METROPOLITAN MEDICAL CENTER COLLEGE OF ARTS,

SCIENCE AND TECHNOLOGY

Formerly Metropolitan Hospital College of Nursing
1357G Masangkay St. Sta. Cruz, Manila 1003

CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the data and subsequent analysis of the results
of the statistical treatments employed as well as the interpretations of the
results of the study.

The analysis and exposition of the data gathered from the different
sources of information regarding the academic preparation and the level of
readiness for RLE as perceived by the level 1 students of MMC-CAST,
comprising 117 research participants.

1. Demographic Profile
Table 1
Respondents Profile According to Age

Age Frequency Percentage (%)

16-17 88 75.21
18-19 21 17.95
20-ABOVE 8 6.84
Total 117 100
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Regarding the distribution of the respondents according to age, table 1

shows the majority of the respondents belonged to the age group 16-17 (88
out of 117) with 75.21%, while those in 18-19 group (21 out of 117) is 17.95%,
while 6.84%(8 out of 117) of the are 20 years old and above.

Table 2
Gender distribution of the Respondents

Gender Frequency Percentage (%)

Male 33 28.21
Female 84 71.79
Total 117 100%

As to gender distribution, there are 84 or 71.79% female respondents,

while there where 33 or 28.21% male respondents, indicating that the
respondents are predominant by females.

Table 3
Respondents Type of Student Distribution (academic standing)

Type of Students Frequency Percentage (%)

Regular 83 70.94
Irregular 34 29.06
Total 117 100

When it comes to type of student distribution (in terms of academic

standing) there are 83 or 70.94% regular students and 34 or 29.06% irregular
students.
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Table 4
Response of the Respondents as to Preparations for Return
Demonstration
Preparations WM Interpretation Rank

1. Read related books

before the actual 3.79 Often 1
return demonstration
2. Practice themselves
before the return 3.53 Often 3
demonstration
3. Preparing and
checking for
completion of materials 3.68 Often 2
before the return
demonstration
Over-all 3.67 Often

Table 4 shows the responses of the respondents in terms of the

preparation for Return Demonstration. It shows that they often read related
book before the actual demonstration (WM=3.78), often prepare and check for
completion of the materials that they will need for the return demonstration
(WM=3.69) and sometimes practice before the return demonstration
(WM=3.53). An over-all mean of 3.67 indicates that the respondents often
prepare for the return demonstration.

In general, it was observed that the respondents primarily perform

preparations for the return demonstration. As such, it can be concluded that
the respondents perform self-evaluation of the different preparations needed
for a Return Demonstration.
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Table 5
Extent of Readiness Respondents in terms of General Performance
(Knowledge)
Indicators WM Interpretation Rank
1. Knows the importance
and purpose of the 4.21 Very Satisfactory 1
procedure
2. Knows the rationale for
every nursing 3.84 Very Satisfactory 3
intervention done
3. Taking history of the
patient through 3.85 Very Satisfactory 2
interview
Average 4.04 Very
Satisfactory

The table 5 shows the extent of readiness of the respondents of

general performance in terms of knowledge. It shows that the respondents in
this age bracket are very satisfactory in knowing the importance and purpose
of the procedure (WM=4.21), very satisfactory in taking history of the patients
through interview (WM=3.85), and very satisfactory in knowing the rationales
for every nursing intervention done (WM=3.84).

Table 6
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Extent of Readiness of Respondents in terms of General Performance

(Skills)
Indicators WM Interpretation Rank
1. Performs bed making
3.92 Very Satisfactory 2
skillfully
2. Performs cleansing bed
3.50 Satisfactory 4
bath correctly
3. Obtaining vital signs
4.15 Very Satisfactory 1
correctly
4. Record results and
3.91 Very Satisfactory 3
assessments correctly
Over-all 3.87 Very
Satisfactory

The table 6 shows the responses of the respondents in extent of

readiness in terms of general performance as to skills. The respondents in this
age bracket shows that they are very satisfactory in obtaining vital signs
correctly (WM=4.15), very satisfactory in performing bed making (WM=3.92),
very satisfactory in recording results and assessment correctly (WM=3.91),
and very satisfactory in performing cleansing bed bath (WM=3.50).

Table 7
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Extent of Readiness of Respondents in terms of General Performance

(Attitude)
Indicators WM Interpretation Rank

1. Greets the patient

4.31 Very Satisfactory 2
appropriately
2. Introduce self to the
4.44 Very Satisfactory 1
patient
3. Perform given task
3.74 Very Satisfactory 3
correctly
Average 4.16 Very
Satisfactory

The table 7 above shows the responses of the respondents about their
attitude during return demonstration. The researchers obtained that they are
very satisfactory in introducing their selves properly to the patient (WM=4.44),
very satisfactory in greeting the patients cheerfully (WM=4.31), and very
satisfactory in performing given task correctly (WM-3.74).

An over all mean 4.04, 3.87,4.16 in the extent of readiness in terms of

general performance as attitudes, respectively means that the respondents
have a very satisfactory readiness in the general performance during return
demonstration. This means that this group of respondents can apply such
tasks 5-6 days in a week with adequate precision and adequacy.

Table 8
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Relationship between Preparation for Return Demonstration and Profile

of the Respondents
Tabular
Profile Computed X² Decision Interpretation
Value
Reject the
Age 16.08 15.51 Significant
Ho
Reject the
Gender 20.55 9.49 Significant
Ho
Type of
Student Reject the
14.25 9.49 Significant
(Academic Ho
Standing)

Table 8 presents the relationship between the extent of readiness and

profile of the respondents. A chi square value of 16.08 for age, 20.55 for
gender, and 14.25 for type of students was obtained which are all greater than
the tabular value of 15.51, 9.49 and 9.49. This resulted in the rejection of the
null hypotheses which indicate that there is a significant relationship that exist
between the preparation for return demonstration and profile of the
respondents. This means that the profile of the respondents can be used as
an indicator of the preparation for return demonstration and profile of the
respondents. Further this reveals that the profile is a contributing factor on the
preparation for return demonstration. As such, profile is a factor to consider in
the development of strategies and methodologies that will focus on the
enhancement of the skills governing clinical /hospital components of RLE.

Table 9
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Relationship between Extent of Readiness in terms of Knowledge and

Profile of the Respondents
Computed Tabular
Profile Decision Interpretation
X² Value
Reject the
Age 18.26 15.51 Significant
Ho
Accept the
Gender 5.75 9.49 Not Significant
Ho
Type of
Student Reject the
19.99 9.49 Significant
(Academic Ho
Standing)

As shown in table 9, no significant relationship was also obtained in the

relationship between extent of readiness in terms of knowledge of the
respondents in the clinical/hospital area and their profile. A chi-square value
of 18.26 for age, 19.99 for type of students was obtained which resulted in the
rejection of the hypotheses and 5.75 for the gender was obtained which
resulted in the acceptance of the null hypotheses. This means that gender of
the respondents does have significant bearing on the readiness of the
respondents in the clinical/hospital area. Furthermore, the results indicate that
being a male or a female does give an individual any edge in the performance
of the tasks concerning RLE. In this case, the readiness as well as the
performance of a student in RLE can be determined by just taking a look at
their gender. This also indicates that there is unequal observance of
readiness can be noted among male and female respondents.

Table 10
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Relationship between Extent of Readiness in terms of Skills and Profile

of the Respondents
Tabular
Profile Computed X² Decision Interpretation
Value
Accept the
Age 13.69 15.51 Not Significant
Ho
Accept the
Gender 4.79 9.49 Not Significant
Ho
Type of
Student Reject the
26.20 9.49 Significant
(Academic Ho
Standing)

Table 10 shows the relationship between extent of readiness in terms of

skill in the clinical/hospital area of the respondents and their profile. A chi-
square value of 13.69 was obtained for age 4.79 was obtained for gender
which resulted in the acceptance of the null hypothesis indicating a no
significant relationship in the extent of readiness of the respondents in relation
to their academic standing.

While a chi-square value of 26.20 for type of student, resulted in the

rejection of the null hypotheses indicative of a significant relationship that exist
between the extent of readiness in terms of skill in the clinical/hospital area of
the respondents and their profile. This means that being a regular or irregular
student can affect the readiness of a student.
Except for the significant relationship between readiness in the
clinical/hospital area and the respondent’s profile, in general, no significant
relationship was obtained between the readiness in the clinical/ hospital area
and their age, gender and type (academic standing). As such, age, gender
and type (academic standing) cannot be used as indicators for the
assessment of student readiness in the RLE. As such, teaching strategies
 31

and methodologies that will be applied to the transmission of skills needed for
RLE must not look into the age, gender or type of student.

Table 11
Relationship between Extent of Readiness in terms of Attitude and
Profile of the Respondents
Tabular
Profile Computed X² Decision Interpretation
Value
Accept the
Age 12.8634 15.51 Not Significant
Ho
Accept the
Gender 8.4332 9.49 Not Significant
Ho
Type of
Student Accept the
7.7204 9.49 Not Significant
(Academic Ho
Standing)

Table 11 presents the relationship between the extent of readiness in

terms of and profile of the respondents. A chi square value of 12.8634 for
age, 8.4332 for gender and 7.7204 for type of students was obtained which
are all lower than the critical value of 15.51, 9.49 and 9.49. This resulted in the
acceptance of the null hypotheses which indicate that there is no significant
relationship that exist between the extent of readiness in the clinical/hospital
area and the respondent’s profile. This means that the profile of the
respondents cannot be used as an indicator of the extent of readiness in terms
of attitude in the clinical/hospital area. Further, this reveals that profile is not a
contributing factor on the readiness of the respondents to perform and function
in the clinical area. As such, profile is not a factor to consider in the
development of strategies and methodologies that will focus on the
enhancement of the skills governing clinical /hospital components of RLE.
Table 12
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Relationship between Extent of Readiness in terms of Basic Nursing

Skills in the Clinical Area and Profile of the Respondents
Tabular
Profile Computed X² Decision Interpretation
Value
Accept the
Age 8.9795 15.51 Not Significant
Ho
Accept the
Gender 1.2976 9.49 Not Significant
Ho
Type of
Student Reject the
27.4664 9.49 Significant
(Academic Ho
Standing)

Table 12 shows the relationship between extent of readiness in terms of

basic nursing skills in the clinical/hospital area of the respondents and their
profile. A chi-square value of 8.9795 was obtained for age 1.2976 was
obtained for gender which resulted in the acceptance of the null hypothesis
indicating a no significant relationship in the extent of readiness of the
respondents in relation to their age and gender.

While a chi-square value of 27.4664 for type of student, resulted in the

rejection of the null hypotheses indicative of a significant relationship that exist
between the extent of readiness in terms of skill in the clinical/hospital area of
the respondents and their profile. This means that being a regular or irregular
student can affect the readiness of a student.
Except for the significant relationship between readiness in the
clinical/hospital area and the respondent’s profile, in general, no significant
relationship was obtained between the readiness in terms of basic nursing in
the clinical/ hospital area and their age, gender and type (academic standing).
As such, age, gender and type (academic standing) cannot be used as
indicators for the assessment of student readiness in the RLE. As such,
 33

teaching strategies and methodologies that will be applied to the transmission

of skills needed for RLE must not look into the age, gender or type of student.