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    Interpretation of Data

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    ricaforterizamae
    The researcher used questionnaires to measure academic stress levels and attitudes/behaviors of students. The academic stress questionnaire contained 8-9 statements rated on a 5-point Likert scale ranging from "Always" to "Never." The instruments were validated by 3 experts and used rating scales to interpret academic stress and behavior levels among students as very high, high, moderate, low, or very low based on mean response ranges.

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    Interpretation of Data

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    ricaforterizamae
    37 views2 pages
    The researcher used questionnaires to measure academic stress levels and attitudes/behaviors of students. The academic stress questionnaire contained 8-9 statements rated on a 5-point Likert scale ranging from "Always" to "Never." The instruments were validated by 3 experts and used rating scales to interpret academic stress and behavior levels among students as very high, high, moderate, low, or very low based on mean response ranges.

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    Interpretation of data

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    Interpretation of data

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    The researcher used questionnaires to measure academic stress levels and attitudes/behaviors of students. The academic stress questionnaire contained 8-9 statements rated on a 5-point Likert scale ranging from "Always" to "Never." The instruments were validated by 3 experts and used rating scales to interpret academic stress and behavior levels among students as very high, high, moderate, low, or very low based on mean response ranges.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    37 views2 pages

    Interpretation of Data

    Uploaded by

    ricaforterizamae
    The researcher used questionnaires to measure academic stress levels and attitudes/behaviors of students. The academic stress questionnaire contained 8-9 statements rated on a 5-point Likert scale ranging from "Always" to "Never." The instruments were validated by 3 experts and used rating scales to interpret academic stress and behavior levels among students as very high, high, moderate, low, or very low based on mean response ranges.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 2

    The researcher's instrument used was an adapted questionnaire on the

    academic stress level of students from (Guzon, 2024)


    https://www.scribd.com/document/504677637/Academic-Stress-Scale and
    the students’ attitude and behavior scales questionnaire from (Akey, 2006)
    https://files.eric.gov/fulltext/ED489760.pdf. Each part contains eight (8),
    seven (7), five (5), and nine (9) statements which were assessed through a
    Likert scale.
    The scale of 5 had the descriptive equivalent of Always, which means
    that the item embodied is very high; 4 had the descriptive equivalent of Often,
    which means that the item is high; 3 had the descriptive equivalent of
    Sometimes, which means that the item is moderate; 2 had the descriptive
    equivalent of Rarely, which means that the item is low; 1 had the descriptive
    equivalent of Never, which means that the item is very low.
    The instruments had undergone validation from three (3) research
    experts for the acceptability and approval of this study.

    Table 1. Interpretation of the Level of Academic Stress among the HUMSS Students
    Range of Means Descriptive Interpretation
    Equivalence

    4.50 – 5.00 Always This means that the academic stress of HUMSS students is
    very high.

    3.50 – 4.49 Often This means that the academic stress of HUMSS students is
    high.

    2.50 – 3.49 Sometimes This means that the academic stress of HUMSS students is
    moderate.

    1.50 – 2.49 Rarely This means that the academic stress of HUMSS students is
    low.

    1.00 – 1.49 Never This means that the academic stress of HUMSS students is
    very low.

    Table 2. Interpretation of the Level of Behavior among the HUMSS Students


    Range of Means Descriptive Interpretation
    Equivalence

    4.50 – 5.00 Always This means that the behavior of HUMSS students is very
    high.

    3.50 – 4.49 Often This means that the behavior of HUMSS students is very
    low.

    2.50 – 3.49 Sometimes This means that the behavior of HUMSS students is
    moderate.

    1.50 – 2.49 Rarely This means that the behavior of HUMSS students is low.

    1.00 – 1.49 Never This means that the behavior of HUMSS students is very
    low.

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