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CHAPTER 3

This chapter deals with the presentation, analysis and interpretation data collected

with the used of survey questionnaires. The quantitative data are all presented in a table with

corresponding analysis response to the problems stated.

1. Profile of the Respondents

Table 1

Respondents as to Sex

Sex Frequency Percentage

MALE 42 19

FEMALE 180 81

TOTAL 222 100

Table 1 presented the frequency and percentage distribution of the respondents as to Sex.

As shown in the table, most of the students were female that has frequency of 180 and a

percentage of 81%. This shows that most of the students in Hogwards that endorse Korean wave

are mostly female. This implies that females tend to be the most influenced by Korean culture or

waves. Strengthening the belief of M.Correa (2014 ), Female Filipino youth in their teens to

early 20s comprise a big segment of K-drama viewers. In particular, females 15-25 years old

who belong to the AB^C classes scored highest in awareness of Korean pop culture exports such

as K-dramas, K-pop and movies (Lee, 2011, p. 10).

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Table 2

Respondents as to Strand

Strand Frequency Percentage Ranking

ABM 71 32% 2

GAS 13 6% 5

H.E. 15 7% 4

HUMMS 80 36% 1

ICT 10 5% 6

STEM 33 14% 3

TOTAL 222 100%

Table 3 presented the frequency and percentage distribution of the respondents as to their

Strand.

As shown in the table, most of the students who have highest frequency of 80 and

percentage of 36% are the students who taking a strand Humanities and Social Sciences

(HUMMS) strand. This only means that the majority of the respondents were HUMSS students

because it has the most populated strand which consists of 11 sections.

2. On the Factors Affecting the Strategies Preference in Preparation for Examination of

Grade 11 students

Table 3.

Factors Affecting the Strategies Preference in Preparation for Examination

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Verbal
Factors WM Rank
Interpretation
Classmates/Peers 3.31 Vey Evident 1

Parents 2.66 Evident 5

Teachers 3.04 Evident 3

Using Technology 2.97 Evident 4

Personal 3.27 Very Evident 2

Total 3.05 Evident

Table 3 shows the factors that affects the strategies preference of grade 11 students in

preparation for examination. It elucidates the weighted mean, its verbal interpretation and rank.

As seen on the table, classmates or peers factors with a weighted mean of 3.31 interpreted

as rank 1. It only means that the classmates or peers played a significant role in strategies

preference of the students in preparation for examination. It is the most chosen factor that affects

the strategies preference in preparation for examination. Peers are the most influencers because

most of the time, students spend their time together.

Upholding the statement of Ortiz(2016) that students in study groups usually learn faster

than who study alone. Having someone who will clear you up your confusion saves time that you

would have spent trying to figure out difficult concepts. Furthermore, studying with a group

allows students to compare notes with other students. Moreover, being part of a study group

allows students to observe different types of study methods. A student’s study methods might be

good, but he may also be able to sharpen his skills by adding new methods that the group study

members are using. And lastly, she highlighted that spending a time in a group study may
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perhaps develop the student’s people skills and good ability to communicate which will help him

throughout his career.

Table 4

Parents’ factor that affect the strategies preference in preparation for examination

Verbal
Parents WM Rank
Interpretation
1.1 They encourge and
motivate me to study my 3.13 Evident 1
lessons.
1.2 They ask questions about
2.56 Evident 2
my lesson.
1.3 They make a draft potential
Less Evident 4
quiz exam and quiz me. 2.21
1.4 They act as my tutor and
Less Evident 3
help me understand my 2.29
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lessons.
Total 2.55 Evident

The table above shows the indicators under parents’ factor. It displays the

weighted mean, verbal interpretation and rank of every item.

Ranked 1 with a weighted mean of 3.31 interpretated as a fair amount, on the item

“They encourge and motivate me to study my lessons” while on the item “They ask questions

about my lesson” with a weighted mean of 2.56 interpreted as a fair amount, ranked 2. Ranked 3

is on the item “They act as my tutor and help me understand my lessons” with a weighted mean

of 2.29 interpretated as a fair amount. It only means that encouraging and motivating the students

to study is the most effective way in preparing for examinations.

Proving that Brown (2014) said that parents are one of the factors that students do

well in their exam, so, they should be engaged with their children to know how they are

preparing for the test and also giving them confidence as well as make them focus on the

problem solving matters will help to do better in the test for sure. In additional, Aitken (2014)

trusted that parents are the fringes and step up and offer support and encouragement when

needed (to their children). It is about setting a child up for success, or it being okay if things

don’t go to plan.

3. Is there a significant relationship between study habits and academic performance of

SHS working students?

Table 8
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Chi-Square Test

Study Habits as to General Average

Computed Critical Decision

Value Value
3.5557 16.919 ACCEPT
Hₒ:

In Chi-Square testsComputed value is greater than the chi-square critical value, then

you reject your null hypothesis. If your chi-square calculated value is less than the chi-square critical

value, then you “accept" your null hypothesis (included in chapter 1). Since the result of chi-square tests

is higher than the critical value. The null hypothesis will be accepted. That means, there is no significant

relationship between study habits and to the academic performance of senior high school working

students.

Watanabe (2015) determined the effects of student employment on academic achievement. Findings

revealed that student employment did not affect academic achievement. The study did not contribute to

either the positive or negative relationship between working and academic achievement.
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CHAPTER 4:

SUMMARY OF FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS

This chapter presents the summary of findings, conclusions and recommendations

obtained from the presentation, interpretation and analysis of the data gathered. The summary of

findings presents the specific outcomes of the study. The conclusion discusses general outcomes

incurred. The recommendation is made as an output of the study for future research.

Summary

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Conclusions

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Recommendations

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References

The reference page is the alphabetical list of works cited. The following are the general
guidelines for this section.

1. If the author is identified, begin with the author’s last name.

2. Immediately after the last author’s name, place date of publication in parentheses.
3. Italicize titles and subtitles of books and titles of periodicals.

4. For titles of books, capitalize only the first word of the title, the first word after a colon, and
proper nouns.
5. The first word in the title of the document (such as an article) should be capitalized.
6. Titles of journals and other periodicals should have all major words capitalized.
7. All words in the title of a website should be capitalized.
8. Do not place titles of articles in quotation marks.
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9. Use the abbreviations “p.” or “pp.” before page numbers of newspaper articles and works
in anthologies; do not use them before page numbers of articles appearing in magazines
and scholarly journals.

10. Alphabetize your list by the last name of the author or editor; if there is no author or
editor, alphabetize by the first word of the title other than a, an, or the.

11. Hanging indention (one-half inch) should be observed in presenting the references.

REFERENCES

LastName, FirstName M. (2008). Follow the format setup with your adviser. Use hanging

indents with paragraph spacing of 12 pts after

List of Appendices

1. A flyleaf of paper will be used to separate every section in the appendix. The letter for the
appendices’ introductory page should be size 20 and aligned at the center.

2. The following are the appendices that should be included in the research:

Appendix A – Recommendations and Suggestions of the Research Faculty

Appendix B – This includes the guide questions used in the research to capture the experiences
of the informants and the transcription and translation of the outcome of the interview.
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Appendix C – This includes the field notes (theoretical, observational, and

methodological/procedural note)

Appendix D – This includes all communication letters, one of which is the informed/process
consent. Informed/Process consents should include the study purpose, the type of data to
be collected, the nature of the commitment (duration of the study), procedure, potential
benefits, confidentiality pledge, voluntary consent, right to withdraw and contact
information in the informed consent. The informed consent should be presented both in
English and/or the language that the informant understands.

Appendix E – This includes the Gantt Chart and Line Item Budget by the researchers throughout

the process. Example of Gantt Chart and Line Item Budget are presented below:

APPENDIX A

The layout of what is contained within each paragraph is not as important as the layout in

the report. Each appendix, however, should have its own separate title page as demonstrated on

the previous page.

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