EPEKTO NG KAWALAN NG KUMPYANSA SA SARILI SA AKADEMIKONG

PAGGANAP NG MGA ESTUDYANTE SA SENIOR HIGH SCHOOL I

KABANATA 1: SULIRANIN AT KALIGIRAN NITO

A. PANIMULA/INTRODUKSYON

Ang kumpyansa sa sarili ang ang pangunahing dahilan kung bakit nagiging aktibo at

partisipatibo ang estudyante sa klase. Ito rin ang dahilan kung bakit mas mapapahusay ng

estudyante ang kaniyang kakayahan lalo na sa akademikong pagganap.

Ang pagpapahalaga o ang pagpapaunlad sa sarili ay apektado kapag may masamang

pangyayari na nagaganap sa ating pag-iisip o kahit na sa ating parte ng utak. Sariling

kompyansa, ang kadalasang nangyayari ay ang pagtatalo ng isip sa kagustuhang sumagot at

ang pag-iwas sa pagkakapahiya kapag namali ang sagot. Ang kumpyansa sa sarili ay ang

pagkakaroon ng tiwala na magagawa mo ang isang bagay na higit pa sa iyong nalalaman na

kapasidad ng sarili. Ito ang dahilan kung bakit mo nagagawa ang mga bagay-bagay ng maayos,

gaya na lamang ng pagpapahayag sa sarili, pakikipaghalubilo, at ang pakikipag-usap na sang

pangnahing dahilan ng pagkakaintindihan sa kapwa.

Sa “Antas ng Pangangailangan” ni Abraham Maslow, sinabi niya na ang ika-apat na

kinakailangan ng tao ay ang “esteem needs” o ang pagpapahalaga natin sa ating sarili. Sinabi

rin niya’ng kapag hindi ito nakamit ng isang tao ay hindi nito matatagumpayan na abutin ang

ikalimang antas na “self-actualization” o ang pagsasakatuparan ng sarili.

 Maaring makamit ang kumpyansa sa sarili kapag pinatili ng isang tao ang pag-iisip ng

positibo ukol sa kanyang sarili. Ito ang pinakamahalagang bagay na dapat taglayin ng isang tao

o indibidwal. Dapat subukang lagpasan ng isang indibidwal ang kanyang itinalagang

limitasyon sa sarili upang madiskobre ang kanilang sariling kaginhawaan o comfort zone at ang

kanilang kakayahan sa mga bagay-bagay lalong-lalo na sa pagsasalita o pagpapahayag ng

sarili.

B. LAYUNIN NG PAG-AARAL

Ang pangunahing layunin ng aming pananaliksik, ay malaman ang mga

personal na panananaw o impormasyon ng mga estudyante sa ika-11 na baitang ng

St. Paul University Dumaguete (SPUD) ukol sa mga epekto ng kanilang kumpyansa

sa sarili sa akademikong pagganap upang sila ay mabigyan ng mga solusyon o

kasagutan at maibsan ang ganitong sitwasyon.

Ang pag-aaral na ito ay nakatutulong para mapigilan ang pagbaba ng

kumpiyansa ng isang estudyante sa sarili. Ang akademikong pagganap ay hindi

makakamit kung wala ang kumpiyansa sa sarili ng isang estudyante.

 C. KAHALAGAN NG PAG-AARAL

Sa panahon ngayon madalas nating problemahin ang kahirapan, kurapsyon,

yung mga problemang sobrang laki at mahirap solusyonan, yun ang madalas pag

tuonan natin ng pansin. Samantalang malimit natin pansinin ang maliit na problema

ng isang tao na pinagsisimulan ng malaking problema tulad nang kawalan ng

kumpyansa sa sarili na maging dahilan kung bakit hindi kayang gawin ang isang

bagay dahil takot na magkamali at hindi maging maayos.

Karamihan mga estudyante ang nakakaranas nang kawalan ng sariling

kumpyansa. Binigyan namin ng halaga ang pag-aaral na ito sapagkat ito ay isa sa

mga instrumento upang makamit ang mga pangarap nang isang mag-aaral. Ang

magiging resulta ng aming pananaliksik ay makakatulong sa:

Mga Mag-aaral: Mahalaga ang ang pananaliksik na ito sa mga mag-aaral ng SPUD

para mamulat ang kanilang mga kaisipan na dapat hindi matakot na baka magkamali

dahil sa bawat pagkakamali meron kang matutunang tama.

Mga magulang: Ang pananaliksik na ito ay naghihikayat sa mga magulang na

gampanan ang kanilang mahalagang papel sa paglinang ng kumpyansa sa sarili ng

bata na kanyang kinakailangan upang magtagumpay sa maraming aspeto ng kanilang

buhay.
Mga Guro: Nakakatulong ang pag-aaral na ito upang maintindihan ng mga guro ang

kanilang mga estudyante na nakakaranas ng kawalan ng sariling kumpyansa.

Maaring matulungan nila ito kung paano mapahigit ang kumpyansa sa sarili.

Mga kaklase: Ito ang maging daan para mabawasan ang datos ng bully sapagkat

ang kawalan ng kumpyansa sa sarili ang dahilan kung bakit maraming biktima ng

bully. Magiging gabay ito sa mga mag-aaral na dapat magtulungan ang isat isa sa

kanila para makamit ang kanilang mga pangarap

D. SAKLAW AT LIMITASYON

Ang pananaliksik na ito ay nakatuon sa paglalahad ng mga epekto ng kawalan

ng kompyansa sa sarili ng mga mag-aaral tungo sa kanilang akademikong

pagganap.

Nalimitihan ang pag-aaral na ito sa mga estudyante ng ika-11 baitang

Hinahangad din ng pag-aaral na ito na suriin ang mga pananaw at persepsiyon ng

mga mag-aaral sa kanilang epekto ng pagkakaroon ng kumpyansa sa sarili tungo

sa kanilang akademikong pagganap.

Bibigyan din ng mga mungkahing solusyon ng mga mag-aaral upang

maiwasan ang pagkakaroon ng mababang kumpyansa sa kanilang sarili.

F. DEPINISYON NG MGA TERMINOLOHIYA

Kumpyansa sa Sarili – tiwala ng isang indibidwal sa kanyang

kakayahan

at sarili.

Partisipatibo – ito ay ang pagiging aktibo ng nag-aaral sa pagsagot ng

mga tanong ng guro.

Pagpapahalaga – ito ay ang pagbibigay ng impormasyon sa buhay ng

isang tao.

Kapasidad – kakayahang gamitin at maunawaan ang impormasyon.

Tiwala – matatag na paniniwala

 KABANATA II: MGA KAUGNAY NA LITERATURA AT PAG-AARAL

A. MGA KAUGNAY NA LITERATURA

Marami sa mga estudyante sa henerasyon ngayon ang kulang sa sariling

kumpiyansa. Nahihiyang makihalubilo sa kapwa estudyante na nakakapekto sa

pag unlad ng kanilang relasyon sa kapwa at ang hindi pagtaas ng kamay

upang mapahayag ang kanilang kaisipan na nakakaepekto rin sa kanilang

akademikong pag ganap.

Self-esteem is asense of adequacy and personal selfworth. It indicates how

one actually feels about himself. ( Custodiosa A. Sanchez, 1996) May mga

dahilan kung bakit bumababa ang kumpiyansa sasarili ng isang indibidwal tulad

lamang ng pagbabago sa kanilang katawan o puberty na hindi maiwasan sa

mga kabataan o kaya nama’y dahil sa hindi magandang resulta sa isang

gawain na naganap noon. (Silverstone and Salsali, 2001)

May mga epekto rin ang pagbaba ng kumpiyansa sa sarili sa mga estudyante.

Ang sobrang mababang kumpiyansa sa sarili ay maaring magresulta sa unti-

unting pagkawala ng interes at pokus sa pag-aaral pati na rin sasariling

pamumuhay. (Mary Joyce Galarpe, 2016) Ayun kay Elizabeth Venzin naman;

Low self-esteem can lead to low self-esteem which can reduce the quality of a

person’s life in many different ways. Unchecked, low self-esteem may even
 lead to mental health issues such as anxiety and depression, sometimes with

tragic results.

Mahalaga ang kumpiyansa sa sarili sapagkat: It affects your behaviour and

thoughts. It changes how you feel about and value yourself. It affects your

confidence, and that can affect your success and thinking in a big way. (Karl

Perera)

KABANATA III: DISENYO AT PARAN NG PANANALIKSIK

A. Disenyo ng Pananaliksik

Ang pag-aaral o pananaliksik na ito ay gumamit ng deskriptibong

metodolohiya. Ang pag gamit ng talatanungan o sarbey kwestyoner ang napili

ng mga mananaliksik upang makalikom ng mga datos. Ito ay naaangkop sa

pananaliksisk na isinasagawa sapagkat mas pinapadali nito ang paglikom ng

datos sa maraming bilang ng respondente sa STEM 11 ng St. Paul University

Dumaguete.

B. Respondante ng Pananaliksik
 Ang mga kalahok namin sa pananaliksik ay mula sa mga piling mag-aaral

ng strand ng Science, Technology, Engineering, and Mathematics (STEM) ng ika-

11 baitan sa Unibersidad ng St. Paul Dumaguete. Ang aming kalahok ay 120 na

mag-aaral. Inillalahad ng mga respondante ang eksaktong sagot sa inihandang

kwestyoner. Inihahayag din ang maikling profyl ng mga respondante.

C. Instrumento ng Pananaliksik

Ito ay isinasagawa sa pamamagitan ng pagbibigay ng talatanungan o

sarbey kwestyoner sa 120 na mga respondente na nanggagaling sa STEM 11

Ang paksa ay tungkol sa mga epekto ng kawalan ng kumpiyansa sa sarili sa

kani-kanilang akademikong pag-ganap.

D. Tritment ng Datos

Ang pananaliksik na ito ay gumamit ng isang formula:

Percentage (%) = part x 100

whole
 KABANATA IV: PRESENTASYON NG MGA DATOS

Kabuuang Resulta RESPONDENTE: 120

1. Mga salik na
(4) (3) (2) (1)
nakaka-
Lubos na Di Lubos na Di
apekto sa
Sumasang- Sumasang- Sumasang- Sumasang-
pag-unlad ng
ayon/ ayon/ ayon/ ayon/
iyong
Percentage Percentage Percentage Percentage
kumpyansa
(%) (%) (%) (%)
sa sarili
1.1 Takot na 0.83
93 77.5% 25 20.83% 1 0 0%
mahusgahan %
1.2 Takot na
52 43.33% 64 53.33% 3 2.5% 0 0%
sumubok
1.3 Takot na
74 61.67% 39 32.5% 6 5% 0 0%
magkamali
1.4 Walang
tiwala sa 4.17
60 50% 52 43.33% 5 2 1.67%
sariling %

kakayahan
1.5 Pisikal na
60 50% 45 37.5% 12 10% 2 1.67%
kaanyuan

2. Ang maaring (4) (3) (2) (1)

kalabasan ng Lubos na Di Lubos na
pagkakaroon Sumasang- Sumasang- Sumasang- Di
 ng mababang Sumasang-
ayon/ ayon/ ayon/
kumpyansa sa ayon/
Percentage Percentage Percentage
sarili sa iyong Percentage
(%) (%) (%)
pag-aaral (%)
2.1 Matinding
12 10% 46 38.33% 8 6.67% 1 0.83%
pagkalungkot
2.2 Hindi
paglahok sa oral 11 9.17% 50 41.67% 9 7.5% 0 0.00%

recitation
2.3 Mahihiyang
makikipaghalubilo
16 13.33% 48 40% 9 7.5% 3 2.5%
sa mga kapangkat
sa group activity
2.4 Pagliban sa
5 4.17% 38 31.67% 19 15.83% 12 10%
klase
2.5 Mababang
7 58.33% 51 42.5% 14 11.67% 7 58.33%
marka
 3. Ang maaring (1)
(4) (3) (2)
kalabasan ng Lubos na
Lubos na Di
pagkakaroon Di
Sumasang- Sumasang- Sumasang-
ng mababang Sumasang-
ayon/ ayon/ ayon/
kumpyansa sa ayon/
Percentage Percentage Percentage
sarili sa iyong Percentage
(%) (%) (%)
pag-aaral (%)
3.1 Huwag
masiraan ng loob 36.67 3.33
18 15% 44 4 1 0.83%
kapag % %
nagkakamali
3.2 Manamit na 9.67 50.83 67.5
11 61 81 1 0.83%
tila may postura % % %
3.3 Libangin ang 43.33 8.33
18 15% 52 10 1 0.83%
iyong sarili % %
3.4
Makipaghalubilo 17.5 38.33 5.83
21 46 7 1 0.83%
sa iba pang mga % % %
kaibigan
3.5 Palampasin
ang mga
6.67
negatibong 18 15% 48 40% 8 2 1.67%
%
sinasabi ng iba
tungkol sa iyo.

Chapter 2:
PRESENTATION, INTERPRETATION, AND ANALYSIS OF DATA

Table 1: DISTRIBUTION OF RESPONDENTS ACCORDING TO SEX

 SEX FREQUENCY PERCENTAGE

Male 10 33.33%

Female 20 66.67%

Total 30 100%

Table 1 indicates the distribution of respondents according to sex. The data shows that

with total frequency of Thirty (30), Ten (10) or 33.33% are male respondents. On the other

hand, with the same total frequency of the respondents, 20 or 66.67% of them are female. A

total of Thirty (30) respondents with 100% active participation. Majority of the respondents are

female, which are senior high school students.

Therefore, females would more likely participate in and have shown interest in this

study for it has the highest frequency as well as the percentage.

Table 1.1: DISTRIBUTION OF RESPONDENTS ACCORDING TO AGE

AGE FREQUENCY PERCENTAGE

18 4 13.34%

17 13 43.33%

16 13 43.33%

Table 1.1 shows the distribution of respondents according to their age. The data shows

that of 30 respondents who participated, 4 or 13.34% are 18 years old; 13 or 43.33% are 17

years old; 13 or 43.33% are 16 years old. Majority of the respondents are 17 and 16 years of

age, which are mostly on senior high school.

Therefore, student’s ages 17 and 16 has the highest frequency and percentage.
Table 1.2 DISTRIBUTION OF RESPONDENTS ACCORDING TO ACADEMIC
PERFORMANCE.

AVERAGE
FREQUENCY PERCENTAGE
GRADE

96-100 0 0.00%

90-95 19 63.33%

80 – 89 11 36.67%

79 below 0 0.00%

Table 1.2 presents the distribution of respondents according to academic performance.

There are only 19 students obtaining a grade of 90-95 with 63.33% of the total percentage of

the respondents. For 80-89 there are 11 participating students with a percentage of 36.67%.

Therefore, students obtaining grades between 90-95 has the highest frequency and

percentage.

Table 2: PERCEPTIONS OF THE RESPONDENTS ABOUT THEIR PROBLEMS

CONSUMING THE TIME FOR STUDYING

VERBAL
FACTORS THAT AFFECT THEIR TIME
SD Wx INTERPRE RANK
IN STUDYING
TATION
a. I always get drowsy when studying. 0.87 2.17 Disagree 5

b. I easily get distracted on anything. 0.89 1.80 Disagree 8

c. I have a difficulty concentrating. 0.88 2.33 Agree 4

 d. I have no interest of the subject I’m
0.94 2.53 Agree 3
studying.

e. I struggle with time management. 0.89 1.97 Disagree 7

f. I have also other responsibilities or duties

0.97 1.87 Disagree 6
to do to my family.

Strongly
g. I always fail to recall what I studied. 0.90 1.47 9
Disagree

Strongly
h. I get hungry at all times. 1.19 3.60 1
Agree

i. It’s too noisy at our area where I live. 1.04 2.77 Agree 2

Composite Mean 0.95 2.28 Disagree

Shown in the table above is the perceptions of the respondents about their problems

consuming the time for studying. The item H is ranked as 1 st in which the students strongly

agreed and answered that it is the common perceptions of the respondents about their problems

consuming the time for studying. Item I is ranked as the 2 nd wherein the respondents agreed

and answered that it’s too noisy at their area where they live. Obtaining the 3 rd ranked is the

item D in which the respondents agreed and answered that they have no interest of the subject

they are studying.

Therefore, the problems that hinders the students while using their time are, they

always get hungry; the area that they are living is too noisy for them and they have no interest

of the subject they are studying, which the respondents commonly agreed on.

Table 2.2: PERCEPTIONS OF THE RESPONDENTS ON HAVING A GOOD

LENGTH OF TIME IN STUDYING
REASONS WHY STUDENTS NEED A VERBAL
SD Wx RANK
GOOD TIME FOR STUDYING INTERPRETATION
a. An hour study time most often lead to
0.92 2.80 Agree 2
poor examination grade.

b. An hour study time can only be

0.89 2.40 Disagree 8
effective during review time.
c. Longer study time always result in
0.77 1.60 Strongly Disagree 10
impressive academic performance.

d. Although I study for longer time

duration, yet I always achieve poor 0.81 2.63 Agree 5
performance in my academics.

e. I study for thirty (30) minutes yet, I can

still achieve good academic 0.73 2.13 Disagree 9
performance.

f. I can recall all I studied in 30 minutes

1.01 2.43 Agree 7
time.

g. Positive results can also be achieved if

0.82 2.43 Agree 7
I read in thirty (30) minutes.

h. Length of study time does not affect

1.06 2.70 Agree 3
my academic performance.

i. The longer study time I spent for my

0.68
study, the poorer my academic 3.50 Strongly Agree 1
performance.

j. Fifteen (15) minutes study is not

enough for effective studies because 1.12 1.83 Disagree 9
students have different intellect.

k. Although I study for fifteen (15)

minutes yet I always perform well in 0.77 2.57 Agree 6
my examination.

l. Fifteen minutes study time does not

0.88 2.33 Agree 9
yield a good result.
 m. Fifteen minutes study time does not
improve student academic 0.84 2.70 Agree 3
performance.

n. Although I study for only a very short

time, yet I perform very well in 0.84 2.67 Agree 4
examination.
0.8
Composite Mean 2.48 Agree
7

Shown on Table 2.2 above is the perceptions of the respondents about their reasons why

these students need a good time for studying. The item I is ranked as 1 st in which the students

strongly agreed and answered that it is the common reasons why these students need a good

time for studying. Item A is ranked as the 2 nd wherein the respondents agreed and answered

that an hour study time most often lead to poor examination grade. Obtaining the 3 rd ranked are

the items H and M in which the respondents agreed and answered that the length of study time

does not affect their academic performance and fifteen minutes study time does not improve

their academic performance.

Therefore, the reasons why these students need a good time for studying are, the longer

study time they spent for their study, the poorer their academic performance; an hour study

time most often lead to poor examination grade; and the length of study time does not

affect their academic performance and fifteen minutes study time does not improve their

academic performance.

Table A: LEGEND
VERBAL
SCALE INTERVALS
DESCRIPTION

4 STRONGLY AGREE 3.25-4.74

3 AGREE 2.50-3.24

2 DISAGREE 1.75-2.40

1 STRONGLY DISAGREE 1.00-1.74

 — PEARSON —

IS THERE A SIGNIFICANT RELATIONSHIP BETWEEN: SPQ 2 VS

PROFILE?

Table 4.1 TEST OF SIGNIFICANT RELATIONSHIP BETWEEN THE

PROBLEMS THAT HINDERS WHEN CONSUMING THE TIME IN
STUDYING AND THE AGE.
Variables p value Remarks Decision Rule Interpretation
The problems that hinders
when consuming the time in Accept alternative Negligible
0.22 Significant
studying and the age hypothesis correlation

Interpretation:

Sa talahanayang 4.1 pinapakita rito ang pagsubok ng makabuluhang relasyon sa pagitan

ng mga salik na nakakapekto sa kumpiyansa sa sarili ng mga respondente at sa edad ng mga

napiling respondent. Ang P value na nakuha ay _____ at nainterpreta bilang _____

(correlation) at tinatanggap bilang

 _____. Gayunpaman, ______________ (meron o wala),relasyon sa pagitan ng mga

salik nakakaapekto sa kumpiyansa sa sarili ng mga respondent at sa kanilang edad.

Findings:

The p value is equal to 0.21 and interpreted as negligible correlation. Therefore, the

alternative hypothesis is accepted.

Conclusion:

There is a significant relationship between the problems that hinders when consuming

the time in studying and the age.

Table 4.2 TEST OF SIGNIFICANT RELATIONSHIP BETWEEN THE

PROBLEMS THAT HINDERS WHEN CONSUMING THE TIME IN
STUDYING AND THE SEX.

Variables p value Remarks Decision Rule Interpretation

The problems that hinders
Failed to accept
students when consuming the Not No
-0.02 null
time in studying and the sex Significant correlation
hypothesis

Interpretation:

Table 4.2 shows the test of significant relationship between the problems that hinders

when consuming the time in studying and the sex. The p value is equal to -0.02 and interpreted

as no correlation. Therefore, we failed to accept the null hypothesis between the problems that

hinders students when consuming the time in studying and the age.

Findings:
 The p value is equal to -0.02 and interpreted as no correlation. Therefore, we failed to

accept the null hypothesis.

Conclusion:

There is no significant relationship between the problems that hinders students when

consuming the time in studying and the sex.

Table 4.3 TEST OF SIGNIFICANT RELATIONSHIP BETWEEN THE

PROBLEMS THAT HINDERS WHEN CONSUMING THE TIME IN
STUDYING AND THE ACADEMIC PERFORMANCE.
Variables p value Remarks Decision Rule Interpretation

The problems that hinders

students when consuming the 0.01 Not Accept null No
time in studying and the sex Significant hypothesis correlation

Interpretation:

Table 4.3 shows the test of significant relationship between the problems that hinders

when consuming the time in studying and the academic performance. The p value is equal to

0.01 and interpreted as no correlation. Therefore, the null hypothesis is accepted that there is a

no significant relationship between the problems that hinders when consuming the time in

studying and the academic performance.

Findings:

The p value is equal to 0.01 and interpreted as no correlation. Therefore, the null

hypothesis is accepted.

Conclusion:
 There is no significant relationship between the problems that hinders when consuming

the time in studying and the academic performance.

Variables p value Remarks Decision Rule Interpretation

The reason’s students need a

Accept alternative
good length period of time -0.22 Significant Negligible
hypothesis
in studying and the age

IS THERE A SIGNIFICANT RELATIONSHIP BETWEEN: SPQ 3 VS

PROFILE?
Table 5.1 TEST OF SIGNIFICANT RELATIONSHIP BETWEEN THE REASON’S
STUDENTS NEED A GOOD LENGTH PERIOD OF TIME IN
STUDYING AND THE AGE.
Interpretation:

Table 5.1 shows the test of significant relationship between the reason’s students need a

good length period of time in studying and the age. The p value is equal to -0.22 and

interpreted as negligible. Therefore, the alternative hypothesis is accepted that there is

significant relationship between the reason’s students need a good length period of time in

studying and the age.

Findings:

The p value is equal to -0.22 and interpreted as negligible. Therefore, the alternative

hypothesis is accepted.

Conclusion:

There is significant relationship between the reason’s students need a good length

period of time in studying and the age.

 Table 5.2 Test of significant relationship between the reason’s students need a good
length period of time in studying and the SEX
Variables p value Remarks Decision Rule Interpretation
The reason’s students need a
Not Failed to reject null
good length period of time in 0.02 No
Significant hypothesis
studying and the sex correlation

Interpretation:

Table 5.2 shows the test of significant relationship between the reason’s students need a

good length period of time in studying and the sex. The p value is equal to 0.02 and interpreted

as no correlation. Therefore, we reject the null hypothesis that there is no significant

relationship between the reason’s students need a good length period of time in studying and

the sex.

Findings:

The p value is equal to 0.02 and interpreted as no correlation. Therefore, the null

hypothesis is failed to reject.

Conclusion:

There is no significant relationship between the reason’s students need a good length

period of time in studying and the sex.

Table 5.3 Test of significant relationship between the reason’s students need a good
length period of time in studying and the ACADEMIC PERFORMANCE
 Variables p value Remarks Decision Rule Interpretation

The reason’s students need a

good length period of time in Not Failed to reject null No
0.01
studying and the academic Significant hypothesis correlation
performance

Interpretation:

Table 5.3 shows the test of significant relationship between the reason’s students need a

good length period of time in studying and the academic performance. The p value is equal to

0.01 and interpreted as no correlation. Therefore, we reject the null hypothesis that there is no

significant relationship between the reason’s students need a good length period of time in

studying and the academic performance.

Findings:

The p value is equal to 0.01 and interpreted as no correlation. Therefore, the null

hypothesis is failed to reject.

Conclusion:

There is no significant relationship between the reason’s students need a good length

period of time in studying and the academic performance.

Table B. LEGEND: TEST FOR SIGNIFICANT RELATIONSHIP

P value Verbal Description Significance

(-or +) 0.0-
No correlation Not significant
0.1

0.11 - 0.25 Negligible or low correlation Significant

0.26 - 0.55 Moderate correlation Significant

0.56 - 0.75 High correlation Significant

0.76 - 0.99 Very high correlation Significant

1.00 Perfect correlation Significant

 — T–TEST —

Is there a significant difference between the perceptions of male and female on the length of their
study time and their academic performance?

T-Value Remarks Interpretation Decision rule

The problems
that hinders the
There is no
students when Failed to reject null
0.94 Not Significant significant
consuming the hypothesis
difference.
time in
studying

The reasons
students need a There is no
Failed to reject null
good length 0.90 Not Significant significant
hypothesis
period of time difference.
in studying

Significant
0.05 α
Level

Interpretation:

The test of significant difference between the perception of male and female respondents

in terms of the problems that hinders the students when consuming the time in studying is

presented in the table above. The t-value is 0.94 is greater than the significant level at 0.05 alpha,

that makes it not significant. These means that the perceptions of male and female respondents

have the same perceptions in terms of the problems that hinders the students when consuming

the time in studying. On the other hand, the test of significant difference between the perception

of male and female respondents in terms of the reason’s students need a good length period of

time in studying is presented in the table above. The t-value is 0.18 is greater than the significant

level at 0.05 alpha, that makes it not significant. These means that the perceptions of male and
female respondents have the same perceptions in terms of the reason’s students need a good

length period of time in studying.

Findings:

The t values on the study on the senior high school student’s (both male and female)

problems that hinders them when consuming the time in studying is not significant. On the other

side, the reason’s students need a good length period of time in studying is also not significant in

which there is no significant difference in the perceptions of male and female. The significant

level used for this study is .05 alpha.

Conclusion:

Therefore, the problems that hinders the students when consuming the students time for

studying both sexes does have the same perception and they agree, as well as the reasons these

students need their good length period of time for studying.

KABANATA V: KONKLUSYON, LAGOM AT REKOMENDASYON

A. LAGOM
A. KONKLUSYON

Base sa datos na nakalap, ang may pinakamataas na porsyento sa unang

tanong na mga salik na nakakaapekto sa pagbaba na kumpiyansa sa sarili ng
mga respondent ay ang takot nilang mahusgahan
Ang may pinakamataas namang porsyento sa ikalawang tanong sa maaaring
kalabasan ng pagkakaroon ng mababang kumpiyansa sa sarili ay ang
pagkakaroon ng mababang marka.
Samantala’ng sa ikatlong tanong naman base sa nakalap na datos ang ay
pinakamataas na porseyento sa
B. Rekomendasyon
LISTAHAN NG SANGGUNIAN