Treatment of Data

In this study, the researchers utilized descriptive and

inferential statistics in analyzing and testing the gathered
data. To determine the level of social anxiety as affected by
online learning on students, mean was employed together with
standard deviation to show the disparity of the data. The
computed means were interpreted using table 1.

Table 1

Scale of Interpretation
Arbitrary Statistical Descriptive
Interpretation
Values Limit Equivalent
4 3.25 – 4.00 Always All the time

3 2.50 – 3.24 Often Frequently; many

times

2 1.75 – 2.49 Sometimes Occasionally;

rather than all the
time

1 1.00-1.74 Not at all Never

To determine the students’ level of perception of online

learning, the mean was also utilized by the researchers together
with its corresponding standard deviation. The interpretation of
the mean was also done using table 2.
Table 2

Scale of Interpretation
Arbitrary Statistical Descriptive
Interpretation
Values Limit Equivalent
4 3.25 – 4.00 Strongly Agree Obvious, clearly
seen, usual

3 2.50 – 3.24 Agree Seen, noticed,

recognized

2 1.75 – 2.49 Disagree Observed to some

extent, maybe
concealed but known

1 1.00-1.74 Strongly Disagree Not observable,

non-existent

To determine the relationship between social anxiety and online

learning among students, the researchers used Pearson’s
coefficient of correlation. The table below was used in the
interpretation of the computed correlation coefficient.

Table 3
Interpretation of the computed correlation coefficient
Range Interpretation
0 No correlation
0.01 – 0.19 Very weak correlation
0.20 – 0.39 Weak correlation
0.40 – 0.59 Moderate correlation
0.60 – 0.79 Strong correlation
0.80 – 0.99 Very strong correlation
1 Perfect linear correlation
 T-test was used to test the significance of the computed
correlation coefficient. The said tests utilized a 0.05 level of
significance.