Creating a frequency distribution table for your study, "Relationship Between the Availability of

Learning Equipment and Learning Efficiency Among the Senior High School STEM Students of Nueva
Vizcaya General Comprehensive High School," involves summarizing the distribution of responses for
specific Likert scale items. Here's an example of how you can structure a frequency distribution table
for one Likert scale item:

**Frequency Distribution Table - Likert Scale Item: Perceptions of Equipment Availability**

| Response Option | Frequency |

|-----------------|-----------|
| Strongly Disagree | 15 |
| Disagree | 20 |
| Neutral | 30 |
| Agree | 45 |
| Strongly Agree | 25 |

In this example, the Likert scale item assesses participants' perceptions of equipment availability. The
table displays the frequency counts for each response option, ranging from "Strongly Disagree" to
"Strongly Agree."

You can create similar frequency distribution tables for other Likert scale items in your study, such as
those related to learning efficiency, by following the same format. These tables will help you visualize
and summarize the distribution of responses for each item, allowing you to identify trends and
patterns in participants' perceptions.
To calculate the standard deviation for your study "Relationship Between the Availability of Learning
Equipment and Learning Efficiency Among the Senior High School STEM Students of Nueva Vizcaya
General Comprehensive High School," you can follow these steps:

Standard Deviation measure the availability of the students in learning equipments.

**1. Data Preparation:**

- Ensure that you have collected relevant data, such as ratings or scores related to equipment
availability and learning efficiency, from your study participants. Each participant's response should be
available for analysis.

**2. Data Entry:**

- Enter the data into a spreadsheet or statistical software program. Organize the data in columns,
with each column representing a variable or Likert scale item.

**3. Calculate the Standard Deviation:**

- Use the appropriate software (e.g., Microsoft Excel, statistical software like SPSS or R) to calculate
the standard deviation for each variable separately. Here are the steps for calculating the standard
deviation using Excel as an example:

a. In an empty cell, where you want to display the standard deviation, use the formula
`=STDEV.P(range)`, where "range" represents the cells containing your data. For example, if your data
for a specific variable is in cells B1 to B100, the formula would be `=STDEV.P(B1:B100)` for a sample
standard deviation or `=STDEV.S(B1:B100)` for a population standard deviation. Press Enter.

b. Excel will calculate and display the standard deviation of the data in the selected range.

**4. Interpretation:**
- Interpret the calculated standard deviation. The standard deviation measures the spread or
variability of the data points around the mean. A larger standard deviation indicates greater
variability, while a smaller standard deviation indicates less variability.

**5. Reporting:**
- Include the standard deviation values for each variable or Likert scale item in your research report
or paper. Make it clear which variables the standard deviations correspond to (e.g., "The standard
deviation for equipment availability ratings was 0.78").

Repeat these steps for any other variables you wish to calculate the standard deviation for, such as
learning efficiency ratings. The standard deviation is a valuable measure to assess the variability or
dispersion of participants' responses, providing insights into how spread out the data points are
relative to the mean.
Coding Likert scale data for calculating the mean (average) involves assigning numerical values to the
response options and then using these numerical values to compute the mean. Typically, Likert scale
responses are coded with numbers ranging from 1 to N, where N represents the number of response
options. Here's a step-by-step guide to code Likert scale data and calculate the mean:

**1. Assign Numeric Values:**

- Review your Likert scale items and response options. Each response option should be assigned a
numeric value that represents its position on the scale. For example, if you have a 5-point Likert scale
with response options from "Strongly Disagree" to "Strongly Agree," you can assign the following
values:
- Strongly Disagree = 1
- Disagree = 2
- Neutral = 3
- Agree = 4
- Strongly Agree = 5

**2. Data Entry:**

- Enter the coded Likert scale responses into a spreadsheet or statistical software program. Create a
column for each Likert scale item and enter the coded values for each participant's response.

**3. Calculate the Mean:**

- Use the software to calculate the mean for each Likert scale item. Most software packages have
built-in functions for this purpose. For example, if you are using Excel, you can use the `AVERAGE`
function. Here's how to do it in Excel:
- Suppose your Likert scale responses for a particular item are in cells A1 to A100.
- In an empty cell, enter the formula `=AVERAGE(A1:A100)`. Press Enter.
- Excel will calculate and display the mean of the coded responses.

**4. Interpretation:**
- Interpret the calculated mean for each Likert scale item. The mean represents the average
response on that particular item. In our example, if the mean for a Likert scale item is calculated as
3.5, it indicates that, on average, participants' responses tended toward the "Agree" category.

**5. Reporting:**
- Include the mean values for each Likert scale item in your research report or paper. Make sure to
specify the numeric coding system used for the Likert scale in your report.

Repeat these steps for each Likert scale item you want to calculate the mean for. Coding the Likert
scale responses into numerical values is essential for quantitative analysis and allows you to
summarize participants' responses and assess the central tendency of their opinions.
Analyzing the mean (average), standard deviation, and frequency distribution in your study,
"Relationship Between the Availability of Learning Equipment and Learning Efficiency Among the
Senior High School STEM Students of Nueva Vizcaya General Comprehensive High School," can yield
several implications and insights:

1. Mean (Average):
- Perception Summary: The mean of Likert scale items related to equipment availability and learning
efficiency can provide a summary of the overall perception among the participants. A higher mean
suggests a more positive perception, while a lower mean indicates a less favorable perception.
- **Impact on Learning:** A high mean for learning efficiency ratings in relation to equipment
availability may suggest that students perceive a strong positive impact of available learning
equipment on their learning outcomes.

2. **Standard Deviation:**
- **Variability:** The standard deviation measures the variability or spread of responses. A low
standard deviation suggests that responses are clustered closely around the mean, indicating a high
level of agreement among participants. A high standard deviation indicates greater variability in
responses.
- **Identifying Differences:** A high standard deviation might imply that there are significant
differences in how students perceive equipment availability and its impact on learning efficiency.
Understanding these variations can help identify factors contributing to differing perceptions among
students.

3. **Frequency Distribution:**
- **Common Perceptions:** Examining the frequency distribution of Likert scale responses allows
you to identify which response options were chosen most frequently. This can help identify common
perceptions among participants.
- **Outliers:** You can also identify outliers or extreme responses that deviate significantly from
the mean. These outliers may point to specific issues or exceptional cases that merit further
investigation.

Implications based on these analyses might include:

- **Policy and Resource Allocation:** If the mean and standard deviation for equipment availability
are high and low, respectively, it suggests that students generally perceive good availability, but there
is little variation in their responses. This may indicate that the school is doing well in providing
equipment uniformly.

- **Identifying Concerns:** If the standard deviation for learning efficiency ratings is high, it suggests
that students have diverse opinions about the impact of equipment availability. Further qualitative
exploration might be needed to understand the factors contributing to this variation.

- **Interventions:** Insights from the frequency distribution and mean can inform interventions. For
example, if a significant number of students strongly disagree with the statement that equipment
availability enhances learning efficiency, it may prompt the school to review and improve its
equipment provision strategies.

- **Targeted Support:** If there are specific subgroups (e.g., grade levels, gender) with notably
different mean scores or standard deviations, interventions and support can be targeted to address
the unique needs of these groups.

- **Future Research:** Results from these analyses can suggest areas for further research. For
instance, if there's a wide variation in equipment availability ratings, future studies could explore the
factors contributing to this variation in more detail.
Remember to consider the context and specific findings of your study when drawing implications, and
use these insights to inform recommendations, policy changes, or further research directions in the
field of education and learning efficiency among STEM students.