAN SCORES AND INTERPRETATIONS OF THE SURVEY STATEMENTS PERTAINING TO THE ASSESSMENT OF
THE STUDENTS’ SATISFACTION IN ONLINE CLASSES .............................................................................
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TABLE 3.5: MEAN SCORES AND INTERPRETATIONS OF THE SURVEY STATEMENTS PERTAINING TO THE ASSESSMENT OF
STUDENTS’ SATISFACTION IN PHYSICAL CLASSES .................................................................................
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TABLE 3.6: MEAN SCORES AND INTERPRETATIONS OF THE SURVEY STATEMENTS PERTAINING TO THE STUDENTS ’
SATISFACTION IN PHYSICAL CLASSES ................................................................................................
20
TABLE 3.7: MEAN SCORES AND INTERPRETATIONS OF THE SURVEY STATEMENTS PERTAINING TO THE STUDENTS ’
SATISFACTION IN ONLINE CLASSES ..................................................................................................

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Introduction

The economic status of students has always been a topic of interest and concern,

particularly in higher education institutions. Understanding the economic conditions and

financial circumstances of students is crucial for universities and policymakers to develop

effective support systems and policies that address the diverse needs of students. Far Eastern

University (FEU), one of the leading educational institutions in the Philippines, is no exception.

With a large and diverse student body, it is essential to examine the economic status of FEU

students to gain insights into their financial well-being, challenges, and opportunities.

The economic status of students encompasses various aspects, including income

sources, affordability of living expenses, access to financial support, and participation in

entrepreneurial activities. This research paper aims to explore the economic status of Far

Eastern University students by examining key demographic indicators and economic factors

that influence their financial situations. By analyzing data collected from a sample of FEU

students, we seek to shed light on the economic realities of students and identify areas for

potential improvement and support.

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The demographic profile of the student population provides a foundation for

understanding the economic dynamics within the university. Gender distribution, age

composition, and residency patterns can influence economic outcomes and financial decision-

making among students. This paper will begin by presenting the demographic profile of FEU

students, including the distribution of male and female students and the age distribution across

different age groups.

Furthermore, the paper will delve into specific economic factors that shape the financial

circumstances of FEU students. The prevalence of entrepreneurship among students will be

examined to determine the proportion of students who engage in entrepreneurial activities and

explore the potential impact on their economic status. Additionally, the study will investigate

the sources of students' allowances and financial support, transportation modes, and the

affordability of housing options such as dormitories, houses, condos, apartments, and

mansions.

Understanding the economic status of FEU students goes beyond mere statistical

analysis; it provides valuable insights into the financial challenges and opportunities they face in

their pursuit of higher education. By identifying the economic realities and needs of the student

population, this research aims to contribute to the development of targeted policies and

support mechanisms that can enhance the overall well-being and academic success of Far

Eastern University students.

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In the following sections, we will present the methodology employed for data collection

and analysis, followed by an in-depth examination of the data, demographic profile, age

distribution, and proportion of entrepreneurs among FEU students. The findings of this

research will not only benefit the university administration and policymakers but also serve as a

foundation for future studies on student economics and contribute to the broader discourse on

student welfare and educational equity.

The Problem
The economic status of students has a significant impact on their overall educational

experience and academic success. Students who face financial constraints and economic

challenges often struggle to meet their basic needs, afford educational expenses, and fully

engage in their studies. Far Eastern University (FEU), like many other educational institutions,

has a diverse student population with varying economic backgrounds. Understanding the

economic status of FEU students is crucial to identify the challenges they face and develop

effective support systems to address their needs.

The problem at hand is the lack of comprehensive knowledge about the economic status

of FEU students and its implications on their academic journey. Without a clear understanding

of the financial circumstances and challenges faced by students, it becomes difficult for the

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university administration and policymakers to implement targeted interventions and support

mechanisms. This knowledge gap hinders the development of effective policies and initiatives

that can improve students' financial well-being, reduce financial stress, and enhance their

overall educational experience.

Moreover, the economic status of students can influence their access to resources,

educational opportunities, and career prospects. Students from lower-income backgrounds may

face barriers in terms of affording educational materials, accessing extracurricular activities, and

participating in internships or job opportunities that can enhance their skills and employability.

This creates a potential disparity among students, compromising the principle of equal access to

quality education and hindering social mobility.

Therefore, the problem that this research aims to solve is to provide a comprehensive

understanding of the economic status of Far Eastern University students. By examining various

demographic and economic factors, the research aims to identify the financial challenges and

opportunities faced by students. This understanding will enable the university administration

and policymakers to design and implement targeted support programs, scholarships, and

financial aid initiatives that address the specific needs of students from diverse economic

backgrounds. Ultimately, the goal is to create an inclusive and supportive environment that

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fosters equal opportunities for all students at Far Eastern University, regardless of their

economic status.As stated, and mentioned by the main problem, the research seeks to answer

the following questions:

1. What are the primary sources of financial support and allowances for students at Far

Eastern University, and how do these sources impact their economic status and

educational experience?

2. What are the predominant modes of transportation utilized by students at Far Eastern

University, and how does transportation choice influence their economic circumstances,

accessibility to education, and overall well-being?

3. Where do most Far Eastern University students live, and how does their choice of

residence affect their financial situation and academic experiences?

4. Where do Far Eastern University students typically buy their food, and how does their

choice of food store influence their economic status and dietary behaviors?

5. What can the FEU Management change with their existing online school practices and

norms to accommodate student learning, experience and satisfaction?

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Research Design and Hypothesis

Research Design

This chapter presents the research design, delimitation of the study, research

instrument, sampling method, and research participants.

3.1 RESEARCH DESIGN

The objective of this study is to provide a comprehensive description of the economic

status of Far Eastern University (FEU) students. A descriptive research design will be employed

to gather data and analyze various demographic and economic factors. This design is suitable

for exploring the characteristics, patterns, and distributions of variables within a specific

population.

The research design also used a quantitative comparative approach. The aim of this

study is to investigate and quantify the economic status of Far Eastern University (FEU) students

using a quantitative research design. This design will involve collecting numerical data,

conducting statistical analyses, and drawing objective conclusions based on statistical evidence.

3.2 DELIMITATION OF THE STUDY

This study focuses on examining the economic status of Far Eastern University (FEU)

students within a specific time frame and geographic context. The findings and conclusions

drawn from this study may not be generalizable to students from other universities or

educational institutions. The study's scope is limited to the economic factors related to

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students' allowances, sources of income, and transportation expenses, while other aspects such

as socio-cultural, psychological, or personal influences are not extensively explored. The study

relies on self-reported data collected through questionnaires, which may be subject to response

bias and recall limitations. The delimitations outlined in this study provide a clear understanding

of its boundaries and help in interpreting the findings within the context of FEU students'

economic status.

3.3 INSTRUMENT FOR DATA COLLECTION

The researchers used a survey questionnaire to gather and measure the data needed.

The survey questionnaire was originally constructed, without adaptation, by the researchers. It

was designed to answer the listed and discussed problems of the research. For the

demographics section of each respondent, they were asked to list down their student number,

gender and age with an option to disclose their name if they wished. The survey questions were

constructed in a Likert scale, Bhandari (2020) defines Likert scales as scales that are used to

measure the level of opinions, attitudes and behaviors of respondents, these are very popular

in survey questionnaires because it assesses the level of perception of the respondents.

Table 1: 3-point Likert Scale Index

After the conversion, the average for the responses in the Consolidated Survey Statements on

Appendix D from the initial Survey Form in Appendix C is shown below as well as the assessed

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level of agreeableness based on the means of their responses that fall under the interval

provided on Table 1.1. The class width of 0.66, as seen on the abovementioned table, was

identified by subtracting the maximum value from the minimum value and dividing the

difference by the total number of options which was 3.

3−1 2
= = 0.6666666667
3 3

The survey questionnaire was divided into four sections overall that would first assess the

satisfaction of the students for each mode of learning, the physical and online classes, and

afterwards, the difference in the satisfaction of students between the two learning set-ups, if

there is any significance to be found.

The division in the sections can be seen on Appendix C.

The first section, with Statements A – C seeks to measure the satisfaction of students in the

online classes in terms of the set-up and their experience in it, and their productivity as well

with this mode of learning.

The second section, with Statements D—F, seeks to measure the satisfaction of students in

physical classes in terms of their functionality, effectivity, and efficiency in accomplishing school

requirements with this mode of learning.

The third section, with Statements G—K, seeks to measure the satisfaction of students with

their experience in physical classes in terms of their academic performance and

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understandability of learning competencies. The fourth section, with statements L—P, seeks to

measure similar variables as well only with the mode of learning changed into online classes.

The first and fourth sections focus on the overall assessment of the satisfaction of students in

the online classes while the second and third sections measure their satisfaction in physical

classes.

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3.4. SAMPLING METHOD

A Non-probability sampling technique was used in order to gather the participants of

the survey. The collection of data used a Convenience Sampling Method to identify the 30

participants who would represent the population. According to Etikan, I., Musa, S.S., and

Alkassin, R.S. (2016), it is a process wherein the participants who meets the certain criteria of

the research are collected based on their availability and willingness to participate in the study.

It can rely on the subject’s geographical proximity, availability at a given time, or other practical

criteria. The researchers utilized this method due to restricted availability of the 2nd year

student from IABF as their finals are fast approaching and their time are allocated to finish their

school activities. Time constraint of the subject participants and their willingness to participate

in the study were considered.

3.5 Research Participants

The target population of the study are approximately thirty (30) respondents of 2nd-year

students under the Institute of Accounts, Business, and Finance at Far Eastern University

Manila.

This study is conducted during the 2nd semester of Academic Year 2020-2021.

3.5 Research Paradigm

The purpose of the research paradigm is to deduce the statistical analysis that provides

the foundation of the study. This research paradigm consists of a different set of attitudes and

satisfaction of the mode of learning. It explains the relationship between student's motivation

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and academic achievement, the productivity, and functionality, and the overall experience of

the respondents of the distance learners towards their academic learning to build a deeper

understanding of the formulation and questions of this paper.

The research paradigm used comparative analysis to summarize the values presented in

the data and to analyze the sample the satisfaction of the respondents on their choice of mode

of learning.

Figure 1: Research Paradigm on the Comparative Analysis of the Satisfaction of 2nd Year Students from IABF

regarding Physical and Online classes in Far Eastern University

Hypothesis

The research paper would address the general question, “The significant difference of

online and physical class to Second-Year Students’ satisfaction level.” With that, the researchers

would gather and determine the participants' feedback and perception regarding their

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experiences during physical classes before the pandemic started and their satisfaction in online

classes when the pandemic started.

With that being stated, the hypothesis of the study is as follows:

• H0: There is no significant difference on the satisfaction level of 2 nd year IABF

students between physical class and online learning in FEU Manila.

• Ha: There is a significant difference between on the satisfaction level of 2 nd year

IABF students between physical class and online learning in FEU Manila.

Data Analysis
Demographics of Participants

Thirty second-year students from the Institute of Accounts, Business, and Finance (IABF) in Far

Eastern University (FEU) were asked to participate in the study.

The following summarizes the demographic profile of the respondents:

Gender

Figure 2.2: Gender Identification of 2nd year IABF students

Twenty women comprised 73% of the survey respondents while 23% are men. One

preferred not to say which was the 3% of the sample while none identified to be non-binary.

Age

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Figure 2.3: Age of 2nd Year IABF students

Ten students aged 20 comprised 33% of the survey respondents while there were 9 students

for ages 19 and 21 which were both 30%. The remaining two students were aged 18 which

comprised 7% of the sample.

Summary of Responses
Respondents PHYSICAL CLASSES ONLINE CLASSES

1 2.88 AGREE NEUTRAL

1.88
2 2.88 AGREE 1.25 DISAGREE

3 2.88 AGREE 1.25 DISAGREE

4 2.75 AGREE 1.63 DISAGREE

5 2.88 AGREE 2.13 NEUTRAL

6 2.88 AGREE 1.13 DISAGREE

7 3.00 AGREE 1.00 DISAGREE

8 2.88 AGREE 1.13 DISAGREE

9 3.00 AGREE 1.13 DISAGREE

1 3.00 AGREE 1.13 DISAGREE

0

1 3.00 AGREE 1.00 DISAGREE

1

1 2.88 AGREE 1.13 DISAGREE

2

1 3.00 AGREE 1.13 DISAGREE

3

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1 2.88 AGREE 1.88 NEUTRAL

4

1 2.88 AGREE 1.13 DISAGREE

5

1 3.00 AGREE 1.13 DISAGREE

6

1 2.63 AGREE 1.38 DISAGREE

7

1 2.13 AGREE 2.13 NEUTRAL

8

1 2.88 AGREE 1.00 DISAGREE

9

2 2.25 AGREE 2.00 NEUTRAL

0

2 2.75 AGREE 1.25 DISAGREE

1

2 2.63 AGREE 1.25 DISAGREE

2

2 2.75 AGREE 1.38 DISAGREE

3

2 2.88 AGREE 1.13 DISAGREE

4

2 2.63 AGREE 1.50 DISAGREE

5

2 2.75 AGREE 1.88 NEUTRAL

6

2 2.75 AGREE 1.13 DISAGREE

7

2 2.88 AGREE 1.13 DISAGREE

8

2 2.75 AGREE 2.13 NEUTRAL

9

3 2.75 AGREE 1.25 DISAGREE

0

Table 2: Summary of Average of Responses and Level of Agreeableness of Participants on survey questions
regarding their satisfaction in Physical and Online Classes

The table above displays the summary of the averages of the quantified responses for each

participant in both online and physical classes. The statements next to it indicates their

assessed level of agreeableness, which is based on the interval in Table 1.1, when they were

asked about their experiences and how much they are satisfied with either physical or online

classes. The questions, in reference to Appendix D, are inclined to ask their satisfaction and

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positive experience based on the mode of classes that is being asked whether online or

physical, therefore, a higher level of agreeableness indicates a higher level of satisfaction.

It is evident that there is a high level of agreeableness of the average responses of the students

when it comes to the assessment of their experience regarding physical classes whereas all of

the responses were “Agree”. On the other hand, most of the responses when it comes to the

assessment of their experience regarding online classes were “Disagree” which indicates low

level of agreeableness to the statements. A few responses turned out to be “Neutral” which

implies that they neither agree nor disagree with the statements about their experience and

satisfaction in online classes.

Hypothesis Testing

The study entitled “A Comparative Analysis of the Satisfaction Level of 2nd Year Students from

the IABF regarding Physical and Online Classes in Far Eastern University” seeks to compare the

difference between the satisfaction level of 2 nd year IABF students when it comes to the

physical and online classes conducted by FEU.

The two-tailed test would be used because the primary objective aims to compare the

differences between two groups which were the online and physical mode of classes.

The researchers utilized the paired t-Test to determine if there is a significant difference

between the two group means, whereas the responses of the participants for their satisfaction

were summarized for each mode of classes: physical and online. The average summaries on

Table 1.2 were used as variables in conducting the t-test.

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The significance level was set at 0.05 to maintain a low risk, such as 5% of rejecting the null

hypothesis when it is true for more accuracy of data.

The critical value indicates where the rejection region lies as basis in rejecting the null

hypothesis. If the value of the test statistic is larger than the critical value, the null hypothesis is

rejected.

t-Test: Paired Two Sample for Means

Variable 1 Variable 2
Mean 2.8 1.383333333
Variance 0.040517241 0.141091954
Observations 30 30
Pearson Correlation -0.582913715
Hypothesized Mean Difference 0
df 29
t Stat 14.93973691
P(T<=t) one-tail 1.86322E-15
t Critical one-tail 1.699127027
P(T<=t) two-tail 3.72644E-15
t Critical two-tail 2.045229642

Table 3.1: t-Test: Paired Two Sample for Means

The table above presents the data of the Paired t-Test conducted for both variables of physical

and online classes:

For the critical value, in reference to Appendix H or in Table 2, the rejection region at

significance level of 0.05 with the degree freedom of 29, identified by subtracting 1 from the

sample size of 30, lies within 2.045 for the two-tailed test. Since the computed test statistic,

which is 14.94 (rounded-off), is larger than the critical value of 2.045, the null hypothesis is

rejected.

The p-value of the two-tailed test statistic returned the value of 3.72644E-15 which denotes

0.00000000000000372644 in expanded form. The computed p-value is lower than a = 0.05

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which implies that the null hypothesis would be rejected. The lower the p-value is, the stronger

the mathematical evidence is to reject the null hypothesis, in favor of the alternative

hypothesis, that there is a significant difference between the two group means.

Therefore, based on both critical value and p-value, the null hypothesis which claims that there

is no significant difference between the satisfaction level of 2 nd year IABF students in FEU would

be rejected in favor of the alternative hypothesis. There is a strong mathematical evidence that

proves there is a high level of significance between their differences.

Numerical Summary
PHYSICAL CLASSES

Mean 2.8
Standard Error 0.03675016
6
Median 2.875
Mode 2.875
Standard Deviation 0.20128895
Sample Variance 0.04051724
1
Kurtosis 4.72299467
5
Skewness -1.983323599
Range 0.875
Minimum 2.125
Maximum 3
Sum 84
Count 30
Confidence Level(95.0%) 0.07516252
9

Table 3.2: Descriptive Statistics of Satisfaction of 2nd year IABF students in FEU on Physical Classes
The table above exhibits the numerical summary of the responses of the satisfaction of

2nd year IABF students in FEU. The average of the quantified responses returned 2.80 which is

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relatively close to the maximum value of 3.00. Thus, there is a high level of agreeableness of

students pertaining to their satisfaction in physical classes. The values of the median and mode

are both 2.875 which are also close to the maximum value and to the average as well. It

denotes that the highest recurring response value is at 2.875 which signifies similar

circumstance with the mean being close to the maximum value.

The standard deviation of 0.20 indicates how spread out the values are from the mean and
with it being closer to 0, it denotes that the data is more consistent.

ONLINE CLASSES

Mean 1.383333333
Standard Error 0.068578897
Median 1.25
Mode 1.125
Standard Deviation 0.375622089
Sample Variance 0.141091954
Kurtosis -0.467872257
Skewness 1.017938434
Range 1.125
Minimum 1
Maximum 2.125
Sum 41.5
Count 30
Confidence Level(95.0%) 0.140259593
Table 3.3: Descriptive Statistics of Satisfaction of 2nd year IABF students in FEU on Online Classes

The table above exhibits the numerical summary of the responses of the satisfaction of
2nd year IABF students in FEU with regards to online classes. In here, the grand mean of the
quantified responses returned 1.38 which indicates a low level of agreeableness of students

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pertaining to their satisfaction in online classes which was based on the 3-point Likert scale
index on Table 1. The values of the median and mode are relatively close at 1.25 and 1.125
respectively which are also close to the average which signifies similar circumstance with the
level of agreeableness and satisfaction assessed for the mean.

The standard deviation of 0.38 indicates how spread out the values are from the mean and

with it being close to 0, it denotes that the data is consistent as well.

The maximum value was only at 2.125 out of the possible quantity of 3.00 which implies that

the level of agreeableness assessed by the students when it comes to survey statements

pertaining to their satisfaction in online classes is not as high as it was in physical classes.

The data below exhibits the mean score of the obtained responses of the participants and the

interpretation on the level of agreeableness for each section in the survey. Each survey

statement is labeled with a corresponding letter in reference to the Appendix C comprising the

contents of the survey.

Statements that assess their satisfaction with regards to online classes

Statement A 1.37 DISAGREE
Statement B 1.30 DISAGREE
Statement C 1.23 DISAGREE
TOTAL 1.30 DISAGREE
Table 3.4: Mean scores and interpretations of the survey statements pertaining to the assessment of the students’
satisfaction in online classes
The respondents were asked from Statements A-C to assess their satisfaction of online

classes in terms of the learning set-up, their experience, and productivity. For the three

statements, the mean scores resulted in 1.37, 1.30, and 1.23 respectively which all fall under

the first level of agreeableness, the “Disagree”, determined in Table 1. The total, resulting to

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1.30, pertains to the average of the mean scores in this section which also lead to “Disagree”. It

can be assessed based on the mean scores of the responses and their average that the students

disagree when asked if their satisfaction is met with regards to online classes in terms of the

new mode of learning, their current experiences, and their productivity. The low level of

agreeableness shows that they are not fully satisfied with this current learning set-up.

Statements that assess your satisfaction with regards to physical classes

Statement D 2.93 AGREE

Statement E 2.67 AGREE

Statement F 2.90 AGREE

TOTAL 2.83 AGREE

Table 3.5: Mean scores and interpretations of the survey statements pertaining to the students’ satisfaction in
physical classes

For this section, the respondents were asked from Statements D-F to assess their

satisfaction of physical classes in terms of their functionality, effectivity, and efficiency. The

three statements garnered mean scores of 2.93, 2.67, and 2.90 respectively which all fall under

the highest level of agreeableness, the “Agree”, determined in Table 1. The total, resulting to

2.83, pertains to the average of the mean scores in this section which also lead to “Agree”. It

can be assessed based on the mean scores of the responses and their average that the students

agree when asked if their satisfaction is met with regards to physical classes in terms of their

efficient, effectivity and functionality in accomplishing school requirements. The high level of

agreeableness shows that they are satisfied with this physical learning set-up.

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Table 3.6: Table 4.5: Mean scores and interpretations of the survey statements pertaining to the students’
satisfaction in physical classes

The respondents were asked from Statements G-K to assess their satisfaction of physical

classes determined through their experience, in terms of their academic performance and

understandability of lessons. For the above statements, the mean scores resulted in 2.30, 2.77,

2.90, 2.93, and 2.90 respectively which most fall under the highest level of agreeableness, the

“Agree”, determined in Table 1. Statement G asked the respondents if they had better grades in

physical classes compared to online classes and the average mean score resulted to 2.30 with a

“Neutral” level of agreeableness. This implies that the respondents cannot conclude if they

acquire higher grades with the physical mode of learning. The total, resulting to 2.76, pertains

to the average of the mean scores in this section which also lead to “Agree” overall. It can be

assessed based on the mean scores of the responses and their average that the students agree

when asked if their satisfaction is met with regards to physical classes in terms of their

academic performance and understandability of lessons.

Questions regarding your satisfaction on online classes.

Statement L 1.97 NEUTRAL

Statement M 1.30 DISAGREE
Statement N 1.30 DISAGREE
Statement O 1.30 DISAGREE

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Statement P 1.30 DISAGREE

TOTAL 1.43 DISAGREE
Table 3.7: Mean scores and interpretations of the survey statements pertaining to the students’ satisfaction in
online classes

The respondents were asked from Statements L-P to assess their satisfaction of online classes

determined through their experience, in terms of their academic performance,

understandability of lessons, and level of concentration when studying and/ or attending

classes. For the above statements, the mean scores resulted in 1.97, and 1.30 for the remaining

items which most fall under the highest level of agreeableness, the “Agree”, determined in

Table 1. Statement L asked the respondents if they had better grades in online classes

compared to physical classes and the average mean score resulted to 1.97 with a “Neutral”

level of agreeableness. This implies that the respondents cannot conclude if they acquire higher

grades with the online mode of learning. The total, resulting to 1.43 pertains to the average of

the mean scores in this section which also lead to “Disagree” overall. It can be assessed based

on the mean scores of the responses and their average that the students disagree when asked

if their satisfaction is met with regards to physical classes in terms of their academic

performance, understandability of lessons, and level of concentration when studying and/ or

attending classes. Graphical Summary

Since the null hypothesis which claims that there is no statistical difference between the

experience and satisfaction of 2nd year IABF students in FEU was rejected, the graphical

summaries would show the differences between the assessment of the overall satisfaction of

the respondents. The relationships are assessed based on sections as shown in Appendix C.

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Figure 4.1: Horizontal Stacked Bar Chart of the Reponses of the Students on statements that assess their experiences with
regards to physical and online classes

Figure 5: Horizontal Stacked Bar Chart of the Responses of the Students on questions regarding their experiences on physical
classes

Figure 6: Horizontal Stacked Bar Chart of the Responses of the Students on questions regarding their experiences
on online classes

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Figure 3.3: Horizontal Stacked Bar Chart of the Responses of the Students on Comparative Questions regarding
physical and online classes

For each item, there is a horizontal stacked bar chart provided that summarizes the assessed

experiences of the respondents regarding physical and online classes. For the first three

sections, it is noticeable that when the statements are more inclined to assess if there is indeed

a higher satisfaction and better experience when it comes to physical classes, the level of

agreeableness is high. But with the contrary, when assessing if there is a higher satisfaction and

better experience regarding online classes, the level of agreeableness is evidently low. The

neutrality remains either the second or the lowest value in the frequency of responses

indicating that only a few students are undecided whether to agree or not. However, for the

first items on Table 2.2 and 2.3 asking if their grades are relatively better with physical or online

classes, the highest frequency of responses were “Neutral” indicating that the academic

performance of most students can still not be concluded in which mode of class they are

deemed better.

For the last section, the statements were assessing the adjustments of the students in the new

mode of learning in favor of online classes. The response with the highest frequency was

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“Disagree” succeeded by “Neutral” which indicates that the level of agreeableness about how

well they have adjusted today is low. Also, with more students responding “Neutral”, there is

still not enough basis to assess whether the students have already well-adjusted with online

classes.

With the data presented above, there is a significant difference between the experience and

satisfaction of 2nd year students from the Institute of Accounts, Business, and Finance in Far

Eastern University.

Summary and Conclusion

The sudden shift of academic learning from physical classes to online learning due to the

pandemic and the increasing number of Covid-19 cases caused different reactions from the

students regarding their education experience and academic satisfaction on the

aforementioned learning management systems. The study revolves around the Comparative

Analysis of the Satisfaction Level of 2nd Year Students from the Institute of Accounts, Business,

and Finance regarding Physical and Online classes in Far Eastern University. A Likert 3-point

scale was used in order to gather the data and the researchers utilized Paired T-test to analyze

the collected data.

Demographics

Out of the thirty 2nd year college students from the Institute of Accounts, Business, and

Finance that was surveyed, 22 were identified as woman, 7 were identified as man, and 1

student did not prefer to disclose his or her gender.

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The average age of the students who answered the survey is 19.5 years old. 2 students

are known to be 18 years old; 9 students are known to be 19 years old; 10 students are known

to be 20 years old, and 9 students are known to be 21 years old.

Survey Proper

The result of the survey includes the following: (a) 66.7% of the 30 students disagree with the

statement, “I am more satisfied with the online learning set-up in comparison with physical

classes.” This indicates that majority of the students who answered the survey are more

satisfied with physical classes when compared to online learning. (b) 80% of the students are

not satisfied with their online class experience especially when it is being compared to physical

classes. (c) 86.7% of the students believes that they are more productive during physical

classes. (d) 96.7% of the sample population feels that physical classes are more functional,

efficient, and effective when compared to online classes.

With a 0.05 significance level (α = 0.05) used for the sample population of 30 students,

the paired t-test showed a mean of 2.800 for the first variable (physical classes) and 1.383 for

the second variable (online class). The Pearson Correlation showed a value of -0.582913715,

which stipulates an inverse or a negative correlation wherein as one variable increases, the

other decreases with the same magnitude. A t-statistic resulted to a value of 14. 93973691 that

has an equivalent P-value (two-tailed) of 3.72644E-15, a value that is lower than the

significance level (α=0.05). With that, it can now be stated that P-value < α.

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In conclusion and analysis of the results derived from the data, with student learning,

understanding, experience and overall satisfaction, physical classes excel more in comparison to

online learning. The overall experience and concept of doing physical classes assist in student

learning and optimizes the way the students understand and absorb their lessons and it shows

that there is a sizeable portion of the respondents that found it difficult to learn in an online

setting. With regards to efficiency, effectivity and functionality, the survey results show that the

respondents are overall more satisfied and fulfilled with physical classes and are having trouble

in schooling during this online setup. Based on the results and analysis of surveys, it can

therefore be concluded that the research is rejecting the null hypothesis. After careful

understanding of the results the researchers recommend that it would be beneficial for the

students if the Far Eastern University institution and faculty were more open minded in

understanding the situation student learning amidst the pandemic. It is also logical to say that

they should maximize the flexibility of submissions and assigned schoolwork, and since the

respondents portrayed evident difficulty in learning through the online set-up and there is still a

preference for physical classes then it would meet student needs if the school mimicked events,

lecture practices and norms that would be comparable to physical classes, this sense of

familiarity can make them feel situated and can enable them to adjust and study better.

References
Bhandari, P. (2020, October 12). Designing and Analyzing a Likert Scale: What, Why and How.
Scribbr. https://www.scribbr.com/methodology/likert-scale/.

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Delas Peñas, E. (2020, August 19). Challenges of online learning vs traditional learning for
students. https://covid19.sdsnyouthph.org/article.php?id=51.

Dziuban, C., Moskal, P., Thompson, J., Kramer , L., DeCantis, G., &amp; Hermsdorfer, A. (2015).
Student Satisfaction with Online Learning: Is it a Psychological Contract?
https://files.eric.ed.gov/fulltext/EJ1062943.pdf.

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Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of Convenience Sampling and
Purposive Sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1–4.
https://doi.org/10.11648/j.ajtas.20160501.11

Isla, R. (2020, September 17). The Pros and Cons of Online Learning in the Philippines -
MoneySmart 2020 - MoneySmart Philippines. MoneySmart Philippines - Helping You Make
Smarter Financial Decisions. https://www.moneysmart.ph/articles/the-pros-
andhttps://www.moneysmart.ph/articles/the-pros-and-cons-of-online-learning-in-the-
philippines-moneysmart-2020/cons-of-online-learning-in-the-philippines-moneysmart-
2020/.

Joaquin, J. J. B., Biana, H. T., ; Dacela, M. A. (2020, September 28). The Philippine Higher
Education Sector in the Time of COVID-19. Frontiers.
https://www.frontiersin.org/articles/10.3389/feduc.2020.576371/full.

Marquez, L. P., Olivar, M. V. V., Brijuega, C. E., Ombao, R. P., Cerio, W. C., &amp; Baes, F. D.
(2020, December 14). Education and COVID-19. PESA Agora.
https://pesaagora.com/access/education-and-covid-19/.

Student’s T-Critical values. (n.d.). Retrieved from:

https://people.richland.edu/james/lecture/m170/tbl-t.html

Respon I am more I am satisfI believe tI feel that I feel that I feel that My gradesPhysical clBeing in a I find it eaI am more My
dent gradesOnline claBeing in anI find it eaI am more I am satisfI believe tI feel that I feel that
1
NEUTRAL NEUTRAL DISAGREE AGREE AGREE AGREENEUTRAL AGREE AGREE
AGREEAGREENEUTRAL NEUTRAL NEUTRAL NEUTRAL NEUTRAL NEUTRAL NEUTRAL NEUTRAL
NEUTRAL
2 DISAG DISAG DISAG AG AG AG NEUT AGRE AG AG AG NEUT DISAG NEUT DISAG DISAG NEUT AGRE AGRE AGRE
REE REE REE REE REE REE RAL E REE REE REE RAL REE RAL REE REE RAL E E E
3 NEUTRAL DISAGREE DISAGREE AGREEAGREE AGREENEUTRAL AGREE AGREE
AGREEAGREENEUTRAL DISAGREE DISAGREE DISAGREE DISAGREE DISAGREE NEUTRAL DISAGREE
DISAGREE
4NEUT DISAG AGRE AG AG AG NEUT DISAG AG AG AG NEUT DISAG DISAG DISAG NEUT DISAGREE NEUT
RAL REE E REE REE REE RAL REE REE REE REE RAL REE REE REE RAL NEUTRAL AGREE RAL
5 DISAGREE DISAGREE DISAGREE AGREEAGREE AGREENEUTRAL AGREEAGREEAGREEAGREENEUTRAL AGREE AGREE
AGREEAGREEDISAGREE NEUTRAL NEUTRAL NEUTRAL
6 DISAG DISAG DISAG AG AG AG NEUT AGRE AG AG AG NEUT DISAG DISAG DISAG DISAG DISAG NEUT DISAG DISAG
REE REE REE REE REE REE RAL E REE REE REE RAL REE REE REE REE REE RAL REE REE
7DISAGREE DISAGREE DISAGREE AGREE AGREEAGREEAGREEAGREE AGREE
AGREEAGREEDISAGREE DISAGREE DISAGREE DISAGREE DISAGREE DISAGREE DISAGREE
DISAGREE DISAGREE
8 DISAG DISAG DISAG AG AG AG NEUT AGRE AG AG AG NEUT DISAG DISAG DISAG DISAG DISAG DISAG DISAG DISAG
REE REE REE REE REE REE RAL E REE REE REE RAL REE REE REE REE REE REE REE REE
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9 DISAGREE DISAGREE DISAGREE AGREEAGREE AGREENEUTRAL AGREE AGREE AGREE

AGREENEUTRAL DISAGREE DISAGREE DISAGREE DISAGREE DISAGREE AGREE DISAGREE DISAGREE
10DISAG DISAG DISAG AG AG AG AGRE AGRE AG AG AG NEUT DISAG DISAG DISAG DISAG DISAG DISAG DISAG DISAG
REE REE REE REE REE REE E E REE REE REE RAL REE REE REE REE REE REE REE REE
11 DISAGREE DISAGREE DISAGREE AGREE AGREEAGREEAGREEAGREE AGREE
AGREEAGREEDISAGREE DISAGREE DISAGREE DISAGREE DISAGREE DISAGREE NEUTRAL NEUTRAL
DISAGREE
12 DISAG DISAG DISAG AG AG AG NEUT AGRE AG AG AG NEUT DISAG DISAG DISAG DISAG DISAG DISAG DISAG DISAG
REE REE REE REE REE REE RAL E REE REE REE RAL REE REE REE REE REE REE REE REE
13 DISAGREE DISAGREE DISAGREE AGREE AGREEAGREEAGREEAGREE AGREE
AGREEAGREENEUTRAL DISAGREE DISAGREE DISAGREE DISAGREE DISAGREE DISAGREE DISAGREE
DISAGREE
14 DISAG NEUT DISAG AG AG AG NEUT AGRE AG AG AG NEUT AGRE AGRE NEUT DISAG DISAG NEUT NEUT NEUT
REE RAL REE REE REE REE RAL E REE REE REE RAL E E RAL REE REE RAL RAL RAL
15 P a g e | 27
DISAGREE DISAGREE DISAGREE AGREEAGREE AGREENEUTRAL AGREE AGREE AGREE
AGREENEUTRAL DISAGREE DISAGREE DISAGREE DISAGREE DISAGREE AGREE NEUTRAL DISAGREE
16 DISAG DISAG DISAG AG AG AG NEUT AGRE AG AG AG NEUT DISAG DISAG DISAG DISAG DISAG NEUT DISAG NEUT
REE REE REE REE REE REE RAL E REE REE REE RAL REE REE REE REE REE RAL REE RAL
17 NEUTRAL DISAGREE DISAGREE AGREE AGREE AGREENEUTRAL DISAGREE AGREE AGREE
AGREEAGREEDISAGREE DISAGREE DISAGREE DISAGREE DISAGREE NEUTRAL NEUTRAL NEUTRAL

Appendices
Appendix A: Tabular representation of initial responses of 2nd year FEU IABF students

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18 DISAGREE AGREEDISAGREE AGREENEUTRAL NEUTRAL DISAGREE NEUTRAL AGREENEUTRAL NEUTRAL AGREE NEUTRAL
NEUTRAL AGREENEUTRAL NEUTRAL NEUTRAL AGREE AGREE

Appendix B: Tabular representation of quantified responses of 2nd year FEU IABF students
Responden I am more I am satisfI believe tI feel that I feel that I feel that My gradesPhysical clBeing in a I find it eaI am more My gradesOnline claBeing in anI
t find it eaI am more I am satisfI believe tI feel that I feel that

1 2 2 1 3 3 3 2 3 3 3 3 2 2 2 2 2 2 2 2

2 1 1 1 3 3 3 2 3 3 3 3 2 1 2 1 1 2 3 3 3

3 2 1 1 3 3 3 2 3 3 3 3 2 1 1 1 1 1 2 1

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

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

6 1 1 1 3 3 3 2 3 3 3 3 2 1 1 1 1 1 2 1 1

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7 1 1 1 3 3 3 3 3 3 3 3 1 1 1 1 1 1 1 1

8 1 1 1 3 3 3 2 3 3 3 3 2 1 1 1 1 1 1 1 1

9 1 1 1 3 3 3 2 3 3 3 3 2 1 1 1 1 1 3 1

10 1 1 1 3 3 3 3 3 3 3 3 2 1 1 1 1 1 1 1 1

11 1 1 1 3 3 3 3 3 3 3 3 1 1 1 1 1 1 2 2

12 1 1 1 3 3 3 2 3 3 3 3 2 1 1 1 1 1 1 1 1

13 1 1 1 3 3 3 3 3 3 3 3 2 1 1 1 1 1 1 1

14 1 2 1 3 3 3 2 3 3 3 3 2 3 3 2 1 1 2 2 2

15 1 1 1 3 3 3 2 3 3 3 3 2 1 1 1 1 1 3 2

16 1 1 1 3 3 3 2 3 3 3 3 2 1 1 1 1 1 2 1 2

17 2 1 1 3 3 3 2 1 3 3 3 3 1 1 1 1 1 2 2

18 1 3 1 3 2 2 1 2 3 2 2 3 2 2 3 2 2 2 3 3

19 1 1 1 3 3 3 2 3 3 3 3 1 1 1 1 1 1 2 2

20 2 1 3 1 1 1 3 3 3 3 3 2 2 2 2 2 3 2 2 2

21 1 1 2 3 2 3 3 2 3 3 3 2 1 1 1 1 1 1 1

22 2 1 1 3 1 3 3 3 3 2 3 2 1 1 1 1 1 1 2 1

23 1 3 1 3 1 3 3 3 3 3 3 2 1 1 1 1 2 2 1

24 1 1 1 3 3 3 2 3 3 3 3 2 1 1 1 1 1 2 1 2

25 2 1 1 3 3 3 2 2 3 3 2 2 1 1 2 2 2 2 1

26 2 3 3 3 2 3 3 3 2 3 3 2 2 1 1 1 2 3 2 2

27 1 1 1 3 3 3 3 3 1 3 3 2 1 1 1 1 1 1 1

28 1 1 1 3 3 3 2 3 3 3 3 2 1 1 1 1 1 1 1 2

29 3 2 1 3 3 3 2 3 3 3 2 2 2 2 2 3 3 3 3

30 2 1 1 3 2 3 2 3 3 3 3 2 1 1 1 1 1 1 1 2

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Statement A B C D E F G H I J K L M N O P Q R S T

Appendix C: Survey Statements

AGREE NEUTRAL DISAGREE
Statements that assess their experiences with regards to online classes

Statement A
I am more satisfied with the online
learning set-up in comparison with
physical classes.

Statement B
I am satisfied with my online classes
experience in comparison with physical
classes.

Statement C

I believe that online classes are more

productive than physical classes.

Statements that assess their experiences with regards to physical classes

Statement D
I feel that physical classes are more
functional than online classes.

Statement E
I feel that physical classes are more
efficient than online classes

Statement F
I feel that physical classes are more
effective than online classes.

Statements regarding their experiences on physical classes.

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Statement G
My grades during the physical classes are
relatively better than my grades during
online classes.

Statement H
Physical classes helped me understand
the lessons more than online classes

Statement I
Being in a classroom helped me
concentrate more on my studies.

Statement J
I find it easier to understand lessons
during physical classes than in online
classes

Statement K
I am more satisfied with physical classes
rather than online classes

Questions regarding their experiences on online classes.

Statement L
My grades during the online classes are
relatively better than my grades during
physical classes.

Statement M
Online classes helped me understand the
lessons more than physical classes.

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Statement N
Being in an online class helped me
concentrate more on my studies when
compared to physical classes.

Statement O
I find it easier to understand lessons
during online classes than in physical
classes.

Statement P
I am more satisfied with online classes
rather than physical classes.

Comparative Questions regarding physical and online classes.

Statement Q
I am satisfied with online learning set-up
in comparison with physical classes.

Statement R
I believe that I eventually learned to
effectively manage my time for my
academics and other activities by now.

Statement S
I feel that I can easily cope up with the
flow of lectures and distribution of
requirements in the online classes.

Statement T
I feel that I am fully adjusted on the shift
of academic learning from physical classes
to online classes.

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Appendix D: Consolidated Survey Statements and Questions

Physical Classes Online Classes
Statement D Statement A
I feel that physical classes are more I am more satisfied with the online learning
functional than online classes. set-up in comparison with physical classes.

Statement E Statement B
I feel that physical classes are more efficient I am satisfied with my online classes
than online classes experience in comparison with physical
classes.

Statement F Statement C
I feel that physical classes are more effective I believe that online classes are more
than online classes. productive than physical classes.

Statement G Statement L
My grades during the physical classes are My grades during the online classes are
relatively better than my grades during relatively better than my grades during
online classes. physical classes.

Statement H Statement M
Physical classes helped me understand the Online classes helped me understand the
lessons more than online classes lessons more than physical classes.

Statement I Statement N
Being in a classroom helped me concentrate Being in an online class helped me
more on my studies. concentrate more on my studies when
compared to physical classes.

Statement J Statement O
I find it easier to understand lessons during I find it easier to understand lessons during
physical classes than in online classes online classes than in physical classes.

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Statement K Statement P
I am more satisfied with physical classes I am more satisfied with online classes rather
rather than online classes than physical classes.

Appendix E: Summary of Responses of Participants for Survey Questions regarding Physical

classes

ed on the shiftfSUMMARY PHYSICAL AVERAGE

o CLASSES
Statements D E F G H I J K

Respondents 1 3 3 3 2 3 3 3 3 2.88

2 3 3 3 2 3 3 3 3 2.88

3 3 3 3 2 3 3 3 3 2.88

4 3 3 3 3 1 3 3 3 2.75

5 3 3 3 2 3 3 3 3 2.88

6 3 3 3 2 3 3 3 3 2.88

7 3 3 3 3 3 3 3 3 3.00

8 3 3 3 2 3 3 3 3 2.88

9 3 3 3 3 3 3 3 3 3.00

1 3 3 3 3 3 3 3 3 3.00
0
1 3 3 3 3 3 3 3 3 3.00
1
1 3 3 3 2 3 3 3 3 2.88
2

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1 3 3 3 3 3 3 3 3 3.00
3
1 3 3 3 2 3 3 3 3 2.88
4
1 3 3 3 2 3 3 3 3 2.88
5
1 3 3 3 3 3 3 3 3 3.00
6
1 3 3 3 2 1 3 3 3 2.63
7
1 3 2 2 1 2 3 2 2 2.13
8
1 3 3 3 2 3 3 3 3 2.88
9
2 1 1 1 3 3 3 3 3 2.25
0
2 3 2 3 3 2 3 3 3 2.75
1
2 3 1 3 3 3 3 2 3 2.63
2
2 3 1 3 3 3 3 3 3 2.75
3
2 3 3 3 2 3 3 3 3 2.88
4
2 3 3 3 2 2 3 3 2 2.63
5
2 3 2 3 3 3 2 3 3 2.75
6
2 3 3 3 3 3 1 3 3 2.75
7
2 3 3 3 2 3 3 3 3 2.88
8
2 3 3 3 2 3 3 3 2 2.75
9
3 3 2 3 2 3 3 3 3 2.75
0

Appendix F: Summary of Responses of Participants for Survey Questions regarding Physical

classes

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SUMMARY ONLINE CLASSES AVERAGE

Statements A B C L M N O P

Respondents 1 2 2 1 2 2 2 2 2 1.88

2 1 1 1 2 1 2 1 1 1.25

3 2 1 1 2 1 1 1 1 1.25

4 2 1 3 2 1 1 1 2 1.63

5 1 1 1 2 3 3 3 3 2.13

6 1 1 1 2 1 1 1 1 1.13

7 1 1 1 1 1 1 1 1 1.00

8 1 1 1 2 1 1 1 1 1.13

9 1 1 1 2 1 1 1 1 1.13

1 1 1 1 2 1 1 1 1 1.13
0
1 1 1 1 1 1 1 1 1 1.00
1
1 1 1 1 2 1 1 1 1 1.13
2
1 1 1 1 2 1 1 1 1 1.13
3
1 1 2 1 2 3 3 2 1 1.88
4
1 1 1 1 2 1 1 1 1 1.13
5
1 1 1 1 2 1 1 1 1 1.13
6
1 2 1 1 3 1 1 1 1 1.38
7
1 1 3 1 3 2 2 3 2 2.13
8
1 1 1 1 1 1 1 1 1 1.00
9
2 2 1 3 2 2 2 2 2 2.00
0
2 1 1 2 2 1 1 1 1 1.25
1
2 2 1 1 2 1 1 1 1 1.25
2
2 1 3 1 2 1 1 1 1 1.38
3
2 1 1 1 2 1 1 1 1 1.13
4

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2 2 1 1 2 1 1 2 2 1.50
5
2 2 3 3 2 2 1 1 1 1.88
6
2 1 1 1 2 1 1 1 1 1.13
7
2 1 1 1 2 1 1 1 1 1.13
8
2 3 2 1 2 2 2 2 3 2.13
9
3 2 1 1 2 1 1 1 1 1.25
0

Appendix G: Summary of the Averages of the responses for each participant regarding both
Physical and Online Classes

Respondents PHYSICAL CLASSES ONLINE CLASSES

1 2.88 1.88

2 2.88 1.25

3 2.88 1.25

4 2.75 1.63

5 2.88 2.13

6 2.88 1.13

7 3.00 1.00

8 2.88 1.13

9 3.00 1.13

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10 3.00 1.13

11 3.00 1.00

12 2.88 1.13

13 3.00 1.13

14 2.88 1.88

15 2.88 1.13

16 3.00 1.13

17 2.63 1.38

18 2.13 2.13

19 2.88 1.00

20 2.25 2.00

21 2.75 1.25

22 2.63 1.25

23 2.75 1.38

24 2.88 1.13

25 2.63 1.50

26 2.75 1.88

27 2.75 1.13

28 2.88 1.13

29 2.75 2.13

30 2.75 1.25

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Appendix H: t-Critical Values

Conf. Level 50% 80% 90% 95% 98% 99%

One Tail 0.250 0.100 0.050 0.025 0.010 0.005

Two Tail 0.500 0.200 0.100 0.050 0.020 0.010
df = 1 1.000 3.078 6.314 12.706 31.821 63.657
2 0.816 1.886 2.920 4.303 6.965 9.925
3 0.765 1.638 2.353 3.182 4.541 5.841
4 0.741 1.533 2.132 2.776 3.747 4.604
5 0.727 1.476 2.015 2.571 3.365 4.032
6 0.718 1.440 1.943 2.447 3.143 3.707
7 0.711 1.415 1.895 2.365 2.998 3.499
8 0.706 1.397 1.860 2.306 2.896 3.355
9 0.703 1.383 1.833 2.262 2.821 3.250
10 0.700 1.372 1.812 2.228 2.764 3.169
11 0.697 1.363 1.796 2.201 2.718 3.106
12 0.695 1.356 1.782 2.179 2.681 3.055
13 0.694 1.350 1.771 2.160 2.650 3.012
14 0.692 1.345 1.761 2.145 2.624 2.977
15 0.691 1.341 1.753 2.131 2.602 2.947
16 0.690 1.337 1.746 2.120 2.583 2.921
17 0.689 1.333 1.740 2.110 2.567 2.898
18 0.688 1.330 1.734 2.101 2.552 2.878
19 0.688 1.328 1.729 2.093 2.539 2.861
20 0.687 1.325 1.725 2.086 2.528 2.845
21 0.686 1.323 1.721 2.080 2.518 2.831
22 0.686 1.321 1.717 2.074 2.508 2.819
23 0.685 1.319 1.714 2.069 2.500 2.807
24 0.685 1.318 1.711 2.064 2.492 2.797
25 0.684 1.316 1.708 2.060 2.485 2.787

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26 0.684 1.315 1.706 2.056 2.479 2.779

Conf. Level 50% 80% 90% 95% 98% 99%

One Tail 0.250 0.100 0.050 0.025 0.010 0.005

Two Tail 0.500 0.200 0.100 0.050 0.020 0.010
27 0.684 1.314 1.703 2.052 2.473 2.771
28 0.683 1.313 1.701 2.048 2.467 2.763
29 0.683 1.311 1.699 2.045 2.462 2.756

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