CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents in tabular form the data gathered as bases for the analysis

and interpretation.

To have a clear and more organized presentation of results, the data are hereby

presented following the arrangement of the objectives of the study.

Demographic profile of the respondents

Table 3. Frequency and Percentage Distribution of Respondents according to Gender

GENDER FREQUENCY PERCENTAGE
MALE 68 53.5%
FEMALE 59 46.5%
TOTAL 127 100%
Table 1 shows the frequency and percentage distribution of participants when

grouped according to Gender.

Based on the data gathered, the result according to gender shows that 68 or 53.5%

of the total population was Male and 59 or 46.5% are Female. This implies that most of

the respondents of the study are males, as the number and percentage distribution

dominated against that of females.

Table 4. Frequency and Percentage Distribution of Respondents according to Age

AGE FREQUENCY PERCENTAGE
15-17 86 67.7%
18-20 41 32.3%
TOTAL 127 100%
The table above shows the frequency and percentage distribution of participants

when grouped according to Age.

Based on the data gathered, the result according to Age presents that there were

86 or 67.7% respondents who are aged 15-17 years old, on the other hand, there are 41 or
32.3% who are within 18-20 years of age. Thus, a greater number or the participants who

responded in the

study are within the age of 15-17 years old.

Table 5. Frequency and Percentage Distribution of Respondents according to Grade Level

GRADE FREQUENCY PERCENTAGE
G11-Santa Monica 62 48.8%
G12-San Lorenzo Ruiz 31 24.4%
G12-San Pedro Calungsod 34 26.8%
TOTAL 127 100%
The table above shows the frequency and percentage distribution of participants

when grouped according to Grade/ Level.

Based on the data gathered, the result according to their Grade/ Level presents

that there were 62 or 48.8% respondents who are Grade 11 Santa Monica, on the other

hand, there are 31 or 24.4% who are Grade 12 San Lorenzo Ruiz, , lastly, there were 34

or 26.8% who are Grade 12 San Pedro Calungsod. A greater number or the participants

who responded in the study are from Grade 11 Santa Monica.

Factors influencing high academic achievement among senior high school students

Table 6. Extent of the factors influencing high academic achievement among senior high
school students as perceived by themselves in terms of Academic Motivations with its
corresponding Weighted Mean and Descriptive Interpretation
IMPACTS / STATEMENT INDICATORS MEAN QUALITATIVE
DESCRIPTION
1. I use the information I learn in my senior year in other 4.21 Always (A)
classes I will take in the future
2. I am exposed to new ideas in my senior high school year. 4.59 Always (A)
3. When I have difficulties in reaching my goals, I make a 4.11 Very Often (VO)
renewed effort to ensure that I achieve my goals.
4. Believing that I will receive an excellent grade in my 3.98 Very Often (VO)
senior year
5. I make sure that I understand the most difficult material 4.43 Always (A)
presented in the readings for senior year.
OVERALL MEAN 4.26 Always (A)
 The table above shows the extent of the factors influencing high academic

achievement among senior high school students as perceived by themselves in terms of

Time Management with its corresponding weighted mean and descriptive interpretation.

Based on the data above, shows that Academic Motivations generally always influence

the decision of senior high school students to aim for high grades or pursue average

grades in their studies, since its overall mean is 4.26, hence it has a descriptive

interpretation of “always”. Moreover, the statement indicator "I am exposed to new

ideas in my senior high school year" received the highest weighted mean rating of 4.59,

with a descriptive interpretation of "always’. Based on the findings, it entails that senior

high school students benefit from exposure to new ideas during their senior year, which

positively influences their academic achievement.

Table 7. The extent of the factors influencing high academic achievement among senior
high school students as perceived by themselves in terms of Time Management with its
corresponding Weighted Mean and Descriptive Interpretation
IMPACTS / STATEMENT INDICATOR WEIGHTED QUALITATIVE
MEAN DESCRIPTION
1. I prioritize the tasks I have to do 4.17 Very Often (VO)
according to their importance and urgency.
2. I concentrate on only one important task 4.08 Very Often (VO)
at a time, but I do multiple trivial tasks at
once
3. I do the most important tasks at my best 4.20 Very Often (VO)
time during the day
3. I set deadlines for myself if they are not 4.29 Always (A)
provided for me.
4. I make a list of tasks to accomplish each 4.29 Always (A)
day
OVERALL MEAN 4.21 Always (A)

The table above shows the extent of the factors influencing high academic

achievement among senior high school students as perceived by themselves in terms of

Time Management with its corresponding weighted mean and descriptive interpretation.
 Based on the data above, shows that Time Management always influences the decision

of senior high school students to aim for high grades or pursue average grades in their

studies, since its overall mean is 4.21, hence it has a descriptive interpretation of

“always”. Moreover, the statement indicators “I set deadlines for myself if they are not

provided for me” and “I make a list of tasks to accomplish each day” received the

highest weighted mean rating of 4.29, with a descriptive interpretation of "always".

Based on the findings, it entails that setting deadlines for oneself and making a list of

tasks to accomplish each day influences high academic achievement.

According to the study of Ahmad et al. (2019), Time management is perceived as

one of the central points of achievement in customary academic structure where marks are

unequivocally affected by time organizing abilities. Definitely, the capacity to manage

time effectively is emphatically identified with scholarly achievement, and alternately, a

poor timing lead towards failure and achievement level is decreased.

Another study conducted by Nasrullah_PhD and Khan_PhD (2015), revealed that

time management is highly related to the academic performance of the university students.

Moreover, there result found that there is an association between time management

abilities and educational outcomes.

Table 8. The extent of the factors influencing high academic achievement among senior
high school students as perceived by themselves in terms of Study Habits with its
corresponding Weighted Mean and Descriptive Interpretation
IMPACTS / STATEMENT INDICATOR WEIGHTED QUALITATIVE
MEAN DESCRIPTION
1. I have a specific place at home with few 4.24 Always (A)
distractions to study.
2. I seek the help of my parents in answering 3.20 Sometimes (S)
difficult questions in the assignment.
3. I read books and references at home. 4.16 Very Often (VO)
4. I read my textbook before I go to class 3.46 Very Often (VO)
5. I go to the library & have further reading 3.13 Sometimes (S)
about the lesson.
OVERALL MEAN 3.64 Very Often (VO)

The table above shows the extent of the factors influencing high academic

achievement among senior high school students as perceived by themselves in terms of

Study Habits with its corresponding weighted mean and descriptive interpretation.

Based on the data above, shows that Study Habits very often influence the decision of

senior high school students to aim for high grades or pursue average grades in their

studies, since its overall mean is 3.64, hence it has a descriptive interpretation of “very

often”. Moreover, the statement indicator “I have a specific place at home with few

distractions to study” received the highest weighted mean rating of 4.24, with a

descriptive interpretation of "always". Based on the findings, it entails that having a

specific place at home with few distractions to study influences high academic

achievement.

Lone (2021) mentioned that study habits are the manners or patterns which a

person employs to understand or comprehend the study material and attain success.

These are characterized by how, when and why a person study. Good study habits are

most significant in prompting scholastic achievement.

Furthermore, Arieta, Gementiza & Saco (2017) highlighted the critical role of

study habits in the students' lives. They concluded that the success or failure of each

student depends upon their study habits.

In conformity with Fouché (2017) the influence of the students' good study habits

in doing their homework, active participation in class, managing their time, being
 focused, and working hard have shown a significant positive correlation on their

academic performance.

In support of the study mentioned above, Ebele and Olofu (2017), in their study

entitled "Study Habit and Its Impact on Secondary School Students' Academic

Performance in Biology in the Federal Capital Territory," revealed that there is a

significant relationship between the said variables. This implied that students who

developed good study habits are likely to have better academic performance in the

school and enhance their academic success.

Table 9. The extent of the factors influencing high academic achievement among senior
high school students as perceived by themselves in terms of Personal Values and Goals with
its corresponding Weighted Mean and Descriptive Interpretation
IMPACTS / STATEMENT INDICATOR WEIGTED QUALITATIVE
MEAN DESCRIPTION
1. I like the rewards that studies bring 4.33 Always (A)
2. I try to work hard because doing well in 4.25 Always (A)
studies brings high status
3. I like the intellectual challenge brought 4.09 Very Often (VO)
about by academic work
4. I have fun with peers as we study 4.57 Always (A)
5. I get honor and praise from my family and 4.36 Always (A)
teachers for passing in my studies
OVERALL MEAN 4.32 Always (A)
The table above shows the extent of the factors influencing high academic

achievement among senior high school students as perceived by themselves in terms of

Personal values and Goals with its corresponding weighted mean and descriptive

interpretation. Based on the data above, shows that Personal Values and Goals generally

always influence the decision of senior high school students to aim for high grades or

pursue average grades in their studies, since its overall mean is 4.32, hence it has a

descriptive interpretation of “always”. Moreover, the statement indicator “I have fun

with peers as we study” received the highest weighted mean rating of 4.57, with a
 descriptive interpretation of "always". Based on the findings, it entails that having fun

with peers while studying influences high academic achievement.

they contend that individuals’ achievement goals are associated with their values.

Similarly, values are considered desirable goals and individuals work hard to pursue

them. Hence it is justifiable to say that in the academic setting students personal values

or their personal goals substantially influence the academic achievement of the students.

Luesia et al. (2021), No other significant correlations were found between

personal values and academic performance,

Significant difference in the factors influencing high academic achievement among

senior high school students

Table 10. Test of Difference in the Factors influencing High Academic Achievement
among Senior High School students when grouped by Gender.
Std.
Gender Mean t Sig.
Deviation
Academic MALE 4.324 .3641
0.170ns .056
Motivation FEMALE 4.190 .4176
MALE 4.200 .5240
Time Management 0.014ns .872
FEMALE 4.214 .4032
MALE 3.768 .5961
Study Habits 0.200* .024
FEMALE 3.488 .7837
Personal Values MALE 4.356 .5261
0.073ns .414
and Goals FEMALE 4.281 .4929
Legend: ns Not Significant * Significant

The above table reflects the test of difference in the Factors influencing High

Academic Achievement among Senior High School students when grouped by Gender.

The result implies that the majority of the variables of the factors influencing high

academic achievement has no significant differences on Senior High School Students when

grouped by gender since their p-value is greater than .05 and with that, the null hypothesis is
accepted. However, it can be seen on the table that the variable, Study Habits, has

significant difference on senior high school students when grouped by gender since its p-

value is below than .05 which resulted in the rejection of the null hypothesis. This infers that

gender has nothing to do with the variables of factors influencing high academic

achievement among senior high school students except in study habits.

The result implies that the majority of variables that influence high academic

achievement show no significant differences among senior high school students when

grouped by gender, as their p-value is greater than 0.05. Therefore, the null hypothesis is

accepted. However, it is worth noting that the variable "Study Habits" shows a significant

difference among senior high school students when grouped by gender, as its p-value is

below 0.05. Consequently, the null hypothesis is rejected. This implies that gender does

not affect the variables that impact high academic achievement among senior high school

students, except for study habits.

Mayanchi et al. (2019) reported a significant and positive correlation between good

study habits and academic performance. Self-concept had a significant effect on study

habits as well as on academic achievement. The student who had better study habits had

higher academic achievement than who had poor study habits.

Ali and Siddiqui (2018) found a positive relationship between study habits and

academic achievement. Male and female as well as Muslims and Hindus varied

significantly in their study habits. Community as well as gender influenced the academic

achievement of students.
 On the other hand, the findings of this study are contrary to Lawrence (2014) who

found out that there is no significant relationship between study habits and academic

achievement.

Table 11. Test of Difference in the Factors influencing High Academic Achievement
among Senior High School students when grouped by Age.
Std.
Age Mean t Sig.
Deviation
15-17 4.272 .3831
Academic Motivation 0.039ns .660
18--20 4.239 .4200
15-17 4..263 .4563
Time Management 0.175* .049
18--20 4.088 .4818
15-17 3.677 .6764
Study Habits 0.081ns .366
18--20 3.556 7517
Personal Values 15-17 4.379 .4184
0.165ns .064
and Goals 18--20 4.200 .6527
Legend: ns Not Significant * Significant

The above table reflects the test of difference in the Factors influencing High

Academic Achievement among Senior High School students when grouped by Age.

The result implies that the majority of variables that influence high academic

achievement show no significant differences among senior high school students when

grouped by age, as their p-value is greater than 0.05. Therefore, the null hypothesis is

accepted. However, it is worth noting that the variable "Time Management" shows a

significant difference among senior high school students when grouped by age, as its p-

value is below 0.05. Consequently, the null hypothesis is rejected. This implies that age

does not affect the variables that impact high academic achievement among senior high

school students, except for time management.

In accordance with Ahmad et al. (2019), there was strong positive relationship

between time management and academic achievement of students. It is concluded that both

variables are associated with each other and time utilization skill affects students learning
seriously. This strong correlation confirms that students learning are affected by their time

management abilities.

The findings further agreed to Oyuga et al. (2016) whose findings of the study

indicated that there is a highly significant positive relationship between time management

and academic achievement.

Table 12. Test of Difference in the Factors Influencing High Academic Achievement
among Senior High School Students when grouped by Grade Level.
Grade/Level Mean t Sig.
Grade 11- Sta. Monica 3.910
Academic Motivation Grade 12- San Lorenzo Ruiz 4.058 0.065ns .469
Grade 12- San Pedro Calungsod 4.147
Grade 11- Sta. Monica 3.681
Time Management
Grade 12- San Lorenzo Ruiz 3.516 0.096ns .281
Grade 12- San Pedro Calungsod 3.847
Grade 11- Sta. Monica 3.352
Study Habits Grade 12- San Lorenzo Ruiz 2.742 0.101ns .258
Grade 12- San Pedro Calungsod 3.241
Grade 11- Sta. Monica 3.761
Personal Values Grade 12- San Lorenzo Ruiz 3.903
0.210ns .018
and Goals Grade 12- San Pedro Calungsod 3.941

Legend: ns Not Significant * Significant

The above table reflects the test of difference in the Factors influencing High

Academic Achievement among Senior High School students when grouped by

Grade/Level.

The result implies that the majority of variables that influence high academic

achievement show no significant differences among senior high school students when

grouped by grade/level, as their p-value is greater than 0.05. Therefore, the null hypothesis

is accepted. However, it is worth noting that the variable "Personal Values and Goals"

shows a significant difference among senior high school students when grouped by

grade/level, as its p-value is below 0.05. Consequently, the null hypothesis is rejected. This
implies that grade/level does not affect the variables that impact high academic

achievement among senior high school students, except for personal values and goals.
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