CHAPTER IV

A. PRESENTATION

This chapter present the result, the analysis and interpretation of data gathered from the

answer to the questionnaire distributed to the field. The said data were presented in tabular

form in accordance with the specific question posited on the statement of the problem.

PROFILE OF THE RESPONDENTS

AGE OF THE RESPONDENTS

AGE FREQUENCY PERCENTAGE RANK

16 years old 7 23% 2
17 years old 15 50% 1
18 years old 4 13% 3
19 years old 3 10% 4
20 years old 1 3.3% 5
TOTAL 30 100%

According to table 1, 50% of the respondent has the age of 17 answered the

questionnaire, 23% from the age of 16 years old, 13% from the age of 18 years old, 10% from

the age of 19 years old, 3.3% from the age of 20 years old. Therefore, most of our respondent

came from 17 years old of age and answered our questionnaire.

TABLE 2

GENDER OF THE RESPONDENT

GENDER FREQUENCY PERCENTAGE RANK

FEMALE 17 56% 1
MALE 13 43% 2
TOTAL 30 100%

Based on the table our male respondent is 43% while our female respondent is 56%.

Therefore, majority of our respondent are female because it has 56%.

 TABLE 3

YEAR LEVEL OF THE RESPONDENT

YEAR LEVEL FREQUENCY PERCENTAGE RANK

GRADE 12 14 46% 2
GRADE 11 16 53% 1
TOTAL 30 100%

Based on the table. Our Grade 12 respondent is 46% while are Grade 11 respondent are

53%. Therefore, most of our respondent are Grade 11 because it has 53%.

TABLE 4

YEAR/SECTION FREQUENCY PERCENTAGE RANK

11-CSS 6 20% 1
11-GAS 3 10% 4
11-HUMMS 5 16% 2
11-EIM 1 3% 9
11-AGRI CROP 1 3% 10
11-TAILORING 0 0% 0
12-ABM 1 3% 12
12-HUMMS 4 13% 3
12-GAS 2 6% 5
12-CSS 2 6% 6
12-EIM 2 6% 7
12-TAILORING 2 6% 8
12-AGRI CROP 1 3% 11
TOTAL 30 95%

The table show that there are 6 sections in Grade 11 that answered the questionnaire and a 7

section in Grade 12 that answered the questionnaire 20% from 11-CSS, 10% from 11-GAS, 16%

are from 11-AGRI CROP, 3% are from 12-HUMMS, 13% are from 12-GAS, 6% are from 12-

CSS, 16% are from 12-EIM, 6% are from 12-TAILORING, 6% are from 12-AGRI CROP, 3%.

There are total of 30 respondents from the different sections of Grade 11 and Grade 12.
 B. ANALYSIS

To complete this study properly it is necessary to analyses. The data collected in order to test

the hypothesis and answer the research question. As already indicated in the preceding chapter

data is interpreted in a descriptive form.

This chapter comprises the analysis presentation and interpretation of the finding resulting

from this study the analysis and interpretation of data is carried out into phases the first part

which is based on the result of the questionnaires delas with a quantitative analysis of the data

the second which is based on the result of the interview and focus group discussion is a

qualitative interpretation.

1. Do you think shifting classes will have a positive Yes – 15

impact on your academic performance. No – 5
Not Sure – 6
2. Do feel more stressed after shifting classes. Yes – 17
No – 13
3. Have you sought help or support from your teacher Yes – 10
or classmate after shifting classes. No – 15
Not Yet but Planning to - 4
4. Have you experienced any negative impact on your Yes – 14
mental health due to shifting classes. No – 13
5. Have you considered from school due to the impact Yes – 12
of shifting classes. No – 9
Not Sure – 7
6. Do you feel that shifting classes has hindered your Yes – 13
overall academic progress. No – 12
Not Sure – 5
7. Have you received any guidance or support from Yes – 11
academic adjustors regarding No – 16
Not Applicable – 2
8. Do you feel that shifting classes has help you Yes – 15
developed better time management skill. No – 9
Not Sure – 6
9. How has shifting classes affected your study habits. Increased study time – 12
Decreased study time – 11
Change study location – 0
No impact of study habits - 5
10. Do you feel more or less connected to your More connected – 12
classmate after shifting classes. Less connected – 1
No change - 17
 On the basis of all information in this table, that all majority of subjects who took part in

this study confirm the needs to clean the resfroms to rank the higher the study revealed that only

responsible student wants to shifting classes, while the majority feels answered or uncomfortable

decreasing this important issue with them.

C. INTERPRETATION

We conducted a data gathering through giving out survey questionnaires to Senior High

School to know what they think about student attitude towards shifting classes and impact to

their academic performance. Not Sure, Not Applicable, Not Yet but Planning To, Increased

Study Time, Decreased Study Time, Change Study Location, No Impact of Study Habits, More

Connected, Less Connected, No Change. In this question “How can student maintain consistency

in their academic performance when shifting classes frequently? From second part, many

answered that this develops a study schedule as much as possible even when class change. The

second question that we ask in the survey is if they have any suggestions to address the shifting

classes in the school, the researchers noticed that most of the answer are all about them

suggesting that each grade level should have their shifting classes.

Their answer is all possible but it is not really 100% guaranteed that these questions will

be soon happen, since the student are also one of the reasons why the shifting classes ended up

like that but they are also responsible to lack of classroom.

 D. DISCUSSION

The outcomes of this research have provided insight of the student attitude toward

shifting classes and impact to their academic performance.

However, the result should be interpreted with caution due to the limitations of the

research.

This chapter provide a reflection on the research process. The limitation and potential

consequences of the design are discussed, as well as the implication for the interpretation of the

result.

The chapter ends with several recommendation for research.

 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATION

This chapter present the summary of the research work undertaken, the conclusion drawn

and the recommendation made as an outgrowth of this study. This study is on the profile and

performance evaluation of student attitude toward shifting classes and impact to their academic

performance were age, sex, year level, and in-service attend were undertaken.

SUMMARY

This study finds out the following question:

1. What are the factors that affect on your student attitude shifting classes and impact to

their academic performances?

2. What are some common reason why student shifting classes?

3. How the student attitude toward shifting classes based on their personalities or learning

styles?

4. What strategies a teacher implement to help student adjust positively to shifting classes?

This (30) student are the chosen respondent and the study used a survey questionnaire to

gather data regarding the student attitude toward shifting classes and impact to their academic

performances of BNCHS student.

FINDINGS

This study revealed the following:

1. Thirty (30) respondent, seven (7) student from the age of 16 years old, fifteen (15) from

the age of 17 years old, four (4) from the age of 18 years old, three (3) from the age of 19

years old, one (1) from the age of 20 years old. The conceptual considered as a rank. Five

(5) students.

2. After having those data of the most factor that student attitude toward shifting classes and

impact to their academic performances. Based on the respondent seventeen (17) female

respondent, thirteen (13) male respondent. Female respondent are 17.

3. In the bases of Year level of the respondent Grade 12 are total of 14 Grade 11 are total

16, most of our respondents are Grade 11.

CONCLUSION

The study made a conclusion.

1. 17 years old got the highest rate of 50%, 16 years old rate of 23%, 18 years old rate of

13%, 19 years old rate of 10%, 20 years old rate of 3.3%. Most of our respondent came

from 17 years old of age and answered our questionnaire.

2. Female got the highest rate of 56%, Male got the 43% majority of our respondents are

female because it has 56%.

3. Based on the respondent got a high-rate Grade 11 got the highest rate of 53%, Grade 12

got a 46%. Most of our respondent are grade 11 because it has 53%.
RECOMMENDATION

Confusion the way you made a student attitude towards shifting classes and impact to

their academic performance research recommended to focus in what you are doing. The

researchers recommended that just think properly. While working a decision researchers should

recommend making a list of things the important to do and do it from your heart.
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