SAMPLE TABLES & INTERPRETATION

Independent Samples T-Test.

Table 1 Difference of ratings between classes

Accommodation N Mean SD Mean t p-value

Rating
Difference
economy 30 49.63 17.165 3.024 .004
rating1 15.57
business 30 64.20 20.035
economy 30 57.73 21.595 1.258 .214
rating2 7.5
business 30 65.23 24.503

In table 1, the data shows the difference of ratings between classes. In rating 1,
the economy class has mean rating of 49.63 and a 17.165 SD while the business class
has a mean rating of 64.20 and a SD of 20.035. Economy and business class in rating 1
has a mean difference of 15.57. The test of difference has a t value of 3.024 with p-value
of .004 (p<0.05) which signifies that there is a significant difference between economy
and business class in rating 1. In rating 2, the economy class has a mean rating of 57.73
and a SD of 21.595 while the business class a mean rating of 65.23 and a SD of 24.503.
Economy and business class has mean difference of 7.5 and a test of difference of t =
1.258 with a p-value of .214 (p>0.05) which tells that there is no significant difference
between the economy and business class in rating 2.

Paired T-test.

Table 2. Difference between rating 1 and rating 2 among the three airlines

Ratings Mean N Std. Deviation Mean Difference t p-value

rating1 56.92 60 19.902 2.848 .006
4.567
rating2 61.48 60 23.208

In the table above, it shows the difference between the ratings (Rating 1 & Rating 2) among the
three airlines. The rating 1 has a mean of 56.92 and a SD of 19.902 while rating 2 has a mean of 61.48
and 23.208 SD. Rating 1 and rating 2 has a mean difference of 4.567. The test of difference has a t of
2.848 with a p-value of 0.006 (p<0.05) which signifies that there is a significant difference between the
ratings. The result shows that there was a significant improvement in the services of the three airlines
after quiet sometime.
ANOVA AND POST HOC TESTS

Table 3. Test of difference of happiness between colleges

Dependent Sum of df Mean Square F Sig.

Variable Squares

Between Groups 5159.932 5 1031.986 5.192 .000

Score in Happiness
Within Groups 135552.078 682 198.757
Total 140712.010 687

In the table 3 above, the data shows the test of difference of scores in happiness
between the colleges in Technological University of the Philippines. The test of difference has a
f-statistics of 5.192 and p-value of 0.000 (p<0.05) which tells that there is a significant
difference of scores in happiness among the colleges. Specifically, by using Scheffe post-hoc
test, there exist a significant mean difference among the colleges between CLA and CIT of 9.651
with a p-vale of 0.005 (p<0.05). In the post hoc test, it also shows that among the colleges the
highest score in happiness is coming from the students of CLA and the least score is coming
from the students of CIT.

Table 4. Post-hoc analysis of happiness between colleges

(I) college (J) college Mean Difference Std. Error Sig.

(I-J)

cos -4.966 2.814 .682

cla -6.822 2.742 .289

coe cafa 1.470 2.230 .994

cie .645 2.444 1.000

cit 2.829 1.748 .758

coe 4.966 2.814 .682
cla -1.855 3.216 .997
cos cafa 6.436 2.792 .380
cie 5.612 2.966 .612
cit 7.796 2.424 .068
cla coe 6.822 2.742 .289
cos 1.855 3.216 .997
cafa 8.291 2.719 .099
cie 7.467 2.898 .250
 cit 9.651* 2.340 .005
coe -1.470 2.230 .994
cos -6.436 2.792 .380
cafa cla -8.291 2.719 .099
cie -.824 2.419 1.000
cit 1.360 1.712 .986
coe -.645 2.444 1.000
cos -5.612 2.966 .612
cie cla -7.467 2.898 .250
cafa .824 2.419 1.000
cit 2.184 1.983 .944
coe -2.829 1.748 .758

cos -7.796 2.424 .068

*
cit cla -9.651 2.340 .005

cafa -1.360 1.712 .986

cie -2.184 1.983 .944

CORRELATION

Table 1 Relationship between student’s needs and achievements

Edwards Personal Preference Students Achievements

Schedule R value p-value
Achievement .013 .851
Deference .148* .037
Order .072 .312
Exhibition .033 .640
Autonomy .101 .153
Affiliation -.028 .690
Intraception -.126 .075
Succorance .029 .688
Dominance -.047 .508
Abasement -.054 .449
Nurturance -.168* .017
Change -.011 .874
Endurance -.063 .375
Heterosexuality .053 .454
Aggression .045 .526
 In the foregoing table, the data shows that the majority of the student’s needs does not have a
significant relationship with the student’s achievements. There are only two students needs which
appears to have a significant relation with the student’s achievements, deference and nurturance.
Relationship exists with deference and student’s achievements having a r-value of .148 and .037
(p<0.05) which signifies that there is an extremely low relationship between the two. Nurturance and
student’s achievements have an extremely low negative correlation with a r-value of -.168 and p-value
of .017 (p<0.05).

PAPER 3B

Table 2. Relationship between Personality traits and Students Achievements

Personality Traits Students Achievements

R value p-value
Personality traits 1 .071 .317
Personality traits 2 -.070 .327
Personality traits 3 -.002 .975
Personality traits 4 .054 .450
Personality traits 5 -.039 .581
Personality traits 6 -.126 .074
Personality traits 7 -.087 .219
Personality traits 8 -.099 .165
Personality traits 9 -.083 .245
Personality traits 10 -.012 .869
Personality traits 11 -.169* .017
Personality traits 12 .090 .206
Personality traits 13 -.040 .578
Personality traits 14 .009 .900
Personality traits 15 -.033 .647
Personality traits 16 .031 .667

In the table above, it shows the relationship between personality traits and
achievements of the students. The data reflects that majority of personality traits does not have
a significant relationship with the student’s achievements except for personality trait 11.
Personality trait 11 and student’s achievements signifies that there is an extremely low negative
correlation with a r-value of -.169 and p-value of 0.017 (p<0.05).

REGRESSION
Regression of Teachers Characteristics and Mathematics Achievement

In table 4, it shows the Regressors of Mathematics Achievement. The result shows that the F
value for ANOVA is 20.549 and it is significant at 0.000, this reveals that the whole equation is
significant. The result has an R of 0.271, a R square of 0.074 or 7.4% and an adjusted R square of 0.070.
Only one independent variable appears in the result which is Working Attitude of the teachers and it has
a beta of 0.271 with a t-value of 4.5333 and it is significant at 0.000. This implies that Working Attitudes
of teachers is a predictor of Mathematics Achievement of the students. It also shows the more positive
attitude of the teachers will have a higher achievement in mathematics.

Table 4. Regressors of Mathematics Achievement

IV Regression Coefficient t Significance

B β
Constant 76.043
Working Attitude 1.661 0.271 4.5333 .000
R 0.271
R2 0.074
Adjusted R2 0.070
F 20.549
Significance of F 0.000