Chapter IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter deals with the presentation, analysis, and interpretation of

data gathered from the study to identify the

Chart 1

Percentage Conversion on Mean Scores of

Questionnaire Items 1 to 4

Question 4

Question 3

A
B
C
Question 2

Question 1

0.00% 20.00% 40.00% 60.00% 80.00% 100.00% 120.00% 140.00%

In Chart 1, answers from items 1-4 are organized and compared in

order to determine the more frequent and common experiences of the
participants.
Question 1 showed that students relate more to option B, “I found
the transition to alternative modes after Covid-19 to be challenging and
difficult.” with a score percentage of 62.5%, than option A, “I found the
transition to traditional mode after Covid-19 to be smooth and effective.”
with a score percentage of 37.5%.
Secondly, Question 2 showed that students agree more with option
C, “I had some challenges with regards to keeping my emotional state
healthy”, with a score percentage of 75.00%. This was followed by option
B, “I have some challenges regarding technology and internet
connectivity.” with a score of 37.50%. Then ranked as the least relatable
item was option A, I did not face any challenges.” with a score percentage
of 12.50%.
Moreover, Question 3 had similar results in options A “Yes, I found
that adopting effective learning strategies helped me to learn more
effectively.”, and B, “No, I found that the alternative learning modes were
not effective for me due to lack of resources or support.” with a score
percentage of 37.50%. Meanwhile, option B “Yes, I was generally satisfied
with the alternative learning modes, including online and blended
learning.” was a not-so-relatable option among the participants, with a
score percentage of 25%.
Lastly, Question 4 presented that option B “No, I did not have
access to enough resources or technology to support my learning during
the transition.” was a more common issue among students, with a score
percentage of 87.50%, compared to the 12.50% score percentage of
option A “Yes, I had access to sufficient resources and technology to
support my learning during the transition.”

Furthermore, questions five (5) to eleven (11) utilized a different

method of interpreting data. Thematic Coding Analysis (TCS) issues more
flexibility and designs a more refined system of data interpretation, without
the burden of spending for software or training costs (Vaughn, P. &
Turner, C., 2015). Each items were individually analyzed and interpreted
to ensure the accuracy of each responses.
 Table 1
Theme Conversion on Coded Interview Responses of
Question Number 5

Themes

Participants Pass
Motivate Ask Avoid
on Study Prepare
Self Help Stress
Time
P1 
P2 
P3 
P4 
P5 
P6 
P7 
P8  
P9 
P10 
P11 

As shown in the table above, the participants had various

perspectives on the question presented in item number five. The
participants were asked, “How you adapted to the sudden shift to
traditional learning, and what strategies did you use to stay motivated and
engaged?” Participants had six common response themes namely, “Pass
on Time” for participants 1 and 3, “Motivate Self” for participants 4 and 7,
“Ask Help” for participants 2 and 9, “Avoid Stress” for participants 5 and
11, “Study” for participants 6 and 8, and lastly, “Prepare” for participants 8
and 10.

Table 2
Theme Conversion on Coded Interview Responses of
Question Number 6

Themes
Participants Support is
Adjusting Communication Motivation
Unimportant
P1 
P2 
P3 
P4 
P5 
P6 
P7 
P8 
P9 
P10 
P11 

For item number six, the participants were asked, “How did you
stay connected with your classmates and teachers during transitions, and
what role did social support play in your adaptation to the face to face
class?” the question was broke down in two: “How did you stay connected
with your classmates and teachers during transitions?” and “What role did
social support play in your adaptation to the face to face class?”
 The answers gathered on the first question were uniformly the
same and the theme was immediately interpreted as “Connecting through
Social Platform.” As such, there was no need for table.

The second question had more varying themes and was then
coded. As shown in the table two, the participants had various
perspectives on the question presented in item number six. The
participants had four common response themes namely, “Adjusting” for
participants 1 and 9, “Communication” for participants 3, 4, 6, 8 and 10,
“Motivation” for participants 2, 5 and 7, and lastly, “Support is
Unimportant” for participant 11.

Table 3
Theme Conversion on Coded Interview Responses of
Question Number 7

Themes
Participants Indepen Produc
Mental Commu Respon
Flexibility
Growth nication dence sibility tivity
P1  
P2  
P3  
P4  
P5  
P6  
P7  
P8   
P9  
P10  
P11  
 In item number seven depicted in table three, the participants were
asked, “What did you learn about yourself during the transition, and how
has this experience impacted your personal growth and development?”
From the different responses the researchers received from the
participants, six themes were identified. The participants’ common
response themes namely, “Mental Growth” for participants 1, 2, 3, 6, 10
and 11, “Communication” for participants 1, 5, 8 and 9, “Independence” for
participants 2, 7 and 11, “Responsibility” for participants 3 and 4,
“Productivity” for participants 4, 6, 8 and 9, and lastly, “Flexibility” for
participants 5, 7, 8 and 10.

Table 4
Theme Conversion on Coded Interview Responses of
Question Number 8

Themes

Gives Gives Time Constantly

Participants Online
General to Submit Follows-up on
Support
Support Tasks Students
P1 
P2 
P3 
P4 
P5 
P6 
P7 
P8 
P9 
P10 
 P11 

For item number eight (Table 4), the participants were asked, “How
did your teachers support you during the transition and what could they
have done differently to better support you?” A total of four themes were
formulated, namely, “Gives General Support” for participants 2, 7, 10 and
11, “Gives Time to Submit Tasks” for participants 1, 3 and 9, “Constantly
Follows-up on Students” for participants 6 and 8, and lastly, “Online
Support” for participants 4 and 5.

Table 5
Theme Conversion on Coded Interview Responses of
Question Number 9

Themes

Improves Affects Improves

Participants Applicable in
Tech-related Career Adaptability
College
Skills Choices Skills
P1 
P2  
P3  
P4 
P5 
P6  
P7 
P8 
P9 
P10 
P11 
 A total of four themes were constructed from the question, “How do
you think the experience of adapting from alternative learning modes to
face to face will impact your future academic and career?” that was asked
to the participants. For participants 1, 2 and 6, the theme was “Applicable
in College”; “Improves Tech-related Skills” for participants 2, 3, 4 and 5;
“Affects Career Choices” for participants 3, 6, and 7 and finally, “Improves
Adaptability Skills” for participants 8, 9, 10 and 11.

Table 6
Theme Conversion on Coded Interview Responses of
Question Number 10

Themes

Participants Traditional is Hybrid is Negative

Neutral
Better Better Effect
P1 
P2 
P3 
P4 
P5 
P6 
P7 
P8 
P9 
P10 
P11 

On table six, item number 10, the participants were asked, “Did the
transition affect your academic performance now on the present, in what way?”
Four themes were verbalized: “Traditional is Better” for participants 1, 6, 8, 9 and
 10; “Hybrid is Better” for participant 2; “Negative Effect” in terms of “Difficulty in
Adjusting” for participant 3 and in terms of “Pressure” for participant 4, and lastly,
“No Effect” for participants 5, 7 and 11 where the performance is still the same.

From above findings, the researchers discovered that the participants

were undoubtedly successful in adapting to the transition of learning modalities.
However, it is also understood that there were more negative issues and
experiences gained by the particpants as the transition occurred.