CHAPTER 4

PRESENTATION, ANALYSIS OF DATA, AND INTERPRETATION OF

FINDINGS

This chapter covers the presentation and analysis of data that are

gathered through survey questionnaires with 142 students as respondents from

Alaminos City National High School Grade 12 Accountancy, Business and

Management sections: ABM 12-Benjamin Diokno , ABM 12-Zobel de Ayala, ABM

12-John Gokongwei, and ABM 12-Enrique Razon. Followed by the interpretation

of the quantitative findings to answer the questions that are related to this study.

PROFILE OF THE RESPONDENTS

This part presents the profile of the 142 respondents from the Grade 12

Accountancy, Business and Management sections: ABM 12-Benjamin Diokno,

ABM 12-Zobel de Ayala, ABM 12-John Gokongwei, and ABM 12-Enrique Razon,

in terms of their sex and age. The formula of Frequency Count and Percentage

Distribution shown in Chapter III was used as the statistical treatment.

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 Table 1.0 Frequency and Percentage Distribution for the Profile of the

Respondents in Terms of Sex and Age

(n=142)

A. Age Frequency (f) Percentage (%)

16 2 1.4%

17 78 54.9%

18 58 40.9%

19 4 2.8%

Total 142 100%

B. Sex

Male 26 18.3%

Female 116 81.7%

Total 142 100%

Two parts were being presented in Table 1.0. Those parts were the age

and gender of the 142 respondents from section ABM 12-Benjamin Diokno, ABM

12-Zobel de Ayala, ABM 12-John Gokongwei, and ABM 12-Enrique Razon.

Age. The first part of Table 1.0 shows the frequency and percentage distribution

of the respondents’ age. It displays that with the total of 142 responses, 1.4% of

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the respondents are 16 years old. 54.9% of them are 17 years old, a total of

40.9% are 18 years old, and 2.8% are 19 years of age.

Sex. The second part of the Table 1.0 presents the frequency and percentage

distribution of the sex of the respondents. The table shows that a total of 18.3%

of respondents are male while most of the respondents are female which is a

total of 81.7%.

FLEXIBLE LEARNING

This part presents the numerical scale survey about flexible learning

statements that are answered by the 142 respondents. Average Weighted Mean

was used for statistical treatment of data.

Table 2.0 Flexible Learning Experience of the Respondents

(n=142)

Indicator Statements Weighted Descriptiv Transmuted

e
Mean Description
Equivalent

1. I find it easy to focus on my studies

in this setup.
3.48 Agree High

2. I can manage my time well both

remotely and face to face. 3.76 Agree High

3. I get the assistance I need from my

3.67 Agree High
instructors during distance learning.

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4. I am able to learn our lessons even
with a short time discussion from
3.65 Agree High
our instructors during virtual or face-
to-face sessions.

5. I attend all my online and face-to-

3.91 Agree High
face classes regularly.

Average Weighted Mean 3.69 Agree High

Table 2.0 shows that the respondents’ answers on the statements about

flexible learning have an average weighted mean of 3.69, with a descriptive

equivalent of Agree, and a transmuted description of High. For statement

number 1, “I find it easy to focus on my studies in this setup”, the calculated

weighted mean was 3.98, with a descriptive equivalent of Agree, and a

transmuted description of High. For statement number 2, “I can manage my time

well both remotely and face to face”, the calculated weighted mean was 3.76,

with a descriptive equivalent of Agree, and a transmuted description of High. For

statement number 3, “I get the assistance I need from my instructors during

distance learning”, the calculated weighted mean was 3.67, with a descriptive

equivalent of Agree, and a transmuted description of High. For statement

number 4, “I am able to learn our lessons even with a short time discussion from

our instructors during virtual or face-to-face sessions”, the calculated weighted

mean was 3.65, with a descriptive equivalent of Agree, and a transmuted

description that is also High. Lastly, for statement number 5, “I attend all my

online and face-to-face classes regularly”, the calculated weighted mean was

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3.91, with a descriptive equivalent of Agree, and a transmuted description of

High.

ACADEMIC PERFORMANCE

This part presents the numerical scale survey about the respondents’

academic performance. Average Weighted Mean was used for statistical

treatment of data.

Table 3.0 Academic Performance of the Respondents During Flexible

Learning

(n=142)

Indicator Statements Weighted Descriptiv Transmuted

e
Mean Description
Equivalent

1. I accomplish my tasks on time and

with ease.
3.87 Often High

2. I get better scores in most of my

quizzes and exams. 3.76 Often High

3. I can cope with both online and

face-to-face activities.
3.58 Often High

4. I can demonstrate my proficiency in

varied tasks and different subjects. 3.79 Often High

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 Indicator Statements Weighted Descriptiv Transmuted
e
Mean Description
Equivalent

5. I have good to high grades (85 and

4.25 Always Very High
above) in all/most of my subjects.

AVERAGE WEIGHTED MEAN 3.81 Often High

Table 3.0 shows that the respondents’ answers on the statements about

their Academic Performance has an average weighted mean of 3.81, with a

descriptive equivalent of Often, and a transmuted description of High. For

statement number 1, “I accomplish my tasks on time and with ease”, the

calculated weighted mean was 3.87, with a descriptive equivalent of Often, and a

transmuted description of High. For statement number 2, “I get better scores in

most of my quizzes and exams”, the calculated weighted mean was 3.76, with a

descriptive equivalent of Often, and a transmuted description of High. For

statement number 3, “I can cope with both online and face to face activities”, the

calculated weighted mean was 3.58, with a descriptive equivalent of Often, and a

transmuted description of High. For statement number 4, “I can demonstrate my

proficiency in varied tasks and different subjects”, the calculated weighted mean

was 3.79, with a descriptive equivalent of Often, and a transmuted description of

High. Lastly, for statement number 5, the calculated weighted mean was 4.25,

with a descriptive equivalent of Always, and a transmuted description of Very

High.

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 SIGNIFICANT IMPACT OF FLEXIBLE LEARNING ON THE ACADEMIC

PERFORMANCE OF GRADE 12 ABM STUDENTS IN ALAMINOS CITY

NATIONAL HIGH SCHOOL

This part presents the overall review to determine whether flexible learning

has a significant effect on the academic performance of Grade 12 Accountancy,

Business and Management Students of Alaminos City National High School. The

statistical treatment of data that was used to calculate the correlation between

the two variables is Pearson Correlation Coefficient. By finding the R-value with

this formula, we can identify if the null hypothesis is to be accepted or rejected.

Table 4.0 Correlation Between Flexible Learning and Academic

Performance

Respondents Flexible Academic Computed

Learning Performance R-value
(x) (y)

1-142 142.6 159 0.66

Table 4.0 shows the variables that were used in computing the R-value

with the Pearson Correlation Coefficient Formula. As presented on the table, the

computed R-value was 0.66, for this reason, the researchers rejected the null

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hypothesis. This attests that there is a significant positive correlation between

Flexible Learning and the Academic Performance of the Grade 12 ABM students.

The correlation between the two variables has a corresponding descriptive

equivalent of Moderate Positive Correlation.

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