Lagcao, Claire Ann M.

A-231
1. This school year, synchronous online discussions are hold at least once a week and
students need to accomplish the required modular activities on asynchronous class.
This teaching and learning setup is something new particularly among students. A
survey was conducted among students, and they were asked how they perceived the
new teaching-learning setup? At a .05 level of significance, is there significance
difference on male and female students’ perceptions of the new teaching-learning
setup? The survey results are shown on the table below.

Males Females Total

Frustrating 22 18 40

Challenging 15 30 45

Interesting 23 12 35

Total 60 60 120

Null Hypothesis: There is no significant difference on male and female students’ perceptions
of the new teaching-learning setup.
Alternative Hypothesis: There is a significant difference on male and female students’
perceptions of the new teaching-learning setup.
Level of Significance: .05
Degree of Freedom: (3-1) (2-1) = 2
Critical X2 Value: 5.99
Normal Curve:

5.99
Decision Rule: Reject null hypothesis if X2 > 5.99; otherwise, do not reject the null hypothesis.
Computations:

FO FE (FO –FE)^2 / FE

FRUSTRATING- 22 (40X60)/120 =20 (22-20)2/20 = 0.20

MALES

FRUSTRATING- 18 (40X60)/120 = 20 (18-20)2/20 = 0.20

FEMALES

CHALLENGING- 15 (45X60)/120 = 22.50 (15-22.5)2/22.5 = 2.50

MALES

CHALLENGING- 30 (45X60)/120 = 22.50 (30-22.5)2/22.5 = 2.50

FEMALES

INTERESTING- 23 (35X60)/120 = 17.50 (23-17.5)2/17.5= 1.73

MALES

INTERESTING- 12 (35X60)/120 = 17.50 (12-17.5)2/17.5= 1.73

FEMALES

TOTAL 120 120 8.86

Conclusion: Reject the null hypothesis 8.86 > 5.99; which means there is enough evidence
to support that there is a significant difference on male and female students’ perception of
the new teaching-learning setup.

Recommendation: Based on the data, it was determined that there is a significant difference
in perceptions of the new-learning environment. It was clear that many male students was
able to feel frustration while others find it interesting. Moreover the majority of female
students, on the other hand, find this new set up challenging. Also, with this new set up, they
are more susceptible to distractions now, which reduces the quality of their learning. As a
result, the school must give students more time to adjust to online learning and develop new
strategies to make the new setup more beneficial to students and conduct surveys. In this
way, they will be able to monitor the students’ perceptions and experiences for this new set-
up. They could also ask them on which kinds of teaching and learning techniques work best
for them, so that even with this new learning setup, they will somehow be able to cope up
and learn effectively. They could also think of programs and activities that could motivate
the students and help them keeping their mental health sane and healthy, since many felt
frustrated and challenged which make them more difficult to study and obtain learnings.
 2. A survey conducted by a private school to determine parents’ and teachers’
confidence that the school will meet the standards set by the No Child Left Behind
program. The result of the survey is shown on the table below. At a 0.01 level of
significance, is there significant difference between parents’ and teachers’ confidence
that the school will meet the standards set by the program?

Parents Teachers Total

Very confident 455 361 816

Not very confident 545 439 984

Total 1000 800 1800

Null Hypothesis: There is no significant difference between parents’ and teachers’

confidence that the school will meet the standards set by the program.
Alternative Hypothesis: There is a significant difference between parents’ and teachers’
confidence that the school will meet the standards set by the program.
Level of Significance: .01
Degree of Freedom: (2-1) (2-1) = 1
Critical X2 Value: 6.63
Normal Curve:

6.63

Decision Rule: Reject null hypothesis if X2 > 6.63; otherwise, do not reject the null
hypothesis.
Computation:

FO FE (FO –FE)^2/FE

VERY 455 (816x1000)/1800 = 453.33 (455-453.33)2/453.33 = 0.006

CONFIDENT-
PARENTS
VERY 361 (816x800)/1800 = 362.67 (361-362.67)2/362.67 = 0.008
CONFIDENT-
TEACHERS
NOT VERY 545 (984x1000)/1800 = 546.67 (545-546.67)2/546.67 = 0.005
CONFIDENT-
PARENTS
NOT VERY 439 (984x800)/1800 = 437.33 (439-437.33)2/437.33 = 0.006
CONFIDENT-
TEACHERS
TOTAL 1,800 1,800 0.025 or 0.03

Conclusion: Do not reject the null hypothesis, 0.03 < 6.63; which means there is not enough
evidence to support that there is a significant difference between parents’ and teachers’
confidence that the school will meet the standards set by the program.
Recommendation: Based on the information supplied, it was determined that there is no
substantial difference in parents' and instructors' confidence that the school will satisfy the
program's standards. Both parents and staff are skeptical that the school will meet the
standards of their "No Child Left Behind" program. With this, the school administration must
hold an orientation to inform students about how the program will operate and how the
school would handle and implement it. They can utilize this orientation to be open and
answer parents' and teachers' queries. It is recommended for the school administration to
conduct surveys on what kinds of activities the parents, teachers and even students like in
order for their level of confidence and trust on the school’s efficiency when it comes to the
“No Child Left Behind” to become better. They could also assess the students’ needs for them
to provide solutions that could somehow lessen their burden. It is suggested that they should
conduct programs such as financial scholarships, tutoring, meal and uniform allowances,
also, online class essentials such as tablets, Wi-Fi, webcams, and other necessities students
must have to have a more conducive learning environment and to improve the effectivity of
their learning.