Gordon College: Presentation, Analysis, Interpretation

Republic of the Philippines
City of Olongapo
GORDON COLLEGE
College of Education, Arts and Sciences
15
Chapter 3
PRESENTATION, ANALYSIS, INTERPRETATION
This chapter presents analysis, findings and interpretation of data. For the
clearer presentation, appropriate tables were used.
Profile of BCAED students Respondents
Table 2 shows the frequency and percentage distribution of the
respondents grouped according to their Profile in terms of Year and Block,
Gender/Sex, Age and General Point Average (GPA)
On the respondents Year and Block, it can be seen from the table that
fourteen (14) or 29.2 % of the respondents came from first year BCAED
students, also twenty-four (24) or 50.0 % of the respondents came from second
year BCAED students and eleven (10) or 20.8% of the respondents came from
third year BCAED students.
On the distribution according to Sex, there were twenty six (26) or 54.2%
of the respondents are male and twenty four (22) or 45.8% are females.
On the distribution of the Age, it can be seen from the table that fifteen
(15) or 31% of the respondents came from 18-19 years old, thirty (30) or 62.5%
from 20-21 years old and three (3) or 6.3% from 23-24 years old. The average
age of the respondents is 18-24 years old.

City of Olongapo
GORDON COLLEGE
16
On the distribution according to General Point of Average (GPA), there
were three (3) or 6.3% who has a 2.0 GPA; three (3) or 6.3% who have 1.9
GPA; three (3) or 6.3 who have 1.8 GPA; one (1) or 2.1% who have 1.7 GPA;
four (4) or 8.3% who have 1.6 GPA; five (5) or 10.4% who have 1.5 GPA;
twenty-one (21) or 43.8% who have 1.4GPA; seven (7) or 14.6% who have 1.3
GPA and one (1) or 2.1% who have 1.0 GPA. Galiher (2009) and Darling (2010),
used GPA to measure student performance because the main focus in the
student performance for the particular semester. Some other researchers used
test results or previous year result since they are studying performance for the
specific subject or year (Hijazi and Naqvi, 2006 and Hake, 2011). Many
researchers have discussed the different factors that affect the student academic
performance in their research. There are two types of factors that affect the
students’ academic performance. These are internal and external classroom
factors and these factors strongly affect the students’ performance. Internal
classroom factors includes students competence in English, class schedules, class
size, English text books, class test results, learning facilities, homework,
environment of the class, complexity of the course material, teachers.
Role in the class, technology used in the class and exams systems.
External classroom factors include extracurricular activities, family problems,
work and financial, social and other problems. Research studies shows that 20
students’ performance depends on many factors such as learning facilities,

City of Olongapo
GORDON COLLEGE
17
gender and age differences, etc. that can affect student performance (Hansen,
Joe B., 2010)
Variables Frequency Percentage

First 14 29.2%
Year & Block Second 24 50.0%
Third 10 20.8%
TOTAL: 48 100%
Female 22 45.8%
Sex Male 26 54.2%
TOTAL: 48 100%
18-19 years old 15 31.3%
Age 20-21 years old 30 62.5%
23-24 years old 3 6.3%
TOTAL: 48 100%
1.0 1 2.1%
1.3 7 14.6%
1.4 21 43.8%
1.5 5 10.4%
Grade Point 1.6 4 8.3%
Average 1.7 1 2.1%
1.8 3 6.3%
1.9 3 6.3%
2.0 3 6.3%
TOTAL: 48 100%
Table 2. Frequency and Percentage Distribution of the BCAED students
Respondents Profiles
City of Olongapo
GORDON COLLEGE
18
Coping strategies of BCAED students amidst teaching-learning
modality under the new normal
Table 3 to 5 shows the Coping Strategies of BCAED students in Academic
Performance in terms of Academic Related, Psychosocial Related and Health
Related of first year BCAED students.
Table 3 shows the descriptive interpretation of the coping strategies
affecting the Academic performance of 1 st year BCAEd students in terms of
Academic related. Indicator 10. “Lack of Interest in the subjects” has weighted
the mean of 3.29 with the descriptive equivalence of extremely, and indicator 9.
“Inconsistent class attendance” has weighted the mean of 2.36 with the
descriptive equivalence of moderately. Indicator 10 ranked as top indicator and
indicator 9 has ranked as least indicator. The over-all Mean is 2.88 with
descriptive equivalence of moderately. According to Joosten and Cusatis [21],
students who require more assistance or are struggling academically expect
greater communication and interactivity from their instructor. The greater their
perception of instructor interactivity, the greater their perception of learning.
Adding an e-mentoring feature to university portal can support students in area
of weakness by providing extra resources, answering students’ queries, and/or
setting online one-to-one meetings with mentoring staff.

City of Olongapo
GORDON COLLEGE
19
Table 3 1st year
Descriptive Rating of the Factors affecting Academic Performance of
BCAED students in terms of Academic Related
Indicators of Academic Related Weighted Mean Descriptive
Equivalence
1. Accomplish all task even if I have 3.07 Moderately
high Academic Workload
2. Satisfied with all the 2.64 Moderately
Lessons/lectures in class
3. High performance in examination 2.79 Moderately
4. Use learning materials/resources 2.57 Moderately

properly
5. Reading and understanding 3 Moderately
modules given by teachers
6. Unpredictable loss of internet 3.07 Moderately
connection/Data
7. Procrastination on 2.93 Moderately
assignments/activities
8. Planning and organizing to 3.07 Moderately
complete assignments or study tasks
9. Inconsistent class attendance 2.36 Somewhat
10 Lack of interest in the subjects 3.29 Extremely
AVERAGE 2.88 MODERATELY

City of Olongapo
GORDON COLLEGE
Psychosocial related. Indicator 5. “Worries about the future” has weighted 20

the
mean of 3.79 with the descriptive equivalence of extremely, and indicator 9.
“Difficulty relating to opposite sex” has weighted the mean of 2.07 with the
descriptive equivalence of somewhat. Indicator 5 ranked as top and indicator 9
ranked as least. The over-all Mean is 2.78 with descriptive equivalence of
moderately. Most students are bound to move away from home to attend higher
institution of learning. Such transition to higher institutions or colleges usually
reduces contact and social support from friends and family members. Difficulties
in handling the stressors/challenges associated with the transition may lead to
decreased academic performance and increased psychological distress
(Friedlander et al., 2007).
Table 4
BCAED students in terms of Psychosocial Related
Indicators of Psychosocial Weighted Mean Descriptive
Related Equivalence
1.Ability to manage time 3.14 Moderately
2. Ability to concentrate during 2.71 Moderately

lecture/ online class
3. Anxiety about performance in 3.21 Moderately
exams
4. High parental expectations 2.71 Moderately
City of Olongapo
GORDON COLLEGE
21
5. Worries about future 3.79 Extremely
6. Loneliness 2.71 Moderately
7. Financial problems 2.14 Somewhat
8. Family Problems 2.21 Somewhat
9. Difficulty relating to members of the 2.07 Somewhat

opposite sex
10 Lack of time for relaxation 3.14 Moderately
Health related. Indicator 4. “Solve problems with lectures during online class”
and indicator 5 “Anxiety that leads to poor performance in exams, activities and
tasks” has weighted the mean of 2.57 with the descriptive equivalence of
moderately, and indicator 8. “Substance abuse (tobacco, alcohol, cigarette)” has
weighted the mean of 1.43 with the descriptive equivalence of somewhat.
Indicator 4 and indicator 5 ranked as top and indicator 8 ranked as least
indicator. The over-all Mean is 2.21 with descriptive equivalence of moderately. A
key problem is that the negative effect of those unsolved problems on study
progress might result in a vicious circle, in which mental health complaints and
City of Olongapo
GORDON COLLEGE
22
stress related to study delay reinforce each other. On top of that, students with
mental health problems might be unable to finish their education at university. In
the Netherlands this is also a concern for the universities, as the Dutch
government has aimed to increase the completion rates and reduce the number
of long-term students for many years (Nauta et al., 1996; TeWinkel & Juist,
2012).
Table 5
BCAED students in terms of Health Related
Indicators of Health Related Weighted Mean Descriptive
Equivalence
1. Practicing Healthy diet/Eating Habit 2.28 Somewhat
2. Proper Sleeping Habits 2.28 Somewhat
3. Immediate Response taking 2.14 Somewhat

solutions to illness/health problems
4. Solve problems with lectures during 2.57 Moderately
online class
5. Anxiety that leads to poor 2.57 Moderately
performance on exams, activities and
task
6. Lack of interest in attending online 2.07 Somewhat
class
7. Physical activity and nutrition 2.43 Somewhat
8. Substance abuse (tobacco, alcohol, 1.43 Not at All

cigarettes)
City of Olongapo
GORDON COLLEGE
23
9. Post-traumatic stress 2 Somewhat
10 Stress eating 2.29 Somewhat
affecting the Academic performance of 2 nd year BCAEd students in terms of
Academic Related. Indicator 9. “Inconsistent class attendance” has weighted the
mean of 3.75 with the descriptive equivalence of extremely, and indicator 2.
“Satisfied with all the Lessons/lectures in class” has weighted the mean of 2.29
with the descriptive equivalence of soomewhat. Indicator 9 ranked as top and
indicator 2 ranked as least indicator. The over-all Mean is 2.94 with descriptive
equivalence of moderately. Moeinikia and Zahed-Babelan (2010) and Williams,
Brown and Etherington (2013) confirm that there is a positive link between
learning styles and academic performance in the university settings. Learning
style is defined as the characteristics, strengths, and preferences in the way how
people receive and process information (Hsieh, Jang, Hwang & Chen, 2011). It
also refers to the fact that every person has his or her own method or set of
strategies when learning (Gokalp, 2013). Likewise, James and Gardner (1995) as
cited by Dung and Florea (2012) defined learning styles as a complex process for
individual learner to effectively acquire information. Consequently, Reid (1987)

City of Olongapo
GORDON COLLEGE
24
as cited by Ghaedi and Jam (2014) defines learning styles as the changes among
learners in using one or more senses to understand, organize, and, retain
experiences.
Table 6 2nd year
Equivalence
2. Satisfied with all the 2.29 Somewhat

properly
5. Reading and understanding 2.63 Moderately
6. Unpredictable loss of internet 3.29 Extremely
connection/Data
9. Inconsistent class attendance 3.75 Extremely
10 Lack of interest in the subjects 3.58 Extremely
AVERAGE 2.94 Moderately

City of Olongapo
GORDON COLLEGE
25
Psychosocial Related. Indicator 6, 7 and 10. “Loneliness”; “Financial Problems”;
“Lack of time for relaxation” has weighted the mean of 3.08 with the descriptive
equivalence of moderately, and indicator 9. “Difficulty relating to members of the
opposite sex” has weighted the mean of 1.83 with the descriptive equivalence of
somewhat. Indicator 6, 7, and 10 ranked as top and indicator 9 ranked as least
indicator. The over-all Mean is 2.71 with descriptive equivalence of moderately.
According to M. Rosenberg, Schooler, Schoenbach and R. Rosenberg (1995),
global self-esteem is an overall feeling of self-worth. Higher global self-esteem
has been shown to be vital for transition to college (Hickman, et al., 2000), but
lower self-esteem has been related to poorer social adjustment (Rice, 1999).
Similarly, higher global self-esteem is related to overall, as well as academic and
social adjustment among first year students (Elias, Mahyuddin, & Noordin, 2007;
Friedlander et al., 2007; Pritchard, Wilson, & Yamnitz, 2007). It is expected in
this study that self-esteem will predict adjustment to college in first year
students.
Table 7
City of Olongapo
GORDON COLLEGE
26
Related Equivalence
1.Ability to manage time 2.25 Somewhat
2. Ability to concentrate during 2.63 Moderately

exams
5. Worries about future 3 Moderately
7. Financial problems 3.08 Moderately
8. Family Problems 2.54 Moderately
9. Difficulty relating to members of 1.83 Somewhat

the opposite sex
Health Related. Indicator 6. “Lack of interest in attending online class” has
weighted the mean of 2.79 with the descriptive equivalence of moderately, and
City of Olongapo
GORDON COLLEGE
indicator 2. “Proper Sleeping Habits” has weighted the mean of 1.79 with 27
the
descriptive equivalence of somewhat. Indicator 6 ranked as top and indicator 2
ranked as least indicator. The over-all Mean is 2.21 with descriptive equivalence
of somewhat. Boot (2007) and Nauta (1996) reported more surprising findings
such as the association between physical complaints and mental health problems
and the impact of healthrelated problems on study progress. Many recent studies
show similar results suggesting that mental health problems among students
relate to study progress, since students feel limited in their daily activities and
experience feelings of stress that cause their study results to decline (Boot et al.,
2007; Pritchard & Wilson, 2003; Stewart-Brown et al., 2000
Table 8
Equivalence
3. Immediate Response taking 2.67 Moderately

4. Solve problems with lectures during 2.21 Somewhat
online class
5. Anxiety that leads to poor 2.29 Somewhat
City of Olongapo
GORDON COLLEGE
28
task
6. Lack of interest in attending online 2.79 Moderately
class
8. Substance abuse (tobacco, alcohol, 1.21 Somewhat

cigarettes)
9. Post-traumatic stress 2.17 Somewhat
10 Stress eating 2.63 Moderately
AVERAGE 2.21 Somewhat
affecting the Academic performance of 3rd year BCAEd students in terms of
Academic Related. Indicator 6 Unpredictable loss of internet connection/Data and
Indicator 7. “Procrastination on assignments/activities” has weighted the mean of
3.2 with the descriptive equivalence of moderately, and indicator 2. “Satisfied
with all the Lessons/lectures in class” has weighted the mean of 2.1 with the
descriptive equivalence of somewhat. Indicator 6 and 7 ranked as top and
equivalence of moderately. According to the regression analysis of the study, the
primary influence on individual course grades was student GPA. Students with
higher GPAs performed better in online courses, and students with lower GPAs
City of Olongapo
GORDON COLLEGE
29
performed worse when taking courses in an online format compared to a face-
to-face format.
Table 9 3rd year
Equivalence
2. Satisfied with all the 2.1 Somewhat
3. High performance in examination 2.5 Somewhat

properly
5. Reading and understanding 2.5 Somewhat
connection/Data
10 Lack of interest in the subjects 2.6 Moderately

City of Olongapo
GORDON COLLEGE
30
Psychosocial Related. Indicator 5. “Worries about future” has weighted the mean
of 3.6 with the descriptive equivalence of extremely, and indicator 9. “Difficulty
relating to members of the opposite sex” has weighted the mean of 1.7 with the
descriptive equivalence of not at all. Indicator 5 ranked as top and indicator 9
of somewhat. Previous researchers have found that perceived social support was
related to academic, personal, emotional and social adjustment of first year
university students (Friedlander et al., 2007; Jamara, Belgrave, & Zea, 1996;
Halamandaris & Power, 1999; Solberg, Valdez, & Villarreal, 1994; Tao et al.,
2000). First year students with higher levels of perceived parental and peer
social support showed better adjustment (i.e., higher well-being and happiness)
and less distress (less depression and anxiety) than those with lower levels of
perceived parental support (Cutrona, Cole, Colangelo, Assouline, & Russel, 1994;
Holahan, Valentiner, & Moos, 1995). It is expected that perceived social support
from parents and friends will predict adjustment to college in the first year
students and that social support will interact with stress to predict adjustment to
college.
Table 10
City of Olongapo
GORDON COLLEGE
31
Related Equivalence
1.Ability to manage time 2.0 Somewhat
2. Ability to concentrate during 2.1 Somewhat

exams
4. High parental expectations 2.3 Somewhat
5. Worries about future 3.6 Extremely
7. Financial problems 3.3 Extremely
9. Difficulty relating to members of the 1.7 Not at All

opposite sex
Health Related. Indicator 6. “Lack of interest in attending online class” has

City of Olongapo
GORDON COLLEGE
32
indicator 2. “Proper Sleeping Habits” has weighted the mean of 1.5 with the
descriptive equivalence of not at all. Indicator 6 ranked as top and indicator 2
of somewhat. During the 1990s the physical and mental health of students in
Europe and the Unites States were an emergent subject of research (Kolbe,
1993; Nauta et al., 1996; Symons et al., 1997). Findings suggest that students
suffer from more health-related complaints than their non-studying peers (Nauta
et al., 1996). These results are in conflict with the common knowledge that
young and educated people would benefit from a significantly better health
status compared to non-studying peers (Boot et al., 2007). Likewise, findings of
previous research on documented treatment records in the Netherlands has
shown that the amount of students visiting a doctor with psychosomatic
complaints was smaller than the amount of non-studying peers reporting
psychosomatic complaints (Meijman, 1988). However, the evidence is growing
for the relatively poor health status of students compared to non-studying young
adults of the same age (Boot et al., 2007; Stewart-Brown et al., 2000; Vaez et
al., 2004).
Table 11

City of Olongapo
GORDON COLLEGE
33
Equivalence
2. Proper Sleeping Habits 1.5 Not at All

online class
task
class
8. Substance abuse (tobacco, alcohol, 1.7 Not at All

cigarettes)
10 Stress eating 2.4 Somewhat
affecting the Academic performance of all BCAEd students in terms of Academic
Related. Indicator 6 “Unpredictable loss of internet connection/Data has
indicator 9. “Inconsistent class attendance” has weighted the mean of 2.27 with
City of Olongapo
GORDON COLLEGE
34
the descriptive equivalence of moderately. Indicator 6 ranked as top and
equivalence of moderately. College and university lecturers are more interested
in teaching and learning with online approaches where the learning process can
be done more at a lower cost (Green, 2010). Besides, Green (2010) stated that
online teaching can provide more opportunities of saving time and money since
no one drive to seek knowledge. Despite this growing interest in online teaching,
students’ satisfaction level remains the most concentrated indicator of online
teaching experience.
Table 12
Coping Strategies of All BCAED students in terms of Academic Related
Equivalence
2. Satisfied with all the 2.35 somewhat

properly
5. Reading and understanding 2.73 Moderately
connection/Data
City of Olongapo
GORDON COLLEGE
35
10 Lack of interest in the subjects 2.85 Moderately
affecting the Academic performance of all BCAEd students in terms of
psychosocial Related. Indicator 5 “Worries about future” has weighted the mean
of 3.25 with the descriptive equivalence of moderately, and indicator 9.
“Difficulty relating to members of the opposite sex” has weighted the mean of
1.88 with the descriptive equivalence of somewhat. Indicator 5 ranked as top
and indicator 9 ranked as least indicator. The over-all Mean is 2.77 with
descriptive equivalence of moderately. Based on insights from research
examining the impact of academic disruptions on students (Wickens, 2011), it is
reasonable to venture that students may experience reduced motivation toward
studies, increased pressures to learn independently, abandonment of daily
routines, and potentially higher rates of dropout as direct consequences of these
measures.
Table 13
City of Olongapo
GORDON COLLEGE
Descriptive Rating of the Factors affecting Academic Performance of36

all
Related Equivalence
1.Ability to manage time 2.65 Moderately
2. Ability to concentrate during 2.44 Somewhat

exams
5. Worries about future 3.25 Moderately
7. Financial problems 2.90 Moderately
9. Difficulty relating to members of the 1.88 Somewhat

opposite sex
affecting the Academic performance of all BCAEd students in terms of Health
Related. Indicator 10 “Stress Eating” has weighted the mean of 2.67 with the
City of Olongapo
GORDON COLLEGE
descriptive equivalence of moderately, and indicator 8. “Substance abuse” 37

has
weighted the mean of 1.35 with the descriptive equivalence of not at all.
Indicator 10 ranked as top and indicator 8 ranked as least indicator. The over-all
Mean is 2.28 with descriptive equivalence of somewhat. Studies present the
pandemic as a disruptive event causing stress that negatively affects students'
learning performance and psychological well-being. For example, studies show
such adverse effects of lockdowns as increased levels of students' social
avoidance (Al-Rabiaah et al., 2020), anxiety (Kaparounaki et al., 2020; Kapasiaa
et al., 2020), and a decreased quality of general life (Kaparounaki et al., 2020).
Moreover, self-isolating college students suffer from physical and mental health
problems (e.g., insomnia, depression) more than those who do not self-isolate
(Tang et al., 2020; Zhao et al., 2020; Zhou et al., 2020).
Table 14
Descriptive Rating of the Factors affecting Academic Performance of all
Equivalence

City of Olongapo
GORDON COLLEGE
38
online class
task
class
8. Substance abuse (tobacco, alcohol, 1.35 Not at all

cigarettes)
10 Stress eating 2.67 Moderately
Table 15 shows the multiple regression analysis on the effect of coping
strategies: Academic, Psychosocial and Health Related, to academic
performance. It can be seen from the table that the effect size of coping
strategies is 20.9% while the affected or explained part on the academic
performance is only 4.44%. Since F = 0.67 with significance level of 0.58 which
is greater than 0.05 alpha, coping strategies has no significant effect to academic
performance.
Table 15
Effect of Coping Strategies to Academic Performance (GPA) using
Multiple Regression
Model R R-square F Sig. Remarks
City of Olongapo
GORDON COLLEGE
39
1 0.209 0.044 0.67 0.58 Not Significant
a. Predictors: (Constant), Average Health Related, Average Academic
Related, Average Psychosocial related
Table 16 shows the coefficients of model 1; effect of coping strategies to
academic performance. The predicted model should have been y (academic
performance) = 1.936 -0.131 academic related +0.010 psychosocial related –
0.042 health related. But since the effect is insignificant, this model cannot be
used to determine the predicted academic performance of the respondents given
their coping strategies.
Table 16
Coefficients of the Regression Model

Unstandardize
Model d Coefficients t Sig. Remarks
(B)
1 (Constant) 0.00
1.936 5.516
0
Academic Related 0.20
-0.131 -1.297 Not Significant
1
Psychosocial Related 0.90
0.010 0.117 Not Significant
7
Health Related 0.69
-0.042 -0.401 Not Significant
0
City of Olongapo
GORDON COLLEGE
40
Table 17 shows the test for significant difference on the coping strategies
when grouped according to year level. It can be seen from the table that on
academic, there are variations on the mean perceptions of the respondents. First
year students have the highest mean of 2.94 with standard deviation of 0.26
which mean the scores are homogenous with respect to mean, while Third year
has the lowest mean of 2.66 with standard deviation of 0.43 still considered as
homogeneous with respect to the mean although First year’s scores are more
homogenous than Third years. since F (2, 45) = 3.160 with significance level of
0.052 which is greater than 0.05 alpha, then there is no significant difference on
the perceptions of the respondents on academic related when grouped according
to year level.
It can also see from the table that on psychosocial, there are variations on
the mean perceptions of the respondents. Second year students have the highest
mean of 2.75 with standard deviation of 0.51 which mean the scores are
homogeneous with respect to mean, while third year has the lowest mean of
2.70 with standard deviation of 0.25 still considered as homogeneous with
respect to the mean although second year scores are more homogeneous than
third year. Since F (2, 45) = 0.040 with significance level of 0.961 which is
greater than 0.05 alpha, then there is no significant difference on the

City of Olongapo
GORDON COLLEGE
41
perceptions of the respondents on psychosocial related when grouped according
to year level
It can also see from the table that on health, there are variations on the
mean perceptions of the respondents. Second year students have the highest
mean of 2.28 with standard deviation of 0.32 which mean the scores are
homogeneous with respect to mean, while first year and third year has the
lowest mean of 2.27 with standard deviation of 0.37 of first year and 0.43 for
third year still considered as homogeneous with respect to the mean although
second year scores are more homogeneous than first year and third year. Since
F (2, 45) = 0.003 with significance level of 0.997 which is greater than 0.05
alpha, then there is no significant difference on the perceptions of the
respondents on psychosocial related when grouped according to year level
It can also see from the table that on coping strategies, there are
variations on the mean perceptions of the respondents. Second year students
have the highest mean of 2.62 with standard deviation of 0.18 which mean the
scores are homogeneous with respect to mean, while first year has the lowest
mean of 2.55 with standard deviation of 0.30 still considered as homogeneous
with respect to the mean although second year scores are more homogeneous
than first year. Since F (2, 45) = 0.0381 with significance level of 0.685 which is
greater than 0.05 alpha, then there is no significant difference on the

City of Olongapo
GORDON COLLEGE
42
perceptions of the respondents on psychosocial related when grouped according
to year level
Table 17
Test for Significant Difference on Coping Strategies grouped
according to Year
Coping
Year Level Mean SD F Sig. Remarks
Strategies
Academic First 2.94 0.26 3.16 0.052 Not
0
Second 2.71 0.28 Significant
Third 2.66 0.43
Psychosoci al First 2.74 0.43 0.04 0.961 Not
0
Third 2.70 0.25
Health First 2.27 0.37 0.00 0.997 Not
3
Third 2.27 0.43
Coping First 2.55 0.30 0.38 0.685 Not
1
Strategy Second 2.62 0.18 Significant
Third 2.59 0.36
df = 2, 45; α =0.05
when grouped according to sex. It can be seen from the table that on academic,
there are variations on the mean perceptions of the respondents male students
City of Olongapo
GORDON COLLEGE
have the highest mean of 2.83 with standard deviation of 0.33 which mean 43
the
scores are homogenous with respect to mean, while female has the lowest mean
of 2.70 with standard deviation of 0.31 still considered as homogeneous with
respect to the mean male’s scores are more homogenous than females. since F
(2, 46) = -1.35 with significance level of 0.18 which is less than 0.05 alpha, then
there is no significant difference on the perceptions of the respondents on
academic related when grouped according to sex.
when grouped according to sex. It can be seen from the table that on
psychosocial, there are variations on the mean perceptions of the respondents
male students have the highest mean of 2.81 with standard deviation of 0.41
which mean the scores are homogenous with respect to mean, while female has
the lowest mean of 2.65 with standard deviation of 0.47 still considered as
homogeneous with respect to the mean male’s scores are more homogenous
than females. since F (2, 46) = -1.32 with significance level of 0.19 which is less
than 0.05 alpha, then there is no significant difference on the perceptions of the
respondents on academic related when grouped according to sex.
when grouped according to sex. It can be seen from the table that on health,
there are variations on the mean perceptions of the respondents male students
have the highest mean of 2.30 with standard deviation of 0.37 which mean the
City of Olongapo
GORDON COLLEGE
44
scores are homogenous with respect to mean, while female has the lowest mean
of 2.24 with standard deviation of 0.33 still considered as homogeneous with
respect to the mean male’s scores are more homogenous than females. since F
(2, 46) = -0.62 with significance level of 0.54 which is less than 0.05 alpha, then
there is no significant difference on the perceptions of the respondents on
academic related when grouped according to sex.
when grouped according to sex. It can be seen from the table that on coping
strategy, there are variations on the mean perceptions of the respondents male
students have the highest mean of 2.62 with standard deviation of 0.25 which
mean the scores are homogenous with respect to mean, while female has the
lowest mean of 2.56 with standard deviation of 0.27 still considered as
homogeneous with respect to the mean male’s scores are more homogenous
than females. since F (2, 46) = -0.81 with significance level of 0.42 which is less
than 0.05 alpha, then there is no significant difference on the perceptions of the
respondents on academic related when grouped according to sex.
Table 18
according to Sex
Coping
Sex Mean SD F Sig. Remarks
Strategies
Academic Female 2.70 0.31 - 0.18 Not
1.35
Male 2.83 0.33 Significant
City of Olongapo
GORDON COLLEGE
45
Psychological Female 2.65 0.47 - 0.19 Not
1.32
Health Female 2.24 0.33 - 0.54 Not
0.62
Coping Female 2.56 0.27 - 0.42 Not
0.81
Strategy Male 2.62 0.25 Significant
df = 46; α =0.05
Table 19 shows the test for significant difference on the coping
strategies when grouped according to sex. It can be seen from the table that
on academic, there are variations on the mean perceptions of the
respondents 23-24 years old students have the highest mean of 2.80 with
standard deviation of .10 which mean the scores are homogenous with
respect to mean, while 18-19years old students has the lowest mean of 2.75
with standard deviation of .30 still considered as homogeneous with respect
to the mean of 23-24 years old are more homogenous than 18-19 years old..
since F (2, 45) = 0.03 with significance level of 0.97 which is less than 0.05
respondents on academic related when grouped according to age.
on psychosocial, there are variations on the mean perceptions of the
City of Olongapo
GORDON COLLEGE
46
respect to mean, while 23-24 years old students has the lowest mean of 2.63
with standard deviation of .32 still considered as homogeneous with respect
to the mean of 20-21 years old are more homogenous than 23-24 years old.
since F (2, 45) = 0.35 with significance level of 0.70 which is less than 0.05
respondents on academic related when grouped according to age.
on health, there are variations on the mean perceptions of the respondents
23-24 years old students have the highest mean of 2.47 with standard
deviation of .21 which mean the scores are homogenous with respect to
mean, while 18-19 years old students has the lowest mean of 2.15 with
standard deviation of .28 still considered as homogeneous with respect to the
mean of 23-24 years old are more homogenous than 18-19 years old.. since F
(2, 45) = 1.77 with significance level of 0.18 which is less than 0.05 alpha,
then there is no significant difference on the perceptions of the respondents
on academic related when grouped according to age.
on coping strategies, there are variations on the mean perceptions of the

City of Olongapo
GORDON COLLEGE
47
respect to mean, while 18-19 years old and 20-21 years old students has the
lowest mean of 2.59 with standard deviation of .30 for 18-19 years old and .
25 for 20-21 years old students still considered as homogeneous with respect
to the mean of 23-24 years old are more homogenous than 18-19 years old
and 20-21 years old. since F (2, 45) = 0.02 with significance level of 0.98
which is less than 0.05 alpha, then there is no significant difference on the
perceptions of the respondents on academic related when grouped according
to age.
Table 19
according to age
Coping
Year Level Mean SD F Sig. Remarks
Strategies
Academic 18 - 19 years 2.75 .30 0.03 0.97 Not
old
20 - 21 years 2.77 .36 Significant
old
23 - 24 years 2.80 .10
old
Psychological 18 - 19 years 2.67 .55 0.35 0.70 Not
old
City of Olongapo
GORDON COLLEGE
20 - 21 years 2.78 .39 Significant 48

old
23 - 24 years 2.63 .32
old
Health 18 - 19 years 2.15 .28 1.77 0.18 Not
old
20 - 21 years 2.32 .38 Significant
old
23 - 24 years 2.47 .21
old
Coping 18 - 19 years 2.59 .30 0.02 0.98 Not
old
Strategy 20 - 21 years 2.59 .25 Significant
old
23 - 24 years 2.62 .19
old
df = 2, 45; α =0.05

Gordon College: Presentation, Analysis, Interpretation

Uploaded by

Copyright:

Available Formats

Gordon College: Presentation, Analysis, Interpretation

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Gordon College: Presentation, Analysis, Interpretation

Uploaded by

Copyright:

Available Formats

Republic of the Philippines

PRESENTATION, ANALYSIS, INTERPRETATION

clearer presentation, appropriate tables were used.

Profile of BCAED students Respondents

Table 2 shows the frequency and percentage distribution of the

respondents grouped according to their Profile in terms of Year and Block,

Gender/Sex, Age and General Point Average (GPA)

third year BCAED students.

age of the respondents is 18-24 years old.

students’ academic performance. These are internal and external classroom

classroom factors includes students competence in English, class schedules, class

environment of the class, complexity of the course material, teachers.

External classroom factors include extracurricular activities, family problems,

students’ performance depends on many factors such as learning facilities,

Joe B., 2010)

Variables Frequency Percentage

modality under the new normal

Table 3 to 5 shows the Coping Strategies of BCAED students in Academic

Performance in terms of Academic Related, Psychosocial Related and Health

Related of first year BCAED students.

Table 3 shows the descriptive interpretation of the coping strategies

affecting the Academic performance of 1 st year BCAEd students in terms of

descriptive equivalence of moderately. Indicator 10 ranked as top indicator and

descriptive equivalence of moderately. According to Joosten and Cusatis [21],

students who require more assistance or are struggling academically expect

perception of instructor interactivity, the greater their perception of learning.

Adding an e-mentoring feature to university portal can support students in area

of weakness by providing extra resources, answering students’ queries, and/or

setting online one-to-one meetings with mentoring staff.

Descriptive Rating of the Factors affecting Academic Performance of

BCAED students in terms of Academic Related

Indicators of Academic Related Weighted Mean Descriptive

4. Use learning materials/resources 2.57 Moderately

10 Lack of interest in the subjects 3.29 Extremely

AVERAGE 2.88 MODERATELY

Table 4 shows the descriptive interpretation of the coping strategies

affecting the Academic performance of 1 st year BCAEd students in terms of

Psychosocial related. Indicator 5. “Worries about the future” has weighted 20

mean of 3.79 with the descriptive equivalence of extremely, and indicator 9.

descriptive equivalence of somewhat. Indicator 5 ranked as top and indicator 9

ranked as least. The over-all Mean is 2.78 with descriptive equivalence of

institution of learning. Such transition to higher institutions or colleges usually

in handling the stressors/challenges associated with the transition may lead to

decreased academic performance and increased psychological distress

(Friedlander et al., 2007).

Descriptive Rating of the Factors affecting Academic Performance of

BCAED students in terms of Psychosocial Related

Indicators of Psychosocial Weighted Mean Descriptive

2. Ability to concentrate during 2.71 Moderately

6. Loneliness 2.71 Moderately

7. Financial problems 2.14 Somewhat

8. Family Problems 2.21 Somewhat

9. Difficulty relating to members of the 2.07 Somewhat

AVERAGE 2.78 MODERATELY

Table 5 shows the descriptive interpretation of the coping strategies

affecting the Academic performance of 1 st year BCAEd students in terms of

moderately, and indicator 8. “Substance abuse (tobacco, alcohol, cigarette)” has

weighted the mean of 1.43 with the descriptive equivalence of somewhat.