Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This section introduces the data collected, the results of the statistical

analysis, and the findings’ interpretation. The findings and analysis are presented

according to the research objectives. These are presented in tables, followed by a

sequence of the particular research problem according to the effects and challenges

of COVID-19 pandemic to Values Education students.

The Profile of the Respondents

The profile of the respondents on the status of Effects and Challenges of

COVID-19 Pandemic to BSED Values Education students was classified in terms of

age, sex, year level, parent’s occupation, and average monthly family income. These

respondents were eligible to answer the questionnaire that has been prepared and

disseminated by the researchers through printed copies. The following tables

present the frequency and percentage distribution of the demographic profile of

Values Education students. The data was tabulated and computed according to its

classification and category.

In tables 2, 3, 4, and 5 present the frequency and percentage distribution of

the profile of Values Education students in Northwest Samar State University in

terms of age, sex, year level, parent’s occupation, and average monthly family

income.
 Table 2

Mean and Standard Deviation of the Raters in Terms of Age

Raters N = 125 Mean Standard Deviation

Male 25 20.8 2.11
Female 100 20.9 2.32
Average 20.9 2.28

Age. In terms of respondents’ age, the male has a weighted mean of 20.8

while the female has 20.9. This data supports the facts that the average age of the

respondents is 20.9.

Table 3

Distribution of the Raters in Terms of Sex

Raters f %
Male 25 20.00
Female 100 80.00
Total 125 100.00

Sex. In terms of respondents’ sex, out of 125 respondents, there were 25 or

20% male and there were 100 or 80% female. This data supports the fact that

female is a greater number than male enrolled in Values Education.

Table 4

Distribution of the Raters in Terms of Year Level

Year Level f %
1 48 38.4
2 37 29.6
3 30 24.0 
4 10 8.0 
Total 125 100.00
 Year Level. In terms of respondents’ year level, the first year has 48 (38.4%)

students, second year has 37 (29.6%) students, third year has 30 (24%) students,

and fourth year has 10 (8%) students, with the total of 125 students enrolled in

Values Education. This data supports the fact that the first year level has greater

number of students than the higher year levels.

Table 5

Distribution of the Raters in Terms of Parent’s Occupation

Parents’ Occupation f %
Mother’s Occupation
 Housewife 69 55.2
 Gov’t Employee 14 11.2
 Self-Employed 16 12.8
 Private Employee 1 0.8
 Agricultural Related 12 9.6
13 10.4
 Others
Total 125 100.00
Father’s Occupation
 House Husband 11 8.8
 Gov’t Employee 15 12.0
 Self-Employed 22 17.6
 Private Employee 1 0.8
 Uniformed Personnel 2 1.6
48 38.4
 Agricultural Related
26 20.8
 Others
Total 125 100.00

Parent’s Occupation. In terms of the mother’s occupation of the

respondents, the table shows 69 or 55.2% are housewives, 14 or 11.2% are

government employees, 16 or 12.8%) are self-employed, 1 or 0.8% is private

employee, 12 or 9.6% are into agricultural related, and there were 13 or 10.4% who

answered others. While in terms of the father’s occupation of the respondents, it

shows 11 or 8.8% are house husbands, 15 or 12% are government employees, 22

or 17.6% are self-employed, 1 or 0.8% are private employee, 2 or 1.6% are

uniformed personnel, 48 or 38.4% are into agricultural related, and there were 26 or

20.8% who answered others. This data supports the fact that on the aspect of

mother’s occupation, a large percentage were housewives (69 or 55.2%) and a few

were private employee (1 or 0.8%). While on the aspect of father’s occupation, a

large percentage were agricultural related (48 or 38.4%) and a few were private

employee (1 or 0.8%).

Effects of COVID-19 Pandemic

Tables 6 and 7 present the weighted mean and standard deviation of

the respondents’ perception on the effects of COVID-19 pandemic in terms of

personal, academic performance, social, and financial indicators.

Table 6 shows the effects of COVID-19 pandemic to Values Education

students. The table was divided into 4 indicators: personal, academic performance,

social, and financial. In every indicator, there were 5 statements. These indicators

and statements were rated by the student respondents.

Table 6

Mean and Standard Deviation in the Effects of the COVID-19

Pandemic to the Values Education Students

Mea
Indicators Desc sd
n
Personal Indicators
1. I am at risk for COVID-19. 3.00 N 1.344
2. I have the feeling that I will have COVID-19. 2.72 N 1.215
3. I believe that COVID-19 is a serious threat to my health. 3.87 A 0.959
4. I believe that COVID-19 is a significant disease. 3.63 A 0.980
5. I become health conscious during the COVID-19
4.12 A 0.903
pandemic.
Average (Personal Indicators) 3.47 N 0.742
Academic Performance Indicator
1. COVID-19 pandemic affected my study habits. 4.30 A 0.907
 2. COVID-19 pandemic affected my academic
3.84 A 1.125
achievements at school.
3. COVID-19 made me feel motivated to learn. 2.66 N 0.968
4. I found it easier to focus in my studies during COVID-19
2.38 N 0.982
pandemic period.
5. Attending online classes during COVID-19 pandemic
4.02 A 0.971
on-time was challenging for me.
Average (Academic Indicators) 3.44 N 0.579
Social Indicators
1. Staying at home is effective in preventing COVID-19. 4.38 A 0.981
2. COVID-19 pandemic increased my confidence to face
2.58 N 1.124
people in public.
3. I feel under pressure from my family/friends to stay at
3.09 N 1.000
home.
4. I express myself more during COVID-19 pandemic. 2.81 N 0.965
5. I feel comfortable to ask people for help during COVID-
2.81 N 0.981
19 pandemic.
Average (Social Indicators) 3.13 N 0.595
Financial Indicators
1. I found it hard to budget my allowance during COVID-
3.77 A 1.086
19 pandemic.
2. I experienced financial crisis during COVID-19
4.15 A 1.055
pandemic.
3. COVID-19 pandemic made me wise with my expenses. 3.92 A 0.989
4. My purchasing habits were affected during COVID-19
3.82 A 0.970
pandemic period.
5. I found it easier to save money during COVID-19
3.06 N 1.230
pandemic.
Average (Financial Indicators) 3.74 A 0.696
Legend:
4.51 – 5.00 = Strongly Agree (SA)
3.51 – 4.50 = Agree (A)
2.51 – 3.50 = Neutral (N)
1.51 – 2.50 = Disagree (D)
1.00 – 1.50 = Strongly Disagree (SD)

Personal Indicator. The table shows that concerning personal indicator, the

student respondents rated an average mean of 3.47 which is interpreted as “neutral”.

The statement “I become health conscious during the COVID-19 pandemic.” had a

weighted mean of 4.12 which respectively interpreted as “agree”. While the

statement “I am at risk for COVID-19.” had a weighted mean of 3.00 which

respectively interpreted as “neutral”. The result shows that the student respondents

became health conscious during the COVID-19 pandemic.

 Academic Performance Indicator. The table shows that concerning

academic performance, the student respondents rated an average mean of 3.44

which is interpreted as “neutral”. The statement “COVID-19 pandemic affected my

study habits.” had a weighted mean of 4.30 which respectively interpreted as

“agree”. While the statement “I found it easier to focus in my studies during COVID-

19 pandemic period.” had a weighted mean of 2.38 which respectively interpreted as

“neutral”. The result shows that the COVID-19 pandemic affected the study habits of

the student respondents.

Social Indicator. The table shows that concerning social indicator, the

student respondents rated an average mean of 3.13 which is interpreted as “neutral”.

The statement “Staying at home is effective in preventing COVID-19.” had a

weighted mean of 4.38 which respectively interpreted as “agree”. While the

statement “COVID-19 pandemic increased my confidence to face people in public.”

had a weighted mean of 2.58 which respectively interpreted as “neutral”. The result

shows that the student respondents believed that staying at home is effective in

preventing COVID-19.

Financial Indicator. The table shows that concerning financial indicator, the

student respondents rated an average mean of 3.74 which is interpreted as “agree”.

The statement “I experienced financial crisis during COVID-19 pandemic.” had a

weighted mean of 4.15 which respectively interpreted as “agree”. While the

statement “I found it easier to save money during COVID-19 pandemic.” had a

weighted mean of 3.06 which respectively interpreted as “neutral”. The result shows

that the student respondents experienced financial crisis during COVID-19

pandemic.
 Table 7 presents the summary of the means and standard deviations on the

effects of COVID-19 pandemic to the students. The indicators and statements were

rated by the BSED Values Education students in Northwest Samar State University.

Table 7

Summary on the Effects of the COVID-19 Pandemic

to the Values Education Students

Indicators Mean ( x ) Description sd

Personal 3.47 Neutral 0.742
Academic Performance 3.44 Neutral 0.579
Social 3.13 Neutral 0.595
Financial 3.74 Agree 0.696
Over-all Mean 3.445 Neutral 0.653

In summary of the perceptions of respondents on the effects of COVID-19

pandemic to Values Education students, the overall mean was 3.445 which had a

description of “neutral”. The combined perceptions of the student respondents were

summarized as follows: Personal Indicator 3.47; Academic Performance Indicator

3.44; Social Indicator 3.13; and Financial Indicator 3.74. The financial indicator

obtained the description of "agree” while the rest obtained the description of “neutral”

including the overall mean of 3.445 with a standard deviation of 0.653.

Table 8

Test of Significant Relationship in the Demographic Profile of the

BSED Values Education Students and the Effects of COVID-19
Pandemic to the BSED Values Student

  Overall Model Test

Mode Adjusted
R R² F df1 df2 p
l R²
1 0.39 0.15 0.035 1.3 15 109 0.215
Model Coefficients - Effects of COVID-19 Pandemic to BSED Values Students
 Estimat
Predictor SE t p
e (B)
Intercept ᵃ 3.0472 0.469 6.4977 < .001
AGE 0.0058 0.0238 0.2427 0.809
GENDER:        
Male – Female -0.093 0.1112 -0.8382 0.404
AVERAGE MONTHLY INCOME 6E-06 6E-06 1.1015 0.273
YEAR LEVEL 0.1403 0.0554 2.5332 0.013
MOTHER'S OCCUPATION:        
Gov't Employee -0.35 0.1749 -2.0012 0.048
Self-employed 0.1338 0.1465 0.9132 0.363
Others -0.07 0.1598 -0.4381 0.662
Agricultural Related 0.015 0.155 0.0966 0.923
Private Employee -0.049 0.504 -0.0973 0.923
FATHER'S OCCUPATION:        
Gov't Employee -0.052 0.1725 -0.3026 0.763
Agricultural Related -0.03 0.1267 -0.2385 0.812
House husband 0.0384 0.1876 0.2049 0.838
Uniformed Personnel -0.486 0.3895 -1.2483 0.215
Self-employed -0.118 0.1534 -0.772 0.442
Private Employee -0.069 0.4812 -0.1431 0.887
ᵃ Represents reference level

In Table 8, it illustrated to determine if the demographic profile of the BSED

Values Education Students have significant relationships with the effects of the

COVID-19 pandemic. Linear regression analysis and F-Test was used to answer this

research question. Results reveal that collectively, the five predictors account for

15% of the variance in effects of COVID-19 pandemic to BSED Values students,

F ( 15,109 )=1.3 , p>0.05=0.215 . Specifically, year level ( B=0.1403 , p=0.013 ) had a

positive relationship to the effects of COVID-19 pandemic to the BSED Values

Students. On the other hand, age ( B=0.0058 , p=n . s . ) , gender ( B=−0.093 , p=n . s . ) ,

average monthly income ( B=6E-06 , p=n . s . ) , parent’s occupation ( p=n . s . ) did not

have a significant relationship with the effects of COVID-19 pandemic to BSED

Values students. The analyses also show that there is no significant relationship
 between the demographic profile and effects of COVID-19 pandemic to the BSED

Values Education students F ( 15,109 )=1.3 , p>0.05=0.215.

Challenges

Table 9 presents the weighted mean and standard deviation of the

respondents’ perception on the challenges encountered by the Values Education

students during COVID-19 pandemic.

Table 9

Mean and Standard Deviation of the Challenges Encountered by the Values

Education Students During COVID-19 Pandemic

Descriptio
Challenges Mean SD
n
Unstable internet connection 4.43 F 0.864
Gadget deficiency 3.9 F 0.957
Addiction to social media 4.04 F 0.911
Electric power interruptions 3.9 F 1.096
Overload activities 4.1 F 0.85
Few learning scaffolds 3.68 F 0.997
Poor peer communication 3.82 F 1.009
Difficulty in balancing home and academic responsibilities 3.71 F 1.022
Poor learning environment 3.78 F 0.983
Financial Problem 4.03 F 0.983
Poor physical health 3.46 MF 0.972
Poor mental health 3.64 F 1.194

Legend:
4.51 – 5.00 = Greatly Felt (GF)
3.51 – 4.50 = Felt (F)
2.51 – 3.50 = Moderately Felt (MF)
1.51 – 2.50 = Fairly Felt (FF)
1.00 – 1.50 = Not Felt (NF)
 Further, the two highest mean challenges encountered by the student

respondents during COVID-19 pandemic were: unstable internet connection with a

weighted mean of 4.43; and overloaded activities with a weighted mean of 4.1. Both

obtained the description of “felt”. On the other hand, the two least mean challenges

encountered by the student respondents were as follows: poor physical health with a

weighted mean of 3.46 which is interpreted as “moderately felt”; and poor mental

health with a weighted mean of 3.64 which is interpreted as “felt”. The result shows

that the most encountered challenges of the student respondents during COVID-19

pandemic was the unstable internet connection. This was supported by the study of

Amadora (2020) that there are many existing internet bundles, they are “fluctuating”

and are not created equally in terms of speed and stability.