CHAPTER IV

PRESENTATION, ANALYSES AND INTERPRETATION OF DATA

The gathered data were presented, analyzed and

interpreted in this chapter. The data presented in each

table were preceded by a textual discussion.

Self-Efficacy and Attitude Toward

Science of Grade 8 as a whole

Table 3 revealed that the level of self-efficacy and

attitude of grade 8 toward science as a whole were

interpreted as “high” and “highly positive” respectively. For

Self-efficacy (M=3.97) and for attitude (M=4.27). This

implies that the respondents have a good feeling toward

science. This study agrees with Erdem ( ) that the

attitude of students towards chemistry self-efficacy are

positive and according to him, students with high self-

efficacy have high attitudes.

Table 3. Self-Efficacy toward Science of Grade 8 as a whole

Verbal
Variables Mean Interpretation

Self-efficacy 3.97 High

Attitude 4.27 Highly positive

Range of Means Verbal Interpretation

Self-efficacy Attitude

4.21 – 5.00 Very High Highly Positive

3.41 – 4.20 High Positive
2.61 – 3.40 Average Neutral
1.81 - 2.60 Low Negative
1.00 – 1.80 Very Low Highly Negative
Self-Efficacy Towards Science of
Grade 8 According to
Demographic Profile

Table 4 showed the level of self-efficacy of the

respondents when grouped according to demographic profile.

In terms of age 13 years old (M=3.9774), 12 years old (M =

3.928), and 15 years old students (M=3.960) all interpreted

self-efficacy as “high”. This means that the level of self-

efficacy was the same regardless of their age.

In terms of sex, the respondents still has the same

level of “high” self-efficacy with means 3.9818 for those

who are males and 3.9862 for those who are females. This

means that both respondents have the same level of self-

efficacy toward science. This study agrees with (Midgley,

Feldaufer, & Eccles, 1989; Wigfield, Eccles, & Pintrich,

1996) which says that In terms of confidence in

mathematics, boys and girls report equal confidence in

their mathematics ability during the elementary years, but

differences begin to emerge following children’s transition

to middle or junior high school.

When the respondents are grouped according to their

parents’ educational background, in terms of fathers’

educational background, college graduate (M=3.9912), high

school graduate (M=3.8330) all interpreted as “high” while

mothers’ highest educational attainment, college graduate (M

= 3.9880), high school graduate (M = 3.9256) both

interpreted as “high”, and elementary graduate (M = 3.27)

interpreted as “average”. The levels of parents’ educational

background were both interpreted as “high”. This may imply

that the respondents having college graduate parents have a

greater self-efficacy than the students who have elementary

graduate parents. This study agrees with Plunkett and

Bamaca-Gomez(2003) found that there is significant

relationships between parent’s educational attainment

levels and adolescents‟

educational aspirations. In his study on Mexican-origin

immigrant students, he reported that both father and

mother’s educational attainments significantly and

positively correlated with adolescents‟ aspirations and

that mothers‟ educational attainment correlated with

adolescents “educational motivation.

In terms of parents’ occupation, the respondent has the

same level of self-efficacy. For fathers’ occupation, self-

employed (M = 4.1900), employed (M = 3.9181) and unemployed

(M = 3.9087) and mothers’ occupation, self-employed (M =

4.0873), employed (M = 3.9567) and unemployed (M = 3.8831)

all interpreted as “high”. This implies that self-efficacy

of the respondents was the same regardless of their parents’

occupation. This study agrees (Cusworth, 2006) In dual

parent families, parental employment patterns (both

currently and when the young people were growing up), had

no statistically significant relationship with young

people’s self-efficacy.

Lastly, the respondents have “high” self- efficacy in

terms of monthly family income, Php 10,001 and above (M =

4.0159), Php 5001 – 10,000 (M = 3.9676) and Php 5000 and

below (M = 3.8375) all interpreted as “high”. This may imply

that self-efficacy of the respondents was the same

regardless of their monthly family income.

Table 4. Self-Efficacy Towards Science of Grade 8 when

grouped according to Demographic Profile
Variables N Mean Std. % of Remarks
Deviation Total
Sum

Age
12 y.o 25 3.9728 .36628 26.3 High
13 y.o 65 3.9774 .45630 68.5 High
14 y.o 5 3.9460 .25589 5.2 High
Total 95 3.9745 .42291 100.0 High

Sex
Male 44 3.9818 .41413 46.4 High
Female 51 3.9682 .43435 53.6 High

Total 95 3.9745 .42291 100.0 High

 Parents’
Educational
Attainment
(Father)
High school 10 3.8330 .37500 10.2 High
Graduate

College 85 3.9912 .42710 89.8 High

graduate

Total 95 3.9745 .42291 100.0 High

(Mother)

Elementary 1 3.2700 0.9 Average

Graduate

High school 9 3.9256 .41872 9.4 High

Graduate

College 85 3.9880 .42083 89.8 High

graduate

Total 95 3.9745 .42291 100.0 High

Parents’
Occupation
(Father)

Unemployed 8 3.9087 .43617 8.3 High

Self- 20 4.1900 .30577 22.2 High

employed

Employed 67 3.9181 .43566 69.5 High

Total 95 3.9745 .42291 100.0 High

(Mother)

Unemployed 16 3.8831 .42717 16.5 High

Self- 22 4.0873 .37102 23.8 High

employed

Employed 57 3.9567 .43819 59.7 High

 Total 95 3.9745 .42291 100.0 High
Table 4 continue . . .

Table to continued . . .

Monthly
Family
Income
(Php)

5000 and 12 3.8375 .57216 12.2 High

below

5001- 37 3.9676 .40119 38.9 High

10,000

10,001 46 4.0159 .39752 48.9 High

and
above
Total 95 3.9745 .42291 100.0 High

Attitude Towards Science of Grade

8 when grouped according to
Demographic Profile

Table 5 presented the level of attitude toward science

of grade 8 when grouped according to demographic profile.

In terms of age, 13 years old (N=65, 68.2 percent M =

4.2644), 14 years old (N=5, 5.5 percent M = 4.2474), and 15

years old students (N=25, 26.3 percent M = 4.2641) had

“highly positive” level of attitude towards science.

However, among the three age categories, 13 years old had

obtained the highest mean value. This simply implies that

though they got the same level of attitude, science

interests are different with respect to age.

When the respondents are grouped according to sex,

both their attitude were interpreted as “highly positive”.

For male (N=44, 46.5 percent, M = 4.2793) and female

students (N=51, 53.5 percent, M = 4.2510). This simply

implies that the level of attitude was the same regardless

of their sex, despite that male students got the highest

mean value.

This result agrees with the findings of Shumba (2011)

that there is considerable evidence of males to have more

positive attitudes towards science than females.

In terms of parents’ highest educational attainment,

students whose fathers were college graduate (N=85, 89.9

percent, M=4.2866), the level of attitude was “highly

positive” and for high school graduate father(N=10, 10.1

percent, M=4.0730) level of attitude was “positive”.

On the other hand, students whose mothers’ educational

attainment were elementary graduate (M=4.3478) interpreted

as “positive”, high school graduate (M=4.3478), and college

graduate (N=85, M=4.2560) both interpreted as “positive”. It

is notable that students whose parents were college

graduates have greater level of attitude than those whose

parents did not graduate in college.

When the respondents are clustered according to

parents’ occupation, students whose fathers were unemployed

(M = 4.2750) self-employed (M = 4.4440), employed (M =

4.2091),and students whose mother were unemployed (M =

4.1119), self-employed (M = 4.2645)had “highly positive

attitude towards science. The result implies that the

attitude of the grade 8 students was the same regardless of

their parents’ occupation.

The result conforms to the study of Atan (2016) that

economic level did not affect students’ attitudes towards

physical education and sports lesson positively or

negatively.

Considering the estimated monthly family income, grade

8 students with an income of Php 5000 and below (M=4.0350)

was “positive”, Php 5001-10,000 (4.2651), and Php 10,001and

above (M=4.3230) were “highly positive”. The result implies

that students who have a high monthly family income have

higher level of attitude than those whose monthly family

income was low.

Table 5. Attitude Towards Science of Grade 8 when grouped

according to Demographic Profile
Variables N Mean Std. % of Remarks
Deviation Total
 Sum

Age
13 y.o 25 4.2644 .61751 26.3 Highly
Positive

14 y.o 65 4.2474 .47447 68.2 Highly

Positive

15 y.o 5 4.4800 .39173 5.5 Highly

Positive

Total 95 4.2641 .50974 100.0 Highly

Positive
Sex
Male 44 4.2793 .35296 46.5 Highly
Positive

Female 51 4.2510 .61723 53.5 Highly

Positive

Total 95 4.2641 .50974 100.0 Highly

Positive
Parents’
Educational
Attainment
(Father)

High School 10 4.0730 .53864 10.1 Positive

Graduate

College 85 4.2866 .50480 89.9 Highly

Graduate Positive

Total 95 4.2641 .50974 100.0 Highly

Positive
(Mother)
Elementary
Graduate 1 4.2000 1.0 Positive

High
school 9 4.3478 .94074 9.7 Highly
Graduate Positive
College 85 4.2560 .45345 89.3 Highly
graduate Positive

Total 95 4.2641 .50974 100.0 Highly

Positive
Parents’
Occupation
(Father)
Unemployed 8 4.2750 .51417 8.4 Highly
Positive
Self-
employed 20 4.4440 .29980 21.9 Highly
Positive

Employed 67 4.2091 .50974 69.6 Highly

Positive

Total 95 3.9745 .42291 100.0 Highly

Positive
(Mother)
Unemployed 16 4.1119 .47496 16.2 Highly
Positive

Self- 22 4.2645 .42184 23.2 Highly

employed Positive

Employed 57 4.3067 .54821 60.6 Highly

Positive

Total 95 4.2641 .50974 100.0 Highly

Positive

Table 5 continued…
Table to continued…

Monthly
Family
Income

5000 and 12 4.0350 .58220 12.0 Positive

below
 5001- 37 4.2651 .46325 39.0 Highly
10,000 Positive

10,001 46 4.3230 .52027 49.1 Highly

and above Positive

Highly
Total 95 4.2641 .50974 100.0 Positive
Table 5 continued…

Table 6 revealed that there is a significant

relationship between self-efficacy and attitude towards
science of grade 8 because of the r-value=.645 and the p-
value=.000. The finding implies that when the self-efficacy
of the students towards science is high, the students also
tend to have positive attitude towards the subject. Null
hypothesis stating of no significant relationship between
self-efficacy and attitude towards science is not accepted.
The result affirms the findings of Tudy (2014) which
states that self-efficacy in mathematics is strongly
related to the students’ attitudes towards the subject,
self-efficacy is developed most especially if there is a
positive attitude support.
Table 6. Relationship between Self-efficacy and Attitude
Toward Science of Grade 8

Variables R P Remarks

Self-efficacy
.645 .000 S
Attitude

Correlation is significant at the 0.01 level (2 tailed)